A Correlational Study on Embedded Cooking Skills to the Academic Performance on

Cookery Program of TVL Students

A SENIOR HIGH SCHOOL RESEARCH PAPER

PRESENTED TO THE

FACULTY OF SENIOR HIGH SCHOOL

OF

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR THE SUBJECT PRACTICAL RESEARCH

SUBMITTED BY:

YOUR NAME HERE

JUNE 4 2022
 CHAPTER I

Introduction

The academic research entitled “A Correlational Study on Embedded Cooking

Skills to the Academic Performance on Cookery Program of TVL Students of Parañaque

National High School –Baclaran S.Y. 2018-2019” focuses on the relationship between

two variables. Namely, the embedded cooking skills and the other variable is the

academic performance. The study aims to find out if the said variables relate or affect

each other.
 Embedded cooking skills are the built-in skills in cooking even before the TVL

students take up the cookery program. It refers to the characteristic of a student to be

knowledgeable in cooking even before they are taught.

According to Edukasyon.ph, K-12 Education curriculum is the addition of two

years in high school in order to make the Philippines globally competitive. Parañaque

National High School- Baclaran has established their Senior High School Program last

2015. It offers the Accountancy, Business and Management strand and the Technical-

Vocational Livelihood track.

As part of the TVL track, the cookery program is offered and is one of the

specializations. The program requires cooking skills. Cooking is a valuable life skill which

is often linked with improved diet quality, such as improving the uptake of fruit and

vegetables and an increased recognition of healthier foods (Lang, 2001). Cooking

literacy programs can improve the skills and confidence (Gorton,2016). The most

effective time to develop new skills is from childhood to adolescent (Janacsek et. al,

2012). Cooking skills include the capability to cook viand or baked products and being

able to recognize and use the different kitchen tools and equipment.

Conceptual Framework
 The researchers would like to find out who are the grade twelve TVL students of

Parañaque National High School-Baclaran S.Y. 2018-2019 that has an embedded cooking skills.

The researchers also would like to know their academic performance in order to correlate and

determine how the embedded skills affect their academic performance. Also, if there is a factor

which is the teacher efficacy that mediates or act upon the relationship of the said variables.

Statement of the problem

The study determines the relationship of the embedded cooking skills to the

academic performance on cookery program of TVL students of Parañaque National High

School –Baclaran S.Y. 2018-2019.

Specifically, it sought to answer the following questions.

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

a. Age

b. Grades in cookery

2. What is the percentage of students that has embedded cooking skills?

3. What is the relationship between of the embedded cooking skills to the academic

performance on cookery program?

4. Is teaching efficacy mediates between embedded cooking skills and academic

performance?

Hypotheses
H1 : There is a significant relationship between embedded cooking skills to the academic

performance.

H2 : Teacher factor mediates between the relationship of embedded cooking skills to the

academic performance.

Purpose of the study

The intent of the study is to determine the relationship of the embedded cooking

skills to the academic performance on cookery program of TVL students of Parañaque

National High School –Baclaran S.Y. 2018-2019. Also, the study aims to know if the

teacher factor mediates between the two variables because teacher’s efficacy pertains

to the teacher’s confidence in their ability to promote students’ learning (Hoy, 2000).

Theoretical Perspective

This study focused on the concept of embedded skills in cookery program from

the perspective of Integrating knowledge, skills and attitudes: Conceptualizing learning

processes towards vocational competence. Specifically, the concept of skills and

vocational competence provided the theoretical framework of the study.

Skills are intertwined with knowledge and are defined as the ability to do a

certain task either by means of manipulation or construction (psychomotor domain).

Vocational competency is measured by the level of such knowledge, skills and attitudes

as they are applied together to perform a professional task in the field of broad industry

(Baartman and de Brujin, 2011).

Significance of the study

 Participants. The senior high school students will be aware of the relationship of

embedded cooking skills to the academic performance on the cookery program

of TVL students of Parañaque National High School –Baclaran S.Y. 2018-2019

 Next researchers. The next researchers could use the present study to become a

source of information about the relationship of embedded cooking skills to the

academic performance on the cookery program or any topics related to this

study.

Scope and Limitation

The study will be conducted in Parañaque National High School- Baclaran. The

population considered will be limited to grade twelve students only. The study refers to

the correlational study on embedded cooking skills to the academic performance on

cookery program of TVL students. The condition of the respondents will be described by

their demographic profile.

 In able to gather the data, the researchers will conduct a survey using

questionnaires to get the demographic profile and how the embedded cooking skills

relate to the academic performance on cookery program.

Definition of terms

Embedded cooking skills. Refers to the built-in ability to cook.

TVL. Abbreviation for Technical-Vocational Livelihood education or track.

