Blended Instruction in Technology Livelihood Education: Implementation, Effectiveness, and Challenges Encountered by Grade 10 Dressmaking Students
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.40Keywords:
Blended Instruction, TLE Dressmaking, Competency Development, Perceived Effectiveness, Instructional Enhancement PlanAbstract
This study examined the perceived effectiveness of blended instruction in developing competencies in Technology and Livelihood Education (TLE) Dressmaking among Junior High School students in the First Congressional District of Bohol during School Year 2026–2027. Specifically, it determined the level of implementation of blended instruction, its effectiveness in developing knowledge acquisition, skills performance, and work attitudes, and the challenges encountered by teachers and learners. The study employed a convergent parallel mixed-methods design involving 98 Grade 10 learners and 12 TLE Dressmaking teachers. Quantitative data were gathered using a researcher-made questionnaire with a Cronbach's alpha coefficient of 0.956, while qualitative data were collected through semi-structured interviews. Findings revealed that blended instruction was Highly Implemented (WM = 3.45). Among learners, Skill Performance obtained the highest mean (WM = 3.51), while Learning Environment Conditions obtained the lowest (WM = 3.33). Among teachers, Knowledge Acquisition obtained the highest mean (WM = 3.55), while Learning Environment Conditions obtained the lowest (WM = 3.27). Blended instruction was also perceived as Very Effective (Learners: WM = 3.42; Teachers: WM = 3.34). Work Attitudes obtained the highest ratings among learners (WM = 3.46) and teachers (WM = 3.38). The challenges encountered were rated Moderately Challenged (Learners: WM = 3.10; Teachers: WM = 2.99). A significant moderate positive relationship existed between perceived effectiveness and challenges among learners (ρ = .352, p < .001), while no significant relationship was found among teachers (ρ = -.173, p = .591). Qualitative findings highlighted the importance of face-to-face demonstrations, teacher guidance, reviewable learning resources, learner independence, and hands-on practice in enhancing dressmaking competencies. Based on the findings, an instructional enhancement plan was proposed to strengthen the implementation of blended instruction in TLE Dressmaking.
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