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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XV, Issue V, May 2026
Development of Laboratory Manual as Supplemental Materials in
Teaching Technical Vocational Education Program
Ronaldo C. Baldago, Crizelda F. Briones, Antonino M. Nalzaro, Nelson F. Manadong, Joie C.
Manadong, Julinito S. Sangutan, Ralph Anthony R. Cuento, Jeff Homeres, Elvin L. Canillas
Faculty of Schools of Education and Technical Vocational Education Department, Eastern Visayas State
University, Tacloban City, Leyte, Philippines
DOI: https://doi.org/10.51583/IJLTEMAS.2026.150500227
Received: 28 May 2026; Accepted: 02 June 2026; Published: 18 June 2026
ABSTRACT
This study aimed to develop laboratory manual as supplemental materials in teaching technical vocational
education program in the College of Education, Technical Vocational Education Department for the academic
year 2024-2025. This study employed a mixed-method approach using descriptive, developmental, and
experimental designs guided by the ADDIE model (Analysis, Design, Development, Implementation,
Evaluation). It involved diagnostic testing, bibliometric review, and quasi-experimental procedures to develop
and validate a TESDA-aligned laboratory manual for Civil Technology. Data was gathered from students,
teachers, curriculum experts, and academic heads using validated instruments, with results analyzed through
average weighted mean and standard deviation. The results indicate that the study identified least learned
competencies in Civil Technology II and used these to develop a TESDA-aligned laboratory manual.
Bibliometric insights shaped its structure, and experimental results confirmed its effectiveness in improving
student learning, earning strong support from students, teachers, and academic heads. It is strongly recommended
to may consider adopting and integrate the TESDA-aligned laboratory manual into the Industrial Arts curriculum
to strengthen hands-on learning and improve student competency.
Keywords: Development, laboratory manual, supplemental material, descriptive, innovation, experimental
INTRODUCTION
Technical-Vocational Education and Training (TVET) continue to serve as a critical platform for preparing
learners with practical and employable skills, especially in countries like the Philippines where there is an
ongoing push toward workforce alignment and national development (Talento, et al. 2022). The K–12
curriculum's Technical-Vocational-Livelihood (TVL) strand focuses on the hands-on ability in areas such as
Industrial Arts, including electrical installation, plumbing, carpentry, and related trade subjects (Edralin &
Pastrana 2023). Laboratory-based education is therefore fundamental in supporting technical competence and
graduating students who are workplace-ready.
In conducting Technical-Vocational Education and Training (TVET) programs, laboratory learning is the focal
point of experiential instruction (Zirkle, Jeffery, & Schrewe, 2019). TVET tracks, and especially Industrial Arts,
are crafted to impart students with practical skills that reflect the demands of actual work settings. Still, most
institutions still struggle with the availability and sufficiency of teaching materials that facilitate laboratory
instruction. This critical shortfall undercuts not just the academic quality of student learning outcomes but also
risks institutional compliance with key accrediting agencies like the Accrediting Agency of Chartered Colleges
and Universities in the Philippines (AACUP) and the Commission on Higher Education (CHED) (Liquido,
2018).
Instructional materials—specifically laboratory manuals—are critical elements found in the CHED Certificate
of Program Compliance (COPC) as primary markers for academic quality and implementation. Such materials
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are organized manuals that guarantee uniformity in the practice of instruction, procedural instruction clarity, and
skill assessment correctness. AACUP also stresses well-developed and validated laboratory manuals in its
accreditation of programs to serve as gauges of instruction readiness, implementation of curriculum, and student
activities. Without these, institutions face difficulties in proving the robustness and relevance of their academic
offerings during evaluation and accreditation. Although several studies have explored instructional material
development in science and technology subjects (Mercado, 2020; Amparado et al., 2025), few have focused on
the creation of laboratory manuals tailored to Industrial Arts under the TVET framework.