Chapter 2
Review of Related Literature and Studies

Foreign

According to Lavelle et. al, age has an impact on the acquisition of skills in

different areas. Janacsek et. al, 2012 showed that the most effective time for learning

new skills is from childhood until early adolescence. This principle has a positive effect in
different areas such as education where early acquisition of learning-related skills is

proven to be essential to the academic performance. According to Gorton (2016),

“Childhood and adolescence is a key developmental stage where habits are being

formed and skills learnt that set children up for a positive future. The role of parents,

school and society is to help our children develop the basic life skills they need to deal

positively with the demands of everyday life. Being able to prepare and cook a healthy

dinner meal (cooking literacy) is one such essential skill.”

Figure 1. The Top Chef Skills according to Alison Doyle

Creativity
Attention to Detail
Working
Cooking inis athe food industry
science, so a chefrequires creativity.
needs to Chefs
be precise. must
Every be openand
ingredient to incorporating
measurementnewmust
food items into menus and improving older recipes. Creativity and imagination will
be exact. Chefs need to be precise in others ways as well: whether ordering food products keep
customers
or figuring coming back
out what timetoto
a restaurant
cook certain items, a chef needs to have an eye for detail.
Culinary
BusinessExpertise
Sense
The most important
A good chef is also ahard
goodskill chefs need He
businessman. is an
orability to cook,
she should as well
always as knowledge
be thinking aboutof theto
how
kitchen. This broad
make delicious foodskill
whileincludes a variety
also being of smaller skills, including knife skills and tasting
cost-effective.
skills. Chefs need to be able to cook precisely and efficiently. They also need to be skilled at
recognizing
Cleanliness flavors and judging the balance of seasonings.
Chefs need to know how to keep the kitchen sanitary. This is very important in a restaurant,
Fast-Paced Decision
where unsanitary Making can affect the quality of the food, and can even force a
conditions
Arestaurant
chef should
to be able
shut to make decisions quickly and efficiently. The kitchen is a fast-paced
down.
environment, and a chef has to make numerous decisions at once.

Motivational
A good chef will motivate those working in the kitchen. He or she should be able to keep
everyone working at a fast, efficient pace.

Multitasking
In the kitchen, a chef is always working on multiple tasks at once. He or she might need to
address staff issues while also working on several elements of a meal. A chef must be able to
complete all of these tasks at the same time, and efficiently.
Organization
Chefs must be very organized in the kitchen. Often, they have to work on a variety of tasks at
once and must do so while keeping the kitchen organized. They must create order and
structure in the kitchen so that the environment is not chaotic.
Local

According to Peralta, cooking knowledge and skills can be obtained by many

possible sources but cooking competency is obtained by the means of practice.

According to Achon et. al., community interventions has a positive impact to the

improvement of a participant’s cooking skills whereas the cooking skills is defined as

“the mechanistic and physical skills that are applied during food preparation

(Short,2006)”. One’s behavior does not change although knowledge is valuable.

According to Ejercito, teachers have essential roles in the process of teaching

and learning. The person that plays the role of an educator impacted a learner

significantly by totally developing a learner.

 Chapter 3
Methodology

Research Design
To achieve the purpose of the present research, the researcher used the
descriptive type of research. Best and Khan (1998) stated that a descriptive study
describes and interprets what is. It is concerned with conditions or relationships that
exist, opinions that are held, process that are going on, effects that are evident, or
trends that are developing. It is primarily concerned with the present, although it often
considers past events and influences as they relate to current conditions.

The descriptive method will be used to gather data that shows information
regarding the correlational study on embedded cooking skills to the academic
performance on cookery program of TVL students of Parañaque National High School –
Baclaran S.Y. 2018-2019.

The Sample
The respondents of the study were the grade 12 TVL students of Parañaque
National High School-Baclaran S.Y. 2018-2019. The population of the grade 12 TVL
students was composed of 3 sections with different number of students. The number of
respondents is determined through applying the Slovin formula and the Frequency and
Percentage Distribution.
N
Slovin Formula: n=
1+ N e 2
Where:
n is the sample size
N is the population size
e is the margin of error
1 is the constant value

N= 92
e= 6%
n= 69
f
Frequency and Percentage Distribution: P= x 100
N
Where:
P= percentage
f= number of respondents answers
N= Total number of respondents

f= 69
N= 92
P= 75%

75% of the students each section has the same chance to be included as a
respondent as shown in table 1.

Table 1. Parañaque National High School-Baclaran S.Y. 2018-2019 Grade 12 Population

Parañaque National High School-Baclaran
S.Y. 2018-2019 Grade 12 TVL students
75%
SECTIONS NUMBER OF STUDENTS (No. of students x .75)
TVL-B 33 25
TVL-C 27 20
TVL-D 32 24
TOTAL 92 69

The Instrument(s)
The researchers will use self administered, closed type of interview
questionnaire as the data gathering device. The finalization and distribution of the
interview questionnaires were made by the approval of the research adviser.
 Chapter 4

Findings, Interpretation and Discussion

 This chapter describes the analysis of data and the research findings are

discussed. The data were analyzed to identify the relationship between cooking skills

and academic performance of the TVL students of Parañaque National High School-

Baclaran S.Y. 2018-2019. The data were obtained from self administered questionnaires,

completed by 69 TVL students (n=69) out of the population which is 92 (N=92).

