Action-Oriented Teaching Practices and Domestic Skills of Junior High Students

This study examined the influence of action-oriented teaching practices on the domestic skills of junior high school students in District 1, Davao City using a non-experimental, descriptive-correlational design. A total of 311 Grade 7 students were selected through stratified random sampling, and data were collected using validated and pilot-tested survey questionnaires. Findings revealed that action-oriented teaching practices were extensively implemented, with technology integration being the most evident and the interdisciplinary approach the least observed. Similarly, students' domestic skills were described as extensive, particularly in time management and emergency preparedness, while environmental responsibility and independent living skills were less emphasized. Results indicated a significant relationship between action-oriented teaching practices and students’ domestic skills, with the interdisciplinary approach showing the strongest positive correlation. Further analysis showed that independence in learning significantly influenced students’ domestic skills, while language immersion had a negative yet significant effect. These results suggest that not all teaching strategies contribute equally to life skill development. The study underscores the need to align instructional approaches with real-life applications. Enhancing interdisciplinary teaching and environmental responsibility, along with promoting independent learning, can foster more holistic student development.