The Impact of Cooking Classes on Food Preference,Attitudes and Behavior of

Home Economics Class in St. Vincent College of Cabuyao

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 CHAPTER I

INTRODUCTION

Education is the key for the students to be successful someday, though it was hard
because nowadays we are encountering pandemic due of COVID 19. Claiming the
dreams of the students was a bit hard because the teaching sessions is performed
through online classes. It is hard due to the particular reason of, some of the students are
encountering poor Internet connection and distracted in different ways. It could be
because of social media and noises in their houses. Cooking is essential to know for
everyone. it was a skill that has a big help in our daily life, cooking lessons was up in
universities for the particular reason of, it was a professional course for the senior high
school students. Somehow there are students, who are forced to join Home economics
strand by their parents. Some of them was a influenced by peers. Some of the students
act contented and happy because of their chosen strand but how does the other student
serve the food when they didn’t want what they are doing?

It leads to a negativity on how the food will be served. The activities are difficult to
do because of online classes. The senior high school has an academic strand and
vocational strand, How will the tvl student perform well? Studies were considered for
review if they contained a cooking education intervention for children aged 5 to 12 years.
This age range was selected on the basis of the average age of elementary school
children in kindergarten through sixth grade; studies that included most children outside
this age range were excluded. Interventions were the only studies of interest; therefore,
randomized controlled trials (RCTs) and quasi-experimental studies were the only types
of studies accepted. To adequately assess program impact, the minimum sample size
allowed was 10. Cooking education programs were defined as those that occurred in a
community or school setting and involved food preparation lessons. Studies were
required to adequately describe the cooking intervention and at least include the
frequency of cooking activities and types of recipes made. Those studies that only

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 evaluated a previously conducted intervention or did not contain hands-on cooking
by children were also excluded.

Their skills through online classes? Being promoted to the next grade is an exciting
experience. However, many students do not realize that it is going to be a relatively more
advanced curriculum and an increased workload. When they enter their new class, they
feel overwhelmed with the pile of homework, they are required to do every day. They
might feel difficulty getting to grips with the new curriculum as well. Culinary interventions
(cooking classes) have been used to improve the quality of dietary intake and change
behavior. The aim of this systematic review is to investigate the effects of culinary
interventions on dietary intake and behavioral and cardio metabolic outcomes.

Hence, identifying these problems is important for their effective resolution.

Moreover, empowering the student to identify and solve the problems by themselves is
also important. In the current times, distractions have increased manifold. Video games,
social media, and never-ending TV series consume most of the student’s time. Because
of that, the students are unable to complete their class assignments and perform poorly
in the tests. To deal with this problem, screen time should be limited to an hour. The rest
of the day should go to studies. Students’ find it difficult to follow the school routine. They
usually stay up late at night and face difficulty getting up in the morning. Poor sleep habits
affect their performance throughout the day. Sleep deprivation compromises not only
physical but also mental health.

As a students, we try our best to make use of what we have at home and ensure
we don’t get left behind. Although online learning may be the best option we have for
now, still you can’t help but wonder how everyone is adjusting and coping with the
problems that arise while attending online classes, especially during synchronous
classes. Synchronous classes are classes conducted in real-time and during this time, a
lot of problems arise. Sadly, most of these problems are technical. Studying is important
because it was the one that will help everyone to become a successful and guide students
who wants to become an successful entrepreneur someday but it was a bit difficult.

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BACKGROUND OF THE STUDY

The impact of cooking classes on food-related preferences, attitudes, and behaviors of

students from HE class of St. Vincent college program have to be develop to increase
participants’ knowledge of Both the Food Guide Pyramid and cooking principles. Limited
research is available on the Effectiveness of cooking classes’ impact on enhancing
individual’s cooking skills and personal Knowledge of the Food Guide Pyramid. Results
of studies conducted with cooking classes have in general been shown to have Positive
outcome in Cooking class interventions, Have increased exposure to new foods,
increased willingness to try new Foods, increase knowledge of nutrition, increased self-
efficacy , increased attitudes Towards eating fruits and vegetables, and increased food
preferences. Researchers have suggested that people from a low-income population are
less likely to be Provided and consequently eat nutritious foods. Nutrition education and
High-quality meals have been shown to improve individuals’ eating habits and health
status. Good nutrition is linked to learning readiness and Academic achievement,
decreased discipline problems, and decreased emotional problems. Preparing food may
enhance nutrition educators’ knowledge of the effectiveness of cooking Classes on
personal knowledge of the Food Guide. By giving them the knowledge needed to make
healthy food choices, they can be empowered to begin to take better control of their
health. Empowering students to make healthier food and lifestyle choices. The study
focused on improving healthy eating habits, increasing physical activity, improving school
cafeteria and physical education programs, establishing non smoking curriculum in
schools, and involving parents in improving cardiovascular risk factors for children. School
based nutrition education can be highly effective in providing them with the knowledge to
change behaviors.

