“PROJECT UCG (URBAN CONTAINER GARDENING):
ENHANCE AGRICULTURAL SKILLS AND PERFORMANCE
IN EPP OF GRADE FOUR SECTION 11 PUPILS OF ITAAS
ELEMENTARY SCHOOL”
Mervin F. Goña, LPT, MAEd, SMRIRes
Teacher III, Itaas Elementary School
Schools Division Office - Muntinlupa City
mervingona54@yahoo.com
Elda M. Goña, LPT, MAEd
Teacher III, Lakeview Integrated School
Schools Division Office - Muntinlupa City
eldagona71@gmail.com
ABSTRACT
The study was conducted to investigate the effectiveness of urban container
gardening project to students. Specifically, it sought to determine if the use of
urban container gardening project will enhance the agricultural skills and
performance of the learners. It examines the use of Urban Gardening Project by
looking at the stances and opinions of 40 pupils of Grade Four section 11 in
Itaas Elementary School and the barriers that may occur in the learning process.
Using descriptive statistical analysis to compare the two groups of pupils,
twenty (20) pupils were randomly assigned to the experimental group and the
remaining twenty (20) to the controlled group. The experimental group used
hands-on gardening while the control group was given traditional method
through lectures. The data were collected using semi-structured interviews. Ttest for independent variables was used to determine the significant difference
between the mean scores of the experimental and control groups in the activities
given. The experimental group which was given hands-on gardening performed
better than the control group, which had lessons through lectures. These
findings indicate that students who participated in hands-on gardening activities
had a higher achievement scores than those students who were not involved in
the school garden. The research showed that there is a significant difference
between the mean scores of the two groups. This is an accord with research
indicating that student’s knowledge levels are increased using handson/experiential activities. The study concludes that the Urban Gardening
Project is effective in enhancing pupils’ agricultural skills and performance in
elementary education. Hence, it is recommended that the use of urban gardening
project in elementary schools be strengthened.
Keywords: urban container gardening (UCG), agricultural skills, academic
performance
INTRODUCTION
Today's children lack experience with natural ecosystem complexity.
Thus, pasture or wilderness is no longer the normative standard for experience
in nature (Mergen, 2003). In many urban areas, children are surrounded by
cement, brick and asphalt. The natural environment is behind fences and not
available for hands-on exploration. This often means that urban children do not
have a clear understanding of their agricultural heritage. A school urban
gardening project can bring nature and agriculture to life on campus.
Children become excited about Edukasyong Pantahanan at
Pangkabuhayan (EPP) curriculum through gardening experiences. The Gulayan
sa Paaaralan Program is envisioned by the Department of Education to help
address hunger and malnutrition concerns in the country, according to the
DepEd secretary “as part of the department’s poverty alleviation programs,
Gulayan sa Paaralan will poster awareness on both the health, nutritional and
economic benefits of establishing school household and community gardens.
Itaas Elementary School supports Gulayan sa Paaralan Program through Urban
Container Gardening Project to promote agricultural arts program and projects
per DepEd Memorandum no. 89, s. 2015. This project aims to improve and
increase vegetable production and consumption of food by teaching our
students the different activities in gardening which are applicable to their homes
and most importantly to household security. It utilizes containers in growing
fruits, vegetables and herbs for family consumption. It also aims to establish
school gardens to serve as main source of food for supplementary feeding. As
we all know, most of our learners belong to poor families and have greater
possibility of dropping out in their basic education just because of hunger and
malnutrition in school besides helping their parents to earn a living.
Furthermore, the health and nutrition of these learners are crucial factor
affecting their academic performance.
An urban container gardening project gives our students an opportunity
to better understand their relationship with nature to create a dynamic
environment for learning core subjects and promotes cooperation through group
activities. Children can be taught to conserve natural resources and preserve the
environment. A garden often encourages students’ self-confidence and a sense
of responsibility and belonging to one’s community. By getting help from many
hands, the gardening experience becomes enjoyable for all and a powerful
learning tool especially in new generation. A school garden is a place for
exploration, learning, teaching, and connecting to the environment. Upon
entering a school garden, children are opened to a world of infinite possibilities,
such as observation, biology, ecology, sustainability, leadership skills,
environmental stewardship, and entrepreneurial opportunities. A school garden
not only provides a hands-on learning experience but also offers education to
all types of learners. When children are given the opportunity to plant and care
for a garden, they are given the opportunity to become better aware of their
environment and presented with a skill they will carry with them for a lifetime.
