DEVELOPMENT AND VALIDATION OF LABORATORY MANUAL IN TLE

AGRI-CROP PRODUCTION

Researchers:

Neneth F. Foronda

Cyril N. Fragata
 INTRODUCTION

Education is an essential as the existence of mankind. It is the best

product ever made of one’s guest for knowledge. Through Education,

knowledge and skills are developed/ It is the most efficient system of

equipping people with knowledge, skills and attitudes essential for effective

membership in society. It consists of general and specialized educations

which are acquired through formal, non-formal or informal schemes

(Bates,2016).

A major sub-system education dealing with the technological aspects of

the environment is technology education. In its general form, technical and

vocational education plays a pivotal role in equipping learners with knowledge

and information, skills and process, right work values and life skills in the field

of Home Economics, Computer Aided Design, Carpentry, Clothing

Construction, Cookery, Electricity and Electronics, Agriculture, Foods and

Beverage, Handicrafts, Cosmetology, Home Nursing, Industrial Arts, Agri-

Fishery Arts and Information Communication Technology (ICT) , (K-12 Toolkit).

The alignment of TLE curriculum in the escalating demand of skilled

experiential learning aided by the right and adequate tools, equipment and

machines for instruction is necessary.

The school is a very important institution which can provide career

pathways for students. Offering Technology and Livelihood Education is a

response to the need of the community considering that the nature of the

course would provide practical knowledge and skills of vocational and

technological efficiency and problem solving in daily life. In the ever-evolving

landscape of education, the development and validation of instructional

materials are critical steps towards is enhancing the learning experience and

outcomes for students. This holds particularly true for Technical and

Livelihood Education (TLE) programs, where hands on, practical knowledge is

of utmost importance.

Moreover, the Teachers in the field are expected to have integrated

information in teaching the subjects and its content. This requires competence

both in subjects’ matter and skills to prepare the students for the better life.

Coupled with the implementation of the K-12 program, teachers handling TLE

are now challenged to create an impact as to whether or not the students

have acquired the concepts and essential skills to become productive citizens

of the society. They should, therefore, provide learning activities which could

be the training ground to enable the learners to face the battle of real-life

situations. Ericksen (1978) believes that “Effective learning in the classroom

depends on the teacher’s ability to maintain the interest that brings students to

the course in the first place.” As such, TLE teachers should focus on the

learner’s acquisition of competencies through actual task performance of each

learner. Performances for students in TLE whether agriculture, electrical

installation maintenance, cookery and computer hardware servicing are

important preparation for the student’s life in the future.

Activity-based learning is the baseline for creative and critical thinking

skills enhancement. However, this method will not function properly if students

are not motivated enough to achieve their actual potential. The most useful

and
effective method to teach concepts that are complex in nature is by involving

students in interactive activities. By utilizing different activities in the

classroom, critical thinking skills and creative skills of the students are also

enhanced.

Statement of the Problem

The study aims to develop and validate the Activity-Based learning

materials for Grade 9 Agri-Crop Production at Altamarino-Clasio High School,

Curry, Camarines Sur Pili East District S.Y. 2022-2023.

Specifically, this study sought to answer the following question:

1. What activity-based learning materials may be developed in Agri-crop

production along the following core competencies:

a. Performing nursery operations

b. Planting crops

c. Caring and maintaining crops

d. Carrying out harvest and post- harvest operation

2. What is the validity of the developed activity-based learning materials

based on DepEd Learning Resources Management and Development

System (LRMDS) along:

a. Content;

b. Format;

c. Presentation and Organization; and

d. Accuracy

3. How effective is the developed activity- based learning materials in

improving the performance in Agri-crop Production?

Objectives of the Study

This study aims to develop and validate instructional materials (IM’s) in

TLE Agri-crop production subject will ultimately be use for instructional

purposes.

Specifically:

1. To develop activity-based and laboratory manuals in TLE Agri-crop

production.

