CHAPTER I

BACKGROUND OF THE STUDY

Introduction

The policy behind the system of education in Philippine Central Island College, in

the line with the goals of Home Economic subject under the K to 12 Basis Education

Curriculum 2019, students should acquire knowledge skills through training in the Home

Economic laboratory which are relevant to self-reliance.

In accordance Epitome of national standard for higher education Section IV, the

learning process in higher education should be interactive, holistic, integrative, scientific,

contextual, thematic, effective, and collaborative. Learning activities requirements cannot

be achieved without the ability of a lecturers, the success of learning processes will also

depends on adequate learning infrastructure, including laboratories.

According to Burden and Fraser, it as the total learning environment where the

child find himself, and this include the norms of school system and the pattern of

grouping of the learner for learning. This is the major reason the laboratory is an integral

component of the learning environment. The laboratory is a vital place senior secondary

school student’s interpersonal and educational development. In all, a good laboratory is

essential for effective practical, learning place. Good laboratory environment are those

with adequate lab equipment for teaching and learning, with driven teachers who use

standard teaching methodologies and have adequate facilities. In other words, schools

that do not meet standard may not be able to provide good learning environment for

proper learning to take place.

 The study of home economics is the study of life itself, which is, equipping oneself

to manage the different aspects affecting one’s way of living in the home, in the

community and in the society. It is a skill oriented field of study that is expected to equip

learners with survival skills that make for self-reliance, employment, and paid

employment. Occupational skills in Home Economics include food and nutrition skills,

home management skills and clothing and textile skills. By teaching occupational skills

Home Economics Education Program enables an individual to learn, to explore, and

prepare for a job or trade. Thus Home Economics could play a significant role in

achieving the goals of the National Economic and Development Strategy (NEEDS).

The Home Economics track offers various specializations that can lead to

livelihood projects at home. This strand aims to give you a job-ready skills that can help

you in finding the right employment. There are so many careers that you can explore after

taking this strand. You can have a future of becoming a baker, barista, makeup artist,

barber, stylist, therapist, clerk, tailor, tour guide, or chambermaid. Home Economics

provides students with the knowledge, understanding and skills necessary for living as

individuals and as members of a family. It prepares young people for the opportunities

and challenges they will meet in the course of their lives, by giving them vital social,

creative and management skills.

Researchers asked some H.E. students of PCIC on what difficulties they are

experiencing in performing activities regarding their subject and to conclude their

answers, they experiencing difficulties because the school are lack of facilities and

laboratory equipment.

2
 H.E laboratory will be able to help the PCIC home economic students to gain more

hands on experience on every lesson to enhance their ability or skills in application. They

can also have an early training guided by their lecturers. Knowledge in skills through

training is important in the field of H.E. and with the complete equipment or/and facilities

will lessen the money spent by students. An oven which is malfunctioning, takes a long

time being repaired, the students are even asked to bring their own baking and cooking

utensils or equipment in their H.E class.

Statement of the Problem

The main purpose of the study was to test the impact of having a Home Economic

laboratory.

Specifically this study sought answers to the following questions:

1. How can Home Economics laboratory affect the students in acquiring their

skills?

2. Does having H.E laboratory create impact in the lecturer’s teaching method?

3. What would be the impact of incomplete facilities and equipment in the

students who are more into hands on?

4. Does having complete facilities or/and equipment in H.E laboratory will

lessen the money being spent by students?

5. How can it raise the ratings of knowledge of students from PCIC?

3
Objectives of the Study

This main objective of the study was to develop and test the impact of HE laboratory in

learning number sequence.

Specifically, this aimed to:

1. To determine if there’s a significant difference in the skills and performance of

having a H.E laboratory.

2. To know if H.E laboratory create impact in the teaching method of lecturers.

3. To determine if H.E laboratory has a complete equipment and facilities.

4. To determine if it lessen the spending of money of the students.

5. To determine if the ratings of skilful students from PCIC will rise.

Hypothesis

The impact of having a home economic laboratory in PCIC, with complete

equipment and facilities, will help to improve the skill of students and will also improve

the teachings of lecturers.

Null Hypothesis: There is significant relationship between the laboratory and the

students in order to acquire skill.

Theoretical Framework

The idea of learning through scaffold instruction can be traced back to Vygotsky’s

idea of the child’s “Zone of proximal development”. This suggests that for the student to

effectively gain knowledge on the unknown, guidance and support by educators is needed

in order to adequately bridge the present developmental level to the potential level of

4
academic development. Thus, collaboration with teachers is of the outmost importance in

order to ensure that the goals set by the students are reached at the end of the lessons and

that the zone of proximal development has moved upwards. Wood, Bruner, and Ross

(1976) define the term scaffolding as a process “that enables a child or novice to solve a

task or achieve a goal that would be beyond his unassisted efforts” (p.90).

