Development and Validation of a Computer Laboratory Manual for Technical-Vocational and Livelihood Education (TVL) Department

Development and Validation of a Computer Laboratory Manual for Technical-Vocational and Livelihood Education (TVL) Department

Jamaica Pearl P. Quiaoit., Jenny Rose Alunsagay., Regie Boy B. Fabro., Shiella Mae G. Juan.,
Melchor S. Castro., Alma C. Asuncion

College of Teacher Education, Mariano Marcos State University, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000397

Received: 12 August 2025; Accepted: 18 August 2025; Published: 13 September 2025

ABSTRACT

This study aimed to develop and validate a computer laboratory manual designed for the Technical-Vocational and Livelihood (TVL) Education Department, addressing the lack of standardized instructional materials in computer systems servicing. Employing a developmental research design, the manual was systematically crafted to align with the curriculum requirements and industry standards, focusing on foundational and advanced technical skills. The manual underwent rigorous evaluation by experts, teachers, and students, assessing its content, organization, multimedia elements, and overall usability. Results revealed high validity and acceptability ratings, with the manual deemed relevant to learning objectives, logically sequenced, and effective in facilitating hands-on activities and technical skill development.

The study also highlighted the manual’s potential to enhance student engagement, foster critical thinking, and improve collaborative learning, while reducing teacher workload and ensuring alignment with workforce demands. Despite limitations such as the study’s focus on a single institution and a limited sample size, the findings underscore the manual’s effectiveness as a practical tool for improving TVL education outcomes.

Recommendations for future research include broader implementation studies and the integration of advanced multimedia features to further enhance usability. This study contributes to the advancement of instructional materials in technical-vocational education, providing a valuable reference for educators, curriculum developers, and institutions seeking to improve the quality of TVL programs.

Keywords: computer laboratory manual, TVL education, technical-vocational education, instructional materials, skill development

INTRODUCTION

The rapid advancement of technology has reshaped industries worldwide, emphasizing the need for a workforce equipped with essential computer skills. In the context of Technical-Vocational and Livelihood (TVL) Education, computer literacy is not just a desirable skill but a critical requirement to meet industry demands and adapt to technological advancements. However, a significant challenge faced by many TVL institutions is the lack of standardized instructional materials for computer laboratory courses, which leads to inconsistencies in teaching methods, student performance, and overall learning outcomes [15], [17].

Computer laboratory manuals play a vital role in bridging these gaps by providing students with structured guidance, linking theoretical knowledge to hands-on activities, and fostering the development of technical competencies [26], [31]. A well-designed manual, enriched with multimedia components and organized instruction, enhances consistency in learning, improves student engagement, and strengthens the acquisition of practical skills [4], [6]. Despite their importance, many TVL schools lack comprehensive and tailored laboratory guides, relying instead on outdated or generic resources that fail to align with rapidly evolving technologies. This mismatch limits students’ ability to apply classroom knowledge to real-world tasks, diminishing their industry preparedness [19], [28].

Studies have shown that the availability of effective instructional materials significantly impacts student performance in practical subjects [29], [30]. Without proper guidance, students struggle to grasp key concepts, resulting in ineffective skill development. A structured laboratory manual addresses these challenges by offering clear procedures, measurable outcomes, and evaluation standards that ensure students achieve the necessary competencies [32], [39]. It also supports instructors in delivering consistent and effective teaching, reducing variability in instruction and improving overall learning outcomes [20], [25].

This study recognizes the urgent need for a standardized and comprehensive computer laboratory manual tailored specifically for TVL students. The proposed manual aims to provide a systematic framework for teaching computer-related subjects, incorporating practical exercises, troubleshooting guides, and evaluation tools [4], [16]. By aligning with best practices in instructional design and technology, the manual seeks to enhance both teaching efficiency and student engagement, ultimately bridging the gap between education and industry requirements [29], [30].

The development of this computer laboratory manual is expected to transform TVL instruction by promoting consistency, fostering active learning, and equipping students with the technical skills needed to thrive in an increasingly ICT-driven world. As the demand for computer literacy continues to rise, this initiative offers a valuable contribution to improving TVL education and ensuring that students are prepared to meet the challenges of the modern workforce [6], [17].

