A Correlational Study On Embedded Cooking Skills To The Academic Performance On Cookery Program Of Tvl Students Of Parañaque National High School 1

A 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

Paltingca, Darren1 Bisan, Prens Gerard2 Bendoy, Vincent2

Introduction The academic research entitled “A 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” 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 students take up the cookery program. It refers to the characteristic of a student to be knowledgeable in cooking even before they are taught. According to Edukasyon.ph, K-12 Education curriculum is the addition of two 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 TechnicalVocational Livelihood track. 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 vegetables and an increased recognition of healthier foods (Lang, 2001). Cooking 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.

Statement of the problem The study determines the relationship of the embedded cooking skills to the academic performance on cookery program of TVL students of Parañaque National High School –Baclaran S.Y. 2018-2019. Specifically, it sought to answer the following questions. 1. What is the demographic profile of the respondents in terms of:

a. Age b. Grades in cookery 2. What is the percentage of students that has embedded cooking skills? 3. What is the relationship between of the embedded cooking skills to the academic performance on cookery program? 4. Is teaching efficacy mediates between embedded cooking skills and academic performance? Hypotheses H1 : There is a significant relationship between embedded cooking skills to the academic performance. H2 : Teacher factor mediates between the relationship of embedded cooking skills to the academic performance. Purpose of the study The intent of the study is to determine the relationship of the embedded cooking skills to the academic performance on cookery program of TVL students of Parañaque 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 the perspective of Integrating knowledge, skills and attitudes: Conceptualizing learning processes towards vocational competence. Specifically, the concept of skills and vocational competence provided the theoretical framework of the study. Skills are intertwined with knowledge and are defined as the ability to do a certain task either by means of manipulation or construction (psychomotor domain). 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 (Baartman and de Brujin, 2011).

Significance of the study 

Participants. The senior high school students will be aware of the relationship of embedded cooking skills to the academic performance on the cookery program of TVL students of Parañaque National High School –Baclaran S.Y. 2018-2019



Next researchers. The next researchers could use the present study to become a source of information about the relationship of embedded cooking skills to the academic performance on the cookery program or any topics related to this 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 the correlational study on embedded cooking skills to the academic performance on cookery program of TVL students. The condition of the respondents will be described by their demographic profile. 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 relate to the academic performance on cookery program.

Definition of terms Embedded cooking skills. Refers to the built-in ability to cook. TVL. Abbreviation for Technical-Vocational Livelihood education or track.

Chapter 2 Review of Related Literature and Studies 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 different areas such as education where early acquisition of learning-related skills is proven to be essential to the academic performance. According to Gorton (2016), “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 dinner meal (cooking literacy) is one such essential skill.” Figure 1. The Top Chef Skills according to Alison Doyle 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. Fast-Paced Decision Making A chef should be able to make decisions quickly and efficiently. The kitchen is a fast-paced environment, and a chef has to make numerous decisions at once. 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 Peralta, cooking knowledge and skills can be obtained by many possible sources but cooking competency is obtained by the means of practice. According to Achon et. al., community interventions has a positive impact to the improvement of a participant’s cooking skills whereas the cooking skills is defined as “the mechanistic and physical skills that are applied during food preparation (Short,2006)”. One’s behavior does not change although knowledge is valuable.

According to Ejercito, teachers have essential roles in the process of teaching and learning. The person that plays the role of an educator impacted a learner significantly by totally developing a learner.

Chapter 3 Methodology 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. Slovin Formula: Where: n is the sample size N is the population size e is the margin of error 1 is the constant value

𝒏=

𝑵 𝟏+𝑵𝒆𝟐

N= 92 e= 6% n= 69 Frequency and Percentage Distribution:

𝒇

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.

Table 1. Parañaque National High School-Baclaran S.Y. 2018-2019 Grade 12 Population Parañaque National High School-Baclaran S.Y. 2018-2019 Grade 12 TVL students 75% SECTIONS

NUMBER OF STUDENTS

(No. of students x .75)

TVL-B

33

25

TVL-C

27

20

TVL-D

32

24

TOTAL

92

69

The Instrument(s) The researchers will use self administered, closed type of interview questionnaire as the data gathering device. The finalization and distribution of the interview questionnaires were made by the approval of the research adviser.

Chapter 4 Findings, Interpretation and Discussion 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 SchoolBaclaran S.Y. 2018-2019. The data were obtained from self administered questionnaires, completed by 69 TVL students (n=69) out of the population which is 92 (N=92). Discussion of findings Graph 1. Age range of the Grade 12 TVL students of Parañaque National High SchoolBaclaran S.Y. 2018-2019.

AGE 20- Above

17-20 0% 6%

94%

16-Below

Interpretation: In terms of age, the grade 12 TVL students of Parañaque National High SchoolBaclaran 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. Graph 2. Percentage of the Grades in cookery of the Grade 12 TVL students of Parañaque National High School-Baclaran S.Y. 2018-2019.

74below 0%

Grades in Cookery 95-Above 3% 75-80 13%

91-94 15%

81-85 25%

86-90 44%

Interpretation: TVL students of Parañaque National High School-Baclaran S.Y. 2018-2019 has 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 number, a percentage of 3% has an average of 95 and above in the cookery program. Graph 3. Percentage of the Grade 12 TVL students with embedded cooking skills

Percentage of students with embedded cooking skills With embedded cooking skills

Teacher-based learning

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

Grades of students in teacher-based learning 74-Below 0% 75-80 12%

95-Above 0% 91-94 9%

81-85 23%

86-90 56%

Interpretation: TVL students that developed cooking skills in teacher-based learning have 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 teacher-based learning. 9% of the students have the average grade of 91 up to 94 in the cookery program. No students garner average ranging 95 and above.

Graph 5. The Grades in cookery of the Grade 12 TVL students with embedded cooking skills

Grades of Students with embedded cooking skills 74-Below 0% 75-80 15%

95Above 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: The embedded cooking skills have a significant relationship to the academic performance of the TVL students of Parañaque National High School-Baclaran 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 from 95 and above. Although having embedded cooking skills has a positive impact to the 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 90 with 56% and 9% has an average ranging from 91 up to 94.

Chapter 5 Conclusions and Recommendations Conclusion The researchers conclude that the hypotheses are acceptable. The embedded cooking skills have a significant relationship to the academic performance. Also, the teacher-efficacy mediates between the embedded cooking skills and academic 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 suggesting the following: 1. Find out if the availability of tools and equipments used in the cookery program mediates between the embedded cooking skills and academic performance. 2. The relationship of embedded skills of other specializations in the TVL track to the academic performance or achievement. 3. The impact of embedded cooking skills to vocational competence.

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