Such theories and findings have all been focused on ways how one can influence

the students’ mind to reach a set off goals. It is also important that teachers group the

information being taught in a way that is consistent with the child’s individual style and

method of learning in order to maximise the students’ overall educational achievement.

Instruction through schemas such as concept maps is useful tools in order to provide

ways on how the students can organize and categorise the information being constructed

within the lesson.

As students have different abilities, learning style (e.g. mastery, interpersonal,

understanding, self-expressive) and each may possess various combinations of multiple

intelligence (e.g. verbal-linguistic, logical-mathematical, spatial, bodily-kinesthetic,

interpersonal, intra-personal, naturalist, etc.) teachers are encourage to adopt a variety of

learning and teaching strategies and provide differentiated instruction to cater for student

differences, to facilitate effective learning of abstract concepts, and to develop higher

thinking skills.

Furthermore, research studies, including that of Steven and Richards (2000), have

shown that this active engagement of learners in the learning process and the use of

5
explorative learning increase both the knowledge of subject content, as well as resulting

in improved critical thinking skill. The emphasis here is on experiential learning, in

which students make discoveries and experiment with the knowledge they have found

themselves on the opposition of passive, receptive learning. In this process of “direct”

experience, as John Dewy refers to it, students reflect on their experiences and so develop

new skills, including that of critical thinking, attitudes, and ways of thinking. Through

such experiences, students are able to build upon the learning which is already known

through a process of scaffolding where new knowledge is linked and constructed upon

what the student already knows.

A fruitful approach is that of guiding the students and providing the best

environment in which knowledge which the students had constructed is applied and

practiced so that this advances into long-term memory. Components of these instructional

scaffolds include “direct and indirect explanations, modelling, highlighting of strategies

and reconstructive caps” (Maloch, 2002, p. 108). The latter involves emphasizing the

learner’s success with the aim of encouraging the students to engage again in that

behaviour or skill. Students are allowed to immerse themselves in the unknown whilst

expanding their knowledge into unfamiliar domains. Such as knowledge process

enhances the ability of the students to regard the new knowledge as relatable to his/her

everyday life, thus having a better attitude towards the information being constructed in

class (D.A.C). Students are able to learn through such application, skills and pieces of

knowledge are used in the way which they are intended to in order to meet standard

predicaments in diverse situations. Such applications allow the students to apply the

knowledge learned to multifaceted real life situations in order to test their legitimacy, thus

6
urging them to think critically about the world around them.

As regards, employing H.E laboratory as one of the resources in supporting the

learning process which (a) can be used as facilities to deepen the concepts, learning

methods and enriching student’s knowledge and skills and (b) which has an important

role to encourage greater student engagement and helps to improve the quality of

economic education.

Conceptual Framework

The fundamental research study is to provide the details concerning the factors

that may impact in Senior Secondary School, to be specific, Home Economic students on

how to enhance their skills, knowledge and trainings.

Below is the framework of relation:

IV DV
Factors that may impact Interest
the learning and teaching
in Home Economic  Acquires better
students skills
 Having an equipped
HE laboratory

Figure 1: The research paradigm of the study showing the relationship between the

independent variable and dependent variable.

7
Figure 1 shows the relation of knowing factors that may impact the students to acquire

skills who takes a Home Economic strand.

Significance of the Study

The findings of this study entitled, How would the Home Economic laboratory impact the

teaching and

learning in the Senior Secondary school. This quantitative study will be interesting and

useful to the following persons:

Students

They are one of the beneficiaries of this study because this will help them improve their

skills and knowledge.

Parents

They are also the ones who will benefit because they don’t need to spend money buying

equipment for the laboratory.

Teachers/ lecturers

They will also benefit them because this will also help them in their teaching.

Institution

It is also beneficial to the institution because this will help to increase the ratings of

PCIC in having skillful students.

Future Researchers

This study will serve as their basis if they want to elaborate the study.

8
Scope and Limitation of the Study

This study focuses in the factors that may impact the learning and teaching in Home

Economic strands. This study will also deals with the concerning factors that will make

an impact on having H.E laboratory with complete equipment and facilities in order to

attain the knowledge and trainings of students and the teaching skills of the lecturers.

Definition of Terms

The terms should be defined operationally, on how the term being used in the

study.

