TECH-ME IN (TECHNOLOGY-MEDIATED INSTRUCTION): INTERVENTION

TO LEARNERS' ACADEMIC PERFORMANCE AND OBSERVATION

PROCESS SKILLS IN TLE- COOKERY

LORELIE HILARIO PAGADDU

Position

San Mariano High School

 Context and Rationale

Every individual's life is enriched by his or her knowledge and skills in a

specialized Teachnology and livelihood Education ( TLE) specilialized course.

Cookery, for example, as a specialized course offered in Grades 9 and 10, for

example, will provide avenue to meet nutrition guidelines in students daily

nutrition supply. It allows people to make healthier food choices. It is, therefore,

important to continously teach students how to cook and to encourage them to

develop their cooking skills Ingold et al. (2020). As a result, TLE professors are

now in charge of making cookery lessons more important, relevant, and fun for

students.

Unfortunately, at this point in time, students' learning about the topic of

cookery did not improve significantly. According to the findings, children gained

fewer abilities to perceive and interpret. It is also widely believed that memory

and recall, without practical means of application, where teachers may observe

progress of skills in realtime or in actual, lead to students' failure to recognize the

relevance of what they are learning. This is being closely scrutinized. As a result,

many students have expressed dissatisfaction with the TLE- Cookery, as a

whole, describing it as difficult, tedious, and irrelevant.

The researchers have discovered that the situation is currently occurring

among students at San Mariano Elementary School, particularly in Grade 9 and

10.

Students' attitudes toward understanding, learning, and appreciating the

subject matter could be influenced by inadequacies in their skills. (Wandile, et al.,

2021) Cookery topics must develop life-long skills, according to the American

Historical Association (2020), in order to provide excellent cooking and

preparation skill

The food preparation techniques should be selected from the following

range: wash, peel, cut, shape, chop, sieve, grate, mix and stir. The cookery

processes should be selected from the following range: boiling, baking, grilling

and shallow frying.

https://www.sqa.org.uk/files/nq/CfE_Unit_N3_HospitalityPracticalCookery_Cooke

rySkillsTechniquesandProcesses.pdf

In our contemporary circumstances, it is tough to teach these skills. When

it comes to providing great education in the face of the epidemic, we must find

new means and solutions.

In light of the COVID-19 epidemic, face-to-face classroom instruction is

outlawed. There are a variety of solutions available to schools based on the

COVID-19 restriction and the individual context of learners in the school or

community.

Teachers of skill-based disciplines, such as Technology and Livelihood

Education, felt the anguish of this new level of complexity (T.L.E.). It relies on the

students' abilities rather than their ability to assimilate information. T.L.E. may be

overused, yet it can be a difficult issue at times. The upshot is that teachers

struggle to find a straightforward approach to transmit abilities when they are not

face-to face.
 For example, teachers are considering developing video demo

presentations for kids to show them step-by-step how things should be done, or

they can have parents go to school and record the teacher's demonstration

themselves. Learners face a variety of problems when it comes to actually

implementing the techniques they've been taught in a variety of different

contexts. When materials, tools, and equipment are readily available, students do

exactly what is expected of them in the laboratory. Instead of having face-to-face

connection with the teacher, students will have to create their own labs in their

homes. Many questions arise about how they would perform in a situation that is

different from the one they were designed for.

T.L.E. courses could benefit from the "Enhanced Basic Education Act of

2013," which suggests a variety of measures to improve the curriculum and

increase the number of years students can attend school. For example, the first

is a more constructive approach while the second is a more collaborative

approach, a holistic approach Inquiry-based methodology is the fourth method.

Reflection is a great way to learn.

This new normal requires us to think about the ways in which local

products, resources, and equipment might be used to help our students carry out

their activities. As a result, their performances would be vastly improved. It's not

clear how the resources will be localized so that our pupils can use them. This is

only possible if they are able to come up with alternatives that have the same

impact in the absence of the necessary materials. Their kitchen serves as a

laboratory for cooking. Similarly, this is true for specialized and skill-based fields

of study.

