Beruflich Dokumente
Kultur Dokumente
Cookery Program of TVL Students of Parañaque National High School –Baclaran S.Y.
2018-2019
Paltingca, Darren1
Bendoy, Vincent2
Introduction
National High School –Baclaran S.Y. 2018-2019” focuses on the relationship between
two variables. Namely, the embedded cooking skills and the other variable is the
academic performance. The study aims to find out if the said variables relate or affect
each other.
Embedded cooking skills are the built-in skills in cooking even before the TVL
years in high school in order to make the Philippines globally competitive. Parañaque
National High School- Baclaran has established their Senior High School Program last
2015. It offers the Accountancy, Business and Management strand and the Technical-
As part of the TVL track, the cookery program is offered and is one of the
specializations. The program requires cooking skills. Cooking is a valuable life skill which
is often linked with improved diet quality, such as improving the uptake of fruit and
literacy programs can improve the skills and confidence (Gorton,2016). The most
effective time to develop new skills is from childhood to adolescent (Janacsek et. al,
2012). Cooking skills include the capability to cook viand or baked products and being
able to recognize and use the different kitchen tools and equipment.
Conceptual Framework
The researchers would like to find out who are the grade twelve TVL students of
Parañaque National High School-Baclaran S.Y. 2018-2019 that has an embedded cooking skills.
The researchers also would like to know their academic performance in order to correlate and
determine how the embedded skills affect their academic performance. Also, if there is a factor
which is the teacher efficacy that mediates or act upon the relationship of the said variables.
The study determines the relationship of the embedded cooking skills to the
b. Grades in cookery
3. What is the relationship between of the embedded cooking skills to the academic
performance?
Hypotheses
performance.
H2 : Teacher factor mediates between the relationship of embedded cooking skills to the
academic performance.
The intent of the study is to determine the relationship of the embedded cooking
National High School –Baclaran S.Y. 2018-2019. Also, the study aims to know if the
teacher factor mediates between the two variables because teacher’s efficacy pertains
to the teacher’s confidence in their ability to promote students’ learning (Hoy, 2000).
Theoretical Perspective
This study focused on the concept of embedded skills in cookery program from
Skills are intertwined with knowledge and are defined as the ability to do a
Vocational competency is measured by the level of such knowledge, skills and attitudes
as they are applied together to perform a professional task in the field of broad industry
Participants. The senior high school students will be aware of the relationship of
Next researchers. The next researchers could use the present study to become a
study.
Scope and Limitation
The study will be conducted in Parañaque National High School- Baclaran. The
population considered will be limited to grade twelve students only. The study refers to
cookery program of TVL students. The condition of the respondents will be described by
In able to gather the data, the researchers will conduct a survey using
questionnaires to get the demographic profile and how the embedded cooking skills
Definition of terms
Foreign
According to Lavelle et. al, age has an impact on the acquisition of skills in
different areas. Janacsek et. al, 2012 showed that the most effective time for learning
new skills is from childhood until early adolescence. This principle has a positive effect in
“Childhood and adolescence is a key developmental stage where habits are being
formed and skills learnt that set children up for a positive future. The role of parents,
school and society is to help our children develop the basic life skills they need to deal
positively with the demands of everyday life. Being able to prepare and cook a healthy
Attention to Detail
Cooking is a science, so a chef needs to be precise. Every ingredient and measurement must
be exact. Chefs need to be precise in others ways as well: whether ordering food products
or figuring out what time to cook certain items, a chef needs to have an eye for detail.
Business Sense
A good chef is also a good businessman. He or she should always be thinking about how to
make delicious food while also being cost-effective.
Cleanliness
Chefs need to know how to keep the kitchen sanitary. This is very important in a restaurant,
where unsanitary conditions can affect the quality of the food, and can even force a
restaurant to shut down.
Creativity
Working in the food industry requires creativity. Chefs must be open to incorporating new
food items into menus and improving older recipes. Creativity and imagination will keep
customers coming back to a restaurant
Culinary Expertise
The most important hard skill chefs need is an ability to cook, as well as knowledge of the
kitchen. This broad skill includes a variety of smaller skills, including knife skills and tasting
skills. Chefs need to be able to cook precisely and efficiently. They also need to be skilled at
recognizing flavors and judging the balance of seasonings.
Motivational
A good chef will motivate those working in the kitchen. He or she should be able to keep
everyone working at a fast, efficient pace.
Multitasking
In the kitchen, a chef is always working on multiple tasks at once. He or she might need to
address staff issues while also working on several elements of a meal. A chef must be able to
complete all of these tasks at the same time, and efficiently.
Organization
Chefs must be very organized in the kitchen. Often, they have to work on a variety of tasks at
once and must do so while keeping the kitchen organized. They must create order and
structure in the kitchen so that the environment is not chaotic.
Team Player
A chef is part of a team and must be able to work well with others. Not only must he or she
work with the cooks in the kitchen, but he or she must also be able to work effectively with
Local
staff and management.
