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MOTIVATIONAL STRATEGIES IN TEACHING HOME ECONOMICS 5

AT JUGAN ELEMENTARY SCHOOL

A PROPOSAL THESIS
PRESENTED TO
THE GRADUATE SCHOOL
CEBU TECHNOLOGICAL UNIVERSITY
MAIN CAMPUS, M.J. CUENCO AVE. CEBU CITY

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS FOR THE DEGREE
MASTERS OF ARTS IN EDUCATION
Major in Administration and Supervision

PREPARED BY:

VANESSA Q. HEQUILAN
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CHAPTER ONE

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

It takes someone special to be an educator, a person who cares for others, and

aims to help the learners grow to their fullest potential. Teachers are the main agents of

change; having necessary knowledge and skills to manage the learning environment.

They always look for new ways to engage their learners and making complex ideas to

understand. Since the learners are the core of the learning process; teachers are

interested in making a substantial difference in the future of the children who came from

diverse backgrounds, including ethnic groups, religion, and families. Children on

today’s generation are far different before as well as the parenting techniques back then

and now have a pretty difference. Children back then are more exposed to household

chores; their home environment including parent-child interactions and exposure to

experiences and influences. Before, mother was primarily nurturing their children and

managing the household chores while the father was the only one who worked to

provide the needs of the family. On the other hand, parents’ today are both busy

working; they have no time for their children. They sometimes leave their children to

their “yayas” or giving the wants of their children like cellphones, tablets, or computers

to make themselves also busy. Pupils nowadays utilize technology constantly even

though they enrolled in a public school. These can result into behavioral problems and
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distraction of their studies. Most of the teachers have difficulties on managing and

disciplining their pupils. If the teacher would give them an activity, only few pupils will

do the task. Others are not interested to listen and not willing to participate because

they find it very boring or some of them think the lessons and skills are exclusive for

boys like carpentry and learning the basic hand sewing is exclusive for girls.

However, why do we need to study Home Economics? Home Economics

emerged at the turn of the twentieth century as a movement to train women to be more

efficient household managers. This program was centered on the ideals that women

should acquire practical skills but also a scientifically based understanding of how

technology in the household works. It is not only learning about subject matter that has

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

Pupils regarding their national, cultural and life organization values, prepare themselves

for life. K. Cirulis emphasizes the idea that children have to be prepared for life by

creating their aesthetic tastes, stimulating the imagination. Possibly, therefore he

recommends that the handicraft training contents should not be limited by knitting,

sewing, embroidery and patching; but it should also include other types of work such as

washing, ironing and lessons in the kitchen (Цируль, 1894, 166). The latest study

shows that there is an increase of the number of pupils and students who have not

mastered the basic simplest handicraft skills in working with textiles, as well as basic

skills necessary for life activities (Volane, 2008a, Volane, 2008b). It was clarified that

the tasks of Home Economics and Technologies in the aspect of pupils’ development

are still not realized in practice.

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The problem is that motivating pupils is not been easy and simple. According to

the Columbia Electronic Encyclopedia, motivation means “the intention of achieving a

goal, leading to goal directed behavior.” Teaching should be goal based, aimed at

changing behavior, and establishing lasting learning experiences. Teachers should also

establish positive ways of breaking walls of resistant learners by “giving a reason to

act”, creating “enthusiasm” in the teaching and learning process and tapping into “forces

determining behavior”, such as “biological, emotional, cognitive, or social forces that

activate and direct behavior” (Encarta Dictionary: English [North America]). Since

motivation seems to play an important role in teaching. Implementation of motivational

strategies depends on the teacher’s personality and style. Home Economics Teachers

are encouraged to adopt a variety of learning and teaching strategies and provide

differentiated instruction to cater pupils’ differences or sometimes when they are

distracted. Since, Elementary Teachers can teach any subjects; there is a tendency

that a teacher can be assigned on teaching EPP/TLE on which Home Economics is one

of the components of TLE (Technology and Livelihood Education). So, the Department

of Education must identify and provide training needs and to cater these needs through

appropriate school-based, local or national in service training provision. Teachers also

use different instructional materials to motivate learning. The adequacy and effective

utilization of the available materials provided by the government are necessary in

teaching home economics for it is more on practical application. What if there’s

inadequacy or unavailability of instructional materials which are not fully provided by the

government? So, it is now the teacher’s resourcefulness to find ways on how to

address the lesson even the lack of materials.

