1 Boosting the Equipment Familiarity Level of Grade 9 Students by Utilizing

2 e-BAKED (Electronic-Baking And Kitchen Equipment iDentifier)

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12 A Classroom-based Action Research Submitted to the
13 Faculty of Technical-Vocational and Livelihood Education Department
14 Mariano Marcos State University
15 College of Teacher Education
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22 In Partial Fulfillment of the Requirements for the Course EDUC 200A (Teaching
23 Internship)
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31 Aboy, Jessa N.
32 Asuncion, Nicole P.
33 Butac, Cherika Lhen T.
34 Cabie, Erika B.
35 Gambol, Mark Lesther B.
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44 May 24, 2023

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45 APPROVAL SHEET
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47 This Classroom-based Action Research titled, BOOSTING THE EQUIPMENT
48 FAMILIARITY LEVEL OF GRADE 9 STUDENTS BY UTILIZING THE e-BAKED (ELECTRONIC-
49 BAKING AND KITCHEN EQUIPMENT IDENTIFIER) prepared and submitted by ABOY,
50 JESSA N., ASUNCION, NICOLE P., BUTAC, CHERIKA LHEN T., CABIE, ERIKA., and GAMBOL,
51 MARK LESTHER B., in partial fulfilment of the requirements in EDUC 200A (Teaching
52 Internship), is hereby approved and accepted.
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MARK R. LIMON, PhD
Research Adviser

NINA GRACE THERESE S. RABANG JOHNSON MODESTO A. BLANCO, MAPA

Panel Member Panel Member

EBA CRISTIE C. RIVERA, MAEd

Panel Member

REGIE BOY B. FABRO, PhD MARK R. LIMON, PhD

Internship Coordinator Chair, TVLED Department

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57 Accepted in partial fulfillment of the requirements of the course EDUC 200A
58 (Teaching Internship).
59
60 ARIS REYNOLD V. CAJIGAL, PhD
61 Dean, College of Teacher Education
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63 _____________________
64 Date Signed

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65 TABLE OF CONTENTS
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CHAPTER PAGE

I. Title Page 1

II. Approval Sheet 2

III. Table of Contents 3

IV. Abstract 5

V. CONTENT AND RATIONALE 6

VI. THE INTERVENTION 7

VII ACTION RESEARCH QUESTION 10

VIII. ACTION RESEARCH METHODS 15

Research Design 16

Research Setting 17

Research Participants 18

Research Instrument 21

Data Collection Method 23

Ethical Issues 25

Data Analysis 26

IX. DISCUSSION OF RESULTS 28

Problem 1 29

Problem 2 35

Problem 3 41

Problem 4 46

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 Problem 5 48

X. REFLECTION 50

XI. RECOMMENDATION 52

XII REFERENCES 53

XIII APPENDICES

A. Intervention 61

B. Letter of Request for the Conduct of the Study 62

C. Sample Consent/Assent From 67

D. Research Instrument 68

E. Images before and after conducting the study 78

XIV. CURRICULUM VITAE 83

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 79 ABSTRACT

80 This study aimed to enhance the familiarity level of Grade 9 students with baking

81 tools and equipment and their uses through the utilization of e-BAKED. A mixed method,

82 specifically an explanatory sequential design, was employed. Four schools participated in

83 this study, involving a total of 132 participants. Both researcher-developed and adapted

84 research instruments were used to collect data. Descriptive statistics, parametric

85 (Wilcoxon test and ANOVA) and non-parametric (Kruskal-Wallis) tests were performed to

86 analyze the data, and testimonies from the participants were also obtained. The results

87 of the pretest indicated that the students were very unfamiliar (!=10.10; σ=3.35) with the

88 baking tools and equipment, while the interns and teachers, rated their students as

89 unfamiliar (!=1.73; σ=0.19). After the implementation of e-BAKED, the students'

90 familiarity level significantly increased (!=32.81; σ=4.58), indicating a state of being very

91 familiar. The non-parametric test results demonstrated a significant difference among the

92 Grade 9 students of the participating schools, as assessed by the participants (S=9.624,

93 p<0.000; I=63.255, p<0.000; T=58.318, p<0.000). When comparing the means of the

94 different Grade 9 student groups in each school, Groups A, B, and C showed a significant

95 increase in the familiarity level. The developed e-BAKED was found to be very effective

96 (92.42%) in improving the familiarity level of Grade 9 students. Recommendations for

97 future research include trying out to other grade levels, inclusion of larger-scale

98 participants, inclusion of other topics, and exploring e-BAKED in other fields in TLE.

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100 Keywords: Baking tools and equipment, familiarity, intervention, student

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101 V. CONTEXT AND RATIONALE

102 For many students and faculty members, the COVID-19 pandemic served as a

103 catalyst that introduced them to the realm of online teaching and learning in a virtual

104 classroom setting. This sudden shift from face-to-face education to entirely online

105 learning necessitated a rapid adjustment to unfamiliar territory (Carolan et al., 2020). In

106 response to the COVID-19 outbreak, public health professionals implemented strict

107 regulations opposing public gatherings and advised limiting in-person interactions, which

108 significantly impacted campus ecosystems for students, faculty, and staff. Consequently,

109 both teachers and students had to adapt their teaching and learning styles, evaluation

110 methods, and other pedagogical practices to reframe the entire conventional education

111 system (Gherhes et al., 2021).