According to Achon et. al., community interventions has a positive impact to the
“the mechanistic and physical skills that are applied during food preparation
and learning. The person that plays the role of an educator impacted a learner
Research Design
To achieve the purpose of the present research, the researcher used the
descriptive type of research. Best and Khan (1998) stated that a descriptive study
describes and interprets what is. It is concerned with conditions or relationships that
exist, opinions that are held, process that are going on, effects that are evident, or
trends that are developing. It is primarily concerned with the present, although it often
considers past events and influences as they relate to current conditions.
The descriptive method will be used to gather data that shows information
regarding the correlational study on embedded cooking skills to the academic
performance on cookery program of TVL students of Parañaque National High School –
Baclaran S.Y. 2018-2019.
The Sample
The respondents of the study were the grade 12 TVL students of Parañaque
National High School-Baclaran S.Y. 2018-2019. The population of the grade 12 TVL
students was composed of 3 sections with different number of students. The number of
respondents is determined through applying the Slovin formula and the Frequency and
Percentage Distribution.
𝑵
Slovin Formula: 𝒏= 𝟏+𝑵𝒆𝟐
Where:
n is the sample size
N is the population size
e is the margin of error
1 is the constant value
N= 92
e= 6%
n= 69
𝒇
Frequency and Percentage Distribution: 𝑷 = 𝑵 𝒙𝟏𝟎𝟎
Where:
P= percentage
f= number of respondents answers
N= Total number of respondents
f= 69
N= 92
P= 75%
75% of the students each section has the same chance to be included as a
respondent as shown in table 1.
This chapter describes the analysis of data and the research findings are
discussed. The data were analyzed to identify the relationship between cooking skills
and academic performance of the TVL students of Parañaque National High School-
Baclaran S.Y. 2018-2019. The data were obtained from self administered questionnaires,
Discussion of findings
Graph 1. Age range of the Grade 12 TVL students of Parañaque National High School-
AGE
20- Above 17-20 16-Below
0%
6%
94%
Interpretation:
In terms of age, the grade 12 TVL students of Parañaque National High School-
Baclaran S.Y. 2018-2019 has a large number of 17-20 years old. As shown in the graph,
there is no student (0%) that has an age range of 16 and below. In contrary, ages from
17-20 has a large number; the graph shows that 94% of the grade 12 TVL students are
ranging from 17 up to 20 years of age. 6% of the students were 20 years old and above.
75-80
13% 91-94
15%
81-85
25%
86-90
44%
Interpretation:
different average grades in the cookery program. As shown in the graph, there is no
student that has an average of 74 and below. 13% of the TVL students have the average
grade of 75-80. Average grade ranging 81-85 is obtained by 25% of the TVL students.
Having the largest number, 44% of students have an average ranging from 86-90. 15% of
the TVL students have an average of 91-94 in the cookery program. Having the least
Graph 3. Percentage of the Grade 12 TVL students with embedded cooking skills
49%
51%
Interpretation:
The graph is divided into two parts, the “teacher-based learning” and the “with
embedded cooking skills”. Out of the sample, there are 51% of TVL students that
developed skills from teacher-based learning. 49% of the TVL students have embedded
cooking skills. The number of the two factors of the development of skills is almost the
same.
Graph 4. The Grades in cookery of the Grade 12 TVL students in teacher-based
learning
75-80 91-94
12% 9%
81-85
23%
86-90
56%
Interpretation:
different average grade in cookery program. There were no students that got a 74 and
below average. Having 12% of the graph, students garner 75-80. 23% of the TVL
students have an average ranging from 81-85 being the second largest percentage. 56%
of the TVL students have an average ranging from 86-90 being the largest number in the
skills
95-
75-80 Above
15% 6%
91-94
18%
81-85
30%
86- 90
31%
Interpretation:
TVL students with embedded cooking skills have different average the
same with the teacher-based learning. There are no students that have an average of 74
and below. 15% of the sample garners an average of 75-80. 30% of the students have an
average of 81-85. Being the largest percentage, 86-90 in average is gained by 31% of the
sample. 18% of the TVL students have an average of 91-94. Unlike the teacher-based
learning, 6% of the TVL students garner an average of 95 and above in the cookery
program.
Discussion:
S.Y. 2018-2019. As shown in the graph 5, the TVL students have a good academic
performance and even excel. Teacher-based learning has no (0%) TVL students that
garner an average that ranges from 95 and above in the cookery program. In contrary,
TVL students that have embedded cooking skills obtain an average grade that ranges
academic performance, teacher efficacy mediates. Students that developed skills from
teacher-based learning can still obtain high grades in the cookery program. As shown in
the graph 4, a large percentage of TVL students has an average grade ranging from 86 to
Conclusion
The researchers conclude that the hypotheses are acceptable. The embedded
cooking skills have a significant relationship to the academic performance. Also, the
performance. Peralta stated that cooking skills and knowledge may be obtained from
many possible sources and teacher-based learning is also another mean of knowledge
and skills.
Recommendation
For the future researchers, this study could be used as a reference for concepts relating
to embedded cooking skills and cookery. The researchers of this study would be
1. Find out if the availability of tools and equipments used in the cookery program
2. The relationship of embedded skills of other specializations in the TVL track to the
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