Preferred Technology and Livelihood Education fields in senior students of
Bagong Barrio National High School,Caloocan City.Year 2011
A Thesis
Presented to the Faculty of
Bachelor of Science in Technology and livelihood Education
UNIVERSITY OF CALOOCAN CITY
Gen. San Miguel St., Sangandaan, Caloocan City
In Partial Fulfillment of the Requirements
In Introduction to Research
Second Semester, S.Y. 2010-2011
By
Penarroyo, John David C.
Acknowledgments
Thanks to God and may His peace and blessings be upon all his prophets for granting us the chance and the ability to successfully complete this study.
I wish to express our deepest gratitude to our Prof. Miranda for his valuable advice and guidance of this work. Special thanks and gratitude to Ms.jasmine Albine, for her genuine support, valuable advice and sincere comments who helped us a lot to finish this study. The Bagong Barrio National High School. Students, teachers, and administrator that provided support in accomplishing this study.
We also wants to express our gratitude to the staffs in the library of B.B.N.H.S and also the University of Caloocan City for accompanying us and for untiringly providing us all the references we need in these study.
We are indebted to the whole class of the senior students for allowing us to conduct our survey and for helping us in giving some of their valuable ideas for the success of this thesis.
Finally, we are particularly grateful to our families, for helping and assisting us in all the stages of this work. Without their help this study would never have been possible. Their constant and continuous cooperation starting from financial and emotional help to the end of the work – a long way of journey, proves their love and support during the whole course of this work
TABLE OF CONTENTS
Title i
Approval Sheet ii
Acknowledgment iii
Table of Contents iv
List of Tables vii
List of Appendices viii
CHAPTERS 1
THE PROBLEM AND ITS BAKGROUND
Introduction
Background of the Study
Statement of the Problem
Sinificance of the Study
Scope and limitation of the Study
Definition of Terms
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
Literature
Studies
Synthesis
Theoretical Framework
Paradigm of the Study
CHAPTER3
RESEARCH METHODOLOGY
Research Design
Respondents of the Study
Instrumentation
Data Gathering Procedures
Statistical Treatment of Data
CHAPTER4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Demographic Profile
Age
Economic Status
Work Experience
Student’s Level of Satisfaction on TLE fields
A. Technology
B. Drafting
C. Home economics
D. Entrepreneurship
5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
BIBLIOGRAPHY
A. Electronics Resources
B. Books
APPENDICES
Questionnaire
Reference Table 1: Distribution of the Respondents According to their
Demographic Profile
Reference Table 2: Students’ Assessment of their Level of Satisfaction on the TLE fields also to preferred fields
Reference Table 3: Computation for Percentage and Weighted Mean
CURRICULUM VITAE
Penarroyo, John David C.
Chapter I
THE PROBLEMS AND ITS BACKGROUD
Introduction
Technology and Livelihood Education (TLE) is offered at the secondary education level and it provides high school students practical experiences, technical knowledge and expertise in home economics, entrepreneurship and various aspects of technology. These are covered in the high school curriculum and is taught to all year levels. The researcher wants to explore the students' TLE field preferences as to what they perceive as satisfying. Students' TLE satisfaction indicators will be presented in this research and will be compared and assessed by students.
The purpose of this research is to enlighten senior high school students about the different fields of TLE. Hopefully, the information that will be collected in this research will help senior students of Bagong Barrio National High School (Caloocan City) in clariying their reasons for their TLE field preferences.
Background
Having particular TLE field choices may be related to students' perceptions about their career goals and success. There are many options to choose from the different fields of TLE, but it may also be important to know what they would really want to master and focus-on.
Students face several issues to prepare for their future. In this modern age, most graduating students have the same problems. Commonly, they have financial problems. Some students may just not want to waste their time thinking about their future and the specific TLE field that is related to it. Students may end-up choosing TLE fields that will not require them to spend much money. Students are dedicated to their studies and mostly interested in the different fields of TLE and put their heads onto it. Senior students may normally be choosing the path that is easier instead of what they really want. Students get mixed up with their different choices and are caught off-guard by the bunch of beautiful clothes that they can wear, but in the end, they simply need to choose what they can afford.
Mostly in high school years, students get so excited with the variety of different subjects and fields apart from TLE. Amidst their excitements, they are confuse with their choices as to what fields may benefit them in the future. “Will I earn enough money?” might just be one of those questions they may ask themselves about their future. It is worth knowing what other questions or motivations do students have why they would have particular choices in TLE. This research should help provide some valuable input on this, hoping that TLE teachers may also learn from it.
Theoretical Framework
TLE is part of the basic education curriculum for high school. According to Bruner’s Constructivist Theory, particularly with regards to his work on spiral curriculum, he stressed that teaching should always lead to boosting cognitive development of students. He described it further by saying that students will not understand the concept if teachers plan to teach it using only his/her own level of understanding. Instructions need to be anchored on the learners' cognitive capabilities. The goal is to translate information to be learned according to the format appropriate to the learners’ current state of understanding.
Curriculum should be organized in spiral manner so that students continually build upon what they have already learned. In spiral curriculum teacher must revisit the curriculum by teaching the same content in different ways depending on student’s developmental levels. Addition with the curriculum Bruner also stated the principle of instruction and these are (1)instruction must be concerned with the experiences and contents that make the students willing and able to learn,(2)it must be structured so that it can easily grasped by the students, and (3)It should be designed to facilitate extrapolation for fill the gaps.
