Chapter 1

THE PROBLEM AND ITS BACKROUND

Introduction

History speaks that Filipinos have always been subjected to basic educations even

before colonization took place in the earlier part of the 18th century. Our ancestors, before

the shades of colonization, took the hard drive of learning the basic skills such as hunting,

farming and basic carpentry for the men and the house hold chores for the women. By

their own process they learn and progress and these contributes to their survivals. ( Rory

Sta. Catalina, 2013)

Colonization introduce the Filipinos to formal education including the learnings of

foreign languages Spanish, English, and many other languages around the world.

However, only few Filipino were given the opportunity to study the formal education and

even sent abroad for further studies. The rest of the Filipinos, thru the technology of

foreign invasion were nurtured until civilization in the 18 th century were manifested and

continue in the years of independence up to the present. It is evident that the basic

Technology and livelihood programs already exist even before colonizers arrived in the

Philippines. (Rory Dacumos, 2015)

There is a big need to study the competencies of TLE teachers for them to develop

the needed skills of the students and be able to make a difference on their lives. Today,

the roles of teachers are not as simple as standing before a crowd of students and sharing

meaningful thoughts of whatever topic they want. One of the most complicated jobs a

challenge we have today is teaching that demands broad scope of knowledge and

competencies. (Jennifer Groff

February, 2013)

The Department of Education, two years ago, implemented a new curriculum in

the educational system in the Philippines called K to 12. Technology and livelihood

education is introduced. The big challenge on the part of the teachers is to unleashed in

the four technology and livelihood education components namely; agriculture and

fisheries, computer and entrepreneurship, industrial arts and home economics. An

emphasis on the teachers’ qualifications and qualities such as enthusiasm, creativity,

caring attitude, love for learning, deep awareness in the classroom management

techniques and hunger to make the difference among the lives of the young people is

truly essential to meet quality learning outcomes to students. (Wilson Macha, Knowledge

Analysts at WES, 2018)

Nevertheless, issues of good and best teachers among schools in the classrooms

are an aging issue. Teacher is required to have the best course materials, course

activities, learning outcomes and an assessment at each end of the term to be called as

best teacher and capable of teaching TLE. It is very important to the students and to their

learning outcomes to have a competent and knowledgeable teacher in front of them. More

than a good teacher who lies to be more of a personal manner, they need an effective

teacher who has a deep concern to a student as a person with regard to his general

development as a whole. Being considered to be the light of the classroom, teachers are

entrusted

Mostly in the responsibilities from the simplest to the most complex way of teaching where

the level of the learning outcomes of the students will depend on. (M OKABE - 2013).
Background of the Study

Technology and livelihood education is just like a fresh apple in the eyes of the

children, a freshly baked pizza for the teachers and a new curriculum for the

youngsters. In the era of post modernization, where technology gears everything just

like an instant noodles, students evidently need to know how to cope, learn and if not

lead, be a part of driving the existing technology and its application towards a better and

easier life.

Two years ago, Philippine government via the Department of education inserted a

new curriculum in its educational system.K-12 was injected in the curriculum both in public

and private high schools in the country. This is a new curriculum that focuses on the core

learning areas of Technology and livelihood education that would enhance the skills of

the students.

TLE teachers are expected to have great responsibility in providing the students

pre-vocational training activities including practical and productive work.

Gregorio, (2016) in his study was prompted after the K-12 was implemented

around 2 years ago and some problems crop up based from the experiences of the

different TLE supervisors and TLE teachers from all over the Philippines specifically on

the tools, equipment and materials that is needed to enhance the teaching-learning

process in TLE education.

Going back in time, history itself speaks that the education system was less

develop and the ground reasons explain that the reasons behind was the narrow

resources of teaching tools. The increased availability of the worldwide web greatly open

Educational Resources that gave way both to the teachers and the learners the unlimited
access in the resources. Educational Resources, means that both teaching staff and

learners have, potentially, a much wider range of learning materials at their disposal and

teachers will increasingly need the competences to find, evaluate and deploy learning

materials from a wider range of sources, and to help learners acquire these competences

(European Commission 2012c).

The teachers, being one of the most important character in the main stream of K-

12 is required to be competent and knowledgeable in the subject to be able to relay

information to the students. It is a given fact that educators play varied and vital roles in

the classroom and are expected to recognize indifferences among individuals and could

easily adjust instructions that best fits the learners.

The center stage of the new curriculum is given to the two-senior high schools,

grade 11 and 12. Completion of the senior high schools leads to the gate of colleges or

universities or at the maximum could be employed in any of the vocational skills taken

during the last two years of K-12. Graduates of the program is entitled to have the

certificates of competencies and possibly land them to jobs that are in demand in their

own town or in any place that they may possibly want to work to.

Literature Review

The researcher reviewed various literature and studies to determine the theories,

concept, principles, methodology and finding that are relevant to the conduct of the study

and to gain insights on gathering instruments and methodologies.

The learning outcomes of the students inside the classroom should be the first

concern of every teacher. Motivation among the students is one of the most challenging

role above the hands of the teacher. Understanding of the students regarding the lessons
lead them into a deeper engagement and manifests remarkable reactions like being

attracted and enthusiastic to do the work, be persistent in spite of the challenges or

obstacles that hinders the way and shows positive and visible delight upon accomplishing

the task.

Reviewing various literatures by the researcher is very helpful in determining the

concepts, theories, principles and methodology. This literature bridges the relationship

between the teacher and the student, the teachings and the learning outcomes as well

as the significance of the modern technology as an effective vehicle towards the teaching

and learning process.