Existing resources often lack contextual relevance, are not competency-specific, or fail to address the actual skill
gaps of learners identified in practical settings (Diola, 2023; Garcia et al., 2023). In addition, although there
exists literature favoring performance-based learning and experiential instruction, there is still a wide gap in
certified, field-validated laboratory manuals that are specifically addressing the least-mastered Industrial Arts
competencies. This gap between curricular objectives and teaching resources poses a challenge to instructors
and constrains students' exposure to higher-order thinking and technical competence. The absence of such
teaching tools has far-reaching implications. To begin with, it inhibits the provision of competency-based
education, particularly in very technical fields like plumbing, masonry, carpentry, and electrical work. Teachers
tend to use makeshift approaches or even verbal instruction, which does not give students standardized
instructions for procedures, safety measures, and handling equipment. As noted by Edralin and Pastrana (2023),
the absence of well-developed learning resources in TVET institutions contributes significantly to the mismatch
between graduate skills and labor market expectations. Inadequate resources, especially those intended for
laboratory use, result in fragmented instruction, limited hands-on exposure, and an over-reliance on theoretical
knowledge.
Commission of Higher Education push for outcomes-based education (OBE) emphasizes the need for
quantifiable skill-based results that demonstrate whether graduates are prepared for their future careers. The
model requires instructional materials which include step-by-step learning resources, assessment rubrics and
reflective elements usually found in laboratory manuals. Without these, schools face challenges in documenting
learning progress, aligning instruction with program outcomes, and supporting differentiated instruction—
another requirement in quality assurance and accreditation. To address this gap, the present study aims to develop
and evaluate a laboratory manual specifically designed as supplemental material for teaching Industrial Arts in
the TVET program. The manual integrates key components drawn from a bibliometric review of effective
educational resources—such as objectives, procedures, data recording sections, and assessment tools—and
aligns them with the least-learned competencies identified through student performance data.
The study evaluates the manual’s instructional, technical, and content validity, as well as its impact on student
learning outcomes and teacher satisfaction. By doing so, it contributes to both the literature and practice of
technical education, offering a structured and empirically validated tool for enhancing vocational instruction. In
this study, aimed to develop laboratory manuals as supplemental materials in teaching technical vocational
education program in the College of Education, Technical Vocational Education Department for the academic
year 2024-2025. The laboratory manual provides Industrial Education students with clear, structured guidance
that enhances hands-on learning, promotes skill mastery, and bridges the gap between theoretical knowledge and
practical application—preparing them more effectively for real-world technical work.
METHODOLOGY
This study utilized a mixed-method approach, combining descriptive, developmental, and experimental research
designs to guide the development and validation of a laboratory manual intended to supplement instruction in
the Technical-Vocational Education and Training (TVED) program, specifically in Industrial Arts. The
methodology followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—
to ensure the systematic creation and testing of instructional materials based on data-driven insights (Spatioti et
al. 2022). The descriptive method was initially employed to determine the least learned competencies among
students enrolled in Industrial Arts. A diagnostic test was used as the primary instrument to assess student
proficiency in selected competencies in Civil technology 2 such as masonry, plumbing, and tile setting. The
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ADDIE Model served as the backbone of the manual development process: Analysis – Data from the diagnostic
tests, bibliometric review, and coarse syllabus helped identify learning gaps and instructional needs. This phase
established the justification for creating a supplemental manual addressing specific competency deficiencies.
Design – Based on the analysis, lesson objectives, lab activity structures, materials lists, procedures, and
assessment tasks were designed. Emphasis was placed on alignment with the TVED curriculum and the CHED
Certificate of Compliance requirements. Development – The laboratory manual was drafted, including standard
sections such as Preliminaries, Pre-Lab Tasks, Activity Procedures, Observation/Data Sheets, and Post-Lab
Questions. Content was enriched with illustrations, safety protocols, and student-centered tasks and validated by
experts. Implementation – The manual was piloted in BTLED 3C-3D. Here, an experimental design was
incorporated to measure the effectiveness of the manual. A quasi-experimental approach was used, involving
two groups: Experimental Group: Students who used the newly developed laboratory manual. Control Group:
Students who continued using traditional instructional methods. Evaluation – The manual underwent
comprehensive validation and evaluation using adopted instruments to assess content, technical, and
instructional quality. Three groups of respondents participated: Students – who were involved in both the
diagnostic test and the experimental implementation, providing feedback on learning experience and outcome.