RESEARCH METHODS

Research Design

The study utilized a developmental research design, which was appropriate as the primary goal was to create and validate a structured and comprehensive computer laboratory manual tailored for the Technical-Vocational and Livelihood Education (TVL) Department. Developmental research focused on the systematic process of designing, developing, and evaluating educational tools, materials, or programs. In this study, the researchers aimed to identify the perceived need for the manual, determine the topics to be included, validate its quality, and assess its acceptability among TVL teachers.

The research design also incorporated elements of descriptive research and evaluation research. Descriptive research was employed to gather data on the perceptions of TVL teachers and students regarding the need for a computer laboratory manual. This involved using surveys or questionnaires to understand their views and identify gaps in existing resources. Evaluation research was used to assess the validity and acceptability of the developed manual based on specific criteria such as content, organization, presentation, objectives, and multimedia elements. This ensured that the manual met the standards and expectations of its intended users.

Thus, the developmental research design allowed the researchers to systematically address the study’s objectives, ensuring that the final output was both effective and relevant to the needs of TVL education.

Locale of the Study

This study was conducted at Mariano Marcos State University, located in Laoag City, Ilocos Norte. The institution, recognized as a Center of Teaching Excellence, is renowned for its commitment to producing highly competent educators and professionals. One of its specialized departments, the Technical-Vocational and Livelihood (TVL) Education Department, provided students with essential skills and knowledge in various technical fields, including computer hardware servicing, programming, and other IT-related disciplines. The department served as a training ground for students aspiring to develop technical competencies aligned with industry demands.

Despite the availability of facilities and resources, the TVL Department lacked a structured and standardized computer laboratory manual tailored specifically to its students’ needs. This absence led to inconsistencies in teaching approaches and learning outcomes, potentially hindering students’ ability to acquire critical technical skills effectively. Recognizing this gap, the researchers aimed to develop a comprehensive, structured, and practical computer laboratory manual that would serve as a reliable guide for both students and teachers in conducting laboratory activities. This manual sought to enhance the quality of instruction and learning experiences within the TVL Department, ensuring alignment with the institution’s mission of academic excellence and workforce preparedness.

Population and Sampling Procedures

The population of this study consisted of TVL teachers, and students from the Technical-Vocational and Livelihood Education (TVL) Department of Mariano Marcos State University during the academic year 2024–2025. Three groups of respondents were involved: TVL teachers, TVL students, and validators. For the teacher respondents, total enumeration was utilized, ensuring that all 13 TVL teachers were included in the study. This approach was employed to gather comprehensive insights from the entire population of teachers, who possess valuable expertise and experience in implementing the TVL curriculum and conducting computer laboratory activities. Their feedback was essential in addressing the research questions, particularly in identifying the need for the manual, determining its content, and validating its acceptability.

For the student respondents, purposive sampling was employed to select 30 students who were actively enrolled in the TVL program and had sufficient exposure to computer laboratory activities. This method ensured that the selected students were relevant to the study’s objectives and could provide meaningful insights into the perceived need for the manual. By focusing on students with direct experience in computer laboratory activities, the researchers were able to gather valuable feedback on the challenges and requirements of such activities, which was crucial in identifying gaps and areas for improvement.

In addition to teachers and students, validators were included in the study to assess the validity and acceptability, of the developed computer laboratory manual. The validators were selected through purposive sampling based on specific criteria, including expertise in technical-vocational education, relevant academic qualifications, professional experience of at least three years in teaching or developing instructional materials for TVL programs, and familiarity with instructional material development. Their feedback was instrumental in ensuring that the manual adhered to high standards of quality and relevance, aligning with the objectives of the TVL program.

Hence, the study ensured that the data collected was comprehensive and relevant to the research objectives. This combination of sampling methods provided a balanced representation of perspectives from teachers, students, and validators, enabling the researchers to effectively address the study’s research questions and produce a well-validated manual.

Research Instrument

The study utilized a researcher-made survey questionnaire as the primary data-gathering instrument, designed to address the research questions and tailored to the needs of the respondents. The questionnaire was developed through an extensive review of relevant literature and structured into four main parts to ensure comprehensive data collection.

Part I focused on the Demographic Profile of the respondents, collecting basic information such as age, gender, educational attainment, and years of experience for teachers, as well as age, gender, and enrollment status for students. This section employed a checklist format, allowing respondents to select their appropriate responses from the provided options.

