Table 2

Profile of the Respondents

Respondents age profiles are varied and differentiated respectively distributed on
different ages classifications. Majority are on the Middle Ages in their teaching career
which are ages 35-39 having the frequency of forty eight (48) or 26.97 percent. It means
that they were of sufficient experiences and enough energy and enthusiasm in gaining
quality outputs and career advancements. Only nineteen (19) have ages 45 and above
or 10.67 percent, while thirty (30) or 16.85 percent have age 29 and below. Age of the
teachers is vital in their enthusiasm, experience in life and disposition towards teaching.
The remaining are distributed to different ages which denotes that teachers handling
industrial arts in Guihulngan City division were of varied ages and attitudes towards
teaching the subject as related to age perceptions.

Age
45-above
40-44
35-39
30-34
29-below
TOTAL
Gender
Male
Female
TOTAL
Civil Status
Single
Married
TOTAL
Highest Educational
Attainment
Full Fledged Doctors
With doctoral units
Full Fledged Masters
With masters units
Bachelors Degree Holder
TOTAL
Relevant Trainings
National Level
Regional Level
Division level

Frequency
19
34
48
47
30
178

Percentage
10.67
19.10
26.97
26.40
16.85
100.00

57
121
178

32.02
67.98
100.00

20
158
178

11.24
88.76
100.00

34
36
90
18
178

19.10
20.22
50.56
10.11
100.00

12
24

6.74
13.48

District Level
School level
Teaching Experience
30 years and above
25-29 years
20 -24 years
15-19 years
10-14 years
5-9 years
4 years and below

178
178

100.00
100.00

2
12
28
89
47
178

1.12
6.74
15.73
50.00
26.40
100.00

One hundred twenty one (121) or 67.98 percent were females and the rest are males.
Female teachers are expected to possess motherly attitude towards learners and are
expected to understand pupils attitude better. They are more serious in the discharge of
their teaching job and are more work oriented. One hundred fifty eight among them
were already married probably already have children which exposes them to family
problems thus enriching their problem solving skills and adoptability. They are more
experienced in dealing with childrens attitude than singles do. None of them were
doctors degree holder while thirty four (34) or 19.10 percent are doctorate degree
holders. Twenty six (26) or 20.22 percent were masters degree holders and the a vast
dominating groups are those having masters degree units having a frequency of ninety
(90) or 50.56 percent while the rest were simply bachelors degree holders. Enrolling in
gradate studies enhances teachers skills in pedagogy and update them with recent
trends in instruction and cultural innovations thus making them more equipped and
effective in their respective fields. Only twelve (12) have attended regional level
seminars while twenty four (24) have engaged in division level trainings and all of the
respondent groups have joined both district and school level seminars. Seminars equip
teachers with recent trends and programs under the department thus making them
more updated and effective in instruction. Teachers with average years of experience
dominated the respondent groups with the experiences of 10-14 years having the

frequency of eighty nine (89) or 50.00 percent denotes that they were of sufficient
mastery in teaching, they were well oriented with pupils attitude, management and
strategies in teaching that suit to their own abilities and in certain levels and types of
learners they are dealing with.

Methods/Strategies
Methods and strategies are vital in the efficiency and effectiveness of instruction.
It facilitates learning with proper procedure and steps and make instruction
differentiated and more challenging and exciting on the part of the learners.

Table 3
METHODS/STRATEGIES USED
Items

Weighted

Description

1. Lecture (whole class)

2. Teacher demonstration
3. Using realia
4. Media (films, tapes, etc.)
5. Talk shows and reporting
6. Project method
7. Independent study
8. Imitation
9. Individual instruction
10. Discovery Approach
11. Constructivist approach learners constructs

Mean
3.45
2.95
2.69
2.62
2.68
3.30
2.63
2.76
2.64
2.63
2.65

Highly Implemented
Implemented
Implemented
Implemented
Implemented
Implemented
Implemented
Implemented
Implemented
Implemented
Implemented

meaning through interaction of prior knowledge

12. Experiential learning
13. Student Research
14. Cooperative learning approach
15. Socratic method
16. Concept attainment
17. Peer Tutoring

2.73
2.78
2.87
2.63
2.89
2.64

Implemented
Implemented
Implemented
Implemented
Implemented
Implemented

18. Direct Instruction

19. Inquiry Approach
20. Integrative Approach
21. Concept Teaching
22. Field Studies
23. Simulation
24. Content Based instruction
25. Thematic Teaching
AVERAGE

