Holy Family Academy

High School Department

Technology and Livelihood Education Department

PROFILING FOOD PREFERENCES

OF GRADES 9 AND 10 STUDENTS OF COOKERY
CLASS

AN ACTION RESEARCH

by:

Mr. IgmedioAnquilan, Jr.

Ms. Ira Jessica David
Ms. Jarish Mercado
Ms. Katelyn Paguio
Mr. Ferdinand Patriarca
Ms. Ma. Carmen Vino
Ms. Ma. Bridget Rivera
Ms. Michelle Ann Ybañez

Academic Year: 2017 – 2018

 ABSTRACT

The main purpose of this study was to find out the factors that affects students food preference during
cookery class performance task activities. The descriptive method of research was used in this study with the
survey – questionnaire as the main instrument. Results were computed using the percentage, weighted mean
and frequency.
Findings revealed that most of the respondents were 14 -15 years old, Filipinos and were Roman
Catholics and have 100-peso daily allowance. Generally, most of the respondents buy foods offered by the
canteen during lunch or snacks; most of them prefer local foods over foreign foods and prefer Kapampangan
delicacy over foreign – based foods like burger, pasta etc. Most of the respondents conveyed that they prefer to
dine in Filipino food establishments’ more than foreign establishments because of the delectability of dishes
and also because they value food sanitation, appearance, cleanliness and safety of both the foods served and
the services offered. Cooking activities and resource material most of the time affects students’ preference of
dish to prepare. Significant indicators such as the nutritional value of food, price of the food and socio – cultural
influences impacts minimally the way a student chose food thus, from this result, the researcher recommended
that the school should support respondents in improving cooking – related skills in order to achieve holistic
learning in cookery, TLE teachers should attend to the competency of being skilled and knowledgeable when it
comes to teaching cookery class by completing workshops or seminars, strengthen and practice stewardship by
being consistent in all the aspects that this value could be applied.
These intervening programs could help the students and the teacher in ensuring meaningful and prolific
classroom environment which is adjacent to the competencies needed for 21st century learning.

INTRODUCTION
Alongside food security and being one of the primary concerns of any functional and sensible government,
is the health of its citizens. For obvious reasons, the government cannot just set aside the task of insuring the health
of people because, for one, the productivity and contentment of the people should not be put at risk. The health of
the nation depends to a large extent upon the health of the people. Healthy food preference should, therefore, be
highly encouraged by the government. This is mainly the reason why we celebrate “Nutrition Month” every year to
uphold healthy foods and healthy eating habits so as to make sure the people are healthy and productive. There are
certain countries in the world like Japan whose citizens enjoy an unmatched longevity all because of the kind of food
they put on their table.
At Holy Family Academy high school department, our students as observed, just like any young Filipino
citizens, have practically thrown themselves into the western way of life including their choice of food. They

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basically put local cuisine on the back burner and unwittingly embraced the alluring western food. Hardly willHFA
students nowadays, choose “pinakbet” over a mouthwatering “hamburger”.
Thus, this action research, therefore aims:
1) at finding out ways on how to bring back the taste buds of the students to appreciating and preparing
local food during cookery classes instead of the salt and fats laden western food
2) to inculcate in them the value of promoting authentic Filipino food that could enhance the quality
of life and anything that helps to sustain livelihood
3) to enhance their culinary skills by practicing the traditional Filipino method of cooking
4) to advocate low-cost but health-value laden food stuff that are locally or are indigenously sourced
Maybe a way of doing this is to repeatedly impress into the consciousness of the students the advantage of
choosing our local food more than the tempting western food. Through this action research, we may find ways on
how to direct our students to patronizing, endorsing and taking good care of our very own food culture.

STATEMENT OF THE PROBLEM

In a global context, thefood industry has been a great contributor to the life of the world’s population as it
affects a person’s growth and development in a multiple of ways. However, in this present generation, there is an
alarming number who patronizes westernfood which significantly affects our traditional and local food culture, and
also specifically, for HFA, influences the students’ food production during cookery class’ practical activities.In this
action research, therefore, the following questions are posited to:

1. Determine how the following indicators may influence HFA students’ food preferences
a. School canteen’s food offerings
b. Awareness on Kapampangan /FilipinoCuisine
c. Outside-of-the-Campus available traditional Filipino food establishments
d. Outside-of-the-Campus available Western food establishments
e. Price of the food
f. Home/family upbringing
2. Determine how food quality and food processing may influence HFA students’ food preferences
a. Nutritional Value (Calorie, Transfat, Carbohydrates, Fats etc.)
b. Food establishment’s sanitation and appearance
c. Food establishment’s location
d. Food preparation, presentation and serving
e. Socio – cultural influences e.g. regional, geographical factors
3. Find out if there is a significant relationship between the food preferences of HFA students’ and the
students’ socio – demographic profile and monetary allowance
a. age
b. gender
c. nationality
d. daily and/or weekly allowance
4. Determine how lectures, discussions and activities during cookery class influence the students’ food
preparation and production
a. Availability of the Meal Preparation-related materials in the cookery learning space/s

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 b. Availability of raw materials and equipment to be used during cooking activities
c. Consideration of budget difference between local type of dish and western type of food.

CONCEPTUAL FRAMEWORK
Bengley and Gallegos, 2002 stated that cooking skills were taught in the homes or as part of schooling.
Studies also shown that there is a decline and devaluing of cooking skills, and people are relying more on convenience
foods (Lang and Caraher, 2001). Practical cooking knowledge (cooking skills) is rare, and becoming rarer as time
passes (Cyr, 2013). It is argued that including both children and adults in the preparation of their meals can enhance
nutrition, variety, socialization and overall health (10-12). It is also noted here that cooking is not a single activity;
it is many skills combined. Moreover, cooking is a learned process that involves both physical and social components
and incorporates both fine and gross motor demands as well as cognitive processing, executive functioning, memory
and participation in the surrounding culture. In sum, cooking and food preparation requires “active engagement”
(11), which forms the essence of the program discussed herein and provides its’ name.
As observed, HFA students, being among the millenials adopt several parameters when they choose food
to prepare during cookery class. Each of these influences the food selections made either from local or foreign foods.
This action research takes on to consider that social influence is also one of the factors influencing the behavior of
an individual, (Kotler, 2003), a broad aspect to which consumers’ food preference is categorized especially when
this refers to the local and western food. In the Philippines, there is a little trend that indicates a ‘growing interest’
in developing local foods.