STATEMENT OF THE PROBLEM

This study entitled "The impact of cooking classes on food-related preferences, attitudes,
and behaviors of students from HE class of St. Vincent College “to determine the attitude
and behavior of HE students.

This study also wishes to answer the following questions:

1.What is the demographic profile of the respondent in terms of

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1.1 age

1.2 gender

1.3 Strand

2.What is the level of exposure in cooking classes by the students?

3.What is the level of food related preferences towards cooking?

3. Is there any significant relationship between cooking classes and food related
preferences towards cooking?

THEORETICAL FRAMEWORK

Based on the food choice model, the first medium that influences one’s food choice is
developmental. Food choices are often developed and influenced through exposure
over the individual’s developmental lifespan. From the child is born, his family would be
the primary medium for his exposure and socialization to the food that he consumes.
Usually, the food consumed would belong to the culture which the child family stemmed
from. Rarely would the child be allowed autonomy over the choice of food. (Fieldhouse,
1998).

Applying this to an Asian context which I was born in; since young, I was exposed to
Chinese cultural foods where lard, soy sauce, sugar and salt was often used to enhance
the flavour and fragrance of meals. I was used to eating these daily and never would
have thought I would be exposed to other food choices. This exposure came when I
progressed into adolescence where a secondary type of socialization took place –
school, media, friends or an older sibling. When a child enters school, and gets exposed
to friends and the media, they will observe what their peers consume and get exposed
to food advertisements on the media, all which grabs their attention and leads them to
change in their food habits (Fieldhouse, 1998; Ogden, 2010). Remembering vividly back
to high school, if my peers or elder sister ordered a meal, I would order the same meal
as them due to my perception that they know what food tasted better. In addition, when
shown food advertisements, it often makes me crave a bite.

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The second medium is our cognition. Based on the Theory of Reasoned Action (Ogden,
2010, p44), it posits that an individual’s attitude and his subjective norms drives his
intention to perform the behavior which then leads to the individual performing the
behavior. Again, applying it to Chinese cuisine, it is the subjective norm that one should
use all parts of the animal (e.g. chicken)-including the organs- during cooking as they
have nutritional values. Therefore, I feel it is normal to cook every part of the chicken
(attitude towards behaviour). Given that a whole chicken can be conveniently bought at
any supermarket, I would turn the various parts into different dishes for my family
(performing of specific behaviour). Despite, knowing that animal organs for example are
high in saturated fat and can cause heart diseases (Jesus, 2015). The third medium

is psychophysiological. Food choices can be based on the 5 senses: sight,

smell, taste, hearing and touch. (Ogden, 2010) Hearing food sizzling,
coupled with the smell and sight increases our likelihood of consuming the
food. When food touches the tongue, pleasure is obtained from the texture,
perceived sweetness or saltiness of food. Food choices can also be
influenced by one’s mood and stress. (Ogden, 2010) Personally, intense
stressors from school would cause me to engage in mindless eating as a
mood booster. Cost can also influence food choices. It is of relevance to
the individual socio-economic status; with more access to money, one can

made more food choices. But, being a student with no source of income, I
must be thrifty and limit my choices.

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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

This aims to determine

"The impact of cooking
classes on food-related
preferences, attitudes,
and behaviors of
students from HE class
of St. Vincent College"
Specifically, the study
seeks answers from the
following questions:
“The impact of
cooking classes on
By using survey food-related
questionnaires, preferences,
What is the level of
gathering data and attitudes, and
exposure in cooking
organization. behaviors of
classes by the
students? students from HE
class of St. Vincent
College”
What is the level of food
related preferences
towards cooking?

Is there any significant

relationship between
cooking classes and
food related preferences
towards cooking?

FEEDBACK

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ASSUMPTION AND HYPHOTHESIS

The impact of cooking classes on food-related preferences, attitudes, and behaviors of

students from HE class of St. Vincent college.

