Technology and Livelihood Education (TLE) Teachers’ Technology Proficiency and Instructional Module Writing Ability in the New Normal

Ayen E. Alcaide *

Rizal Memorial Colleges, Davao City, Philippines.

Maylin M. Blancia

Rizal Memorial Colleges, Davao City, Philippines.

*Author to whom correspondence should be addressed.


This study aimed to determine the association between the technology proficiency and instructional module writing ability of TLE teachers as well as determining which of the indicators of the TLE teachers’ technology proficiency significantly influence their instructional module writing ability during the new normal learning modality at Molopolo National High School, Davao del Sur. This study used the non-experimental quantitative research design utilizing the descriptive-correlational method. The questionnaire was validated, and a convenience sampling procedure was done. The 100 Technology and Livelihood Education (TLE) teachers from the Grades 7, 8, and 9 are the study's respondents. Findings of this study resulted that the TLE teachers manifest a strong technology proficiency in the new normal as well as the TLE teachers manifest a strong instructional module writing ability in the new normal. Correlational findings showed that there is a strong significant positive correlation between the technology proficiency and instructional module writing ability of TLE teachers in the new normal learning environment. Furthermore, the regression analysis resulted that all of the indicators of TLE teacher’ technology proficiency significantly influenced their instructional module writing ability during the new normal learning modality.

Keywords: TLE teachers, technology proficiency, instructional modules writing ability, technology, livelihood education

How to Cite

Alcaide, A. E., & Blancia , M. M. (2024). Technology and Livelihood Education (TLE) Teachers’ Technology Proficiency and Instructional Module Writing Ability in the New Normal. Asian Journal of Education and Social Studies, 50(6), 62–71.


Download data is not yet available.


Nemati M, Alavi SM, Mohebbi H, Masjedlou AP. Teachers’ writing proficiency and assessment ability: The missing link in teachers’ written corrective feedback practice in an Iranian EFL context. Lang Test Asia. 2017;7:21.

Biggs J, Tang C. Teaching for quality learning at university. 3rded. Poland: Open University Press; 2007.

Tyler-Wood TL, Cockerham D, Johnson KR. Implementing the technologies in a middle school curriculum: A rural perspective. Smart Learn. Environ. 2018;5:22.

Butcher N. Harnessing OER to develop teachers: The Guyana experience. Journal of Learning for Development. 2014;1(2).

De Villa J, Manalo F, Kevin B. Secondary teachers preparation, challenges, and coping mechanism in the pre implementation of distancelearning in the new normal. IOER International Multidisciplinary Research Journal. 2020;2 (3):144-154.

Guiamalon T, Alon SA, Camsa S. Teachers Issues and Concerns on the Use of Modular Learning Modality; 2021.

Alvarez A. Jr. The phenomenon of learning at a distance through emergency remote teaching amidst the pandemic crisis. Asian Journal of Distance Education. 2020;15 (1):144-153.

Karsenti T, Collin S, Harper-Merrett T. Pedagogical integration of ICT: Successes and challenges from 100+ African Schools . Ottawa, ON: IDRC; 2012.

Reid Lyon G, Weiser B. Teacher knowledge, instructional expertise, and the development of reading proficiency. Journal of Learning Disabilities. 2019;42 (5):475-480.

Gonong GO, Vocson JV, Balagtas MU, Rungduin TT, Pegg J, Hardy J, McPhan G. Philippine Professional Standards for Teachers; 2017.

Henderson L, Jarvis J. The gifted dimension of the Australian professional standards for teachers: Implications for professional learning. Australian Journal of Teacher Education. 2016;41(8):60-83.

Holsapple CW, Jones K, Leonard LNK, Knowledge Acquisition and Its Impact on Competitiveness. Know. Process Mgmt. 2015;22:157– 166.

Norton P, Hathaway D. Deepening content knowledge, Finding meaning in complex text, and using games to engage 21st century high school learners: Is it possible to kill three birds with one design model?. Educational Technology. 2012;3-13.

Aneke MN, Nnabuike EK. Adaptation of ICT for effective implementation of teacher education curriculum for sustainable national development. Journal Of Research In Science and Technology Education. 2016;6(1).

Nonaka I, Toyama R. The knowledge-creating theory revisited: Knowledge creation as a synthesizing process. In The essentials of knowledge management. Palgrave Macmillan London. 2015;95-110.

Nieves J, Osorio J. The role of social networks in knowledge creation. In The Essentials of Knowledge Management Palgrave Macmillan, London. 2015;333-364.

Garfield S. Creation Process: Knowledge Creation, Invention, and Innovation; 2016.

Ariaso DA, Tancinco NP. International Journal of Engineering Sciences & Research Technology; 2016.

Mitchell R, Boyle B. Knowledge Creation Definition and Measurement; 2012.

Johnson WHA. Assessing organizational knowledge creation theory in collaborative R&D projects. International Journal of Innovation Management. 2012;6(4):387.

Hernandez MFM. Localized instructional tool in slipper making: A Module. EPRA International Journal of Research & Development (IJRD). 2021;6(7):1-1.

Albarico SH, Tagura MO, Visitacion RL, Magnetico JA, Ramayan AR, Zabala V. Adequacy of instructional materials used by teachers in teaching technology and livelihood education. In International Conference on Law, Education and Humanities; 2014.

Koszalka TA, Russ-Eft DF, Reiser R. Instructional designer competencies: The standards. IAP; 2013.

Saad N, Sankaran S. Technology proficiency in teaching and facilitating. In Oxford Research Encyclopedia of Education; 2020.

Boholano HB. Smart social networking: 21st century teaching and learning skills. Research in Pedagogy. 2017;7(1): 21-29.

Ghavifekr S, Rosdy WAW. Teaching and learning with technology: Effectiveness of ICT integration in schools. International journal of research in education and science. 2015;1(2): 175-191.

Minor M, Losike-Sedimo N, Reglin G, Royster O. Teacher technology integration professional development model (SMART BOARD), pre-algebra achievement, and Smart board proficiency scores. SAGE Open. 2013;3(2), 2158244013486994.