The diagrammatic scheme below illustrates the theoretical framework of this study.

SOCIO- FOOD QUALITY

DEMOGRAPHIC FOOD AND FOOD
PROFILE PROCESSING
PREFERENCES
age OF GRADES 9 Nutritional Value
gender AND 10
Food preparation,
nationality COOKERY presentation and
religion
STUDENTS service

daily and/or
weekly allowance INTERVENTION

COOKERY CLASS FOOD

PREPARATION AND PRODUCTION

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 4

 SIGNIFICANCE OF THE STUDY

Succinctly, this study is essential for the school to know the profile of the students’ preferences on local and
western foods. There are many factors that could influence food choices that also affecting their cooking product.
The individuals have their own reason why they consume a particular food. Majority of this generation have colonial
mentality and appreciates more the western food over those locally made.

In spite of these assumptions, the TLE area wants to establish a consciousness on HFA students to what is
really the significant effect of consuming western food; help students to realize that patronizing and cooking local
products could really help food producers in the rural areas in the Philippines, it being considered as an agricultural
country in the ASEAN region. By patronizing our local foods and by competing with their counterparts which are
the western food establishments the youth of the Philippines could help the economy grow, preserve our food culture,
embrace the authenticity of Filipino cuisine, and further impart to the next generation the gems of our traditions
which highlights most the importance of having a healthy life style.

SCOPE AND LIMITATION

This action research delimits itself within the context of the needs of the Grade 9 and 10 cookery classes in
terms of focusing on its curricular relevance to classroom based instruction. It seeks to explore potential solutions
towards enhancing the cookery classes to motivate and rally the students’ stance to uphold the interest of their country
and culture in their choice of food intake as well as its preparation and production.

METHODOLOGY

This chapter presents both the research design and the research procedure used in making this action
research. The main instrument used was a questionnaire which was administered to students of Grades 9 and 10
Cookery class of Holy Family Academy, Angeles City, Pampanga. There were 8 sections per grade level but
respondents were chosen based on their TLE tracking – Cookery Students. A total of 100 respondents (50 per grade
level) was selected to answer the questionnaire.

The questionnaire items were clustered to focus on the factors and /or main issues that may have a bearing
on the students’ food preferences. These are:

a) School canteen’s food offerings

b) Kapampangan cuisine
c) Filipino food establishments
d) Western/foreign food establishments
e) Price of the food and economic status
f) Nutritional value (calorie, transfat, carbohydrates, fats etc)

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 g) Food establishment’s sanitation and appearance
h) Food establishments location
i) Socio – cultural influences like: regional, geographical factors
j) Demographic factors and money/allowance capability
k) Determine how cookery class discussions and activities affect the students’ food preparation and
production during cookery class

The survey questionnaire was constructed with63statements whichwereanswerable by:

Always Most of the time Not often Never

The researcher collected and analyzed the topics that are related in the study through the use of web
resources and unpublished materials. The researchers collated and analyzed the data gathered on the food
preferences of the students in terms of local and western foods

RESULTS AND DISCUSSION

Profile of the Respondents

Table 1 shows that 50% of the respondents were male and 50% were female. In terms of their age, 10 or 10% of the
population were 14 years old; 45% or 45 of them were 15 years old; 41 or 41% had the ages 16 years old; and 4% of
the respondents were 17 years old. With regards to their nationality, 99% of the group was Filipino and only 1 student
was Filipino – American. In terms of their religion, 86 % of the groups were Roman Catholic, 13 % of them were
born – Again Christian and 1% from the group is a Mormon. And the last profile of the respondents was their
allowance. 32% of the students have 100-peso daily allowance; 31% of them had 150 pesos; followed by 200 pesos
from the 18% of the total population; 5% of the group had 120-peso allowance; 4% and 500 pesos, and 1% for each
daily allowance category: 20 pesos, 50 pesos, 70 pesos, 160 pesos, 170 pesos, 220 pesos, 250 pesos, 260 pesos, 300
pesos and 350 pesos.

Table 1. Profile of the Respondents

CATEGORY FREQUENCY PERCENTAGE

Gender
Male 50 50 %
Female 50 50%
TOTAL 100 100 %
Age
14 years old 10 10 %
15 years old 45 45%
16 years old 41 41%
17 years old 4 4%
TOTAL 100 100%
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 Nationality
Filipino 99 99%
Filipino - American 1 1%
TOTAL 100 100%
Religion
Roman Catholic 86 86%
Christian 13 13%
Mormon 1 1%
TOTAL 100 100%

Daily Allowance
100 pesos 32 32 %
150 pesos 31 31%
200 pesos 18 18%
120 pesos 5 5%
500 pesos 4 4%
20 pesos 1 1%
50 pesos 1 1%
70 pesos 1 1%
160 pesos 1 1%
170 pesos 1 1%
220 pesos 1 1%
250 pesos 1 1%
260 pesos 1 1%
300 pesos 1 1%
350 pesos 1 1%
TOTAL 100 100%

Food Preferences of HFA Students’ on School Canteen’s food offerings and Comparison between local and
foreign food

Table 2.1 present the school canteen’s food offerings and the comparison of local and western food. Under
group A.1, The statement, “I go to the canteen for snack during recess and for lunch” and “The canteen serves
local (e.g Sinigang, Kare – Kare, Laing) and foreign(e.g Hamburger, Pasta, Pancake) foods” got the highest
mean of 3.32 which described as “most of the time”.. ¹The results of this is in consonance with the initiatives of
DepEd that schools in the Philippines promoted and strengthened DO 12, s. 2017 or the Policy and Guidelines on
Healthy Food and Beverage choices in schools and in DepEd offices; an order which aims to (a) make available
healthier food and beverages choices among learners and DepEd personnel and their stakeholders; (b) introduce a
system of categorizing locally available foods and drinks in accordance with geographical, cultural and religious
orientations; (c) provide guidance in evaluating and categorizing foods and drinks.
(http://www.deped.gov.ph/orders/do-13-s-2017).