Part II aimed to determine the Perceived Need for a Computer Laboratory Manual. Using a 4-point Likert scale (4 – Strongly Agree, 3 – Agree, 2 – Disagree, 1 – Strongly Disagree), respondents were asked to rate their agreement with statements related to the necessity of a manual to support computer laboratory activities and enhance the learning experience.

Part III focused on identifying Topics and Activities to Include in the Manual. This section employed an open-ended format for teachers to suggest relevant topics and activities based on their expertise and experience in conducting computer laboratory sessions.

Part IV assessed the Validation and Acceptability of the Developed Manual, specifically targeting teacher respondents. A 5-point Likert scale (5 – Strongly Agree, 4 – Agree, 3 – Neutral, 2 – Disagree, 1 – Strongly Disagree) was used to evaluate the manual’s content, organization, presentation, objectives, and multimedia elements.

To ensure the validity and reliability of the instrument, it underwent content validation by a panel of experts, including two TVL educators, one curriculum development specialist, and one IT expert. A pilot test was conducted with 10 students and 5 teachers who were not part of the actual study sample, yielding a Cronbach’s alpha coefficient of 0.88, indicating high reliability. The final questionnaire was administered in both printed and digital formats, ensuring accessibility and convenience for all respondents.

Data Gathering Procedure

The researchers employed a systematic process in gathering data for this study to ensure accuracy and reliability. The survey questionnaire, developed based on the research objectives, was distributed in both printed and digital formats to accommodate the preferences of the respondents.

For the teacher respondents, the printed questionnaires were personally distributed during faculty meetings and other departmental gatherings to ensure total enumeration. The researchers explained the purpose of the study and assured the confidentiality of their responses through an attached cover letter. Teachers were given one month to complete the survey, and follow-ups were conducted through personal visits and reminders during faculty events.

For the student respondents, the digital version of the questionnaire was disseminated via Google Forms. The link to the survey was shared through various communication channels, including class group chats on Messenger and other social media platforms. A detailed cover letter was included in the online form, explaining the purpose of the study, the importance of their participation, and the confidentiality of their responses. Students were given two months to accomplish the survey, with regular follow-ups made by their instructors and through social media posts to ensure a high response rate.

Upon completion of the data collection period, the responses were carefully recorded and organized. Printed questionnaires were manually encoded into a spreadsheet, while digital responses were automatically extracted from Google Forms. The data were then cleaned and consolidated into a single dataset, ready for statistical analysis to address the research questions. This systematic approach ensured that the data gathered were comprehensive and representative of the study’s population.

Statistical Treatment

The data gathered in this study underwent a systematic process to ensure accuracy and reliability in analysis. Initially, data cleansing was performed to remove incomplete responses and invalid entries, ensuring a clean and consistent dataset for statistical treatment.

Once the data were cleansed, they were organized and tabulated using Microsoft Excel for initial processing, where responses were systematically arranged according to the variables under study. The organized data were then transferred to Statistical Package for Social Sciences (SPSS) version 26 for advanced statistical analysis. Descriptive statistics, including frequency counts and percentages, were used to analyze the demographic profile of the respondents, providing a clear overview of their age, gender, educational attainment, and years of experience for teachers, as well as age, gender, and enrollment status for students. Mean scores and standard deviations were calculated to determine the perceived need for a computer laboratory manual, the topics and activities to include, and the validation and acceptability of the manual.

To interpret the mean scores, specific scales were utilized, such as 3.25–4.00 for Strongly Agree, 2.50–3.24 for Agree, 1.75–2.49 for Disagree, and 1.00–1.74 for Strongly Disagree in assessing the perceived need, and 4.20–5.00 for Highly Valid, 3.40–4.19 for Valid, 2.60–3.39 for Moderately Valid, 1.80–2.59 for Slightly Valid, and 1.00–1.79 for Not Valid in evaluating validation and acceptability.

Additionally, open-ended responses from teachers regarding suggested topics and activities were analyzed using thematic analysis to identify recurring themes and patterns. This qualitative approach complemented the quantitative analysis by providing deeper insights into the content and structure of the manual. The systematic statistical treatment ensured that the data were thoroughly analyzed to address the research objectives and provide meaningful insights into the development, validation, and acceptability of the computer laboratory manual.

