IMPLEMENTING GULAYAN SA PAARALAN OF POLANCO NATIONAL HIGH
SCHOOL TO RAISE QUALITY OF VEGETABLE PRODUCTION
ACTION RESEARCH
Presented to
The Schools Division of Zamboanga del Norte
Capitol Drive, Estaka, Dipolog City
JAMES L. COLALJO
GRACE M. TULABING
EXPEDITA S. JAICTIN
November 2022x
IMPLEMENTING GULAYAN SA PAARALAN OF POLANCO NATIONAL HIGH
SCHOOL TO RAISE QUALITY OF VEGETABLE PRODUCTION
ABSTRACT
The study aimed to find out the frequency of factors affecting the implementation of
the Gulayan sa Paaralan and the various relationships between the investigated variables.
It is anchored on Department of Education Memorandum No. 293, s. 2007, stating that
Gulayan sa Paaralan shall be implemented in all public elementary and secondary schools
with ample or limited areas, in rural or even urban settings, using organic technologies.
Production of selected varieties of vegetables will be increased in schools and communities
as a food prescription to address protein, energy, vitamin A, and iron deficiencies.
Polanco NHS, just like other secondary schools in the Division of Zamboanga del Norte,
implemented the Gulayan sa Paaralan even during the peak of COVID–19.
Unfortunately, the school has recorded poor vegetable production in the school year
2021–2022. The descriptive-correlational method of research was used to determine the
frequency of factors and their effects on the quality of vegetable production. A descriptive
method was employed to find the frequency of factors that affected the implementation
of the Gulayan sa Paaralan. The correlational method would be used to determine
whether there was a significant relationship between the frequency of factors and the
quality of vegetable production. It underwent the proper process before these were
distributed. It used the Likert format to determine the level of frequency. The study
revealed that the frequency of factors often affected the implementation of the Gulayan
sa Paaaralan but did not have a considerable impact on the quality of production.
Furthermore, it did not show a significant relationship between the frequency of factors
affecting the quality of production. This was shown by the probability values that were
greater than the alpha of.05. This implies that the factors have no impact on the quality
of vegetable production.
Keywords: Gulayan sa Paaralan, Implementation Factor, Management Factor,
Vegetable Production, Working Condition,
ACKNOWLEDGMENT
The researcher expresses his heartfelt thanks and appreciation to the following people
who extended their immeasurable support and who made remarkable contributions to the
success of this study.
Virgilio P. Batan, Jr., CESO VI, Superintendent of ZN Schools Division, who made
significant directions to the realization of this research;
for Nonnie A. Pampilo, Senior Education Program Supervisor in Research, for
guidance and directions;
for Antonina D. Gallo, Ed. D., PSDS of Polanco, for the encouragement extended;
for Daisy Flor J. Romaguera, School Principal II, Polanco NHS, for her untiring
patience in going over the researcher’s work;
for Rolando R. Reyes, EMD, PhD. for his expertise in the statistical, structural, and
review of the entire study that lightened the task;
for my wife Amie, son James Jr., and daughter Aika for their unwavering support
and understanding;
Above all, to the Almighty God, who is the source of infinite wisdom and strength
for the researcher to triumph in this endeavor.
The Author
IMPLEMENTING GULAYAN SA PAARALAN OF POLANCO NATIONAL HIGH
SCHOOL TO RAISE VOLUME OF VEGETABLE PRODUCTION
CONTEXT AND RATIONALE
Department of Education Memorandum No. 293, s. 2007 states that Gulayan sa
Paaralan shall be implemented in public elementary and secondary schools with ample or
limited areas, in rural or even urban settings using organic technologies. Production of selected
varieties of vegetables will be increased in schools and communities as a food prescription to
address protein, energy, vitamin A, and iron deficiencies.
Gulayan sa Paaralan aims to raise public awareness about the health and nutritional
benefits of school, household, and community gardens, as well as the economic benefits. It
establishes school gardens to serve as the food basket or main source of commodities to sustain
supplementary feeding. It also aims to inculcate among the students the values of good health
and nutrition, industry, love of labor, and caring for others.
