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Effectiveness of Technology and Livelihood Education (Tle) Learning Area as Perceived By the Grade 9 Students of Lumbangan National High School

• Pinky Apostol

INTRODUCTION

Technology Tools use in the teaching of Technology and Livelihood Education (TLE) are being used more and more in educational settings that the government through the Department of Education, has made a commitment to bring technology to the classrooms. Technology tools can help expand the opportunities for Filipino students to improve their skills, maximize their potentials and prepare them for global competition in the 21st century.

For the last two years, Lumbangan National High School had NCII passers thru the initiative of Mr. Zany R. Gargullo, Principal II, Mr. Toriano A. Digno, Head Teacher III in TLE and all the TLE Teachers. Those students passed the NCII Assessment in Cookery, Technical Drafting, Housekeeping and Computer Systems Servicing. Because of this, the researcher wants to know the effectiveness of k to 12 program based on the perception of the grade 9 students who will also undergo the said assessment this year.

The research design used in this study was descriptive which was conducted to determine the effectiveness of Technology and Livelihood Education (TLE) learning area as perceived by the Grade 9 students of Lumbangan National High School with the use of questionnaire as the main instrument of this study.

Respondents rated disagree that TLE learning area was effective in terms of understanding the lesson and they rated moderately agree that TLE was effective in terms of classifying the different areas, applying the concept learned from TLE, teaching strategies and using of instructional resources.

DISCUSSIONS

There was no significant relationship on the responses of the respondents regarding the effectiveness of Technology and Livelihood Education (TLE) Learning Area as Perceived by the Grade 9 Students in Lumbangan National High School. (4) The proposed action plan was designed by the researcher.

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Technology and Livelihood (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes

Technology and Livelihood Education (TLE) Instruction of Technical Vocational and Selected General Secondary Schools in Catanduanes Abstract TLE in the secondary level is the response to the need of the industry in answering the call of job mismatch in the country. Considering the nature of TLE, it provides vocational expertise and develops critical thinking among our students. This study was covered to determine its depth and how the researcher can be of help to the TLE teachers to overcome these problems by working out recommendations to lessen the burden of TLE teachers especially in using remedial measures in the absence of facilities or equipment. This study employed the descriptive-survey method of research; covered 8 general secondary and 3 technical vocational schools in the Division of Catanduanes with an actual size of 113 respondents. The researcher conducted an ocular inspection of the facilities of the schools, distributed questionnaires, done informal interview and informal classroom observation. Results revealed that technical vocational teachers are greater in number when it comes to relevant seminars/trainings, NC II level and TM 1 compared to the general secondary teachers. More general secondary teachers who teach TLE subjects which is not his major area of specialization than technical vocational teachers. Available equipment, materials and facilities do not conform to the recommended numbers which are required to support the needs of the students who enrolled in the TLE subject and several problems being experienced by the teachers in the absence of the required facilities in school but they have some remedial measures done in order to facilitate the lesson well.

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The study generally aimed to ascertain the plight of the Technology Livelihood Education Teachers in the secondary schools in the Municipality of Naval, Biliran. Employing the qualitative research design, 22 teachers were involved in a preliminary survey and all of them were tapped for the in-depth interview. Most of the teachers who were hired underwent the process of applying as arranged by the Division of Biliran with the guidelines mandated by the Department of Elementary Education (DepEd); selection was based on the merit of documents submitted. All of the TLE teachers were hired by personally applying for their positions, without the intervention of any other person, and selection was based on their personal qualifications. Most of the TLE teachers were assigned based on localization and their specialization or major, with a few assigned to fill in the need of a teacher per recommendations of their supervisors. The teaching environment of the schools was generally advantageous and conducive to learning-classrooms properly constructed, well-ventilated, well-lighted, and functional, except for a few. The school buildings were built on standards which provided safety and protection for the students; although some areas needed minor repairs, repainting and renovation. The TLE teachers were generally satisfied by the support of their school administrators, except for a few who found disappointments with the attitude and behavior of their superior; but they were not satisfied with community support due to the unresponsiveness and lack of cooperation of parents of the students to the needs of their class activities as some parents compelled their children to work at home and earn a living. The overall teaching performance of the TLE teachers was very satisfactory as 77.3 percent of them received above average ratings and none with below average rating. The problems met by the TLE teachers were in line with school facilities and equipment, lack of instructional materials, extra-curricular activities, students' misbehavior, insufficient support from the administration, negative attitudes of school administrators, and insufficient support from the community, instructional materials, and dealing with students. To deal with their problems, they took on a positive approach, a factor which provided them the necessary strength to move on with their teaching job. With their positive outlook, they developed effective strategies to face their predicaments, particularly in terms of personal initiative and resourcefulness. For the improvement of TLE instruction in the secondary schools of Naval, Biliran, major interventions recommended include activation of the utilization of multimedia instructional materials, procurement of adequate equipment and facilities, upgrading of the technical and managerial skills of the TLE teachers, implementation of the Modular Approach to teaching, institutional linkage with funding institutions and agencies. Minor interventions suggested include upgrading of the TLE teachers' qualification through graduate studies, their involvement in the conduct of research, their availability for consultation and upliftment activities with the students, and strengthening of the bond between and among teachers and parents and community.

