THE IMPACT OF NEW NORMAL THAT INDUCES THE

IMBALANCES OF THE PRACTICAL SKILLS AND

KNOWLEDGE AMONG GRADE-12 HOME ECONOMICS
STUDENTS OF MUNTINLUPA NATIONAL HIGHSCHOOL-MAIN
S.Y 2021-2022

A Quantitative Study Presented to;

Presented by;
 CHAPTER I

I. INTRODUCTION

Background of the Study

The Home Economics (HE) Strand under Technical-Vocational and Livelihood

(TVL) track is just one of the strands that is enlisted in the K-12 Educational
System. This strand offers three specialization subjects which are; Food and
Beverage services, Bread and Pastry Production and Housekeeping. In
addition, TVL-HE strand tends to enhance the skills of the students for them
to use their learnings and apply it for the sake of better livelihood at school, at
their future jobs and of course their homes. Furthermore, Home Economics
students undergo TESDA Assessment for National Certifications which bring
opportunities in their employability after graduating in Senior High School.

But amidst of this pandemic crisis, how do the Home Economics students
learn genuinely and make use of their skills, when they do not perform like
they were expected to? The TVL-HE requires personal affiliation of the
students and their instructors—that is indeed a fact. However, in the means of
using distance learning as their primary source for connection to gain
knowledge. The students who belong to the said strand cannot help it but to
feel doubts and uncertainties whether the new normal is sufficient now that
they are just one step closer to engage in collegiate activities.

Housekeeping knowledge guides healthcare professionals, teachers and

parents on how to manage the work environment to ensure safe and healthy
activities. This strand includes a variety of specialties that might lead to home-
based livelihood ventures. It's usually including studies in food, nutrition,
preparation, and service of food, interior design, clothing and textiles, and
household economics. However, more than 1.2 billion pupils globally,
including those HE students, are currently affected by school closures as a
result of COVID-19. Learning is frequently done remotely, for example, via the
internet, television, or radio. However, there is still a limit to how much
learning can be done. The emphasis on practical skills and work readiness in
Home Economics makes distant learning particularly difficult. Practical skills
are frequently developed through hands-on experience in the job or by
learning-by-doing in school-based workshops and laboratories. The scenario
has thrown off course schedules and attendance, disrupted teaching and
learning, frustrated exams and evaluations, delayed certification, and will most
likely have an impact on millions of students' present and future employment.
Social interaction was really needed to HE strand but the perceived lack of
social interaction was the most major obstacle to online learning. In view of
this ongoing pandemic, the researcher aims to find out if HE students was
really learning and enhancing their skills in this new normal.

Statement of the Problem

The general purpose of this study is to; assess, understand, and define the
solutions that may aid the imbalances HE students face during he new
normal. Hence, to evaluate its impact on the students’ welfare.

Research Questions

Significance of the Study

The findings of this study may benefit to whom as follows in regards to the
relativity of the students and their new normal mode of studying;

a. To the Students - they are the beneficiaries of the said new mode of
learning, specifically the HE Students. The study will help them to learn more
about the impacts the new way of learning leads them to and will be able to
know how will they cope from its issues.

b. To the Future Researchers - the ones who will make this study as
reference itself for the future researches. The study will benefit them in terms
of making these findings as guide on their own.

c. To the Teachers - they are the ones who will read and judge this study.
However, upon scanning to this study’s findings; the research itself will help
them understand the situations students are currently facing and will help
them to formulate ideas that will be beneficial for them and students.

Scope and Limitations

This study focuses on the impacts of new mode of learning that affects the
Grade 12 Home Economics (HE) Students of Muntinlupa National
Highschool-Main TVL Department. As it focuses on the issue as to how will
the said recipients of the study will cope up from this using the findings the
research may offer.
The study limits its field within the area of the place where the researchers will
gather the needed data. Thus, the researchers aim to gather the said needed
data in the form conducting a survey-analysis in which they are expecting the
numerical outcomes in regards to the relativity of the issue upon the
imbalances of new normal and its impact towards the Grade 12 HE students
of
Muntinlupa National Highschool-Main.

Theoretical Framework

This study was based on another study conducted by Cavanaugh, A,. Gillan,
K., Kromrey, J., et.al,.(2004)., in which they stated the impacts and
negativities distance learning brings to the students of the new generation.
According to them, “Virtual schooling, like classroom schooling, has had
limited success in some situations. In an online environment, students may
feel isolated, parents may have concerns about children’s social development,
students with language difficulties may experience a disadvantage in a text
heavy online environment, and subjects requiring physical demonstrations of
skill such as music, physical education, or foreign language may not be
practical in a technology-mediated setting.” As it was stated, the presence of
virtual schooling is not sufficient enough for the students to involve
themselves physically and skillfully; which leads the Home Economics into a
sudden distress as they require skills and physical relations.

An addition to that, here is also another the another finding gives emphasis to
the impact of virtual learning. “Piaget helps us to understand that learning
should be holistic, authentic, and realistic. Less emphasis should be placed
on isolated skills aimed at teaching individual concepts. Students are more
likely to learn skills while engaged in authentic, meaningful activities.
Authentic activities are inherently interesting and meaningful to the student.
Web-based technology offers a vast array of opportunities to help expand the
conceptual and experiential background of the student” (Bolton, 2002, p. 5). In
the study conducted by Cavanaugh, A,. Gillan, K., Kromrey, J., et.al,.(2004).,
they gave consideration to Bolton, 2002 for indicating the bright side of the
virtual learning, as it clearly states the places students may learn efficiently
when it comes to the mode and nature of the educational system they will
take.

