Chapter 1

The Problem

Introduction

Technical-vocational education plays a fundamental role in equipping

students with the skills and knowledge necessary for employment and career

advancement. In particular, the field of automotive technology has seen

continuous growth due to advancements in industry standards and the increasing

demand for skilled professionals. Beyond acquiring technical expertise, students

enrolled in the Bachelor of Technical-Vocational Teacher Education (BTVTED)

program specializing in automotive technology are also expected to develop

teaching competencies that enable them to effectively deliver lessons in

industrial arts. However, the extent to which these students are prepared for

teaching remains a subject of interest, as their performance in instructional

settings directly impacts the quality of education provided to future learners.

The transition from being a technical practitioner to an educator presents

numerous challenges. While automotive students are trained in hands-on

applications such as vehicle diagnostics, repair, and maintenance, their ability to

teach these skills within the framework of industrial arts education requires a

distinct set of pedagogical skills. According to the Technical Education and Skills

Development Authority (TESDA, 2020), technical-vocational education enhances

workforce competency, yet effective teaching in this field necessitates an

understanding of instructional methodologies, classroom management, and

student engagement strategies. Many automotive students may excel in practical

applications but face difficulties in effectively conveying their knowledge in an

educational setting.

Several factors influence the teaching performance of automotive students

in industrial arts, including their level of technical expertise, communication skills,

instructional approaches, and familiarity with curriculum design. Previous studies

indicate that technical-vocational educators often encounter difficulties in bridging

the gap between their subject knowledge and pedagogical execution (Schmidt,

2019). Some struggle with structuring lessons, employing effective teaching

techniques, and assessing student learning outcomes. Additionally, a lack of

exposure to real classroom environments during their training may hinder their

confidence and ability to manage a class effectively.

Industrial arts education encompasses a wide range of technical

disciplines, including woodworking, metalworking, electronics, and automotive

technology. This field emphasizes the development of practical skills, problem-

solving abilities, and creativity among learners (Miller, 2021). For automotive

students preparing to become educators, mastering industrial arts principles and

delivering instruction effectively is essential for ensuring quality education.

However, variations in teaching performance may arise due to differences in prior

experience, training, and access to teaching resources.

Apart from individual competencies, external factors such as the quality of

teacher training programs, the availability of mentorship opportunities, and

institutional support also play a role in shaping the teaching performance of

automotive students. Research suggests that mentorship and continuous

professional development are crucial in preparing technical-vocational educators

for the classroom (Brown & Johnson, 2022). Without structured guidance, many

students may struggle to meet the demands of teaching industrial arts effectively.

Despite the growing importance of technical-vocational education, there

remains a lack of research specifically examining the teaching performance of

automotive students in industrial arts. Most existing studies focus on their

technical proficiency rather than their ability to instruct others. This study seeks to

address this gap by assessing the teaching capabilities of automotive students,

identifying the challenges they encounter, and proposing strategies to enhance

their instructional effectiveness. By understanding their strengths and areas for

improvement, academic institutions can implement targeted interventions to

refine teacher training programs and better equip students for teaching roles.

The findings of this study will provide valuable insights for educational

institutions, students, and policymakers involved in technical-vocational

education. By evaluating the factors that affect teaching performance, this

research aims to contribute to the continuous improvement of industrial arts

instruction and ensure that future technical-vocational educators are adequately

prepared for their roles.

Statement of the Problem

This study aims to assess the performance level of automotive students at

Libon Community College in teaching industrial arts. It seeks to evaluate their

preparedness, effectiveness, and challenges in instructional delivery within the

industrial arts curriculum. By examining their teaching performance, this research

aims to provide insights into their strengths and areas for improvement, ultimately

contributing to the enhancement of technical-vocational teacher education

programs.

Specifically, this study seeks to answer the following questions:

1. What is the level of performance in teaching Industrial Arts?

2. What are the problems encountered in teaching Industrial Arts?

3. What plans of actions or materials can be produce from the results

of the study?

Assumptions

The research entitled, “The Performance Level of Automotive Students in

Teaching Industrial Arts” explores the teaching competencies of automotive

students and the factors influencing their instructional effectiveness. Several key

assumptions underpin this study, shaping the foundation upon which the

research unfolds:

1. It is assumed that the level of performance in teaching Industrial Arts vary

from each other.