Guiner, (2013). Stated that the Teacher Education and Development Program

(TEDP) through its Teacher. Performance and Development Framework established

seven domains that represent the desired features of the teaching and learning process

namely: (1) Social Regard for Learning; (2) The Learning Environment; (3) The Diversity

of Learners; (4) TLE Curriculum; (5) Planning, Assessing and reporting; (6) Community

Linkages; and (7) Personal Growth and Professional Development. The seven domains

emphasized effective transfer of learning of areas suited for study.

As cited in article European Commission, (2013) that the “revise and strengthen

the professional profile of all teaching professions by reviewing the effectiveness as well

as the academic and pedagogical quality of Initial Teacher Education, introducing

coherent and adequately resourced systems for recruitment, selection, induction and

professional development of teaching staff based on clearly defined competences needed

at each stage of a teaching career, and increasing teacher digital competence”.

 Such reforms need to be founded upon a shared agreement in each education

system about what it takes to be a high quality teacher: what competences (knowledge,

skills and attitudes) they need, how these can be understood, described and deployed –

and what policies and practical provisions can support teachers to acquire and develop

them throughout their careers. (European Commission , 2012

Marzano, Toth, & Schooling, (2012) stated that Teaching is considered to be an

enormously hard and complex task. It required teachers to be skilled and utilize an artful

combination of practical experience, passion, judgment, strategies in teaching and the

ability of adapting different student learning needs. Moreover, a committed teacher is a

candidate to be a better teacher over time with focused practice in research base

strategies.

Panganiban-lualhati, (2017) mentioned that the world changes together with the

raging advancements of technology, and so do we, and there is an urgent need for ours.

Educational system follow. Teachers has a big role in the educational system to be able

to follow the fast trend of technology.

thus, a highly effective teacher must recognize and could reflect accurately the

complexity of teaching in the learning process, in collaboration of the administrator,

teachers must be given specific instructional tools in organizing their pedagogical goals

in attaining mastery, rely in the foundation of conducting researches in the real world

environment working classrooms. In addition, flexibility is also expected and robust

enough in accommodating evolving state standards, until then, measurable increases in

the student’s achievement and growth will be manifested.

 Furthermore, motivations among the teachers help enhance student’s motivation

from the aspect of teaching situations inside the classroom. Many styles could be

injected by the teachers in teaching that would encourage students to be a self-

motivated independent learners. However, teachers must frequently give positive

feedback, boost morale of the students to be confident enough that they can do their

studies well or perform the task assigned to them and ensure positive result or outcome.

European Commission, (2013) explained the supporting digital and learning

literacies, support staff and faculty should work to: design flexible learning opportunities,

situate those learning opportunities, where possible and appropriate, in authentic

contexts, continually review how technologies are integrated into the curriculum, support

students to use their own technologies and to develop effective strategies for learning

with technology, use assessment and feedback to encourage innovation in learners’

approaches to study, reward exploration as a process, empowering students to navigate

increasingly.

Also, teachers as professionals should believe in sharing and teamwork. They

believe that it is important for teachers to establish and maintain collaborative

relationships with school administrators, colleagues, with the students and their

parents.(Cheng, n.d.)

In the past, people viewed education as a process of only developing skills,

attitudes and values required for citizenship and active participation in society. Today,

more people view education as a product to be used in a market place, to be bought and

sold by academic institutions, wherein the mark brand is quality, which is the mark for

global competitiveness.
 In this era of knowledge expansion, globalization, high technology and rapid social

transformation, the belief in effective learning as an ongoing process is a fundamental

tenet of professionalism in teaching. In this regard, a competencies framework plays an

important part in providing teachers with reference descriptors that assist them in

identifying their own strengths and developmental needs.(Cheng et al, n.d.)

Education plays an important role towards building of skills and capacities of

among young people necessary for techno-economic development. Moreover, these

micro skills strengthening if put together will have a macro effect that could be benefitted

by the nation as a whole.

Dante B. Guiner (2014) in his dissertation entitled, “Training Module in Industrial

Arts for Instructors” utilized the descriptive research, Generally, the level of competency

of the instructor respondents in five areas in industrial arts revealed a “high competent”

remark. Generally, the five areas in Industrial Arts except Electricity with a mean average

of (3.07) and Electronics (3.11) had mean ratings above 3.40. Therefore, only two

indicators were considered constraints and all the rest were capabilities. The capabilities

reflect the high implementation of competency level of Industrial Arts instructors, while

the constraints weaken the competency level of TLE instructors. The developed training

module in industrial arts for instructors as well as the questionnaires were’’ very much

valid’’ as to content and face validity

Lailani N. Torres (2012) in her study entitled level of competency and competency

needs of tle teachers: basis for enhancement program. The study was conducted to

assess the level of competency and the competency needs of technology and livelihood
education teachers, which will serve as basis for developing teachers enhancement

program. The National! Competency "asked –Teachers #standard served as a basis in

designing a self-assessment tool to answer the specific problems of the study. "asked

from the survey conducted, the result implies that there are significant differences

identified in all the si% components of standard competency and the competency level of

the teachers.

Theoretical Framework

As the history evolve, and so is technology and educational system. The changing

world as a whole is like a domino effect that makes everything turn around and change.

According to Valera, (2015) elementary education is the basic starting point of

education and secondary or high school is the continuation. Secondary curriculum

introduces a general technology component that is popularly known before the K-

12implementation as the practical arts. However, its modern counterpart in the new

curriculum is presently known as the Technology and Home Economics. TLE, primarily is

intended to help the students in the secondary level understand the field of work and from

the broad occupational area, choose h to practice his interest in the field of work.

Regarding the teacher student relationship inside the classroom, there is a need

for teachers to recognize the diversity and the complexity situations that includes

ethnicity, gender, culture, language abilities and interests of each students. In pushing

students get to work and learn is influenced largely on these areas. Language and cultural

differences of teachers and students is evident in the classroom aside from the diversity
among the student and their peers. Students’ motivations in the classroom assures the

learning outcomes of the students.

