St.

Paul University Philippines

The Effectiveness of Hands-On Training Methods

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An Action Research

Presented to the Faculty of the

Graduate School

ST. PAUL UNIVERSITY PHILIPPINES

Tuguegarao City

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In Partial Fulfillment

Of the Requirements in Graduate Seminar

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by

Rosita O. Narag
Roan May Banutan
Rose Mae T. Nagayang
Jenalyn Piedad
Lester Viejo

June, 2023

Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan 3500 2

Chapter 1

THE PROBLEM AND REVIEW OF RELATED LITERATURE

[Link]

In the ever-evolving landscape of education, particu-

larly in vocational and technical training, there is an

increasing emphasis on the integration of practical,

hands-on experiences. Technology and Livelihood Education

(TLE) aims to equip students with essential skills that

are directly applicable to various trades and livelihoods.

The traditional instructional methods, which are often

theoretical and lecture-based, have shown limitations in

adequately preparing students for real-world applications.

This study seeks to explore the effectiveness of hands-on

training methods in enhancing the practical skills and

competencies of TLE students.

The shift towards experiential learning has been sig-

nificantly influenced by educational theorists such as

John Dewey and David Kolb. Dewey (1938) argued that educa-

tion should be grounded in real-life experiences to be

meaningful and effective. Similarly, Kolb (1984) proposed

the Experiential Learning Theory, which posits that learn-

ing is most effective when students are actively involved

Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan 3500 3

in the learning process through concrete experiences and

reflective observation. These theoretical foundations un-

derscore the potential benefits of hands-on training meth-

ods in vocational and technical education

B. Review of Related Literature

The effectiveness of hands-on training methods in vo-

cational and technical education has been widely studied

and discussed in educational research. Hands-on training,

often termed experiential learning, emphasizes the impor-

tance of direct experience and active engagement in the

learning process. This review of related literature ex-

plores the impact of hands-on training methods on student

learning outcomes, particularly within Technology and

Livelihood Education (TLE).

Experiential Learning Theory

The foundation of hands-on training methods can be

traced to the experiential learning theory proposed by

David Kolb. Kolb (1984) posits that learning is a process

whereby knowledge is created through the transformation of

experience. According to Kolb, effective learning occurs

when a person progresses through a cycle of concrete expe-

rience, reflective observation, abstract conceptualiza-

Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan 3500 4

tion, and active experimentation. This cyclical model un-

derscores the importance of active engagement and practi-

cal application in the learning process, which is central

to hands-on training methods.

Impact on Skill Acquisition

Several studies have demonstrated the positive impact

of hands-on training on skill acquisition. A study by

Prince (2004) reviewed various active learning methods and

concluded that hands-on training significantly enhances

student engagement and understanding. Prince's meta-analy-

sis revealed that students involved in active learning en-

vironments, including those with hands-on components, per-

formed better on assessments compared to those in tradi-

tional lecture-based settings.

Furthermore, a study by Freeman et al. (2014) pro-

vided strong evidence supporting the effectiveness of ac-

tive learning. The research, which analyzed 225 studies

comparing traditional lecturing to active learning, found

that active learning significantly improves exam scores

and reduces failure rates. These findings suggest that in-

corporating hands-on activities can lead to improved

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St. Paul University Philippines
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learning outcomes, particularly in practical and technical

subjects such as TLE.

Application in Vocational Education

In vocational and technical education, where practi-

cal skills are paramount, hands-on training methods are

particularly beneficial. Silva (2008) emphasized the ne-

cessity of practical skill development for 21st-century

learners. In her research, Silva highlighted the gap be-

tween theoretical knowledge and practical application, ar-

guing that traditional educational methods often fail to

equip students with the necessary skills for the work-

force. Hands-on training, by contrast, provides students

with opportunities to apply their knowledge in real-world

contexts, thereby bridging this gap.