Ethical Consideration

The researchers ensured that ethical principles were upheld throughout the study to protect the rights and welfare of the respondents. Prior to data collection, informed consent was obtained from all participants, emphasizing their voluntary participation and their right to withdraw at any point without any consequences.

A cover letter was attached to the survey questionnaire, explaining the purpose of the study, the procedures involved, and assuring the confidentiality and anonymity of their responses. The researchers strictly adhered to data privacy and protection protocols, ensuring that all personal information and responses were kept confidential and used solely for research purposes. The data were securely stored in password-protected files accessible only to the researchers. Additionally, the study was conducted with integrity and transparency, avoiding any form of coercion or deception during the data gathering process. Ethical clearance was sought from the appropriate institution to ensure compliance with ethical standards.

By adhering to these ethical considerations, the researchers ensured that the study was conducted responsibly and respectfully, safeguarding the rights and dignity of the respondents.

RESULTS AND DISCUSSIONS

Perceptions of Students and Teachers on the Need for Computer Laboratory Manual

Perceptions of Students on the Need for Computer Laboratory Manual

Table I presents the perceptions of TVLED students regarding the importance of a computer laboratory manual, with an overall mean score of 3.57, interpreted as “Agree.” The findings reveal that students strongly recognize the need for structured and comprehensive guidance in computer laboratory activities to enhance their learning outcomes. Specifically, students agreed that a computer laboratory manual is crucial for effectively delivering TVLED courses (M=3.59) and enhances student engagement and learning outcomes (M=3.67). They also acknowledged that the absence of such a manual negatively impacts the results of practical activities (M=3.27), aligning with findings that structured instructional materials improve learning experiences in technical education [7], [22].

Table I Students’ Perceptions On The Need For Computer Laboratory Manual

Note: DI-Descriptive Interpretation

Students emphasized the need for structured guidance during hands-on tasks (M=3.71) and contextualized manuals tailored to their skills, backgrounds, and available resources (M=3.52). Research supports this, highlighting the role of contextualized instructional materials in improving student performance and engagement [2], [11]. Furthermore, students agreed that a clear and detailed manual improves learning outcomes (M=2.62), reduces teachers’ workload in preparing lesson materials (M=3.48), and boosts their confidence in performing technical tasks independently (M=3.62). These findings are consistent with studies that emphasize the importance of laboratory manuals in fostering self-efficacy and technical skill development [5], [26].

Additionally, students acknowledged that laboratory manuals foster collaborative learning and peer assistance (M=3.61) and help them stay organized during practical sessions (M=3.59). This is supported by evidence that collaborative learning strategies and structured materials enhance teamwork and organization in laboratory settings [14], [32].

The results suggest that students perceive a computer laboratory manual as a valuable tool for improving learning experiences, task performance, and collaboration during laboratory activities. Educational institutions offering TVLED programs should prioritize the development of such manuals, particularly those tailored to students’ needs and resources, to enhance the quality of hands-on learning and technical skill development [12], [22]. Furthermore, integrating multimedia principles and contextualized instructional design into laboratory manuals can further improve students’ engagement and outcomes [8], [24].

These findings align with previous research on the importance of laboratory manuals in technical education, which emphasizes their role in improving student performance, reducing teacher workload, and fostering collaboration [5], [7], [26]. By addressing these needs, institutions can ensure that students are better prepared for hands-on tasks and technical challenges in their future careers [15], [37].

Perceptions of Teachers on the Need for Computer Laboratory Manual

Table II presents the perceptions of teachers regarding the need for a computer laboratory manual, with an overall mean score of 3.95, interpreted as “Strongly Agree.”

Table Ii Teachers’ Perception On The Need For Computer Laboratory Manual

Note: DI-Descriptive Interpretation

The findings demonstrate that teachers strongly recognize the importance of a well-structured laboratory manual in enhancing teaching and learning outcomes in TVLED courses. Specifically, teachers strongly agreed that a well-designed laboratory manual is essential for effectively delivering TVLED courses (M=4.00) and enhances students’ engagement and learning outcomes (M=4.00). These results align with studies emphasizing the role of instructional materials in improving technical education outcomes [11], [22].