HE- Home Economics strand in senior High school

Laboratory- A place where hands-on activities are held

Equipment-Materials that been used HE students. (eg. Collins glass, teaspoon)

Lecturers- Teachers that specialize Home Economics subject

Contextual- the words that are used with a certain word or phrase and that help to

explain its meaning

Training- A process by which someone is taught the skills that are needed for an art,

profession, or job.

Relevance.- The ability (as of an information retrieval system) to retrieve material that

satisfies the needs of the user.

Integrative-To combine (two or more things) to form or create something; to make

(something) a part of another larger thing; to make (a person or group) part of a larger

group or organization.

Beneficial- Producing good or helpful results or effects; producing benefits

9
Adequate-Satisfactory or acceptable in quality or quantity.

Scaffold- A teaching method that enables student to solve a problem, carried out task, or

achieved a goal through a gradual shedding of outside assistance.

10
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter encloses the review of related literature and studies which could be

of significant help and of considerable references and resources in the conduct of this

study.

Globally and most especially in developing countries, the advent of

information and communication technologies has meant great changes in the manner of

thinking and doing things both at home and in business, in education establishments and

in society. For higher education institutions especially in developing countries, there has

been the introduction of various types of information systems and the implementation of

policies to facilitate the integration of new technologies in teaching and administration of

new curricula. These advancements are growing in popularity, meaning results are

obtained faster, more efficiently, and cost effectively. (Mckenzie Brower, 2017)

Some of the major challenges arising from institutional and individual

experiences of the digital divide that permeates all people in developing countries are

highlighted (Uhomoibhi, J., 2010). Instructional materials constitute alternative channels

of communication, which teacher can use to convey more vividly instructional

information to learners. They represent a range of materials which can be used to ‘extend

the range of vicarious experience’ of leaners in a teaching-learning situation. According

to Anyakoha (2007).

Home Economics is a skill oriented field of study that is expected to equip

learners with survival skills that make for self-reliance, employment and paid

11
employment. Occupational skills are best understood as competency on resourceful skills

capable of steering an individual to be self-reliant, independent and productive in meeting

lives challenges.

According to Awodi (2005), the realities of school laboratories in the country have

been hat there is either no laboratories or the few available is ill-equipped. According to

Eshiet (1996), laboratories are work houses for scientific practices, for search of new

ideas and information. Edem (1987), states that whatever resources are available are not

often utilized due to poor planning and maintenance. In home economics subjects, there

should be adequate supply of equipment, instructional materials and professional teachers

if the quality of education is to be maintained in the country. Ozigi (1977), supported this

fact by saying that items of the school equipment are essential aids to effective teaching

and learning. They are the teachers’ number 1 trade tools. An institution that lacks

essential equipment cannot reasonably expect to achieve its main objective in students’

performance, hence poor performance.

Home economics has an important place in our educational system. No academic

discipline incorporates in its curriculum as many pertinent life skills that will help

students succeed independently of their chosen career paths. The knowledge obtained

through home economics will prove valuable throughout the lifespan. The most important

aspects of home economics is that students not only learn about subject matter that has

relevance to their present lives, but will constantly be of use as they continue to grow.

It obvious that home economics is a subject that serves as a foundation of skill

development among students and proper attention must therefore be paid to its

12
development to encourage students to always have keen interest on the subject. The

laboratories where practical classes are held must be fully equipped and properly funded.

The Laboratory is seen as the local point for science oriented course as Home Economics

Education.

This makes it paramount to seek for strategy for teaching home economics that

aims at improving its understanding and performance by students. Students and teachers

have more access to equipment and a greater ability to collaborate than ever before.

Embracing the advancements in teaching and learning of students in laboratory through

adopting environmental strategies.

Government should also establish home economics laboratory in all schools like

other science subjects’ laboratories and that home economics student-teachers should be

trained on the use of home economics laboratory The Home Economics Laboratory is

standard. It is well equipped with modern equipment to make teaching and learning

process worthwhile. Technology trends can greatly increase the capabilities of the

laboratory. Innovative technology and methods allow students to work more efficiently

and accurately than ever before. Advances in communication and efficiency increase the

speed at which work can be done along with the cost required.

. Technology can be used to organize information, it can be used to aid data

transfer and information flow within an organization, technology can be used to process,

track and organize business records.

