CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
Every student is part of several environments such as home, school and the

community where he lives. All these environments contribute to their learning and

development as an individual. More importantly, the school learning environment has

a very important role in the students’ overall learning outcome since students spend

considerable part of their days in the school environment. It enables the students to

acquire knowledge and provides them with proper training to acquire the necessary

skills needed in preparation for their entry to the world of work. This acquisition of

knowledge and skills depends on the interaction between the learners and the school

learning environment. Students who are exposed to an environment that is conducive

for learning will likely perform their best and the learning process will take place

smoothly.

The term learning environment has been used by many writers. Some view

learning environment as the physical characteristics of the school environment while

others regard it as the teaching staff, leadership styles, morals and cooperations

among others. However, Burden and Fraser sees it as the total learning environment

where the child finds himself, which include the norms of the school system and the

pattern of grouping of the learner for learning. This is why the classroom is a major

component of the learning environment. Dorman et al. see the classroom as a critical

place for pupils' interpersonal and educational development. Thus, a good classroom

is essential for effective learning to take place. Goodlord noted that good classroom

environments are those with adequate equipment for teaching and learning, with

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motivated teachers who use standard teaching methodologies and have adequate

facilities. In other words, schools that do not meet this standard may not be able to

provide good learning environment for proper learning to take place.

A school environment having adequate staff, laboratories, equipments,

teaching methods and styles that make students appraise learning activities or

experiences more favourable. Home Economics as an integrated subject having the

orientation of creativity ought to be taught in the laboratory. However, some schools

are not properly equipped with the facilities and equipments needed in teaching this

subject. This study therefore will be conducted with the desire to determine the

students experiences in their Home Economics laboratory and immersion in Barucboc

National High School.

Conceptual Framework

One of the innovation of the curriculum of the Department of Education is the

implementation of the Senior High School Program which target curriculum exits like

business, entrepreneurship, middle level skills development, and higher education.

Such are clearly stipulated in RA 10533 otherwise known as the Enhanced Basic

Education Program.

One of the tracks that focusses on skills development is the crafting of

Technical-Vocational and Livelhood Track where the four main courses are agri-

fishery arts, home economics, information and communications technology and

industrial arts.

A program being offered in the researchers’ school setting is TVL- Home

Economics where students are trained in three major specialization such as bread and

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pastry, food and beverage servicing and cookery. The highlight of their classroom

learning expriences and practicums in the said specializations will be their immersion

in either private or prublic companies.

Based on the curriculum guide, these specilaization will give students

preliminary training and skill development leading to hotel and restaurant

management, tourism and hotel and industrial management and others related to it.

In this regard, the researchers will proposed a model (Figure 1) that will

generally describe the experiences of the respondents in their specialization setting

and work immersion.

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Paradigm of the Study

INPUT PROCESS OUTPUT

Experiences in home Thematic analysis of Enhanced teaching and
economics class, home the interview and learning process in
economics laboratory observation of the home economics and
practicums, and work repondents' home better implementation
immersion economics class, of programs and
practicums and work activities
immersion.
Teachers' Observation,
Work Immersion
Supervisor's
Observation,Interview,
Portfolio and Journal

Figure 1: Phenomological Conceptual Model of Students’ Expereinces in Home

Economics

The figure is the diagrammatic presentation of the study where the input

considers the respondents’ experiences in home economics class, practicums and

work immersion. The process will be the thematic analysis of the said experiences

which will be analyzed through their journals, interview to the respondents and

observation of the teachers and work immersion supervisors. The expected output is

enhanced teaching and learning process in home economics and better

implementation of programs and activities related to home economics curriculum.

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Statement of the Problem

This study will be conducted to describe the students’ experiences in their

Home Economics class, laboratory practicums and work immersion.

Specifically, it will be sought to answer the following questions:

1. What are the students experiences in their home economics class?

2. What are the students experiences in their home economics laboratory

practicums?

3. What are the students experiences in their home economics work immersion?

Scope and Limitations

This study primarily focus on the students experiences in their Home

Economics class, laboratory practicum and work immersion in Barucboc National

High School.

