Lack of Equipments Inside the FBS room of san Andres school of Masinloc

Abstract
Technical Vocational and Livelihood – home economics heavily rely on the use of FBS equipment
available in schools, this research paper tackles on the lack of instruments in San Andres of Masinloc.
Finding solutions on this issue during a COVID pandemic where face to face classes is not administered
and budgeting is problematic can get challenging which is what this research seeks to find a solution to.

Keywords: Lack, Equipments in FBS room

Introduction
Lack of equipments inside the FBS room in San Andres School of Masinloc considered the field
or study a lack of equipment defined was incomplete properly as the main topic of the study lack of food
and beverage equipments.

In the past, such as kitchen tools have been completely of metal, wood, or plastic. However,
over the years much has changed from the uses and how to use it with the passage of time the release
of new equipment tools for food and beverage that is more upgraded and easy to use.

Lack of equipment inside the FBS room of SASMA, incomplete equipments for the student can
interfere with our learning. This could be a reason why other things they should know, they don’t know
yet. But if the equipments is complete the student learn more about what he or she should know
completely.

The researchers seek to find the situation of this study for the purpose of solving the issue about
lacking of equipments. And they believe that this research will contribute to the students, school,
teachers, and administration. There are ideas about the topic that need to solve and to be cleared and
oriented in problems of equipments of those of the students.

Background of the Study

San Andres School of Masinloc, Inc. (SASMA) is located at St. Olondriz South Poblacion Masinloc
Zambles. The Vision and Mission of SASMA are

VISION
San Andres school of masinloc envision a christ centered dynamic and effective community that adheres
to catholic philosopy and education and national development goals.
MISSION
We commit our selves to do the following

To promote the continuing growth of the spiritual professional and personal life among members of our
schools academic community

To ensure our schools of development of self directed and responsible catholic students who are
academically and vocationaly equipped and ready to serve other

To promote circular programs that respond to poverty alleviation justice and peace environmental
stewardship and responsible citizenship

To achieve quality and excellent education deliver responsive and relevant educational services promote
access of education and equity of educational opportunities among different types of students

To achieve efficient and effective school governance practices

To ascertain the institutionalization of religion as the core of curriculum in our school and

To promote a culture of communion among the members of the academic community in our school.

GOALS

1.To ensure that the CESOi Vision, Mission & Goal serve as norm for out school's operation such that
academic policies and programs have to operate in the context of the said Vision , Mission and Goal.

2.To enchance religion as the core of the curriculum geared towards a holistic Christian formation.

3.To coordinate the provision of curricular programs that meet the demands of CESON Vision-Mission of
christian formation, academic excellence and relevance to do national development goal.
4.To ensure that our school provides and promotes holistic approach for student affairs and services and
promoted access to quality, relevant, effecient and effective student services programs.

5. To nurture and develop a Christ-centered research culture in our school and provide an avenue for
the development of social relationship that has a liberating effect on the amelioration of life of the
immediate community partners.

6.To provide oppurtunities for profssional, spiritual and personal growth and development of our
school's personnel.

7.To establish an effective financial management system in our school to support and facilitate the
realization of the School's vision, mission and goals.

8.To ensure that our school is managed effeciently and effevtivety.

9.To ensure that our school makes effective use of information and communications technology and
learning resources to support student learning and management of academic affairs.

Therefore, SASMA has FBS room that provides fbs equipments.

However, there are some euipments that are missing. Those are beverages like red wine, white wine
and other beverages and other utensils.

Review of Related Literature

In this chapter, you will see the different relater literature and related studies which relevant to the
research subject.

FBS equipments include furniture, writing, crockery, glassware beverage and other utensils that used in
studying food and beverage service.

A core prescription from the knowledge management movement is that the successful management of
organizational knowledge will prevent firms from reinventing the wheel in particular through the
transfer of “best practices”. Our findings challenge this logic. They suggest instead that knowledge is
emergent and enacted in practice, and that normally those involved in a given practice have only a
partial understanding of the overall practice. Generating knowledge about current practice in therefore
a precursor to changing that practice. In this sense, knowledge transfer does not occur independently of
or in sequence to knowledge generation, but instead the process of knowledge generation and its
transfer are inexorably intertwined. Thus, rather than transferring “product” knowledge about the new
“best practice”. Our analysis suggests that it is more useful to transfer “process” knowledge about
effective ways to generate the knowledge of existing practice, which is the essential starting point for
attempts to change that practice.

