Chapter I

Background of the Study and Statement of the Problem

A vocational-technical school, often called a voc-tech school, is a high school in the

United States and Canada designed to bring vocational and technical training to its students.

Proponents claim that students bound for college may be able to use such skills to realize a distinct

educational advantage over other students in their major. Additionally, vocational-technical

schools often provide training to adults from the surrounding communities. The training, offered

for a cost, may range from a single course to an entire program of ten or more courses.

Apprenticeship was first used when one cook wanted to learn more about the tricks of the trade.

The first culinary arts instruction in a classroom took place at Boston Cooking School. Fannie

Farmer attended the school first as a student and then later became the instructor and principal of

the school in 1877. She then published the Boston Cooking School Cookbook in 1896, and began

teaching the importance of using exact measurements while cooking. to highlight its worth in the

K12 curriculum, the department of education (DEPED) has formed a Technical Vocational unit in

the Bureau of Secondary Education. for them, this unit need strengthening as in of the three key

strands that will prepare high school graduates by arming them with skills for employment. JHS

graduates or incoming Grade 11 students will study core compulsory and a required specialty.

They can choose from the three main tracks such as Academic, Technical Vocational-Likelihood

(TVL), and sports and arts. if the students picks the TVL track as specialty un senior high school

or SHS, he/she will continue the TLE course he/she studied in 9th and 10th grade this will allow

him/her to earn NC II that he/she can use as credentials in applying for a nor if he/she wants to

work after SHS graduation yet if the students will study further, he/she can pursue the TVL track

and earn bachelor's degree in a related field. This track also invests primarily on skills that can
gain requisite COCs (Certificates of Competency) and NCs (National Certifications) which would

be essential when looking for better career opportunities in agriculture, electronics, and trade. This

is also important when applying abroad where the skills you gain would prepare to join the

workforce.

Also, according to the Department of Education, the TVL specializations may be taken between

Grades 9 to 12. Exploratory Subjects at 40 hours per quarter are taken during Grades 7 to 8.

Just like in the Academic Track, there are four strands you can choose from to make sure that you

will go with your right fit.

Students have been training for specific vocations for thousands of years, just not in the

way we think of vocational education today. Women learned domestic skills from their mothers,

and young men trained for specific trades under skilled professionals. Young apprentices, for

example, may have learned to shape swords by shadowing the town’s blade smith. This type of

hands-on, skills-based learning has lasted throughout human history. As we have developed, so

has it.

The most notable development to U.S. vocational education came in the early 20th century. Before

the Great Depression, society was industrializing. Agriculture was less lucrative, and children from

rural areas were showing up to attend schools that were already overcrowded. Those schools were

even less prepared for the influx of immigrants that were arriving in the United States at the same

time.
 Factories, on the other hand, needed laborers (and so did many in-demand trade

professions). Many workplaces employed young people, but the United States passed its first child

labor law in 1916, which began to limit child labor. It was no longer so widely accepted for young

children to sit beside their parents and learn a trade hands on (many lobbyists deemed it unsafe

and cruel). So, to help factories find skilled employees and to help schools deal with huge student

bodies, U.S. high schools began to offer vocational education programs.

The importance of this study is to give the school awareness of what the students in

technical vocational needed in their curriculum. The school needs to know from their students if

they are satisfied in their school for their Technical Vocational strand with regards to the materials

students’ needed in order to have actual practice. The schools in Technical Vocational track needs

materials that the students can have the opportunities to have hands-on learning. Competency in

this track can be achieved through hands-on learning and practice by the students. The school

should put in mind that actual practice in the material needed in Technical Vocational is the great

goal a student can achieved. The high school students enrolled on the Technical Vocational track

can easily be employed upon graduation because of the skills that student learned in their Technical

Vocational track.

The researchers need to take up the study so that the students in Technical Vocational strand can

give comments or suggestions for the school improvement in some areas where they are not

capable of giving satisfaction to their students. From there, the schools will have ideas from us,
Technical Vocational students, what or in where their school are not giving the students

satisfaction in terms of materials needed by the students.

The Technical Vocational students at Olivarez Collage are satisfied in the facilities that are using.

This includes cooking materials, cooking laboratory. A hot kitchen and a cold kitchen are different

parts of the same commercial kitchen, the difference being in the use to which a particular space

is put. The hot kitchen can best be summed up as being that part of a kitchen where raw materials

are prepared and cooked, whether baked, fried, roast, boiled or steamed. A garde manger (French

for "keeper of the food") is a cool, well-ventilated area where cold dishes (such as salads,

appetizers, canapés, pâtés and terrines) are prepared and other foods are stored under refrigeration.

The person in charge of this area is known as the chef garde manger or pantry chef. With these

facilities we can easily put our knowledge in cooking, knows diff materials and their usage. The

Olivarez College give student’s opportunity to apply what the students learned by way of actual

or hands-on practice on the complete facilities they have.

