ABSTRACT
This study aimed to determine the effectiveness of the contextualized videos in enhancing the skills of Grade 6-Jupiter in urban gardening at Iguig Central School. Specifically, it sought to identify the mean scores of Grade 6-Jupiter pupils before and after using contextualized videos, the significant difference between the mean scores of Grade 6-Jupiter pupils before and after the implementation of the contextualized videos, the effect size of using contextualized videos in enhancing the urban gardening skills of Grade 6-Jupiter pupils, and the activity plan undertaken to develop and enhance the utilization of the contextualized videos. It is an action research which probes the urban gardening skills of the Grade VI-Jupiter pupils to be a basis for an enhanced instructional material. The data was gathered from the 48 Grade VI-Jupiter pupils of Iguig Central School for the School Year 2020-2021. The data were analyzed through Mean and Standard Deviation, T-test and ETA Square. The study utilized experimental quasi research design approach to ascertain the data garnered. The main tool used in gathering data is a performance-based, with a pre-test and post-test were used as monitoring tools to gauge the performance of the pupils before and after watching the contextualized videos. On the other hand, online observation was also conducted to validate the information gathered from the pupils. Based on the merit of the findings, it is hereby concluded that the content of the contextualized videos was mastered by the pupils after being presented and performed.
Keywords: urban gardening, contextualized videos, enhance, skills
INTRODUCTION
Through the span of the COVID-19 lockdown, urban gardening became a primary activity among affected households, with various ages engaging in this activity (Montefrio, 2020). Urban gardening involves the growing of plants in an urban environment (Ambius, 2014). Urban gardening served as a solution on bridging the gap between children and the environment.
Urban gardening is of great practical importance especially in this era where the pupils must take part in maintaining their own homes. It is essential that they are able add resources to their own homes by having sustained their own food supply from planting. The potential for building food security and resilience in a micro to macro population scale should be further explored (Montefrio, 2020). Furthermore, resilience was manifested as they were to use materials are directly available to them without making any further purchase. With that resilience also entails the gain of common waste knowledge for the pupils, since they are to repurpose and recycle household objects, knowing what and what not to throw. Aside from its practical impact, cultivating plants possess therapeutic nature which can help maintain good mental health (Reis et al., 2020).
Given the importance of urban gardening, the researcher chose to tackle this topic. Also taken in consideration was the baseline performance of the pupils on Technology and Livelihood Education (TLE), which encompasses urban gardening. The pupils of Grade 6- Jupiter in Iguig Central School garnered a collective average of 85.35 in TLE for S.Y. 2019-2020, which is a bare entry to the grading scale under the Very Satisfactory descriptor. Additionally, the survey on the modalities of learning was considered, and data from Learners Enrolment and Survey Form (LESF) showed that forty-three or 90% of the pupils of Grade 6 Jupiter of Iguig Central School preferred online learning. From the forty-three, thirty pupils have addressed the lack of capability on hands-on output making (Frustration), while the other thirteen were rendered capable but needed improvement (Instructional).
Urban gardening is best taught hands-on, and with the online setup, delivering a learning competency that tailors to the self-learning pace of each pupil was sought as an urgent need. To foster the three needs for the classroom setup which is inclusivity, personalization, and academic flexibility (Lalani & Li, 2021), I came up with contextualized videos. Contextualized videos were able to help them learn images, actions, and words simultaneously; their reception of the information was of ease. This learning competency proved to be a complete model learning package with its ability to increase the confidence and satisfaction of the pupils as they mirror what was taught on the videos (Dham, 2021). A study by Kosterelioglu in 2016 proved a significant increase in the learning capabilities of pupils; the students’ memory in learning has improved by 27% from watching videos. Being that the contextualized videos are the main source of learning in the present setup, memory improved furthermore. Increasing the interest of the pupils can be achieved when the videos are modified according to what suits their attention span.
In support with the DepEd Memo No. 95, s. 2018, “Sustaining the implementation of the Gulayan sa Paaralan Program in Public Elementary and Secondary Schools Nationwide, the Division Office of Cagayan strengthened the call for sustainable garden by an Activity through Division Memorandum No. 65, s. 2021, “Gulayan mon, I-flex mo,” Gulayan sa Tahanan Facebook Challenge as a strategic way of implementing the memorandum during this trying time with the theme “Strengthening Food Security in Homes Amidst the COVID 19 Pandemic.
The real-world relevance of the importance of urban gardening is mainly brought on just by “close to home” it is, in spirit and practice. The products of urban gardening are directly vital for everyday life. Narciso A. Edillo, the Regional Executive Director for Region II, expressed his support for urban gardening, mentioning that “during this time of pandemic, COVID-19 has taught us to go back to basic. Let us teach our children to appreciate agriculture through urban gardening.” Iguig Central School also supported the program issued according to the DepEd Memorandum No. 293, Series of 2007 to encourage both public elementary and secondary schools to establish school gardens. This was to ensure the continuous supply of vegetables whether it is for the school or the pupils’ own families. Urban gardening can directly fulfill a basic need and promote practices that do not harm the environment.
In line with the 4th Grading competencies of Grade 6 TLE, this intervention brought out refined learning materials that helped the pupils participate in urban gardening, an activity that enhanced their academic performance, wellbeing, and lifestyle. The contextualized videos contribute to the pupils’ life skills, building them to be well-rounded individuals.
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