FACTORS AFFECTING GRADE 11 STUDENTS OF EMMANUEL
JOHN INSTITUTE OF SCIENCE AND TECHNOLOGY RIZAL IN
CHOOSING HOME ECONOMICS STRAND ACADEMIC YEAR 2024-
2025
A Research Paper
Presented to the Faculty of
Emmanuel John Institute of Science & Technology
(Rizal) Inc. Pililla, Rizal
In Partial Fulfilment
of the Requirements for the subject Academic Track of
Technological Vocational Livehood
Strand in Home Economic
MARICEL CATULOS
TANIA G. DELOS SANTOS
ANALYN L. ESTRELLA
RIZZA MAE S. FAJARDO
JANELLA G. GUELAN
DOROTEO C. LABOC
WILLIAM H. MILLAGRACIA
MARYBEL M. SARABILLO
April 2025
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the background and purpose of the study,
theoretical framework, statement of the problem, hypothesis, scope
and limitations, and definition of terms.
Background and Purpose of the Study
¹According to (Llige,A S. (2021).Home economics operates in the
academic, curriculum and social realms, as well as in everyday life. Due to its
multidisciplinarity, it includes and interconnects the contents of different
disciplines (eg, healthy lifestyle, nutrition, dietetics, textiles, home, family,
consumption, personal and family economics, design and technology), which are
considered in terms of meeting the needs of the individual, family, and society.
Home economics education and literacy play an important role in acquiring
knowledge and skills that help raise the quality of life of the individual, family, and
society. With the development of society, the needs of both the individual and the
family are changing; therefore, changes are also needed in home economics
education, which is reflected in the updating of the subject curricula. The goals
and contents in the curriculum must reflect and meet the needs of the current
society and take into account the cultural dependence and social determinism of
the home economics field. To a certain extent, the current curriculum of the
subject home economics includes some content areas that have been
recognized as important for meeting the needs of society. These relate to healthy
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lifestyle, nutrition, health, textiles, consumption, economics, family, environment
and sustainable development. Given the perceived needs of society,
the use of household appliances, home contents, and first aid should be
additionally included in home economics education in Slovenia, and students
should be encouraged to develop social and communication skills. It is also
necessary to consider the appropriate placement of the subject in the curriculum,
as it is necessary to implement home economics education in the entire
elementary school education. Doing so will enable the acquisition of knowledge
and skills needed in society and, therefore, the appropriate level of home
economics literacy of the individual.
2
Gara, A. C., & Galgo Jr, A. C. (2024). The survey examines
students’ interests, capabilities, career choices, and professional
objects. Results show a higher interest in bread and pastry production
and food and beverage/bartending, while financial management,
culinary expertise, and leadership qualities are highly valued. The
research suggests that The educational institutions should modify
curricula to enhance these skills. Self-evaluation of students’ abilities in
home economics curriculum areas can help determine confidence
levels. Proficiency in Fashion in Hospitality Management and family
and consumer sciences knowledge are seen as weaker, while
entrepreneurial mindset and adaptability/flexibility are highly valued.