This study was conceived to consider the practices of the selected
Grade Four students of Itaas Elementary School in Urban Container Gardening
Project in Edukasyong Pantahanan at Pangkabuhayan (EPP) and to measure the
learner’s attitude and aptitude in the preparation of project, inspires the
researcher to pursue and undertaking. The researcher hopes to recommend the
most appropriate plan of action to improve students’ performance and skills
competence. The main purpose of this study was to investigate the effectiveness
of urban gardening project to students in the new curriculum K+12 for the
acquisition and development of skills in Edukasyong Pantahanan at
Pangkabuhayan (EPP). Even though, the use of school gardens in educational
practice is often limited, possibly since outdoor educational practice is not
considered to be a real educational process.
RELATED LITERATURE
School gardening covers a continuum of efforts to increase the
horticultural complexity of the schoolyard, including potted plants, raised beds
on asphalt, indoor vermiculture composting, in-ground plantings (Graham et
al., 2005), habitat and butterfly gardens, sunflower houses and ponds,
composting areas accommodating a school's daily lunch waste (Graham,
Feenstra, Evans, & Zidenberg-Cherr, 2004), and a systematic approach to
redesign the outdoor space around schools into learning landscapes (Brink &
Yoast, 2004). The purposes of the redesigned schoolyard are academic,
behavioral, recreational, social (increased sense of belonging, self-esteem, and
compassion), political (the schoolyard as a visible community asset), and
environmental remediation. Container gardening is one of the easiest ways to
deal with gardening in urban spaces. You can find appropriate plants and
containers for any space and you can use virtually anything to make containers.
These containers will add an impressive aesthetic touch to your urban
landscape.
Gardening in schools can have a profound impact when it comes to
giving children the skills they need to reach their full potential in life. The
research showed that the practical, hands-on nature of gardening meant children
became more active, flexible thinkers who were better able to meet life’s
challenges-from the classroom to the workplace. Teachers reported that, using
gardening as an essential tool to improve children’s readiness to learn,
encouraged children to take greater control of their own learning and become
more active in seeking knowledge and solving problems, enhanced children’s
skills in core subjects including literacy and numeracy. (Titchmarsh, 2007)
Gardening provides different forms of engagement for children,
including designing, planting and maintaining gardens; harvesting, preparing
and sharing food; working cooperatively in groups; learning about science and
nutrition; and creating art and stories inspired by gardens. The studies showed
that include groups, pre-and-post measures, well controlled correlations, or in
depth qualitative analysis as stated by Blaire, (2009).
Although the benefits of gardening as a teaching tool are many and
varied, we’ve identified 3 core areas in which children’s lives are radically
improved. They become ready to learn, resilient and responsible. As well as
helping children lead happier, healthier lives today, the research showed
gardening helped them acquire the essential skills they need to fulfil their
potential in a rapidly-changing world and make a positive contribution to
society.
RESEARCH METHODS
The study is conducted at Itaas Elementary School, Muntinlupa City.
It involved a total of forty (40) grade 4 section 11 pupils who belong to the
lower section. The study contained two phases; phase a, in which general
information were gathered through conversations with the researcher and phase
b, during which the main data collection occurred. The sample of this research
consists of two groups. Group A, consists of 12 boys and 8 girls who
experienced the hands-on gardening through urban container gardening project
while group B, consists of 12 boys and 8 girls who never experienced any
gardening program in the school. The research in phase a, started from June
2016 during which five (5) meetings of the teacher occurred. During the
meetings the questions of phase b research were discussed, and the sample was
recruited. The research in phase b was conducted using semi-structured
questionnaires, which were given to pupils who were selected by the researcher.
The parents of the students were informed about the research. Moreover, the
pupils who participated in the research were informed for its purpose and aims.
To avoid neutrality and try to locate positive or negative stances from the
sample, the answers were coded using a 4-point Likert Scale (I Strongly Agree,
I Agree, I Strongly Disagree, I Disagree), while the data were analyzed
descriptively, by comparing the frequencies of the answers of the two groups.
To avoid any potential risk of interfering with the teaching procedures, the
interviews took place gradually in November and December of 2016. T-test for
independent variables was used to determine the significant difference between
the mean scores of the experimental and control groups in the activities.
FINDINGS AND DISCUSSIONS
Table 1
Stances and Opinions about Urban Gardening
I Agree (Strongly Agree/ Agree)
Statement
Group A
(Experimental)
Frequency
1. We should protect our
environment
20
2. We should use recycled
materials like empty bottles
20
3. We should use for food
consumption
Percentage
Frequency
Percentage
20
100%
100%
20
100%
20
100%
20
100%
4. We should have spent time in
gardening without thinking
18
90%
16
80%
5. I prefer classes outdoors
18
90%
12
60%
17
85%
10
50%
20
100%
12
60%
20
100%
8
40%
20
100%
10
50%
19
95%
13
65%
6. I learn how to work with my
peers
7. I learn how to use different tools
in a school garden
8. I learn how to cultivate and plant
fruits, herbs and vegetables
9. A school garden is linked to
class
10. Urban container gardening can
help me to become creative
100%
Group B
(Control)
Table above shows the stances and opinions about urban gardening.