2.68
2.66
2.65
3.86
2.67
3.88
3.94
1.88
2.87

Implemented
Implemented
Implemented
Highly Implemented
Implemented
Highly Implemented
Highly Implemented
Less Implemented
Implemented

Legend:
4.20-5.00

Very Much Implemented

3.40-4.19

Highly Implemented

2.60-3.39

Implemented

1.80-2.59

Less Implemented

1.00-1.79

Least Implemented

The average mean of 2.87 or implemented exhibits that teachers were using
differentiated strategies in instruction depending on the type of learner that they are
dealing with and so with the lesson. Content based instruction has an average mean of
3.94 or highly implemented has the highest mean which denotes that the respondents
are more versed in employing the strategy and it yields better performance in industrial
arts instruction much more in teaching theories and principles. Thematic teaching on the
other hand has the least average mean which is less implemented, it can be inferred
that teachers are not good in using thematic teaching as strategy in instruction or they
didnt find it as effective strategy in industrial arts instruction.
Facilities

Industrial arts is a hands-on and laboratory subjects wherein pupils are needed
to apply theories and principles they learned in actual manipulation. In applying these
theories and principles facilities are of vital demand.

Table 5
FACILITIES
Items

Weighted

Description

1. There is a sufficient ratio on student laboratory

Mean
1.88

Less Implemented

equipment ratio.
2. Equipments are available to pupils to practice

2.78

Implemented

learned theories.
3. Sufficient functional gadgets are made available

1.91

Less Implemented

and accessible to students.

4. Shops are well maintained. Ventilated and 2.96

Implemented

conducive to learning.
5. Shops are safe and students are well oriented 3.03

Implemented

on the precautionary measures in the use of

equipments.
6. Laboratory is done frequently for the students to 2.33
master the learned skills.
AVERAGE

2.48

Less Implemented
Less Implemented

Table 8 portrays the result on facilities as pertinent to industrial Arts instruction.

The average mean of 2.48 with a description of less implemented revealed that
sufficient equipments and apparatus and laboratories are not available. Sufficient ratio
on student laboratory that would include its equipment has the least average mean

which means that there were very few equipments if not absent and limited laboratories
to accommodate pupils in applying their skills. It indicates that pupils failed to apply their
knowledge on actual learning in a laboratory or if they did it was done shortly due to
laboratory insufficiency. Three among the areas given received an average Mean that is
equal to implemented level. These are availability of equipments present for pupil
practice, maintenance and ventilation and safety and pupils orientation on
precautionary measures in using the shop which has relatively minimal and indirect
impact to pupils learning.

MONITORING AND EVALUATION

It is necessary in reassuring the learning of the pupils, securing their safety and
maintaining a conducive environment to learning. Teachers efficiency and quality of
work is also checked through monitoring and evaluation.

Table 6
MONITORING AND EVALUATION
Items

Weighted

Description

1. Regular monitoring and evaluation is conducted

Mean
3.13

Implemented

for industrial arts laboratories.

2. Administrators evaluate existing facilities for

3.14

Implemented

safety and upgrading.

3. Teachers are observed and regularly monitored 3.17

Implemented

to improve methodologies and for appraisal.

4. School provides aid on instructional materials 2.37

Less Implemented

and equipments pertinent to Industrial arts

instruction.
5. Students are periodically evaluated on all 3.74

Highly

aspects for improvement purposes.

6. Teachers submit regular reports on student 3.94

Implemented
Highly

progress.
7. Least mastered skills are followed up.
3.14
8. Remedial are conducted to least mastered skills 2.01

Implemented
Implemented
Implemented

and slow students.

9. Teachers are sent to workshops and seminars to 3.05

Implemented

update their knowledge and skills.

10. Coaching and mentoring are conducted to 3.04

Implemented

teachers

by

administrators

and

subject

specialist.
AVERAGE

3.07

Implemented

As shown on table 6, it is noticeable that the schools have proper monitoring and
evaluation schemes. An average of 3.07 or implemented level manifests that
monitoring and evaluation is conducted on a regular basis. The revealing data
shows that students periodic evaluation and submission of regular reports on
student progress indicates the highest average mean which are equal to highly
implemented. Periodic evaluations are of course mandatory and are therefore done
regularly as well as class records and report cards are checked per grading period
by school heads and are presented to parents for monitoring of their childrens
progress. School aid on the provision of instructional materials and equipments has
the least weighted equal to mean that is equal to 2.37 or less implemented. The
denotation of these is that school heads are not giving concern and emphasis on
allocating budget on support on industrial instruction. It is probably due to limited
budget or more priorities. The rest of the aspects given are on implemented level
which denotes that the practices lurk at accepted and standard level of practices.

