The basis for conceptualizing the technology of food dehydration process’ inclusion in the high school curriculum and in the vocational course offering is to provide an option window for secondary level students to acquire skills and knowledge aside from the basics taught in the other subjects that can lead to a path to entrepreneurship and income generation. Prior to the revision of the basic secondary curriculum, the focus was preparing students for higher education less in knowledge base which required critical thinking skills rather than occupational learning. Paradigm
The paradigm illustrates the conceptual framework of the study and how dehydration technology can be incorporated in the school curriculum and proper application. The incorporation in the secondary curriculum and its proper application with the end recipient of the study to be the school and its stakeholders as such opening a pathway to career and lifelong education. By: Engr. Mary Rose Florence S. Cobar, Doctor of Philosophy in Education Thesis title: “Development of a Source Material in Food Dehydration Craft Technology for the Secondary Schools”
THE CONCEPTUAL FRAMEWORK
In the light of the theories cited in the review of related literature and studies, specially the insights from Via (1979), Smith (1984), and Russel(1974), this study aimed to develop and try-out a prototype dramaproduction-based module for improving students’ oral communication skillsin English.7 Figure 1, shows the conceptual framework of this study. Via’s(1979), and Smith’s (1984) ideas formed the bases for using drama production as tool in improving students’ oral English skills. Russel’s (1974)“General Characteristics of Modular Instruction” on the other hand became the guideposts of the researcher in the development of the said module.8 In the framework, and arrow points to the three process enclosed in a rectangle. Fist among the three was the identification of competencies of effective...
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