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Chapter I
THE PROBLEM

Introduction

Education involves the process of teaching and facilitating learning,

knowledge, skills, values , beliefs and habits of a group of people, usually at

school which the teacher transferred their learning through different strategies like

storytelling, discussion, training or research. Education often takes place under the

guidance of educator or teacher, but students may also educate themselves in a

process of autodidactic. Any experience that the student has a formative effect on

the way he thinks, feels, or acts may be considered educational through the

guidance of the teacher.

At present, the Philippines education is precisely separated into stage such

preschool, primary school, secondary, and college, university or apprenticeship.

Formal education takes place in a school environment with multiple students

learning together with certified teacher on every subject. Teaching, in traditional

application in terms of education is by simply giving instructions. Teachers tend to

used long lived teaching procedures, techniques and strategies for the development

of the learners knowledge and skills and equipped with values for the better

quality of life. The ultimate goal of every teacher may be differ from each other
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but any sense; the results will be the same, to impart knowledge to students that

serves as a testament of every teacher’s effective teaching.

Strategy is an organized, orderly, systematic, well planned procedure. It is

consists of steps or procedures which are logically arranged at achieving the

specific goals in instruction, at enhancing greater teacher and develop the students

mind set. It directs and guides the teacher in all class activities and to improve the

students’ performance and skills in school. It is also the skill of making or

carrying out plans to achieve goals.

Effective Teaching is present when it is well planned such that the activities

and experiences of the learner are related into more meaningful ideas. The teacher

constitutes different activities that bring out relationships of facts learned to give

new view and meaning that may apply in the improvement of student’s

performance.

Nowadays, commonly used strategy to facilitate the learning of the students

is the cooperative learning which focus on the group activities. It enables the

student to process, consolidate, and retain more information. It turn motivate

strengthens the students commitment to the group’s education while increasing

self-esteem and self-worth. As student practice different roles, they have the

opportunity to develop a variety of skills. These teaching strategies help the

students take more responsibility for their own learning and enhance the process of

teaching for learning. Base on the observations of the researchers many teachers
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are not aware to the new teaching strategies that will improve the students’

performance, despite of the strategies that are commonly used in teaching TLE

that is less effective today because of the rise of modern technology.

Those mentioned above give the researchers an idea to conduct with a

research study with response in the topic. The purpose of this research study is to

understand the idea about the strategies being used which is effective in teaching

and will improve the student performance especially in TLE subject and to

conform with the instructional conditions that usually used by the teachers

considered to be successful with the students in learning TLE.

Statement of the Problem

This study aims to determine the New Teaching Strategies to Enhance

Student Performance in TLE in the Selected High School in Rosario District.

Specifically, it sought to answer the following questions:

1. What is the profile of the teacher –respondents in terms of:

1.1 age;

1.2 sex;

1.3 number of seminars attended related to teaching strategies; and

1.4 number of years in service?

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2. What are the new strategies that are being used by the teacher in teaching

TLE?

3. Which of the methods/strategies often used by the teacher are found to be

the most effective in enhancing the students’ performance especially in the

TLE subject?

4. Based on findings, what proposed activities can be suggested or

recommended to enhance the teaching of TLE that will improve students’

performance?

Scope, Delimitation and Limitation of the Study

The main focus of the study is to determine the new teaching strategies to

enhance student performance in TLE in the selected high schools in Rosario

District, Division of Batangas during the assessment year 2015-2016. The study

will cover the teachers handling TLE students in Grade 7 and 8 in the selected

schools in the Rosario District. The descriptive method of research will be utilized

in this study with self made questionnaire as the main tool in gathering the data.

This study will be limited to the other public high schools and the teachers

was selected only from grade 7 and 8 year level and this study will be delimited to

the private high schools in the Rosario District, to the teachers handling Grade 9

and 10 students and to the teachers who do not handle TLE subject.
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Significance of the Study

This part of the study discuss about the importance of creating the

system to the following: to the administrators, teachers, parents, students,

researchers and future researchers.

Administrators. They will be aware on how to organize and

supervise the school that will improve the teaching of TLE subject and also

in other subjects.

Teachers. It will provide sample in discussing how to facilitate the

learning of the students using new teaching strategies.