Teachers also acknowledged that the absence of such a manual negatively impacts the effectiveness of practical activities (M=3.75), consistent with research highlighting the importance of guided activities in laboratory settings [14], [21]. Moreover, teachers emphasized the necessity of structured guidance for TVLED students during hands-on tasks (M=4.00) and the need for contextualized manuals tailored to students’ skills, backgrounds, and available resources (M=4.00). Studies have shown that contextualized instructional materials enhance student performance and engagement [2], [11].

Laboratory manuals were perceived to improve the quality of teaching by ensuring students learn better through guided activities (M=4.00), reduce teachers’ workload in preparing instructional materials (M=4.00), and boost teachers’ confidence in facilitating laboratory sessions (M=4.00). These findings are consistent with research on instructional design principles that emphasize the importance of structured teaching materials in fostering self-efficacy and reducing task complexity for educators [5], [6].

Additionally, teachers agreed that laboratory manuals promote collaborative learning by enabling students to assist each other effectively (M=3.75) and help maintain organization and focus during practical sessions (M=3.75). These findings align with evidence that structured materials enhance teamwork and organization in laboratory settings [14], [32]. The overall mean score of 3.95 strongly supports the notion that teachers perceive computer laboratory manuals as essential tools for improving teaching efficiency, student engagement, and collaboration during laboratory activities.

Given these findings, institutions offering TVLED programs should prioritize the development of laboratory manuals that address these needs and align with students’ backgrounds and available resources to optimize learning outcomes [12], [22]. Additionally, integrating multimedia principles and contextualized instructional design into laboratory manuals can further enhance their effectiveness [8], [24].

These results align with previous research on instructional material development, which highlights the role of laboratory manuals in improving teaching practices, reducing workload, and fostering collaboration [5], [14]. By addressing these needs, educational institutions can ensure that teachers are better equipped to deliver technical education effectively and confidently [15], [37].

Suggested Topics to be included in the laboratory manual

Table III highlights the topics suggested by teachers for inclusion in the laboratory manual, emphasizing practical and technical activities essential for developing computer-related skills.

Table Iii Suggested Topics To Be Included In The Laboratory Manual

The findings reveal that topics such as assembling computer components, configuring BIOS/UEFI, setting up software, cleaning hardware, updating software and applying patches, performing backup and recovery procedures, and solving common hardware issues rank as the most critical, with a frequency of 6 and a rank of 1. These topics reflect the fundamental competencies required for maintaining and troubleshooting computer systems effectively. They align with the core skills outlined in the Technical Education and Skills Development Authority (TESDA) training regulations for Computer Systems Servicing NC II, which emphasize hands-on learning and technical proficiency [35], [12].

Meanwhile, topics such as installing peripheral devices, installing and updating drivers, installing application software, applying a systematic approach to problem-solving, testing and repairing network cables, troubleshooting wireless networks, and optimizing network performance are ranked second, with a frequency of 5. These mid-ranked topics demonstrate the importance of expanding students’ knowledge beyond basic computer setup and maintenance to include network-related tasks and problem-solving strategies. This aligns with the growing demand for network troubleshooting and optimization skills in the industry [15], [22].

The prioritization of these topics underscores the need for a comprehensive laboratory manual that addresses both foundational and advanced technical skills. Teachers’ suggestions reflect the necessity of equipping students with the ability to perform essential tasks in computer systems servicing, as well as preparing them for real-world scenarios that require critical thinking and adaptability. This aligns with findings from previous studies indicating the importance of contextualized instructional materials in enhancing student learning outcomes [2], [21].

Furthermore, the inclusion of systematic problem-solving approaches and network-related topics suggests a shift toward integrating higher-order thinking skills into technical-vocational education. This approach is supported by research emphasizing the role of critical thinking and problem-solving in preparing students for Industry 5.0 [19], [22]. The suggested topics also align with multimedia learning principles, which advocate for hands-on and practical activities to improve engagement and retention [8], [24].

In conclusion, the suggested topics reflect a balanced approach to technical-vocational education, combining foundational skills with advanced competencies. These findings highlight the importance of developing laboratory manuals that are both practical and aligned with industry standards. Educational institutions should prioritize the development of instructional materials that address these topics to ensure students are well-equipped for future careers in technical fields. This aligns with the broader goals of vocational education and training, which aim to bridge the gap between academic learning and industry demands [12], [37].