By this context, the researchers decide to employ a technology in

instruction of TLE Cookery which will improve the Grade 9 and 10 learners’

academic performance and observation process skills . These methods will be

Computer-Assisted Instruction (CAI) combined with classroom instruction (CI).

The researcher believes that combining CAI with CI, which is known as

Technology-Mediated Instruction, will provide opportunities and experiences for

students to grow and improve their interests, as well as assist them acquire skills

necessary for lifelong learning.

Action Research Questions

The researchers hope to improve the level of proficiency both in academic

performance and observation process skills of students in Grade 9 and Grade

10 learners taking up TLE- Cookery specialization course of San Mariano High

School through implementation of PROJECTT TECH ME IN or the "Technology-

Mediated Instruction". The purpose of this study is to provide answers to the

following questions:

1. Prior to the implementation of Tech-Me In, what is the level of proficiency in

TLE- Cookery of respondents before intervention?

2. Prior to the implementation of Tech-Me In, what is the level of proficiency in

TLE- Cookery of respondents after intervention?

3. What is the significance of the difference in the level of chronological thinking

skills of Grade 9 students before and after the deployment of Tech-Me In?

Innovation, Intervention, and Strategy

There are two organizations that feel that the ability to learn from and

through multimedia, such as video, is vital for individuals to achieve full literacy;

the New Media Consortium (NMC) and the North Central Regional Educational

Laboratory (NCREL) are two examples of these organizations. When a video

presentation is combined with technology integration, students learn the best. In

2020, (Miskam, 2020)

Many intelligences, according to Gardner, means that each person has

different talents and preferences in different areas. CAI is supported by the

Multimodal Learning Styles Theory. A wide selection of instructional approaches

is needed for training, not just a limited number of options. 2020) (AWADA and

co-workers)

An integrated teaching style that incorporates both computer-aided

instruction (CAI) and classroom instruction (CI), known as TECH-ME IN, has

been proposed as an alternative to the research and theory presented above

( Technology- Mediated Instruction). When teaching skills to students who have a

solid basis in the subject, CAI and CI are an ideal beginning point.
Use this resource to help students learn and improve their observational skills

and academic abilities. YouTube.com, Kotobee author, and viewing/reading

presentations are among the activities featured.

According to the inventor, the goal of this project is to help children in

grades 9 through 10 improve their academic performance and their ability to

observe processes.

On a regular basis, content makers will check in on participants who have

internet connections and present them with links that direct them to the content,

which is almost certainly going to be made available on a major video streaming

platform. Students must have access to an internet-connected laptop, desktop

computer, smartphone or tablet at the time of registration in order to successfully

complete the course.

Video, audio, and written text will all be used in this project.When it comes

to A.Videos, which are featured,

 https://youtu.be/kDNH4G9iacw

 https://youtu.be/wm-RYHVXBCM

 https://www.youtube.com/channel/UChxJrXFKqMqXWpZpxZCOW

In addition to the B.Kotobee,

In C.Flipped Classrooms,

Pre-implementation procedures should include the following:

1. Co-teachers and other stakeholders can assist you in the preparation of

materials if you ask for their help.

2. As much as feasible, seek cooperation from colleagues and other

stakeholders in the preparation of materials.

3. Prepare parents of kids in grades 9 and 10 for a rushed orientation.

The plan's proponent is responsible for the following during

implementation: over the Internet

4. When you maintain in regular contact with pupils, you can monitor their

progress at all times.

5. Implementation necessitates that the proponent execute the following: A

post-project evaluation and an interview with the project participants should

be conducted.

6. An information gathering strategy for long-term sustainability is required.

One of the biggest limitations of this innovation is that it requires internet

access. Stakeholder donations or reinvestment of proceeds from schools'

income-generating enterprises or the Education department will finance internet

allowances for students and teachers.