The correlation matrix explores the relationships between students’
interests and skills, suggesting strong connections between various
3
hospitality management sub-fields. Finally, the study concludes by
highlighting the importance of the presented data in informing
decision-making regarding curriculum development, support systems,
and career guidance. Moreover, it emphasizes the importance of
investigating how socio-economic factors impact learners’ academic
experiences to nurture an educational atmosphere that promotes
inclusivity and provides support. (Aleen Chan Gara, Albino C Galgo
Jr(1), 2073-2084, 2024)
3
Llige, A. S. (2021). Changes in society constantly require
individuals to assimilate new knowledge and skills to form a lifestyle
that improve their quality of life. Lifestyle is at the centre of home
economics, a multidisciplinary domain that is based on needs of the
individual and society in given setting and time. According to the
needs of particular societies, home economics includes priority areas
such as food, eating habits, healthy lifestyle, textile and clothing,
home, consumerism, and personal and family economics. This content
is treated in connection with the sustainable supply of goods and the
formation of a lifestyle that promotes the sustainable development of
society. Home economics education has an important role in children,
youth and adults obtaining appropriate home economics literacy,
which in turn may positively impact the quality of life of individuals,
families and society. The aim of quality home economics education is
to encourage lifelong learning. This is also evident in the time of the
4
Covid-19 pandemic, when individuals, families and society as a whole
must change and adapt in many ways their patterns of behaviour and
lifestyle habits are part of home economics literacy. This special issue
of the CEPS Journal highlights different aspects of home economics. It
discusses the importance of home economics in the 21 st century and
home economics education, especially the areas of nutrition, health
and financial literacy. (Stojan Kostanjevec, Francka LovA.2021)
4
Pridane, A. (2017, May). Education for sustainable development is
essentials for well-being of present and future generations and is one of the key
objectives in the discipline of home economics. The purpose of this research was
to as certain whether in- service. teachers of home economics recognise the
opportunities to educate students about sustainable development in their courses
and if they can identify the topics related to sustainable development that they
an integrate into the subject of home economics. To determine this, a study using
a questionnaire with a non-random sample of 89 Slovenian in-service home
economics teachers was conducted. The result were qualitatively and
quantitatively analyzed. According to the research results, in-service home
economics teachers understand that the topics of the subjects promote education
for sustainable development. They see the most opportunities for integrating
sustainable topics arising in the fields of food and living environments, and less in
economics and textiles. This is evident because sustainability topics are
predominantly connected to food and the living environment classes in the
current education system. Based on the research results it can be deduced that
5
in-service home economics teacher should be offered ongoing professionals
development in order to achieve the competences needed to teach sustainable
development as part of the home economics subjects. The need to update the
curriculum of this subjects has emerged as it offers numerous opportunities to
educate the young in topics related to sustainable living (Erjavsek,Martina;
Lovsin Kozina, Francka;kostanjevec,Stojan 2021)
Theoretical framework
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(aut. Nd.) The first person to use the term ”human ecology”, in
1892, was the remarkable Ellen Swallow (later Richards). She was born
into the small, isolated rural community of Dunstable, Massachusetts,
in 1842 and raised on the family farm. Both Ellen’s parents were well
educated for the times, and both had been teachers. They resolved
that Ellen would be better educated at home by them than at the local
school, and so as a child she received no formal education. Ellen was
bright and learned readily, but she was also considered frail and sickly.
On her doctor’s orders, she was instructed to spend as much time as
possible outside, in the belief that fresh air and exercise would be good
for her. As was considered natural at the time, she also helped around
the house, with duties such as cooking, cleaning, and needlework.
Prizes won at the local country fair suggest that she was skilled at
these arts too. These formative experiences of the curative power of a
healthy environment and the importance of household arts are pointed
to as the basis of her lifelong interest in the influence of the
6
environment on the health and well-being of humans (Hunt, 1912, p.
77).(Robert Dyball, Liesel Carlsson 2017).
6
McGreGor, S. L., & Ryan Longo, G. T. (2022).Home
economics (now called family and consumer sciences [FCS] in the
United States) and the Montessori education method were both started
by strong women pioneers, American-born Ellen Swallow Richards
(home economics founder) graduated from Vassar College (chemistry)
the same year that Maria Montessori was born in Italy-1870. Both
women were scientist and Richards was the first women to graduate
from the Massachusetts Institute of Technology (MIT) (sanitary
engineering). Montessori was interested in engineering but completed
studies in medicine (pediatrics) and psychology. She was one of the
first female doctors in Italy (Association Montessori Internationale,
2020; Kramer, 2017; McGregor, 2020).
