Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 5 no. 1 (2022)

Sustainable Quality in Technology Vocational Livelihood (TVL) Instructions Through Technology Intervention

Lorna Nellas

Discipline: Education

 

Abstract:

Producing quality graduates of Technical Vocational Livelihood (TVL) Education who are ready to join the workforce after graduation has been the concern of every TVL teacher. Technology intervention is viewed as a helpful strategy in developing learners’ skills. Thus, the researcher assessed the learners’ level of competence before and after YouTube utilization. It employed descriptive and quasi-experimental, and phenomenological research designs, having the senior high school home economics teachers and learners as respondents. It utilized adopted survey questionnaire and employed data analysis using appropriate statistical formulas. Before the YouTube utilization the written MPS of Food and Beverage Services (FBS) respondents is 44.00 or equivalent to did not meet expectation, and the MPS of Bread and Pastry Production (BPP) learners is 31.56 or described as did meet expectations. After the YouTube utilization the MPS of the FBS learners is 95.56 or equivalent to Outstanding, and the MPS of the BPP learners is 95.56 or equivalent to Outstanding. On the hands- on assessment, the highest weighted mean of FBS respondents before the YouTube utilization is 2.7 and 5.00 after YouTube utilization, and for the BPP the highest weighted mean of the respondents before the YouTube utilization is 2.07 and 5.00 after the YouTube utilization. The results show that there is significant relationship of learners’ scores before and after YouTube utilization. On the impact of YouTube utilization to the teachers and learners, the average weighted mean is 4.64. It was concluded that technology intervention like utilizing YouTube videos is very helpful to both teachers and learners during classroom instructions.



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