You are on page 1of 13

Title:

SUPPLEMENTAL DEVELOPMENT OF AN ACTIVITY-BASED TECHNICAL DRAWING


MODULE

SKILLS COMPETENCY ASSESSMENT VARIABLES AND LEVEL OF PERFORMANCE OF


GRADE10 STUDENTS IN SELECTED STVEP-BASED SPECIALIZATION

EFFECTIVENESS OF TECHNOLOGY AND LIVELIHOOD EDUCATION LEARNING


MODULE AND PERFORMANCE OF GRADE 7 STUDENTS IN SELECTED PUBLIC
SECONDARY SCHOOLS IN MAUBAN QUEZON

A Title Proposal
Presented to the
Faculty of Graduate Studies and Applied Research
Laguna State Polytechnic University
San Pablo City Campus

In Partial Fulfillment
Of the Requirement for the Course
Graduate Seminar in Thesis Writing

EDUARDO M. TALAMAN
MAED-THE (Stud.# 15-SS-THE-075)

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
1. TITLE:

SUPPLEMENTAL DEVELOPMENT OF AN ACTIVITY-BASED TECHNICAL DRAWING


MODULE
Rationale

Teachers set the tone of their classrooms, build a warm environment, mentor and nurture
students, become role models, and listen and look for signs of trouble. The most common role a
teacher plays in the classroom is to teach knowledge to children. Teachers play vital roles in the
lives of the students in their classrooms. Teachers are best known for the role of educating the
students that are placed in their care. Perhaps, one of the most important role of teachers is
interacting with students through different learning activities. Activities that will help the students
to get involved in the learning process.
With this concern, the researcher developed an activity- based Technical drawing module
based on the preferences of such activity. This activity- based Technical drawing module covers the
entire subject of Grade 7 Technical Drawing which has a description of Technical Drawing 1.
In the context of this subject, students will be keep motivated by giving interactive learning
activities. It deals with the questions wherein students will connect it into their real-life situations.
They will appreciate Technical Drawing links their learning experience to improve and enhance their
skills not only in drawing but also with their work values.

SPECIFIC OBJECTIVES
The Activity- based Technical Drawing module aims to:
1. Keep motivated the students in learning Technical Drawing.
2. Encourage the students to cope with the burdens in learning Technical Drawing.
3. Participate in the teaching- learning process to understand more Technical Drawing.
4. Develop students intelligences through different learning activities.
5. Increase students performance skills in Technical Drawing.

Theoretical Framework

The study is primarily anchored on the Theory of Learning by Doing by John Dewey. This
theory believes that students learn better when they are actively engaged in the learning process.
Learning by doing means learning from experiences resulting directly from ones own actions.
Dewey identified learning by doing as the sole strategy for any kind of learning. He identified
education as a kind of experience, and through saying this he actually means the same equation
between what one actually does and the resultant learning. So if a student learns how to listen and
take notes from a lecture, he or she only learns how to listen and taking notes. If afterwards the
student memorizes the lesson notes, the student learns how to memorize things.
Villamar (2012) similarly stated that learning is an active process in which the learner uses
sensory input and constructs meaning out of it. Constructivism is basically a theory, based on
observation and scientific study- about how people learn. It says that people construct their own
understanding and knowledge of the world, through experiencing things and reflecting on those
experiences. People learn to learn as they learn where learning consists both of constructing
meaning and constructing systems of meaning. Constructivist maintains that the learner needs to
be empowered and keep motivated.
On the other hand, Hatten (2012) asserted that interactive activities help the students to get
involved within the subjects. He also stated that interactive learning is a hands-on approach to help
students become more engaged in the subject. Education seems to be constantly changing.
Students are no longer expected to sit at a desk and take notes on a lecture. Lessons must be much