Students. It will enhance their learning and help them to develop

higher order cognitive skills such as critical thinking as well as their

performance in school.

Parents. It will give them idea what they can help to their child to

improve their performance in school in the different subjects especially in

TLE.

Researchers. It will give ideas in new strategies that can be used in

the future career in teaching and lead to the creation of the strategies that

can be used in teaching TLE.

Future researchers. It will be used as basis to the related study of

the researchers for the future use in teaching TLE subject and also a source
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of additional information that they can improve and have deep

understanding with the research study.

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CHAPTER II

REVIEW OF LITERATURE

This chapter presents the conceptual literature, research literature,

theoretical framework, conceptual framework and definition of terms that

will help to fully understand the research study.

Conceptual Literature

The following related researches which have been taken from different

references are used as the bases of this study:

Technology and Livelihood Education

Technology and Livelihood Education is the subject offered in all

curriculum levels for all students, boys and girls. It covers the basic skills and

concepts of Home Economics, Entrepreneurship, Agricultural Arts and Industrial

Arts to be taken as a unified course. As one fundamental school subject, TLE is

concerned with providing experiences in the various field of work and

expectations that will develop in the individual skill, knowledge, appreciation and

values necessary for effective daily living (Agdan et.al. 2013)

Technology and Livelihood Education (TLE) equips learners with

knowledge and information, skills, and processes, right work values and life skills

in the field of Home economics, Industrial Arts, Agri-Fishery Arts, Information

Communication Technology and Entrepreneurship (Balhag et.al. 2013)

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The main goal of T.L.E is the development of work ethics , knowledge,

skills and values essential to economically productive endeavor and to bring about

the students awareness by engaging then income generating activities and other

livelihood projects to improve their lives and lessen dependence on employment

as the only source of income (Cabanig et. al., 2013)

Teaching Strategies

According to Corpuz and Salandanan (2013) teaching strategies is a long

term plan of action designed to achieve a particular goal. Strategies apply to many

disparate fields such as military strategy, economic strategy, teaching strategy and

the like.

The following are some of the strategies used to establish an effective

instruction in Technology and Livelihood Education (Ramon C. Cabag, Ed.D).

Brainstorming. A creative technique in which a group is given a problem

and is asked to suggest as many solutions as they can in a given time. This works

best when there is a specific problem that lends itself to many possible answers.

Buzzing or Buzz Session. Involves the group in a interchange of ideas on a

topic or question on which judgment is sought.

Film forum. A discussion before and after the viewing of an educational

film is similar to the lecture forum except that the films takes the place of a

speaker.
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Role Playing. A training technique consists of a dramatization which

shows the emotional reactions of participants who are assuming an identity other

than their own.

Simulation Games. Are scaled-down models of real life situations,

problems or activities. The players assume realistic roles and participate in

discussions according to specific rules.

Springboard. Is a method in which materials are used on a topic intended

to provoke or motivate the learners into conducting an inquiry on the subject.

Lecture. Used extensively by technicians and subject matter specialists to

present technical information, develop background and appreciation and to

integrate ideas.

The strategies used mentioned above are used by the TLE teachers to

enhance the performance and learning of the students in the TLE subject.

Performance.

It refers to the accomplishment of a given task (Petra, 2000). It is the

ability of how students can perform in a certain task.

A term which refers to the fulfillment of a claim, promise or request.

(Grolier Dictionary, 1981. Vol. 2). It refers to the range where the students can

perform the given task that enhance their performance.

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Research Literature

According to the findings of Aguila et. al, 2005 seminars attended, years of

experience and age have significant in the level of the extent of use of methods

and show that there is no significant relationship between the extent use of

methods and gender and civil status of the respondent. While in the terms of

relationship between the extent of use of strategies in teaching and the profile of

the respondents, there were significant relationship between age, years of

experience and seminars attended but no significant relationship to the gender and

civil status.

Calangi, et. al. (2002) stated that the age, sex, course and type of high

school attended may have an effect on students’ study habits. Along with these,

teachers’ performance, attitudes and environmental factors really affect the

students. They were able to prove that the learner’s profile is a big factor that

teachers must consider to have a successful learning outcome.

