Effects of Simulation, Socio-Economic Profile, and Attitudes on the Academic Performance of Students in Technology and Livelihood Education (TLE)

Abstract

This study investigated the effects of a cooking simulation approach on students’ academic performance in the subject Technology Livelihood Education (TLE) among fourth-year high school students of the MSU-Wao Community High School. A total of 92 secondary students were selected to participate in the study from an intact pilot sample who took the TLE subject. A semi-structured questionnaire was used to collect data in a two-group pre-test post-test quasi-experiment design. Data were analyzed using descriptive statistics, independent samples t-test, and the Pearson product moment correlation. Findings revealed that the majority of the fourth-year high school students were female, aged between 15 and 16 years old, whose parents had attained a college education and have a moderate family income, and a small family size. Students in both the simulation and convention groups have positive attitudes toward TLE. Moreover, the fathers’ level of education attainment and family size have an impact on the students’ academic performance. Their level of academic performance was proficient based on their knowledge and skills in TLE, especially in cooking lessons. The academic performance of students has significantly improved when using cooking simulation. Students in the simulation group have demonstrated better proficiency and interest in the TLE subject. The findings of the study indicate that a simulation teaching approach has a positive impact on students’ academic performance. Hence, teachers are encouraged to use simulation or actual learning activities in teaching TLE lessons to enhance students’ academic performance and stimulate their educational experience.