2. To conduct evaluation by core competencies in terms of objectives,

content, organization and usability, assessment and language used.

3. To measure the extent to which the developed activity-based learning

materials improve student performance in TLE Agri-crop production

including their knowledge, practical skills, and overall competence in

the subject.

Significance of the study

The study is significant to the TLE – Agri-crop teachers in junior high

schools, school administrators, curriculum planner, students, and future

researchers.

Teachers. The findings in this study will provide educators in TLE Agri-

Crop Production with tools that facilitate more engaging and effective teaching

strategies.
 School administrators. This study may enlighten them on ways to

help their improve about curriculum enhancements, resource allocation, and

areas for improvement within the Agri-crop Production program.

Curriculum planner. This study will contribute to the creation of

materials that meet the specific requirements and objectives of TLE Agri-Crop

Production curricula. This study will also serve as their basis in drafting the

next curriculum for the Philippines education system.

Students. This study helps to enhance students' understanding and

retention of concepts related to agri-crop production and development of

varied instructional materials will caters a range of learning styles, ensuring

that a diverse student population can benefit from the educational resources.

Future researchers. They may use this study as a source of both

conceptual and research literature when they conducted their own studies

related to the topic. They can extend the scope of the present investigation to

formulate a more generalized conclusion.

Scope and Limitations

The study aims to develop and validate instructional materials

(IM’s) in TLE Agri-crop production students of Grade 9, the data collection will

be gathered at Altamarino-Clasio High School, Curry, Pili, Camarines Sur Pili

East District from October to December 2023. This research will be focus on

developing activity-based materials on core competencies of TLE Agri crop

production the Performing nursery operations, planting crops, caring and

maintain crops and carrying out harvest and post-harvest operation.

 Figure 1. THEORETICAL FRAMEWORK

Experiential Learning
Models
Kolbs’s and Dewey’s

Constructivist Learning Development and Validation of

Theory
Activity-Based Instructional Bandura's Social
Lev Vygotsky & Jean Material in TLE – Agri-crop Learning Theory
Piaget
Production
 This study is founded on the theory of constructivist psychologists Jean

Piaget and Lev Vygotsky with reference to their viewpoints on constructivist

learning process. The study highlights the importance of engaging the

student’s mind by constructing powerful and useful concepts through cognitive

and social interaction. The importance of various activities and their relevance

in everyday activity-based teaching methodologies. He brings light to the fact

that ABL is a cognitive-based learning technique that works on constructive

learning. Constructive learning comprises prior knowledge along with personal

experiences. This theory emphasizes that learning is a process that

comprises the psychological environment of an individual along with their

interactions with various other structures of the society. It is vital for learners in

ABL classrooms to share personal experiences which enhance the whole

constructive atmosphere. Using constructive method of teaching is believed to

be far more effective than a traditional classroom setup as it enhances the

learning process. Hake (1998).

The work of John Dewey has influenced Activity-based intervention by

placing emphasis on the types of active learning experiences student

encounter. Dewey’s theory of learning maintains that learners are best served

by having hands-on, active, and authentic experiences (Dewey, 1938, 1959).

Authentic activities involve creating a simulation or activity that mirrors or

closely resembles the real-life situations and conditions under which the
behaviors/skills are needed. The Activity-based intervention approach

includes activities that are child-initiated, routine-based, and planned so that

children have a variety of authentic opportunities to master their

developmental and educational goals.

The research studies conducted by Pavlov, Skinner, and Watson all

influenced what is known as social learning theory, which many consider an

outgrowth of behaviorism. Bandura’s views on how children learn can be

traced directly to their social world. In essence, children will learn information

based on environmental factors. Learning occurs through observations and

imitation. Social learning theory emphasizes modeling as a teaching approach

(Bandura, 1977, 1985, 1986).

