Chapter I

THE PROBLEM AND ITS SCOPE

Introduction

In the field of Bread and Pastry Production, the grade 12 students are obliged to prepare
themselves in taking the National Assessment in NC II. Knowing the causes of failure on why some
cannot pass the assessment will enable the researchers to understand and identify its main problems
and as it will improves the capacity of its students to fully aware on how to deal with such assessment
and increasing its capability to pass.

This study examines the Level of Preparedness of Grade 12 Bread and Pastry Production
Students in Taking the National Assessment. It will also determine the level of preparedness among
the Grade 12, Bread and Pastry Production.

Background of the Study

Bread and Pastry Production NC II (also known as Baking and Pastry NC II) is a Technical
Vocational program that develops the skills of students in preparing and producing bakery/pastry
products cakes and desserts.

Students of the Bread and Pastry Production NC II program are trained using modern baking
techniques, equipment’s, tools and utensils and other baking appliances. Students are also taught
about different presentation methods, sanitation, and safety.

Bread and Pastry Production NC II program is regulated by TESDA (the regulating for vocational
courses), and offered by TESDA accredited training institutes.

Statement of the Problem

1. What are the demographic profile of the respondents from grade 12 BPP students of Iligan City
National High School in terms of:
a. Age
b. Gender
c. Section
2. How to determine that the G-12 BPP students prepared in taking the national assessment?
3. Do you think the G-12 BPP students enough in taking the national assessment?
4. Why do we need to be fully prepared before taking the national assessment?
Significance of the Study
 Chapter I
This study has the purpose to determine the level of preparedness of Grade 12 Bread and
Pastry Production Students in taking the national assessment. This study would be beneficial to the
following:

Students. This study will help them to give information in terms of getting the national
assessment.

Parents. This study will help to determine them if their son/daughter can take the national
assessment.

Future Researchers. This study will help the future researcher to have basis for their research
and to make their research much easier.

Scope and Limitations

This research is all about the preparedness of taking the national assessment on how they
prepared. For the test in Grade 12 bread and pastry production students in Iligan City National High
School of Academic Year 2017-2018. The survey was conduct at Iligan City National High School
Gen. Wood Street, Mahayahay Iligan City.

Conceptual Framework

Independent Variable Dependent Variable

Method

Perception

Of the

Learners Result

Output

Figure 1.1 Schematic Diagram of the Study

 Chapter I
The main purpose of the study is to be able to see the level of preparedness of the grade 12
bread and pastry production students prior to taking the national assessment exam and be able to do
an evaluation and analysis of the possible factors that may affect the readiness of the students, in the
same manner it will enhance the program thru the various studies conducted, by implementing
appropriate programs to support and improved bread and pastry production curriculum.

Theoretical Framework

This study will be based on the theory of Kirkpatrick’s four level model.

In Kirkpatrick's four-level model, each successive evaluation level is linked with information
provided by the lower level. Assessment begins with level one, and then moves through
levels two, three, and four. Information from each prior level serves as a base for analyzing
the next level's information. Thus, each successive level represents a more precise measure
and at the same time requiring a more rigorous and time-consuming analysis.

Level 1 Reactions

Just as the word implies, evaluation at this level measures how participants react to the program. Are
they satisfied? What are their perceptions? Was the material relevant to their work? This type of
evaluation is often called a “smilesheet.” According to Kirkpatrick, every program should at least be
evaluated at this level to provide for program improvement. In addition, the participants' reactions have
important consequences for learning, or change (level two). Although a positive reaction does not
guarantee learning, a negative reaction almost certainly reduces its possibility.

Level 2 Learning

Assessing at this level moves the evaluation beyond learner satisfaction and attempts to assess
the extent students have advanced in skills, knowledge, or attitude. How have they changed?
Measurement at this level is more difficult and laborious than level one. Methods range from formal to
informal testing to team assessment and self-assessment.

Level 3 Transfer
 Chapter I
This level measures the transfer that has occurred in the learners' behavior. How are they
different? Evaluating at this level attempts to answer the question - Are the newly acquired skills,
knowledge, or attitude being used in the everyday environment of the learner? For many this level
represents the truest assessment of a program's effectiveness. However, measuring at this level is
difficult because when the change in behavior will occur varies.

Level 4 Results

Level four evaluation attempts to assess training in terms of change in the organization served. How
has the organization changed? This level measures the success of the program in terms of overall
mission of an organization served by the learner. This is the overall reason for the program, yet level
four results are not typically addressed because they are difficult to measure, and hard to link directly
with learning.