The statement “I buy and eat foreign type of foods in the canteen when available” got the lowest mean
of 3.08and described as “most of the time”. The findings revealed that the profile of the “students on buying canteen’s
food offering” was described as Most of the Time with the grand mean of 3.18 ²Therefore, HFA High school canteen
most often balance the classification of foods catered to students(for which students were able to select among local
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 or foreign type of food), in addition to this, ³still familians chose to buy and eat local foods more than the foreign
food.

While on the group A.2, the statement “Local foods are healthy” got the highest mean of 3.26 which
described as "most of the time". The results of this table show that students find local foods to be more delectable
than of the foreign food. While, the statement “I take into consideration my health when choosing the type of
food I will eat” has the lowest mean of 2.89 which described as "most of the time". According to the study of Burgos
et. Al, 2015every people have likes and dislikes when it comes to food choices. Decisions about picking the right
foods to eat are influences by personal taste, experiences and habits. They also added that the parents have a vital
role in guiding the students in choosing food to intake. However, as the students grow older there are certain changes
on food choices. Parents or guardians during this stage could not maintain the nutritious eating behavior they had
practiced for their children. Succinctly, a recent study of (Mensik, et.al 2015) describes how high school studentswere
influenced by the presence of unhealthy food in the cafeteria, eventually they are tempted when they see or smell
palatable unhealthy food. Their study also found out that even though many Dutch students indicate that in their
opinion schools should only sell healthy products, still, the majority of the school cafeterias offer a large amount of
unhealthy food products, and the school environment contributes in this way to the development of unhealthy eating
patterns in young people.
Table 2.1 School Canteen’s Food Offerings and Local compared to foreign food

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
A.1 SCHOOL CANTEEN’S FOOD OFFERINGS
1. I go to the canteen for snack during recess and for lunch. 3.32 Most of the Time
2. The canteen serves local (e.g Sinigang, Kare – kare , Laing) and foreign(e.g Hamburger, 3.32 Most of the Time
Pasta, Pancake) foods.
3. I buy and eat local type of foods in the canteen when available. 3.17 Most of the Time
4. I buy and eat foreign type of foods in the canteen when available. 3.08 Most of the Time
A. 2. LOCAL COMPARED TO FOREIGN FOOD
5. Local foods are delectable. 3.3 Most of the Time
6. Foreign foods are delectable. 3.22 Most of the Time
7. Local foods are healthy. 3.26 Most of the Time
8. Foreign foods are healthy. 3.03 Most of the Time
9. I take into consideration my health when choosing the type of food I will eat. 2.89 Most of the Time
TOTAL 28.59
MEAN: 3.18 Most of the Time
Legend:

4.00 – 3.50 – Always

Profile3.49
of –the
2.50 – Most of the Time
respondents on Kapampangan cuisine
2.49 – 1.50 – Not Often
Table 2.2 presents the profile of the respondents when it comes to Kapampangan cuisine. The statement
“Kapampangan foods are comparable to foreign foods in terms of delectability” got the highest mean of
1.49 – 1.00 – Never

3.29 described as “Most of the Time”. While the statement “I long for foreign foods” got the lowest mean of
3.06 described as “Most of the Time”.The findings revealed that the impression of the HFA high school students
on Kapampangan cuisine is more delectable than the foreign food with a general mean of 3. 21 described as
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“Most of the Time”. From the results of the survey, it is really obvious that students even termed as ‘millennial’
chose to eat Kapampangan foods over other food choiceforPampanga has been always considered as the
culinary capital of the Philippines to which most of the Filipinos consider the cuisine as delicious and authentic
in its nature and origin.

Table 2. 2 Kapampangan Cuisines

NUMERICAL
PARTICULAR RATING
DESCRIPTIVE RATING

B. KAPAMPANGAN CUISINE
10. Kapampangan foods are comparable to foreign foods in terms of 3.29 Most of the Time
delectability
11. I long for Kapampangan foods. 3.28 Most of the Time
12. I long for foreign foods. 3.06 Most of the Time

TOTAL 9.63
MEAN: 3.21 Most of the Time

Respondents’ preferences with regard Filipino Food Establishments

Table 2.3 presents the profile of the respondents when it comes to Filipino Food Establishments, the
statement “Patronizing Filipino food adds to being nationalistic” got the highest mean of 3.28 described as
“always”, while the statement “I prefer eating on Filipino restaurants because of the authentic taste” has
the lowest mean of 2.98 described as “most of the time”. The findings revealed that the respondents
“always”prefer Filipino Food Establishments with a general mean of 3.10.

Table 2.3 Filipino Food Establishments

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
C. FILIPINO FOOD ESTABLISHMENTS
13. I prefer eating on Filipino restaurants because of the authentic taste 2.98 Most of the time
14. Patronizing Filipino food adds to being nationalistic 3.28 Most of the Time
15. Filipino food establishments increase my overall food consumption 3.15 Most of the Time
16. I chose classic and traditional foods served during fiesta and served on 3.08 Most of the Time
restaurants
17. I prefer Filipino restaurant because it serves food that are simple and 2.99 Most of the time
delicious
TOTAL 15.48
MEAN: 3.10 Most of the Time

Respondents’ preferences with regard western or foreign food establishment

Table 2.4 shows the profile of the respondents on western or foreign food establishments. The statement
“I prefer to go to foreign restaurants due to consistent quality of service” go the highest mean of 3.18 which
is described as “Most of the Time”. While the statement “I prefer to go to foreign restaurants due to their
promotions and advertisements” got the lowest mean of 2.87 and described as “most of the time”. In general

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the frequency of the respondents dining in on western or foreign food establishments is 3.00which is described
as “most of the time”.

