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The Level of Effectiveness of the Teaching Strategies of Technical-

Vocational Livelihood Teachers Sto. Tomas National High School

In partial fulfillment of the requirement for the subject

Practical Research 2

Cordillera Regional Science High School

Wangal, La Trinidad, Benguet

Louie M. Binas-o
Researcher
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CHAPTER 1

THE PROBLEM

Background of the Study

Effective teaching strategies are a big help to learners in order for them to learn

effectively. Most teachers who know how to deliver their lessons in a strategic way that

the learners can understand are those who can help students to be competent, competitive

and confident.

Based on observations most students blame their teachers for the unknown

knowledge that they should learn as well as getting low grades in written outputs and

performances. These relate to the idea of Nwokoukwu (1979) about the comprehensive

teacher competencies which are the verbal communication, knowledge of the subject

matter, interaction with students and student motivation in the classroom situation. This

can be helpful in creating an environment which can develop the student’s ability in a

particular subject. Technical Vocational Livelihood Courses such as Cookery, Bread and

Pastry and Food and Beverage Services are courses that deal with skills. Through

effective teaching these can be taught effectively to learners who seek to find their

knowledge and skills in the particular course.

Currently, most students are hard to teach but learn easily through effective

teaching methods. Based on this, it is important for us to determine the level of effectivity

of teaching the technical and vocational students of at Sto. Tomas National High School

specifically in Cookery, Bread and Pastry and Food and Beverage Services in order to

asses if we need to improve or maintain the way of teaching in our school. The researcher

aims to conduct a study regarding the level of effectivity of teaching to create a new
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knowledge. The ability to communicate effectively with students in a way so as to

understand the purpose and objectives of the lesson is one of the main responsibilities of

secondary agricultural education teach. Using the correct teaching method helps any

student learn or master knowledge and skills. This opportunity can be used by teachers of

the technical vocational livelihood track specifically in bread and pastry, cookery and

food and beverage services in order to educate the students well and for them to learn

(Odubiyi,1988).

Theoretical/Conceptual Framework

Godstime(2016) stated that the most effective strategies of teaching practical

skills in technical and vocational education institution are the use of demonstration

methods, inquiry, project and assignment methods of teaching.

Westwood(1996)suggests that effective teachers have well-managed classroom

where students have the maximum opportunity to learn, maintain academic focus, have

high expectations of what students can be helped to achieved, business-like and work-

oriented, shows enthusiasm, use strategies to keep students n task and productive, impose

structure on the content to be covered, present new material in a step-by-step manner,

employ direct teaching procedure, use clear instructions and explanations, use a variety of

teaching styles and resources, frequently demonstrate appropriate task-approach

strategies, monitor closely what students are doing, adjust instruction to individual needs

and re-teach when necessary, provide frequent feedback to student and use high rates if

question in to motivate students and to check for understanding.

According to Ko, J. et.al.(2016) the quality of teaching is a great influence on the

educational outcome of an individual student compared to the issues that are arising from
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the student’s background. Relying on the curriculum standard of an educational

institution without paying attention to the teacher’s quality of teaching is not helpful in

gaining the improvement of a student and this can lead to poor academic outcomes. Thus,

the size of the class, teacher, salaries and others. has nothing to do with student’s

improvement and achievement instead it is more helpful when there is a quality of

teacher education and the way of teaching.

According to Weimer,M.(2009) there are six keys to classroom excellence but I

only want to highlight two. First, the teacher should have concern and respect for his/her

students. Good quality teaching has nothing to do with making things hard and

frightening the students. Benevolence and humility, these characteristics of an educator

can be a help in making the students feel that a particular subject can be mastered and it

can also encourage them to try things for themselves and be successful.

Second is that teachers should learn from their students. Some teachers don’t want

to be corrected by their students but a characteristics of an effective teacher include

consideration about the relationship between teaching and learning. Good teaching is

always open for a change in an educator’s daily routine inside the institution.

According to Alber,R.(2015) there are five highly effective teaching practices

which are the teacher clarity, classroom discussion, feedback, formative assessments and

metacognitive strategies. Teacher clarity is very important when starting a new lesson.

The teacher clarifies the objectives and presents criteria on how a student can be

successful. Presenting models and examples are helpful for the students to visualize what

they can do. Classroom discussion is a practice that can be helpful to students in order to

allow them to learn from one another. Group works, recitations and reporting are some of
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the strategies that are being used. Feedback is the process where the learner can access

themselves if they are learning or not. This kind of assessment reflects of the quality

teaching for an educator. Formative assessment such as summative assessment is helpful

in assessing an individual’s understanding on the subject. Lastly, metacognitive strategies

refer to the opportunity of a student to reflect, plan and organize their own work that can

help in increasing their productivity.