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
more engaging and interactive. He further said that interactive learning actively engages the
students in wrestling with the material. It reinvigorates the classroom for both students and the
teachers. Lectures are changed into discussions, and students and teachers become partners in the
journey of knowledge acquisition.
Del Rios (2012) ACAS Model as cited in Gonzales (2015) illustrates a disc-shaped framework
showing the interrelationship of the four components of the model which are all- equally significant
in developing an instructional material.
In the ACAS Model, A stands for acceptability. It shows the necessity of an instructional
material to be acceptable in terms of various concepts considering the curriculum, objectives, the
teachers facilitating learning, and the learners utilizing them. C stands for comprehensibility
which deals with the quality of characteristic of the instructional material to be easily understood
by the teachers, being the target users. Meanwhile, the second A stands for attractiveness which
deals with providing clear illustrations; readable font size and styles; linkages between the texts and
illustrations; and the ability to capture students interest. Moreover, S is for self- involvement
which states that lessons and activities provided in the instructional material must be engaging
among the target users. Activities to be given must connect to the daily lives of the students so that
they will see how the study of technical drawing is related in their lives.
In the light of the present study, acceptability is applied in terms of considering the
suitability of the activity-based technical drawing in the present curriculum and its objectives. It
will also consider the acceptability of the material to the teachers and the learners. In terms of
comprehensibility, the researcher considers developing the material which can easily be understood
by the teachers and students. It also considers clear objectives of the learning activities suited for
the learners. Meanwhile, attractiveness is also considered by the researcher in the development of
the activity-based technical drawing module in terms considering the provision of clear illustrations
of learning activities that capture the students interest and readable font size and styles. Moreover,
self-involvement is considered in the sense that the learning activities provided in the material
engage the learners participation and involvement. This is also in support to the theory that
learning best happens by doing.
Conceptual Paradigm

INPUT PROCESS OUTPUT

Identification of least
effective and not effective
activities found in the
existing module in
Technical Drawing
Identification of the Analysis of the least
reasons of the activities in effective and not effective
the existing Technical activities found in the
Drawing Module to be existing module in
found least effective and Supplemental Activity- based
Technical Drawing
not effective Technical Drawing
Development of
Level of acceptability of supplemental activity-
supplemental activity- based Technical Drawing
based Technical Drawing
module in terms of
applicability,
comprehensibility,
attractiveness and self-
involvement

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
Statement of the Problem Hypotheses Statistical Tools
1. What activities found in the existing 1. Weighted Mean
module in Technical Drawing are perceived to be and SD
least effective and not effective in each quarter? 2. Percent /
2. What are the perceived reasons for the Frequency
activities in the existing Technical Drawing Distribution
module to be least effective and not effective?
3. What is the level of acceptability of the 3. Weighted Mean
supplemental activity- based Technical Drawing and SD
module in terms of:
4.1. Applicability;
4.2. Comprehensibility;
4.3. Attractiveness;
4.4. Self- involvement?
4. Is there a significant relationship between 4. Pearson-Product-
the level of acceptability of the supplemental Moment Correlation
activity-based module in Technical Drawing to
perceived reasons for the activities in the
existing Technical Drawing module?
5. What supplemental activity-based
modules in Technical Drawing can be
developed?

Significance of the Study

Students. This is beneficial to them in the sense that the module can help them to easily
visualize and understand the lesson. This can be an effective instrument also to become more
motivated in studying technical drawing because the activity-based technical drawing module could
serve as a tool to arouse their interest towards the subject. It can also encourage a good study
habits since the given activities are designed on the students desired learning.
Technical Drawing Teachers. The development of the activity-based technical drawing
module would lead to the improvement of their instruction. The module would also be of great help
to the teachers in making the learning process easier to supervise and increase the interest of the
students towards the subject. This would further help them execute the lesson without bundles of
time to write and discuss particular topic. Moreover, this would provide them new trends in
teaching techniques, methods and strategies that can energize classes and would engage their
students toward desired outcomes.
Administrators. This is likewise beneficial to them since the development of the activity-
based module primarily aims to give quality education to the students. It can also serve as a
reference for them to plan and implement new strategies in teaching. They would give them insights
also on impact of the developed activity-based technical drawing module on the performance of the
students in Technical Drawing 1. They could encourage the teachers also to continually look for
other instructional materials that facilitate the teaching-learning process.
Future researchers. The study would be useful to them in conducting similar or related
studies regarding the development of an instructional material. This could also be used as a
reference in the further investigating the impact of an instructional material to the teaching-
learning process.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
Scope and Limitation
The study primarily aimed to develop an activity- based Technical Drawing module.
Specifically, this study will determine the least effective and not effective activities found in the
existing technical drawing module. Reasons for the activities in the existing module to be least
effective or not effective were also identified. These will also serve as the reference of the researcher
in developing an activity-based technical drafting module. This study will further determined the
level of acceptability of the developed activity-based technical drawing module in terms of its
applicability, comprehensibility, attractiveness and self-involvement.
Moreover, descriptive-evaluative method of research will be utilized by the researcher to
evaluate the existing technical drawing module which served as the basis of developing an activity-
based technical drawing module. The study will be conduct at Mauban District Schools consisting
of a total number of 15 teachers who will serve as the respondents. Survey-questionnaire will be
employed in this study consisting of two parts. The first part includes the checklist type which
identifies the least effective and not effective activities found in the existing technical drawing
module. The second part of the questionnaire includes questions that determine the level of
acceptability of the developed activity-based technical drawing module in terms of acceptability,
comprehensibility, attractiveness and self-involvement.
In the analysis of the data to be gathered, the study will employ statistical treatment such as
simple percentage and weighted arithmetic mean. Four-point scale will be used to analyze the
perceived effectiveness of the activities found in the existing module and to analyze the acceptability
level of the developed activity-based technical drawing module.

