Students’ Application of Curriculum-Based Home Economics Competencies in Everyday Living
Abstract
Home economics education equips students with essential life skills that support sustainable living and family well-being. Despite extensive curriculum development, limited research has examined whether students apply home economics competencies in real-life contexts. The present study evaluated the frequency of application and self-reported competency of home economics skills among 200 junior high school students. The findings revealed a high frequency of application and self-reported competency in areas such as home management, meal preparation and clothing care, while skills like sewing, handicrafts and food preservation showed a low frequency of application and self-reported competency. Mismatches between frequency of application and self-reported competency were also observed, with some skills being frequently applied despite low confidence, or vice versa, highlighting variability in student experience. These results suggest overestimated abilities, limited practice or contextual barriers affecting skill transfer. Curriculum implications include emphasising hands-on, experiential learning, contextualised practice and targeted reinforcement to ensure effective skill application at home. Strengthening these strategies can enhance practical competency, promote sustainable living and support lifelong well-being.
Downloads
References
AFS-USA. (n.d.). The Philippines. Retrieved November 28, 2024, from https://www.afsusa.org/countries/philippines
Arundel, K. (2022). Survey: Most high school graduates don’t feel prepared for college, career decisions. K-12 Dive. https://www.k12dive.com/news/high-school-graduates-unprepared-for-college-career-decisions/638769/
Autio, O., Thorsteinsson, G., & Olafsson, B. (2012). A comparative study of Finnish and Icelandic craft education curriculums and students’ attitudes towards craft and technology in schools. Procedia - Social and Behavioral Sciences, 45, 114–124. https://doi.org/10.1016/j.sbspro.2012.06.548
Barrios, R. B. (2023). Building the blueprint: Localizing the sustainable development goals in the Philippines. Union of Local Authorities of the Philippines. https://www.ulap.net.ph/13-resources/knowledge-products-reports/758-building-the-blueprintlocalizing-the-sustainable-development-goals-in-the-philippines.html
British Council Greece. (n.d.). What are life skills and why teach them? Retrieved July 6, 2025, from https://www.britishcouncil.gr/en/life-skills/about/what-are-life-skills
Delgado, P. (2022). Is home economics still relevant in the 21st century? Observatory - Institute for the Future of Education. https://observatory.tec.mx/edu-news/home-economics-21st-century/
Department of Education of the Republic of the Philippines. (2016). K12 curriculum guide EPP and TLE grade 4 to grade 6. https://www.deped.gov.ph/wp-content/uploads/2019/01/EPP-CG.pdf
Department of Education of the Republic of the Philippines. (2020). K to 12 most essential learning competencies in EPP/TLE. https://drive.google.com/file/d/11iFyJbZ3L8Ni-IAfMN6QAUIjPZWrhkZo/view
Department of Education of the Republic of the Philippines. (n.d.). General shaping paper. Retrieved August 22, 2024, from https://www.deped.gov.ph/wp-content/uploads/GENERAL-SHAPING-PAPER-2023.pdf
Dossey, J. K., Ayebi-Arthur, K., & Awoniyi, F. C. (2024). Uncovering relevant mathematics topics for home economics: Senior high school students’ views in Cape Coast, Ghana. Social Sciences & Humanities Open, 11, Article 101241. https://doi.org/10.1016/j.ssaho.2024.101241
Drummond, A. F., Coster, W. J., Gomes, A. M., & Mancini, M. C. (2018). Children’s participation in household tasks: Caregiver importance and satisfaction. OTJR: Occupation, Participation and Health, 39(1), 40–48. https://doi.org/10.1177/1539449218812711
Drummond, A. F., Gomes, A. M., Coster, W. J., & Mancini, M. C. (2015). Predictive factors of household task participation in Brazilian children and adolescents. OTJR: Occupation, Participation and Health, 35(2), 101–109. https://doi.org/10.1177/1539449215573005
Embodo, N. C. T., & Alonzo, N. R. B. (2024). Sufficiency of instructional resources and performance outcomes of Technology and Livelihood Education students. EPRA International Journal of Environmental Economics Commerce and Educational Management, 11(5), 82–88. https://doi.org/10.36713/epra16745
Erjavšek, M. (2021). Modern aspects of home economics education and Slovenia. Center for Educational Policy Studies Journal, 11(4), 33–62. https://doi.org/10.26529/cepsj.1191
Fooladi, E. C., Tuomisto, M., & Haapaniemi, J. (2023). Food in science, science in food – Interdisciplinarity in science/chemistry and home economics lower secondary curricula across three countries. International Journal of Science Education, 45(17), 1485–1505. https://doi.org/10.1080/09500693.2023.2213801
Henry, P. M., & Michell, M. (2019). Challenging excessive fashion consumption by fostering skillbased fashion education. Journal of International Education and Practice, 2(1), 28–36.