We do not notice any differences in stances towards urban gardening issues.
The group of pupils who were taught through the urban container gardening
project seem to consider outdoor learning as part of a formal learning process.
The researcher found out that 80% of the pupils who participated in the program
prefer the class outdoors, while 60% of the pupils who do not like. Moreover,
all pupils taught through the project agree that “I learn how to use different tools
in a school garden”, “I learn how to work with my peers”, “I learn how to
cultivate and plant fruits, herbs and vegetables” and “urban gardening can help
me to become creative”. This finding agrees that through school gardening, the
students can have a profound impact when it comes to giving children the skills
they need to reach their full potential in life.
Skills and Knowledge Acquired
120
Frequency
100
80
60
40
20
0
I am
I can
familiar
I can
Growing
cultivate
I can
with
create
plants is a
plants
identify
composti garden
task that
and
different
ng and plots and
requires
exercise vegetable
using
pots for
hard work
gardening
s
fertilizers gardening
and care
activities
to plants
Fruit trees
and
vegetable
s can
produce
nutrition
During
the last
years I
take care
of the
environm
ent and
how
important
plants…
Group A
85
100
100
90
100
100
100
Group B
15
50
50
40
75
85
60
Figure 1. Comparison of responses given on the Skills and Knowledge
Acquired related to Urban Container Gardening Project
Figure above shows the “Skills and Knowledge Acquired” by the
pupils. The respondents who participated in the project seem to have acquired
more skills and knowledge compared to pupils who did not participate in the
project. In more detail, 85% of them familiarized with composting and using
fertilizers to plants and vegetables while 90% claim that they can identify
different vegetables. On the other hand, 15% of the pupils of Group B are
familiarized with the term “composting” and “fertilizers” while 40% of them
can identify different vegetables. Both groups of pupils were able to stand that
growing fruits and vegetables required hard work and care and can produce
nutrition. This finding agrees that through urban gardening, individuals were
enhanced in skills in core subjects and had improved readiness to learn. This
suggests that the garden program is more effective for grade four pupils
especially in lower sections.
Frequency
90Sources of Information about the Urban Container Gardening
80
70
60
50
40
30
20
10
0
Newspaper
School
Television
and
Family
Internet
Friends
Magazines
Group A
85
80
50
50
40
35
Group B
70
70
15
30
50
50
Figure 2. Comparison of responses regarding “Sources of Information
about Urban Container Gardening”
Figure above shows the comparison of the sources of information
about urban container gardening. 85% of the pupils in Group A prefer school
unlike Group B who has only 70%. Through television preference, 80% is from
Group A which 70% is from Group B. With the aid of the newspaper &
magazines, 50% from Group A prefers it, while 15% is from Group B. In terms
of family influence, 50% of which is from Group A and only 30% is from Group
B. With the use of internet, Group A had 40% respondents who prefer it but
50% from Group B had a choice on it. Finally, information from the friends is
received by 35% of the respondents from Group A and 50% is from group B.
This finding agrees that majority of the respondents used school as a source of
information about urban gardening issues.
Table 2
Respondents’ Midyear GPA Grades in EPP
GPA Grades of the
Respondents
100
Group A (Experimental)
Group B (Control)
Descriptive
Frequency
Percentage
Frequency
Percentage
0
0
0
0
Advanced
95-99
0
0
0
0
Advanced
90-94
0
0
0
0
Advanced
85-89
12
60%
0
0
80-84
8
40%
4
20%
75-79
0
0
15
75%
Proficient
Approaching
Proficiency
Developing
70-74
0
0
1
5%
Beginning
N=20
100%
N=20
Midyear
Average
85.05
77.45
Grade
Legend:
A – Advance (grade of 90% and above)
P – Proficient (85%-89%)
AP – Approaching Proficiency (80%-84%)
D – Developing (75%-79%)
B – Beginning (74% and below)
100%
Table 2 above shows the Midyear grades of the respondents. Out of
20 respondents in Group A, 60 percent fell on the grade level of 85-89 percent
described as “proficient level”, and followed by 40 percent on the grade level
of 80-84 percent described as “approaching proficiency” while in Group B 20
percent fell on the grade level of 80-84 percent described as “approaching
proficiency level”, followed by 75 percent on the grade level of 75-79 percent
described as “developing level” and only 1 respondent got 5 percent falls on the
grade level of 70-74 percent described as “beginning level”. The midyear
average grade of the students in Group A was 85.05 percent described as
“proficient level” while the Group B got 77.45 percent described as “developing
level”. This result indicates that majority of the respondents fell on the
proficient level where students agreed that urban container gardening project
had great influence on their academic performance.
