Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Dante B. Guiner
Don Mariano Marcos Memorial State University
Bacnotan, La Union, Philippines
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reflect the high implementation of competency level of Industrial Arts instructors, while
the constraints weaken the competency level of TLE instructors.
The developed training module in industrial arts for instructors as well as the
questionnaires were very much valid as to content and face validity.
INTRODUCTION
Education is a continuous and never ending process in response to the needs
and demands of the times and conditions.
In the past, people viewed education as a process of only developing skills,
attitudes and values required for citizenship and active participation in society. Today,
more people view education as a product to be used in a market place, to be bought
and sold by academic institutions, wherein the mark brand is quality, which is the mark
for global competitiveness (Gloria, 2006). Being the primary education provider, the
school system is put into a great responsibility to cope up with these changes and to
enhance the quality of education by providing necessary ways to meet the goals and
objectives of education the improvement of the totality of man.
Gloria Macapagal Arroyo (1998) education is the greatest equalizer; it is the
medium by which the people can help themselves climb out of poverty.
To cope with all the changes, institutions of higher learning should produce
quality graduates who will develop the economic and social components of nation
building so that this country can be aligned among those considered as developed
countries in the world.
The State Universities in Region Iare the institutions of higher learning whose
guiding philosophy is towards the development of man in his totality, with a critical
mind and appropriate technology to adapt to his environment and contribute to the
balanced growth and progress of the society it serves. Students who enroll in state
universities come from the different provinces in the region. Some are graduates of
Barangay high schools in which teachers encounter problems on how they can possibly
enhance better transfer of learning.
Likewise, the expansion of knowledge and the growing complexities of the times
brought about by the demands of industrialization have generated a real need for the
logical and systematic changes in some aspects of the educational system. In education,
there is a continuing search for methods, strategies, techniques and approaches that
can best meet todays challenges. Various teaching methods and techniques are used in
education, each with its own merits and demerits. There are doubts and discontent on
the part of the educators, learners and parents as well.
The lecture method is probably the most widely used method in the classroom
today. It is regarded as a method of excellence making clearly organized explanations
and presentation of information. But, it is also criticized because too often students
listen passively to lecture but react rarely.
Every teacher needs teaching tools in order to achieve the objectives of the
lesson planned for the day. Teacher search for answers to problems they face in
classroom teaching with reference to the what, how and why. Also, with the continuing
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search for methods, techniques and approaches that could best meet todays
challenges which will ultimately end up to the full development of the individual, there
is but a need to develop, produce and utilize instructional materials such as learning
modules, instructional kits and the like.
Former Education Secretary Jesli A, Lapus, during the 2006 National Educators
Congress stressed following important highlights in education: Our ability to improve
basic education rests on our ability to create strong and capable schools. With the
continuous dialogue and partnership with both the Commission on Higher Education
(CHED) and the Technical Education Skills Development Authority (TESDA), we expect to
further improve our nations capacity to provide relevant education of our people.
The Teacher Education and Development Program (TEDP) through its Teacher
Performance and Development Framework established seven domains that represent
the desired features of the teaching and learning process namely: (1) Social Regard for
Learning; (2) The Learning Environment; (3) The Diversity of Learners; (4) TLE
Curriculum; (5) Planning, Assessing and reporting; (6) Community Linkages; and (7)
Personal Growth and Professional Development. The seven domains emphasized
effective transfer of learning of areas suited for study.
Students will learn more effectively if the instructor uses Instructional tools and
materials for instruction. It is therefore necessary that the instructor must develop,
produce and utilize instructional materials such as modules, self learning kits and/or
instructional gadgets that give instructions more functional and which will contribute to
the development of the students.
