RESULTS:School Gardens

1. School Garden Profile

BIG practicesStart of project End of project

No. of schools

%N=58

No. of schools

%N=58

Garden area is adequate (at least 200 m2) 50 86.21 54 93.10

Receives direct sunlight for at least 6 h 56 96.55 58 100.00

With good water source (water for the garden available when needed) 52 89.66 56 96.55

With proper drainage system 42 72.41 45 77.59

BIG practice

Start End

Pvalue Remarks

No. of school

s

Percentage

No. of schools

Percentage

1. Gardens beds are deep dug (1 ft deep) and raised. 34 58.62 53 91.38 0.0000 Significant

2. Fertilizers are planted within the school garden 34 58.62 50 86.21 0.0004 Significant

3. Diversification is practiced (there are more than 12 different crops and fruit trees at a given time with 70% indigenous and 30% exotic).

27 46.55 52 89.66 0.0000 Significant

4. Cover cropping using legumes during school vacation/summer season. 30 51.72% 54 93.10% 0.0000 Significant

5. Regularly use of natural green leafy and compost fertilizers 36 62.07% 52 89.66% 0.0004 Significant

2. Adoption of BIG (n=58)

12 of 14 practices were adopted after intervention

BIG practice

Start End

Pvalue RemarksNo. of

schoolsPercen

tage

No. of school

s

Percentage

6. Crop rotation is practiced in every plot 35 60.34% 49 84.48% 0.0026 Significant

7. Rainwater is stored and recycled (roof top or pond collection) and used in gardens 14 24.14% 45 77.59% 0.0000 Significant

8. Organic matter is regularly applied to beds 50 86.21% 58 100.00% 0.0078 Significant

9. Composting of leaves and plant remains in a compost bin is practiced all year-round. 24 41.38% 53 91.38% 0.0000 Significant

10. Applies liquid fertilizer (kakawate-based) 3 5.17% 39 67.24% 0.0000 Significant

11. Seed saving is practiced. 35 60.34% 51 87.93% 0.0004 Significant

12. Functional nursery provides year-round supply of seedlings. 22 37.93% 46 79.31% 0.0000 Significant

Adoption of BIG (n=58)

Diversification of Gardens (n=37)

Start End

Pvalue RemarksNo. of

schoolsPercent

ageNo. of

schoolsPercent

age

School garden functions as source of nutrient-rich food for feeding programs.

40 68.97% 56 96.55% 0.0001 Significant

School garden functions as a learning venue for all school children and other stakeholders all year-round.

2 3.45% 52 89.66% 0.0000 Significant

3. Garden functionality (Garden feeding and learning links)

Start EndPvalue Remarks

No. of schools

Percentage

No. of schools

Percentage

School has garden plans are prepared taking into consideration water/climate and feeding centerrequirements. (garden lay out, calendar, SIP)

37 63.79% 52 89.66% 0.0007 Significant

4. Garden Planning

SBFP42%

Canteen Use17%

Sold17%

Shared to Other for 

Free24%

Ways Vegetables were Used (N=21)

Gardens as Learning Laboratory (N=36)

Learning area Grade level No. of schools

Edukasyon Pantahanan at Pangkabuhayan 4 - 6 31

Science 3 - 6 31

Edukasyon sa Pagpapakatao 1 - 6 29

Mathematics 1 - 6 12

Meeting time 2 Kinder 12

Araling Panlipunan/HEKASI/Agham/ MAPEH/English/Filipino/Mother Tongue/Work period 2

1-6 Less than 8

Sentinel Schools‐ Soil Quality

‐ Garden Output‐ Types of crops grown

Non-BIG area BIG area

JES TES SBES JES TES SBES

Soil pH 7.6 7.6 7.8 7.2 7.2 7.5

Nitrogen (N) Low Low Low High High High

Phosphorus (P) Medium Medium Low High High High

Potassium (K) Sufficient Sufficient Sufficient Sufficient Sufficient Sufficient

Organic matter (OM), % 1.56 1.37 0.92 2.23 5.68 1.46

Calcium (Ca) cmolc/kg soil 21.19 15.75 17.25 15.41 16.31 18.02

Magnesium (Mg) cmolc/kg soil 15.41 4.5 5.17 5.62 6.14 2.2

Soil Quality (Three Sentinel Schools)

Garden output ( July 2016- May 2017)

School Area(m2)Total yield(kg)

(all crops planted)

Peso value of total yield

(PhP)

Julugan ES (JES) 200.00 527.72 30,534.10

Sunnybrooke ES (SBES) 200.00 818.11 44,370.42

Tinabunan ES (TES) 200.00 795.67 49,259.01

41,387.8

0

2

4

6

8

10

12

Fruit tree Fruit vegetable Herb Leafy Legume Rootcrop

10 1011 11

8

10

Cro

ps p

lant

edTypes of Crop Grown

It was found that garden teachers were tied‐up with their teaching load and other school activities such as sports contests, camping, and academic contests.  Forty‐two(40.48%) teachers said that additional human resources are needed to execute garden activities, given that the garden teacher does the supervision and planning.  Flooding of gardens during the rainy season was another concern in some schools (reported by19.05%). The lack of a specific budget to cover garden expenses for maintenance was also mentioned by16.77%of the garden teachers.

Issues and Concerns

BIG adoption can promote garden healthGarden diversification and intensification can provide a diverse selection of vegetables and can improve the dietary intake of students for feeding programs. It can generate savings and additional income to cover garden expenses and thereby sustain school gardens.Using gardens as a learning venue for sharing nutrition and environment topics is an effective way to engage students and parents and increase their knowledge and understanding of these issues. It is an opportunity to motivate community members to establish home gardens. 

Conclusions