2. There are problems encountered in teaching Industrial Arts.

3. Plan of action or materials can be produce from the results of the study.

These assumptions collectively guide the study, establishing a solid

framework for assessing the teaching performance of automotive students in

 industrial arts. The research aims to generate insights that can contribute to

the continuous improvement of technical-vocational teacher education

programs, ultimately enhancing the quality of industrial arts instruction.

Significance of the Study

This study aims to assess the Performance Level of Automotive Students in

Teaching Industrial Arts at Libon Community College, providing insights into their

teaching competencies, challenges, and areas for improvement. The findings will

contribute to the enhancement of technical-vocational teacher education

programs and inform various stakeholders on strategies to improve instructional

effectiveness in industrial arts.

Automotive Students. This study directly benefits automotive students by

evaluating their teaching performance and identifying strengths and areas for

development. By understanding their instructional competencies, students can

enhance their teaching strategies, classroom management skills, and overall

effectiveness in delivering industrial arts education.

Students. The study’s findings extend beyond automotive students to

benefit learners in industrial arts courses. By improving the teaching quality of

future educators, students will receive better instruction, leading to enhanced

learning experiences, skill development, and preparation for technical careers.

Teachers. Educators in the field of automotive technology and industrial

arts can gain insights into the challenges faced by students transitioning into
teaching roles. The study highlights key areas where additional support,

mentorship, and training may be needed to improve teaching effectiveness.

Libon Community College (LICOM). Libon Community College can use

the study’s findings to enhance its BTVTEd-Automotive program. By identifying

challenges and areas for improvement, the institution can implement strategies to

strengthen the teaching competencies of its students and ensure the quality of

industrial arts education.

TESDA. The Technical Education and Skills Development Authority

(TESDA) can use the study’s findings to enhance technical-vocational teacher

training programs. By addressing the gaps in teaching performance, TESDA can

refine its certification and training standards to better equip future educators in

industrial arts.

CHED. The Commission on Higher Education (CHED), as a governing

body overseeing higher education institutions, can benefit from this study by

gaining evidence-based insights into the preparedness of automotive students for

teaching careers. The results can guide CHED in policy-making and curriculum

development for technical-vocational teacher education programs.

Curriculum Developers. The study provides valuable data for curriculum

developers working on technical-vocational education programs. Insights from

this research can guide the improvement of course structures, teaching

methodologies, and assessment strategies to better prepare students for

teaching roles in industrial arts.

 Researchers. Academics and researchers in education and technical-

vocational training will find this study valuable as it contributes empirical evidence

on the teaching performance of automotive students. It supports the ongoing

discourse on the effectiveness of technical-vocational teacher education and its

role in workforce development.

Future Researchers. This study opens opportunities for future research

on technical-vocational education, particularly in teacher training for industrial

arts. Future researchers can explore related topics such as the long-term

effectiveness of automotive students as educators, innovative teaching

methodologies, and industry-aligned curriculum enhancements.

By addressing the teaching performance of automotive students in

industrial arts, this study aims to contribute to the continuous improvement of

technical-vocational education, ensuring that future educators are well-prepared

to deliver quality instruction in the field.

Scope and Delimitations

This study focuses on evaluating the performance level of third-year

Bachelor of Technical-Vocational Teacher Education (BTVTEd) Automotive

students at Libon Community College in teaching industrial arts. Specifically, it

examines their preparedness, effectiveness, and the challenges they encounter

in instructional delivery. The study also explores how their technical expertise,

pedagogical knowledge, and classroom management skills influence their

performance in teaching industrial arts.

 The scope of the study is limited to the third-year BTVTEd Automotive

Technology students enrolled at Libon Community College during the current

academic year. By focusing on this specific group, the study provides insights

into the performance level of students within the context of the institution’s

educational environment. While the findings may offer valuable information about

teaching performance within Libon Community College, the results may not be

fully generalizable to other institutions or TVET programs with differing curricula,

resources, or support structures.

The delimitation of the study includes focusing solely on third-year

BTVTED Automotive students and excluding other year levels, as well as

students from different programs or institutions. Additionally, the study does not

explore external factors such as personal backgrounds, socioeconomic status, or

other variables that may impact teaching performance. By narrowing its focus,

this research aims to provide actionable insights into the specific challenges and

opportunities faced by automotive students in teaching industrial arts at Libon

Community College.

Definition of Terms

The following terms are defined conceptually and operationally for a

clearer understanding of the study:

Automotive Course. A specialized program that focuses on providing students

with in-depth knowledge and skills related to the automotive industry, including
vehicle maintenance, repair, diagnostics, and other technical aspects relevant to

automobiles.

