Competency-Based Instructional Practices of Technology and Livelihood Education Teachers and Learners’ Skills Acquisition: Basis for an Instructional Enhancement Program

Technical competence becomes meaningful when learners can transform classroom instruction into confident, accurate, and independent performance. This study examined the competency-based instructional practices of Technology and Livelihood Education teachers and learners’ skills acquisition at Don Jose Aguirre National High School as basis for an Instructional Enhancement Program. Using a quantitative descriptive-correlational design, the study involved Grade Nine and Grade Ten TLE learners who assessed their teachers’ practices in competency-based lesson planning, demonstration and modeling of skills, hands-on and performance-based learning activities, differentiated instruction and learner support, and competency-based assessment and feedback. Their skills acquisition was examined in terms of knowledge and understanding, practical skills performance, application of learned competencies, accuracy and quality of work, and independence in task performance. Data were gathered using a validated researcher-made questionnaire and analyzed through descriptive and correlational statistics. Findings revealed that competency-based instructional practices were implemented to a great extent, with demonstration and modeling of skills emerging as the most evident practice. Learners also demonstrated skills acquisition to a great extent, with knowledge and understanding emerging as the strongest area, followed by practical skills performance, while independence in task performance was comparatively less evident. A significant moderate positive relationship was established between competency-based instructional practices and learners’ skills acquisition, resulting in the rejection of the null hypothesis. The study concludes that competency-based instructional practices are meaningfully associated with learners’ acquisition of TLE competencies, providing a basis for instructional enhancement focused on practical application, quality performance, differentiated support, and progressive learner independence.