Northern Quezon College, Inc

Graduate School-Master of Arts in Education in Educational Management

Thesis Seminar
Task 3: Online Review of Related Literature (ORRL)
(a) Focus on THEORETICAL REVIEW by Comparison and Contrast Method (25 points)
Written Lecture by: Dr. Ferdinand C. Lacuata

Name: FIDELYN M. ORTILLANO_ Program: MAED & Major: Educational Management

______________Score:_______
General Instructions: In Step 1, you were able to generate and integrate your final specific concept/s.
You are now ready to conduct an online review of related literature (ORRL). Remember always that
your generated or integrated concept/s will serve as your key word/s as you log on the Google
Search. Likewise, you have to bear in mind that there are TWO types of reviews that you will be
performing:
(1) TOPICAL review, and (2) METHODOLOGICAL review. However, your TOPICAL review comes in
two subtypes:
(1.1) theoretical reviews, which are reviews on theories with principles, concepts, or definitions
usually seen in e-books and other credible online sources, and
(1.2) practical reviews, which are reviews of findings, conclusions, and recommendations from
currently conducted research currently published mostly in research journals.

Your ORRL will start with a TOPICAL REVIEW but specifically with the theoretical review to be
performed following these specific tasks in this logical order:
Again, your generated or integrated concept/s will become your guide in conducting a theoretical
review by:

Task a: carefully select 10 e-books or e-journals, or any credible online published materials that will
provide you with the related theories or principles. Remember that one or two of these theories or
principles will become the theoretical and/or conceptual framework of your study. START encoding
here:

1. De Jesus, F. E. GULAYAN SA BAKURAN PROGRAM IN APLAYA NATIONAL HIGH SCHOOL-ANNEX,

SANTA ROSA CITY: BASIS FOR ENTREPRENEURIAL PROGRAM.
https://doi.org/10.5281/zenodo.11780403

2. Homillano, M. L. M. (2023). Organic Agriculture Short-term Courses: Is It a Potential Approach

for Well-being and Household Food Supply of Home Gardeners?. Recent Trends in Arts and Social
Studies, 3. https://files.eric.ed.gov/fulltext/ED645899.pdf

3. Cantos, L. L. (2023). Impact of the Gulayan sa Tahanan program on nutritional status and
academic performance in Mabini, Batangas. Journal of Philippine Education Research, 12(3), 45-60.
http://ijlrem.org/papers/v7i6/i76P0417.pdf

4. Villar, C. P. (2021). Home gardening amidst pandemic (HGAP): An approach in addressing

student’s personal welfare. EPRA International Journal of Research and Development (IJRD), 6(7).
https://doi.org/10.36713/epra7419

5. Nacua, L. P. (2021). FEES-MG intensifies Gulayan sa Tahanan Program amid pandemic. Ret
https://marcelogreenes.depedparanaquecity.com/uncategorized/fees-mg-intensifies-gulayan-sa-
tahanan-program-amid-pandemic/

6. Miller, D. N., Gilman, R., & Martens, M. P. (2008). Wellness promotion in the schools:
Enhancing students' mental and physical health. Psychology in the Schools, 45(1), 5-15.
https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20274

7. Nesterchuk, N., Grygus, I., Ievtukh, M., Kudriavtsev, A., & Sokołowski, D. (2020). Impact of the
wellness program on the quality of life of students. Journal of Physical Education and Sport, 20, 929-
938. https://efsupit.ro/images/stories/april2020/Art%20132.pdf

8. Codilla, L. L. Jr., & Cubillas, A. U. (2022). Sustainability of the Gulayan sa Paaralan program
(school garden) implementation in the new normal: Basis for capacity enhancement program.
International Journal of English and Education, 11(1), 68. ISSN 2278-4012.
https://ijee.org/assets/docs/6.1113941.pdf

1|Page
9. Yocampo, J. M. (2021). Saving Angels Program: An Intervention for Students at Risk of
Dropping Out (A Community of Practice Action Research). JPAIR Institutional Research, 16(1), 1-12.
https://philair.ph/index.php/irj/article/view/543