Table 2.4 Western/Foreign Food Establishments

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
D. WESTERN/FOREIGN FOOD ESTABLISHMENTS
18. I prefer to go to foreign restaurants due to consistent quality of service 3.18 Most of the Time
19. A foreign food establishment provides better quality of food than the local. 2.93 Most of the Time
20. I prefer to go to foreign restaurants due to their promotions and advertisements 2.87 Most of the Time
21. Foreign food establishments increase my overall food consumption. 2.98 Most of the time
22. I prefer foreign restaurant because the food offered is authentic and delicious 3.03 Most of the Time
TOTAL 14.99
MEAN: 3.00 Most of the Time

Respondents’ preferences with regard prices of the food and economic status
Table 2. 5 present the relationship of respondents’ food preferences on price of the food and economic
status. The statement “I consider the price when ordering food” got the highest mean of 3.51 described as
“always”. While the statement “I buy the most expensive dish” got the lowest mean of 2.00described as “not
often”.The findings revealed that respondents consider the price of the food and their economic status “most
of the time”with a general mean of 2. 63.

Table 2. 5 Price of the Food and Economic Status

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
E. PRICE OF THE FOOD and ECONOMIC STATUS
23. I consider the price when ordering food. 3.51 Always
24. Eating foreign foods is a status symbol. 2.53 Most of the Time
25. Choosing western food distances me from my own culture. 2.53 Most of the Time
26. I buy the most expensive dish. 2.00 Not Often
27. I compare the price of western foods from our local foods. 2.56 Most of the Time
TOTAL 13.13
MEAN: 2.63 Most of the Time

Respondents’ food preferences with regard Nutritional Value of Foods

Table 2. 6present the relationship of respondents’food preferences and the nutritional value of foods.
The statement “The nutritional value of a product influences my purchase of food” with the highest mean
of 2.77 and described as “Most of the time”. While the statement “I consider the calorie content, carbs,
sodium etc. before buying a food” has the lowest mean of 2.56anddescribed as “most of the time”. In general
the nutritional value of food is being considered of the respondents “most of the time”with the general means
of 2.65.Food preferences of a person vary depending on the influence they get around them. Decisions about
choosing the right foods are influenced by personal taste, experiences and habits.Amongst the wide variety of

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food, young people tend to choose those they preferred to eat. Therefore setting limitations for the family is
essential in influencing children’s food choices. It is important for children to be mindful of the foods they take
in to ensure their health. (Burgos, et.al 2014). In the study initiated by Lee, Kim and Park 2015, it was discussed
that food preferences of students has an important role in the formation of undesired eating habits. Baxter et.al
also added that people took approximately 0.92 times the serving volume for food that they liked, 0.54 times
the serving volume for food that they neither liked nor dislike to, and 0.11 times the serving volume for food
they disliked. Therefore, there has to be a quantitative relationship between the amount of food intake and the
nutrient intake. In addition to this, Fetzer et.al stated that food preference is one of the main factors affecting
the intake of important nutrients, as well as the selectionof foods, and is dependent on colors, shapes, tastes and
textures of the food.

Table 2.6 Nutritional Value (Calorie, Transfat, Carbohydrates, Fats etc. )

NUMERICA DESCRIPTIVE
PARTICULAR L RATING RATING
F. NUTRITIONAL VALUE (Calorie, Transfat, Carbohydrates, Fats etc. )
28. I consider the calorie content, carbs, sodium etc. before buying a food. 2.56 Most of the time
29. I consider bringing nutritional foods in school. 2.62 Most of the Time
30. The nutritional value of a product influences my purchase of food. 2.77 Most of the Time
TOTAL 7.95
MEAN: 2.65 Most of the Time

Respondents’ Food Preferences with regard the food establishments’ sanitation and appearance
Table 2.7 shows the relationship of respondents’ food preferences and the food establishments’
sanitation and appearance. The statement “Restaurant cleanliness is important to me when I decide a
place to eat” got the highest mean of 3.39 which is described as “Most of the Time”..Meanwhile, the
statement “Restaurant’s cleanliness affects my quality of satisfaction” has the lowest mean of 2.87
described as “most of the time”. Generally, the impression of the respondents on food establishments’
sanitation and appearance has a grand mean of 3.27 which is described as “most of the time”. One of
the factors in selecting a food establishment to eat is its cleanliness, quality of service and safety of
the food served. The world health organization (FAO/WHO, 2017) defined food safety as the
assurance that when a food is consumed it will not cause harm to human health and wellbeing. People
are getting wiser when it comes to choosing the best place to eat especially when it could affect or
harm their health.

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Table 2. 7 Food Establishments’ sanitation and appearance
NUMERICAL DESCRIPTIVE
PARTICULAR RATING RATING
G. FOOD ESTABLISHEMENT’S SANITATION AND
APPEARANCE
31. Restaurant cleanliness is important to me when I decide a place to eat 3.39 Most of the Time
32. A clean restaurant will increase my overall level of satisfaction 3.01 Most of the Time
33. I have high expectations of cleanliness for high budget restaurants 3.32 Most of the Time
34. Restaurant’s cleanliness affects my quality of satisfaction 2.87 Most of the Time
35. Restaurants cleanliness affects my food choices 3.27 Most of the Time
TOTAL 15.86
MEAN: 3.17 Most of the Time

Students’ food preferences with regard the food establishments’ location

Table 2.8 presents the relationship of food preferences on food establishments’ location. The statement
“It is more convenient to dine in on accessible areas near the city” has the highest mean of 3.72 described
as “always”. While the statement “It is more relaxing to eat on the famous vacation island in the
Philippines”has the lowest mean of 3.56described also as“always”. In general the impression of the students
with regard to the food establishments’ location is rated 3. 68 described as always. As a typical wanderer, it is
preferable if a certain food establishment is accessible and could provide a pleasing ambiance. From the results
of this survey, though it is evident that the ‘millenials’ opt to be in a Filipino-themed type of restaurant. This is
an indication that our students, always practices stewardship in terms of the selection of food establishment to
dine in even the location. They prefer the accessible, authentic, beautiful and relaxing experience, their choice
in buying foods depends largely on sanitation, appearance and cleanliness of establishment even though
sometimes persuaded by foreign culture, still embraces the Filipino trademarks.
Table 2.8Food Establishments Location