Conceptual Framework
Teachers are facilitators and catalysts of learning requiring practitioners to be responsible for clear transmission of knowledge and skills amongst their students. Teachers must possess the quality of effective teaching capable of motivating students in an environment that allows good interaction between them. This would be possible if teachers follow the academic curriculum teach students and follow what curriculum has as its objectives. Students are given opportunities to developed their knowledge and skills that must be acquired. Nowadays, students are mostly motivated when it comes to TLE. They enjoy the different fields that must be taken. Teaching methodologies of their facilitating teachers must have made positive impact as well.
STATEMENT OF THE PROBLEM
1)What is the profile of the respondents in terms of the following
Age ______
Gender ______
Economic Status ______
Work experience ______
2)How satisfied are senior students in the following T.L.E field?
CORRESPONDING RATING
5 Very satisfied
4 Slightly Satisfied
3 Very slightly satisfied
2 Satisfied
1 Never satisfied
RATE
TECHNOLOGY _____
INDUSTRIAL ARTS _____
HOME ECONOMICS _____
ENTREPRENEURSHIP _____
3) What T.L.E field do senior students prefer and why?
4) What T.L.E field do senior students seem not to choose and why?
5) What are the senior students' suggestion and recommendation for the TLE field?
Significance Of The Study
This research focuses on the “preferred TLE field of senior students of Bagong Barrio National High School”. It hopes to know what students mostly prefer in the different fields. Consequently, it will figure out what are the different factors affecting the students' choices. These data may become important for academic curriculum designers most especially for TLE. Substantially, getting particular strengths of the TLE program may also benefit other subject matters if they find the TLE's methodologies as useful and applicable.
Scope And Limitation
The research is to be conducted amongst the senior students of Bagong Barrio National High School at Caloocan City, particularly those enrolled in academic year 2010-2011.
Chapter 2
RESEARCH FRAMEWORK
Related Studies
Its very difficult for anyone to choose which fields of TLE they really like or want to pursue because they must consider the some factors that can affects to them in choosing such as their attitudes beliefspreference,also when we talked about their financial and so on ;from then in one particular studies on Laboratory course specialization preferred by parents among rather high school children at WVCST laboratory school during school year 2006-2007 finding revealed that majority of the respondents were female ,college level, self-employed and have average income that HOME ECONOMICS was the preferred TLE fields followed by AGRICULTURE/FISHERY ARTS which is the least preferred fields/course with regards to their sex,educational attainment, occupation and monrthly income.Since the preferred laboratory Course Specialization of parents is home economics there is a need to intensify the curriculum of home economics to make high school students adapt in household managements which need when they become parents themselves.they may also need the training for self-employment.of course let them understand the value of other courses specialization in TLE fields of high school for them to realize that all course specialization are equally very important rather the home economics.
Synthesis
Technology and livelihood education in a broadest sense provides students with a practical experiences,technical knowledge and expertise in different fields of TLE in order to equipped students to their daily lives and near future.they know that TLE fields is very important in other aspects therefore students preferred one of the fields that are vital and something like indispensable tool of their personality likewise as the life but there are some factors that affects students in choosing their fields despite of this students are really trying to pursue what they really want.
Paradigm
INPUT
Demographic profile of respondents with regards to age, economic status,and work experience.
LIST OF TLE FIELDS such as technology,drafting,home economics and entrepreneurship
PROCESS
Survey on the demographic profile,satisfaction level and prefer TLE fields in senior students through distribution of questionares.
Statistical treatment of satisfaction level and regards to prefer TLE fields
OUTPUT
Satisfaction level and the preferred TLE fields of senior students of B.B.N.H.S.
Suggestion and recommendation in TLE fields.
Figure 1 deal with the inputs such as the demographic data which were derived from the profile of the respondents as well as the list of TLE fields.the process indicates of doing survey,way of distributing questionare and the statistical treatment of data.the outputs are the satisfaction level and the preferred TLE fields in senior students.
Chapter 3
METHODOLOGY
Research Method
The descriptive survey was used for this study which describes the frequency of the level of satisfaction of students and the prefer TLE fields of the senior students and their profile. According to William Allan Kritsonis, (2000), “Most descriptive studies obtain information about preferences, attitudes, practices, concerns, or interest of some group.” The emphasis is on describing rather than on judging.
In the present study, the researcher try to describe the level of satisfaction in order to know the preferred TLE fields of senior students of Bagong Barrio National High School of Caloocan City.
It also concerned with the nature or condition, as it exists at the time of the study and the degree in detail of the present situation which was the review of related literature. The analysis of documents containing information was review and pointed out the procedures and instruments used.
Respondents of the Study
There were 17 respondents participated in this research. All of these were graduating students of Bagong Barrio National high School (Caloocan City). The qualification ensured that the participants understand the nature of questionnaire and making the survey items easy for them to accomplish.
Instrumentation
The survey questionnaire was used as the main data-gathering instrument for this study. The questionnaire was divided into two main parts: a profile and the survey proper. Part 1 contains the profile which is the socio-demographic characteristics of the respondents such as age, economic status and work experience. Part 2 is the survey proper explored the perceptions of the students on questionnaire, particularly on its usability and reliability as students’ suggestion and evaluation.
The questionnaire was constructed by the researchers in which the questions were based on its purpose and other inquiries of study they made. Its background and related literature served as a guide in constructing the questionnaire that is mainly focus on variable which is the level of satisfaction of the students regards to TLE fields and to focus on their preferred TLE fields .
As this study required the participation of respondents and the teachers in their class, the researchers include the important details of the study including its aim and purpose so that the respondents will be able to understand the importance of their role in the completion of the research.
The questionnaire was structured in such a way that respondents will be able to answer easily. Thus, the set of questionnaire was structured using the Likert format with a five-point response scale.
