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ABSTRACT
Title : RELATIONSHIP OF TEACHING STRATEGIES OF
TECHNOLOGY AND LIVELIHOOD EDUCATION (TLE)
TEACHERS IN THE NEW NORMAL AND LEARNING
PERFORMANCE OF THE SENIOR HIGH SCHOOL
STUDENTS IN SELECTED HIGH SCHOOLS IN THE
DIVISION OF VALENZUELA
Author: Ruth P. Collano
Course: Master of Education
Major in Administration and Supervision
Adviser: Dr. Socorro P. Abadiano
This research work assessed the significant relationship between the teaching strategies of the Technology and Livelihood Education (TLE) of teachers and the learning performance of the Senior High School students from the selected schools of Division of City Schools of Valenzuela.
Specifically, this research aimed to answer the following questions:
1 What is the demographic profile of the respondents in terms of:
1.1 Teachers
1.1.1. Age;
1.1.2. Gender;
1.1.3. Civil Status; and,
1.1.4. Highest Educational Attainment?
1.2. Students
1.2.1. Age; and,
1.2.2. Gender?
2. What is the extent of the teaching strategies of the TLE teachers in the new normal in terms of:
2.1. Entrepreneurial;
2.2. Contextualized;
2.3. Experiential;
2.4. Constructivist; and,
2.5. Authentic?
3. What is the level of the learning performance of the students in the new normal in terms of:
3.1. Deep Understanding;
3.2. Reasoning;
3.3. Skills; and,
3.4. Products?
4. Is there a significant relationship between the teaching strategies of the TLE teachers and the learning performance of the students?
5. Is there a significant difference on the teaching strategies of the TLE teachers when grouped according to their demographic profile?
6. Is there a significant difference in the teaching strategies of the TLE teachers as assessed by the two (2) groups of respondents?
7. What are the problems encountered by the teacher respondents in relation to their teaching strategies in the new normal?
8. What are the suggested solutions to the problems encountered by the teacher respondents in relation to their teaching strategies in the new normal?
Null Hypotheses
1. There is no significant relationship between the teaching strategies of the TLE teachers and the learning performance of the students.
2. There is no significant difference on the teaching strategies of the TLE teachers when grouped according to their demographic profile.
3. There is no significant difference in the teaching strategies of the TLE teachers as assessed by the two (2) groups of respondents.
The respondents were one hundred eighty-one (181) Senior High School students and twenty-five (24) TLE teachers from selected high schools from the Division of City Schools of Valenzuela. The following schools, Valenzuela City School of Mathematics and Science (25 students), Dalandanan High School (43 students), Caruhatan High School (23 students), and General Tiburcio De Leon National High School (90 students) were considered because of proximity and the presence of associates teaching from the mentioned schools.
The study was conducted on the academic year of 2021-2022 in the Division of City Schools of Valenzuela. The researcher used a questionnaire answered by the selected Technology and Livelihood education (TLE) teachers.
SUMMARY OF FINDINGS
1. Demographic Profiles of the Respondents
1.1. Age
The 31-40 years old group dominated the teacher-respondent distribution by sharing twelve (12) respondents or forty percent (40%) of the total teachers’ participants. While the senior group of 51 years old and above has the least participants number of five (5) or around seventeen percent (16.67%) of teachers’ population.
While the of 18-19 years old group of student-respondents has the highest participants with seventy-six (76) students or forty-one percent (41.08%) of the total students’ participants.
1.2. Gender
A total of eighteen (18) or a percentage share of sixty percent (60%) from the participants of the selected high school teachers from the Division of Valenzuela City were female and forty percent (40%) or a frequency of twelve (12) were male teachers participated.
Female students dominated the distribution from student-participants by sharing one hundred fifteen (115) or 62.16% of the total research participants.
1.3. Civil Status
The married teachers group dominated the distribution by partaking twenty-three (23) respondents or closed to seventy-seven percent (76.67%) of the total teacher-participants. While the single teacher group has participants number of only six (6) or twenty percent (20%) of the total population.
1.4. Highest Educational Attainment
Half of the teacher-respondents were baccalaureate graduates with MA units at fifteen (15) teachers or fifty percent (50%), whereas teachers with bachelor degree only has ten (10) or thirty-three percent (33.33%) of the total sample population.
