KALAYAAN NATIONAL HIGH SCHOOL 1

SENIOR HIGH SCHOOL

Bliss Road, Kalayaan Village, Brgy, 201 Pasay City

THE ADVANTAGES OF SELECTING HOME ECONOMICS AS A

TRACK OF THE SENIOR HIGH SCHOOL STUDENT OF
KALAYAAN NATIONAL HIGH SCHOOL

SCHOOL YEAR: 2019-2020

Research Proposal Presented to:

Dr.Merly Nazareno

SHS Teacher

In Partial Fulfillment of Requirements For the Course of Inquiries, Investigation and

Immersion

By

De Veyra,Lourice Gemaima F.
Quiliope,Christine
Soriano,Leira Justine
Tandingan,Michael
 KALAYAAN NATIONAL HIGH SCHOOL 2
SENIOR HIGH SCHOOL

TABLE OF CONTENTS
TITLE PAGE PAGE
TABLE OF CONTENTS i
CHAPTER ii
1 THE PROBLEM AND ITS SETTING
Introduction 3
Conceptual Framework 3
Statement of the Problem 4
Hypothesis 6
Significance of the Study 6
Scope and Delimitations of the Study 7
Definition of Terms 7
CHAPTER
2 REVIEW AND RELATED LITERATURE
Related Literature 10
Related studies 8
Synthesis 12
CHAPTER
3 METHODOLOGY
Research Design 13
Respondents 13
Instrument 13
Validation of Instrument 13
Data Gathering Procedure 13

REFERENCES 14
 KALAYAAN NATIONAL HIGH SCHOOL 3
SENIOR HIGH SCHOOL

Chapter Ⅰ

THE PROBLEM AND ITS SETTING

Introduction

Home Economics skill are very useful and easy to learn if you’re willing. But
home economics skills have a household aspects which you can apply in your house
or Society The Home Economics track offers various specializations that can lead to
livelihood projects at home. This strand aims to give you job-ready skills that can help
you in finding the right employment Subjects in the Home Economics can also lead to National
certifications based on TESDA standards. You will be taking up courses on barbering, bartending,
beauty care, bread and pastry, caregiving, cookery, dressmaking, food and beverage, housekeeping,
tourism, handicrafts among others.

The Purpose of this study is to clear the mind of the students by selecting home
economics strand. The Researchers undertake the study by their curiosity to the
people who choose the home economics strand.

Conceptual Framework

Below is the conceptual framework which is the Senior high Students of

Kalayaan National High School, this chapter show what would be the flow for this
study and how to conduct or gather an information from the respondent to know if this
study is usable for Senior High Students or not. The researchers are planning to know
the profile of the respondents in terms of age, grade, and Gender to know if this study
will be applicable to them, also they want to know the perception of their respondent
about the advantages of Selecting home economics as a track if advantage or
disadvantage for this study. With the help of this conceptual framework it will
determine whether it helps students or need improvement to achieve the best resolute
of Selecting Home Economics Skill.
 KALAYAAN NATIONAL HIGH SCHOOL 4
SENIOR HIGH SCHOOL

Advantages of

selecting Home
Students Of Senior Profile of the
Economics as a
High School student in terms of:
strand of:
Student at 1. Age
1. Motivation
Kalayaan National 2. Gender
2. Study habits
High School 3. Family Status
3. Academic

performance
 KALAYAAN NATIONAL HIGH SCHOOL 5
SENIOR HIGH SCHOOL

Statement of the Problem

This study will know the Advantages of Selecting Home Economics of Senior

High students have an idea that will be used and purpose, because we need to learn

of selecting home economics as a track to the senior high school.

This study will focus on the Advantages of selecting home economics as a

track of senior high students of Kalayaan National High School, specially it will answer

the following questions.

1. What is the profile of the students in terms of:

1.1 Effective

1.2 Need improvement

1.3 Others

2. What are the influencing factors in selecting home economics in terms

of:

2.1 Self Interest

2.2 Family influence
2.3 Economic Benefits
2.4 Peer Influence
2.5 Job Opportunity

3. Is there significant effect of the influencing factors in selecting home

economics in terms of:

3.1 Motivation

3.2 Attendance

3.3 Study Habits

3.4 Academic Performance

 KALAYAAN NATIONAL HIGH SCHOOL 6
SENIOR HIGH SCHOOL

Hypothesis

In this study on the advantages of selecting home economics:

Alternative

There is significant Advantages of selecting home economics track of senior

high students of Kalayaan national high school.

Null

There is no significant Advantages of Selecting home economics track of

senior high students of Kalayaan national high school.

