Thesis PUP Coed 2012....Dr. Jacolbia

CHAPTER I The Problem and It’s Background

Introduction Education is an important means by which an organized society achieves stability and prosperity. Through the process of Education, the citizens are imbued with proper attitudes, values and aspirations, necessary to gain knowledge and skills that will help them achieve maximum self realization.

Our own Congressional Commission on

Education (EDCOM) has recognized the crucial importance of Education when it stated in the preface preface to the official EDCOM report: “Education is essential essential to our life as a 1

nation. This is the truism that bears bears endless repetition” And professional educators know very well that the word “Learning” implies both teaching and learning. The Philippine Educational System was before patterned from both Educational Systems of Spain and United States of America. But as the time goes by, different technologies spawned.

The Department of Education proposed a new educational

system, along with that the new curriculum for all students. This will be the answer for the demand for manpower that will help for the country’s development. The end goal of Philippine Education is to produce Filipinos who respect human rights, whose personal disciplines are guided by spiritual and moral values and who can exercise responsively their rights and duties as citizens.

1

Excerpt from the Preface to the Official EDCOM Report (1992).

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Contrary to their concept, the Philippine Educational System has apparently failed to produce the much-needed much- needed Filipinos for the country’s social and economic development. The demand for learning especially in the world of work has altered. Background of the Study Technology and Livelihood Education (TLE) is one of the learning areas in Secondary Education in the Philippines. As a subject in high school, it basically tackles the basic fundamentals of technicalities that can be found in people's everyday life. Also, with the ever emerging Philippine Technology, students were also taught the need to know about the growing industry to hands-on activities and creativity projects. TLE provides High School students with practical experiences, technical knowledge and expertise in Home Economics, Agri-Fishery Arts, Industrial Arts, and Information and Communication Technology (ICT). Technology and Livelihood Education intends to develop knowledge, skills, values, and attitudes that will prepare the students for entry into world world of work. This will enable the students to gain understanding and acquire competency in various activities. The study of TLE needs redirection to suit to the conditions in today’s society and to promote advancement in knowledge and respond to the needs of individuals, families, and community. community.

According to De Alca, Alca, The TLE as the 5

th

learning area in the

2

curriculum is the “Laboratory of Life.” Among the learning areas, it is the most experimental, interactive, interdisciplinary, vocational, politico-economic and Moral

























practical knowledge and life skills that have been gained especially, the skills of empathy, vocational efficiency and solving problem of daily life. The DepEd is vested with the authority, accountability and responsibility for ensuring success to promote Quality Education. Quality Education can provide people with the means to assess and construct their own values and provides a foundation for the continued Education that is essential to personal and professional fulfillment.

3

At the present setting in the Philippines, The Technology and Livelihood Education is under the Technical-Vocational Program (Tech-Voc). Technical-Vocational Education offers Technical and Vocational courses to basically enhance and develop their skills. The Department of Education (DepEd), represented by Secretary Bro. Armin Luistro said in the column entitled “Education and Home” for November 10, 2010 issue of The Philippine Star: “DepEd believes that the tech-voc tech-voc high school program will play a significant role in raising the quality of high school graduates in the country toward employment here and abroad or toward entrepreneurship. Through it, they can contribute more significantly to revenue generation, jobs creation, and to national 4

development as a whole.”

DepEd continues to raise the quality of the Tech-Voc program through the Based Curriculum, Teacher’s Training, acquisition of physical provision of CompetencyCompetency-Based facilities, development of instructional materials, and other logistics support. Also, The Technical Education and skills Development Authority (TESDA),

























the industry’s labor and Tech Tech--Voc Education in the development of the country’s human resources. As a means of achieving the goal of Quality TLE, the researchers is motivated to pursue this study to identify the Techniques and Strategies of Teachers in Teaching Different Areas in TLE in Public High School. How would these be done? It will begin with the Teacher’s Effectiveness in Teaching. The concern for Teacher’s Effectiveness Effectiveness is underscored underscored in the Education Act of 1982 which provides, among other things, that students in schools have the “right to receive, primarily through competent instruction, relevant quality education…” The same law provides that “every Teacher shall be account accountable able for the efficient and effective 5

attainment of specified learning objectives…”

Let us start with the conceptualization of Teaching, Teaching is a science as it involves a systematic process of instruction guided by established theories, principles, 6

and approaches that make teaching effective. It is a cycle of instruction that is based on theories, principles and approaches that will result in effective teaching.

