International Journal of Research in Engineering, Science and Management 1
Volume-2, Issue-7, July-2019
www.ijresm.com | ISSN (Online): 2581-5792
Implementation of Gulayan Sa Paaralan
Program (GPP) in All Public Schools in
San Nicolas District
Carlos M. Rosales
Teacher III, Department of Education, San Nicolas National High School, Batangas, Philippines
Abstract: This study will assess the status of the Center (HNC) said, it could only feed 42,372 school
implementation of the Gulayan sa Paaralan Program in all public children or 7.54 percent of the identified severely
schools of San Nicolas District, Division of Batangas for the malnourished pupils in 1,010 public elementary schools in
School Year 2017 – 2018. The findings of this study will be the
basis for the crafting of an action plan to further improve the 25 provinces in the country.
implementation of the GPP in all public elementary and 4. To help the national government and other agencies tasked
secondary schools of San Nicolas District. The researcher to alleviate the masses from hunger and poverty, in July
employed the descriptive method of research and the 27, 2007, DepEd Memorandum No. 293 s. 2007
questionnaire was the main instrument in gathering the data. The (www.deped.gov.ph) otherwise known as Gulayan sa
respondents of the study were the 11 school heads and 133
Paaralan Program (GPP) was conceived and currently
teachers who were teaching for five years and up in public
elementary and secondary schools of San Nicolas District, being implemented by the Department of Education. It
Division of Batangas during school year 2016-2017. Frequency, sought to intensify its school-based food and nutrition
percentage, ranking, weighted mean, coefficient of correlation program to address the “hunger and malnutrition problems
and t – test of significance were applied in the treatment of the which hamper children in pursuing education. The project
analyzed and interpreted data. aimed to promote self-help food production activities and
inculcate among children the importance of agriculture as a
Keywords: Gulayan Sa Paaralan Program
life support system.
5. Gulayan sa Paaralan Program intends also to feed the
1. Introduction
school children with the school produce (gulay and
1. Teaching is the noblest profession. Educators are bound rootcrops) taking into consideration the result of the
not only to mold the youth morally and academically, but Nutritional Status Survey made by the teachers. It is indeed
also obligated to initiate programs and or projects to very important to have good nutrition in order to have good
develop the learners to become the future leaders of learning. Research about learning told that poor health and
motherland. However, teachers are being prevented by hunger hinder the child’s quest for knowledge and skills
social problem to deliver the most basic but quality though how good the teacher is. It’s time for the teachers
learning because in education, a well-nourished, healthy now to help pupils achieve high level of performance, let’s
body is essential in developing the children’s mental and plant more crops and vegetables in the school.
physical development. It is indeed very important for 6. However, it seems that GPP was not clearly disseminated
children to have proper nutrition so that they will learn to all the school administrators especially in far flung areas
better in school. as both teachers and school heads focus their energy to
2. In fact in the Philippines today, malnutrition is one of the other programs of the DepEd such as BrigadaEskwela,
most unabated health problems among public school Teachers’ Month Celebration, Disaster Preparedness,
students. Studies have shown that there are many children Gender and Development, Sports Competition and among
who come to school on an empty stomach. Learning is others.
severely affected when students are hungry. Hunger affects 7. In such premise, the researcher was motivated to conduct
the physical and mental development of children. This the current study in order to assess the status of the
results to absenteeism, poor school performance and implementation of the GPP in all public schools both
eventual dropping out, as stressed by Bro. Armin A. elementary and secondary in San Nicolas District, Division
Luistro, the DepEd Secretary. of Batangas for the School Year 2016 – 2017. For this was
3. Recently, the Department of Education (DepEd) disclosed my passion since then. In this study, the researcher will
that 562,262 pupils in kindergarten and elementary levels focus on the objectives, activities, benefits, management
(Grades1-6) enrolled in public school this year have been support, processes and problems encountered in the
considered “severely wasted” based on nutritional status implementation of GPP.
