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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Teaching is a profession that all people look up to. Teachers, being
the prime movers of the educational wheel are cited in Education Act of
1982 as “the one who is tasked to uphold the highest possible standards of
quality education”. They are playing a very crucial part in the educational
system, that is why there has always been strengthening measures done in
order to master the art of this profession. Teachers are required to finish
such courses of studies and trainings in order to be fully-acquainted with the
educational philosophy. At this term, he will be able to know the various
disciplines and skills to be an effective teacher. According to Ball and
Forzani (2009),
“Skillful teaching requires appropriately using and

integrating specific moves and activities in particular
cases and contexts, based on knowledge and
understanding of one‟s pupils and on the application
of professional judgment”.
Therefore, one of the things needed by the teachers is to be a master
of different strategies that will ensure the learning of the students.
“Teaching and learning are causally tightly bound

activities, so questioning “what is learning?” might
lead to have a closer look about what precisely are
the components of teaching and their underlying

principles as well, that can cause efficient learning”
(S. Tazi et al., 2008).
This clearly shows that learning depends on teaching. Because of this,
teachers, being the facilitator of learning is duly responsible for whatever the
outcome of the learning process would be.
"The Department of Education (DepEd) and allied

stakeholders are responding to the urgent and critical
need to improve the quality of basic education in the
Philippines through a major education reform known
as K to 12. Underlying this program is the mandatory
schooling in Kindergarten, six years of elementary
and six years of secondary education. The reform
includes decongesting and enhancing the basic
education curriculum for learners to master basic
competencies, lengthening the cycle of basic
education to cover kindergarten through year 12”
(DepEd Philippines, 2012).
The implementation of the K to 12 is part of the nation's goal to be
globally competitive in the field of education which in return would reflect to
the nation's growth and development. The change in the curriculum meant
the implementation of various teaching strategies recommended to facilitate
the learning process.
As observed by the researchers, what has been a continuous problem
in the teaching-learning process is the ability of the teachers to effectively
deliver their lesson in response to the strategy they are using as well as the
effectiveness of the program itself. The researchers then decided to study
the effectiveness of the selected programs in Technology and Livelihood
Education such as drafting, cooking and cosmetology along with the

teaching strategies used by the teachers such as lecture, discussion and
demonstration.
Background of the Study
Curriculum change could mean modifying the curriculum scheme such
as the philosophy, educational goals, objectives, design, or content
(Hooper, 1971 as cited in Amimo, 2009) or it could refer to small
modifications in the curriculum such as varying the intentional learning
experiences and adding further topics to the curriculum (Shiundu &
Omulondo, 1992). Since the curriculum and the educational needs of
learners are both far from being static, curriculum change is expected.
In response to this change, Philippine Education adapted the K – 12
Curriculum. It has the purpose of enhancing the basic education curriculum
for learners to master basic competencies and lengthening the cycle,
covering kindergarten through year 12 which allows the graduates to obtain
employable skills (DepEd Philippines, 2012). Moreover, as to the teaching
strategies used, specifically in Technology and Livelihood Education
program, many believe that demonstration is the best way to teach the
subject not knowing that there are students who prefer and learn best when
taught through other strategies.
As Technology and Livelihood Education students who in the next
years are to be sent in the actual teaching field, the researchers found
interest in looking for a clearer understanding of the new curriculum. They
embarked on studying the level of effectiveness of the programs and the
teaching strategies used by the teachers based on the perspective of the
BBTE BTL fourth year students of the Polytechnic University of the
Philippines.
The researchers saw the pre-service teachers as the best suited
respondents since they are the ones exposed to the Technology and
Livelihood Education programs through their observations gathered from
their field experiences.
Theoretical Framework
Various theories from educators and psychologists are used to support
the study.
The first theory is the Theory of Constructivism which states that
knowledge is not a thing that can simply be given by the teacher in front of
the students, rather, students are the ones constructing the knowledge. The
learners are considered to be builders and creators of knowledge through
an active, mental process of development (Kelly, 1991). This theory clearly
supports the idea of how the selected strategies –lecture, discussion and
demonstration help the students in learning. The teacher is merely a
facilitator and the students work on their own whether it is on enacting a

story, explaining in a group what a certain concept is, or discussing an
assigned topic in front of the classroom.
Moreover, the Gordon Park‟s Conversation Theory has a fundamental
idea that learning occurs through conversations about a subject matter
which serve to make knowledge explicit. Teach back is the critical method of
learning according to conversation theory in which one person teaches
another person about what he/she has learned. This theory backs up the
strategy discussion because, the students freely interact with each other
and with the teacher – discussing a certain topic and presenting it to the
class.
The third theory is Paulo Freire‟s Belief of Conscientization or Critical
Consciousness. He opposed the banking system of education where he
regarded the teacher as oppressor and the students oppressed. This
system of education considered man as a mere controllable being: no right
or capability to express oneself and bounded by strict rules and regulations
of the authority. Education therefore becomes a process of depositing,
where the students are the depositories and the teacher is the depositor
(Tulio, 2006).
The banking system of education prevents the students from
expressing themselves inside the classroom. They are considered passive
and therefore, must surrender to the desires of the teacher as the head of
the classroom. Freire (2000) suggested the process wherein the oppressed
are given the opportunity to engage in conversation and dialogue to defend
themselves and their rights.
The last theory centers on Edgar Dale‟s Cone of Experience (1969).
The Cone of Experience is a model created by Dale which shows various
experiences arranged based on degree of abstraction; The cone consists of
direct purposeful experience, contrived experience, dramatized experience,
demonstrations, study trips, exhibits, educational televisions, motion
pictures, recordings, radio, visual symbols and verbal symbols.
As applied to the teaching strategies, Dale (1969) asserts that students
should not be acquainted with only a single strategy for there is so much to
be implemented inside the classroom as presented on the Cone of
Experience. The variation will depend upon the facilitator according to how it
is desired as long as it is varied.
Conceptual Framework
The framework represents the whole process from which the
researchers went through in the conduct of the study. The first frame shows
the data used as bases in the study consisting of the profile of the
respondents in terms of age, gender, and section; books, other theses, and
questionnaire which served as the main tools in measuring the effectiveness
of the selected programs and teaching strategies.

The second column presents the process undertaken by the
researchers. This includes the distribution, collection, tallying, analysis and
evaluation of data.
As shown in the third frame, the researchers were able to obtain the
measurement of the pre-service teachers‟ perspective to the effectiveness
of the selected programs and teaching strategies in Technology and
Livelihood Education (TLE) under the K-12 curriculum, attested by the
response of the selected BBTE BTL fourth year students of the Polytechnic
University of the Philippines.
Input Process Output
A. Profile of the -Distribution of Perspectives On

