FM-AA-CIA-13 Rev.

0 10-July, 2020

Pangasinan State University

SCHOOL OF ADVANCED STUDIES
Urdaneta City, Pangasinan
MAED - TECHNOLOGY AND HOME ECONOMICS

MATC 203 – Advance Home Economics

1st Semester, A.Y. 2024– 2025

COURSE SYLLABUS
COURSE INFORMATION
COURSE CODE MATC 203
COURSE TITLE Advance Home Economics
COURSE CREDIT 3 units
CLASS HOURS 54
COURSE PREREQUISITE none
COURSE SCHEDULE Saturday, 7:00 – 10:00 A.M.
UNIVERSITY VISION, MISSION, QUALITY POLICY, INSTITUTIONAL OUTCOMES AND PROGRAM OUTCOMES

UNIVERSITY VISION To be a leading industry-driven State University in the ASEAN region by 2030

The Pangasinan State University shall provide a human-centric, resilient, and sustainable academic environment to produce dynamic, responsive, and
UNIVERSITY MISSION
future-ready individuals capable of meeting the requirements of the local and global communities and industries.

The Pangasinan State University shall be recognized as an ASEAN premier state university that provides quality education and satisfactory service delivery
through instruction, research, extension and production.
EOMS QUALITY POLICY
We commit our expertise and resources to produce professionals who meet the expectations of the industry and other interested parties in the national and
international community.
We shall continuously improve our operations in response to changing environment and in support of the institution’s strategic direction.
INSTITUTIONAL The Pangasinan State University Institutional Learning Outcomes (PSU ILO) are the qualities that PSUnians must possess. These outcomes are anchored on
OUTCOMES the following core values: Accountability and Transparency, Credibility and Integrity, Competence and Commitment to Achieve, Excellence in Service
Delivery, Social and Environmental Responsiveness, and Spirituality – (ACCESS).

Anchored on these core values, the PSU graduates are able to:
1. Demonstrate through institutional mechanisms, systems, policies, and processes which are reflective of transparency, equity, participatory decision
making, and accountability;

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2. Engage in relevant, comprehensive and sustainable development initiatives through multiple perspectives in decisions and actions that build
personal and professional credibility and integrity.
3. Set challenging goals and tasks with determination and sense of urgency which provide continuous improvement and producing quality outputs
leading to inclusive growth;
4. Exhibit life-long learning and global competency proficiency in communication skills, inter/interpersonal skills, entrepreneurial skills, innovative
mindset, research and production initiatives and capability in meeting the industry requirements of local, ASEAN and international human capital
market through relevant and comprehensive programs;
5. Display, socially and environmentally responsive organizational culture, which ensures higher productivity among the university constituents and
elevate the welfare of the multi-sectoral communities and;
6. Practice spiritual values and morally upright behavior which promote and inspire greater harmony to project a credible public image.

The Pangasinan State University as the apex of academic learning should be able to produce graduates who, imbued with holistic values and ethical
SAS OUTCOMES standards, demonstrate exemplary competencies in knowledge production (research), knowledge sharing and exchange (teaching), and knowledge
application and utilization in order to deliver excellent services to stakeholders and the community in general.

PROGRAM OUTCOMES GRADUATE ATTRIBUTES PROGRAM OUTCOMES PERFORMANCE INDICATORS

Graduate of the MA ED program are teachers who have: ▪ Engage and sustain graduate students’ interest using
various learning experiences and resources
Community Developer 1. Demonstrated an understanding of texts in their diverse ▪ Model exemplary teaching practices that recognize
ethnic. and affirm diverse linguistic, cultural, socio-economic
and religious backgrounds to promote learner success.
People’s Champion ▪ Engage in scholarly and scientific research projects
2. Developed and carried out research projects aimed at
which are responsive to the needs of the community.
developing the teaching-learning process and the
Community Developer community as a whole. ▪ Lead in consolidating networks that strengthen
relationships with internal and external stakeholders
to maximize their involvement in the educative
process.
▪ Demonstrate ability to implement instructional plan.
Continuous-Innovative Learner 3. Pursued research of significance in the discipline and in
an interdisciplinary or creative project. ▪ Collaborate with colleagues in the advancement of
the art and science of teaching based on their
comprehensive knowledge of research and pedagogy.
People’s Champion; 4. Manifested high substantial degree of independence ▪ Provide quality leadership in applying a wide range
that involves exercise of leadership and initiates of strategies in the implementation of positive and
individual work or in teams of multi-disciplinary field. non-violent discipline policies/procedures to ensure
Continuous-Innovative Learner
learning-focused environments.
▪ Demonstrate leadership within and across school
contexts in critically evaluating practices and setting

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clearly defined targets for professional development.