There is a

tremendous semantic confusion in the use of such words as strategies, techniques, and 7

methods. Strategies are the plans intended for accomplishing accomplish ing specific goals. Techniques are the day to day activities which the teacher may design for a particular lesson.

5

Aquino, Gaudencio V., Effective Teaching, 3rd Ed., National Book Store, 2006, p. vii.

























And Methods are the overall procedure or process to achieve certain goals.

8

It is now

clear that the three are interchangeably used in education. Strategies are used in different strokes and advances to expand and raise goals and undertaking for both the teacher and advances to expand and raise goals and undertaking skills for both the teacher and students. It is a means to set off and develop the students’ skills and in depth knowledge of what had to be learned according to their interests and intelligence. It has a direct pressure on how the students learn and what skills they need to develop. Hence, it has been purposeful to strengthen and intensify the awareness of students in every topic to be understood. Aside from using new technology, a teacher needed to use different strategies and techniques to get hold of the attention of high school students. There were many ways of applying strategies to High School Students. But a teacher must know the most effective approach to be used to a particular kind of learner. According to Lardizabal, A Teacher should realize individual differences among students and put himself in the position to meet them through a variety of strategies.

9

In other schools, it is common problem of the teachers if what are the strategies suited to arouse students’ interest. According to Tenedero, the problem problem raised when the Teachers were left behind by the innovations in Education.

10

Many Teachers didn’t care

8

Dhand, Harry, Techniques of Teaching, 1st Ed., New Delhi: APH Publishing Co., 2008, p. xiv.

9

Lardizabal, Amparo S., et. Al., Principles and Methods of Teaching, 3rd Ed., Quezon City:

























for someone exerted no effort to think which could be more appropriate learning style or strategies for their school or grade level. According to Aquino, at the end of every subject, the teacher must developed the students’ cognitive learning, his intellectual skills will developed; Affective learning, deals with attitudes, motivation, willingness to participate, valuing what is being learned, and ultimately incorporating the values of a discipline into a way of life; and Psychomotor Learning, focuses on performing sequences of motor activities to a specified level of accuracy, smoothness, rapidity, or force.

11

Theoretical Framework This study was anchored on the theory of self-activity formulated by John Dewey which is based on the idea of learning by doing, reacting or experiencing. This theory is evident in the new philosophical approaches in Philippine education where in the first approach introduced is the work-oriented curriculum which aims to develop work values of creativity and employability of the individual.

12

This concept calls for a real work

experience. The love for work must be stressed or develop by the TLE teachers. B.F. Skinner’s Behaviourism in Modification which stresses the stimulusresponse approach to learners.

13

The teachers should be aware that a positive stimulus

should be presented to the study in order to achieve the desire outcome. Bandura’s Social Learning Theory stresses stresses the observational learning where a response is linked with a stimulus after a person sees the consequences of another

11

Aquino, Gaudencio V., Effective Teaching, 3rd Ed., National Book Store, 2006, p. 30.



























14

person’s responses.

The teacher should manifest a type of personality considered as a

true model for the students to emulate. son’s Theory of Development and Sullivan’s Observation on the self Erick son’s concept stresses the importance of making students feel confident about their own ability.

15

The teacher should encourage the students to perform an activity for its own

sake and for their personal growth and satisfaction. Kolb’s Theory of Experiential Learning states that, Learning as "the proces s 16

whereby knowledge is created through the transformation of experience”.