Respondents in questionnaire. The Effectiveness
terms of: Of The
Technology And
 Age -Collection of data
Livelihood
Education
 Gender -Tallying of Programs And
collected data Teaching
 Section Strategies As
-Analysis and Discerned By
B. Books and other evaluation of data. BBTE BTL Fourth
Year Students of
Theses
The Polytechnic
University of The
C. Questionnaire Philippines
Figure 1
Conceptual Paradigm
Statement of the Problem
The main objective of this undertaking was to measure the pre-service
teachers‟ perspective on the effectiveness of Technology and Livelihood
Education (TLE) programs such as cosmetology, cooking and drafting same
with the teaching strategies such as lecture, discussion and demonstration
under the K-12 curriculum as perceived by the BBTE BTL fourth year
students of the Polytechnic University of the Philippines.
Specifically, this study sought to answer the following sub-problems:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 Gender
1.3 Section
2. How effective are the selected programs in Technology and Livelihood
Education (TLE) under the K-12 curriculum as to the pre-service teachers‟
perspective?
2.1 Cooking
2.2 Cosmetology
2.3 Drafting
3. How effective are the selected teaching strategies in Technology and
Livelihood Education (TLE) under the K-12 curriculum as to the pre-service
teacher‟s perspective?
3.1 Lecture
3.2 Discussion
3.3 Demonstration
Scope and Limitations of the Study
This research focused on the measurement of the pre-service
teachers‟ perspective on the effectiveness of the selected programs in
Technology and Livelihood Education (TLE) under the K- 12 curriculum
particularly in cosmetology, cooking and drafting and also the effectiveness
of the selected teaching strategies particularly the lecture, discussion and
demonstration. Only 71 Bachelor in Business Teachers Education (BBTE)
fourth year students major in Business Teacher and Livelihood (BTL) from
Polytechnic University of the Philippines served as respondents in the study.
In this research, only the pre-service teachers‟ perceptions were asked
and not the Technology and Livelihood Education (TLE) teachers.
Significance of the Study
This study will be significant to the following individuals and
organizations:
Students. This study will help them realize the importance of each
strategy used by their Technology and Livelihood Education (TLE) teachers
in their learning experiences as well as the impact of the selected programs

in Technology and Livelihood Education to their future as the benefactors of
the new curriculum. Through this study, it can also serve as one of the
foundations of improvement in teaching-learning process wherein the
students are the most aided at all. In that way, the awareness they will get
could help them to definitely adapt and adjust from the K-12 curriculum.
Parents. This can provide parents the knowledge and
understanding on how their children are learning in school which would
prompt them to provide the necessary support they needed. In addition, it
will help them to feel secure on the selected teaching strategies applied by
the teachers and selected programs offered in school that will help their
children to easily cope and adjust from the new curriculum.
Teachers. The research will help teachers to succeed in their
endeavor by giving insights on the aspects of the selected Technology and
Livelihood Education (TLE) programs. Also, they will be informed about how
the selected strategies help in the learning process and will therefore serve
as guide when they are already in the field. In addition to this, the future
educators will become globally competitive enough from the new situation
provided by the new curriculum.
Administrators. This study will provide innovative proposals and
methodology which are possible in such schools or institutions regarding the
strategies that their program should be using. Also, being the ones who are
assigned to make the curriculum, the administrators would benefit from to

the study through gaining an insight about the aspects of the Technology
and Livelihood Education programs that will be focused on and
strengthened due to their pleasant impact to the students as well as those
factors that have the effect on the development of students‟ learning, thus,
must be improved.
Definition of Terms
The following terms were defined conceptually and operationally in
view of their relative importance in the study.
Bachelor in Business Teachers Education Major in Business
Teacher and Livelihood (BBTE-BTL). This pertains to one of the fields of
specialization offered in the College of Education of the Polytechnic
Curriculum. This refers to the means and materials with which
students will interact for the purpose of achieving identified educational
outcomes. A curriculum may also refer to a defined and prescribed course
of study, which students must fulfil in order to pass a certain level of
education.
Effectiveness. This pertains to the standard of efficiency of the
selected Technology and Livelihood Education programs under the K- 12
curriculum together with the selected teaching strategies used by the
teacher during the teaching-learning process.

K to 12 program. This pertains to Kindergarten and the six years of
elementary and secondary education. The reform includes decongesting
and enhancing the basic education curriculum for learners to master basic
competencies, lengthening the cycle of basic education to cover
kindergarten through year 12.
Learning. This pertains to the result of rapid application of the
teachings passed to one individual; values and realizations that are
gathered through teaching or through experience.
Pre-service Teachers. These pertain to the fourth year students in
Bachelor in Business Teachers Education that are sent to different
Secondary Schools to have their field experiences.
T.L.E. Programs. These refer to the programs in Technology and
Livelihood Education being offered by different secondary schools such as
cooking, cosmetology, drafting, dress making, computer, etc.
Strategy. This pertains to the method or plan chosen to bring about a
desired future, such as achievement of a goal or solution to a problem.
Teaching. This pertains to the act or practice of passing knowledge to
one individual through practical, visual or auditory ways.
Teaching Strategies. These are to the teacher‟s unique way of
presenting a lesson which involves students‟ engagement, assessment, etc.

Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of some related literature and studies
both foreign and local that provides necessary information and important
insights essential in the conduct of the study.
Foreign Literature
A study conducted by Rabi‟u, Abdullahi, and Enoch (2014) in
Adamawa State University (ADSU), Mubi, Nigeria covering the effectiveness
of lecture method comparing it to the discussion method of teaching
concluded that the application of lecture method of instruction was slightly
more efficient than discussion method among the students of ADSU. Also,
male students were found to perform slightly better than females. While the
discussion method could be more appropriate at primary and secondary
schools as being cited by several studies globally, the lecture method is
being recommended at tertiary level based on the findings of this study.
Meanwhile, The Journal of Effective Teaching issued a study regarding
the Active Teaching Techniques. The current study sought to examine the
effectiveness of four teaching techniques (lecture, demonstrations,
discussions and in-class activities) in the classroom. As each technique

offers different benefits to the instructor and students, each is expected to
aid in a different depths of learning. The current findings indicated that each
teaching technique has its own unique benefits and is effective for various
levels of learning. Additionally, their (Hackathorn, et.al, 2011) findings
supported the notion that active techniques do aid in increasing learning. In-
class activities led to higher overall scores than any other teaching method
while lecture methods led to the lowest overall scores (Hackathorn, et.al,
2011).
In the study of Stewart-Wingfield & Black (2005), it said that lecturing,
sometimes referred to as the „information‟ is a commonly used approach
that involves presenting specific information for the majority of class time,
allows little opportunity for student interaction and expects students to have
mastered the information by the time of the exam. Generally, lectures
consist of instructors introducing constructs and their definitions, examples
of how phenomena work and other supporting information. This approach is
beneficial because it is a convenient and efficient way to introduce a vast
amount of information, especially in large classes where activities may be
impractical (Michel et al., 2009). Consequently, lecturing has developed a
reputation of being mundane, disengaging or monotonous (Dorestani, 2005;
Stewart-Wingfield & Black, 2005). Some instructors worry that students
retain less of the information, and many instructors find themselves dealing
with students who pay less attention, play games or send messages on their
laptops, or even sleep in class (Michel et al., 2009).
Demonstrations involve activities that occur in the classroom as a
means of demonstrating how a phenomena „works‟ (Dunn, 2008). This
technique is slightly more active than lecture because the students are able
to get involved and see first-hand how the construct or phenomena presents
itself in the real world. However, generally, demonstrations only engage a
few of the students in the classroom, have guidelines and parameters
dictating the path of the learning process, and usually lead to a very
specific, often predetermined outcome. For example, in one demonstration,
three students are asked to come in of the room and identify the flavors of
jellybeans to demonstrate the domination of the olfactory bulb on taste. As
part of the demonstration, one student is instructed to eat a jellybean
normally, one student is instructed to shut his or her eyes while eating the
jellybean and the third student is instructed to shut his or her eyes while also
plugging his or her nose while eating the jellybean. As the third person is
often unable to identify even the strongest flavored jellybeans, this
demonstration is an excellent, usually infallible, and sometimes humorous
way to illustrate the importance that smell has on our ability to taste.
However, this demonstration does not allow all students to experience the
phenomena. Thus, the uninvolved students are still just passively receiving
information (Hackathorn et. al, 2011).