Continuous-Innovative Learner 5. Applied theories, methodologies and knowledge to ▪ Maintain stature and behavior that upholds the dignity
address fundamental questions in Technology and of teaching.
Home Economics as their area of study. ▪ Lead colleagues in professional discussions to plan
and implement strategies that enrich language
teaching and learning practices.
▪ Conduct ethical, scholarly, and scientific research to
Continuous-Innovative Learner 6. Utilized creative and critical reading, thinking, writing
enrich professional practice.
and engage in Technology and Home Economics
educational research; ▪ Model exemplary skills and lead colleagues in the
development and evaluation of teaching and learning
resources, including ICT, for use within and beyond
the school.
COURSE DESCRIPTION
Course Description:

The course focuses on the theoretical framework and historical development of Home Economics. Likewise, the theory and philosophical beliefs in education, its implications to
curriculum planning and development, the new intellectual approaches, as well as supervision and evaluation in Home Economics are integrated in the course. Further, students will be
exposed in doing a research work on the emerging problems in teaching the subject, as part of practicum, students will be taught to make and implement a training design related to the
different component in Home Economics on their selected Barangay.

COURSE OUTCOMES (CO) PROGRAM OUTCOMES CODE (PO)

1. Discuss the theoretical framework of Home Economics. PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
2. Outline the historical development of Home Economics. PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
3. Explain the theory and philosophical beliefs in education and its implications to
PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
curriculum planning and development.
4. Discuss the new intellectual approaches in Home Economics. PO 1, PO 2, PO3, PO 4, PO5, PO6
5. Apply the instructional supervision and evaluation in teaching the different areas PO 2, PO 3, PO 4, PO 5, PO 6
in Home Economics.
6. Make research on the emerging problem in the teaching of Home Economics. PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
7. Design a training program based on the needs of the community. PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
8. Manifest ability to transfer knowledge/learning in their practicum/extension activity. PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
9. Generate additional knowledge through research. PO 1, PO 2, PO 3, PO 4, PO 5, PO 6
10. Respond to the demand/s of IR and Education 4.0 PO 1, PO 2, PO 3, PO 4, PO 5, PO 6

COURSE LEARNING PLAN

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Learning
Course Learning Outcomes Topics Hours Activities Learning Materials and Platform Assessment
Outcome/s (Face-to-Face
1. Explain relevance of the Orientation 2 Brainstorming and Syllabus
course to the attainment A. VMGO discussion
of the University’s B. PSU Core Competencies
C. Course Overview
VMGO.
D. Course
2. State relevant Expectations/Requirements
information about the E. Grading System
course to manifest
understanding its overall
objectives.

At the end of the chapter, the Chapter 1. Theoretical Framework 12 Recitation/

students should be able to; of Home Economics - Elena Lecture-Discussion Study Guide Participation
Handouts Reporting
1. Give the difference A. Home Economics as a Discipline Short Answer Books
between Home and as a Profession Technique Multi-media Resources (TV, Laptop, etc. Reaction paper/
Economics as a B. Home Economics; Its Areas and Discussion paper
Suggested Activity:
discipline and as Components
Essay(Importance
profession; C. Importance of Home Economics of Home
2. Discuss the areas of Education in the National Economics/ Is
Home Economics; Economy Home Economics
D. Challenges in Home Economics Boom or vain?
Education; Then give your
suggestions.
3. Discuss the importance 1.4.1. Curriculum 12
of Home 1.4.2. Teacher’s Training
4. Economics education in 1.4.3. Instructional Materials
the national economy. 1.4.4. Facilities and
5. Mention the challenges Equipment
in Home Economics 1.4.5. Learners
education;
6. Suggest some ways on
how to lessen the

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problem in education

At the end of the chapter, the Chapter 2. Historical

students should be able to; Development of Home
1. Give the salient features Economics –
on the historical Sir Jepherd & Ma’am Marvie
development of Home A. The Evolution of Home
Economics; Economics
2. Outline the milestone of B. Development of Home
Home Economics; Economics in the Philippines
3. Describe the Home C. Curriculum Development;
Economics curriculum c.1. Basic Education
in the basic education to c.2. Higher Learning
higher learning; c.3. Legal Basis
4. Mention the legal basis
in the implemented
Home Economics
curriculum both in the
basic and higher
education.
1.
2.

