Abstract
This study aimed to evaluate the effectiveness of Groupie Journaling, an innovative collaborative teaching strategy, in enhancing the TLE (Technology and Livelihood Education) Cookery performance of Grade 9 learners at the DMMMSU Mid La Union Campus. Groupie Journaling is a teaching strategy derived from the integration of three existing assessment methodologies—journal entries, self-reflected journals, and collaborative assessment—upgraded with an element of peer collaboration. This assessment approach allows learners to work in pairs or small groups, promoting shared ideas, self-generated tests, and collaborative conclusions. The study employed a descriptive research design, targeting 35 Grade 9 learners, utilizing total enumeration. Data collection was facilitated through a standardized pretest-posttest for TLE-Cookery, adopted from the Department of Education and the university’s test bank, covering competencies in equivalents and conversions. Results revealed that the pretest performance of learners was categorized as fair, reflecting their limited initial knowledge. However, significant improvement was observed in the posttest, where learners achieved very satisfactory performance, attributed to the Groupie Journaling approach. The findings indicated that Groupie Journaling is an effective collaborative teaching strategy for improving learners' understanding and skills in TLE Cookery. Based on these findings, the study suggests the adoption of Groupie Journaling as a recommended pedagogical strategy in TLE classes to enhance learning outcomes.