Significance of the Study

This research will be beneficial for the Teachers and Students of the Senior

High School and also the specialized track. This research assures the advantages of

Selecting Home Economics.

The Teachers of Kalayaan National High School. the result of the study will

help the Teachers gain more knowledge and Information about home economics how

they will teach properly to the students.

The Senior High Student. it is not only for Teacher but also for the students

too became more knowledgeable because it can help them to improve their mindset

about Home Economics.

 KALAYAAN NATIONAL HIGH SCHOOL 7
SENIOR HIGH SCHOOL

Scope and Delimitation of the Study

-This study is limited only to the students of Kalayaan National High School of

Brgy. 201 Kalayaan Village Pasay City attending the Senior High School SY: 2019-

2020 who are engaged or interested to Home Economics. Their Age range are from

15 years old and Above.

-This study will examine the advantages of students who are willing to choose

Home Economics as a strand or track.

Definition of terms

Home Economics – cooking and other aspects of household management,

especially as thought at school.

Strand – is a consistent thread running through a course offer irrespective of

its subject content.

 KALAYAAN NATIONAL HIGH SCHOOL 8
SENIOR HIGH SCHOOL

Chapter Ⅱ

REVIEW OF RELATED LITERATURE AND STUDIES

Related Studies

The following are significant ideas and views by different authors from books

and online sources.

Foreign Studies

As said of ( Ronto, Ball, Pendergast, &Harrisa, 2017) The high school setting

has been identified as an ideal setting to teach adolescents about healthy dietary

behaviours.

This study explored home economics teachers' (HETs) views on the role of

high schools in enhancing adolescents' food literacy and promoting healthy dietary

behaviours.

Semi-structured interviews with 22 HETs were conducted. The interview

questions focused on the perceived strengths/opportunities and the
limitations/barriers in enhancing adolescents' food literacy and healthy dietary
behaviours in Australian high schools.

Thematic data analysis was used to identify five key themes from the
interview transcripts:

(1) the standing of food-related life skills;

 KALAYAAN NATIONAL HIGH SCHOOL 9
SENIOR HIGH SCHOOL

(2) food literacy in the Australian school curriculum;

(3) emphasis on resources;

(4) learning through school canteens;

(5) building a school to home and community nexus. Overall, HETs reported
that home economics was regarded by parents and other school staff to be less
important than Math’s or English for adolescents to learn in Australian high schools.

Some teachers indicated that their schools offered one year compulsory
teaching of food related studies which is typically delivered in the leaning areas of
Technologies or Health and Physical Education (HPE).

However, HETs stated that the time was insufficient to develop sustainable
food-related life skills and introduce broader concepts of food literacy such as
environmental sustainability.

The lack of financial resources and non-supportive school food environments,

including school canteens, were reportedly major factors that prevented food literacy
education and healthy dietary behaviours of adolescents.

Increasing the status of food literacy education in schools would support

adolescents to develop food-related life skills and mobilize them as agents of dietary
behaviour change in the home setting.

Therefore (Ronto et al., 2017) this study set out to examine environmental
factors impacting on the food literacy of adolescents. It utilized data from a nation‐
wide survey of home economics teachers regarding their experience of food literacy
education in Australian high schools. Content analysis and the ANGELO framework
were applied to analyze free‐text comments from 78 of the respondents that were
collected as part of a more extensive data set. The analysis of environmental factors
revealed three enablers and ten barriers that could influence food literacy education
delivered by high schools in Australia. High schools are well positioned to improve
 KALAYAAN NATIONAL HIGH SCHOOL 10
SENIOR HIGH SCHOOL

adolescents’ food literacy through a comprehensive, hands‐on approach in home

economics. However, many environmental barriers were reported that could
influence food literacy education in Australian high schools such as: lack of teaching
materials and facilities, and human resources; the perceived inadequacy of the
Australian school curriculum; non‐supportive school canteens; and negative role
modeling. This study points to the need to eliminate or reduce these environmental
barriers impacting on the capacity for effective food literacy education in high schools
to help adolescents increase their food literacy and thereby support them in making
informed food choices.

An (Haapla, Biggs, Cederberg, Kosonen, 2014) Home Economics Teachers'

Intentions and Engagement in Teaching Sustainable Development . Home
Economics (HE) teachers can have a central role in teaching sustainable
development (SD) to young adolescents through everyday household management
and the promotion of personally and globally sustainable well-being. How well the
teachers cope with this task is not well known. The objective of this study was to
survey Finnish HE teachers' perceptions of their current practice, coping, and future
intentions in terms of teaching SD. Enablers and inhibitors to carrying out this task
were further investigated. Findings from this survey suggest that HE teachers have
adopted sustainability at a personal level, but often lack the resources and incentives
to teach it. Ways to promote cross-curricular projects and wider integration of SD into
HE are discussed.