Engaging in hands-on school-based gardening has positive influences on health, social
interaction, communication, motivation, task engagement, relieving stress and improving wellbeing (Gavia et al., 2021).
Polanco NHS, just like other secondary schools in the Division of Zamboanga del
Norte, implemented the Gulayan sa Paaralan even during the peak of COVID–19.
Unfortunately, the school has recorded poor vegetable production in the school year 2021–
2022.
With this existing problem of poor vegetable production, this study entitled
"Implementing of Gulayan sa Paaralan of Polanco National High School to Raise the Quality
of Vegetable Production" was conducted to find out the frequency of factors affecting the
implementation and its relationship to the quality of vegetable production.
The result of this study would be utilized to enhance the quality of vegetable production
and the establishment of a feeding program, thus improving students' physical and mental
capabilities.
RESEARCH QUESTIONS
The study aimed to find out the frequency of factors affecting the implementing of the
Gulayan sa Paaralan and the various relationship of the investigated variables.
Specifically, the study sought answers to the following questions:
1. What is the frequency of factors affecting the implementing of Gulayan sa Paaralan
of Polanco National High School?
2. What is the quality of vegetable production of the Gulayan sa Paaralan?
3. Is there a relationship between the factors affecting the implementation of the
Gulayan sa Paaralan and the:
3.1. Management GPP factor,
3.2. Working conditions, and
3.3. Quality of Production?
4. Is there a relationship between the management factor of Gulayan sa Paaralan and
the:
4.1. Working conditions, and
4.2. Quality of Production?
5. Is there a relationship between the working conditions and the quality of
production?
INNOVATION, INTERVENTION AND STRATEGY
The table below shows innovation, intervention and strategies with regards to the
frequency of factors that affect the implementation of the Gulayan sa Paaralan in relation to
the quality of vegetable production.
Innovation
Intervention
Strategy
Collaboration with
Extending physical
Regular meetings
the internal and
and financial
with the internal and
external
support.
external
stakeholders.
Target Date
Whole Year Round
stakeholders.
Spearheading the
Coordination with
Establishment of
preparation of
Class Advisers with
Feeding Program
various ingredients
learners needing
for the Feeding
nourishment.
Whole Year Round
Program.
Action Research Methods
A. Participants and/or other Sources of Data and Information
The researcher did not apply any sampling method since all TLE Department Teachers
were utilized for the study. There were fifteen (15) teachers; five (5) males and ten (10) females
who served as the participants of the study. The data gathered would be confidential and the
value of anonymity was observed.
B. Data Gathering Methods
The tool used in this study was extracted from the questionnaire of the study entitled,
Hands-on School-based Gardening: An intervention on Teachers’ Well-being amidst Pandemic.
Before the distribution of the questionnaire, a letter was sent to School Principal II, Daisy Flor
J. Romaguera,
seeking endorsement to the Superintendent of the Schools Division of
Zamboanga del Norte to gather the data of the study. After the approval, the approved letter
was attached to the questionnaires and distributed to the participants. After they answered the
questionnaires, these were immediately retrieved. The responses were tallied, computed, and
interpreted using the appropriate statistical tool.
C. DATA ANALYSIS PLAN
The researcher used the descriptive-correlational method of research to determine the
frequency of factors and its effect to the quality of vegetable production. Descriptive method
was employed to find the frequency of factors that affected the implementation of the Gulayan
sa Paaralan. The correlational method would be used to determine whether there was a
significant relationship between the frequency of factors and the quality of vegetable
production.
DISCUSSION OF RESULTS AND RECOMMENDATION
This part presents the data in tabular form. The data were analyzed and interpreted to
answer the specific questions of the study.
In Table 1, is the summary of the quality of vegetable production from the Gulayan sa
Paaralan. There are 10 kinds being presented based on how the researcher identified and
classified them. Based on the quality assurance headed by the TLE department head through a
particular tool to measure, it found an overall mean of 2.20, which belongs to poor quality
production.