(aut. Nd)The American Sociologist 33 (3), 21-57,2002 best
7
known as the first woman graduate from MIT, and the founder of Home
Economics , Ellen Swallow Richards was a progressive Era reformer
who applied social research techniques to problems of concern to
many women who joined the “Cultural” and “pragmatic” feminist of
Hull House, her secular theories of “Oekology” and “Euhenics”
challeges many of the models change prevalent in the Cambrige and
Chicago academic communities. Her most radical contribution as a
feminist was her assertion that women`s unpaid labor in the home
7
played a vital economics role in maintaining capitalism and was the
ultimate source of their second-class citizenship. She shared a belief in
democracy and education as a feminist “Pragmatist” and laid the
groundwork for the contemporary “Ecofeminist” movement . Although
she was a biochemist by training , she engaged several genera-tions of
women in the application of scientific methods to the solution of
contemporary social problems. As a political organizer, much of her
legacy is reflected in the accomplishments of the reform organizations
she was instrumental in founding.
8
Butler, L. (2018). Since is inception in 1909, The American
Home Economics Association(AHEA) founded by Ellen Swallow Richards
strived to actualize its purpose of “the improvement of living
conditions in the home, the institutional household and the
community” (Spring,2018). To the founding home economist, the world
“home” seemingly encompassed more than just a physical place of
residence. Contemporary discourse on the home and home economics
education in the early twentieth-century by these pioneers suggests
much broader definition of these terms than historians have previously
acknowledged, definitions that truly aimed to provide a vehicle for
women to enter the public sphere and acquire careers in academia and
social reform. Many scholars have been rather dismissive of the home
economics movement as an expanding force in women`s freedoms.it
has long been contented that home economics curricula solidified
8
women as housekeepers and housewives ,preventing them from
participating in public affairs, Other scholars have recently urged a
reconsideration of the movement`s activities were often ascribed to
their femininity, domesticity, and morality, these attributes were not
antithetical to women`s involvement in the public sphere. Women`s
political activity was actually deeply rooted in domesticity. These
scholars contend that the AHEA worked to integrate education on the
domestic sciences with professionalism in order to extend women`s
reach into public affairs. Although the intentions of the home
economics movement and its leaders may have been progressive,
contemporary public discourse and popular press representations of
the movements, which are largely understudied, had a large impact on
its circulation and legacy. Thus it is important for us to investigate as
they can provide insight into why the movement did not propel
successfully in the direction it intended. I contend that the home
economics movement did aim to extend women`s reach into the public
sphere, but was misinterpreted and misrepresented in contemporary
discourse. Therefore, the movement suffered in gaining popularity and
did not reach its full potential. In this paper, I first analyze the events
driving the creation of the home economics movement, including Ellen
Swallow Richards and the founding of the AHEA. This information
provides background and insight into the exigency of the movement,
commenting on its purpose and intentions. I validate scholarly opinions
9
of the movement asserting its progressivism through contemporary
anecdotal pieces communicating the missions of founding home
economics. Next I analyze speech proceeding of the Lake Placid
Conferences and AHEA founding and debates on the inclusion of the
home economics courses in women’s collages that depict how the
home economics movement was contemporarily understood. This will
demonstrate a vital element of the movement that greatly hindered
its trajectory and creator a slanderous connotation. I also analyze
published home economics curricula to demonstrate courses were not
limited to traditional domestic activities, but truly pursued the
municipal housekeeping missions or early advocates of home
economics. Finally, I compare the founding intentions of the home
economics movement with the realities of what home economics
manifested as in schools throughout the twentieth-century, further
illustrating public divergence. I argue thst this miscommunication of
intention between founders and the public may have been responsible
for popular dismissive claims of the home.
10
Conceptual framework
A.Profile of the Assessing of Determine
respondents
Input in factors affecting
Process Academic
Output
terms of: Grade 11 students Performance of
in choosing home Grade 11 Home
economics strand Economics
•Age base on their Students in
•Gender learning style and Emmanuel John
•Grade&Section preferences in Institute of
Emmanuel John Science and
B.Respondents Institute of Technology
perceptions in Science and (RIZAL) inc.
