THESISFINALSUPER

UNIVERSITY OF SANTO TOMAS PAGE i
Let it Grow: Impact of the Seedling Container Gardening to the

Sense of Responsibility of Youth Informal Settlers
A Thesis Submitted to the

College of Education
University of Santo Tomas
In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Elementary Education
With Specialization in Preschool Education
By
ALTHEA KATE ALVARADO
STEPHANIE ROCHELLE CALLANTA
JUSTINE HAZEL FRIAL
COLEEN CARLA MACALALAD
RICA MARIE CARMELA MENDIGO
KAMILLE VALDEZ
January 10 2018
UNIVERSITY OF SANTO TOMAS PAGE ii
España St., Manila
Philippines
ENDORSEMENT FOR EVALUATION
This thesis entitled, Let it Grow: Impact of the Seedling Container

Gardening to the Sense of Responsibility of Youth Informal
Settlers, prepared and submitted this January 2018, by Althea Kate
M. Alvarado, Stephanie Rochelle R. Callanta, Justine Hazel P. Frial,
Coleen Carla A. Macalalad, Rica Marie Carmela A. Mendigo, and
Kamille S. Valdez in partial fulfillment for the degree in Bachelor of
Elementary Education with specialization in Preschool Education is
endorsed for evaluation.
Katherine T. Chua
Research Adviser
UNIVERSITY OF SANTO TOMAS PAGE iii
Manila
English Editing Certification Form
This is to certify that I have edited this thesis/dissertation manuscript
Let it Grow: Impact of the Seedling Container Gardening to the Sense of

Responsibility of Youth Informal Settlers
And have found it thorough and acceptable with respect to grammar and
composition.
Prepared by
_________________________________
Signature over printed name
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Affiliation/Contact Number
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Date
UNIVERSITY OF SANTO TOMAS PAGE iv
España St., Manila
Philippines
OFFICE OF THE DEAN
APPROVAL SHEET
This Thesis entitled

Prepared and submitted by Althea Kate M. Alvarado, Stephanie Rochelle R. Callanta, Justine
Hazel P. Frial, Coleen Carla A. Macalalad, Rica Marie Carmela S. Mendigo, and Kamille S. Valdez
has been approved and accepted as partial fulfillment of the requirements for the degree of
Bachelor of Elementary Education with specialization in Preschool Education.
Katherine T. Chua
Research Adviser
EXAMINER
Approved by the College of Education Research Committee on Oral Examination with a grade of
____ on January 10-11, 2018.
Ms. Eleanor Marie L. Bahrami-Hessari Mr. Andrew Barrymore L. Dacurawat, Ph.D.

Examiner Examiner
PROF. ALLAN B. DE GUZMAN, PH.D.

Dean
UNIVERSITY OF SANTO TOMAS PAGE v
CERTIFICATE OF ORIGINALITY
We hereby declare that this submission is our own work and that, to the best of
our knowledge and belief, it contains no material previously published or written
by another person nor material which to a substantial extent has been accepted
for the award of any other degree or diploma of a university or other institute of
higher learning, except where due acknowledgment is made in the text.
We also declare that the intellectual content of this thesis is the product of our
own work, even though we may have received assistance from others on style,
presentation and language expression.
Althea Kate M. Alvarado Coleen Carla A. Macalalad
Stephanie Rochelle R. Callanta Rica Marie Carmela S. Mendigo
Justine Hazel P. Frial Kamille S. Valdez
Candidates
10 January 2017
______Ms. Katherine T. Chua____

Research Adviser
Date ___________________
UNIVERSITY OF SANTO TOMAS PAGE vi
TABLE OF CONTENTS
Page
Title i
Endorsement for Evaluation ii
English Editing Certification iii
Approval Sheet iv
Certificate of Originality v
Table of Contents vi
List of Tables viii
List of Figures ix
Abstract 1
1 Introduction 2
2 Research Method 5
Research Design
Respondents and Study Site
Data Measure / Instrumentation
Data Collection Procedure
Ethical Considerations
Data Analysis 8
3 Findings 9
Research Simulacrum
4 Discussion 14
5 Conclusion 16
6 Lessons Learned 17
7 Acknowledgment 17
References 18
Appendices 24
UNIVERSITY OF SANTO TOMAS PAGE vii
LIST OF SUPPORTING DOCUMENTS

Page
A. Letter of Permission 24
B. Informed Consent Forms 27
C. Sample Robotfoto 28
D. Interview Development Guide 29
E. Within and Cross Case Analysis Table 31
F. Service Learning Proposal 45
G. Data Gathering Pictures 48
H. Timetable for Research 49
I. Budget Proposal 50
J. Curriculum Vitae 52
UNIVERSITY OF SANTO TOMAS PAGE viii
LIST OF TABLES
TABLE Page
1 Demographic Profile of the Participants 6
2 Elements of Sense of Responsibility 10

UNIVERSITY OF SANTO TOMAS PAGE ix
LIST OF FIGURES
FIGURE Page
1 The TREE of Responsibility 9

UNIVERSITY OF SANTO TOMAS PAGE x
UNIVERSITY OF SANTO TOMAS PAGE 1

Coleen Carla A. Macalalad

Althea Kate M. Alvarado
Stephanie Rochelle R. Callanta
Justine Hazel P. Frial
Rica Marie Carmela S. Mendigo
Kamille S. Valdez
*College of Education, University of Santo Tomas, Manila, Philippines

_______
*Corresponding author, 0915-4179188
E-mail Address: coleencarla@gmail.com
Abstract
The study was conducted to know the impact of the seedling container
gardening to the sense of responsibility of youth informal settlers. The Service
Learning Action Research Program consisted of three sessions with selected
participants from the Missionaries of the Poor in Santa Ana, Metro Manila.
Triangulation method was utilized in this study with the use of robotfoto,
observation and semi-structured interviews. With the data gathered and
analyzed, four themes have emerged Tenacity, Resourcefulness, Emotion, and
Engagement, where the simulacrum The Tree of Responsibility has surfaced. It
depicted how the seedling container gardening program impacted the sense of
responsibility of youth informal settlers. Sense of responsibility of youth is
apparent in their commitment to take care of their plant, while thinking of
imaginative ways to overcome difficulty, willingness to help the environment,
awareness of environmental issues, and expressing their emotions while
gardening. This study contributed to the teachers’ effective use of gardening to
foster sense of responsibility among students. This opportunity also helped the
students to become more aware and understanding of the environment.
Key words: gardening, sense of responsibility, seedling container

gardening, religious center youths, service learning program, action research
Introduction
Service Learning Program is an integration of learning objectives and

community service that benefits both student and the community. This gives the
students experiential opportunities to learn in real world situations and develop
skills of community involvement, at the same time, giving community partners
opportunities to address significant needs (Bandy, 2017). This program includes
projects where action is taken by a group of people, particularly the students,
and in some form, involves interaction with a community partner. It does not put
unnecessary burden on the community partner but rather, pushes student
frames by exposure to a diversity of stakeholders (community partners, teacher,
peer group partners, etc.) with a diversity of life experiences, goals, and working
styles. Furthermore, it includes integrated personal (and sometimes group)
reflection for students and is graded thoughtfully as part of the academic
expectations of course curriculum (White, S. & White, J., 2016). The amount of
service given by the researcher may be insufficient in producing enough benefits
for either the researchers or the community since it is only a short-term service.
Furthermore, the experience is often of short duration to greatly benefit either
the organization’s mission or the researchers’ objectives (Martin, Seblonka,
Tryon, 2008).
An informal settler can be defined as a housing area which has developed

without legal claims to the land and/or permission from the concerned
authorities to build. As a result of their illegal or semi-legal status, infrastructure
and services are usually inadequate. One of the basic human right is a secure and
sufficient housing. However, housing security for the majority of our people has
been difficult to attain. The worldwide situation of urbanization is driven by a
desire to eliminate poverty in the countryside. The reason why past
governments, seeing the problem primarily as urban “slumification,” resorted to
moving informal settlers “off-city,” to far-away places (Shahani, 2016). Informal
settlers in urban areas is considered as an unavoidable phenomenon. There is no
"quick-fix" solution that can resolve all the difficulties of squatting in all parts of
the developing world. Considering the inevitability of unauthorized dwelling, the
need is primarily for a change in attitude towards informal settlement. (Srinivas,
2015)
School gardens, in the earlier times were distinctly supported by
Rousseau, Gandhi, Montessori and Dewey (Subramaniam, 2002). During the
nineteenth century, Froebel was one of the utmost advocates of school gardens.
The familiarity of the real world is the support of a child's future learning. As
Rossueau highlighted, nature is absolutely a great teacher and is vital in learning
(Sealy, 2001 as cited in Submaraniam, 2002). Maria Montessori believed that
through gardening, it will help not only the children’s moral development but
growth in love with nature as well. She said, “When he (the student) knows that
the life of the plants that have been sown depends upon his care in watering
them without which the little plant dries up the child becomes vigilant, as one
who is beginning to feel a mission in life” (Montessori, 1912). This led to the
promulgating of school garden in the early decades (Submaraniam, 2002).
The garden is a tender place wherein people tame various organic