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
H. FOOD ESTABLISHMENTS LOCATION
36. It is more convenient to dine in on accessible areas near the city 3.72 Always
37. It is more convenient to dine in on remote but authentic areas in the Philippines 3.79 Always
38. I prefer to eat on restaurants that are found at the beautiful places of Philippine 3.67 Always
Island
39. I prefer to eat on restaurants that are “foreign-themed”. 3.69 Always
40. It is more relaxing to eat on the famous vacation island in the Philippines 3.56 Always
TOTAL 18.43
MEAN: 3.68 Always

Respondents’ food preferences with regard food presentation, preparation and serving

The table 2.9 shows the significant relationship of the respondent’s food preferences on food
presentation, preparation and serving. The statement “buying a well prepared meal is worth my money” has

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 12

the highest mean of 3.61 described as “always”. ”.Satisfaction of school meals varies depending on the quality
of meals, diversity of food, food hygiene and environment (Kim et al., 2003). The school canteen has a primary
role in imparting to students the value of having a healthy well-being. It is also essential because it should
provide students healthier choices for lunch or recess meals. It is expected also that the school canteen should
always be clean, properly sanitized and hygienic as well for it greatly affects student’s satisfaction in terms of
buying food to eatwhile the statement “Dining in at an American or Korean food establishment is better
than at a Kapampangan or Filipino restaurant” has the lowest mean of 2.76 described as “most of the time.
Philippines has been colonized by different countries and even influenced almost the customs and traditions of
the Filipinos. Basically, most of our foods were from different of foreign land and what makes it authentic are
the recipe, spices and herbs added to it and the method of cooking or preparing it that is really a significant
Pinoy trademark.Thus a general mean of 3.21 which wasdescribed as “most of the time” was the significant
relationship of respondents’ on food preferences on food presentation, preparation and serving.

Table 2.9 Food Presentation, Preparation and Serving

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
I. FOOD PRESENTATION, PREPARATION AND SERVING
41. I consider buying meals that are garnished beautifully. 3.26 Most of the Time
42. I am interested on how food is cooked and prepared before buying it. 3.26 Most of the Time
43. I consider the hygiene and appearance of the crew or waiter. 3.47 Most of the Time
44. Buying a well-prepared meal is worth my money. 3.61 Always
45. Dining in at an American or Korean food establishment is better than at a 2.76 Most of the Time
Kapampangan or Filipino restaurant.
46. Dining in at a Kapampangan or Filipino food establishment is better than at an 3.01 Most of the Time
American or Korean restaurant.

TOTAL 19.37
MEAN: 3.23 Most of the Time

Respondents’ food preferences with regard socio –cultural influences like: regional, geographical factors

Table 2.10 presents the socio – cultural influences like: Regional, geographical factors and its effect on
respondents’ food preferences. The statement “Dining in a historical restaurant/food establishment suits my
personality” has the highest mean of 2.98 described as “most of the time”. While the statement “The traditional
foods of celebrities influence me” has the lowest mean of 2.67and described as “most of the time”. In general, socio
cultural influences have the general mean of 2.82 which is described as “most of the time”.This is in consonance
with the statement posed by Zuñiga, 2007 about the cultural factors that affecting what we prefer to eat or what we
prefer not to eat. Most of the time, what people unconsciously chose is largely based more on habit. In addition to
that, cultural factors such as societal beliefs, food availability, language, gender differences and place of residence
can determine a food preference.Thus, why people choose to eat or not to eat certain foods is related to social
constructs based on religious beliefs, status, ethnicity and gender.

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 13

Table 2.10 Socio – Cultural Influences like: Regional, Geographical Factors

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
J. SOCIO – CULTURAL INFLUENCES like: REGIONAL,
GEOGRAPHICAL FACTORS
47. I prefer food establishment that have ‘western’ touch more than the local 2.82 Most of the time
48. The traditional foods of celebrities influence me. 2.67 Most of the time
49. Dining in a historical restaurant/food establishment suits my personality. 2.98 Most of the time

TOTAL 8.47
MEAN: 2.82 Most of the time

Respondents’ food preferences with regard gender and monetary allowance of capability

Table 2. 11 shows the relationship of gender and monetary/allowance capability and food preferences of the
respondents. The statement “I buy foods based on daily allowance” has the highest mean of 3.39 described as“most
of the time”, while the statement “My choice and selection for consumption is influenced by gender” has the
lowest mean of 2.47 and described as “most of the time”.This means that the students often assess the value of their
money and the quality of food that they areconsuming based on their daily allowance.Wevay 1998, stated that there
are certain variations in terms of food preferences other than gender; age, weight and social influences also play a
role in choosing foods to eat. Generally, the gender and monetary/allowance capability of the respondents has a grand
mean of 2.95and described as most of the time.

