ACADEMIC CONCEPT PAPER

LINDA T. HERNANDO
Master of Arts in Vocational Education
August 8, 2021

REMOTE BLENDED INSTRUCTIONAL TOOLS’ IMPACT IN TEACHING

TECHNOLOGY, VOCATIONAL AND LIVELIHOOD EDUCATION ON SENIOR HIGH
SCHOOL TVL STUDENTS IN OZAMIS DIVISION: ANALYSIS OF TVL STUDENTS’
READINESS AND ATTITUDE

1. Purpose

COVID-19 is one of the world's greatest educational shocks, reaching about 90 percent of

the world's school population. Many countries have switched to online distance learning such

that learning never ends. In addition, according to the UNESCO Statistical Institute and Teacher

Task Force, 826 million (50 percent) TVL students who have been thrown out of school by a

pandemic have little connection to a home computer. Around 706 million TVL students do not

have Internet connectivity and 56 million live in non-mobile areas (UNESCO, 2020).

In particular, adaptability and technology flexibility are distinct from 21st-century

distance learning with significant potential since it is a systematic, structured, and formalized

model that is a valid type of distance learning with respect to older modes of distance education

(Garrison 2009; Haughey et al. 2010; Tait 2018). The bigger challenge, however, is the readiness

of the country's technical aspect of connectivity inefficiency, which hampers the motivation of

customers to evolve to contribute to inclusive development and distance learning. It also reduces

the ability of the country's school sector to embrace modern ways of distance learning. In a study

by Kim and Salac (2016), the loss of control and price competitiveness in the internet access

industry is the bottom of the poor and expensive Internet networks in the Philippines. In order to

overcome these problems, the Education Department has undertaken a review during enrollment
to obtain substantial data to try to explain the potential modality of distance learning for every

school (Ayao-ao,2020).

One of the core aspects of the K to 12 programs is the Enriched Curriculum, which

involves contextualization that is versatile enough to enable schools to locate, indigenize and

develop the curriculum depending on their respective educational, social, technical and global

background (R.A.10533). In re-engineering the pedagogical techniques of the 21st century, the

emergence of digital instruments and their transformational capacity play an important role.

Indeed, the digitalization of the education that is important to the millennial student yields

impressive and optimal learning performance, leading to critical problems that influence TVL

students, teachers, and classrooms. In the Philippines, internet penetration among the population

was 43.5 percent. A total of 7 million people have monthly mobile EdTech platforms access,

making the nation the second largest Skill Share and Google Classroom market in the area of

Southeast Asia (García,2018).

Aquino (2014) emphasized that the absence of a monetary fund to provide access,

technological resources, and facilities hinders the readiness to successfully introduce the blended

educational framework for learning. Despite DepEd's continuous efforts by the use of

technology-mediated instruction to promote efficiency. Nevertheless, not all schools in the

Philippine environment are able to optimize such technical expertise. Although it is not yet clear

if alternative training approaches have a disproportionate effect on TVL students, teachers and

administrators should think critically about providing scaffold support for TVL students who

may not have the expertise to thrive in a mixed learning format (Kassner, 2013). If online

learning becomes a revolutionary breakthrough in today's brick-and-mortar classrooms or a

sustained educational innovation or if there is an obtrusive blending of online learning into

classes, it can change the industry (Staker, 2011).

Teachers are encouraged as technologically-driven educators of the 21st century to

optimize the use of any emerging technology present in redefining classroom instructions

through the integration of conventional and online learning platforms that generate a holistic

learning environment (Deepika, 2015). Different mixed learning mechanism models merge or

integrate with conventional face-to-face and online elements as a supportive alternative learning

approach to create major opportunities (Graham, 2006, Staker and Horn, 2012, and Kassner,

2013). Many hybrid learning approaches are now well adapted to a wide variety of customized,

face-to-face and interactive environments that TVL students undergo in K to 12 classes,

including distributed learning, distance learning or e-learning (Friesen, 2012). It can be said that

online learning-infused technology is blended learning and the notion of schooling at any time

and everywhere is optimized by the availability of computing devices or accessories and internet

access (Mancao et al., 2020). Social networking platforms allow online TVL students to

exchange knowledge and develop a sense of community (Friedman, 2014). The Internet plays a

significant part in the lives of young people. Learning institutions can empower TVL students to

make learning more meaningful, fun and sustainable by using ICT resources (Navarette, 2013).