Automotive Students. Students enrolled in the Bachelor of Technical-

Vocational Teacher Education (BTVTED) program with a focus on automotive

technology. These students are being trained to become future educators in the

automotive and industrial arts fields.

BTVTED Course. The Bachelor of Technical-Vocational Teacher Education

program is a four-year undergraduate program aimed at preparing students to

become educators in technical and vocational subjects, equipping them with both

practical skills and teaching methodologies relevant to their chosen field.

CHED. The Commission on Higher Education is the government agency tasked

with overseeing the quality and accessibility of higher education in the

Philippines. It ensures the delivery of quality education that meets national

standards and promotes intellectual growth.

Industrial Arts. A field of study that involves practical and technical education in

areas such as automotive technology, woodworking, metalworking, electronics,

and other similar areas that prepare students for careers in technical fields.

LICOM. The Libon Community College is a public educational institution located

in Libon, Albay, established to provide higher education and technical-vocational

courses, offering various programs to students within the community.

Performance Level. The degree to which automotive students demonstrate

competence in teaching industrial arts, including their ability to deliver lessons

effectively, manage classrooms, and apply instructional strategies based on their

technical and pedagogical knowledge.

TESDA. The Technical Education and Skills Development Authority is a

government agency in the Philippines responsible for managing and overseeing

technical education and skills development programs, ensuring that these

programs meet industry standards and prepare students for employment.

 Notes

Brown, L., & Johnson, R. (2022). Mentorship and professional development in

technical-vocational education. Journal of Vocational Education Research, 32(1),

45-56. https://doi.org/10.1016/j.jver.2021.12.003

Miller, T. (2021). Industrial arts education: Principles and practices. Sage

Publications.

Schmidt, D. (2019). Bridging the gap: Overcoming challenges in technical-

vocational education. Journal of Technical Education, 28(2), 118-129.

https://doi.org/10.1016/j.jte.2019.04.006

Technical Education and Skills Development Authority (TESDA). (2020).

Enhancing workforce competency through technical-vocational education and

training. TESDA.
 Chapter 2

Review of Related Studies and Literature

This chapter is a presentation of related literature and related studies

found to be relevant to the present study. Synthesis of the art presents the

relatedness and the difference between present study to the previous one.

Likewise, the gap of the bridged by the study; theoretical and conceptual

framework; definition of terms; and end notes are also included.

Related Literature

Foreign Literature

Keller & Garcia (2021) analyzed the effectiveness of pedagogical training

programs for vocational students and found that additional teaching-focused

courses significantly improved students' ability to deliver content in practical

settings. This aligns with the study, as it suggests that automotive students might

benefit from enhanced pedagogical training to improve their teaching

performance in industrial arts.

Smith et al. (2020) studied the role of instructional strategies in technical

education, highlighting that technical students, including those in automotive

programs, often lacked essential teaching skills like differentiation and

engagement techniques. This study supports the current research, which aims to

explore how automotive students in industrial arts adapt their technical expertise

for instructional delivery.

 Johnson & Muir (2019) investigated the impact of teaching effectiveness

on student outcomes in vocational education. Their findings showed that

teaching competence was directly linked to student satisfaction and learning

success. This is relevant to the study as it stresses the importance of automotive

students’ teaching abilities in industrial arts, which directly affect the learning

experience of future students.

Davis & Lewis (2018) explored the challenges faced by automotive

students transitioning into teaching roles in vocational education. The study

found that although students had strong technical skills, they struggled with

adapting to the pedagogical requirements of teaching, such as lesson planning

and student engagement. This aligns with the study, which focuses on the

performance level of automotive students in teaching industrial arts, highlighting

the importance of integrating pedagogical knowledge with technical skills.

Green & Hall (2017) explored how technical education students

developed teaching skills in industrial arts and emphasized that exposure to real-

world teaching experiences, including classroom practice and mentorship,

improved their instructional competence. This is related to the study, as it

suggests that automotive students would benefit from more practical teaching

experiences to enhance their effectiveness in teaching industrial arts.

Local Literature

Sanchez & Rosales (2021) discussed the integration of teaching

strategies in industrial arts education. They emphasized the importance of

combining practical skills with pedagogical techniques. This is relevant to the

study, as automotive students need to develop both technical and teaching skills

for effective instructional delivery.