produce that would serve the social needs of humans such as growing food
produce for daily living. The purpose of school gardens was practical and normal,
to hone a righteous viewpoint, to bridge the young ones to country life
environment and to educate through events when farmstead and the
environment were attainable by young ones (Bundschu-Mooney, 2003;
Subramaniam, 2002). The art of gardening develops real-life instinctive skills in
young children. The hands-on process of preparing soil, planting a seed and
nurturing the plant introduces them to the idea of responsibilities. Similarly
when they neglect to care for the plant, they experience the sentiment feeling of
loss. Gardening cultivates intuition in young children. It helps them appreciate
the values of responsibilities through the metaphoric life of a plant (Vanderlick,
2004).
Across various literatures, students have shown great enthusiasm with
the gardening activities that they have done within the program. Children also
gave some feedback saying that they are delighted with the program for multiple
reasons (Edris, Sarti, Dijkstra, Seidell & Dedding, 2017; Masters, 2016; Midden,
2000; Passy, Morris & Reed, 2010). Additionally, students have shown positive
environmental attitudes in doing gardening at school that would eventually let
them be involved with the environment within their vicinity. Through school
gardening, students were encouraged to show positive attitudes and increase
concern towards the environment that would help students become stewards of
nature (Skelly & Zajicek, 1998; Skelly, 2007).
The use of gardening also promotes positive behavior in students

especially those who had trouble in their attendance and those who lack
enthusiasm to go to school. By imparting focus through gardening, it helped
children modify their established behavior system making them more motivated
to attend school and show their eagerness to be a part of the environmental
activities (Cutter-Mackenzie, 2009; Passy, Morris & Reed, 2010). Growth in
knowledge among children was notable as well. Teachers acknowledged how
efficient gardening is in augmenting the academic performance, improvements
in physical activity, language arts, and as well as the healthy eating habits of the
children (Bernstein, 2015; DepEd, UPLB & SEARCA, 2017; Graham & Zidenberg-
Cherr, 2005).
Some of the important issues of gardening are proper training in

gardening that involve management and horticulture; the integration of
gardening in the curriculum, monitoring and evaluation; school personnel
supporting and encouraging the program. It requires the need for meticulous
planning and assistance (Food and Agriculture of the United Nations, 2010)
Responsibility supports the growth of our potential. It is to become an

individual who is trustworthy by facing our obligations dutifully. Responsible
individuals own up to their actions and don't hold others accountable for their
mistakes. Before doing something, they use their discernment and well
considered plans. They do things so that other people will have certainty in
them. Administering their own lives is one trait of a responsible individual. Their
gifts and abilities are honed by their own ideas and aims. They face difficulties
with a strong attitude. Their commitment to their families and the community
are taken into account before making a resolution. The act of responsibility is
essential in building a strong foundation in our families and communities.
Therefore, children should become aware of the worth in accepting
responsibilities (Spellings, 2005).
Previous studies have indicated that school gardens would help create a
bridge between the school and the surrounding community and encourage
participation among the school and community. School garden help students to
develop enduring relationships with other adults in our community beyond
parents and teachers. Knowing and understanding of community relationships
would develop communication between stakeholders. The school has also
profited from the garden by being able to raise involvement from the community
volunteers (Blair, 2009; Dirks, 2011; Doyle, 2014; Passy, Morris, & Reed, 2010).
Furthermore, gardening raises awareness in cultural and societal values that are
associated with the environment. It also fosters sensitivity among divergent
cultures. Children are also able to construct new knowledge from the activities.
(Mcclain & Vandermaas-Peeler, 2015; Cutter-Mackenzie, 2009). Interactive and
communicative skills, exercise, educational accomplishment, outlook on the
environment and student health and well-being are examples of countless
advantages of school gardens (Bell & Dyment, 2006, 2008; Corkery, 2004;
Dyment, 2005; Miller, 2007 as cited in Mackenzie, 2009).
This study aims to ascertain the impact of seedling container gardening to

youth informal settlers’ sense of responsibility. Through positive experiences in
nature, youth will develop their love of nature and a build a foundation for the
development of a responsible environmental behavior. This study also aims to
help contribute to the continuing environmental problems in the community.
Similarly, it also aims to impact pre-service teacher researchers’ academic
development and affective dispositions.
Method
Research Design
Service Learning Program was used as one of the principal model of the
study. Service learning is an action plan that promotes meaningful community
services that aims to enhance learning experience, raise awareness, and teach
the citizens about their responsibilities to help fortify their community. Service
Learning focuses on implementing a program to a community with certain
needs. It is a way where learning experiences and self-improvement can be
applied by students in community programs integrated with assisted means. It is
a form of empirical education that targets to improve learning in a provided class
data (Fayetteville State University, 2017).
The constant advance in teaching and learning techniques led to the

pedagogic paradigm which is the Action Research. It provided the faculty an
immediate classroom payback as well as affirmation of meeting academic
responsibility (Young, Rapp & Murphy, 2010). This study design was adopted to
address social problems and the needs of the community, specifically the youth.
The application of learning is through Action Research.
Subjects and Study Site
The study was administered to know the impact of seeding container

gardening to sense of responsibility of youth informal settlers. Among the many
religious centers found in National Capital Region, the research study was
conducted in Missionaries of The Poor Santa Ana, Manila. The site was selected
for it caters to youths who came from families of informal settlers and has a lack
of connection with nature. The subjects of the study were eight (8) participants,
six (6) females and two (2) males, from the neighboring youths of Missionaries of
The Poor. Two (2) participants are nine years old, one (1) participant is ten years
old, two (2) participants are eleven years old, two (2) participants who are
twelve years old and one (1) participant is thirteen years old. The qualifications
of the youths chosen to participate in the study were (a) youths who are
informal settlers (b) youths aged 9-13 years old and (c) youths who were given
consent from the religious center. Table 1 depicts the demographic profile of
the participants.
Table1
Demographic Profile of the Participants
Participants Age (in years) Gender

Participant 1 11 Female
Participant 2 12 Male
Participant 4 13 Male
Pilot Testing
Before administering the program, a pilot test was conducted to check
the efficacy and appropriateness of the interview questions to the participants.
Furthermore, it allowed us to check whether any revisions are needed to be
done. Child A, B, and C were the participants’ for the pilot test. They were able to
give appropriate answers to the questions which suggests that the questions
were developmentally appropriate. However, some questions were translated to
Filipino language for the youths to understand it better. The gardening program
was also pilot tested. There were no difficulties encountered during the
implementation of the program.
Intervention
Seedling container gardening was administered to the participants. It is
making use of different containers in planting flowers, herbs, and even
vegetables. One of the advantages of container gardening is its broad variety of
items you can use as containers for the plant. (Duque, 2006)
The study was implemented for 3 sessions. It consists of 2-3 hour

sessions with different gardening activities. During the first session, the
researchers built rapport with the participants by administering motivational
gardening related activities and games. An introduction and orientation program

was done during the second session where participants were given background
information regarding seedling container gardening program. During the third
session, the researchers demonstrated how the gardening should be done for
the first 15 minutes after which, the participants started their seedling container
gardening. Once the participants’ plants were properly transferred to their pots,
they created a garden sign with their names for their plant.
Data Measure / Instrumentation
Triangulation is a process by which various viewpoints and methods are

used to verify the validity of the study. It also refers to a mixture of two or more
methods, data sources, theories or investigators in a single study that can be
engaged in both qualitative and quantitative studies (Rahman, 2012).
A robotfoto consists of the personal background of the participants (De

Guzman et al., 2009). The researchers used the robotfoto to gather participants’
age and gender.
Observation was used to capture the reactions and interactions of youths

while doing the seedling container gardening. Likewise, audio and video
recordings were also utilized to ensure the information gathered during the
observations were accurate and precise. Field notes were formulated from these
audio and video recordings.
Semi-structured interview was also utilized. It is when the participants

are asked to answer open-ended questions that relates to the research study
(Jamshed, 2014). The researchers conducted semi-structured interviews to
explore the participants’ perception about the implemented gardening program.
Data Gathering Procedure
A letter of permission was provided to the Brothers-In-Charge of