Technology attainment levels, considers the different learning and studying

13
approaches adopted by students involved in the study of home economics. The learners’

attitude towards engagement with their programs is examined as well as the impact of

technology in learning.. One of the most frequently cited reasons for justifying the need

for change in education, or at least for labeling education as old-fashioned, is the

enormous technological (r)evolution our world has undergone in recent years (Pedro De

Bruyckere, ND).

This study examined the impact of home economics laboratory for effective

teaching and learning of home economics in senior secondary school in Philippine

Central Island College (PCIC). The study was guided by three research objectives which

are: to ascertain the impacts of the use of home economics laboratory on the senior

secondary school students in PCIC, to establish the prevalence of the use of Home

economic laboratory among the senior secondary school students in PCIC and to

investigate the reasons for the use of home economic laboratory among the senior

secondary students. A sample of Home Economics students selected and the data

collected were subjected to analysis. The research came up with the recommendation that

home economics teachers should use home economics laboratory in teaching home

economics.

As the technology grows, we are gaining more and more flexibility in function

and application, meaning a single machine is now able to complete many different tasks.

Automation eliminates a lot of time consuming, repetitive experimental steps, which, in

the past, would have been manually performed. This new-found time allows students the

ability to focus their critical thinking skills on the analysis of data, rather than spending

time recording data.

14
 Standard kitchen gadgets are available in the home economics laboratory these

includes electrical equipment such as electric oven, micro wave, electric blender, toaster,

electric kettle, electric mixer, refrigerator, etc. Other equipment are; sewing machine,

mortar and pestle, etc. With all these present in the laboratory, the students are taught how

to manage the home in an effective way. The equipment also aid learning experiences and

this is why the school’s result is always enviable.

Starting in the 2012-2013 school year, the education system of the Philippines

was enhanced from the ten years of basic education to a 12-year program through an

initiative called the K-12 education Plan sponsored by the Department of Education.

Which Home Economics have been taught in senior secondary school.

15
 CHAPTER III
METHODOLOGY

This chapter consists of research design, locale of the study, respondents of the

study, research instrument, data gathering procedure and data analysis.

Research Design

Gathering of data will be done in order to achieve the purpose of this study and to

determine if having an equipped home economics laboratory will create impact when

acquiring the skills of home economic students..

Local of the Study

This study will be conducted at Philippine Central Islands College in Bagong

Silang, San Jose, Occidental Mindoro. This study will monitor if the factors of having

equipped HE laboratory will be able to help the students.

Figure 2 shows the location of Philippine Central Islands College where the study will be

conducted.

16
Respondents of the Study

The study will use respondents directly from the choice school, which is the

Philippine Central Islands College. The respondents of this study will be the Home

Economics students. All of the participants will be chosen through Purposive sampling.

Research Instrument

The researchers of the studywant to know the views or perception of the

senior high school students, Home Economics students, about their perspective in having

an ill-equiped laboratory and also how would having an equipped laboratory affect their

learning. In order to gather information or data, the researcher created a standardized

questionnaire. There are 40 questionnaires for 40 respondents.

This questionnaire will use to collect data and information that will be

answered by the respondents. To determine if having a complete home economics

laboratory will have impact in the teaching-learning, the scale below will use:

5 - Strongly Agree

4 - Agree

3 - Neutral

2 - Disagree

1 - Strongly Disagree

17
Data Gathering Procedure

After getting the necessary permit and asking permission to conduct the study,

the data collection was done right after it. The survey questionnaires will be administered

to all the Home Economics Students of Philippine Central Islands College.

Data Analysis

To determine if having a Home Economic laboratory will able to help the

students who is in that field, to know if the impact of having an equipped laboratory has

any difference from not so equipped, to know if the factors that has been given will be

able to help, to know if laboratory will be able to increase the skills of the students in that

field, percentage were used. Descriptive statistics were used to answer the research

question posed for this study. The researchers will tally the results, and compute it to

solve for the mean.

Statistical Method:
Solving for the mean:
∑ 𝒇(𝒙)
X=
𝑵

Wherein:

X = Mean
F (x) = the product of f and x
∑ 𝑓(𝑥) = total product of f and x

N = the total number of respondents

18
 CHAPTER IV
RESULTS AND DISCUSSION

This chapter shows the understanding about “The impact of Home

Economics Laboratory in acquiring of skills among the Home Economics students”. The

research has a five (5) items questionnaire that the respondents need to answer to fulfil

each question. The various results were presented in the tables with corresponding

explanations. It also answered specific problems given in the previous chapter.