Table 2.11 Gender and Monetary/Allowance Capability

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
K. Gender and Monetary/Allowance Capability
50. I buy foods based on daily allowance 3.39 Most of the Time
51. I prefer buying western foods (e.g Burger, Pasta, Korean meals etc.) because it 2.94 Most of the Time
suits my budget
52. I prefer buying local foods (e.g. TuronSaging, Kakanin, Pancit etc.) 3.06 Most of the Time
53. My nationality influences my choice of local over foreign food 3.00 Most of the Time
54. I prefer buying foods that are “IN” for teens than those enjoyed by my elders 2.83 Most of the Time
55. My Choice and selection for consumption is influenced by gender 2.47 Most of the time

TOTAL 17.69
MEAN: 2.95 Most of the time

Respondents’ food preferences with regard their cookery class and activities

Table 2.12 shows the significant relationship of respondents’ food preferences’ and the cookery and
activities. The statement “I feel proud in preparing an authentic Filipino food during cookery class” has the
highest mean of 3.26, described as “most of the time”, while the statement “Foreign cookbooks displayed inside

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 14

H.E room inspire me to prepare foreign dish during cookery practical activities” has the lowest mean of
2.81described as “most of the time”. ”.Ternier, 2010 explained that cooking competence is essential as it influence
self-reliability, nutritional knowledge, dietary behavior and quality as well as personal health. A study from Ambroz
et.al. 2014 illustrated that they used cooking education to influence children’s food-related preferences, attitudes and
behaviors. These programs varied in duration, evaluation methods and outcomes of interest. The most common
challenges identified by Chenhall 2010 pertinent to the development of successful interventions to enhance cooking
and food preparation skills would include time, individual/Familial food choice, and the diminished value placed on
“cooking from scratch’ or traditional cooking skills. She further elaborate some intervention programs that could
help students to improve cooking skills and also dish preference, these are: (1) provide opportunities for
experiential/hands-on learning to promote and build self-efficacy through skill development and encourage children
and youth to become involved in food preparation activities within the home environment. (2)Discuss content to
assist learners in intervening in broader physical and social environments to address barriers to improved food choice
and cooking practice and lastly (3) capitalize on interest in learning and demonstrate that healthy, cost-effective foods
and meals can be planned, prepared and served in limited time. In general, cookery class and activities influences
food preferences of the respondents are rated always which have a general mean of 3.12 and described as “most of
the time”.

Table 2. 12 Cookery Class and Activities

NUMERICAL DESCRIPTIVE
PARTICULAR
RATING RATING
L. Cookery Class and Activities
56. Filipino Cookbooks displayed inside the H.E Rooms inspire me to 2.83 Most of the time
prepare Filipino dish during cookery practical activities
57. Foreign Cookbooks displayed inside H.E Room inspire me to prepare 2.81 Most of the time
foreign dish during cookery practical activities
58. Online cooking demonstration on foreign foods helps me to alter some 3.2 Most of the Time
ingredients to be acceptable for a Filipino palate
59. Video tutorial or lesson on local foods during cookery class encourage 3.15 Most of the Time
me to prepare Filipino food instead of Foreign food
60. It is easy to cook Filipino food during cookery class 3.13 Most of the Time
61. It is easy to cook Foreign food during cookery class 3.22 Most of the Time
62. I feel proud in preparing an authentic Filipino food during cookery class 3.36 Most of the Time
63. I feel proud in preparing an authentic Foreign food during cookery class 3.3 Most of the Time

TOTAL 25
MEAN: 3.12 Most of the
Time

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 15

 CONCLUSION
Students opt to practice stewardship in terms of selecting food establishments to dine eat, selects and buy
foods based on sanitation, appearance and cleanliness of the establishments.
Students’ patriotism is evident for they value, chose and prefer more authentic Kapampangan and Filipino
food rather than those of western foods.
The respondents also value the varied dishes offered by the school canteen which is an implication that the
school offers healthful foods and meals which is in accordance with the initiatives of DepEd that schools in the
Philippines should abide with DO 12, s. 2017 or the Policy and Guidelines on Healthy Food and Beverage choices
in schools and in DepEd offices.
The cooking activities were somewhat aligned with the respondents interest and preferences though needed
intervening educational program in order for the students to value and practice appropriate planning and decision
making in terms of their food preference especially for cooking performance task.

RECOMMENDATION
The school should support the respondents in improving cooking-related skills in order to achieve holistic
learning, based from the results of this research the following classroom activities should be adopted as a new
approach in teaching dish planning – these are: Researching the origin and nature of the dish to be prepared or
cooked, estimation of costs, proper budgeting, marketing, liquidation of expenses and documentation of the activities.

The TLE teachers should also ensure their role as being partakers in bridging and instilling the right way of
choosing a more sustainable and healthier way of living among familians through varied seminar, workshop and
specialized training like NC II. These activities would aid the teachers to facilitate a more comprehensive method of
leading the students to prefer better and healthier food or dish based from predetermined standards.

The teacher-in-charge should continue to embark into the students the value of stewardship not only for
ensuring a clean, well-sanitized and choosing a valuable meal but also in every aspect of being a caretaker of God’s
creation, like being efficient with the consumption and use of food ingredients and/or products, waste segregation,
care for classroom resources etc.

Since the Holy Family Academy High school department has been a partaker in instilling and bridging into
the students the value of stewardship in terms of food sanitation, it is recommended that the school should strengthen
the CLAY GO program which is a practice of segregating food waste and eating utensils inside the school canteen
so that students could embrace that Benedictine value.

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 16

 APPENDICES

INTERVENTION
As a result of the action research, the TLE department will apply a new approach in choosing a food to

prepare during cookery performance tasks which will be in a form of a more detailed dish plan, this includes the

following contents: Dish Name, Origin or Brief History, A comparison of the original Raw ingredients and the

healthier substitute, presentation of the original nutrition facts and the improved healthier option, budgeting based

on allotted amount, marketing, procedures followed during the cooking activity, documentation and evaluation of

the product and process practiced inside the working area.