Validity of the Laboratory Manual

Table 4 shows the validity of the laboratory manual, assessed based on its content, presentation, and organization, revealing an overall mean of 3.68. This indicates that the manual is generally valid and effective in supporting learning objectives and instructional practices. The findings highlight that the content of the manual is highly valid, with a composite mean of 3.77. Key strengths include its relevance to the audience, alignment with stated learning objectives, opportunities for reflection and planning, and appropriate emphasis on key concepts, all of which received the highest ratings (4.00). These results suggest that the manual effectively addresses the needs and expectations of its target users while aligning with educational goals. However, areas such as detailed narratives and attachments (mean = 3.33) were rated lower, indicating room for improvement in the comprehensiveness of content delivery.

The presentation of the manual was rated valid, with a composite mean of 3.67. It demonstrates a logical sequence of events and utilizes effective presentation techniques, which facilitate a clear and organized flow of information, making it accessible and useful for learners. Despite these strengths, strategies for performing needs assessments could be further refined to better align with user requirements. Similarly, the organization of the manual was rated valid, with a composite mean of 3.60. SMART-focused learning objectives, properly labeled and cited materials, and alignment with Bloom’s taxonomy received favorable ratings (mean = 3.67), indicating that the manual is structured effectively to support learning outcomes. However, grammar, usage, and mechanics (mean = 3.33) were rated lower, suggesting the need for improvements in language accuracy and clarity.

Table Iv Validity Of Laboratory Manual

Note: DI-Descriptive Interpretation

While the findings highlight the strengths of the manual in terms of content relevance, instructional alignment, and logical presentation, certain aspects require further enhancement to maximize its usability and impact. Specifically, refining the multimedia elements, grammar, and instructional narratives is essential to improve clarity, usability, and engagement. Multimedia components, in particular, are critical in maintaining learners’ interest and facilitating understanding. Enhancing these elements by incorporating more visually appealing graphics, better-organized visuals, and concise yet comprehensive narratives can significantly improve the manual’s effectiveness. Furthermore, addressing grammatical issues and ensuring language precision will enhance the manual’s readability and professionalism, allowing it to better meet academic standards and user expectations.

Another area for potential improvement lies in the integration of advanced digital and interactive features. As educational technologies evolve, the manual could benefit from modernization to align with current trends in instructional design. Features such as interactive simulations, embedded videos, and digital tools could transform the manual into a more dynamic and engaging resource. These enhancements would not only modernize the manual but also cater to the preferences of today’s learners, who are accustomed to interactive and technology-driven educational experiences. By leveraging these advancements, the manual could further support active learning and foster deeper engagement among its users.

These findings align with previous research emphasizing the importance of content validity and instructional design in laboratory manuals [21], [32]. Studies have shown that manuals with clear objectives, logical organization, and effective presentation techniques significantly enhance student learning outcomes [5], [14]. Additionally, research highlights the growing role of multimedia and interactive features in improving engagement and comprehension in educational materials [8], [19].

In conclusion, while the laboratory manual is generally valid and effective, targeted improvements in specific areas—such as multimedia refinement, grammar, instructional narratives, and the integration of advanced digital features—will enhance its utility and impact on student learning. Educational institutions should consider revising these aspects to ensure the manual fully meets academic standards, aligns with modern educational practices, and remains relevant in an increasingly digital learning environment.

Acceptability of the Laboratory Manual

Table V illustrates the acceptability of the laboratory manual assessed in terms of its objectives, content, and multimedia elements, revealing an overall mean of 3.61, which indicates that the manual is generally acceptable in supporting learning objectives and instructional practices.

The objectives section received a composite mean of 3.73, interpreted as acceptable. Among the criteria, the measurability of objectives achieved the highest rating (4.00, highly acceptable), demonstrating the manual’s ability to set clear and measurable goals for learners. This aligns with the principles of instructional design, which emphasize the importance of SMART (specific, measurable, achievable, relevant, and time-bound) objectives in educational materials [16], [29]. Other aspects, such as specificity, achievability, relevance, and time-bound characteristics, were rated as acceptable (3.67). These findings suggest that while the objectives align well with instructional goals, further refinement could enhance their specificity and time-bound nature to improve their effectiveness.