Table 1. Shows the age of the respondents who participated in

answering the questioners of this study, there were 4 students whose age 15 years old and

the percentage distribution 10percent. Therefore, the other 9 participants were ages 17

years old, that the percentage distribution is 22.5percent. On the other hand, there is 23

participants that ages’ 18 and the percentage distribution is 57.5percent, and the

remaining 4 participants is ages 19 year old that the percentage distribution is also

10percent.

Table 1.

Age Participant Percentage

15 4 10%

17 9 22.5%

18 23 57.5%

19 4 10%

Total 40 100%
19
 Gender Participants Percentage

Female 27 67.5 %

Male 13 32.5 %

Total 40 100%

Table 2. Shows the gender of the respondents who participated in answering the

questioners of this study, with the total 40 participants (67.5percent) are the female

respondents with the frequency distribution of 27 participants and the remaining

(32.5percent) are male respondents with the frequency distribution of 13 participants.

20
Table 3.

QUESTIONS Strongly Strongly

Agree Agree Neutral Disagree Disagree

(5) (4) (3) (2) (1)

1. Having complete

equipment in HE
60% 27% 12% 0% 0%
laboratory would increase

the student’s skills.

2. An equipped laboratory

would lessen the student’s 47% 35% 20% 0% 0%

spends in money.

3. HE students focus in

engaging themselves on 25% 47% 30% 0% 0%

the field of hands-on.

4. It’s easy to learn through

experiencing the lesson

60% 22% 15% 2% 0%
rather than watching it and

listening.

5. HE students can acquire a

better skills with complete 60% 30% 10% 0% 0%

laboratory equipment.

21
 Shows the answer of the respondents in the question that answers Strongly

Agree, Agree, Neutral, Disagree, Strongly Disagree. In question number one there are

60% say strongly agree, 27.5% say agree, 12.5% say neutral and the remaining 0% is

answer disagree and strongly disagree. At question number two there are 47.5% say

strongly agree, 35% answer agree, 20% neutral, and the 0% answer disagree and strongly

disagree in question would it lessen the students’ spend in money. The students that say

strongly agree is 25%, agree is 47.5%, and neutral is 30%, and the rest is 0% in question

HE students focus in engaging themselves in hands-on activities.

There are also 60% say strongly agree, 22.5% say agree, 15% say neutral, and 2.5% say

disagree in question learning through throwing an activity and/or hands-on lesson is easy

and better way to teach a HE students rather than watching in the class, and the 0%

answer strongly disagree. For the last question, 60% answers strongly agree, 30% say

agree, 10% say neutral and 0% answer disagree and strongly disagree.

their perception about having an equipped laboratory.

Taking Home Economics as your major requires the students to engage in more

hands-on activities that will surely benefit them when it comes in learning their

individual skills.

It would take a complete equipped laboratory in order to acquire such skills

that these students will be needed in their field of choices.

22
Table 4. Weighted Mean Distribution according to the students of Home Economics

Perception in having a complete laboratory equipments.

Questions Mean Inference

1. Having complete equipment in HE laboratory

13.3 Agree
would increase the student’s skills.

2. An equipped laboratory would lessen the

13.3 Agree
student’s spends in money.

3. HE students focus in engaging themselves on

14 Strongly Agree
the field of hands-on.

4. It’s easy to learn through experiencing the

10 Neutral
lesson rather than watching it and listening.

5. HE students can acquire a better skills with

13.3 Agree
complete laboratory equipment.

The questionnaires has 5 questions that tackles about what the students think

about having a complete laboratory equipment. Questions number; 1,2, 5, ganered a mean

of 13.3, verbally interpreted as Agree. Question number 3 ganered a meanof 14,

interpreted as Strongly Agree and as for the remaining question number 4, refelcting a

mean of 10,verbally interpreted as Neutral.

Results show that a complete and well-equipped Home economics laboratory

will be benefited for students when it comes in learning and increasing their skills.
23
 CHAPTER V
CONCLUSIONS AND RECOMMENDATION

This chapter includes the summary, conclusion, and recommendations of the study

entitled “The impact of home economics laboratory in acquiring of skills among the

home economics students”.

Summary of Findings

H.E students need H.E laboratory in order to acquire greater skills. This

will also help the students to avoid spending more money just to perform one activity.

Students go to school to learn and if the school lacks what they basically need (e.g,

laboratory), the students that has potential to acquire more skills will decrease.

The researchers gathered the scores from the results of the respondents’

answer in the statements.

Based on the data gathered, the following are the findings of this study:

1. The demographic profile of the respondents is the following:

a. The total number of the female respondent is 27 and it is supportive

percentage of 67.5% while the numbers of the male respondents are 13 and it’s

supported by its percentage of 32.5%.

b. All 40 respondents are ages 15-19 year old and it is supported by its

percentage of 100%.