Moreover, variety of teaching styles and techniques are required in capturing

students’ interest. Most of all, teacher must himself come into possession of adequate

knowledge of the objectives and standards of the curriculum, skills in teaching,

interests, appreciation and ideals. He needs to exert effort to lead children or students

into a life that is large, full, stimulating and satisfying.

Teachers should use the competencies as a tool for personal professional

assessment, rating themselves on each Sample Practice as good, better, or exemplary.

After each Program Goal, pages are provided to list identified strengths and areas for

improvement. As has been said, what happens in the classroom depends on the

teacher's ability to maintain students' interests. Thus, teachers play a vital role in effecting

classroom changes and in the learning outcomes of the student as a whole.

Conceptual Framework

This study based on the ideas and studies cited assumed that the learning

outcomes of the students in Technology and livelihood Education would be measured by

the end of the 4th grading period.

To give a clear perspective of the study the variables used were presented on

the form of paradigm.

The system approach (Independents-Dependent-Moderating Variables) was used

in describing the conceptual framework of the study. As shown in Figure 2, the

Independents variables consist the Teacher’s Competencies in terms of Knowledge,

Skills.

The Dependents variables of system approach focused on Students Learning

Outcome in terms Knowledge, Skills

. The Moderating variables of the research process consisted of the demographic

profile of the respondents such as Teacher’s Profile(Age, Sex, Civil Status, Educational

Attainment, Length of service, Academic rank, Trainings/Seminar Attended), Student’s

Profile(Age, Sex). A feedback loop provided a data which of course serves as a guide in

making same revision on the independent, dependent and moderating variables for the

enhancement of the research.

 Independent Variable Dependent Variable

Teacher’s Competencies Students Learning

a. Knowledge Outcomes
b. Skills a. Knowledge
b. Skills

Teacher’s Profile
a. Age
b. Sex
c. Civil Status
d. Educational
Attainment
e. Length of service
f. Academic rank
g. Trainings/Seminar
Attended
Student’s Profile
a. Age
b. Sex

Moderating variables

Fig.1 Research paradigm of the study

Statement of the Problem

The study focused on the Competencies of TLE teachers and the learning

outcomes of the students in Junior High school, it aimed to answer the following

questions:

1. What is the demographic profile of the teacher-respondents in terms of?

1.1 . Age

1.2. Sex

1.3. Civil status

1.3 Years of teaching experience in Junior High School

1.4 Educational attainment;

1.5 Academic Rank, and

1.6Trainings Attended?

2. What is the socio-demographic profile of the learner-respondents in terms of?

2.1 Age; and

2.2 Sex?

3. What is the teaching competence of the teacher- respondents in Commercial

Cookery and Electrical Installation and Maintenance in terms of?

3.1 Knowledge; and

3.2 Skills?

4. What is the students’ learning outcomes in terms of?

 4.1 cognitive aspect; and

4.2 skills aspect?

5. Is there a significant relationship between the demographic profile and

teachers’ competence among teacher-respondents in terms of?

5.1 knowledge; and

5.2 skills?

6. Is there a significant relationship between the demographic profile and students’

performance among the students-respondents in the?

6.1 cognitive aspect; and

6.2 skills aspect?

7. Is there a significant relationship between the teachers’ competencies and the students’

performance both in the cognitive and actual skills aspects?

Hypothesis

In the light of the problem presented, the study posited the null hypothesis below:

Ho 1: There is no significant relationship between the demographic profile and teachers’

competence among teacher-respondents.

Ho 2: There is no significant relationship between the demographic profile and the

students’ performance both in the cognitive and actual skills among the students-

respondent.
Ho 3. There is no significant relationship between the teachers’ competence and the

students learning outcomes both in the cognitive and actual skills aspects.

Significance of the Study

The researcher believed that the finding of the study would be a great help to the

following:

Future researchers. The results of the study can provide encouragement for other

researchers to conduct similar study in wider scope.

Teachers. It will serve as a guide in employing appropriate teaching strategies,

methods and approach to improve instruction and meet the intellectual and skills needed

of students.

Head teachers. The findings of the study may be used as their basis to make the

competencies of the TLE teachers improve.

Principals. It can be used as basis to enhance and train their teachers,

Scope and Limitations

The main focus of this study was the Competencies of Technology and Livelihood

Education Teachers and the Learning Outcomes of the Students in Junior High School in

Eastern 4th District of Laguna. This study was conducted on Academic Year 2017 - 2018.

Specifically, this included the competencies of the respondents in both Commercial

Cookery and Electrical Installation and Maintenance the terms of knowledge and skills

and the Learning Outcomes of the students in terms of cognitive and psychomotor .The

study also covered the profile of the respondents such as sex, age, number of years in
teaching and educational attainment. Those profile variables enumerated and the

teaching competencies mentioned were considered as part of the study that provided the

researchers intervention to measures the teaching competencies of TLE teachers.

However, the result of this study was based on the respondents’ answer on the

items in the questionnaire made by the researchers. The respondents’ answers on the

items were not controlled by the researchers and therefore, at one time could be affected

by their moods, perceptual ability and psychological impulses. This fact was set by the

researchers as one of the limitations of the study.

Definition of Terms
 The following terms were defined conceptually and operationally to provide other

researchers who may opted to use this manuscript as reference a clearer understanding

of the content of this study.

Age refers to the biological age of the respondents which may influenced the

knowledge, skills, competencies and abilities of the TLE teachers.

Educational Attainment refers to the academic degree obtained by the teacher

respondents categorized into bachelor’s degree with units in master level, master degree

and master’s degree with units on doctorate degree.

Trainings/Seminar Attended refers to the number of days and type of trainings

or seminars attended by the TLE teachers in the district, division, regional, national,

international level with regards to their field of specification.