The content section was also rated as acceptable, with a composite mean of 3.67. The logical arrangement of content received the highest rating (3.67, highly acceptable), reflecting the manual’s ability to present information coherently and systematically. This is consistent with findings that emphasize the importance of logical organization in instructional materials to facilitate learning [6], [21]. Other aspects, such as relevance, appropriateness, specific instructions, and alignment with lesson objectives, were rated as acceptable (3.67). These results indicate that the manual provides relevant and appropriate content that supports learning competencies. However, further refinement in contextualization and alignment with learner needs could enhance its impact [2], [14].

Table V Acceptability Of The Laboratory Manual

The multimedia elements section received the lowest composite mean of 3.44, which is still interpreted as acceptable. The appropriateness of illustrations and photos in relation to diagrams and drawings was rated the highest (3.67, highly acceptable), demonstrating the effective use of visual aids to support learning. This aligns with multimedia learning principles, which highlight the importance of using visuals to reinforce textual information [8], [24]. However, the clarity of illustrations and photos was rated lower (3.33, acceptable), suggesting a need for improvement in the quality and presentation of visual elements to enhance their effectiveness [24], [33].

While the findings highlight the strengths of the laboratory manual in terms of measurable objectives, logically arranged content, and appropriate multimedia elements, certain areas require further attention to maximize its usability and engagement. Specifically, the clarity of multimedia elements and the refinement of instructional narratives are critical to improving the manual’s overall quality. Enhancing multimedia tools, such as illustrations, diagrams, and photos, by employing more sophisticated and visually appealing designs can significantly improve their impact on learners. Similarly, refining instructional narratives to ensure they are concise, clear, and engaging will help learners better understand and interact with the material.

Additionally, the integration of advanced digital and interactive features could further modernize the manual and enhance its acceptability. Features such as interactive simulations, embedded videos, and digital tools can transform the manual into a more dynamic and engaging resource. These enhancements would not only align the manual with current trends in educational technology but also support active learning and foster deeper engagement among its users. By leveraging these advancements, the manual could better meet the needs of today’s learners, who are accustomed to interactive and technology-driven educational experiences.

These results align with previous studies emphasizing the importance of clear objectives, logical content structure, and effective multimedia in instructional materials [6], [14], [32]. Research also highlights the growing role of advanced multimedia and interactive features in improving engagement and comprehension in educational materials [8], [19].

In conclusion, while the laboratory manual is generally acceptable, addressing areas such as multimedia clarity, narrative refinement, and the integration of advanced interactive features will enhance its usability and engagement. Educational institutions should consider revising these aspects to ensure the manual fully meets academic standards, aligns with modern educational practices, and remains relevant in an increasingly digital learning environment.

CONCLUSION

The development and validation of a computer laboratory manual tailored for the Technical-Vocational and Livelihood Education (TVL) Department successfully addressed the identified gaps in instructional materials and teaching approaches. Utilizing a developmental research design, the study systematically created, evaluated, and assessed the manual’s effectiveness in enhancing teaching and learning outcomes. The findings underscore the importance of structured, comprehensive, and contextualized manuals in technical-vocational education, particularly in computer laboratory activities.

The perceptions of students and teachers revealed a strong consensus on the necessity of a laboratory manual to support hands-on learning, improve engagement, and enhance technical skill development. Students emphasized the need for structured guidance, contextualized content, and collaborative learning tools, while teachers highlighted the manual’s potential to reduce workload, improve teaching efficiency, and foster student confidence in performing technical tasks.

The suggested topics for inclusion in the manual reflect a balanced approach to technical education, combining foundational skills such as computer assembly and software installation with advanced competencies like network troubleshooting and systematic problem-solving. This prioritization aligns with industry demands and standards for Computer Systems Servicing, ensuring students are equipped with the necessary skills to succeed in technical fields. Furthermore, the inclusion of multimedia elements and critical thinking activities demonstrates a shift toward integrating higher-order thinking skills into vocational education, preparing students for the challenges of modern industries.

The validity and acceptability of the laboratory manual were rated as generally high. The manual’s content was deemed highly relevant, aligned with learning objectives, and effectively supported by current best practices. Its presentation and organization were found to facilitate logical sequencing and effective communication of information. However, areas for improvement were identified, including enhancing the clarity of multimedia elements, refining grammar and mechanics, and expanding detailed narratives and attachments. These findings highlight the need for continuous refinement to ensure the manual fully meets academic standards and user expectations.