The students

cannot only learn in the four corners of a classroom, the teacher should not teach with the theories only but instead he/she must let his/her students experience it. Bruner’s Theory of Cognitive Constructivism states that, Learning is an active process: Direct experience, making errors, and looking for solutions are vital for the assimilation and accommodation of information. How information is presented is important. When information is introduced as an aid to problem solving, it functions as a tool rather than an isolated arbitrary fact. Learning should be whole, authentic, and real the students are engaged in the true to life experience in a classroom.

17

The school

should have adequate facilities and equipments to help the students learn from the real

























Reigeluth’s Theory of Elaboration states that, content content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.

18

The Teacher should teach theory, principles, and

procedures of the topic first. Then, after the student learned the basic theories, let the student choose the theory, principle and procedure of the topic to be elaborated. Vygotsky’s Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.

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A constructivist teacher creates a context for learning in which students can

become engaged in interesting activities that encourages and facilitates learning. The teacher does not simply stand by, however, and watch children explore and discover. Instead, the teacher may often guide students as they approach problems, may encourage them to work in groups to think about issues and questions, and support them with encouragement and advice as they tackle problems, adventures, and challenges that are rooted in real life situations that are both interesting to the students and satisfying in terms of the result of their work. Teachers thus facilitate cognitive growth and learning as do peers and other members of the child's community Brown’s Cognitive Apprenticeship is a theory that attempts to bring tacit

























observation, imitation and modeling.

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The Teacher demonstrates a task explicitly, and

the students build a conceptual model of the task at hand.

















































Figure 1. Shows the conceptual framework of the study. The inputs or the data for the

study were collected representing selected personal variables for students, students’ feedback on the implementation of teaching strategies, activities and perceived adequacy of f acilities acilities and equipment, and the students’ feedback in terms of the skills acquired, attitudes/values towards technology and the world of work. The same figure shows that the inputs were descriptively analyzed to present the efficiency level of the technology program based on the experiences of the respondents or the perspective of the technology teachers as program implementers and students as program beneficiaries. Statement of the Problem This study aimed to assess and describe the Techniques and Strategies of Teachers in teaching different areas in Technology and Livelihood Education in Public High School. Specifically, the study sought to answer the following questions: 1. What is your teacher’s profile? 1.1 Sex 1.2 Age 1.3 Educational Attainment



























5.2 Facilities and Equipment 6. Is there any significant relationship between the Teacher s’ and Students’ responses regarding: 6.1 Resources and Materials 6.2 Facilities and Equipment 7. What are the things developed by the students in learning different areas in TLE? TLE? 7.1 Skills 7.2 Values 8. What are the problems that the Teacher and Student encountered in the Learning Process of TLE? 9. What are the solutions to the problems met? 10. Is there any significant si gnificant relationship between the th e Teacher s’ and Students’

























Null Hypotheses The Null Hypotheses tested in this study were: 1. There is no significant relationship between the Teacher s’ and Students’ Student s’ responses on the Techniques and Strategies. 2. There is no significant relationship between the Teacher s’ and Students’ responses regarding: 2.1 Resources and Materials 2.2 Facilities and Equipment 3. There is no significant relationship between the Teacher s’ and Students’ responses on solutions to the problems encountered. Significance of the Study This study will benefit the following:

























Administrators. The results of this study will serve as an eye-opener to

administrators for effective planning, direction or guidance by encouraging teachers to use more applicable, suitable, and effective methods and strategies which will improve their teaching abilities and performance. Educational Institutions. Results of this study can provoke educational

institutions to assess the student’s performance in Technology and Livelihood Education in order to develop desirable attitudes and values which will contribute to effective personal, family, and community living. Future Researchers. The results of the study may reveal insights that will help

future researchers realize the goals of their studies. They may use the data of this study to come up with a bigger and wider spectrum about the subject. Scope and Limitation of the Study

























Age. It is a period of human life, measured by years form birth, usually marked by a certain stage or degree of mental physical development and involving legal responsibility and capacity. Cognitive Learning. It involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedure, and concepts. Competency Based Curriculum. It is a framework or guide for the subsequent detailed

development

of

competencies,

associated

methodologies,

training

and

assessment resources. Education. It is the aggregate of all processes by which which a person develops ability, attitudes, and other forms of behaviour of practical values in the society in which he lives.

























