The Determinants of Public Secondary School Students’ Competencies in Home Economics: A Basis for Inputs to a Program Policy Review and an Improvement Plan

Abstract

This study investigated the determinants of competencies in Home Economics of Public Secondary Schools Students. The descriptive-correctional method of research design was utilized, with the questionnaire as the main research instrument and a copy of work immersion performance rating of students’. Stratified sampling Gay’s table was used, and it provided one hundred forty-four (144) Home Economic students and fourteen (14) Home Economic teachers from thirteen public secondary schools in the Second District of Quezon, served as the respondents of the study. From these respondents, data were collected, tabulated, and analyzed statistically. Statistical treatment such as frequency count, percentage, weighted mean, standard deviation, and multiple regression analysis was used in this study. Findings revealed that the average age of student was 17.51 years old, most of them are female, and their parents mostly completed high school and belonged to low wage jobs. They showed a favorable attitude toward Home Economics and believed in better employment after graduation. Status of Home Economics laboratory was found in good condition except for inadequacy of table and chairs. Tools and equipment were found available, accessible, adequate, and functional tools at all times. On the other hand, Home Economic teachers were found at the middle age, most of them are taking a master’s degree, and have TESDA TMI and NC II at different HE specialization. They showed positive feedback for TPACK in teaching Home Economics. However, community and parental involvement were the weakness in their efficacy for teaching this track. With the use of multiple regression analysis, this study found the model predictor variables for the competency in Home Economics are teacher’s content knowledge, self-efficacy influence, school resources, teacher’s self-efficacy in influencing decision making, community involvement, student’s belief, availability and accessibility of laboratory tools and equipment. Furthermore, work immersion performance of student predictor variables is Home Economics teacher’s technological pedagogical content knowledge. Results of the study can serve as a basis for inputs to program policy review and improvement plan for Home Economic.