According to Gill,E.(2013) a teacher’s work is not to entertain; instead, a teacher

needs a personal inventory about his/her own strengths and weaknesses in order to be

effective to student. Teachers should also practice educating themselves in order to share

knowledge, demonstrates expertise, have the ability to advise students, and provide

feedback in order to improve understanding between teacher and student to promote

learning. Educators nowadays must develop instructional styles that work well in a

learning environment, and they must find a style that works best for students.

According to Bucu, L. et.al (1991) a teacher cannot simply learn the basic of a

subject Instead he/she should continue learning and with that, he/she must be interested

on what he/she is teaching (p.2) As Gilbert Highet(1995) writes, “The teacher who

dislikes his subject or is indifferent to it always runs the risk of becoming a hypocrite.” If

a teacher expects to guide learning effectively, he/she must know the level of maturity of

each student in his/her class and the capability of their understanding. She/he must utilize

the previous experiences and interests of students to keep them motivated (p.3)

Paradigm of the Study

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The teaching strategies used by the Technical Vocational

Livelihood teachers in teaching cookery, food and beverages and
bread and pastry.
The effect of teaching strategies of the Technical Vocational
Livelihood teachers to the academic performance of the TVL
INPUT students.
The level of effectiveness of the teaching strategies of the
Technical Vocational livelihood teachers.

A survey questionnaire will be formulated to both students and

teachers in order to answer the research questions regarding the
level of effectiveness of teaching strategies of the Technical
Vocational Livelihood teachers and the effects on the academic
performance of the students from the Technical Vocational
PROCESS Livelihood Track specifically in Cookery, Food and Beverage
Services and Bread and Pastry Production.

Determine the teaching strategies used by the Technical

Vocational Livelihood teachers in teaching cookery, food and
beverage services and bread and pastry.
Possible effect of teaching strategies of the Technical Vocational
Livelihood teachers to the academic performance of the TVL
OUTPUT students.
Determine the level of effectiveness of the teaching strategies of
the Technical Vocational livelihood teachers

Statement of the problem

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This study aims to know how effective are the teaching strategies in teaching the

Technical-Vocational Livelihood Track in educating the students regarding Cookery,

Food and Beverage Services and Bread and Pastry Production.

Research Problems:

1) What are the teaching strategies used in teaching Cookery, Food and Beverage

Services and Bread and Pastry Production?

2) What is the effect of the teaching strategies of Technical Vocational Livelihood

Teachers to the academic performance of Technical Vocational Livelihood Students?

3) What is the level of effectiveness of the Teaching Strategies of Technical Vocational

Livelihood Teachers?

Hypothesis of the Study

1) The teaching strategies used by the Technical Vocational Livelihood teachers

in teaching cookery, food and beverages and bread and pastry.

2) The effect of teaching strategies of the Technical Vocational Livelihood

teachers to the academic performance of the TVL students.

3) The level of effectiveness of the teaching strategies of the Technical Vocational

livelihood teachers.

CHAPTER II

RESEARCH DESIGN AND METHODOLOGY

Research Design
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The researcher used descriptive research design for this study. This design seeks to

describe the current status of an identified variable using systematic information about a

phenomenon. This research design was chosen for determining the Level of Effectiveness

of the Teaching Strategies of Technical-Vocational Livelihood Teachers.

Population and Locale of the Study

This study is helpful for the Technical-Vocational Livelihood Department especially

in the field of Cookery, Bread and Pastry, and Food and Beverage Services. This benefits

both students and teachers in improving the way of learning of a particular area. This

study is participated by 40 students of grade 11 and 12 under the technical-vocational

livelihood section, 17 students from grade 12 and 23 students from grade 11. Whereas,

the study will be conducted at Sto. Tomas Central, Baguio City at the learning

environment of Sto. Tomas National High School to be participated by the Senior High

students who are currently enrolled in the Technical Vocational Livelihood track.

Data Gathering Tools

The researcher will use survey questionnaires in data gathering. This

questionnaire contains the needed information to be answered by both teachers and

students regarding the level of effectiveness of teaching strategies of Technical

Vocational Livelihood teachers.

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Data Gathering Procedure

The researcher will distribute two survey questionnaires to be answered by the

two teachers under Technical-Vocational Livelihood Track to determine what teaching

strategies do they usually use. The researcher will also distribute the survey questions to

40 students of Senior High School students under the Technical-Vocational Livelihood

Track.

