Hygiene Practices Of Grade 2 Pupils In Public Elementary School
Type
Thesis
Authors
Category
Publication Year
2018
Pages
104
Abstract
According to the Department of Education (DepEd), hygiene and sanitation are essential to good health. Promotion of correct hygiene and sanitation practices among learners and a clean environment in and around school keeps them safe and healthy. While habits must be developed over time, they emphasize the importance of hand washing as a ritual behavior for long term sustainability. The school being one of the agencies which tasked to educate children plays an important role in keeping the learners safe and healthy. It encourages healthy behaviors and practices with a guarantee hygienic, safe, secure and joyful environment. Moreover, According to Republic Act No. 10533 otherwise known as the Enhanced Basic Education Act of 2013, the Kto 12 Curriculum is more than just adding years to child's schooling, it is designed to provide a holistic education for all. On K to 12 curriculum Health Framework, learner should be able to achieve, sustain and promote lifelong and wellness and a school should promote correct hygiene and practices program among school children. Moreover, with clean environment in and around schools, it will keep learners safe and healthy (DepEd Order No. 10, s. 2016). Personal hygiene and practices is very important for protecting and maintaining health and addressing health problems and is also fundamental to the prevention of many diseases. As the Department of Education issued policies and guidelines for the Comprehensive Water, Sanitation, and Hygiene in School; Wash in School (Wins) Program for the promotion of correct hygiene and practices among school children and a clean environment in and around schools to keep learners safe and healthy (DepEd Order No. 10, s. 2016), this study tends to assess and attempted to find out the hygiene practices, knowledge and attitude about personal hygiene among the Grade Two pupils of Bagong Silang Elementary School to ensure the correct knowledge and understanding and to improve hygiene and sanitation practices among the learners.
The researcher utilized a Descriptive design is used in assessing the Hygiene practices of the Grade Two Pupils in Bagong Silang Elementary School, questionnaire-checklist is utilized as data gathering instrument.
There were thirteen (13) teachers and one (1) clinic-teacher who assessed the stunted and severely wasted Grade Two pupils of Bagong Silang Elementary School. To sum up with, the researcher utilized fourteen (14) respondents all in all. The study was done during A.Y. 2017-2018. The statistical tools used to treat the data were frequency, percentage,
mean, standard deviation, rating scale, t-test of independence and rank.
From the data yield by the instrument, the researcher found that the clinic-teacher and teacher-advisers have similar assessments on Hygiene Practices of Grade Two pupils. The highest rank goes to showering and bathing followed by hair care and nail care. On the other hand, the least in rank is the oral hygiene followed by hand hygiene.
For the extent of hygiene practices of Grade Two pupil in terms of Oral Hygiene. Both respondents have same qualitative interpretation of "slightly practiced with grand mean of 2.27 (clinic-teacher) and 2.27 (teacher-adviser). Moreover, the extent of hygiene practices of Grade Two pupil in terms of Hand Hygiene. The result of the assessments of the respondents is significantly different from each other. On the assessment of the clinic-teacher, Hand hygiene is "slightly practiced" (grand mean-2.42) by the pupils. On the other hand, on the teacher-adviser, it is "moderately practiced" by the pupils (grand mean=2.60). Meanwhile, the extent of hygiene practices of Grade Two pupil in terms of Showering/Bathing, both respondents have same qualitative interpretation of "moderately practiced" with grand mean of 2,98 (clinic- teacher) and 2.97 (teacher-adviser). Additionally, on the extent of hygiene practices of Grade Two pupil in terms of Hair care, the respondents have same qualitative interpretation of "moderately practiced" with grand mean of 2.82 (clinic-teacher) and 2.77 (teacher-adviser) However, the extent of hygiene practices of Grade Two pupil in terms of Nail Care. The respondents have same qualitative interpretation of "moderately practiced" with grand mean of 2.50 (clinic-teacher) and 2.63 (teacher-adviser).
Based on the data gathered by the researcher between the assessment of the clinic- teacher and teacher- adviser on the hygiene practices of grade two pupils, it is confirmed that there were no significant difference in the respondents' assessment of hygiene practices in terms of oral (0.09) and hand hygiene (1.86). Hence, for showering (4.73), hair care (3.32) and nail care (5.27), their computed values are beyond critical value of 1.97. Further, their p- values are lesser than x = .05. This implies that the null hypothesis were rejected and concludes that there were significant differences in the assessment of the respondents in the following hygiene practices. This may be attributed to the nature of activity that is conducted at home. So, one of the limitation of the findings is that the respondents does not actually observed showering and hair care among the pupils.
