On this study, the researcher aimed to determine the effectiveness of practicing of acquired knowledge, skills and attitude through messenger application in Home Economics to increase the skills of grade 11 students of Sta. Catalina National High School in Food and Beverages Services.
The researcher wants to integrate on her lesson the PAKSA MAHE (Practice of Acquired Knowledge, Skills and Attitude through Messenger Application on Home Economics) to motivate the learners to learn Food and Beverages Services while going on with the trend. With this, the learners need to go online with messenger apps every night 7:00 to 7:30 pm and during lunch break to answer some exercises sent by the teacher and other member of the group. There they can also raise questions regarding the lesson, especially when they missed classes. The teacher will also use the application to send some exercises and lectures.
More specifically, the study attempted to answer the following questions:
1. What is the level of performance of the grade 11 students of SCNHS in Food Beverages Services before the PAKSA MAHE implemented?
2. What is level of performance of the grade 11 students of SCNHS in Food Beverages Services after the PAKSA MAHE implemented?
3. Is there a significant difference in the level of performance of grade 11 students of SCNHS in Food Beverages Services before and after the implementation of PAKSA MAHE?
Table of Contents
I. Introduction
II. Brief Review of Related Literature
Research Paradigm
III. Methodology and Research Design
Research Design
Respondents of the Study
Research Instrument
Data Gathering Procedure
Statistical Treatment
IV. Results
Conclusion
Recommendations
Objectives and Research Themes
The primary objective of this study is to determine the effectiveness of utilizing PAKSA MAHE (Practice of Acquired Knowledge, Skills and Attitude through Messenger Application on Home Economics) as an intervention tool to improve the performance of Grade 11 students in Food and Beverages Services at Sta. Catalina National High School.
- Integration of mobile messenger applications in vocational education.
- Evaluation of student performance improvements in Home Economics.
- Practical application of acquired knowledge through digital interaction.
- Comparison of assessment results before and after intervention.
- Use of statistical analysis to measure intervention impact.
Excerpt from the Book
Introduction
Home Economics is one of the strand under TVL track of the senior high school curriculum which was offered by our school with the specialization in Bread and Pastry Production NC II and Food and Beverages Services NC II.
According to the committee of the k to 12 curriculum headed by Sec. Bro. Armin Luistro (March 12, 2002), the issue on lack of mastery of concepts and skills partly due to a congested curriculum did not end even with the already decongested 2002 BEC. This means that the clamor for quality basic education cannot be responded to by mere curriculum decongestion. Thus the K to 12 Basic Education Program is not only concerned with curriculum decongestion but also with other critical concerns like addressing shortages of educational inputs, improving the quality of teachers and strengthened stakeholders’ participation.
In Technology and Livelihood Education, areas are so chosen to avoid duplication, to make connection across the areas and to include other cross curriculum elements (mensuration, technical drawing, use of hand tools, occupational health & safety and tools/equipment maintenance) in order to ensure greater cohesiveness in the curriculum as a whole.
Summary of Chapters
I. Introduction: Outlines the context of Home Economics in the senior high school curriculum and identifies the educational challenges that motivated the implementation of PAKSA MAHE.
II. Brief Review of Related Literature: Examines existing research regarding student retention, academic performance factors, and the influence of learning environments on student motivation.
III. Methodology and Research Design: Describes the pre-experimental, one-group pretest-posttest research design used to evaluate the intervention program among the student respondents.
IV. Results: Presents the statistical data comparing the pre-test and post-test scores, demonstrating a significant improvement in student performance following the intervention.
Keywords
Home Economics, PAKSA MAHE, Food and Beverages Services, Messenger Application, Academic Performance, TVL Track, Senior High School, Student Retention, Educational Technology, Skill Acquisition, Quantitative Research, Pre-test Post-test, Intervention Program, Instructional Strategy, Sta. Catalina National High School.
Frequently Asked Questions
What is the core focus of this research paper?
The research focuses on evaluating the effectiveness of using the "PAKSA MAHE" intervention—which leverages Messenger application for educational exercises—to boost the performance of Grade 11 students in Home Economics.
What are the central thematic areas?
The study centers on Home Economics education, ICT integration in teaching, student retention, and the enhancement of technical competencies in Food and Beverages Services.
What is the primary objective of the study?
The objective is to determine if the consistent practice of knowledge and skills via a mobile messenger platform leads to a statistically significant improvement in student assessment scores.
Which scientific method was employed?
The researcher utilized a pre-experimental technique, specifically a one-group pretest-posttest design, to measure before-and-after performance differences.
What does the main content cover?
The main content details the implementation of the PAKSA MAHE intervention, the demographic distribution of subjects, the assessment tools used, and the subsequent statistical analysis of student performance data.
Which keywords characterize this paper?
Key terms include Home Economics, PAKSA MAHE, Food and Beverages Services, Academic Performance, Skill Acquisition, and ICT Integration.
What exactly is PAKSA MAHE?
It stands for "Practice of Acquired Knowledge, Skills and Attitude through Messenger Application on Home Economics," serving as a digital tool for after-school study and student-teacher interaction.
How were the students' performance levels categorized?
They were categorized using specific numerical score ranges: Excellent (25-30), Very Good (19-24), Good (13-18), Fair (7-12), and Poor (1-6).
What was the key finding of the research?
The study found a significant difference between initial and post-intervention performance, with a computed z-value of 13.37, indicating that the intervention was highly effective.
What recommendations does the author provide?
The author recommends further usage of intervention programs, expanded studies on other competencies using PAKSA MAHE, and a broader integration of ICT in all daily learning activities.
- Citar trabajo
- Sierra Valencia (Autor), 2018, The Utilization of Practice of Acquired Knowledge, Skills and Attitude through Messenger Application on Home Economics in Increasing Home Economics Skills of Grade 11, Múnich, GRIN Verlag, https://www.grin.com/document/1398055