Missionaries of the Poor. The informed consent was likewise given to the social
workers to give important information about the study such as the purpose,
duration and procedures of the study. Once permission was granted, a robotfoto
was utilized with the help of the participants to gather the age and gender of the
participants.
During the three sessions, observations were conducted to gather

information of the participants’ behavior and responses during the container
seedling gardening program. These were audio and video recorded. Lastly, semi-
structured interviews were conducted to gather the participants’ perspective of
their experience in the container seedling gardening program.
Ethical Considerations
Strict rules and guidelines beforehand, during and after the activities
have been implemented to be able to guarantee the participants’ safety and
integrity while the research study is being conducted. The participants were
assured that they will not be subjected to any risks and discomfort while the
activities are on-going. The participants were guaranteed of the anonymity and
confidentiality of all the information gathered during the study to ensure their
privacy. An informed consent has been given to the parents/guardians of each
participant so that they will be informed accordingly about the salient details of
the study.
Data Analysis
After all the data were collected and transcribed, a within and cross-case
analysis table was created. Using cool and warm analyses, a repertory grid was
prepared to obtain data categories and the themes. Member checking and
critical friend technique were utilized to ensure the validity of the themes. Four
themes emerged from the data analysis: Resourcefulness, Tenacity, Expression,
and Engagement. The simulacrum: The Tree of Responsibility was derived from
this.
Findings
Figure 1. The TREE of RESPONSIBILITY

The aim of this study is to ascertain the impact of seedling container
gardening to youth informal settlers’ sense of responsibility. With the use of cool
and warm analysis, the “TREE of Responsibility: Tenacity, Resourcefulness,
Emotion, and Engagement” has emerged. It depicts a figure of a tree made out
of human hands. The fruits of the tree represent tenacity which portrays the
persistence of the youths in taking care of their plants which will lead to it
bearing fruits. The rainbow colored leaves is a symbol of hope. It depicts the
resourcefulness of the youths to cope with obstacles and difficulties just like how
rainbows usually occur after a storm or rain shower. Emotion is represented with
the trunk hand which symbolizes the emotions that the children depict as they
touch their plants and how it affects them with either positive or negative
emotions they express. Lastly, the roots beneath the ground symbolizes the
engagement within the children and their surroundings, this shows that the
children involve themselves with their environment and are aware of the current
issues that lies beneath underground.
Table 2
Elements of Sense of Responsibility
Themes Associated Meaning Quotes/Field Notes
Tenacity Commitment to taking “Lalagyan ko po ng ano ng pang

care of their plants pataba sa halaman para hindi po
malanta” (P2)
“Para po yung experience ko po sa

pag aalaga yung parang pag aalaga
ko po sa nakababatang kapatid
ko.” (P4)
“Ano po aalagaan ko po siya pag
umaga pag sobrang init ano po
didiligan ko siya tas po pagtapos ko
po diligan papa arawin ko po sya
tas lalagyan ko ng mga bulate.”
(P5)
“Ano po pang pataba po ng lupa
tas nung kusoy? (kusot) lalagyan
para pangpataba na din po.” (P5)
“Ano po kahit na po sa tingin mo
madiri maano yung, sa tingin niyo
po madumi yung lupa tas nandidiri
ka titiisin mo na lang po yung dumi
sa kamay mo na para lang
matanim mo” (P5)
“Magdidilig. Didiligan ko.” (P6)
Resourcefulness Thinking of imaginative P4 took a bucket of water for
and creative ways to everyone to use because the
take care of plants brushes and the paints were dry.
P4 and P3 placed their freshly

painted pots under the sun for it to
dry easily.
P7, P2 and P1 put tape all around

their painted pots so the stickers
would stick and not get wet.
P1’s plant was leaning downwards,

so she staked her plant for

support.
P1 put too much water on her

plant, for it not to wither, she
added dry soil on her plant.
Emotion Different emotions the “Masaya” (P1)
participants felt while
gardening “Feeling ko po yung plant po yung
parang siya yung nag papasaya
sakin.” (P1)
“Masaya po kasi first time ko po

magtanim” (P2)
“Masaya” (P3)
“Masaya po” (P6)
“Masaya” (P7)
“Masaya po ano masaya tapos

parang yun lang yung
nakakapagbigay satin ng pagkain
pag para nagtatanim” (P8)
“Parang naano ko po sa sarili ko na

kaya ko pong gawin yung
magpalaki ng isang bagay” (P4)
“Magiging malungkot po kasi

parang ako po yung nag ano dun
tapos ganun lang po yung
mangyayari malalanta.” (P2)
“Malulungkot po kasi pinaghirapan

ko po” (P8)
“Nagulat po ako kasi maayos po”

(P2)
Engagement Showing willingness to “Natutunan ko po na tumulong sa

help the environment kalikasan, na maging maayos ang
and awareness of kalikasan” (P2)
environmental issues
“Naramdaman ko po na parang
nakatulong ako sa bansa natin tas
parang na parang natulungan ko
na rin yung si Mother Nature” (P4)
P4 watered the plants around

inside Missionaries of the Poor
along with P2 and P5. They also
helped in sweeping the area clean
and threw the garbage properly.
P4 was washing his feet using the

watering can while P2 told him to
use the water on the plants
instead.
Tenacity
Tenacity is being committed to one’s plant by taking care of it. It is
making sure that the plant will grow healthy. The participants shared their ideas
on how they can make sure that their plants will not wither.
According to Participant 2, “Lalagyan ko po ng ano ng pang pataba sa

halaman para hindi po malanta.” While Participant 5 said, “Ano po aalagaan ko
po siya pag umaga pag sobrang init ano po didiligan ko siya tas po pagtapos ko
po diligan papa arawin ko po sya tas lalagyan ko ng mga bulate.” He also stated
his willingness to put fertilizer in his plant and not minding the dirt while tending
to it. This implies the participants’ commitment to keep his plant alive and
healthy. Participant 6 likewise stated his commitment to water his plants every
day. Participant 4 also stated “Para po yung experience ko po sa pag aalaga yung
parang pag aalaga ko po sa nakababatang kapatid ko.” and “Parang na ano ko po
sa sarili ko na kaya ko pong gawin yung magpalaki ng isang bagay”. This indicates
that he sees his plant like his younger sibling and intends to take of it like he
would his younger sibling.
Resourcefulness
Resourcefulness is thinking of imaginative ways in taking care of their

plants. This is also being able to find or think of own and creative ways in how to
overcome a difficulty in planting.
The participants think of different inventive ways in taking care of their

plants and pots. During the session, when Participant 1 saw her plant leaning
downwards, she staked her plant to provide some support. Moreover, after
accidentally putting too much water on her plant, she added dry soil on it so that
it will not wither. Participants 2, 3, 4, and 7 on the other hand, were able to think
of their own creative ways during the art activities when they placed their freshly
painted pots under the sun for it to dry easily and put tape all around their
painted pots so the stickers would stick and not get wet. This was done without
any instructions by the researchers.
This supports that the participants are able to think of their own ways on
how they can take care of their plants when faced with a difficulty.
Emotion
Emotion refers to the emotions of the participants expressed while

gardening which in turn showed signs that they care for their plants. This
pertains to the different feelings they experienced throughout the intervention
program.
During the sessions, the participants’ emotions differ from one another.
Participants 1, 2, 3, 6 and 7 said they are happy because they are able to plant
and design their pot. However, Participant 8 said, “Malulungkot po kasi
pinaghirapan ko po” because her plant withered. Participant 2 on the other hand
stated his surprise because his plant was doing well. This shows that the
participants expressed their emotions during certain situations while planting.
This shows their eagerness to create a beautiful and healthy pot because they
are showing positive and negative feelings while planting.
Engagement
Engagement is when the youth shows willingness to help the

environment. This is also when participants are aware of the environmental
issues that we are currently having now.
The participants expressed how they felt after being able to plant and
Participant 2 responded with “Natutunan ko po na tumulong sa kalikasan, na
maging maayos ang kalikasan” Participant 4 likewise expressed that he felt that
he was able to help the country and also Mother Nature through gardening.
Furthermore, he was able to show his concern towards the environment by
visiting the Missionaries of the Poor whenever he can to water every single plant
inside. He also initiates in cleaning the surroundings and throwing garbage
properly. The other participants also showed willingness in helping the
environment through water conservation. When Participant 4 was washing his
feet using the watering can, Participant 2 insisted for him to water the plants
instead. This indicates that the participants were aware of the current
environmental problems and felt that through gardening, they were able to help
in the environmental problems even in their small ways.
Discussion
The garden has the potential to give young children a fruitful and
meaningful connection with the diversity of nature and society through
developing their sense of responsibility as well as their sense of ownership
(Nimmo & Hallett, 2008). Working in the garden helps teach young children
ethics which would include their sense of responsibility. The children would
realize what are their duties and responsibilities within the garden that would
develop further their sense of responsibility and understand that they are held
liable for their actions (Passy, Morris & Reed, 2010; Skelly, 2007; Torii, 2014).
The results of the study manifest the impact of seedling container