112 In the Philippines, the Republic Act No. 10533, also known as the "Enhanced Basic

113 Education Act of 2013" or the K to 12 Program, was implemented to enhance the

114 country's basic education system by strengthening the curriculum and extending the

115 number of years for basic education. The goal of the K to 12 Basic Education Program is

116 to empower individuals to improve their quality of life, provide ample time for mastering

117 concepts, foster lifelong learning, prepare graduates for tertiary education, develop mid-

118 level skills, enhance employability and entrepreneurship, and address issues like child

119 exploitation (Enhanced Basic Education Act of 2013). The program's enhanced curriculum

120 allows students to gain practical work experience while studying, ensuring that graduates

121 are equipped with information, media and technology skills, learning and innovation

122 skills, effective communication skills, and life and career skills. For a developing country

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123 like the Philippines, education and training for productive employment play a crucial role

124 in achieving national development as well as social and economic development (Adeyemo

125 & Sehoole, 2015). Along with thinking and behavioral skills, technical skills are deemed

126 essential in successfully securing employment and performing one’s job (Diokno &

127 Peprah, 2021).

128 Within the curriculum, Technology and Livelihood Education (TLE) is considered

129 one of the broadest and most comprehensive subjects. Its primary focus is on the mastery

130 of skills and competencies (cognitive, affective, and behavioral) that enable individuals to

131 reach their potential, make informed decisions, and act responsibly in society and their

132 environment (Magno, 2011). TLE as a fundamental subject area in the junior high school

133 aims to provide learners with opportunity to develop technical skills by exposing them to

134 experiences and trainings that prepares them in the various field of works (Agdan, 2013).

135 As Tomaro (2018) pointed out, life revolves around technology and livelihood to support

136 existence. TLE encompasses various subject disciplines that enhance students' knowledge

137 and skills in real-world applications. The successful implementation of a competency-

138 based curriculum, particularly in skill subjects like TLE, relies on qualified teachers with

139 adequate knowledge and skills (Mosha, 2012). Teachers' main concern is ensuring that

140 students achieve mastery of the different learning competencies, particularly in TLE. It

141 provides strategies on the use of modern technology and means for students in TLE

142 training and implementation of their modules and the styles of teaching facilities,

143 (Padullo, et al., 2021).

144 Baking is one of the specializations under TLE, and it involves the process of

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145 cooking by dry heat, typically in an oven, and is considered one of the oldest cooking

146 methods. Bread, which has been a staple food since prehistoric times, exemplifies the

147 significance of baking (Singh et al., 2021). Baking requires time, patience, precise

148 measurement, and adherence to specific procedures. To excel in baking, students must

149 familiarize themselves with the tools and equipment used in the process. By being

150 acquainted with these tools, students can develop a sense of competence in performing

151 hands-on laboratory activities. According to Willingham (2017), memories are better

152 stored when learners find them relevant to their experiences. Hence, by engaging in

153 activities that allow students to comprehend and become accustomed to various baking

154 tools, precise ingredient measurement, and proper tool usage through hands-on

155 activities, teachers can tap into students' unique learning styles and facilitate effective

156 learning (Bender, 2012; Gregorio, 2016).

157 However, field observations during in-person internships have revealed that

158 students often struggle to grasp the technicalities and critical components of baking,

159 particularly in relation to tools and equipment. Therefore, it also shows that strategies in

160 teaching and approach provides the analysis and comprehensive learning through

161 competition in learning, creativity in the aspect of TLE, innovation in the learning process

162 and integration outline and concept of lesson, (Mallillin et al., 2021). Limited exposure

163 and a lack of educational guidance contribute to this challenge. The transition from

164 traditional face-to-face learning to online learning can be a significantly different

165 experience for both students and educators, leaving them with limited alternatives

166 (Pokhrei & Chhetri, 2021). Therefore, students require instructional interventions to

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167 address these challenges. Academic interventions, such as reading intervention strategies

168 for students struggling with reading skills, can help address specific academic problem

169 areas (Lynch, 2019). Identifying and addressing the specific problems students face is

170 crucial in designing effective interventions.

171 Referring to Tamm's study (2022), traditional classrooms offer the advantage of

172 immediate face-to-face feedback. Students who encounter difficulties in the curriculum

173 can receive timely assistance either during lectures or dedicated office hours. This direct

174 interaction allows students to engage in a learning process known as "Look Listen/Learn

175 Scan/Self-learning and Go" (LoLiSGo). In this procedure, students observe

176 demonstrations, listen to explanations, actively participate in discussions, and receive

177 real-time feedback. It reveals creativity on the integration and innovation through

178 resourcefulness and imagination on the device and methods in the competency of

179 learning (Mallillin et al., 2021). The effectiveness of in-person classes compared to online

180 alternatives expedites students' comprehension and enables them to gain firsthand

181 knowledge by observing tools in action during real demonstrations.