Psychomotor Learning. It includes physical movement, coordination, and use of the motor-skill areas. Strategies. Are the plans intended for accomplishing specific goals. Teacher.

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It is a symbol of learning, a leader of learners, and a miracle to

education. They are the main source of inspiration for the next generation. They are are the ones that reach for the sky to get what our students need. Teaching. It is a science as it involves a systematic process of instruction guided by established theories, principles, and approaches that make teaching effective.

22

Techniques. Are The Day To Day Activities Which The Teacher May Design For A Particular Lesson.

23



























into world of work. This will enable the students to gain gain understanding and acquire competency in various activities. Technical Vocational Education.

It is demonstrated and acknowledge

development of knowledge, skills and attitudes necessary for a place in the workforce, at levels ranging from pre-trade to a Para-professional.

























CHAPTER II Review of Related Literature and Studies

In this chapter, Review of Related Literature and Studies are divided into four parts, Foreign Literature, Foreign Studies, Local Literature and Local Studies. Local Literature Curriculum Development

























2. It must be planned. It must be systematic, sequential, and executed over a period of time. 3. It must be progressive. It must bring improvement. Bacani, P. and Barba, B. stated that in order to make Education more relevant to students’ future life goals and potential curriculum should be geared towards career education. They added that when this program is properly integrated into the Educational System it can help teachers make the basics more relevant to the world of work and each

























b. Developed skills in higher intellectual operations and more complex comprehension and expression activities, and in thinking intelligently and critically and creatively in life situations. c. Broaden and heighten one’s abilities in and appreciation for the arts, the science, and technology as a means for maximizing one’s potentials for self -fulfilment -fulfilment and for promoting the welfare of others.

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“The Primary task of education is to develop the individual to his maximum

























Technology and Livelihood Education Program Technology and Livelihood Education is one of the subjects offered in the secondary schools. The subject is intended to provide classroom and practical work experience that will enable the students to gain understanding and acquire competencies in various activities as they relate to Home Economics, Agricultural Arts, Industrial Arts and Entrepreneurship. This subject covers home and family living, housing and family economics, foods and applied nutrition and basic clothing. Practical work experiences



























research that one can add to the existing body of knowledge in Home Economics and improve its practice and application in the country.

30

























AGE A study conducted by De Pano, said that younger people are more innovative

























TEACHER RELATED FACTORS

GENDER

























AGE According to Callo’s studies, the relationship of age and enthusiasm among

























AREA OF SPECIALIZATION According to Vongyuttakrai, teacher who are given assignments based on their















































































































































































































































































































































































































































































































































































































































































































































6.67% or 8 and 5% or 6 of the Students ’ R esponses esponses said that they developed their skills by making HTML and making website. In Home Economics including Dressmaking, Cosmetology and Housekeeping, 72.29% or 60 Students’ Students ’ R esponses esponses answered that able to apply the principles in cosmetics developed their skills; 14. 46% or 12 Students ’ R esponses esponses answered able to sew and design dresses developed their skills; 10.84% or 9 Students ’ R esponses esponses answered that able to use different tools in housekeeping and 2.41% or 2 among the Students ’ Responses answered that able to apply the principles in decoration developed their skills. In Industrial Arts including drafting, construction building, wood working, metal works and electronics, 40.52% or 94 Students ’ R esponses esponses answered that lettering and making of pictorial drawings have developed their skills; 21.12% or 49 of the Students ’ Responses answered using the principles of English and Metric System accurately; 18.10% or 40 Students Students’’ R esponses esponses answered repairing defective furniture and appliances have developed their skills; and 17.24% or 40 Students ’ R esponses esponses answered making a project plan. While 2.59% or 6 and .43% or 1 among the Students ’ R esponses esponses answered that they developed their skills through skill screen printing and construction building theory. In Business Education, 32.97% or 30 Students ’ R esponses esponses answered that making useful and artistic articles out of trash for home and personal use have developed their skills; 25.27% or 23 Students Students’’ R esponses esponses answered making business plans of feasibility

























