Towards the development of technology-based self-instructional materials in food technology [manuscript] / Bernadeth Bernalte Gabor.

Includes bibliographical references.

This study aims to develop a needs-based and technology-integrated learning module and instructional videos in teaching Food Technology and Hotel and Restaurant Management. Because of the regional scale of the needs assessment, the output could be used by state universities and colleges either as instructional materials or supplementary learning materials. Specifically, the study attempted to identify the level of availability of instructional materials among state universities and colleges in Central Luzon, the level of integration of technology in teaching among faculty members in terms of ICT technology, personal classroom technology integration, time, cost, administrative support, anxiety and proficiency and availability/adequacy/access. Moreover, it also aimed to find out if there is a significant difference among the levels of integration of technology among state universities and colleges in Central Luzon in terms of the aforementioned variables as well as if there is a significant relationship between the technology integration, and availability of equipment. Based on the results, the researcher is set to produce some technology-based self-instructional materials. The data were diligently tallied and subjected to appropriate statistical treatments. The researcher used the descriptive design in this study. In gathering pertinent data in this study, the researcher used survey questionnaires to measure responses. To describe the profile of the respondents, cross tabulation of personal variables was utilized. Percentage was used to determine the percentage of the respondents in each particular indicator. Weighted mean and analysis of variance was used to statistically treat the data. A one way ANOVA was also performed to identify differences among or between sub-groups. The Tukey post hoc analysis was selected to further analyze any ANOVA results that required further investigation. Based on the results of the findings, generally, the SUC's integrate the listed technology in their instructional activities "OW" or once a week. This means that most of the institutions have integrated the use of technology in their classrooms, with the exemption of Ramon Magsaysay Technological University (RMTU) where nine (9) out of the 15 listed instructional technology were evaluated "NA" or not at all, and the remaining items were rated "OML" or once a month or less. Clearly, this institution has not maximized the utilization of the listed technologies in their food technology classrooms. Another significant result is the utilization of "programming tools" as facilitating technologies in food technology and HRM. This technology is rated "OML" or once a month or less. This is probably because of the more hands-on nature of food technology and HRM in its instructional activities. In terms of the Level of Integration of Technology in Teaching Among Faculty Members in Terms of Personal Integration Technology, six (6) out of the nine (9) higher education institutions evaluated their personal classroom technology integration as "MLM" or much like me; In Terms of time, faculty members of SUCs in Central Luzon agreed that the Integration of technology are implemented on time with an over-all mean of 3.57; in terms of Budget Allotment, majority of the SUCs in Central Luzon have evaluated their budget allotment in instructional technology integration as "N" or neutral; in terms of Administrative Support, the evaluation of respondents on the level of integration were rated 3.45 or neutral; in Terms of Anxiety and Proficiency, the respondents posted a "Neutral" evaluation (mean=3.21); in Terms of Availability/Adequacy/Access. NEUST has the most adequate/available/accessible instructional technology and materials among the SUCs in Central Luzon. The neutral evaluation of the other SUCs is reflective of the over-all inadequacy, availability, and accessibility of various resources for teaching and learning in Food Technology and HRM programs in the region. The null hypotheses that there is no significant difference among the levels of integration of technology among State Universities and Colleges in Central Luzon in terms of the personal integration of technology, time, budget allotment, administrative support, anxiety and proficiency, and accessibility/adequacy/accessibility is rejected. Also, the null hypotheses that there is no significant relationship between the technology integration and availability of equipment is rejected. It is recommended that (1) HEIs in Central Luzon must invest on the provision of instructional technology in Food Technology and Hotel and Restaurant Management programs to fully support the teaching and learning processes of such programs; (2) the administrations of HEIs involved in the study must find a way to facilitate the development of a more dynamic and progressive inclusion of instructional technology development in its academic plans; (3) faculty members must be trained to exhaustively integrate various forms of instructional technologies in their classrooms as the literature has proven its effectiveness and efficiency in the teaching and learning processes. (4) the limited availability of instructional technology among the SUC should be looked at by instructional leaders and the administration; (5) Incorporate the use of technology into all or most food technology/HRM courses by infusing it in the programs; (6) a technology integration plan must be developed for the SUCs. Researchers recommend the creation of such a plan because it as an integral component of any attempt to increase the levels of technology integration; (7) integrates technology into the current curricula for real and sustainable integration to occur. This means that the required technical training will need to be offered to faculty. Hence, the SUCs should create, on a permanent basis, the position of instructional technology trainer. SUCs should reward faculty in their attempts to integrate technology in their teaching; (8) Develop a set of technology standards to establish a clear understanding of what teachers should be able to do with regard to technology; and (9) similar studies be conducted to evaluate the development of instructional technology integration in the region for future benchmarking and policy development.