 Figure 2. Conceptual Framework

INPUT PROCESS OUTPUT

• Design and
development
of activity-
based
instructional Validated and
• Needs
assessment materials in evaluated activity-
(least learned Agricrop based instructional
concepts) Production. materials in
• Try out and Agricultural crop
revision of production.
the activity-
based IM’s.
• Evaluation of
the IM’s.
 Hofstein and Naaman (2007) argued that lesson cannot be

meaningful to students without worthwhile practical experiences in the school

laboratory. The K-12 basic education curricula must harness the 21st-century

skills of the students. These skills include learning and innovation skills,

information, media and technology skills, and life and career skills

(Partnership for 21st Century Skills, 2009). The main purpose of this study is

to develop and evaluate an activity based instructional material for TLE-Agri-

crop production.

The system approach (Input-Process-Output system) will be use in

describing the conceptual framework of this study as shown in figure 1, the

input consists of the needs assessment of the least learned concepts in TLE

Agri crop production.

The Process of system approach will be focus on designing and

development of activity-based instructional materials in TLE Agri crop

production and try out and revision of the activity-based IM’s and lastly, the

evaluation of the Instructional Materials.

The Output system will be validated and evaluated the activity based

Instructional materials in TLE Agri crop production in Grade 9 students.

 Definition of Terms

Development-Pertains to the creation, design and refinement of educational

resources that are specifically geared towards teaching Agri-crop production

within the framework of technology and Livelihood Education (TLE).

Validation- This part of the study would involve assessing the quality and

effectiveness of the instructional materials to ensure they meet educational

goals and standards.

Instructional Materials-resources and tools used by educators to facilitate

teaching and enhance the learning experience of students.

Activity-Based-refers to an approach or method that centers on engaging in

activities as a primary means of learning, teaching or problem solving.

 Research Methodology

Research design

This descriptive-developmental educational research focuses on

the development of Instructional material in the form of an alternative

workbook to facilitate learning of the least-learned or least-practiced concepts

and skills of students in the TLE Agri-crop production Junior High School.

This study also a descriptive since this determined experts’ validity of

the enhanced activity-based learning materials, and the level of performance

of the students in the pretest and post test result. Moreover, the development

and evaluation of the remediation tool focused on 4’D Model. It involved five

stages: Define, Design, Develop and Disseminate.

Research method

The 30-item pre-test measure the least learned competencies of the

students in Agri-crop production. The test is subject to content and construct

validity. The inter-item reliability will be found on the conduct of item analysis.

The expert validator’s instrument is a standardized evaluation tool for

the instructional materials adopted from the Department of Education.

Research Participants

The study will involve two groups of participants. The first group of

participants are 20 grade 9 Agri-crop students of Altamarino-Clasio High

School. The participants satisfied the following selection criteria: (1) A

bonafide student at Altamarino-Clasio High School (SY 2022-2023); (2)

enrolled under TLE subject; and (3) taking agri-crop production at the time of

the study.

The second group of participants are the four expert-validator. These

validators included one expert on instructional material development and

three content experts’ teachers teaching Agri-crop 9 for five years and above.

They evaluate the activity-based and content validity based on the adequacy,

coherence, appropriateness, and usefulness.

Data Gathering Procedure

The respondents of this study are the thirty (30) Grade nine (9)

students.

These students will take pre-test to determine the least learned competencies

in Agri-crop production and post-test to determine validity of the enhanced

activity-based learning materials.

Statistical Treatment of Data

The following statistical procedures will be used to interpret the data

gathered from the respondents of the study.

1. Weighted mean. This statistical tool will be used to compute for

the weight of the responses in the pretest and post-test. The

formula for the weighted mean is as follows.

Weighted Mean=∑=∑FW
N
Where:
 WM= Weighted mean

 ∑= summation symbol

 F= Frequency for each option

 W= Assigned weight

 N= Total number of populations

2. t-test(two-tailed). This statistical too will be used to compare

the mean scores on the pre-test and post-test for the same

group of students.