10. De Jesus, F. E. (2024). GULAYAN SA BAKURAN PROGRAM IN APLAYA NATIONAL HIGH SCHOOL-
ANNEX, SANTA ROSA CITY: BASIS FOR ENTREPRENEURIAL PROGRAM.
https://hcommons.org/deposits/item/hc:67197/

Task b: Copying and pasting the specific section/s from each e-book or e-journal or any online
material that provide the specific theories or principles related to your generated or integrated
concept/s. Be sure to copy the links of each e-book or e-journal to be pasted just after the last
sentence of each pasted section for each e-book or each published material. Likewise, be sure not to
DELETE the links which are important in the SECOND and THIRD ORRL activities. START encoding
here:

1. One significant initiative, “Gulayan sa Tahanan” (Urban Vegetable Gardening at Home), is

highlighted as part of the Brigada Eskwela and School-Family-Community Partnership. This
program promotes sustainable food supply at homes, engaging learners in gardening activities
that enhance their understanding of Science, Home Economics, Health, and other learning
areas, while raising awareness about the importance of health and food security.
https://doi.org/10.5281/zenodo.11780403

2. The United Nations (UN) defines food security as a situation that exists when all people, at all
times, have physical, social, and economic access to sufficient, safe, and nutritious food that
meets their dietary needs and food preferences for an active and healthy life.
https://files.eric.ed.gov/fulltext/ED645899.pdf

3. Concerning education, a well -nourished healthy body is essential in developing the children’s
mental and physical development. It is indeed very important for children to have proper
nutrition to facilitate learning. In the Philippines today, malnutrition is one of most unabated
health problems among public elementary schools. Studies shown that there are many
children who come to school with empty stomach. Learning is affected when students are
hungry. Hunger affects the physical and mental development and general wellness of children.
Nevertheless, this problem could be solved through the help of parents, community and
school officials. Implementation of “Gulayan sa Tahanan” is one of programs that can
eliminate this problem. http://ijlrem.org/papers/v7i6/i76P0417.pdf

4. The Department of Education (DepEd), through DepEd Order No.12 s.2020 (Adoption of the
Basic Education Learning Continuity Plan for School Year 2020-2021 in light of the COVID-19
Public Health Emergency), recognizes as a priority the promotion and protection of the mental
health and general welfare of learners in the time of COVID-19 Pandemic. The Department of
Education motivates parents and students to engage in ―”Gulayan sa Tahanan”, as an
extension project of ―”Gulayan sa Paaralan”, one of the beneficial activities during this time.
Gardening has always been promoted as a relaxing recreational activity that can provide great
personal rewards whether it is an ornamental garden or a food garden. A study made by Eng
et.al (2019) the most significant benefit that can arise from gardening is increased social
capital and connections. As children work together to plant and create something meaningful,
the result is an improved bond between them. Lehman (2013) emphasizes when it is fun and
stress-free, gardening with children can be a connecting relationship. On the other hand,
Better Health (2013) stated that by gardening as a family, adults can share their skills and
knowledge with children and family members can learn together.
https://eprajournals.com/jpanel/upload/1122pm_25.EPRA%20JOURNALS%207419.pdf

5. To continue advocating and raising consciousness on health and nutrition even amid
pandemic, some Schools switched from “Gulayan sa Paaralan” Program to “Gulayan sa
Tahanan”. https://marcelogreenes.depedparanaquecity.com/uncategorized/fees-mg-
intensifies-gulayan-sa-tahanan-program-amid-pandemic/

6. Wellness promotion addresses both the reduction of disorder and disease and the
enhancement of mental and physical health. There is increasing evidence of a strong and
 reciprocal relationship between mental and physical health, and linking these two areas may
be particularly useful for promoting positive youth development in school contexts.
https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20274

7. Health directly affects the working capacity and labour productivity, the country's economy,
the moral climate in society, the education of youth, reflects the image and quality of life.
Health promotion is an important factor in improving the students’ quality of life. People’s
involvement in their own health and care, prevention of health-related conditions, personality
tendencies, such as personal health consciousness in various forms of life, – all these are
indicators of the overall personal culture. https://efsupit.ro/images/stories/april2020/Art
%20132.pdf

