Abstract
This study aimed to assess the extent of skills development and academic performance of Grade Four pupils in Technology and Livelihood Education (TLE) in selected public elementary schools in the Angono Sub-Office, Division of Rizal, for School Year 2025–2026. A descriptive correlational research design was used, utilizing a researcher-made questionnaire checklist. Findings revealed that the majority of the pupils were female and belonged to the younger age group, with most parents working as overseas Filipino workers and having attained a high school level of education. Pupils perceived themselves as “Much Skillful” in planning, marketing, and financial management skills, with an obtained composite weighted mean of 4.23, implying that teachers have succeeded in implementing a well-rounded approach to skills instruction in TLE. Statistical analysis showed no significant difference in skills development based on most profile variables, except for sibling position, which significantly influenced planning skills. In terms of academic performance, most pupils achieved a Very Satisfactory level based on their average grades in TLE. The presence of a negative correlation, even if weak, highlights the need for better alignment between hands-on learning and formal evaluation in TLE. The study concluded that while pupils demonstrate a high level of perceived skills development, their academic performance is not strongly linked to these self-assessments. Demographic variables had minimal influence, with sibling position emerging as the only significant factor. Based on the findings, the study recommended the enhancement of performance-based learning strategies, alignment of assessments with practical tasks, and the implementation of differentiated instruction.