Sex is the biological characteristics of the teachers and students respondents

classified as either male or female.

Years in Teaching refers to the length of service of the Technology and Livelihood

Education teacher respondents in the school.

Student learning outcomes or SLOs are statements that specify what students

will know, be able to do or be able to demonstrate when they have completed or

participated in a program/activity/course/project. Outcomes are usually expressed as

knowledge, skills, attitudes or values

Teacher competence includes knowledge, skills, attitudes and experiences,

which has to be target category of profession of educator. Ability to perform or carry out

defined tasks in a particular context, at a high level of excellence

 Knowledge acts, information, and skills acquired by a person through experience

or education; the theoretical or practical understanding of a subject

Skills the ability to do something well; expertise

 Chapter 2

RESEARCH METHODOLOGY

This chapter contains the researcher’s design and instrument, subject of the study,

research materials and instruments used to figure out the competencies of the technology

and livelihood education teachers and the learning outcomes of the students in selected

public high school of eastern Laguna.

Research Design

This study employed the descriptive-evaluative method of research to determine

the competencies of the technology and livelihood education teachers and the learning

outcomes of the students in terms of their knowledge and skills utilizing a research-made

questionnaire and checklist.

Descriptive-evaluative research is the collection of data describing some

phenomenon that is may or may not be quantifiable such as close-ended scales, open-

ended survey questions, observation, and interviews. The purpose of the research is to

evaluate or measure the results against some known or hypothesized standards.

Respondents of the study

The respondents on this study are the set of Technology and Livelihood Education

teachers and students from selected public high schools namely, Kabulusan Integrated

National High School, San Juan Integrated National High School, and Balian Integrated

National High School.

Population of the study

In order to answer the objectives of the study, selected teachers and students from

two TLE courses namely commercial cookery and electrical maintenance and installation

(EIM) were set as the domain of the study. Three (3) schools of which names are

confidential were purposively chosen. For each school, two teachers were surveyed while

for each teacher, twenty students were surveyed. In totality, six (6) teachers and 120

students were surveyed for this study. For this study, purposive sampling was done which

implies that no randomization process of any sort was applied.

Data Gathering Procedure

Prior to the conduct of the study, the researcher requested permission from the

Schools Division Superintendent and the principal in the selected Integrated National

High Schools to begin data gathering process.

The researcher personally administered the questionnaires to the teacher and

student respondents. The researcher was given a schedule when the study will be

conduct and the data will be collected in selected Integrated National High School. An

actual demonstration by the selected students for cookery and electrical skills for

gathering data. Then the collected data were tabulated, analyzed and interpreted
 Research Instrument

Two sets of questionnaires were constructed for the study. For the teacher, the

questionnaire is divided into two parts: (1) demographic; and (2) teacher’s competencies

in terms of knowledge and skills. The items for the demographic profile of the teacher are

age, sex, civil status, number of years in teaching, educational attainment, position, and

trainings attended. Meanwhile, the teacher’s competencies were measured by self-rating

questions pertaining to the knowledge and skills on the respective TLE course they teach.

The questionnaire for both commercial cookery and electrical installation maintenance

teachers are shown in the Appendix section. For the student, the questionnaire is divided

into three parts. The first part include items which ask about the age and sex of the

respondent while the second part is a multiple-type test which measures the proficiency

of the respondents on the TLE course they are taking. The third part of the questionnaire

involves the rating of the teacher to his students based on their performance with the

provided rubrics for rating. The complete questionnaires of the students for both cookery

and electrical are also shown on the Appendix section.

 For the descriptive analysis of data, the following scale, range and verbal

interpretation were used for both teachers and students respondents

Scale Range Verbal Interpretation

5 4.21 – 5.0 Very competent

4 3.41 – 4.20 Competent

3 2.61 – 3.40 Moderately competent

2 1.81 – 2.60 Slightly competent

1 1.0 – 1.80 Not Competent

For the descriptive analysis of data for the cognitive score of the students respondents

the following grading scale, were used for the students respndents.

Grading scale Remarks Descriptor

90-100 Passed Outstanding

85-89 Passed Very satisfactory

80-84 passed Satisfactory

75-79 Passed Fairly satisfactory

Below 75 failed Did not meet expectation

Statistical Tools

For the analysis of data, the following statistical tools were used:

Analysis Statistical Tool

1. Profile of the respondents in Frequency, Percent, Rank

terms of:

a. Age;

b. Gender;

c. Civil status;

d. Years of teaching;

e. Educational attainment;

f. Academic rank

g. Trainings/seminar attended

2. Teaching Competence of Mean Score, Mean Percentage

Teacher Respondents in terms Score

of:

a. Knowledge;

b. Skills

3. Learning outcomes of the Mean Score, Mean Percentage

student respondents in terms Score

of:

a. Knowledge;

b. Skills;
4. Significant relationship Chi-square Test of

between the profile of the independence

teacher respondents and their

knowledge and skills

5. Significant relationship Chi-square Test of

between the profile of the independence

student respondents and their

knowledge and skills

 CHAPTER 3
PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

This chapter presents data gathering and the analysis undertaken. The findings

interpretation and implication were obtained as the results of analyzing the variables

concerning the competencies of TLE teachers and the learning outcomes of the students.

Profile of the Respondents

In order to determine whether teacher’s competency in terms of the profile,

knowledge and skills affects the performance of students, two learning courses from TLE

– commercial cookery and electrical installation and maintenance – were chosen as the

domain of the study. From this, three (3) teachers coming from three (3) different schools

were surveyed. The 20 students from each course of each school were consequently

asked of questions which determined their cognitive performance in the TLE course they

take.