Instructional Planning
Strategic and organized sets of plans are vital to the success of any activity,
undertakings and output. This is very true to delivery of instruction and quality learning.

Table 7
Instructional Planning
Items

Weighted

Description

Mean
4.26

Very Much

2. Daily plan is varied to suit to students need and

4.15

Implemented
Highly Implemented

the topic demand.

3. Activities are differentiated, and indicated in the

3.16

Implemented

plan.
4. Lessons are prepared in varied approaches to

2.89

Implemented

cater to students unique learning modalities.

5. Visual aids are prepared for every topic.
6. Cognitive, affective and psychomotor skills are

3.04
3.12

Implemented
Implemented

catered for every lesson.

7. Enrichment activities are prepared daily.
8. Evaluation is conducted every day to monitor

2.88
3.23

Implemented
Implemented

progress.
9. Assignment is given daily as an offshoot to the

3.02

Implemented

lesson or in preparation for the next.

10. Students submit periodic project to enrich their

3.32

Implemented

3.31

Implemented

1. Daily lesson plan is prepared.

learned skills.
Average

As can be observed from table 7, one can infer that teachers are preparing
organized sets of plans at a daily basis in the delivery of instruction. The average mean
of 3.31 that is equal to a description of implemented level manifests that plans are
checked and monitored regularly by school heads and all the parts essential to a lesson
plan are present and are prepared at an acceptable level. Having the average mean of
4.26 or very much implemented, it is obvious that respondents have daily lesson plans
checked regularly by school heads. Preparation of enrichment activities showing the
least average mean of 2.88 but still lurks on implemented level denotes that
respondents didnt find it of utmost necessity for the inclusion of enrichment activities,
probably lessons are grasped by the pupils without additional activities or teachers
allocate more time on application and actual practice. The rests of the items linger at
implemented level which generally means that practices related to planning is given
emphasis and importance.
Questioning Techniques
Development of critical thinking skills, motivating learners to listen and squeeze
their minds and making delivery of instruction more interactive oftentimes lies in the
teachers questioning techniques. It elicits curiosity that makes students think and listen
to the discussion and desire for more information as awaited from the rest of the lesson.

Table 8
Questioning Techniques
Items

Weighted
Mean

Description

1. Analytic questions
These are questions ask for the definition
of terms translations or meanings of
Phrases statements.
2. Empirical questions
Elicit responses that are gained through
sense experience.
3. Evaluative questions
Elicit responses that are valuable
statements, praise, blame, comment,
criticize used by respondent and not
merely opinions.
4. Cognitive Memory Questions
5. Convergent questions
Elicit responses which involves merging
of diverse data, abstract or drawing of a
conclusion.
6. Divergent questions
Elicit Responses wherein individual is free
to generate independently his own idea.
7. Evaluating questions
Deals with matters of judgement.
8. Focusing Questions
Serve to introduce a topic and indicate the
direction of discussion.
9. Foundation Questions
Elicit responses that will serve as basis of a
more complex questions or discussion.
10. Extending Questions
Clarify or elaborate upon statements
already made.
11. Lifting Questions
Elicit from the respondents a level of
thought higher or more complex than what
has already been established.
Average

3.23

Implemented

3.03

Implemented

3.16

Implemented

3.06
3.10

Implemented
Implemented

2.86

Implemented

3.02

Implemented

3.16

Implemented

3.04

Implemented

3.01

Implemented

2.85

Implemented

3.05

Implemented

As projected on table 8, it can be seen that all the items on questioning

techniques were rated on an implemented level. The general average mean of 3.05 is
equal to a description of implemented level denotes that teachers employs varied
techniques in questioning on daily instruction which they found out to be effective.
Convergent questions which elicits answers that requires synthesis level of abstraction

manifests that higher order thinking skills are employed the most and pupils generally
could merge fragmented ideas and connects fragmented knowledge to generate at a
conclusion or apply it to other principles and situations Lifting questions with the
average mean of 2.85 based on the revealing data shows that they are least employed.
These are questions that generally require meta-cognition on the part of the learners
hence they are expected to think beyond the level that they are into thus applying
theories and principles to more complex and advance set of principles and ituations,
thus one can infer that teachers found it hard for the learner to respond out of the
complexity of the questioning level.
Evaluation Techniques
The quality of instruction with its effectiveness is assessed through evaluation.
Evaluating pupils learning comes in several ways to arrive at a holistic assessment.
Individual differences also demands teachers to give varied techniques in evaluation
hence pupils learn and excel in different ways.
Table 9
Evaluation Techniques
Items

Weighted

Description

Mean
1. Observation by moving from to group to group 3.02

Implemented

and among individuals.