Data Gathering Procedure
The study utilized first hand data which came from the chosen respondents who answered the
survey-questionnaires given to them. First hand data are those that come from the respondents who have been surveyed prior to the research. The study also utilized secondary data. Secondary data include raw data and published summaries, as well as both quantitative and qualitative data. Saunders, Lewis & Thornhill (2003) “deduced that secondary data fall into three main subgroups—documentary data, survey-based data, and those compiled from different sources.”
The researchers asked permission to the school administrator in making surveys and providing questionnaire to the respondents. Upon granting the request, the researchers have made used of distributing the questionnaire in a right manner with the help of the professor in their class.
Statistical Treatment of Data
Based on the questions asked, the gathered data were analyzed and interpreted with the used of appropriate statistical tools in which the completed questionnaires from the respondents, total responses for each item were obtained and tabulated. Researchers used to compute the frequency, percentage and weighted mean in order to depict the rating and ranking order from highest to lowest.
A Likert Scale is a rating to indicate his or her degree of satisfaction to the statement. In this type of questionnaire, the respondents were given a five response choices. The options below were served as the evaluation of the participants' satisfaction on their curriculum on each question item.
Weights Verbal Interpretation Abbreviated
Verbal Interpretation
4.21-5.00 Very Satisfied VS
3.41-4.20 Satisfied S
2.61-3.40 Slightly Satisfied SS
1.81-2.60 Slightly Very Satisfied SVS
1.00-1.80 Never Satisfied NS
In order to use the Likert-scale for interpretation, weighted mean used to represent each question and was computed. Weighted mean is the average wherein every quantity to be averages has a corresponding weight. These weights represent the significance of each quantity to the average.
Frequency and percentage were used in representing the respondent’s profile and the weighted means was used to determine the level of satisfaction and to their preferred TLE fields.
The formula for computing the percentage is P= (f) x total no. of respondents were the frequency was multiplied by the total number of respondents.
The formula for computing the mean is x(y1) + x(y2) + x(y3) + x4(y) + x5(y)
Total number of respondents
where x is the total number of respondents who responds in a specific number in a Likert-scale then multiplied by y, where y represents the rating in a 5 point-scale divided by the total number of respondents.
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
1. RESPODENT’S AGE
age Frequency percentage
19 2 0.34
18 2 0.34
17 6 1.02
16 7 1.19
Table shows the tabulated data which derived from the respondents profile with regards to their age.Age 16 which frequency is seven (7) and has a percentage of one point nineteen(1.19).age 17which frequency is six(6) and has a percentage of one point zero two(1.02).age ages 18-19 have the same frequency which is two(2) as well as the percentage of zero point thirty four(0.34).
2. TLE fields with percentage correspond to its rank and satisfaction level of senior students of Bagong Barrio National High School. Year 2011
TLE fields Percentage Respond Rank
Technology 4012 Satisfied 2
Industrial arts 3.94 Satisfied 2
Home Economics 4.41 Very satisfied 1
Entrepreneurship3.42 Satisfied 2
Table show the tabulated data of different fields of TLE with its percentage that correspond to their ranks and the satisfaction level of senior students on this field. It show that HOME ECONOMICS is in the first rank with an average of four point fourty one (4.41) where students are very satisfied. TECHNOLOGY which got four point twelve (4.12), INDUSTRIAL ARTS which got an average of three point ninety four (3.94), while ENTREPRENEURSHIP got an average of three point fourty two and these are the aforementioned fields of TLE that are in the rank two (2) wherein students are satisfied.
3. SATISFACTION LEVEL IN TLE FIELDS OF SENIOR STUDENTS OF BAGONG BARRIO NATIONAL HIGH SCHOOL STUDENTS
Figure shows the satisfaction level of senior students in different fields of TLE. Students are very satisfied in HOME ECONOMICS which got a highest satisfaction level ranging from four point fourty one(4.41)while the rest such as TECHONLOGY which got four point twelve(4.12),INDUSTRIAL ARTS which got three point ninety four(3.94) and ENTREPRENEURSHIP which got three point fourty two (3.42) are the fields wherein students are satisfied
4. PREFERRED TLE FIELDS IN SENIOR STUDENTS OF BAGONG BARRIO NATIONAL HIGH SCHOOL.
Figure shows the preferred TLE fields in senior students of Bagong Barrio National High School. TECHNOLOGY is the leading one which got one point zero two (1.02) that most students preferred for themselves. HOME ECONOMICS is the second (2nd) preferred TLE field which got zero point eighty five (0.85) while INDUSTRIAL ART and ENTREPRENUERSHIP got the same average which is zero point fifty one(0.51) and are the third(3rd) preferred TLE field for some of the senior students of B.B.N.H.S.
Chapter 5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
The study assessed the satisfaction level and the preferred TLE fields of senior students of Bagong Barrio National High School (CALOOCAN CITY).The respondents were composed of 17 students during the school year 2011.
Especially, answer the following questions were required
1. What is the profile of respondents in the following
1.1age
1.2 genders
1.3 economic statuses
1.4 work experience
2. How satisfied senior students in the following TLE fields?
2.1Technology
2.2Industrial Arts
2.3Home Economics
2.4Entrepreneurship
3. What TLE field do you prefer and why?
4. What TLE fields do you not prefer and why?
5. What is your suggestion and recommendation in TLE field?
SUMMARY OF FINDINGS; PROFILE OF THE RESPONDENT
1.1 Most of the respondents were from age 16 that has a percentage of 1.19 or 7 out of the total no. of respondents.
1.2 In terms of their economic status majority of them perceived their status as class B in which all of them or 1.19 has their percentage as the total number of respondents.
1.3 The respondents were generally no work experience at all.
Note that the gender of the respondents has not been presented and tabulated since that female is more dominant than male.