One contributory factory of poor production is poor environmental condition for it
damages plants directly. In other cases, environmental stress weakens a plant and makes it
more susceptible to disease or insect attack. Environmental factors that affect plant growth
include light, temperature, water, humidity and nutrition (https://extension.oregonstate.edu).
Table 1
Quality Production of Vegetables
Planted Vegetables/Spices
Ampalaya, String Beans, Petchay, Gabi, Upo,
Lettuce, Squash, Eggplant, Cucumber, Ginger
Average Weighted
Value
2.20
Description
Poor
The attitude towards gardening factors affecting the implementation of Gulayan sa
Paaralan is presented in table 2. These attitudes are shown in descending order to determine
which among them believe the top findings to be the most important in the context of
gardening. Items 10, 9, 1,2, & 3 are obtained "often." 7, 8, 5, 6, & 4 give a description of
"sometimes." Remarkably, the overall mean is 3. 54 belongs to “often.” Within the five items
under "often," "I appreciate the value of gardening and understand that gardening is necessary
to implement the feeding program," the TLE teachers would personally adhere to. While the
teachers generally believe that " spending time to work with beyond the weekly schedules
marked only sometimes. In the overall sense, the teachers’ attitudes toward gardening factor
attributed a positive outlook by the significant contributions the Gulayan sa Paaralan can
contribute.
Observing nature and participating activities such as gardening play an important role
in influencing human health and well-being in a positive manner, and that most favorable
physical health and psychological well- being are connected to positive emotional environment
and the natural environment ( Bragg et. al., 2013).
Table 2
Attitude Towards Gardening Factor Affecting the Implementing of Gulayan sa Paaralan
Attitudes Towards
Gardening
Factor
10. I appreciate the value of
gardening.
9. I understand that
gardening is necessary to
implement feeding program.
1. I enjoy planting, weeding
and taking care of plants.
2. I feel that gardening
energizes my physical and
mental capabilities.
3. I plant available vegetable
seeds in my garden area.
Description
Average Weighted Value
4.2
Often
4.2
Often
3.7
Often
3.69
Often
3.53
Often
7. I act on my plans for the
garden.
8. I mobilize
parents/students to help in
the garden works.
5. I spend personal money
for the garden gladly.
6. I plan on how to produce
good harvest of vegetable.
4. I spend time working in
the garden beyond my
weekly schedules.
Overall Mean
3.39
Sometimes
3.33
Sometimes
3.32
Sometimes
3.12
Sometimes
2.93
Sometimes
3.54
Often
Table 3 depicts the management factors affecting the implementation of Gulayan sa
Paaralan. The average weighted value is arranged in a descending pattern that shows from the
highest to the lowest mean. All the 10 items are marked with a description of " Always".
However, among them, item five, which states, " Management connects with internal and
external stakeholders to improve the Gulayan sa Paaralan" obtains a perfect scale of 5.0, which
confines to the idea that stakeholders have a great contribution to improving the Gulayan sa
Paaralan as the result of effective managerial practices. Although "management provides
training and gardening techniques manually, in print, and video," gives the lowest rank, but
still under a description that is still exceptionally worth emulating.
Management can be defined as the art or knowledge that combines the ideas, methods
and resources to produce and sell product more and favorably (Borimnejad, 2006). The
management – along with three main factors of production including land, labor force and
investment – can increase production (Nuthall, 2006).
Table 3
Management Factor Affecting the Implementing of Gulayan sa Paaralan
Management Factor
5. Management connects with internal
and external stakeholders to improve
the Gulayan sa Paaralan.
10. Management recognizes efforts of
Gulayan sa Paaralan workers.
3. Management disseminates clear
directions on gardening activities.
4. Management works harmoniously
with TLE Teachers/Gardeners.
8. Management documents gardening
activities, meetings and etc.
9. Management issues Memoranda to
obtain compliance.