4.00
3.50
3.00
Mean
2.50
2.00
1.50
1.00
0.50
0.00
Strongly Agree
Agree
Group A
3.40
0.45
Group B
2.00
0.75
Disagree
Strongly Disagree
0.30
0.50
Figure 3. Influence of Urban Gardening Project on Academic Performance
Figure 3 above shows the “Influence of Urban Gardening Project on
Academic Performance” of the respondents. The respondents of Group A got a
weighted mean of 3.40 while the Group B got 2.00 which indicates that they
strongly agreed that Urban Container Gardening had an influence on their
academic performance. This result indicates that majority of the respondents at
least agreed that urban container gardening project had influence on their
academic performance. The result showed that the practical, hands-on nature of
gardening meant children became more active, flexible thinkers who were
better and able to meet life’s challenges from the classroom to the workplace.
There is a significant difference between the mean scores of the two groups.
This is an accord with research indicating that student’s knowledge levels
increased using hands-on/experiential activities.
CONCLUSIONS
Based on the discussion of findings, the following conclusions are
presented:
1. The group of pupils who were taught through the urban container gardening
project considers outdoor learning as part of a formal learning process and have
a profound impact when it comes to giving children the skills they need to reach
their full potential in life.
2. The respondents who participated in the project acquired more skills and
knowledge when compared to pupils who did not participate in the project.
Through urban gardening, individuals more enhanced in skills in core subjects
and had improved readiness to learn. The garden program is more effective for
grade four pupils especially in lower sections.
3. The experimental group which was given hands-on gardening performed
better than the control group, which had lessons through lectures.
4. Majority of the respondents agreed that through the school they were
formally informed about urban container gardening project.
5. The midyear average grade of the students in Group A was 85.05 percent
described as “proficient level” while the Group B got 77.45 percent described
as “developing level”. This result indicates that majority of the respondents fell
on the proficient level where students agreed that urban container gardening
project had great influence on their academic performance.
6. Majority of the respondents at least agreed that urban container gardening
project had influence on their academic performance. The practical and handson nature of gardening meant children became more active, flexible thinkers
who were better able to meet life’s challenges from the classroom to the
workplace. The students who participated in hands-on gardening activities had
a higher achievement scores than those students who were not involved in the
school garden.
7. There is a significant difference between the mean scores of the two groups.
This is an accord with research indicating that student’s knowledge levels
increased using hands-on/experiential activities. The study concludes that the
Urban Gardening Project is effective in enhancing pupils’ agricultural skills and
performance in elementary education.
RECOMMENDATIONS
This study indicates that for a teacher to be willing to make the commitment
of time and energy to school gardening, he or she must recognize and believe
that gardening is a valuable tool that will enhance the education of the students.
By genuinely understanding the value of learning through gardening, teachers
may effectively use it in the curriculum. To achieve this goal, teachers must
first have opportunities to see gardening used successful as a teaching tool. The
following recommendations are also offered:
1. Hands-on learning activities such as school gardens should be used to
increase student learning and achievement.
2. Provide gardening techniques, skills, and tips on how to incorporate gardens
into classroom lessons during pre-service education for early education
teachers. This will provide teachers background in the field of gardening and
utilizing gardens for learning and health promotion.
3. Urban Gardening Program should start in early grades and be hands-on to
have the biggest effect on students’ environmental attitudes.
4. Include more volunteers from the community, families and local
organizations to alleviate the burden on teachers to organize, maintain, and
lead a school garden program.
5. The expansion and use of school gardens opens a door of endless possibilities
that must be further explored and researched.
6. Teachers should encourage pupils to establish their own vegetable garden at
home for learning and family consumption purposes.
7. The nutritional dimension of food production and related messages shall be
taught to learners through integration in appropriate subject areas.
8. Regular monitoring shall be done to ensure the project is being implemented
as planned to attain its objectives.
9. Exposing young children to school gardening is an avenue for cultivating
future generation’s gardener.
10. To develop the physical resources needed, the school landscape should be
promoted as an extension of the indoor classroom.
11. The school should involve Parent-Teachers Association (PTA) and
stakeholders to conduct and maintain the school garden.
12. The school administrators should continue making programs, projects and
activities focusing on the needs of the learners especially in garden activities.
13. The school administrators and classroom teachers should implement school
gardens to positively influence learning skills, performance, behavior and
dietary habits at an early age.
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