ABSTRACT
This study determined the significant relationship between Extent on the utilization of Instructional Facilities and Equipment in Technology & Livelihood Education in relation to the Teaching Performance of Teachers and Practical Skills Performance of Grade 9 Students. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study utilized a descriptive-correlational research design, which is most appropriate for examining and describing existing conditions as well as determining relationships among variables. It aims to (1) describe how instructional facilities and equipment are utilized in TLE classes, (2) assess teaching performance of TLE teachers, (3) evaluate the practical skills performance of Grade 9 students, and (4) determine significant relationships among these variables. The Test of Relationship Between Utilization of Instructional Facilities and Equipment in TLE, Teachers’ Performance, and Students’ Practical Skills. It displays the correlation values and interpretations of the relationships among the identified variables. The purpose of the table is to determine whether the effective use of instructional facilities and equipment in Technology and Livelihood Education (TLE) has a significant influence on both the teaching performance of TLE teachers and the practical skills performance of Grade 9 students. As reflected in the table, the correlation between the utilization of instructional facilities and equipment in TLE and the teaching performance of TLE teachers revealed a significant relationship. This means that when teachers effectively use available instructional tools, their performance in teaching improves. They are able to deliver lessons more effectively, provide hands-on learning opportunities, and engage learners more meaningfully. In the same way, the relationship between the utilization of instructional facilities and equipment in TLE and the students’ practical skills performance also showed a significant relationship. This indicates that access to adequate and functional facilities allows learners to apply and refine their technical skills more efficiently, which in turn strengthens their mastery of TLE competencies. The results further demonstrate that both relationships yielded significant findings at the accepted level of significance. This finding emphasizes that instructional facilities and equipment play a vital role in enhancing both teaching and learning outcomes in TLE. When these facilities are properly managed, maintained, and utilized, teachers are empowered to conduct more effective, contextualized instruction, while students are provided with authentic learning experiences that bridge theory and practice. The results imply that there is a strong and significant relationship between the utilization of instructional facilities and equipment in TLE, the teachers’ performance, and the students’ practical skills performance. The overall findings imply that effective utilization of instructional tools and resources enhances instructional quality and contributes to improved learner competency in technical and vocational areas. The result implies that continuous investment in and proper management of instructional resources are vital to sustaining high teaching standards and promoting student achievement in TLE.
Keywords: Extent, Utilization, Instructional Facilities & Equipment, TLE, Teaching performance, Practical Skills, Grade 9 Students
INTRODUCTION
The extent of utilization of instructional facilities and equipment plays a critical role in ensuring effective teaching and meaningful learning, particularly in skill-based subjects such as Technology and Livelihood Education (TLE). Instructional facilities such as workshops, tools, sewing machines, kitchen labs, and agricultural equipment are not merely supplementary; they are essential in delivering practical, hands-on experiences aligned with the TLE curriculum. When properly utilized, these facilities enhance the ability of teachers to demonstrate, engage, and assess students in real-life skills, thus improving their overall teaching performance. Likewise, students’ mastery of practical competencies—such as food preparation, electrical wiring, or carpentry—depends heavily on access to functioning, adequate, and up-to-date equipment. Without proper tools, students are left with theoretical knowledge that lacks real-world application. This gap can result in poor skills development, which contradicts the objectives of the K to 12 curriculum in preparing learners for work or entrepreneurship. Therefore, understanding the extent to which these facilities are utilized is essential in identifying strengths, gaps, and areas for improvement in instructional delivery and learning outcomes. This knowledge is vital for school administrators, policymakers, and educators to implement informed interventions that will enhance both teaching effectiveness and student competency in practical skills.
Edalin B. Timbasal‑Nuevo (2024) investigated the adequacy and utilization of laboratory equipment and its relationship to teaching performance of Grade 9 science teachers in Malapatan Municipality. The findings revealed that inadequate availability and suboptimal use of science equipment significantly hampered teachers’ ability to conduct hands‑on demonstrations and engage students in critical process skills (observing, experimenting, inferencing), which in turn negatively affected teaching effectiveness
As a Technology and Livelihood Education (TLE) teacher, the researcher recognizes that their role extends far beyond delivering lessons inside the classroom. They are deeply committed to guiding students not only in academic growth but also in emotional development and real-world readiness. The researcher often witnesses how students become fully engaged, curious, and empowered during hands-on activities—moments that reaffirm the transformative power of experiential learning and validate their choice to pursue the teaching profession. However, it is equally disheartening for the researcher when this excitement fades, not due to a lack of interest or ability, but because of the absence of essential tools, functional equipment, or adequate space to support effective learning.
