Gardening Program in Schools and Homes of Learners and the Perception of the Usefulness of School-Based Gardening

This study explored the implementation of gardening programs in schools and homes and examined learners' perception of the usefulness of school-based gardening in Dangcagan District, Bukidnon during the 2024–2025 school year. Specifically, it assessed the learners’ participation in school gardening, their perception of its usefulness, the extent of gardening practice at home, and the relationship among these variables. Utilizing a descriptive-correlational research design, the study involved 253 Grade 6 learners selected through stratified proportional sampling. Data were collected using adapted questionnaires and analyzed through means, standard deviations, and Pearson correlation tests. Results revealed that learners often participated in school-based gardening activities, primarily in planting, weeding, and watering. They highly perceived the gardening program as beneficial, particularly in enhancing vegetable consumption awareness, practical knowledge, and collaboration skills. At home, learners moderately practiced gardening, emphasizing food security and dietary improvements, although selling produce was less common. Significant positive relationships were found between learners’ perception of the usefulness of the school-based gardening program and their participation, as well as between participation in school gardening and the practice of home gardening. These findings affirm that school gardening initiatives foster greater environmental awareness, food security, and practical skills among learners, with implications extending to household practices. The study recommends strengthening school gardening programs through experiential learning, integrating gardening activities across the curriculum, and involving families and communities to sustain engagement. Future research should explore long-term impacts on learners’ nutrition, academic achievement, and community resilience. Enhanced policies and support systems are also suggested to maximize the educational and societal benefits of gardening initiatives in schools and homes.