Enhancing Technology and Livelihood Education Through Cooperative Learning: Insights from Secondary Schools in Tandag City Division

Abstract

This study investigated the implementation of the cooperative learning approach in Technology and Livelihood Education (TLE) among Grade 9 students and teachers in the Tandag City Division. Utilizing a descriptive-correlational design, the research analyzed the demographic profiles, the extent of implementation across four domains; Curriculum, Learning Environment, Diversity of Learners, and Social Regard for Learning and the significant relationships between these variables.
Findings revealed a "High Implementation" of cooperative learning, with an overall grand mean of 4.670. While both respondents aligned on most domains, a highly significant difference was found in Social Regard for Learning (t = -5.45, p = 0.000), where teachers perceived their role as social facilitators more positively than students. Correlation analysis for students showed that Sex significantly influenced perceptions of the Curriculum (p=0.044), Diversity (p=0.046), and Social Regard (p=0.036), indicating that female students gen-erally perceived a more effective implementation. For teachers, Educational Attainment was significantly linked to Curriculum delivery (r=0.676, p=0.045), and Age showed a very strong correlation with Social Re-gard (r=0.816, p=0.007).
The study concludes that while the mechanical implementation is consistent, a perception gap exists regarding the social atmosphere of learning. The results emphasize that professional maturity and academic advancement are critical drivers for teachers, while gender-sensitive dynamics play a vital role in student engagement. These findings serve as the empirical basis for a targeted intervention program to enhance pedagogical and technical instruction in the TLE framework.