8. To help address malnutrition and hunger among its students, the Department of Education
(DepEd) initiated the “Gulayan sa Paaralan Program” (GPP). It aims to promote foods rich in
protein, carbohydrates, vitamin A and iron as primary inputs and sources of school-based
feeding. This project was started under DepEd Order No. 293, s. of 2007. In support of the
government's hunger mitigation efforts, school gardens at elementary and secondary levels
ensure a continuous supply of vegetables for the students' consumption.
https://ijee.org/assets/docs/6.1113941.pdf

9. The most practical approach will be a feeding program to address the nutritional and
health-related concerns of the dropout. However, there is no school-based feeding
program in high school and even more in Bagacay, where there is limited source and facility.
In this regard, the idea of a home-based garden was opened. A model from “Gulayan sa Bawat
Tahanan” of Gainza National High School was use as inspiration to create the “Gulayan sa
bawat Bagacayenong Tahanan”. Somerset, Ball, Flett, and Geissman (2005) shared that
opportunity to embed nutrition, give physical activity at community or home gardening.
Moreover, it contributes to environmental sustainability, which is in front of the curricula.
https://philair.ph/index.php/irj/article/view/543

10. "Gulayan sa Bakuran Program is a productive activity for teaching and non-teaching
personnel, learners, and their families. Its primary aim is to advocate for and aid in expanding
food adequacy levels during the pandemic. The project is designed to achieve three
objectives: developing health awareness through gardening during the coronavirus pandemic,
encouraging personnel, school heads, teachers, students, and their families to plant
vegetables for food consumption, and fostering an appreciation for gardening and its
importance to daily life. https://hcommons.org/deposits/item/hc:67197/

Task c: Accurately paraphrasing or summarizing each chosen theory or principle. See to it that you will:
(a) not distort or change the original idea or concept when you paraphrase (in your own words) or
summarize ( lifting some keywords or phrases) each theory or principle, (b) paraphrase or summarize
each theory or principle by getting only the key points or ideas from each theory or principle to be
expressed sometimes in just a phrase, or most often in a sentence, or a very short paragraph with only
3 sentences, (c) write the ten paraphrased or summarized review in just FIVE paragraphs starting with
a topical heading which is your first or second or third generated concept, (d) acknowledge the author
of the theory or principle in every citation by reflecting the author’s surname/s, year of publication,
and page number (Author-Year-Page format); and lastly, (e) gather all your internet sources in the list
of references with authors’ complete names, titles of the e-books or e-journals together with their
links. START encoding here:

1. The "Gulayan sa Tahanan" initiative within Brigada Eskwela promotes food sustainability at
home through vegetable gardening, aiming to involve students in hands-on learning across
subjects like Science, Home Economics, and Health, while fostering awareness of food security
and health benefits (Cantos-2023-45).

2. According to the United Nations, food security is achieved when everyone has consistent
access to safe, nutritious, and sufficient food that meets their dietary needs and preferences,
supporting a healthy, active life (Homillano-2023).

3. Proper nutrition is essential for children’s learning, as malnutrition remains a major issue
among public school students in the Philippines, impacting their cognitive and physical
growth. This can be mitigated through initiatives like "Gulayan sa Tahanan," which, with
support from schools and communities, can improve students' health and educational
engagement (Cantos-2023-46).
 4. The Department of Education promotes "Gulayan sa Tahanan" as part of its mental health and
welfare advocacy during COVID-19, extending the original school-based gardening program to
homes. Studies show that gardening enhances social bonds and relaxation, benefiting both
children and families through shared activity (Villar-2021)

5. In response to the pandemic, some schools adapted the "Gulayan sa Paaralan" program into
"Gulayan sa Tahanan" to continue promoting health and nutrition awareness even amid
restrictions (Nacua-2021).