182 In the context of baking education, implementing the e-BAKED (electronic Baking

183 Education) program or any other instructional intervention should strive to replicate the

184 advantages of in-person learning as much as possible. Utilizing the various technologies

185 in the classroom will engage the learners actively in the objectives of learning and

186 integration (Mallillin et al., 2020). This could involve utilizing virtual platforms that allow

187 for interactive demonstrations, providing clear instructions and explanations, and

188 incorporating opportunities for students to actively engage with the material. By

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189 combining visual, auditory, and hands-on learning experiences, students can enhance

190 their understanding of baking techniques, tool usage, and other essential aspects of the

191 subject. It transforms the readiness and implementation for TLE students and teachers in

192 various learning tools and pedagogy, courses, materials and resources to empower the

193 learning experiences and responsibility to the new learning opportunity of students

194 connection of creative technology in the activities and learning classes and process

195 engagement and retain information, multiple learning styles and accommodation,

196 encouragement and collaboration, instant feedback for teachers, and prepares students

197 learners in their future (Mallillin et al., 2020).

198 The field of home economics, particularly in the area of baking, emphasizes the

199 importance of practical work experiences to effectively apply and evaluate knowledge,

200 skills, and competencies. During their practice teaching, interns participating in off-

201 campus internships undergo orientations, responsibilities are handed over to them, and

202 they are assigned specific subjects and grade levels to handle. Excited and ready to take

203 on the role of a real TLE (Technology and Livelihood Education) teacher, the interns

204 eagerly embrace the practical aspects of their teaching journey.

205 However, when it comes to laboratory practicum activities, the students they are

206 teaching often exhibit a lack of familiarity with the tools and equipment used in baking.

207 They frequently rely on asking their classmates for guidance, constantly seek their

208 teacher's assistance, and resort to using their mobile devices to search for the appropriate

209 items and their proper usage. Understanding the names of the tools and knowing how to

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210 use them correctly are essential life skills that students should internalize and carry with

211 them throughout their lives.

212 The unfamiliarity with the tools and equipment puts students in vulnerable

213 positions and leads to unfavorable practices. This lack of knowledge not only affects the

214 students but also hinders the teachers' ability to create an effective learning environment

215 where students can develop essential skills and competencies. The absence of

216 appropriate platforms and tools further deprives both teachers and students of an

217 efficient shared workspace for learning and working, resulting in a less effective learning

218 experience overall.

219 The transition from online learning modalities back to traditional classroom

220 settings has had a significant negative impact on students' progress in the baking field.

221 They face challenges in applying the knowledge they have gained and putting it into

222 practice in a real-world working environment. Due to their limited exposure, lack of

223 education, and limited experience, students encounter difficulties in becoming familiar

224 with the wide range of tools and equipment used in baking.

225 To address these challenges, it is crucial to provide students with comprehensive

226 training and guidance in the proper use of baking tools and equipment. Teachers can

227 incorporate hands-on activities, demonstrations, and interactive sessions to familiarize

228 students with the tools and enhance their understanding. Creating a supportive and

229 engaging learning environment where students feel empowered to explore, experiment,

230 and learn from their mistakes will facilitate their mastery of baking techniques and

231 promote the development of necessary skills and competencies.

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232 VI. THE INTERVENTION
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234 e-BAKED (Electronic Baking And Kitchen Equipment iDentifier)

235 As students transition from online learning to a face-to-face setup, one of the

236 challenges teachers need to address is establishing an effective strategy to improve

237 students' knowledge. Effective teaching strategies encompass the methods, procedures,

238 and various processes that educators employ during classroom instruction (Bouslog,

239 2019). During our observation of the class, we noticed that students are not familiar with

240 the different tools used in baking during their laboratory practicum. To address this, we

241 implemented a teaching strategy called e-BAKED.

242 e-BAKED is a researcher-developed teaching strategy designed to help learners

243 improve their familiarity with identifying baking tools and equipment. As accentuated by

244 Lin et al. (2012), teachers should go beyond their traditional practices as knowledge

245 provider to help students to become resourceful, effective, and efficient learners It

246 consists of four phases, abbreviated as LoLiSGo, aiming to enhance students'

247 understanding of baking tools and equipment concepts.

248 The e-BAKED strategy primarily focuses on Quarter III - Lesson 1, aligning with the

249 school's curriculum guide. Its implementation follows the identification of the students'

250 lack of familiarity with various baking tools and equipment, serving as an augmentation

251 to enhance their familiarity.

252 The Lo phase of the strategy, also known as Look, involves an actual

253 demonstration of the tools and equipment used in baking. According to the study

254 conducted by Damiani et al. (2018), demonstrations appeal to different learning styles

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255 and aid in a more complete understanding for individuals. This signifies that students

256 comprehend more easily when actual baking tools are involved in the teaching process.

257 On the other hand, the Li phase, also known as Listen and Learn, entails the

258 teacher presenting and discussing the tools and equipment and their uses using trans

259 language to ensure that students appropriately absorb the information. This phase

260 encourages students to listen attentively during the discussion, fostering learning. The

261 duration of the discussion may vary depending on the topics covered that day.

262 The S phase, known as Scan and Self-learning, occurs after the discussion

263 concludes. In this phase, students are given ample time to explore the different baking

264 tools and equipment used in the laboratory. When students encounter unfamiliar baking

265 tools and equipment, they can scan a QR code linked to a website hosted on Google Sites.