Assumptions

This is a conducted based on the following assumptions:

1. The student’s behavior in cooking food.

2. That cooking programs may positively influence children's food-related preferences

and attitudes.

Hypothesis of this study

H1: There is a significant between attitudes and behaviors of students on cooking.

H2: There is a significant impact of price on recipe on cooking.

H3: There is a significant effect of place on cooking

H4: There is a significant effects of promotion on cooking

H5: There is a significant relationship between costumer on cooking.

H6: There is a significant association between process on cooking.

H7: There is a significant of Physical evident on cooking.

DELIMITATION OF THE STUDY

Scope and delimitation

In this study proponents conduct randomly select 20 respondents in Mamatid Cabuyao

Laguna.

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LIMITATION OF THE STUDY

Scope and Limitation

This study is all about in “The Impact of cooking classes on food preference ,attitudes
and behavior of Home Economics Class in St. Vincent College of Cabuyao” We will
conduct a survey for us to know the impact of cooking classes in behavior and attitude.
The questionnaires were distributed by the researcher through online.

DEFINITION OF TERMS

The researcher conducted some words or key terms that are related in this data it helps
the reader to have knowledge and understanding in this research.

Entrepreneur -a person who organizes and operates a business or businesses, taking on

greater than normal financial risks in order to do so.

Acquisition- an asset or object bought or obtained, typically by a library or museum.

Home Economics- cooking and other aspects of household management, especially as

taught at school.

Strand- The learning strands in senior high school refer to the different areas of expertise
under the program while the career tracks refer to the general categories that each
different field of study belongs to. There are currently four career tracks composed of
Academic, TVL/TVE, Arts and Design, and Sports.

Students- a person who is studying at a school or college.

Skills- the ability to do something well; expertise.

Synchronous learning- refers to all types of learning in which learner(s) and instructor(s)
are in the same place, at the same time, in order for learning to take place. This includes
in-person classes, live online meetings when the whole class or smaller groups get
together.

Asynchronous courses take a more non-traditional approach. Students do not “attend”

class at a set time, but rather, access pre- recorded lectures and digital curriculum

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materials and respond through email, discussion boards, social networking, and
collaborative documents at a time of their own choosing.

CHAPTER II

FOREIGN STUDIES

Having various health resources is important for children; however, they may receive
conflicting information with differences in accuracy between the sources. Researchers
developed eight-nutrition education messages about eight different foods, four of which
were true and four of which were nutrition misconceptions (Main & Wise, 2002). The
developmental skills that are particularly important to nutrition education for children 9-11
years old are cognitive, language, emotional, and social skills. During this time, children’s
cognitive skills are improving, such as: logical thought, planning, the ability to rehearse
and organize information to aid in memory, and self-regulation. In addition, a greater and
better-organized long-term knowledge is established (Berk, 2002). A person’s preference
for sweet and salty taste has been linked to evolution (Schwartz & Puhl, 2003). For
instance, sweetness has been viewed to determine the energy value of food. Bitter foods
have been avoided due their link with toxic substances. Early experience or exposure
and learning to accept or try new foods can modify these predispositions. Those children
who have repeated exposure to either plain or flavored food tend to decrease their
preference for the food that they were exposed to less (Schwartz & Puhl). The innate
preferences for sweet tastes and avoidance of bitter tastes have been studied with human
infants. Infant responses to salty and sour tastes are inconsistent. Human infants given
sweet and bitter solutions have been found to respond with different facial expressions
(Hursti, 1999). Most health education efforts have little impact on health habits. One of
the reasons that children do not apply the information they receive into healthy habits is
because children are not concerned with their health, when they feel good a majority of
the time (Berk, 2002).

Another reason is that children do not normally observe negative health

consequences when they are young (Berk). Therefore, teaching healthy behaviors by

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 using multiple methods of reinforcement and modeling will enhance a child’s ability to
translate their knowledge of nutrition into healthy eating habits.

There appears to be conflicting evidence of when it is most appropriate and most

feasible to teach children about the relationship between nutrition and eating behavior in
the middle childhood years. In general, eating habits are more likely to be shaped at a
younger age, and nutrition education programs should be aimed at elementary schools
(Pirouznia, 2001)

Children’s preference for one food over others can be affected by a variety of factors
including genetic predispositions, parents’ child-feeding practices, food neophobia, and
food aversions based on photonegative consequences. The developmental system’s
perspective views development of food preferences as a result of interactions between
genetic predispositions and environmental factors (Birch, 1999; Schwartz and Pull, 2003;
Birch and Fisher, 1998; Bull, 1988). Examples of genetic predispositions that restrict food
preferences include the predisposition to prefer foods that are sweet and salty compared
to sour and bitter.