At the end of the chapter, the CHAPTER 3. Theory and

students should be able to; Philosophical Beliefs in
Education and Its
Implications to
1. Explain the theory and
Curriculum Planning
philosophical beliefs in and Development – Ma’am

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education and its Lica, Ma’am Lizyl & Ma’am Lou

implications to A. Aristotle and the Theory of
Household Management
curriculum planning and B. Modern Philosophies
development; C. Postmodern Philosophies
2. Discuss the difference D. Implications of Philosophical
Beliefs to Curriculum Planning
between modern and
and Development
postmodern E. Philosophy of Home Economics
philosophies; F. Objectives of Home Economics

At the end of the chapter, the CHAPTER 4. New Intellectual Brainstorming, Reporting
students should be able to; Approaches in Home Lecture -
1. Discuss the IFHE Economics – discussion
Ma’am Jane, Ma’am Christine &
position paper in Home Ma’am Mary Joy
Economics; A. IFHE Position Paper
2. Explain the Home B. Home Economics Literacy Model
by Donna Pendergast
Economics Literacy
C. Millennium Development Goals,
model by Donna SDGs,
Pendergast; Philippine Development Plan
3. Give the implications of 2022-2028,
Ambisyon 2040,
the new intellectual IR 4.0
approaches on the future D. Philosophical Basis
Home Economics E. Implications for the Future of
education. Home Economics
i.

MIDTERM EXAMINATION: 1 Hour

MIDTERM: 27 Hours
At the end of the chapter, the Chapter 5. Supervision and Demo-teaching Multimedia(TV & Laptop) Rubrics
students should be able to; Evaluation in the Real objects
1. Give the descriptions of Different Areas of Home Tutorial videos
Economics/Demo-
the areas of Home Teaching
Economics; Part 1: Home Economics
2. Enumerate the A. Food Preparation;
● Cookery – Ma’am Lizyl
supervision and
● Bread and Pastry – Ma’am
evaluation approaches Rhea
on the different areas of ● Food Processing – Elena
Home Economics; B. Garments

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3. Apply the instructional ● Dressmaking

supervision and ● Tailoring
C. Handicrafts
evaluation in teaching ● Needlecraft
the different areas in ● Paper craft
Home Economics. D. Fashion and Design
E. Food Services
● Barista
● Bartending
● FBS – Ma’am Lou
E. Beauty Care
● Barbering
● Hair Dressing
● Nail Care – Ma’am Marvie
Sagun
F. Health and Wellness -
● Caregiving
● Wellness
G. Tourism Services
● Local Tour guiding
● Tourism Promotion
● Attraction and Team Park
● Travel Services
H. Hotel Services
● Housekeeping
● Front Office Services
● Events Management
Part II: Industrial Arts
A. EIM
Part III: Information Communication
Technology
A. Networking – Ma’am Jane
Part III: Agriculture
A. Organic Agriculture Production –
Ma’am Lica
B. Agricultural Crop Production -
Ma’am Mary Joy
At the end of the chapter, the Chapter 6. Training Design in Home
students should be able to; Economics and Its
1. Discuss the approaches Implementation –
in the development of a A. Approaches in the Development
training design. of Training
2. Explain the parts of a Design
B. Parts of a Training Design
training design;

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3. Implement the training C. Implementation of the Training

design on the chosen Design
community.

FINAL EXAMINATION: 1 Hour

FINAL TERM: 27 Hours
Total No. of Weeks/Hours: 18 Weeks/54 hours

COURSE REFERENCES AND SUPPLEMENTAL READINGS

C. Electronic Sources
Duka, Cecilio D. (2000), Philosophy of Education, Rex Bookstore, Manila Philippines
https://digital.library.unt.edu/ark:/67531/metadc503876/m2/1/high_res_d/1002772770-
Marmysz, John (2011), The Path of Philosophy: Truth, Wonder and Distress, Cengage Pinnell.pdf
Learning US https://courses.lumenlearning.com/atd-herkimer-westerncivilization/chapter/classical-greek-
philosophy/
Miller, M. (1984), Principles and a Philosophy for Vocational Education. Special
Publication Series No. 48. https://www.wgu.edu/blog/five-educational-learning-theories2005.html

Velasquez, Manuel (2016), Philosophy: A Texts with Readings, Cengage Learning US https://tomprof.stanford.edu/posting/1505
Zhou, M.Y. (2017) Educational Learning Theories, Retrieved from https://web.augsburg.edu/~erickson/edc490/downloads/
https://oer.galileo.usg.edu/cgi/viewcontent.cgi?article=1000&context=education-textbooks comparison_edu_philo.pdf

https://www.slideshare.net/meghamj/philosophy-ppt-autosaved

https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1603-roles-of-a-
teacher-in-the-classroom

https://www.scribd.com/document/474987116/MODULES-TCHE-Economics
https://www.undp.org/sustainable-development-goals

