Analysis of family and consumer science 7 performance-based standard and the learners’ bloom’s taxonomy development

This study analyzed the performance-based standards in Technology and Livelihood Education (TLE), particularly in Family and Consumer Science (FCS) 7, and their relationship to the development of Grade 7 learners’ cognitive, psychomotor, and affective domains based on Bloom’s Taxonomy. Anchored on the K–12 MATATAG curriculum and supported by theories such as Bloom’s Taxonomy, Experiential Learning Theory, Constructivist Theory, and Outcome-Based Education, the study aimed to determine how performance-based standards contribute to holistic learner development and to identify the challenges encountered by teachers in their implementation.
A descriptive-correlational research design was employed involving TLE teachers from selected secondary schools in the Schools Division of Ligao City during the school year 2025–2026. Data were collected through a structured survey questionnaire that examined teachers’ profiles, their perceptions of performance-based standards, and the extent of learners’ development across the three domains. 
Findings revealed that performance-based learning promotes active engagement, hands-on skill development, and value formation among learners. However, challenges such as limited tools and materials for conducting practical activities, insufficient time allocated to complete the performance-based tasks in the curriculum, lack of proper facilities for skills demonstration and practice, difficulty in monitoring and evaluating learner’s affective and psychomotor development, large class sizes and limited support for differentiated earning, were identified as factors affecting effective implementation. Based on the findings, a contextualized learning tool for TLE–Family and Consumer Science (FCS) 7 was developed to enhance instruction, assessment, and learner engagement across the three domains.