This indicates that in Culinary Arts, majority of the Students ’ R esponses esponses have developed their skills in Introducing, cooking Terms and techniques; in Computer Education, majority of the Students ’ R esponses esponses developed their skills through learning computer operations and concepts; in Home Economics, majority of the Students ’ Responses said that able to apply the principles in cosmetics have developed their skills; in Industrial Arts, majority of the Students ’ R esponses esponses said that lettering and making of pictorial drawings have developed their skills and in Business Education, majority of the Students’ Students ’ R esponses esponses said that making useful and artistic articles out of trash for home and personal use have developed their skills. Table 17 Teachers’ Responses on the Values learned VALUES Adaptability Honesty and Integrity Positive Attitude Dependable and Responsible Strong Work Ethics Self Motivation Loyalty Strong Self-Confidence Others: Accuracy Neat and Orderly Self Discipline TOTAL

RESPONSES f 14 14 14

% 12.39 12.39 12.39

14 12 14 13 14

12.39 10.62 12.39 11.50 12.39

1 1 2 113

0.88 0.88 1.77 100.00

























Honesty and Integrity, Positive Attitude, Dependability and Responsibility, Self Motivation and Strong Self Confidence are the primary values to be developed by the students; 13 or 11.50% of the TLE Teachers’ Responses answered Loyalty; 12 or 10.62% of the TLE Teachers’ Responses answered Strong Work Ethics; 2 or 1.77% of the TLE Teachers’ Responses answered Self Discipline; and 1or 0.88% of the TLE Teachers’ Responses answered Accuracy and Neat and Orderly. This indicates that being Adaptable, Honest and Good Integrity, Positive Attitude, dependable and responsible, Self Motivated, and Strong Self Confidence are the values the students should developed in different areas of TLE. Table 18 Students’ Responses on the Values Learned VALUES Adaptability Honesty and Integrity Positive Attitude Dependability and Responsibility Strong Work Ethics Self Motivation Loyalty Strong Self-Confidence Others: Accuracy Neat and Orderly Self Discipline TOTAL

RESPONSES f 95 134 164 143

% 8.55 12.06 14.76

149 154 108 160

12.87 13.41 13.86 9.72 14.40

1 1 2 1111

0.09 0.09 0.18 100.00

























responsible; 160 or 14.40% of the students have developed the values of strong selfconfidence; 154 or 13.86% have developed the values of self-motivation; 149 or 13.14% have developed the values of strong work ethics. 143 or 12.87% of the students have developed the values of dependability and responsibility; 134 or 12.06% of the students have developed the values of honesty and integrity; 108 or 9.72% of the students have developed the values of loyalty; 95 or 8.55% of the students have developed the values of adaptability; 1 or 0.09% among the students has developed the values of patience; 1 or 0.09% among the students has developed the values of being helpful; and 2 or 0.18% of the students have developed the values of being resourceful. Majority of the students have a positive attitude based on their responses on the values they learned from different areas of T.L.E. Table 19 Teachers’ Responses on the problems they met

PROBLEMS Tardiness Absenteeism Lack of Interest Non Compliance of the requirements Malfunctioning of Laboratory Equipments Classroom/Laboratory Environment

f 11 13 10

RESPONSES % 24.44 28.89 22.22

7

15.56

3

6.67

1

2.22

























Table 19 shows the problems met by the TLE teacher in the teaching process of

different areas in TLE. 13 or 28.89% of the TLE Teachers answered Absenteeism as the primary problem in the teaching process; 11 or 24.44% of the TLE Teachers answered Tardiness; 10 or 22.22% of the TLE Teachers answered Lack of Interest on the part of the students; 7 or 15.56% of the TLE Teachers answered Non Compliance of the requirements; 3 or 6.67% of the TLE Teachers answered Malfunctioning of the Laboratory Equipment; 1 or 2.22% of the TLE Teacher answered Classroom/Laboratory Environment. The data confirms that the primary problem they met in the teaching process of TLE is Absenteeism. Table 20 Students’ Responses on the Problems they met in TLE

PROBLEMS

RESPONSES f 56 16 81

% 18.73 5.35 27.09

Non Compliance of the requirements

38

12.71

Malfunctioning of Laboratory Equipments

34

11.37

70

23.41

4

1.34

Tardiness Absenteeism Lack of Interest

Classroom/Laboratory Environment Others: Sleepy



























Table 20 shows the Students’ Responses on the Problems they encounter in the

teaching-learning process.