Technology Academic Year
relation to
(Rizal) inc. 2024-2025.
through
•Socio
Economics •Data Gathering
status
•Tallying
•Parent Computation
Occupation
•Presentation of
the Results
•Family Relation
11
•Validation of
•Financial Instruments
Condition
• Distribution of
Feedback
Figure 1 Conceptual Model of the Study
Figure 1. illustrate the conceptual framework on the perceptions of factors
affecting grade 11 student in choosing home economics strand of grade 11 students of
Emmanuel John Institute of Science & Technology (Rizal) lnc. School Year 2024-2025.
Frame 1 presents the input of the study which involves the data
gathered for the study composed of the people of respondents in terms of
age, sex, grade & section, and level variable to be investigated in terms of
socio economics status, parent occupation, family relation, financial
condition, employability.
Frame 2 shows the process and assessment of statiscal data through
data gathering, tallying computation, presentation of the results, validation of
instrument, construction of instrument, distribution of instrument, analysis
interpretation.
Frame 3 presents the output a statistical report on determine
perceptions of factors affecting grade 11 students in choosing home
12
economics strand The feedback as presented by the arrows, show the
interconnection of the frame and step by step process and the
interconnection of the frames to assess the factors affecting grade 11
students in choosing home economics strand of grade 11 students of
Emmanuel John lnstitute of Science & Technology (Rizal) inc. Year 2024-2025.
Statement of the Problem
This study aim to assess factors affecting Grade 11 student at
Emmanuel John Institute of science and technology in their decision to select
the home economics strand. despite the various academics track available,
there is limited understanding of the specific reasons behind student’s
choices. the study seeks to address the following:
1.What is the profile of respondents in terms of:
1.1 Age;
1.2 Sex;and
1.3 Grade&Section
2.What is the perception of the Grade 11 students in choosing home
enomics strand in terms of:
2.1 Socio economics status
2.2 Parent Occupation
2.3 Family Relation
2.4 Financial Condition
2.5 Employability
3. Is there any significant difference in the factors affecting in choosing
home economics strand which is a subject in the selection of Grade 11
13
students in terms of: age, sex, grade§ion, Socio economics status,
Parent occupation,Family relation, Financial condition, Employability
Hypothesis
This study tested that there is no significant difference on the
perception of factors affecting grade 11 students in choosing home
economics strand of Emmanuel Johh Institute of Science and Technology
(RIZAL) inc. with respect to socio economics status,parent occupation, family
relation, Financial condition,employability,in terms of age, sex,grade§ion,
Scope and Limitations
This study will aim to determine the factors affecting Grade 11
student of Emmanuel John Institute of Science and Techonology Rizal
in choosing home Economics strand.
The data that will be gathered from (150) respondents from Grade
11 student of Emmanuel John Institute of Science and Technology from
different section. this study is limited for Academic Year 2024-2025.
Definition of Terms
The following terms are hereby operationally and/or conceptually
define for the better understanding of the study.
Educational Resources: Availability and quality of educational
materials, teachers,and facilities related to Home Economics at the
institution, which can impact the attractiveness of the strand.
Home Economics Strand. :A specific academics track in senior
high school focused on practical and theoretical knowledge related to
14
Household management,personal finance,family health, and other
related areas
Career Aspirations:The career goals or professional interest
that influence a student’s choice of academic strand.for
example,students interested in becoming chefs,fashion designers,or
financial advisors might choose Home Economics
Academic Performance:The student’s previous academic
achievements and strengths. Strong performance in subjects related to
Home Economics could steer a student towards choosing this
strand.Parental influence:The impact of paren’ts
opinions,expectations,and guidance on the student’s choice of
strand.Parental encouragement or discouragement can significantly
affect a student’s decision.
Peer influence:The effect of friend’s choices and social circles
on a student’s decision-making process.if peers choose Home
Economics,a student might be influenced to follow the same path
Personal interests:A student’s individual hobbies,passions,and
interests that align with the subjects offered in the Home Economics
strand
Future Job Opportunities:Perceptions about employment
prospecte and career stability related to the Home Economics
field.Students choose the strandbased on perceived job market
demand and caeer growth.
