This study sought to determine the effectiveness of the suggested guidebook as supplemental teaching resources for Technology and Livelihood Education in Food Processing at Pulong Sta. Cruz National High School in terms of student performance and learning engagement. It specifically sought after the following responses: the level of the guidebook as supplemental instructional materials in teaching Food Processing in terms of components as to objectives, contents, activities, and assessment, and its features as to usability, consistency, adaptability, and aesthetic value the level of the students engagement with regards to work behavior, cognitive, and affective, the level of the students performance relative to practical test lastly the guidebook components and features and its significant effect to the students learning engagement and  performance of Grade 8 students.                 A teacher-created questionnaire was used to collect data from 200 grade 8 students using a purposive random sampling method. Weighted mean and standard deviation were used to determine the effect of student learning engagement and its performance as to practical test.                The following were the findings of the study, the level of guidebook components in terms of objectives, contents, activities, and assessments, and its features with regards to usability, consistency, adaptability, and aesthetic value obtained an overall average mean of 4.27 with very high interpretation. It indicates that the respondents manifested the clarity of the objectives of the guidebook.                 In terms of students learning engagement with regards to work behavior, and cognitive a mean of 4.28 and 4.21 interpreted “very high” while a “high” interpretation of 3.88 obtained for affective engagement. It indicates that the respondents manifested a clear understanding of the instructional materials objective.                 The level of students performance relative to practical test got a verbal interpretation of outstanding attained an overall average grade of 92.89, indicating that the respondents performance was beyond excellent satisfactory level as evidenced by the practical test result.                 In the guidebook components as to content, activities, assessment, and its features as to usability, consistency, adaptability, and aesthetic value in relation to the students performance relative to practical test, it was found out that the p=values were all higher than (0.05) level of significance indicating no significant impact on students performance.                 However, the guidebook components in terms of objectives obtained a p-value (0.028) lower than (0.05) level of significance. The result shows a significant effect on the performance of grade 8 students. It further implies that the null hypothesis was rejected as evidence with the result.                 Therefore, it is recommended that TLE teachers in other Technology and Livelihood Education courses in which the researcher is employed were encouraged to create instructional materials based on student preferences and to attend seminars and training workshops to acquire new skills on the creation of instructional materials.

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