According to Anthony Wesley study examined use of cooking utensils among Australians and the
influence of respondents’ socio-economic characteristics on utensil usage. A total of 1,027 Australians
completed an online survey and reported frequencies of 23 utensils used and details of their
demographics, cooking experiences, and household types. Latent class analysis suggested two types of
usage patterns; high and moderate use. Ethnic background, cooking evening meals from scratch, and the
number of people in the household associated with high utensil use. The lack of strong relationship
between utensils usage and socio-economics and demographic characteristics suggests the unique
nature of cooking practices.

The equipment forms an inevitable part of food and beverage service. It plays an important role to build
the guest, to complement the outlet thee, and to elevate guest experience. Right from the largest
commodities used for food preparation and interior decoration such as chandeliers or ovens to the
smallest piece of cutlery, furniture, or linen participate on creating overall ambiance of the outlet.

Amanda Hesser describes how tools form a sort of continuity in the ever transient domain of material
objects we transact in the kitchen. Cooking tools, as the durable objects that we take with us from place
to place, or hand down in a family (usually maternal) line, come to be storehouses of memories which
help tell stories of people's lives. Annette Weiner speaks of 'inalienable possessions', objects that,
because of their association with social memory and identity, are removed from the normal circuits of
commodity or gift exchange. While these objects are publicly valued in the Melanesian societies where
she worked, in Western capitalist modernity such objects are often discarded in the name of progress.
Nadia Seremetakis, speaking of this loss of memory as a condition of modernity, suggests that such
objects are consigned to the rare' decommodified attic', which 'trip up the closures of public memory,
official history, and the idea of progress'. Memory objects exist as testaments to previous social
formations and sensory regimes, which can 'trigger desires' in their owners. (Sutton, D., &Hernandez,
M., 2009)

Research Framework

Conducting a survey
using the “google
the equipment must forms” furthermore The equipments are
be complete Microsoft Excel helpful to the learning
Software that can help of the students.
to transcribe the
statistics that we get
 Statement of the Problem
This study aimed to determine the lack of Equipments inside the FBS room at San Andres School of
Masinloc

Specifically, the study aimed to answer the following:

1.) What is the demographic profile of the respondents in terms of:

a.) Grade level/ STRAND
b.) Age
c.) Gender
2.) What could be the effect of incomplete equipment within the FBS room
a.) Students can’t work properly
b.) Their learning skills will not be enough
c.) Lack of knowledge
3.) What are the advantages of having a complete equipments in FBS room
a.) Improve student’s skills
b.) Can masterpiece their work
c.) Students can get exactly what they need
4.) The equipments that FBS room lacks
a.) wine
b.) utensils
c.) table napkins

Significance of the Study

This study provides the information regarding the lacks of equipment in San Andres School of Masinloc.
This study will evaluate the needs of the equipments in FBS room.
 Chapter II: Methodology
This dissertation research methodology is discussed in this chapter. In this section, the

author goes through the research design, research location, study respondents, data collection

methods, and data selection in greater detail, the research process, the type of data analysis,

the validation of the instrument used, the statistical treatment of data and the research

instrument in measuring data.

Research Design
Quantitative research designwas used in order to determine the Lack of Equipment in FBS room at San
Andres School of Masinloc which distributed in 2 sections of grade 11 and grade 12, were tasked to
answer the study questionnaire.

Population and Local of Study

The study was conducted in San Andres School of Masinloc. A total of 17 questionnaires were
distributed to randomly picked 17 respondents, who were tasked to answer the study questionnaires.

Data Collection Instrument

The instrument that the researchers used was survey questionnaire. The purpose of the questionnaire is
to determine the profile of the respondents at the same time their answer about the topic.

Data Collection Procedure

The researchers asked the permission and approval of the school principal for the minister the
questionnaire asked some help from other teacher ( who computed their weighted mean) for students
have 100% retrieval rate.

This chapter provides the presentation of Statistical Data relative to the problems according to our
Statement of the Problem. The corresponding analysis and interpretation of data are incorporated in
this portion of the study.