2. Teaching Strategies of TLE Teachers in the New Normal
2.1. Entrepreneurial
In terms of the assessment of the teacher-respondents in teaching strategies of TLE teachers in the new normal in terms of entrepreneurial, the indicator, “Develop students’ understanding on Technological and Livelihood Education concepts”, was ranked the highest with weighted mean of 4.77 indicates as highly practiced teaching strategy under entrepreneurial. Ranked last with mean score of 4.33 was indicator, “Introduce the students on business concept so as to develop their business sense and open their mind on business opportunities”, which practiced strategies based from teacher-respondents.
In terms of the assessment of the student-respondents in teaching strategies of TLE teachers in the new normal in terms of entrepreneurial, the indicator, “Develop the students’ self-confidence and resiliency to prepare them on facing problems, risks and even failure”, was ranked the highest with weighted mean of 4.43 indicates as highly practiced teaching strategy under entrepreneurial. Ranked last with mean score of 4.26 was indicator, “Equip the students with knowledge on solving business problems and turned problems into opportunities”, which practiced strategies based from student-respondents.
2.2. Contextualized
In terms of the assessment of the teacher-respondents in teaching strategies of TLE teachers in the new normal under contextualized, the indicator, “Encouraged students to share their personal experiences and background to interact and collaborate with their classmates during the group activity”, “Motivate learners to perform independently about proper maintenance of electrical tools and equipment, kitchen wares and utensils, computer accessories and the like”, and “Learners were asked to internalize the health and safety procedures through safety measures”, were ranked the highest with weighted mean of 4.67 indicates as highly practiced teaching strategies under contextualized based from teacher-respondents.
In terms of the assessment of the student-respondents in teaching strategies of TLE teachers in the new normal in terms of contextualized, the indicator, “Learners were asked to internalize the health and safety procedures through safety measures”, and “Encouraged students to share their personal experiences and background to interact and collaborate with their classmates during the group activity”, were ranked first and second with weighted mean of 4.41 and 4.34, respectively, indicates as highly practiced teaching strategies under contextualized based from student-respondents.
2.3. Experiential
In terms of the assessment of the teacher-respondents in teaching strategies of TLE teachers in the new normal in terms of experiential, the indicator, “Utilize video lessons and activities”, was ranked the highest with weighted mean of 4.73 indicates as highly practiced teaching strategy under experiential. Ranked second with mean score of 4.70 was indicator, “Listen and ask questions to the students in order to gauge their level of understanding”, which practiced strategies based from teacher-respondents.
In terms of the assessment of the student-respondents in teaching strategies of TLE teachers in the new normal in terms of experiential, the indicator, “Wearing personal protective equipment and considering Japanese 5 S Productivity Philosophy”, was ranked the highest with weighted mean of 4.45 indicates as highly practiced teaching strategy under experiential. Ranked last with mean score of 4.12 was indicator, “Use indigenous materials in teaching TLE”, which practiced strategies based from student-respondents.
2.4. Constructivist
In terms of the assessment of the teacher-respondents in teaching strategies of TLE teachers in the new normal in terms of constructivist, the indicator, “Encourage students to use appropriate local materials as substitute for listed materials that are not available”, was ranked the highest with weighted mean of 4.67 indicates as highly practiced teaching strategy under constructivist based from teacher-respondents.
In terms of the assessment of the student-respondents in teaching strategies of TLE teachers in the new normal in terms of constructivist, the indicator, “Allow the students or the team to do the task entirely on their own, the teacher’s provide help and assistance as needed”, was ranked the highest with weighted mean of 4.34 indicates as highly practiced teaching strategy under constructivist which practiced strategy based from student-respondents.
2.5. Authentic
In terms of the assessment of the teacher-respondents in teaching strategies of TLE teachers in the new normal in terms of authentic, the indicator, “Relate TLE to current technology”, was ranked the highest with weighted mean of 4.67 and followed by “Encourage students to practice working if they have the materials/equipment/tools/utensils at home”, with 4.63 mean score, indicates as highly practiced teaching strategies under authentic based from teacher-respondents.