Hira, T. K. (2013). Home economics literacy: Investing in our future. Journal of ARAHE, 20(3), 113–118. https://www.semanticscholar.org/paper/Home-Economics-Literacy%3A-Investing-in-our-Future-Hira/8580320985c9e6875778dfafc4178fb1bdc9d91f
Horning, M. L., Fulkerson, J. A., Friend, S. E., & Story, M. (2016). Reasons parents buy prepackaged, processed meals: It is more complicated than “I don’t have time.” Journal of Nutrition Education and Behavior, 49(1), 60–66. https://doi.org/10.1016/j.jneb.2016.08.012
Imoto, R. (2015). Home economics education to nurture the leaders of a sustainable society. Japan Association of Home Economics Education. https://www.jstage.jst.go.jp/article/jjahee/58/3/58_KJ00010109366/_pdf/-char/en
International Federation for Home Economics. (2024a). Achieving sustainable living for all: A home economics perspective. Retrieved December 17, 2024, from https://www.ifhe.org/fileadmin/user_upload/UN_statements/Overview_Home_Economics_and_SDGs_2019.pdf
International Federation for Home Economics. (2024b). IFHE position statement. www.ifhe.org. Retrieved February 6, 2024, from https://www.ifhe.org/fileadmin/user_upload/Publications/IFHE_Position_Paper_HE_21st_Century.pdf
Jõers-Türn, K., & Kasearu, K. (2024). Teenagers’ participation in household chores – Do girls have a greater responsibility? Ariadne Lõng. https://ariadnelong.ee/teenagers-participation-in-household-chores-do-girls-have-a-greaterresponsibility/?utm_source=Ariadne%20L%C3%B5ng-2024
Klein, C. (2022, September 1). Research shows that life skills are lacking. Bridges2understanding. https://bridges2understanding.com/research-shows-that-life-skills-are-lacking/
Klein, W., Graesch, A. P., & Izquierdo, C. (2009). Children and chores: A mixed‐methods study of children’s household work in Los Angeles families. Anthropology of Work Review, 30(3), 98–109. https://doi.org/10.1111/j.1548-1417.2009.01030.x
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. https://www.fullerton.edu/cice/_resources/pdfs/sl_documents/Experiential%20Learning%20-%20Experience%20As%20The%20Source%20Of%20Learning%20and%20Development.pdf
Lice-Zikmane, I. (2018). Handicraft in the context of sustainable education. Rural Environment Education Personality, 11. https://doi.org/10.22616/REEP.2018.036
Limon, M. R. (2016). The effect of the adequacy of school facilities on students’ performance and achievement in Technology and Livelihood Education. International Journal of Academic Research in Progressive Education and Development, 5(1), 47–59.
Llego, M. A. (n.d.). Most Essential Learning Competencies (MELCs) for school year 2022–2023. TeacherPh. Retrieved August 17, 2024, from https://www.teacherph.com/melcs/
Lucero, K. S., & Chen, P. (2020). What do reinforcement and confidence have to do with it? A systematic pathway analysis of knowledge, competence, confidence, and intention to change. Journal of European CME, 9(1), Article 1834759. https://doi.org/10.1080/21614083.2020.1834759
Macalisang, D. S., & Bonghawan, R. G. G. (2024). Teachers’ learning reinforcement: Effects on students’ motivation, self-efficacy and academic performance. International Journal of Scientific Research and Management (IJSRM), 12(02), 3218–3228. https://doi.org/10.18535/ijsrm/v12i02.el08
Mangaluz, J. (2024, September 6). 2.38 million Filipinos jobless in July—PSA. Philstar.com. https://www.philstar.com/business/2024/09/06/2383269/238-million-filipinos-jobless-july-psa
Marino, M., Puppo, F., Del Bo, C., Vinelli, V., Riso, P., Porrini, M., & Martini, D. (2021). A systematic review of worldwide consumption of ultra-processed foods: Findings and criticisms. Nutrients, 13(8), Article 2778. https://doi.org/10.3390/nu13082778
McCloat, A., & Caraher, M. (2016). Home economics as a food education intervention: Lessons learned from Irish secondary school context. Education and Health, 34(4), 104–110.