Teachers – who validated the manual in terms of content accuracy, instructional design, alignment with
competency standards, and technical quality. Academic heads – who evaluated the manual’s integration into
teaching practice, classroom impact, and contribution to program effectiveness.
The participants in the study were chosen purposively. There were 40 students, 10 teachers, 5 curriculum
development experts and 5 academic heads. The instrument utilized in this study is composed of six parts. Part
I is 30 items diagnostic test that covers Civil Technology Competency. Part II is a bibliometric aps for the review
of literature in the development of laboratory manual. Part III, Design of Laboratory manual in terms of practical
relevance, hands-on practice, equipment/tools/materials, clarity, and assessment methods. Part IV is a validity
instrument adapted from Mercado, (2020), for the development of the laboratory manual. Part V, a 20 items
pretest and posttest for the implementation phase. Part VI is the evaluation instrument rated by students, teachers
and academic head. All the instruments were subjected to content and construct validity. To determine the
analysis, design, development, implementation and evaluation of the laboratory manual as evaluated by the
respondents, Average weighted mean and standard deviation were employed.
RESULTS
Least Competencies
Least Competencies. Table 1 shows the diagnostic test results among 64 undergraduate BTLED major in
Industrial Arts education students was conducted in AY 2024–2025. This was to determine the least learned
competencies in Civil Technology II (Masonry, Plumbing & Tile Setting), which became the basis of the
activities included in the laboratory manual. Likewise, the researchers reviewed the common syllabus from
instructors as part of the needs assessment. The findings indicate that among the 30 total competencies, 9 of
them are classified as "least practiced" or "least suitable" for inclusion in standard laboratory activities. The
competencies that fall into this category exhibit very low frequency or are rarely implemented in lab settings due
to various constraints—ranging from material costs, time limitations, safety concerns, to instructional efficiency
as the recommended for the development of laboratory manual in Civil Technology 2. This finding collaborates
with the study Gari, and Malonisio, (2023), who highlighted the tendency to prioritize such tasks in constrained
learning environments. Likewise, Garcia et al. (2023) pointed out, such preparatory tasks are often overlooked
in favor of more skill-intensive competencies.
Table 1. Least Competencies, (Overall = 30 competencies)
Item
Least Competency
Results
Rank
Interpretation
3
Site Layout and Batter Board
Setup
low frequency
6
Rarely repeated in lab;
mainly demo-based
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6
Scaffolding Assembly
low frequency
7
Safety concerns and
equipment limitations reduce
lab inclusion
7
PPE utilization
Very low
frequency
5
Performed only for
demonstration due to gender
utilization
8
Wall Plastering
low frequency
9
High material cost and
cleanup make it unsuitable
for routine lab activities
12
Preparing Pipes, Tools and
Equipment for Installation
Very low
frequency
2
Not a standalone task;
integrated into other
plumbing activities
14
Make Piping Joints and
Connection
Very low
frequency
1
Often covered under broader
plumbing tasks rather than
isolated practice
21
Perform Plumbing Repair and
Maintenance Works
low frequency
8
More appropriate for actual
fieldwork than classroom-
based labs
30
Lay and repair wall and floor
tiles
Very low
frequency
3
Low priority due to space
and specific material
requirement
Analysis
Bibliometric Review on Laboratory Manual.