In terms of the assessment of the student-respondents in teaching strategies of TLE teachers in the new normal in terms of authentic, the indicator, “Relate TLE to current technology”, was ranked the highest with weighted mean of 4.67, was ranked the highest with weighted mean of 4.41 indicates as highly practiced teaching strategy under authentic which practiced strategy based from student-respondents.
3. Learning Performance
3.1. Deep Understanding
In terms of the assessment of the teacher-respondents in their students’ learning performance based from deep-understanding, the indicator, “The students able to apply their knowledge on cooking practices, tasting and plating”, was ranked the highest with weighted mean of 4.57. Whereas, indicator “The students recognize the hardware and understand the software”, received the lowest mean score of 4.23, both indicate an outstanding valuation from the respondents on their students’ learning performance based from deep-understanding.
3.2. Reasoning
In terms of the assessment of the teacher-respondents in their students’ learning performance based from reasoning, the indicator, “The students can express themselves and effectively reasoned out on some issues on TLE and during activity application” and “The students can easily understand and interpret verbal questions from their TLE teachers”, were ranked the highest with weighted mean of 4.47. Whereas, indicator “The students can directly inform their groupmates if there is too much careless on their working project”, received the lowest mean score of 4.20, both indicate an outstanding valuation from the respondents on their students’ learning performance based from reasoning.
3.3. Skills
In terms of the assessment of the teacher-respondents in their students’ learning performance based from skills, the indicator, “Gain livelihood experience through training”, was ranked the highest with weighted mean of 4.67. Whereas, indicator “Understanding of the basic life skills in lettering” and “Do the task entirely on their own”, received the lowest mean score of 4.43, both indicate an outstanding valuation from the respondents on their students’ learning performance based from skills.
3.4. Products
In terms of the assessment of the teacher-respondents in their students’ learning performance based from products, the indicator, “The students are frequently informed about the progress of projects or products” and “The students are requested to document lessons learned and apply them to future projects or products”, were ranked the highest with weighted mean of 4.43. Whereas, indicator “Projects meet their schedule objectives”, received the lowest mean score of 4.30, both indicate an outstanding valuation from the respondents on their students’ learning performance based from reasoning.
4. Relationship Between the Teaching Strategies of TLE Teachers and Learning Performance of the Students
The test of relationship between the teaching strategies of TLE teachers and learning performance of the students was tested by using Pearson r. The Pearson correlation between the teaching strategies of TLE teachers and learning performance of the students based on the teacher-respondent perception was computed at 0.75 which indicates that there is a high correlation between the teaching strategies of TLE teachers and learning performance of the students.
5. Difference on the teaching strategies of the TLE teachers in the new normal when grouped according to demographic profile
The test of difference on the teaching strategies of the TLE teachers in the new normal when grouped according to their demographic profiles was tested by using One-way ANOVA.
5.1. In terms of the respondents’ age, the F-computed value of, 2.553 was lower than the F-critical value of ±2.975 at 5% level of significance indicate the acceptance of the null hypothesis. Thus, there is no significant difference on the extent of teaching strategies of TLE teachers in the new normal when grouped according to age.
5.2. In terms of the respondents’ gender, the F-computed value of, 0.950 was lower than the F-critical value of ±4.196 at 5% level of significance indicate the acceptance of the null hypothesis. Thus, there is no significant difference on the extent of teaching strategies of TLE teachers in the new normal when grouped according to gender.
5.3. In terms of the respondents’ civil status, the F-computed value of, 0.129 was lower than the F-critical value of ±3.354 at 5% level of significance indicate the acceptance of the null hypothesis. Thus, there is no significant difference on the extent of teaching strategies of TLE teachers in the new normal when grouped in terms of civil status.
5.4. In terms of the respondents’ highest educational attainment, the F-computed value of, 0.245 was lower than the F-critical value of ±2.759 at 5% level of significance indicate the acceptance of the null hypothesis. Thus, there is no significant difference on the extent of teaching strategies of TLE teachers in the new normal when grouped in terms of highest educational attainment.
6. Difference in the Teaching Strategies of the TLE teachers as rated by the Students and the TLE Teachers
The test of difference on the extent of teaching strategies of TLE teachers in the new normal as rated by the students and the TLE teachers themselves was tested by t-test, wherein the computed value of 5.702 which was greater than the t-critical value of ±3.885 indicate the rejection of the null hypothesis. Therefore, there is a significant difference in the perception of the two groups of respondents on the teaching strategies of the TLE teachers.
