Vol. 1 No. 1 (2022): The QUEST: Journal of Multidisciplinary Research and Development

12v Coconut Meat Processor and the Teaching of Technological Creativity

Ramon Dueñas
Nueva Ecija University of Science and Technology
The Quest Vol1 No1

Published 06/27/2022


  • AC-DC powered,
  • Coconut meat,
  • Product development,
  • Technological creativity,
  • Three-in-one coconut meat processor

How to Cite

Dueñas, R. (2022). 12v Coconut Meat Processor and the Teaching of Technological Creativity. The QUEST: Journal of Multidisciplinary Research and Development, 1(1). https://doi.org/10.60008/thequest.v1i1.8


This study developed and assessed the design, materials used, functionality, safety, and instructional use of the AC-DC-Powered Three-in-One Coconut Meat Processor. Developmental research was employed. The study begun with the development of the device, followed by the assessment of the design, materials used, functionality, safety, and instructional use. Finally, the implications of the developed device to the teaching of technological creativity was determined. The developed device was assessed by BSIE and TLE teachers and students from the College of Education and College of Industrial Technology. Based from the results of the assessment, design and materials used were very good, the device was very functional, very useful, and very safe for both teachers and students’ use. Teachers and students’ assessment of the device has no significant difference. Results of the development and assessment of the device promotes teaching of technological creativity.


Teaching major subjects in vocational-technological related courses such as Bachelor of Science in Industrial Education (BSIE) and Bachelor in Secondary Education major in Technology and Livelihood Education (BSE-TLE) requires that learners be subjected to performance-based learning activities which is the main concept of Outcomes-Based Education (OBE).
In order to comply with the demand of OBE teaching, vocational-technological teachers are self-obligatorily required to be more technologically creative and scientifically resourceful in designing performance tasks with laboratory and shop activities which make used of available and teacher-made laboratory devices, apparatuses and tools designed to make students more involved and immersed to the concept being studied. That an evidence of technological creativity in teaching which shows what teachers want their students to demonstrate at the end of significant learning experience and the actions and performance that embody and reflect learners’ competence in using content, information, ideas, and laboratory tools and devices be successfully executed and observed.
Vocational-technological related subjects such as Sheet Metal, Food Technology, and Basic Electricity which are parts of the BSIE and BSE major in TLE curricular programs are best taught utilizing laboratory tools. Aside from the provisions of the University, teachers in these fields and areas voluntarily design, create, innovate, construct, test, and use teacher-made tools and apparatuses to make teaching and learning outcomes-based. These are the actions which embodied the role of a teacher in the conduct of research and form part and parcel of his duties before he sworn into the profession.
In response to this duty and to make teaching and learning with students more technologically creative, active and participative, the researcher of this study developed a device which can be used in teaching and learning selected topics in subjects such as Sheet Metal, Food Technology, and Basic Electricity. By doing such, the researcher hoped to set an example of how technological creativity is taught and transfer to learners.

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