The respondents of this study will be taken from Barucboc National High

School, school year 2018-2019. The respondents will be limited to the Grade 12

Technical Vocational Livelihood-Home Economics (TVL-HE) senior high school

students since they will be exposed to immersion activity towards the end of the

semester.

Significance of the Study

The findings of this study will be helpful for Home Economics teachers, the

learning experiences of the students will give them an awareness regarding the

usefulness or effectiveness of their method of teaching the subject. It will enable them

to devise and innovate ways to improve the teaching and learning process. They will

be able to determine appropriate approaches on how they can promote an effective

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learning. Likewise, for the school administrators, the findings of this study will

serve as an input for them to address this challenge regarding the lack of facilities and

equipments in the teaching of Home Economics. Furthermore, this research paper will

harness the researchers’ skills and a stepping stone for them to conduct more

researches. Lastly, it will enlighten future researchers to conduct further study on

topics related to this piece.

Definition of Terms

Respondents. It refers to the 26 Grade 12 TVL-HE students who are considered as

the subjects of the study.

Experiences. It refers to the practical knowledge and skills that the students acquired

in their Home Economics class.

Home Economics. It refers to one of the curriculum area offered in Barucboc

National High School which includes food and nutrition, home management, clothing,

etc. which facilitates students to discover and further develop their own resources and

capabilities to be used in their personal life.

Home Economics Class. It refers to the specialization courses of students as a

prelude to their work immersion. (e.g. bread and pastry, cookery, food and beverage

servicing)

Home Economics Laboratory. It refers to the facilities and equipments used by the

students in the conduct of their lessons and practical activities such as cooking,

baking, etc.

Work Immersion. It refers to the complete involvement or exposure of senior high

school TVL-HE students in their respective areas.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Foreign Literature
All stakeholders in education desire a classroom in which the subject matter is

relevant, learning is exciting and students are supported and encouraged to acquire

new knowledge. There have been series of research on classroom as learning

environment, quantitative and qualitative method have been utilized and a wide

varieties of questionnaire have been developed and used for this purpose.

Creating a successful classroom where learning is highly valued is the sole

responsibility of the teacher. According to Willen, a major part of building a

supportive climate for learning is the use of appropriate method of teaching school

subjects. Results of the current situation in Nigerian schools, shows that teachers

favoured the use of Literacy Information and Computer Education Journal (LICEJ),

Special Issue, Volume 4, Issue 1, 2015 Copyright © 2015, Infonomics Society 2155

lecture method for almost all subjects. Also classroom observational studies have

indicated that teachers' instructional methods were at variance with the method

implied. This evidence was partly supported by Imariagbe and Okeke where it was

revealed that the overall pattern of intellectual transactions in secondary schools in

Nigeria was teacher dominated, extremely didactic and theoretical. The teacher only

presented the facts and principles contained in the standard recommended textbooks

and students were rarely involved in practical experiences other than very infrequent

teacher demonstration experiments. This teaching approach differs substantially from

what is obtained elsewhere. Over the years the link between students' achievements

and classroom learning has been researched into. Dorman et al. writes that every

school has a passive climate which has an influence on the behavior of both teachers

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and students to succeed in teaching and learning. If teachers have a supportive and

conducive working environment, a better students' achievement will result. In

addition, Fisher et al. adapted the learning model to give an indication that a teacher’s

interpersonal behaviour in the classroom significantly affects the performance of

students in chemistry, which indicates that teachers' behavior influences students’

outcomes. Home economics educationists have over the years advocated well

equipped home economics laboratories for home economics practical classes which

meet the yearning of students over the years. Low enrollment in home economics and

other school subjects have also been traced to the classroom learning environment.

Oyedeji identified the classroom environment as the militating factor which

constantly interact to generate or degenerate cognitive and affective readiness. In

addition, Mba identified the teacher factor as one of the problems of the low level of

acceptance of home economics as a school subject. In her opinion, methods utilized

by the teachers in home economics classrooms are obsolete and have rendered the

subject uninteresting. According to Tanvi (2014), the teacher, the way he teaches,

instructional process, the way he/she manages the students during the teaching and

learning process has effect on the students' learning outcome.