Table 2 indicates the bibliometric review of existing laboratory manual developments across science and
technical disciplines provides valuable insights into best practices, structural elements, and pedagogical
applications that can be adapted and contextualized for use in Civil Technology, particularly in Masonry,
Plumbing and Tile Setting competencies. Several sources (Mercado, 2020; Diola, 2023) emphasize the
importance of including preliminaries such as title pages, safety guidelines, objectives, and score sheets. These
components help establish expectations, guide learner engagement, and standardize assessment. Deutch (2018)
and Ahern (2018) highlight the value of linking laboratory tasks to real-world scenarios or prior knowledge to
enhance student engagement and learning depth. In Industrial Arts, this could mean connecting each task to
workplace situations or common field challenges. Amparado et al. (2025) explored a simulation-based manual
to address the limitations of physical lab activities, particularly in contexts where materials are scarce or
challenging logistics. As seen in Rogayan & Dollete (2019), modular and competency-driven structures support
focused learning and adaptability in various classroom settings. This review engaged for the model to use in the
development of laboratory manual particularly in Civil Technology 2 (Masonry, Plumbing & Tile Setting), the
manual should incorporate clear safety protocols, step-by-step procedures, and competency-based rubrics,
especially since some tasks involve equipment handling and hazardous materials. This creates a structured
format aligned with TESDA’s Competency-Based Training model.
Table 2: Bibliometric Review on Laboratory Manual
Part of Manual
Utilization/Purpose
Preliminaries, title page, foreword,
safety guidelines, table of contents,
and score sheet, activities,
introduction, objectives, list of
materials, equations, illustrations,
procedures, tables & data sheet,
Provides background
concepts, often discussing
the move from basic
concepts to more complex
cellular structures.
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follow-up questions and
conclusions, references.
Introduction, Objectives,
Materials, Procedure, Report
Sheet, Assessment and References.
Places the lab exercise in a
broader experimental
context, connecting it to
previously published
research.
Introduction, Objectives,
Materials, Procedure, Report
Sheet, Assessment and References.
Outlines the steps for
conducting experiments,
including materials and
equipment needed.
Cover Page, Preface, Table of
Contents, Introduction, Simulation
Activities, and References.
Used as a means for
students to learn how to
write laboratory
procedures.
Introduction, Main Body,
Exercises
Designed to engage and
support students’ interest
in microbiology and
provide hands-on
experience.
Introduction, objectives, materials
and apparatus, procedure /
activities, and evaluation.
Provides a valuable
resource for teaching Life
Science
Introductory statement, Learning
outcomes, Learning tasks, Add-on
vocabulary, Suggested readings
Used as a competency-
based workbook on
physical science in lecture
classes in secondary
education.
Introduction, learner guide,
competencies, outcomes, learning
experiences, information sheet,
performance criteria checklist
The material is designed to
be learner-centered
focusing on outcomes and
practical application of
knowledge and skills.
Design
Design of Laboratory Manual. Table 3 shows that the design of the laboratory manual obtained an overall
average score of 4.7 (Highly structured and organized) indicates a highly favorable evaluation of the manual’s
structure and instructional effectiveness. The ratings across all four manual format indicators—Preliminaries;
Prelab; Observation and Data Recording; and Postlab highlight the manual’s strength in addressing the core
instructional needs of Industrial Arts learners.
These findings carry several key implications for curriculum enhancement, teaching strategy, and competency-
based training. It suggests that the manual effectively connects lab activities to real-world applications, a
cornerstone of Technical-Vocational Education and Training (TVET). According to Reyes & Dizon (2023),
laboratory manuals that prioritize contextual learning experiences significantly increase student engagement and
skill retention. Likewise, Godsk, and Møller, (2025) pointed out, a well-designed manual doesn’t just teach
content—it shapes how technical education is delivered.
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Table 3. Design of Laboratory manual in terms of practical relevance, hands-on practice,
equipment/tools/materials, clarity, and assessment methods
Manual Format
Mean Score
Interpretation
Preliminaries
4.6
Highly structured and organized
Prelab
4.7
Highly structured and organized
Observation and Data Recording
4.8
Highly structured and organized
Postlab
4.7
Highly structured and organized
Average Mean
4.7
Highly structured and organized
Development
Validity of Laboratory Manual in terms of Content.