McGregor, S. L. T. (2022). Curriculum as a home economics construct. International Journal of Home Economics, 15(1), 145–156. https://www.ifhe.org/fileadmin/user_upload/e_Journal/Vol_15_1/P13_McGregor.PDF
McLeod, S. (2025, March 19). Kolb’s learning styles and experiential learning cycle. Simply Psychology. https://www.simplypsychology.org/learning-kolb.html
McSweeney, K. (2014). Assessment practices and their impact on home economics education in Ireland [Doctoral Disssertation, University of Stirling]. https://dspace.stir.ac.uk/bitstream/1893/21804/1/Thesis%20Kathryn%20McSweeney.pdf
Mendoza, M., & Ikezaki, K. (2007). Home economics education in the secondary level in the Philippines: From investigation of a home economics teacher. Tokyo Gakugei University Repository, 58. Retrieved October 12, 2024, from https://core.ac.uk/download/pdf/15925032.pdf
Morgan, M. A., Asare, J., Asare, E. S., & Doku, B. C. (2023). Effect of home economics students’ self-efficacy and perception of teachers’ social learning environment management practices on their interest in integrated science. Journal of Education and Practice, 14(6). https://doi.org/10.7176/JEP/14-6-05
Nickols, S. Y., Andress, E. L., Peek, G. G., & Nickols‐Richardson, S. M. (2010). Seeking food security: Environmental factors influencing home food preservation and wellness, part I: 1910–1959. Family and Consumer Sciences Research Journal, 39(2), 122–136. https://doi.org/10.1111/j.1552-3934.2010.02051.x
NU Editorial Contributors. (2022, October 25). Learning theories: Theories of learning in education. NU National University. https://www.nu.edu/blog/theories-of-learning/
Pendergast, D. (2015). HELM – Home Economics Literacy Model – A vision for the field. Victorian Journal of Home Economics, 54(1), 2–6.
Pendergast, D. (2019). SDGs and home economics: Global priorities, local solutions. Advances in Social Science, Education and Humanities Research (ASSEHR), 112, 234–240. https://doi.org/10.2991/iconhomecs-17.2018.54
Pendergast, D. (2021). The role of home economics education in the 21st century: The Covid-19 pandemic as a disruptor, accelerator, and future shaper. Center for Educational Policy Studies Journal, 11(4), 13–32. https://doi.org/10.26529/cepsj.1205
Prajapati, R., Sharma, B., & Sharma, D. (2016). Significance of life skills education. Contemporary Issues in Education Research (CIER), 10(1), 1–6. https://doi.org/10.19030/cier.v10i1.9875
Reardon, T., Tschirley, D., Liverpool-Tasie, L. S. O., Awokuse, T., Fanzo, J., Minten, B., Vos, R., Dolislager, M., Sauer, C., Dhar, R., Vargas, C., Lartey, A., Raza, A., & Popkin, B. M. (2020). The processed food revolution in African food systems and the double burden of malnutrition. Global Food Security, 28, Article 100466. https://doi.org/10.1016/j.gfs.2020.100466
Reupert, A., Straussner, S. L., Weimand, B., & Maybery, D. (2022). It takes a village to raise a child: Understanding and expanding the concept of the “village”. Frontiers in public health, 10, Article 756066. https://doi.org/10.3389/fpubh.2022.756066
Sachs, J. D., Lafortune, G., & Fuller, G. (2024). Sustainable Development Report 2024. The SDGs and the UN summit of the future. Dublin University Press.
Sustainable Development Report. (n.d.). Sustainable development report for the Philippines. Retrieved January 2, 2025, from https://dashboards.sdgindex.org/profiles/philippines
Tanious, R., Gérain, P., Jacquet, W., & Van Hoof, E. (2023). A scoping review of life skills development and transfer in emerging adults. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1275094
Teenink. (2012, October 31). Youth lack life skills. Retrieved July 6, 2025, from https://www.teenink.com/opinion/school_college/article/505367/Youth-Lack-Life-Skills/
UNICEF. (2012) Global evaluation of life skills education programmes. https://gdc.unicef.org/resource/global-evaluation-life-skills-education-programmes-2012
UNICEF. (2019). Global Framework on Transferable Skills. https://www.unicef.org/media/64751/file/global-framework-on-transferable-skills-2019.pdf
UNICEF. (2022). Around 3 in 4 youth lack skills needed for employment, new report says [Press release]. https://www.unicef.org/press-releases/around-3-4-youth-lack-skills-needed-employment-new-report-says
UNICEF. (2024). Young people in the Philippines want more action in climate change, education, health, and jobs. UNICEF Philippines. https://www.unicef.org/philippines/press-releases/young-people-philippines-want-more-actionclimate-change-education-health-and-jobs
United Nations Sustainable Development Group. (2024). 2024 SDG Report: Global progress alarmingly insufficient. https://unsdg.un.org/latest/stories/2024-sdg-report-global-progress-alarmingly-insufficient
WHO. (1997). Life skills education for children and adolescents in schools. https://iris.who.int/bitstream/handle/10665/63552/WHO_MNH_PSF_93.7A_Rev.2.pdf
Wong, M. Y. C. (2023). Considering self-care in high school home economics education with the aid of scoping reviews of mindfulness and cooking and of mindfulness and knitting. Youth, 3(4), 1317–1329. https://doi.org/10.3390/youth3040083
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