Definition of Terms

For a better and clearer understanding of the study, the following terms are defined
operationally:
Supplemental Activity- based Technical Drawing Module. This refers to the researchers
self- developed innovative variety of activities. It consists of activities written in English and
step by step procedures that could help to increase students interest to learn and appreciate
Technical Drawing.
Development of Activity- based Technical Drawing Module. It is the actual creation of
activity- based technical drawing module based on the least effective and not effective
activities found in the existing technical drawing module.
Least Effective and Not Effective Activities. These refer to the activities that do not impact
positively the students performance based on the existing Technical Drawing Module. These
are also considered as activities that are considered not constructive, not interactive, not
reflective and do not cater to the multiple intelligences of the students.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
2. TITLE:

SKILLS COMPETENCY ASSESSMENT VARIABLES AND LEVEL OF PERFORMANCE OF


GRADE10 STUDENTS IN SELECTED STVEP-BASED SPECIALIZATION

Rationale

DepEd believes that technical-vocational high school program will play a significant role in
raising the quality of high school graduates in the country toward employment here and abroad or
toward entrepreneurship. Through it, they can contribute more significantly to revenue generations,
job creations and to national development as a whole said Sec. Armin Luistro. He also added that
Strengthened Technical-Vocational Education Program (STVEP) complements the governments
program for economic recovery and the social uplift by addressing the job skill mismatch in our
labor market and providing the tech-voc high school students with opportunities to acquire TESDA
certifiable technical, vocational, industrial, and other relevant skills.

DepEd continues to raise the quality of the STVEP-Competency Based Curriculum, but the
questions are do they evaluate and closely monitor the performance of students and teachers in
different vocational schools? Do the assessment centers/schools have complete facilities, equipment
and tools needed during assessment? Are they enough available assessors in all areas of
specialization during the assessment? These are the questions that motivated the researcher to find
concrete answers. Thus this study aims to analyze the performance of the students of MSEMSAT
after the competency assessment.

Theoretical Framework

Bandura argues that belief in ones ability to perform either specific task or more general
domain of tasks has a strong influence on the amount of effort one expends, how long one persists
in trying to accomplish a task, how resilient one is in the face of failure, and how well one is likely
to cope with stress under demanding circumstances.
According to Dewey, if the student learned how to solve problems, presumably, he would be
better fit for living in our ever-changing world with its manifold perplexities.

Research Paradigm

Independent Variables Dependent Variables

1. Student Factor
1.1 Age Level of Performance of
1.2 Gender Students in STVEP
1.3 Area of Specialization Competency-Based
Specialization
2. Teacher Factor NC I
2.1 Work values NC II
2.2 Competence

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
3. School Factor
3.1 Facilities
3.2 Tools and Equipment

4. Skills Competency Assessment


Variables
4.1 Assessors
availability/credibility
4.2 Time allotment for
assessment
4.3 Assessment Venue/Center

Statement of the Problem Hypotheses Statistical Tools

To give an overview of what this study


seeks to obtain, listed below are the questions
that this study seeks to answer:
1. What is the profile of the student 1. Percent /
respondents in terms of: Frequency
a. Age; Distribution
b. Gender; and
c. Area of Specialization?
2. What are mean perception of the 2. Percent /
student-respondents on the following and Frequency
related variables: Distribution
a. Teachers Factor; and
b. School Factor?
3. How do the respondents perceive the 3. Weighted Mean and
skills competency assessment variables in SD
terms of:
a. Assessors credibility;
b. Time allotment for assessment; and
c. Assessment Venue?
4. What is the level of respondents 4. Weighted Mean and
performance in the Competency-based SD
specialization in terms of:
a. Teachers Factor; and
b. School Factor?
5. Is there a significant relationship There is no 5. Pearson-Product-
between the profile of respondents and the significant Moment Correlation
level performance in skills competency relationship between
based specialization? the profile of
a. NC I respondents and
b. NC II their performance in
skills competency
assessment for NC I
and NC II

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
6. Are related variables (e.g. teacher and school The related variables 6. Pearson-Product-
factors) and skills competency assessment and skills Moment Correlation
variables significantly related to the competency
performance of the respondents in skills assessment variables
competency-based specialization? are not significantly
related to the
performance of the
respondents in skills
competency
competency-based
specialization?

