PERCEPTIONS OF STUDENTS' TOWARD TVL-COOKERY STRAND: A CASE

STUDY

A Research Report

Presented to

Mrs. Erlinda Tejada

In Partial Fulfilment

of the Requirements for Practical Research 1

SWEET J. RODRIGUEZ. LEVI BENEDICT CARDINALES

MARY GRACE E. AYADA. REYNALD REYES
HAZEL ANN M. MALASADO LAIZA MAE CALPO
PRINCES LARA M. OCTOBRE

JUNE 2023
 CHAPTER 1

Introduction

Background of the Study

One of the specialties offered as part of the TVL course is a cooking program.

The program requires cooking proficiency. Having the ability to cook is a useful skill

that is commonly linked to better diet quality, including an increase in the

consumption of fruits and vegetables and a greater understanding of healthier food

options (Lang, 2001). Classes in cooking literacy might boost abilities and self-

assurance (Gorton, 2016). The best times to pick up new skills are during childhood

and adolescence (Janacsek et al., 2012). Cooking skills include the ability to produce

bland or baked dishes as well as the knowledge of how to use a variety of kitchen

appliances and utensils.

At the beginning of the period, Finland's vocational education and training

(VET) system took a purposeful step toward integrating the informal learning area

into school. According to the Ministry of Knowledge (2006), workplace learning was

an important part of vocational education training in schools. However, different

perspectives on the composite domain of workplace learning necessitated an

improvement to the notion as it applied to this study. Depending on the kinds of

activities they handle at work, students' experiences with workplace learning vary.

Each secondary school decided what work was appropriate for the area (Ministry of

Knowledge, 2006). The diversity of agreements depends on both the quantity of

students working on the job at once and the duration (Sandal et al. 2014).
 The length of the investigation reveals that there is a sectoral or district

mismatch because the majority of senior High school tracks, particularly the TVL

strands, do not correspond to the most in-demand and forecasted in-demand

positions per district. The diversity of agreements relates to the number of students

attending the work at the same time. Many pupils in high school and senior high

school lack the skills and information needed to contribute to society and the

workforce. It is well known that those with exceptional intelligence have a higher

chance of success than those who struggle in the classroom. To close the gap

between the vocational training provided in schools and the necessary capabilities in

the industry, this study offers insightful information to Philippine educational

institutions, legislators, and business owners (Sandal et al., 2014).

According to an online article on the DepEd-CEAP Mindanao Summit, which

was co-hosted by Ateneo de Davao University and organized by CEAP's National

Basic Education Commission, there was a problem with the TVL Track's

implementation at the event. The Rev. "The senior high school core curriculum

requirements are so heavy that there would be no time to develop hands-on skills in

the students that the manufacturing industry requires," Onofre Inocensio of Don

Bosco Schools said. Furthermore, given that a student must take 31 subjects

(combined core and specialized subjects), each of which requires 80 hours of actual

classroom contact per semester, it won't be possible to fully prepare a student for

employment with all the technicalities and depth within a two-year time frame. The

amount of time allocated for practical activities and learning the skills needed for

employment will be quite limited.

 As a result, the final two years of the K–12 Basic Education Program, Grades

11 and 12, are referred to as Senior High School (SHS) in the Department of

Education's Senior High School Manual of Operations (2015). Students in SHS must

complete a core curriculum in addition to the classes required for their chosen track.

The SHS Curriculum aspires to produce graduates who are fully formed, equipped

with 21st-century skills, and ready for the future, whether it be for middle skills

development, employment, further education, or job. This belongs to the K12

Program. A powerful tool for developing community and social leaders is the K–12

SHS Program.

The SHS Program would help Filipino students to develop their essential

competences for a globally competitive nation through the DepEd's commitment to

quality education for everyone. One of the goals of the K–12 Basic Education

Program is to instill in students the skills, work ethics, and values necessary for

furthering one's education or for entering the workforce, as per DepEd Order No. 30,

2017 Guidelines for Work Immersion. to more effectively combine the goals of the

nation's development with the fundamental education system. Work Immersion has

been added to the curriculum as a mandatory course. Students will be able to

experience using their knowledge of relevant subjects or their areas of specialty in

practical professional settings through this course, as well as get to know the

working world (Heikkinen et al., 2012). Overall, because they provide a wealth of

information that is extremely relevant to the topics and issues that this research

article seeks to address, the evaluated works of literature that have been compiled

will broaden the researchers' perspectives (Department of Education, 2020; Magno

& Posang, 2016).