reports as of August 31, 2012. The Health and Nutrition
International Journal of Research in Engineering, Science and Management 2
Volume-2, Issue-7, July-2019
www.ijresm.com | ISSN (Online): 2581-5792
Table 1
Distribution of Respondents by Schools
Schools Address No. and Percentage of Respondents
Teachers School Heads Sub Total Percentage
1 Abelo Elementary School Abelo, San Nicolas 1 1 2 1.39
2 Balete Elementary School Balete, San Nicolas 10 1 11 7.64
3 Bancoro Elementary School Bancoro, San Nicolas 9 1 10 6.94
4 Bangin Elementary School Bangin, San Nicolas 8 1 9 6.25
5 Calangay Elementary School Calangay, San Nicolas 13 1 14 9.72
6 Hipit Elementary School Hipit, San Nicolas 1 1 2 1.39
7 Maabud Elementary School Maabud South, San Nicolas 10 1 11 7.64
8 Maabud NHS Maabud South, San Nicolas 30 1 31 21.53
9 Munlawin Elementary School Munlawin, San Nicolas 9 1 10 7.64
10 San Nicolas Central School Poblacion, San Nicolas 23 1 24 16.67
11 San Nicolas NHS Calangay, San Nicolas 20 1 21 14.58
12 Sinturisan Elementary School Sinturisan, San Nicolas 8 1 9 6.25
TOTAL 142 12 156 100
Table 2
Distribution of Respondents According to Demographic Profile
Demographic Profile Teachers Administrators TOTAL
F P F P F P
Age
60 years and above 13 10 1 9 14 10
50 – 59 19 14 3 27 22 15
40 – 49 27 20 6 55 33 23
30 – 39 41 31 1 9 42 29
20 – 29 33 25 0 0 33 23
TOTAL 133 100 11 100 144 100
Civil Status F P F P F P
Single 43 32 0 0 43 30
Married 83 62 10 91 93 65
Separated 3 2 1 9 4 3
Widow/er 4 3 0 0 4 3
TOTAL 133 100 11 100 144 100
Designation/ Position F P F P F P
Teacher I 57 43 0 0 57 40
Teacher II 23 17 0 0 23 16
Teacher III 38 29 0 0 38 26
Master Teacher I 9 7 0 0 9 6
Master Teacher II 6 5 0 0 6 4
OIC/TIC 0 0 1 9 1 1
HT I 0 0 1 9 1 1
HT II 0 0 0 0 0 0
HT III 0 0 3 27 3 2
Principal I 0 0 4 36 4 3
Principal II 0 0 2 18 2 1
TOTAL 133 100 11 100 144 100
Educational Attainment F P F P F P
Bachelors’ Degree 75 56 1 9 76 53
MA Units 48 36 7 64 55 38
MA Graduate 7 5 2 18 9 6
With Doctoral Units 3 2 1 9 4 3
Doctorate Graduate 0 0 0 0 0 0
TOTAL 133 100 11 100 144 100
Gender F P F P F P
Female 119 89 10 91 129 90
Male 14 11 1 9 15 10
TOTAL 133 100 11 100 144 100
Length of Experience as Teacher or School Administrator F P F P F P
30 Years and above 17 13 1 9 18 13
20 – 29 Years 29 22 4 36 33 23
10 – 19 Years 46 35 4 36 50 35
5 – 9 Years 41 31 2 18 43 30
TOTAL 133 100 11 100 144 100
International Journal of Research in Engineering, Science and Management 3
Volume-2, Issue-7, July-2019
www.ijresm.com | ISSN (Online): 2581-5792
Table 3
Objectives of the GPP
No. Indicators Teachers School Average
Administrators
WM VI R WM VI R WM VI R
1 Establish and maintain school garden as ready food basket/source of vegetables, etc., in 2.77 ME 4 3.53 GE 2 3.15 ME 4
sustaining supplementary feeding
2 Inculcate among learners the values of gardening, good health and nutrition, Love of 3.12 ME 3 3.33 ME 3 3.23 ME 3
Labor and Caring for others.
3 Produce vegetables, etc., in the schools that are rich resource of protein, vitamins, and 2.46 ME 5 3.30 ME 4 2.88 ME 5
