CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
The Home Economic Track is a Home economic that operates in the academic, curriculum and

social realms, as well as in everyday life. Due to its multi-disciplinarity, it includes and interconnects the

contents of different disciplines (e.g., 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 (Erjavšek, 2021). However, Home Economic

Track’s limited access to technology and equipment on a practical training, Hence the problem. In

addition to, Technology interventions to improve learning outcomes also face issues of implementation

and scaling up. Most technology interventions require a student-to-computer ratio much lower than

those currently available in many developing countries (Naik et al. 2020), This impact of technology

intervention to students leads to a great impact, However, Technology helps a student to have a better

communication, sharpening students’ critical thinking, increases students’ collaboration, and Increases

knowledge. In conclusion, Home Economic students’ limited access to technology on practical training

holds them back. Nevertheless, Research has so far not addressed the issues of limited access to

technology in Home Economic Track to improve their practical training outcomes.

A student’s socio-economic status impacts how likely they are to have access to technology. A

survey by the Pew Research Center, a nonpartisan American think-tank, found 35% of households in the

United States with school-age children and an annual income of under $30,000 do not have access to

high-speed internet. Among households earning $75,000 or more, only 6% lack high-speed internet. In

addition to, since technology is being utilized within the classroom on a daily basis, it is important that
schools are keeping up with the everchanging technological advances, Strom (2021). Home Economic

students may also be required to increase the effort due to the limitation of accessing of technology,

however, this could also increase home economic students’ critical thinking by the work of the

limitation.

In the Philippines, the study found that efforts to integrate technology in education have been made

by education stakeholders but to varying degrees. The variation is caused by several factors including

top leadership and education stakeholders’ support for education technology (EdTech), availability of

infrastructure and devices, competencies of key EdTech actors such as teachers, school personnel, and

technical specialists, and their acceptance of the role of technology in education ESPINOSA (2023). By

this, teachers, school personnel, and technical specialist, is encouraged by the researcher to be able to

help the Home Economic students to resolved of limitation of technology. With technology becoming

more prevalent in modern society, methods for effectively implementing digital applications into the

classroom has become a major focus in the educational community. This chapter discusses ways in

which technology can be implemented into the curriculum to enhance student engagement and success.

Focus is placed on how a specific technological application, Edmodo, can be used in the classroom to

achieve learning goals. D’Angelo (2018)

Additionally, Home Economic find themselves in a circumstance of having limitation of access in

technology, which also limits their practical skills. However, If the technology is limited it could also

impact the well being of a student that not only practical skills that could affect them, but also their socio

wellbeing or mental health Timotheou S., et al. (2023). Nevertheless, this has also been the similar to

what the Home Economic students of Gov. Efren B. Pasucal, Sr. Integrated Central School

According to, Timotheou, S., et al. (2023) proposed further research into the impact of technology

on skill development, emotions, attitudes, equality, inclusion, social interaction, and special needs
education. The proposed study will look at how limited access affects not only practical skill acquisition,

but also broader educational outcomes like emotional and social well-being, equality, and inclusion. By

providing quantitative data on these dimensions, the study aims to fill a critical gap in the literature and

provide actionable insights for improving educational practices and ensuring greater accessibility to

technological resources in home economics education.

This study aims to assess quantitatively how home economics students' practical training outcomes

are impacted by limited access to contemporary technology and equipment. The goal of the research is

to determine particular areas where educational effectiveness gets hindered by technological limitations

by examining data on students' performance and skill acquisition in environments with limited

technological resources. This assessment will provide understanding on how much students' inability to

apply theoretical knowledge in real-world situations is impacted by the lack of advanced equipment,

which could help develop new approaches for enhancing training settings and allocating resources in

home economics education.

In addition to, this study aims to assess quantitatively how home economics students' practical

training outcomes are impacted by limited access to contemporary technology and equipment. The goal

of the research is to determine particular areas where educational effectiveness gets hindered by

technological limitations by examining data on students' performance and skill acquisition in

environments with limited technological resources. This assessment will provide understanding on how

much students' inability to apply theoretical knowledge in real-world situations is impacted by the lack

of advanced equipment, which could help develop new approaches for enhancing training settings and

allocating resources in home economics education.