Significance of the study

Grade 11- to give benefits the next researchers of grade 11 students in Technical Vocational so

that they will know; what instruments will they use during some assessments in the laboratory.

Grade 12- to include the students of grade 12 in Technical Vocational to have a hint or to have an

example making research.

School - this study may benefit the school to have additional credentials regarding the

completeness of the materials for tech-voc.

Parents - to inform the parents that the; school of Olivarez college is giving the needs of students

even the Technical Vocational track.

Teachers- This study will help the teachers to improve instructing the students and the performance

individual.
Statement of the Problem

1. What the Level of Satisfaction of Cookery Students regarding the materials prepared by the

school?

2. What are the materials presents/prepared by the school?

3. What would be the effects of well school provided in student performances?

Statement of the Purpose

1. To identify the level of satisfaction of the Technical Vocational students regarding to the

materials needed provided by the school Olivarez College.

2. To discover what would be the effect of well provided the needs of Technical Vocational

students to their skills and performances.

3. To inform the students, teachers and parents that the school Olivarez College is providing the

needs of Technical Vocational students.

Scope and Delimitation:

The study focused in Technical Vocational students regarding the preparedness of Olivarez

College in providing the materials needed by Technical Vocational strand.

The study will not cover the other demands and problems that are not consider the materials

needed of Technical Vocational students. In addition, the other strands and students that are not

taking Technical Vocational strand are not coverage of this study.

The research started on August 27, 2018 and was done on October 18, 2018. The

researchers started to conduct on and the final survey is on, October 18 2018, The Researchers

plan to gather data in the Olivarez College and the participants are Grade 11 and Grade 12 students

technical vocational aged 16-25 years old. The limitation of the study was not to discuss the issue

of the particular Technical Vocational students to this research due to the private things such as

attendance issue of the employee and the problems of the Technical Vocational students that will

affect the images and reputations of the selected Olivarez college in Paranaque city researchers

did not force the Olivarez college to give any personal private information. Researchers respect

and obey the decision of the Olivarez College by the Technical Vocational students.
Definition of terms

Cold Kitchen - It covers a few areas of the kitchen which includes Pantry Section, Butchery

Section, Garde Manger & Commissary Section. Commissary Section is essential for the mise-en-

place required by the various sections of the kitchen.

Hot kitchen- It is the area of the kitchen where all the foods undergo the final preparation just

before serving. It's the stage where the meals are cooked, plated & garnished just before serving

the guest/customer.

K12 curriculum- K-12 is a term used in education and educational technology in the United States,

Canada, and possibly other countries, is a short form for the publicly-supported school grades prior

to college. These grades are kindergarten (K) and the 1st through the 12th grade (1-12).

Level- A position on a real or imaginary scale amount extent, or quality

Materials- The matter from which a thing is or can be made.

Preparedness- A state of readiness, especially for war

Satisfaction- A fulfilment of one's wishes, expectations or needs or the pleasure derived from this.

Students Performance-the job-related activities expected of a worker and how well those activities

were executed.

Teachers- a person who teaches, especially in a school

Tech Voc- Is a vocational-technical school for high school designed to bring vocational and

technical trainings to students.

Conceptual Framework

The diagram below shows the cycle relationship of the three variables which are school

provided that represent the materials in the kitchen, facilities, utilities, and etc. The Student needs

represent the demands and preparedness of students to have a better performance. The level of

satisfaction represents the developing and growth of school provided to achieve the overall student

needs under Technical Vocational track in Olivarez College.

Figure 1

School Provided Level of

Satisfaction

Student Needs
Theoretical Framework

According to Kumazhege et. al. (2014) he concludes that there are some factors which affect

the academic and technical skill of the learner according to the perception of their technical

teachers in Adamawa state, Nigeria. They suggest that their government must give their students

adequate facilities and laboratories and also develop the teacher training programs of the technical

teachers.

On the other hand, ACT (2009) conclude in their study that strong academic achievement,

technical skill, certainty of occupational choice, college readiness promote degree and job

attainment in careers of interest and job satisfaction helps high school graduates to enter college.

It means that academic and technical skills are still essential.

 Chapter II

Review of Related Literature This chapter focuses on the review of related literature and

studies that influence this research.

Foreign Literature

According to Kliebard (1999), workplace-focused learning has a long history in American

education. In the One Best System, author David Tyack (1974) found that the 19th century

development of vocational education sparked a simple belief that public schools should prepare

some students directly for roles in the workforce while screening out those who qualify for higher

education. In the early 20th century, the purpose of vocational schools was to prepare students for

work in an industrialized nation. To improve America’s position, the German system of education

was modeled. In 1905, Americans realized the need to develop youth apprenticeships (Spring,

1990). By the advent of the 21st century, vocational education began another transition. Early

vocational education prepared students for entry-level jobs that required less than a four-year

college degree. While present-day vocational education prepares students for the world of work,

some vocational education policies encourage high school students to continue their studies at the

postsecondary level. In addition, two-year postsecondary institutions

support students to pursue four-year credentials through a variety of articulation arrangements