Table 1 shows the demographic profile of the technology and livelihood education

teacher respondent. It was found that all of the respondents in commercial cookery are

female, married and have finished Bachelor of Science in Education (BSED). In addition,

the results shows that the age of the teachers for commercial cookery is around 32 to 44

years old. The longest duration of teaching for the said respondents is 21 years while five

years is the shortest. Also it shows that all of the respondents have attended trainings at
the school, district and regional level at least once while only one respondent attended a

national training.

The Table 1 also shows that two out of the three teacher respondents for electrical

installation and maintenance are male. Their age range from 26 - 54 years old and only

one of them is married. It also shows that the educational attainment among the three

respondents is diverse: MAED, BSED and BSIT. The longest duration of teaching for the

said respondents is 29 years while three is the shortest. Meanwhile, the electrical

installation and maintenance respondents have attended at least one training at school,

district, regional or national level.

Table 1. Demographic Profile of the Teacher Respondents

Factors Commercial Cookery Electrical Maintenance and

Installation (EIM)
School 1 School 2 School 3 School 1 School 2 School 3
Age 44 46 32 54 40 26
Sex F F F M F M
Civil Status Married Married Married Married Single Single
Years in teaching 16 21 5 29 9 3
Educational Attainment BSEd BSEd BSEd MAEd BSEd BSIT/BSEd
Position T2 T3 T1 MT1 T1 T1
School 2 1 1 3 0 3
Trainings/Seminar District 1 1 1 1 1 3
Attended Regional 1 1 1 1 0 0
National 1 0 0 1 0 1

Table 2 shows that most of the student-respondents for commercial cookery

(53.33%) are 14 years old, this is followed by those who are 15 years old (21.67%).

Meanwhile, Table 2 also shows that majority of the student-respondents for commercial

cookery is female (71.67%). It also shows that most of the student-respondents for

electrical installation (50.00%) are 14 years old, this is followed by those who are 15 years

old (31.67%). It shows that majority of the student-respondents for electrical installation

and maintenance is male (66.67%).

Table 2. Demographic Profile of the Student Respondents.

Commercial Cookery Electrical Maintenance and Installation

(EIM)
Factors Frequency Percentage Rank Frequency Percentage Rank
(%) (%)
Age
13 years old 8 13.33 3 2 3.33 4
14 years old 32 53.33 1 30 50.00 1
15 years old 13 21.67 2 19 31.67 2
16 years old 7 11.67 4 9 15.00 3
Total 60 100 60 100
Sex
Male 17 28.33 2 40 66.67 1
Female 43 71.67 1 20 33.33 2
Total 60 100 60 100

Teaching Competence of Teacher Respondents in Commercial Cookery knowledge

The teaching competence of teacher respondents in commercial cookery in terms

of their knowledge is shown on Table 3. The table shows that the mean rating of the

teacher respondents for each statement which determines their knowledge for

commercial cookery is not less than 4.67. These results deviate from the mean by not

more than one unit which indicates that the responses for each statement are not apart.

This implies that the teaching competence of the teacher respondents in

commercial cookery in terms of their knowledge is competent to very competent.

Alade (2016) stated that professional competence has to do with ‘how to teach’,

whereas, professional qualification refer to the teachers level of education and knowledge

in the subject he teaches

Meanwhile, the teaching competence of teacher respondents in commercial

cookery in terms of their skills will be discuss in the last part of this chapter.
Table 3. Knowledge of Teacher Respondents for Commercial Cookery.
Statements Mean Verbal
I am knowledgeable in the ….. Rating Interpretation
1. basic tools and equipment in Commercial cookery 5.00 Very competent
2. functions of the tools in Commercial cookery. 5.00 Very competent
3. classifications of materials in Commercial cookery 5.00 Very competent
4. system on how to interpret and analyze cookery
diagram. 4.00 Competent
5. importance of project plan before undertaking any
project. 4.33 Very competent
6. procedures in preparing a project plan 4.00 Competent
7. safety and hygiene practices in Commercial
cookery. 4.67 Very competent
8. proper maintenance and sanitation of kitchen
tools and equipment 4.67 Very competent
9. conversion of weights and measures. 5.00 Very competent
10. English measurement to metric measurement 5.00 Very competent
11. systems of measurement according to recipe
requirements. 4.67 Very competent
12. proper cut of ingredients according to the required
recipe 5.00 Very competent
13. basic principles of Platter Presentation 4.67 Very competent
14. principles of poultry, meat, egg, vegetables and
fruits cookery. 4.67 Very competent
15. steps in preserving meat and vegetables. 5.00 Very competent
Weighted mean 4.71 Very competent

Teaching Competence of Teacher Respondents in Electrical Installation and

Maintenance in terms of knowledge
The teaching competence of teacher respondents in electrical installation and

maintenance (EIM) in terms of their knowledge is shown on Table 5. The table shows that

the mean rating of the teacher respondents for each statement which determines their

knowledge for electrical installation and maintenance (EIM) is 3.33 and above. The results

deviate from the mean by not more than one unit which indicates that the responses for

each statement are not apart. The results imply that the teaching competency of teacher
respondents for Electrical Installation and Maintenance (EIM) in terms of their knowledge

is moderately competent to very competent. Looking closely through the results,

The table 5 also shows that the lowest mean rating is observed on being

knowledgeable in devices needed to convert mechanical energy into electrical energy.

Aina (2011) asserted that effective teaching methods and poor supervision of

electrical installation trade in technical colleges have failed to produce students with

needed skills for self-reliance and to demonstrate credibility in labour market.

Meanwhile, the teaching competence of teacher respondents in electrical

installation in terms of their actual skills will be also discuss at the last part of this chapter.

Table 5. Knowledge of Teacher Respondents for Electrical Installation and Maintenance.