This approach aims to meet the objective of the classroom-based action research such as:

1) find out ways on how to bring back the taste buds of the students to appreciating and preparing local
food during cookery classes instead of the salt and fats laden western food

2) inculcate in them the value of promoting authentic Filipino food that could enhance the quality of
life and anything that helps to sustain livelihood

3) enhance their culinary skills by practicing the traditional Filipino method of cooking

4) advocate low-cost but health-value laden food stuff that are locally or are indigenously sourced

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 17

OUTPUT: DISH PLANNING
(Detailed project plan, brochure style)
Dish Name
Original Raw Materials/Ingredients
Original Nutrition Facts
Marketing
Budgeting:
Procedure (Includes the process done to make the recipe more healthy,
Filipino style of cooking adopted etc.)
Evaluation of the Finished output
 Cooking process
 Taste
 Presentation and Palatability
 Healthy content
Proper Documentation
Teacher’s Task
Include in the lesson the ff:
- Importance of knowing the
origin of a certain food
- Philippines as an
archipelago
- Healthier substitute of
ingredients (Organic vs.
Non Organic)
- Importance of Budgeting
- Essential marketing
techniques
Prepare a well-planned, detailed,
discussed rubric
Evaluation thru open – ended
questions
*Resource Community Speaker
that will share thoughts on how to
be a good cook, budgeter and wise
buyer
Student’s Role
Research for dish planning
Research and output making
(dish plan, brochure style – long
bond paper)
Do substitution of ingredients to
more healthier version
Do budgeting
Do marketing
Do cooking
Do proper documentation
Personal reflection
PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class
Origin:
Brief History:
Version in the 21st Century:
Healthier Substitute
Healthier Option
School’s Thrust
Provide additional resource
material (regional cook book,
Philippine-based healthy foods,
nutrition facts or list of
ingredients’ calorie and fat
content, etc)
Give the budget for the students
to do the marketing instead of
the teacher buying “usual”
ingredients for a particular dish.
Students will then do budgeting,
marketing and liquidation (*part
of clearance)
Waiver that will allow the
students to do marketing
Support for the community
resource speaker
| 18
Survey - Questionnaire
Holy Family Academy
High School Department

RESPONDENT
Name (Optional):
Age:
Gender:
Nationality:
Religion:
Daily or Weekly Allowance:

Instruction: Please check ( ) the items below based on your agreement to the statements:
4 – Always
3 – Most of the Time
2 – Not Often
1 - Never

A.1SCHOOL CANTEEN’S FOOD OFFERINGS 4 3 2 1

1. I go to the canteen for snack during recess and for lunch.
2. The canteen serves local (e.g Sinigang, Kare-Kare, Laing) and foreign (e.g Hamburger,
Pasta, Pancake) foods?
3. I buy and eat local type of foods in the canteen when available.
4. I buy and eat foreign type of foods in the canteen when available.

A. 2. LOCAL COMPARED TO FOREIGN FOOD

5. Local foods delectable.
6. Foreign foods delectable.
7. Local foods are healthy.
8. Foreign foods are healthy.
9. I take into consideration my health when choosing the type of food I will eat.

B. KAPAMPANGAN CUISINE 4 3 2 1
10. Kapampangan foods comparable to foreign foods in terms of delectability.
11. I long for Kapampangan foods.
12. I long for foreign foods.

C. FILIPINO FOOD ESTABLISHMENTS 4 3 2 1

13. I prefer eating on Filipino restaurants because of the authentic taste.
14. Patronizing Filipino food adds to being nationalistic.
15. Filipino food establishments increase my overall food consumption.
16. I chose classic and traditional foods served during fiesta and served on restaurants.
PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 19
17. I prefer Filipino restaurant because it serves food that are simple and delicious.
D.WESTERN/FOREIGN FOOD ESTABLISHMENTS 4 3 2 1
18. I prefer to go to foreign restaurants due to consistent quality of service/s.
19. A foreign food establishment provides better quality of food than the local.
20. I prefer to go to foreign restaurants due to their promotions and advertisements.
21. Foreign food establishments increase my overall food consumption.
22. I prefer foreign restaurant because the food offered is authentic and delicious.

E. PRICE OF THE FOOD and ECONOMIC STATUS 4 3 2 1

23. I consider the price when ordering food.
24. Eating foreign foods is a status symbol.
25. Choosing western food distances me from my own culture.
26. I buy the most expensive dish.
27. I compare the price of western foods from our local foods.

F.NUTRITIONAL VALUE (Calorie, Transfat, Carbohydrates, Fats etc) 4 3 2 1

28. I consider the calorie content, carbs, sodium etc. before buying a food.
29. I consider bringing nutritional foods in school.
30. The nutritional value of a product influences my purchase of food.

G.FOOD ESTABLISHEMENT’S SANITATION AND APPEARANCE 4 3 2 1

31. Restaurants cleanliness is important to me when I decide a place to eat.
32. A clean restaurant will increase my overall level of satisfaction.
33. I have high expectations of cleanliness for high budget restaurants.
34. Restaurant’s cleanliness affects my quality of satisfaction.
35. Restaurants cleanliness affects my food choices.

H.FOOD ESTABLISHMENTS LOCATION 4 3 2 1

36. It is more convenient to dine in on accessible areas near the city.
37. It is more convenient to dine in on remote but authentic areas in the Philippines.
38. I prefer to eat on restaurants that are found at the beautiful places of Philippine Island.
39. I prefer to eat on restaurants that are “foreign-themed”.
40. It is more relaxing to eat on the famous vacation island in the Philippines.

I.FOOD PRESENTATION, PREPARATION AND SERVING 4 3 2 1

41. I consider buying meals that are garnished beautifully.
42. I am interested on how food is cooked and prepared before buying it.
43. I consider the hygiene and appearance of the crew or waiter.
44. Buying well – prepared meal is worth my money.

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 20

45. Dining – in at American or Korean food establishment is better than at a Kapampangan
or Filipino restaurant.
46. Dining – in at a Kapampangan or Filipino food establishment is better than at an
American or Korean restaurant?

J.SOCIO – CULTURAL INFLUENCES like: REGIONAL, GEOGRAPHICAL FACTORS 4 3 2 1

47. I prefer food establishments that have ‘western’ touch more than the local.
48. The traditional foods of celebrities influence me.
49. Dining in a historical restaurant/food establishment suits my personality.

K.GENDER AND MONETARY/ALLOWANCE CAPABILITY 4 3 2 1

50. I buy foods based on daily allowance.
51. I prefer buying western foods (e.g. Burger, Pasta, Korean meals etc.) because it suits
my budget.
52. I prefer buying local foods (e.g. Turon Saging, Kakanin, Pancit etc.) because it suits my
budget.
53. My nationality influences my choice of local over foreign food.
54. I prefer foods that are “IN” for teens than those enjoyed by my elders.
55. My choice and selection of food for consumption is influenced by gender.