2. Satisfaction level of senior students in TLE fields.
2.1Most of the respondents were “very satisfied” in their HOME ECONOMICS subject with a weighted mean of four point forty one (4.41).In their TECHNOLOGY subject the study r4evaels that they were “satisfied” with a weighted mean of four point twelve (4.12.A weighted mean of three point ninety four(3.94)were perceive “satisfied” in INDUSTRIAL ARTS subject and ENTREPRENEURSHIP subject were perceive as “satisfied “with a weighted mean of three point forty one(3.41)
Findings revealed that most of the respondents were satisfied in all TLE fields having orderly ranked from highest to lowest based on its subject categories such as HOME ECONOMICS, TECHNOLOGY, INDUSTRIAL ARTS, and ENTREPRENUERSHIP
TLE FIELDS MEAN INTERPRETATION RANK
HOME ECONOMICS 4.41 VERY SATISFIED 1
TECHNOLOGY 4.12 SATISFIED 2
INDUSTRIAL ARTS 3.94 SATISFIED 3
ENTREPRENEURSHIP 3.42 SATISFIED 4
3.HOME ECONOMICS is the most preferred field for most of the respondents because they said that it is an arena for everyday living in households, families, and community for human growth potential and human necessities.
4Some of the respondents says that the TLE field that is not preferred for them is entrepreneurship because they are not interested at all.
5. Most of the students proposed to stick on TLE curriculum and focus on the professors teaching methods and strategies. They suggest focusing on its curriculum implementation, watching closely the improvement of the modern world and having good facilities to enhance their interest, skills, and knowledge to ensure the needs of the industries.
Conclusion
At the end of the study researcher were able to come up with the conclusion that graduating students of B.B.N.H..S were satisfied in all of the TLE fields that is included in their curriculum.
RECOMMENDATION
Stick on the subjects that are veryu useful on the students and eliminate those subjects that are not compatible in their course.The curriculum should meet and response the needs of the modern society and industry.The school should have enough facilities to improve the skills and interest of the students.The teacher must be strictly evaluated in their teaching strategies and methods.
Wednesday, March 30, 2011
Saturday, March 12, 2011
RESEARCH PAPER(chapter 1)
CHAPTER I
THE PROBLEMS AND ITS BACKGROUD
INTRODUCTION
Technology and Livelihood Education (TLE) is offered at the secondary education level and it provides high school students practical experiences, technical knowledge and expertise in home economics, entrepreneurship and various aspects of technology. These are covered in the high school curriculum and is taught to all year levels. The researcher wants to explore the students' TLE field preferences as to what they perceive as satisfying. Students' TLE satisfaction indicators will be presented in this research and will be compared and assessed by students.
The purpose of this research is to enlighten senior high school students about the different fields of TLE. Hopefully, the information that will be collected in this research will help senior students of Bagong Barrio National High School (Caloocan City) in clariying their reasons for their TLE field preferences.
BACKGROUND
Having particular TLE field choices may be related to students' perceptions about their career goals and success. There are many options to choose from the different fields of TLE, but it may also be important to know what they would really want to master and focus-on.
Students face several issues to prepare for their future. In this modern age, most graduating students have the same problems. Commonly, they have financial problems. Some students may just not want to waste their time thinking about their future and the specific TLE field that is related to it. Students may end-up choosing TLE fields that will not require them to spend much money. Students are dedicated to their studies and mostly interested in the different fields of TLE and put their heads onto it. Senior students may normally be choosing the path that is easier instead of what they really want. Students get mixed up with their different choices and are caught off-guard by the bunch of beautiful clothes that they can wear, but in the end, they simply need to choose what they can afford.
Mostly in high school years, students get so excited with the variety of different subjects and fields apart from TLE. Amidst their excitements, they are confuse with their choices as to what fields may benefit them in the future. “Will I earn enough money?” might just be one of those questions they may ask themselves about their future. It is worth knowing what other questions or motivations do students have why they would have particular choices in TLE. This research should help provide some valuable input on this, hoping that TLE teachers may also learn from it.
THEORETICAL FRAMEWORK
TLE is part of the basic education curriculum for high school. According to Bruner’s Constructivist Theory, particularly with regards to his work on spiral curriculum, he stressed that teaching should always lead to boosting cognitive development of students. He described it further by saying that students will not understand the concept if teachers plan to teach it using only his/her own level of understanding. Instructions need to be anchored on the learners' cognitive capabilities. The goal is to translate information to be learned according to the format appropriate to the learners’ current state of understanding.
Curriculum should be organized in spiral manner so that students continually build upon what they have already learned. In spiral curriculum teacher must revisit the curriculum by teaching the same content in different ways depending on student’s developmental levels. Addition with the curriculum Bruner also stated the principle of instruction and these are (1)instruction must be concerned with the experiences and contents that make the students willing and able to learn,(2)it must be structured so that it can easily grasped by the students, and (3)It should be designed to facilitate extrapolation for fill the gaps.
CONCEPTUAL FRAMEWORK
Teachers are facilitators and catalysts of learning requiring practitioners to be responsible for clear transmission of knowledge and skills amongst their students. Teachers must possess the quality of effective teaching capable of motivating students in an environment that allows good interaction between them. This would be possible if teachers follow the academic curriculum teach students and follow what curriculum has as its objectives. Students are given opportunities to developed their knowledge and skills that must be acquired. Nowadays, students are mostly motivated when it comes to TLE. They enjoy the different fields that must be taken. Teaching methodologies of their facilitating teachers must have made positive impact as well.
STATEMENT OF THE PROBLEM
1)What is the profile of the respondents in terms of the following
Age ______
Gender ______
Economic Status ______
Work experience ______
2)How satisfied are senior students in the following T.L.E field?
