Abstract
This study assessed the perceptions of teachers, administrators, and Grade 8 students regarding the use of selected open-ended tools in Technology and Livelihood Education (TLE) at Eusebio High School, Pasig City, during the school year 2022–2023. The findings served as the basis for developing an intervention program to enhance TLE instruction. Specifically, the study investigated: (1) student perceptions of open-ended tools in terms of active, authentic, collaborative, constructive, and goal-directed learning; (2) teacher perceptions of these tools in relation to actionable learning, interest, motivation, retention, and stimulation; (3) the competency levels of TLE teachers in classroom management, evaluation, implementation, and innovation as perceived by administrators and teachers; (4) differences in perceptions between administrators and teachers on teacher competencies; and (5) the proposed intervention program based on the findings. Using a quantitative research design and a modified survey questionnaire, data were collected from 20 administrators, 30 TLE teachers, and 289 Grade 8 students. Statistical treatments such as weighted mean, t-test, and z-test were employed for analysis. The results revealed that students and teachers rated the utilization of open-ended tools at a high extent, with grand weighted means of 3.76 and 3.79, respectively. Administrators and teachers similarly rated teacher competencies at a high extent (4.06), with no significant differences in their perceptions. Based on the findings, an intervention program was proposed to sustain effective instructional practices and maximize the benefits of open-ended tools in TLE.