COURSE REQUIREMENTS
1. Examinations
2. Oral Presentation/Discussion
3. Learning Activities/Discussion Papers /Reaction papers
4. Attendance/Recitation
5. Portfolio

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ASSESSMENT AND GRADING

The bases for evaluation for this course are:
● Examination (Midterm/Final) 40%
● Oral Presentations/Attendance 30%
● Learning Activities/Discussion Paper 30%
Total:100%
Computation of semestral grade shall be:

Final Grade = ½ Midterm Grade + ½ Final Grade

2

RUBRIC FOR WRITTEN OUTPUTS

Indicators Points (Descriptive Equivalent)

Excellent Good Fair Poor
Content 50 points
Depth of Discussion/ 30 - 26 25 - 21 20 - 16 15 - 10
Relevance of Answer
In-depth discussion & In-depth discussion & The writer has omitted pertinent Cursory discussion in all the
elaboration in all sections of the elaboration in most sections of content or content runs-on sections of the paper or brief
paper. the paper. excessively. discussion in only a few sections.

Answer is complete; sufficient Answer is brief with insufficient Quotations from others outweigh The output did not answer the
detail provided to support detail. Unrelated issues were the writer’s own ideas question
assertions; answer focuses only on introduced and/or minor errors in excessively.
issues related to the question; content.
factually correct Answer is incomplete. Excessive
discussion of unrelated issues
and/or significant errors in
content

Integration of Knowledge 20 - 16 15 - 11 10 - 6 5-0

The output demonstrates that the The output demonstrates that the The output demonstrates that the The output does not demonstrate
student fully understands and student, for the most part, student, to a certain extent, that the student has fully
has applied concepts learned in understands and has applied understands and has applied understood and applied concepts
the course. Concepts are concepts learned in the course. concepts learned in the course. learned in the course.
integrated into the student’s own Some of the conclusions,
insights. The student provides however, are not supported in the

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concluding remarks that show body of the paper.

analysis and synthesis of ideas.

Organization 30 points
30 - 26 25 - 21 20 - 16 15 - 10
Shows a logical organization of Shows a logical organization of The organization of ideas is not The organization of ideas is quite
ideas in constructing the overall ideas, but may have minor always clear or does not follow unclear or ineffective
argument. The pieces flow problems the thesis argument
together well to produce a
convincing line of reasoning

Language 20 points
Grammar 10-9 8-6 5-3 2-0
Mechanics Output contains no grammar Output has no serious grammar Output may contain some Output contains several major
errors; sentences are free of errors; sentences are mostly grammar or sentence errors; grammar/usage errors; sentences
jargon, complete and easy to jargon-free, complete and sentences may contain jargon or are long, incomplete or contain
understand understandable are too long or hard to follow excessive jargon

The output is well designed in The output follows the format. The output contains minor errors The output does not follow the
its format. It lists all the Lists all the components in headings, subheading, page set format as indicated. It contains
components; headings and however, headings and up or components. major errors in format.
subheadings are easily subheadings are not easily
identified. identified.

Originality 10-9 8-6 5-3 2-0

Output is engaging and original Output is interesting and original Output is vague yet original Output is vague and unoriginal

RUBRIC FOR ORAL PRESENTATION/DISCUSSION

Indicators Points (Descriptive Equivalent)

Excellent Good Fair Poor
Delivery 20-18 17-15 14-12 11-0
Good volume and energy; proper Adequate volume and energy; More volume/energy needed at times; Low volume or energy; pace too
pace and diction; avoidance of generally good pace and diction; few pace too slow or fast; some distracting slow or fast; poor diction;
distracting gestures; professional or no distracting gestures; professional gestures or posture; adequate distracting gestures or posture;
appearance appearance appearance unprofessional appearance

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Content 20-18 17-15 14-12 11-0

ideas well developed; facts have few needed details are omitted; major important information omitted or not key details are omitted or
adequate background; presentation is ideas adequately developed; fully developed; presentation is too undeveloped; presentation is too
within specified length; presentation presentation is within specified length; short or too long; presentation short or too long;
contains accurate information with no major facts are accurate and generally contains some fact errors or omissions presentation contains multiple fact
fact errors complete errors

Organization/ 10-9 8-6 5-3 2-0

Clarity Ideas are presented in logical order Most ideas are in logical order with Some ideas not presented in proper Ideas are not presented in proper
with effective transitions between adequate transitions between most order; transitions are needed between order; transition are lacking
major ideas; presentation is clear and major ideas; presentation is generally some ideas; some parts of presentation between major ideas; several parts
concise clear and understandable may be wordy or unclear of presentation are wordy or
unclear
Creativity 10-9 8-6 5-3 2-0
Very original presentation of Some originality apparent; good Little or no variation; instructional Repetitive with little or no variety;
instructional materials/media; variety and blending of instructional materials/media presented with little insufficient use of instructional
captures the audience’s attention. materials/media. originality or interpretation. materials/media.