The table reveals that 81 or 27.09% of the Student

Respondents answered that they are lacking interest on the area they are currently taking up; 70 or 23.41% said that the classroom/laboratory environment affects their learning; 56 or 18.73% said that tardiness is a hindrance on the teaching-learning process; 38 or 12.71% answered that non-compliance of the requirements will be a problem especially when computing grades; 34 or 11.37% said that malfunctioning of the laboratory equipment has a great effect on the hands-on activities of the subject; 16 or 5.35% answered that absenteeism affects the gaining of knowledge and acquiring of the needed skills. Aside from these responses, 4 or 1.34% said that falling asleep during discussion is also a problem among students. As reflected on the table, majority of the student-respondents said that lacking of interest on the subject is the major problem that they encounter in the teaching-learning process. Table 21 Teachers’ Responses to the solutions to the problems

























Request on Classroom/Laboratory Improvement

0

0.00

Repairs of Computers

1

2.94

Budget for New Equipments TOTAL

2 34

5.88 100.00

Others:

Table 21 shows the TLE Teachers’ Responses to the solutions to the problem. 14

or 41.18% of the TLE Teachers answered Constant follow up on attendance as the solution to the problem; 13 or 38.24% of the TLE Teachers answered Consultation of Parents; 2 or 5.88% of the TLE Teachers answered Budget for new equipment; and 1 or 2.94% of the TLE Teachers answered Repair of computers. This means that the solution to the problem is Constant follow up on Attendance. Table 22 Students’ Responses on the solution to the problem SOLUTIONS

RESPONSES

























Budget for New Equipments

5

1.44

TOTAL

348

100.00

met. As Table 22 shows the Students’ Responses on the Solution to the Problems met. suggested by the students, 112 or 32.18% request for classroom/laboratory improvement, to have a room conducive to learning. Although there are rooms conducive to learning, yet there are still some rooms which are not. 75 or 21.55% said that there should be a constant follow-up on attendance for a regular monitoring with the parents and teachers. 59 or 16.95% of the student-respondents also suggested that research work can be given to students to lift up their poor performance. 56 or 16.09% said that consultation with parents will help remedy the problems. This may be conducted by the teachers, students, and parents. 41 or 11.78% said that there should be counselling, an activity of students, teachers, and guidance counsellors. Moreover, 5 or 1.44% said that budget for new equipment is really a need in schools. Among the solutions suggested by the students, majority of them said that classroom/laboratory improvement will keep and encourage students to continue

























Table 23 Teachers’ own Performance Evaluation

CRITERIA

5

4

3

2

1 OWM

DI

0

4.79

O

0

0

4.57

O

0

0

0

4.86

O

0

0

0

0

4.64

O

0

0

0

0

0

4.71

O

0

0

0

0

0

0

4.79

O

0

0

0

0

0

0

4.86

O

4.74

O

#

WM # WM # WM # WM

# WM

11

3.93

3

0.86

0

0

0

0

0

8

2.86

6

1.71

0

0

0

0

12

4.29

2

0.57

0

0

0

9

3.21

5

1.43

0

0

Technique in Questioning students

10

3.57

4

1.14

0

Knowledge in the use of equipment and uses it for instruction

11

3.93

3

0.86

12

4.29

2

0.57

Mastery of the Subject Matter Knowledge of the Teaching Methodology Ability to implement a particular technique in presenting lessons Ability to motivate students to inquire and look for answers