 Students today live in a very technological world. Most students enjoy using some form of

technology on a daily basis. According to Monger, E. (2021), the use of technology in the classroom

improves student learning because it allows for improved communication, which helps students gain

skills and knowledge. With the help of technology and equipment, the participation and engagement of

students in classes will be enhanced. Technology makes it possible to incorporate hands-on learning into

all of the curriculum's subjects. (Costley, 2014). Students' comprehension is improved as a result of

being able to apply concepts in practical settings. Therefore, the researchers deem it necessary to look

further into the limited access of technology and equipment affecting skill proficiency and enhancement.

Statement of the Problem

The General problem of the study is: How does the limitation of access in modern technology and

equipment affect the practical training outcome of Home Economic Students in Gov. Efren B. Pascual

Sr. Orani Integrated Central School during the 2024-2025?

Specifically, this study will seek answers to the following questions:

1. What is the profile of the Home Economics students based on the following:

1.1 Age;

1.2 Gender; and

1.3 Year level?

2. How does the limited access to modern technology and equipment impact the outcomes of the

practical trainings of student on the following:

 2.1 Skill development;

2.2 Innovation and creativity;

2.3 Level of engagement during practical lessons; and

2.4 Confidence in performing actual applications?

3. What is the performance of Home Economics students on practical training based on

assessment?

4. Is there a significant relationship between:

4.1 Access to technology and the profile of Home Economics students;

4.2 Access to technology and performance grades in practical training; and

4.3 Performance grades and the Profile of Home Economics students?

5. Based on the findings, what interventions might be recommended to improve the home

economics students' access to technology and equipment?

Significance of the Study

The present study will be deemed beneficial to the following entities:

H.E Students. The study is significant in understanding how the Home Economic students manage

the limitation access to the modern technology that effects their practical training based on their age,

gender; and school year level. This will contribute immensely to the Home Economic practical skills

development and the distinct and significant role of Home Economic students to plan, manage, and

handle the limitation of modern technology, in which the stakeholders will face in the future that has

direct impact on food industry. Therefore, the study will provide significant information on what
instructional materials should be used to be able to positively effect the practical training of Home

Economic students and its teachers along the way.

Teachers. The study will provide the basis for teachers for them to know what they should to

positively effect their student’s performance in practical training. It could also help them understand

how the modern technology limitation access effects practical training of their student. As consequence

of that, they will gain a deep knowledge of how they should handle their student and to guide them in

righteous path. In addition, relying on the findings of the study may also encourage them to create

activities to improve the practical training of their students regarding the limited access of modern

technology.

Parents. The findings of the study will provide insights to the parents on how limitation access to

modern technology affect their practical training as well as their performance. Having awareness on

their children’s condition on school may perceive that making themselves more open or accessible to

their children is of great significance. Hence, the result of the study may also increase their parental

ability by showing support to their children in a matter of right discipline. It may also help them to guide

the children on a righteous path with the help of the study to help their children with the practical

training and performances.

Department of Education. This study is of great significance in the field of Vocational as they will

have an accurate information on how limited access of modern technology effects the outcome of Home

Economic students practical training. It can serve them as a basis for conducting a program that focuses

on the welfare of one of the main stakeholders which is the learners themselves. Developing a well goal

driven plan will positively increase the students’ performance on their practical training.
 Future Researcher. The findings of the study may be used by the future researcher as a basis or

reference and will also provide them additional information regarding the limited access of modern

technology to practical training. Furthermore, they may replicate it if they want to investigate the

relationship between modern technology and practical training, utilizing variables that aren’t discussed

or used in this study. Lastly, the data in this research will surely enlighten them in their future studies

and will lead them to credible, dependable, and reliable research.

Scope and Delimitation

This correlational study aims to work on determining the outcomes of limited access of modern

technology to practical training of Home Economic students in Gov. Efren B. Pascual, Sr. Integrated

Central School during the school year of 2024-2025. The respondents of the study will be the selected

students of the following sections of Home Economic strand under the Technical Vocational Live-hood

Track: HE 11-1, HE 11-2, HE 12-1, and HE 12-2. The respondents will be selected using a simple

random sampling technique, Specifically, the study will describe the limited access of modern

technology and equipment outcomes in terms of Skill development, Innovation and creativity, Level of

engagement during practical lessons, and Confidence in performing actual applications. In addition to, it

will also take a look as well in performance of Home Economic based on their assessment. Timeline of

the study will be 5 months.