gardening in the sense of responsibility of youth informal settlers. Four themes
have surfaced in the participant’s view about gardening. The themes worked
jointly and were formulated together through a model called “The Tree of
Responsibility”, a simulacrum that portrays the gathered data from the
responses of the participants’ regarding their perspective for the container
seedling gardening. These four themes are: Tenacity, Resourcefulness,
Expression, and Engagement.
Showing commitment to one’s plant by taking care of it were shown by

the participants in gardening. The whole gardening practice allows positive
encounters. Students who are involved in taking care of their own plants exhibits
increase in environmental stewardship (University of Colorado at Denver and
Health Sciences Center, 2009). According to Nury, Sarti, Dijkstra, Seidell &
Dedding (2017) children were able to have self-assurance in being able to take
care of their own plants by themselves after conducting various gardening
sessions. Self-responsibility was observed from the children who were able to
take care of their plants with an understanding that plants need to be taken care
of to grow healthy (Doyle, 2014). This implies the importance of gardening
particularly since many younger children nowadays have difficulty in committing

to tasks. The prevalence of modern technology limits their capabilities to
concentrate on the task at hand.
Youth’s sense of responsibility can be seen in their ways of thinking of

imaginative and creative ways to take care of their plants and to overcome
difficulty while gardening. According to Bento and Dias (2017), children should
be given the opportunity to face difficulties through trial and error. If not given
the chance to figure out how to approach these unpredictable events in their
surroundings, they may lose the confidence in overcoming future difficulties. A
child making use of a cupboard as a staircase for reaching the upper cabinets
when he is tasked to clean and organize the house would show resourcefulness.
The efficient use of the objects and his environment has become a routine based
on Wakkary and Maestri (2007). According to Knight (2014), for a container that
some people would consider as useless, a person can make use of it to grow
plants that could provide food and feed a person and their family is a perfect
example of resourcefulness. It has been evident that having responsibility over
the people around a person as well as their environment could help them think
of creative ways and be resourceful of the materials they have at present.
Participants expressed their emotions while gardening which in turn

showed signs that they care for their plants. Gardening gives children
opportunity to enjoy and maintain the right to play (Hallet & Nimmo, 2008). In
another study, during gardening activities, children were enthusiastic and fond
of doing outdoor gardening (Midden & Chambers, 2000). As mentioned by
Peeler & McClain (2015), children develop positive responses to environment
which they seemed to take pride on their work and lead to them having positive
behavior towards nature. Nury, Sarti, Dijkstra, Seildell & Dedding (2009)
suggested that the process of gardening enables a child’s sense of satisfaction,
pride, achievement as well as competence and confidence in their effort. These
studies support the relevance of the results expressed that showing their
emotions while gardening reflect on how they take responsibility of their plants.
The results imply that showing emotions, may it be positive, negative or neutral
is an important factor in showing signs taking care of responsibilities.
The participants expressed their willingness to help the environment and

they are also aware of environmental issues. Using school gardens, teachers will
be able to teach environmental education and further the youth’s positive
environmental attitudes. According to Masters (2016) school gardening shows
children the opportunity to build their character especially their confidence and
sense of responsibility. Another study stated that gardening showed positive
environmental behavior towards students that clearly proved to protect the
environment (Cutter-Mackenzie, 2009). This study strengthens the relevance of
the results which was shown by the participants who engaged themselves
through participating in gardening. The results signify that their willingness to
help the environment and their awareness of environmental concerns as
important factors in helping to develop their sense of responsibility through
gardening.
Conclusion
This study attempted to know the impact of seedling container gardening

to the sense of responsibility of youth informal settlers. Sense of responsibility of
youth is evident in their commitment to take care of their plants, them thinking
of imaginative ways to take care of their plants and overcome difficulty, them
expressing their emotions while gardening and them expressing their willingness
to take care of the environment and their awareness of environmental issues.
Regardless of the success of this study, it encountered its limitations. The

study is only applicable to the study locale and might not be generalizable to
other sites. Younger age range of participants may not depict the same results as
the current study. Moreover, only a limited amount of studies about gardening is
available in the Philippines.
This study contributed to teachers in using school gardens to teach

students. Likewise, this may create opportunities for the students to have
broader understanding in taking care of the environment. This contributed to the
study site’s interest in continuing the gardening program since it was their first
time having a gardening program implemented in their organization.
Schools are inspired to include gardening as part of their curriculum.

Families are encouraged to use container seedling gardening in the greenery of
their homes as their contribution to the environment. Likewise, the community
is urged to implement gardening projects for the youth.
Lessons learned
During the course of this study it has come to our realization that
gardening has positive effect on the youth informal settlers. One of which is their
enjoyment in gardening for they see it as a way of helping their family by
providing food. Furthermore, through gardening they enhanced their interest in

connecting with nature and the greenery of their environment since they are
informal settlers. That is why as future teachers we believe that it will be their
first step towards helping the environment since they were able to express
positive emotions and willingness to help in their experiences during the
gardening program.
Acknowledgment
We would like to express our deepest gratitude to our research adviser,

Ms. Katherine T. Chua, for her unending support, understanding and patience.
We would not have been able to accomplish this study without you. We
sincerely thank her for encouraging us to always to do our best.
We would like to thank our classmates from 4PSED1 for helping and
supporting one another as we finish our own respective studies. The bond that
we shared as we go through challenging months was an inspiration to persevere
for all of us.
We would like to thank our families as well for the support and
understanding they have shown in the duration of our study.
Lastly, we would like to thank Our Almighty Father for anointing us with
wisdom throughout the tedious process of accomplishing our study.
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APPENDICES
Appendix A. Letter of Permission

Appendix B. Informed Consent Form

Appendix C. Sample of Robotfoto

Appendix D. Interview Development Guide
Concept Definition Reference A priori codes Interview Questions
Self-responsibility Being responsible U.S. Department of Responsibility- Being -How did you feel about
means being Education, Helping dependable, keeping being able to plant?
dependable, Your Child Become a promises and honoring -What was it like taking
keeping promises Responsible Citizen. our commitments care of your own plant?
and honoring our Washington, D.C., -What where your
commitments. It is 2005 feelings when you
accepting the Accepting the finished planting?
consequences for consequences
what we say and
do. It also means
developing our Capability
potential. People development-
who are Developing our -What steps will you take
responsible don’t potential if your plant does not
make excuses for grow?
their actions or
blame others
when things go Honesty- Don’t make -How did you feel when
wrong. They think excuses for their your plant grew taller or
things through and actions or blame others grew a leaf?
use good -Is it your first time to do
judgment before gardening or planting?
they take action. Use good judgment How was it?
They behave in before they take action
ways that
encourage others -How did you feel when
to trust them. you planted outside? Was
People who are Building trust from it hard?
responsible take others- -How did you feel after
charge of their Behave in ways that touching the soil? What
lives. They make encourage others to made you say it was fun
plans and set goals trust them or not?
for nurturing their
talents and skills.
They are resilient Overcome adversity -How will you take care of
in finding ways to your plant so it will not
overcome wither?
adversity.
-How would/did you feel

if your friend accidentally
destroyed/damaged your
plant?
-What do you think will

you do next time if your
plant withered?
-How will you take care of
your plant so it will not
wither?
Appendix E. Within and Cross Case Analysis
Questions Participant A Participant B Participant C Participant D

