An Action Research on the Challenges Posed in Conducting Laboratory Activities in a Restrictive Set-Up of

the TLE Classes in Grade 9, 10 and 11 this Academic Year 2022-2023

CHAPTER I
The unpredicted COVID-19 pandemic forced educational institutions to shift to a remote or distance-
learning mode during the two school years all over the world. As a result, classes were modified and
different learning modalities have been developed such as online, modular and other distant learning
modes. This shift in teaching modality presented great challenges, especially in teaching laboratory
courses. While several options are available, we evaluated the use of (i) videos of lab demonstrations, (ii)
Microsoft PowerPoint slides with voice-over recordings that were prepared to guide students further in the
particular procedure of the experiment, and (iii) kitchen-based experiments that students could perform at a
restrictive set-up having some factors that hinder maximum learning experience. Schools handle the
important responsibility of imparting education to students and developing them into responsible and
enterprising citizens. This can only be achieved when the quality of education provided is the top priority of
every government and the school in particular. (Salmi, 2000).

There are numerous questions concerning the issues and problems existing in the Educational Systems as
to how we can resolve it and the best way we could to attain that kind of quality of education we have been
searching and longing for. Where do we begin and how do we respond to such? (Sally, 2010). Therefore,
conducting this study will help not only the teachers but the whole institution to address issues that hinders
maximum learning and thus address quality education practices.

Traditionally, laboratory classes comprise experiments that accompany the lecture and discussion portions
of TLE courses. The laboratory classes have become an established and required part of Technology and
Livelihood Education Subject as prescribed of the Department Education (DepEd), and laboratory activities
have a distinct and essential role in the TLE curriculum as a means of making sense of abstract and
theories being discussed inside the classroom. One common method for getting students actively involved
in the learning process is through laboratory classes and activities. Though most often associated with the
sciences and engineering, laboratory classes can be used by any teacher who wishes to create an
environment where students are physically engaged with concepts in the field through active
experimentation or exploration. Many learning objectives can be taught through laboratory classes.

The laboratory environment allows students to gain a first-hand experience with course concepts and
further provides them with the opportunity to explore methods used by professionals in their discipline.
Among the laboratory classes affected during the pandemic are those required to conduct experiments and
laboratory classes. During the start of the pandemic in 2020, many laboratory activities were affected, not
only the TLE subjects, but the science laboratories as well. The pandemic has caused delays and hamper
laboratory activities that transfer learning theories into practical application of learning concepts.
In the study of Science and Chemistry as proposed by Shulman and Tamir in Omiko (2007) in this type of
educational setting, it is expected that the five types of objectives can be achieved, which are as follows: (1)
acquiring skills (manipulative, inquiry, investigative, organizational, communicative), (2) understanding TLE
concepts (hypothesis, theoretical model), (3) gaining cognitive abilities (critical thinking, problem-solving,
application, analysis, synthesis), (4) understanding the nature of science (scientific enterprise, scientists
and how they work, existence of a multiplicity of scientific methods, interrelationships between science and
technology and among the various disciplines of science), and (5) developing good scientific attitudes
(curiosity, interest, risk-taking, objectivity, precision, confidence, perseverance, satisfaction, responsibility,
consensus, collaboration, and liking science). The study is not limited to Science classes only but to other
discipline like the Technology and Livelihood Education (TLE).

Declining standards in public schools is one of the most controversial education issues today and this has
contributed to continuing decline in student learning. (UNESCO, 2005). That’s why the private education
sectors particularly the private schools are doing their best to support the public school system in modeling
laboratory activities through subsidies and government financial assistance.

Based on DepEd order no. 34 s. 2022 it was ordered that all schools will have to implement 100% face-to-
face classes by Nov. 2 The Department of Education (DepEd) ordered all public and private schools to
implement the 5 days in-person classes starting November 2, 2022. With the mandate, the La Consolacion
College Baao, Inc thru the efforts of the TLE Area is very eager to conduct an action research that will
address the present situation of the conduct of laboratory activities of the TLE classes in Grades 9, 10 and
11 this academic year. The said study will be used to create a safe and healthy laboratory classes having
known that pandemic is still at hand. By doing so, the institution and the rest of the stakeholders will be
given proposed mandate and guidelines in the conduct of laboratory activities in the restrictive set- up. By
means of this study, the restrictive set-up of laboratory activities in TLE Classes will be made more
accessible and possible despite restrictions.