Recorded videos will be saved in a single location and distributed to students

who are unable to connect to the internet at all. When implementing this method

at home, parents will learn how to keep track of their kids' progress.

Action Research Methods

A. Participants and other Sources of Data and Information

San Mariano National High School- Main will serve as the site for the

study, with 30 randomly selected Grade 10 bona fide learners, sectioned

Masunurin and Magiting, who are officially enrolled in the Learner Information

System for School Year (SY) 2021-2022.

The Grade 10 Masunurin and Magiting registrants for SY 2021-2022 are

chosen because they are the first Grade level to have gained low level of

proficiency in observation process skills and academic performance in the

subject, TLE- Cookery as proven by performance tasks and summative test

results, which are based on presumption and observation, as they are the

beginning Grade level. Because of the aforementioned considerations, the

selected population is deemed appropriate for the study.

Because of the enormous number of participants, researchers chose to

utilize the cluster sampling method in order to reduce the number of participants

while still developing the minimal sample size necessary to obtain an acceptable

degree of statistical power in the study.

B. Data Gathering Methods

It is the researchers' intention to base the study on the Pre Experimental

research design, specifically on the pretest-posttest design with one group of

participants. Pre-experimental research strategy is used in this study, in which a

single case is observed twice before and after the experiment. It also states that

in the absence of a control or comparison group, it is considered that changes in

the outcome of interest are the consequence of the intervention or therapy. 2021

(Institute for Children's Future and the Office of Planning, Research, and

Evaluation of the Administration for Children and Families, United States

Department of Health and Human Services),

For validity and reliability testing, researchers will employ data gathering

instruments such as a 20 item summative test crafted with Table of Specification

baased on the Most Essential Competency of Grade 10 TLE Cookery First

Quarter and Part II shall be a numerical rating scales with indicators where

students output on a recorded video will be assessed and graded It is the

researchers' responsibility to rate each response as 'Not Observed,' 'Confidence,'

or 'Successful.' In each category, there is an equal score that ranges from 0- 1.

The table below, which was created by the teacher, should be used as a guide.

Remarks Description Numerical Rating

Not The skill is not performed, no knowledge, non- 0

Observed observable
Confident The skill was performed but with a mistake. 0.5

The gap in the process of performing the skill

is evident
Successful The skill is successfully performed. 1
Table 2: Rubrics for categorizing the chronological ability of learners

In the post-test, the researchers will administer the identical teacher-made

instrument that was used in the preliminary phase to the same sample size that

was used in the preliminary phase. The outcomes will be documented and

assessed.

The aforementioned instrument will be validated by three professionals,

each of which is a specialist in the social sciences and research/educational

management. It is necessary to assess the instrument's reliability using the test-

retest method in order to reduce errors caused by specific changes over time.

C. Ethical Issues

The researchers ensure permission from authorities such as the school

principal to ensure high ethical standards throughout this research. Participants,

as well as their parents or guardians, must sign a certificate of voluntary

participation and informed consent. All information and data provided, including

your name, will be kept strictly confidential. Furthermore, in the References

section, all related literature to this research will be properly cited and

acknowledged.

D. Data Analysis Plan

The researchers will use different methods of data analysis that include

descriptive statistics and tests of significance.

 In answering research problems 1 and 2, raw scores shall be determined

in determining the level of proficiency of 30 respondents before or after the

intervention. The sum of each respondent's score from part I and II shall be

combined and averaged. The mean shall be categorized using the table below:

Table 3. Level of Chronological Skills in Araling Panlipunan

Raw Score Descriptive equivalent
20.1- 30.0 Highly Proficient
10.1- 20.0 Proficient
0.0- 10 Needs Assistance

To determine the significant difference before and after the treatment,

researchers shall use the dependent sample t-test. Therefore, researchers shall

also use statistical tools such as mean, difference, degrees of freedom, standard

deviation, and t- statistics.

