Beauty Generating Project (Bgp), Enhancement Skills in Nail Care Services: Class Performance Skills of Grade 9at Tagasaka National High School

Abstract

INTRODUCTION

The researcher saw the problem of decreased class performance skills in Beauty Care (Nail Care Services). This subject is hard, rare, and difficult in finding strategies and references. To cater to the problem, an intervention was set, the BEAUTY GENERATING PROJECT (BGP) Enhancement Skills, to decry the decrease in class performance skills of selected Grade 9 TLE Beauty Care (Nail Care Services) students. Through this, the participants solidly pursued to explore entrepreneurship.

METHODS

Beauty Generating Project (BGP) Enhancement Skills was used to improve performance skills. The mechanics are for the month of June to July, theory and discussion will be executed by the teacher while from August to September, the hands-on application will be performed. The next quarter is the imposing of entrepreneurship inside/outside the campus. The earned money is divided into the following: sixty percent for the participants while the forty percent goes to the BGP fund to purchase tools, materials, and equipment in Nail Care.

RESULTS

The research reveals that before the Beauty Generating Project (BGP) Enhancement Skills program was conducted, students had very low-class performance skills. But after the strategy was implemented, there were changes in class performance skills. There was an increase in the participants’ earnings and they developed keen entrepreneurship skills because of the limitation of purchases set, and the increase in the number of clients which signified positive output to class performance skills.

DISCUSSIONS

This research has a big part in the learning of the participants. The teacher must be a full-fledged NCII holder with innate or acquired skills and through experiences in Nail Care. The research determined the mastered skills needed to be imparted to give impact to the problem identified. Prior to its implementation, this intervention considered the environment; socio-cultural status; socio-economic status and areas (urban or rural) of the participants.