Foreign and Local Studies

Level of performance among students in secondary schools has been fully

linked to classroom environment variables. For instance, Koreau and Nbina indicated

that poor physical structures such as classrooms, incompetent teachers and inadequate

instructional materials were responsible for poor performance of students in most

school subjects. Koreau specifically identified variables such as, poor laboratories and

unconducive classrooms as some of the major causes of poor performance of students

in schools.

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 Learning environment can be examined from several angles. Traditionally, it

has been understood as the classroom or school, in some context including also the

learning space in pupils home. A. Collins and J.S. Brown define the characteristics of

an ideal learning environments naming content, method, sequence and sociology as

four dimensions that constitutes any learning environment (Collins, Brown 1989).

While A. Bbrotherus and J. Hytonen (2001) and U. Laanemets (2001) alike claim that

learning environment always contains three main areas. These are rooms (the physical

features of the learning space); learning tools (pedagogical features) and human

context (interaction between people and the environment).

A. Pink (2010) stresses that for school subjects with practical orientation like

Home Economics, it is essential to have an elaborated and proper learning

environment. The characteristics of a particular subject and its unique learning tasks

shape the direction of the development of learning environment (Kanarbik, 2012).

Home Economics class is different compared to other classrooms, its furniture and

equipment is specific. Therefore, only the subject’s teacher is able to frame the

necessary requirements for Home Economics according to the syllabus on learning

methods they will use. Consequently, to reach the best possible result, teachers,

school leaders, designers and builders need to work in collaboration when building or

renovating facilities for learning.

Accordingly, home Economics learning environment (its technology, tools,

materials and furnitures) needs to fulfill today’s educational expectations (Malin,

2011). Previous studies (Loogma, Ruus, 2009; Piispanen, 2008; Salumaa, 2007)

showed that different stakeholders have various opinions about learning environment.

M. Piispanen (2008) has studied pupils’, teachers’, and parents’ opinions about the

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good learning environment. The social and psychological dimension of learning

environment was mostly mentioned by parents while in pupils’ answers , the good

accomodation and good equipment were seen as the bases for learning and school

atmosphere.Besides they hoped for adequate interior space,which also be modern and

versative-should be possible to use different methods for work.M.Duckenfield (1989)

and E.Hebert (1998) confirm that the organization of learning environment has impact

on pupils learning outcomes.Pupils’ feelings depend on physical learning environment

and this in its turn affects their attitudes toward schools as well as their behaviour in

school.More over, good learning environment is believe to prevent behavioural

problems.Also A. Kirdon (1999) affirms that environment influences the quality of

working and interaction, increasing or decreasing pupils’ concentration.A well-

functioning learning environment that can be used flexibly simplifies the learning

process.Upgrading the conditions of physical learning environment leads to an

improvement of pupils learning outcomes (Kanarbik, 2012; Ots, 2007).

The growing social communication between people necessitates that the

learning environment which connects pupils would also change from physical into

social and by that support pupils’ interaction.Valid curriculum (Pohikooli riiklik...,

2011) has set social learning into the central position.It emphasises the pupil’s

interaction with the teacher, each other and the environment.Learning in home

economics lesson is often collaborative and therefore this subject is good for pupils to

practice social skills-benign and respectful attitude toward fellow pupils;ability to

organize and cooporate; and skills to analyse and evaluate joint work (Pink, 2010).

From teachers’ point of view the pedagogic side of learning environment is

assential, meaning that it needs to have versatile possibilities for conducting lessons

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(Piispanen, 2008). E.S. Sarv (2011) emphasizes that flexible usage and modern tools

are the basis for contemporary learning methods. A. Mali (2011) has studied

interaction in home economics lessons. She points out that the placement of the

furniture in the classroom is critical. Shortly, the furniture should not only allow but

also foster pupils’ collaboration and interaction.The interior of home economics

classroom should allow teacher and pupils to move safely and freely and reorganize

furniture according to chosen learning tasks. In addition, it is not less important that

home economics classrooms need to be easily cleaned.

Teachers’ dissatisfaction with the learning environment influences directly their

work and through that also the quality of education that is given to pupils (Ots, 2007).

Regardless of what method the teacher uses, in which paradigm they conciously or

unconciously act, they are at the same time the creators of as well as limited by the

features of the learning environment (Sarv, 2011). On the one hand, teachers need to

follow the curriculum set by the state. On the other hand, they need to keep in mind

those real possibilities (learning tools, kitchen equipment ,etc.) what their classroom

enables to use (Kaljuste 2005).

