A Pedagogical Practices and Student Involvement in Technology and Livelihood Education Activities: A Case Study at Hungduan National High School, Ifugao

Abstract

Student involvement is central to effective Technology and Livelihood Education (TLE) because learning outcomes in skills-oriented subjects depend on active participation, guided practice, and authentic performance tasks. This qualitative case study examined how pedagogical practices shaped student involvement in TLE activities at Hungduan National High School, Ifugao. Data were generated through semi-structured interviews with TLE teachers and selected students, classroom and activity-site observations, and document review (lesson plans, performance task rubrics, activity outputs). Thematic analysis produced four themes: (1) experiential and task-based pedagogy as the driver of participation, (2) scaffolding and coaching during skill performance, (3) collaborative production and peer learning, and (4) contextual constraints and adaptive instructional strategies. Findings indicate that student involvement was most evident when teachers used demonstration–practice cycles, clear role assignment, and formative feedback aligned with performance tasks. Constraints such as limited tools, time, and space were managed through rotation systems, locally available materials, and adjusted task designs. The study contributes qualitative evidence on the pedagogical conditions that support sustained student involvement in rural TLE contexts and offers actionable implications for instruction, resource planning, and school-based program support.