Technology and Livelihood Education (TLE) Instruction in the Secondary Schools in Northern Samar Division, Eastern Philippines

Main Article Content

Merlita Co Tan

Abstract

This study used the descriptive design as it aimed to explore the Technology and Livelihood (TLE) instruction in the secondary schools in Northern Samar Division in terms of level of attainment of the objectives of Technology and Livelihood Education, level of effectiveness of the methods and techniques used in the Technology and Livelihood Education Instruction, level of adequacy of instructional materials and equipment used in the instruction of Technology and Livelihood Education, and the problems encountered in the Technology and Livelihood Education instruction. This study was conducted in selected public high schools in the Division of Samar which includes the following secondary schools: University of Eastern Philippines Laboratory High School, Catubig Valley National High School, Hibubullao National High School, Somoroy Agro-Industrial School, and Las Navas National High School. The respondents of the study were one hundred twenty eight (128) fourth year students who were taking up Technology and Livelihood Education subjects. The main tool in gathering data and information from the respondents was the questionnaire. The goal of technology education is to promote technological literacy of a broad and encompassing nature. Technology and Livelihood Education has techniques in teaching focuses on the quality of the acts used by the teacher in representing the subject matter to the pupils. It may also include the skill of the teacher in accomplishing the task of learning. It is a technical skill, or artistic execution. Technique in teaching is a factor which promotes learning through teaching with the aid of devices. Results of the study, brought out remedial measures may be developed to improve the Technology and Livelihood Education instruction in Northern Samar Division such as: The national vocational schools or public secondary schools should endeavor to offer cluster of practical courses rather than concentrating in only one or two popular courses, so that students should be fully aware that in all occupational endeavor, they should have a knowledge of marketing and selling of their goods or services, and consequently, bookkeeping and accounting. Moreover, entrepreneurship or self-employment of the students need this knowledge when running his own business; Measures should be made by the schools in providing adequate and needed essential facilities, tools, equipment, and supplies and materials to fully implement their program of practical arts in order to attract more students in interest of improved learning; The institutions need to exert greater efforts in securing more community resources to aid in the implementation of the program and to argument insufficient funding for the purchase of materials to enrich curricular offerings; Teachers need to improve their skills and competence in imparting knowledge to their students, likewise, the institutions should adequately provide for the shortage such as lack of books, instructional materials, equipment/tools and the like in order that the students may be able to derive for the instruction.

Keywords:
Technology and livelihood education (TLE), instruction, northern samar division

Article Details

How to Cite
Tan, M. C. (2021). Technology and Livelihood Education (TLE) Instruction in the Secondary Schools in Northern Samar Division, Eastern Philippines. Asian Journal of Advanced Research and Reports, 15(2), 75-84. https://doi.org/10.9734/ajarr/2021/v15i230369
Section
Original Research Article

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