Competencies of Technology and Livelihood Education (TLE) Instructors Input To A Training Module in Industrial Arts 1372056125 PDF

E – International Scientific Research Journal, VOLUME – V, ISSUE – 2, 2013, ISSN 2094 - 1749
“Competencies of Technology and

Livelihood Education (TLE)
Instructors: Input to a Training
Module in Industrial Arts”
Dante B. Guiner
Don Mariano Marcos Memorial State University
Bacnotan, La Union, Philippines
ABSTRACT
This dissertation entitled, “Training Module in Industrial Arts for Instructors”

utilized the descriptive research. The sets of questionnaires were the main instruments
used to gather data. From the results of the study, a training module in industrial arts
for instructors was developed for industrial arts faculty of State Colleges and
Universities in Region I to further improve their teaching competency.
Specifically, this research sought to determine; (1) the profile of the Industrial
Arts instructors in State Colleges and Universities in Region I in terms of: (a) age, (b)
gender, (c) academic rank, (d) educational attainment, (e) length of service, and (f)
trainings attended. (2) the level of competencies along five areas in industrial arts along:
(a) knowledge, (b)skills, and (c) attitudes (3) the level of validity of the training module
in terms of (a) content (b) face (c) functionality (d) acceptability.
The respondents of this study were composed of 61 instructors teaching five
areas in industrial arts in state colleges and universities in Region I. Frequency counts,
percentages and mean values were used for the statistical computation of the gathered
data.
Data were gathered, analyzed and interpreted and arrived of the following
findings:
The instructors in the five areas in industrial arts were dominated by males
between ages 41 and 50 years old. Majority occupy instructor I position, who are
holding Bachelor degree with average 1 to 10 years teaching experience. Likewise most
of them have attended trainings and seminars/workshop in different levels related to
their respective area and with varied skills.
Generally, the level of competency of the instructor respondents in five areas in
industrial arts revealed a “high competent” remark.
Generally, the five areas in Industrial Arts except Electricity with a mean average
of (3.07) and Electronics (3.11) had mean ratings above 3.40. Therefore, only two
indicators were considered constraints and all the rest were capabilities. The capabilities
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reflect the high implementation of competency level of Industrial Arts instructors, while
the constraints weaken the competency level of TLE instructors.
The developed training module in industrial arts for instructors as well as the
questionnaires were’’ very much valid’’ as to content and face validity.
INTRODUCTION
Education is a continuous and never ending process in response to the needs

and demands of the times and conditions.
In the past, people viewed education as a process of only developing skills,
attitudes and values required for citizenship and active participation in society. Today,
more people view education as a product to be used in a market place, to be bought
and sold by academic institutions, wherein the mark brand is quality, which is the mark
for global competitiveness (Gloria, 2006). Being the primary education provider, the
school system is put into a great responsibility to cope up with these changes and to
enhance the quality of education by providing necessary ways to meet the goals and
objectives of education – the improvement of the totality of man.
Gloria Macapagal Arroyo (1998) education is the greatest equalizer; it is the
medium by which the people can help themselves climb out of poverty.
To cope with all the changes, institutions of higher learning should produce
quality graduates who will develop the economic and social components of nation
building so that this country can be aligned among those considered as developed
countries in the world.
The State Universities in Region Iare the institutions of higher learning whose
guiding philosophy is towards the development of man in his totality, with a critical
mind and appropriate technology to adapt to his environment and contribute to the
balanced growth and progress of the society it serves. Students who enroll in state
universities come from the different provinces in the region. Some are graduates of
Barangay high schools in which teachers encounter problems on how they can possibly
enhance better transfer of learning.
Likewise, the expansion of knowledge and the growing complexities of the times
brought about by the demands of industrialization have generated a real need for the
logical and systematic changes in some aspects of the educational system. In education,
there is a continuing search for methods, strategies, techniques and approaches that
can best meet today’s challenges. Various teaching methods and techniques are used in
education, each with its own merits and demerits. There are doubts and discontent on
the part of the educators, learners and parents as well.
The lecture method is probably the most widely used method in the classroom
today. It is regarded as a method of excellence making clearly organized explanations
and presentation of information. But, it is also criticized because too often students
listen passively to lecture but react rarely.
Every teacher needs teaching tools in order to achieve the objectives of the
lesson planned for the day. Teacher search for answers to problems they face in
classroom teaching with reference to the what, how and why. Also, with the continuing
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search for methods, techniques and approaches that could best meet today’s
challenges which will ultimately end up to the full development of the individual, there
is but a need to develop, produce and utilize instructional materials such as learning
modules, instructional kits and the like.
Former Education Secretary Jesli A, Lapus, during the 2006 National Educators
Congress stressed following important highlights in education: Our ability to improve
basic education rests on our ability to create strong and capable schools. With the
continuous dialogue and partnership with both the Commission on Higher Education
(CHED) and the Technical Education Skills Development Authority (TESDA), we expect to
further improve our nation’s capacity to provide relevant education of our people.
The Teacher Education and Development Program (TEDP) through its Teacher
Performance and Development Framework established seven domains that represent
the desired features of the teaching and learning process namely: (1) Social Regard for
Learning; (2) The Learning Environment; (3) The Diversity of Learners; (4) TLE
Curriculum; (5) Planning, Assessing and reporting; (6) Community Linkages; and (7)
Personal Growth and Professional Development. The seven domains emphasized
effective transfer of learning of areas suited for study.
Students will learn more effectively if the instructor uses Instructional tools and
materials for instruction. It is therefore necessary that the instructor must develop,
produce and utilize instructional materials such as modules, self learning kits and/or
instructional gadgets that give instructions more functional and which will contribute to
the development of the students.
There are basic principles that govern and influence the design and
development, organization and management, and implementation of
Technology Education as a component of Philippine Education. These
principles are basic or fundamental truths that explain why technology education is
essential in the education and training of learners and harnessing them as a
powerful force in nation building. Most importantly, they serve as guidelines in
planning, developing, organizing, managing, implementing, evaluating and
monitoring this educational program. In brief, the following are basic principles of
technology education: (1) Technology education must be planned to support and
enhance the socio-economic development goals and programs of the country. (2)
Technology education must be designed to meet diverse education and training needs
of people. It must provide general technology education, technical and vocational
education, undergraduate and graduate programs in various technologies relevant to
the country’s development. (3)Technology education is more effective if the students
have adequate general education to serve as foundation or tool to learn technical
knowledge and skills. (4) General technology education must equip people to acquire
functional technological literacy which is very essential in the society. (5) Specialized
technology education must prepare people for gainful employment and/or provide
upgrading and continuing education and training for those who are already employed,
(6) Technology education must be so designed as to match the manpower needs of the
various sectors of the world of work. (7) Technical and vocational institutions must seek
the cooperation and participation of industry and other sectors with respect to policy
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formulation, strategic planning, curriculum development, on-the-job training, and other