Table 4 reflects a highly favorable evaluation, with a composite mean of 3.90 and a qualitative interpretation of
"Strongly Agree." This suggests that the manual is not only content-rich and pedagogically sound, but also
effectively aligned with curricular goals, inclusive principles, and instructional standards. These results hold
significant implications for educational practice, curriculum development, and instructional material design in
the Industrial Arts domain. This aligns with the findings of Marasigan (2019), who emphasize that interactive
learning experiences in Industrial Arts foster better problem-solving and collaboration skills. According to
Dantic, (2023), clear content organization paired with accurate performance evaluation fosters learning
continuity and mastery. Teachers can rely on the manual not only to deliver lessons, but to systematically monitor
progress, support remedial actions, and ensure student competency.
Table 4: Validity of Laboratory Manual in terms of Content
Criteria
Weighted
Mean
SD
Remarks
The content is scientifically adequate and accurate.
4.00
.00
Strongly Agree
Emphasize active learning.
3.85
.05
Strongly Agree
Contents of each activity are relevant to the objectives.
3.90
.06
Strongly Agree
It is well organized.
3.75
.25
Agree
It evaluates student learning as stated in objectives.
4.00
.00
Strongly Agree
It allows the development of multiple intelligence.
3.90
.06
Strongly Agree
Topics are supported by illustrations and tasks suited to
students.
4.00
.00
Strongly Agree
It is aligned to curriculum.
3.85
.05
Strongly Agree
The contents are free to ethnic, gender, and other
stereotypes.
3.85
.05
Strongly Agree
Composite
3.90
Strongly Agree
Validity of Manual in terms of Technical Quality.
The findings presented in Table 5 show that validity of developed laboratory manual in terms of technical quality
reveal a composite weighted mean of 3.91, interpreted as "Strongly Agree." This suggests that the manual is not
only pedagogically valid but also technically sound, contributing significantly to its usability, effectiveness, and
overall instructional quality in Industrial Arts education. It implies self-directed learning, which is vital in
practical courses where learners benefit from repetition and control over their pace, especially in activities
involving complex mechanical or construction skills. According to Wools, Molenaar, Hopster-den Otter, (2019),
instructional materials in Industrial Arts must foster learner autonomy to promote mastery of skills and boost
learner confidence in manipulating tools and completing procedures independently. Recent research by Sánchez-
Ramírez et al., (2022) found that technical manuals that use clear, learner-friendly language led to improved task
execution and fewer procedural errors during hands-on activities. The manual can serve as a reliable instructional
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guide, reducing the cognitive load for both students and teachers, and ensuring clarity of instructions during
technical operations.
Table 5: Validity of Manual in terms of Technical Quality
Criteria
Weighted
Mean
SD
Remarks
The manual is easy to understand.
4.00
.00
Strongly Agree
The manual allows learner to control pace of learning
4.00
.00
Strongly Agree
The graphics are excellent
3.90
.06
Agree
The layout and design are attractive
3.75
.25
Agree
Intend users can easily and independently use the manual.
4.00
.00
Strongly Agree
The language used is clear, concise, and motivating.
4.00
.00
Strongly Agree
The manual is aesthetically pleasing
4.00
.00
Strongly Agree
The symbols used are well-define
3.75
.25
Agree
Topics are presented in a logical and sequential order.
3.75
.25
Agree
Composite
3.91
Strongly Agree
Validity of Manual in terms of Instructional Quality.
The results in Table 6 show the validity of developed laboratory manual in terms of instructional quality, with a
composite weighted mean of 3.94 (Strongly Agree), confirm that the laboratory manual for Industrial Arts is not
only educationally sound but also instructionally effective. This high level of agreement from evaluators
demonstrates that the manual aligns well with modern pedagogical standards and responds to the learning needs
of students in technical-vocational contexts. According to Edralin and Pastrana (2023), the future of Technical
and Vocational Education and Training (TVET) in the Philippines hinges on curriculum-aligned, industry-
responsive instructional materials that can bridge classroom learning with real-world technical skills. The
manual’s validated instructional quality suggests it meets these evolving expectations by integrating realistic
activities, relevant content, and learner-centered pedagogy. As discussed by Gong, et al., (2023), visual clarity
and color-coding in instructional design can significantly improve learner comprehension, especially in skill-
based subjects like Industrial Arts.
