ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study investigated the facilitating learning practices of Technology and Livelihood Education (TLE) teachers and their impact on the academic performance of learners. The research assesses various teaching strategies employed by TLE teachers and evaluates their effectiveness through student performance metrics. Data collected from 50 learners reveal a diverse range of academic achievements, with a significant portion scoring below 79%. Furthermore, expert evaluation of proposed teaching strategies indicates a high level of acceptability, particularly in terms of integrity, consistency, and comprehensiveness. The facilitating learning practices of TLE teachers were rated “Very Good” overall, with notable excellence in the use of industry-related resources, providing constructive feedback, and emphasizing problem-solving and critical thinking. Continuous assessment and integration of realworld challenges were also highlighted as key strengths. However, areas such as encouraging collaboration, utilizing technology, and providing opportunities for students to showcase practical skills were identified as needing improvement. Learners’ academic performance in TLE varied, with 45% scoring below 79%, indicating a significant area for improvement. Statistical analysis revealed a strong positive correlation (r = 0.867) between the quality of facilitating learning practices and academic performance, highlighting the importance of effective teaching strategies in enhancing student outcomes. Expert evaluations of the proposed teaching strategies resulted in a “Very Good” rating, with high scores for integrity, consistency, and comprehensiveness. However, the appropriateness of the plan received a lower rating, suggesting a need for better alignment with diverse student needs. These findings suggest that while current teaching practices are effective, there is room for refinement to support all learners better.