The result of this study will aid the teachers and the whole community to come up with a curriculum that is
inclusive and accessible despite the restriction brought by pandemic or any form of natural calamities and
disasters. Consequently, this will also be one way of developing more the laboratory activities that will
ensure the maximum learning practices of students in the Technology and Livelihood Education
course/subject towards sustainable and affordable quality education. The researchers believed that quality
education is achieved when science laboratory and the laboratory in the context of teaching and learning
science is made relevant regarding research issues as well as developmental and implementation issues.

Statement of the Problem

This study is aimed to determine the Challenges Posed in Conducting Laboratory Activities in a Restrictive
Set-Up of the TLE Classes in Grades 9, 10 and 11 this Academic Year 2022-2023. Specifically, it is
expected to accomplish the following objectives:

1. To determine the profile of the respondents as to their age, gender, and their specializations.
2. To identify the challenges posed in conducting laboratory activities in a restrictive set-up of the TLE
classes in grades 9, 10 and 11 this Academic Year 2022-2023 taking laboratory classes.
3. To determine some factors that affect in the conduct of laboratory activities in a restrictive set-up of
the TLE classes.
4. To design a course plan for laboratory work of TLE classes alongside with the recommendations
and responses from the respondents.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Assessment of factors
Challenges Posed in that limit the maximum
Conducting Laboratory learning experience of
Activities in a TLE laboratory activities
Restrictive Set-Up of Design a course plan for
Conduct of Survey laboratory work of TLE
the TLE Classes in
Questionnaire. classes
Grade 9, 10 and 11 this
Academic Year 2022- Analysis and
2023 Interpretation of Data
gathered

Figure 1.
FEEDBACK
Conceptual Framework

The researcher utilized the Input, Process and Output (IPO) as a framework on designing the conceptual
framework. As shown in Figure 1, the input consists of the Challenges Posed in Conducting Laboratory
Activities in a Restrictive Set-Up of the TLE Classes in Grade 9, 10 and 11 this Academic Year 2022-2023.

The process concentrated on the collection of data using a researcher-made survey questionnaire. An
interview will also be used to assess the factors that limit the maximum learning experience of the
laboratory classes in TLE. The presentation, analysis and interpretation of data are also given emphasis as
vital part of the process.
The Output of the research process will lead to designing a course plan for the improvement of the
laboratory activity of TLE classes. A feedback loop provided data which serves a guide in making a revision
on the input, process and output for the enhancement of the study.

Purpose of the Study

This action research study sought to identify the challenges posed in conducting laboratory activities in a
restrictive set-up of the TLE classes in grades 9, 10 and 11 this Academic Year 2022-2023. Also, an
interview and survey will be conducted to examine the factors that affect the laboratory activities. The
purpose of doing so is to improve the effectiveness of laboratory activities in TLE Area knowing that there
are restrictions in the conduct of laboratory activity because of COVID-19 pandemic. Purposively, this
action research also would like to design a course work/laboratory plan to improve the laboratory activities
of the students and maximize learning experiences during performance tasks.

CHAPTER II

REVIEW OF RELATED LITERATURE

Principles of Learning Informing Integrated Instructional Units

Recent research and development of integrated instructional units that incorporate laboratory experiences
are based on a large and growing body of cognitive research. This research has led to development of a
coherent and multifaceted theory of learning that recognizes that prior knowledge, context, language, and
social processes play critical roles in cognitive development and learning (National Research Council,
1999). Taking each of these factors into account, the National Research Council (NRC) report How People
Learn identifies four critical principles that support effective learning environments (Glaser, 1994; National
Research Council, 1999), and a more recent NRC report, How Students Learn, considers these principles
as they relate specifically to science (National Research Council, 2005). These four principles are
summarized below.

National Academies of Sciences, Engineering, and Medicine. 2006. America's Lab Report: Investigations in
High School Science. Washington, DC: The National Academies Press. https://doi.org/10.17226/11311.