15
Socioeconomics Factors: Economics conditions and financial
considerations that might influence a student’s choice, For instance,
the cost of related courses or materials could be a factor.
School Reputation:The perceived quality and reputation of the
Home Economics programat Emmanuel John Institute of Science and
Technology,which can affect student’s confidence in choosing that
strand. Understanding these factors can help in evaluating why
students might opt for the Home Economics strand and how these
influences shape their academic and career trajectories.
¹Notes
¹According to Llige,A S. (2021).Home Economics Curriculum
Changes in the Phillipine Basic Education (1983-2013).journal of
Asian Regional Association for Home Economics, 28(3).
Gara, A. C., & Galgo Jr, A. C. (2024). College and career
2
competency needs assessment of home economics strand
students: Basis for Career Guidance Program. World Journal of
Advanced Research and Reviews, 21(1), 2073-2084.
Llige, A. S. (2021). Home Economics Curriculum Changes in
3
the Philippine Basic Education (1983-2013). Journal of Asian
Regional Association for Home Economics, 28(3).
16
4
Pridane, A. (2017, May). The study on competence-based
curriculum implementation in the subject home economics and
technologies. In Rural Environment. Education. Personality.
Proceedings of 10 th international scientific conference.
5
Home ecology to home economics and beyond: Ellen
Swallow Richards’ disciplinary contributions. Journal of Family &
Consumer Sciences, 112(2), 28-39.
6
McGreGor, S. L., & Ryan Longo, G. T. (2022). Where Visions
Meet: Ellen Swallow Richards and Maria Montessori. Journal of
Family & Consumer Sciences, 114(3), 34-37.
7
Richardson, Barbara. “Ellen Swallow Richards:” Humanistic
oekogist,” “applied sociologist,” and the founding of sociology.”
The American Sociologist 33, no. 3 (2002): 21-57.
8
Butler, L. (2018). The Home Economics Movement:
Discrepancies between founding intentions and contemporary
internalizations.
Chapter 2
METHODOLOGY OF RESEARCH AND SOURCES OF DATA
This chapter presents the research design, setting of the study,
subject of the study, sources of data, procedure of the study and
statistical treatment.
Research Design
The research utilized the descriptive research method it a scientific
approach use to observe describe and data taken the subjects. Descriptive
research aims to accurately and systematically describe a population and
17
situation, it can answer what why and how questions A descriptive research
designs can use a wide variety of research methods to investigate one or more
variables.
Descriptive research design is appropriate for this study because the
researchers accessed the factors affecting grade 11 student in choosing
home economics strand. The researchers use the descriptive method so that
they can assess their perceptions and collect data from the respondents in a
completely natural and unchanged natural environment ensuring that the
results were real and contextual.
Setting of the Study
This study was conducted their study in Emmanuel John Institute
of Science & technology Rizal (inc). Emmanuel John Institute of Science
& Technology Rizal (inc). is a private school located at Sitio. Bulacan. 1,
Brgy. Bagumbayan, Pililla, Rizal. between the Municipality of Tanay and
Jala-jala which accommodated hundreds of student from different
areas of origin.
The School was encompassing an open area that circled by more
than ten.rooms, it was organized to contribute its capacity to
government and private sector for technical and information
18
technology. it aims to provide its high technology not only in our
community services but in all global needs at the least cost.
Emmanuel John Institute of Science & Technology,( Rizal ) inc.
has taken on new and solid commitment to clients satisfaction. EJIST
(Rizal) school staff dedicate themselves to building and delivering
quality training that puts power in the hands of our students, and
adapts to the ever changing nature of modern careers and is
supported by the highest quality customore sevice.This school was
boasting of its ability to meet and deliver its commitment to its ever
growing patron.
