2C-2I-1R Pedagogical Approaches in Teaching Technology and Livelihood Education Exploratory Courses and the Academic Performance of Grade 8 Students in the Division of Lipa

Abstract

This research study was conducted to determine the relationship between the levels of manifestation of the 2C-2I-1R Pedagogical Approaches used in teaching TLE and academic performance of Grade 8 junior high school students in the Division of Lipa City. The approaches comprised the constructivism approach, collaborative approach, integrative approach, inquiry-based approach and the reflective approach. The researcher used a combined descriptive-correlational method of research design. A researcher-made questionnaire was used to gather data. A total of 464 Grade 8 students from the four (4) selected schools took part in this research. Grade 8 students’ academic performance in TLE exploratory courses was generally fair. The result reveals that the constructivist approach generated a probability value of 0.015 hence, the constructivist pedagogical approaches in teaching TLE exploratory courses is significantly related to academic performance of Grade 8 students. However, the collaborative, integrative, inquiry-based, and reflective pedagogical approaches in teaching TLE exploratory courses are not found significantly related pair wise with the academic performance of the students.