Ability to use the tools and equipment properly TOTAL

























of “4.57”; in the third criteria, they evaluate their performance as “Outstanding”, which has an Over All Weighted Mean of “4.86; in the fourth criteria, they evaluate their performance as a s “Outstanding”, which has an Over All Weighted Mean of “4.64”; in the fifth criteria, they evaluate their performance as “Outstanding”, which has an Over All Weighted Mean of “4.71”; in the sixth criteria, criteria, they evaluate their performance performance

as

“Outstanding”, which has a Over All Weighted Mean of “4.79”; and in the seventh criteria, they evaluate their performance as ”Outstanding”, which has an Over All Weighted Mean of “4.86”. As a whole, the TLE Teachers of Ernesto Rondon High School is “Outstanding” in terms of the criteria given.



























Table 24 Students’ Evaluation on their TLE Teacher CRITERIA

5

4

3

2

1 OWM

DI

0

4.35

O

0

0

4.26

O

0.01

0

0

4.14

VS

0.02

0

0

3.96

VS

#

WM

#

WM

#

WM

#

WM

#

WM

Mastery of the Subject Matter

179

2.61

108

1.26

54

0.47

2

0.01

0

Knowledge of the Teaching Methodology

145

2.11

150

1.75

43

0.38

3

0.02

154

2.24

132

1.54

39

0.34

2

123

1.79

137

1.60

62

0.54

4

Ability to implement a particular technique in presenting lessons Ability to motivate students to inquire and look for answers

























Table 24 shows the Students’ Evaluation on their TLE Teacher. The data were

treated by using Weighted Mean. In the first criteria, they evaluate their performance as “Outstanding”, which has an Over All Weighted Mean of “4.35”; in the second criteria, they evaluate their performance as “Outstanding”, which has an Over All Weighted Mean of “4.26 “4.26”; ”; in the third criteria, they evaluate their performance as “Very “Very Satisfactory”, Satisfactory ”, “4.14; in the fourth criteria, they evaluate their which has an Over All Weighted Mean of “4.14; performance as “Very “Very Satisfactory”, Satisfactory”, which has an Over All Weighted Mean of “3.96”; in the fifth criteria, they evaluate their performance as ““Very Very Satisfactory”, Satisfactory ”, which has an Over All Weighted Weighted Mean of “4.11”; in the sixth criteria, they evaluate their performance as “Outstanding”, which has a Over All Weighted Mean of “4.45”; and in the seventh criteria, they evaluate their performance as ”Outstanding”, which has an Over All Weighted Mean of “4.37”.

























CHAPTER V Summary of Findings, Conclusions and Recommendations

In this chapter, Summary of Findings, Conclusions, and Recommendations were Presented. The purpose of this study is to find out the Techniques and Strategies of teachers in teaching different areas of Technology and Livelihood Education in Public High School. This research used the descriptive method. The population comprised of 854 Fourth year students, 825 Third year students, and 14 Teachers who are teaching Technology and Livelihood Livelihood Education. The Sample Scheme was 343 Fourth and Third year students, which is 20% of the total population, and 14 Teachers who are teaching

























learning process of TLE, and it’s it’s solutions. A Weighted Weighted Mean was used to find out the performance of the teacher in teaching TLE. Findings 1. 8 or 57.14% of the TLE Teacher Respondent were Female, and 6 or 42.86% were male. Majority of the TLE Teachers were Female. 2. 6 or 42.86% of the TLE Teacher Respondents are at the age bracket between 4555, and 55-65. This represents the majority of the TLE Teacher Respondent. And 1 or 7.14% of the TLE Teacher Respondent are at the age bracket between 25-35, and 35-45. 3. 6 or 42.86% of the Teacher-Respondents graduated with a degree of Bachelor of Science in Home Economics Major in Food and Applied Nutrition and Bachelor of Science in Industrial Education Major in Industrial Arts. This represents the

