2. Performance tests (Demonstration).
3.22
3. Teacher made tests.
4.16
4. Oral examination to let pupils explain and 3.15

Implemented
Highly Implemented
Implemented

expand certain topics.

5. Performance assessment
6. Authentic assessment

Implemented
Implemented

Requires pupil to demonstrate in a real life

3.33
2.74

Setting
Average

3.27

Implemented

As shown in table 5 above, the average mean obtained is 3.27 or implemented

level manifests that teachers employs varied ways of evaluation at a regular basis to
arrive at reliable results in assessing student learning. Teacher made tests having the
mean of 4.16 with a description of highly implemented dominated the rest of the
evaluation techniques which implies that teachers conducted daily evaluation or the
most dominant mode of evaluation is a paper and pen tests which is not very suitable
for a subject like industrial arts which is supposedly focused on project method and
actual application of knowledge. One can infer as based on the above revealing findings
that it is probably a result of the absence or the insufficient ratio of equipments and
apparatus that could be used for authentic evaluations as can be observed on the
revealing data that it has the least mean of 2.74 which is employed the least. A one can
conclude that teachers used authentic evaluations only on competencies that there are
apparatus and equipments available or are scheduling pupils for limited equipments if
available for specific competencies.

Level of Industrial Arts Competence

Wood Working
It is a common industry in the Philippines, ranging from carpentry to furniture and
cabinet making gives numerous Filipinos a good business and source of income. Basic
principles and processes in wood working are taught in industrial arts.
Table 10

Woodworking
Items
1. Enumerate and identify the basic tools and
equipment in woodworking
2. Discuss the functions of the power tools in
woodworking
3. Identify the classifications of materials like
lumber in woodworking
4. Identify the measuring and lining tools used
in measuring lumber
5. Discuss the importance of wood joints used
in assembling a project
6. Explain the procedures in preparing a project
plan
7. Discuss the safety practices in woodworking
8. Identify the classification of wood
9. Perform the proper handling of the basic
woodworking tools and equipment
10. Manipulates the different cutting tools used in
woodworking
11. Classify the materials in woodworking
12.
Perform the accuracy of measurement
as required of a good woodwork.
13. Construct the different kinds of wood joints
14. Observe safety practices when working in
shop
15. Observe proper care & maintenance of tools
in Woodworking
16. Observe economy in the use of supplies &
materials
17. Never use dull or damaged tools
18. Keep your fingers away from edges of sharp
cutting tools
19.
Use the required working uniform,
mash and goggles in the shop room
20. Read and follow instruction before using high
powered equipment
Average

Legend:
4.20-5.00

Very Much Competent

Weighted
Mean
3.20

Description
Competent

3.16

Competent

3.09

Competent

3.16

Competent

3.13

Competent

4.12

Very Competent

3.18
3.08
3.18

Competent
Competent
Competent

2.79

Competent

3.59
3.78

Very Competent
Very Competent

2.74
3.14

Competent
Competent

3.06

Competent

3.10

Competent

3.01
4.12

Competent
Very Competent

2.23

Not Competent

2.68

Competent

3.18

Competent

3.40-4.19

Very Competent

2.60-3.39

Competent

1.80-2.59

Less Competent

1.00-1.79

Not Competent

As projected on table 10, the general average mean of 3.18 equal to a competent
level showed that pupils have an average mastery and competence in word working.
The manifestation of this is that teachers are stressing sufficient emphasis and have
made the pupils apply their skills in project making and other wood working outputs, the
revealing data signify that pupils have develop proper attitude towards learning the craft
and in developing pupils attitude to yield quality outputs. All the competencies are
lurking at a very competent and competent level which means that pupils portrayed
remarkable outputs and learning in wood working. Explaining the procedures in project
plan and keeping fingers away from sharp edge cutting tools showed the highest
average mean of 4.12 or very competent which means that pupils have noteworthy
comprehension on the procedures in wood working and they have understood and
internalize well the safety procedures in handling tools. Using and wearing of required
uniform on the other hand has the least mean of 2.23 or not competent. The denotation
of this is that pupils may dont possess the sufficient budget for the purchase of
uniforms or their parents didnt find it necessary for proper uniform in doing carpentry
jobs. It could also be that the teachers were not stressing much on its necessity and not
exhausting means for the pupils to acquire one.
Electricity