The innate preferences for sweet tastes and avoidance of bitter tastes have been
studied with human infants. Infant responses to salty and sour tastes are inconsistent.
Human infants given sweet and bitter solutions have been found to respond with different
facial expressions (Hursti, 1999). Although there are no data indicating that children have
an innate preference for high fat or high energy dense foods, researchers have concluded
that repeated experience with foods that are energy dense can enhance their preferences
for these types of foods through associative conditioning

In one study of parental opinions on children’s’ food preferences, 40% of parents reported
that they believed restricting or forbidding consumption of a food.

LOCAL STUDIES

The development and implementation of nutrition education is often established by the

use of a theory or multiple theories. Theories of health behavior describe the relationship
among variables influencing certain behaviors. They also specify targets for facilitating
behavior change (Achterberg & Miller, 2004). A single dominant theory for

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nutrition education does not exist, therefore, “An effective approach for nutrition educators
is to incorporate constructs from competing theories and then refine these into a tailored
theory or set of theories by empirical testing” (Achterberg & Miller). Also, current theories
do not predict all behavior or behavior change. One example of theory often used in
nutrition education is Social Learning Theory, also known as Social Cognitive Theory.
Social Learning Theory is most often used in behaviorally based studies (Contento et al.,
1995). School based interventions that have included social learning theory have had
positive results (Reynolds, Hinton, Shewchuk & Hickey, 1999). In Social Learning Theory,
personal influences, environmental influences, and behavior equally interact with each
other to explain and/or predict changes in behavior (Liquori et al., 1998; Reynolds et al.,
1999). These influences are referred to as “reciprocal determinism”, which means that a
change in one of the three components will produce changes in the others (Reynolds et
al.). Social Learning Theory is based on the premise that people learn from external
factors as well as from observing models (Glanz, Lewis & Rimer, 1993). Few studies have
been conducted involving cooking classes. Only four studies including children have been
published in the past seven years. The studies focused on increasing knowledge of
nutrition and cooking skills via hands on cooking experience, in the hopes of changing
dietary behaviors.

One of the problems with knowledge based nutrition education is that increased
knowledge does not necessarily mean that behaviors will change (Contento). Nutrition
education programs should be designed to provide both nutrition knowledge and enhance
skills, in order to facilitate behavior change of participants.

Social Learning Theory is based on the premise that people learn from external factors
as well as from observing models (Glanz, Lewis & Rimer, 1993). In addition, people learn
vicariously from watching negative models. Examples of environmental influences include
family support, barriers, teaching skills, and reinforcement for behavior change. Personal
factors such as self-efficacy and outcome expectations can directly influence behavior.

Behaviors can also be reinforced through the environment such as meeting new friends
that support the behavior (Reynolds). Practicing and demonstrating skills are an

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important part of Social Learning theory. The educator can use positive reinforcement,
which in result will enhance motivation and self-efficacy. Social Learning Theory is learner
centered, and is a valuable tool for discussion sessions, mentoring, and role-playing. The
researchers implemented various components including school lunch, classroom, parent,
and community involvement. In an attempt to evaluate the effectiveness and feasibility of
the

Cookshop™ Program, a quasi-experimental study was conducted to compare cooking

as an educational strategy with other participatory methods of education that do not
involve food preparation activities (Liquori et al.).

CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the methods of research, the research design, the research
locale, participant, participant of the study, instrumentation, data gathering procedure
and the statistical/ data treatment used in the study. It discussed the methods of
research used in the development of data gathering and the treatment of data.

Research Design

This study conducted by the researches are quantitative research. In order to achieve to
objectives of the study. Descriptive research is used to describe characteristics of a
population or phenomenon being studied. A descriptive research design can use a
wide variety of research methods to investigate one or more variables.

Research Locale

The research conducted a study through an online app Google form . Due to pandemic
the researches can’t do a face to face distribution of a survey questionnaires so that the

researches conducted a survey questionnaire through online and distributed in the

respondents.