6. Promoting wellness in schools involves addressing both mental and physical health, as each is
shown to significantly influence the other. A balanced approach to health may support
positive youth development by fostering environments that encourage comprehensive well-
being (Miller, Gilman, & Martens-2008-7).

7. Health significantly impacts economic productivity, education, and social well-being, reflecting
overall quality of life. By involving individuals in their own health care and fostering health-
conscious behaviors, wellness promotion positively influences the personal culture of students
and communities (Nesterchuk et al.-2020-931).

8. The "Gulayan sa Paaralan Program" (GPP) by DepEd, initiated under DepEd Order No. 293, s.
2007, addresses malnutrition by providing nutritious school meals sourced from school
gardens. The program supports government hunger mitigation by ensuring a steady vegetable
supply for students (Codilla & Cubillas-2022-69).

9. In areas lacking school feeding programs, such as Bagacay, home-based gardening initiatives
like “Gulayan sa Bawat Tahanan” offer a practical solution for addressing students' nutritional
needs. Inspired by community models, these gardens encourage physical activity,
environmental sustainability, and nutrition education (Somerset, Ball, Flett, & Geissman-
2005).

10. The "Gulayan sa Bakuran Program" supports food security among school communities by
encouraging gardening during the pandemic. It aims to develop health awareness, encourage
planting for food consumption, and promote appreciation for gardening as a daily life skill (De
Jesus-2024).

The "Gulayan sa Tahanan" Initiative

The "Gulayan sa Tahanan" initiative is a program under Brigada Eskwela aimed at promoting food
sustainability in households through vegetable gardening. This initiative engages students in hands-on
learning across various subjects, including Science, Home Economics, and Health, while raising
awareness about food security and the health benefits of consuming homegrown produce (Cantos-
2023-45). By participating in such practical activities, students gain insights into the food systems that
sustain their families.

The Importance of Food Security

Food security is essential for public health and education, defined by the United Nations as the
condition in which individuals have consistent access to safe and nutritious food that meets their
dietary needs, enabling them to live active and healthy lives (Homillano-2023). In the Philippines,
malnutrition presents significant challenges to children’s cognitive and physical development,
especially among public school students. The “Gulayan sa Tahanan" initiative seeks to address these
challenges by enhancing health and nutritional awareness, ultimately improving both student well-
being and educational engagement (Cantos-2023-46).

Adapting Gardening Programs During the Pandemic

The Department of Education has expanded the original school-based gardening initiative to
include home gardening as part of its mental health and welfare advocacy during the COVID-19
pandemic. Studies show that gardening provides nutritional benefits while enhancing social
connections and promoting relaxation among families through shared activities (Villar-2021). In
response to pandemic-related restrictions, many schools adapted the "Gulayan sa Paaralan" program
into the "Gulayan sa Tahanan," demonstrating flexibility in promoting health and nutrition awareness
(Nacua-2021).

Comprehensive Health Approaches in Schools

 Addressing both mental and physical health in educational settings is crucial, as each significantly
influences the other. A balanced approach can foster environments conducive to positive youth
development, thereby supporting overall well-being (Miller, Gilman, & Martens-2008-7). Additionally,
individual health is closely linked to economic productivity and social well-being, impacting overall
quality of life. Engaging individuals in their health management fosters health-conscious behaviors
among students and their communities (Nesterchuk et al.-2020-931).

Supporting Nutrition Through School Programs

The "Gulayan sa Paaralan Program" (GPP), initiated by the Department of Education in 2007,
aims to combat malnutrition by providing nutritious meals sourced from school gardens, contributing
to governmental efforts to alleviate hunger (Codilla & Cubillas-2022-69). In regions lacking school
feeding programs, home-based initiatives like “Gulayan sa Bawat Tahanan” offer practical solutions for
students' nutritional needs. These programs encourage physical activity, environmental sustainability,
and nutrition education, fostering a culture of health within communities (Somerset et al.-2005).
Additionally, the "Gulayan sa Bakuran Program" supports food security by promoting gardening as a
means to enhance health awareness and develop essential life skills (De Jesus-2024).