There are basic principles that govern and influence the design and
development, organization
and
management, and
implementation
of
Technology
Education
as a component of Philippine Education. These
principles are basic or fundamental truths that explain why technology education is
essential in the education and training of learners and harnessing them as a
powerful force in nation building. Most importantly, they serve as guidelines in
planning,
developing,
organizing,
managing,
implementing, evaluating and
monitoring this educational program. In brief, the following are basic principles of
technology education: (1) Technology education must be planned to support and
enhance the socio-economic development goals and programs of the country. (2)
Technology education must be designed to meet diverse education and training needs
of people. It must provide general technology education, technical and vocational
education, undergraduate and graduate programs in various technologies relevant to
the countrys development. (3)Technology education is more effective if the students
have adequate general education to serve as foundation or tool to learn technical
knowledge and skills. (4) General technology education must equip people to acquire
functional technological literacy which is very essential in the society. (5) Specialized
technology education must prepare people for gainful employment and/or provide
upgrading and continuing education and training for those who are already employed,
(6) Technology education must be so designed as to match the manpower needs of the
various sectors of the world of work. (7) Technical and vocational institutions must seek
the cooperation and participation of industry and other sectors with respect to policy
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aware of her strengths as a teacher and ensure that she becomes more consistent in
demonstrating her strengths. At the same time, she can plan on professional
development strategies so that she can improve on her weaknesses. (Experiential
Learning Courses Handbook, CHED 2007).
Constructivist Learning
Constructivist learning has emerged as a prominent approach to teaching during
this past decade. The work of Dewey, Montessori, Piaget, Bruner, and Vygotsky among
others, provide historical precedents for constructivist learning theory. Constructivism
represents a paradigm shift from education based on behaviorism to education based
on cognitive theory. Fosnot (1996) has provided a recent summary of these theories and
describes constructivist teaching practice. Behaviorist epistemology focuses on
intelligence, domains of objectives, levels of knowledge, and reinforcement.
Constructivist epistemology assumes that learners construct their own knowledge on
the basis of interaction with their environment. Four epistemological assumptions are at
the heart of what we refer to as "constructivist learning".
Knowledge is physically constructed by learners who are involved in active
learning.
Knowledge is symbolically constructed by learners who are making their own
representations of action; Knowledge is socially constructed by learners who convey
their meaning making to others; Knowledge is theoretically constructed by learners
who try to explain things they don't completely understand.
According toCamarao, technology is developing so rapidly and it is impossible to
predict exactly what kind of technology skills will be needed in the future. The moment
that we have known and learned about technology, something new had already taken
place. Therefore people especially the teachers must develop skills that are useful to
meet the changes that will occur. This skill includes learning how to understand the new
technologies as they evolve in our midst.
As Thorndike (1971) commented, the rating remains as one of the best
predictors on individual success later in life. This concept tends to suggest that the
academic and technological achievement is a valid indicator of knowledge, skills and
information acquired by the individual in courses which are highly applicable on the job.
The focus of this study is presented in a paradigm (Figure 1).This study will
consider the relationship of the different variables and the expected outcome will help
explain the objective of this study.
Figure 1 illustrates the method of development and validation of the training
module in Industrial arts. The researcher adopted the input-process-output (I-P-O)
model in the course of development of the training module. The profile and level of
competency along the five areas in Industrial arts in terms of knowledge, skills and
attitude were the input variables; The analysis of the profile and level of competency in
Industrial Arts along knowledge, skills and attitude, capabilities and constraint were
included, development and validation test for acceptability and functionality of the
Training Module were the process that have been undertaken and; the Training Module
in Industrial Arts for woodworking, electricity, electronics, drafting and handicraft as the
outcome. Level of acceptability of the Training Module in Industrial Arts was assessed to
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determine if the material could be used by other Industrial Arts instructors while level of
functionality was determined to evaluate if the learning activities included in the
module could be practically applied or purposely used by the instructors
Profile of Respondents
The profile of respondents as to age, gender, highest educational attainment,
academic rank, length of service and trainings attended are presented in Table 3.
