This study assessed the extent of implementation of the Edukasyong Pantahanan at Pangkabuhayan (EPP) program in Information and Communication Technology (ICT), Agriculture and Fisheries Arts (AFA), Family and Consumer Science (FCS), and Industrial Arts (IA) using Context, Input, Process, and Product (CIPP) evaluation model. Employing a quantitative descriptive-correlational design, data were gathered through a survey questionnaire administered to 132 elementary school teachers in the Schools Division of Aurora during School Year 2025–2026. Weighted mean, overall weighted mean, and grand overall weighted mean were used for analysis. Findings revealed that all CIPP dimensions across the four subject areas were consistently rated as “slightly extensive,” indicating limited implementation. Specifically, gaps were evident in contextual alignment, resource adequacy, instructional processes, and learner outcomes. The study concludes that while EPP is being implemented, its effectiveness remains constrained, necessitating strengthened curriculum contextualization, improved resource provision, enhanced instructional strategies, and more competency-based outcome development.
Nardo et al. (Mon,) studied this question.