mutually beneficial efforts.(8) technology education must contribute to the overall
development of individual as an effective member of hi family and society, (9)
Technology education must be supported with adequate funds for operation and
maintenance, up keeping and improving facilities and for instruction, research and
extension services. (10) Quality of technology education must be insure through
effective admission policies, curriculum improvement, faculty development,
improvement of facilities and logistics, instructional processes, testing and evaluation
and management system. (11) Technology education must be supported with effective
technology teacher education programs which should include short term
technical/vocational teacher training, pre-service teacher training leading to a
baccalaureate degree, masteral and doctoral programs. (12) Technology education must
be implemented with adequate facilities (classrooms, shops, laboratories, equipments,
tools, etc.) and logistics (instructional supplies and materials). (13) Technology
education must be carried out by professionally-trained teachers with industrially and or
occupationally-related experiences. (14) Technology education, to be effective, must be
supported with research and development. (15) Technology education must provide
extension education for those who are out-of-school youth, unemployed,
underemployed and others who are desirous to develop skills for employment.
It is on these premises that this study is offered.
Theoretical Framework
As cited by Quinones (2010), the learner is seen as complex and
multidimensional. Social constructivism not on acknowledges the uniqueness and
complexity of the learner, but actually encourages, utilizes and rewards it as an integral
part of the learning process.
The world is changing and so is education. Access to learning opportunities is
greater now than at any previous time (Rosenberg, 2000; Voorhees, 2001).
Competency-based are the standards or criteria for characterizing good teaching
and are defined in terms of what the teacher is competent to do. This is in accordance
to CHED CMO #30, particularly for BSED programs, so instead of defining good teaching
practice in terms of the teacher’s credentials, LET scores, grades in graduate school,
degrees, personality traits, and so on, we look at what the teacher can do competently.
In the NCBTS, good teaching is being defined in terms of those practices that help
students learn better. So the NCBTS is concerned with whether teachers are competent
in helping students learn.
The best way to begin using NCBTS is to use the competency-based framework
as the guide for thinking critically about whether the teacher’s current practices are
helping students attain the learning goals in the curriculum.
A teacher can use the various elements of the NCBTS to determine whether their
different actions and strategies as teachers are effective in helping their students learn
the desired curriculum objectives. Thus, the NCBTS can be used as a self-assessment
tool.
Self-assessment can help teachers plan for their professional development in the
short-term and in the long-term. For example, using the NCBTS the teacher can be
187
aware of her strengths as a teacher and ensure that she becomes more consistent in
demonstrating her strengths. At the same time, she can plan on professional
development strategies so that she can improve on her weaknesses. (Experiential
Learning Courses Handbook, CHED 2007).
Constructivist Learning
Constructivist learning has emerged as a prominent approach to teaching during
this past decade. The work of Dewey, Montessori, Piaget, Bruner, and Vygotsky among
others, provide historical precedents for constructivist learning theory. Constructivism
represents a paradigm shift from education based on behaviorism to education based
on cognitive theory. Fosnot (1996) has provided a recent summary of these theories and
describes constructivist teaching practice. Behaviorist epistemology focuses on
intelligence, domains of objectives, levels of knowledge, and reinforcement.
Constructivist epistemology assumes that learners construct their own knowledge on
the basis of interaction with their environment. Four epistemological assumptions are at
the heart of what we refer to as "constructivist learning".
Knowledge is physically constructed by learners who are involved in active
learning.
Knowledge is symbolically constructed by learners who are making their own
representations of action; Knowledge is socially constructed by learners who convey
their meaning making to others; Knowledge is theoretically constructed by learners
who try to explain things they don't completely understand.
According toCamarao, technology is developing so rapidly and it is impossible to
predict exactly what kind of technology skills will be needed in the future. The moment
that we have known and learned about technology, something new had already taken
place. Therefore people especially the teachers must develop skills that are useful to
meet the changes that will occur. This skill includes learning how to understand the new
technologies as they evolve in our midst.
As Thorndike (1971) commented, “the rating remains as one of the best
predictors on individual success later in life”. This concept tends to suggest that the
academic and technological achievement is a valid indicator of knowledge, skills and
information acquired by the individual in courses which are highly applicable on the job.
The focus of this study is presented in a paradigm (Figure 1).This study will
consider the relationship of the different variables and the expected outcome will help
explain the objective of this study.
Figure 1 illustrates the method of development and validation of the training
module in Industrial arts. The researcher adopted the input-process-output (I-P-O)
model in the course of development of the training module. The profile and level of
competency along the five areas in Industrial arts in terms of knowledge, skills and
attitude were the input variables; The analysis of the profile and level of competency in
Industrial Arts along knowledge, skills and attitude, capabilities and constraint were
included, development and validation test for acceptability and functionality of the
Training Module were the process that have been undertaken and; the Training Module
in Industrial Arts for woodworking, electricity, electronics, drafting and handicraft as the
outcome. Level of acceptability of the Training Module in Industrial Arts was assessed to
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determine if the material could be used by other Industrial Arts instructors while level of
functionality was determined to evaluate if the learning activities included in the
module could be practically applied or purposely used by the instructors
Profile of Respondents
The profile of respondents as to age, gender, highest educational attainment,

academic rank, length of service and trainings attended are presented in Table 3.
Age.As reflected in Table 3, age bracket 41-50 had the most number of
respondents with the age rate of 20 or 32.79% while the bracket 51 above with 11 or
18.03% had the least. The second most numbered bracket is 31-40 with 18 or 29.51%
followed by 30 and below with 12 or 19.67% and the bracket 51-60 with 11 or 18.03%
followed in rank.
Majority of the faculty were within the early 40’s and late 50’s age bracket. This
shows that the college/department maintains a good number of seasoned faculty
members who are already exemplars of pedagogical expertise. On the other hand, a
greater number of college instructors especially the older ones can barely use a word
processor and this may result to resistance from them.
Gender.Of the 61 respondents, 39 or 63.93% were males while only 22 were
females comprising the 36.07%.
The results clearly indicates observance of the CSC Resolution No. 010114 dated
January 10, 2001 (MC No. 03, s 2001) which mandates that selections of employees for
appointment in thegovernment service shall be open to all qualified men and women
according to the principle of merit and fitness provided.
They meet the minimum requirements of the position to be filled. There shall be
no discrimination in the selection of employees on account of gender, civil status,
disability, religion, ethnicity or political affiliation is evident.
This also implies that since the school is the second home of the learners
teachers are looked up too as surrogate parents.
Academic Rank.The group with the most number of faculty as to academic rank
is the “Instructor” group which has 32 or 52.46% followed by “Assistant Professor”
group with 20 or 32.79%. Those who are “Associate Professor” came next with 9 or
14.75%. There was no respondent whose academic rank of professor. This implies that
to be in the highest academic rank, one has to prepare himself/herself with qualitative
evaluation of the educational qualification, experience and length of service, and the
professional development, achievement and honors of he/she has received. With the
advent of National Budget Circular (NBC) 461 as an evaluative appraisal tool a faculty
candidate shall satisfy the CCE points corresponding to the rank/sub-rank plus the
qualitative contributions in the area of instruction measured in terms or teaching
effectiveness.This also affirmed the contention of Ariem (1993) as cited by Flores (2002)
stated that in the educational arena, the rank of the teacher carries with him/her the
volume of teaching and quasi assignments.
Educational Attainment.The respondents with “BS w/ Ma/MS” units is the most
numbered group with 23 or 37.70%. Next with 16 or 26.23% is the “w/ Ph.D./Ed.D.”
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group followed by the “MA/MS” group which is 15 or 24.59%. There are still 5 or 8.20%
BS holders and 2 or 3.28% who are Ph.D./Ed.D.
The data reveals that most of the faculty members have obtained a graduate
degree which is in responsive to the call for quality teaching. The institution has laid
down also its policies that the entry requirement of a faculty member in the university
must be at least Master Degree Holder.
This is supported by the study of Flores (2002) who found that faculty members
with high educational attainment tended to perform better than those with lower
educational attainment. Manaois (2001) stressed too, the need to attain a higher degree
of education relevant training especially to the workers line of specialization in order to
raise their level of competence.
Flores (2002) articulated that teachers are expected to have adequate
knowledge to be able to analyze and to evaluate learning activities and instructional
materials. They are also expected to have a thorough understanding of their field to be
able to link it in all areas in the curriculum.
Length of Service. The longest service with 19 or 31.15% belong to the “21 and
above” group followed by 15 or 24.59% in “6-10 years” group. The result can be
attributed to their age and year graduated. This is also a good reflection that SCU’s in
Region 1 still holds its seasoned faculty members who have imbued in themselves the
culture of the university towards quality and excellence followed by the young faculty
members. A professionally mature individual has a broader perspective that would help
him to perform better. Performance is expected to improve with experience and
practice.
Trainings Attended Majority of Industrial Arts instructors have attended
seminars/workshops/trainings at the school and district levels with a frequency of 59 or
37.11% followed by Regional level with a percentage of 43 or 27.04%. Only 36 or 22.64%
have attended trainings/seminars/workshops at the division level. This may be
attributed to the availability of techno resources, preparedness of the faculty and extent
of support extended to its faculty member.
Table 3. Profile of TLE Instructors/Professor
Variable Freq Multi-response