CORRESPONDING RATING
5 Very satisfied
4 Slightly Satisfied
3 Very slightly satisfied
2 Satisfied
1 Never satisfied
RATE
TECHNOLOGY _____
INDUSTRIAL ARTS _____
HOME ECONOMICS _____
ENTREPRENEURSHIP _____
3) What T.L.E field do senior students prefer and why?
4) What T.L.E field do senior students seem not to choose and why?
5) What are the senior students' suggestion and recommendation for the TLE field?
SIGNIFICANCE OF THE STUDY
This research focuses on the “preferred TLE field of senior students of Bagong Barrio National High School”. It hopes to know what students mostly prefer in the different fields. Consequently, it will figure out what are the different factors affecting the students' choices. These data may become important for academic curriculum designers most especially for TLE. Substantially, getting particular strengths of the TLE program may also benefit other subject matters if they find the TLE's methodologies as useful and applicable.
SCOPE AND LIMITATION
The research is to be conducted amongst the senior students of Bagong Barrio National High School at Caloocan City, particularly those enrolled in academic year 2010-2011.
THE PROBLEMS AND ITS BACKGROUD
INTRODUCTION
Technology and Livelihood Education (TLE) is offered at the secondary education level and it provides high school students practical experiences, technical knowledge and expertise in home economics, entrepreneurship and various aspects of technology. These are covered in the high school curriculum and is taught to all year levels. The researcher wants to explore the students' TLE field preferences as to what they perceive as satisfying. Students' TLE satisfaction indicators will be presented in this research and will be compared and assessed by students.
The purpose of this research is to enlighten senior high school students about the different fields of TLE. Hopefully, the information that will be collected in this research will help senior students of Bagong Barrio National High School (Caloocan City) in clariying their reasons for their TLE field preferences.
BACKGROUND
Having particular TLE field choices may be related to students' perceptions about their career goals and success. There are many options to choose from the different fields of TLE, but it may also be important to know what they would really want to master and focus-on.
Students face several issues to prepare for their future. In this modern age, most graduating students have the same problems. Commonly, they have financial problems. Some students may just not want to waste their time thinking about their future and the specific TLE field that is related to it. Students may end-up choosing TLE fields that will not require them to spend much money. Students are dedicated to their studies and mostly interested in the different fields of TLE and put their heads onto it. Senior students may normally be choosing the path that is easier instead of what they really want. Students get mixed up with their different choices and are caught off-guard by the bunch of beautiful clothes that they can wear, but in the end, they simply need to choose what they can afford.
Mostly in high school years, students get so excited with the variety of different subjects and fields apart from TLE. Amidst their excitements, they are confuse with their choices as to what fields may benefit them in the future. “Will I earn enough money?” might just be one of those questions they may ask themselves about their future. It is worth knowing what other questions or motivations do students have why they would have particular choices in TLE. This research should help provide some valuable input on this, hoping that TLE teachers may also learn from it.
THEORETICAL FRAMEWORK
TLE is part of the basic education curriculum for high school. According to Bruner’s Constructivist Theory, particularly with regards to his work on spiral curriculum, he stressed that teaching should always lead to boosting cognitive development of students. He described it further by saying that students will not understand the concept if teachers plan to teach it using only his/her own level of understanding. Instructions need to be anchored on the learners' cognitive capabilities. The goal is to translate information to be learned according to the format appropriate to the learners’ current state of understanding.
Curriculum should be organized in spiral manner so that students continually build upon what they have already learned. In spiral curriculum teacher must revisit the curriculum by teaching the same content in different ways depending on student’s developmental levels. Addition with the curriculum Bruner also stated the principle of instruction and these are (1)instruction must be concerned with the experiences and contents that make the students willing and able to learn,(2)it must be structured so that it can easily grasped by the students, and (3)It should be designed to facilitate extrapolation for fill the gaps.
CONCEPTUAL FRAMEWORK
Teachers are facilitators and catalysts of learning requiring practitioners to be responsible for clear transmission of knowledge and skills amongst their students. Teachers must possess the quality of effective teaching capable of motivating students in an environment that allows good interaction between them. This would be possible if teachers follow the academic curriculum teach students and follow what curriculum has as its objectives. Students are given opportunities to developed their knowledge and skills that must be acquired. Nowadays, students are mostly motivated when it comes to TLE. They enjoy the different fields that must be taken. Teaching methodologies of their facilitating teachers must have made positive impact as well.
STATEMENT OF THE PROBLEM
1)What is the profile of the respondents in terms of the following
Age ______
Gender ______
Economic Status ______
Work experience ______
2)How satisfied are senior students in the following T.L.E field?
CORRESPONDING RATING
5 Very satisfied
4 Slightly Satisfied
3 Very slightly satisfied
2 Satisfied
1 Never satisfied
RATE
TECHNOLOGY _____
INDUSTRIAL ARTS _____
HOME ECONOMICS _____
ENTREPRENEURSHIP _____
3) What T.L.E field do senior students prefer and why?
4) What T.L.E field do senior students seem not to choose and why?
5) What are the senior students' suggestion and recommendation for the TLE field?
SIGNIFICANCE OF THE STUDY
This research focuses on the “preferred TLE field of senior students of Bagong Barrio National High School”. It hopes to know what students mostly prefer in the different fields. Consequently, it will figure out what are the different factors affecting the students' choices. These data may become important for academic curriculum designers most especially for TLE. Substantially, getting particular strengths of the TLE program may also benefit other subject matters if they find the TLE's methodologies as useful and applicable.