CHAPTER III

RESULT AND DISCUSSION

The level of effectiveness of the Teaching Strategies of Technical Vocational Livelihood

Teachers

Teaching Methods/Strategies 4 3 2 1

Demonstration 30 10 0 0

Laboratories 24 12 4 0

Projects 10 17 12 1

Lecture-discussion 18 12 8 2

Field Trips 15 10 11 4

Chalk Board 12 16 9 3

Exam 14 16 8 2

Discussion 21 17 1 1
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Networks (Internet) 22 15 2 1

Films (movies, slides, etc.) 22 14 3 1

Supervised experience 19 12 9 0

Brainstorming 14 17 9 1

Role Play 20 10 9 1

Group Study 20 12 8 0

Assignments (Reading, Written) 7 20 11 2

Computer-assisted instruction 13 11 5 2

Questioning 15 17 7 1

Self-Study 12 16 9 3

Using real object 23 10 7 0

4-Very effective 3-Effective 2-Somewhat Effective 1-Not Effective

Discussion:

Based on the survey it states that 75% of the students finds the use of demonstration very

effective, 25% finds it effective, 0% says it is somewhat effective and 0% says that it is

not effective. 60% of the students find the use of laboratories very effective, 30%

effective, 10% somewhat effective and 0% says it is not effective. 25% of the students
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states that projects are very effective, 30% says that it is effective, 10% somewhat

effective and 0% not effective.

45% of the students states that lecture-discussion is very effective, 30% states that it is

effective, 20% somewhat effective and 2.55 not effective. 37.5% students states that field

trips are very effective, 25% states that it is effective, 27.5 somewhat effective and 10%

not effective. 30% of the students states that chalk board is very effective, 40% states that

it is effective, 22.5% somewhat effective and 7.5 not effective. 35% students states that

exams are very effective, 40% states that it is effective, 20% somewhat effective and 5%

not effective. 52.5% students states that discussion are very effective, 42.5% states that it

is effective, 2.5% somewhat effective and 2.5% not effective. 55% students states that

networks are very effective, 37.5% states that it is effective, 5% somewhat effective and

2.5% not effective. 55% students states that films are very effective, 35% states that it is

effective, 7.5% somewhat effective and 2.5% not effective. 47.5% students states that

supervised experience are very effective, 30% states that it is effective, 22.5% somewhat

effective and 0% not effective. 35% students states that brainstorming are very effective,

42.5% states that it is effective, 22.5% somewhat effective and 2.5% not effective.50%

students states that role play are very effective, 25% states that it is effective, 22.5%

somewhat effective and 2.5% not effective. 50% students states that group study are very

effective, 30% states that it is effective, 20% somewhat effective and 0% not effective.

17.5% students states that assignments are very effective, 50% states that it is effective,

27.5% somewhat effective and 5% not effective. 32.5% students states that computer-

assisted instructions are very effective, 27.5% states that it is effective, 12.5% somewhat

effective and 5% not effective. 37.5% students states that questioning are very effective,
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42.5% states that it is effective, 17.5% somewhat effective and 2.5% not effective. 30%

students states that self-study are very effective, 40% states that it is effective, 22.5%

somewhat effective and 7.5% not effective. 57.5% students states that using real objects

are very effective, 25% states that it is effective, 17.5% somewhat effective and 0% not

effective.

The teaching strategies used in teaching Cookery, Food and Beverage Services and Bread

and Pastry Production

Teaching Methods/Strategies 4 3 2 1

Demonstration 2 0 0 0

Laboratories 2 0 0 0

Projects 0 1 1 0

Lecture-discussion 2 0 0 0

Field Trips 0 0 0 2

Chalk Board 1 1 0 0

Exam 2 0 0 0
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Discussion 2 0 0 0

Networks (Internet) 2 0 0 0

Films (movies, slides, etc.) 1 1 0 0

Supervised experience 1 0 1 0

Brainstorming 1 0 1 0

Role Play 0 1 1 0

Group Study 0 1 1 0

Assignments (Reading, Written) 0 1 1 0

Computer-assisted instruction 0 1 1 0

Questioning 2 0 0 0

Self-Study 1 0 1 0

Using real object 1 1 0 0

4-Always Used 3-Sometimes Used 2-Rarely Used 1-Not Used

Discussion:

As shown in the research survey it shows that the teaching strategies that are commonly

used by the teachers of the Technical-Vocational Livelihood Track are the use of

demonstrations, laboratories, lecture-discussion, exam, networks and questioning

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The effect of the teaching strategies of Technical Vocational Livelihood Teachers to the

academic performance of Technical Vocational Livelihood Students

75-80 81-85 86-90 91 and above

First Grading 3 4 26 7

Second Grading 2 5 24 9

Third Grading 1 1 21 17

Discussion:

With these, the survey among the students regarding the academic performance

states that most students have an academic grade of 86-90 from 1st grading to 3rd grading.