Statements Mean Verbal
I am knowledgeable in the ……. Rating Interpretation
1. basic electrical supplies, materials and tools. 4.33 Very competent
2. functions of different tools &equipment’s 4.67 Very competent
3. proper care and maintenance of the different
electrical tools and equipment. 4.67 Very competent
4. different characteristics of the different electrical
supplies. 5.00 Very competent
5. basic knowledge in house wiring installation 4.67 Very competent
6. implication of electricity in relation to economic
growth of the country. 4.33 Very competent
7. application of conductors from insulators. 4.33 Very competent
8. how to use multi tester. 4.33 Very competent
9. different ranges of multi tester measurements . 4.00 Competent
10. different types of building wiring installations. 3.67 Competent
11. mensuration and calculation technique. 3.67 Competent
12. preparation of an electrical house wiring plan 3.67 Competent

13. devices needed to convert mechanical energy Moderately

into electrical energy 3.33 competent
14. different kinds of electrical symbols. 4.00
 Competent
15. difference between conductor and insulator. 4.33 Very competent
Weighted mean 4.2 Very competent

Learning Outcomes of Commercial Cookery Students

Results on Table 7 shows that the mean scores of the students in terms of

cognitive aspect is 25.7 with a standard deviation of 4.54. This implies that out of 40 items,

the average score of the students is 25.70 which is equivalent to a percentage rating of

51.4% and an equivalent grade of 75.7 based on the DepEd’s grading system with a

description of fairly satisfactory

Table 7. Learning Outcomes of Commercial Cookery Students on the Cognitive Aspect.

Category Mean Score or Rating Equivalent grade Description

Cognitive Aspect 25.70 75.7 Fairly satisfactory

Learning Outcomes of Electrical Installation and maintenance Students

Results on Table 8 show that the mean scores of the students in terms of cognitive

aspect is 31.95 with a standard deviation of 2.58. This implies that out of 40 items, the

average score of the students is 25.70 which is equivalent to a percentage rating of 63.9%

and an equivalent grade of 81.95 based on the DepEd’s grading system with a description

of satisfactory
Table 8. Learning Outcomes of Electrical Installation and Maintenance (EIM) Students
on the Cognitive Aspect.
Category Mean Score or Rating Equivalent grade Descriptor
Cognitive Aspect 31.95 81.95 Satisfactory

Chi-Square Test of Independence

In order to determine if there exists a relationship between the socio-demographic

profile of the respondents and their knowledge Chi-Square Test of Independence was

used. The results are shown on Tables 9 to 12.

Relationship between the profile of the teacher respondent and their knowledge.
Results on Table 9 shows that the only age, years in teaching, position and

trainings attended were tested for independence with knowledge of the teacher-

respondents for commercial cookery.

Table 9. Significance of Relationship between the Demographic Profile of the Teacher

Respondents and their Knowledge in Commercial Cookery.
Knowledge in Commercial
Factors Decision
Cookery
Age 0.223 Accept Ho

Years in Teaching 0.223 Accept Ho

Position 0.223 Accept Ho

Trainings Attended 0.386 Accept Ho

 Meanwhile Table 10 shows that at alpha = 10%, only age is related with knowledge

in commercial cookery. It can be gleaned from the table that apart from the two areas of

competencies the age got a significant relationship to the competencies in knowledge in

commercial cookery as shown on the table which leads to the rejection of the null

hypothesis.

This implies that as the age increases there is a tendency to learned more and

become more equipped with more knowledge and competencies this may be due to

relevant ideas and information they read and watched in a different form of media in the

field of commercial cookery.

Timothy (2011) stated that although it is generally assumed that accumulation of

experience with age leads to greater quantity or quality of knowledge, the empirical

evidence from large-scale studies with representative samples of research participants

suggest that while there appears to be an increase in knowledge with the corresponding

increased age the dominant trend in later years of adulthood is one of either stability or

decline.

In addition timothy also stated that because interactions of age and knowledge

have been inconsistent, and because statistical control of knowledge tends to increase

rather than decrease the negative relations between age and, measures of cognitive

performance, the available empirical evidence seems to favor the migration

interpretation that is, age-related effects on cognition appear to be reduced among

people with high levels of knowledge because people tend to “migrate'' into higher

knowledge groups with increasing age'

Table 10. Significance of Relationship between the Demographic Profile of the Student
Respondents and their Knowledge in Commercial Cookery.
Knowledge in
Factors Decision
Commercial Cookery
Age 0.068 Reject Ho
Sex 0.161 Accept Ho

Results on Table 11 shows that all of the other demographic variables have no

significant relationship with knowledge in electrical installation.

Table 11. Significance of Relationship between the Demographic Profile of the Teacher
Respondents and their Knowledge in Electrical Installation.
Factors Knowledge in Electrical Installation and maintenance Decision
Age 0.199 Accept Ho
Gender 0.223 Accept Ho
Civil Status 0.223 Accept Ho
Years in
Teaching
0.199 Accept Ho
Junior High
school
Educational
0.199 Accept Ho
Attainment
Position 0.223 Accept Ho
Trainings
0.199 Accept Ho
Attended

Meanwhile, Table 12 shows that neither age nor sex has no significant relationship

with either knowledge in electrical installation and maintenance

Table 12 Significance of Relationship between the Demographic Profile of the Student

Respondents and their Knowledge and Skills in Electrical Installation.
 Factors Knowledge in Electrical Installation and maintenance Decision
Age 0.997 Accept Ho
Sex 0.506 Accept Ho

Relationship between teacher’s competencies and student’s learning outcomes in

terms of knowledge.
Table 13 shows the p-value in testing for the significance of relationship between

the teacher’s competencies and student’s learning outcomes for commercial cookery.

Based on the results, it can be concluded that at significance level equal to 10%, there is

significant relationship between student’s cognitive score in the course and their teacher’s

knowledge.