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In today’s world, motivation takes many forms and has many different sources.

So, it is a great challenge for the teachers to keep pupils focused on their track. The

researcher aimed to promote and encourage life-long learning through the use of varied

strategies and methods to improve pupils’ performance. The influence of motivation

and self-control shows as the crucial element in setting and attaining goals.

Theoretical/ Conceptual Background

Home Economics deals with the management of the home and community. It

deals with the relationship between individuals, families, communities, and the

environment in which they live. It is an appropriate area of study for all pupils, both

boys and girls. It has been realized in practice in the aspect of pupils’ development, it is

necessary to adhere the principle of progressivism, which gives pupils the opportunity to

be aware of the knowledge gained, the necessity of skills and their usability in real life

situations, in the processes of exploration of the surrounding world. Since home

economics is mainly based on practical. Home Economics teachers should design to

strengthen their skills in planning, organizing, managing and using physical and social

resources effectively.

Based on the K-12 Basic Education Curriculum, “Home Economics (H.E)” is one

of the four components in EPP/TLE (Technology and Livelihood Education) at

elementary level; by its nature is dominantly a skill subject. Home Economics V

comprises 5 major areas of study on “Tungkulin sa Sarili”, “Pangangalaga sa

Kasuotan”, “Pagsasaayos ng Tahanan at Paglikha ng mga Kagamitang Pambahay”,

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CONTROL PRE-TEST EXPERIMENTAL

GROUP GROUP

TRADITIONAL MOTIVATIONAL
APPROACH APPROACH

(Teacher-Centered) (Student-Centered)

Games

Using the same Project

strategy in teaching
(chalk-talk/ POST - TEST Hands-on Activities
lecturing) Role Play

Group Activities

MOTIVATIONAL
STRATEGIES

Figure 1. Conceptual Framework of the Study

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“Pananahi sa Makina”, “Pagluluto ng Masustansiyang Pagkain”. It is a subject in which

pupils learn best by doing. It is an integrative approach. For instance, it integrates

entrepreneurship with all the areas of TLE. Hence the teacher must engage pupils in an

“experiential”, “contextualized”, and “authentic teaching-learning process”.

Before, teachers were using the traditional teaching method. They illustrated the

concept to the pupils with the help of chalks and blackboard and relied mainly on

textbooks. After the lecture, pupils revised their notes and tried to memorize it. The

main objective of traditional teaching is to pass the examination.

Oliver (2007) was quick to add that it is a well-known general principle that oral

exposition or otherwise called lecture method; is a poor method of communication in

that pupils play a passive role.

This time, modern teaching methods have various advantages over traditional

teaching methods. It can create more interest among the pupils. It relies on hands-on

materials approach. The learning tasks and activities designed should be thought-

provoking and meaningful to pupils; enhancing their understanding and their ability to

put theory into practice. Demonstration, discussion, questioning, games, projects,

laboratory work, simulation exercise, debate, role play can all be considered whenever

appropriate.

John Dewey’s concept of education put a premium on meaningful activity in

learning and participation in classroom democracy. Unlike earlier models of teaching

which relied on authoritarianism and rote learning. However, in modern times, Dewey

identified learning by doing as the sole strategy for any kind of learning. According to
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him, “Learning should be relevant and practical, not just passive and theoretical”. He

identified education as a kind of experience, and through saying this he actually means

the same equation between what one actually does and the resultant learning.

