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