Academic Motivation, Self-Efficacy and Academic Performance in Technology and Livelihood Education (TLE): Input to Understanding Affective Components of Learning in TLE

Abstract

INTRODUCTION

This study aimed to investigate whether a significant relationship exists between the students' affective components of learning and their academic performance in TLE. Specifically, it investigated whether academic motivation in TLE and the student's self-efficacy in their technical skills significantly relate to their grade in the four TLE mini-courses including Bread and Pastry Production, Dressmaking/Tailoring, Mechanical drafting, and Beauty Care Services.

METHODS

The study is descriptive-correlational in nature. It made use of an adapted and validated a questionnaire to gather data from the respondents. To describe the nature of respondents and their affective traits, frequency, percentage, mean and standard deviation were used. Also, the Pearson product moment correlation coefficient was used to test whether a significant relationship exists between the variables of the study.

RESULTS

After a careful analysis, the study found out that most of the junior high school respondents were still at the Approaching Proficiency level in terms of Dressmaking/Tailoring and Beauty Care Services. Meanwhile, most of the respondents were at the Proficient level in terms of Bread and Pastry and Production and Mechanical Drafting. The study also found out that there is a significant relationship between the students' academic motivation and their performance in both Bread and Pastry and Production and Beauty Care Services mini-courses. Furthermore, there is a significant positive relationship between the respondents' self-efficacy on their technical skills and their academic performance in the corresponding mini-courses.

DISCUSSIONS

Improvement in students' affective domains, academic motivation and self-efficacy will result in improvement in the students' academic achievement. An exploration of the academic motivation and self-efficacy with other affective components of learning can be done to test the variables as predictors. Longitudinal studies for more in-depth understanding and investigation of other factors can help students raise their proficiency level in the mini-courses in TLE especially in Dressmaking/Tailoring and Mechanical Drafting. Appropriate interventions would enhance students' efficacy in acquiring the outcomes in mechanical drafting. Hence, a plan of action for strengthening the integration of affective targets in teaching TLE mini-courses such as Bread and Pastry Production, Dressmaking/ Tailoring, Mechanical Drafting, and Beauty Care (Nail Care) Services should be considered.