April 2015
INTRODUCTION
Every school, the access to quality education is a global
concern. The K to 12 Basic Education Program (BEP) implemented in
elementary and secondary school.
Technology and Livelihood Education (TLE) is an exploratory subject
for Grade 7 and Grade 8 introduced the different learning activities
which will prepare the students to be skillful before they take the
step into the world of work.
However, the access of students Learning Module and
Teachers Learning Guide was limited and there was no module
available for the students to help them in the teaching-learning
process as prescribed in the curriculum. Without modules and other
instructional materials, students learning is negatively affected and
their learning level becomes dense resulting to least learned
competency.
With this problem, the researcher makes a progress on how to
bridge the learning gaps in Grade 7 students; the development of
Strategic Intervention Material (SIM) in Technology and Livelihood
Education (TLE) particularly in Commercial Cooking is the answer.
RELATED LITERATURE
This chapter consists of various readings that are related to the study
that gave significant insights that helped much in the development of this
present study. Included here is the Strategic Intervention Materials (SIM)
developed by the researcher that make the learners and the teachers
become more productive and make them more confident.
Balacuit (2001) Performance is a factor that assesses student
learning outcomes. Classroom objective in teaching were established as
part of evaluation in which pupils were the subject of evaluation and being
assessed by evaluators if how much a pupil acquires and retains in the
course of his participation in the classroom activities.
According to Catedrilla (2000) the pupils performance level functions
are: 1.) communicating teachers expectations; 2.) providing feedbacks to
pupils and 3.) informing instructional decisions.
INDEPENDENT VARIABLES
DEPENDENT
VARIABLES
Learning Gaps in
Technology and
Livelihood
Education
Development
and Validation of
Strategic
Intervention
Material in
Commercial
Cooking
Students Academic
Performance
METHODOLOGY
This chapter deals with the research design, locale of the study,
respondents of the study, the sampling technique, data gathering
instrument, data gathering procedure and the statistical tools to be used
in the study.
Research Design
This study follows a Research and Development (R&D) paradigm.
The variables are learning gaps in Technology and Livelihood
Education, Development of Strategic Intervention Material (SIM) in
Commercial Cooking. These needs and problems were used as inputs
to the proposed Strategic Intervention Material to enhance the
learning performance of the Grade 7 students in the Pre-Test and PostTest related to Commercial Cooking. After administering and scoring
the Pre-test, item analysis was made in order to determine what
competencies were least mastered. The least mastered
competencies were the basis for constructing the SIM and it was
utilized as an intervention material. The SIM undergo content
Research Respondents
The twenty-nine (29) Grade 7 students of Koronadal
National Comprehensive High School-Paraiso Extension were
the samples of the study. The identified least mastered
competencies in the Pre-Test for the Second Grading period
was the basis of developing the SIM based on the result of
the item analysis.
Instrumentation
The following research instruments used in this study were PreTest/Post-Test, and the Strategic Intervention Material designed to
help teachers provide the students who need support to make
progress.
It tries to increase and deepen skills, knowledge and
understanding from concrete to what is more abstract.
It gave students the opportunity to explore their understanding
and make sense of these new ideas.
Furthermore, an intervention material meant to recall the
concepts and skills to help the learners master a competency-based
skill which they were not able to develop during classroom
discussion.
The Strategic Intervention Material has five parts: the guide
card, activity card, assessment card, enrichment card, and reference
card. The guide card stimulated the students of interest on the topic
discussed and gave a preview of what they would learn.
Activity Card, Assessment Card, and Enrichment Card are series of
activities with different level of difficulties to excite their interest as
they answer the SIM.
Intervention
The SIM utilized in this study entitled Fairy Lady and Her
Kitchen, was made by the researcher. Skill in this SIM focuses on the
classification and naming of cooking materials, kitchen utensils and
equipment that are commonly found in the kitchen.
Activities
10
9
8
7
6
5
4
3
2
1
0
Total
MPS
Total
(Frequency X Score)
0
0
0
49
42
15
28
9
2
0
0
145
0
0
0
7
7
3
7
3
1
0
1
29
50%
Total
(Frequency X Score)
120
81
56
7
0
0
0
0
0
0
0
264
12
9
7
1
0
0
0
0
0
0
0
29
91.03%
FINDINGS/CONCLUSION
As the result of the conduct of the SIM by the researcher, the
following interventions were realized and made through the initiative and
effort of the researcher; it was found out that there was a significant
difference between the pre-test and post-test results in TLE using the SIM.
The SIM issued and tested to the students was found effective
because it has an improvement to the mastery of the students as specified
objectives in TLE (Commercial Cooking) Second Grading for the SY 20142015.
It is further; I conclude that the performance and academic skills of
the Grade 7 students of KNCHS-Paraiso Extension in Technology and
Livelihood Education particularly in Commercial Cooking had improved due
to SIM provides self-directed activities and students are learning by doing at
the same time they are enjoying.