It is one good source of livelihood and industry in the country. Several Filipinos
are earning a living and employed in various companies both local and overseas out of
experiences and skills in electricity. The foundation and building of positive attitude
towards learning it could start at the very foundation years in elementary. Ranging from
the most basic skills of wiring using direct current to relatively complex competencies
could be achieved by elementary pupils which depend upon oftentimes to the quality of
instruction

Table 11
Electricity

Items

Weighted
Mean
1. Discuss the basic knowledge in house wiring 4.17
installation
2. Discuss the implication of electricity in
3.80
relation to economic growth of the country
3. Discuss the application of conductors from
3.96
insulators
4. Interpret the different ranges of multi tester
3.66
measurements.
5. Identify and familiarize with the different kinds 3.46
of electrical symbols
6. Explain the difference between conductor
3.96
and insulator
7. Modify the characteristics and properties of
2.85
metal
8. Operates different control functions of the
2.88
electric generator.
9. Draw and label electrical symbols in the
3.12
electrical plan.
10. Classify the conductors from insulators
4.24
11. Recognize and compute the values of
capacitor by color code

2.77

Description
Very Competent
Very Competent
Very Competent
Very Competent
Very Competent
Very Competent
Competent
Competent
Competent
Very much
Competent
Competent

12.
Classify and familiarize with the
different types of solid state diode
13. Eye protection such as a face shield,
goggles, or safety glasses must be worn
during activities: When operating or working
near any power machine , when soldering or
working with harmful chemicals and when
using a hammer to shape or form metal
14. Never handle electrical equipment with wet
hands or when
standing on a wet or damp floor
15. Always remove the plug from the wall outlet
before working or any electrical equipment
16. Always replace worn or damaged electrical
cords
17. Check your work before connecting it to a
power source
18.
When you must make adjustments on
equipment while it is connected to a source
of power, work with one hand in your pocket
or behind your back. This reduces the
chance of receiving a shock
19. Take an electric shock on purpose, no matter
how small it is. Everyones body is affected
differently by electricity, and the effect can
change from day to day
Average

2.68

Competent

1.93

Not Competent

3.44

Very Competent

2.99

Competent

3.44

Very Competent

3.40

Very Competent

3.33

Competent

2.85

Competent

3.13

Competent

As can be seen on table 11, the revealing data portray that the over all average
mean is likewise lurking at a competent level with the mean of 3.13. The pupils showed
significant mastery and competence in basic and relatively advance competencies in
electricity. Knowledge, values and attitude are developed and internalize by the pupils in
general. Classifying conductors from insulators gained an average mean of 4.24 which
is equal to very much competent which shows remarkable mastery and competence of
the pupils. It manifests that teachers have put so much emphasis on this competency
and have discerned that it is of utmost importance in securing the safety of the child and
in observing precautionary measures. It is highly note worthy that wearing of eye

protection such as face shields goggles or safety glasses when working near a power
station and in soldering or connecting wires and metals revealed an average mean of
1.93 which showed a description of not competent. The manifestation of this is that
teachers failed to discern on the importance of protecting the eyes in using soldering
tools may be because they think that elementary soldering jobs are light and basic thus
demanding less necessity to protect the eyes and their must be scarcity of these
equipments if not absent as a result of minimal administrative support on the purchase
of these equipments. Pupils must internalize the vale of observing precautionary
measures in doing electrical jobs at this stage for them to be observant in any safety
protocol as they grow up and apply the skills in more complex operations and safety
protocols must be observed with utmost rigidity at all times to avoid accident
HANDICRAFT
It is one of the oldest industries developed in the country. It has been providing
good source of income for Filipinos; it has been a good source of business and
livelihood. More to being a good source of income it has become a hobby to some. I
Table 12
HANDICRAFT
Items
1. Describe the factors that how handicraft
helps to the economic growth of the country
2. Explain the aesthetic and financial value of
learning the various skills in handicraft
3. Discuss the importance of correct and
incorrect disposal of chemicals used in
handicraft
4. Discuss the different classifications of tools in
handicraft
5. Discuss the importance of indigenous