266 This website contains explanations, definitions, usage guidelines, safety procedures, and

267 video tutorials on proper usage sourced from YouTube. To ensure the appropriateness of

268 the videos, the researchers and their adviser screen the videos to be used in this phase.

269 QR codes may draw student’s interest concerning topics that they have difficulty in

270 understanding and have misconceptions about (Yilmaz et al., 2017). This can contribute

271 to the practice and theory of the advanced development and facilitation of the skills of

272 students innovation and integration of TLE in the transition of the educational system in

273 the 22nd century, (Tang et al., 2020). This phase serves as a self-learning opportunity for

274 the students.

275 Lastly, the Go phase allows students to ask questions and share ideas and opinions

276 individually and collaboratively about the tools and equipment discussed. The teacher

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277 Table 1.
278 Identified problems and the parts of the e-BAKED to augment familiarity.
279
Identified Problems Parts of e-BAKED to be used
1. The students are not familiar with the tools and Look
equipment
2. The students keep on asking their classmate to Listen/Learning
what tools to be used and their teacher all the time,
and
3. The students utilize their mobile devices to search Scan/Read/Watch
for the right items to use.
280

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282 responds appropriately to the questions raised by the students. Subsequently, the

283 teacher conducts a laboratory practicum based on the lesson, which serves as an

284 application of the concepts they have learned.

285 Furthermore, the e-BAKED strategy will be validated through recommendations

286 from a Home Economics teacher in charge and the study's adviser. e-BAKED aims to

287 address the problems identified by the researchers during their off-campus teaching

288 experiences. To illustrate its effectiveness in boosting students' familiarity with baking

289 tools and equipment, Table 1 presents a matrix outlining our intervention's impact to the

290 identified problems.

291
292 VII. ACTION RESEARCH QUESTIONS

293 This study aimed to boost the level of familiarity among Grade 9 students with

294 baking tools and equipment through the implementation of an e-BAKED strategy. The

295 study seeks to address the following research questions:

296 1. What is the familiarity level of the Grade 9 students in terms of identifying baking

297 tools and their uses before the application of e-BAKED, as assessed by the:

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298 1.1. participants;

299 1.2. interns; and

300 1.3. resource teachers?

301 2. What is the familiarity level of the Grade 9 students in terms of identifying baking

302 tools and their uses after the integration of e-BAKED, as assessed by the:

303 2.1. participants;

304 2.2. interns; and

305 2.3. resource teachers?

306 3. Is there a significant difference between the level of familiarity of Grade 9 students

307 before and after applying the intervention, as assessed by:

308 3.1. participants;

309 3.1. interns; and

310 3.2. resource teachers?

311 4. Which of the participating grade 9 schools has had a greater impact on boosting the

312 familiarity level in identifying baking tools and their uses compared to other

313 participating schools?

314 5. How effective is the developed e-BAKED in boosting the familiarity level of Grade 9

315 students in identifying baking tools and their uses when implemented in a series of

316 performance tasks?

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318 VIII. ACTION RESEARCH METHODS

319 This section provides a detailed discussion of the methodologies employed to

320 guide the researchers during the study's implementation.

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321 Research Design

322 This study employed a mixed-method approach, specifically utilizing an

323 explanatory sequential design. The primary objective was to develop and validate an

324 intervention that would be subsequently use to assess its effectiveness. In order to gather

325 comprehensive insights, both quantitative and qualitative data were collected. The

326 quantitative data was obtained through participants' responses, while qualitative data

327 was gathered through informal interviews.

328 To evaluate the effectiveness of the developed materials, a pretest and posttest

329 design was implemented. This design allowed for a comparison of participants'

330 knowledge, skills, or attitudes before and after the intervention. By examining the

331 changes in their responses, the study aimed to determine the impact of the intervention

332 on enhancing familiarity with baking tools and equipment.

333 The quantitative data provided numerical information, enabling statistical analysis

334 to identify any significant differences between the pretest and posttest scores. On the

335 other hand, the qualitative data offered a deeper understanding of participants'

336 experiences, perceptions, and feedback regarding the intervention.

337 By combining both quantitative and qualitative data, this mixed-method approach

338 provided a comprehensive and holistic assessment of the intervention's effectiveness.

339 The inclusion of multiple data sources enriched the findings, allowing for a more robust

340 evaluation of the intervention's impact on the familiarity level of Grade 9 students with

341 baking tools and equipment.

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344 Research Setting

345 The research was conducted in four schools, namely: Bacarra National

346 Comprehensive High School; Pinili National High School; Ilocos Norte Regional School of

347 Fisheries; and Mariano Marcos State University – Laboratory High School, specifically

348 among Grade 9 students. The study took place within the premises of the selected

349 schools, providing a suitable environment for data collection and observation.

350 School A is Bacarra National Comprehensive High School under Department of

351 Education – Division 1. The school was situated in Barangay 1, Sta. Rita, Bacarra Ilocos

352 Norte 2916 Region 1. With a total number of 2,192 students currently enrolled in junior

353 high school. It has a 112 teaching staff and 30 non-teaching staff. BNCHS, a public school,

354 is known for its students’ competitiveness when it comes to academic achievement. The

355 school was equipped with a dedicated baking laboratory, where students had access to

356 various baking tools and equipment. Therefore, the researchers find it relevant to conduct

357 the study to ensure that grade 9 students were familiar with the baking tools and

358 equipment and their uses.