SCOPE AND LIMITATION
The research is to be conducted amongst the senior students of Bagong Barrio National High School at Caloocan City, particularly those enrolled in academic year 2010-2011.
Wednesday, March 2, 2011
LESSON GUIDE
HOME AND ECONOMICS (lesson Plan)
I.OBJECTIVES:At the end of the lesson at least 755 of the students should be able to;
A.Define kitchen and Its functions.
B.Consider the importance of kitchen;and
C.Draw the Four Basic Kitchen layout.
II.SUBJECT MATTER:
Topic: Kitchen
Sub-Topic:Kitchen design and layout
Materials:Visual aid
Reference:Home Econmics III (page 165-168)
III.STRATEGIES:
TEACHER:Every body stand up before we start kindly pick up those piece of paper under your chair and arrange chair properly.kindly lead the prayer Ms.______.
STUDENT:Holy mighty one let your love flow out for us open up your mercy so that we may grow in learning to serve our fellow men and to remain greatful to you,Amen.
TEACHER:GoodMorning Class!
STUDENTS:GoodMorning!Sir.
TEACHER:You may take your seat now.Ms.secretary is there any absent today?
SECRETARY:No one absent Sir.
TEACHER:I am glad to heard that,before we proceed to our topic lets have some game.I will divide the group into two groups and each group will choose a leader,then the group will form a line a leader will go at the back and they are the one answer the puzzle and when they got the answer they will pass it through his member and the member in front will shout out the answer.the game is called PASS THE MESSAGE.are you ready?
STUDENTS:Yes!sir
TEACHER:Start now!ok,the first group done first therefore they arte the winner,congratulation.please take your seat.
The hidden word represented by nos.in our puzzle is the word kitchen,therefore class our topic is all about kitchen.is everyone have kitchen at home?
STUDENTS:YES,all of us have kitchen in our home sir.
TEACHER:Very Good!all of you have kitchen in your home.Is anyone can define what is kitchen?
STUDENT:It is a place were we cook and eat food.
STUDENT:It is a room equipped for preparing g meals.
STUDENT:It is a room or part of room used for cooking and food preparations.
TEACHER:Well said ,All of your answer is correct
Some of you already define the functionb of kitchen,class take note that kitchen is the center of heart and home because most of our housework is we do in kitchen.I have here a pictures of kitche kindly distribute it to your classmates.what did you observe?
STUDENT:All the pictures emphasize the kitchen layout.
STUDENT:Focus on the kitchen design.
TEACHER:Very good.the pictures give emphasis on the design and layout of kitchen.did you know class that there are four basi kitchen layout.
STUDENTS:Not all,sir
TEACHER:Kindly handover the pictures to me.as ive said a while ago that there are four basic kithen layoujt these are the ff.what can you asy about these?
STUDENT:The corridor-style kitchen design is often one not of choice but of circumstances: you have a small space to work with. To further give the corridor-style kitchen an inferiority complex, another name applied to it is "galley style kitchen" (as in boat galley). But many homeowners also do choose the corridor-style kitchen simply because they think it best suits their needs. The corridor style kitchen:
TEACHER:How about L-shaped type layout?
STUDENT:L-shaped layout It provides a large workspace, often you can make it large enough for more than one person to use if need be. You can also adjust the workspace to include storage space and room for all home office equipment.
TEACHER:Very good,how about the U-shaped layout.
STUDENT:U-shaped layout It provides a large workspace, often you can make it large enough for more than one person to use if need be. You can also adjust the workspace to include storage space and room for all home office equipment.
TEACHER:Well said,and lastly the Island layout.
STUDENT:Islands have been so fashionable in the last few years that they have been squeezed into every possible – and not-quite-possible – kitchen. In the right situation, islands can really improve kitchen floor plans but they take more space than you might think.One of the best locations for an island is between the kitchen area and the living or family area of a large all-purpose room. There is usually enough space in a room like this to make an island workable, and the island can mark off the boundaries of the kitchen area and provide seating space without creating tight squeezes in the process.
GENERALIZATION
TEACHER:Very good and that are the different kitchen layout.Is anyone of the group can sum up our topic that we’ve dicussed awhile ago?
STUDENT:PWe,discussed about kitchen and it is a part of room that used for cooking and for food preparation and it has four basic kitchen layout and these are the Corridor layout,L-shaped layout,U-shaped layout and the Island layout.
Very good!
APPLICATION
TEACHER:Bring out your art materials and you’ll have to do is to draw tha kitchen layout do you have in your home.
EVALUATION
TEACHER:Define kitchen and list down the Four Basic Kitchen layout.
ASSIGNMENT
TEACHER:Researh about the effects of Improper disposal and What is NOISE CONTROL DEVICE?
I.OBJECTIVES:At the end of the lesson at least 755 of the students should be able to;
A.Define kitchen and Its functions.
B.Consider the importance of kitchen;and
C.Draw the Four Basic Kitchen layout.
II.SUBJECT MATTER:
Topic: Kitchen
Sub-Topic:Kitchen design and layout
Materials:Visual aid
Reference:Home Econmics III (page 165-168)
III.STRATEGIES:
TEACHER:Every body stand up before we start kindly pick up those piece of paper under your chair and arrange chair properly.kindly lead the prayer Ms.______.
STUDENT:Holy mighty one let your love flow out for us open up your mercy so that we may grow in learning to serve our fellow men and to remain greatful to you,Amen.
TEACHER:GoodMorning Class!
STUDENTS:GoodMorning!Sir.
TEACHER:You may take your seat now.Ms.secretary is there any absent today?
SECRETARY:No one absent Sir.