Age.As reflected in Table 3, age bracket 41-50 had the most number of
respondents with the age rate of 20 or 32.79% while the bracket 51 above with 11 or
18.03% had the least. The second most numbered bracket is 31-40 with 18 or 29.51%
followed by 30 and below with 12 or 19.67% and the bracket 51-60 with 11 or 18.03%
followed in rank.
Majority of the faculty were within the early 40s and late 50s age bracket. This
shows that the college/department maintains a good number of seasoned faculty
members who are already exemplars of pedagogical expertise. On the other hand, a
greater number of college instructors especially the older ones can barely use a word
processor and this may result to resistance from them.
Gender.Of the 61 respondents, 39 or 63.93% were males while only 22 were
females comprising the 36.07%.
The results clearly indicates observance of the CSC Resolution No. 010114 dated
January 10, 2001 (MC No. 03, s 2001) which mandates that selections of employees for
appointment in thegovernment service shall be open to all qualified men and women
according to the principle of merit and fitness provided.
They meet the minimum requirements of the position to be filled. There shall be
no discrimination in the selection of employees on account of gender, civil status,
disability, religion, ethnicity or political affiliation is evident.
This also implies that since the school is the second home of the learners
teachers are looked up too as surrogate parents.
Academic Rank.The group with the most number of faculty as to academic rank
is the Instructor group which has 32 or 52.46% followed by Assistant Professor
group with 20 or 32.79%. Those who are Associate Professor came next with 9 or
14.75%. There was no respondent whose academic rank of professor. This implies that
to be in the highest academic rank, one has to prepare himself/herself with qualitative
evaluation of the educational qualification, experience and length of service, and the
professional development, achievement and honors of he/she has received. With the
advent of National Budget Circular (NBC) 461 as an evaluative appraisal tool a faculty
candidate shall satisfy the CCE points corresponding to the rank/sub-rank plus the
qualitative contributions in the area of instruction measured in terms or teaching
effectiveness.This also affirmed the contention of Ariem (1993) as cited by Flores (2002)
stated that in the educational arena, the rank of the teacher carries with him/her the
volume of teaching and quasi assignments.
Educational Attainment.The respondents with BS w/ Ma/MS units is the most
numbered group with 23 or 37.70%. Next with 16 or 26.23% is the w/ Ph.D./Ed.D.
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group followed by the MA/MS group which is 15 or 24.59%. There are still 5 or 8.20%
BS holders and 2 or 3.28% who are Ph.D./Ed.D.
The data reveals that most of the faculty members have obtained a graduate
degree which is in responsive to the call for quality teaching. The institution has laid
down also its policies that the entry requirement of a faculty member in the university
must be at least Master Degree Holder.
This is supported by the study of Flores (2002) who found that faculty members
with high educational attainment tended to perform better than those with lower
educational attainment. Manaois (2001) stressed too, the need to attain a higher degree
of education relevant training especially to the workers line of specialization in order to
raise their level of competence.
Flores (2002) articulated that teachers are expected to have adequate
knowledge to be able to analyze and to evaluate learning activities and instructional
materials. They are also expected to have a thorough understanding of their field to be
able to link it in all areas in the curriculum.
Length of Service. The longest service with 19 or 31.15% belong to the 21 and
above group followed by 15 or 24.59% in 6-10 years group. The result can be
attributed to their age and year graduated. This is also a good reflection that SCUs in
Region 1 still holds its seasoned faculty members who have imbued in themselves the
culture of the university towards quality and excellence followed by the young faculty
members. A professionally mature individual has a broader perspective that would help
him to perform better. Performance is expected to improve with experience and
practice.
Trainings Attended Majority of Industrial Arts instructors have attended
seminars/workshops/trainings at the school and district levels with a frequency of 59 or
37.11% followed by Regional level with a percentage of 43 or 27.04%. Only 36 or 22.64%
have attended trainings/seminars/workshops at the division level. This may be
attributed to the availability of techno resources, preparedness of the faculty and extent
of support extended to its faculty member.