Task d: Comparing all the ten paraphrased or summarized theories or principles from the FIVE
paragraphs to get their similarities; and then, contrast all the ten paraphrased or summarized
theories or principles to get their differences. Gather all the generated similarities and differences to
be written as the SIXTH paragraph with 2-3 sentences for the similarities and 2-3 sentences for the
differences. Remember that from the generated differences, gaps in existing theories or principles
that lead to issues and problems must surface.

The "Gulayan sa Tahanan" initiative promotes food sustainability and nutrition education
through hands-on vegetable gardening, enhancing students' health and learning across various
subjects. It also addresses malnutrition and food security, particularly during the COVID-19 pandemic,
by adapting school-based programs to home environments, fostering community engagement and
wellness. Overall, these initiatives emphasize the interconnectedness of health, education, and
community resilience. However, "Gulayan sa Tahanan" initiative focuses on hands-on learning through
gardening to enhance food sustainability and education, while the UN’s definition of food security
addresses a broader need for consistent access to safe and nutritious food for all. Additionally,
"Gulayan sa Tahanan" adapts to immediate health needs during the pandemic, contrasting with
school-centered programs like "Gulayan sa Paaralan," which provide long-term solutions to
malnutrition through institutional support. Lastly, the initiative emphasizes educational integration,
whereas other programs highlight the importance of practical gardening skills in daily life.
START encoding here:

The "Gulayan sa Tahanan" Initiative

The "Gulayan sa Tahanan" initiative is a program under Brigada Eskwela aimed at promoting food
sustainability in households through vegetable gardening. This initiative engages students in hands-on
learning across various subjects, including Science, Home Economics, and Health, while raising
awareness about food security and the health benefits of consuming homegrown produce (Cantos-
2023-45). By participating in such practical activities, students gain insights into the food systems that
sustain their families.

The Importance of Food Security

Food security is essential for public health and education, defined by the United Nations as the
condition in which individuals have consistent access to safe and nutritious food that meets their
dietary needs, enabling them to live active and healthy lives (Homillano-2023). In the Philippines,
malnutrition presents significant challenges to children’s cognitive and physical development,
especially among public school students. The “Gulayan sa Tahanan" initiative seeks to address these
challenges by enhancing health and nutritional awareness, ultimately improving both student well-
being and educational engagement (Cantos-2023-46).

Adapting Gardening Programs During the Pandemic

The Department of Education has expanded the original school-based gardening initiative to
include home gardening as part of its mental health and welfare advocacy during the COVID-19
pandemic. Studies show that gardening provides nutritional benefits while enhancing social
connections and promoting relaxation among families through shared activities (Villar-2021). In
response to pandemic-related restrictions, many schools adapted the "Gulayan sa Paaralan" program
into the "Gulayan sa Tahanan," demonstrating flexibility in promoting health and nutrition awareness
(Nacua-2021).

Comprehensive Health Approaches in Schools

Addressing both mental and physical health in educational settings is crucial, as each significantly
influences the other. A balanced approach can foster environments conducive to positive youth
development, thereby supporting overall well-being (Miller, Gilman, & Martens-2008-7). Additionally,
individual health is closely linked to economic productivity and social well-being, impacting overall
quality of life. Engaging individuals in their health management fosters health-conscious behaviors
among students and their communities (Nesterchuk et al.-2020-931).

Supporting Nutrition Through School Programs

The "Gulayan sa Paaralan Program" (GPP), initiated by the Department of Education in 2007,
aims to combat malnutrition by providing nutritious meals sourced from school gardens, contributing
to governmental efforts to alleviate hunger (Codilla & Cubillas-2022-69). In regions lacking school
feeding programs, home-based initiatives like “Gulayan sa Bawat Tahanan” offer practical solutions for
students' nutritional needs. These programs encourage physical activity, environmental sustainability,
and nutrition education, fostering a culture of health within communities (Somerset et al.-2005).
Additionally, the "Gulayan sa Bakuran Program" supports food security by promoting gardening as a
means to enhance health awareness and develop essential life skills (De Jesus-2024).

