gulayan

1. RAMIFICATION OF GULAYAN SA
PAARALAN PROGRAN IN TINGLOY
CS AND SUSTAINABLE APPROACH
BIENVENIDO H. CAPONPON JR.
Researcher

2. CHAPTER I
THE PROBLEM

3. INTRODUCTION
We cannot deny that our world shows a rapid change in
terms of climate resulting to an unusual phenomenon that
we are experiencing; such as super typhoons, storm surge
and earthquakes. And that is why, In a remote place like
Tingloy Island, they find it hard to sustain their livelihood.
In the far-flung areas where scarcity often takes place
and the citizens have to make ends meet in order to survive
even on a day to day basis of existence. This situation is
prevalent in Tingloy District wherein seventy (70%) percent
of the children belong to a family who can’t even afford to
provide the child’s basic need.

4. Under the K to 12 in basic education, the Department of
Education (DepEd) in the Philippines creates children’s
awareness about production of more food on the table,
through vegetable gardening within the scope of Home
Economics and Livelihood Education (HELE) subjects in the
elementary and the Technology and Livelihood Education
(TLE) subjects in the high school, in order to nurture
resiliency and sustainability of scarce resources in localized
and contextualized ways.
As the saying goes, “there shall be no learning if the
stomach is empty”. This setback was addressed by the
Department of Education by encouraging all schools to utilize
that 35% of their canteen profit in supplementary feeding
program to ensure that the nutritional status of low
performing children will be improved.

5. Statement of the Problem
Statement of the Problem
1. What is the profile variable of the respondents in relation to:
1.1 age
1.2 gender
1.3 type of respondents
2. How do the respondents assessed the Gulayan sa Paaralan Program relevant to:
2.1 economy;
2.2 social and
2.3 environment?
3. Is there any significant relationship between the profile variable of the respondents on
their assessment on Gulayan sa Paaralan relevant to economy, gender and type of
respondents?
4. What are the problems and issues encountered in Gulayan sa Paaralan Program of
Tingloy Central School?
5. On the basis of the analysis, what sustainable plan can be prepared for Gulayan sa
Paaralan Program?

6. Scope, Delimitation, Limitation of the Study
This study involves the pupils, parents and employees in Tingloy
CS during the school year 2017-2018. It also involves the
respondents’ profile in terms of their age, gender and the type
of respondents. It is about the ramification of Gulayan sa
Paaralan Program and it focuses on the sustainable approach for
the Gulayan sa Paaralan.
The study did not include other public elementary schools
and Highschools in Tingloy District.
It is limited to Tingloy Central school and also limited their
analysis of data based on the responses provided by the
respondents.

7. Significance Of The Study
The researcher believes that this study will help the schools as well as the community
to develop more the program that promote genuine goal in cultivating health and
nutritional foundation of every individual particularly the children. The researcher
undertaking could be beneficial to the following parties:
To the school heads, this study could inspire them to continuously promote
programs that will highlights the nutrition curiosity of every school and institution.
To the teachers, they can provide encouragement to the students developing
better nutritional backgrounds and take part in the growing needs of the generations .
To the parents, they will be aware of the proper nutrition that should be practiced
and observed by them. It can also help them to recognize the appropriate for the
children.
To the pupils, they will be better influence of the nutritional progress
implemented to help them obtain good nutrition and is one of the essentials to god
health. It can provide knowledge of for sustaining life,
Lastly, to the future researchers, this study can serve as a guide for conducting
similar studies . Researchers can promote and teach how to sustain the gulayan and
somehow influence their constituents and eventually their communities.

8. CHAPTER 2
REVIEW OF LITERATURE

9. Conceptual Literature
According to McDilda (2007) Sustainable development is the balance
between people and the environment where in she stated “Backyard
gardening is the process of planting vegetables, herbs, fruits, and spices
in any space available at the school backyard, in a form of garden
patches, pockets, pots, vertical walls and trellises, with the use of
recyclables such as: empty bottles, cans, basins, pails, trays, sacks,
styropors, tires, bags and other disposable containers, with the use of
organic materials that protect the environment.” This gardening
promotes sustainability through the use of organic ways fashion in an
urban lifestyle.
Moreover, Senator Legarda (2012) said that she lauds the DepEd's
'Gulayan sa Paaralan' project because earning will not be confined to the
classrooms; students themselves will take part in growing what they eat;
this activity fosters curiosity and genuine engagement, which is exactly
what the adults need to see in the youth of today.