2. Management presents plans and
activities personally, via Group Chat
and other online mediums.
6. Management provides materials and
financial supports.
7. Management organizes, monitors
and evaluates activities.
1. Management provides trainings, and
gardening techniques manually, in
print and video.
Overall Mean
Average Weighted
Value
Description
5.0
Always
4.86
Always
4.66
Always
4.66
Always
4.6
Always
4.6
Always
4.53
Always
4.46
Always
4.46
Always
4.33
Always
4.62
Always
In Table 4, is the Working Conditions Factor Affecting the Implementation of Gulayan
sa Paaralan. Items 9, 7,4 & 1 give the description of "Always". Among them, "I spend more of
my time doing paper work such as encoding, printing, checking of LAS, recording scores, and
so on" ranks first with 4.6 mean. For 6,10, & 2, give a description of "often," stating, "I find
the garden area slippery and dangerous during rainy days." Among the statements, "I am
quarantined for being positive or being in the second/third degree during contact tracing," a
working condition that obtains rarely under a mean of 2.39. Generally, the working conditions
often have a mean of 3.75. This means that those arrays of statements and the actual condition
the teachers are describing are often at odds.
Weather condition is one of the factors that keeps gardeners from visiting and working
in their gardens. Moreover, excessive rain on plants promotes disease often evidenced in
stunting, spots on foliage, decay on leaves, stems or fruit wilting, and, in severe cases, death of
the entire plant. Extreme wet weather also keeps pollinators at bay affecting bloom and fruiting
(https://www.gardeningknowhow.com).
Another working condition that affects vegetable production in school is based on CSC
Memorandum Circular No. 10, s. 2020, which DepEd has issued its revised policy on alternate
work arrangements to minimize contact in schools/CLCs and offices through DO No. 011, s.
2020.
Table 4 Working Conditions Factor Affecting the Implementing of Gulayan sa Paaralan
Working Conditions Factor
9. I spend more my time in doing
paper works such as encoding,
printing, checking of LAS, recording
scores and etc.
7. I find it hard to let parents/guardians
to help in the garden during this
pandemic.
4. I encountered rainy days when I am
in school.
1. I am only allowed to come to school
in my AWA schedule during pandemic.
6. I find the garden area slippery and
dangerous during rainy days.
10. I believe that Gulayan sa Paaralan
can not be fully implemented during
this pandemic.
2. I teach minor students who are not
allowed to go to school this pandemic.
8. I get tired easily that will result to
muscle pain, fever, cough and etc.
5. I have a comorbidity such as
hypertension, diabetes, and etc.
Average Weighted
Value
Description
4.6
Always
4.39
Always
4.39
Always
4.26
Always
4.13
Often
3.86
Often
3.59
Often
3.26
Sometimes
2.66
Sometimes
3 I am quarantined for being positive or
being in the second/third degree during
contact tracing.
2.39
Rarely
Overall Mean
3.75
Often
In table 5, the different computed Spearman rho (rs) with the corresponding p-value and
remarks. The correlated variables are attitude towards gardening factor and management of
GPP factor, which reveal no significant relationship, taking into account that the p-value is
greater than the alpha of 05. Similar to working conditions and quality production, there is no
correlation as correlated with attitude.
Table 5
The Relationship of the Variables Utilized for the Study
Variables
Attitude Towards Gardening Factor &
Management of GPP Factor
Attitude Towards Gardening Factor &
Working Condition
Attitude Towards Gardening Factor &
Quality Production
Computed
Spearman rho
(rs) @ .05
significance level
p- value
Remarks
.278
.315
No Relationship
.232
.405
No Relationship
.412
.127
No Relationship
** p<.05, there is a relationship
Management and working conditions, and quality production have no relationship as
the p-value remains greater than the alpha level of .05 exhibited in table 6. No sufficient
evidence to suggest that the relationship is existed since the p-value is greater the alpha level
of .05.