(Levesque, et. als. 2000). Groups of educators and reformers believed that integrating academic
and vocational education as well as developing tech prep programs could achieve a more

comprehensive curriculum. Integration was designed as a means to make education more

meaningful for all students, to provide a broader training for employment, to improve student

engagement and learning, and to improve the academic content of vocational courses. This

pedagogy was first passed into federal law in the 1990 Perkins Act and again confirmed in the

1998 Perkins Act. States were required to develop performance measures and standards for

assessing local vocational programs. The 1998 Perkins Act emphasized integration, secondary-

postsecondary articulation and “all aspects of the industry” and required a measure of academic

performance (Levesque, et. als., 2000). In addition, young women and girls are often directed

towards stereotyped training and occupations (Bennell 1999; Mayoux 2005). Women continue to

be under-represented in formal business training programs thus limiting their employment options,

economic returns and longer-term career development. Poor and vulnerable women are usually

more interested in skills training that meets their immediate ‘practical gender needs’ as opposed

to longer term, “strategic gender needs” that directly tackle the basic underlying causes of female

subordination (see Moser 1989). Women are often concentrated in handicrafts, basic food

processing and sale which are traditionally considered to be women’s domain. As a result, these

sectors are saturated, often do not respect ILO standards of decent work, production does not meet

quality standards and yields low returns. Women also show a propensity to pursue micro-

enterprises and homestead farming activities (The World Bank, FAO, IFAD, 2008).
 Understanding countries and regions through studying their literature. Foreign literature

studies concern the comprehensive research of literature in the language of the country it was

written in that includes the study of the regional and historical circumstances in which it was

written. While examining the author’s personal history and views and the historical context the

work was written in, researchers must also imagine how and why the characters in the literature

act the way they do to better grasp the essence of humanity. Study of any foreign literature requires

acquisition of the language that literature was written in. For example, in order to study in the field

of American and English literature criticism, studies in modern English and business English is

carried out concurrently with other studies. Knowledge of the country’s culture, thinking, and daily

customs are also essential for understanding the background in which a work was written.

Abstract Although there has been a progression of technological improvements in the tools

available for educators to improve instruction, there will always be the need for learners to master

fundamental skills and for educators to facilitate that learning. Nevertheless, the implementation

of innovative technology programs continues to be a priority of educators in both urban and rural

settings. Texas educators are now under new Texas Essential Knowledge and Skills (TEKS)

curricular requirements, a comprehensive document with specific learner outcomes, particularly

with technology embedded into every grade level. Because of these external constraints, even

small rural school districts have to provide advanced technology capabilities for their learners.

This current study investigated personal and professional concerns of change facilitators in a
seven-district technology consortium as these requirements are implemented. This consortium was

developed with assistance from both the local telephone service provider and the regional

Educational Service Center (ESC). These districts range a distance of 70 to 125 miles from their

ESC. Two of the participating school districts are considered property-wealthy and provide the

bulk of the finding for the other five districts through special legislative rules. This exploratory

case study used the Concerns-based Adoption Model (CBAM) for evaluating these condemns.

Nine informants, three each of superintendents, principals, and technology coordinators,

responded to a 35-item Likert scale which placed the informant on a "Stage of Concern," either

SELF, TASK, or IMPACT. Informants' concerns were rated largely at the TASK level. In general,

an informant's stage of concern increased with a higher status within the school system. These

informants were also interviewed on their personal concerns toward technology implementation.

Seven general themes emerged through the interview process. Informants articulated condemns

over attitudes, power, student learning, distance learning, staff training, infrastructure, and

finances. These informants consistently expressed concern for the prospects of implementing

instructional video and its instructional and disciplinary implications. Each informant expressed

optimism over the educational and administrative possibilities modern computer technology

brought to their districts.

Author: Wells, Galileo Grant

Local Literature

An accompanying TVET policy framework aimed to improve the links between formal

and informal training systems, and to support trade associations to assist their members to deliver

training (Palmer, 2005). Palmer (ibid.) has highlighted possible challenges in formalizing the

informal sector, including the potential to undermine its sustainability as well as possible

implementation difficulties. Education reforms in 2007, the result of the 2004 white paper, aimed

to streamline general, vocational, technical and agricultural education through improvements in

the quality and nature of compulsory subjects (Gondwe and Walenkamp, op. cit.). Core subjects

are English language, mathematics, integrated science, social studies and ICT; elective subjects

are agriculture, business, technical education, vocational education and general education (arts or

science) (UNESCO, 2010). The Council for Technical and Vocational Education and Training

(COTVET) was established in 2006 (OECD, 2008). It formulates skills development policies and

is developing the TVET system to ‘improve the productivity and competitiveness of the skilled

workforce and raise the income generating capacities of people, especially women and low income

groups, through provision of quality-oriented, industry-focused and competency-based training

programs and complementary services’.2 One of COTVET’s principal challenges is to co-ordinate

the work of the Ministry of Education and the Ministry of Manpower, Youth and Employment

(Ministry of Education, 2009). It is in charge of implementing a National Apprenticeship

Programmer, which Gondwe and Walenkamp (op. cit.) suggest will reduce the youth
unemployment rate by increasing on the-job training and preparing learners for self-employment.