Data will be tallied and treated using appropriate statistical methods. Frequency and distribution

will be used to present the profile of the students based on age, gender, and year level. In the meantime,

mean and descriptive ratings will be utilized to present limited access of technology and equipment

outcomes on Home Economic students. On the contrary, Pearson Moment Correlation will be used in

examining the significance of Modern Technology and equipment outcomes to practical training of

Home Economic students.

Definition of Terms

Modern Technology. Refers to the advancements in digital tools, communication devices, and

computational systems that facilitate efficiency and innovation in various fields such as education,

healthcare, and industry (Naik et al., 2020)." modern technology is defined as contemporary tools and

digital resources, such as mobile applications and e-learning platforms, that enhance home economics

students’ practical training and skill development.

Practical Training. Practical training is an opportunity to combine theory and practice, apply and

test your theoretical learning in practice as well as evaluate your own competences and develop yourself.

(Saksa. 2020.). As used in this study, The practical training in home economics is an applied experience

of the students that allows them to transfer the knowledge to the situation when it comes to real life. It is

important for developing practical training and skills in various fields related to home life.

Quantitative Evaluation. A systematic process of collecting and analyzing numerical data to

understand the impact or outcome of a particular variable or set of variables in a study Pritha Bhandari

(2020). provides a systematic approach to measuring outcomes through numerical data, allowing for

objective analysis and comparison. By employing statistical methods, this type of evaluation can reveal

patterns and trends, facilitating informed decision-making and improving program effectiveness.

Correlation. A correlation reflects the strength and/or direction of the association between two or

more variables. A positive correlation means that both variables change in the same direction. A negative

correlation means that the variables change in opposite directions. Scribbr (2021). As used in this study,

correlational, the research design utilized in this study, involves systematical collection of statistical data

from respondents in order to identify patterns, trends, and relationship between variables.
 Notes in Chapter I

Erjavšek, M. (2021). Modern aspects of home economics education and Slovenia. Center for
Educational Policy Studies Journal, 11(4), 33–62. https://doi.org/10.26529/cepsj.1191
Naik, G., Joshi, S., & Basavaraj, K. (2020). Impact of use of technology on student learning outcomes:
Evidence from a large-scale experiment in India. *World Development, 127*, 104736.
https://doi.org/10.1016/j.worlddev.2019.104736
Strom, A. (2021). *The negative effects of technology for students and educators*.
https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1322&context=education_masters
Espinosa, A. (2023). Technology in education: A case study on the Philippines.
UNESCO.https://unesdoc.unesco.org/ark:/48223/pf0000387743.locale=en
D’Angelo, C. (2018, July 9). The impact of technology: Student engagement and success.
*Pressbooks.pub, 14*(14). https://pressbooks.pub/techandcurriculum/chapter/engagement-and-
success/
Timotheou, S. (2022). Impacts of digital technologies on education and factors influencing schools’
digital capacity and transformation: A literature review. *Education and Information
Technologies, 28*(28). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9684747/
Edmonger. (2021, July 28). 10 important roles of technology in education. *EdMonger*.
https://edmonger.com/roles-of-technology-in-education/
Costley, K. (2014, October 30). *The positive effects of technology on teaching and student learning*.
https://files.eric.ed.gov/fulltext/ED554557.pdf
Saksa. (2024). Practical training | ELAB. *Elab.lab.fi*.
https://elab.lab.fi/en/completing-studies/practical-training#: ~:text=Practical%20training%20is
%20an%20opportunity (Accessed September 26, 2024).
Bhandari, P. (2023, June 22). What is quantitative research? | Definition, uses and methods. *Scribbr*.
https://www.scribbr.com/methodology/quantitative-research/
Scribbr. (n.d.). Correlational research. Scribbr. https://www.scribbr.com/methodology/correlational-
research/#:~:text=is%20a%20correlation
 CHAPTER II

THEORETICAL FRAMEWORK

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Implementation and Learning Environment

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