Aguiluz (2016) emphasized that it is a relentless challenge of 21st-century education to

feed young minds to foster the development of aspirations and encourage promising lives,

harnessing the best of tradition and technology. The integration in technologies poses another

barrier to address for comprehensive education to be accomplished. Innovative teaching-learning

methods anchored on adhering to technology-mediated instruction such as EdTech platforms,

blended channels, and other online learning frameworks have already been declared by DepEd.
 The transition of the education system provides versatility that encourages TVL students

to advance at their own pace, time and position to learn skills. As blended learning itself, the goal

of educational providers is to strike a balance between access and versatility, since it requires

optimal flexibility and maximum consistency or value along a continuum (Friesen, 2012). The

use of technologies thus offers an incentive to achieve greater performance and improve

productivity.

In new school policy circles, a pedagogical approach where the face-to-face education of

TVL students is not possible but with internet services or online classes has attracted significant

interest (McRae, 2013). This teaching methods and interactive resources empower TVL students

to monitor learning at their own speed, time and place suitable for diverse TVL students. The

teacher in the virtual classroom plays a critical role in knocking down the obstacles to the failure

of TVL students. As the student is the heart of the student-centered program, the main focus of

the education sector is one that will benefit more, training TVL students to be internationally

successful, properly prepared with the skills and competencies required for jobs and lifelong

learning. TVL students should be supported with frequent follow-up, considerable time and

immediate input to retain encouragement and commitment (Arinto, 2020). A cyber education

policy needs to be put in place to ensure the use and inclusion of different ICTs in the Philippine

education system with the ultimate aim of enhancing the standard of education in the region

(Benitez, 2013). This is the context in which the research was conceptualized.

This study focuses on establishing the impact of the Edtech platforms, particularly Skill

share and Google classroom, as a blended instructional tool in the explorative Technology

Vocational and Livelihood teaching through internet connectivity profile of teaching grades 11

and 12, as well as the readiness and attitudes of the TVL students towards the contextualized
blended instructional platforms in the new normal. Nevertheless, a  few of them shared

experiences gained from exploring a changing environment dominated by blended teaching, as

well as key insights into the future of educational technology.

2. Project Description

This premise is based on the various findings previously performed in the field remote

teaching on Technology, Vocational and livelihood education several studies exploring the

prospects of using remote blended instructional platforms in teaching technology, vocational and

livelihood education.

It is projected that (5) five Senior High Schools in Ozamis Division will be assessed, and from

the results the teacher will be able to determine the prospects of using remote blended

instructional platforms in teaching technology, vocational and livelihood education by analyzing

the Senior High School TVL students’ readiness and attitude in using blended instructional tools.

This approach is innovative in that it will allow Technology, Vocational and livelihood

teachers to escalate the quality of teaching by identifying factors that impede the TVL students '

continuous access in acquiring knowledge and skills to carry out tasks relevant to skilled-based

learning despite of the absence of face-to-face learning . The research includes establishing the

impact of the Edtech platforms, particularly Skill share and Google classroom, as a blended

instructional tool in the explorative Technology Vocational and Livelihood teaching through

internet connectivity profile of teaching grades 11 and 12, as well as the readiness and attitudes

of the TVL students towards the contextualized blended instructional platforms in the new

normal. Nevertheless, a few of them shared experiences gained from exploring a changing
environment dominated by blended teaching, as well as key insights into the future of

educational technology.