Table 3. Profile of TLE Instructors/Professor
Variable
a. Age
30 and below
31 40
41 50
51 and above
Total
Freq
Multi-response
12
19.67
18
29.51
20
32.79
11
61
18.03
100.00
b. Gender
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Male
Female
Total
c. Academic Rank
Instructor
Assistant Professor
Associate Professor
Professor
Total
d. Educational Attainment
Ph.D./Ed.D
w/ Ph.D./Ed.D.
MA/MS
BS w/ MA/MS units
BS
Total
e. Length of Service
1 5 years
6 10 years
11 15 years
16 20 years
21 and above
Total
f. Trainings Attended
School/ District
Division
Regional
National
Total
39
22
61
63.93
36.07
100.00
32
20
9
0
61
52.46
32.79
14.75
0.00
100.00
2
16
15
23
5
61
3.28
26.23
24.59
37.70
8.20
100.00
12
15
1
14
19
61
19.67
24.59
1.64
22.95
31.15
100.00
59
36
43
21
159
37.11
22.64
27.04
13.20
100.00
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Mean DER
Mean
Level of Content
Validity
A. Content
1. The questionnaires fit the objectives of its
construction.
2. The questionnaires are well organized.
3. The questionnaires are well designed.
4. The questionnaires have been presented in a
technically appropriate manner.
5. The questionnaires are a representative of the
concepts in Industrial Arts.
Grand Mean
4.40
4.40
4.20
4.40
4.20
4.32
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B. Face
1. The questionnaires are simple and in straight
form.
2. The questionnaires have good format and
presentation.
3. The questionnaires express accurately and
clearly the desired ideas.
4. The questionnaires are well arranged.
Grand Mean
4.60
4.20
4.20
High Validity
4.40
4.35
Mean DER
3.85
HC
3.46
FC
4.25
VHC
4.38
VHC
4.07
HC
3.89
HC
4.16
HC
4.18
HC
Mean 4.03
HC
Table 6 shows the level of competency of Industrial Arts instructors on
woodworking in terms of attitude was rated high competent with a mean of 3.97. The
highest was Never use dull or damaged tools with a mean of 4.16 then followed by
Use the required working uniform, mash and goggles in the shop room with a mean of
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4.13. This indicates that the instructors have a high level of attitude on safety
precaution.
The lowest among indicators was Classifications and uses of each materials in
woodworking with a mean of 3.39. This indicates that they had a least attitude in
classifying and knowing the uses of each materialin woodworking.
Table 6.Level of Competency in Woodworking in Terms of Attitude
Indicators
1. Observe safety practices when working in shop
Mean DER
3.97
HC
3.93
HC
3.39
HC
4.16
HC
4.11
HC
6. Use the required working uniform, mash and goggles in the shop
4.13
HC
room
7. Read and follow instruction before using high powered equipment
4.08
HC
Mean
3.97
HC
On the level of competency on electricity in terms of knowledge as rated by the
sixty one Industrial Arts instructors is shown in Table 7.In terms of knowledge of
theIndustrial Arts instructors was moderatelycompetent.Over all, the level of
competency on electricity with an aggregate mean of 3.04. Only three of the indicators
in terms of knowledge which was rated highly competent, foremost was Discuss the
basic knowledge in house wiring installation with a mean of 3.85 and eight indicators in
terms of knowledge presented for evaluation was rated moderately competent, also
the remaining three indicators were rated fair competent. The lowest was the
Identify and familiarize with the different kinds of electrical symbol with a mean of
1.84. This indicates an area for improvement on instructors instructional materials, they
should have a better grasp of the whole program and they must strict in their
assessment.
