The Teaching of Crop Production in the Public Secondary Schools in Occidental Mindoro
DOI:
https://doi.org/10.65339/ijsair.V2.I2.551Keywords:
Agricultural Education, Assessment Techniques, Crop Production, Instructional Materials, Public Secondary Schools, Teaching Strategies, Technology and Livelihood Education, TLE TeachersAbstract
This study assessed the teaching of crop production in public secondary schools in Occidental Mindoro as a basis for developing instructional activities for Technology and Livelihood Education (TLE). Specifically, it examined the characteristics of teachers handling crop production, the extent of implementation of instructional objectives, teaching strategies, instructional materials, facilities, and assessment techniques, as well as the challenges encountered in teaching the subject. The study also determined whether significant differences existed between the assessments of teachers and school heads regarding crop production instruction. A descriptive quantitative research design was employed. The respondents consisted of 158 TLE teachers selected through stratified random sampling and 82 school heads identified through total enumeration. Data were collected using a validated researcher-made questionnaire supplemented by interviews and focus group discussions. Statistical tools such as frequency, percentage, weighted mean, standard deviation, and the Mann–Whitney U Test were used to analyze the data. The findings revealed that most teachers handling crop production were TLE majors with moderate teaching experience. The instructional objectives, teaching strategies, and assessment techniques were generally implemented satisfactorily. However, instructional materials and facilities were found to be inadequate in supporting effective and hands-on crop production instruction. Significant differences were observed between the assessments of teachers and school heads across all areas of crop production teaching. Both groups identified challenges related to limited resources, insufficient facilities, funding constraints, teacher preparation, learner engagement, and restricted opportunities for practical learning activities. Based on the results, instructional activities were proposed to address identified weaknesses and enhance crop production instruction. The study concluded that crop production teaching in public secondary schools is generally satisfactory but requires improvements in instructional resources, facilities, and professional support to strengthen learning outcomes and practical agricultural competencies. The study contributes to SDG 4 (Quality Education), SDG 2 (Zero Hunger), SDG 8 (Decent Work and Economic Growth), and SDG 12 (Responsible Consumption and Production) by promoting quality agricultural education and practical skill development. Its sustainability contribution lies in strengthening educational, socio-economic, community, and environmental sustainability through improved agricultural literacy and workforce preparedness.
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