Language 10-9 8-6 5-3 2-0

Presentation contains no grammar Presentation has no serious grammar Presentation may contain some Presentation contains several major
errors; sentences are free of jargon, errors; sentences are mostly jargon- grammar or sentence errors; sentences grammar/usage errors; sentences
complete and easy to understand free, complete and understandable may contain jargon or are too long or are long, incomplete or contain
hard to follow excessive jargon

RUBRIC FOR DISCUSSION FORUM

Please use the criteria below to evaluate your own participation in the discussion forum before posting. Please make sure that both your initial posts and follow-up responses to
classmates meet our criteria.

Criteria Meets Criteria Approaches Criteria Does not Meet Criteria

Initial Posts My response is relevant to the question/s asked; My response is somewhat relevant to the My response is not relevant to the question/s
around 200-250 words; written in a clear and question/s asked; short (less than 200-250 asked; short (one or two sentences); includes
concise manner without any spelling and words); includes spelling and grammatical substantial spelling and grammatical errors.
grammatical errors. errors which obscure meaning.
Follow-up responses I posted at least ONE follow-up response AND I posted a follow-up response, but it is too brief I did not post a follow-up response, or it does
it is thoughtful and/or helpful and/or extends the (e.g., one sentence), and/or does not extend the not meet the criteria.

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dialogue. dialogue.

Adapted from Iowa State University (2020)

COURSE POLICIES AND EXPECTATIONS

Class Policies:

For Synchronous Sessions (In a synchronous session, you will conduct the session at a pre-specified date and time, using an online meeting tool.)

1. Attendance in synchronous classes is highly enjoined for you to be able to participate in class discussions, clarify some doubts, and raise your concerns regarding the course.
2. Always observe punctuality. If you are unable to attend the synchronous session for legitimate reasons, send me a written explanation (such as a doctor's note or Notice of Power
Interruption).
3. Wear a decent casual dress during web conference.
4. Open your camera and turn off your microphone to show courtesy to your professor and classmates; however, when your Wi-Fi connection is limited, you may turn it off but please
do inform me. Turn on your microphone only when you are asked and when you want to speak.
5. Ensure that you are in a quiet place so as not to be distracted and/or to distract others.
6. Use appropriate language. This is an academic activity; thus, standard language is expected to be used either in the group chat or E-mail. No foul words during online discussions.
Rants directed at anyone are highly unacceptable. Profanity must be avoided at all times.
7. Private conversations during web conferencing are not allowed.

For Asynchronous Sessions (In an asynchronous session, students can ask questions on their own time, and I can respond on my own time, using tools such as email or Messenger. This also
includes time spent in reading modules and in participating in the discussion forum.)

1. Spend your time wisely. Use your time in the class to read course materials and answer learning activities. Make a calendar of submission dates for activities, presentations, and
projects.
2. Late assignments will not be accepted. Late means submission after due date or in case of absence during the due date, the first attendance date after absence.
3. All assignments/papers shall be submitted to MS Teams.
4. All documents and/or photos shall be renamed bearing the course code, your name, and the activity (e.g. EDF 203_J.S.Villanueva_Essay) for purposes of monitoring of submission
and on-time passing.
5. Use appropriate writing style when using Group Chat and E-mail. TYPING IN ALL CAPS IS INAPPROPRIATE. Set a respectful tone. Remember that you are talking with your
professor and classmates and not with your friends.
6. When sending me an E-mail or private message via Messenger, always identify yourself by writing your complete name and the course title. For Emails, write your concern in the
Subject Line, e.g., Subject: Clarification on Class Attendance.
7. I will respond to your queries during standard work hours, Saturday, between 11:00 AM to 5:00 PM.
8. Do not send me a private message unless you are told to do so. Do not send me Facebook Friend request either.
FACULTY CONTACT INFORMATION
NAME AMELITA M. DE VERA
DESIGNATION Specialization Adviser, MAEd.-THE

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EMAIL ADRESS [email protected]

WEBSITE n/a
CONSULTATION HOURS Saturday, 9:00-10:00
OFFICE LOCATION SAS Faculty Room

Prepared by: Recommending Approval: Approved:

AMELITA M. DE VERA, PhD MARISSA E. SISON, EdD PAULO V. CENAS, EdD

Faculty-in-Charge Dean, MAEd. Program Executive Director

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