A classroom discussion is an active teaching technique because it
enables students to explore issues of interest, opinions and ideas. However,
it also leads to deeper levels of learning because in order to build each
other‟s ideas, the students must first listen and understand the contributions
of others students in order to respond or add to it (Hadjioannou, 2007).
Meanwhile, according to Isagani Cruz (2015), there is no correct way
to teach something. Even in the classroom setting, we could lecture, have
group discussions, simulate real-life situations, do cases, have exhibits, hold
debates, dance, dramatize, sing and so on. A good teacher, in fact, changes
his or her mode of delivery or “teaching style” depending on the “learning
styles” of students. It is not what the teacher is comfortable with that is
important, but what the student prefers.
According to the National Council of Educational Research and
Training (2011) when you are learning something new, it is often helpful to
watch someone doing the same task whether it is cooking a meal, changing
a car tire or operating a machine. Unlike an explanation from a teacher or a
textbook, which requires learners to visualize a particular concept or
process themselves, a demonstration enables concepts and processes to
be observed directly which in turn makes learning easier.
As a teaching technique, demonstration is a valuable alternative to
getting students “learn by doing”. While learning by doing is ideal in subjects
like science, adapting this approach is not always possible. With large
numbers of students, for example, the time, space and resources required
to enable all of them to engage in hands-on activities may not be available.
Similarly, learning by doing may not be appropriate where there are possible
safety risks.
Teacher demonstrations can introduce students to specialized
equipment and materials and show them how they are used. At the same
time, they can draw students‟ attention to the psychomotor skills needed to
undertake delicate tasks such as experiment or a dissection.
Several reports have linked K-12 STEM education to continued
scientific leadership and economic growth in the United States (U.S). At the
same time, there are many reasons to be concerned regarding the state of
STEM learning in the United States in the face of research that suggests
that many students are not prepared for the demands of today‟s economy
and the economy of the future. For example, as measured by the National
Assessment of Educational Progress, roughly 75 percent of 8th graders are
not proficient in mathematics when they complete 8th grade. Moreover, there
are significant gaps in achievement between student population groups: the
black/white, Hispanic/white, and high-poverty/low-poverty gaps are often
close to one standard deviation in size. A gap of this size means that the
average student in the underserved groups of black, Hispanic, or low-
income students performs roughly at the 20th percentile rather than the 50th
percentile. Students also lag behind the highest performing nations on

international assessments: for example, only 10 percent of 8th graders met
the Trends in International Mathematics and Science Study advanced
international benchmark in science, compared with 32 percent in Singapore
and 25 percent in China.
Meanwhile, according to the Journal of Family & Consumer Sciences
Education (2006), the discussion teaching strategy was the most preferred
among students. Students comment as to their reason for selecting this as
the most valuable method seem to suggest that they have a desire to be
somewhat active learners, engaging in discussion rather than passively
listening to a lecture. The jigsaw method was most valued by a small
percent of the students (19%). This suggests that some students wish to be
very active in their learning process, taking sole responsibility for a portion
of the material and learning the other portions through interaction with their
classmates. The case study and team project methods were less popular
with the students.
Local Literature
According to International Scientific Research Journal, the level of
competency of instructors in the five areas of Woodworking, Electricity,
Electronics, Drafting and Handicraft was within high competency.
Technology and Livelihood Education (TLE) instructors in State Universities
and Colleges in Region 1 are very knowledgeable, experienced and are

experts in their areas of specializations. They possess good values and
attitude as professionals. However, there are things to be developed for
further improvement. The capabilities reflect the experienced competencies
to a high level of effective teaching.
The professional qualities of an effective teacher are shown by the
following:
First is the mastery of the subject matter. To master one‟s field is to
keep on learning more about it. If the teacher is to keep up the newer
development in his/her area, he/she has to continue to learn. It follows
his/her start if the teacher is to continue learning about his/her subject
matter, he/she must like it.
Second is the understanding of the teaching principles and skills in use
strategy for implementation. To be an effective teacher, one must know not
only what to teach but also how to teach.
Third is the knowledge of the teaching strategy that involves
understanding of the curriculum theory and practice. The nature and the
principles of learning, types of learning outcomes, the psychology of
motivation and individual differences are bases for selecting and organizing
learning experiences (Calderon, 1998).

Foreign Studies
Longo (2010) said that teachers should explicit diversified strategies
and activities that attract students‟ personal interest. On the other hand,
students should be free to express their visual, tactile, emotional or auditory
preferences. In this type of class community, it is easier to give someone
the possibility of expressing himself or herself.
Based on the study conducted by Padrón (2000) at University of
Houston, making adjustments in teaching strategies is necessary to create a
positive learning environment inside the classroom. The teaching strategies
were all teacher-directed, “where teachers actively lead and control all the
activities in the classroom, while students passively respond to instruction
by merely watching or listening.” According to Padron (2000), the teaching
strategies should be adjusted to appropriately attend to the learning needs
of the students. The culture of teacher-directed instruction should be
replaced by a more student-centered instructional model, which is the goal
of the Enhanced K-12 Basic Education Program in the Philippines. The new
curriculum under the K-12 program is learner-centered, inclusive and
developmentally appropriate for the benefit of the learners.
Hence, teachers are said to be accountable for equipping the students
with 21st century education abilities. The study recommended that teachers
should be more equipped to work with diverse students in the K-12

curriculum.
Class discussion is one of the most common teaching methods and
one of the most misunderstood. Systematically facilitated, it is also one of
the most democratic of methods. Discussions can be facilitated by the
teacher or by one of the students. It is an effective democratic method for
dealing with a wide range of issues, whether in terms of classroom
management or controversial issues. Students can prepare for components
of the discussion by researching outside class, or arriving fresh to the
discussion drawing upon their experiences. Discussions can take the form
of responding to an issue, asking students what they think are the most
important issues to address; it could be in response to a demonstration or
presentation, an assigned reading or field trip (Petrina, 2007).
Demonstration strategy involves the teacher showing learners how to
do something. For example, how to change a tire, prepare a recipe or make
a tie knot. It is a way of teaching good practices. This technique allows the
teacher to show the results that can be obtained from experimenting with
objects, plants and other materials. It could be demonstrated, for example,
what happens to a white cloth when blue dye is added to the water. This
technique is one of the most effective teaching tools (Abdullahi, 1982).

Local Studies
According to TESDA (2013) one of the four tracks is Technical
Vocational Education (TechVoc) with qualifications at the levels of National
Certificate (NC) I and II shall be taken in Grades 9 to 12. This will ensure
that students taking the TechVoc track have employable skills when they
graduate. The DepEd assists in expanding the pool of certified technology
and livelihood education (TLE) trainers. The magnitude of trainers to be
provided intervention for trainer‟s qualification will be a necessary input to
the Trainers‟ capability development programming. DepEd shall provide
TESDA the appropriate number and type of trainers required.
The best way the teacher could guide the development of their
learners especially in nurturing the macro skills is by using the appropriate
learner-centered teaching approaches, (SEAMEO INNOTECH, 2012). Most
of these are likely experiential/contextual learning and problem-based action
learning.
“Each learner-centered strategy is anchored on

educational theories developed by theorists,
expanded by other educators, and validated by
practitioners.”
The teaching must be focused on classroom assessment with the
emphasis of skill development rather than on mere accumulation of content.
This K-12 curriculum learner-centered strategy provides independent
lifelong learners. Education must also be inclusive, there must not be

