Analyzing the impact of home economics education on life skills development of select TVL

students

PRESENTED BY:
BANGALISAN,FRANCIS,LUSTRE
PINEDA,IRISH GAYLE
YOGYOG,ALONA
LUMANI,DAREN
CASAMPLONG,MARK JHON
ELENO,DAVE
IGNACIO,MAROJORIE
ABENOJAR,RONNEL
DELOS TRINO,VINCENT
DAIRO,TERRY JHON

Background of the Study

In recent years, there has been a resurgence of interest in home economics education as a
means to equip students with essential life skills necessary for their personal and professional
development. Traditionally, home economics education encompassed a broad range of
subjects including cooking, sewing, household management, nutrition, and child
development. However, in modern times, it has evolved to encompass a wider scope of skills
such as financial management, time management, communication, and critical thinking.
The Technical Vocational Livelihood (TVL) track in the education system is designed to
provide students with practical skills and knowledge that are relevant to the world of work.
Home economics education plays a crucial role within this track by offering students
practical and applicable skills that can be utilized in both domestic and professional settings.
Despite its importance, there is a limited understanding of the impact of home economics
education on the development of life skills among TVL students.
This qualitative research aims to explore and analyze the impact of home economics
education on the life skills development of select TVL students. By conducting in-depth
interviews and observations, this study seeks to uncover the specific life skills that students
acquire through home economics education and how these skills influence their personal and
professional lives.
Understanding the effectiveness of home economics education in fostering life skills
development among TVL students is essential for educators, policymakers, and stakeholders
in the field of education. By identifying the strengths and weaknesses of current home
economics curricula and teaching methodologies, this research can inform the design of more
effective educational programs that better prepare students for the challenges they will face in
their future endeavors.
This study contributes to the existing literature by providing empirical evidence on the impact
of home economics education on the life skills development of TVL students. By shedding
light on this underexplored area, this research aims to advocate for the importance of
incorporating practical life skills education into the curriculum to better equip students for
success in both their personal and professional lives.

Problem Statement
Home economics education plays a crucial role in equipping students with essential life skills
necessary for personal and professional success. However, there is a paucity of qualitative
research investigating the specific impact of home economics education on the life skills
development of students enrolled in the Technical Vocational Livelihood (TVL) track.
Despite the significance of home economics courses in the TVL curriculum, there remains a
gap in understanding how these courses contribute to the acquisition and application of life
skills among students.
This study seeks to address the following research questions:
1.What are the perceptions of TVL students regarding the relevance and effectiveness of
home economics education in developing life skills?
2.How do TVL students perceive the integration of home economics principles into their
daily lives, both inside and outside the classroom?
3.What specific life skills do TVL students identify as being cultivated through their
participation in home economics courses?
4.What challenges, if any, do TVL students encounter in applying the life skills acquired
through home economics education in real-world scenarios?
5.How do TVL students envision utilizing the life skills obtained from home economics
education in their future academic and professional endeavors?

By exploring these questions through qualitative inquiry, this study aims to provide valuable
insights into the role of home economics education in shaping the life skills development of
TVL students. The findings will contribute to a deeper understanding of the effectiveness of
home economics curricula within the TVL track, informing educational practices and policies
aimed at enhancing the holistic development of students in vocational education settings.

Research Purpose:

The purpose of this qualitative study is to explore and analyze the impact of home economics
education on the development of life skills among students enrolled in the Technical-
Vocational-Livelihood (TVL) track. Specifically, the study aims to:

1. Investigate the extent to which home economics education contributes to the acquisition
and enhancement of various life skills among TVL students.
2. Examine the perceptions of TVL students regarding the relevance and applicability of life
skills learned through home economics education in their daily lives.
3. Identify any challenges or barriers faced by TVL students in applying the life skills
acquired through home economics education.
4. Explore potential strategies and recommendations for enhancing the effectiveness of home
economics education in fostering the development of life skills among TVL students.

By fulfilling these objectives, this study seeks to provide valuable insights into the role of
home economics education in equipping TVL students with essential life skills necessary for
their personal, academic, and professional success. Through qualitative inquiry, the study
aims to capture the nuanced experiences and perspectives of students, allowing for a
comprehensive understanding of the impact of home economics education on their overall
skill development. Ultimately, the findings of this research endeavor aim to inform
educational policies and practices aimed at enhancing the quality and relevance of TVL
curriculum offerings, thereby better preparing students for the challenges and opportunities of
the 21st-century workforce and society.