ACTION RESEARCH WORK PLAN AND TIMELINE

The action research work plan and timelines are shown below during this

study's pre-implementation, implementation, and post-implementation phases.

Table 4. Plan of Action

Objectives Strategies/ Time Frame Persons Output Success

Activities Involved Indicator
Pre-Implementation Phase
Secure Securing 2nd week of Researche Letter of Approved
permission permission November r permission letter of
to conduct to conduct 2021 permission
the study the study School
Head
Draft a Drafting a 2nd week of Researche Research The
researcher researcher- November20 r instrument research
-made made 21 validation instrument
instrument instrument Panel of result was
to be to be experts validated
validated validated by and
by experts experts obtained
Submit the Administer 3rd week of Researche Established The
instrument the November20 r reliability research
for instrument 21 index of the instrument
reliability to a group instrument obtained a
test of Sample high-
participants participants reliability
to obtain the index
reliability of
the
instrument
Reproduc Reproducin 3rd week of Researche Reproduced Researcher
e the g the November20 r researcher- -made
instrument researcher- 21 made instrument
made questionnair
questionnair e
e
Implementation Phase
Conduct Conducting 4th week of Researche An Pre-
pre- the pre- November r  accomplish assessment
assessme assessment 2021 ed conducted
nt to to identified Students researcher-
identified participants made
participant instrument
s with scores
Gather, Gathering, 4th week of Researche Recorded Pretest
record, recording, November20 r data result was
and and 21 gathered
interpret interpreting and
the data the data recorded
Orient Conducting 2nd week of Researche Gathered Written
parents parents’ December r parents’ consent
and orientation 2021 consent from each
secure and Parents parent was
informed securing gathered
consent informed
consent
Prepare or Preparing or 2nd week of Researche Intervention Prepared
obtain obtaining December – r materials intervention
interventio intervention the third week of materials
n materials January Stakeholde
materials 2021 rs
Administer Administerin 3rd week of Researche Successful The
the g the January – the r  administrati intervention
interventio intervention second week of on of the program
n program program February Students program was
2021 administere
d
successfully
.
Conduct Conducting 3rd week of Researche Accomplish Post-
post- post- February r ed post- assessment
assessme assessment 2021 assessment was
nt Students conducted
rd
Collect Collecting 3 week of Researche Recorded Post-
and record and February r  data assessment
results of recording 2021 results were
the post- results of gathered
assessme the post- and
nt assessment recorded
Analyze Analysis 3rd week of Researche Analyzed Results
and and February r and were
interpret interpretatio 2021 interpreted analyzed
the data n of data data and
interpreted
Post-Implementation Phase
Finalize Finalization 4th week of Researche Final paper Bounded
the paper of the paper February r ready for action
for binding for binding 2021 binding paper
Dissemina Disseminati 4th week of Researche Disseminate Results
te results ng the February r Teacher d research were
results 2021 School results disseminate
Head d 

Cost Estimates
Shown below are the estimated expenses throughout this action research.

Table 5
Cost Estimates for Supplies and
Materials 
Unit Quantity Description Unit Cost Amount
ream 2 Short Bond paper 169 338
ream 2 A4 Bond paper 223 446
bottle 1 Ink L3110 black 275 275
180
pcs 30 Ballpen for Participants 6

      TOTAL 1, 239

Table 6
Cost Estimate for Travel expenses for the Submission of Action Research
Proposal to the Division
Destination Transportation Amount
Purpose of
School to Division Office Tricycle 100
Travel 
Division Office to School Tricycle 100
      TOTAL 200

Table 7
Cost Estimates for Other Expenses
Unit
Unit Quantity Description Amount
Cost
Bound 1 Binding 350 350
Perso
30 Snacks for the Participants 25 750
n
Perso Internet and Communication Load
30 100 3000
n Allowance
Total 4, 100