Table 6. Validity of Manual in terms of Instructional Quality
Criteria
Weighted
Mean
SD
Remarks
It provides feedback on accuracy of the students’ answer.
3.85
.05
Strongly Agree
It is of high educational value.
4.00
.00
Strongly Agree
It is a good supplement of the curriculum.
4.00
.06
Strongly Agree
It addresses the needs and concern of the students
3.90
.06
Strongly Agree
The manual facilitates collaborative and interactive learning.
4.00
.00
Strongly Agree
It integrates students’ previous experience.
4.00
.00
Strongly Agree
The manual introduction helps answering follow-up
questions.
4.00
.00
Strongly Agree
It reflects current trends in civil tech instruction and
experiments.
4.00
.00
Strongly Agree
The graphics and colors used are appropriate for instructional
objectives.
3.75
.25
Agree
Composite
3.94
Strongly
Agree
Implementation
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Pretest and Posttest.
The results of the pre- and post-test analysis in Table 7 indicate a significant difference in learning gains between
the control group (traditional approach) and the experimental group (utilized the laboratory manual). The
experimental group recorded a mean gain of +18.8, while the control group only recorded +6.1, which means
that the laboratory manual significantly contributed to students' learning outcomes. These results confirm that
systematic, experiential learning guides such as laboratory manuals improve both skill acquisition and skill
building in technical-vocational settings. As per Rafiq, Triyono, & Djatmiko, (2022), students in skills courses
derive maximum benefit when teaching materials are prepared to involve them in active learning processes,
facilitating them to relate theory to practice. Additionally, the experimental group's dramatic improvement
resonates with research by Adjei, et al. (2023), which highlighted the fact that performance-based learning
materials, coupled with clear outcomes and measurement strategies, result in greater scholastic achievement and
student confidence. The control group's limited gain also reflects a larger problem with conventional
instructional techniques that rely principally upon lectures or theory-driven instruction. As noted by Ragab, Kaid,
& Kotby, (2024), passive learning environments often fail to stimulate higher-order thinking skills and practical
application, especially in technical fields like civil technology.
Table 7. Pretest and Posttest
Group
Pre-Test
Mean
Post-Test
Mean
Mean
Gain
Interpretation
Control Group (n=20)
62.4
68.5
+6.1
Moderate improvement (traditional
method)
Experimental Group
(n=20)
61.9
80.7
+18.8
Significant improvement (with lab
manual)
Evaluation
Evaluation of Student Learning Outcomes. Table 8 shows the evaluation of the laboratory manual in Civil
Technology 2 based on student learning outcomes reveals highly favorable results, with an average mean of 4.3,
interpreted as "Very Good". This suggests that the manual not only strengthened students’ theoretical
understanding but also enhanced their confidence and engagement in performing practical tasks. These outcomes
confirm that the manual effectively enhances understanding, confidence, critical thinking, and performance,
which are all essential components of successful technical-vocational education. This suggests that students find
the manual effective in reinforcing classroom instruction through practical application. According to Khateeb
(2018), performance-based assessments and hands-on tasks significantly improve student achievement and self-
efficacy when they are tightly integrated with theoretical content. The manual's alignment of concepts and
practice supports this assertion. Ağçam, and Babanoğlu, (2020) noted that instructional tools that foster learner
autonomy and clarity lead to increased motivation and confidence, especially in TVET programs where
procedural mastery is critical. This also supports teachers by reducing the need for constant intervention and
allowing more self-directed learning. The manual bridges the gap between abstract concepts and practical skills,
thereby strengthening cognitive and psychomotor learning domains. This is particularly vital in Industrial Arts,
where technical theory must be translated into accurate performance and tool handling.
