Technology and Livelihood Education has an extremely important place in our educational system. In this subject, students do not only learn the relevance of the subject matter to their present lives, but also it will be of constant use as they continue to grow. Being one of the skill oriented subjects, Technology and Livelihood Education enables the individuals to acquire appropriate skills, abilities and competence to live in and contribute effectively to the development of his society. The Technology and Livelihood Education laboratory caters the different needs of the students on homeroom activities. It aims to provide the necessary materials and facilities to augment the students' knowledge and skills in their everyday lives. Skill enhancement of every student really depends on the variety of learning aids and approaches initiated by the teachers. Teaching a learning area particularly Technology and Livelihood Education can be more meaningful if the students are expose to working laboratories. Mastery of the skills in this learning area is attainable when the students utilize different tools and equipment.
The main purpose of this study was to determine the relationship of available facilities being utilized in teaching Technology and Livelihood Education and skills performance of Grade 7 students. This study was delimited on the Technology and Livelihood Education facilities and skills performance of Grade 7 students. It study involved the Grade 7 TLE teachers on North Caloocan Cluster I and the skills performance of their students for the Third Grading Period. This research adopted a descriptive method that involved utilization of survey questionnaire to gather information on the Technology and Livelihood Education Facilities and Skills Performance of Grade 7 Students. Prior to the conduct of data gathering, permission from the Schools Division Office. Caloocan City was secured through a formal communication signed by the researcher, noted and duly signed by the researcher adviser and the Dean of the Graduate School of the University of Caloocan City. Similar permission was also secured from the school heads involved in the study. The researcher disseminated questionnaires for Grade 7 TLE teachers of selected schools in North Caloocan Cluster I. Data gathering were done by accomplishing the research questionnaire. The data gathered were carefully tallied, tabulated, analyzed and interpreted using appropriate statistical treatments and tools to clearly answer each stated problem under study. It utilized statistical treatments and tools such as frequency distribution table, percentage, ranking and weighted mean.
Findings revealed that among the identified facilities, ICT Room topped the ranking, as the most available facility in all the schools under study. The skills performance of the Grade 7 students in Technology and Livelihood Education for the third quarter based on the indicators was generally assessed by the teacher-respondents as Skillful with 2.94 weighted mean. The null hypothesis was generally rejected implying that there is a strong relationship between the available facilities and the skills performance of Grade 7 students Among the identified challenges encountered by Technology and Livelihood Education teachers in the utilization of TLE facilities, Facilities are not sufficient to aid the teaching-learning process recorded the most challenging problem as agreed by 28 teachers. Monitoring tools has been crafted as part of the output of this study to monitor the condition of the facilities and the skills performance of the students. The researcher recommended that the TLE laboratory room must be approximately 100 square meters, provided with adequate tools, furnishings and equipment to improve the skills performance of the students. The size of each class should best be limited to 20 students for ensuring thorough supervision of the teacher to effectively teach students. The TLE facility must be designed to provide students adequate space to acquire skills and to practice what they have learned. A well-organized space makes classes efficient.
Educational facilities in the school shall be utilized properly. The teacher must be familiar with the different types of available facilities and must know the proper technique of using them. Budget for construction, renovation and improvement of facilities as well as purchase of tools and equipment may be consider. Instructional facilities are effective when they are properly planned and utilized. The facility must be set up properly according to the needs of the students. The class must be prepared for the use of the facilities through proper motivation. There should always be an evaluation after each skills performance to assess the level of performance of the students. There must have enough TLE facilities, tools and equipment so that the students can explore and learn more. Since lack of fund is one of the challenges encountered in the utilization of the facilities, funding must be included in planning for the improvement of the TLE facilities, as well as, purchase of tools and equipment needed for the enhancement of the skills of the students. Monitoring forms presented in this study may serve as guides of the teachers in monitoring the available facilities to be utilized in teaching. By having the tools that monitor the availability of the facilities, teachers and school administrators would be able to take necessary action to make the facilities functional and in good condition for the skills enhancement of the students.