Table 6
The Relationship between Management of GPP Factor and Working Condition and Quality
Production
Variables
Management of GPP Factor & Working
Condition
Management of GPP Factor & Quality
Production
Computed
Spearman rho
(rs) @ .05
significance level
p- value
Remarks
-.332
.243
No Relationship
-.095
.738
No Relationship
** p<.05, there is a relationship
For working conditions and quality production, the computed rs tells us the two
variables have no relationship considering the p-value is greater than the .05 alpha level.
Table 7
The Relationship between Working Condition & Quality Production
Variables
Working Condition & Quality
Production
Computed
Spearman rho
(rs) @ .05
significance level
.034
p- value
Remarks
.905
No Relationship
** p<.05, there is a relationship
FINDINGS
1. Table 1 is the summary of the quality of vegetable production from the Gulayan sa
Paaralan. It shows an overall mean of 2.20, which is described as poor quality
production.
2. The attitude towards gardening factors affecting the implementation of Gulayan sa
Paaralan is presented in table 2. These attitudes are shown in descending order to
determine which among them believe the top findings to be the most important in
the context of gardening. Items 10, 9, 1,2, & 3 are obtained "often." 7, 8, 5, 6, & 4
give a description of "sometimes."
3. Table 3 depicts the management factors affecting the implementation of Gulayan
sa Paaralan. The average weighted value is arranged in a descending pattern that
shows from the highest to the lowest mean. All the 10 items are marked with a
description of " Always". However, among them, item five, which states, "
Management connects with internal and external stakeholders to improve the
Gulayan sa Paaralan" obtains a perfect scale of 5.0, which confines to the idea that
stakeholders have a great contribution to improving the Gulayan sa Paaralan as the
result of effective managerial practices.
4. In Table 4, is the Working Conditions Factor Affecting the Implementation of
Gulayan sa Paaralan. Items 9, 7,4 & 1 give the description of "Always". Among
them, "I spend more of my time doing paper work such as encoding, printing,
checking of LAS, recording scores, and so on" ranks first with 4.6 mean. For 6,10,
& 2, give a description of "often," stating, "I find the garden area slippery and
dangerous during rainy days." Among the statements, "I am quarantined for being
positive or being in the second/third degree during contact tracing," a working
condition that obtains rarely under a mean of 2.39. Generally, the working
conditions often have a mean of 3.75. This means that those arrays of statements
and the actual condition the teachers are describing are often at odds.
5. In table 5, the different computed Spearman rho (rs) with the corresponding p-value
and remarks. The correlated variables are attitude towards gardening factor and
management of GPP factor, which reveal no significant relationship, taking into
account that the p-value is greater than the alpha of 05. Similar to working
conditions and quality production, there is no correlation as correlated with attitude.
6. Management and working conditions, and quality production have no relationship
as the p-value remains greater than the alpha level of .05 exhibited in table 6. No
sufficient evidence to suggest that the relationship is existed since the p-value is
greater the alpha level of .05.
7. For working conditions and quality production, the computed rs tells us the two
variables have no relationship considering the p-value is greater than the .05 alpha
level.
CONCLUSIONS
The frequency of the attitude towards gardening, management of the GPP and working
conditions factors do not affect the vegetable production. This does not have a greater impact
on the quality of production. The lower the frequency of the first two factors is, the poorer
quality of vegetable production would be. While, the lower frequency of the third factor, would
produce better quality of vegetable.
RECOMMENDATIONS
1. The Gulayan sa Paaralan Management should intensify coordination with various
stakeholders, sectors, and LGU to conduct an information drive as to the condition of the
school garden. This would initiate action to minimize if not absolutely eliminate the effects of
the factors that contribute to the existing quality of vegetable production.
2. TLE Teachers should intensify the use of social media communication in the absence
of the face to face contact with the learners. This would ensure quick feedbacks and responses
to issues and concerns related to their participation.
3. The parents/guardians in the family should fully understand their respective roles in
the Gulayan sa Paaralan. This would ensure that children would have full support from their
families.