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Google Forms - Google Forms is a web-based app used to create forms for data
collection purposes. ... Data gathered using the form is typically stored in a
spreadsheet. Although there are other online survey apps, Google Forms is an excellent
free option. Create polls, surveys, quizzes, and event registration sheets using Google
Forms.

Participants of the Study

The respondents of the study are the selected students of Home Economics strand that
has an experience in cooking classes on food preference,attitudes and behavior which
consist of (20)respondents.

Instrumentation

The research instrument that used by the researches to gather all the information of the
respondents is a survey questionnaire through online. The survey questionnaires
distributed by the use of online application, Google Form to the selected students who
has an impact of cooking classes of food preference, attitudes and behavior. The main
instrument that the researches used in getting data or information. The questionnaires
included the demographic profile of the students. This information involve determining
data’s about the variables.

Statistical Treatment of Data

Data gathered for the survey questionnaire is all the student to find out what is the
impact behavior based on cooking.

POINT SCALES RANGE EXPLANATION

4 4.00-3.00 STRONGLY AGREE

3 299-2.00 AGREE

2 1.99-1.00 STRONGLY DISAGREE

1 1.00-0.99 DISSAGREE

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1.4 point Likert Scale used to determine the level of agreement on having impact of
cooking behavior .

FORMULA:

Relationship:
Where: r = NΣXY – ΣX ΣY √ [ N(ΣX²) - (ΣX) ² ] [N(ΣY²) - (ΣY) ² ]
Average-number of responses number scale.

After get the average first scale add all the average then divide by the total number of
respondents.

Percentage= total number scales 100(100)

Where in the average can be measured the average can be measured the level
agreement in table 1 by range of every point in Liker’s Scale.

Data Gathering

In this research the researches conduct a multiple choice survey questionnaire approve
by the teacher of the practical research subject. The researches gathered the exact
number of the selected students of Home Economics strand using, Google Form in
border to conduct the study. The researches asked first the approval or permission of

the respondents for them to answer the survey questionnaire through Google Form. The
respondents granted the researches permission, the researches distributed the survey
questionnaire virtually. The researcher explained the direction of appropriately. Lastly,
the researches assured that the personal information was strictly confidential. After the
respondents answer the questionnaire, the researches collected and tallied the data for

interpretation. Based on the data , the researchers come up with the conclusion and
recommendation for this study.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The chapter primarily discusses the research objectives of the study. It entirely deals
with the presentation, analysis and interpretation of the data gathered regarding the

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impact of cooking classes on food preferences, attitude and behavior of the Home
Economics class.

1).The Demographic profile (Name, Age, Strand ) of the student of cooking classes in
St. Vincent College of Cabuyao.

FIGURE 1.1

Figure 1.1 presents the demographic profile of the respondents in terms of name,
respondents used different names in answering the researches survey questionnaire .

FIGURE 1.2 AGE OF THE RESPONDENTS

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Figure 1.2 shows the demographic profile of the respondents in terms of age,most of
the respondents aged 18 there are 8(40%),there are 3(15%) who aged 17,6(30%) of the

respondents who age 19,1respondent who age 21,there are 2 respondents who
unidentified their age

FIGURE 1.3 STRAND OF THE RESPONDENTS

Figure 3 shows the demographic profile of the respondents in terms of age, all of the
respondents are from the Home Economics Strand.

TABLE 1

Level of exposure in cooking classes by this student.

SET A. 4 3 2 1 AVERAGE PERCENTAGE

1) I attend cooking classes 15 4 1 3.4 85%
2) I obtain significant lessons from cooking 13 7 3.65 91.25%
classes
3) I personally apply the lessons I have 13 7 3.65 91.25%
learned from the cooking classes
4) I practice what I have learned from 13 7 3.65 91.25%
cooking classes at home
5) I can do all the lessons from cooking 8 9 3 3.25 81.25%
classes by my own

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 6) I enjoy and listen well on my cooking 8 12 3.4 85%
classes
7) I have never missed a cooking class 5 12 3 3.1 77.5%

8)I put effort on my cooking classes 17 3 3.85 96.25%

9) I find cooking classes difficult 2 10 8 2.7 67.5%

10)I do well and have good grades on my 16 4 3.8 95%
online classes

We can see in table 1 that the respondents

Most health education efforts have little impact on health habits. One of the reasons
that children do not apply the information they receive into healthy habits is because
children are not concerned with their health, when they feel good a majority of the time
(Berk, 2002).

