Education
Volume: 103 , Issue: 1 , June Published Date: 18 June 2022
Publisher Name: IJRP
Views: 336 , Download: 1586 , Pages: 152 - 167
DOI: 10.47119/IJRP1001031620223399
Publisher Name: IJRP
Views: 336 , Download: 1586 , Pages: 152 - 167
DOI: 10.47119/IJRP1001031620223399
Authors
| # | Author Name |
|---|---|
| 1 | Bianca Myrill San Jose Banca |
Abstract
The purpose of this study was to develop and validate the module in handicrafts in the subject area of Technology and Livelihood Education. This study sought to determine the effects of the module in handicrafts on the students' performance. The respondents of the study were the fifty (50) Grade 7 students of Liceo de Victoria under distance learning. The descriptive survey research method was used in this study in order to assess the level of module components and attributes in Technology and Livelihood Education under handicrafts production. The following were the significant findings of the study; the level of module components with regards to learning objectives, contents, activities, and assessments were all very high. The level of module attributes with regards to adaptability, appropriateness, design, self-instructional, usability and validity were all very high. The level of students? performance of Grade 7 as to third quarter grade in TLE subject are proficient. The components of the module in terms of learning objectives, content and activities has a significant effect on students? performance while there is no significant effect in terms of assessment. On the other hand, the attributes of the module in terms of adaptability, appropriateness, design, self-instructional, usability and validity has a significant effect on students? performance. Hence, there is a significant effect between the modules in handicrafts to the students? performance. Thus, the null hypothesis is rejected. Therefore, it is recommended that the Liceo de Victoria school in which the researcher is employed may request to the SPDCSS administrators to use the said module in handicrafts as a centralize one for the whole schools? system. The TLE teachers may develop additional instructional learning materials based on the needs and interests of the students assimilated into other courses offered in Technology and Livelihood Education and the TLE teachers are encouraged to attend seminars, workshops, and training programs to acquire new knowledge and updated background information on developing instructional learning materials.