According to Botchie and Ahadzie (2004, p. 24), there is ‘a huge gap between policy prescriptions

and the commitment of fiscal resources for the realization of the objectives of [skills development]

policies. They add that training systems receive insufficient funding, and that traditional

apprenticeships receive no funding. The Government is currently working to reduce dependence

on state funding by encouraging greater contributions from individual trainees, local communities

and businesses (OECD, op. cit.). Gondwe and Walenkamp (op. cit.) state that the Ministry of

Education’s large share of the national budget is being used effectively on recurring costs, such as

salaries, and important works such as facilities maintenance; they suggest that sectoral

improvements will only be realized through additional funding from sources such as oil export

profit.
Foreign Studies

This study investigated the influences of inadequate instructional materials and facilities

in the teaching and learning of electrical/electronics (E/E) technology education courses. The study

was guided by two research questions and two null hypotheses which were tested at 0.05 level of

significance. The design employed was descriptive survey with a population of 56

Electrical/Electronic teachers and students. Due to population size no sampling was carried out.

Validated questionnaire with 0.89 reliability coefficient was used for data collection. The collected

data were analyzed using mean and standard deviation to answer the research questions while t-

test statistic was used to test the hypotheses. Findings made were that inadequate instructional

materials and facilities often influence the teaching and learning of Electrical/Electronic

technology courses in 32 negative ways. Based on these finding, it was recommended that all

concerned should join hands to adequately provide effective and efficient instructional materials

and facilities in other to eradicate all the negative influences of inadequate instructional materials

and facilities. JE Ogbu Oct 2015

Local Study

The K to 12 programs in the Philippines was enacted into law on May 15, 2013, through

Republic Act 10533, otherwise known as the Enhanced Basic Education Act of 2013. The effort

is an act of legislation, putting in place the K to 12 Curriculum, so that the Philippine Basic

Education becomes competitive at par with other countries. The Senior High School program is

believed to be one of the answers to the country’s issue on the educational system. The study

determined the optimal readiness of the three groups of stakeholders, namely: Division of

Zamboanga del Sur, Industries, and Community in the implementation of Technical-Vocational

Livelihood Track for Senior High School in 2016. The study employed descriptive research

design; and used validated survey questionnaires. Results revealed that: 1) in terms of facilities/

equipment, the school administrators admitted that they are “not at all ready” in the SHS Technical-

Vocational Livelihood Track; and 2) the LGUs and industries are “partially ready” to support the

SHS implementation. The study concludes that optimal readiness to implement the SHS is not

evident. It is recommended that a thorough assessment on the functionalities of facilities and

equipment needed for each sub-strand of the TVL Home Economics strand be provided by

concerned stakeholders prior to implementation to ensure readiness of the school to offer such

strand by academic year 2016. This is also to ensure that development of the required skills among

the SHS students will not be sacrificed. CABALLERO, Florencio R.; CABAHUG, Ruth G. June

2015. The study is a review of the literature on the basic education (k-12) curriculum specifically
the senior high school (SHS) of the Philippines, Japan, and the US. Results of the review show

that the SHS curriculum is intended to prepare students to enter into college/university or to work

in the industry or be an entrepreneur. The SHS program is the last level in all basic education

programs of the countries reviewed. The Philippines has a clearer model with at least four tracks

(academics, tech-voc, sports, arts & design) and at least ten strands. Japan has two tracks in

academics and tech-voc. The US basic education system varies from state to state, similar to its

SHS curriculum. There is no definite track as this is left to individual state and their school districts

to decide. There are purely academic, technical vocational and other types of schools. The majority

of those who choose academic track are students who plans to proceed to college. There is still a

stigma in selecting technical vocational and other courses as this are seen by many as the course

for poor performing/problematic students. The enrollment in technical vocational schools in the

US is declining despite the surge of demand for skilled workers. In the three countries, the

availability of qualified teachers is still an issue. This situation is very real in the Philippines as it

started the SHS program in June 2016. Other problems included the need to construct a huge

number of classrooms and facilities. All of these are currently being addressed too by the

government. (PDF) Senior High School Curriculum in the Philippines, USA, and Japan. Available

from:

https://www.researchgate.net/publication/318494693_Senior_High_School_Curriculum_in_the_

Philippines_USA_and_Japan [accessed Sep 11 2018]. The study is a review of the literature on

the basic education (k-12) curriculum specifically the senior high school (SHS) of the Philippines,