Synthesis

The studies reviewed by the researchers are range of background in the

study of new teaching strategies to enhance student performance in Technology

and Livelihood Education (TLE).

The study of Aguila is relevant to the present study because he states that

the profile of the respondents greatly affect the use of teaching strategies in the
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TLE subject. He also states that the age, years of experience and seminars attended

have a significant relationship to the way the respondents use this methods and

strategies but it has no relation to the age and civil status of the respondents.

The Calangi, et. al. was different to the present study. It is more on the

factor that can affect the student performance. Students’ profiles have the big

affect the success of learning outcome and the other factor was the teachers’

performance, attitudes and environmental factors.

Theoretical Framework

Verbal
Symbols
Visual Symbols
Graphics
SYMBOLIC
Audio Recording and Radio
Still Visuals
Motion Pictures
Exhibits and museums
ICONIC EXPERIENCES
Demonstrations and Field trips
Dramatic and Contrived Experience
Direct Purposeful Experiences
ENACTIVE EXPERIENCES
FIGURE 1 EDGAR DALE’S CONE OF EXPERIENCE
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According to Dale’s research, the least effective method at the top involves

learning from information presented through verbal symbols. Ex: Listening to

spoken words. The most effective methods at the bottom, involves direct,

purposeful learning experiences, such as hands on or field experience. A direct

purposeful experience represents reality or the closest things to real, everyday life.

The cone charts the average retention rate for various methods of teaching. The

further you progressed down the cone, the greater the learning and the more

information is likely to be retained. It also suggests that when choosing an

instructional method it is important to remember that involving students in the

process strengthens knowledge retention. It reveals that “action- learning”

techniques result in up to 90% retention. People learn best when they use

perceptual learning styles. Perceptual learning styles are sensory based. According

to Dale, instructors should design instructional activities that build upon more real-

life experiences.

Conceptual Framework

Technology and Livelihood Education is more on hands on activities and

application. But like the other subjects, the teacher must use teaching strategies

that will enhance the student’s performance and at the same time they learned.

TLE must involve learning concepts and ideas about its different areas.

Figure 2.2 presents the research paradigm of the study on New Teaching

Strategies to Enhance Students Performance in TLE. Input variables were the

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teaching strategies used by teachers and the profile of the respondents. In the

process, the researchers will use self made questionnaire. The first part will be the

profile of the respondents and the second part is the teaching strategies used by the

respondents, the teachers.

The output of this study was a proposed activities which that will enhance

the student’s performance of Grade 7 and 8 in the TLE subject. In this conceptual

paradigm, it shows the relationship of the contents in relation with the research

study.

The first one shows the profile and the teaching strategies used by the

respondents which can be determined through the use of self made questionnaire.

This instrument is used to gather the necessary information from the contents of

the input that will be use as a basis for the making of proposed plans or activities

as part of the output.

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INPUT PROCESS OUTPUT

Profile of the

Respondents:

 Age

 Sex
Proposed activities
 Number of Self made to Enhance the
Student’s
Questionnaire
Seminars Performance of
Grade 7 and 8 in
Attended the TLE subject.
 Years in Service

Teaching Strategies used

by the respondents.

Figure 2

Research Paradigm of New Teaching Strategies to Enhance Student

Performance in TLE in the Selected High Schools in Rosario District.

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Hypothesis

The study will test the null hypothesis. There is no significant relationship

between the profile of the respondents and the strategies often used by the teacher

in enhancing the students’ performance.

Definition of Terms

The following terms are discussed to fully understand and help to know

how it is used in developing the study.

Strategy. It is a long term plan of action designed to achieve a particular

goal (Corpuz and Salandanan, 2013). In this study, it refers to the way on how

student will learn.

Teaching. is a multi-faceted human activity. It involves a wide range of

planning, strategies, interactions, organizational arrangement and materials

resources that take place in the teaching learning process (Zulueta, 2006). In this

study, it is the way on how the teacher can impart knowledge to enhance the

student performance.

Performance. The act of performing; carrying into execution or action and

accomplishment represented by action (wiktionary). It refers to the way on how

the students performance and accomplish a task.

Technology and Livelihood Education (TLE). It refers to one the

components of Makabayan offered from first year to fourth year which comprises
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Home Economics, Agriculture, Industrial Arts and Entrepreneurship (BEC, 2002).