Weighted
Mean
3.48

Description

3.34

Competent

2.71

Competent

3.42

Very Competent

3.12

Competent

Very Competent

materials found in our locality

6. Discuss the supplies and accessories
needed in handicraft
7. Differentiate metric measurement from
English measurement
8. Discuss the different kinds of weaves in
handicraft
9. Improve and produced export quality
handicraft products in relation to uplift the
economic growth of the country
10. survey the sources of raw materials use in
different products for handicraft
11. Disposed properly the hazards when using
chemicals
12. Operate and utilized properly the hand tools
and power tools
13. Collect the different indigenous materials
used for the handicraft
14. Classify the supplies and accessories
needed in leather craft
15. Construct the different kinds of weaves in
fiver craft
16. Avoid wearing loose clothing when
working. Sleeves should be fit and skirts
tucked in as much as possible. Remove ties,
watches, rings, necklaces, and other jewelry
17. Follow safety measures notice of warning
18. Keep fingers away from edges of sharp
cutting tools
19. Value the importance of having this material
in the outcome of the product.
20. Consult your immediate chief or supervisor in
case of doubt regarding the use of chemicals
and other supplies
21. Store raw materials in a safe storeroom away
from possible fire
22. Read and follow instructions before using
high powered equipment
Average

3.50

Very Competent

4.06

Very Competent

3.36

Competent

1.96

Not Competent

2.42

Not Competent

3.27

Competent

3.16

Competent

2.84

Competent

1.98

Not Competent

2.04

Not Competent

2.03

Not Competent

3.28
4.10

Competent
Very Competent

3.36

Competent

2.93

Competent

2.61

Competent

3.03

Competent

2.86

Competent

As can be observed from table 12, handicraft still gained an average mean of
2.86 which is likewise equal to a competent level. It means that pupils have incredible
competence level and mastery in various competencies in handicraft. It denotes further

that pupils have develop the love and appreciation of handicraft more than just an
industry but a good hobby and past time, have put emphasis on producing quality and
desirable outputs that could have a high demand in the future market thus discerning
that handicraft is more than just observing the procedures but as a work of art. Keeping
fingers away from sharp tools still gained the highest mean of 4.10 or a very competent
level which means that pupils have internalize the value of securing their safety when
working Producing export quality products in relation to economic development has the
least mean of 1.96 or not competent which means that pupils outputs have not reach at
an outstanding quality that is accepted in the world market. It is expected hence they
must learn the fundamentals as graders but with continued practice and appreciation of
the craft will make them arrive at a sufficient mastery to yield export quality outputs from
which they might use as a good source of business and livelihood in the future.
Elementary Agriculture
Agriculture is one of the oldest sources of livelihood across cultures and nations
around the globe. Proper ways of caring the plants, different methods in planting and
seed germination are learned in elementary agriculture.

Table 13
Elementary Agriculture
Items
1. Use their Knowledge, competence and
proper attitude in planting tree thereby
facilitating home economic progress and
environmental progress.
2. Discus the proper ways in taking care of the
plants.

Weighted
Mean
3.49

Description

3.45

Very competent

Very Competent

3. Take Care of vegetative plants

3.81
4. Use scientific ways in agriculture such as bio- 3.42
intensive gardening.
5. Follow the steps in harvesting crops
4.61

Very Competent
Very Competent

6. Use proper steps in arranging, sorting and

buying of agricultural products.
7. Prepare lists of income and expenses.
8. Use asexual and sexual method in planting
ornamental plants.
9. Show proper ways of taking care of the
plants and soil
10. Show the proper steps in making
compost/basket composting.
11. Demonstrate ways in marketing ornamental
plants.
12. Take care of the list of income
13. Discuss the factors that affect nursery.
14. Identify ways in making nursery and plant
production
15. Distinguish tools used in nursery.
16. Make a nursery plan

3.54

Very
Much
Competent
Very Competent

4.16
3.46

Very Competent
Very Competent

2.96

Less Competent

2.92

Less Competent

3.27

Competent

3.29
3.84
3.98

Competent
Very Competent
Very Competent

3.04
3.13

Competent
Competent

17. Demonstrate ways in controlling pests and

plant diseases.
18. Explain the importance of using scientific
methods of nursery.
19. Discuss ways in the production of trees and
fruit bearing trees.
20. Use appropriate tools for the nursery.
Average