TEACHER:I am glad to heard that,before we proceed to our topic lets have some game.I will divide the group into two groups and each group will choose a leader,then the group will form a line a leader will go at the back and they are the one answer the puzzle and when they got the answer they will pass it through his member and the member in front will shout out the answer.the game is called PASS THE MESSAGE.are you ready?
STUDENTS:Yes!sir
TEACHER:Start now!ok,the first group done first therefore they arte the winner,congratulation.please take your seat.
The hidden word represented by nos.in our puzzle is the word kitchen,therefore class our topic is all about kitchen.is everyone have kitchen at home?
STUDENTS:YES,all of us have kitchen in our home sir.
TEACHER:Very Good!all of you have kitchen in your home.Is anyone can define what is kitchen?
STUDENT:It is a place were we cook and eat food.
STUDENT:It is a room equipped for preparing g meals.
STUDENT:It is a room or part of room used for cooking and food preparations.
TEACHER:Well said ,All of your answer is correct
Some of you already define the functionb of kitchen,class take note that kitchen is the center of heart and home because most of our housework is we do in kitchen.I have here a pictures of kitche kindly distribute it to your classmates.what did you observe?
STUDENT:All the pictures emphasize the kitchen layout.
STUDENT:Focus on the kitchen design.
TEACHER:Very good.the pictures give emphasis on the design and layout of kitchen.did you know class that there are four basi kitchen layout.
STUDENTS:Not all,sir
TEACHER:Kindly handover the pictures to me.as ive said a while ago that there are four basic kithen layoujt these are the ff.what can you asy about these?
STUDENT:The corridor-style kitchen design is often one not of choice but of circumstances: you have a small space to work with. To further give the corridor-style kitchen an inferiority complex, another name applied to it is "galley style kitchen" (as in boat galley). But many homeowners also do choose the corridor-style kitchen simply because they think it best suits their needs. The corridor style kitchen:
TEACHER:How about L-shaped type layout?
STUDENT:L-shaped layout It provides a large workspace, often you can make it large enough for more than one person to use if need be. You can also adjust the workspace to include storage space and room for all home office equipment.
TEACHER:Very good,how about the U-shaped layout.
STUDENT:U-shaped layout It provides a large workspace, often you can make it large enough for more than one person to use if need be. You can also adjust the workspace to include storage space and room for all home office equipment.
TEACHER:Well said,and lastly the Island layout.
STUDENT:Islands have been so fashionable in the last few years that they have been squeezed into every possible – and not-quite-possible – kitchen. In the right situation, islands can really improve kitchen floor plans but they take more space than you might think.One of the best locations for an island is between the kitchen area and the living or family area of a large all-purpose room. There is usually enough space in a room like this to make an island workable, and the island can mark off the boundaries of the kitchen area and provide seating space without creating tight squeezes in the process.
GENERALIZATION
TEACHER:Very good and that are the different kitchen layout.Is anyone of the group can sum up our topic that we’ve dicussed awhile ago?
STUDENT:PWe,discussed about kitchen and it is a part of room that used for cooking and for food preparation and it has four basic kitchen layout and these are the Corridor layout,L-shaped layout,U-shaped layout and the Island layout.
Very good!
APPLICATION
TEACHER:Bring out your art materials and you’ll have to do is to draw tha kitchen layout do you have in your home.
EVALUATION
TEACHER:Define kitchen and list down the Four Basic Kitchen layout.
ASSIGNMENT
TEACHER:Researh about the effects of Improper disposal and What is NOISE CONTROL DEVICE?
Friday, February 11, 2011
RESUME
Penarroyo, John David C.
(A2)52kadakilaanSt.
BagongBarrioCaloocanCity ContactNo.09487475470 EmailAdd:Pamgirl18@yahoo.com
OBJECTIVES:
To develop my skills and enhance my ability relation
for the needs of my family. To acquire a basic position where my
skills and knowledge will be fully utilize for a condition career
development .
EDUCATIONAL BACKGROUND:
College:
University of Caloocan City
(2009-2013)
Gen. San Miguel St.Sangandaan Caloocan City
Course: Bachelor of Science in Secondary Education
Major in Technology And livelihood Education
Secondary:
Bagong Barrio National High School
(2004-2008)
M.De Castro St.Bagong Barrio Caloocan City
Elementary:
Morning Breeze Elementary School
(1998-2004)
Gen.Tinio St.Morning Breeze Caloocan City
WORkEXPERIENCE:
April 09 2008-April 26,2010 Housekeeper 453G Palmera St.Sampaloc Manila
PERSONAL BACKGROUND:
Age: 20 years old
Place of Birth: 48 Arellano St. Bagong Barrio Caloocan City
Gender: Male
Marital status: Single
Height 5'5
Weight: 50 kls
Religion:Roman Catholic
HIGHLIGHTS OF QUALIFICATION:
>Have Knowledge in using MS office like Ms Word and Ms EXCEL
>Hard working and dedicated to work
>Flexible and willing to learn
Rosalyn Fajanillan Manager) PAC- ATHLANTIC SHIPPING LINES
453G Palmera St.Santa Mesa
Contact no:09053373565
Noel Maningo
Property Sales Consultant
(AVIDA TOWER)
Contact NO.09392103154
Ramona A, Prado
Dept.Head Of BSE-TLE
I hereby certify that the above information is true and correct to the best of my knowledge.
__________________________
JOHN DAVID C.PENARROYO
(A2)52kadakilaanSt.
BagongBarrioCaloocanCity ContactNo.09487475470 EmailAdd:Pamgirl18@yahoo.com
OBJECTIVES:
To develop my skills and enhance my ability relation
for the needs of my family. To acquire a basic position where my
skills and knowledge will be fully utilize for a condition career
development .