exemption in any kind for every child has the right to be educated. The
activities given and the strategy used by the teacher must be appropriate to
the development of the learners because there are various developmental
stages to be followed in order to avoid confusions and difficulties among
learners. It must be appropriate to the age, must determine and understand
individual differences and also the cultural and social diversity. The learning
must be organized in four different levels: learning to know, learning to do,
learning to be and learning to live together. There are specific strategies
depending on the subject learning and level of learning of the learners. For
instance, in T.L.E. (Technology and Livelihood Education) subject, the
learners are allowed to use hand tools and equipment in doing such
activities to ensure the learning as a whole. Through this, students starting
from grade 9 can experience multiple career pathways that would lead them
on the specialization they want and continue it up to grade 12.
The present curriculum is described as congested. This means that
students do not get enough time to perform tasks because the curriculum is
designed to be taught in a span of 12 years and not 10 years. The more
obvious result of this is the fact that most high school students graduate
without the readiness to take upon higher education or employment. These
students are not equipped with the basic skills or competencies needed in
work. Furthermore, the short duration of our basic education program puts
Filipinos who are interested to either work or study abroad at a

disadvantage. This is because other countries see 10-year program as
incomplete, which then, causes Filipino graduates to not be considered as
professionals abroad (Velasco, 2012).
Synthesis of the Reviewed Literature and Studies
This part presents the insights and viewpoints of both foreign and local
related literature and studies that were presented with regards to the
effectiveness of Technology and Livelihood Education programs and
teaching strategies under K-12 curriculum. The various researchers gave
their perception about how crucial the role of teacher is in terms of the
programs and selection and application of the strategies in the classroom.
These articles, journals, books, and unpublished theses presented helped
the researchers in terms of taking the right path in conducting the study.
Longo (2010) declares that teachers should utilized diversified
teaching strategies and use activities that would attract students' interest.
Also, freedom of preference among students according to Longo (2010)
should be exercised to give someone the opportunity of expressing oneself.
This idea is more likely similar to the study of SEAMEO INNOTECH (2012)
stating that the use of appropriate learning-centered teaching strategy is
very important and can be considered as the best way of nurturing your
students in terms of expressing their ideas so as the study of Padron (2000)
where in the idea is of the same level stating that for the teachers to be
more effective, the teacher must try to know the ways on how students
learn in the learning environment and think of the proper approach for the
students to learn better.
Hadjioannou (2007) and Petrina (2007) declared almost the same idea
that discussion creates an audience categorized as an active participant.
Hahjioannou (2007) points out that discussion, as a way of learning, is an
active, participative and engaging for students merely because it enables
students to explore issues of interest, opinions and ideas.
Abdullahi (1982) and Dunn (2008) both agree that demonstration is a
kind of teaching strategy that allows students to experience the actual
phenomena because it permits students to actually see how the phenomena
works. Another study that shows the same idea regarding demonstration is
the study done by the National Council of Educational Research and
Training (2011),
“Demonstration develops effective learning through

firsthand experience. Unlike an explanation from a
teacher or a textbook, which requires learners to
visualize a particular concept or process themselves,
a demonstration enables concepts and processes to
be observed directly, which in turn makes learning
easier.”
Different from the study of Hackathorn, et.al, (2011) which states that
demonstration does not allow all students to experience the phenomena.
Thus, the uninvolved students are still just passively receiving information.
Stewart-Wingfield, & Black (2005), Dorestani (2005), and Michel et al.
(2009) declares the same idea regarding lecture. In their studies they stated
that lecturing creates passive learners for it only allows students to get
learnings from listening and less in students‟ interaction. But one benefit of
lecture is its convenience and efficiency to introduce a vast amount of
information, especially in large classes where activities may be impractical.
It is in accordance to the study of Dorestani (2005) and Stewart-Wingfield &
Black (2005) that states lecture is merely a monotonous kind of strategy and
it is really disengaging and ordinary.
In some ways, Isagani Cruz (2015) and The Journal of Effective
Teaching agree that whatever teaching strategy a teacher will use, the
learning of the students will still depend on his/her learning style. It is also
stated that different teaching technique has its own unique benefits and is
effective for various levels of learning. Therefore, even if the approach of the
teacher will be lecture type, discussion type or simulation style, the student
will still learn or probably not learn from the lesson. Additionally, the findings
supported the notion that active techniques aid in increasing learning. In-
class activities led to higher overall scores than any other teaching method
while lecture methods led to the lowest overall scores. Similar to what
Calderon (1998) stated with regards to learning. It is the nature and the
principle of learning, types of learning outcomes, and the psychology of
motivation and individual differences which are the bases for selecting and
organizing learning experiences; therefore, it depends on the students if
they are to learn or not and does not merely depend on the strategies of the
teacher.
As a conclusion, there are different programs and strategies that are
effective for students and some are not. The effectiveness of the programs
and strategies that is used depends accordingly to the ability that the
teachers are teaching. The teacher must consider the students‟ ability and
learning capacities because if these are mistaken or forgotten to be
considered, failure is to be expected. Crucial task is bestowed upon the
teacher as the facilitator of the learning process. Also, since this K-12
curriculum learner-centered strategy provides independent lifelong learners,
education must be inclusive, there must not be exemption in any kind for
every child has the right to be educated. The activities given and the
strategy used by the teacher must be appropriate to the development of the
learners because there are various developmental stages to be followed in
order to avoid confusions and difficulties among learners. It must be
appropriate to the age, must determine and understand individual
differences and also the cultural and social diversity. The learning must be
organized in four different levels: learning to know, learning to do, learning
to be and learning to live together. There are specific strategies depending
on the subject learning and level of learning of the learners.

Chapter 3
RESEARCH METHODOLOGY
This chapter presents the methods of research, population,
sample size and sampling technique. This chapter also discusses the
description of the respondents, research instrument, data gathering
procedure and other statistical tools which were used in the study.
Research Method
The researchers used the descriptive method in this study.
The descriptive method, sometimes characterized as a survey or
normative approach to the study of conditions, is an essential guide to one‟s
thinking – knowledge of facts concerning the conditions or where the
researchers wish to be, and knowledge of how to get where the researchers
wish to be are gained from studies that deal with causation (Sanchez,
1998).
Also, according to Fraenkel and Wallen (2006), descriptive research is
used to describe a given state of affairs as fully and carefully as possible. It
summarizes the characteristics such as abilities, preferences and behavior
of an individual or group and physical environment.

Taking into account the purpose of descriptive method which is to
explore the causes of a particular condition as it takes place during the time
of the study, the researchers opted to use this kind of research method
mainly because of their goal to acquire first hand data from the respondents
so as to formulate rational and sound conclusions and recommendations for
the study.
Population and Sampling
The respondents in the study were the selected BBTE fourth year
students Major in Business Teacher and Livelihood Education at the
Polytechnic University of the Philippines, Sta. Mesa, Manila. The BBTE
course major in Business Teacher and Livelihood Education has 86 fourth
year students coming from the two remaining sections which are the BBTE
BTL 4-1D which has 49 in a class and the BBTE BTL 4-2D which has 41
students in a class excluding all the irregular students for each section.
The Slovin‟s formula was used in determining the sample size. The
Slovin‟s formula is shown below:
n=
Where:
n= the size of the sample
N= the size of the population
e= the margin of error

