Student Perception of the BTLED Program: A Study of TLE Competency Development

Submitted by:
Kurt Ian L. Lunag
Laiza C. Chumayo
Warren Diego G. Naupo

Ifugao State University- Lagawe Campus

Bachelor of Technology and Livelihood Education

Panelist:

__________________ ____________________ ______________________

Dr. Dizon B. Tayaban Dr. Dino A. Reyes Mr. Cesar D. Mendigoria

Research Adviser:

___________________
Ms. Nora B. Mangiguib

October 21, 2024

Chapter 1
Introduction
The Bachelor of Technology and Livelihood Education (BTLED) program plays a critical role in
preparing future educators to teach Technology and Livelihood Education (TLE) subjects at the secondary
level. TLE subjects, which encompass areas like home economics, agriculture, and industrial arts aim to
develop practical skills that are essential for students’ career readiness and personal growth (DepEd, 2016).
With the increasing importance of livelihood and vocational education in the Philippines, there is a need to
ensure that the BTLED program effectively cultivates the necessary competencies for future TLE educators.
As competency-based education gains prominence in global teacher training frameworks, exploring
student perceptions of BTLED program effectiveness is crucial. Student perceptions provide valuable
insights into how well the program meets its objectives, highlighting both its strengths and the areas that
require improvement (Biggs & Tang, 2011). Specifically, understanding students’ views on competency
development in key TLE areas can help educators and policymakers make informed decisions about
curriculum design, teaching strategies, and the resources needed to enhance the quality of instruction.
As competency-based education gains prominence in global teacher training frameworks, exploring
student perceptions of BTLED program effectiveness is crucial. Student perceptions provide valuable
insights into how well the program meets its objectives, highlighting both its strengths and the areas that
require improvement (Biggs & Tang, 2011). Specifically, understanding students’ views on competency
development in key TLE areas can help educators and policymakers make informed decisions about
curriculum design, teaching strategies, and the resources needed to enhance the quality of instruction.
This study, therefore, aims to examine the perceptions of BTLED students regarding the development of
their competencies in teaching TLE. By capturing student feedback, the study will contribute to ongoing
efforts to refine the BTLED program, ensuring that future TLE teachers are equipped with the skills
necessary to provide relevant and high-quality education. Improved TLE instruction, in turn, has the
potential to positively impact the technical and vocational skills of Filipino students, thus supporting
national goals for human resource development (TESDA, 2020).
Given the issues, trends, and advances in the educational system, education is essential for everyone
(Shaturaev, 2021). A person's education is a crucial aspect of his/her life. It is the key to success and having
many opportunities in life. For people, education has various benefits. For instance, it clarifies one's
thoughts and perceptions. College graduates enable students to pursue higher education or plan for the
workforce. Education in a subject area enables people to think, feel, and act in a way that supports their
success and raises their happiness and that of their community. Education also helps people develop their
personalities, ideas, and skills. It also prepares people for life experiences and addresses the current trends
in teaching (Al-Shuaibi, 2014; Capacio et al., 2021).

The four components of T.L.E, which focuses on home life and everyday living, are home economics,
agricultural arts, information and communication technology, and industrial arts. Technology and
livelihood education play a crucial role in our current educational system (Tumbali, 2021). This academic
field includes many helpful life skills that will aid students in independent success in their chosen
professional routes in its curriculum. One will demonstrate importance throughout the lifespan using this
program. The most crucial part of technology and livelihood education is that students learn how the
material relates to their life today and how it will be helpful to them in the future. It is a subject that
prepares high school students for activities that will provide them with the knowledge and abilities to be
helpful and start earning money immediately.

Home Economics is a vocational subject that provides students with the essential practical knowledge
and social skills to be productive members of society (Alabi,2013). In addition, it covers all of the core
skills required to run a successful career. It is a field of study that teaches numerous areas of home
economics by combining concepts, principles, and theories. Home Economics is a concept that focuses on
enhancing the individuals, families, and society's quality of life. Home Economics must be well-informed
and knowledgeable about current trends and changes in the field. Home economics is a skill-oriented
subject, so to implement it effectively, it must recognize the importance of home economics and provide
students with a wide range of real-world experiences.

This research determined what multimedia the home economics professors prefer in teaching the
competencies needed in the BTLEd home economics program. Also, it shows what competencies students
need in the identified areas of home economics and the challenges students encounter in using various
multimedia for instruction. (Mitchelle D. Arroz, 2023).

The Technology and Livelihood Education course is essential to achieving the new, improved
curriculum's aims and objectives. Agri-fishery arts, industrial arts, and home economics are all included in
the technology and livelihood education technology (Jacolbia, 2016). Any of these fields could be used to
classify the 24 TLE courses. Every school can choose which stream of TLE to offer, considering teachers,
facilities, and resources.

