MARC details
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04360nam a22003017a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20250729172054.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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250729b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
TUPM |
| Language of cataloging |
English |
| Transcribing agency |
TUPM |
| Modifying agency |
TUPM |
| Description conventions |
rda |
| 050 ## - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
BTH TX 145 |
| Item number |
A38 2025 |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Aguila, Carmela M. |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
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| Title |
Exploring the impact of digital technologies on teaching and learning of home economics students/ |
| Statement of responsibility, etc. |
Carmela M. Aguila, Mark Christian T. Castillo, and Jimmy C. De Guzman.-- |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Manila: |
| Name of publisher, distributor, etc. |
Technological University of the Philippines, |
| Date of publication, distribution, etc. |
2025. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xii, 49pages: |
| Dimensions |
29cm. |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
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| General note |
Bachelor's thesis<br/> |
| 502 ## - DISSERTATION NOTE |
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| Dissertation note |
College Of Industrial Education.--<br/> |
| Degree type |
Bachelor of science in industrial education major in-home economics: |
| Name of granting institution |
Technological University of the Philippines, <br/> |
| Year degree granted |
2025. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographic references and index. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
The research aim was to explore the role played by digital technologies in the<br/>teaching and learning process of Home Economics students. In the current<br/>learning environment supported by technology, digital technologies such as<br/>smartphones, tablets, laptops, learning apps, online learning platforms, virtual<br/>labs, and simulations offer theoretical and practical knowledge and skill acquisition.<br/>This research elucidates how the application of these digital technologies enables<br/>interaction, performance, and skill acquisition of Home Economics students.<br/>Descriptive design was employed to quantify student demographic profile in<br/>numbers and study the effectiveness of the integration of digital technology for<br/>learning. Data were gathered by using the Likert-scale survey questionnaire for<br/>measuring the experience and perception of the students. It was revealed that the<br/>majority of the students view the digital technologies as good learning tools that<br/>enhance understanding, enhance collaboration, and enhance independent<br/>learning. Differences in the perceived benefit of the digital tools by demographic<br/>variables such as sex were also revealed although all of them were not statistically<br/>significant. The research illuminates how pedagogy can be facilitated using<br/>technology and learning enriched so as to make Home Economics more realistic<br/>and practical. The research offers valuable recommendations to teachers who<br/>would like their teaching method to be facilitated as well as other researchers who<br/>conduct research on the use of technological innovations in teaching skills. With<br/><br/>the capacity to utilize the right digital tools, Home Economics instruction can<br/>provide valuable life skills to the students to be used effectively. The research<br/>xii<br/><br/>offers valuable recommendations to educators who would like their teaching method<br/>to be facilitated as well as other researchers who conduct research on the use of<br/>technological innovations in teaching skills. With the capacity to utilize the right digital<br/>tools, Home Economics instruction can provide valuable life skills to the students to<br/>be used effectively. Data were gathered using a Likert-scale survey questionnaire to<br/>gather the experiences and perceptions of the students. Findings revealed that the<br/>majority of the students perceive digital technologies as efficient tools for learning<br/>that improve understanding, facilitate collaboration, and improve independent<br/>learning. Furthermore, differences in the perceived effectiveness of the digital tools<br/>by demographic variables such as sex were revealed, but not all of them were<br/>statistically significant.<br/>The results emphasize how pedagogy is enhanced through technology and<br/>learning is made more holistic to make Home Economics more practical and<br/>realistic. The study offers useful recommendations to educators who want their<br/>teaching procedures enhanced as well as other researchers carrying out research<br/>on the use of technological innovations towards the learning of skills. With the right<br/>digital resources, teaching Home Economics can transfer learners with real-life<br/>skills for effective application. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Digital technologies |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Home economics |
| 651 ## - SUBJECT ADDED ENTRY--GEOGRAPHIC NAME |
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| Geographic name |
Technology integration |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Castillo, Mark Christian T. |
| Relator term |
author |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
De Guzman, Jimmy C. |
| Relator term |
author |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Bachelor's Thesis CIE |
| Suppress in OPAC |
No |