7. Problems encountered by the respondents’ in relation to teaching strategies in the new normal
Problems encountered by the teacher-respondents in relation to teaching strategies in the new normal as assessed by themselves, was rated as serious. From the list, “Lack of trainings related to area of specialization”, and “Unrepaired equipment due to absence or lack of budget and inadequate facilities”, with 3.73 weighted mean, “Lack of internet connection in accessing Learning Resources Management and Development System”, with 3.67 mean score, ‘Lack of technology skills to support the students when they use technology in the subject”, with 3.60 mean grade, “Inadequacy of business and industry connection with technology education”, with 3.53 average score, and “Lack of instructional materials align with pedagogical approaches”, with 3.47 weighted score, were all considered by the teacher-respondents as serious problems.
8. Suggested solutions by the respondents in the problems, in relation to relation to teaching strategies in the new normal
The list of suggested solutions by the teacher-respondents in relation to teaching strategies in the new normal as assessed by themselves, was rated with 4.31 weighted mean, indicating all suggestions were highly recommended. From the list, “Conduct more on seminars and trainings related to area of specialization” and “Interact with different expert in the field which will teach them to understand the different activities under various pedagogical approaches”, were rated with 4.40, as the highest ranked indicators. “Provide a seminar-workshop which will make the teacher aware on the different teaching strategies on TLE”, received 4.37 weighted score. Indicators “Provide time management seminars to the faculty to develop their time management skills and prioritization” and “Provide the teachers with internet connection allowance from any available budget to perform better teaching performance and manage to access LRMDS”, with 4.33 mean score, were the top five suggested solutions considered by the teacher-respondents which all defined as highly recommended solutions on the problems encountered on teaching strategies in the new normal.
CONCLUSIONS
The main purpose of the study was to determine the relationship between the teaching strategies of the Technology and Livelihood education (TLE) of teachers and the learning performance of the Senior High School students from the selected schools of Division of City Schools of Valenzuela.
It will also determine the difference on the teaching strategies of the TLE teachers when grouped according to their demographic profile. Based on the data and findings that were gathered, the following conclusions were drawn:
1. The teacher-respondents were matured, female, married, a graduate of their baccalaureate, and pursued graduate studies.
2. The assessment on the perception of the respondents on the teaching strategies of TLE teachers in the new normal in terms of five sub-variables namely: entrepreneurial, contextualized, experiential, constructivist, and authentic were all described as highly practiced.
2.1. The teacher-respondents highly practiced developing of students’ understanding on Technological and Livelihood Education concepts. This will help to develop their students’ confidence and prepare them to TLE different tasks and activity. This was supported by the students through their response under entrepreneurial which revealed that their teachers develop the students’ self-confidence and resiliency to prepare them on facing problems, risks and even failure.
2.2. In terms of contextualized, the teacher-respondents highly practiced encouraging their students to share their personal experiences and background to interact and collaborate with their classmates during the group activity. This was reflected also from the students’ response under entrepreneurial which revealed that their teachers asked them to internalize the health and safety procedures through safety measures and encouraged them to share their personal experiences and background.
2.3. In line with the experiential, the teachers highly practiced the utilization of video lessons and activities for their students and interact with their students to gauge their level of understanding. Whereas the students acknowledged their teachers’ effort on the utilization of video lessons and activities and listening to their questions. This will make them feel smooth and agile on performing their tasks and developed the teaching-learning process.
2.4. Based on the constructivist, the teacher-respondents highly practiced to encourage their students to use appropriate local materials as substitute for listed materials that are not available. On the other hand, the students highly enjoyed the practiced of their teacher in allowing them to the task on their own, in turn, it boosted students’ confidence.
2.5. In line with authentic, the teachers highly practiced relating TLE to current technology which is the ultimate effect of the pandemic. This allows them grow on the technical side of teaching. This was also recognized by their students through different activities provided by their teachers.
3. The assessment on the perception of the respondents on their learning performance in terms of four sub-variables namely: deep-understanding, reasoning, skills, and products were rated as outstanding.
3.1. In line with deep-understanding, the teacher-respondents rated their students’ outstanding in terms of applying their knowledge on cooking practices, tasting, plating, utensils and equipment identification and creation of sweet and other dessert.