A study conducted by Taveggia (1974) specifically ex-

amined the effects of hands-on training in vocational edu-

cation settings. The study found that students who partic-

ipated in hands-on training exhibited higher levels of

skill proficiency and confidence in performing technical

tasks. Taveggia's research supports the notion that expe-

riential learning not only enhances skill acquisition but

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St. Paul University Philippines
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also boosts students' confidence and readiness for employ-

ment.

Perceptions of Students and Teachers

The perceptions of students and teachers regarding the ef-

fectiveness of hands-on training methods are crucial for

understanding their impact. A study by Felder and Brent

(2009) explored the attitudes of both students and in-

structors towards active learning. The study found that

while students initially resisted active learning methods

due to increased workload and unfamiliarity, they eventu-

ally recognized the benefits, including improved under-

standing and retention of material. Teachers, on the other

hand, reported higher satisfaction with student engagement

and performance in classes that incorporated hands-on ac-

tivities.

Similarly, a qualitative study by Waldrop et al.

(2015) investigated the perceptions of vocational educa-

tion teachers regarding hands-on training. The teachers

reported that hands-on training methods were more effec-

tive in maintaining student interest and motivation. They

also observed that students who engaged in practical ac-

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St. Paul University Philippines
Tuguegarao City, Cagayan 3500 7

tivities developed better problem-solving skills and a

deeper understanding of the subject matter.

Challenges and Limitations

Despite the benefits, hands-on training methods also

face certain challenges and limitations. One major chal-

lenge is the need for adequate resources, including equip-

ment, materials, and space, to conduct practical activi-

ties. Additionally, teachers need to be well-trained in

facilitating hands-on learning, which may require profes-

sional development and support.

Furthermore, a study by Michael (2006) highlighted

that while hands-on training can be highly effective, its

success largely depends on the quality of the implementa-

tion. Poorly designed or executed hands-on activities may

not yield the desired educational outcomes. Thus, it is

essential to ensure that hands-on training methods are

well-planned and aligned with learning objectives.

C. Conceptual Framework

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D. Paradigm of the Study

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St. Paul University Philippines
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The study follows a quasi-experimental design,

comparing the effects of hands-on training methods and

traditional instructional methods on TLE students'

practical skills. The paradigm involves pretest-posttest

assessments, surveys, and classroom observations to gather

comprehensive data on the effectiveness of these teaching

methods.

E. Statement of the Problem

The primary problem addressed in this study is the

effectiveness of hands-on training methods in improving

the practical skills and competencies of TLE students

compared to traditional teaching methods.

F. Hypotheses

Hands-on training methods significantly improve the

practical skills of TLE students compared to traditional

instructional methods.

Students taught through hands-on training methods

demonstrate higher competency in real-world applications

of their skills.

Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan 3500 10

There is a positive perception among students and

teachers about the effectiveness of hands-on training

methods.

G. Scope and Limitation

This study will focus on TLE students in a selected

educational institution. It will compare the outcomes of

hands-on training methods with traditional teaching

methods over one academic term. The study is limited to

the immediate effects on students' practical skills and

does not account for long-term retention or application of

skills.

H. Significance of the Study

The findings of this research will provide valuable

insights for educators, curriculum designers, and

policymakers. By highlighting the effectiveness of hands-

on training methods, the study aims to contribute to the

enhancement of TLE programs, ultimately improving the

skill set and employability of graduates.

I. Definition of Terms

Hands-on Training Methods: Instructional approaches that involve

active participation and practical exercises by students.

Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan 3500 11

Technology and Livelihood Education (TLE): A subject area

focused on teaching practical skills and knowledge related to

technology, livelihood, and vocational education.

Traditional Instructional Methods: Conventional teaching

techniques that primarily involve lecture-based delivery of

theoretical content.

Practical Skills: The abilities and competencies required to

perform specific tasks and activities effectively, often

involving manual dexterity, technical knowledge, and problem-

solving capabilities.