359 School B is Ilocos Norte Regional School of Fisheries wherein the school has a 438

360 students currently enrolled in junior high school with a total of 16 teaching staff and 7

361 non-teaching staff. INSRF is a public school under Department of Education – Division 1.

362 It was located at Barangay 32-B La Paz, Laoag City 2900 Region 1. INRSF is a public school

363 that focuses on food and fish processing, hence, the researchers find it interesting to

364 discover whether the students were familiar to the tools and equipment they were using.

365 The third School C is identified as Pinili National High School is located at Barangay

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366 Darat, Pinili Ilocos Norte 2905. It has a total number of 1,468 currently enrolled junior

367 high school students, 49 teaching staff, and 11 non-teaching staff. It is a school under

368 Department of Education –Division 1. The school is known for its talented students where

369 they were letting the students to join contests like Division Festival of Talents. Thus,

370 making PNHS suitable school to conduct this study.

371 On the other hand, School D is Mariano Marcos State University – Laboratory High

372 School Laoag Campus, a public school under the Commission on Higher Education Region

373 1. It is located at Apolinario Castro, Laoag City, Ilocos Norte. MMSU-LHS is known for its

374 students who excel in Mathematics, Science, and Technology. Regardless, the school is

375 not emphasizing the importance of teaching TLE to the students, considering that it

376 teaches life-long skills. By these, the researchers wanted to address the gap by boosting

377 the familiarity level in identifying baking tools and equipment.

378 Overall, the research setting provided a suitable and controlled environment for

379 conducting the study, ensuring that the data collected accurately reflected the familiarity

380 level of the students with baking tools and their uses before and after the application of

381 the e-BAKED intervention.

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383 Research Participants

384 The data for this study were collected from a total of 132 individuals who

385 participated in the research. Among them, 123 were grade 9 students, while 5 interns and

386 4 cooperating teachers also took part. The participants were selected from four schools,

387 with two schools located in Laoag City and the other two in the Ilocos Norte Division.

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388 The primary source of data consisted of the grade 9 students from the four

389 participating schools. The selection of these students was done using total enumeration

390 techniques, meaning all students enrolled in the bread and pastry production classes

391 were included. All students expressed their willingness to participate in the study. Their

392 role in the research was to actively engage in the different phases of the intervention and

393 provide feedback on its effectiveness. The students were also involved in random

394 informal interviews conducted by the researchers. However, students who decided to

395 discontinue their participation for personal reasons were excluded. Their involvement in

396 the study lasted for a period of six weeks.

397 The study also involved five interns who were student teachers assigned to the

398 classes in the four participating schools. The interns were responsible for assessing the

399 students' familiarity with identifying the tools and equipment and using them correctly.

400 They used a rubric to evaluate the students' performance before and after the

401 implementation of the intervention. The interns' insights were also sought regarding their

402 observations and comments throughout the intervention process. Their involvement was

403 primarily focused on observing the students' performance and lasted for eight weeks.

404 Additionally, four TLE or Home Economics teachers who acted as resource teacher

405 for the interns were also included in the study. Their main role was to assess the students'

406 level of familiarity with identifying and using the tools and equipment using a rubric. They

407 observed the students' performance before and after the intervention and provided

408 valuable input. The researchers also sought the interns' perspectives and feedback based

409 on their observations and comments during the entire intervention process. The

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410 Table 2.
411 Number and socio-demographic profile of the research participants involved in this study.
412
School No. of Participants Gender
GrS
Loc Type Cat Stu Int Teac Male Female
Gr9A Rural Public Large 40 1 1 13 29
Gr9B Urban Public Medium 22 1 1 14 10
Gr9C Rural Public Medium 29 2 1 3 29
Gr9D Urban Public Medium 32 1 1 8 26
Total 123 5 4 38 94
413 Notes: GrS-Grade Level and School; Loc-Location; Cat-Category; Stu-Students; Int-Interns; Teac-Resource Teachers
414
415
416
417 participation of the resource teachers lasted for eight weeks and was primarily centered

418 around observing the students' performance.

419 The data for this study were gathered from grade 9 students, interns, and resource

420 teachers. Each group played a distinct role in the research, with the students actively

421 participating in the intervention, the interns assessing the students' performance, and the

422 resource teachers providing their expertise and observations. The duration of their

423 involvement varied, ranging from six to eight weeks.

424 Table 2 presents data on the number of participants in different categories within

425 each school, along with the gender distribution. The table includes information from four

426 schools, representing both urban and rural areas, who willingly participated in this study.

427 All of the schools included in the study are public and fall within the medium to large size

428 range. In total, there were 132 participants involved in the study, including 123 grade 9

429 students, five interns, and four resource teachers. Among the participants, School A had

430 the highest number of students, with 40 students, while School B had the lowest number

431 of participants, with 22 students. The gender distribution among the participants’ shows

432 that the majority are female, accounting for 96 participants or approximately 71.21% of

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433 the total. On the other hand, there were 38 male participants, making up approximately

434 28.79% of the total.

435
436 Research Instrument
437
438 The researchers developed three instruments for this study, namely the paper and

439 pencil test and the performance task. The details of these instruments are discussed

440 below.