Table 7.Level of Competency in Electricity in Terms of Knowledge
Indicators
Mean DER
3.85
HC
1.87
FC
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3.54
HC
1.93
FC
3.16
MC
3.21
3.15
3.15
MC
MC
MC
3.16
MC
1.84
FC
3.31
3.23
MC
MC
2.85
MC
14. Know and understand the various functions and uses of diodes in
3.67
HC
a simple circuit
15. Develop basic knowledge to tin a soldering gun or soldering iron
3.64
HC
Mean
3.04 MC
In general, the result of the respondents rating in the level of competency in
terms of skills in electricity is shown in Table 8 was moderately competent with a
mean of 3.11.
There were six indicators in term of knowledge rated high competent and the
highest was Apply insulation into different joints and splices in taping wires with the
mean of 4.03, while the remaining nine indicators there were seven rated moderately
competent and the two indicators rated fairly competent respectively, and the
lowest among the two indicators was Install all the materials with the used of electrical
tools as labeled in electrical plan with a mean of 1.95. All these indicators regarding the
level of competency in terms of skills were presented for evaluation by the sixty-one
Industrial Arts instructors.
This indicates an improvement on the competency level of instructors in
disseminating the actual tools and materials and installing electrical materials based
from the labeled electrical plan and also the procedures on how to test the continuity of
the different types of circuits by using resistance range of the tester.
Table 8.Level of Competency in Electricity in Terms of Skills
Indicators
1. Perform the ability to install basic steps in house wiring
installations
2. apply the basic knowledge information about conserving
electricity
Mean DER
3.87
HC
3.23
MC
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4.03
HC
1.89
FC
3.61
HC
3.52
HC
1.95
FC
3.59
3.87
2.59
3.85
2.49
HC
HC
FC
HC
FC
3.10
14. Classify and familiarize with the different types of solid state
diode
15. Classify and familiarize with the different types of solid state
diode
Mean
MC
2.54
FC
2.54
FC
3.11
MC
Table 9 shows the level of competency of the Training Module in Industrial Arts
in terms of attitude was rated moderately competent with an aggregate mean of
3.06. The highest was Eye protection such as a face shield, goggles, or safety glasses
must be worn during activities: When operating or working near any power machine,
when soldering or working with harmful chemicals and when using a hammer to shape
or form metal, with a mean of 3.38 and was followed by Never take an electric shock
on purpose, no matter how small it is. Everyones body is affected differently by
electricity, and the effect can change from day to day with a mean of 3.23. This
indicates that the instructors have a high level of attitude of that area on safety
protections.
However, the lowest among indicators was Always remove the plug from the
wall outlet before working on any electrical equipment with a mean of 2.62. This
means that this task was not totally assured by the TLE instructors.
Table 9.Level of Competency on Electricity in Terms of Attitude
Indicators
1. Eye protection such as a face shield, goggles, or safety glasses
must be worn during activities: When operating or working near any
power machine , when soldering or working with harmful chemicals
and when using a hammer to shape or form metal
Mean DER
3.38
MC
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3.23
MC
2.62
MC
3.07
MC
3.23
MC
2.66
MC
3.23
MC
3.06
MC
Mean DER
4.02
HC
3.39
MC
1.97
FC
3.59
HC
3.11
MC
3.30
MC
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3.26
MC
1.98
FC
1.79
PC
3.33
MC
3.36
1.98
MC
FC
3.43
HC
3.38
MC
3.16
3.00
MC
MC
Table 11 shows the result of the respondents rating in the level of competency
on electronics in terms of skills. It revealed a moderately competent level of
competency with a mean of 3.05.
There were five indicators rated highly competent and the highest was
Estimates malfunctioning of transistors in the circuit by interpreting voltage reading
with a mean of 3.48, while the remaining ten indicators seven were rated moderately
competent, and three indicatorswas rated fairly competent. The lowest among the
three indicators was To install electronic components into the PCB design based on
schematic diagram with a mean of 1.95.
This indicates that some area are noted for improvement on the competency
level particularly in converting electronic schematic design into PCB design and testing
of alternating current from the convenient outlets and this indicates the need for more
instructional facilities and devices in order to meet learning processes.
