Technology and Livelihood Education Skills and Academic Performance of the Junior High School Students in Zamboanga Del Norte National High School-Turno, Schools Division of Dipolog City

Article at a glance

Journal

Journal of Social Science and Human Research Studies (JSSHRS)

Published

12 November 2026

Volume / issue / pages

Vol. 2, Issue 11, pp. 2083-2090

ISSN

3051-3561 (online) · 3051-3553 (print)

Licence

CC BY 4.0 — free to read and reuse with attribution

Peer review

Double-blind, at least two independent reviewers

Publisher

EP Journals Group

Abstract

This study aimed to determine the Technology and Livelihood Education (TLE) skills and academic performance of Junior High School students at Zamboanga del Norte National High School–Turno, Schools Division of Dipolog City, during the School Year 2026–2027. A quantitative descriptive-correlational research design was employed. From a total population of 2,500 students, a sample size of 332 was determined using the Raosoft Sample Size Calculator. Average weighted value (AWV), standard deviation (SD), and Spearman rank-order correlation (Spearman rho) were utilized to analyze the data. The findings revealed that the respondents demonstrated an overall Highly Proficient level of TLE skills, with an AWV of 4.12 (SD = 0.55). Among the areas assessed, Agri-Fishery Arts obtained the highest AWV of 4.22, interpreted as Excellent, followed by Entrepreneurship and Information and Communication Technology (ICT) with an AWV of 4.19, Home Economics with 4.04, and Industrial Arts with 4.03. Regarding academic performance, the respondents generally achieved a Very Satisfactory level, with an AWV of 4.18, while 45.5% obtained Outstanding grades. Furthermore, the test of relationship revealed a negligible positive correlation between the respondents’ perceived TLE skills and academic performance, which was not statistically significant (ρ = 0.044, p = 0.428). This means that although the respondents demonstrated high levels of perceived TLE skills and generally satisfactory academic performance, their perceived TLE skills were not significantly related to their academic achievement. This implies that proficiency in practical TLE competencies does not necessarily correspond to higher academic performance, suggesting that other factors could contribute to students’ academic outcomes. Based on the findings and conclusions, Department of Education (DepEd) officials could prioritize the provision of adequate TLE tools, equipment, instructional facilities, and professional development opportunities for teachers to strengthen competency-based instruction. School heads could enhance instructional monitoring and provide sustained support for hands-on learning activities to further develop students’ practical competencies and academic performance.

Questions about this article