(Clariss) (Heaven) (Jhay-Ann) (Kiel)
1.How did C: Masaya H: Masaya po J:uhmm…ma K:
you feel kasi first time saya Naramdaman
about being Q: Ano pa? ko po ko po na
able to magtanim Q: bakit parang
plant? C: masaya? nakatulong
Happy..tsaka ako sa bansa
ano ba J: Kasi ano natin tas
to..ayun lang ngayon parang na
nalang kasi parang
ako ulit natulungan ko
nakapag na rin yung si
ganun.. Mother Nature
Q: Q: Dahil
Nakapagplan nakapagtanim
t? ka?
J: Hmm K: Opo
*nods
2. What was C: H: natutunan ko J: uhm..hindi K: Para po

it like taking uhmm..parang po na tumulong hindi na ako yung
care of your ano lang siya sa kalikasan, na nalulungkot experience ko
own plant? parang parang maging maayos araw araw po sa pag
pag dinidiligan ang kalikasan aalaga yung
ko siya parang Q: tapos ano parang pag
hindi siya pa? sa tingin aalaga ko po sa
ano..na ano ba mo ba mas nakababatang
to naging kapatid ko.
responsible
Q: Anong ka? Q: Bakit?
feeling na
inaalagaan mo J: Oo kasi K: Kasi po ano
yung plant ano may po tinuturing
mo? Inisip mo alaga kami ko po na
ba na parang mahalagang
parte na din bagay lahat po

siya ng buhay ng
mo kasi.. pinapapagawa
samin.
C: Opo, parte
na din siya ng
buhay ko
3. What C: H: masaya po J: Hmm K: Parang

where your uhm…parang dahil natapos *nods naano ko po sa
feelings ano lang po ko po yung sarili ko na
when you parang yung pagtatanim ko Q: Ano pa? kaya ko pong
finished ano dahil ano first gawin yung
planting? pagkatapos ko time ko lang J: ayun magpalaki ng
mag plant kasi po isang bagay
parang na ano Q: Satisfied?
nalunod siya sa Q: eh nung Masaya ka Q: Kaya mo
ano sa nalanta nagdesign ka ng naman? magpalaki ng
siya tas yung pot mo? Hindi isang bagay
nandidito po ka nag design? J: Hmm
ako diniligan Nag design ka *nods
ko siya. ba? Nag design
ka pala ng pot
Q: Ah nalilito mo? Anong
ka hindi mo naramdaman
alam kung mo?
pano gagawin?
Pero anong na H: naging
feel mo? masaya din po
Naging ako kasi ano
satisfied ka ba ngayon lang po
kasi na kame
experience mo nagkaroon ng
itong gawin? ganito[program
]
C: Opo
Q: Masaya ka
naman? Tapos
ano pa? Anong
feeling
C: feeling ko
po yung plant
po yung
parang siya
yung nag
papasaya
sakin..ayun po
4.What steps C: Diligan po H: magiging J: Gagawa K: Ahm, parang

will you take tsaka malungkot po ako ng ano nalang po
if your plant paarawan. kasi parang ako paraan para hindi po ako
does not po yung nag tumubo siya titigil na sa
grow? ano dun tapos ulit pagtatanim po,
ganun lang po parang itutuloy
yung ko pa din po
mangyayari Q: tulad ng? yung
malalanta. pagtatanim po.
J: ng…kay
Q: Anong ano kay Q: Kahit na
gagawin mo wawie ganun yung
pag ganun yung namatay siya mangyari?
nangyari? tas gumawa
siya ng K: Opo
H: susubukan paraan
ko pong ano, sa mabuhay
susunod na
pagtatanim po Q: So anong
ano gagawin ko gagawin?
na pong Didiligan?
maayos para Paarawan?
mabuhay po.
J: Hmm
*nods
5. Is it your C: Yes H: nagulat po J: Hmm K: Pang second

first time to ako kasi maayos *nods time ko na po
do gardening Q: First po yun.
or planting? time..kamusta Q: Kamusta
How was it? naman siya? naman? Q: Ah, pang

second time.
C: okay lang J: Okay lang. So kamusta
naman po naman yun na
Q: bagong nakapagtanim
experience ka na ng pang
ba? second time?
J: Hmm K: Parang sa
*nods loob ko po ano
po parang,
Q: Nahirapan parang mas
ka? lalo ko pa pong
iningatan yung
J: hindi second time ko
naman po na
pagtatanim.
Q: anong
naramdaman Q: Kasi?
mo nung nag
plant tayo sa K: Kasi po yung
labas? first time ko po
Nahirapan ka wala pa po
ba? akong
masiyadong
J: hindi alam sa
naman ako pagtatanim.
nahirapan
..sakto lang Q: So dahil
ngayon na mas
may
background ka
na naging mas
madali ba yun
para sayo?
K: Opo, mas
naging madali
po.
K: Hindi naman
po ako
nahirapan kasi
po
ginagabayan
niyo naman po
kami.
Q: Ah. Pero
ano
naramdaman
mo nun nung
nagtanim tayo
sa labas?
K: Masaya po
kasi kasama ko
po yung mga
kaibigan ko.
6. How did C: Naging H: Para pong J: natuwa K:

you feel after masaya po nandiri ako Naramdaman
touching the ko po na sabi
soil? What Q: Bakit? Q: Nandiri ka? Q: kasi.. ko po sa sarili
made you Bakit naman? ko na iingatan
say it was fun C: kasi ano J: kasi mag ko po siya ng
or not? naka…first H: kasi first time aano kami maigi tapos
time ko lang ko lang po kasi mag papalakihin ko
po makahawak yun e pero dedesign po siya.
masaya naman
po ako Q: tapos first Q: Paano mo
time mo din naman nasabi
ba humawak na naging
ng soil? masaya yun
para sayo?
J: Hmm
*nods K: Uhm, kasi
po kasi po
bukod na
nakasama ko
po yung mga
kaibigan ko
tapos bukod
rin po sa
naging
nakakatulong
ako sa
environment
natin parang
nagiging
practice ko na
din po ang
yung ginawa
ko po sa iba ko
po pang mga
experience sa
pagtatanim.
7. How will C: Diligan po H: Lalagyan ko J: uhm…ano K: Mag,
you take care ng hindi po ng ano ng nalang ulit dadalawin ko
of your plant malulunod pang pataba sa ng panibago po siya every
so it will not halaman para week or
wither? Q: mag give up hindi po depende po
ka ba agad? malanta kung meron po
kaming attend
C: hindi Q: ano pa dito sa
Missionaries
Q: Pag H: ano rin po tapos ilalagay
namatay na lagi ko pong ko po siya
yung halaman ano didiligan ilalagay ko po
hindi naman? para di po siya sa tamang
try mo pa din malanta yung may sikat ng
buhayin? halaman na araw.
ginawa at
C: Hmm *nod* pinaghirapan ko
8. How C: Ano sabihin H: ok lang J: K: Hindi po ako

would/did ko sa kaniya naman po kahit malulungkot magagalit
you feel if diligan niya ng matapakan niya sakanya kasi
your friend maayos. kasi di naman Q: po alam ko
accidentally po niya tutulungan naman pong di
destroyed/da Q: Didiligan so sinasadya mo ba siya niya, di niya
maged your aalagaan ng sinasadyang
plant? maayos. J: Oo masira yung
plant yung
tanim.
9. How will H: natutunan ko K: Uhm, di pa

you take care po sa din po ako
of your plant pagtatanim ay susuko tapos
so it will not yung ano po aanuhin ko pa
wither? makatulong sa din po
kalikasan at didiligan ko po
para hindi hanggang sa
malanta yung tumubo ulit
pinaghirapan siya.
namen
Questions Participant E Participant F Participant G Participant H

(Kurstein) (Rasha) (Reyshel) (Rheymae)
1.How did you K: Ano po, nung R: Masaya R: Nilagay po R: Masaya po
feel about una pong sinabi po. dun sa ano ano masaya
being able to niyo yun, tapos parang
plant? medyo po ako Q: Masaya Q: Hindi, ano yun lang
kinabahan. ka? Tapos, nafeel mo nung yung
Tapos po nung ano pa? yung nakapagtanim nakakapagbi
pangalawang anong ka na gay satin ng
araw na po ng feeling mo pagkatapos pagkain pag
sabado, ano na nung magtanim? para
po, di na po ko dumating Anong na feel nagtatanim
kinabahan kasi kami dito na mo? Naging
Q: Natuwa
alam ko na po binigyan masaya ka ba?
ka naman
na ano wala naming kayo
hindi ka
pong ng R: Opo
nahirapan?
mangyayaring opportunity?
masama sa Q: Na enjoy mo R: Hindi po.
pagtatanim. R: Masaya po ba yung
pagtatanim? Q: Okay
Q: Bakit ka Bakit mo yun naman?
kinabahan nung naenjoy? Kasi? R:
una? Tinulungan
R: Masaya naman po
K:Kasi po
minsan pag ako kami

nagtatanim
natatakot po
ako sa mga,
yung mga, soil
pag inangat po
may mga bulati
na lalabas.
2. What was it K: Masaya po. R: Buhay pa R: Okay lang po. R: Ano