a. Age
30 and below
12 19.67
31 – 40
18 29.51
41 – 50
20 32.79
51 and above
11 18.03
Total 61 100.00
b. Gender
190
Male 39 63.93
Female 22 36.07
Total 61 100.00
c. Academic Rank
Instructor 32 52.46
Assistant Professor 20 32.79
Associate Professor 9 14.75
Professor 0 0.00
Total 61 100.00
d. Educational Attainment
Ph.D./Ed.D 2 3.28
w/ Ph.D./Ed.D. 16 26.23
MA/MS 15 24.59
BS w/ MA/MS units 23 37.70
BS 5 8.20
Total 61 100.00
e. Length of Service
1 – 5 years 12 19.67
6 – 10 years 15 24.59
11 – 15 years 1 1.64
16 – 20 years 14 22.95
21 and above 19 31.15
Total 61 100.00
f. Trainings Attended
School/ District 59 37.11
Division 36 22.64
Regional 43 27.04
National 21 13.20
Total 159 100.00
Level of Competency of Industrial Arts Instructors along
Knowledge, Skills and Attitude
Table 4 shows the level of competency of Industrial Arts instructors on

woodworking in terms of knowledge reveals a 3.85 rating described as “highly
competent,”
The highest among the indicators was “Discuss the safety practices in
woodworking”, that was rated 4.18 and was followed by “Identify the measuring
lumber”, This indicates that the instructors have high level of knowledge in the subject
area.The lowest among the indicators was “Explain the procedures in preparing a
project plan” that has the rate of 2.90. Nevertheless, the instructors have the least
knowledge in explaining the procedures in preparing a project plan.
191
Table 4.Level of Competency in Woodworking in Terms of Knowledge
Indicators Mean DER
1. Enumerate and identify the basic tools and equipment in

3.74 HC
woodworking
2. Discuss the functions of the power tools in woodworking 3.92 HC
3. Identify the classifications of materials like lumber in
3.97 HC
woodworking
4. Identify the measuring and lining tools used in measuring lumber 4.16 HC
5. Discuss the importance of wood joints used in assembling a
3.95 HC
project
6. Explain the procedures in preparing a project plan 2.90 MC
7. Discuss the safety practices in woodworking 4.18 HC
8. Identify the classification of wood 4.00 HC
Mean 3.85 HC
Validation of the Training Module
The questionnaire for the validity, level of functionality, acceptability and
objectives were presented to seven evaluators for the test of validity as to content and
face. Table 4.1 shows the validity of the researcher – made questionnaires as to its
content. The grand mean of 4.40 with a descriptive rating of “Very Much Valid” denotes
that he prepared questionnaires fit the objectives of its constructions, are well –
organized and well – designed, have been presented in a technically appropriate
manner in the questionnaires are representative of the concepts in Industrial Arts.In
general, the result of the evaluator’s rating to face validity with a mean of 4. 35 (very
high validity) proved that the questionnaires were used for the purpose of its
construction.
Table 4.1 Level of Validity of Questionnaires
Indicators Mean Level of Content

Validity
A. Content
1. The questionnaires fit the objectives of its

4.40 Very High Validity
construction.
2. The questionnaires are well – organized. 4.40 Very High Validity
3. The questionnaires are well – designed. 4.20 Very High Validity
4. The questionnaires have been presented in a
technically appropriate manner.
5. The questionnaires are a representative of the
concepts in Industrial Arts.
Grand Mean 4.32 Very High Validity
192
B. Face
1. The questionnaires are simple and in straight
form.
2. The questionnaires have good format and
presentation.
3. The questionnaires express accurately and
4.20 High Validity
clearly the desired ideas.
4. The questionnaires are well arranged. 4.40 Very High Validity
Table 5 shows the level of competency of Industrial Arts instructors in

woodworking in terms of skills and it was rated “highly competent’’ with a mean of 4.03.
The highest among the indicators was “Perform the accuracy of measurement as
required to a good woodwork” with a mean of 4.38, followed by “Classify hard wood
from soft wood” with a mean of 4.18. It simply means that the indicators have a very
high level of skills in that area.
However, the lowest among the indicators that has been rated was “Manipulate
the different cutting tools used in woodworking” with a mean of 3.46. This means that
the indicators have the least skill in terms of handling properly of the different cutting
tools used in woodworking, and maybe this is the outcome of new innovations in
technology.
Table 5.Level of Competency in Woodworking in Terms of Skills
Indicators Mean DER
1.Perform the proper handling of the basic woodworking tools and

3.85 HC
equipment
2. Manipulates the different cutting tools used in woodworking 3.46 FC
3. Classify the materials in woodworking 4.25 VHC
4. Perform the accuracy of measurement as required of a good
4.38 VHC
woodwork.
5.Construc the different kinds of wood joints 4.07 HC
6. Demonstrate the steps in designing a woodworking project 3.89 HC
7. Apply the safety practices when working 4.16 HC
8. Classify hard wood from soft wood 4.18 HC
Mean 4.03 HC
Table 6 shows the level of competency of Industrial Arts instructors on
woodworking in terms of attitude was rated “high competent” with a mean of 3.97. The
highest was “Never use dull or damaged tools” with a mean of 4.16 then followed by
“Use the required working uniform, mash and goggles in the shop room” with a mean of
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4.13. This indicates that the instructors have a high level of attitude on safety
precaution.
The lowest among indicators was “Classifications and uses of each materials in
woodworking” with a mean of 3.39. This indicates that they had a least attitude in
classifying and knowing the uses of each materialin woodworking.
Table 6.Level of Competency in Woodworking in Terms of Attitude
Indicators Mean DER
1. Observe safety practices when working in shop 3.97 HC

2. Observe proper care & maintenance of tools in
3.93 HC
Woodworking
3. Observe economy in the use of supplies & materials 3.39 HC
4. Never use dull or damaged tools 4.16 HC
5. Keep your fingers away from edges of sharp cutting tools 4.11 HC
6. Use the required working uniform, mash and goggles in the shop
4.13 HC
room
7. Read and follow instruction before using high powered equipment 4.08 HC
Mean 3.97 HC
On the level of competency on electricity in terms of knowledge as rated by the
sixty one Industrial Arts instructors is shown in Table 7.In terms of knowledge of
theIndustrial Arts instructors was “moderatelycompetent”.Over all, the level of
competency on electricity” with an aggregate mean of 3.04. Only three of the indicators
in terms of knowledge which was rated “highly competent”, foremost was “Discuss the
basic knowledge in house wiring installation” with a mean of 3.85 and eight indicators in
terms of knowledge presented for evaluation was rated “moderately competent,” also
the remaining three indicators were rated “fair competent.” The lowest was the
“Identify and familiarize with the different kinds of electrical symbol” with a mean of
1.84. This indicates an area for improvement on instructor’s instructional materials, they
should have a better grasp of the whole program and they must strict in their
assessment.
Table 7.Level of Competency in Electricity in Terms of Knowledge
Indicators Mean DER
1. Discuss the basic knowledge in house wiring installation 3.85 HC

2. Discuss the implication of electricity in relation to economic
1.87 FC
growth of the country
194
3. Discuss the application of conductors from insulators 3.54 HC