minerals and eventually increase vegetable consumption and improve Learner’s
Nutrition
4 Promote vegetables, cereals, root crop production in Public Elementary and Secondary 2.17 ME 6 3.17 ME 6 2.67 ME 6
Schools
5 Serve laboratory for Learners 4.42 GE 1 3.20 ME 5 3.81 GE 2
6 Showcase small-scale food production mode 3.99 GE 2 4.12 GE 1 4.06 GE 1
Average Weighted Mean 3.16 ME 3.44 ME 3.30 ME
Table 4
Activities of Implementing GPP
No. Teachers School Administrators Average
Indicators WM VI R WM VI R WM VI R
1 Advocacy Campaign 3.12 ME 3 3.81 GE 3 3.47 ME 3
2 Establishment and Maintenance School Gardens 3.13 ME 1 4.52 GE 1 3.83 ME 1
3 Partnership with Stakeholders 3.08 ME 5 3.50 GE 5 3.29 ME 5
4 Program Evaluation 3.12 E 3 3.84 GE 2 3.48 ME 2
5 Sustainability Mechanism 2.62 ME 6 3.43 ME 6 3.03 GE 6
6 Utilization of Garden Yields/Proceeds 3.12 ME 3 3.73 GE 4 3.43 ME 4
Average Weighted Mean 3.03 ME 3.81 GE 3.42 ME
Table 5
Management Support in the Implementation of GPP
No. Indicators Teachers School Administrators Average
WM VI R WM VI R WM VI R
1 Allot space for the GPP 4.84 VGE 1 4.58 VGE 1 4.71 VGE 1
2 Close monitoring and evaluation of the GPP. 3.71 GE 6 3.67 GE 7 3.39 ME 9
3 Conduct conference to disseminate information. 3.36 ME 10 4.36 GE 3 3.86 GE 5
4 Coordinate with the LGU for possible donation. 3.64 GE 9 3.24 ME 10 3.44 GE 8
5 Enhance SIP with emphasis on the implementation of GPP. 3.67 GE 7 3.50 GE 9 3.59 GE 7
6 Include GPP in the writing of the CIP. 4.43 GE 3 3.96 GE 6 4.20 GE 10
7 Plan school-based training on GPP. 4.37 GE 4 4.57 VGE 2 4.47 GE 2
8 Request fund to purchase materials needed. 3.60 GE 8 4.34 GE 4 3.97 GE 4
9 Send teachers to attend trainings and seminars about GPP. 4.07 GE 5 3.57 GE 8 3.82 GE 6
10 Solicit fund from alumni and other stakeholders. 4.52 VGE 2 4.29 GE 5 4.41 GE 3
Average Weighted Mean 4.02 GE 3.95 GE 3.98 GE
Table 6
Benefits of GPP
No. Indicators
1 Encourage leadership among teachers and students.
2 Improve learner’s health and nutritional status.
3 Improve learners’ performance by having balanced diet.
4 Inculcate among learners the value of gardening.
5 Maximize the use of vacant lots/space in school.
6 Motivate teachers to develop the love of labor and gardening.
7 Promote food security in school and community.
8 Promote vegetable production for school feeding purposes.
9 Serve as training for students.
10 Stimulate creativity among teachers and students.
Average Weighted Mean
International Journal of Research in Engineering, Science and Management 4
Volume-2, Issue-7, July-2019
www.ijresm.com | ISSN (Online): 2581-5792
Table 7
Problems Encountered by the Schools in the Implementation of GPP
No. Indicators Teachers School Administrators Average
WM VI R WM VI R WM VI R
1 Inadequate garden tools to be used in the garden. 4.23 GE 2.5 4.05 GE 8 4.14 GE 6
2 Insufficient fund to purchase the materials and equipment needed. 4.15 GE 6 4.21 GE 4 4.18 GE 5
3 Insufficient water supply. 4.27 GE 2 4.25 GE 3 4.26 GE 2
4 Lack of cooperation from the stakeholders. 4.05 GE 9.5 4.13 GE 5.5 4.09 GE 8
5 Lack of dedication and commitment of teachers. 4.14 GE 7 4.03 GE 9 4.09 GE 8
6 Low production due to sterile land 4.35 GE 1 4.11 GE 7 4.23 GE 4
7 Poor monitoring and evaluation of the garden. 4.23 GE 2.5 4.48 GE 1 4.36 GE 1
8 Unavailability of space for the implementation of GulayansaPaaralan. 4.18 GE 5 4.32 GE 2 4.25 GE 3
9 Unawareness of the children on the importance of the garden. 4.10 GE 8 4.02 GE 10 4.06 GE 10
10 Weak support from the community and other stakeholders. 4.05 GE 9.5 4.13 GE 5.5 4.09 GE 8
Average Weighted Mean 4.18 GE 4.17 GE 4.17 GE
Table 8
Summary of the Implementation of GPP in Elementary and Secondary Schools of San Nicolas District
No. Indicators Teachers School Administrators Average
WM VI R WM VI R WM VI R
1 Objectives of GPP 3.16 ME 4 3.44 ME 5 3.30 ME 5
2 Process of Implementing GPP 3.03 ME 5 3.81 GE 4 3.42 ME 4
3 Management Support in the Implementation of GPP 4.02 GE 3 3.95 GE 3 3.98 GE 3
4 Benefits of GPP 4.08 GE 2 4.02 GE 2 4.05 GE 2
5 Problems encountered by the schools in the implementation of GPP 4.18 GE 1 4.17 GE 1 4.17 GE 1
Overall Weighted Mean 3.69 GE 3.88 GE 3.78 GE
Table 9
Values Manifested in the Implementation of the Implementation of GPP
No. Indicators Teachers School Average
Administrators
WM VI R WM VI R WM VI R
1 Care the environment and protect the natural resources. 4.29 M 4 4.50 HM 3 4.40 M 2
2 Emphasize the importance of dignity and love for work through trainings and 4.43 M 3 4.24 M 5 4.34 M 3
seminars.
3 Exhibit leadership and sense of responsibility. 3.57 M 7 4.57 HM 2 4.07 M 5
4 Give importance to food production in the mitigation of hunger. 4.50 HM 2 4.64 HM 1 4.57 HM 1
5 Promote the spirit of bayanihan among teachers and stakeholders 4.07 M 5 3.87 M 4 3.97 M 6.5
6 Show concern to the welfare of others. 3.95 M 6 4.29 M 4 4.12 M 4
7 Show respect and love for work. 4.86 HM 1 3.07 M 7 3.97 M 6.5
Average Weighted Mean 42.4 M 4.17 M 4.20 M
Table 10
Differences Between the Assessments of the Teachers and School Administrators on the Implementation of the GPP in All Public Elementary and Secondary
Schools of San Nicolas District
Variables AWM Computed T - value Level Decision
Teachers 3.88 .6882 Not
Administrators 3.69 Significant Accepted
df = 8 t at 0.05 = 2.306 t at 0.01 = 1.860
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Volume-2, Issue-7, July-2019
www.ijresm.com | ISSN (Online): 2581-5792
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