Technology and Livelihood Education (TLE) Teachers’ Technology Proficiency and Instructional Module Writing Ability in the New Normal

Abstract

This study aimed to determine the association between the technology proficiency and instructional module writing ability of TLE teachers as well as determining which of the indicators of the TLE teachers’ technology proficiency significantly influence their instructional module writing ability during the new normal learning modality at Molopolo National High School, Davao del Sur. This study used the non-experimental quantitative research design utilizing the descriptive-correlational method. The questionnaire was validated, and a convenience sampling procedure was done. The 100 Technology and Livelihood Education (TLE) teachers from the Grades 7, 8, and 9 are the study's respondents. Findings of this study resulted that the TLE teachers manifest a strong technology proficiency in the new normal as well as the TLE teachers manifest a strong instructional module writing ability in the new normal. Correlational findings showed that there is a strong significant positive correlation between the technology proficiency and instructional module writing ability of TLE teachers in the new normal learning environment. Furthermore, the regression analysis resulted that all of the indicators of TLE teacher’ technology proficiency significantly influenced their instructional module writing ability during the new normal learning modality.