Proposes research titles

Integrating hydroponic innovation into the Gulayan sa Paaralan program, communities can create a
sustainable and resilient model for local food production, economic development, and environmental
stewardship. This holistic approach contributes to the overall well-being and livelihood development of
the community.

1. Elevating Elementary Gulayan sa Paaralan through Hydroponic Innovations for Sustainable

Community Livelihood Development.

Viability of School-Based Hydroponic Innovations

- What is the current status of 'Gulayan sa Paaralan' initiatives in elementary schools, with a focus
on the types of crops cultivated, existing agricultural practices, and the overall impact on
student and community nutrition?
- To what extent are hydroponic innovations integrated into elementary 'Gulayan sa Paaralan'
initiatives? What hydroponic systems and technologies are currently employed, and how do
they differ from traditional soil-based gardening methods in terms of efficiency and yield?
- How do hydroponic innovations contribute to the economic viability and livelihood
development of communities associated with 'Gulayan sa Paaralan'? Are there discernible
improvements in income generation, employment opportunities, and overall community well-
being?
- What is the environmental impact of integrating hydroponic innovations into 'Gulayan sa
Paaralan' initiatives? How do these innovations contribute to resource conservation, reduced
environmental footprint, and overall sustainability of the gardening practices?
- To what extent do hydroponic innovations enhance community engagement and empowerment
within the context of 'Gulayan sa Paaralan'? Are there observable improvements in community
involvement, knowledge dissemination, and skill development related to hydroponics?

Enhancing the ICT proficiency of EPP/TLE Elementary Teachers is crucial not only for the immediate
improvement of the education system but also for the long-term success and preparedness of students
entering a technology-driven society. It strengthens the foundation for effective competency delivery,
making education more relevant, engaging, and impactful.

2. Enhancing EPP/TLE Elementary Teachers' ICT Proficiency for Effective Competency Delivery

- What is the current level of ICT proficiency among EPP/TLE Elementary teachers? To what extent are
they familiar with and capable of using various ICT tools and applications relevant to their subject areas?

- What challenges do EPP/TLE Elementary teachers face in integrating ICT into their teaching
methodologies? Are there specific barriers hindering the seamless incorporation of ICT in delivering
competencies within the EPP/TLE curriculum?
- How does the ICT proficiency of EPP/TLE Elementary teachers influence the effectiveness of
competency delivery? To what extent does the use of ICT positively or negatively affect student
engagement, understanding, and overall learning outcomes?

- What are the perceived training and support needs of EPP/TLE Elementary teachers concerning ICT
integration? What interventions or professional development opportunities can be identified to enhance
their ICT proficiency and, consequently, improve competency delivery?

3. Optimizing Teacher Engagement: Strategies to Boost Utilization of DepEd Learning Resources Portal.

4. Utilization of E-Classroom: Its Effect to Teaching-Learning in EPP

- To what extent do EPP teachers utilize E-Classroom technologies in their instructional practices? What
specific tools and features are commonly employed in the E-Classroom setting for EPP teaching?

- What are the perceived benefits of utilizing E-Classrooms in the teaching of EPP? How do EPP teachers
believe the integration of E-Classroom technologies enhances the learning experience for students in
terms of engagement, comprehension, and retention of EPP content?

- What challenges and barriers do EPP teachers encounter in the effective utilization of E-Classrooms?
Are there technical, pedagogical, or resource-related hindrances that impact the seamless incorporation
of E-Classroom technologies into the teaching-learning process?

- To what extent does the utilization of E-Classroom impact student learning outcomes in EPP? Are there
observable improvements in student achievement, understanding, and application of EPP concepts
when E-Classroom technologies are actively incorporated?

- What is the level of preparedness and training among EPP teachers for integrating E-Classroom
technologies into their teaching methodologies? What professional development opportunities or
support mechanisms are necessary to enhance their proficiency in utilizing E-Classrooms effectively?

5. Assessing Technological Pedagogical Knowledge for Technology-Enhanced Instruction Programs in

EPP/TLE