like taking Kasi po ano, po. Ay, naman po
care of your yung tinatanim masaya po. may
own plant? ko po yung nabubulok
halaman na yun Q: Masaya tinatanggal
kasi po ka? naman din
nakakatulong po yung
din po yun sa R: Masaya nabubulok
amin. Pag po. tapos ano di
magluluto ng naman po
mga gulay, yung Q: Ano, may masiyado
kamatis iba ka pa binabasa
nakakasama. bang
Q:
naramdaman
Nadidiligan
na kunwari
mo naman
malungkot
ba siya?
ka or yung
ganun, R: Opo
habang
inaalagaan Q: Okay.
mo yung Pagkatapos
halaman mo. mo
Pumunta ka magtanim,
ba dito nung anong
dinidiligan? naramdaman
mo?
R: Hindi po. R: Ano po
Kasama na
po kase ako Q: Nalipat
nung dun pa mo na
‘ko nagaaral. kamusta
naman?
R: Hmm,
mabuti
naman po
yung
halaman ano
po kaso po
natanggal po
yung mga
nabubulok
tapos ano
nilagyan po
namin ng
ano yung
parang ano
damo din na
malambot
3. What K: Masaya po. R: Masaya R: Hmm, R: Opo
where your Kasi po yung parin po. sumaya po ako.
feelings when kasi po yung
you finished pangalawng Q: Masaya ka Q: Sumaya ka?
planting? araw ng sabado talaga. Ano Bakit ka
wala po ako pa? Parang sumaya?
nun. Tapos ano, proud ka sa
sarili mo? R: Dahil po ano
Q: Gusto mo ba nagtanim po
pumunta nun? R: Proud po. ako.
K: Opo. Kaso di Q: Dahil

na po ako naka nagtanim ka ng
ano eh di na po okra? Tingin mo
ako nakahabol ba importante
kasi sa scholar yung
pa ako nun pagtatanim mo
ng okra nun?
R: Opo
Q: Bakit? San
mo gagamitin
yung okra?
R: Sa ano po
pipitasin mo
tapos lulutuin
po.
4.What steps K: Okay lang po R: R: Itutubo ko R: Titingnan

will you take if sakin kahit Malungkot. po. ko kung bakit
your plant malanta yung di siya
does not halaman ko kasi Q: Magiging Q: Ha? Anong tumubo
grow? ano lang naman malungkot gagawin mo tapos ano
yun eh tanim ka? pag hindi aayusin ko
lang naman po lumaki? ulit
yun pwede pa R: Mmm
Q: Paano
naman po R: Tataniman ko
kung patay
gumawa ng Q: Anong nalang po.
na siya like
second batch gagawin mo
hindi na siya
na ano pang para
pwede?
tanim. matulungan
Anong mafi
yung
feel mo?
Q: Ano gagawin halaman
mo para di mo? R:
malanta? Malulungkot
R: po kasi
K:Ano po Magdidilig. pinaghirapan
aalagaan ko po Didiligan ko. ko po
siya pag umaga
pag sobrang init Q: Aalagaan Q: So ayun,
ano po didiligan mo ba siya? like after
ko siya tas po kunyari
pagtapos ko po R: Opo. nakita mong
diligan papa namatay.
arawin ko po Anong una
sya tas lalagyan mong
ko ng mga gagawin?
bulate. R: Ano po
tanggapin
nalang po
kasi meron
po meron pa
naman ano
pwede pa
magtanim
ulit.
5. Is it your K: Di pa po. Q: So anong R: First time R: Hindi po,

first time to Ngayon lang. naramdaman lang po pangalawa
do gardening mo dahil first na po kasi
or planting? time mo? Q: O kamusta nagplant
How was it? May naman yung kami dun sa
something experience mo school dwarf
new ka ba na dun? plant
natutunan?
Q: Dwarf
R: okay lang po
plant,
R: May
kamusta
natutunan Q: Okay lang?
naman?
po ako. Anong
Q: Like ano? naramdaman R: Buhay pa
mo nung din po
R: Pag aalaga nagtanim tayo
ng mga sa labas?
halaman. Nahirapan ka
ba?
Q: Pag
aalaga ng R: Hindi po
mga
halaman, Q: Kasi? Bakit di
tsaka ano ka nahirapan
pa? nun?
R: Ayun lang R: Para lang po

po. madali lang po
Q: Parang
madali lang?
Dahil? Bakit
madali lang?
R: Kasi po
6. How did K: Di naman po R: Masaya. R: Yung parang Q: Eh ngayon
you feel after medyo madiri ano may nung
touching the kasi ano kasi Q: Masaya tumutusok po nagplant ka,
soil? What yung lupa din yung sakin. masaya ka ba

made you say po kasi ano hawakan naexcite ka
it was fun or parang siya yung lupa? Q: Kasi? Nandiri ba ganun?
not? yung Nagkaruon k aba or ayaw
R: Opo,
nagpapbunga yata ng uod mo ba
sobra po.
sa halaman. nun? Tama hawakan?
ba? Q: O anong
Q: Tingin mo R: Hindi po, naramdama
masaya naman R: Yung kay gusto ko din mo?
yun? Kiel po yun. pong hawakan.
Di naman po R: Masaya po
K: Opo Q: Ayun ako nandidiri Q: Gaano
masaya ka? kasaya?
Q: Naging
R: Opo masaya ka ba R: Sobra
nung
nagtatanim ka
nung nililipat
natin yung
halaman sa
paso?
R: opo
7. How will K: Hindi po. R: Tuwing R: Anuhin ko po

you take care Paminsan Monday at diligan
of your plant minsan ko lang tsaka
so it will not po siya didiligan Saturday, Q: Didiligan,
wither? kasi po para di didiligan. didiligan mo ba
po siya araw araw?
malunod at Q: Ano pa?
mamatay. Maliban sa R: Opo
didiligan, ano
pa kailangan Q: Paano kapag
ng halaman nalunod?
natin para
tumubo R: Di ko naman
siya? Tubig po, konti lang
lang ba po lalagay ko
kailangan
nun? Q: Konti lang?
Ano pa gagawin
R: Hindi po. mo?
Q: Ano? Ano R: Aalagaan

yung mainit.
Q: Aaalagaan
R: Siya rin po mo? Paano mo
yung aalagaan?
nagpapatubo
. R: Babantayan
Q: Ano yun? Q: Babantayan

Anong tawag mo? San mo
dun? Yung? ilalagay yung
plant mo?
R: Araw.
R: Doon po sa
may ano sa may
bilog
8. How Q: Kunyari yung R: R: Malulungkot

would/did you tanim mo Magsosorry po
feel if your nandyan sa nalang po Q: Dahil? Bakit
friend gilid, tas siya. ka
accidentally nandun si Kiel, malulungkot?
destroyed/da tas bigla niya Q: Gusto mo
maged your nasanggi yung mag sorry R: Kasi po
plant? plant mo tas siya? Ano nasira niya po
nasira, anong pa?
gagawin mo? Magagalit ka Q: Nasira,
ba? anong sasabihin
K: Ano po, mo sa friend
malulungkot po R: Hindi po. mo? Magagalit
ako kasi po na ka ba sakanya?
ano po yung Q: Hindi ka
pinaghirapan magagalit? R: Hindi po
kong itinanim.
R: Opo. Q: Hindi
Q: Anong
gagawin mo kay R: Pagsasabihan
Kiel? ko lang po na
ano wag nalang

K: sasabihan ko po niya ulitin
lang po yung
kuya ko na
“hala kuya bat
mo naman
inano yung
halaman ko, bat
mo naman
sinadya” tas
pag sinabi niya
naman po na di
niya sinasadya
okay lang
naman po
sakin.
9. How will K: Didiligan ko R: Didiligan R: Lalagay ko

you take care din po. Yung ko. nalang po dun
of your plant sinabi ko po di ko na po
so it will not kanina, Q: Didiligan papakialaman
wither? didiligan ko mo? Tapos
paminsan ano pa? Q: Hindi mo na?
minsan tas Papalitan mo
papaaarawin ba yung lupa R:
niya? Ilalagay Papakialaman?
mo ba siya sa
mas Q: Hahayaan
magandang mo lang? Okay
lugar?
R: Didiligan
po tapos
ipapainit sa
araw.
Appendix F. Service Learning Proposal
Learning Area: Preschool

Education
University of Santo Tomas 2017–2018/ First Semester
College of Education Duration of the Project: 3
Teacher Education Department months
3rd Floor, Albertus Magnus Building
España, Manila 1015, PHILIPPINES
Date Submitted: October 4,
2017
Service Learning Project Proposal
ALVARADO ALTHEA KATE MABAIT
CALLANTA STEPHANIE ROCHELLE RESURRECCION
FRIAL JUSTINE HAZEL PETIL
MACALALAD COLEEN CARLA ANGELES
MENDIGO RICA MARIE CARMELA SEÑEREZ
VALDEZ KAMILLE SANTOS
Last Name First Name Middle Name
Bachelor of Elementary Education major in PRESCHOOL EDUCATION
Interests: Reading, drawing, recycling, hiking, indoor plants