THE PROBLEM

This study assessed the motivational strategies used in teaching Home

Economics among Grade 5 pupils at Jugan Elementary School during the second

grading period in 2017-2018 as basis for reference.

Statement of the Problem

Specifically, the study sought to answer the following questions:

1. What are the pre-test and post-test results of the control and experimental groups on

the Home Economics topics:

1.1 Pangangalaga sa Kasuotan

1.2 Pananahi sa Makina

1.3 Pagluluto ng Masustansiyang Pagkain

2. Is there a significant mean gain between the control and experimental groups in their:

2.1 pre-test
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2.2 post-test

3. Based on findings, what Motivational Strategies used in teaching Home Economics

can be proposed?

4. What is the relationship between teacher’s strategies of teaching Home Economics

and learner academic achievement?

Null Hypothesis:

There is no significant relationship between teacher’s strategies and the learner

academic achievement.

Significance of the Study

The result would be beneficial for the following parties:

The Administrators

This study will be used as basis on how to enhance the learning process for the

21st generation of learners.

The Teachers

This study will be very beneficial to the general education teachers by adopting

new teaching methods can gain benefits from the fitting of the study in order to improve

their teaching skills.

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The Pupils

The direct recipients of the output of the research are the children in elementary

which can benefit from the new teaching method suggested on this study in as much as

improvements in teaching method and skills generally translate into effective learning.

The Parents

The research benefits the parents of the children as they enrolled their children in

this institution, comes with self-assurance that their children are given more education

that would make them a functional individual in the society.

The Researchers

The outcome of the study is beneficial to the neither present researchers or the

future researcher may serve as springboard for them to pursue another research

parallel to this study.

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RESEARCH METHODOLOGY

INPUT PROCESS OUTPUT

1. What are the pre-test

and post-test results of the
control and experimental
group on Home Economics
topics? Games

2. Is there a significant
mean gain between the
control and experimental Project
groups in their pre-test and Motivational
post-test?
Hands-On Activities Strategies
3. Based on findings, what
Motivational Strategies
used in teaching Home
Economics can be Role Play
proposed?

4. What is the relationship

between teacher’s Group Activities
strategies of teaching
Home Economics and
learner academic
achievement?

Figure 2. Flow of the Study

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ENVIRONMENT

Jugan Elementary School is located at Jugan, Consolacion, Cebu. It is DepEd

managed partially urban public Kinder and Elementary. It is one of the big schools in

Consolacion manage by a dynamic principal with 50 teachers and has a population of 1,

694 school children in the school year 2017-2018.

Kindergarten has seven (7) teachers with 190 children enrolled. In grade one;

there are five (5) teachers and 184 pupils. In grade two; there are seven (7) and 254

pupils. In grade three; there are 210 pupils with seven (7) teachers. In grade four;

there are seven (7) teachers and 256 pupils. In grade five; there are eight (8) teachers

and 299 pupils. In grade six; there are seven (8) teachers and 301 pupils. The school

has an ICT teacher who does the school reports.

`The school still lack of buildings for classrooms. Some of the classes have two

sessions. One in the morning and the other classes would be in the afternoon session.

The grade five classes practice this shifting.

According to the principal, in the year 2018, a proposal of a four-story

building with twelve (12) classrooms to be build.

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Figure 3: Location Map of the Research Environment of the Study

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Respondents

This study was based on the selected Grade Five pupils of Jugan Elementary

School. The control group was assigned to the Grade Five Gold with 19 boys and 17

girls, a total of 36 pupils and the experimental group was assigned to the other section

Grade Five Diamond with 19 boys and 19 girls, a total of 38 pupils during their Second

Grading Period. There is only one teacher who is assigned to teach the subject EPP in

all sections of Grade Five Pupils. The teacher taught Home Economics; one of the

components of EPP/TLE during the Second Grading Period. This study will be

conducted to the pupils only about 74 in number.

