ASSESSMENT AND ENHANCEMENT OF THE COURSE DESIGN OF INTERNET AND COMPUTING FUNDAMENTALS PROGRAM IN TUBLAY SCHOOL OF HOME INDUSTRIES

In the Philippines, despite multiple curriculum reforms such as K to 12 and the MATATAG Curriculum, the Internet and Computing Fundamentals (ICF) course under the Strengthened Technical-Vocational Education Program has remained unchanged. This study assessed the course design of ICF Program for Grade 7 students at Tublay School of Home Industries. Specifically, it examined teacher implementers’ perceptions of the strengths and weaknesses of the program’s course design components—content, learning outcomes, assessment criteria, resources, methodologies, and assessment methods—along with their coping strategies in the teaching program. The study employed a quantitative descriptive-survey design. The respondents were 33 purposively selected Technical-Vocational Education teachers who had taught or were teaching the ICF Program. Data were collected using a researcher-made survey questionnaire, which underwent content validation by experts and reliability testing, yielding Cronbach’s alpha values ranging from 0.79 to 0.86. Descriptive statistics, particularly mean scores, were utilized to analyze the level of agreement on strengths, weaknesses, and coping strategies. Findings revealed that the strengths of the ICF Program are evident in its learning outcomes, assessment criteria, resources, methodologies, and assessment methods. However, content was identified as the main weakness due to its outdated, shallow, and poorly organized structure. Teachers coped with these challenges through peer support, technology integration, and reflective classroom strategies, though limited emphasis was placed on research-based improvements. The study’s primary output was a redesigned ICF course content aligned with modern digital literacy standards.