Skills and talents: Arts and crafts, singing, dancing, gardening
Affection toward the natural world, Immersing in nature,
Learning About being role models, gardening skills, and sense of
responsibility
Curricular
PSED 7 – Science, Health and Nature Study
Connections
Organization and planning, leadership, planting,
Skill Development cooperation, flexibility, creativity, letter-writing, and
self-awareness
·Container Gardening : A Sunset Outdoor Design &

Build Guide. Jenkins, Hank. Menlo Park, CA : Sunset
Books, 2010.
·Creative Vegetable Gardening : Accenting your
Books
Vegetable with Flowers. Larkcom, Joy. New York :
Abbeville Press Publishers, 2007.
·Vegetable & fruit gardening London: Dorling
Kindersley, 2012
The study aims to help contribute to the continuing environmental problems in the
community. This study focuses on a religious institute with children who lack connection
with nature.We believe that at an early age, children must be exposed to outdoor activities
to have positive experiences in nature. This Service Learning Program is needed because
the seedling container gardening will help develop a sense of ownership and responsibility
in their environment.
Impact of Seedling Container Gardening to the Sense of Responsibility of Youth

Informal Settlers
 Direct  Indirect  Advocacy  Research

Let it Grow
Through positive experiences in nature, children will develop their love of nature and a
foundation for the development of responsible environmental behavior.
Students: The students will be doing gardening activities and accomplish the tasks being
given to them with regards to the goals of the activity.
Pre- service Teachers: The pre-service teachers will help facilitate and guide the students
with their gardening.
Organizations: The organization shall provide an appropriate learning environment for the
young children and be given enough space to accomplish the container seedling gardening
effectively.
Service Learning Proposal with the target participants, Needs Assessment, Planning of
dates of the SLP Implementation, Presentiation of the Service Learning Program,
Interviews for Data Gathering and Interpretation of Data Gathered
Visit the learning center four times: (1) get to know the children and discuss about garden
purpose then design a garden space. (2) introduce the materials for container seedling
gardening then start planting in small groups using the seedling container. (3) visit the
garden area then discuss caring with plants related to care with people and create garden
signs (4) create doodles about their experiences in gardening.
As a group, the most challenging part for us is formulating a topic because it will be the
focus of the service learning program. After having a topic, it became a bit easier for us to
do the following requirements for this study. Giving out ideas and opinions were easier for
us. We are now anxious on the following weeks to come but we are determined to finish
this study giving and doing our best.
Presentation of the service learning project with other children of different age groups in the
learning center, oral and poster presentation during the college week, give out brochures,
and publish paper.
Althea Kate Alvarado Stephanie Rochelle Callanta Justine Hazel Frial
Coleen Carla Macalalad Rica Marie Carmela Mendigo Kamille Valdez
MR. ALVIN RINGGO C. REYES PROF. ALLAN B. DE GUZMAN, PH.D.

Chairperson, Dean
Teacher Education Department Signature over Printed Name
Signature over Printed Name
Appendix G. Data Gathering Pictures

Appendix H. Timetable for Research
Research Objectives
Aug Sep Oct Nov Dec Jan
1. Research Question
2. Research Matrix
3. Dendrogram
4. Chapters 1 and 2
5. Chapter 3 (Draft)
6. Interview Development Guide
7. Chapter 3 (Final)
8. Within and Cross Case Analysis
Table and Repertory Grid
9. Chapters 4 and 5
10. Oral Presentation
Appendix I. Budget Proposal
SOURCES OF EXPENSES Quantity Amount

(PhP)
Collection
Pot 10 250
Seedling 10 450
Soil 1 50
Watering Can 2 120
Shovel 2 180
Art materials 20 300
Transportation 200
Total 1,550
Appendix J. Curriculum Vitae
ALTHEA KATE M. ALVARADO

184 Fort Santiago St. Bago Bantay Quezon City
Email: alvaradoalthea@gmail.com
Contact no.: 09063107630
PROFESSIONAL PROFILE
 Effective team player with Good Interpersonal skills
 Adaptable and able to troubleshoot problems
 Flexible and Detail – oriented
 Work well with others
EDUCATION
Bachelor of Elementary Education major in Pre-School Education
University of Santo Tomas, 2018
High School, St. Patrick School of Quezon City, 2010-2014
Grade School, St. Mary’s College Quezon City, 2004-2014
ACADEMIC / TEACHING EXPERIENCE

Pre-service Teacher, UST-Angelicum College, October – December 2017
 Pre-Kinder – Mathematics and Language
Pre-service Teacher, Mother Goose Nursery School, July – October 2017
 Toddlers – Mathematics, English, Science, and Social
PROFESSIONAL AFFILIATIONS
Committee Head of the Sponsorship, Elementary Education Society, 2017 – 2018
Executive Staff to the Public Relations Officer (Community Development Committee), Elementary Education Society, 2016
– 2017
Project Head, Elementary Education Society, 2015 – 2016
Executive Assistant to the Secretary, Elementary Education Society, 2014 – 2015
Member, Elementary Education Society, 2014-208
PROFESSIONAL DEVELOPMENT
Seminars and workshops
 THRIVE: A stress-free educator entering the world of teaching (December 7, 2017, Room 312-314, Albertus
Magnus Building, University of Santo Tomas)
 Rethinking Curriculum and Teaching (September 28. 2017, Lourdes J. Custodio ICD Room, Albertus Magnus
Building, University of Santo Tomas)
 F.I.S.H. Family Involvement Sparks and Hope (May 2, 2017, Lourdes J. Custodio ICD Room, Albertus Magnus
 TEACHERRIFIC: On Becoming an Educator in the Classrooms of Today (December 1, 2016, Lourdes J. Custodio
ICD Room, Albertus Magnus Building, University of Santo Tomas)
COMMUNITY SERVICE
iTeach Volunteer, Elementary Education Society, 2016-2017
Curriculum Vitae
STEPHANIE ROCHELLE R. CALLANTA

22 Mercury St. Cong. Subd. Brgy. Bahay Toro, Quezon City
09175401862
srcallanta@yahoo.com
 High interpersonal skills
 Great communication skills
 Creativity and crafting skills
EDUCATION
 Bachelor of Elementary Education Major in Pre-school Education University of Santo Tomas, España, Manila,
Philippines, 2018
 St. Vincent School, Quezon City, Philippines, 2013
ACADEMIC
Secondary Education: St. Vincent School, Quezon City, 2013
Elementary Education: St. Vincent School, Quezon City, 2009
TEACHING EXPERIENCE
 Practicum, Mind Specialists School, Quezon City (July-October 2017)
 Practicum, UST-Angelicum College, Quezon City(October-December 2017)
 Member, Elementary Education Society, 2013-2018

 Member, Thomasian Nihon Kyoukai, 2013-2015
 Member, Annyeong Tomasino, 2014-2015
 Creative Staff, Elementary Education Society, 2017-2018
 Stop, Look and Listen: Teacher on the Road to Leadership, SPED Room A and B, Albertus Magnus Building,
University of Santo Tomas, December 4, 2015
 Teacherrific: On becoming an Educator in the Classrooms of Today, SPED Room A and B, Albertus Magnus
Building, University of Santo Tomas, December 1, 2016
 Limitless: Exhibit to Unveil Speciabilities, Lourdes J. Custodio ICD Room, Albertus Magnus Building, University
of Santo Tomas, February 14, 2017
 Classroom Action Research and Service Learning Project, Benavidez Auditorium, Albertus Magnus Building,
University of Santo Tomas, September 22, 2017
 Rethinking Curricular and Teaching, Lourdes J. Custodio ICD Room, Albertus Magnus Building, University of
Santo Tomas, September 28, 2017
COMMUNITY SERVICE
 Volunteer, Gawad Kalinga Paskuhan, 2013-2016
 Volunteer, A-Ha! Learning Center, 2016
 Volunteer, Missionaries of the Poor, 2016
Curriculum Vitae
JUSTINE HAZEL P. FRIAL

99 Cairo Street, Greenpark Village
Manggahan Pasig City
09959038142
hazelfrial14@yahoo.com
 High interpersonal skills
 Good communication skills
 Ability to work under pressure
EDUCATION
 Bachelor of Elementary Education Major in Pre-school EducationUniversity of Santo Tomas, España, Manila,
Philippines, 2018
 Santo Tomas de Villanueva Parochial School Pasig City, Philippines, 2014
 Sto. Nino Parish School, Pasig City, Philippines, 2007

