Chapter II REVIEW OF LITERATURE This chapter deals with the conceptual and research literature which provides provide significant information for better understanding of the present study. Conceptual Literature This section includes the conceptual literature used by the researchers in order to conceptualized ideas related to study. According to Borich (2014), teachers who build their instruction around projects provide learners with thinking skills that are applicable throughout their lives. But teachers must do this in ways that assure learners that their success depends on factors they control. Project-based learning communicates to learners the importance of the learning process and not just the product. It helps them set goals and it uses the instructional groupings to elicit the cooperation of others in completing a project. Project-based learning advocates the use of projects as the most appropriate vehicles for engaging learners because they can be structured around student’s interests. Projects may be built around issues of current societal concern or questions of more historical or intellectual interest. It also present a real-world authentic challenge, allow for some learner choice and control, be doable or capable of being carried out within the time and resource limitations of the student and classroom, require some level of collaboration and produce tangible product. Learners will preserve and expend high
amount of effort if they see results. Similarly, they are more likely to believe they can see a project through to successful conclusion of it is time limited, requires readily available resources and includes points along the way where they can receive positive feedback, make revisions and generate further products. According to Burden and Byrid (2013), students often work either independently or cooperatively on projects related to the objectives of the unit being covered. A project is an activity that involves investigation about the facts of a particular issue and the reporting of these facts in various ways. Projects provide students with the opportunity to work somewhat independently from the teacher, have positive academic experiences with their peers, develop independent learning skills, become especially knowledgeable in one area of the subject matter and develop skill in reporting this knowledge. Project method is a problematic activity carried on in a natural setting and involving the utilization of physical materials in a constructive way. The project needs to proceed further to have the solution is finally achieved. The project necessarily needs intellectual and physical solutions. The project is more purposeful and a constructive activity and is always a real-life situation. The project no matter what kind, should be carried out in a natural setting and should be free from academic artificially. The learners should approach the task in a positive, purposeful attitude. The learners marshal their activities, plan, direct them and assume responsibility for their collective efforts for the success of their activities. (Francisco M. Zulueta, 2012)
According to Melissa et.al (2012), creativity is the process of having original ideas, which have value. Creativity is vital. It is the seed of innovation. Without creativity, everyone would all be doing the same things, the same way, and with such predictability, there would be little to think or wonder about. Creativity drives economies and cultures and makes people think in different ways. People who have the ability to think creatively come up with novel solutions, make connections in new and exciting ways and brainstorm ideas are in high demand. Project method is a “hands-on, minds-on” method. It requires students to present in concrete or principle. The design will show an application of how the principle works. The project may be a task or a product. It is a teaching strategy that emphasizes “learning by doing.” Constructing projects develops the students to manipulative skill. The planned design of the project test the student’s originality in choosing the materials to be used. They become resourceful and innovative. It can be employed among students who are weak in oral communications, the finished product can serve as evidence of learning achieved. The completed project adds to one’s feeling to accomplishment and satisfaction, thus motivating students to continue constructing new projects in school and at home. It in stills the values of initiative, industry and creativity. Working on project in groups develop the spirit of cooperation and sharing of ideas. In addition to learning a concept, students become productive and enterprising. (Corpuz and Salandanan, 2007)
Research Literature The researchers viewed studies and findings of some researchers conducted specific research related to the present study they discussed in this section. According to Mendoza et.al (2014) found out that in project making, economy has the great influenced to the students. Based from their conclusion, they recommend that the teachers select project which have an appropriate type of materials in the community. Select a kind of project in relation to the abilities, needs and interest of the students. They also intended that teachers must monitor students’ performances in making projects.s Cabanig and Evangelio (2013), found out that the project method giving more focus on skills development of the students according to the assessment of teachers. The students’ assessment in terms of appropriateness on project method develops their potential and skills and the method focuses on their interest and needs. In terms of practicality, the project method allows the students to solve problems in practical life situation and project method encourages creativity in different areas. In terms of economy, it indicates the project method involves the use of physical materials which can be easily found in the environment and project method utilizes the existing the facilities and resources of the school. It also provides opportunity for effective planning of project to come up with marketable output. According to Marinay and Panaligan (2004), Technology and Livelihood Education is a subject rich in concept and experiences which will promote learners in urban, suburban and rural areas and give opportunities to develop and reinforce values,
attitudes and skills for the world of work. However, the primary factor which influences the learner’s behavior through studying is the attitude. So at the point, learners should develop especially the boys, a good attitude toward Technology and Livelihood Education. Marinay and Panaligan also mentioned that TLE is intended to develop knowledge, skills, values and attitudes that will prepare the students in the field of work. It is intended to provide the classroom and practical work experiences that will enable students to gain understanding and acquire competencies in various economic activities. She also stated that the materials for working with high school students could be advised easily but the main problem lies in TLE teacher who lacks the skill and the experience in working the students especially in large group. Developing TLE concept and understanding practical and worthwhile activities in the TLE can provides satisfying experiences for the students. Casas et.al (2003) found out that parents and teachers should be sensitive enough to the needs of students and they should be assigned to do some projects which are worthy and they would also become resourceful to the materials needed. They made a conclusion that TLE has been done to prepare the adolescence for meaningful work experiences at home, at school and in the community. It is rich in field, richer in potentials values for developing functional programs program than any other field today. It is designed for a better family life, home and community.