In this study it is the focus where the teaching strategies must be related.
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CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the research design, subject of the study, data

gathering instrument, data gathering procedure and the statistical treatment of data

that will be used in gathering the necessary information for the study.

Research Design

The descriptive method of research will be utilized to study the new

teaching strategies to enhance student performance in TLE in the selected high

schools in Rosario District. It served as the basis to assess and to describe the

concerns about the teaching strategies stated in this study.

Descriptive method is used to discover facts on which judgment could be

based. It describes records, analyzes and interprets what it is (Rivera, 1999). This

method is applicable to use in the studies concerning with the various problems

present in a research study.

Subject of the Study

The respondents of this study will be 17 high school TLE teachers as

respondents from Grade 7-8 in the selected high schools in Rosario District,

Division of Batangas. The distribution of respondents is shown in Table 1.

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TABLE 1

Distribution of Respondents

Schools Frequency Percentage

Alupay 3 17.65

Rosario 4 23.53

Baybayin 5 29.41

Itlugan 2 11.76

Timbugan 3 17.65

TOTAL 17 100

As shown in the Table 1, 3 of the respondents were TLE teachers from

Alupay, 4 from Rosario, 5 from Baybayin, 2 from Itlugan and 3 from Timbugan.

These only shown that majority of the respondents were from Baybayin National

High School.

Data Gathering Instrument

The main instrument in gathering data was a self made questionnaire made

by the researchers. The needed data will be gathered through the questionnaire

made by the researchers from the different readings from books and other resource

materials and also to the unpublished materials regarding the strategies used by
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teachers. The draft of the questionnaire contains the different strategies used by

teachers in teaching TLE subject.

Construction of the Questionnaire. The second draft of the questionnaire

will be prepared, together with the corrections and suggestions made on the first

draft. After the questionnaire is checked and improved, the third draft will be

prepared.

The questionnaire had two parts. The first part of the questionnaire is the

profile of the respondents. The age, sex, year level handled number of seminars

attended and the number of years in service in teaching Technology and

Livelihood Education. The second part emphasize with the teaching strategies

used by the respondents, the TLE teachers to enhance the performance of the

students in the TLE subject.

Validation of the Questionnaire. To ensure the validity and reliability of

the questionnaire, the researchers will prepare a letter requesting for the validation

from the practitioners. It will be presented to the TLE teachers and to the adviser

of the research study. The draft will be rewritten with the incorporated suggestions

and recommendations and showed it to the adviser for the approval.

Administration of the Questionnaire. After the questionnaire was

approved, the researchers will prepare a letter of request noted by the adviser and

the Dean of College of Teacher Education for the administration of the instrument.

Afterwards the letter will be presented to the principals of the chosen schools for
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the utilization of the teachers as the respondents of the study. After the principals’

approval, the researchers will distribute the questionnaire to the respondents.

Scoring of Responses. The data that will be gathered from this study will

be interpreted, tallied, and analyzed based on the scale to determine in the

conformity in the items found in the questionnaire. The scoring used was as

follows:

Option Scale Range Verbal Interpretation

5 4.50-5.0 widely used

4 3.50-4.49 often used

3 2.50-3.49 moderately used

2 1.50-2.49 seldom used

1 1.00-1.49 never used

Data Gathering Procedures

With the permission that granted by the principal, the questionnaire will be

distributed at the teachers’ free time. The 17 teachers that respond to the

questionnaire will be given enough time for them to answer. Consciously, the

researcher will guide the teachers so they will not misunderstand the needed

information in the questionnaire.

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When the researchers finished the administering and collecting the

questionnaires, they will start the tallying and tabulating the data. After the data

will be tallied and tabulated, they will give it to the statistician for statistical

treatment.

Statistical Treatment of Data

To be able to analyze the data gathered, statistical tools such as percentage,

frequency, weighted mean, ranking.

Percentage. This will be used to determine percentage for each data.

Frequency. This will be used to refer to the number of respondents who

indicated a specific answer.

Weighted Mean. This will be used to interpret in terms of criteria based on

the scale and their verbal descriptions.

Ranking. This will be used to rank the teachers responses from highest to

lowest.