Below is the illustration of the theory Cavanaugh, A,. Gillan, K., Kromrey, J.,
et.al,.(2004)., proposed;

DISTANCE HOME ECONOMICS

LEARNING STUDENTS

P
I
PHYSICALR
A
LACK OF SUPERVISION M AND C
P
EMOTIONALT
I
A
DISTRESSC
C A
L
T
S
S
INSUFFICIENT LACKING ON K
EFFECTIVITY GAINED I
L
KNOWLEDGE L
S

DECLINING PERFORMANCES AND UNATTENTIVE EXPERIENCES

THAT IS SUPPOSEDLY PRESENT

Figure A. The Relativity of Distance Learning to HE Students.

Definition of Terms

1. Practical Skills - a skill gained by students in which it focuses on critical

things students learned as it is can be applied on daily life. It is also required
for those students who is intact with technical-vocational courses.

2. Home Economics - a special course which tackles specializations in

regards to household and commercial uses such as; cookery, pastry,
mechanical services, and etc.,

3. Distance Learning - an alternative way of learning in order to aid the

pandemic, wheareas can be labeled into two different forms; the online class
and the modular class.

4. Strand - a particular course, students take for themselves in order fot them
to improve so that they will be ready in the near future.

5. Track - it houses the strands and specifies whether the students are
labeled into academic or technical-vocational area.

6. Pandemic - the sudden distress that affected the current way of humanity’s
living including the education. The cause of the sudden change into people’s
daily living.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the both review of related literature and related
studies in accordance to the researchers’ study. As per, this chapter also
includes the synthesis of the art, gap bridged study and both conceptual and
theoretical framework; which is conceptually and operationally defined for
vividness.

Foreign Literature

E-Learning is an educational community of inquiry is a group of

individuals who collaboratively engage in purposeful critical discourse and
reflection to construct personal meaning and confirm mutual
understanding.The goal of e-learning described here is to create a community
of inquiry independent of time and location through the use of information and
communications technology. This perspective, of course, reflects a particular
educational approach using the possibilities of new and emerging
technologies to build collaborative constructivist learning communities. E-
learning is formally defined as electronically mediated asynchronous and
synchronous communication for the purpose of constructing and confirming
knowledge. The technological foundation of e-learning is the Internet and
associated communication technologies. Beyond the general description of e-
learning, the two primary applications that constitute e-learning are online and
blended learning. Fully online learning is a form of distance education that had
its genesis apart from mainstream distance education. However, because of
its interactive nature, online learning is very different from traditional distance
education. On the other hand, blended learning is the most prevalent form of
e- learning in traditional higher education institutions. Somewhat counter-
intuitively, the reality is that much of “e-learning innovation has taken place
on-campus” (E-learning in Tertiary Education, 2014, p. 69).
 One reason why there is so much discussion around online learning is
that there are many purported benefits and uses of online learning. Some of
the most important ones are: its effectiveness in educating students, its use
as professional development, its cost-effectiveness to combat the rising cost
of post secondary education, credit equivalency at the post secondary level,
and the possibility of providing a world class education to anyone with a
broadband connection (Bartley & Golek, 2004; De la Varre, Keane, & Irvin,
2011; Gratton-Lavoie & Stanley, 2009; Koller & Ng, 2014; Lorenzetti, 2013).
What has received most of the attention for online learning is the
postsecondary education arena. The rising cost of postsecondary education
and the importance of a post secondary degree are well documented in the
literature. The lifetime earning gap between high school graduates and
college graduates is continuing to widen (Dynarski & Scott-Clayton, 2013). At
the same time, the cost of college tuition is rising faster than inflation and the
student loan debt is rapidly increasing. As of 2014, the total national student
loan debt is over one trillion dollars (Finaid.org, 2014). Many scholars and
educators believe that online learning can be an effective tool in combating
the rising cost of post secondary education by spreading the cost of a class
over a much larger number of students compared to the traditional setting,
dividing the cost by tens or hundreds of thousands of students as opposed to
dozens (Bowen, 2013; Bartley & Golek, 2004; Jung & Rha, 2000; Koller & Ng,
2014; Tucker, 2007). Moreover, the marginal cost of a student in an online
setting is negligible relative to the traditional setting, necessarily constrained
by a number of factors such as the size and availability of the physical
classroom.

On the other hand, as stated by Mario De La Puente in his study

.Traditional learning starts from the idea of total control of the teacher over
students in the way a curricular content is taught (Novak, 2003: 128; Lulat,
2005: 179). In other words, the teacher conceives their students as "empty
holes" in knowledge and only through their teachings the “holes” can be
"filled". Recognized experts such as Dewey (1938: 114) and Robert (2009:
38) emphasize the passive role of the students in which a rigid explanation of
phenomena given by the teacher is imposed. Besides, the repetition,
memorization of concepts and written tests focused only on theory as
instruments of evaluation of a course (Novak, 2003: 125). The traditional
teaching, the students' interests are not taken into account and information is
transmitted in the same way to everybody (Prudence, 2008: 304; Zeichner,
2002: 60).Mergendoller & Thomas (2005) emphasize that working groups
need continuous feedback from other students while the teacher only serves
as a guide. The student´s enthusiasm might generate cooperation between
groups, and spaces must be provided to collaborate with each other (Walker
& Leary, 2009: 28).

In relation to Home Economics (HE) related courses, physical and

actual performances are required in order for the students to improve their
own capability to learn and adapt. As it was stated,