10. Research Literature
 The study of Alvarado (2014) found out that the Gulayan sa
Paaralan encourage parents to put up household gardens that
served as source of additional vegetables for home
consumption. More importantly, the initiative raised awareness
on the health and nutritional benefits of vegetables, as well as
economic benefits that encouraged more household and
community vegetable gardens.
 In the study of Napeñas (2016) the positive effect of sustaining
of Gulayan of sa Paaralan does not only rest in schools but can
be also evident in the entire community. Its impact will not
only address the issue of insufficiency of fund in school feeding
to alleviate hunger and malnutrition but helping and teaching
school children and parents even the community people about
sustainable food production that can be source of living of
families belonging to low socio economic status.

11. Synthesis
The present study emphasizes the importance of
practices in maintaining the crops and seeds to sustain
the needs of the garden.
The study of the study Alvarado (2014) is similar to
the present study since the program that the present
researcher study has something to do with gardening. In
Addition to this, the children prevent malnutrition and
for them to health conscious.

12. Conceptual Framework
This study is design to determine the ramification of Gulayan sa
Paaralan Program in Tingloy CS and Sustainable. It is one of the
concerns of the most teachers regarding the benefits it
providesto both children and parents
The input box includes the respondents’ profile in terms of
age, gender and type of respondents. It also includes the
problems and issues encountered Gulayan sa Paaralan Program
of Tingloy Central School.
The process box consists of the research process with the
questionnaire as the main instrument.
The output box contains the proposed extension activities in
enhancing and sustaining the Gulayan sa Paaralan Program.

13. Chapter III
Research Method and Procedure

14. Research Designs
The method that will use in this
research is the descriptive method.
Subject of the study
The subjects of the study are the
employees, parents and pupils in
Tingloy Central School.

15. Data Gathering Instruments
To generate the information desired for the
study, the researchers will use questionnaire. It will
serve as a tool for the researchers to have an
insight about the activities in sustaining the
Gulayan sa Paaralan Program. The prepared
questionnaire is composed of three parts. The first
part of the questionnaire is the respondents’
profile. Moreover the latter part include the
problems and issues encountered in Gulayan sa
Paaralan Program of Tingloy Central School.

16. Construction of questionnaire.
In the construction of the questionnaire, the researcher
gathered information from reading materials and electronic
sources to generate the information needed for the study.
The researcher faced a lot of difficulties in constructing the
said questionnaire. Recommendations from the adviser
helped largely in the construction of the questionnaire.

17. Validation of the questionnaire. The
approved questionnaire was submitted to
some practitioners who have long years’
experience in education. They were asked to
evaluate the contents of properly stated and
to give more suggestions. Their comments,
corrections and suggestions were considered
by the researchers in forming the final draft.

18. Administration of the questionnaire. Through the
prepared letter of request, the researcher asked
school principal for the approval of the
administration of the questionnaire. After it was
approved, the researchers distributed the
questionnaire to the selected pupils to give those to
their parents, and retrieved it the next day after
the researcher distributed. The researcher
explained in detailed what to do in answering the
questionnaire.

19. Scoring of respondents. The data was then
interpreted in terms of criteria based on the
following scale.
OPTIONS SCALE VERBAL INTERPRETATION
5 4.50-5.00 Very GreatExtent
4 3.50-4.49 Great Extent
3 2.50-3.49 Moderate Extent
2 1.50-2.49 Little Extent
1 1.00-1.49 No Extent

20. Data Gathering Procedure
 The researcher constructed a questionnaire and
had checked by the adviser. After this, the
researcher asked for the validation of the
questionnaire. After it is validated and edited
with the help of some teachers, a letter of
request seeking permission to administer the
questionnaire was prepared. The researcher will
go to Tingloy Central School and will present the
letter to the school principal. When the
permission is approved, the distribution is to be
conducted.

21. When the researcher had finished administering
and collecting the questionnaire, she will start
tallying the data. Soon after all the data have been
tallied, she will submit these to the statistician for
the statistical treatment.
Statistical Treatment of Data
To be able to analyze the data gathered,
statistical tools such as frequency, percentage,
rank, weighted mean, and chi- square will be
utilized.
Frequency. This will be used to determine the
number of responses in particular item.

22. Percentage. This will be used to determine the
percentage distribution of the respondent in
particular item.
Rank. This will be used to determine the highest
to lowest item chosen by the respondents.
Weighted mean. This will be used to quantify
the data on the effectiveness of guidance provided
by parents.
Chi- square. This will be used to determine the
significant relationship of parents’ profile and
pupil’s development.

24. References
 THE " GULAYAN SA PAARALAN " (SCHOOL VEGETABLE GARDEN) IN RESPONSE TO
SUSTAINABLE DEVELOPMENT (PDF Download Available). Available from:
https://www.researchgate.net/publication/281723263_THE_GULAYAN_SA_PAA
RALAN_SCHOOL_VEGETABLE_GARDEN_IN_RESPONSE_TO_SUSTAINABLE_DEVELO
PMENT [accessed Jul 15, 2017].