The Objectives of Laboratory Activities

In this type of educational setting, it is expected that the five types of objectives proposed by Shulman and
Tamir in Omiko (2007) can be achieved, which are as follows: (1) acquiring skills (manipulative, inquiry,
investigative, organizational, communicative), (2) understanding TLE concepts (hypothesis, theoretical
model), (3) gaining cognitive abilities (critical thinking, problem-solving, application, analysis, synthesis), (4)
understanding the nature of science (scientific enterprise, scientists and how they work, existence of a
multiplicity of scientific methods, interrelationships between science and technology and among the various
disciplines of science), and (5) developing good scientific attitudes (curiosity, interest, risk-taking,
objectivity, precision, confidence, perseverance, satisfaction, responsibility, consensus, collaboration, and
liking science). Although the value of laboratory classes has been questioned recently because there is
little evidence of their impact on student learning, the American Chemical Society (ACS) continues to
emphasize the importance of a hands-on laboratory experience in all areas of chemistry. Less research has
been performed evaluating the psychomotor and affective domains of learning, and for this reason, it is not
clear whether the in-person and virtual modalities can provide equivalent experiences for students. In a
study assessing affective measures (such as anxiety, emotional satisfaction, intellectual accessibility, and
usefulness of the lab) in a traditional hands-on laboratory compared to a virtual environment, it was found
that a decisive factor contributing to student success (regardless of the modality) was the instructor, and
thus, it would be important to conduct studies where the same instructor teaches in both
environments. Studies conducted during the COVID-19 pandemic, however, have revealed that students
believe that the primary role of a teaching laboratory is to provide hands-on experience and that, overall,
the online modalities do not compare favorably to the traditional in-person laboratory approach. Indeed, it
has also been found that students in a virtual environment struggle to meet skill-based objectives and
understand how to use equipment.

Community-Centered Environments

Research has shown that learning is enhanced in a community setting, when students and teachers share
norms that value knowledge and participation (see Cobb et al., 2001). Such norms increase people’s
opportunities and motivation to interact, receive feedback, and learn. Learning is enhanced when students
have multiple opportunities to articulate their ideas to peers and to hear and discuss others’ ideas. A
community-centered classroom environment may not be organized in traditional ways. For example, in
science classrooms, the teacher is often the sole authority and arbiter of scientific knowledge, placing
students in a relatively passive role (Lemke, 1990). Such an organization may promote students’ view that
scientific knowledge is a collection of facts about the world, authorized by expert scientists and irrelevant to
students’ own experience. The instructional units discussed below have attempted to restructure the social
organization of the classroom and encourage students and the teacher to interact and learn from each
other.

Design of Integrated Instructional Units

The learning principles outlined above have begun to inform design of integrated instructional units that
include laboratory experiences with other types of science learning activities. These integrated instructional
units were developed through research programs that tightly couple research, design, and implementation
in an iterative process. The research programs are beginning to document the details of student learning,
development, and interaction when students are given systematic support—or scaffolding—in carefully
structured social and cognitive activities. Scaffolding helps to guide students’ thinking, so that they can
gradually take on more autonomy in carrying out various parts of the activities. Emerging research on these
integrated instructional units provides guidance about how to design effective learning environments for
real-world educational settings (see Linn, Davis, and Bell, 2004a; Cobb et al., 2003; Design-Based
Research Collective, 2003).

National Academies of Sciences, Engineering, and Medicine. 2006. America's Lab Report: Investigations in
High School Science. Washington, DC: The National Academies Press. https://doi.org/10.17226/11311.

Actively Engaging Children Learning

Learning research has shown that students learn best by actively "constructing" knowledge from a
combination of experience, interpretation, and structured interactions with peers and teachers (Bransford,
Brown, and Cocking, 1999). When students are placed in the relatively passive role of receiving information
from lectures and texts (the "transmission" model of learning), they often fail to develop sufficient
understanding to apply what they have learned to situations outside their texts and classrooms (Bransford
&Schwartz, 1999). In addition, children have different learning styles. The use of methods beyond lectures
and books can help reach children who learn best from a combination of teaching approaches (Tyack &
Cuban, 1986). Today's theories of learning differ in some details according to White House Publication
Services, (2000) but educational reformers appear to agree with the theoreticians and experts that to
enhance learning, more attention should be given to actively engaging children in the learning process.
Curricular frameworks now expect students to take active roles in solving problems, communicating
effectively, analyzing information, and designing solutions-- skills that go far beyond the mere recitation of
correct responses (Bruer, 1993).

Computer-Based Technologies in Laboratories

A present day methodology of investigative activities for student acquisition in science is the incorporation
of traditional (hands-on) and virtual (computerized) in the laboratory setting. These inquiry-based scientific
practices should take place in the 42 laboratory, the classroom, or the field where students are given
opportunities to interact directly with naturally occurring phenomena or with data originating from such
phenomena (Pyatt & Sims, 2012). Research has shown that students could be provided effective learning
experience of science through the use of actual inquiry-based experimentation (Hofstein & Lunetta, 2004)
and through the use of virtual laboratory environments that support experimentation (Zacharia & Anderson,
2003). Although active constructive learning can be integrated in classrooms with or without computers, the
characteristics of computer based technologies make them a particularly useful tool for this type of learning
(Roschelle et al., 2000).

