Group Dynamics Strategy in Teaching Technology and Livelihood Education in Pedro A. Paterno National High School

Abstract

INTRODUCTION

Group dynamics as a teaching strategy is perceived to uplift the students' attitude and encourage them to help and support peers in their group rather than compete against one another. As this strategy provides an air of openness to learning, group dynamics may assist students in checking on their poor study habits and improving their attitudes.

METHODS

The descriptive method of research was employed by the researcher and the questionnaire was the main data gathering instrument. There were 10 TLE teachers as respondents. The percentage, weighted mean and coefficient of correlation were the statistical tools applied in treating the data.

RESULTS

As a whole, all group dynamics strategies were utilized by the TLE teachers to a great extent. Group dynamics greatly affected the students on the cognitive, affective, behavioral and social domains. The problems met by the teachers in utilizing the group dynamics strategies in TLE were considered moderately serious.

DISCUSSIONS

The strategies utilized most by the teachers were group reporting, peer teaching and problem solving. Students were able to widen their knowledge, develop values, change behavior and beliefs and develop socialization. The problems encountered by the teachers in utilizing group dynamics strategies were felt moderately serious. Insufficient supplies of teaching guides and manuals was the most pressing problems encountered by the teachers.