During the First Grading 7.5% of the students have an academic grade of 75-80, 10%

have an academic grade of 81-85, 65% have 86-90 academic grade and 17.5% have 91

and above academic grade. During the Second Grading 5% of the students have an

academic grade of 75-80, 12.5% have an academic grade of 81-85, 60% have 86-90

academic grade and 22.5% have 91 and above academic grade. During the Third Grading

2.5% of the students have an academic grade of 75-80, 2.5% have an academic grade of

81-85, 52.5 % have 86-90 academic grade and 42.5% have 91 and above academic grade.

CHAPTER IV
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CONCLUSION AND RECOMMENDATION

As shown in the research survey it shows that the teaching strategies that are

commonly used by the teachers of the Technical-Vocational Livelihood Track are the use

of demonstrations, laboratories, lecture-discussion, exam, networks and questioning.

With these, the survey among the students regarding the academic performance states

that most students have an academic grade of 86-90 from 1st grading to 3rd grading.

The results also show that the most effective teaching strategies as perceived by

the students are the use of demonstration, laboratories, lecture-discussion, field trips,

networks, films, supervised experience, role play, group studies, computer-assisted

instruction and the use of real objects.

Therefore, I recommend that teachers should utilize and practice the teaching

strategies that are more effective to the students for them to understand the lesson well.

This can also help students to perform better in their studies and to be confident enough

to show off their skills.

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REFERENCES

Alber,R. (2015) 5 Highly Effective Teaching Practices.

https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-

alber July 10,2018

Bucu L, et.al. Principles and Methods of Teaching. Third Edition. Phoenix Publishing

House, Inc. 927 Quezon Avenue, Quezon City

Gill, E.(2013). What is your Teaching Style/ 5 Effective Teaching Methods for your

Classroom. https://education.cu-portland.edu/blog/classroom-resorces/5-types-of-

classroom-teaching-styles/ July10,2018

Godstime, T. et. al (2016). Strategies of Effective Teaching and Learning Practical Skills

in Technical and Vocational Training Programmes in Nigeria. International

Journal of Scientific Research Engineering and Technology.

Ko, J. et.al.(2016) Effective Teaching. Educational Development Trust.

Nwokoukwu, O. (1979). Factors Influencing Teaching Effectiveness of Industrial

Education Teachers at Community College Level in the State of Iowa.

Unpublished Master’s Thesis, Iowa State University, Ames, IA

Odubuyi, A. (1988). Perceptions of Iowa Vacational Agricultural Teachers Regarding

Teaching Methods Used in Agricultural Education. Unpublished Master’s Thesis,

Iowa State University.

Shinn, Y. (1997) Teaching Strategies, Their use and Effectiveness as Perceived by

Teachers of Agriculture: A National Study

Weimer, M.(2009).The Effective Teaching Strategies: Six Keys to Classroom

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Excellence. https://www.facultyfocus.com/articles/effective=teaching-strategies/

effective-teaching-strategies-six-keys-to-classroom-excellence/July10,2018

Westwood, P. (1996). Effective Teaching. Australlian Journal of Teacher Education,

21(1). http://dx.doi.org/10.14221/ajte.1996v21n1.5 December3,2018

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APPENDICIES

Sample Survey Questionnaire

Instructions: Kindly fill up the personal information below and read the statements
carefully on the survey question, put a check beside the statement according to your
rating and honesty.
Name (Optional): _______________________
Grade/Level: __________
Strand/Course that are already taken:
__ Cookery __ Bread and Pastry __ Food and Beverage Services
Kindly indicate your periodical grade
First Grading: ____ Second Grading: ____ Third
Grading: ____
Teaching Methods/Strategies 4 3 2 1
Demonstration
Laboratories
Projects
Lecture-discussion
Field Trips
Chalk Board
Exam
Discussion
Networks (Internet)
Films (movies, slides, etc.)
Supervised experience
Brainstorming
Role Play
Group Study
Assignments (Reading, Written)
Computer-assisted instruction
Questioning
Self-Study
Using real object
4-Very effective 3-Effective 2-Somewhat Effective 1-Not Effective

Instructions: Kindly put a check beside every statement according to your ratings.
Teaching Methods/Strategies 4 3 2 1
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Demonstration
Laboratories
Projects
Lecture-discussion
Field Trips
Chalk Board
Exam
Discussion
Networks (Internet)
Films (movies, slides, etc.)
Supervised experience
Brainstorming
Role Play
Group Study
Assignments (Reading, Written)
Computer-assisted instruction
Questioning
Self-Study
Using real object
4-Always used 3-Sometimes used 2-Rarely used 1-Not used
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