CHAPTER 1 THE PROBLEM AND ITS BACKGROUND

INRODUCTION

One of the learning areas used in the country’s secondary schools as part of the curriculum

is Technology and Livelihood Education. It provides junior high school learners with practical
experiences, technical knowledge and expertise in home economics, entrepreneurship and various
aspects of technology. Technology and Livelihood Education is more on activities and application which
develop the s

kills of the students. The teacher must use teaching strategies that will enhance the students’

performance. This subject must involve learning concepts and ideas about its different areas. In
connection to this, the Department of Education has provided trainings and assessment for us to get a
National Certificate II or higher because it is vital in teaching this subject. Our school offers exploratory
courses in TLE for Grade 7 & 8 which will be options of specialization for Grade 9. Whatever
specialization taken during their Grade 9, it will be continued during their Grade 10. As of now, one of
the specializations offered in Grade 9 & 10 is Cookery under Home Economics wherein the learners learn
how to cook and prepare fine dining dishes. They should finish all the learning competencies under the
said specialization

In Cookery 10, the learning competencies from 1st to 4th quarter are the following:

Develop and strengthen PECs needed in cookery.

Develop a product/service in Cookery

Select a business idea on the set criteria and techniques.

Develop a brand for the product

Perform mise’en place

Prepare, cook, present, evaluate egg dishes

Prepare, cook, present, evaluate starch and cereal dishes

Prepare, cook, present, evaluate vegetable dishes .

Prepare, cook, present, evaluate seafood dishes

 Prepare, cook, present, evaluate stocks, sauces and soups dishes

Prepare, cook, present, evaluate poultry and game dishes

Prepare, cook, present, evaluate meat dishes

 In choosing a specialization, this school year 2018-2019 is clearly identified that learners who
have taken cookery is decreasing. One of their reasons is related with financial aspect. To solve this
problem, we encourage them to find help from their teachers for their financial assistance in every
cooking activities they do. In exchange for this, whatever finish products are given to the teacher who
supported them. On the other hand, some of them sell the products then their sales will be used for the
next activity. The learners’ output are being judged by the available TLE teachers during their
cooking''period based from the rubrics in each dishes. In terms of the grading system applied in this
subject, there are three components such as: written outputs is 20%; performance is 60 % and quarterly
examination is 20 % for the total of 100 %.

We, as teachers help the learners how to acquire the basic necessities and the means to
improve upon them in order to have a better life in the future. We teach them things like home
education, ICT and agriculture. In our daily lessons, they learn how to be innovative with current
technology so that they can find solutions to problems they may face in everyday life.

In our school, it is evident that in spite of limited learning facilities, the TLE teachers with the
full support of our school heads and principal, exerted efforts to create working laboratories for
Cookery.

With the given cooking laboratory, learners can actually perform learning tasks or
competencies. Mastery of the skills in this area of specialization is attainable when the learners utilize
different cooking tools and equipment.

The programs of vocational education in this country are provided for in Act Number 3377,
otherwise known as the Vocational Act of 1927 is really footsteps for the learners to become globally
competent and to develop their positive work values. Article XIV, Section 5 of the 1935 Philippine
Constitution, also provides for quality technical-educational and skills development through its direction,
policies and programs. . PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY AT ROXAS NATIONAL
HIGH SCHOOL

2019 3

Moreover, some of the learners who finished the competencies in cookery have already taken National
Certificate II assessment through the help of the supportive parents and administration. With this
achievement, we believe that they can already look for a local job or even abroad related with their
skills.

In this study, the researcher will assess the performance of the respondents based on their
practical skills. Their performance will be verified using their 2nd and 3rd quarter final grades. The
researcher will find out the challenges encountered by the learners during 2nd and 3rd quarter in
Cookery. The result of this study will surely be a tool in improving the learning outcome of the Grade 10
learners in Cookery competencies. We can make remedial activities for their weak points in order for
them to pass the assessment. With this, we can increase the passing rate of our school in NC II. This
assessment is given by an authorize agency called Technical education and Skills Development Authority
(TESDA).

CONCEPTUAL FRAMEWORK

The researcher will gather data on the profile of the respondents; the teachers’ assessment in
their practical skills; the performance of the respondents based from their final grades in 2nd and 3rd
quarter and the challenges encountered by the learners in doing their practical activities. After
processing the inputs, there should be an improved performance of Grade 10 learners in their cookery
subject.