The use of the formula revealed that 71 BBTE BTL students shall
serve as the respondents in the study.
Purposive Sampling was used for the selection of the respondents. It is
based on a certain criteria laid down by the researchers. People who satisfy
the criteria were asked. The population were chosen on the basis of their
knowledge of the information desired.
Research Instrument
This study is a descriptive research in nature so the questionnaire
method was used for the collection of data. The researchers gathered
information from books and other sources, published or unpublished
materials related to the problem in order to gain more knowledge and
insights about the study. These materials, together with the expertise and
guidance of Dr. Marion A. Cresencio, helped the researchers to come up
with a questionnaire which was used in the administration of survey
questionnaires.
The researcher-made survey questionnaire which served as the
instrument consists of three parts.
Table 1 shows the first part of the questionnaire which includes the
demographic profile of the respondents in terms of their age, gender, and
section. The table also shows the second part of the questionnaire which
asked the respondents to rate the level of effectiveness of the selected

teaching programs in Technology and Livelihood Education namely:
Cosmetology, Cooking and Drafting as to their perception. It also includes
the last part of the questionnaire which asked the respondents to rate the
level of effectiveness of the teaching strategies which are the Lecture,
Discussion, and Demonstration used by the teachers.
Table 1
Scale Value, Numerical Interpretation, and Verbal Interpretation
of the Five-Point Likert Scale
Scale Numerical Verbal
Value Interpretation Interpretation
5 4.21 - 5.0 Highly Effective
4 3.41 - 4.20 Effective
3 2.60 – 3.40 Fairly Effective
2 1.80 – 2.59 Ineffective
1 1.0 – 1.79 Highly Ineffective
Validation of Questionnaire
After reading and studying samples of questionnaires from
related studies, the researchers prepared their own questionnaire. The
researchers consulted some knowledgeable people about how to prepare
one. The researchers see to it that there were enough items to collect data
to cover all aspects of the problem and to answer all the specific questions
under the statement of the problem. The researcher-made questionnaire
was validated by Professor Marion A. Cresencio, our research adviser, who
gave his comments, suggestions for the content validity. All suggestions
were incorporated.
As a way of validating the questionnaire, a dry run was tried on the first
group of students. The researchers chose ten students who were randomly
selected from the population but will still be included in the main survey. The
researchers personally administered the questionnaires for 20 minutes
during the class period. The researchers explained to the respondents the
purpose of the survey and asked them to read and understand every item
carefully. After filling the copies they were interviewed by the researchers to
find out their assessment of the questionnaires.
Based on the try-out, the questionnaires were revised and finalized
according to the comments and suggestions given.
Data Gathering Procedures
In the conduct of this study, the researchers asked first permission
from the Dean of the College of Education, Dr. Ma. Junithesmer D. Rosales,
as well as the Chairperson of the Department of Business Teacher
Education, Dr. Caroline T. Sumande, to administer the data gathering
through a letter attested by the thesis adviser.

With the approval of the Dean and Chairperson, the researchers
proceed on the distribution of questionnaires to the selected BBTE BTL
fourth year students from different sections in the college. Upon distributing
the questionnaires, the researchers further explained each portion of it to
avoid misinterpretations.
When the respondents were done answering, the researchers
collected the questionnaires and proceed to the statistical treatment of data.
Statistical Treatment of Data
The data obtained from the respondents were tabulated systematically
in order to get accurate information related to each element of population.
The following statistical techniques were used in the study:
1. Frequency and Percentage Distribution. This was used in treating
the demographic profile of the respondents. The process of gathering the
percentage was dividing the frequency (sum of responses) by the total
number of responses.
The formula for percentage is shown below:
Formula: P = x 100
Where:
P = Percentage
= Frequency
= Number of Respondents
100= Constant
2. Weighted Mean. This is another statistical technique used in the
study to determine the average responses of the different options provided
in the various parts of the survey questionnaire used. In computing the
weighted mean, the formula used is illustrated below.
Formula: WM= ∑x
∑w
Where:
x – no. of response
w – no. of respondents
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the significant findings elicited from the
respondents which determine the level of effectiveness of the Technology
and Livelihood Education programs and teaching strategies perceived by
Bachelor in Business Teacher Education major in Business Teacher and
Livelihood fourth year students of the Polytechnic University of the
Philippines. The data gathered from the respondents through the research
instrument were presented, analyzed and interpreted in this chapter.
1. Profile of the Respondents
1.1 Age
Table 2
Frequency and Percentage Distributions of the Respondents
In Terms of Age
Frequency Percentage
Age (f) (%)
18 and below 15 21.13
19 to 21 47 66.20
22 and above 9 12.68
Total 71 100 %
Table 2 presents the frequency and percentage distribution of the
respondents according to age.
It shows that among the respondents, 15 students or 21.13% range
from eighteen and below years old. On the other hand, 47 students with the
equivalent of 66.20% range from 19 to 21 years old and nine respondents or
12.68% range from 22 and above years old.
Majority of the respondents belong to age bracket 21 and below years
old.
1.2 Gender
Table 3
Frequency and Percentage Distributions of the Respondents in Terms
of Gender
Gender
(f) (%)
Male 23 32.39
Female 48 67.61
Total 71 100
respondents in terms of gender.
The table shows that there are 71 respondents from Bachelor in
Business Teacher Education Major in Business Teacher and Livelihood
Education from Polytechnic University of the Philippines. Among the
respondents, 23 or 32.39% were male and 48 or 67.61% were female.

It can be seen from the table that majority of the respondents belong to
the female group.
1.3 Section
Table 4
Frequency and Percentage Distribution of the Respondents In Terms
of Section
Section (f) (%)
4-1D 39 54.93
4-2D 32 45.07
Total 71 100
respondents in terms of section.
The table shows that there are 71 responses and from this 39 or
54.93% belongs to Bachelor in Business Teacher Education major in
Business Teacher and Livelihood Education 4-1D and 32 responses or
45.07% are from Bachelor in Business Teacher Education major in
Business Teacher and Livelihood Education 4-2D.

Based on the table above, majority of the respondents were from
Bachelor in Business Teacher Education major in Business Teacher and
Livelihood Education section 1D.
2. Technology and Livelihood Education Programs.
2.1 Cooking
Table 5 presents the assessment on the level of effectiveness of
cooking as Technology and Livelihood Education Program as to the
perception of the pre-service teachers.
The table shows the weighted mean and verbal interpretation of the
effectiveness of Cooking as a Technology and Livelihood Education
program. Overall, the program obtained a general weighted average of 3.96
labeled as Effective.
The technology used in cooking is the most effective of all the aspects
in cooking as Technology and Livelihood Education program as to the pre-
service teachers‟ perspective with the average of 4.13 followed by the
activities of the program which develop the interest tied up with the aspect
of the program giving satisfaction of learning the subject matter which
obtained an average of 4.03.
According to the table, the aspect of the program as enhancer of
employable skills of the students got the least average of 3.82 but still
Majority of the respondents rated the level of effectiveness of Cooking
as Technology and Livelihood Education program „Effective‟. This shows
that most of the respondents were contented with the aspects included in
Cooking as a program of Technology and Livelihood Education.
The findings were supported by the study done by Wilneff B.A. (2013)
stating that the components of effectively implemented basic cooking
programs include a motivational phase which increases awareness of
practices through knowledge; an action phase, which facilitates fostering of
the skills needed to take action; and environmental supports to maintain
similar messages and sustain the benefits gained through proper and
enough machineries, equipment and tools that will be used during the entire
practice and implementation of the program.
Meanwhile, according to the research done by the Cooking Masters, to
be an effective program, it must undergo assessment to assure and ensure
that the skills and competencies acquired were all effective and competent.
It will be beneficial for all if the program allows participant to have time to
reflect on what they have learned throughout the course and receive
feedback and positive reinforcement from course instructors and their peers
for all that they have accomplished.