Discussion of findings

Graph 1. Age range of the Grade 12 TVL students of Parañaque National High School-

Baclaran S.Y. 2018-2019.

AGE
20- Above 17-20 16-Below

6%

94%

Interpretation:
 In terms of age, the grade 12 TVL students of Parañaque National High School-

Baclaran S.Y. 2018-2019 has a large number of 17-20 years old. As shown in the graph,

there is no student (0%) that has an age range of 16 and below. In contrary, ages from

17-20 has a large number; the graph shows that 94% of the grade 12 TVL students are

ranging from 17 up to 20 years of age. 6% of the students were 20 years old and above.

Graph 2. Percentage of the Grades in cookery of the Grade 12 TVL students of

Parañaque National High School-Baclaran S.Y. 2018-2019.

Grades in Cookery
95-Above
3%

75-80
13% 91-94
15%

81-85
25%

86-90
45%

Interpretation:

TVL students of Parañaque National High School-Baclaran S.Y. 2018-2019 has

different average grades in the cookery program. As shown in the graph, there is no

student that has an average of 74 and below. 13% of the TVL students have the average

grade of 75-80. Average grade ranging 81-85 is obtained by 25% of the TVL students.
Having the largest number, 44% of students have an average ranging from 86-90. 15% of

the TVL students have an average of 91-94 in the cookery program. Having the least

number, a percentage of 3% has an average of 95 and above in the cookery program.

Graph 3. Percentage of the Grade 12 TVL students with embedded cooking skills

Percentage of students with embedded cook-

ing skills
With embedded cooking skills Teacher-based learning

51% 49%

Interpretation:

The graph is divided into two parts, the “teacher-based learning” and the “with

embedded cooking skills”. Out of the sample, there are 51% of TVL students that

developed skills from teacher-based learning. 49% of the TVL students have embedded

cooking skills. The number of the two factors of the development of skills is almost the

same.

Graph 4. The Grades in cookery of the Grade 12 TVL students in teacher-based

learning
 Grades of students in teacher-based learning

75-80 91-94
12% 9%

81-85
23%

86-90
56%

Interpretation:

TVL students that developed cooking skills in teacher-based learning have

different average grade in cookery program. There were no students that got a 74 and

below average. Having 12% of the graph, students garner 75-80. 23% of the TVL

students have an average ranging from 81-85 being the second largest percentage. 56%

of the TVL students have an average ranging from 86-90 being the largest number in the

teacher-based learning. 9% of the students have the average grade of 91 up to 94 in the

cookery program. No students garner average ranging 95 and above.

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

skills
 Grades of Students with embedded cooking skills
95- Above
6%

75-80
15%

91-94
18%

81-85
30%

86- 90
32%

Interpretation:

TVL students with embedded cooking skills have different average the same

with the teacher-based learning. There are no students that have an average of 74 and

below. 15% of the sample garners an average of 75-80. 30% of the students have an

average of 81-85. Being the largest percentage, 86-90 in average is gained by 31% of the

sample. 18% of the TVL students have an average of 91-94. Unlike the teacher-based

learning, 6% of the TVL students garner an average of 95 and above in the cookery

program.
Discussion:

The embedded cooking skills have a significant relationship to the

academic performance of the TVL students of Parañaque National High School-Baclaran

S.Y. 2018-2019. As shown in the graph 5, the TVL students have a good academic

performance and even excel. Teacher-based learning has no (0%) TVL students that

garner an average that ranges from 95 and above in the cookery program. In contrary,

TVL students that have embedded cooking skills obtain an average grade that ranges

from 95 and above.

Although having embedded cooking skills has a positive impact to the

academic performance, teacher efficacy mediates. Students that developed skills from

teacher-based learning can still obtain high grades in the cookery program. As shown in

the graph 4, a large percentage of TVL students has an average grade ranging from 86 to

90 with 56% and 9% has an average ranging from 91 up to 94.

Chapter 5

Conclusions and Recommendations

Conclusion

The researchers conclude that the hypotheses are acceptable. The embedded

cooking skills have a significant relationship to the academic performance. Also, the

teacher-efficacy mediates between the embedded cooking skills and academic

performance. Peralta stated that cooking skills and knowledge may be obtained from

many possible sources and teacher-based learning is also another mean of knowledge

and skills.

Recommendation

For the future researchers, this study could be used as a reference for concepts relating

to embedded cooking skills and cookery. The researchers of this study would be

suggesting the following:

1. Find out if the availability of tools and equipments used in the cookery program

mediates between the embedded cooking skills and academic performance.

2. The relationship of embedded skills of other specializations in the TVL track to the

academic performance or achievement.

3. The impact of embedded cooking skills to vocational competence.

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