Another reason is that children do not normally observe negative health

consequences when they are young (Berk). Therefore, teaching healthy behaviors by

using multiple methods of reinforcement and modeling will enhance a child’s ability to
translate their knowledge of nutrition into healthy eating habits.

There appears to be conflicting evidence of when it is most appropriate and most

feasible to teach children about the relationship between nutrition and eating behavior in
the middle childhood years. In general, eating habits are more likely to be shaped at a
younger age, and nutrition education programs should be aimed at elementary schools
(Pirouznia, 2001)

TABLE 2

Level of Food related preferences towards cooking.

SET B. 4 3 2 1 Average Percentage

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 1)I eat and cook all kinds of 12 6 2 3.5 87.5%
meat
2) I eat vegetables and fruits 17 3 3.85 96.25%
3) I eat junk foods 6 5 8 1 2.8 70%
4) I go to market to buy healthy 14 6 3.7 92.5%
products
5) I eat foods and drink 4 12 4 3.0 75%
beverages that is high in sugar
6)I prepare nutritious foods 14 6 3.7 92.5%
7) I make sure that the 16 3 1 3.75 93.75%
vegetables, meat, and other
products are safe.
8)I eat foods that are high in 8 7 4 1 3.1 77.5%
carbohydrates
9) I wash and dry my hands 16 4 3.8 95%
before and after eating
10) I stored my vegetable and 17 2 1 3.8 95%
meat correctly.

The innate preferences for sweet tastes and avoidance of bitter tastes have been
studied with human infants. Infant responses to salty and sour tastes are inconsistent.
Human infants given sweet and bitter solutions have been found to respond with different
facial expressions (Hursti, 1999). Although there are no data indicating that children have
an innate preference for high fat or high energy dense foods, researchers have concluded

Practical Research 2
that repeated experience with foods that are energy dense can enhance their preferences
for these types of foods through associative conditioning

In one study of parental opinions on children’s’ food preferences, 40% of parents reported
that they believed restricting or forbidding consumption of a food

TABLE 3

INDICATORS X Y XY X2 Y2

1 3.4 3.5 11.9 11.56 12.25

2 3.65 3.85 14.05 13.32 14.82

3 3.65 2.8 10.22 13.32 7.84

4 3.65 3.7 13.5 13.32 13.69

5 3.25 3.0 9.75 10.56 9

6 3.4 3.7 12.58 11.56 13.69

7 3.1 3.75 11.63 9.61 14.06

8 3.85 3.1 11.94 14.82 9.61

9 2.7 3.8 10.26 7.29 14.44

1O 3.8 3.8 14.44 14.44 14.44

TOTAL E x=34.45 E y=35 E E E

xy=120.27 x2=119.08 y2=124.38

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 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings,conclusions and recommendation

about “The Impact of cooking classes on food preference ,attitudes and behavior of
Home Economics Class in St. Vincent College of Cabuyao”

SUMMARY OF FINDINGS

The primary goal or the objective of this study is to know the impact of “ The impact of
cooking classes on food preference, attitude and behavior of Home Economics Class in
St. Vincent College of Cabuyao”. It seeks to find out the following, The level of
exposure in cooking classes by the student level of the food preference towards cooking
and the significant between the two.

The respondents of this study were 12 HE- A and HE-B students from St. Vincent
College of Cabuyao, division of Cabuyao City.

1) . Level of exposure in cooking classes by this student.

As the students answered the survey questionnaire most of them are always attending
cooking classes and it was a big help for them.

CONCLUSION

1. The researcher concluded that age of the learners doesn’t affect their attitude and
behavior in cooking.

2).The researchers conducted the level of exposure on cooking. Shows different

cooking habits that affecting in our cooking performance.

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2) .There is a significant difference between cooking class and food preference toward
cooking. The taste of what is being cooked can be affected by the behavior while you
are cooking.

RECONMMENDATION

Based on the findings and conclusion presented, the following recommendation is

suggested.

1) . The researcher recommend that the students should always attend their cooking
classes learn new things in cooking and it has a different benefits that the students will
use in their daily life ever in their future jobs.

2) The researchers recommend that the students should know that in preparing food
they must know even the simple things in cooking.

3) The researchers recommend that the student should be responsible in cooking and
have good attitude in preparing food, they should know what are the rules in cooking
and food ingredients choices.

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