Table 5
Assessment on the Level of Effectiveness of Cooking as Technology
and Livelihood Education Program
Verbal
Statements Average
interpretation
1. The content of the cooking
subject as to the different
4.00 Effective
lessons the students must
undergo.
2. The objective to be
achieved in cooking as a 3.87 Effective
program.
3. The program as enhancer
of employable skills of the 3.82 Effective
students.
4. The technology used in
4.13 Effective
the program.
5. The activities and projects
4.01 Effective
included in the program.
6. The allotted duration in
3.85 Effective
teaching each lesson.
7. The assessment given
3.89 Effective
after each lesson.
8. The program allowing
students to possess
3.93 Effective
competencies needed for the
specialization.
9. The activities of the
program which develops the 4.03 Effective
interest.
10. The program giving
satisfaction of learning the 4.03 Effective
subject matter.
General Weighted Average 3.96 Effective
2.2 Cosmetology
cosmetology as a Technology and Livelihood Education Program as to
effectiveness of Cosmetology as Technology and Livelihood Education
program. Overall, the program obtained a general weighted average of 3.82
The content of the Cosmetology subject as to the different lessons the
students must undergo got the highest average equivalent to 3.90 labeled
as Effective and the activities of the program which develops the interest of
the students follows with the equivalent of 3.89, also labeled as Effective.
With the average of 3.69, the technology used in the program gained the
lowest average.
Majority of the respondents rated the level of effectiveness of
cosmetology as Technology and Livelihood Education program „Effective‟.
This shows that most of the respondents were satisfied with the aspects
included in Cosmetology as a program of Technology and Livelihood
Education.
Table 6
Assessment on the Level of Effectiveness of Cosmetology as
Technology and Livelihood Education Program
Verbal
Statements Average
Interpretation
1. The content of the
cosmetology subject as to the
3.90 Effective
different lessons the students
must undergo.
achieved in cosmetology as a 3.77 Effective
program.
students.
4. The technology used in the
3.69 Effective
program.
3.83 Effective
3.79 Effective
7. The assessment given after
3.80 Effective
each lesson.
students to possess
3.85 Effective
specialization.
interest.
subject matter.
2.3 Drafting
Table 7
Assessment on the Level of Effectiveness of Drafting as Technology
and Livelihood Education Program
Verbal
Statements Average
Interpretation
1. The content of the drafting
subject as to the different
4.01 Effective
lessons the students must
undergo.
achieved in drafting as a 4.07 Effective
program.
students.
3.77 Effective
program.
4.01 Effective
3.89 Effective
3.93 Effective
each lesson.
students to possess
4.03 Effective
specialization.
interest.
subject matter.
Drafting as a Technology and Livelihood Education Program as to
effectiveness of Drafting as Technology and Livelihood Education program.
Overall, the program obtained a general weighted average of 3.96 labeled
as „Effective‟.
The objective to be achieved in Drafting as a program got the highest
average equivalent to 4.07 which is labeled as „Effective‟. It is followed by
the statement, the program as enhancer of employable skills of the students
and the aspect of the program allowing students to possess competencies
needed for the specialization with the average of 4.03. The technology used
in the program got the lowest average of 3.77.
Majority of the respondents rated the level of effectiveness of drafting
as Technology and Livelihood Education program „Effective‟. This shows
that most of the respondents were satisfied with the aspects included in
Drafting as a program of Technology and Livelihood Education.
The findings obtained in this research agreed with the study of the
International Scientific Research Journal (2013) which emphasizes the
effectiveness of the objective of Woodworking, Electricity, Electronics and
Handicraft including Drafting as a program with the help of highly

knowledgeable experts and instructors with the capabilities reflecting the
experienced competencies to a high level of effective teaching.
The results were also supported by the Journal of Educational Policy
and Entrepreneurial Research (2014) which emphasized and revealed that
the provision of adequate standard drawing tables, set-square, t-square,
good learning environment etc. makes students learn technical drawing
(drafting) better and easier. The study also revealed among others that the
students‟ interests are positive and usually very high when drawing
materials and equipment are available and adequate.
3. Teaching Strategies
3.1 Lecture
Table 8
Assessment on the Level of Effectiveness of Lecture

as Teaching Strategy
Verbal
Statements Average
Interpretation
1. Teaching abstract
concepts and theories through 4.01 Effective
lecture.
2. Encouraging students to
4.01 Effective
actively participate in class.
3. Better understanding of
3.87 Effective
lesson through lecture.
4. Developing retention
3.89 Effective
through lecture.
5. Obtaining high grades
through simply providing the 3.76 Effective
information.
Table 8 shows the assessment on the level of effectiveness of lecture
as a teaching strategy.
effectiveness of Lecture as Technology and Livelihood Education teaching
strategy. Overall, the strategy obtained a general weighted average of 3.91
labeled as „Effective‟.
Teaching abstract concepts and theories through lecture and
encouraging students to actively participate in class obtained the highest
average equivalent to 4.01 followed by developing retention through lecture
which gain an equivalent average of 3.89. Among all, obtaining high grades
through simply providing the information through lecture got the lowest
average equivalent to 3.767.
Majority of the respondents rated the effectiveness of Lecture as
Technology and Livelihood Education teaching strategy as „Effective‟ which
depicts that even if Lecture is a teacher-centered approach, it still prompted
students to learn and participate in class.
The findings were supported by Michel et al. (2009) stating that
lectures consist of instructors introducing constructs and their definitions,
examples of how phenomena work, and other supporting information. This
approach is beneficial because it is a convenient and efficient way to
introduce a vast amount of information, especially in large classes where
activities may be impractical.

Lecture as a teaching strategy familiarizes students with the theories
involved in the lecture thus, allowing students to have mastery of the
content of the lesson.
3.2 Discussion
Table 9
Assessment on the Level of Effectiveness of Discussion
Verbal
Statements Average
Interpretation
4.13 Effective
2. Expressing ones thoughts
4.14 Effective
and ideas in the class.
3.99 Effective
lesson through discussion.
4.06 Effective
through discussion.
through participating in the 3.92 Effective
discussion.
Table 9 above shows the assessment on the level of effectiveness of

discussion as a teaching strategy.
effectiveness of Discussion as a Technology and Livelihood Education
teaching strategy. Overall, the strategy obtained a general weighted
average of 4.05 labeled as „Effective‟.

Expressing one’s thoughts and ideas in the class with the use of
discussion as a teaching strategy obtained the highest average equivalent
to 4.14, followed by encouraging students to actively participate in class with
an average equivalent to 4.13. Among all, obtaining high grades through
participating in the discussion got the lowest average equivalent to 3.92 but
still labeled as „Effective‟.
Majority of the respondents rated Discussion as Technology and
Livelihood Education teaching strategy as „Effective‟ which depicts that
Discussion prompted students to learn and participate in class encouraging
them to express one‟s thoughts and ideas.
The findings were supported by Hadjioannou (2007) who emphasizes
that discussion promotes and leads students to deeper level of learning. In
relation to the study, the author gives emphasis not just in the ways
students were able to acquire knowledge but also through helping to
express ideas and sharing it to the class in order to be evaluated and be
added to the already existing knowledge of the students.
According to de Caprariis, Barman, & Magee (2001) lecture leads to
the ability to recall facts, but discussion produces higher level of
comprehension and understanding. Also, further researches on group-
oriented discussion methods have shown that team learning and student-led
discussions not only produce favorable student performance outcomes, but

also foster greater participation, self-confidence and leadership ability
(Perkins & Saris, 2001; Yoder & Hochevar, 2005).
Also, the findings were supported by Petrina (2007) defining class
discussion as one of the most common teaching methods and one of the
most misunderstood. Systematically facilitated, it is also one of the most
democratic of all the methods. Discussions can be facilitated by the teacher
or by one of the students. It is an effective democratic method for dealing
with a wide range of issues, be they classroom management or
controversial issues. Students can prepare for components of the
discussion by researching outside class, or arrive fresh to the discussion
drawing upon their experiences. Discussions can take the form of
responding to an issue, asking students what they think the most important
issues to be addressed whether it could be in response to a demonstration
or presentation, an assigned reading or field trip.
3.3 Demonstration
Table 10 shows the assessment on the level of effectiveness of
demonstration as a teaching strategy.
effectiveness of Demonstration as Technology and Livelihood Education
teaching strategy. Overall, the strategy obtained a general weighted
average of 4.15 labeled as „Effective‟.