Table 11.Level of Competency in Electronics in Terms of Skills
Indicators
1. To convert electronic schematic design into PCB design
2. To calibrate the VOM in different scale range.
3. To test the alternating current from the convenient outlet by
using multi tester
4. To install diodes using different types of
Familiarized with the different types of diode and their
characteristics
5. To test the emitter, base and collector by using Ohmmeter.
Mean DER
1.98
FC
3.33
MC
3.41
HC
2.51
FC
3.41
HC
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3.44
HC
3.46
HC
Mean DER
3.34
MC
3.21
MC
3.36
MC
3.30
MC
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3.15
MC
Mean DER
4.26
VHC
4.15
HC
4.21
VHC
2.92
MC
4.03
HC
4.07
HC
3.90
3.85
3.84
4.10
4.02
HC
HC
HC
HC
HC
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Mean DER
4.30
VHC
4.18
HC
4.15
HC
3.90
HC
3.92
HC
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Mean DER
4.28
VHC
3.69
HC
3.98
HC
4.16
HC
4.05
HC
6. The blade of the paper cutter must kept in the down position
3.51
HC
when the paper cutter is not in use
7. Hands must be kept clear of the light tube and belt feeding
3.56
HC
mechanism of Diazo white printer in order to avoid crushed fingers
8. Articles and materials must be stored in proper lockers. It may fall,
4.23
HC
causing injuries
Mean
3.93
HC
Table 16 shows the level of competency instructors in handicraft in terms of
knowledge was highly competent with a mean of 3.92. The highest among the
indicators were Discuss the different classifications of tools in handicraft with a mean
of 4.20 and was followed by Differentiate metric measurement from English
measurement with a mean of 4.34. This indicates that the instructors have high level of
knowledgein handicraft.
The lowest among the indicators was Discuss the supplies and accessories
needed in handicraft with a mean of 3.84. This indicates that the instructors have a
least level of compelling in discussing the supplies and accessories needed in handicraft.
Table 16.Level of Competency in Handicraft in Terms of Knowledge
Indicators
1. Describe the factors that how handicraft helps to the economic
growth of the country
2. Explain the aesthetic and financial value of learning the various
skills in handicraft
3. Discuss the importance of correct and incorrect disposal of
chemicals used in handicraft
4. Discuss the different classifications of tools in handicraft
Mean DER
4.02
HC
3.97
HC
3.95
HC
4.20
HC
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Mean DER
4.02
HC
3.56
HC
4.07
HC
4.Operate and utilized properly the hand tools and power tools
4.13
HC
3.93
HC
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they had a least attitude in wearing loose clothing when working and removing ties,
watches, rings, necklaces, and other jewelry and in wearing proper attire in every area
of workplace to prevent from any hazard injuries or accident.
Table 18.Level of Competency of in Handicraft in Terms of Attitude
Indicators
Mean DER
3.07
MC
4.20
4.02
HC
HC
4.13
HC
4.08
HC
3.92
HC
3.89
HC
3.90
HC
Descriptive Rating
HC
HC
HC
HC
Descriptive Rating
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Knowledge
Skills
Attitudes
Mean
Electronics
Knowledge
Skills
Attitudes
Mean
Drafting
Knowledge
Skills
Attitudes
Mean
Handicraft
Knowledge
Skills
Attitudes
Mean
Total
Mean
Legend:
VHC Very Highly Competent
,
HC Highly Competent
MC Moderately, Competent,
FC Slightly Competent,
PC Poorly Competent
3.04
3.11
3.06
3.07
Mean
3.00
3.05
3.27
3.11
Mean
4.02
3.97
3.93
3.97
Mean
3.92
3.89
3.90
3.90
3.60
MC
MC
MC
MC
Descriptive Rating
MC
MC
MC
MC
Descriptive Rating
HC
HC
HC
HC
Descriptive Rating
HC
HC
HC
HC
HC
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2. Electricity
a. The Electron Theory
b. Identifying Sources of Electricity
c. Splices and Joints
d. Kinds of Circuits, Ohms and Power Law
e. Capacitors
3. Electronics
a. Electronic Parts and Standard Symbols
b. Interpretation of Symbols
c. Basic Test Instrument
d. Light-Emitting Diode
e. Transistors
f. Resistors
g. Capacitors
h. Soldering
4. Drafting
a. Lettering Styles
5. Handicraft
a. Construct the Different kinds of
Weaves in Fiber Craft
b. Safety Practices when Working in the
Shop
3.07
3.16
3.23
3.21
1.95
2.85
3.11
1.79
3.39
3.33
3.38
3.33
3.30
3.26
1.98
3.97
2.92
3.90
3.30
3.07
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Grand Mean
Mean
4.28
4.28
4.14
High Validity
4.14
High Validity
4.28
4.22
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Indicator
Mean
1. The training module is neatly
and clearly printed.
