Authors :
JANESSA DAWN C. ABAYON
Volume/Issue :
Volume 9 - 2024, Issue 5 - May
Google Scholar :
https://tinyurl.com/3t58jut7
Scribd :
https://tinyurl.com/59wau8m9
DOI :
https://doi.org/10.38124/ijisrt/IJISRT24MAY293
Abstract :
This study explored the teaching strategies of Technology and Livelihood Education (TLE) course in Cluster 5, Davao
City. There were eight (8) home economics teachers who participated in the study. This study made use of a
phenomenological approach to extract the ideas of the parent participants. The participants were purposely selected as
representatives from the group of home economics teachers from schools in the same division. The in-depth-interview
was employed to gather some information as regards to their respective experiences on the transition of their classes from
blended learning to the new face to face classes during the post pandemic school year. Using the thematic analysis, the
following themes emerged as pertains to the teaching strategies that were most effective for students during the post
pandemic time, these are: the most effective teaching strategies in their TLE classes were demonstration method, lecture
method and solving common problems. The challenges of the teachers were: the lack of funds, lack of practical strategies
and lack of qualified teachers. The suggested teaching strategies to facilitate the students learning was to improve
communication and improvement of their collaboration with stakeholders. The Technology and Livelihood Education
teachers may be more proactive in implementing the course to their learners. The teachers may be more attentive to the
needs and predicaments of their learners and other stakeholders, thus creating the harmonious learning environment.
Keywords :
Transition to post-pandemic education, teaching strategies, TLE teachers in secondary public schools
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This study explored the teaching strategies of Technology and Livelihood Education (TLE) course in Cluster 5, Davao
City. There were eight (8) home economics teachers who participated in the study. This study made use of a
phenomenological approach to extract the ideas of the parent participants. The participants were purposely selected as
representatives from the group of home economics teachers from schools in the same division. The in-depth-interview
was employed to gather some information as regards to their respective experiences on the transition of their classes from
blended learning to the new face to face classes during the post pandemic school year. Using the thematic analysis, the
following themes emerged as pertains to the teaching strategies that were most effective for students during the post
pandemic time, these are: the most effective teaching strategies in their TLE classes were demonstration method, lecture
method and solving common problems. The challenges of the teachers were: the lack of funds, lack of practical strategies
and lack of qualified teachers. The suggested teaching strategies to facilitate the students learning was to improve
communication and improvement of their collaboration with stakeholders. The Technology and Livelihood Education
teachers may be more proactive in implementing the course to their learners. The teachers may be more attentive to the
needs and predicaments of their learners and other stakeholders, thus creating the harmonious learning environment.
Keywords :
Transition to post-pandemic education, teaching strategies, TLE teachers in secondary public schools