Japan, and the US. Results of the review show that the SHS curriculum is intended to prepare

students to enter into college/university or to work in the industry or be an entrepreneur. The SHS

program is the last level in all basic education programs of the countries reviewed. The Philippines

has a clearer model with at least four tracks (academics, technical vocal, sports, arts & design) and

at least ten strands. Japan has two tracks in academics and tech-voc. The US basic education system

varies from state to state, similar to its SHS curriculum. There is no definite track as this is left to

individual state and their school districts to decide. There are purely academic, technical vocational

and other types of schools. The majority of those who choose academic track are students who

plans to proceed to college. There is still a stigma in selecting technical vocational and other

courses as this are seen by many as the course for poor performing/problematic students. The

enrollment in technical vocational schools in the US is declining despite the surge of demand for

skilled workers. In the three countries, the availability of qualified teachers is still an issue. This

situation is very real in the Philippines as it started the SHS program in June 2016. Other problems

included the need to construct a huge number of classrooms and facilities. All of these are currently

being addressed too by the government.

 Chapter III

Research Methodology

The researcher used quantitative instrument and survey questionnaire to measure the

satisfaction of Grade 12 students under Technical Vocational track towards the material needed

that is provided by Olivarez College school.

Locale of the study

This study was conducted at the Olivarez College. The respondents of this study is entitled:

The level of satisfaction about the preparedness of school Olivarez College regarding the material

needed by Technical Vocational strand for the school year 2018-2019 were the grade12 Technical

Vocational students. Olivarez College is located Paranaque City along Dr. A Santos Avenue,

Barangay San Dionisio. There are Four (4) facilities in DPRO Department consisting of one

hundred one (101) teachers and seven thousand four hundred (7400) students in different track.

The Grade 12 DPRO Technical Vocational has two hundred ninety-seven (297) students in

Olivarez College – Paranaque.

Research Instrument

This study used descriptive research to measure the level of satisfaction about the

preparedness, regarding the materials needed inside the cooking laboratory specifically at

Olivarez College. The researchers used survey as an instrument and distribute it to the Grade 12

Technical Vocational students. Base on the statistical average, this study needs approximately 30

respondents which the researcher randomly selected in Grade 12 students to answer the survey

questionnaires. The Grade 12 Technical Vocational students are relevant to answer the

questionnaire to determine the significant of materials in cooking performances.

Data Gathering Procedure

Unknown Problem

N - Target Sample size n= Z2 p(1-p)

Z – Level of confidence d2

P – Percentage of population n = 1.252(0.50) (1-.50) n = 0.39

D – Margin of error 0.052 0.05

N = 156

Stated below is the number of the data gathering procedure in this study. Researchers used

95% of level of confidence or the 1.25 % then squared it multiply by the percentage of population

(0.50) times (1 minus the percentage of the population (0.50) divided by the margin of error then

squared (0.05) 2. The formula for computing the respondents that we do is the study called

0.39
unknown population: the target sample size we got (n) is (0.05)2
and the answer is 156.
Statistical Treatment of Data

1. Frequency & Percentage

2. Friedman Test
 CHAPTER IV
ANALYSIS, FINDING AND DISCUSSION OF DATA

This chapter present the findings and result gathered from the data collected

through surveying the respondents selected from DPRO Grade 12 Technical Vocational

students of Olivarez College. The data gathering method that was used provided a summary

of how the responded viewed ‘The Level of satisfaction about the preparedness of school

Olivarez College in providing the materials needed by Technical Vocational strand for the

school year 2018-2019.’ The data was based on the survey questionnaires that created by

the researchers to answer the statement of the problem in previous chapter. The researcher

randomly selected the respondents to gathered data. The quantitative survey data collected

under the survey was coded and analyzes using Freidman for rating scale and Descripted

statistics(frequencies) for the nominal question SPSS was used by the researchers to

analyze the quantitative data and relation of the data in the objectives of the studies.

Profile of the Respondents

There are 156 respondents in this research. The researchers used random sampling

to get the respondents needed to answer the questions. All of the respondents are DPRO

grade 12 technical vocational students in Olivarez College.

Table 1

Olivarez college should have good quality of facilities for their students

Frequency Percent Valid Percent Cumulative Percent

Valid agree 156 100.0 100.0 100.0

In this table 100% of respondents are agree that Olivarez College have good quality for their

students.

Table 2

The school should be prepared if the equipment can accommodate a large

number of students.

Frequency Percent Valid Percent Cumulative Percent

Valid agree 148 94.9 94.9 94.9
disagree 8 5.1 5.1 100.0
Total 156 100.0 100.0

In this table. 94.9% majority of respondents answered agree that the school should be

prepared if the equipment can accommodate a large number of students. 5.1% of respondents

answered disagree.

Table 3

The school should ensure that their facilities/equipment can enhance their
student's performance

Frequency Percent Valid Percent Cumulative Percent

Valid agree 145 92.9 92.9 92.9
disagree 11 7.1 7.1 100.0
Total 156 100.0 100.0
 In this table. 92.9 % majority of respondents answered agree that the school should ensure

that their facilities/equipment can enhance their student’s performance. 7.1% of respondents

answered disagree.