Ortuoste & Romero (2020) examined the challenges faced by technical-

vocational students in teaching. Their study found that while students excel in

technical skills, they struggle with classroom management and lesson planning

due to limited pedagogical training. This is relevant to the study, which highlights

the need for automotive students to integrate teaching methods into their

technical expertise.

Garcia & de la Cruz (2019) focused on teaching effectiveness in

automotive technology students. Barriers such as poor lesson planning and low

student engagement were identified. This is related to the study as it shows the

gap between automotive students’ technical skills and their teaching abilities.

Luna (2018) explored the effectiveness of teacher training in technical-

vocational education. The study highlighted the need for improved teacher

preparation in areas like classroom management and instructional strategies.

This supports the current study’s focus on the importance of pedagogical training

for automotive students.

De Guzman & Rivera (2017) assessed the teaching performance of

automotive technology students and found common issues like poor lesson

delivery and lack of student engagement. The study suggests that automotive

students need more teaching practice. This is relevant to the study as it

underscores the need for additional teaching preparation for automotive students

in industrial arts education.

Related Studies

Foreign Studies

Miller & Anderson (2021) investigated the impact of teacher training on

automotive technology students’ performance in teaching industrial arts. Their

study found that automotive students with access to structured teacher training

programs performed significantly better in classroom settings. This reinforces the

idea in the current study that improving automotive students’ teaching capabilities

could enhance their effectiveness in delivering industrial arts instruction.

Williams & Thomas (2020) examined the role of practical experience in

enhancing the teaching effectiveness of automotive students. They found that

hands-on training in automotive technology positively impacted students’

confidence and instructional abilities when they transitioned to teaching roles.

This study supports the thesis by highlighting the importance of practical

experience in preparing automotive students for teaching industrial arts,

suggesting that increased exposure to teaching practices could improve their

performance in educational settings.

Lee & Hong (2019) explored the challenges faced by automotive

technology students in transitioning to teaching roles. Their study highlighted that

while students were technically proficient, they struggled with classroom

management and effective communication in an educational setting. This study is

relevant to the current research, which focuses on the challenges automotive

students face in teaching industrial arts, particularly their ability to apply technical

knowledge in a pedagogically sound manner.

Brown & Peterson (2018) explored the effectiveness of automotive

technology programs in developing teaching skills among automotive students.

Their research revealed that while automotive students acquire in-depth technical

skills, there is often insufficient focus on pedagogical training. This gap in

teaching skills may hinder their ability to effectively teach industrial arts. The

study emphasizes the importance of incorporating teaching methodologies within

automotive training programs, which is directly relevant to the current study, as it

seeks to evaluate the preparedness of automotive students in teaching industrial

arts.

Johnson et al. (2017) researched the relationship between automotive

students' academic preparation and their teaching performance in vocational

education. The study concluded that students who received a balanced

education in both technical skills and teaching methodologies demonstrated

higher teaching performance and were better prepared for industrial arts

education. This aligns with the thesis, which aims to assess the preparedness of

automotive students in teaching industrial arts, emphasizing the importance of a

well-rounded curriculum.

Local Studies

Santos (2022) explored the relationship between academic achievement

and teaching competency among automotive students. The study found that
automotive students with higher academic performance in technical subjects

were more confident in teaching industrial arts. This study is relevant to the

current research as it highlights the link between technical proficiency and

teaching effectiveness in industrial arts education.

Castro (2022) conducted a study on the impact of internship programs on

automotive students’ preparedness for teaching industrial arts. The research

found that students who participated in structured internship programs showed

significant improvement in their teaching abilities, particularly in applying practical

skills in a classroom environment. This finding is relevant to the current study,

which seeks to evaluate how practical experiences and training programs

influence automotive students’ teaching effectiveness in industrial arts.

Garcia (2021) explored the influence of classroom management training

on automotive students’ teaching performance. Garcia’s study showed that

students who received specialized training in classroom management were more

effective in their instructional delivery. This relates to the current study by

highlighting the importance of non-technical skills in the teaching performance of

automotive students.

De La Cruz (2019) analyzed the skills gap between technical proficiency

and teaching competence in automotive students. The study found that

automotive students often excelled in practical skills but lacked the necessary

teaching tools to manage a classroom and engage students effectively. This gap

is one of the central issues the current study aims to address.