4. Interpret the different ranges of multi tester measurements. 1.93 FC
5.discuss the composition of atom and their functions 3.16 MC
6. Discuss the different types of building wiring installations. 3.21 MC
7. Explain the functions of different tools &equipments 3.15 MC
8. Explain on how to prepare a electrical house wiring plan 3.15 MC
9. Discuss devices need to convert mechanical energy into electrical
3.16 MC
energy
10. Identify and familiarize with the different kinds of electrical
1.84 FC
symbols
11. Explain the difference between conductor and insulator 3.31 MC
12. Modify the characteristics and properties of metal 3.23 MC
13. Determine the values of capacitors by its color code
2.85 MC
14. Know and understand the various functions and uses of diodes in
3.67 HC
a simple circuit
15. Develop basic knowledge to tin a soldering gun or soldering iron 3.64 HC
Mean 3.04 MC
In general, the result of the respondents’ rating in the level of competency in
terms of skills in electricity is shown in Table 8 was “moderately competent” with a
mean of 3.11.
There were six indicators in term of knowledge rated “high competent” and the
highest was “Apply insulation into different joints and splices in taping wires” with the
mean of 4.03, while the remaining nine indicators there were seven rated “moderately
competent” and the two indicators rated “fairly competent” respectively, and the
lowest among the two indicators was “Install all the materials with the used of electrical
tools as labeled in electrical plan” with a mean of 1.95. All these indicators regarding the
level of competency in terms of skills were presented for evaluation by the sixty-one
Industrial Arts instructors.
This indicates an improvement on the competency level of instructors in
disseminating the actual tools and materials and installing electrical materials based
from the labeled electrical plan and also the procedures on how to test the continuity of
the different types of circuits by using resistance range of the tester.
Table 8.Level of Competency in Electricity in Terms of Skills
Indicators Mean DER
1. Perform the ability to install basic steps in house wiring

3.87 HC
installations
2. apply the basic knowledge information about conserving
3.23 MC
electricity
195
3. apply insulator into different joints and splices in taping wires 4.03 HC
4. Check the continuity of the different types of circuit by using
1.89 FC
resistance range of the tester.
5. Point out the flow of electron passing through along the
3.61 HC
conductor.
6. Demonstrate the basic method and procedure in building wiring
3.52 HC
installations
7. Install all the materials with the used of electrical tools as labeled
1.95 FC
in electrical plan.
8. Perform different task in electrical plan connections 3.59 HC
9. Operates different control functions of the electric generator. 3.87 HC
10. Draw and label electrical symbols in the electrical plan. 2.59 FC
11. Classify the conductors from insulators 3.85 HC
12. Classify the ferrous and non ferrous metal 2.49 FC
13. Recognize and compute the values of capacitor by color code 3.10
MC
14. Classify and familiarize with the different types of solid state
2.54 FC
diode
2.54 FC
diode
Mean 3.11 MC
Table 9 shows the level of competency of the Training Module in Industrial Arts
in terms of attitude was rated “moderately competent” with an aggregate mean of
3.06. The highest was “Eye protection such as a face shield, goggles, or safety glasses
must be worn during activities: When operating or working near any power machine,
when soldering or working with harmful chemicals and when using a hammer to shape
or form metal,’’ with a mean of 3.38 and was followed by “Never take an electric shock
on purpose, no matter how small it is. Everyone’s body is affected differently by
electricity, and the effect can change from day to day” with a mean of 3.23. This
indicates that the instructors have a high level of attitude of that area on safety
protections.
However, the lowest among indicators was “Always remove the plug from the
wall outlet before working on any electrical equipment” with a mean of 2.62. This
means that this task was not totally assured by the TLE instructors.
Table 9.Level of Competency on Electricity in Terms of Attitude
Indicators Mean DER
1. Eye protection such as a face shield, goggles, or safety glasses

must be worn during activities: When operating or working near any
3.38 MC
power machine , when soldering or working with harmful chemicals
and when using a hammer to shape or form metal
196
2. Never handle electrical equipment with wet hands or when

3.23 MC
standing on a wet or damp floor
3. Always remove the plug from the wall outlet before working or
2.62 MC
any electrical equipment
4. Always replace worn or damaged electrical cords 3.07 MC
5. Check your work before connecting it to a power source 3.23 MC
6. When you must make adjustments on equipment while it is
connected to a source of power, work with one hand in your pocket 2.66 MC
or behind your back. This reduces the chance of receiving a shock
7. Never take an electric shock on purpose, no matter how small it is.
Everyone’s body is affected differently by electricity, and the effect 3.23 MC
can change from day to day
Mean 3.06 MC
Table 10 shows the level of competency in Electronics in terms of knowledge was

rated “moderately competent” with a mean of 3.00
The highest indicators in terms of knowledge were rated “highly competent”,
foremost was “Identify the different electronic parts and standard symbol” with a mean
of 4.02. The remaining twelve indicators in terms of knowledge presented for evaluation
were eight indicators rated “moderately competent” and the remaining four indicators
rated “fairly competent”. The lowest among the four was “Knows method and
procedures of drawing the foil layout on the printed circuit board” with a mean of 1.79.
The fact that the method and procedures of drawing the foil layout on the PCB received
the lowest rate, this area needs improvement on instructional materials. Since learning
is facilitated by the use of visual age, the TLE instructor must be taught the latest
technique for coming up with effective teaching.
Table 10.Level of Competency in Electronics in Terms of Knowledge
Indicators Mean DER
1.Identify the different electronic parts and standard symbols 4.02 HC

2. Interpret accurately the electronic symbols used in the schematic
3.39 MC
diagram
3. Discuss the different ranges of VOM (Volt Ohm Meter) and scale
1.97 FC
reading in relation to range used
4. Discuss the different types of diode and their characteristics 3.59 HC
5. Learn the most common types of transistors and analyze in detail
3.11 MC
the characteristics
6. Familiarized with the coding resistance value of a resistor in using
3.30 MC
the ohm meter
197
7. Analyzed the capacitance value from their EIA 3.26 MC

8. Develop skills in electronic kit, PCV component layout and good
1.98 FC
soldering
9. Knows method and procedures of drawing the foil layout on the
1.79 PC
printed circuit board
10. Determine the base of a transistor either at the center or right
3.33 MC
side lid
11. Identify the three defects of bipolar transistor 3.36 MC
12. Determine the malfunctioning of transistors in the circuit 1.98 FC
13. Determine the values of capacitors by its color code
3.43 HC
14. Know and understand the various functions and uses of diodes in
3.38 MC
a simple circuit
15. Develop basic knowledge to tin a soldering gun or soldering iron 3.16 MC
Mean 3.00 MC
Table 11 shows the result of the respondents’ rating in the level of competency
on electronics in terms of skills. It revealed a “moderately competent” level of
competency with a mean of 3.05.
There were five indicators rated “highly competent” and the highest was
“Estimates malfunctioning of transistors in the circuit by interpreting voltage reading”
with a mean of 3.48, while the remaining ten indicators seven were rated “moderately
competent”, and three indicatorswas rated “fairly competent”. The lowest among the
three indicators was “To install electronic components into the PCB design based on
schematic diagram” with a mean of 1.95.
This indicates that some area are noted for improvement on the competency
level particularly in converting electronic schematic design into PCB design and testing
of alternating current from the convenient outlets and this indicates the need for more
instructional facilities and devices in order to meet learning processes.
Table 11.Level of Competency in Electronics in Terms of Skills

Indicators Mean DER
1. To convert electronic schematic design into PCB design 1.98 FC

2. To calibrate the VOM in different scale range.
3.33 MC
3. To test the alternating current from the convenient outlet by
3.41 HC
using multi tester
4. To install diodes using different types of
Familiarized with the different types of diode and their 2.51 FC
characteristics
5. To test the emitter, base and collector by using Ohmmeter. 3.41 HC
198
6. To compute for the resistance of resistor and compare it to actual

Ohmmeter reading. 3.44 HC
7. To compute for the capacitance of bipolar capacitors.