3.39

Competent

4.11

Very Competent

4.12

Very Competent

3.15
3.58

Competent
Very Competent

As can be seen on the above table, Elementary agriculture is rated very

competent with an overall average mean of 3.58, one can distinguish that the pupils
showed remarkable performance across all competencies in this field as perceived by
the respondent groups. It can be inferred that teachers have put great emphasis on this
aspect or it the pupils found more interest on this aspect and they find it easier to
comprehend. Following the steps in harvesting crops was rated very much competent
which dominated the rest of the competencies in this area with an average mean of

4.61, pupils competence is inevitably outstanding probably because some of the pupils
were farmers and has practiced these steps during their harvest at home and majority of
the schools have vegetable gardens wherein they have observes or applied the skills
and steps in harvesting sometime. Showing proper ways in making composts on the
other hand rated the least average mean of 2.92 or competent level probably because
majority of the schools are not practicing or making composts in their respective schools
much more in their respective houses.
Home Economics

This is where children are taught in ways of household management which

entails budgeting, cooking food, responsible family membership and strategic ways of
livelihood development.

Table 14
Home Economics
Items
1. Use learning and competence in proper
industrial work for livelihood development.
2. Select income generating activities.
3. Make a specific plan of activities.
4. Use skills and competence with interest in
making projects.
5. Follow the safety guidelines in line with the
activities.
6. Make a list of summary of expenses and
income after selling finish products.
7. Help in founding a cooperative store.
8. Explain the importance of wise buying
9. Arrange store displays well.
10. Sell products with excellence
11. Make a list of monetary status of the store

Weighted
Mean
3.58

Description

4.11
3.86
3.43

Very Competent
Very Competent
Very Competent

4.11

Very Competent

3.11

Competent

4.06
3.45
3.12

Very Competent
Very Competent
Competent

3.31
3.27

Competent
Competent

Very Competent

12. Show interest and appreciation of doing store

activities.
Average

3.67

Very Competent

3.59

Very Competent

As can be projected from table 14, the overall average mean of 3.59 with a
description of very competent revealed significant pupils mastery in the competencies
of home economics. The manifestations of this is that teachers have discerned the
importance of home economics in the pupils lives and as a stepping stone of community
development. Selecting income generating activities and following the safety guidelines
in doing these projects were rated the highest mean of 4.11 with a description of very
competent. It denotes that pupils have remarkable mastery on subjects related to
generating income and entrepreneurship which makes them as active element of family
and societal projects. Arranging store displays on the other hand rated the least with the
mean of 3.12 having the description of competent reveals that pupils failed to master
the steps in sorting store displays probably because they lack the actual laboratory to
practice in school much more at home hence it is inferable that majority of the families
were not store owners.
Home Industries
It is where pupils learn basic industries that make them learn income in the future
while they are staying at home. Furniture, sewing, tailoring embroidery are some
examples of home industries that could also become an entertaining hobby to some
while being productive.

Table 15
Home Industries

Items
1. Make a project through Embroidery and
cross stitch.
2. Choose design and needed materials.
3. Make the steps in doing the project
4. Explain the importance of sewing for the self,
family and community.
5. Plan a cloth or house hold materials to sew.
6. Identify livelihood activities related to sewing
in the community.
7. Make a plan of desired clothes to be sewed.
8. Follow the plan in sewing the cloth.
9. Select quality cloth and other sewing tools
10. Identify the parts of a sewing machine
11. Explain the uses of each parts
12. Demonstrate on how t use the sewing
machine
13. Consider the factors of wise buying.
14. Obey the safety precautions in sewing.
15. Make a pattern of accurate measurements
16. Make a whole clothes using the sewing
machine
17. Demonstrate appreciation of finish clothes in
accordance with the quality sewing
standards.
Average

Weighted
Mean
4.13

Description

3.36
4.05
3.03

Competent
Very Competent
Competent

3.12
4.50
3.56
3.38
3.39

Competent
Very
Much
Competent
Very Competent
Competent
Competent

3.89
3.27
3.80

Very Competent
Competent
Very Competent

4.15
4.13
4.02
3.15

Very Competent
Very Competent
Very Competent
Competent

3.28

Competent

3.66

Very Competent

Very Competent

As can be observed from the above table, pupils manifests excellent mastery
and competence in home industries as the revealing data showed an overall average
mean of 3.66 with the description of very competent. One can infer that pupils found
interest and possess the basic competence in home industries which would make them
productive during vacations if they desire to. Identifying livelihood activities related to
sewing in the community rated the highest with an average mean of 4.50 or very much
competent. Tailoring industry are very common in the community, pupils are exposed to
these community giving them basic knowledge and comprehension on this area.