Table 4

The school equipment should be appropriate for any strands.

Frequency Percent Valid Percent Cumulative Percent

Valid agree 135 86.5 86.5 86.5
disagree 21 13.5 13.5 100.0
Total 156 100.0 100.0

In this table 86.5 % majority of respondents answered agree that the school should be

appropriate for any strands. 13.5% of respondents answered disagree.

Table 5

Do you agree in kitchen policy?

Frequency Percent Valid Percent Cumulative Percent

Valid agree 156 100.0 100.0 100.0

In this table 100% of respondents are agree in kitchen policy.

Table 6

Activities should be based on what equipment they have.

Frequency Percent Valid Percent Cumulative Percent

Valid agree 145 92.9 92.9 92.9
disagree 11 7.1 7.1 100.0
Total 156 100.0 100.0
 In this table 92.9 % of respondents answered agree that activities should be based on what

equipment they have. 7.1 % of respondents answered disagree.

Table 7

Equipment should be used carefully to prevent the equipment less.

Frequency Percent Valid Percent Cumulative Percent

Valid agree 143 91.7 91.7 91.7
disagree 13 8.3 8.3 100.0
Total 156 100.0 100.0

In this table 91.7 % of respondents answered agree that equipment should be used

carefully to prevent the equipment less. 8.3% of respondents answered disagree.

Table 8

Students should have requisition form before using the equipment.

Frequency Percent Valid Percent Cumulative Percent

Valid agree 150 96.2 96.2 96.2
disagree 6 3.8 3.8 100.0
Total 156 100.0 100.0

In this table 96.2% of respondents answered agree that students should have requisition

form before using the equipment. 3.8% of respondents answered disagree.

Table 9

Admin should be aware on what is insufficient to the school.

Frequency Percent Valid Percent Cumulative Percent

Valid agree 152 97.4 97.4 97.4
disagree 4 2.6 2.6 100.0
Total 156 100.0 100.0
 In this table 97.4% of respondents answered agree that admin should be aware on what

is insufficient to the school. 2.6% of respondents answered disagree.

Table 10

Is there enough facilities and materials needed for executing such cooking
task for technical vocational culinary?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 140 89.7 89.7 89.7
no 16 10.3 10.3 100.0
Total 156 100.0 100.0

In this table 89.7% of respondents answered yes that is there enough facilities and

materials needed for executing such cooking task for technical vocational culinary. 10.3 % of

respondents answered no.

Table 11

if facilities and materials are enough for executing exercise such as

cooking performance is there an improvement shown on your skills?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 150 96.2 96.2 96.2
no 6 3.8 3.8 100.0
Total 156 100.0 100.0

In this table 96.2% of respondents answered yes that if the facilities and materials are

enough for executing exercise such as cooking performance that will show improvement to their

skills. 3.8 % of respondents answered no.

Table 12

are you satisfied with the completeness of kitchen equipment?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 145 92.9 92.9 92.9
no 11 7.1 7.1 100.0
Total 156 100.0 100.0

In this table 92.9% of respondents answered yes that they are satisfied with the
completeness of kitchen equipment. 7.1% of respondents answered no.
Table 13

are you satisfied about the preparedness of the school regarding of the
facilities?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 144 92.3 92.3 92.3
no 12 7.7 7.7 100.0
Total 156 100.0 100.0

In this table 92.3% of respondents answered yes that they are satisfied about the

preparedness of the school regarding of the facilities. 7.7% of respondents answered no.

Table 14

In Olivarez college technical vocational facilities, they have complete

materials that technical vocational needs?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 134 85.9 85.9 85.9
no 22 14.1 14.1 100.0
Total 156 100.0 100.0
 In this table 85.9% of respondents answered yes that In Olivarez college technical

vocational facilities they have complete materials that technical vocational needs. 14.1% of

respondents answered no.

Table 15

Do students need to know the different uses in equipment?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 150 96.2 96.2 96.2
no 6 3.8 3.8 100.0
Total 156 100.0 100.0

In this table 96.2% of respondents answered yes that students need to know the different

uses in equipment. 3.8% of respondents answered no.

Table 16

Do you think that it is safe to use the equipment inside the storage room?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 130 83.3 83.3 83.3
no 26 16.7 16.7 100.0
Total 156 100.0 100.0

In this table 83.3% of respondents answered yes that it is safe to use the equipment inside

the storage room. 16.7 % of respondents answered no.

Table 17

Do you think Olivarez College is prepared in the equipment in terms of the

students need?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 144 92.3 92.3 92.3
no 12 7.7 7.7 100.0
Total 156 100.0 100.0
 In this table 92.3% % of respondents answered yes that Olivarez College is prepared in

the equipment in terms of the students’ needs. 7.7% of respondents answered no.

Table 18

Do you think that all equipment in storage room should be possible to use?