RECOMMENDATIONS
Student # 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
Total
MPS
*The
10Increase
Pre-Test
Score
Percentag
e
7
70
5
50
5
50
4
40
4
40
4
40
3
30
0
0
7
70
4
40
4
40
7
70
6
60
3
30
4
40
3
30
7
70
7
70
6
60
7
70
5
50
6
60
7
70
6
60
6
60
6
60
2
20
4
40
6
60
145
50%
Post-Test
Score
Percentag
e
10
100
9
90
9
90
9
90
9
90
8
80
8
80
7
70
10
100
8
80
8
80
10
100
10
100
8
80
8
80
9
90
10
100
10
100
9
90
10
100
10
100
9
90
10
100
10
100
9
90
9
90
8
80
10
100
10
100
264
91.03%
Increase
3
4
4
5
5
4
5
7
3
4
4
3
4
5
4
6
3
3
3
3
5
3
3
4
3
3
6
6
4
item test used was taken from the assessment activity card of the SIM.
41.03
No. of
Items
6. Compute costs of
production according to
standard procedure.
Item Placement
16
17
18
19
20
11
12
13
14
15
1
2
3
4
5
6
7
8
9
10
26
27
28
29
30
21
22
23
24
25
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
Prepared by: 50
EMMA D. LUMOGDANG
Teacher I/Subject Teacher
No. of Correct
Response
7
4
12
8
9
14
10
12
13
11
16
19
15
18
18
24
27
28
26
28
15
17
15
16
16
19
15
17
19
17
16
16
19
15
15
18
15
14
15
15
17
14
16
16
15
12
14
15
14
14
24
14
41
28
31
48
34
41
45
38
55
66
52
62
62
83
93
97
90
97
52
59
52
55
55
66
52
59
66
59
55
55
66
52
52
62
52
48
52
52
59
48
55
55
52
41
48
52
48
48
No. of Wrong
Response
22
25
17
21
20
15
19
17
16
18
13
10
14
11
11
5
2
1
3
1
14
12
14
13
13
10
14
12
10
12
13
13
10
14
14
11
14
15
14
14
12
15
13
13
14
17
15
14
15
15
% of wrong
Response
76
86
58
72
69
52
66
59
55
62
45
34
48
38
38
17
7
3
10
3
48
41
48
45
45
34
48
41
34
41
45
45
34
48
48
38
48
52
48
48
41
52
45
45
48
59
52
48
52
52
Mastered
(75% and
Above)
ANALYSIS
Nearing
Mastery
(50% to 74%)
Least
Mastered
(49% and
Below)
TOTAL
Noted by:
WILMER H. FETALINO
School Head
Table 2. Summary of Scores on the Validation of the Strategic Intervention Material in Technology
and Livelihood Education (Commercial Cooking) Entitled Fairy Lady and Her Kitchen.
Criteria
Strongly
Disagree
(1)
Disagree
(2)
Uncertain
(3)
Agree
(4)
Strongly
Agree
(5)
Mean
Descriptive
Equivalent
4.33
Agree
2
2
4.67
3.67
Strongly Agree
Agree
4.67
Strongly Agree
4.67
Strongly Agree
1
1.2
2
2.83
4.67
26.68
4.54
Strongly Agree
Strongly Agree
Table 2 presents the summary of the scores on the validation of the Strategic Intervention
Material (SIM) used in Action Research. As noted in table 2, experts ( 1 TLE Coordinator, 1
Teacher teaching TLE and the School Head) who validated the SIM strongly agree that the
activities selected are sufficient and appropriate to meet the desired outcome/objectives,
measures what is intended to measure and is easy to evaluate.
Likewise, experts agree that the SIM is properly constructed and the activities are within
the level of comprehension of the students.
Based on the findings, it can be concluded that SIM is an effective tool to be used as an
Action Research instrument since the overall descriptive equivalent is Strongly Agree with 4.54 as
an overall Mean.
No. of
Session
Knowledge
Comprehen
sion
Analysis
Application
Total
Percen
tage
11
12
13,14
15
10
16
17
18,19
20
10
2,3
10
8,9
10
10
26
27
28,29
30
10
21
22,23
24
25
10
2
2
31
36
32
37,38
33,34
39
35
40
5
5
10
10
41
42
43,44
45
10
2
24
46
10
47,48
14
49
16
50
10
5
50
10
100
Prepared by:
EMMA D. LUMOGDANG
Teacher
Noted by:
WILMER H. FETALINO
School Head
REFERENCES
Books
AQUIBO, M.A. (2002) Enhancing and Learning. Copyright June 2002.
Periodicals/Journals
TENEDERO, H. (2006) The HI Class Teacher. Copyright 2006
Unpublished Materials
BALLOS, V. (2006) Multi-Media Awareness: Its Effect on the Teaching Performance of
Secondary Science Teachers in the Division of Koronadal city and South Cotabato
Websites
magmendykit@yahoo.com SOBERANO, L.(2014) Strategic Intervention Metrials in Chemistry:
Its Development and Effectiveness.
http://m.search.proquest.com/proquestws/mlogin
Every
child
is
unique.
It
is
therefore, the responsibility of a
teacher to prepare them to become
competitive, more productive and let
them ready to face the complexity of
THANK YOU
AND
GOD BLESS US
ALL!