Assessing the Impact of Bakery Income Generating Project on Student Competence and School Sustainability at General Mariano Alvarez Technical High School

Cristina C. Catolico
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Cristina C. Catolico: Department of Education, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 2344-2369

Abstract: The Bakery Income Generating Project (IGP) at General Mariano Alvarez Technical High School has emerged as a significant contributor to both educational enrichment and financial sustainability. This study aims to assess the school-based income generating projects (IGPs) of baking at General Mariano Alvarez Technical High School, focusing on their impact on the performance tasks of students specializing in Food Technology. Utilizing purposive sampling, the research engaged 2 administrators and 30 Food Technology students. Results reveal a mutual relationship between the school and IGPs, with shared benefits from generated income. Motivation, teamwork, collaboration, and budget allocation for laboratory tasks and revolving funds were notably high. Learners demonstrated exceptional competence in Food Technology encompassing knowledge, attitude, technical skills, and entrepreneurial mindset. Significant correlations were observed between IGPs and learners’ competence in Food Technology across various dimensions. Thus, the study concludes that school based IGPs positively impact learners’ competence in food technology. Based on these findings, recommendations are proposed. General Mariano Alvarez Technical High School should establish and sustain school based IGPs to enhance learners’ competence in food technology. Policy improvements are suggested to optimize existing IGPs in schools, ensuring ongoing financial assistance and competence enhancement. Teachers are encouraged to initiate income-generating activities to supplement school budgets and enrich learning experiences. Learners are urged to actively participate in IGPs to benefit from the positive effects on their learning competence in food technology. Furthermore, future research should expand on this study to explore further enhancements in conducting IGPs to support and enhance learners’ competence in food technology. This research underscores the significant impact of the Bakery IGP on students’ learning outcomes, practical experience, and financial sustainability. By comprehensively evaluating the project, this study contributes to our understanding of the pivotal role IGPs play in enhancing educational practices, promoting entrepreneurship, and ensuring the long-term success of educational institutions.

Date: 2024
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