Improving skills through hands-on activities obtained the highest
average equivalent to 4.25 which is labeled as “Highly Effective” followed by
developing retention through demonstration with an average equivalent to
4.15. Among all, encouraging students to actively participate in class got the
lowest average equivalent to 4.07 but still labeled as „Effective‟.
Table 10
Assessment on the Level of Effectiveness of Demonstration
Verbal
Statements Average
Interpretation
1. Improving skills through Highly
4.25
hands-on activities. Effective
4.07 Effective
4.13 Effective
lesson through demonstration.
4.17 Effective
through demonstration.
through applying what I have 4.15 Effective
learned.
Majority of the respondents rated Demonstration as Technology and
Livelihood Education teaching strategy as „Effective‟ which depicts that
demonstration drive students to learn and develop better understanding
through hands-on and actual experience related to the topic.

The findings were supported by Abdullahi (1982) defining
demonstration as a teaching technique which is the most effective teaching
tool because this teaching strategy involves the teacher showing and
illustrating learners how to do something, for example, how to change a tire,
prepare a recipe, or make a tie knot. It is a way of teaching good practices.
This technique allows the teacher to show the results that can be obtained
from experimenting with objects, plants and other materials. It could be
demonstrated, for example, what happens to a white cloth when blue dye is
added to the water.
According to the National Council of Educational Research and
Training (2011) when you are learning something new, it is often helpful to
watch someone doing the same task, whether it is cooking a meal, changing
a car tire or operating a machine. Unlike an explanation from a teacher or a
textbook, which requires learners to visualize a particular concept or
process themselves, a demonstration enables concepts and processes to
be observed directly, which in turn makes learning easier.
As a teaching technique, a demonstration is a valuable alternative to
getting students to “learn by doing”. Teacher demonstrations can introduce
students to specialized equipment and materials and show them how they
are used. At the same time, they can draw students‟ attention to the
psychomotor skills needed to undertake delicate tasks such as an
experiment or a dissection.
Chapter 5
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter contains the organization of the summary of findings,
conclusions and recommendations drawn.
Summary
The purpose of this study was to determine the perspectives on the
effectiveness of the Technology and Livelihood Education (TLE) programs
such as Cosmetology, Cooking, and Drafting and the teaching strategies
such as Lecture, Discussion, and Demonstration in Technology and
Livelihood Education (TLE) under the K-12 curriculum as perceived by the
BBTE BTL fourth year students of the Polytechnic University of the
Philippines. Frequency and Percentage Distribution and Weighted mean
were the statistical tools used in the study. It summarizes the results and
findings of the data that has been gathered.
Findings
Based on the problems presented and data gathered, the following
findings were obtained:

1. Profile of the Respondents
1.1 There were 15 students or 21.13% ranging from eighteen and
below years old. On the other hand, 47 students with the equivalent of
66.20% range from 19 to 21 years old and nine respondents or 12.68%
range from 22 and above years old.
1.2 There were 23 or 32.39% male respondents and 48 or 67.61%
were female respondents.
1.3 Thirty nine or 54.93% were Bachelor in Business Teacher
Education major in Business Teacher and Livelihood (BBTE BTL)
section 1D and 32 or 45.07% were from BBTE BTL 4-2D.
2. Technology and Livelihood Education Programs
2.1 The overall characteristics of Cooking as one of the Technology
and Livelihood Education programs were labeled as „Effective‟. The
components of Cooking as a program were also rated as all „Effective‟.
These include the content of the cooking subject as to the different
lessons the students must undergo, the objective to be achieved in
cooking as a program, the program as enhancer of employable skills of
the students, the technology used in the program, the activities and
projects included in the program, the allotted duration in teaching each
lesson, the assessment given after each lesson, the program allowing
students to possess competencies needed for the specialization, the

activities of the program which develops the interest, and the program
itself giving satisfaction of learning the subject matter.
2.2 The overall characteristics of Cosmetology as one of the
Technology and Livelihood Education programs were labeled as
„Effective‟. The components of cosmetology as a program also rated as
all effective includes the content of the cosmetology subject as to the
different lessons the students must undergo, the objective to be
achieved in cosmetology as a program, the program as enhancer of
employable skills of the students, the technology used in the program,
the activities and projects included in the program, the allotted duration
in teaching each lesson, the assessment given after each lesson, the
program allowing students to possess competencies needed for the
specialization, the activities of the program which develops the interest,
and the program itself giving satisfaction of learning the subject matter.
2.3 The overall characteristics of Drafting as one of the Technology
and Livelihood Education programs were labeled as „Effective‟. The
components of drafting as a program were also rated as Effective.
These includes the content of the drafting subject as to the different
lessons the students must undergo, the objective to be achieved in
drafting as a program, the program as enhancer of employable skills of
the students, the technology used in the program, the activities and
projects included in the program, the allotted duration in teaching each

lesson, the assessment given after each lesson, the program allowing
students to possess competencies needed for the specialization, the
activities of the program which develops the interest, and the program
itself giving satisfaction of learning the subject matter.
3. Teaching Strategies
3.1 Lecture as one of the teaching strategies used in Technology
and Livelihood Education was labeled as „Effective‟ with the
components rated also as „Effective‟. The following are what compose
the effectiveness of Lecture: Teaching abstract concepts and theories
through lecture; Encouraging students to actively participate in class;
Better understanding of lesson through lecture; Developing retention
through lecture; and Obtaining high grades through simply providing
the information are the components of Lecture.
3.2 The respondents rated Discussion as one of the teaching
strategies used in Technology and Livelihood Education as „Effective‟
with each component labeled as Effective. The following are the
components of Discussion: Encouraging students to actively
participate in class; Expressing ones thoughts and ideas in the class;
Better understanding of lesson through discussion; Developing
retention through discussion; and Obtaining high grades through
participating in the discussion.

3.3 Demonstration as one of the teaching strategies used in
Technology and Livelihood Education was rated as „Effective‟.
Improving skills through hands-on activities is the component of
Drafting labeled as “Highly Effective”. Other components were labeled
as „Effective‟ which are as followed: Encouraging students to actively
participate in class; Better understanding of lesson through
demonstration; Developing retention through demonstration; Obtaining
high grades through applying what I have learned.
Conclusions
Based on what the proponents observed, gathered, interpreted, and
evaluated, the following conclusions were drawn and formulated:
1. Majority of the respondents belongs to the age bracket of 19-21
years old female students under BBTE BTL from the Polytechnic
2. In regards with the results of the study, the selected T.L.E.
programs such as Cooking, Cosmetology, and Drafting are considered
as effective programs for the K-12 curriculum according to the
perspective of the pre-service teachers. From this, it shows that most
of the respondents are satisfied with the aspect included in a particular
program. It can also be derived that the new curriculum really is
providing appropriate programs as to the improvement of students‟