Planning as household material or a clothes to sew rated least with an average mean of
3.12 manifests that pupils find difficulty in sketching and making a plan on what to sew
hence they were not exposed to this activity both in previous grade levels and at home.

Summary of Identified Industrial Arts Instruction

The following table sum up the results on the implementation and effectiveness
of different methods and strategies.

Table 16
Summary of Identified Industrial Arts Instruction
Items
1.
2.
3.
4.
5.
6.

Methods and Strategies Used

Facilities
Monitoring and Evaluation
Instructional Planning
Questioning Techniques
Evaluation Techniques
Average

Weighted
Mean
2.87
2.48
3.07
3.31
3.05
3.27
3.01

Description
Implemented
Less Implemented
Implemented
Implemented
Implemented
Implemented
Implemented

As can be viewed fro table 16, the over all average mean of 3.01 with a
description of implemented revealed that teachers used varied teaching methods and
strategies in instruction. One can infer they are well versed in the employment of varied
methods as to the type of lessons and pupils they are dealing with, their classes are

interactive and activities are differed which facilitate pupils interest in discussion and
learning activities. Instructional planning rated the highest mean of 3.31 with a
description of implemented manifests that teachers discerned the importance of a well
planned lesson, organized sets of measurable objectives and activities that enrich and
enhance pupils mastery of the topics taught. Facilities on the other hand are rated less
implemented which manifests the lack of administrative support in its allocations and so
with the lack of budget from local government and even from the national. It denotes
minimal periods and deterred pupils chances in applying theories and principles they
have learned in an actual manipulation activities.
Level of Competency Summary
The pupils level of competence in six areas is summed up on the following table.

Items
1.
2.
3.
4.
5.
6.

Woodworking
Electricity
Handicrafts
Elementary Agriculture
Home Economics
Home Industries
Average

Table 17
Level of Competency Summary
Weighted
Mean
3.18
3.13
2.86
3.58
3.59
3.66
3.33

Description
Competent
Competent
Competent
Very competent
Very competent
Very competent
Competent

As exhibited by table 17, the pupils level of competence in six areas of industrial
arts revealed an over all average mean of 3.33 which is equal to competent level. It
denotes significant mastery on the pupils part in different areas of industrial arts. Home
industries rated the highest with an average mean of 3.66 with a description of very
competent level signifies outstanding mastery of the pupils on home industries. It
denotes that pupils find it interesting to learn skills an competencies related to

entrepreneurs and finding past time and hobbies that make them earn extra income
during vacations and in the future. Handicrafts rated the least which means pupils found
it to be the most difficult task to learn much more in conforming to export quality
standard outputs
PROBLEMS MET
Problems are the most faithful guardian of every rational being alive in this world.
Schools in the Philippines have been continuously challenged ever since its
implementation. Problems from management, implementation of new programs, cultural
dynamics and in uplifting pupils performance have been loyally accompanying
Philippine educational system.
Table 13 is the list of selected problems that are usually met by the teachers in
industrial arts instruction.

Table 18
PROBLEMS MET
Items
1. School laboratories are not sufficient in
accordance to teacher pupil ratio
2. Absence of qualified teachers to handle the
subjects
3. Insufficient tools and equipments for
industrial arts skill practice
4. Absence of fix time schedule for the subject
5. Tools for industrial arts are corroded and not
usable
6. Absence of text books and references for the
subjects
7. School uses EPP time for other activities
8. Opportunities for skill enhancement such as

Weighted
Mean
2.68

Description
Very Serious

2.84

Very Serious

2.73

Very Serious

2.62
2.42

Very Serious
Serious

2.87

Very Serious

2.31
2.88

Serious
Very Serious

competitions are not present or not given

value
9. Lack of budget to finance pupils on
participating higher competitions
10. Attention towards pupil skill development is
not valued
Average
Ranges:
2.34 3.00

Very Serious

1.67 2.33

Serious

1.00 1.66

Less Serious

2.77

Very Serious

2.31

Serious

2.64

Very Serious

Table 13 shows about the common problems that each of the schools faced upon
teaching industrial arts. It utilizes a three scale classification system. The revealing data
showed an average mean of 2.64 which is equal to a description of very serious. It
implies that industrial arts instruction is beset with tremendous problems which deemed
this so much demanding of government attention. Eight (8) out of the problems as
foreseen were rated very serious as can be observed on the above table while the
remaining two is likewise noteworthy of to be addressed at once and in the soonest time
possible hence they are rated serious. These problems must have significant bearings
to pupils competence in industrial arts