441 The paper and pencil test which can be found in the appendix D was administered

442 to the student participants as both the pre-test and post-test of the study. This instrument

443 was utilized to address all problem statements and consists of 40-item test subdivided

444 into three parts. The parts are: Part 1 is a 20-item matching type test with two distractors,

445 Part 2 is a 10-item identification test, and Part 3 is a 10-item multiple-choice test with four

446 options to choose from. This test assesses the students' familiarity with the different tools

447 and equipment used in baking. A table of specifications was prepared as a basis for

448 developing the test items. All parts of the test are written in English. In the post-test, the

449 stems were paraphrased, and the options were jumbled to prevent students from

450 guessing the correct answers. The mean scores were interpreted using the following

451 criteria: scores ranging from 1.00 to 10.00 were classified as "very unfamiliar," scores

452 ranging from 11.00 to 20.00 were categorized as "unfamiliar," scores ranging from 21.00

453 to 30.00 were considered as "familiar," and scores ranging from 31.00 to 40.00 were

454 labeled as "very familiar."

455 The performance task, also found in the appendix E, was used by the interns and

456 their resource teacher. This instrument was used to answer all statement of the problems.

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457 This was adapted from various sources and contextualized by the researchers. The

458 performance task rubric from the curriculum guide of the bread and pastry production

459 school served as the observation guide for analyzing the familiarity level of the Grade 9

460 students. The observation guide includes criteria such as accuracy, efficiency, proficiency,

461 knowledge, familiarity, and exposure. Users of this tool rated the students using a 4-point

462 rating scale. The computed mean scores were interpreted as follows: Very Unfamiliar

463 (0.1-1.00), Unfamiliar (1.1-2.00), Familiar (2.1-3.0), and Very Familiar (3.1-4.0). To

464 complement the quantitative data, qualitative feedback from the participants and

465 observers on how the learners performed was gathered.

466 An unstructured interview guide (See Appendix F) was used by the interns and

467 the resource teacher to gather qualitative data. The interviews aimed to capture the

468 participants' experiences, coping strategies during the intervention, and their suggestions

469 for improving the intervention for future use by other researchers. The average duration

470 of the informal interviews was recorded as 3 minutes and 28 seconds.

471 Two distinct assessments were employed to the participants. The researchers

472 administered a knowledge-based test designed to align with the higher levels of Bloom's

473 taxonomy of education, thereby ensuring an accurate measurement of their familiarity

474 level. On the other hand, the observers (i.e., interns and teachers) utilized a performance

475 rubric while the students engaged in laboratory tasks.

476 The knowledge-based test aimed to gauge the students' understanding and

477 retention of the subject matter, employing a rigorous approach that adhered to the

478 higher-order thinking skills outlined in Bloom's taxonomy. This ensured that the

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479 assessment effectively captured the students' level of familiarity with the topic under

480 consideration.

481 Meanwhile, the observers, namely the interns and teachers, employed a

482 performance rubric to evaluate the students' practical application of the learned concepts

483 during laboratory tasks. This rubric provided a structured framework for assessing the

484 students' performance based on predetermined criteria, enabling the observers to

485 objectively evaluate their competence and proficiency in executing the assigned tasks.

486 By utilizing both a knowledge-based test and a performance rubric, the

487 researchers were able to obtain a comprehensive and well-rounded assessment of the

488 participants' familiarity level and practical skills in relation to the subject matter. This

489 multi-faceted approach facilitated a more accurate evaluation and provided valuable

490 insights into the students' overall performance.

491 The instruments of this study were pilot tested on samples who were not

492 participants in order to identify any weaknesses and address them. The study advisor was

493 invited to validate the content of these instruments, and feedback was also sought from

494 four other teachers specializing in home economics, food science, educational research,

495 and computer education. The suggestions and recommendations provided by the

496 validators were incorporated into the final version of the instruments for data collection.

497
498 Data Collection Method

499 In gathering the data, the researchers followed a sequence and presented in

500 Figure 1. The different phases were discussed below chronologically.

501 Preliminaries - After the approval of this study, the researchers started to

23
502 accomplish the different requirements for the completion of this research, such as a letter

503 to the respective principal of the participating schools. After getting the approval of the

504 school heads, the researchers started to observe and assess the performances of the

505 students.

506 Before - The researchers administered a pre-test and pre-observation. The

507 students took the pre-test in order to determine their level of familiarity with the different

508 tools and equipment used in baking. Then, the researchers asked the teacher of the

509 students to confirm the results of the exams of the students, which were based on scores

510 of the students observed by the interns and the teacher.

511 During - The developed intervention was implemented among the participants of

512 this study to test its effectiveness. The pilot testing was carried out until all the validators

513 submit their comments, suggestions and recommendations to ensure that learning took

514 place and to ensure its validity. In this stage, participants were required to participate.

515 The researchers including the resource teacher monitored the progress of the students.

516 After - After the intervention, the researchers including the resource teacher

517 administered a post-observation. The students were required to take the post-test. A

518 performance task was also conducted so that the teacher and the observers/researchers

519

520
521 Figure 1. Data Gathering Procedure

24
522 could rate the students after the intervention to assess whether a change in their

523 familiarization skills was seen or not using the same rubric. When all the data that was

524 gathered, the researchers were tasked to compute, tabulate, analyze, and present the

525 findings of the study in the next chapter.