Reframing Remote Learning Assessment Practices of Teachers’: Input for School- Based Testing
Reforms

Due to the unprecedented COVID-19 incident, basic education institutions have faced different challenges
in their teaching-learning activities. Particularly conducting assessments remotely during COVID-19 has
posed extraordinary challenges for basic education institutions owing to lack of preparation superimposed
with the inherent problems of remote assessment. Descriptive-evaluation research was employed since the
present study attempts to examine the assessment practices and competencies on remote learning
assessment of teachers in Graceville National High School. For the study, questionnaires were prepared
and data nine (9) senior high school teachers and forty-two (42) junior high school teachers were collected
and analyzed. The gathered data from this study were subjected to descriptive and inferential statistics.
The data revealed that the most frequent number of the teacher- respondents in the study was 36 – 40
years old at age, female, Technology Livelihood Education (TLE) major, 6 – 10 years in service in
Department of Education, and bachelor’s degree holders. More so, the teacher respondents’ level of
teacher competencies on remote learning assessment was observed high competent. In addition, level of
assessment practices in terms of clarity of assessment, time and effort on a task, quality of feedback,
motivational belief and self-esteem to learners, self-assessment, and reflection of learning of the learners,
and assessment – content and process in adapting teaching to students needs was mostly practice.
However, it was completely practicing the interaction and dialogue about learning progress. The results
confirmed that there was a significant difference in the teacher respondents’ level of competence on the
remote learning assessment when group according to their age, gender, areas of specialization, and
training attended. On the other hand, teacher year of teaching and educational attainment revealed it has
no significant difference in their level of competence on the remote learning assessment. Looking forward,
that age, gender, year of teaching, areas of specialization, educational attainment, and training attended
significantly differs to the level of assessment practices of the teachers. It also observed that the teachers
experiencing high challenges encountered on the remote learning assessment. It is recommended to
implement the proposed school-based testing reforms and should be monitored and evaluated for the
optimum advantage of the school and community.

SAMOSA, RESTY, Reframing Remote Learning Assessment Practices of Teachers’: Input for School-
Based Testing Reforms (February 5, 2022). Available at
SSRN: https://ssrn.com/abstract=4027372 or http://dx.doi.org/10.2139/ssrn.4027372

Revisiting Flexible Learning Options (FLOs) in Basic Education in the Philippines: Implications for
Senior High School (SHS)

The COVID-19 outbreak is not the first time for the DepEd to confront a crisis. However, within the public
school system, ensuring the delivery of education in emergencies has largely been carried out within the
framework of disaster risk reduction and management (DRRM). In 2006, the United Nations Children’s
Fund (UNICEF) established its Education in Emergencies and Post-Crisis Transition (EEPCT) programme
with funds accessed to assist in emergency response in the six hardest hit provinces during Super Typhoon
Reming (international name: Durian), including Albay, Camarines Norte, Camarines Sur, Marinduque,
Mindoro Oriental, and Sorsogon, and the Building Safe Learning Environment (BSLE) program was
launched that funded both structural and non-structural measures. The structural measures focused on the
reconstruction of school buildings and day-care centers, while the non-structural measures included
delivery of supplies and educational packages to learners and teachers, development and production of the
DepEd disaster risk reduction resource manual (DRRRM), and training on DRRM (Venton and Venton
2012). The EEPCT also supported the creation of the Education Cluster both at the national and sub-
national levels. The Education Cluster was a coordination mechanism for education in emergencies (EiE)
policies, programs, projects, and activities (PPAs) composed of various government and non-government
organizations including the Department of Social Welfare and Development, the Council for the Welfare of
Children, the Office of Civil Defense–National Coordinating Committee, the Philippine Institute of
Volcanology and Seismology, the Philippine Atmospheric, Geophysical, and Astronomical Services
Administration, the Philippine National Red Cross, Plan International–Philippines, Children International,
Childfund Philippines, World Vision, Care Philippines, ABS-CBN Foundation Inc., Family Health
International, Center for Disaster Preparedness, and Citizens’ Disaster Response Center.

https://www.researchgate.net/profile/Naomi-Fontanos/publication/
344436141_Revisiting_Flexible_Learning_Options_FLOs_in_Basic_Education_in_the_Philippines_Implicat
ions_for_Senior_High_School_SHS/links/5f753af792851c14bca3c53c/Revisiting-Flexible-Learning-
Options-FLOs-in-Basic-Education-in-the-Philippines-Implications-for-Senior-High-School-SHS.pdf
Naomi Fontanos, Junette Fatima Gonzales, Kathrina Lucasan, and Dina S. Ocampo
September 2020