Significance of the Study:

Home economics education plays a vital role in equipping students with essential life skills
necessary for their personal, academic, and professional success. Through this qualitative
research study, we aim to delve deeper into the specific impact of home economics education
on the development of life skills among selected Technical-Vocational Livelihood (TVL)
students.

1. Understanding the Relevance of Home Economics Education:

By examining the significance of home economics education in the context of TVL
students, this study sheds light on its relevance in contemporary education systems.
Understanding the importance of integrating practical life skills with academic knowledge is
crucial for policymakers, educators, and stakeholders in enhancing the holistic development
of students.

2. Informing Curriculum Development and Educational Practices:

 The findings of this research will provide valuable insights into the effectiveness of current
home economics curricula in fostering life skills among TVL students. By identifying
strengths and weaknesses, educators and curriculum developers can refine existing programs
to better address the needs and aspirations of students preparing for technical and vocational
careers.

3. Empowering TVL Students for Future Success:

TVL students often pursue career paths that require hands-on skills and practical
knowledge. Through home economics education, they can acquire essential life skills such as
financial literacy, time management, nutrition awareness, and interpersonal communication.
This research aims to assess how effectively these skills are being imparted and their impact
on the overall preparedness of TVL students for their future endeavors.

4. Addressing Societal Needs and Challenges:

As societies evolve, the demand for skilled workers capable of adapting to diverse
workplace environments continues to grow. Home economics education plays a crucial role
in addressing societal needs by producing competent individuals equipped with both
technical expertise and essential life skills. This study contributes to understanding how home
economics education can better prepare TVL students to meet the demands of the ever-
changing labor market.

5. Fostering Personal and Professional Growth:

Beyond academic achievements, the development of life skills is essential for personal and
professional growth. This research seeks to explore the transformative potential of home
economics education in empowering TVL students to become well-rounded individuals
capable of navigating various aspects of life with confidence and competence.

In conclusion, this qualitative research study aims to provide valuable insights into the impact
of home economics education on the development of life skills among select TVL students.
By understanding the significance of integrating practical knowledge with academic learning,
we can better prepare students for the challenges and opportunities they will encounter in
their future endeavors.
Abstract:
This qualitative narrative research aims to explore the impact of home economics education
on the development of life skills among Technical-Vocational-Livelihood (TVL) students.
Through in-depth interviews and storytelling, this study seeks to understand the experiences
and perceptions of TVL students regarding the life skills they acquired through home
economics education. The narratives gathered will provide insights into how home economics
education contributes to the holistic development of individuals, particularly in terms of
practical skills, decision-making abilities, and personal well-being.

Introduction:
Home economics education plays a crucial role in equipping students with practical
knowledge and skills essential for everyday life. Within the context of Technical-Vocational-
Livelihood (TVL) tracks, home economics courses offer valuable lessons in areas such as
cooking, sewing, budgeting, and childcare. While these skills are often viewed as vocational
in nature, they also contribute significantly to the development of life skills that are essential
for personal and professional success. This narrative research aims to delve into the lived
experiences of select TVL students to understand how home economics education influences
their acquisition of life skills.

Research Questions:
1. How do TVL students perceive the relevance of home economics education in their daily
lives?
2. What specific life skills do TVL students believe they have gained through home
economics education?
3. In what ways do TVL students apply the life skills acquired from home economics
education in various contexts?

Methodology:
This research adopts a qualitative narrative approach, which prioritizes the collection and
analysis of personal stories and experiences. Semi-structured interviews will be conducted
with a purposive sample of TVL students who have completed home economics courses. The
narratives gathered from these interviews will be analyzed thematically to identify recurring
patterns and themes related to the impact of home economics education on life skills
development.

Data Collection:
Participants will be selected from TVL students enrolled in schools that offer home
economics education as part of their curriculum. The sample will include individuals with
diverse backgrounds and experiences to ensure a comprehensive understanding of the
research phenomenon. Semi-structured interviews will be conducted in a comfortable and
confidential setting, allowing participants to share their stories freely. Audio recordings and
field notes will be used to capture and document the narratives.