4.43
2. Proper spacing of text is observed
which enables the instructor to
4.57
understand every word.
3. Language used is appropriate in
terms of its vocabulary, and
4.29
technicality.
4. Sentences are grammatically
4.14
correct.
5. The arrangement of components
of each activity provides clearer
4.00
understanding on the procedure
to be done in the part of the
instructors.
Grand Mean
4.29
Table 23 showed a rating of 4.21 which means it is very highly functional. This
implies that the training module meets the suitability of activity for its purpose as
indicated by the following characteristics (1) plain, (2) functional that is capable of being
put to use, (3) appropriateness, (4) sensible or realistic, (5) likely to be effective, and (6)
suitable for everyday use.(Microsoft Encarta 2008)
Table 23.Level of Functionality of the Training Module in Industrial Arts
Indicator
1. The Learning module addresses
the needed knowledge and skills
ofinstructors.
2. The activities enables instructors
to use critical thinking
3. The activities provide
opportunities for the instructors
tobe involve actively
4. The activities are interesting and
challenging
5. The activities can be performed
by theinstructors without
supervision
6. The activities are presented in
proper outline based on the
syllabus
Mean
4.43
Equivalent
Very Highly Functional
4.14
Highly Functional
4.14
4.43
4.00
4.14
Highly Functional
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Grand Mean
4.21
Table 24 shows the level of acceptability of the training module in Industrial Arts
which showed a rating of 4.22 which means it was very highly acceptable.
The assessment of the respondents yielded an average weighted mean rating of
4.22, described high acceptability. From the comments and reaction of the respondents
could be deduced that the training module is highly acceptable in terms of its format
and design. This very high acceptability further establishes the feasibility of designing,
and developing and validating the training module. This research therefore corroborates
previous developmental researches like, the design, development evaluation of a
prototype sheet metal engraving and forming machine of Palabay (2004).
Table 24.Level of Acceptability of the Training Module in Industrial Arts
Indicator
Mean
Level of Acceptability
4.28
High Acceptability
4.14
High Acceptability
4.14
High Acceptability
4.28
High Acceptability
4.14
4.28
High Acceptability
High Acceptability
4.28
4.14
High Acceptability
4.28
High Acceptability
4.22
VeryHigh Acceptability
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As reflected from the table, the training module is highly valid as to its content;
for that reason the hypothesis stating that the module is moderately valid, therefore
rejected. Likewise, the result of the level of face validity is very high valid; thus the
hypothesis asserting that the module is moderately valid, therefore rejected. Also as
shown in the table, the training module ishighly functional and acceptable.
Table 25.Level of Validity of the Training Module in Industrial Arts
Level of Validity
Content Validity
Face Validity
Functionality
Acceptability
Grand mean
Mean
4.22
4.29
4.21
4.22
4.24
Equivalent
Very High Validity
Very High Validity
Very High Validity
Very High Validity
Very High Validity
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Data were gathered, analyzed and interpreted and arrived of the following
findings:
The instructors in the five areas in industrial arts were dominated by males
between ages 41 and 50 years old. Majority occupy instructor I position, who are
holding Bachelor degree with average 1 to 10 years teaching experience. Likewise most
of them have attended trainings and seminars/workshop in different levels related to
their respective area and with varied skills.