3.46 HC
8. To install electronic components into the PCB design based on
1.95 FC
schematic diagram.
9. To traced with a piece on the copper side of the board 3.25 MC
10. Perform the forward and reverse tests by locating the based of a
3.39 MC
transistors
11. To test and locate the defects of bipolar transistors 3.25 MC
12. Estimates malfunctioning of a transistors in the circuit by
3.48 HC
interpreting voltage reading
13. Recognize and compute the values of capacitor by color code 2.51 FC
3.16 MC
diode
15. Apply good soldering technique of component layout in printed
3.25 MC
circuit board
Mean 3.05 MC
Table 12 shows the level of competency of Industrial Arts instructors in terms of
attitude in electronics. The results revealed a “moderately competent” level of
competency with a mean of 3.27. The highest was “When you must make adjustments
on equipment while it is connected to a source of power, work with one hand in your
pocket or behind your back. This reduces the chance of receiving a shock, which has a
mean of 3.43. “Radio and television repair work is dangerous because of the very high
voltages that are stored in capacitors” was rated 2nd highest with a mean of 3.36. This
indicates that the instructors have a high level of compelling of that area on safety
protections.
The lowest among indicators was “Follow the proper disposal of waste materials.
Keep the area clean and orderly” with a mean of 3.15.This indicates that the instructors
had a least concern in following the proper disposal of waste material and in keeping
the area clean and orderly.
Table 12.Level of Competency in Electronics in Terms of Attitude
Indicators Mean DER
1. Observe safety practices when working with power tools and

3.34 MC
equipments
2. Observe proper care & maintenance of tools in Basic Electronics 3.21 MC
3. Radio and television repair work is dangerous because of the very
3.36 MC
high voltages that are stored in capacitors
4. Always replace worn or damaged electrical cords 3.30 MC
199
5. Check your work before connecting it to a power source 3.15 MC

6. When you must make adjustments on equipment while it is
connected to a source of power, work with one
3.43 HC
hand in your pocket or behind your back. This reduces the chance of
receiving a shock
7. Never take an electric shock on purpose, no matter how small it is.
Everyone’s body is affected differently by electricity, and the effect 3.21 MC
can change from day to day
8. Follow the proper disposal of waste materials. Keep the area clean
3.15 MC
and orderly
Mean 3.27 MC
As shown in Table 13, the level of competency in drafting in terms of knowledge
was “high competent” with the mean of 4.02
The highest among the indicators were “Explain the difference between drawing
instrument and drawing equipment” with e mean of 4.26 and followed by “Explain the
elements of guidelines and give their importance in lettering” with a mean of 4.21. This
indicates that the instructors have high level of knowledge in the interpretation of a
drawing instruments and equipments.
However, the lowest was “Discuss the different lettering styles” with a mean of
2.92. This indicates that the instructors have the least knowledge in discussing the
different lettering styles.
Table 13. Levelof Competency in Drafting in Terms of Knowledge
Indicators Mean DER
1. Explain the difference between drawing instrument and drawing

4.26 VHC
equipment
2. Explain the uses and proper care of drafting tool, instrument and
4.15 HC
equipment
3. Explain the elements of guidelines and give their importance in
4.21 VHC
lettering
4. Discuss the different lettering styles 2.92 MC
5. Discuss alphabet of lines and their uses 4.03 HC
6. Discuss the different types of measurement scale in sketching
4.07 HC
drawing plan
7. Explain the procedure of making free hand drawing 3.90 HC
8. Discuss kinds of line in making a drawing plan 3.85 HC
9. Discuss the procedures by using paint brush. 3.84 HC
10. Explain the different shapes of geometric figures. 4.10 HC
Mean 4.02 HC
200
Table 14 shows the level of competency of instructors in drafting in terms of

skills was “highly competent” with a mean of 3.97.
The highest among the indicators was “Classify and identify the drawing
instruments used in a tracing drawing paper” with a mean of 4.30 and was followed by
“Identify the common drafting tools and their uses” with a mean of 4.18. It means that
the instructors have a very high level of skills in classifying and identifying drawing
instrument and their uses.
The lowest among the indicators was the “Draw appropriate measurements of
the drawing plan, using Metric and English measurement scale” with a mean of 3.43.
This means that the instructors have the least skill in terms of drawing appropriate
measurements of the drawing plan using Metric and English measurement scale.
Table 14.Level of Competency in Drafting in Terms of Skills

Indicators Mean DER
1. Classify and identify the drawing instruments used in a tracing

4.30 VHC
drawing paper
2. Identify the common drafting tools and their uses 4.18 HC
3.Sketch the guidelines in observing the proper weight of line 4.15 HC
4. Perform the proper spacing and proportion of different lettering
3.90 HC
styles
5. Practice to sketch and draw the alphabet of lines 3.92 HC
6. Draw appropriate measurements of the drawing plan, using
3.43 HC
Metric and English measurement scale .
7. Draw a figure of car using freehand drawing 4.00 HC
8. Draw a visible boarder line of human structure 3.90 HC
9. Use paint brush in posters and streamers 4.02 FC
10. Draw and sketch a figure of a circle and ellipse 3.92 HC
Mean 3.97 HC
Table 15 shows the level of competency of Industrial Arts instructors in terms of
attitude in drafting was “highly competent” with a mean of 3.93.
The highest was “Adequate clearance around drafting tables must be kept
according to fire and safety regulations” with a mean of 4.28 then followed by “Articles
and materials must be stored in proper lockers. It may fall, causing injuries” with a mean
of 4.23. This indicates that the instructors have a high level of attitude of that area on
safety regulations.
The lowest among indicators was “The blade of the paper cutter must be kept in
the “down” position when the paper cutter is not in use” with a mean of 3.51. This
indicates that they had a least attitude in keeping the proper handling position of tools,
constant practice in the basic steps in handling tools properly.
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Table 15.Level of Competency in Drafting in Terms of Attitude
Indicators Mean DER
1. Adequate clearance around drafting tables must be kept

4.28 VHC
according to fire and safety regulations
2. Stools and chairs must be kept out of aisles and placed under
3.69 HC
tables and desks when not in use
3. Pencils, erasers, and other small articles should be picked up from
the floor in order to prevent them from becoming the cause of a 3.98 HC
serious fall.
4. Chemicals must be kept away from the eyes, nose, nose and
throat; and should be uses only in an area where adequate 4.16 HC
ventilation can be provided
5. Always keep hands and fingers clear of the paper-cutter blade 4.05 HC
6. The blade of the paper cutter must kept in the “down” position
3.51 HC
when the paper cutter is not in use
7. Hands must be kept clear of the light tube and belt feeding
3.56 HC
mechanism of Diazo white printer in order to avoid crushed fingers
8. Articles and materials must be stored in proper lockers. It may fall,
4.23 HC
causing injuries
Mean 3.93 HC
Table 16 shows the level of competency instructors in handicraft in terms of
knowledge was “highly competent” with a mean of 3.92. The highest among the
indicators were “Discuss the different classifications of tools in handicraft” with a mean
of 4.20 and was followed by “Differentiate metric measurement from English
measurement” with a mean of 4.34. This indicates that the instructors have high level of
knowledgein handicraft.
The lowest among the indicators was “Discuss the supplies and accessories
needed in handicraft” with a mean of 3.84. This indicates that the instructors have a
least level of compelling in discussing the supplies and accessories needed in handicraft.
Table 16.Level of Competency in Handicraft in Terms of Knowledge
Indicators Mean DER
1. Describe the factors that how handicraft helps to the economic