This recurring reality has deeply influenced the researcher’s choice of study. Having repeatedly seen students forced to imagine using tools instead of physically interacting with them, the researcher feels a strong sense of helplessness. Students are expected to understand diagrams, memorize steps, and pass assessments without ever experiencing the actual application of the skills being taught. This disconnects between theory and practice not only affects students' academic performance in practical tasks, but also undermines their confidence, motivation, and self-worth. The researcher has witnessed how this lack of resources limits not the students' capacity to learn, but their opportunity to grow.
Through firsthand experience, the researcher has seen the difference proper tools and equipment can make in a learner’s life. A disengaged student can transform into someone confident and eager when provided with the opportunity to learn by doing. One student once said, “Ma’am, I feel smart when I can fix something”—a simple yet powerful statement that highlighted how hands-on experiences can shape a learner’s identity, self-esteem, and sense of future potential.
As a vocational institution, the school offers five major specializations under the Technology and Livelihood Education (TLE) program: Garments Technology, Cookery, Food Processing, Horticulture, and Animal Production. For educators in these strands, challenges related to insufficient instructional facilities and equipment are an ongoing reality that significantly impacts teaching and learning outcomes.
In Garments Technology, one of the most persistent issues is the severe shortage of functional sewing machines and related tools. Many schools are equipped with only a limited number of operational units, forcing students to take turns or wait extended periods for their turn to practice even the most basic stitching techniques. Furthermore, a number of machines are outdated or non-functional, further reducing the time and opportunity for meaningful hands-on instruction. Compounding this issue is the lack of essential materials such as fabrics, threads, buttons, and zippers. As a result, the learning experience often becomes limited to theoretical lessons, teacher demonstrations, or passive observation. However, garment construction is a skill that demands consistent hands-on practice, accuracy, and refinement. Without sufficient resources, students struggle to develop craftsmanship, leaving them underprepared for industry-level expectations.
Similarly, in the Cookery strand, the lack of kitchen equipment poses a major barrier to delivering effective instruction. Many schools do not have adequate numbers of electric stoves, ovens, cookware, and other tools necessary for implementing the curriculum. It is not uncommon for an entire class to share a single cooking station, leading to rushed sessions or learning limited to watching rather than doing. Additionally, the limited availability of ingredients forces teachers to either shoulder the expenses or scale down the learning activities. This lack of a fully equipped kitchen environment severely restricts students from gaining experience in food preparation, cooking techniques, hygiene practices, and food presentation—all vital competencies in the culinary arts.
In the Food Processing specialization, the absence of specialized equipment such as vacuum sealers, sterilizers, grinders, and packaging machines further narrows students' learning opportunities. Much of the instruction is reduced to reading modules or analyzing visual aids. While students may understand theoretical steps in making preserved foods, they are unable to practice critical aspects such as temperature control, sanitation protocols, and safe packaging techniques. Without access to these tools, students are deprived of authentic, hands-on learning, leaving them underqualified for practical assessments or real-world food processing tasks.
The Horticulture and Animal Production strands face their own distinct challenges. In horticulture, many schools lack basic infrastructure such as greenhouses, irrigation systems, or even adequate gardening tools. A shortage of seeds, fertilizers, and planting materials often delays lesson execution and prevents students from experiencing a complete plant growth cycle within the school year. Meanwhile, in animal production, the absence of live animals significantly hampers instruction. Students miss critical learning opportunities such as feeding, cleaning, tagging, or monitoring animal health and behavior. In many cases, lessons are limited to textbooks, images, or video demonstrations—none of which can substitute for the authentic, tactile experience needed in agriculture or animal husbandry.
Collectively, these limitations not only affect the teaching performance of TLE educators, but also undermine the practical skills development of Grade 9 students. With little to no access to proper tools and environments, both teachers and learners face systemic constraints that reduce the quality and relevance of vocational education. These conditions highlight the urgent need for improved resource provision, strategic investments, and policy-level support to ensure that students receive the hands-on training necessary to succeed in their chosen fields.
This study determined the significant relationship between Extent on the utilization of Instructional Facilities and Equipment in Technology & Livelihood Education in relation to the Teaching Performance of Teachers and Practical Skills Performance of Grade 9 Students. A proposed Instructional Supervisory plan was formulated based on the result of the study.
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