Authors : JANESSA DAWN C. ABAYON

Volume/Issue : Volume 9 - 2024, Issue 5 - May

Google Scholar : https://tinyurl.com/3t58jut7

Scribd : https://tinyurl.com/59wau8m9

DOI : https://doi.org/10.38124/ijisrt/IJISRT24MAY293

Abstract : This study explored the teaching strategies of Technology and Livelihood Education (TLE) course in Cluster 5, Davao City. There were eight (8) home economics teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the parent participants. The participants were purposely selected as representatives from the group of home economics teachers from schools in the same division. The in-depth-interview was employed to gather some information as regards to their respective experiences on the transition of their classes from blended learning to the new face to face classes during the post pandemic school year. Using the thematic analysis, the following themes emerged as pertains to the teaching strategies that were most effective for students during the post pandemic time, these are: the most effective teaching strategies in their TLE classes were demonstration method, lecture method and solving common problems. The challenges of the teachers were: the lack of funds, lack of practical strategies and lack of qualified teachers. The suggested teaching strategies to facilitate the students learning was to improve communication and improvement of their collaboration with stakeholders. The Technology and Livelihood Education teachers may be more proactive in implementing the course to their learners. The teachers may be more attentive to the needs and predicaments of their learners and other stakeholders, thus creating the harmonious learning environment.

Keywords : Transition to post-pandemic education, teaching strategies, TLE teachers in secondary public schools

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