526
527 Ethical Issues
528
529 After all the necessary paperwork was completed, indicating that the

530 implementation of this study adheres to ethical standards in every aspect, the researchers

531 wrote letter to the Division Office of Laoag and Ilocos Norte to conduct study to the four

532 participating school. The identification of respondents and participants took place when

533 the resource teacher of the cooperating school was assigned to the researchers.

534 Permission was sought from the Principal of the participating schools to proceed with the

535 study.

536 The researchers conducted an orientation with the participants who volunteered

537 to participate in the data gathering procedure of this study. During the orientation

538 session, the researchers have explained the main objectives and aims of the research

539 study to the respondents. The meeting also addressed any questions or concerns the

540 participants may have regarding the data collection procedures and other aspects of the

541 study. A timetable outlining the specific activities and their anticipated completion dates

542 was given to the participants. Additionally, the researcher distributed informed consent

543 forms to each respondent, which were signed by both the respondents and their parents.

544 The researchers had obtained the consents form before preceding to the

545 implementation.

25
546 The research project included students, interns, and resource teachers as

547 participants. Confidentiality was ensured by keeping the identities of the respondents

548 anonymous throughout the study. Each participant was assigned a number or pseudonym

549 to maintain their privacy in all aspects of the research.

550 The risk to the participants in this study was very low and minimal as their answers

551 to the survey questionnaires and statements were only used as a basis for analysis and

552 interpretation.

553 Due to their involvement in various tasks, the participants could have been

554 exposed to minimal, nonthreatening physical risks. Consequently, they had the option to

555 withdraw from the study at any time if they felt the activities were too demanding,

556 without facing any adverse consequences. Furthermore, apart from withdrawal, a

557 participant could have been excluded from the study.

558 Regarding access to information, apart from the research committee members,

559 no other individual or group had access to the information the researchers collected. This

560 ensured that the responses were kept confidential. Only the respondents had access to

561 the raw data indicated in their completed questionnaires and to the recorded and

562 transcribed interactions that resulted from the interviews. To maintain participant

563 confidentiality, their identities were not disclosed, and pseudonyms were used to

564 represent them in the study.

565
566 Data Analysis

567 Research questions 1, 2, and 5 used descriptive and narrative analysis, while

568 research questions 3 and 4 used inferential statistics. Descriptive and inferential statistics

26
569 were used to tabulate the raw scores gathered from pre-test and post-test results and to

570 establish the validity of the developed intervention. Narrative analysis focused on the

571 familiarization skills of the different baking tools and equipment of the students and was

572 used to analyze data gathered from observations and informal interviews. Inferential

573 tests like Wilcoxon Signed-Rank Test, Analysis of Covariance, and Kruskal-Wallis One-Way.

574 To answer statement of the problem number 3 if exist a difference per school

575 before and after the intervention, the researchers used the formula computing Wilcoxon

576 signed-rank test as shown below:

12

577 "= $%& () , + − (- , + ∙ /0

03-
578 Where:
579
580 W= Test statistic
581 Nr= sample size, excluding pairs where x1=x2
582 Sgn= sign function
583 (X₁, i - X₂, i)= corresponding ranked pairs from two
584 R i= rank 1
585
586 In order to test if difference exist of all participating schools, the Analysis of

587 Variance (ANOVA) was performed:

(0 − 89 :0 − 89
588 6!7 =
;
589
590
591 Where:
592
593 σxy=is the covariance between variables X and Y
594 ∑= is the sum of
595 Xi= is the person’s raw score on variable X
596 μx=is the population mean of variable X
597 Yi= is the participants raw score on variable Y
598 μy=is the population mean of variable Y
599

27
600 To answer statement of the Problem number 4, The Kruskal-Wallis One-way

601 Analysis was also performed using this formula below. This test was used to determine

602 the performance of the participating schools has had a greater impact when they are

603 compared with other schools.

12 /0)
604 <= −3 &+1
& &+1 &0
605
606
607 Where:
608 N = Total number of observations in all grouped samples
609 K = Number of comparison groups
610 Ri = Sum of the ranks in the first group
611 ni = Sample size in the first group
612
613 Analysis were performed to determine the significant increase in the level of

614 familiarity with baking tools and equipment. This test was also used to evaluate whether

615 the researchers-developed intervention was effective in the four participating schools.

616 The ranges of scores and percentages used to determine effectiveness are as follows:

617 scores from 1.00 to 10.00 (00.00-25.00%) were classified as "not effective at all," scores

618 from 11.00 to 20.00 (26.00-50.00%) were categorized as "less effective," scores from

619 21.00 to 30.00 (51.00-75.00%) were considered "effective," and scores from 31.00 to

620 40.00 (76.00-100.00%) were labeled as "very effective." The level of significance was set

621 at 95%.