3. Objectives

The study aims to analyzed the impact of the Edtech platforms, particularly Skill share

and Google classroom, as a blended instructional tool in the explorative Technology Vocational

and Livelihood teaching through internet connectivity profile of teaching grades 11 and 12, as

well as the readiness and attitudes of the TVL students towards the contextualized blended

instructional platforms in the new normal. The study's specific goals are:

1. Identify the readiness level of the Grade 11 and 12 TVL students;

2. Determine the attitude of the respondents towards the contextualized blended instructional

platforms in the new normal;

3. Identify the significant difference readiness and attitudes of the TVL students towards the

contextualized blended instructional platforms used in teaching Technology and Livelihood

Education.

Specifically, this study will try to find answers to the following questions:

1. What is the respondents ' profile in terms of their age, gender, grade level and socio-economic

status?

2. What is the readiness level of the respondents towards the contextualized blended instructional

platforms in the new normal?

3. What is the attitude of the respondents towards the contextualized blended instructional

platforms in the new normal?

4. Is there a significant difference readiness and attitudes of the TVL students towards the

contextualized blended instructional platforms used in teaching Technology and Livelihood

Education when group according to their profile?

4. Research Methodology

The research is able to use the form of a detailed sample. Descriptive-survey research

involves collecting data from Senior High School Technology; Vocational and Livelihood TVL

students check theories or answer questions about the remote blended instructional tools’ impact

in teaching technology, vocational and livelihood education on senior high school TVL students

in Ozamis Division by analysis of TVL students’ readiness and attitude it is a survey as the

research must gather a population sample of respondents and conduct a standardized revised

questionnaire related to the study.

The study is expected to end in 15 weeks with the following as the duration of the work

planned for each segment of the project.

Research Section Duration

Research Planning, Introduction and Title 2 week

Research Questions and or Hypothesis 1 week

Formulate and Design Research Methodology 3 weeks

Conduct Survey Statistical Treatment of Data 2 weeks

Data Presentation, Analysis, & Interpretation 3 weeks

Conclusion &Recommendation 2 weeks

Presentation of the Final Thesis Paper 2 weeks

5. Project Needs
Particulars Description/Cost ____
A. Personnel

Graduate School, Dean Approval of the Thesis

Research Adviser Recommending Approval

Junior High School TVL students of Bread and Pastry Research Respondents

Schools’ Division Superintendent Approval for Research Conduct

School Principals Approval for Research Conduct

B. Equipment

Laptop Computer 16800.00

External Hard Drive (Memory Drive) 5000.00

C. Supplies

Printing paper for manuscript and questionnaires 3500.00

Folders and others 1000.00

D. Travel Expenses

Transportation and other research dissemination purposes 800.00

E. Consultants

Research Consultant 3500.00

Grammarian 1500.00

Plagiarism Checker 1500.00

Data Statistical Analysis (Statistician) 5000.00

 Total 38,600.00

REFERENCES

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Aguirre, F. M (2016). 21st century teaching strategies and assessment. philippine association

Ayao-ao, S. L. (2017) integrating ICT in the teaching-learning process. Philippine Association

Gabashvili, T.(2019). Exploring the alternative learning system radio-based instruction. Asia

Pacific Journal of Social and Behavioral Sciences. pp. 12-15.

Garrison, D. R. (2009). Implications of online and blended learning for the conceptual

development and practice of distance education. The Journal of Distance Education,

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Handal, B. (2003). Making interactive radio instruction even better: the data, the scripts, and

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Haughey, M; Evans, T & Murphy, D. (2008). Introduction: From correspondence to virtual

learning environments. International Journal of Distance Education. pp. 1-24.

Hofmann, J. (2014). Solutions to the top 10 challenges of blended learning. Top 10 challenges of

blended learning. Available on cedma-europe.org.

Jamison, Suppes, and Wells (2013). Applying new technologies and cost-effective delivery

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UNESCO (2020). Learning through radio and television in the time of COVID-19. Retrieved on

January 23, 2020, on http://bitly.ws/9IHQ.