 Reyes (2018) conducted a study on the effectiveness of training programs

for automotive students in the Philippines. The research revealed that students

who participated in comprehensive training programs were better equipped to

teach industrial arts, as they developed not only technical skills but also teaching

strategies. This relates to the study’s goal of assessing how well automotive

students are trained for teaching roles in industrial arts.

Synthesis of the State of the Art

The reviewed literature, both local and foreign, emphasizes the need for

automotive students to be equipped with both technical and pedagogical skills in

order to effectively teach industrial arts. Keller & Garcia (2021) and Smith et al.

(2020) highlight that additional pedagogical training for automotive students can

significantly improve their teaching performance, which is echoed in local studies

such as Garcia & de la Cruz (2019) and De Guzman & Rivera (2017), which

suggest that automotive students often struggle with instructional delivery due to

a lack of teaching preparation. This gap between technical skills and teaching

competence is a central theme in both local and foreign studies.

In both sets of literature, there is a clear indication that automotive

students’ technical expertise alone is not sufficient for effective teaching. Studies

such as Brown & Peterson (2018) and Luna (2018) emphasize the importance of

integrating teaching strategies and classroom management skills with technical

proficiency. This integration is essential for automotive students to deliver

successful lessons in industrial arts. The findings of Johnson et al. (2017) and
Pangilinan (2021) support this view, highlighting that students who receive

comprehensive training in both technical and pedagogical areas are better

prepared to teach in vocational settings.

Furthermore, practical experience, including internships and real-world

teaching exposure, is another key factor influencing the teaching effectiveness of

automotive students. Both Williams & Thomas (2020) and Castro (2022) note

that hands-on experience in automotive technology improves students'

confidence and teaching abilities, aligning with the findings of Soriano (2020) and

Reyes (2018), who suggest that practical training programs significantly enhance

students' preparedness for teaching.

Gap to be bridged by the Study

Despite the growing emphasis on improving technical-vocational

education and training, a significant gap remains in understanding how

automotive students transition from mastering technical skills to effectively

teaching industrial arts. While previous studies have focused on the technical

competencies of automotive students (Miller & Anderson, 2021; Ortuoste &

Romero, 2020), limited research has addressed their preparedness and teaching

performance in instructional settings, particularly within industrial arts education.

The literature highlights that although automotive students possess strong

technical knowledge, they often face challenges in adapting to the pedagogical

demands of teaching, such as lesson planning, classroom management, and

student engagement (Davis & Lewis, 2018; De Guzman & Rivera, 2017). These

studies reveal a gap in integrating teaching strategies with technical expertise.

Furthermore, while mentorship and practical teaching experiences have been

identified as crucial factors in enhancing teaching effectiveness (Green & Hall,

2017; Castro, 2022), few studies have examined how these elements specifically

impact automotive students' performance in the context of industrial arts

education.

This study seeks to bridge these gaps by evaluating the teaching

performance of automotive students at Libon Community College, focusing on

how their technical expertise translates into effective instructional delivery in

industrial arts. It will also explore the challenges automotive students face in

applying pedagogical techniques and identify the areas in which they require

further support or training. By doing so, this research aims to provide valuable

insights for improving teacher preparation programs, ensuring that automotive

students are better equipped to transition into teaching roles and contribute to

high-quality industrial arts education.

Theoretical Framework

The theoretical framework for this study draws on several key learning

theories that highlight the importance of active engagement, social interaction,

and practical experience in developing both technical and teaching skills.

Vygotsky's Constructivist Learning Theory, emphasizes the role of social

interaction and guided learning in cognitive development, suggesting that

automotive students can improve their pedagogical skills through collaborative

learning, mentorship, and peer teaching. This aligns with the study’s focus on

how experiential learning enhances students' teaching abilities in industrial arts.

Kolb's Experiential Learning Theory, stresses the importance of hands-on

learning, where students actively engage in experiences, reflect on them, and

experiment with new approaches. This theory supports the notion that

automotive students' effectiveness in teaching improves when they combine

practical training with reflective teaching practices.

Additionally, Wenger's Community of Practice Theory highlights how

learning occurs in communities where individuals share common goals and

knowledge. For automotive students, interacting with mentors, peers, and

industry professionals in a collaborative environment can enhance their teaching

competencies.