4.02 HC
growth of the country
2. Explain the aesthetic and financial value of learning the various
3.97 HC
skills in handicraft
3. Discuss the importance of correct and incorrect disposal of
3.95 HC
chemicals used in handicraft
4. Discuss the different classifications of tools in handicraft 4.20 HC
202
5. Discuss the importance of indigenous materials found in our

3.98 HC
locality
6. Discuss the supplies and accessories needed in handicraft 3.84 HC
7. Differentiate metric measurement from English measurement 4.34 FC
8. Discuss the different kinds of weaves in handicraft 4.05 HC
Mean 3.92 HC
Table 17 shows the level of competency in handicraft in terms of skills and was
rated “highly competent” with a mean of 3.89
The highest among the indicators were “Operate and utilized properly the hand
tools and power tools” with a mean of 4.13 and was followed by “Dispose properly the
hazards when using chemicals’’ with a mean of 4.07 while the lowest was the “Construct
the different kinds of weaves in fiver craft” with a mean of 3.30.
It means that the instructors have a very high level of skills in the area about the
way on how to utilize hand and power tools and in disposing properly the hazards when
using chemicals. However, they have the least skill in constructing the different kinds of
weaves in fiver craft; the instructors shall visit weaving processing areas that is available
in our community to acquire weaving skills.
Table 17.Level of Competency inn Handicraft in Terms of Skills
Indicators Mean DER
1. Improve and produced export quality handicraft products in

4.02 HC
relation to uplift the economic growth of the country
2. survey the sources of raw materials use in different products for
3.56 HC
handicraft
3. Disposed properly the hazards when using chemicals 4.07 HC
4.Operate and utilized properly the hand tools and power tools 4.13 HC
5.Collect the different indigenous materials used for the handicraft 3.93 HC
6. Classify the supplies and accessories needed in leather craft 4.03 HC
7. Compute and used the unit of measurements in every system 4.07 HC
8. Construct the different kinds of weaves in fiver craft 3.30 HC
Mean 3.89 HC
Table 18 shows the level of competency in handicraft terms of attitude was
“highly competent” with a mean of 3.90.
The highest was “Follow safety measures notice of warning” with a mean of 4.20
then followed by “Value the importance of having this material in the outcome of the
product” with a mean of 4.13. This indicates that the instructors have a high level of
attitude of that area on safety measures.
However, the lowest among indicators was “Avoid wearing loose clothing when
working. Sleeves should be fit and skirts tucked in as much as possible. Remove ties,
watches, rings, necklaces, and other jewelry” with a mean of 3.07, this indicates that
203
they had a least attitude in wearing loose clothing when working and removing ties,
watches, rings, necklaces, and other jewelry and in wearing proper attire in every area
of workplace to prevent from any hazard injuries or accident.
Table 18.Level of Competency of in Handicraft in Terms of Attitude

Indicators Mean DER
1. Avoid wearing loose clothing when working. Sleeves should be fit

and skirts tucked in as much as possible. Remove ties, watches, 3.07 MC
rings, necklaces, and other jewelry
2. Follow safety measures notice of warning 4.20 HC
3. Keep fingers away from edges of sharp cutting tools 4.02 HC
4. Value the importance of having this material in the outcome of
4.13 HC
the product.
5. Consult your immediate chief or supervisor in case of doubt
4.08 HC
regarding the use of chemicals and other supplies
6. Store raw materials in a safe storeroom away from possible fire 3.92 HC
7. Read and follow instructions before using high powered
3.89 HC
equipment
Mean 3.90 HC
Summary of level of competency along knowledge, skills &attitude

The level of competency along the five areas in Industrial Arts is shown in Table
19. Drafting revealed the highest mean rating of 3.97, thus, the knowledge, skills and
attitudes can be categorized as ‘’highly competent’’ this means that competency
development clearly meets the requirements. Most Instructors were competent in
woodworking with a mean of 3.95 as a result of their knowledge, skills and attitudes can
be categorized as ‘’highly competent.’’ Likewise, the knowledge, skills andattitudes of
Instructors in handicraft can be categorized as ‘’highly competent’’ with a mean of 3.60.
The level of competency in electricity and electronics were “moderately
competent” with a mean score of 3.07 and 3.11 respectively. Their knowledge, skills
and attitudes were categorized as “moderately competent” who means that the
development of the level of competency is in the middle of the requirement. This shows
that the respondents were “moderately competent” in electronics and electricity.
Table 19.Level of Competency along five areas in Industrial Arts

Five areas of industrial arts
Woodworking Mean Descriptive Rating
Knowledge 3.85 HC
Skills 4.03 HC
Attitudes 3.97 HC
Mean 3.95 HC
Electricity Mean Descriptive Rating
204
Knowledge 3.04 MC
Skills 3.11 MC
Attitudes 3.06 MC
Mean 3.07 MC
Electronics Mean Descriptive Rating
Knowledge 3.00 MC
Skills 3.05 MC
Attitudes 3.27 MC
Mean 3.11 MC
Drafting Mean Descriptive Rating
Knowledge 4.02 HC
Skills 3.97 HC
Attitudes 3.93 HC
Mean 3.97 HC
Handicraft Mean Descriptive Rating
Knowledge 3.92 HC
Skills 3.89 HC
Attitudes 3.90 HC
Mean 3.90 HC
Total Mean 3.60 HC
Legend:
VHC – Very Highly Competent ,
HC– Highly Competent
MC – Moderately, Competent,
FC– Slightly Competent,
PC – Poorly Competent
Capabilities and Constraints
Generally, most indicators in the five areas in industrial arts with a mean average
of 3.39 below hadmean ratings above 3.50. All indicators below a rating of 3.50 were
considered constraints and all the rest were capabilities as shown in Table 20.
The capabilities reflect the high implementation of competency of instructors in
Industrial Arts, while the constraints weaken the competency level of instructors in
Industrial Arts.
Table 20.Capabilities and Constraints of TLE instructors in Industrial Arts

Areas Capabilities Constraints
(Mean) (Mean)
1. Woodworking 3.95
a. classifications and uses of each
2.90
material in woodworking
b. procedures in preparing a project plan 3.39
205
2. Electricity 3.07
a. The Electron Theory 3.16
b. Identifying Sources of Electricity 3.23
c. Splices and Joints 3.21
d. Kinds of Circuits, Ohm’s and Power Law 1.95
e. Capacitors 2.85
3. Electronics 3.11
a. Electronic Parts and Standard Symbols 1.79
b. Interpretation of Symbols 3.39
c. Basic Test Instrument 3.33
d. Light-Emitting Diode 3.38
e. Transistors 3.33
f. Resistors 3.30
g. Capacitors 3.26
h. Soldering 1.98
4. Drafting 3.97
a. Lettering Styles 2.92
5. Handicraft 3.90
a. Construct the Different kinds of
3.30
Weaves in Fiber Craft
b. Safety Practices when Working in the
3.07
Shop
Development of the Training Module
According to Shipley (1968) as cited by Perez (2000), the selection of teaching

aids should be made on the basis of the unique contribution each can make in the
teaching-learning process. The following suggestions may serve as guidelines for
selection. However, the most satisfactory evaluation of a teaching aid is its ready
availability.
1. Determine the contribution that the device will make to your instructional
program in relation to the specific purpose and content of what is being taught.
2. Study information from all available sources on how to use the device
efficiently and effectively.
3. Plan on how to integrate the use of the device with the learning experiences
of your students.
4. Arrange both for facilities conducive to learning with the device and for
scheduling so that the greatest number of students will benefit.
5. Evaluate its contribution after a fair trial and then modify your use of it in
whatever way this may improve instruction.
De Castro (2005) stated that in the design of instructional materials, some
important points need to be considered. Some of these are to provide pleasure and
206
sense of achievement, to provide progression in difficulty, to relate contents to other