EDUCATIONAL BACKGROUND:
College:
University of Caloocan City
(2009-2013)
Gen. San Miguel St.Sangandaan Caloocan City
Course: Bachelor of Science in Secondary Education
Major in Technology And livelihood Education
Secondary:
Bagong Barrio National High School
(2004-2008)
M.De Castro St.Bagong Barrio Caloocan City
Elementary:
Morning Breeze Elementary School
(1998-2004)
Gen.Tinio St.Morning Breeze Caloocan City
WORkEXPERIENCE:
April 09 2008-April 26,2010 Housekeeper 453G Palmera St.Sampaloc Manila
PERSONAL BACKGROUND:
Age: 20 years old
Place of Birth: 48 Arellano St. Bagong Barrio Caloocan City
Gender: Male
Marital status: Single
Height 5'5
Weight: 50 kls
Religion:Roman Catholic
HIGHLIGHTS OF QUALIFICATION:
>Have Knowledge in using MS office like Ms Word and Ms EXCEL
>Hard working and dedicated to work
>Flexible and willing to learn
Rosalyn Fajanillan Manager) PAC- ATHLANTIC SHIPPING LINES
453G Palmera St.Santa Mesa
Contact no:09053373565
Noel Maningo
Property Sales Consultant
(AVIDA TOWER)
Contact NO.09392103154
Ramona A, Prado
Dept.Head Of BSE-TLE
I hereby certify that the above information is true and correct to the best of my knowledge.
__________________________
JOHN DAVID C.PENARROYO
Wednesday, February 9, 2011
LESSON GUIDE
Technology And Home Economics
(LESSON PLAN)
I.OBJECTIVES:At the end of the lesson at least 75% of the students
should be able to;
A.Define kitchen and its Function
B.Consider the importance of kitchen,and
C.Draw the four Basic kitchen layout.
II.SUBJECT MATTER:
Topic: kitchen
Subtopic:kitchen design and layout
Material:Visual Aid
Reference:Home Economics III (page 165-168)
III.STRATEGIES:
A.Revolutionaries
>Cleanliness of the room
>Prayer
>Greeting
>Checking of Attendance
>Review
>Motivation(PASS THE MESSAGE)
B.Learning Tasks
>Brain drop on Definition of kitchen and its function
>Discussion on Different kitchen design and lay out
C.Values Integration
>knowledge >Cleanliness
>orderliness
D.Generalization
Kitchen is a room/part of room that used for cooking and food preparation.It has four basic layouts and these are Corridor layout,L-shaped layout,U-shaped layout,and Island layout.
E.Application
Let the student draw the kitchen layout they have at home,and label it according to the basic kitchen layout.
F.Evaluation
1.What do you mean by kitchen?
2.List down the four basic kitchen layout.
IV.ASSIGNMENT
1.Plan a kitchen layout.
2.What is the effect of improper disposal?
3.what is Noise Control Device?
Reference:Technology And Home Economics III Page 175-178
(LESSON PLAN)
I.OBJECTIVES:At the end of the lesson at least 75% of the students
should be able to;
A.Define kitchen and its Function
B.Consider the importance of kitchen,and
C.Draw the four Basic kitchen layout.
II.SUBJECT MATTER:
Topic: kitchen
Subtopic:kitchen design and layout
Material:Visual Aid
Reference:Home Economics III (page 165-168)
III.STRATEGIES:
A.Revolutionaries
>Cleanliness of the room
>Prayer
>Greeting
>Checking of Attendance
>Review
>Motivation(PASS THE MESSAGE)
B.Learning Tasks
>Brain drop on Definition of kitchen and its function
>Discussion on Different kitchen design and lay out
C.Values Integration
>knowledge >Cleanliness
>orderliness
D.Generalization
Kitchen is a room/part of room that used for cooking and food preparation.It has four basic layouts and these are Corridor layout,L-shaped layout,U-shaped layout,and Island layout.
E.Application
Let the student draw the kitchen layout they have at home,and label it according to the basic kitchen layout.
F.Evaluation
1.What do you mean by kitchen?
2.List down the four basic kitchen layout.
IV.ASSIGNMENT
1.Plan a kitchen layout.
2.What is the effect of improper disposal?
3.what is Noise Control Device?
Reference:Technology And Home Economics III Page 175-178
Friday, February 4, 2011
Friday, December 24, 2010
COVER LETTER
December 25,2010
Ramona A. Prado Ma.Ed
Department Head of BSE-TLE
Dear Prof.Prado
I am John David Cobarde Penarroyo and i am graduated student from University of Caloocan City wherein i took my four years degree of Bachelor of Science in Secondary Education major in Technology and Livelihood Education,and also i am a board passer of licensure Examination For Teachers this year.
I heard that there is a vacant job and you need a profficient applicant for the position ,so i sent my application letter for you to know that i am willing to apply and i like working as well as teaching as my profession.
I hope that you can give me an opportunity to share my knowledge and skills with others and to work with you as well on your department.
Very Truly Yours
John David Penarroyo
Applicant
Ramona A. Prado Ma.Ed
Department Head of BSE-TLE
Dear Prof.Prado
I am John David Cobarde Penarroyo and i am graduated student from University of Caloocan City wherein i took my four years degree of Bachelor of Science in Secondary Education major in Technology and Livelihood Education,and also i am a board passer of licensure Examination For Teachers this year.
I heard that there is a vacant job and you need a profficient applicant for the position ,so i sent my application letter for you to know that i am willing to apply and i like working as well as teaching as my profession.
I hope that you can give me an opportunity to share my knowledge and skills with others and to work with you as well on your department.
Very Truly Yours
John David Penarroyo
Applicant
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