Table 8
Summary of Expenses
Description Amount
A. Supplies and Material    Php 1239.00
B. Travel Expenses
        B.1  Submission of Action Research Proposal to                 200.00
the Division      
       
               
C. Other Expenses             4, 100.00
                                                                                      Grand    Php 5,539..00
Total
 PLANS FOR DISSEMINATION AND UTILIZATION

The research result is significant to the teachers and learners. It will be used as

the basis for further study and reference to implement strategies, create

curriculum and plan instruction, specifically in Technology and Livelihood

Education/ TVL. That is why it must be disseminated carefully through the

following means:

a. Attend division-wide or district-wide research conferences, research forums,

and policy forums from where we can present and discuss the output and

recommendations to other research enthusiasts. We can ask these peers

from these academic conferences to review our paper.

b. Publish to research journals and bulletins so that teachers, researchers, and

practitioners with similar interests in technology integration and training will

be aware of the new knowledge in the field. It will help them advance their

knowledge and its application.

c. Incorporate in School Improvement Plan and Annual Implementation Plan to

allocate sufficient budget

d. There shall be discussions through LAC sessions or In-service Training

where we can serve as speakers. We can also be invited to speak in other

IN-service training to echo the knowledge and help teachers from other

schools improve their grading practice.

 REFERENCES

Research Instrument/Tool
PRETEST/POSTTEST

This questionnaire is designed to determine the level of chronological skills in the

Araling Panlipunan.

NAME:______________________________________ ( optional)

Part I. Essay. Students will be asked to watch the video from the links teacher
will provide, such as the following:
 https://youtu.be/kDNH4G9iacw

 https://youtu.be/wm-RYHVXBCM

 https://www.youtube.com/channel/UChxJrXFKqMqXWpZpxZCOW Fg

You will answer seven questions without limit to the number of words.

1. What is the difference between AD and CE and BC and BCE?

____________________________________________________________

____________________________________________________________

__________

2. How does each work on a timeline?

____________________________________________________________

____________________________________________________________

__________

3. If you use CE, does it mean you are not a Christian? Explain your

answer

____________________________________________________________

____________________________________________________________

__________

4. Are there other ways of saying what year it is? If yes, compare them

with

the video info?

________________________________________________________________

________________________________________________________________

5. How do we count centuries?

 ____________________________________________________________

____________________________________________________________

__________

6. Why there is no Year ) in history.

________________________________________________________________

________________________________________________________________

7. What is the relevance of numbering centuries to other disciplines?

________________________________________________________________

________________________________________________________________

- Do not answer beyond this line-

Based on the respondent’s answer, the researcher will assess respondents'

chronological skills by putting a checkmark on the appropriate column that
corresponds to the rating as follows:

0.0- Not Observed

0.5- Confident
1.0- Successful

Chronological Thinking Indicator 0 .5 1

1. Clearly define historical periodization models
2. Distinguish each of the historical periodization
models
3. Identify the temporal structure of a historical
narrative.
4. Compile historical narratives based on the
identification of historical narrative structures
5. Interpret the information presented in a timeline
6. Describe information obtained from a timeline in
the form of historical narratives
7. Identify alternative models for historical
periodization.
8. Compare each alternative model of historical
periodization.
TOTAL

Certificate of Validity of Research Instrument

This certificate is to certify that the undersigned had validated the research

instrument constructed by GENELYN DULDULAO, the lead proponent, to be

used in this Action Research entitled " TECH-ME IN ( TECHNOLOGY-

MEDIATED INSTRUCTION): INTERVENTION TOWARDS LEARNERS'

CHRONOLOGICAL THINKING SKILLS.

IN ARALING PANLIPUNAN.” The results showed an average of 5, which is

interpreted as Outstanding based on the criteria provided in the validation form. It

implies that the test is valid by its content and construction.

(Name of Validator) (Name of Validator)

Title of Masters Title of Masters

(Name of Validator)
Title of Masters