subject areas and to provide worthwhile follow up exercises.
The parts of the training module in Industrial Arts as suggested by the expert
evaluator were: (1) PREVIEW– This includes the discussion of the description of he
training module as to its nature target users and also the brief topics included; (2) TABLE
OF CONTENTS – Includes the parts of the training module and the corresponding pages
where they are located; (3) INTRODUCTION – Gives the purpose of the training module
and the subdivisions of the activities as to electricity and electronics; (4) HOW TO USE
THE TRAINING MODULE – Discusses the procedures and guidelines on how the training
module will be used by the students; and (5) BIBLIOGRAPHY – The reference materials
used by the researcher in constructing the training module.
Therefore the researcher decided to develop training module in industrial arts to
uplift the teaching competency of instructors in five areas in industrial arts.The training
module in Industrial Arts was developed through the assessment of five areas in
Industrial Arts. The five areas were Woodworking, Electricity, Electronics, Drafting and
Handicraft.
The Level of Validity of Training Module in Industrial Arts
The 4.1 problem asked about the level of validity as to its content, face, and level
of functionality and acceptability of the training module
The validity as to content and face and the level of functionality and acceptability
of the developed training Module were evaluated by seven (7) expert evaluators in the
field of five areas in Industrial Arts.
The validity and reliability of the content of any learning module together with
the test materials assures students that the information they get from any subject
matter they want to know are true and correct. At this point, there must be a provision
to evaluate any learning materials (Bambao, 2003)
Content Validity
Using the five criterion summarized in Table 21, the level of content validity of
the Training Module was determined.
Table 21 showed that content validity is very high with a weighted mean of 4.22,
the grand mean of the content validity of the Training Module in Industrial Arts is 4.22
which mean that the module is ‘’ very high validity'’. As reflected, the first, second and
fifth criterion has an average of rating of 4.28 (very high validity). This indicates that
activities included in the training module are appropriate to the topics in the five areas
in industrial arts. A mean of 4.14(high validity) for criterion 3 and 4 implies that the
learning areas are arranged according to the sequence of topics in five areas in
Industrial Arts. Lastly, with a grand mean of 4.22 (very high validity) the training module
meets the purpose of each construction to provide application based activity in the
different principles and laws in five areas in Industrial Arts.
The result of content validation of the training module supports Fraenkel and
Wallen (2006)that the content must be consistent with the definition of the variable and
the sample of subjects to be measured. That is, content validation, is partly a matter of
determining the content adequacy of the instrument as it is supposed to represent.
207
Table 21.Level of Content Validity

Indicators Mean Level of Content Validity

1. The instructors training module contains
enough activity tasks for the whole topics
in five areas I industrial arts.
2. Learning activities included are appropriate
to the topics in five areas in industrial 4.28 Very High Validity
arts.
3. Learning activities are arranged according
to the sequence of topics in five areas in 4.14 High Validity
industrial arts.
4. The content of each topic is
comprehensively and appropriately
suitable for the level of instructors in 4.14 High Validity
Industrial Arts
5. The training module meets the purpose of
its construction to provide application
based activity in the different principles
and laws in five areas in industrial arts. 4.28 Very High Validity
Level of Face Validity

Table 22 shows the level of face validity of the training module. The level of face
validity of the Training Module in Industrial Arts was described “very high validity” with
a grand mean of 4.36.
This denotes that in general, the format of the Training Module is appropriate.
The different criteria as to (a) printing, (b) proper spacing, (c) technicality of language,
(d) correct grammar of the sentences and the arrangement of the different components
of the activities have all “high validity” descriptive equivalent; thus, there is no need for
an improvement of the format.
The result of the content and face validation of the Training Module conforms to
the result of Dolores (2000), and Eslava (2004).
Table22.Level of Face Validity of the Training Module in Industrial Arts
208
Indicator Mean Level of Face Validity

1. The training module is neatly
and clearly printed. 4.43 Very High Validity
2. Proper spacing of text is observed
which enables the instructor to 4.57 Very High Validity
understand every word.
3. Language used is appropriate in
terms of its vocabulary, and 4.29 Very High Validity
technicality.
4. Sentences are grammatically 4.14 High Validity
correct.
5. The arrangement of components
of each activity provides clearer 4.00 High Validity
understanding on the procedure
to be done in the part of the
instructors.
Table 23 showed a rating of 4.21 which means it is very highly functional. This
implies that the training module meets the suitability of activity for its purpose as
indicated by the following characteristics (1) plain, (2) functional that is capable of being
put to use, (3) appropriateness, (4) sensible or realistic, (5) likely to be effective, and (6)
suitable for everyday use.(Microsoft Encarta 2008)
Table 23.Level of Functionality of the Training Module in Industrial Arts
Indicator Mean Equivalent

1. The Learning module addresses 4.43 Very Highly Functional
the needed knowledge and skills
ofinstructors.
2. The activities enables instructors 4.14 Highly Functional
to use critical thinking
3. The activities provide
opportunities for the instructors 4.14 Very Highly Functional
tobe involve actively
4. The activities are interesting and 4.43 Very Highly Functional
challenging
5. The activities can be performed
by theinstructors without 4.00 Very Highly Functional
supervision
6. The activities are presented in
proper outline based on the 4.14 Highly Functional
syllabus
209
Grand Mean 4.21 Very Highly Functional
Table 24 shows the level of acceptability of the training module in Industrial Arts
which showed a rating of 4.22 which means it was very highly acceptable.
The assessment of the respondents yielded an average weighted mean rating of
4.22, described high acceptability. From the comments and reaction of the respondents
could be deduced that the training module is highly acceptable in terms of its format
and design. This very high acceptability further establishes the feasibility of designing,
and developing and validating the training module. This research therefore corroborates
previous developmental researches like, the design, development evaluation of a
prototype sheet metal engraving and forming machine of Palabay (2004).
Table 24.Level of Acceptability of the Training Module in Industrial Arts
Indicator Mean Level of Acceptability
1 The training module addresses the 4.28 High Acceptability

needed knowledge and skills of
instructors in five areas of
Industrial Arts
2 The activities enables instructors to 4.14 High Acceptability
use critical thinking
3. The activities provide opportunities 4.14 High Acceptability
for the instructors to participate actively
4. The activities are interesting and 4.28 High Acceptability
5. The activities can be performed by the
with their own capabilities 4.14 High Acceptability
6. The activities are presented in proper 4.28 High Acceptability
outline based on the lesson areas
7. The language used is clear, familiar,
concrete and within the reading ability 4.28 Very High Acceptability
of the Industrial Arts instructors
8. The questions and problems part of 4.14 High Acceptability
each activity provides positive
motivating models
9. New concepts are explicitly linked to 4.28 High Acceptability
the instructors prior knowledge or
their experiences
Grand Mean 4.22 VeryHigh Acceptability
Summary on Level of Validity

The summary of the level of validity of the Training Module is shown in Table 25.
210
As reflected from the table, the training module is highly valid as to its content;
for that reason the hypothesis stating that the module is “moderately valid”, therefore
rejected. Likewise, the result of the level of face validity is very high valid; thus the
hypothesis asserting that the module is moderately valid, therefore rejected. Also as
shown in the table, the training module ishighly functional and acceptable.
Table 25.Level of Validity of the Training Module in Industrial Arts
Level of Validity Mean Equivalent

