Transforming Student Participation through Innovative Technology and Livelihood Education Teaching Approaches: Lived Experiences of Grade 8 Students at Santiago City National High School

Abstract

Abstract

Student participation has become an essential indicator of effective teaching and meaningful learning, particularly in Technology and Livelihood Education (TLE), where learners acquire practical competencies through active engagement. Innovative teaching approaches have increasingly been adopted to foster collaboration, critical thinking, creativity, and authentic learning experiences. However, limited qualitative studies have explored how junior high school students experience these pedagogical innovations in TLE classrooms. This phenomenological study explored the lived experiences of Grade 8 students at Santiago City National High School regarding student participation through innovative TLE teaching approaches. Guided by Husserlian phenomenology, twelve (12) purposively selected Grade 8 students participated in semi-structured, in-depth interviews. Data were analyzed using Colaizzi's seven-step phenomenological method. Five themes emerged: (1) Active Engagement through Interactive Learning Experiences; (2) Strengthening Practical Skills through Authentic Tasks; (3) Building Confidence through Collaborative Learning; (4) Enhancing Motivation through Technology-Integrated Instruction; and (5) Developing Lifelong Learning and Workplace Readiness. The findings revealed that innovative TLE teaching approaches significantly transformed student participation by creating learner-centered environments that encouraged collaboration, creativity, critical thinking, and practical skill development. The study concludes that innovative pedagogical practices contribute not only to improved classroom participation but also to learners' holistic development and readiness for future educational and career opportunities. The findings provide valuable implications for curriculum enhancement, instructional innovation, and professional development among TLE educators.