The Effect of K-12 Programs: Technology Livelihood Education Based Activities of the Grade-10
Students in MSU-SULU Laboratory High School

This study aimed to determine the effect of the K-12 programs on the Technology Livelihood Education
based activities of the grade-10 students of MSU-Sulu Laboratory High School. It exploresfurther to
determine the strategies and remedial measures to augment the insufficient equipment and
materials needed for the class activities. 43 grade-10 students were utilized to answer the checklist
questionnaire. The data were analyzed and interpreted using descriptive statistics. Mean, standard
deviation and verbal description were used to draw the conclusion. The study concluded that the
grade-10 students perceived that the TLE curriculum in the K-12 is effective. The subject areas included in
the TLE programs such as the Home Making Arts, Industrial Arts, Fishery and Agricultural Arts, and
Business and Distributive Arts activities contribute to a great extent to T.L.E K-12 curriculum. The
teachers always practiced making the lesson with the students and demonstration activities with
explanation in TLE classes. The students perceived that the teachers should ask donations from other
agencies to augment the scarcity of the equipment and materials needed in day-day activities in
teaching TLE.

International Journal of Research in Engineering, Science and Management Volume 4, Issue 9,

September2021https://www.ijresm.com | ISSN (Online): 2581-5792
http://journals.resaim.com/ijresm/article/view/1296/1240
Melba Kasim Dawili*AssistantProfessorIV, High School, MSU-SULU, Kasalamatan Village, Sanraymundo,
Jolo, Sulu, Philippines

Effectiveness of K to 12 DepEd-Provided and Teacher Made Modules on Student Performance in

Technology and Livelihood Education Exploratory Subject Area

Transition to K to 12 curriculum is one of the challenges in the Philippine educational system. Teachers and
students are faced with problems that need adjustment. Th e study used a quasi-experiment design to
explore the effectiveness of the modules made by the subject area teacher and the modules introduced by
the Department of Education (DepEd) to enhance the K to 12 curriculum competencies, particularly in the
Technology and Livelihood Education (TLE) subject area for Grade 7. Th e study revealed that both
modules could be considered effective based on the computed mean scores from the pretest and post-test.
Students’ perceived level of satisfaction with the content, format, and instructions of both modules is “very
satisfactory.” Students find the teaching strategies and content mastery of the subject area teacher as
“excellent.” Based on the findings, any of the two modules may be used when teaching TLE for Grade 7
with some revisions and provision of more “high-tech” facilities to enhance the teaching and learning
process further. Providing learning stations to practice the different skills learned in TLE is also
recommended. Teachers must continuously update themselves by attending seminars, trainings and
coming up with modules containing essential knowledge and skills needed by learners.
http://portal.bsu.edu.ph:8083/index.php/BRJ/article/view/313
Lorena A. Castro
Philippine Normal University
 CHAPTER III

RESEARCH METHODOLOGY

In order to investigate into the perception of respondents on the degree of output and their
satisfaction during their laboratory activities in TLE subjects under a restrictive set-up, the researchers
gathered data through varied ways to collect information from the respondents among Grades 9 to 11
students. The researcher utilized the descriptive method of research since the study would like to
determine the Challenges Posed in Conducting Laboratory Activities in a Restrictive Set-Up of the TLE
Classes in Grade 9, 10 and 11 this Academic Year 2022-2023. Furthermore, an interview and observation
guides were used to validate the insights and responses of students in this study.

Data Collection

The respondents of this research studies were gathered among the grade 9, 10 and 11 students
who have laboratory activities in Cookery, Entrepreneurship Subjects and Computer subjects. With the
limited number of student respondents, we used the 90% of the total population of the Grades 9 to 11 as
our respondents of this research study.

Instrumentation
 The instruments used to gather the information is the descriptive questionnaire made by the
researcher. The utilization of the instrument was used through a paper and pencil survey and an online
survey during the computer classes.

An interview was also used among students and teachers to solicit feedback from their
experiences in handling and conducting laboratory activities in a restrictive set-up. The items that
composed the survey questionnaire were formulated from the literature reviews and observation results
during the supervisory sounds of the subject area chairperson.

The use of Frequency distribution, percentage count, weighted mean and T-test were utilized to
determine the significant difference of the student responses to their profile.