It
is
concerned
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everything which affects immediate personal family living, the management resources
and the development of children and everyday social relationship of people. Moreover, TLE is intended to provide a practical activities as they relate to the four major areas namely: Home Economics, Agricultural Arts, Industrial Arts and Entrepreneurship. SYNTHESIS The study of Mendoza et.al (2014) are similar to the present study in terms of the criteria given in making projects. The only difference in the present study are the respondents, time, school used and focused of subject. The study of Cabanig and Evangelio (2013) are similar to the present study because their study focused on the project method that used by students in making project. It also gives more focused on skills development of the students. The only difference of their study to the present study is the assessment of teachers in terms of these project methods. The study of Casas et.al (2003) are similar to the present study since study are focused on the needs of students in making projects. They mentioned that students are able to make projects which are worthy and resourceful to the materials needed. The only difference of their study to the present study is focused on the sensitivity of parents and teachers to the needs of students. The study of Marinay and Panaligan (2004) are similar to the present study because their study focused on TLE subject that give opportunities to develop and reinforce the skills for the world of work. It is intended to provide classroom and
practical work experiences that will enable students to gain understanding and acquire competencies in various economic activities. The difference of the study is it focused only on skills in making project in TLE while their study focused as well as on the values and attitude that will prepare the students in the field of work. Conceptual Framework This study is based on the project making activities of the secondary students in selected secondary schools taking up TLE subject. This will develop the interest of TLE students toward project making. It may also provide the students to learn in actual work and different aspect of TLE. The paradigm used Input, Process and Output (IPO) model with three frames considered as the steps in conducting a study. The first frame consists of the criteria being applied in project making process such as usefulness, practicality, creativity and economy. These criteria will observe on how the students performed and make projects. Project making will develop the students’ resourcefulness and observes the creativity of students. The second frame consists of the questionnaire that be given to the students of the selected schools. It will be used in gathering data. This serves as the process in finding out the project making activities of the students. Their answers serve as the basis as future educators in doing and giving necessary activities. The third frame which is output of the study contains the proposed criteria to intensify project making activities in TLE subject. These were based on the respondents
answer. The response will give an idea in giving particular objects that will enhance and develop the project making activities of secondary students in selected secondary schools taking up TLE subject.
RESEARCH PARADIGM Input Projects in TLE subjects: -usefulness -practicality -creativity and -economy
Process Survey Questionnaire
Output Proposed criteria to intensify project making activities
Figure 1 Research Paradigm in Project Making Activities in K-12 Curriculum in Technology and Livelihood Education in Selected Public Secondary School at Rosario District, Division of Batangas Definition of Terms For better understanding of the study, the following terms are defined. The following terms will benefit the students who are learning their skills in doing their project through project making activities. Creativity- it is the ability to transcend the ordinary. It is critical thinking skill that allows you to “think outside the box” to come up with the original solutions to problem. (Vocabulary website) In this study, it pertains how the students try out new idea and suggestions to contribute them in their TLE activities. Criteria- In this study, the term refers to statement which can be considered by both teachers and students to intensify project making activities. Economy- This term refers to basic consideration in project making because it deals with how individuals and society generally make choices. This study refers on how the student become thrifty and make projects which are in expensive. Practicality- It is concerned with actual use rather than theoretical possibilities. (Vocabulary websites) In this study, it refers how students utilized local raw materials in doing projects.
Usefulness- It is the quality of having utility and especially practical worth or applicability. In this study, it is used to maximize the use of materials. Technology and Livelihood Education- This term refers to the field that promotes livelihood activities and improving the quality of life in the community. In this study, it refers to be the branch of general action required for instruction in schools for skills development and livelihood education.