Many people think that during their time in school, students should be equipped with both knowledge
and skills (Di Giulio & Defila, 2017; Quinco-Cadosales, 2013). The range of knowledge and skills
required to carry out these duties successfully can change throughout a person's lifetime. Some of these
involve people learning about their traits (such as interests, values, talents, and abilities), the crucial
components of the transitions they are going through, and the options they are considering. While some
abilities are required to execute decisions, assess progress, and change course successfully, other skills
help people relate their traits to significant elements of their environment and the decisions they must make
(Kerkhoff & Cloud, 2020).

Research by Wang and Wang (2020) suggests that negative stereotypes associated with vocational
education, such as perceptions of lower status compared to academic fields, can deter students from fully
engaging in programs like Home Economics and Industrial Arts. The stigma surrounding these disciplines
often leads to a lack of interest and underappreciation of the skills learned.
 As mentioned by Thomas (2020) distance learning offers enormous potential for students who want to
take a class but are physically unable to attend a traditional classroom. It affords a flexibility that many
students find appealing; however, others find this flexibility challenging, intimidating, or frustrating.
Distance-learning classes can present problems for students in the areas of support, interactivity,
commitment, and technology.

Theoretical/Conceptual Frameworks

The framework of this study is both theoretical and conceptual foundations that guide the exploration of
student perceptions regarding competency development in the Bachelor of Technology and Livelihood
Education BTLED program.

Theoretical Framework:

This study will utilize the Social Learning Theory by Albert Bandura (1977) and constructivism theory
of Jean Piaget (1920). Bandura's Social Learning Theory proposes that individuals learn through
observation, imitation, and reinforcement. This framework can be applied to understanding student behavior
by examining how students learn from the consequences of their actions and by observing the behavior of
others (peers, teachers). While constructivism of Jean Piaget is considering a prominent figure in modern
constructivism theory, Jean in his work the construction of the reality in the child (1954) discusses how
children construct their understanding of the world thorough experiences and interactions.

Albert Bandura’s Social Learning Theory (SLT) explain that students need to accept their choices, and
when the time comes, they will understand why they made them. Student decisions are heavily influenced
by the actions of their peers. Taking the students’ perspective, Tinto (2017) argues that, to understand the
problem of attrition, universities need to consider how they can influence their students to remain motivated
and complete their degrees. He states that from a student perspective it is not a problem of ‘being retained’,
but one of ‘persisting to degree completion’. ‘Persistence’ captures the focus, drive, and forward progression
needed by students to complete a program of study (York, Gibson, & Rankin, 2015). Student motivation to
persist in the face of academic struggles is dependent on self-efficacy, a sense of belonging, and the
perceived value of the curriculum (Tinto, 2017).
Constructivism theory is the idea that humans create knowledge through the interaction between their
experiences and ideas. His view of constructivism is the inspiration for radical constructivism due to his idea
that the individual is at the center of the knowledge creation and acquisition process. Piaget’s view was that
there actually are not distinctive types of learning or ways to acquire knowledge because there is far too
much overlap in their function to actually distinguish them (Piaget, 1964). However, Jonassen (1991)
suggested that a constructivist approach to teaching is better for more advanced types knowledge
acquisition. Basic and intermediate levels of a topic involve learning in a more objective way, but once the
essentials are in place, then constructivism is the best means of instilling applied knowledge.

Piaget’s claims that we have actively construct our own understanding and knowledge of the world
through experiencing things and reflecting on those experiences.

In conclusion, constructivism theory and social learning theory are relevant framework for the
awareness of Ifugao state university Lagawe campus to student. The constructivism theory is the concept the
importance of hands-on, experiential learning where students actively engage with the material and relate it
to their prior knowledge and experiences. Bandura’s social learning theory states behavior is learned from
the environment through the process of observational learning.

Conceptual framework:

PROCESS
PROCESS
Data collection
Data
Data collection
analysis
INPUTS Data analysis
INPUTS
1. the student
1. the student
perceptions on the
perceptions
adequacy on the
of program
adequacy of program
instructional resources
instructional resources
along:
1.1along:
home economics
1.21.1 home economics
agriculture
1.31.2 agriculture
industrial arts
2. 1.3
the industrial
challenges arts
that the
2. the challenges
students experienced that
in the
thestudents experienced
implementation of thein
the implementation
program on instructionof the
program on instruction
along:
along:
2.1home economics OUTPUT
2.1home economics
2.2 agriculture
2.2 agriculture
2.3 industrial arts Enhance practical
2.3 industrial arts training opportunities.
3. the TLE competencies
3.students
that the TLE competencies
perceive as Increase hands-on
that students
needing perceive as
improvement. learning
needing improvement.
4.intervention program Establish skill labs
be4.intervention program
proposed to address
thebe proposed to address
challenges
the challenges
experienced by the
respondents. by the
experienced
respondents.