Frequency Percent Valid Percent Cumulative Percent

Valid yes 143 91.7 91.7 91.7
no 13 8.3 8.3 100.0
Total 156 100.0 100.0

In this table 91.7% % of respondents answered yes that all equipment in storage room should

be possible to use. 8.3% of respondents answered no.

Table 19

How would you rate your overall experience at the technical vocational
strand?

Cumulative
Frequency Percent Valid Percent Percent
Valid a. great 92 59.0 59.0 59.0
b. okay 23 14.7 14.7 73.7
c. amazing 37 23.7 23.7 97.4
d. no complain 4 2.6 2.6 100.0
Total 156 100.0 100.0

In this table 59.0% of respondents rate the overall experience at the technical vocational

strand which is great. 14.7% of respondents rate the overall experience at the technical vocational

strand which is okay. 23.7% of respondents rate the overall experience at the technical vocational
strand which is amazing and 2.6% of respondents rate the overall experience at the technical

vocational strand which is no complain.

Table 20

How satisfied are you with the completeness on tools of the school?

Cumulative
Frequency Percent Valid Percent Percent
Valid a. satisfied 121 77.6 77.6 77.6
b. Very satisfied 31 19.9 19.9 97.4
c. Dissatisfied 4 2.6 2.6 100.0

Total 156 100.0 100.0

In this table 77.6% of the respondents answered that they are satisfied with the

completeness on tools of the school. 19.9% of the respondents answered that they are very satisfied

with the completeness on tools of the school and 2.6% of the respondents answered that they are

dissatisfied with the completeness on tools of the school.

Table 21

How would you rate your satisfaction are you in terms of kitchen?

Frequency Percent Valid Percent Cumulative Percent

Valid a. 2 41 26.3 26.3 26.3
b. 3 32 20.5 20.5 46.8
c. 4 54 34.6 34.6 81.4
d. 5 29 18.6 18.6 100.0
Total 156 100.0 100.0
 In this table the respondents rate their satisfaction in terms of kitchen in descending

order which 5 is the highest score. 26.3% of respondents’ rate 2, 20.5 % of respondent’s rate 3,

34.6% of respondents rate 4 and 18.6% of respondent’s rate 5.

Table 22

How do you sure the equipment you use is safe?

Frequency Percent Valid Percent Cumulative Percent

Valid a. 50% 47 30.1 30.1 30.1
b. 75% 25 16.0 16.0 46.2
c. 90% 49 31.4 31.4 77.6
d. 100% 35 22.4 22.4 100.0
Total 156 100.0 100.0

In this table respondents measured the assurance how safe the equipment is. It

measured in descending order which 100% is the highest. 30.1% of respondents measured 50%

sure the equipment is safe. 16.0% of respondents measured 70% sure the equipment is safe. 31.4%

of respondents measured 90% sure the equipment is safe and 22.4% of respondents measured

100% sure the equipment is safe.

Table 23

Are you satisfied in kitchen laboratory?

Frequency Percent Valid Percent Cumulative Percent

Valid a. satisfied 142 91.0 91.0 91.0
b. not 14 9.0 9.0 100.0
satisfied
Total 156 100.0 100.0
 In this table 91.0% of respondents answered that they are satisfied in kitchen

laboratory and 9.0% of respondents answered that they are not satisfied in kitchen laboratory.

Table 24

Are you satisfied with your knowledge about the equipment?

Cumulative
Frequency Percent Valid Percent Percent
Valid a. satisfied 113 72.4 72.4 72.4
b. very 37 23.7 23.7 96.2
satisfied
c. not satisfied 6 3.8 3.8 100.0
Total 156 100.0 100.0

In this table 72.4 of respondents answered that they are satisfied with their knowledge

about the equipment. 23.7% of respondents answered that they are very satisfied with their

knowledge about the equipment and 3.8% of respondents answered that they are not satisfied with

their knowledge about the equipment.

Ranks
Mean Rank
Olivarez college should have good quality of facilities for their students 10.65
The school should be prepared if the equipment can accommodate a large number of 11.22
students.
The school should ensure that their facilities/equipment can enhance their student's 11.46
performance
The school equipment should be appropriate for any strands. 12.20
Do you agree in kitchen policy? 10.65
Activities should be based on what equipment they have. 11.47
Equipment should be used carefully to prevent the equipment less. 11.60
Students should have requisition form before using the equipment. 11.07
Admin should be aware on what is insufficient to the school. 10.94
Is there enough facilities and materials needed for executing such cooking task for tech-voc 11.79
culinary?
if facilities and materials are enough for executing exercise such as cooking performance is 11.10
there an improvement shown on their skills?
are you satisfied with the completeness of kitchen equipment? 11.43
are you satisfied about the preparedness of the school regarding of the facilities? 11.52
In Olivarez college tech-voc facilities they have complete materials those tech-voc needs? 12.21
Do students need to know the different uses in equipment? 11.08
Do you think that it is safe to use the equipment inside the storage room? 12.48
Do you think Olivarez College is prepared in the equipment in terms of the students need? 11.50
Do you think that all equipment in storage room should be possible to use? 11.57
How would you rate your overall experience at the tech voc strand? 15.71
How satisfied are you with the completeness on tools of the school? 13.15
How would you rate your satisfaction are you in terms of kitchen? 20.10
How do you sure the equipment you use is safe? 19.64
Are you satisfied in kitchen laboratory? 11.72
Are you satisfied with your knowledge about the equipment? 13.74

