Republic of the Philippines

Department of Education

MIMAROPA Region

DIVISION OF OCCIDENTAL MINDORO

LUBANG VOCATIONAL HIGH SCHOOL

Tangal, Lubang

ACTION RESEARCH PROPOSAL

INSTRUCTIONAL ASSESSMENT OF TECHNICAL VOCATIONAL EDUCATION

AT LUBANG VOCATIONAL HIGH SCHOOL

FOR THE SCHOOL YEAR 2018-2019

Prepared by:

AMIR M. VILLAS
I. INTRODUCTION/BACKGROUND

A. Situation

Lack of instructional/learning materials used in teaching Technical Vocational

Education in Junior High School Department -Lubang Vocational High School.

B. Objectives

To supplement the scarcity of instructional/learning materials of Technical

Vocational Education in Junior High School Department-Lubang Vocational High School.

C. Possible Causes

Possible Causes Priority Rank

Improper intake of nutritious food 1

Lack of knowledge about nutritious food 2

Availability of food found in school canteen 3

Lack of parental support 4

II. METHODOLOGIES

A. Subject

The respondents of the study are identified Grade 7 students of

Mambusao National High School who are severely wasted.

NO. OF ENROLEES
GRADE AND SECTION NO. OF RESPONDENTS
(Grade 7)
Earth
Mars
Jupiter
Venus 20
Saturn
Mercury
TOTAL 79
B. Time Frame

 Pre-assessment
 July 2015
 Identified the respondents of the study
 August 2015
 Writing the action research proposal
 September 2015
 Seek the approval of the Action Research Supervisor and the Schools
Division Superintendent
 2nd week of October

C. Plan of Action
Time Data to be Data
Strategies Activities
Frame Collected Analysis
Feeding  conduct November  attendance
Program feeding 2015 sheets
program twice  pictures
a week  monthly reports
 weight
monitoring
every first
week of the
month

Conference  orientation November  letter to the

with the with the 2015 parents
parents students and  pictures/videos
parents  Attendance
 Meeting with sheets
the parents

D. Results/Evaluation

Results will follow after six consecutive months of feeding program.

Abstract

The study was conducted to assess the TLE program instruction of Southern Leyte State
University-San Juan campus. It tried to evaluate the attitude of TLE teachers towards work,
students personal view about the course, and the physical and learning environment of the school
in relation to TLE program. It utilized descriptive survey using two types of self-made
questionnaire, the Linkerts Scale and the Open-ended type survey. The data gathered were
treated using weighted mean and the frequency count. Results showed that most of the teachers
who are teaching TLE are in retiring age (7 out of 11 or 64%). The attitudes of TLE teachers
toward the program are moderately positive while the students’ personal view towards the course
is moderately low. Both teachers and students believed that the school needs to update
instructional materials, tools, and equipments, and improve classrooms particularly home
technology building. With these findings, the researchers came up with recommendations which
are to revisit the TLE curriculum in order to ensure relevance of the program to the present
career pathways in Technology and Livelihood Education Program of the Department of
Education for secondary schools to hire new teachers specializing TLE and to conduct proper
orientation of first year students about the TLE program.

Keywords - Technology and Livelihood Education, TLE, Instructional Assessment,

References

Bureau of Secondary Education (2010). "Secondary Education Curriculum, Curriculum Guide in

Career Pathways in Technology and Livelihood Education (CP-TLE)". Retrieved from
http://www.bse.ph/

Department of Education Memorandum No. 76 (2010). "Policy Guidelines on the

Implementation of the 2010 Secondary Education Curriculum". Retrieved from
http://www.deped.org.ph/

Department of Education Memorandum No.396 (2010). “The 2010 Secondary Education

Curriculum (SEC) Online Help DESK Anytime, Anywhere". Retrieved from
http://www.deped.org.ph/

Commission on Higher Education Memorandum Order No. 30 (2004). "Direct Course Offering
 of the Teacher Education Curricula". Retrieved from http://www/ched.org.ph/

Chambers, R; Conway, G. (1992) Sustainable rural livelihoods: practical concepts for the 21st
century. Retrieved from http://opendocs.ids.ac.uk/ opendocs/handle/123456789/80

Carney, D. (1999). Approaches to Sustainable Livelihoods for the Rural Poor. Retrieved from
http://hdl.handle.net/123456789/497

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Published
2012-08-04
How to Cite
 RETOME, Vangilit G. et al. Instructional Assessment of Technology and Livelihood Education (TLE) Program. JPAIR

Multidisciplinary Research, [S.l.], v. 9, n. 1, aug. 2012. ISSN 2244-0445. Available at:

<http://philair.ph/publication/index.php/jpair/article/view/14>. Date accessed: 07 jan. 2019.

doi: https://doi.org/10.7719/jpair.v9i1.14.

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Issue
Vol 9 No 1 (2012): August

Section
Articles

This work is licensed under a Creative Commons Attribution 4.0 International License.

As classroom teachers, it is essential that we become conversant with the type of instructional
materials, which can be used in any teaching/ learning situations. Instructional materials as it is said
are synonymous with what we call 'teaching aids' here in Nigeria. Instructional materials constitute
alternative channels of communication, which a teacher can use to convey more vividly instructional
information to learners. They represent a range of materials which can be used to 'extend the range
of vicarious experience' of learners in a teaching-learning situation. Recently, in Nigeria,
Educationists have realized the importance of these instructional materials for effective classroom
 teaching. Hence in 1945 and in 1985, the federal ministry of Education organized an exhibition of
improvised materials by instructional developers all over the federation. A major aim of these
exhibitions was to identify materials, which teachers have improvised as preclude hopefully, to their
further refinement through the process of formative evaluation. Though a center for educational
technology has sprung up in colleges of education and universities all over the country, it is doubtful
if practicing teachers in Nigeria are aware of procedures for selecting appropriate instructional
materials. This paper however, presents an overview of the relevance of instructional materials in
our school system and thus recommended among others that the use of several kinds of
instructional materials to explain one particular concept must also take cognizance of individual
differences among the learners. Meaning/definition of instructional materials: Instructional materials
refer to those alternative channels of communication, which a classroom teacher can use to
concretize a concept during teaching and learning process. Traditionally, classroom teachers have
relied heavily on the 'talk-chalk' method during their teaching. But recently, instructional materials
help to provide variations in the ways in which messages are sent across. In using instructional
materials teachers and students do not only extend the range of sense organs we use but also
extend the range of materials used for convening the same message through the same organ. For
instance, in teaching a topic a teacher can manipulate real objects or use their stimulators.
Instructional materials therefore constitute the media of exchange through which a message
transaction is facilitated between a source and a receiver. In addition to extending the range of
materials that can be used to convey the same instructional message to learners instructional
materials also facilitate the 'process' nature of communication. In this passage, the process nature of
communication implies that both the source and the receiver of a message are actively involved in a
communication encounter. Infarct, it means that both the receiver and the source share and
exchange ideas, feelings in any communication (Tyler, 1987, Dike 1989)..