Paper Contents
Abstract
AbstractThis study aimed to determine the relationship between learner mastery and performance skills in Technology and Livelihood Education (TLE) among junior high school students in the Carmen District, Cotabato Division. The respondents of the study were one hundred eight (108) TLE teachers from various public high schools in the district, all of whom had at least three years of teaching experience and held permanent employment status. A non-experimental quantitative design was employed using the descriptive-correlational method. Learner mastery was assessed in terms of performance, motivation, learning satisfaction, and knowledge construction, while performance skills were measured through work skills and work attitudes. The findings revealed that learner mastery was extensive, with performance being the most developed indicator, and learning satisfaction identified as the least developed. Similarly, performance skills were found to be extensive, with work attitudes more evident than work skills. The results of the study showed a significant relationship between learner mastery and performance skills. The extent of learner mastery was found to influence students performance skills in the classroom. Furthermore, regression analysis indicated that learning satisfaction and knowledge construction significantly influenced performance skills. However, performance and motivation indicators yielded probability values that did not meet the level of significance, resulting in the acceptance of the null hypothesis. Therefore, these domains did not significantly influence performance skills. Based on these findings, it is recommended that educators prioritize strategies that enhance learning satisfaction and knowledge construction to improve studentsperformance skills in TLE.Keywords: learner mastery, performance skills, Technology and Livelihood Education
Copyright
Copyright © 2025 Zenie Jay C. Tamagos. This is an open access article distributed under the Creative Commons Attribution License.