employable skills that can be used as one of the skills for global
competitiveness.
3. The heart of the instruction or simply the teaching strategies
such as Lecture, Discussion, and Demonstration used by the T.L.E.
teachers prompted students to learn. It means majority of the pre-
service teachers rated the level of effectiveness of each teaching
strategy as effective. From this, it can also be derived that there is no
perfect and most effective among all other teaching strategies for
learning will still depend on the ability of the student to understand and
acquire what was taught by the teacher.
Recommendations
In the light of the conclusions drawn, the following recommendations are
proposed:
1. The proponents of this study conducted a limited target of
respondents. Also, the proponents work only on the selected T.L.E.
programs as well as selected teaching strategies used by the
educators which lead to gather bounded information. In connection, the
proponents commend the responsibility to the future developers to
expand the scope and limitation of this research as to the improvement
of the paper.
2. Even though the selected T.L.E. programs are rated as
effective, the professional organizations, administrators, and teachers
should not be satisfied on the result. They should continue working on
the enhancement and improvement of the aspects included in each
program for the better quality of educational system offered in the
Philippines.
3. As of now, the new curriculum is more on outcome based
education wherein the student approach is primarily used. But still,
teachers are the key factors in the teaching-learning process. Having
this said, the teachers should keep on using variety of teaching
methods and strategies which are suited to the subject matter and of
course, to the learners‟ level, and still considering the availability of the
resources and materials.
4. The researchers also recommend future researchers of the
same topic to include significant relationships between one program to
some teaching strategies to know better on the preferred teaching
strategies to be used in a specific program of Technology and
Livelihood Education.
5. The researchers also recommend further researches regarding
the Technology and Livelihood Education Programs and teaching
strategies be conducted. Additionally, future researchers can choose

varied programs and teaching strategies that are suited to the topic
discussed.
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APPENDICES
Appendix A
Survey Questionnaire
Polytechnic University of the Philippines

College of Education
Department of Business Teacher Education
Sta. Mesa, Manila
January 6, 2016
Good Day!
As part of our Thesis Writing, our group is conducting a research study

entitled “Pre-service Teachers Perspective to the Effectiveness of the
Technology and Livelihood Education Programs and Teaching Strategies
under the K-12 Curriculum as Discerned by BBTE BTL Fourth Year
Students of the Polytechnic University of the Philippines.”
In this regard, we humbly request for your participation through answering

our survey questionnaire, as part and parcel of our data gathering for our
thesis.
All the information that will be gathered will be treated with confidentiality.
Thank you very much.
Respectfully yours,
The Researchers
Name (Optional): Age:

Gender: Section:
Directions: Please accomplish this questionnaire as honestly as

possible.
Rate the effectiveness of each Technology and Livelihood Education

program as to your perception. Use the scale below as your pattern.
5- Highly Effective 2- Ineffective

4- Effective 1- Highly Ineffective
3-Fairly Effective
a. Cooking
Statements 5 4 3 2 1
1. The content of the cooking subject
as to the different lessons the students
must undergo.
2. The objective to be achieved in
cooking as a program.
3. The program as enhancer of
employable skills of the students.
program.
5. The activities and projects included
in the program.
6. The allotted duration in teaching
each lesson.
7. The assessment given after each
lesson.
8. The program allowing students to
possess competencies needed for the
specialization.
9. The activities of the program which
develops the interest.
10. The program giving satisfaction of
learning the subject matter.
b. Cosmetology
1. The content of the cosmetology
subject as to the different lessons the
students must undergo.
cosmetology as a program.
4. The technology used in the program.
5. The activities and projects included in
the program.
6. The allotted duration in teaching each
lesson.
7. The assessment given after each
lesson.
8. The program allowing students to
possess competencies needed for the
specialization.
9. The activities of the program which
develops the interest.
10. The program giving satisfaction of
learning the subject matter.
c. Drafting
1. The content of the drafting
subject as to the different lessons
the students must undergo.
drafting as a program.
program.

each lesson.
8. The program allowing students
to possess competencies needed
for the specialization.
9. The activities of the program
which develops the interest.
10. The program giving satisfaction
of learning the subject matter.
B. The statements below measure the effectiveness of the teaching

strategies used by TLE teachers. Rate your level of agreement with the
following statements for each strategy using the scale below.
5- Highly Effective 2- Ineffective

4- Effective 1- Highly Ineffective
3-Fairly Effective
a. Lecture
1. Teaching abstract concepts
and theories through lecture.
lesson through lecture.
4. Developing retention through
lecture.
through simply providing the
information.
b. Discussion
2. Expressing ones thoughts

and ideas in the class.
lesson through discussion.
discussion.
through participating in the
discussion.
c. Demonstration
1. Improving skills through
hands-on activities.
lesson through demonstration.
demonstration.
through applying what I have
learned.

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POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

THE PROBLEM AND ITS BACKGROUND

Teaching is a profession that all people look up to. Teachers, being

such courses of studies and trainings in order to be fully-acquainted with the

educational philosophy. At this term, he will be able to know the various

disciplines and skills to be an effective teacher. According to Ball and

“Skillful teaching requires appropriately using and

Therefore, one of the things needed by the teachers is to be a master

of different strategies that will ensure the learning of the students.

“Teaching and learning are causally tightly bound

the components of teaching and their underlying

This clearly shows that learning depends on teaching. Because of this,

outcome of the learning process would be.

"The Department of Education (DepEd) and allied

The implementation of the K to 12 is part of the nation's goal to be

globally competitive in the field of education which in return would reflect to

the implementation of various teaching strategies recommended to facilitate

the learning process.

As observed by the researchers, what has been a continuous problem

in the teaching-learning process is the ability of the teachers to effectively

effectiveness of the program itself. The researchers then decided to study

the effectiveness of the selected programs in Technology and Livelihood

Education such as drafting, cooking and cosmetology along with the

teaching strategies used by the teachers such as lecture, discussion and

Background of the Study

Curriculum change could mean modifying the curriculum scheme such

as the philosophy, educational goals, objectives, design, or content

(Hooper, 1971 as cited in Amimo, 2009) or it could refer to small

modifications in the curriculum such as varying the intentional learning

experiences and adding further topics to the curriculum (Shiundu &

Omulondo, 1992). Since the curriculum and the educational needs of

In response to this change, Philippine Education adapted the K – 12

Curriculum. It has the purpose of enhancing the basic education curriculum

for learners to master basic competencies and lengthening the cycle,

covering kindergarten through year 12 which allows the graduates to obtain

employable skills (DepEd Philippines, 2012). Moreover, as to the teaching

strategies used, specifically in Technology and Livelihood Education

taught through other strategies.

As Technology and Livelihood Education students who in the next

interest in looking for a clearer understanding of the new curriculum. They

embarked on studying the level of effectiveness of the programs and the

teaching strategies used by the teachers based on the perspective of the

BBTE BTL fourth year students of the Polytechnic University of the

The researchers saw the pre-service teachers as the best suited

Livelihood Education programs through their observations gathered from

their field experiences.

Various theories from educators and psychologists are used to support

The first theory is the Theory of Constructivism which states that

learners are considered to be builders and creators of knowledge through

an active, mental process of development (Kelly, 1991). This theory clearly

demonstration help the students in learning. The teacher is merely a

facilitator and the students work on their own whether it is on enacting a

story, explaining in a group what a certain concept is, or discussing an

assigned topic in front of the classroom.

Moreover, the Gordon Park‟s Conversation Theory has a fundamental

idea that learning occurs through conversations about a subject matter

learning according to conversation theory in which one person teaches

The third theory is Paulo Freire‟s Belief of Conscientization or Critical

Consciousness. He opposed the banking system of education where he

regarded the teacher as oppressor and the students oppressed. This