4. The PTA should intensify its involvement in school programs and activities.
ACTION PLAN ON IMPLEMENTING OF GULAYAN SA PAARALAN OF
POLANCO NATIONAL SCHOOL TO RAISE THE QUALITY OF VEGETABLE
PRODUCTION
OBJECTIVE ACTIVITIES/
S
STRATEGIE
S
Identify a
1. To choose specific
the title of
problem.
the Action
Research
Formulate the
title.
2. To draft
the Action
Research
Proposal
3. To seek
approval,
administer
and retrieve
the research
instrument.
Write the
following;
a. Context and
Rationale
b. Action
Research
Questions
c. Proposed
Innovation,
Intervention
and
Strategy
d. Action
Research
Methods
e. Action
Research
Work Plan
and
Timeliness
f. Cost
Estimates
g. Plans for
Dissemination
h. References
Write a letter
to the
Principal and
School
Superintenden
t to seek
approval for
the
administration
PERSONS
INVOLVE
D
TIME
FRAM
E
BUDGE
T
SOURCE
OF
FUNDS
OUTPU
T
N/A
N/A
Researcher
4th
week of
Februar
y 2022
Title of
Action
Research
Researcher
March
– April
2022
P 379.50
School
Supplies
Copy of
Action
Research
Proposal
Researcher
1st – 2nd
week of
May
2022
97.50
School
Supplies
Retrieve
d
Research
Instrume
nts
of the
research
instruments.
4. To
conduct data
analysis and
computation
Compute the
frequency of
factors
affecting the
vegetable
production.
Researcher
Compute the
relationship
between the
factors and
the quality of
vegetable
production.
Statistician
Write
interpretations
, discussions,
conclusion
and
reflections/rec
ommendation
s.
Researcher
4th
week of
May
2022
N/A
6. To finalize Integrate
the Action
corrections,
Research
revisions and
apply proper
lay-outing.
Researcher
1st –
3rd
week of
June,
2022
200.00
7. To submit
the Action
Research
Paper to the
Principal’s
Office.
Researcher
Last
week of
June,
2022.
N/A
5. To
interpret and
discuss data
and write
conclusion,
reflections/
recommendat
ions,
references
and financial
report.
Submit it
personally.
3rd
week of
May
2022
2,000.00
Personal
Compute
d Data
Copy of
interpret
ed data
School
Supplies
Copy of
finalized
Action
Research
N/A
FINANCIAL REPORT OF THE ACTION RESEARCH PROJECT
DATE
MATERIALS
NEEDED
Drafting of the Research Action 100 pcs Bond
Proposal
Paper (A4)
Ink for Refill
Preparation,
administration,
and retrieval
of research 250 pcs Bond
questionnaires
Paper (A4)
BUDGET
REQUIREMENTS
3rd Week of 2022
Data Analysis
2,000.00
1 – 3 Week of June
2022
Finalization of
Research Paper
March – April, 2022
1st – 2nd Week of
May 2022
st
rd
ACTIVITY
2,500.00
the
Action 1 pc Folder
100 pcs Bond
Paper(A4)
TOTAL
P39.00
340.00
97.50
5.00
39.00
P 2,520.00
REFERENCES
Borimnejad, (2006) “Factors Influencing the Gardening Management Skills among Citrus.”
Sari Branch, Islamic Azad University. Sari, Iran.
Bragg et. al., ( 2013) “Ecominds effects on mental wellbeing: An evaluation for Mind.”
Mind, London, UK.
Gavia, et. Al. (2021) “Hands -on School-based Gardening: An intervention on Teacher’s
Well-being
amidst Pandemic.” Department of Education. Philippines.
Nuthall, (2006) “ Determining the important management skill competencies.” Lincoln
University, Canterbury, New Zealand.
DepEd Memo. No. 293, s. 2007- Implementation of Gulayan sa Paaralan
DepEd Memo No. 011, s. 2020 – Revised Guidelines on Alternative Work Arrangement
https://extension.oregonstate.edu – Environmental factors affecting plant growth. Oregon
State University. 2022