Table 8. Evaluation of Student Learning Outcomes
Statement
Mean
Interpretation
The laboratory manual improved my understanding of theoretical
concepts.
4.3
Very Good
I was able to perform lab activities more confidently using the
manual.
4.4
Very Good
The manual helped me connect lab activities to real-world
applications.
4.2
Good
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My performance in lab assessments improved after using the
manual.
4.1
Good
The manual encouraged me to explore and think critically.
4.5
Excellent
Average mean
4.3
Very Good
Evaluation of Teacher Satisfaction.
Table 9 shows the evaluation of teacher satisfaction regarding the developed laboratory manual in Industrial Arts
demonstrates a high level of approval, with an average mean rating of 4.52 interpreted as “Strongly Agree.” This
reflects both the pedagogical soundness and the practical utility of the manual in real classroom settings. This
aligns with the findings of Edralin and Pastrana (2023), who assert that in TVET settings, instructional materials
that demonstrate adaptability, relevance, and ease of use across diverse learner profiles are essential for broader
implementation success. This reflects the instructional design principle of “teacher usability,” which Toropova,
Myrberg, & Johansson (2020), found to be a key factor in successful performance-based instruction. The manual
demonstrates high teacher satisfaction, which increases the likelihood of sustained and widespread use.
Likewise, it supports curriculum alignment and offers strong potential for institutional adoption across Industrial
Arts programs.
Table 9. Evaluation of Teacher Satisfaction
Statement
Mean
Interpretation
The manual aligns well with curriculum objectives.
4.4
Agree
It was easy to integrate the manual into my teaching practice.
4.5
Strongly Agree
The manual supported differentiated instruction (for students of
varying levels).
4.6
Strongly Agree
Students were more engaged during lab activities when using the
manual.
4.3
Agree
I would recommend the use of this manual to other teachers.
4.8
Strongly Agree
Average mean
4.52
Strongly Agree
Evaluation of Program Effectiveness by the Academic Heads.
Table 10 demonstrates strong endorsement of its role in advancing the goals of Technical and Vocational
Education and Training (TVET), with an overall average mean of 4.7 (interpreted as "Strongly Agree"). This
high level of evaluation reflects the manual's effectiveness not only as a teaching tool but also as a strategic
instructional resource aligned with industry needs.
It underscores the importance of developing learning materials that reflect current industry standards and real-
world applications to enhance graduate employability. This supports the argument by Ragab et al. (2024) that
educational innovations with demonstrated success in one domain should be considered for cross-disciplinary
application to maximize institutional impact. The results support a policy recommendation for institutional
adoption and further development of similar competency-based instructional materials.
Table 10. Evaluation of Program Effectiveness by the Academic Heads
Statement
Mean
Interpretation
The laboratory manual contributes to achieving the goals of the
TVED program.
4.6
Strongly Agree
The manual supports industry-relevant skills development.
4.5
Strongly Agree
Its implementation has led to noticeable improvement in student
performance.
4.6
Strongly Agree
Teachers reported ease of implementation and positive results.
4.8
Strongly Agree
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The manual should be considered for scaling to other technical
subjects.
5.0
Strongly Agree
Average mean
4.7
Strongly Agree
DISCUSSION
Results of the students’ diagnostic test in Civil Technology 2 served as the basis for the selection of
topics/activities included in the laboratory manual. Nine out of thirty competencies showed “very low
competencies” and was served as the basis for the developing targeted lessons in Civil Technology 2 (Masonry,
Plumbing, and Tile Setting). This may also be attributed to the fact that diagnostic tests were only recently
introduced as part of efforts to enhance students’ skills. As mentioned by Garcia et al. (2023), the complex details
derived from diagnostic assessments have the potential to assist in targeting learning gaps and facilitating
advanced levels of instruction. Hence, it can bridge the gap between demonstrated and practiced competencies.