As such, the degree of the relationship between the two variables was obtained

and is equal to 0.40. This implies that the relationship between the student’s cognitive

aspect score and the teacher’s knowledge in the course is weak.

This implies that if the student’s cognitive aspect is high it is possible that the teacher’s

competence is also high and vice versa.

Table 13. Significance of Relationship between Teacher’s Competencies and Student’s

learning Outcomes based on the Cognitive Aspect for Commercial Cookery.

Teacher's Competencies
Student's Learning
Outcomes Teacher's Knowledge Decision

Student's Cognitive
0.036 Reject Ho
Aspect Score
 Table 14 shows the p-value in testing for the significance of the relationship

between the teacher’s competencies in knowledge and student’s learning outcomes for

electrical installation and maintenance (EIM).

Table 14. Significance of Relationship between Teacher’s Competencies and Student’s

learning Outcomes based on the Cognitive Aspect for Electrical Installation and
Maintenance.

Teacher's Competencies
Student's Learning
Outcome Teacher's Knowledge Decision

Student's Cognitive
0.825 Accept Ho
Aspect Score

The teaching competence of teacher respondents in commercial cookery in terms

of their skills
The results reveals that the teacher respondents for commercial cookery skills

were very competent to proper handling of the basic Commercial cookery tools, utilizing

kitchen tools and equipment, classifying the materials needed in Commercial Cookery,

measuring the ingredients accurately based from the recipe, cutting ingredients properly

depending on the type of dish, manipulating the different cutting tools used in commercial

cookery, applying the steps in preparing ingredients, and observing, applying safety and

hygiene practices when working while the lowest rating were doing table preparation. The

results imply that except for the aforementioned statement, the teaching competency of

teacher respondents in terms of skills is competent to very competent.

 Sharma & Kumar (2010) presented that teachers require level of understanding

and expertise in various teaching skills like Promoting pupil participation in activities in

TLE, using teaching aids, demonstration and explanation.

. Brown (2013) stated that a fundamental objective of teaching is to integrate

professional experience into educational courses. Based on this, educators must use

professional experience to integrate theory and practice Orland-Barak and Yinon, (2012),

explained the use professional internships to enhance students’ practical experiences,

and further cultivate the professional skills required.

The teaching competence of teacher respondents in electrical installation and

maintenance in terms of their actual skills
The results in teacher competencies in electrical installation and maintenance

reveals that the skills of teacher respondents in applying insulator into different joints and

splices in taping wires, classifying conductors from insulators, proper handling of electrical

devices and constructing a series of parallel circuit were very competent while the

checking continuity of different types of circuit by using resistance range of tester were

the lowest mean of competent.

The results imply that teacher skills in checking of different types of circuit by using

resistance range of tester still need improvement of their actual skills in teaching.

Umoren, (2011) that Skills in the selection and utilization of appropriate

instructional strategies are required by the teacher for effective teaching. There is no one
best approach to instruction. Teaching effectively demands that the teacher must possess

some basic ability to organize, co-ordinate and utilize personal qualities, objectives and

competency in lesson preparation, presentation and evaluation.

Learning Outcomes of Commercial Cookery Students on the Actual Skills.

The results shows that the average rating of the students for the laboratory or

actual skill is 3.14 with a standard deviation of 0.56. This implies that on the average, the

rating of students in terms of their skills in commercial cookery is good.

As the result shows that although the laboratory rating of the students is good and

their mean score on the cognitive aspect is low, the two variables were tested for

relationship. At significance level equal to 10%, the chi-square p-value is equal to 0.248

which fails to reject the null hypothesis that the two variables are related.

Hence, it can be concluded that cognitive aspect and actual skills do not affect

each other and are independent. The results in the actual skills were moderately

competent of commercial cookery the actual skills can work independently of student’s

ability.

Practical activities will prove the learning of students in reality situation of cooking

which tells even they were competent in their cognitive aspect of learning, in terms of

skills they were need to be more active and accomplish the activity with satisfactory

results. In OBE program of DepEd, the highest percentage to compute they grades is the

performance that lies to actual skills.

Learning Outcomes of Electrical Installation and maintenance Students on their
actual skills
Table 8 shows that the Electrical Installation and Maintenance of student’s

cognitive aspect were very competent and the students actual skills were moderately

competent. There’s significantly affect the two category of learning outcomes of Electrical

Installation and Maintenance which reject the null hypothesis. The cognitive aspect in

Electrical Installation and Maintenance of students must be attainable to learn because it

talks about electrical that warned their safety. Hence, it can be concluded that cognitive

aspect and actual skills likely affect each other. Thus, for this course it can be said that if

the score for the cognitive aspect of the student is high or low the resulting rating for the

actual skills would follow.

Relationship between the profile of the teacher respondent and their skills

Based on the results, it can be concluded that at alpha = 10%, only the trainings

attended have a significant relationship with skills in commercial cookery.

This implies that as the number of trainings and seminars attended increases,

there is a possibility that the teacher become very competitive in this competency. Cheng

(2010) states that the teachers who attended training related to the course had better

competence than those who are not or without. He also added that teachers who are

expose to this activities like training, workshop, and seminar like would increase their

skills.

Research indicates that, until recently, cooking training opportunities have

remained limited in availability and inconsistent in quality also it cost too much. This has
resulted in demonstrably low proficiency in cookery. Therefore enhancement in training

and seminars were recommended to complement the skills of teachers

Furthermore Academia international (2010) Hands on Training in Commercial

Cookery stated that you will learn many skills in the classroom that can help further your

career in the cooking industry, hands-on training is also needed so mistakes can be

made and corrected, and so you can get a sense of what it will be like to work in a full

functioning kitchen after graduation.