Significance of the Study

It is hoped that the findings of the study will be useful for the following:

Department of Education. Through the findings of this study and other related studies, the
department may be closely monitor the performance of all Tech-Voc schools before and during
assessment period for them to know if there are sufficient supplies of materials, tools and
equipment in every assessment center; available credible assessors needed to assess the students.

School Administrators. The result of the study may help the tech-voc school heads to uplift
the readiness of his/her teachers, students and the school as a whole for the assessment and for
the day to day teaching learning activities.

Teachers. The findings of the study may enhance the tech-voc teachers to upgrade their
teaching competence in order to develop well-trained students fully equipped with knowledge, skills
and desirable working attitudes to pass the assessment and to face the world of work in the future.

Students. The result of this study will provide all tech-voc students an insight for them to
strive for their studies to prepare themselves for the assessment and to realize its importance in
order for them to be ready in their chosen field specialization.

Scope and Limitation of the Study

This study will be focused on the skills competency assessment of the students at MSEMSAT
in selected areas of specialization. The profile of the student respondents will be used to determine
its relationship with their performance in NC I and NC II. The teacher factors, school factors and
skills competency assessment variables will also be considered to determine its possible connection
with the performance of the students.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
Definition of Terms

Age. This is the total number of years the respondent has been living since birth
Area of Specialization. This is the course being taken by the students of Technical-
Vocational schools, (e.g. Civil Tech, Drafting, Electronics, etc.)
Assessor. A person who assess and evaluate the performance of the students in a given
competency. He/she is a qualified and licensed assessor authorized by the TESDA (Technical
Education Skills Development Authority)
Competence. This is the ability of the teacher to deliver the lesson and skills effectively

Competency. It refers to the specific area where a student should master and earn a
national certificate.
Facility. This refers to the available buildings and resources in a school campus.
Gender. This pertains to the sex of the student respondents
Tools and Equipment. These are the tools and equipment available in a shop room in
different areas of specialization
Work Values. It refers to the principles practiced by the teacher and students towards work.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
3. TITLE:

EFFECTIVENESS OF TECHNOLOGY AND LIVELIHOOD EDUCATION LEARNING


MODULE AND PERFORMANCE OF GRADE 7 STUDENTS IN SELECTED PUBLIC
SECONDARY SCHOOLS IN MAUBAN QUEZON

Rationale

Learning module can be described as an individual educational unit of limited scope,


encompassing a series of educational and learning activities. It contains many of the features of
programmed learning that are considered beneficial. Without question, the chief characteristics of
learning modules are that they are flexible and mediated instruction adapted to individual or group
learning situation.

The use of self-instructional materials in TLE is particularly beneficial as a strategy in


introducing basic information to an entire class, freeing the lecture and discussion hours for more
discussion and lecture, an enrichment activity for talented students; a strategy for make-up for
student who has been absent and a strategy for a student in need of remedial lectures or activities.

Attention will be necessary for all the consequences when shifting towards modular
instruction, especially for the grade 7 students who are used to lectures in their elementary grades.
Can they adopt to abrupt changes? Can they comprehend with the instruction in learning
activities? Those are basic questions that need to be answered as to whether developed new
teaching technique suitable to the students ability for them to understand the lessons of just let
the students embraced the changes.

Thus, this study aimed to determine the significant relationship of TLE learning modules and
performance of grade 7 students in selected public secondary schools at Mauban, Quezon on its
second year of implementation.

Theoretical Framework

What teaches do, according to a particularly useful model for explaining workplace
performance developed in 1996 by J. ODay and B. Rowan, is a function of three interdependent
variables: motivations, abilities, and working conditions, or the situations in which they work. The
interdependence of these variables means that each has an effect on the other two. So, for example,
a teacher with high ability but low motivation will not achieve a high level of teacher performance.
Poor teacher performance will also result from high ability and high motivation in a dysfunctional
work environment. Furthermore, poor working conditions will likely depress initially high levels of
both quality and motivation.