Rationale

This study aims to comprehend students' perceptions of the TVL-Cookery

Strand, a vocational course provided in various schools. Understanding student

perspectives will help the research shed light on how the program is viewed by its

target audience and whether it is fulfilling their needs. In order to guarantee that the

program is successful in giving students the skills they need for successful

employment in the culinary arts, this information can then be utilized to inform

decisions concerning its design and implementation.

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the importance of the present study. It also presents the

synthesis of the research for better comprehension of the study.

TVL-Cookery Strand

The information and abilities required to work in the food industry will be

taught to students who enroll in the TVL Cookery Strand. The research's conclusions

indicate that this program is a component of the Technical-Vocational-Livelihood

(TVL) route in the Philippines, which aims to provide students with employable skills

so they may find job after graduation. To provide students with practical skills they

may use to find job after graduation, this was developed in the Philippines. The TVL
Cookery Strand includes lessons on food preparation, various cooking techniques,

and kitchen management. Students in this program learn a variety of cooking

methods and how to make everything from simple dinners to more challenging

recipes. In addition to learning how to manage a kitchen and work together, they also

take classes in food safety and cleanliness. The TVL Cookery Strand should be

taken by students who are interested in a career in the food industry. The results of

the survey show that there is a considerable demand for qualified culinary specialists

both domestically and internationally. Graduates of this degree can find employment

in a variety of industries, such as catering, hotels, and restaurants. They will also be

equipped with the abilities and information required to succeed in this field. In

conclusion, the TVL Cookery Strand is an advantageous course that equips students

with knowledge and skills they can use to get employment in the food industry. Due

to the rising demand for qualified experts in this field, this degree can help students

build lucrative jobs in the culinary arts.

According to DepEd Order No. 30 s., in the state of 2017, the following

policies and principles shall govern and direct the partnership with institutions: Work

immersion requires parental consent; partner institutions and work immersion

venues shall be chosen only after careful study, screening, and preparation to

ensure that each venue is a safe, secure, and appropriate place for learning (all

applicable safety guidelines of TESDA); partner institutions and work immersion

venues shall be an accredited institution of higher learning; and partner institutions

an accredited institution of higher learning shall be required to provide The school is

required to follow the guidelines for work immersion set forth in DepEd Order No. 30
s. 2017: Before transporting the pupils to their assigned workplace with a certain

industrial partner.

Positive Perception towards TVL- Cookery Strand

The two products of the Culinary Arts Program, Neill Commercial Cookery

and NC-II Cookery, are the main focus. Whether they are preparing meals for one

person or providing catering for huge events with numerous individuals who have

varied dietary needs and preferences, culinary arts students must be adept in

fundamental concepts. In addition, costing, entrepreneurship, and kitchen

management will be studied. Students who have a passion for cooking and who also

exhibit inventiveness and dependability make the best candidates for this strand.

This strand is suggested for people who desire to further their training in the culinary

arts. By carefully reviewing each one, our subject guide was able to gather all of the

available resources in one handy location. Access to these resources is possible via

Center for Learning Resources (CLR) or any of its subscription databases. Although

the curriculum suggests using online databases and periodicals for in-depth

research, it also suggests dividing books into different courses.

According to Lucas, Cooper, Ward, and Cave (2009), students who earn

degrees in their fields may also have the best grasp of subject-related career options

from a career development standpoint. While Calway and Murphy (2002) argue that

the students had a higher level of success in both securing employment upon

graduation and advancing in their careers when compared to non-placement

students, Canter (2000) highlights the importance of a workplace in assisting

students in developing their skills for employment. According to Piquart et al. (2003),

better industry knowledge and comprehension aid in the transition from education to

job. Students that work in the industry get the interpersonal communication,

teamwork, and ability to understand the realities of an organization's functioning,

among other abilities, through this experience. Importantly, the chance to learn is

provided so people can put what they learn to use and gauge their progress.

Expertise-based education also teaches students how to evaluate their own abilities

and develop confidence in their capacity to carry out the activities that will be

required of them in the future. In other words, individuals raise their level of

confidence in their ability to do duties in the workplace.

Negative Perception towards TVL-Cookery Strand

The study concludes that there is a sectoral or district mismatch because the

majority of senior high school tracks, particularly the TLV strands, do not correspond

to the most in-demand and anticipated in-demand occupations per district. looking

for work in the formal economy. This suggests that seniors in high school are not

guaranteed a job following graduation. This is brought on by the structural shift in the

economy toward a service sector with a knowledge-based economy. Additionally,

senior high school students lack competence and entrepreneurial skills. In South

Africa, Mduduzi Manana, the deputy minister of higher education and training, urged

senior high school and college students to enroll in courses that will address the

needs and demands of the industry during a visit to the Central Methodist Mission in

Joburg during one of its career expos because senior high school and college

students are not choosing courses that will meet those demands. He encourages
kids to enroll in vocational courses as post-secondary capabilities since future

industry demands are turning toward work that needs technical and vocational skills.