Table 1: the Profile of the Respondents

Table 1.1:
Grade/ Section/ Strand Respondents Percentage
11 TvL (HE) 7 41.2%
12 TvL (HE) 10 58.8%
Total:17 100%
The table 1.1
Shows that the 11 TVL HE the lowest respondents has 7 or 41.2%
12 TVL HE has the highest respondents 10 or 58.8%

Table 1.2
Age Respondents Percentage
16 6 35.3%
17 3 17.6%
18 7 41.2%
19 1 5.9%
Total: 17 100%
In the table 1.2 has the lowest respondents of age is 19 years old in every grade students of SASMA has
1 or 5.9% respondents. Age of 16 years old has 6 respondents or 35.3%. Age 17 years old has 3
respondents or 17.6%. The highest respondents of age 18 years old has 7 respondents or 41.2%.

Table 1.3
Gender Respondents Percentage
Male 6 35.3%
Female 11 64.7%
Total Mean 17 100%
In the table 1.3 shows that the lowest respondents is male that has 6or 35.3% respondents of Grade 11
and 12 TVL HE. Female has the highest respondents of students in Grade 11 and 12 TVL HE has 11
respondents or 64.7%.
Table 2
Statements Remarks
Students can work properly 4.6 Agree
Their learning skills will not be 4.1 Agree
enough
Lack of Knowledge 3.9 Neutral
Total Mean 4.2 Agree
In the table of 2 has the lowest respondents is lack of knowledge
Table 3
Statements Remarks
Improve Students skills 5 Strongly Agree
Can masterpiece their work 4.9 Strongly Agree
Students can get exactly what 4.8 Strongly Agree
they need
Total Mean 4.9 Agree
In the table 3 shows that the lowest respondents is “students can get exactly what they need”.

Table 4
Statements Remarks
Wine 4.82 Strongly agree
Utensils 4.64 Strongly agree
Table Napkins 4.88 Strongly agree
Total Mean 4.8 Agree
Table 4 shows that the lowest respondents has 4.64 that is lack of utensils in FBS room.

Summary of Findings
This chapter presents the summary and conclusion derived in the conduct of the study which is the lack
of equipment inside the FBS room in SASMA. It also provides recommendations that can be pursue. The
study was conducted at google forms. The respondents were the grade 11 and grade 12 TVL HE.

Conclusions
The findings of the study summarized according to the statement of the problem , the following
conclusion is:
This research concluded that the main cause of lack of equipment inside the Fbs room of San Andres
School of masinloc. The most reason is that sasma is lack of equipments like wines, table napkins and
some utensils.
The result will affect the students in learning. The equipment is not enough to complete their knowledge
it’ll be a problem soon when they need it. Therefore knowledge of proper care will evaluate the good
performance of the students, and improve their understanding for f&b equipments.

Recommendations
The researcher recommends the need to provide or build the equipment in the FBS room, especially
the equipment needed for table set up to avoid mistakes being placed on the table and to avoid
confusion when assessing FBS.

Acknowledgement
First of all I would like to thank God for his shower of blessings, throughout the days that we’ve work
hard for our research paper.

I would like to express my special thanks to our principal and our teacher Mr. Angelo Acupan, and

Mr. Rolly Abelon who gave us opportunity to this project on the topic of lack of equipments inside FBS
room of San Andres, which also helped us in doing a lot of research and we came to know about so
many new things and I am grateful with that.
We would also want to thank our parents and friend who helped us a lot in finalizing this research within
the limited time frame. Our completion of this research could have not accomplished without the
support of my group mates, classmates and family.

I would also like to thank my group mates, Karen T. Cabacungan, Janine G. Del Rosario, Desserie D.
Casallas, Princess M. Felix, Sheila Nacin, Kimberly Elamparo, Arlyn Forones, John Carlo Penaranda and
Mary Anthonette Matterig for the sleepless night we were working to finish this project and also for the
fun we have.

References:
1. Jaymar D. Arago (January 17, 2021) https://youtube.com/watch?v=viaACJTvuYI&feature=share

2. Kate Scarlett Mangune (2014) “The level of perception of the ND/HRM students in the University of
the Immaculate Conception in borrowing and returning procedure of kitchen laboratory materials”

https://www.academia.edu/8635636/The_level_of_perception_of_the_ND_HRM_students_in_the_Uni
versity_of_the_Immaculate_Conception_in_borrowing_and_returning_procedure_of_kitchen_laborator
y_materials