The "Gulayan sa Tahanan" initiative promotes food sustainability and nutrition education
through hands-on vegetable gardening, enhancing students' health and learning across various
subjects. It also addresses malnutrition and food security, particularly during the COVID-19 pandemic,
by adapting school-based programs to home environments, fostering community engagement and
wellness. Overall, these initiatives emphasize the interconnectedness of health, education, and
community resilience. However, "Gulayan sa Tahanan" initiative focuses on hands-on learning through
gardening to enhance food sustainability and education, while the UN’s definition of food security
addresses a broader need for consistent access to safe and nutritious food for all. Additionally,
"Gulayan sa Tahanan" adapts to immediate health needs during the pandemic, contrasting with
school-centered programs like "Gulayan sa Paaralan," which provide long-term solutions to
malnutrition through institutional support. Lastly, the initiative emphasizes educational integration,
whereas other programs highlight the importance of practical gardening skills in daily life.

1. De Jesus, F. E. GULAYAN SA BAKURAN PROGRAM IN APLAYA NATIONAL HIGH SCHOOL-ANNEX,

SANTA ROSA CITY: BASIS FOR ENTREPRENEURIAL PROGRAM.
https://doi.org/10.5281/zenodo.11780403

2. Homillano, M. L. M. (2023). Organic Agriculture Short-term Courses: Is It a Potential Approach

for Well-being and Household Food Supply of Home Gardeners?. Recent Trends in Arts and Social
Studies, 3. https://files.eric.ed.gov/fulltext/ED645899.pdf

3. Cantos, L. L. (2023). Impact of the Gulayan sa Tahanan program on nutritional status and
academic performance in Mabini, Batangas. Journal of Philippine Education Research, 12(3), 45-60.
http://ijlrem.org/papers/v7i6/i76P0417.pdf

4. Villar, C. P. (2021). Home gardening amidst pandemic (HGAP): An approach in addressing

student’s personal welfare. EPRA International Journal of Research and Development (IJRD), 6(7).
https://doi.org/10.36713/epra7419

5. Nacua, L. P. (2021). FEES-MG intensifies Gulayan sa Tahanan Program amid pandemic. Ret
https://marcelogreenes.depedparanaquecity.com/uncategorized/fees-mg-intensifies-gulayan-sa-
tahanan-program-amid-pandemic/

6. Miller, D. N., Gilman, R., & Martens, M. P. (2008). Wellness promotion in the schools:
Enhancing students' mental and physical health. Psychology in the Schools, 45(1), 5-15.
https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20274
7. Nesterchuk, N., Grygus, I., Ievtukh, M., Kudriavtsev, A., & Sokołowski, D. (2020). Impact of the
wellness program on the quality of life of students. Journal of Physical Education and Sport, 20, 929-
938. https://efsupit.ro/images/stories/april2020/Art%20132.pdf

8. Codilla, L. L. Jr., & Cubillas, A. U. (2022). Sustainability of the Gulayan sa Paaralan program
(school garden) implementation in the new normal: Basis for capacity enhancement program.
International Journal of English and Education, 11(1), 68. ISSN 2278-4012.
https://ijee.org/assets/docs/6.1113941.pdf

9. Yocampo, J. M. (2021). Saving Angels Program: An Intervention for Students at Risk of

Dropping Out (A Community of Practice Action Research). JPAIR Institutional Research, 16(1), 1-12.
https://philair.ph/index.php/irj/article/view/543

10. De Jesus, F. E. (2024). GULAYAN SA BAKURAN PROGRAM IN APLAYA NATIONAL HIGH SCHOOL-
ANNEX, SANTA ROSA CITY: BASIS FOR ENTREPRENEURIAL PROGRAM.
https://hcommons.org/deposits/item/hc:67197/

NOTE: Each e-book or e-journal, or any published material may provide ONE or MORE theories or
principles. If you have taken more than one theory or principles, this must be clear in your list of
references.
Format (Single spacing within a paragraph but double spacing between paragraphs using Calibri
11)…

2|Page