The analysis phase is conducted through bibliometric review. The results indicate that areas of effective
instructional manual design are adaptable for Civil Technology 2. With regards to safety procedures, application
to actual work situations, and achievement testing, the results confirm that a structured TESDA manual focused
on the skills and industry requirements of Masonry, Plumbing, and Tile Setting will be beneficial. The design
phase. The design of the laboratory manual reflects a highly structured and organized format that supports
effective teaching and learning in Industrial Arts. Its strong performance across key components—Preliminaries,
Prelab, Observation, and Postlab—shows that it addresses essential instructional needs. This design not only
facilitates smooth lesson delivery but also strengthens the connection between lab tasks and real-world
applications, which is vital in TVET settings. A well-designed manual like this enhances student engagement,
supports skill development, and elevates the overall quality of technical instruction. Likewise, the development
of the laboratory manual is validated from the content, technical features, and instructions, and the result shows
impressive consistency of quality materials. This indicates that the manual is well organized, pedagogically
sound, and technically accurate and thus can effectively teach the lesson in Civil Technology. The more
interactive the lesson, the more the learners are engaged/motivated to enhance their learning experience (Reyes
& Dizon 2023). Similarly, Mendoza, Asio, and Soriano, (2022) assert that learning outcomes in the framework
of curricular goals, clear indicators and the emphasis on learners of independence affirm the success of teachers
and mastery of students in an activity directed towards meaningful tasks. The implementation phase was
determined by experimental study. The pretest and posttest results clearly demonstrate the effectiveness of the
laboratory manual in enhancing student learning. This underscores the value of structured, hands-on instructional
materials in technical-vocational education, where active engagement and performance-based learning are
critical. Likewise, the limited improvement in the control group further highlights the limitations of traditional,
lecture-based methods in fostering applied competencies essential in fields like Civil Technology. The evaluation
of student learning outcomes indicates that the laboratory manual in Civil Technology 2 effectively enhances
both theoretical understanding and practical performance. This finding agrees with Edralin and Pastrana (2023)
on using appropriate instructional materials to be beneficial and convenient in the teaching-and-learning process
both for the learners and the teachers. Moreover, the teacher satisfaction rating obtained high approval that
suggests strong potential for sustained implementation and broader adoption across Industrial Arts programs.
Likewise, the evaluation by academic heads has impressive rating, highlights the laboratory manual’s
effectiveness as both an instructional and strategic resource in advancing TVET goals. These findings support
broader institutional adoption and the development of similar materials across disciplines, reinforcing the value
of scalable, practice-oriented educational tools in technical education.
CONCLUSIONS
The diagnostic assessment of BTLED Industrial Arts students in AY 2024–2025 revealed that 9 out of 30
competencies in Civil Technology II were least learned, primarily due to limited lab implementation caused by
material costs, safety concerns, and time constraints. The bibliometric analysis confirms a clear parts of
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laboratory manual in terms of preliminaries; prelab; observation and data recording; and postlab informed the
creation of a TESDA-aligned, practical, and engaging manual for Civil Technology (Masonry, Plumbing, & Tile
Setting).The implementation phase, assessed through an experimental study, showed that the laboratory manual
significantly improved student learning based on pretest and posttest results. High student rating, teacher
satisfaction and strong approval from academic heads further confirm the manual’s value as both a teaching tool
and strategic resource, supporting its sustained use and potential for wider adoption across Industrial Arts and
other technical-vocational programs.
RECOMMENDATIONS
It is strongly recommended to prioritize the development and integration of targeted laboratory activities for the
least learned competencies in all areas in Industrial Arts, using cost-effective, safe, and time-efficient strategies
to ensure students gain hands-on experience and mastery of these essential skills. Schools offering Industrial
Arts may consider adopting and integrate the TESDA-aligned laboratory manual into the Industrial Arts
curriculum to strengthen hands-on learning and improve student competency. Given its effectiveness, the manual
may consider be adapted for broader use across other technical-vocational subjects, promoting consistency in
competency-based instruction and improving overall training quality.
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