2. The benefits in having a well-equipped HE laboratory in HE students.

3. The skills that the HE students will acquire with complete laboratory equipment are

broad.

24
4. Student doesn’t need to spend money in order to meet the required skills.

Conclusions

In the light of the findings of the study, the following conclusions are drawn:

1 The demographic profile of the respondents.

a. Most of the respondents are female.

b. All of the respondents’ ages 15-19.

2. There are benefits if we pursue to have a well-equipped HE laboratory.

3. The HE students are aware what skills could they acquire with well-equipped

laboratory.

4. Students can focus on learning new skills and knowledge rather than how much they

need to pay just to meet the demands of that subject.

Recommendation

Based on the research findings and conclusions, the following

recommendations are particularly significant in determining the factors contributing to

the perception of HE students on having a well-equipped HE laboratory.

1. Since HE students will be able to focus more on acquiring new skills with

well-equipped laboratory.

2. Students don’t need to think that they need to spent money just to perform that activity

because of ill-equipped laboratory.

3. Lecturers still need to guide these students in able to get their desired skills.

4. Future researchers should conduct related studies about the benefits of having a

well-equipped Home economics laboratory in acquiring skills among the students and to

enrich the knowledge of the readers as well.

25
REFERENCES

[Link]
boratory-foreffective-teaching-and-learning-of-home-economics-in-seni
or-secondary-schools-in-ogbia/

[Link]
=9540:importance-of-well-maintained-home-economics-laboratory&cat
id=90&Itemid=1267

[Link]
atory-for-effective-teaching-and-learning-of-home-economics-in-senior-
[Link]

[Link]

[Link]
oratory

The North Carolina High School Bulletin

[Link]
s

26
 APPENDIX “A”
PERMIT TO CONDUCT THE STUDY

To Whom It May Concern: 01-10-20

Greetings!

We are currently conducting research entitled “THE IMPACT OF HOME

ECONOMICS LABORATORY IN ACQUIRING OF SKILLS AMONG THE
STUDENTS DURING THE YEAR 2019-2020” as part of the research requirements in
Practical Research II.

With this regard, may we request permission from your good office to allow us to
administer our questionnaire to the Grade 11 and 12 Home Economics Student of
Philippine Central Islands College at San Jose, Occidental Mindoro.
Rest assured that whatever information gathered will be kept confidential. We
hope this request will have your favourable approval and acceptance.

Respectfully yours,

CYNTHIA B. ASUNCION
CHRISTINE FAITH B. BAUTISTA
ERICSON O. FABRERO
MARVIN A. MANGUBA
JOHN MENARD V. VILLANUEVA

Noted by: Approved by:

JOELLE MARI VIZCARRA VICTORIA G. MADAYAG
Adviser / Subject Teacher Administrator

27
 APPENDIX “B”
RESEARCH INSTRUMENT
NAME (optional): SEX:
AGE: DATE:
“THE IMPACT OF HOME ECONOMICS LABORATORY IN
ACQUIRING OF SKILLS AMONG THE HOME ECONOMICS
STUDENTS”
DIRECTIONS: Answer the following questions by CHECKING the box of your chosen
answer. the interval numbers present the ff; 5 –Strongly Agree; 4 –Agree; 3 –Neutral; 2 –
Disagree; 1 –Strongly Disagree.

QUESTIONS Strongly Strongly

Agree Agree Neutral Disagree Disagree
(5) (4) (3) (2) (1)
1. Having complete
equipment in HE laboratory
would increase the student’s
skills.
2. An equipped laboratory
would lessen the student’s
spends in money.
3. HE students focus in
engaging themselves on the
field of hands-on.
[Link]’s easy to learn through
experiencing the lesson
rather than watching it and
listening.
5. HE students can acquire a
better skills with complete
laboratory equipment..

28
 APPENDIX “C”
DOCUMENTATION

The researchers conducting the questionnaires to the selected students in

Home Economics strand of Philippine Central Islands College in Bagong Silang, San
Jose, Occidental Mindoro.

Plate A. This picture was taken when grade 12 students where answering the
questionnaires.

Plate B. This picture was taken during Home Economics Grade 11 students answering the

questionnaires.

29
CURRICULUM VITAE

Personal Information

Name : Cynthia Buis Asuncion

Address : Bagong Sikat, Patterson St.

