Enhancing Student Scholastic Aptitude in Technology & Livelihood Education through Collaborative Learning Strategies

Abstract

A study was conducted to develop a model on students’ scholastic aptitude in Technology and Livelihood Education (TLE) with students’ personal attributes, teacher collaborative learning approaches, and quality of school environment among randomly selected 500 Grade 10 students in 10 public secondary schools in Southern Bukidnon District, Philippines. Students have very satisfactory scholastic aptitude in TLE. They demonstrated a positive attitude towards school, constant class interaction, and favorable study habits and preferences. Teachers frequently used collaborative learning strategies specifically student team achievement divisions, jigsaw puzzle approach, and think-pair-share in their TLE classes. The students perceived the public secondary school environment as safe, healthy and stimulating as manifested in their facilities and equipment, school-based garden, and classroom climate. Student scholastic aptitude in TLE was significantly related to the teacher’s utilization of collaborative learning strategies. The extent of teachers’ utilization of student team achievement division and think-pair-share strategies predict student scholastic aptitude in TLE. Classroom climate, school-based garden, think-pair-share, attitude towards school, and student team achievement division captured the best fit model for students’ scholastic aptitude in TLE. In this model, students would likely succeed in their academic endeavor if teaching practices in TLE provide them opportunities to learn together in small groups.