Together, these theories provide a framework that explains how

automotive students can enhance their teaching performance by integrating

technical skills with pedagogical knowledge through active, social, and reflective

learning experiences.
 Constructivist Experiential
Learning Theory Learning Theory

The Performance level

of Automotive Students
in Teaching Industrial
Arts

Community of
Practice Theory
 Figure 1. Theoretical Paradigm

Conceptual Framework

This study uses a systems approach to assess the performance level of

automotive students in teaching Industrial Arts at Libon Community College. The

framework is designed around three key components: Input, Process, and

Output.

The input includes the demographic profile of the automotive students,

their technical competencies in automotive courses, and their level of

preparedness in teaching industrial arts.

The process involves the collection of data using a 5-point Likert Scale,

followed by a quantitative analysis to assess the students' teaching performance

in the industrial arts curriculum. The process also includes identifying the

challenges students face in delivering instructional content, such as lesson

planning, classroom management, and engagement strategies.

The output of this study is the development of actionable plans and

learning materials. These will be derived from the findings related to the students'

performance, challenges, and areas for improvement. The materials produced

aim to support students in enhancing their teaching skills and contribute to the

refinement of technical-vocational teacher education programs.

 This conceptual framework ensures a comprehensive evaluation of

automotive students' teaching effectiveness in industrial arts, with a focus on

identifying solutions to improve instructional delivery.

INPUT PROCESS OUTPUT

1. The level of
The process
performance involves the
collection of
in teaching data using a 5- The
point Likert development of
Industrial Arts. Scale, followed actionable
by a quantitative plans and
2. The Problems
analysis to learning
encountered assess the materials.
students'
in teaching IA. teaching
performance in
3. Statistical the industrial
arts curriculum.
Tool
 FEEDBACK

Figure 2. Conceptual Paradigm

Notes

Keller, R. T., & Garcia, A. R. (2021). The effectiveness of pedagogical training

programs for vocational students. Journal of Vocational Education and Training,

73(4), 456-478. https://doi.org/10.1080/13636820.2021.1890205

Smith, A. D., Jones, B., & Taylor, L. (2020). Instructional strategies in technical

education: A review of practices for automotive students. International Journal of

Technical Education, 22(2), 145-160.

https://doi.org/10.1080/01423980.2020.1743969

Johnson, D. C., & Muir, K. D. (2019). The impact of teaching effectiveness on

student outcomes in vocational education. Journal of Vocational Education &

Training, 71(3), 292-311. https://doi.org/10.1080/13636820.2019.1623810

Davis, R. M., & Lewis, M. E. (2018). Challenges in teaching automotive

technology students: A review of pedagogical practices. Journal of Education and

Training Studies, 6(1), 72-86. https://doi.org/10.11114/jets.v6i1.3879

Green, F., & Hall, M. S. (2017). Enhancing technical education in industrial arts

through teaching skill development. Vocational Education Research, 32(4), 601-

616. https://doi.org/10.1080/2374215X.2017.1307452
Sanchez, P. F., & Rosales, L. C. (2021). Integrating teaching strategies in

industrial arts education: The importance of pedagogical skills. Philippine Journal

of Technical Education, 12(1), 47-62.

Ortuoste, P., & Romero, C. (2020). The challenges of technical-vocational

students in teaching: Insights from automotive students. Journal of Technical

Education, 34(2), 108-120.

Garcia, J. M., & de la Cruz, R. S. (2019). Teaching effectiveness in automotive

technology: Bridging technical expertise with pedagogical skills. Asian Journal of

Technical Education, 5(3), 253-265.

Luna, D. T. (2018). The effectiveness of teacher training in technical-vocational

education in the Philippines. Philippine Journal of Vocational Education, 9(2),

185-200.

De Guzman, L. F., & Rivera, G. T. (2017). Assessing the teaching performance

of automotive technology students. Journal of Vocational Education and

Development, 8(1), 29-40.

Miller, P. L., & Anderson, J. R. (2021). The impact of teacher training on

automotive technology students’ performance in teaching industrial arts. Journal

of Vocational Training, 50(1), 75-89.

https://doi.org/10.1080/09768053.2021.1953451

Williams, H. D., & Thomas, R. K. (2020). The role of practical experience in

enhancing automotive students’ teaching abilities. International Journal of

Vocational Education Research, 15(2), 45-58.

https://doi.org/10.1080/19858341.2020.1756232
Lee, S. T., & Hong, J. K. (2019). Challenges faced by automotive students in

transitioning to teaching roles. Journal of Education and Training Research,

19(3), 301-315. https://doi.org/10.1080/23742152.2019.1659443

Brown, D. L., & Peterson, A. B. (2018). Exploring the effectiveness of automotive

technology programs in developing teaching skills. Journal of Technical

Education and Practice, 23(4), 118-133.

https://doi.org/10.1080/13725482.2018.1500469

Johnson, M. D., et al. (2017). The relationship between academic preparation

and teaching performance in automotive education. International Journal of

Vocational Training, 14(3), 135-149.

https://doi.org/10.1080/17568437.2017.1283486

Santos, A. R. (2022). Academic achievement and teaching competency among

automotive students. Journal of Technical Vocational Education, 6(2), 115-129.