Moreover, in developing an intervention program on Hygiene Practices, all recommendations can be utilized as assessed by the two groups of respondents. Furthermore, the highest rank goes to teachers should be knowledgeable in teaching the importance of hygienic practices and the effect of neglecting them by integrating the key concepts in all subject areas in accordance to K to 12 Curriculum. This was followed by Create Guidelines and more significant policies to ensure the safety and healthy living of every learner through proper hygienic practices; and School Heads, teachers, coordinators, stakeholders, parents, and students shall be oriented on the Hygiene Practices Intervention Program. On the other hand, the least in rank is the active participation of the community about hygiene programs would improve knowledge, beliefs and perception on hygiene practices such as campaigns, banners, sponsoring hygiene kits and more followed by Conduct a demonstration/dramatize the proper way of hygiene practices. Moreover, some of the respondents suggested to intensify the monitorial evaluation of related programs and capacitate teachers in teaching hygiene practices
Based on the findings of the study, the researcher concluded that children are often the most vulnerable to risks caused by poor hygiene. Most of them are not fully aware about the effects of poor hygienic practices on their later lives most especially in terms of oral and hand hygiene. Pupils are practicing and applying their knowledge on Hygiene by keeping their body clean and tidy through taking a bath regularly, caring for their hair and caring for their nails. However, the findings show that oral hygiene followed by hand hygiene are being neglected and not being prioritized by the pupils. With this, they are prone to communicable diseases, oral health problems and infections. On other hand, the assessment of the clinic- teacher and teacher- advisers on the hygiene practices of grade two pupils observed that the computed values of oral hygiene (0.09) and hand hygiene (1.86) are lesser than the critical value of 1.97. This suggests that the null hypothesis were accepted. Moreover, their P value are greater than the x=05 level of significance. With this, it is confirmed that there were no significant difference in the respondents, assessment of hygiene practices. In terms of oral and hand hygiene. Furthermore, the results of the findings may be utilized by the administrators in developing or creating an Intervention program about hygiene.
Based on the findings and conclusions of the researcher, recommendations are offered such as administrators, coordinators, teachers, parents and pupils should be given awareness (ei, demonstration activities, orientation, training, seminars and others) about hygiene practices to prevent or to lessen the risk on communicable diseases. Teachers must develop enthusiasm and positive attitude towards integrating and teaching hygiene practices in K to 12 subject area. These would greatly help them to inspire the learners to perform well and improve their knowledge and attendance in school. The Government, School Heads/ Administrators, and Teachers should capacitate and intensify an intervention program that help the learners especially the stunted growth and severely wasted pupils improve their attendance in school and knowledge about hygienic practices. Administrators, teachers, parents, students and everyone should practice doing hygiene practices most especially in critical times not only in school and at home but elsewhere. Parents and pupils should be given awareness about the effects of poor hygienic practices. They may be given knowledge through seminars and forums about the importance of maintaining good health and protecting themselves from infections, illnesses and ailments in different ways. Administrators, teachers, parents and learners may check and monitor if the implementation of program about Hygiene practices are being practiced by themselves. Curriculum designers may intensify the knowledge, attitudes and practices in hygiene and include in K to 12 subjects area where they could possibly integrated. School heads, clinic-teacher and coordinators, may include in the Annual Improvement Plan (AIP) and School Improvement Plan (SIP) the creation of programs and projects that would ensure the good health of the learners to achieve quality education. Parents may provide full support and guidance to their children's academic performance, health practices and habits at home. School head, Clinic - Teacher, Coordinator, Teachers, Parents and pupils may be knowledgeable, oriented and aware of the Program if proper implemented in school is observed. Teachers may include the Hygiene Practices and Intervention program as a learning discussion in the Learning Action Cell (LAC) and may set procedures/ strategies in implementing the program and further research studies may be intensified to improve the content of Intervention Program on Hygiene Practices.
The researcher utilized a Descriptive design is used in assessing the Hygiene practices of the Grade Two Pupils in Bagong Silang Elementary School, questionnaire-checklist is utilized as data gathering instrument.
There were thirteen (13) teachers and one (1) clinic-teacher who assessed the stunted and severely wasted Grade Two pupils of Bagong Silang Elementary School. To sum up with, the researcher utilized fourteen (14) respondents all in all. The study was done during A.Y. 2017-2018. The statistical tools used to treat the data were frequency, percentage,
mean, standard deviation, rating scale, t-test of independence and rank.
From the data yield by the instrument, the researcher found that the clinic-teacher and teacher-advisers have similar assessments on Hygiene Practices of Grade Two pupils. The highest rank goes to showering and bathing followed by hair care and nail care. On the other hand, the least in rank is the oral hygiene followed by hand hygiene.
For the extent of hygiene practices of Grade Two pupil in terms of Oral Hygiene. Both respondents have same qualitative interpretation of "slightly practiced with grand mean of 2.27 (clinic-teacher) and 2.27 (teacher-adviser). Moreover, the extent of hygiene practices of Grade Two pupil in terms of Hand Hygiene. The result of the assessments of the respondents is significantly different from each other. On the assessment of the clinic-teacher, Hand hygiene is "slightly practiced" (grand mean-2.42) by the pupils. On the other hand, on the teacher-adviser, it is "moderately practiced" by the pupils (grand mean=2.60). Meanwhile, the extent of hygiene practices of Grade Two pupil in terms of Showering/Bathing, both respondents have same qualitative interpretation of "moderately practiced" with grand mean of 2,98 (clinic- teacher) and 2.97 (teacher-adviser). Additionally, on the extent of hygiene practices of Grade Two pupil in terms of Hair care, the respondents have same qualitative interpretation of "moderately practiced" with grand mean of 2.82 (clinic-teacher) and 2.77 (teacher-adviser) However, the extent of hygiene practices of Grade Two pupil in terms of Nail Care. The respondents have same qualitative interpretation of "moderately practiced" with grand mean of 2.50 (clinic-teacher) and 2.63 (teacher-adviser).