He has noted that South Africa is outsourcing skills to other countries as a result of

the pervasive skill and employment mismatch in the country (The Star). Countries on

the continent have very poor human resource production because educational

institutions offer programs that are not tailored to regional needs. The 2011

Competitiveness Assessment by the International Finance and World Economic

Forum provides support for this. The Department of Education (DepEd) implemented

the Solidified Technical and Vocational Education and Training Programs (STEVP)

via public secondary schools in this country's 16 regions in 2007 to give high school

seniors in the Philippines more opportunities to pursue their careers after graduation,

whether for university study, other technical-vocational courses, or entrepreneurship.

In order for higher education institutions to meet international standards, it is

also necessary to improve curricula, expand access to tertiary education, offer more

resources and encouragement for tertiary education, and closely monitor higher

education institutions (Sawahel, 2011). The problem of employment mismatch

persists across Asia despite the region's remarkable economic progress (Veal,

2013). This led to a skill shortage in the diving industry. Recent research titled "Skills

Development in Southern Asia: Trends in Afghanistan, Bangladesh, India, Nepal,

Pakistan, and Sri Lanka" discovered that 96 million of the 100 million trainees

needed to support the region's ongoing economic development are not there. This

explains both the high unemployment rate in the area and the inadequacy of job

skills. It is discovered that literacy and numeracy performance are unequal; despite

the fact that changes in skill use within skill levels have a greater impact on literacy

than on numeracy, literacy skill levels appear to offer more rewards than numeracy
skill levels. Given competitive market conditions and a lack of institutional or

organizational barriers, the distribution of mismatches both between and within

nations is essentially consistent with the notion that skills will be used more fully.

Factors affecting the Perception of Students towards TVL-Cookery Strand

The purpose of the factors affecting students' perception of the TVL Cookery

strand was to determine the students' chosen strand, the degree to which senior high

strand selections were influenced, and characteristics including socioeconomic

status, parental status, employment prospects, academic success, and individual

interests. Other than that, students who enroll in courses in the TVL strand will obtain

excellent career preparation since graduates of vocation courses have a higher

employment rate than graduates of other courses. A smoother entry into their

preferred career. In a shorter amount of time, they will require these skills in order to

get employment. As a result, choosing which strand to focus on in senior high school

was a huge decision for students in grade 10, and it depended on a number of

factors.

One of the things that influences how people see the TVL Cookery strand is

their ignorance of its significance. The TVL track is frequently seen as a last resort

by parents and students for children who struggle academically. This image stems

from a cultural predilection towards white-collar employment requiring a college

degree. The TVL Cookery strand suffers as a result of undervaluation, which has an

impact on enrolment and funding for the program. The perspective of the TVL

culinary strand is influenced by the facilities and teaching provided. Some

educational institutions lack the tools, resources, and equipment required to

adequately instruct pupils. The view of the TVL Cookery stream is also impacted by

the social stigma associated with vocational education. Such stigma is frequently

connected to low-paying employment and little professional options. This impression

is further strengthened by the fact that vocational programs are not valued or

supported by employers, which may deter students from enrolling in them.

Additionally, this stigma has an impact on the TVL Cookery strand's reputation,

which may cause parents and students to have a poor opinion of the program. A

number of things, including a lack of awareness of its significance, the standard of

instruction and facilities, and the social stigma associated with vocational education,

affect how people view the TVL Cookery component.

The process of learning is essential to human existence, claim Rezaeinejad

and colleagues (2015). Once a learner begins to actively participate in the learning

environment, their preferred learning styles are developed. The model of learning

that a child develops is influenced by teachers and other influences. Failure to match

students' preferences for learning is always cited as the cause of low grades. Find

out the relevant differences between the two identified sets of tertiary education

learners based on their responses to the teaching strategies that match up to their

learning styles in Tulbure's (2011) study about the learners' learning modality and

other related variables, investigating their relationship to the students' grade point

average. Fast learners do not require learning styles to improve their performances;

however, slow learners did when their learning styles were addressed. Due to the

country's rapidly changing environment and culture, today's students are very

different from those who lived there ten years ago. Compared to their parents and

teachers, they may have different learning preferences. Filipinos may have a variety
of learning methods. This problem prompts the researcher to confirm the students'

preferred methods of learning and to determine whether each type of learner

employs a unique learning style. However, there is no publication that describes the

unique learning style associated with each type of learner.