In addition they state that at school you will learn the theory and practical

application of cooking, it is very important to back this up with actual training

experience. If you are serious about achieving your goals in the cooking industry you

must be able to demonstrate that you know how to work under pressure, how to

improvise in the workplace and also have the ability to work as a team member.

Training or seminar experience is essential if you wish to obtain the goals of a head

chef, sous chef or opening your own business, schooling will give you the foundations

for this.

For the variables which showed significant relationship such as the trainings

attended by the teacher and their actual skills as well as the student’s age and

knowledge in commercial cookery, the degree of their relationship was obtained. As the

number of teachers was only three and the relationship between the responses for

trainings and their actual skills were obtained, the resulting spearman’s correlation is

equal to 0.99 which implies that there is a very strong relationship between the trainings

attended by the teacher and their actual skills for the course. For the degree of
relationship between the student’s age and their knowledge in commercial cookery, the

resulting correlation coefficient is equal to 0.05 which implies that there is a very weak

relationship between age and knowledge in commercial cookery.

Relationship between the Demographic Profiles of the Student Respondents and

their Skills in Commercial Cookery.
Meanwhile the relationship between the profiles of the student respondents and

skills in Commercial Cookery doesn’t show any relationship between the two variables

which is the age and the sex of the students respondent and their skill it conclude that the

age of the students doesn’t effect on how they perform or acquire their skills in commercial

cookery as well as the gender.

Relationship between the Demographic Profile of the Teacher Respondents and

their Skills in Electrical Installation and maintenance

Results on the relationship between the profile of the teacher respondent and their skills

show that only civil status and position have significant relationship with skills in electrical

installation at 10% level of significance.

This implies that when the respondent get married there is a possibility of changing

the level of competency in skills due to many factors like time management and shifting

of attention from the career to the family. In addition the position of the teacher of in school

implies that as the teacher respondent have the higher position it also have the

possibilities to be equipped with much more competencies in terms of knowledge and

skills.
Relationship between the Demographic Profile of the Student Respondents and
their Skills in Electrical Installation.
Meanwhile, the result between the relationship of the profile of the student

respondent and their skills shows that neither age nor sex has no significant relationship

with either or skills in electrical installation and maintenance.

For the variables which showed significant relationship such as the civil status by

the teacher and their actual skills as well as their position and actual skills in electrical

installation, the degree of their relationship was obtained. As the number of teachers was

only three and the relationship between the responses for trainings and their actual skills

were obtained and is high, the resulting spearman’s correlation is equal to 0.99 which

implies that there is a very strong relationship between the civil status by the teacher and

their actual skills for the course. For the degree of relationship between the teacher’s

position and their actual skills in electrical installation, the resulting correlation coefficient

is equal to 0.99 which implies that there is a very strong relationship between position

and actual skills in electrical installation.

Relationship between teacher’s competencies and student’s learning outcomes in

terms of their skills for commercial cookery
The results between the relationship of teachers competencies and the students

outcomes in terms of skills implies that the teachers’ skills has no significant effect in the

cognitive aspect and actual skills of the student for commercial cookery.

The results also shows that the teachers’ actual skill has a significant effect in the

learning of the students based in the cognitive aspect and does not affect in their actual

skills for commercial cookery.

Significance of Relationship between Teacher’s Competencies and Student’s
learning Outcomes based on d Actual Skills for Electrical Installation and
Maintenance.

Based on the results, it can be concluded that at significance level equal to 10%,

there is significant relationship between the student’s cognitive score in the course and

the teacher’s actual skills. In addition, it can also be concluded that at significance level

equal to 10% there is significant relationship between student’s actual skill rating and

teacher’s actual skills. As such, the degrees of the relationship between the two sets of

related variables were obtained. For both the student’s cognitive aspect score with

teacher’s actual skills and student’s actual skill rating with teacher’s actual skill, the

correlation coefficient is equal to 0.41. This implies that the relationships between the said

variables are strong.

This implies that both of the students’ knowledge and the teacher skill have the

relationship if the students’ knowledge is high it has a possibilities that the teacher’s skills

is also high and vice versa. In addition both of the student’s skills and the teacher’s skills

also have a significant relationship which means that if the students skills is high it also

have the possibilities that the teachers skills is high and vice versa.
 Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions made and the

recommendations offered.

Summary of Findings

Using the descriptive-evaluative method of research, this study on the

competencies of the technology and livelihood teachers and the learning outcomes of the

students show that although the rating for the teaching competency of the teachers in cognitive

aspect is high, the scores of the students are still low.

Findings of this study also show that although the average scores of the students in the

cognitive aspect is low, their rating in the laboratory is still good.

Meanwhile, it was also found in this study that trainings attended by the teacher

respondents in commercial cookery have a significant relationship with their skills in the course.

It was also found out that the age of the students in commercial cookery have a significant

relationship with their knowledge of the course. For electrical installation, results of this study

show that the civil status and positions of the teacher have a significant relationship with their

actual skills for the course.

Conclusions

Since it was found out from this study that the scores of the students in the cognitive

aspect for commercial cookery is low, it is recommended for the teachers to do supplementary

exercises which will help their students remember the topics discussed in their class.
 In addition, the results of this study imply that sufficient tools and devices needed in the

electrical installation should be provided in order to improve the performance of the students in

the laboratory.

As with commercial cookery, it is also recommended for the teachers of electrical

installation to do supplementary exercises. In addition, as it was found out in this study that

trainings for the course have significant relationship with their skills, it is recommended that the

teachers attend trainings to enhance their knowledge and skills of the course.

Recommendations

As this study was done for only three schools and students which are purposively sampled,

this study also recommends the future researchers to use probability sampling in selecting the

respondents. In addition, it is recommended to sample more than three teachers who teach the

course as this may improve the results and reduce bias of the study.