Based on the data gathered by the researcher between the assessment of the clinic- teacher and teacher- adviser on the hygiene practices of grade two pupils, it is confirmed that there were no significant difference in the respondents' assessment of hygiene practices in terms of oral (0.09) and hand hygiene (1.86). Hence, for showering (4.73), hair care (3.32) and nail care (5.27), their computed values are beyond critical value of 1.97. Further, their p- values are lesser than x = .05. This implies that the null hypothesis were rejected and concludes that there were significant differences in the assessment of the respondents in the following hygiene practices. This may be attributed to the nature of activity that is conducted at home. So, one of the limitation of the findings is that the respondents does not actually observed showering and hair care among the pupils.
Moreover, in developing an intervention program on Hygiene Practices, all recommendations can be utilized as assessed by the two groups of respondents. Furthermore, the highest rank goes to teachers should be knowledgeable in teaching the importance of hygienic practices and the effect of neglecting them by integrating the key concepts in all subject areas in accordance to K to 12 Curriculum. This was followed by Create Guidelines and more significant policies to ensure the safety and healthy living of every learner through proper hygienic practices; and School Heads, teachers, coordinators, stakeholders, parents, and students shall be oriented on the Hygiene Practices Intervention Program. On the other hand, the least in rank is the active participation of the community about hygiene programs would improve knowledge, beliefs and perception on hygiene practices such as campaigns, banners, sponsoring hygiene kits and more followed by Conduct a demonstration/dramatize the proper way of hygiene practices. Moreover, some of the respondents suggested to intensify the monitorial evaluation of related programs and capacitate teachers in teaching hygiene practices
Based on the findings of the study, the researcher concluded that children are often the most vulnerable to risks caused by poor hygiene. Most of them are not fully aware about the effects of poor hygienic practices on their later lives most especially in terms of oral and hand hygiene. Pupils are practicing and applying their knowledge on Hygiene by keeping their body clean and tidy through taking a bath regularly, caring for their hair and caring for their nails. However, the findings show that oral hygiene followed by hand hygiene are being neglected and not being prioritized by the pupils. With this, they are prone to communicable diseases, oral health problems and infections. On other hand, the assessment of the clinic- teacher and teacher- advisers on the hygiene practices of grade two pupils observed that the computed values of oral hygiene (0.09) and hand hygiene (1.86) are lesser than the critical value of 1.97. This suggests that the null hypothesis were accepted. Moreover, their P value are greater than the x=05 level of significance. With this, it is confirmed that there were no significant difference in the respondents, assessment of hygiene practices. In terms of oral and hand hygiene. Furthermore, the results of the findings may be utilized by the administrators in developing or creating an Intervention program about hygiene.
Based on the findings and conclusions of the researcher, recommendations are offered such as administrators, coordinators, teachers, parents and pupils should be given awareness (ei, demonstration activities, orientation, training, seminars and others) about hygiene practices to prevent or to lessen the risk on communicable diseases. Teachers must develop enthusiasm and positive attitude towards integrating and teaching hygiene practices in K to 12 subject area. These would greatly help them to inspire the learners to perform well and improve their knowledge and attendance in school. The Government, School Heads/ Administrators, and Teachers should capacitate and intensify an intervention program that help the learners especially the stunted growth and severely wasted pupils improve their attendance in school and knowledge about hygienic practices. Administrators, teachers, parents, students and everyone should practice doing hygiene practices most especially in critical times not only in school and at home but elsewhere. Parents and pupils should be given awareness about the effects of poor hygienic practices. They may be given knowledge through seminars and forums about the importance of maintaining good health and protecting themselves from infections, illnesses and ailments in different ways. Administrators, teachers, parents and learners may check and monitor if the implementation of program about Hygiene practices are being practiced by themselves. Curriculum designers may intensify the knowledge, attitudes and practices in hygiene and include in K to 12 subjects area where they could possibly integrated. School heads, clinic-teacher and coordinators, may include in the Annual Improvement Plan (AIP) and School Improvement Plan (SIP) the creation of programs and projects that would ensure the good health of the learners to achieve quality education. Parents may provide full support and guidance to their children's academic performance, health practices and habits at home. School head, Clinic - Teacher, Coordinator, Teachers, Parents and pupils may be knowledgeable, oriented and aware of the Program if proper implemented in school is observed. Teachers may include the Hygiene Practices and Intervention program as a learning discussion in the Learning Action Cell (LAC) and may set procedures/ strategies in implementing the program and further research studies may be intensified to improve the content of Intervention Program on Hygiene Practices.
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