Generally, the level of competency of the instructor respondents in five areas in
industrial arts revealed a high competentremark.
Generally, the five areas in Industrial Arts except Electricity with a mean average
of (3.07) and Electronics (3.11) had mean ratings above 3.40. Therefore, only two
indicators were considered constraints and all the rest were capabilities. The capabilities
reflect the high implementation of competency level of Industrial Arts instructors, while
the constraints weaken the competency level of TLE instructors.
The developed training module in industrial arts for instructors as well as the
questionnaires were very much valid as to content and face validity.
Conclusions
In light of the findings of the study, the following conclusions were made:
1. The respondents were professionals whose expertise derive or honed through
constant practice which is usually associated with age, experience or length of service.
2. The level of competency of instructors in the five areas of Woodworking,
Electricity, Electronics, Drafting and Handicraft based on the gathered data from the
questionnaires were with in the high competency. TLE instructors in the State
Universities and Colleges in Region 1 are very knowledgeable, experienced and are
experts in their areas of specializations. They possess good values and attitude as
professionals. However, questionnaires revealed some constraints to be developed for
further improvement.
3. The capabilities reflect the experienced competencies to a high level of
effective teaching. The constraints of teachers competency in the use of tools and
equipments and needs of learners as a laboratory for learning weaken the effectiveness
of instructors in the teaching-learning process.
4. The training module and the questionnaires meet the purpose of their
construction. The training module can be used by Industrial Arts instructors, researchers
and school managers.
Recommendations
Basedfrom the findings and conclusions of this study, the offers the following
recommendations were formulated:
1.The Industrial Arts instructors should teach their field of specialization and
should be encouraged and motivated to pursue higher level of education in order to
upgrade their knowledge and skills, sustain their experienced or satisfactory
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competency and for their personal and professional development towards higher
positions.
2. The competency level of Industrial Arts instructors of State Universities and
Colleges in Region I was in the level of high competency and could still be much
improved with the provision of more facilities and the improvement of the qualifications
of Industrial Arts instructor in order to meet the needs of the students and attain quality
and excellence in teaching. The high competency level of Industrial Arts instructors
should be sustained by upgrading instructors capabilities to handle Industrial Arts
learning areas through higher level in-service conferences/seminars. The high
competency level of Industrial Arts instructors in industrial arts should be sustained by
reducing/minimizing the constraints.
3. On Capabilities and Constraints, the developed Training Module in Industrial
Arts is an additional instructional to enhance the learning of instructors and students. A
test of effectiveness of the training module is highly encouraged and a similar training
module could be developed for other areas in Industrial Arts.
In relation to students, the TLE curriculum, specifically its five areas of Industrial
Arts namely: Woodworking, Electricity, Electronics, Drafting and Handicraft, must be
presented to the students as a potential income-generating source. Earning money, in
the final analysis, is the main objective of education.
Given more emphasis, there should be an effort to set mutual goals and
objectives, and even the content of the TLE curriculum, among the instructors on one
hand, and the students, on the other, in consultation with the community/linkages, to
ensure that the needs and interests of the students and also the needs of the
community, are being considered in the TLE curriculum. Or at least, they should be
motivated to appreciate and apply the knowledge and skills that they have learned.
4. Among the important factors to teaching competency in Industrial Arts,
special concern should be given to the provision of adequate tools and equipment. This
is because of the strong hands-on character of the Industrial Arts content and skills
areas that could be best learned by actual performance but which are being constrained
by the lack of facilities and tools and equipment.
5. Finally, other researchers may also tackle the interesting field of Industrial Arts
instruction, at the secondary and tertiary levels, and also consider other important
variables.
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