Table 1

DISTRIBUTION OF RESPONDENTS

Group Male Female Total %

Control Group 19 17 36 48.65

Experimental 19 19 38 51.35

Group

Total: 38 36 74 100

Research Instrument
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This study used a researcher – made questionnaire which has the pre-test of

every sub-topics of the Second Grading in EPP (Home Economics). It is composed of

multiple choices, identification, matching type, hands-on application (with rubrics).

These include the topics on Pangangalaga sa Kasuotan, Pananahi sa Makina and

Pagluluto ng Masustansiyang Pagkain. The questionnaire was checked by the EPP V

teacher every after the pre-test and post-test of every topic.

Research Procedure

This study is limited to the second grading topics of EPP V (Home

Economics) which focused on Yunit II (“Tungkulin sa Sarili”, “Pangangalaga sa

Kasuotan”, “Pagsasaayos ng Tahanan at Paglikha ng mga Kagamitang Pambahay”,

“Pananahi sa Makina”, “Pagluluto ng Masustansiyang Pagkain”). The pupils will be

grouped into control and experimental. For the control group, the teacher taught Home

Economics using the traditional approach. The teacher discussed the topics using the

chalk-talk wherein the pupils listened attentively. The teacher used visual aids and

ready-made instructional materials provided that all activities were not in the form of

motivational strategies. The teacher in experimental group used games, role play,

project, games, and hands- on activities in teaching Home Economics. All activities

given in the experimental group were in the form of motivational strategies.

The researcher taught the same topics and using the same lesson plan to both

experimental and control group, since she is the only EPP (Home Economics) teacher

in Grade Five. Before the actual teaching, the pupils were given the pre-test on every

sub-topics of Yunit II ((“Tungkulin sa Sarili”, “Pangangalaga sa Kasuotan”,

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“Pagsasaayos ng Tahanan at Paglikha ng mga Kagamitang Pambahay”, “Pananahi sa

Makina”, “Pagluluto ng Masustansiyang Pagkain”), after these were taught, the post-test

was administered.

This study sought to find out the effects of motivational strategies in teaching

Home Economics.

Gathering of Data

Transmittal letters to conduct the study were sent to the respective authorities; a

permission from the school head of Jugan Elementary School. Research instrument

was distributed to Grade Five pupils during class schedule on two sections. The pre-

test was conducted to both control and experimental group. They answered the pre-test

and post-test of every sub-topics of Yunit II which was prepared by the researcher.

After they answered the questionnaire, the researcher collected and checked it. After

the administration of pre-test, intervention classes were done. The two different

teaching strategies were done for the whole grading period. Both sections were taught

with the same topics. The teacher exposed the control group mainly on content

knowledge and concepts that led to pupils’ rote learning. On the other hand, the teacher

exposed the experimental group into activities to enhance their learning and develop

their skills with an emphasis of using motivational strategies. Pupils answered the same

question given during pre-test which is prepared by the researcher. After the

questionnaire was answered, the researcher collected and checked their answers.

Treatment of Data
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Responses to the questionnaire by Grade Five pupils were statistically analyzed

with the data requirements of the study. Pupils were statistically analyzed with the data

instruments of the study. Descriptive statistics such as frequency count, mean, and

percent are considered.

DEFINITION OF TERMS

Motivation – is the process whereby goal-directed activity is instigated and sustained.

Learning Strategies – refers to students’ self-generated thoughts, feelings, and

actions which are systematically oriented toward attainment of their goals.

School – is an institution designed to provide learning spaces and learning

environments for the teaching of students under the direction of teachers.

Students/Pupils – is a learner or someone who attends an educational institution.

Teacher – a person who helps others to acquire knowledge, competences or values.

Educational Games – explicitly designed with educational purposes to help people to

learn about certain subjects, expand concepts, reinforce development, or assist them in

learning a skill as they play.

Project – students allowed to exploring and experiencing their environment through their

senses, direct their own learning by their individual interests.