Date of Birth : August 25, 2000

Place of Birth : Bagong Sikat, Patterson St., San Jose

Occidental Mindoro

Sex : Female

Civil Status : Single

Father’s Name : Enrique Asuncion

Occupation : Supervisor

Mother’s Name : Rosemarie Asuncion

Occupation : OFW

Educational Background

Elementary Education

Name of School : Bagong Sikat Elementary School

Address of School : Bagong Sikat

Year Graduated : 2013-2014

Secondary Education

Name of School : San Jose National High School

Address of School : Bagong Sikat

Year Graduated : 2017-2018

30
CURRICULUM VITAE

Personal Information

Name : Christine Faith B. Bautista

Address : Bagong Silang, San Jose, Occidental Mindoro

Date of Birth : March 09, 2001

Place of Birth : Kalamansig, Sultan Kudarat

Sex : Female

Civil Status : Single

Father’s Name : Junmer C. Bautista

Occupation : MTSO driver

Mother’s Name : Ma. Minerva B. Bautista

Occupation : Housewife

Educational Background

Elementary Education

Name of School : Divine Word School of Semirara Island Inc.

Address of School : Semirara Island, Caluya, Antique

Year Graduated : 2013-2014

Secondary Education

Name of School : Divine Word School of Semirara Island Inc.

Address of School : Semirara Island, Caluya, Antique

Year Graduated : 2017-2018

31
CURRICULUM VITAE

Personal Information

Name : Ericson O. Fabrero

Address : Caminawit Tagumpay

Date of Birth : November 09, 2001

Place of Birth : Wawa Nasugbu, Batangas

Sex : Male

Civil Status : Single

Father’s Name : Aquino O. Fabrero

Occupation : Fisherman

Mother’s Name : Hilda O. Fabrero

Occupation : Housewife

Educational Background

Elementary Education

Name of School : Wawa Elementary School

Address of School : Batangas

Year Graduated : 2013-2014

Secondary Education

Name of School : Caminawit National High School

Address of School : Caminawit

Year Graduated : 2017-2018

32
CURRICULUM VITAE

Personal Information

Name : Marvin Asuncion Manguba

Address : Aguas, Rizal, Occidental Mindoro

Date of Birth : October 09, 2001

Place of Birth : Aguas Rizal

Sex : Male

Civil Status : Single

Father’s Name : Julian Manguba

Occupation : Tricycle Driver

Mother’s Name : Maria Luna Maguba

Occupation : Farmer

Educational Background

Elementary Education

Name of School : Hacienda Yap Elementary School

Address of School : Aguas, Rizal, Occidental Mindoro

Year Graduated : 2013-2014

Secondary Education

Name of School : Aguas Natinal School

Address of School : Aguas, Rizal, Occidental Mindoro

Year Graduated : 2017-2018

33
CURRICULUM VITAE

Personal Information

Name : John Menard V. Villanueva

Address : Bubog, San Jose, Occidental Mindoro

Date of Birth : January 15, 2002

Place of Birth : Bubog, San Jose, Occidental Mindoro

Sex : Male

Civil Status : Single

Father’s Name : Joel A. Villanueva

Occupation : Tricycle driver

Mother’s Name : Nievalyn V. Villanueva

Occupation : OFW

Educational Background

Elementary Education

Name of School : Bubog I Elementary School

Address of School : Bubog, San Jose

Year Graduated : 2013-2014

Secondary Education

Name of School : Bubog National High School

Address of School : Bubog Subdivision, San Jose, Occidental

Mindoro

Year Graduated : 2017-2018

34
 DEDICATION

Our Almighty God who are always there to give us strength, intelligence,

strong body and mind to pursue this research study and to surpass every challenges life.

Our loving and supportive parents who never stop guiding us in every step

of our lives and for giving us the courage to continue and pursue this study,

Mr. Enrique and Mrs. Rosemarie Asuncion

Mr. Junmer and Mrs. Ma. Minerva Bautista

Mr. Aquino and Mrs. Hilda O. Fabrero

Mr. Julian and Mrs. Maria luna Manguba

Mr. Joel and Mrs. Nievalyn V. Villanueva

Our instructor who is always there to help and guide us to do this study

and for giving us the inspiration that we can successfully finish our study; and

Our friends who are always there to give us the inspiration in doing the

study and for supporting and believing that we can make the best out of everything we

do.

C.B.A.

C.F.B.B.

E.O.F.

M.A.M.

J.M.V.V.

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35
 ACKNOWLEDGEMENT

We, the researchers, would like to thank those who helped to make this

research paper as successful one.

