Utilization of Media Skills in Teaching Technology and Livelihood Education and Academic Performance

Abstract

The study aimed to assess the utilization of media skills in teaching Technology and Livelihood Education (TLE) and students' academic performance among Junior High School-TLE teachers with at least one year of teaching experience assigned in Division of Camiguin,  This study utilized descriptive correlational design. The survey questionnaire was used in gathering and collecting data. The validity of instrument was evaluated using the Lawshe’s Content Validity Index.  Descriptive statistics such as frequency and mean were used to determine the demographics and their extent in utilization of media skills in teaching as well as the academic performance of the students. Inferential statistics such as Analysis of Variance (ANOVA) was utilized to analyze the significant difference in the extent of media skills utilization in teaching TLE when grouped according to their demographics,  Based on the results, most of the teachers were within the range of 26-45 years old, finished their post graduate studies (doctoral and masteral degree), and majority were teaching TLE for 4-15 years. There was high extent in the utilization of media skills in teaching TLE among students.  The teachers used multimedia presentations, instructional videos, and online resources to enhance lessons and they feel confident in integrating ICT ad media-based tools in daily instruction. The result showed high academic performance among TLE students. There was no relationship between variables. The result shows weak positive correlation, the changes in academic performance do not predict changes in the utilization of media skills in teaching TLE. The result suggests no strong evidence for association.  The extent of utilization of media skills in teaching TLE when grouped according to age showed significance. Post hoc test resulted significance between  groups 46 years old and above to 26-35 years.  Further, the result showed no significant difference when grouped as to highest educational attainment and number of years in teaching.