Content Validity 4.22 Very High Validity
Face Validity 4.29 Very High Validity
Functionality 4.21 Very High Validity
Acceptability 4.22 Very High Validity
Grand mean 4.24 Very High Validity
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
This dissertation entitled, “Training Module in Industrial Arts for Instructors”

utilized the descriptive research. The sets of questionnaires were the main instruments
used to gather data. From the results of the study, a training module in industrial arts
for instructors was developed for industrial arts faculty of State Colleges and
Universities in Region I to further improve their teaching competency.
Specifically, this research sought to determine; (1) the profile of the Industrial
Arts instructors in State Colleges and Universities in Region I in terms of: (a) age, (b)
gender, (c) academic rank, (d) educational attainment, (e) length of service, and (f)
trainings attended. (2) the level of competencies along five areas in industrial arts along:
(a) knowledge, (b)skills, and (c) attitudes (3) the level of validity of the training module
in terms of (a) content (b) face (c) functionality (d) acceptability.
The respondents of this study were composed of 61 instructors teachingfive
areas in industrial arts in state colleges and universities in Region I. Frequency counts,
percentages and mean values were used for the statistical computation of the gathered
data.
211
Data were gathered, analyzed and interpreted and arrived of the following
findings:
The instructors in the five areas in industrial arts were dominated by males
between ages 41 and 50 years old. Majority occupy instructor I position, who are
holding Bachelor degree with average 1 to 10 years teaching experience. Likewise most
of them have attended trainings and seminars/workshop in different levels related to
their respective area and with varied skills.
Generally, the level of competency of the instructor respondents in five areas in
industrial arts revealed a “high competent”remark.
Generally, the five areas in Industrial Arts except Electricity with a mean average
of (3.07) and Electronics (3.11) had mean ratings above 3.40. Therefore, only two
indicators were considered constraints and all the rest were capabilities. The capabilities
reflect the high implementation of competency level of Industrial Arts instructors, while
the constraints weaken the competency level of TLE instructors.
The developed training module in industrial arts for instructors as well as the
questionnaires were’’ very much valid’’ as to content and face validity.
Conclusions
In light of the findings of the study, the following conclusions were made:
1. The respondents were professionals whose expertise derive or honed through
constant practice which is usually associated with age, experience or length of service.
2. The level of competency of instructors in the five areas of Woodworking,
Electricity, Electronics, Drafting and Handicraft based on the gathered data from the
questionnaires were with in the high competency. TLE instructors in the State
Universities and Colleges in Region 1 are very knowledgeable, experienced and are
experts in their areas of specializations. They possess good values and attitude as
professionals. However, questionnaires revealed some constraints to be developed for
further improvement.
3. The capabilities reflect the experienced competencies to a high level of
effective teaching. The constraints of teacher’s competency in the use of tools and
equipments and needs of learners as a laboratory for learning weaken the effectiveness
of instructors in the teaching-learning process.
4. The training module and the questionnaires meet the purpose of their
construction. The training module can be used by Industrial Arts instructors, researchers
and school managers.
Recommendations
Basedfrom the findings and conclusions of this study, the offers the following
recommendations were formulated:
1.The Industrial Arts instructors should teach their field of specialization and
should be encouraged and motivated to pursue higher level of education in order to
upgrade their knowledge and skills, sustain their experienced or satisfactory
212
competency and for their personal and professional development towards higher
positions.
2. The competency level of Industrial Arts instructors of State Universities and
Colleges in Region I was in the level of high competency and could still be much
improved with the provision of more facilities and the improvement of the qualifications
of Industrial Arts instructor in order to meet the needs of the students and attain quality
and excellence in teaching. The high competency level of Industrial Arts instructors
should be sustained by upgrading instructors’ capabilities to handle Industrial Arts
learning areas through higher level in-service conferences/seminars. The high
competency level of Industrial Arts instructors in industrial arts should be sustained by
reducing/minimizing the constraints.
3. On Capabilities and Constraints, the developed Training Module in Industrial
Arts is an additional instructional to enhance the learning of instructors and students. A
test of effectiveness of the training module is highly encouraged and a similar training
module could be developed for other areas in Industrial Arts.
In relation to students, the TLE curriculum, specifically its five areas of Industrial
Arts namely: Woodworking, Electricity, Electronics, Drafting and Handicraft, must be
presented to the students as a potential income-generating source. Earning money, in
the final analysis, is the main objective of education.
Given more emphasis, there should be an effort to set mutual goals and
objectives, and even the content of the TLE curriculum, among the instructors on one
hand, and the students, on the other, in consultation with the community/linkages, to
ensure that the needs and interests of the students and also the needs of the
community, are being considered in the TLE curriculum. Or at least, they should be
motivated to appreciate and apply the knowledge and skills that they have learned.
4. Among the important factors to teaching competency in Industrial Arts,
special concern should be given to the provision of adequate tools and equipment. This
is because of the strong hands-on character of the Industrial Arts content and skills
areas that could be best learned by actual performance but which are being constrained
by the lack of facilities and tools and equipment.
5. Finally, other researchers may also tackle the interesting field of Industrial Arts
instruction, at the secondary and tertiary levels, and also consider other important
variables.
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E – International Scientific Research Journal, VOLUME – V, ISSUE – 2, 2013, ISSN 2094 - 1749

“Competencies of Technology and

This dissertation entitled, “Training Module in Industrial Arts for Instructors”

Education is a continuous and never ending process in response to the needs

formulation, strategic planning, curriculum development, on-the-job training, and other

The profile of respondents as to age, gender, highest educational attainment,

Table 3. Profile of TLE Instructors/Professor

Variable Freq Multi-response

Level of Competency of Industrial Arts Instructors along

Knowledge, Skills and Attitude

Table 4 shows the level of competency of Industrial Arts instructors on

Table 4.Level of Competency in Woodworking in Terms of Knowledge

Indicators Mean DER

1. Enumerate and identify the basic tools and equipment in

Indicators Mean Level of Content

1. The questionnaires fit the objectives of its

Table 5 shows the level of competency of Industrial Arts instructors in

Table 5.Level of Competency in Woodworking in Terms of Skills

Indicators Mean DER

1.Perform the proper handling of the basic woodworking tools and

Table 6.Level of Competency in Woodworking in Terms of Attitude

Indicators Mean DER

1. Observe safety practices when working in shop 3.97 HC

Table 7.Level of Competency in Electricity in Terms of Knowledge

Indicators Mean DER

1. Discuss the basic knowledge in house wiring installation 3.85 HC

3. Discuss the application of conductors from insulators 3.54 HC

Table 8.Level of Competency in Electricity in Terms of Skills

Indicators Mean DER

1. Perform the ability to install basic steps in house wiring

Indicators Mean DER

1. Eye protection such as a face shield, goggles, or safety glasses

2. Never handle electrical equipment with wet hands or when

Table 10 shows the level of competency in Electronics in terms of knowledge was

Table 10.Level of Competency in Electronics in Terms of Knowledge

Indicators Mean DER

1.Identify the different electronic parts and standard symbols 4.02 HC

7. Analyzed the capacitance value from their EIA 3.26 MC

Table 11.Level of Competency in Electronics in Terms of Skills

1. To convert electronic schematic design into PCB design 1.98 FC

6. To compute for the resistance of resistor and compare it to actual

7. To compute for the capacitance of bipolar capacitors.

Table 12.Level of Competency in Electronics in Terms of Attitude

Indicators Mean DER

1. Observe safety practices when working with power tools and

5. Check your work before connecting it to a power source 3.15 MC

Table 13. Levelof Competency in Drafting in Terms of Knowledge

Indicators Mean DER

1. Explain the difference between drawing instrument and drawing

Table 14 shows the level of competency of instructors in drafting in terms of

Table 14.Level of Competency in Drafting in Terms of Skills

1. Classify and identify the drawing instruments used in a tracing

Table 15.Level of Competency in Drafting in Terms of Attitude

Indicators Mean DER

1. Adequate clearance around drafting tables must be kept

Table 16.Level of Competency in Handicraft in Terms of Knowledge

Indicators Mean DER

1. Describe the factors that how handicraft helps to the economic

5. Discuss the importance of indigenous materials found in our

Table 17.Level of Competency inn Handicraft in Terms of Skills

Indicators Mean DER

1. Improve and produced export quality handicraft products in

Table 18.Level of Competency of in Handicraft in Terms of Attitude