To Almighty God, our strength, for giving us knowledge, dedication, faith

and perseverance to finish this research successfully;

To our family, our inspiration, for supporting us in our studies, and for

never getting tired of providing for our educational needs;

To Ms. Kriza Dimaano, our adviser who gave us the courage to pursue

this study and for giving us an advice not to give up;

To Ms. Joelle Mari Vizcarra, our research instructor who extended her

patience to check out papers and for motivating us to work on our thesis.

C.B.A.

C.F.B.B.

E.O.F.

M.A.M.

J.M.V.V.

36
iii
 ABSTRACT
ASUNCION CYNTHIA B. ;BAUTISTA CHRISTINE FAITH B.; FABRERO
ERICSON O.;MANGUBA MARVIN A.;VILLANUEVA JOHN MENARD V., Home
Economics, Philippine Central Island College, Bagong Silang, San Jose, Occidental
Mindoro, Philippines, January 2020. THE IMPACT OF HOME ECONOMICS
LABORATORY IN ACQUIRING OF SKILLS AMONG THE HOME
ECONOMICS STUDENTS.

Adviser: Joelle Mari T. Vizcarra

Using a questionnaires we are going to know what is the knowledge or

how broad the knowledge of the home economics students when it comes on acquiring

skills.

Knowing the side of the respondents is the main focus of the researchers

to determine if they’ll agree that truly, it is needed to schools who offers home economics

as a subject a complete, well-equipped laboratory to enhance their skills and to acquire

more skills.

Students don’t need to spend large amount of money just to perform one

task or activity. Students don’t need to miss out an activity because of budget shortage,

especially for the equipment they needed to complete that task.

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37
 TABLE OF CONTENT
TITLE PAGES
APPROVAL SHEET
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
LIST OF TABLES
ABSTRACT

CHAPTER I. BACKGROUND OF THE STUDY

Introduction 1
Statement of the Problems 3
Objectives of the study 4
Hypothesis 4
Theoretical Framework 4
Conceptual Framework 7
Significance of the study 8
Scope and Limitation 9
Operational Definition of Term 9
CHAPTER II. REVIEW OF RELATED LITERATURE

CHAPTER III. RESEARCH METHODOLOGY

Research Design 16
Locale of the Study 16
The Respondents 17
Research Instruments 17
Data Gathering Procedures 18
Data Analysis 18

CHAPTER IV. RESULTS AND DISCUSSIONS 19

CHAPTER V. CONCLUSIONS AND RECOMMENDATION 24

Summary of Findings 24

Conclusions 25

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v
Recommendations 25

REFERENCES 26

APPENDICES 27

A. Permit to Conduct Studies 27

B. Research Instrument 28

C. Documentation 29

CURRICULUM VITAE 30

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 LIST OF TABLES

Table Title Page

1 Frequency distribution and Percentage distribution of 19

the age of the respondents.

2 Frequency distribution and Percentage distribution of 20

the gender of the respondents.

3 Question that answer strongly agree, agree, neutral, 21

disagree, strongly disagree, of the

respondents and its percentage.

4 Mean distribution according to the perception of 23

Home Economics students towards having a

complete laboratory equipment.

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 APPROVAL SHEET

This senior high school thesis entitled “THE IMPACT OF HOME

ECONOMICS LABORATORY IN ACQUIRING OF SKILLS AMONG THE
STUDENTS” prepared and submitted by Cynthia B. Asuncion, Christine Faith B.
Bautista, Ericson O. Fabrero, Marvin A. Manguba, John Menard V. Villanueva, in
partial fulfilment of the requirements for the strand Technical, Vocational, Livelihood
(TVL), has been recommended for approval.

JOELLE MARI T. VIZCARRA

Adviser

Certified as to the appropriateness of data analysis and correctness of grammar,

style, and format.

AVEGAILE C. CORTEZ
Data Analyst Critic Reader

Panel of Evaluators

IRENE S. PORRAS KRIZA MAE M. DIMAANO

Member Member

LETICIA C. ESPIRITU
Research Chair

Accepted on _______________ as partial fulfilment of the requirements for the

degree Bachelor of Secondary Education Major in Mathematics.

NATIVIDAD C. GUEVARRA
SHS Principal

VICTORIA G. MADAYAG
Administrator

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ii
 LIST OF FIGURES

Figure Title Page

1 Framework of relation 7
1 Location map of Philippine Central Island College 16

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viii
 LIST OF PLATES

Figure Title Page

1 Home economics grade 12 students answering 29
the questionnaires.
1 Home economics grade 11 students answering 29
the questionnaires.

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