19
Figure 01. Map of Sitio Bulacan 1, Brgy, Bagumbayan, Pililla
Rizal
(Emmanuel John Institute of Science & Technology Rizal)²
Subject of the Study
The subject of the study is the factors affecting grade 11 student in
the choosing home economics strand of grade 11 students of Emmanuel John
lnstitute of Science & Technology (Rizal) inc. The respondents will be chosen
randomly by their age (age 16-17 years old during the study). Random
20
sampling was utilized to determine the data due to enormous population of
the setting of the study. Maximum of 150 respondents were selected to
assess and evaluate the output of the research study because the researcher
are confident and believed that the selected respondents are able to provide
essential information required in the aforementioned study
Sources of Data
The researchers utilized a verified questionnaire-checklist to
collect the necessary data. The questionnare was composed of two
parts. The first part identified the personal information of the
respondents in terms of age, sex, grade§ion. The second part is a
likert scale checklist which was use to measure the variables
concerning socio economics status,parent occupation,family
relation,financial condition and employability
Using a five-point rating scale. A psychometric five-point rating
scaledeveloped likert (1983) was adopted to equate the scale interval
with the corresponding verval interpretation as follows.³
The responders can use these five point scales to define and
specify his personal rating regarding the subjects being evaluated.
Rating scale Scale interval Verbal
interpretation
21
5 4.20-5.00 Strongly
agree
4 3.40-4.19 Agree
3 2.60-3.39 Neither agree or
disagree
2 1.80-2.59 Disagree
1 1.00-1.79 Strongly
disagree
Procedure of the Study
The researchers will develop the questionnaire-checklist, helped
and found experts to verify it. They set a date to administer the
questionnaire-checklist to the respondents after the instrument was
validated.
The researcher started to disseminate the checklist to the
respondents of grade 11 students of Emmanuel John lnstitute of
Science & Technology (Rizal)inc. through Google forms. Then the
questionnaires were complied and organized. The data obtained from
the questionnaire-checklist were then compiled and analyzed.
22
From the findings of the study, conclusions and suggestions have
been drawn. in readiness for the final defense, the research paper
underwent the requisite rewrite. Suggestions and feedback from the
research adviser and experts were integrated. it was then referred to
the research adviser to finalize the hard bound.
Statistical Treatment
To answer, the problem given in Chapter 1, the researchers used
the statistical treatment.
Problem 1.To determine the profile of the respondents,
frequency, percentage and rank distribution were used.
Problem 2.To summarize the interpret the variables that
influence the perceptions of factors affecting grade 11 students in
choosing home economics strand in terms of age, sex, and grade &
section.
Problem 3.To determine whether there is a significant difference
in the perceptions of factors affecting grade 11 students in choosing
home economics strand with respect to socio economics status,
parent occupation, family relation, financial condition, and
employability the researchers used one-way analysis of variance.
(ANOVA)⁴
23
Notes
¹Mccombes, S.(2023).Descriptive Research Definition,Types,Methods &
Examples scribbr. Retrieved on June 22, 2023 from
https://www.scribbr.com/ methodology/descriptive-research/
²EJIST(Rizal) inc Location F8FC+348, pililla, Rizal via Manila E
Rd/Sagbat-pililla Rd/R-5.
From(14.4978803, 121.2931915) to EJIST(RIZAL),INC..F8FC+348,Pililla
Rizal via Manila E Rd/Sagbat-Pililla
Rd/R-5.hhtps://www.google.com/maps/place/F8FC%.
2B348+EJIST+(RIZAL),+INC..+Pililla,+Rizal/@14.4726708,121.320
3433,15z/data=!4m6!3m5!1s0×3397e97267:0xeb0930ee0960784e!
8m2!3d14.4726708!4d121.3203433!16%2Fg%2F11ghrf64lv
³Bhandari,P. &Nikopoulou,K. (2023).What is a Likert Scale? | Guide
&Examples. Scribbor.Retrieved on December 3 2024, From
https//www.scribbr.com/methodology/likert-scale/
⁴Bevans, R(2024).One – way ANOVA When and How to Use it (with
Examples).Scribbr.Retrieved on December 2,2024, from
https://www.scribbr.com/statistics/one-way-anova/
24
