Socioeconomic Differences in Home Economics Learning Materials: Challenges in Access, How Teachers Adapt, and Effects on Student Achievement

ABSTRACT : Socioeconomic differences limit students from lower-socioeconomic-status (SES) families’ access to the necessary Home Economics materials, including hands-on equipment and digital tools. As a result, these students tend to rely on less effective, traditional methods, which, in turn, create widening gaps in practical skills, notwithstanding their teachers’ support. This quantitative survey was conducted with the participation of 500 students and teachers from Cebu City, of whom 60% had low- or middle-SES backgrounds. The data collection was done through the administration of validated 5-point Likert scale questionnaires (Cronbach’s α > 0.85), and the data analysis was performed with the use of SPSS v.27, employing one-way ANOVA (α=0.05), Tukey HSD post-hoc tests, and Pearson correlations in the assessment of types of materials, teaching methods, and difficulties in access. The results indicate that hands-on materials (weighted mean 4.20) and technologybased adaptations (4.17) are the most preferred materials, while financial barriers remain high (3.74; F=0.9, p>0.05). In addition, the significant differences were found in the material preferences [F(4,495)=28.4, p<0.001] and adaptation strategies [F(3,396)=4.8, p<0.01], thus unveiling the presence of SES-driven inequities that have a negative impact on accessibility to the best resources. The research work has put forward various proposals such as funding from Department of Education (DepEd) being directed specifically to the 60% of schools that cater to the low-SES population, teacher training on the implementation of cost-effective adaptations, a rule that guarantees at least 80% activity parity, and community partnerships to nurture the equitable development of life skills in cooking, sewing and entrepreneurship.

KEYWORDS: Achievement, Dep-Ed , Learning, Home Economics, Socioecomic