Castro, M. G. (2022). The impact of internship programs on automotive students’

preparedness for teaching industrial arts. Philippine Journal of Vocational and

Technical Education, 14(1), 87-98.

Garcia, P. M. (2021). Classroom management training and its influence on

automotive students' teaching performance. Asian Journal of Vocational

Education, 11(2), 190-202.

De La Cruz, M. C. (2019). The skills gap between technical proficiency and

teaching competence in automotive students. Philippine Journal of Education

and Training, 18(1), 69-81.

Reyes, S. P. (2018). The effectiveness of training programs for automotive

students in the Philippines. International Journal of Vocational Education Studies,

12(3), 208-223.

Chapter 3

Research Design and Methodology

Research Method

This study employs a quantitative research design to assess the

performance level of automotive students in teaching industrial arts at Libon

Community College. The research design is chosen to gather numerical data and

analyze the variables that impact automotive students' preparedness,

effectiveness, and challenges in instructional delivery within the industrial arts

curriculum.

Research Design

The study utilizes a descriptive survey method to evaluate the

performance levels of automotive students in teaching industrial arts. The use of

this design is appropriate for understanding the students' preparedness, teaching

effectiveness, and the challenges they face in the instructional process. A survey

instrument, which uses a 5-point Likert Scale, is employed to gather data on the

students' self-assessment and perceptions regarding their teaching abilities and

the challenges they encounter.

Respondents of the Study

The study will focus on 3rd-year automotive students at Libon Community

College, with 100% of the students participating as respondents. These students

will provide insights into their preparedness, challenges, and effectiveness in

teaching Industrial Arts, contributing to the evaluation and improvement of their

instructional performance.

Table 1

Respondents of the Study

Course & Section Male Female Total Percentage

AT 3-A 46 0 46 48.94%

AT 3-B 45 3 48 51.6%

TOTAL 91 3 94 100%

Data Analysis

Data collected from the completed questionnaires were coded and

analyzed using descriptive statistics, including frequency counts, percentages,

and mean scores. The data were interpreted to determine the overall

performance level of the automotive students in teaching Industrial Arts, the

common challenges they encountered, and their areas of strength in instructional

delivery.

Instruments of the Study

 This study will utilize a researcher-made survey questionnaire as the

primary data-gathering tool. The questionnaire will consist of sections assessing

the respondents' demographic profile, teaching performance, and challenges

encountered in teaching Industrial Arts. A 5-point Likert scale will be used to

measure their effectiveness and confidence in instructional delivery. To ensure

validity and reliability, the instrument will be reviewed and validated by Industrial

Arts teachers and subject matter experts before administration.

Statistical Tool

The collected data will be analyzed using appropriate statistical tools.

Descriptive statistics such as frequency, percentage, mean, and standard

deviation will be used to assess the performance level of automotive students in

teaching Industrial Arts. A Likert scale analysis will determine the effectiveness

and challenges faced by respondents. Furthermore, inferential statistics may be

applied to identify significant relationships or differences in the data, providing a

comprehensive understanding of the students' teaching capabilities.

Percentage Formula

To calculate the percentage of respondents in each category:

Percentage =

( T otalF requency
Number of Respondents
of Category ) ×100
Where:
 Frequency of Category = the number of responses in a specific category

(e.g., male, female, or a certain confidence level).

Total Number of Respondents = the sum of all respondents in the study.

The Weighted Mean considers the weights assigned to each response. The

formula is:

( x ¿ ¿ i⋅ wi )
Weighted Mean = ∑ ¿
∑wi

x i = the value of each observation (e.g., confidence level on a scale).

w i= the weight assigned to each observation (e.g., the importance or frequency

of a particular response).

∑ ¿ ¿= the sum of the weighted values.

∑ w i = the sum of the weights.