Work satisfaction according to work psychology includes two sides (Loogma,

Ruus, 2009). First, the influence of work in conditions on job satisfaction. And

second, employees’ professional behaviour-deliverables, personal development,

absence fom or leaving work. One of the main reasons for teachers’ dissatisfaction

with their work is the unsufficient learning environment that does not facilitate

fulfilling the syllabus. E. Kaljuste (2005) has studied handicraft and home economics

teachers’ perception of their working conditions. 52% of the respondents were not

satisfied with learning tools they had in classroom. Unfortunately, the same problem

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was named by handicraft and home economics teachers several years later (Randla,

2012). the main challenge when trying to fulfil the syllabus in material base-not

enough learning materials in technological tools for all pupils to work simultaneously.

more than half of the teachers also named other aspects of physical learning

environment, such as confined space, old facilities, poor lighting or not having any

kind of facility for home economics lessons (Kaljuste, 2005). T. Elenurm and A.

Kasmel and room temperature, humidity, vibration, strong odour and hideous rooms.

The latter aspects have traditionally been part of poor working conditions (Elenurm,

Kasmel, 1997).

Teachers’ job satisfaction is also related to how strongly they feel about thier

professional skills and to what extent their physiological needs are met (Salumaa,

2007). The more confident and satisfied they feel, the stronger is their perceived self-

efficacy. K. Loogma and V.L. Ruus name that for the teachers’ self-efficacy st is

critical to feel confidence, participating school and curriculum development, to have a

fair power for the decition-making, necessary learning materials and public respect

(Loogma, Ruus 2009). E. Krull (2002) has also named teachers authority over pupils,

colleagues and parents as an important factor for teachers’ self-efficacy.

Local Literature

To highlight its worth in the K-12 curriculum, the Department of Education

(DepEd) has formed a Technical Vocational unit in the Bureau of Secondary

Education. For them, this unit needs strengthening as one of the three key strands that

will prepare high school graduates by arming them with skills for employment.

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 Contrary to what most people think, the K-12 program trains students in

joining the workforce as early as 7th grade. The TLE or technological livelihood

education subjects in junior high school or JHS follow the rules of the Technical

Education and Skills Development Authority or TESDA. This will allow the students

to earn a national certification (NC) required by the industry.

Each TLE subject in Grades 7 and 8 is exploratory. This means each student

has the chance to explore the following four main courses of TLE.

1) Agri-Fishery Arts

2) Home Economics

3) Information and Communications Technology (ICT)

4) Industrial Arts

Students can choose a maximum of four TLE mini courses in Grade 7 and

another four in Grade 8 that the school offers per locality’s needs and school assets.

In Grades 7 and 8, the student does not yet earn a Certificate of Competency (COC).

The exploratory courses are a prelude to earning a COC in Grade 9 and an NC I/II in

10th grade.

In Grade 9, the student chooses one course to focus on from among the

exploratory courses he chose in 7th and 8th grades. Under this level, the student can

earn a COC. In Grade 10, the student pursues the TLE specialization course he chose

in 9th grade. This allows him to get at least an NC Level I or II (NC I or II) based on

the TLE course he chose.

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 JHS graduates or incoming Grade 11 students will study core compulsory

subjects and a required specialty. They can choose from the three main tracks such as

Academic, Technical–Vocational-Livelihood (TVL), and Sports and Arts.

If the student picks the TVL track as specialty in senior high school or SHS,

he/she will continue the TLE course he/she studied in 9th and 10th grades. This will

allow him/her to earn NC II that he/she can use as credentials in applying for a job if

he/she wants to work after SHS graduation. Yet if the student will study further,

he/she can pursue the TVL track and earn a bachelor’s degree in a related field.

Synthesis of the Study

Based on the reviewed literature and studies, conducive home economics class

means good instructional strategies, interactive learning and complete learning

facilities. That when these are achieved, it completely defines a productive learning

experiences especially on the part of the students. They will be equipped with

knowledge and skills necessary to make them competent in the path they will be

taking in the future.

