EXTENT OF USE OF 21ST CENTURY TECHNOLOGIES FOR TECHNOLOGY AND

LIVELIHOOD EDUCATION INSTRUCTION IN THE DISTRICT OF TOBIAS FORNIER

ABSTRACT
This study aims to find out whether age, sex, civil status, highest educational
attainment, current teaching rank and number of years in science teaching is
associated with how often the science teachers use 21st century
technologies as a medium of instruction. The respondents were Secondary
Technology and Livelihood Education teachers of District of Tobias Fornier.
The 50 respondents were chosen randomly. A 20-item self-administered
checklist-questionnaire was used to gather data. The instruments were
distributed personally to the 50 randomly selected Technology and Livelihood
Education teachers who teach secondary science at different schools in the
District of Tobias Fornier. Upon the retrieval of the accomplished copies of the
self-administered questionnaire, there searchers tallied, classified, tabulated,
and subjected the data to the appropriate statistical treatments. The data
gathered were analyzed using the mean, standard deviation, t-test and
ANOVA. The result showed that there is no significant difference in the
perception of the selected Secondary Technology and Livelihood Education
teachers on the extent of use of 21st century technologies in Technology and
Livelihood Education Instruction in the District of Tobias Fornier when the
respondents were classified as to sex, age, civil status, highest educational
attainment, current teaching rank and number of years in science teaching.