17.65% of the TLE teacher respondents is teaching Exploratory TLE I, 2 or 11.76% of the TLE teacher respondents is teaching Culinary Arts, Dressmaking, and Exploratory TLE II, 1 or 5.88% of the TLE teacher respondents is teaching Computer Education, Home Economics, and Business Education. 6. The findings revealed that 164 or 47.81% of the Student-Respondents are specialized in Industrial Arts; 76 or 22.16% in Culinary Arts; 53 or 15.45% in Home Economics; 43 or 12.54% in Computer Education; 7 or 2.04% in Business Education and none or 0% of the Students-Respondents are specialized in Dressmaking. 7. 13 or 18.57% of the Teacher-Respondents used Lecture, Discussion and Project Method as their method for teaching the subject. 12 or 17.14% of the TLE Teachers used Reporting Method; 8 or 11.43% of the TLE Teachers used



























answered problem-solving problem-solvi ng method.

Majority of the Student-Respondents Student-Respondent s

answered Lecture Method as the method of teaching used by their TLE Teachers. 9. 14 or 32.56% of the Teacher-Respondents used Textbooks as their resources and materials in teaching TLE subject; 13 or 30.23% used Lesson Plans; 12 or 27.91 used Visual Aids; 2 or 4.65% used Module/Workbook and Multimedia Aids. Majority of the Teacher-Respondents used textbooks as their primary resources and materials in teaching the subject.

























Respondents used Storage Cabinet as their facilities and equipment provided by the school for TLE subject. 12. 161 or 44.35% of the Student-Respondents are using Industrial Arts Room (Electrical tools, Drafting tools, Woodworking tools, etc.) as their facilities and equipment in learning the subject; 113 or 31.13% of the Student-Respondents are using Home Economics Room (Gas stove, Kitchen Utensils, Sewing Machine, Cosmetics, etc.); 52 or 14.33% of the Student-Respondents are using the

























that retailing business is the primary skill to be developed by the students which comprises 3 or 50%. 14. In Culinary Arts, majority of the Student-Respondents have developed their skills in introducing cooking terms and techniques that comprises 73 or 26.55%; in Computer Education, majority of the Student-Respondents developed their skills through learning computer operations and concepts which comprises 43 or 35.83%; in Home Economics, majority of the Student-Respondents said that they

























Student-Respondents with regards on the Values being developed. 160 or 14.40% of the Student-Respondents answered strong self-confidence; 154 or 13.86% Student-Respondents answered self-motivation; 149 or 13.14% of the StudentRespondents answered strong work ethics.

143 or 12.87% of the Student-

Respondents answered dependability and responsibility; 134 or 12.06% of the Student-Respondents answered honesty and integrity; 108 or 9.72% of the Student-Respondents answered loyalty; 95 or 8.55% of the Student-Respondents

























that non-compliance of the requirements will be a problem especially when computing grades; 34 or 11.37% said that malfunctioning of the laboratory equipment has a great effect on the hands-on activities of the subject; 16 or 5.35% answered that absenteeism affects the gaining of knowledge and acquiring of the needed skills. Aside from these responses, 4 or 1.34% said that falling asleep during discussion is also a problem among students. Majority of the StudentsStudents Respondents lack interest in the learning process.



























budget for new equipment is really a need in schools. Majority of the StudentRespondents requested for classroom/laboratory improvement to have a room conducive to learning.

























TLE Teacher as “Very Satisfactory”, with an Over All Weighted Mean of “4.14; in the fourth criteria, the Student-Respondents evaluated the performance of their TLE Teacher as “Very Satisfactory”, with an Over All Weighted Mean of “3.96”;

























Respondents answered Lecture Method as the method of teaching used by their TLE teachers. 5. Most of the Teacher-Respondents are using Textbooks as their primary resources

























10. Most of the Teacher-Respondents evaluate their selves as outstanding with regards to teaching TLE subject. Most of the Student-Respondents evaluate as outstanding the performance of their TLE Teachers in teaching the TLE subject.

























7. Varied Strategies of teaching the subject should be given more focus aside from the usual strategies used by the teachers. Teachers should be encouraged to grow professionally or attend professional trainings on teaching strategies to update



























Thesis PUP Coed 2012....Dr. Jacolbia

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