3.2. In terms of reasoning, the teacher-respondents valued their students’ outstanding in terms of expressing themselves and effectively reasoned out on some issues on TLE and during activity application and understanding verbal questions from their TLE teachers.
3.3. In line with the skills, the teachers evaluated their students’ outstanding in terms of gaining livelihood experience through training.
3.4. Based on products, the teacher-respondents evaluated their students’ with outstanding in terms of their students religiously requesting to document lessons learned and apply them to future projects or products. Their willingness to do their shares of responsibility, and motivates independent learning in time of pandemics.
4. There is a significant relationship between the teaching strategies of TLE teachers and learning performance of the students. It only implies that the teaching strategies were considered as determinants on learning performance of the students. A quality and effective teaching strategies will definitely enhance and develop learning performance of the students.
5. There is no significant difference on the perception of the respondents’ in teaching strategies of the TLE teachers in the new normal when grouped according to their demographic profiles. It only suggests that the perception of the respondents was the same, common and similar when grouped according to their demographic profiles.
6. There is a significant difference between the perception of teachers and students on the extent of teaching strategies of TLE teachers in the new normal. It only denotes the statistically difference of perception between the two groups. The teachers and the students perceived that the TLE teachers’ highly practiced their teaching strategies to achieved its lesson targets and objectives.
7. The top problems encountered by the teacher-respondents in relation to teaching strategies in the new normal as assessed by themselves were, lack of trainings related to area of specialization, insufficient quantities of qualified technology education teachers, unrepaired equipment due to absence or lack of budget and inadequate facilities, lack of internet connection and lack of technology skills to support the students when they use technology in the subject. This means that in relation to the application of teaching strategies in the new normal, related trainings, qualified teachers, technology skills and internet connection are vital in the effective delivery of lessons and application of teaching strategies.
8. The solutions done to address the problems encountered by the respondents in relation to teaching strategies in the new normal as assessed by themselves were to conduct more on seminars and trainings related to area of specialization, interact with different expert in the field which will teach them to understand the different activities under various pedagogical approaches, and to provide a seminar-workshop which will make the teacher aware on the different teaching strategies on TLE. Administration supports on investing in seminars, presenting new education technologies or pedagogical theories will greatly benefit not only the teachers but the students and the school.
RECOMMENDATIONS
1. For the School administrators, they should realize that in order to have maximum job performance and application of teaching strategies of the Technology and Livelihood education (TLE) of teachers, financial and material resources and adequate in-service trainings and workshops will have to be provided. They should also further enhance their interpersonal relation and supervision to their TLE teachers in the new normal so as to further motivate them intrinsically and lead to the improvement of teachers’ performance. The provision of these, would definitely promote motivation in the teaching profession, which may result to enhanced learning performance of the Senior High School students.
2. School head may ensure adequate budget for professional development of teachers to ensure the increase of their knowledge, skills and talent. It will not only benefit the TLE teachers but more on students. Teacher training should focus on prioritized teachers’ needs. School administrators may practice proper recognition of well-done work and opportunities to growth and become promoted are also prioritized as an effective method for motivation fulfilment.
3. TLE teachers should utilize an appropriate supervision style and effective communication. They should also be more committed in their teaching by improving peer teaching, experimentation method, chart and table presentation and improving their questions and answer method techniques and teaching strategies. In addition, they should be encouraged to explore and view other effective teaching strategies that would result in the improve learning performance of the secondary school students taking up Technology and Livelihood Education.
4. Teachers should be encouraged to explore and view other effective teaching strategies and find more ways to entice other students challenge themselves to create their own strategies to use in the field and to become more global in perspective.
5. For the information technologist, they should provide help and assistance on the use computer technology to become an effective teaching strategy in the new normal, especially when students are given information specific to their own situation rather than general information.
6. For the future researcher, it is recommended to have a replication of this study that will cover all public secondary schools in the Division of Valenzuela to generate more accurate and valid generalization.
7. The future researcher can also take into account other school division to have a comparative study or a private and public schools TLE teachers and students as respondents.
8. The future researchers may do a qualitative research focusing on the experiences of TLE teachers in the new normal and take into account best practices that will improve their teaching strategies and teaching performance.
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