L. COOKERY CLASS/ACTIVITIES
56. Filipino Cookbooks displayed inside the H.E room inspire me to prepare Filipino dish
during cookery practical activities.
57. Foreign Cookbooks displayed inside H.E Room inspire me to prepare Foreign dish
during cookery practical activities.
58. Online cooking demonstration on foreign food helps me to alter some ingredients to be
acceptable for a Filipino palate.
59. Video tutorial or lesson on local foods during cookery class encourages me to prepare
Filipino food instead of Foreign food.
60. It is easy to cook Filipino food during cookery class.
61. It is easy to cook Foreign food during cookery class.
62. I feel proud in preparing an authentic Filipino food during cookery class.
63. I feel proud in preparing an authentic Foreign food during cookery class.

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 21

 REFERENCES
Thesis Published Online
LOCAL

Abinal, Eunice 2015: “THE LEVEL OF SATISFACTION OF DWCL BSN AND HM STUDENTS TO THE
DIVINE WORD COLLEGE OF LEGAZPI CANTEEN” Divine Word College of LEgazpi, College of
Nursing, Legazpi City April 2015. Retrieved from: https://www.scribd.com/document/257409245/Chapter-1-to-3-thesis-
The-Level-of-Satisfaction-of-DWCL-BSN-and-HM-Students-to-the-Divine-Word-College-of-Legazpi-Canteen

Burgos, JV L. et.al 2014:“SNACK CHOICES AND NUTRITIONAL AWARENESS OF STUDENTS IN

ILIGAN CITY NATIONAL HIGH SCHOOL” Mindanao State University – IliganInstituted of
Technology March 2014. Retrieved from:
https://worldconferences.net/proceedings/gse2014/toc/papers_gse2014/G%20096%20-
%20RHEA%20FEBRO_SNACK%20CHOICES%20AND%20NUTRIONAL%20AWARENESS%20OF%20STUDENTS%20IN%20ILIG
AN%20CITY%20NATIONAL%20HIGH%20SPROFT_read.pdf

Magbuhat, R.M et.al 2011: “FOOD PREFERENCES AND DIETARY INTAKES OF FILIPINO
ADOLESCENTS IN METRO MANILA, THE PHILIPPINES” Department of Food Science and
Nutrition, College of Home Economics, University of the Philippines, Diliman January 2011. Retrieved

from: https://www.ncbi.nlm.nih.gov/pubmed/22135863

Moreno, R.B 2015: “PRACTICES OF SELECTED FOOD SERVICE ESTABLISHMENTS IN ILOILO

CITY, PHILIPPINES” West Visayas State University – Calinog Campus, Calinog, Iloilo,Philippines
January 15, 2011. Retrieved from: http://www.apjmr.com/wp-content/uploads/2015/02/APJMR-2015-3-169-Practices-of-

Selected-Foodservice-Establishments.pdf

FOREIGN

Pinchot, Ariel 2014: The Economics of Local Food Systems: “A LITERATURE REVIEW OF THE
PRODUCTION, DISTRIBUTION, AND CONSUMPTION OF LOCAL FOOD” College of Food,
Agriculture, & Natural Resource Sciences September 2014. Retrieved from:
https://www.extension.umn.edu/community/research/reports/docs/2014-Economics-of-Local-Food-Systems.pdf

Ambroz, T. et. Al 2014: “THE IMPACT OF COOKING CLASSES ON FOOD –RELATED

PREFERENCES, ATTITUDES AND BEHAVIORS OF SCHOOL-AGED CHILDREN: A
SYSTEMATIC REVIEW OF THE EVIDENCE, 2003 -2014” November 6, 2014. Retrieved
from: https://www.ncbi.nlm.nih.gov/pubmed/25376015
PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 22
Chenhall, Cathy M.H. Sc. P.Dt. 2010: “IMPROVING COOKING AND FOOD PREPARATION SKILLS: A
SYNTHESIS OF THE EVIDENCE TO INFORM PROGRAM AND POLICY DEVELOPMENT”
Public Health Agency of Canada. Retrieved from: https://www.canada.ca/en/health-canada/services/food-

nutrition/healthy-eating/children/improving-cooking-food-preparation-skills-synthesis-evidence-inform-program-policy-development-
government-canada-2010.html?wbdisable=true

Weaver, M.R. B.S 1998: “FOOD PREFERENCES OF MEN AND WOMEN DETERMINED BY
QUESTIONNAIRE AND FEEDING” Graduate Faculty of Texas Tech University. 1998. Retrieved from:

https://ttu-ir.tdl.org/ttu-ir/bitstream/handle/2346/11632/31295013055495.pdf?.

Zuniga, S.M. 2007: “CULTURAL FACTORS AFFECTING FOOD PREFERENCE: THE CASE OF TARWI
IN THREE QUECHA SPEAKING AREAS OF PERU” Graduate School of Vanderbilt University,
May 2007. Retrieved from: http://etd.library.vanderbilt.edu/available/etd-03292007-093659/unrestricted/Thesis.1.pdf

ONLINE JOURNALS

PAPER MASTERS, AMERICAN WRITING CO., E WORLD PUBLISHING, INC.

UShttps://www.papermasters.com/conclusions_recommendations.html

WORLD HEALTH ORGANIZATION. FOOD SAFETY, fact sheet Reviewed October 2017
http://www.who.int/mediacentre/factsheets/fs399/en/

Retrieved from:

https://www.leafwmc.com/wp-content/uploads/2015/05/Meal-Planning-Food-Preferences-Form-2016-05-
15.pdf REFQ2

http://annarbornutrition.com/attachments/foodpreferencequestionnaire.pdf REFQ3

http://www.proriver.com/food_preferences.pdf
http://scholarworks.uark.edu/cgi/viewcontent.cgi?article=3240&context=etd

---- That In All Things, God Maybe Glorified! ----

PROFILING FOOD PREFERENCES OF GRADEs 9 AND 10 COOKERY class | 23