In conclusion, the developed computer laboratory manual is an effective and practical tool for enhancing the quality of instruction and learning experiences in TVL education. By addressing gaps in existing resources and aligning with industry standards, the manual provides structured guidance that fosters technical proficiency, critical thinking, and collaborative learning. Educational institutions offering TVL programs should adopt and further refine such manuals to meet the evolving needs of students and teachers, ensuring alignment with workforce demands and academic excellence. This study offers a significant contribution to the development of instructional materials and supports the advancement of technical-vocational education.

Limitations Of The Study

While the study successfully developed and validated a computer laboratory manual tailored for the Technical-Vocational and Livelihood Education (TVL) Department, certain limitations must be acknowledged:

First, the study was conducted within a single institution, Mariano Marcos State University, which may limit the generalizability of the findings to other schools or TVL programs with differing curricula, resources, or student demographics. The manual was specifically designed to address the needs of TVL students and teachers in this institution, and its applicability to other contexts may require further adaptation and validation. To improve generalizability, future studies should involve multiple institutions with varying educational settings to ensure the manual’s relevance across diverse TVL programs.

Second, the study relied on the perceptions of a relatively small sample size, including 13 TVL teachers and 30 students, as well as selected validators. Although purposive sampling ensured the relevance of respondents to the study’s objectives, the limited number of participants may not fully represent the diverse perspectives of TVL educators and students across different institutions and regions. Increasing the sample size and involving respondents from multiple institutions would provide a broader range of insights and strengthen the validity of the findings.

Third, the study focused primarily on the development and validation of the manual’s content, organization, and multimedia elements. Other factors that may influence its effectiveness, such as its long-term impact on student performance, teacher workload, and overall learning outcomes, were not explored. A longitudinal study assessing the manual’s implementation and sustained benefits in actual classroom and laboratory settings would provide more comprehensive insights into its effectiveness.

Lastly, while the manual’s multimedia elements were generally acceptable, they were identified as an area needing improvement. The study did not delve deeply into the technical aspects of multimedia design, such as advanced graphics, interactive features, or digital integration, which could further enhance its usability and impact. Future studies could explore the incorporation of more sophisticated multimedia tools and digital platforms to align the manual with modern educational practices and technologies.

Despite these limitations, the study provides a strong foundation for the development of instructional materials in TVL education. Addressing these limitations through broader sampling, extended implementation studies, longitudinal assessments, and enhanced multimedia integration could further refine the manual and expand its applicability to a wider range of educational contexts.

RECOMMENDATIONS

In light of the findings and conclusions, the following recommendations are offered: Future research should prioritize broader implementation studies across multiple institutions to validate the computer laboratory manual in diverse educational contexts. By involving schools with varying curricula, resources, and student demographics, researchers can ensure the manual’s adaptability and relevance to a wider range of Technical-Vocational and Livelihood Education (TVL) programs. Expanding the scope of the study will also enhance the generalizability of the findings, providing a more comprehensive understanding of its applicability and effectiveness.

Continuous refinement of the manual’s multimedia components and instructional narratives is also recommended to maximize its effectiveness. Future studies should explore the integration of advanced digital and interactive features, such as enhanced graphics, immersive simulations, and interactive tools, to align the manual with modern educational practices. These improvements will not only enhance usability but also engage students more effectively, fostering better learning outcomes.

Additionally, longitudinal studies should be conducted to evaluate the sustained impact of the manual on teaching and learning outcomes. Assessing its long-term effects on student performance, skill acquisition, and teacher workload in actual classroom and laboratory settings would provide valuable insights into its overall effectiveness and contribution to TVL education.

By addressing these recommendations, future research can build upon the foundation established by this study, further refining the manual and expanding its applicability to support the evolving needs of TVL educators and students.

ACKNOWLEDGMENT

The researchers express their heartfelt gratitude to Dr. Regie Boy B. Fabro, Department Chair, and Dr. Candy S. Lasaten, Dean, for their invaluable support and endorsement, which greatly facilitated the data collection process. Sincere thanks are extended to the respondents for their cooperation and participation, ensuring the successful completion of this study. Special appreciation goes to the research panelists, Prof. Alma Asunsion and Prof. Shiella Mae Ganitano, for their expert advice, insightful suggestions, and constructive feedback that significantly enhanced the quality of this research. Finally, the researchers acknowledge everyone who contributed their time, knowledge, and support to the success of this project.

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