Bandura argues believe in ones ability to perform either a specific task or more general
domain of tasks has a strong influence on the amount of effort one expends, how long one persists
in trying to accomplish a task, how resilient one is the face of failure, and how well one is likely to
cope with stress under demanding circumstances. This theoretical argument receives considerable
support from empirical research with teachers. Evidence associates higher levels of teacher efficacy
with many dimensions of teacher performance in the classroom. High levels of individual teacher
self-efficacy are associated with a number of quite positive teacher behaviours.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
Research Paradigm

Independent Variables Dependent Variables

1. Respondents Profile
1.1 Age
1.2 Gender

2. Related Variables
2.1 Module-Related
2.1.1 Objective TLE Performance of Grade 7
2.1.2 Content students in Third Grading Period
2.1.3 Time allotment Dressmaking
2.1.4 Language used Cookery
2.2 Teacher-Related
2.2.1 Education Qualification
2.2.2 Competence
2.2.3 Training acquired
2.2.4 Work Values

Significance of the Study

It is hoped that the findings of this study will be significant to the following:

Curriculum Planners. Through the findings of this study, the DepED may evaluate and
make some revisions if necessary to enhance the content of the TLE modules for the welfare of the
students.
School Administrators and Principals. The result of the study may help the school heads
to become aware of the contents of the TLE Modules relevant to the needs of the community and
industries.
Teachers. The findings of this study could help the TLE teachers to become more effective in
delivering the lessons to their learners.
Grade 7 Learners. The result of the study will provide the grade 7 with the awareness of the
competencies relevant to the needs of industries and to enhance or uplift their performances in the
subject, and become more competitive and tech-voc oriented individuals.
Community. Lastly, the result of this study will be beneficial to the community because it is
the community who will benefited for the success of the students for the years to come.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
Statement of the Problem Hypotheses Statistical Tools

Specifically, it aims to answer the following


questions:
1. What is the profile of the student 1. Percent /
respondents in terms of: Frequency
a. Age; and Distribution
b. Gender?
2. How do the respondents perceive the 2. Weighted Mean and
effectiveness of learning modules in SD
terms of:
a. Objective;
b. Content;
c. Time allotment; and
b. Language used?
3. How do the student respondents 3. Weighted Mean and
perceive the teacher factors in terms of: SD
a. Educational Qualification;
b. Competence;
c. Training; and
d. Work values?
4. What is the mean performance of 4. 3rd grading rating in
grade 7 students in TLE 3rd grading TLE
Period? 5. The respondents
5. Is the profile of the respondents profile is not 5. Pearson-Product-
significantly related to their
significantly related to Moment Correlation
performance in TLE? their performance in
TLE 3rd grading
Period.
6. The students
6. Is the students performance in TLE performance in TLE is 6. Pearson-Product-
significantly related to: not significantly Moment Correlation
a. Learning Module Components; related to learning
and modules components
b. Teacher factors? and teachers factors.

Scope and Limitation of the Study

The study will be focused on the performance of grade 7 students in Technology and
/livelihood Education in selected public secondary schools at Mauban, Quezon using the learning
modules. It also aim to assess the effectiveness of the learning modules as instructional material in
TLE subject. It will determine the perception of the students towards the learning modules.
Variables like profile of the students, learning modules in terms of objective, content, time
allotment and language used as well as the teachers factor will be used on the justification of the
researcher because this factors are essential to the performance of the students.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus
Definition of Terms

Age. This is the total number of years the respondent has been living since birth
Gender. This pertains to the sex of the student respondents.
Learning Modules. It is a package of selected information which focuses on a specific subject
that has been appropriately designed to provide the learner an educational opportunity in
self-directed learning format.
Objective. It is the specific action statements, which specify what the learner will be able to
do, or say, or think as a result of attending regular session or class.
Content. It is the knowledge that a teacher want to impart during the session or class.
Time Allotment. It refers to the number of hours or minutes consume per session or class.
Language Used. This refers to the medium of instruction used in the classroom or learning
materials used by the teachers and the learners.
Teachers. Serve as the facilitator in the classroom and responsible for the learning
outcomes of the students.
Qualification. It refers to the educational attainment and competence of the teacher.
Competence. This is the ability of the teacher to deliver the lesson effectively.
Training. An important activity aimed to improve the performance and capabilities of the
teacher.
Work Values. It refers to the principles of attitudes observed by the teacher.

EDUC 211 Graduate Seminar in Thesis Writing LSPU-San Pablo City Campus

You might also like