Experiential Learning: A learning theory proposed by David Kolb,

which emphasizes the importance of experiences in the learning

process, involving a cycle of experiencing, reflecting,

conceptualizing, and experimenting.

Chapter 2

Methodology

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St. Paul University Philippines
Tuguegarao City, Cagayan 3500 12

A. Research Design

This study employs a quasi-experimental research

design, specifically using a pretest-posttest control

group method. This design will allow for the comparison of

learning outcomes between students exposed to hands-on

training methods (experimental group) and those who

experience traditional instructional methods (control

group).

B. Participants of the Study

The participants will be selected from Technology and

Livelihood Education (TLE) classes at a selected

educational institution. A purposive sampling technique

will be used to select two comparable groups of students:

Control Group: 30 students who will receive traditional

instructional methods.

Experimental Group:

30 students who will receive hands-on training

methods. Both groups will be comparable in terms of age,

academic background, and initial skill levels.

C. Instrumentation To collect data,

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St. Paul University Philippines
Tuguegarao City, Cagayan 3500 13

the following instruments will be utilized:

Pretest and Posttest Assessments:

These will be practical skills assessments designed

to measure students' competencies before and after the

intervention. The tests will focus on key skills relevant

to the TLE curriculum.

Surveys:

Questionnaires will be administered to both students

and teachers to gather their perceptions regarding the

effectiveness of the instructional methods.

Observation Checklists:

These will be used to document instructional

practices and student engagement during lessons.

Interview Guides:

Semi-structured interviews with selected students and

teachers to gain deeper insights into their experiences

and perceptions of the hands-on training methods.

D. Data Gathering Procedure

Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan 3500 14

Pretest Administration: At the beginning of the term,

both groups will take a pretest to assess their initial

practical skills.

Implementation of Instructional Methods:

Control Group:

Will continue to receive traditional instructional

methods, which typically involve lecture-based teaching

and theoretical lessons.

Experimental Group:

Will receive hands-on training methods, involving

active participation in practical exercises, workshops,

and real-world task simulations.

Posttest Administration:

At the end of the term, both groups will take a

posttest to measure any improvements in their practical

skills.

Surveys and Observations:

Throughout the term, surveys will be conducted to

gather feedback from students and teachers. Classroom

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St. Paul University Philippines
Tuguegarao City, Cagayan 3500 15

observations will be carried out regularly to monitor the

implementation of the instructional methods and student

engagement.

Interviews:

Selected students and teachers will be interviewed to

provide qualitative data on their experiences with the

instructional methods.

E. Data Analysis

Quantitative Data Analysis:

Pretest and Posttest Scores:

The pretest and posttest scores will be analyzed

using paired t-tests to compare the improvements within

each group and ANOVA to compare the differences between

the groups.

Survey Data: Descriptive statistics will be used to

analyze survey responses, providing an overview of

students' and teachers' perceptions of the instructional

methods.

Qualitative Data Analysis:

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St. Paul University Philippines
Tuguegarao City, Cagayan 3500 16

Observation Notes: Data from the observation checklists

will be analyzed thematically to identify patterns in

instructional practices and student engagement.

Interview Transcripts: Thematic analysis will be conducted

on the interview transcripts to extract common themes and

insights regarding the effectiveness of hands-on training

methods.

REFERENCES

Dewey, J. (1938). Education and Experience. Kappa Delta

Pi.

Kolb, D. A. (1984). Experiential Learning: Experience as

the Source of Learning and Development. Prentice-Hall.

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St. Paul University Philippines
Tuguegarao City, Cagayan 3500 17

Prince, M. (2004). Does Active Learning Work? A Review of

the Research. Journal of Engineering Education, 93(3),

223-231.

Silva, E. (2008). Measuring Skills for 21st-Century

Learning. Phi Delta Kappan, 90(9), 630-634.

Slavin, R. E. (1990). Cooperative Learning: Theory,

Research, and Practice. Allyn and Bacon.

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