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This study aims to determine the competencies of Grade VI teachers teaching Technology and Livelihood Education (TLE). The survey questionnaire design utilizing frequency count, ranking and chi-square were used to carry out this study. Result shows that majority of the TLE teachers belong to the categories of young and middle ages. Most of them are females, married and with teacher I position. It also showed that higher percentage of TLE teachers have earned masteral units. In terms of teaching experience many are new in the service, without national certificate and seminars and trainings on school-based level. The study concludes that the profile of teachers teaching TLE vary along age, gender, marital status, position title, educational attainment, length of service, competency assessment certificate and trainings and seminars attended. The TLE teachers are generally “experienced” in most of the competencies along the four areas of TLE. There is no significant relationship between...

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This action research aimed to determine the instructional competencies of Technology and Livelihood Education (TLE) teachers in Sta. Cruz District and the significant relationships in the level of instructional competencies of these teachers with their profile. The total population sampling method was used to identify the forty-nine TLE teachers of Sta. Cruz District, Sta, Cruz, Zambales as respondents of this study. The study utilized a descriptive survey method. The statistical tools used were frequency and average count, weighted mean, and Chi-Square Test. The findings of the study show that the level of competency of teachers in exploratory courses of Home Economics (HE) and Agri-Fishery Arts (AFA) is "Intermediate." In contrast, exploratory courses in Industrial Arts (IA) and Information and Communication Technology (ICT) are "Basic" levels. In the specialization courses of HE, AFA, and ICT, a "Basic" competency level was computed, while specialization courses of IA obtained a "Developing" level of competency. There is no significant relationship between the profile and instructional competencies in the four areas of TLE in exploratory and specialization courses, except for the field of specialization, which has a significant relationship with the level of competency of teachers in specialization courses of IA and ICT. These findings proved that the field of specialization of teachers influences their level of competency in teaching TLE specialization courses, specifically in the areas of IA and ICT. There is a need to enhance the competencies of secondary TLE teachers in teaching specialization courses of IA and ICT.

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This study aimed to determine the perception of the Grade 12 TVL students on the school learning environment and scheme for employability during the academic year 2021-2022. This study further aimed to determine the preparedness of the students in terms of employability considering their learning environment during the new normal situation. The researcher employed descriptive method and random sampling technique in choosing the 100 respondents who are the Grade 12 Technical Vocational and Livelihood students of Atimonan National Comprehensive High School in Atimonan, Quezon. The study made use of a researcher-made questionnaire in assessing the perception of the respondents on variables under study. Frequency counts and percent distribution were employed to describe the respondents' profiles. Mean and standard deviation was utilized to determine the perceptions of the respondents regarding the school learning environment and the employability scheme for TVL students. Pearson Product-Moment Correlation Coefficient was used to test whether there is a significant relationship between the independent and dependent variables at 0.01 and 0.05 levels of significance. Based on the findings of the study, there is a significant relationship between the strand and the attitude of the respondents. Therefore, the null hypothesis posited in the study is not sustained. However, there is no significant relationship between the remaining profile of the respondents and the employability scheme. Thus, the null hypothesis of the study is sustained. There is a significant relationship between the respondent's learning environment in terms of human practices and material systems and the scheme for their employability in terms of cognitive relationship, hands-on practical skills, ha,bits and attitude. Thus, the null hypothesis formulated is rejected. It is recommended that the school administrators may organize seminars and training workshops for hands-on practical skills enrichment of Grade 12 Technical Vocational Livelihood (TVL) students even during the new normal situation. Strengthening the school learning environment, curriculum, and the Grade 12 student's employability through online platforms is also suggested. It is also recommended to organize yearly job fairs and skill demonstration activities for student's engagement and preparation for employability. Since this study has a limited locale, it is suggested that future researchers may conduct a comparative study in a different research setting with a bigger population and with a much broader and wider scope of employability.

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The paper analysed the teachers’ perceptions on challenges faced by rural secondary schools in the implementation of the technical and vocational education and training policy in Nkayi District in Zimbabwe. This study sought to investigate the challenges confronting teachers of rural secondary schools in Zimbabwe using the quantitative methodology. The study adopted the descriptive survey design. The target population comprised all secondary school teachers in Nkayi District. The sample consisted of 120 teachers of which 68 were female and 52 were male. The data were gathered through a questionnaire. The study revealed that most teachers had a positive attitude towards the TVET programme. It also revealed that schools faced many challenges as they tried to implement TVET. The study recommends that there should be more allocation of financial, material and human resources towards TVET in secondary schools.

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