The TVL Cookery strand often receives positive feedback from students. The

information they learn about nutrition and food safety in this strand, as well as the

practical skills of food preparation and presentation, are valued by the students.

They also cherish the useful experience of using a modern kitchen. Additionally,

students learn that the TVL Cookery strand helps them develop important life skills

including problem-solving, communication, and teamwork. The TVL Cookery strand

is generally regarded by students as a priceless educational experience that will

prepare them for careers in the food industry.

Purpose of the Study

The purpose of this study is to examine the perceptions of selected Grade 10

students toward the TVL-Cookery strand at Laureta National High School. The first

objective is to identify the students' perceptions of the TVL-Cookery strand. The

perceptions of students towards TVL-Cookery Strand may vary depending on their

personal interests, aptitude, and career aspirations, as well as the quality of the

education and support they receive. The second is to determine the factors that

contribute to the students' perceptions of the TVL-Cookery strand. One obvious

benefit of the TVL-Cookery strand is that it can help students develop their cooking

skills, which can be useful in their personal lives. Lastly, it is to formulate

recommendations based on the findings of the study that would improve the

students' perceptions of the TVL-Cookery strand. Providing students with access to

modern facilities and equipment can enhance their learning experience and prepare

them for the industry's standards. Overall, the TVL-Cookery strand can provide

students with practical skills and experiences that can be valuable in their personal

lives as well as in their future careers.

Research Questions

The researchers aim to obtain significance among students' perceptions and

assessments of this cookery track of the technical vocational livelihood program.

Through the semi-structured interview, researchers have constructed inquiries that

will be answered by the respondents. These are the following:

1. What are the students' perceptions of the TVL-Cookery strand?

2. How do the students' perceptions affect their decision to enroll in the TVL-

Cookery strand?

3. What factors influence the students' perceptions of the TVL-Cookery strand?

Theoretical Lens

The theoretical underpinning of this study is mind in society. A Russian

psychologist, Lev Vygotsky, posits that individuals are active participants in the

creation of their own knowledge (Schreiber & Valle, 2013). The research title

"Perceptions of Students Toward TVL-Cookery Strand: A Case Study" can be seen

through the lens of social constructivism. This theory posits that people's perceptions

of the world are shaped by their social interactions and experiences. In this case, the

students' perceptions of the TVL-Cookery strand are likely to be influenced by their

interactions with others in the program as well as their own personal experiences.

Significance of the Study

This researcher believes that this study will not only yield data that will be

helpful to her/him, more so to the following groups of people:

The Learners. Students will be able to make more informed decisions about their

own educational routes after reading this research because it will give them insight

into how their peers view the TVL-Cookery Strand.

The Teachers. This study will give teachers important knowledge about how

students perceive the TVL-Cookery Strand, enabling them to better adapt their

teaching strategies to fit the requirements of their learners.

The Researchers. This study may help the researchers assess the perceptions of

students in the TVL-Cookery strand.

Future Researchers. The findings of this study will guide them on the technical and

vocational livelihood concerns of the students, particularly in the cookery track, and it

will pave the way for more elaborate studies in similar fields.
 Scope and Delimitation

The study will cover the determination of the perceptions of Grade 10

students on the TVL-Cookery strand. The primary subject of this research study will

be the Grade 10 students enrolled in the school year 2022-2023. The grade 10

students respondents will be limited to ten (10) and there will be an interview session

between the researcher and respondent held at Laureta National High School in

Tagum City. Moreover, the participants will be purposefully chosen by doing a

random selection in each room of the Grade 10 students.

Definition of Terms

The following terms are further defined either operationally or conceptually.

Cookery. It is one of the specializations offered in senior high school TVL learners.

Technical Vocational Livelihood. Meant to help students build skills that are

relevant to their future employment and technical projects.

K to 12. It stands for kindergarten plus 12 years of elementary and secondary

education (DepEd Order No. 31, s. 2012).

National Certificate (NC) ll. It refers to certificate receives by the learners after

passing the assessment from TESDA.

Perception. It is the process of using our senses to become aware of objects,

relationships.

Technical Education and Skills Development Authority (TESDA). It is an agency

that gives an assessment to the learners after completing the learning competencies

in TVL-Cookery.
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