The Vocational Education Act of 1917 aim to provide high school students with an educational experience of
more relevance to available careers by installing Agriculture Education, Industrial Education, and Home
Economics programs (Association for Career Technical Education [ACTE], 2018).
Kathryn McSweeney (2014), This study was prompted by an interest in the extent to which the aims of
home economics education in Ireland are being served by the assessment carried out at a national level. This
interest led to an empirical investigation of key stakeholders’ perceptions of the validity of home economics
assessment and a critical evaluation of its impact on teaching and learning. Home Economics combines
aspects of science, nutrition, cooking, parenting skills and finance. Students learn about the inter-
relationships between diet, health, family, home and choice and the management of resources.
Nikki Joyce Cabansag Curan (2023), Currently, the K to 12 Education Program incorporates the provision of
Career Pathways or optional courses within the framework of the Technology and Livelihood Education
(TLE) subject. Within this academic domain, a wide spectrum of courses is made available, resulting in
distinct learning competencies. Nonetheless, it is important to acknowledge that not all students may be
equally interested in all the lessons embedded in the subject. This variance in interest level could potentially
be linked to variations in individual learning preferences spanning the diverse subcomponents of the TLE.
Observations by Ariaso & Tancinco (2016) reveal that the subject is often ignored and taken-for granted
subject by many students today without realizing the significant contribution of it to their life and never been
properly recognized. This subject’s crucial role in equipping students with practical skills and knowledge is
sometimes overshadowed. It is evident that TLE subjects are not always prioritized. But TLE is a means to
enhance the quality of life, as it imparts essential skills and knowledge to the youth, fostering a positive
work attitude and responsible resource utilization.

Statement of the Problem

This study aims to investigate the perceptions and challenges encountered by third-year and fourth-year
students enrolled in the program for SY 2024-2025 regarding the implementation of the BTLED program
focused on instruction. Specifically, the study seeks to answer the following questions:

1. What are the student perceptions on the adequacy of program instructional resources along:
a. home economics
b. agriculture
c. industrial arts?

2. What are the challenges that the students experienced in the implementation of the program on
instruction along:
a. home economics
b. agriculture
c. industrial arts?

3. What are the TLE competencies that students perceive as needing improvement?

4. What intervention program be proposed to address the challenges experienced by the respondents?
Chapter 2

Methodology

Research Method

This chapter will deliberate the method that will be used in this study. It will cover the presentation of
research design, participants of the study, research environment, data gathering procedures, and treatment of
data.

Research Design

This study will employ a mixed-methods research design to comprehensively investigate student perceptions
of the Bachelor of Technology and Livelihood Education (BTLED) program.
The study adopts a mixed method approach to collect data on learning challenges faced by students of
Technology and Livelihood Education. Qualitative research is a standard method used to understand better a
person’s experiences or collective experiences (Cowger & Tritz, 2019). The researchers gathered data
through interviews, observations, and data mining from artifacts or documents. In particular, the study
employed the single case study of Merriam (1998).

Research Environment

The study will be conducted in the Ifugao State University, Lagawe Campus, Población West, Lagawe,
Ifugao. Ifugao State University is a globally recognized university which offers graduate and undergraduate
program across various fields such as Agriculture, Forestry, Education, Engineering, Arts and Sciences,
Information and Technology, Business Management and Criminology.
Respondents

The respondents for this study will cater all the students who are enrolled in Bacher of technology and
Livelihood Education (BTLED) of IFSU Lagawe-Campus from the College of Education, School Year
2024-2025.

Data gathering procedure

In the data gathering stage of the study, the researchers will seek the permission of the University’s Campus
Executive Director of the IFSU-Lagawe Campus along with the College Dean of education of the
University. With the approval of the proper authorities, the researchers will distribute the survey
questionnaire to all BTLED student-respondents. Upon completion of the data gathering stage, data
collected will undergo statistical analysis.

Data Gathering Tool

In order to gather relevant data for this study, the researchers will utilize a survey questionnaire as a survey
instrument to elicit the pertinent information from the principal respondents and will be the major tool used
by the researchers in gathering the significant data from the respondents.

Data analysis

Raw data collection gathered from the questionnaire given. The answer given were tabulated and interpreted
to answer the particular statements of the problem. In this study, the researchers made use of the Likert
Scale, the most widely- used research method to analyze the responses in the survey questionnaire. It will be
in the form of 4 points scale measuring levels of Very high, high, moderate and low.
The analysis of this research data will be collected from the questions answered by the respondents. In
analyzing the data, researchers will use a method such as the frequency, weighted mean and mean method.

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