Data Analysis:
The narrative data collected from interviews will be transcribed verbatim and analyzed
thematically. Themes related to the acquisition and application of life skills through home
economics education will be identified and coded. Through iterative processes of coding and
categorization, patterns and connections within the data will be explored to develop a rich
and nuanced understanding of the research phenomenon.
Definition of Terms:

1. Home Economics Education: Home economics education refers to the educational

discipline that encompasses a broad range of practical skills and knowledge related to
managing a household and living independently. It includes subjects such as cooking,
nutrition, budgeting, sewing, childcare, and home management.
2. Life Skills: Life skills are the abilities and behaviors that enable individuals to effectively
navigate various aspects of daily life and to adapt and thrive in different situations. These
skills encompass a wide range of competencies, including communication, problem-solving,
decision-making, critical thinking, financial management, time management, and
interpersonal skills.
3. TVL Students: TVL stands for Technical-Vocational-Livelihood. TVL students are
individuals who are enrolled in technical-vocational education and training programs that
provide practical skills and knowledge necessary for employment in specific industries or
sectors. These students typically receive training in areas such as agriculture, automotive,
electronics, culinary arts, and home economics.
4. Qualitative Research: Qualitative research is a methodological approach used to explore
and understand phenomena in depth by examining their meanings, experiences, and contexts.
It involves collecting and analyzing non-numerical data, such as interviews, observations, and
textual analysis, to uncover patterns, themes, and insights.
5. Impact: Impact refers to the effect or influence that home economics education has on the
development of life skills among select TVL students. It encompasses changes or
improvements in the students' knowledge, attitudes, behaviors, and abilities related to
managing household tasks, making informed decisions, and leading independent and
fulfilling lives.
6. Select TVL Students: In this study, select TVL students refer to a specific group of
individuals who are chosen based on certain criteria, such as enrollment in a home economics
education program, grade level, academic performance, demographic characteristics, or other
relevant factors. These students represent a subset of the broader TVL student population and
serve as participants in the research study.

Scope:
1. Participants Selection:
- The research will focus on selecting a specific group of Technical Vocational Livelihood
(TVL) students who have undergone home economics education.
- Participants will be selected from different schools or educational institutions that offer
home economics education programs.
- Inclusion criteria may include students who have completed a specific level or duration of
home economics education.
2.Data Collection Methods:
- Qualitative data will be collected through semi-structured interviews and focus group
discussions.
- Interviews will be conducted with both students and educators who are involved in home
economics education.
- Focus group discussions will allow for the exploration of shared experiences and
perceptions among the participants.
3. Themes of Inquiry:
- The research will explore various life skills that participants perceive they have obtained
through home economics education.
- Themes may include cooking and nutrition, household management, budgeting and
financial literacy, interpersonal skills, and decision-making abilities.
4. Data Analysis:
- Thematic analysis will be employed to identify patterns and themes within the qualitative
data.
- Codes will be developed based on recurring concepts and ideas emerging from the
interviews and focus group discussions.
- Data analysis will involve iterative processes to ensure thorough exploration of the
collected data.

5. Ethical Considerations:
- Informed consent will be obtained from all participants prior to their involvement in the
study.
- Participants' anonymity and confidentiality will be ensured throughout the research
process.
 - Ethical guidelines regarding the treatment of human subjects will be strictly adhered to.

Limitations:

1.Generalizability:
- Findings may not be generalized beyond the specific context of the selected TVL students
and educational institutions.
- The research may not represent the experiences of all individuals who have undergone
home economics education.

2. Participant Bias:
- Participants may provide responses that they perceive as socially desirable rather than
reflecting their true experiences.
- Bias may exist in the selection of participants, as only those who are willing to participate
will be included in the study.

3. Subjective Interpretation:
- Data analysis involves subjective interpretation, which may introduce researcher bias.
- Efforts will be made to mitigate bias through inter-coder reliability checks and reflexive
practices.

4. Time Constraints:
- The research may be limited by time constraints, particularly regarding data collection and
analysis.
- A comprehensive exploration of all relevant themes and sub-themes may be challenging
within the available timeframe.

5. Resource Limitations:
 - The research may be constrained by limitations in resources such as funding, personnel,
and access to participants.
- The scope of the study may need to be adjusted based on resource availability and
feasibility.

By addressing these scope and limitations, the qualitative research will provide valuable
insights into the impact of home economics education on the development of life skills
among select TVL students, while also acknowledging the boundaries within which the
research operates.