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 CHAPTER III
RESEARCH METHODOLOGY

This chapter discusses the research design, locale of the study, samples and

sampling procedure, the data gathering instrument, data gathering procedure and

statistical treatment of data.

Research Design

The researchers will use a phenomenological research design which is

effective in studying a small number of subjects to identify the core of their

experiences in their Home Economics class, laboratory practicum and work

immersion in Barucboc National High School.

Locale

The study will be conducted at Barucboc National High School. It is a public

high school which lies in the heart of Barangay Barucboc, Quezon, Isabela. The

school caters both junior and senior high school education. The senior high school

curriculum offers General Academic Strand (GAS), Technical-Vocational Livelihood-

Information, Communication Technology (TVL-ICT) and Technical-Vocational

Livelihood-Home Economics (TVL-HE).

Samples and Sampling Procedure

The target population of the study will be consisting of the Grade 12 TVL-HE

senior high school students of Barucboc National High School school year 2018-

2019. Total enumeration and purposive sampling will be used.

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 According to Faltado, R., Bombita M., Boholano, H. and Pogoy, A. (2016),

purposive sampling is used when researcher seek for one or more predetermined/

predefined groups in the population.

Data Gathering Instrument

The researchers will use a semi-structured interview approach to carry on

conversations that would elicit rich data that could be used in qualitative analysis.

Semi-structured interviews give participants more room to answer in terms of their

experiences towards their home economics class, laboratory practicum and work

immersion.

The researchers will also ask permission from their subject teachers in the

different specialization so that their portfolios and journals will be accessed.

Teachers and work immersion supervisors will also be interviewed for

triangulation puposes. Interview will be in the form of semi-structured.

Data Gathering Procedure

The researchers first develop an interview guide that will be used for data

gathering. It will be pilot-tested to a group of students which is almost homogeneous

to the target respondents to ensure that they will yield unbiased data. After which, the

researchers will seek an advise from experts for the validation of the instrument.

Then, they will now address a letter to the school head to ask for permission regarding

the conduct of the interview to the students. Upon the granting of the request letter,

they will conduct the interview to the respondents and their responses will then be

noted for analysis. Same process will be done for the teachers and work immersion

supervisors.

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Statistical Treatment of Data

Data gathered will be analyzed through thematic analysis. The researchers will

thoroughly delve the meanings or statements of the respondents based on the

interview and work immersion portfolios/ journals from which to derive the common

meanings or description of their experiences. This will be generally shown through

textual presentations.

17
References

Burden, R., and Fraser, B.J (1993): Use of Classroom Environment Assessment in
Schools Psychology, A Braish Perspective Psychology in School 30, pp.232-
240.

Dorman, J.P, Fraser, R.J., and Bobbie, C.J., (1997); Relationship Between School
level and Classroom level Environment in Secondary schools Journal of
Educational Administration 35 pp 74-91.

Goodlord, (1984), A Place called School Prospects for the Future. New York
McGregraw Hill Book Co.

Imariagbe, K.O., (2002). Redirecting Vocational and Technical Education in Nigeria

In S.O, Oriafo G. C. Igborgbor Eds. Refocusing Education in Nigeria. Benin
City.DaSylva.Influence.232-238

Jegede, O.J., Fraser, B.J. 1994 Altering Socio Cultural Beliefs Hindering the Learning
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Koreau, Y.K. (2004).Educational Crisis Facing the Nigerian Secondary Schools and
Possible Solutions being a paper presented at the Faculty of Education,
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Kanarbik K.(2012). Development of Physical Learning Environment and its Influence

on Learning Outcomes. Masters’ Theses, Tallinn, Tallinn University. (In
Estonian)

Laanemets U. (2001) Curriculum and Learning Environment. Haridus (Education), 2,

pp. 18-23. (In Estonian)

Piispanen M. (2008) Good Learning Environment.Perceptions of Good Quality in

Comprehensive School by Pupils, Parents and Teachers. Doctoral Theses.
Helsinki, University of Helsinki. (In Finnish)

Pink A. (2010) Constructing the Learning Environment and Requirements for

Learning Tools in Handicrafts and Home Economics. [online] [17.12.2014]
Available at
http://www.oppekava.ee/images/0/03/%C3%95ppekeskkonna_rajamine.pdf
(In Estonian)

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