Related Literature

The following are significant ideas and views by different authors from

books and online sources.

Foreign Literature

As said of (Brunosson, Brante, Sepp, Sydner, 2014) To use a recipe – not a

piece of cake. Students with mild intellectual disabilities’ use of recipes in home
 KALAYAAN NATIONAL HIGH SCHOOL 11
SENIOR HIGH SCHOOL

economics. Recipes are not only part of today's cooking culture, they are also part of

the Swedish syllabus of home economics. The aim of this study was to investigate

what kinds of difficulties students with mild intellectual disabilities have using recipes

during cooking lessons in home economics. We conducted an ethnographically

inspired approach, with a total of 44 of accompanying observations. Three

compulsory schools for students with intellectual disabilities were enrolled in the

study, and 37 students and three teachers were included. The socio‐cultural theory

of learning has been used as a theoretical framework. The findings reveal both that

recipes are central artefacts during the cooking lessons and that the students have

various difficulties using the recipes. The difficulties vary, and they concern both how

the recipes are designed and the purport of the recipes. Difficulties in relation to the

design included, for example, the separation of ingredients and instructions in the text

and the large amount of information given in both the whole and the parts of the

recipes. The difficulties in relation to the purport – that is, the meaning or sense of the

recipe – were the ingredients, the kitchen utensils and the knowledge of how to

perform a specific task. These difficulties can be considered special in relation to the

use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex

knowledge of using recipes.

An (McCloat, Caraher, 2016) Home Economics as a food education

intervention: lessons from the Irish secondary education context. In this article, we

start with a history of Home Economics followed by a discussion of Home Economics

in the Irish curriculum, the development of the profession and its pedagogical base;

finally, we make a case drawing on the existing literature for home economists as key

catalysts in any ‘whole of school’ programmed around food and health.

 KALAYAAN NATIONAL HIGH SCHOOL 12
SENIOR HIGH SCHOOL

Synthesis

It is said that Home Economics very reliable. Because Its purpose is to enable

individuals as family members, responsible consumers and global citizens to make informed choices and

opt for appropriate behaviours in order to safeguard and enhance personal, family and community wellbeing.

HE is taught as a timetabled school subject in many countries around the world. Economics provides a

framework for understanding the actions and decisions of individuals, businesses and governments. It

provides a means to understand interactions in a market-driven society and for analyzing government

policies that affect the families, jobs and lives of citizens.

Chapter Ⅲ
 KALAYAAN NATIONAL HIGH SCHOOL 13
SENIOR HIGH SCHOOL

METHODOLOGY

Research Design
The researchers will use Qualitative Research because it would be easier to

gather data since their sample size would be Grade 11 from school year Kalayaan

National High School and the randomness of choosing respondents.

Respondents

Fifty Students from kalayaan national high school of senior high students will

be the respondents of this study.

Instrument

The researcher will use the Survey Questionare as the information carries

design specifically to fulfill the question.

Validation of Instrument

The Research Panel will validate the questionnaire. Their corrections and

suggestions will be include the draft for the next stage of validation.

Data Gathering Procedure

The researcher conduct the data by online website, and doing website and

interview.
 KALAYAAN NATIONAL HIGH SCHOOL 14
SENIOR HIGH SCHOOL

References

1.( Ronto, Ball, Pendergast, &Harrisa, 2017) (What is the status of food literacy in
Australian high schools? Perceptions of home economics
teachers)https://www.scribbr.com/apa-style/in-text-citation.

2.(Ronto et al., 2017)(Environmental factors of food literacy in Australian high

schools: views of home economics
teachers)https://onlinelibrary.wiley.com/doi/abs/10.1111/ijcs.12309

3.(Haapla, Biggs, Cederberg, Kosonen, 2014) (Home Economics Teachers'

Intentions and Engagement in Teaching Sustainable
Development)https://www.tandfonline.com/doi/abs/10.1080/00313831.2012.696213

1. (Brunosson, Brante, Sepp, Sydner, 2014)(To use a recipe – not a piece of cake.
Students with mild intellectual disabilities’ use of recipes in home
economics)(https://onlinelibrary.wiley.com/doi/abs/10.1111/ijcs.12109)

2. (McCloat, Caraher, 2016)(Home Economics as a food education intervention:

lessons from the Irish secondary education
context)(https://openaccess.cityac.uk/id/eprint/16339/)

3. https://www.edukasyon.ph/courses/senior-high-tracks/tvl/home-economics-strand

4. https://ofad.ust.edu.ph/programs/tech-voc/