This table determined the answers of the grade 12 respondents in rating scale that they

need to measure The Level of satisfaction about the preparedness of school Olivarez College in

providing the materials needed by Technical Vocational strand for the school year 2018-2019. This

kind of question is used to measure the Level of satisfaction about the preparedness of school

Olivarez College in providing the materials needed of respondents.

Based in this table the highest score is question no. 21 with 20.10 which is the majority

rate 4 for their satisfaction in terms of kitchen in descending order which 5 is the highest score.

Second is question no.22 19.64 which is the majority measured 90% sure the equipment is safe.

Third is question no.19 15.71 which is the majority rate the overall experience at the technical

vocational strand is great. Fourth is question no. 24 13.74 which is the majority is they are satisfied

with their knowledge about the equipment. Fifth is question no. 20 13.15 which is the majority

that they are satisfied with the completeness on tools of the school and lastly question no 16. 12.48
Which is the majority it is safe using the equipment inside the storage room. This means that most

of respondents said that they are satisfied about the preparedness of school Olivarez College in

providing the materials needed by Technical Vocational strand for the school year 2018-2019.

These are the preparedness of school Olivarez College in providing the materials needed by

Technical Vocational strand

 satisfaction in terms of kitchen 20.10

 sure, the equipment is safe 19.64

 overall experience at the technical vocational strand is great 15.71

 satisfied with their knowledge about the equipment 13.74

 satisfied with the completeness on tools of the school 13.15

 it is safe using the equipment inside the storage room. 12.48

Summary of Discussion

In this chapter, the researcher gathered data about the Level of satisfaction about the

preparedness of school Olivarez College in providing the materials needed by Technical

Vocational strand for the school year 2018-2019. The respondents help the researchers to identify

the satisfaction of technical vocational students to the preparedness of school Olivarez College in

providing the materials needed. The researcher finds out that most of grade 12 technical vocational

students are satisfied in terms of kitchen, satisfied in their knowledge about the equipment,

satisfied with the completeness on tools of the school. And also, the respondents have their

assurance that all equipment they are using is safe.

 Chapter V

Summary, Conclusion and Recommendation

Introduction

This research aims to gathered data to discover the level of satisfaction about the

preparedness of Olivarez College in providing the materials needed by the Technical Vocational

strand.

The chapter covers the summary of major findings and conclusion based on the

findings and the recommendation on the level of satisfaction of the Technical Vocational strands

regarding to the preparedness of Olivarez College in providing the Technical Vocational students.

Summary of the purpose

This research served as a reflection of the students, teachers and parents’ evaluation

regarding the preparedness of Olivarez College to technical vocational students. In additional it is

serving as their stepping stone to make standards and to enhance their skills and performances.

According to Kleibard (1999) In early 20th century the purpose of vocational schools was to

prepare the students for work in an industrialized nation. Furthermore, according to Caballero

(2015) It is recommended that a thorough assessment of the functionalities of facilities and

equipment needed for Technical Vocational strand be provided. This is also to ensure the

development of the required skills among the senior high school students will not be sacrificed.
Recommendation

The following recommendations are based from the summary.

This study will can prove that providing the material needed of Technical Vocational will

lead to expand the knowledge and skills that will result better performances. The researchers

discovered that the students need to evaluate their satisfaction regarding the preparedness of school

to benefit not just the students but also the parents, teachers and government. It gives benefit to

parents by informing them that the school they been choose is providing the needs of their child

even in the Technical Vocational strand. It gives benefit to teachers to inform them that even any

activity they want to do It can be happen because of enough equipment provided by the school and

lastly to government to inspired them to build better version of facilities and equipment that will

help to improve the student performances and skills easily.

Further Research

The study and findings presented may be used as a reference in conducting new research.

This study will also serve as their stepping stone to make some standards on how the school or

university provide enough materials to make the students more skill and knowledgeable. Materials

such as tools, utensils and equipment’s are indeed needed for this type of strand. The researcher’s

findings will help the Technical Vocational students to measure the level of satisfaction about the

preparedness in providing the material by Olivarez College school.

List of Reference

Tyaka, D. (1930), Beverly, Massachusetts: Historian of education.

Kliebard, H (1999). New York teacher’s college reflective history series.

Merritt, F. (2012). Boston Cooking. American: Dover Publications.

Serpa Juan, A. (2014) University of Caloocan City: Technical skills and academic

performances of students