 Practicum, Mayfield Montessori Academy, Diliman, Quezon City
 Practicum, Little Harvard Academy, Quezon City
 Practicum, Lourdes School, Quezon City
 Member, Elementary Education Society, 2017-2018

 Member, Environmental Advocates Reaching Towards Humanity, University of Santo Tomas, August 2015-
December 2015
 4th Year Representative, Student Government Organization, Santo Tomas de Villanueva School, June 2013 -
March 2014
 Master Teacher 2016: On the Spot IM Making Contest, SPED Room A and B, Albertus Magnus Building,
University of Santo Tomas, March 11, 2015
COMMUNITY SERVICE
 Volunteer, STVPS Outreach Program at Golden Acres Home for the Aged, 2012
 Volunteer, Birthday Outreach at Concordia Children’s Services, 201
Curriculum Vitae
COLEEN CARLA A. MACALALAD

Blk 2, Unit 11, Manhattan Townhomes, F. Castillo St.,
Brgy. Marilag, Proj 4., Quezon City
Email: coleencarla@gmail.com
Contact no.: 09154179188
 Good communication skills
 Ability to work and relate well with others
 Flexible, adaptable and organized
 Has the initiative to do what is asked under minimum supervision
EDUCATION
Secondary Education: Holy Rosary Colleges Foundation, 2014
Elementary Education: Saint John Nepomucene Parochial School, 2010

Pre-service teacher:
Dominican School Manila (July-October 2017)
Grade 2 (Mathematics)
Mother Goose Nursery School (October- November 2017)

Junior- Lotus (Social and Mathematics)
Executive Staff to the Public Relations Officer (Community Development Committee), Elementary Education Society,
2017-2018
THRIVE: A stress-free educator entering the world of teaching (December 7, 2017, Room 312-314, Albertus Magnus
Rethinking Curriculum and Teaching (September 28. 2017, Lourdes J. Custodio ICD Room, Albertus Magnus Building,
University of Santo Tomas)
“LET: Be Prepared: (September 9, 2017, The National Teachers College, Manila)
F.I.S.H. Family Involvement Sparks and Hope (May 2, 2017, Lourdes J. Custodio ICD Room, Albertus Magnus Building,
University of Santo Tomas)
BLEND: Fusing Values and Education

A seminar on Values Integration in Education Instruction (October 23, 2014, Lourdes J. Custodio ICD Room, Albertus
COMMUNITY SERVICE
ITEACH Volunteer, Elementary Education Society, 2015-2016
Curriculum Vitae
RICA MARIE CARMELA S. MENDIGO

58 Severina Ave., Severina Subd., Severina Diamond
Klm. 18 1700, Paranaque City
Email: ricamariecarmela@gmail.com
Contact no: 09152050853
 Energetic, confident, and resourceful teacher dedicated to helping pre-school children identify and enhance
their unique perspective for academic and personal achievement
 Caring, patient teacher with a strong commitment to student development and the learning experience.
EDUCATION
 Pre-school Education: Ville St. John Academy, 2001-2004

 Elementary Education: Ville St. John Academy, 2004-2010
 Secondary Education: Ville St. John Academy, 2010-2014
 Tertiary Level: Bachelor of Elementary Education major in Pre-school Education, University of Santo Tomas,
2014-2018
AWARDS AND HONORS

 6th honors, Ville St. John Academy, 2012-2013
 5th honors, Ville St. John Academy, 2013-2014
 Loyalty Award, Ville St. John Academy, 2001-2014
ACADEMIC/TEACHING EXPERIENCE
 Early Childhood Educator, University of Santo Tomas
 Practicum, Mind Specialists School
 Practicum, Mayfield Montessori Academy
 Practicum, Juan Sumulong Elementary School
Public Relations Officer, Student Government Organization, Ville St. John Academy, 2013-2014
Seminars and Workshops
 Master Teacher 2016: On the Spot IM Making Contest, SPED Room A and B, Albertus Magnus Building,
University of Santo Tomas, March 11, 2015
Curriculum Vitae
KAMILLE S. VALDEZ
39 Victoria Villlage, Canumay East, Valenzuela City
Email: kamille.valdez17@gmail.com
Contact no.: 097529774
 Fluent in writing and speaking of Filipino and English

 Hardworking, cooperative, and creative student teacher
 Work well with others
EDUCATION
Bachelor of Elementary Education major in Pre-School Education, University of Santo Tomas, 2014-2018
High School, Notre Dame of Greater Manila, 2010-2014
Grade School, Notre Dame of Greater Manila, 2004-2010
Preschool, St. Mary’s Academy of Caloocan City, 2000-2004
AWARDS AND HONORS

3rd Honors, 4th year high school
Acceleration from Nursery to Kinder 2
Student teacher, Mind Specialists School, July-October

 To experience teaching in preschool, Math, English, Filipino
Student teacher, UST Angelicum College, October-December
 To improve my skills in teaching preschool students, Math, English, Filipino
Member, Annyeong Tomasino, 2014-2015
Treasurer, Ministry of Altar Servers, 2014-2017

December 7, 2017, Thrive: A Stress free educator in entering the world of teaching, Mr. Philippe Hernandez & Dra.
Nadera
May 2, 2017, F.I.S.H Family Involvement Sparks and Hope
April 20, 2016, 2016 Early Childhood and Special Education Colloquy
COMMUNITY SERVICE
Teacher, Sunday School, 2014-2015
Guide to the Holy Eucharist Ministry Operator, Our Lady of the Holy Rosary Parish, 2014-2017

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UNIVERSITY OF SANTO TOMAS PAGE i

Let it Grow: Impact of the Seedling Container Gardening to the

A Thesis Submitted to the

In Partial Fulfillment of the Requirements for the

ENDORSEMENT FOR EVALUATION

This thesis entitled, Let it Grow: Impact of the Seedling Container

English Editing Certification Form

This is to certify that I have edited this thesis/dissertation manuscript

Let it Grow: Impact of the Seedling Container Gardening to the Sense of

OFFICE OF THE DEAN

This Thesis entitled

Let it Grow: Impact of the Seedling Container Gardening to the Sense of

Ms. Eleanor Marie L. Bahrami-Hessari Mr. Andrew Barrymore L. Dacurawat, Ph.D.

PROF. ALLAN B. DE GUZMAN, PH.D.

Althea Kate M. Alvarado Coleen Carla A. Macalalad

Stephanie Rochelle R. Callanta Rica Marie Carmela S. Mendigo

Justine Hazel P. Frial Kamille S. Valdez

______Ms. Katherine T. Chua____

LIST OF SUPPORTING DOCUMENTS

1 Demographic Profile of the Participants 6

2 Elements of Sense of Responsibility 10

1 The TREE of Responsibility 9

Let it Grow: Impact of the Seedling Container Gardening to the Sense of

Coleen Carla A. Macalalad

*College of Education, University of Santo Tomas, Manila, Philippines

Key words: gardening, sense of responsibility, seedling container

Service Learning Program is an integration of learning objectives and

An informal settler can be defined as a housing area which has developed

The garden is a tender place wherein people tame various organic

The use of gardening also promotes positive behavior in students

Some of the important issues of gardening are proper training in

Responsibility supports the growth of our potential. It is to become an

This study aims to ascertain the impact of seedling container gardening to

The constant advance in teaching and learning techniques led to the

Subjects and Study Site

The study was administered to know the impact of seeding container

Participants Age (in years) Gender

The study was implemented for 3 sessions. It consists of 2-3 hour

gardening related activities and games. An introduction and orientation program

Data Measure / Instrumentation

Triangulation is a process by which various viewpoints and methods are

A robotfoto consists of the personal background of the participants (De

Observation was used to capture the reactions and interactions of youths

Semi-structured interview was also utilized. It is when the participants

Data Gathering Procedure

A letter of permission was provided to the Brothers-In-Charge of

During the three sessions, observations were conducted to gather

Figure 1. The TREE of RESPONSIBILITY

Tenacity Commitment to taking “Lalagyan ko po ng ano ng pang

“Para po yung experience ko po sa

P4 and P3 placed their freshly

P7, P2 and P1 put tape all around

P1’s plant was leaning downwards,

so she staked her plant for

P1 put too much water on her

“Masaya po kasi first time ko po

“Masaya po” (P6)

“Masaya po ano masaya tapos

“Parang naano ko po sa sarili ko na

“Magiging malungkot po kasi

“Malulungkot po kasi pinaghirapan

“Nagulat po ako kasi maayos po”

Engagement Showing willingness to “Natutunan ko po na tumulong sa

__Ms. Katherine T. Chua