622
623 IX. DISCUSSION OF RESULTS

624 This chapter presented, analyzed, and interpreted the data gathered in this study.

625 The discussions were focused on the following: a) familiarity level of Grade 9 students in

626 terms of identifying baking tools and their uses before the application of e-BAKED, as

28
627 perceived by the participants, resource teacher, and interns; b) familiarity level of Grade

628 9 students in terms of identifying baking tools and their uses after the application of e-

629 BAKED, as perceived by the participants, resource teacher, and interns; c) significant

630 difference between the level of familiarity of Grade 9 students before and after applying

631 the intervention as assessed by the participants, resource teacher, and interns; and d)

632 effectiveness of the e-BAKED.

633
634 Assessment on the level of familiarity of Grade 9 students’
635 in identifying baking tools and their uses before the intervention
636
637 The Assessment on the Level of Familiarity of Grade 9 students in identifying

638 baking tools and their uses before the intervention in shown in Table 3. According to the

639 assessment, the grade 9 students had a self-reported rating of 10.10, which is interpreted

640 as "very unfamiliar." This indicates that based on their own perceptions, the students

641 considered themselves to have a limited knowledge and understanding of the names and

642 uses of the baking tools. One crucial variable that directly impacts the quality of learning

643 acquisition among learners is the adequacy or lack of school facilities that aid in the

644 reinforcement of knowledge and skills (Limon,2016). His study also revealed that

645 insufficient school facilities were negatively impacting student performance and

646 achievement, and the administrators concerned take no significant action in addressing

647 this educational issue. Since the lack of educational facilities was proven to pose serious

648 consequence on student performance and achievement, stakeholders should closely look

649 into procedures that focus on facility support and management in the field of TLE (Limon,

650 2016). Environmental literacy is important in order for people to be able to identify and

29
651 Table 3.
652 Assessment on the Level of Familiarity of G9 Student’s in Identifying Baking Tools and their
653 Uses Before the Intervention.
654
Participants GrS n Before σ DI
Gr9A 40 09.48 1.79 Very Unfamiliar
Gr9B 22 10.09 2.64 Very Unfamiliar
Students
Gr9C 29 09.59 2.48 Very Unfamiliar
Gr9D 32 11.25 2.49 Familiar
Overall Mean 123 10.10 3.35 Very Unfamiliar
Gr9A 01 01.75 0.24 Unfamiliar
Gr9B 01 01.88 0.27 Unfamiliar
Interns
Gr9C 02 01.74 0.31 Unfamiliar
Gr9D 01 01.60 0.22 Unfamiliar
Composite Mean Total 11 01.74 0.26 Unfamiliar
Gr9A 01 01.54 0.18 Unfamiliar
Resource Gr9B 01 01.98 0.25 Unfamiliar
Teachers Gr9C 01 01.83 0.30 Unfamiliar
Gr9D 01 01.52 0.23 Unfamiliar
Composite Mean Total 04 01.72 0.24 Unfamiliar
Overall Mean 1.73 0.19 Unfamiliar
655 Notes: GrS-Grade Level and School; n-sample; σ-standard deviation; DI-Descriptive Interpretation; 0.00-10.00 (0.1-1.00)-
656 very unfamiliar; 11.00- 20.00 (1.1- 2.00)- unfamiliar; 21.00- 30.00 (2.1- 3.1)- familiar; 31.00- 40.00 (3.1- 4.0)- very
657 familiar
658
659
660 prevent environmental problems and adopt sustainable behaviors (Casalo & Escario,

661 2016). With its goal of developing the appropriate level of such literacy in individuals

662 (Casalo & Escario, 2016). An environmentally literate person should have appropriate

663 environmental knowledge and attitude, environment-friendly behavior and care for 44

664 modern aspects of home economics education and Slovenia environmental problems

665 (Tuncer et al., 2009). It suggests that the students lacked familiarity with the tools

666 required for baking activities. Salter and Hinds (2014) draw attention to the gap between

667 the current position of home economics education, mostly marginalized in many

668 education systems and the evident problems at various levels of society. It suggests that

669 the students lacked familiarity with the tools required for baking activities. In contrast,

30
670 the interns and resource teachers assessed the students' familiarity using a rubric and

671 provided an average rating of 1.73, indicating "unfamiliar." This implies that the interns

672 and resource teachers perceived the students to have a limited understanding of the

673 names and uses of the baking tools. Their assessment aligns with the students' self-

674 reported ratings and confirms that the students indeed lacked familiarity with the tools.

675 The consistency between the students' self-reported ratings and the assessment made by

676 the interns and resource teachers highlights the need for intervention. It indicates that

677 the students themselves recognized their lack of knowledge and understanding regarding

678 the baking tools and their uses. The assessment results support the decision to implement

679 an intervention to enhance the students' familiarity with the tools and improve their

680 overall competency in working with baking equipment.

681 Students. The data in Table 3 also provides insights into the level of familiarity

682 among students before the intervention, as assessed through a pre-test. The total mean

683 score of 10.10, with a corresponding standard deviation of 3.35, indicates that the

684 students across all four schools were classified as "very unfamiliar" in their ability to

685 identify the tools and equipment used in the study. This finding suggests that prior to the

686 intervention, the students had limited knowledge and understanding of the tools and

687 equipment relevant to the study. This poor performance has been traced by researchers,

688 Twan 2021. They were not accustomed to identifying and working with these items. One

689 student commented that: “ma’am ammok detoy ngem diak ammo name na (S21)”

690 [ma’am I know this but I don’t know its name], which is corroborated by some G9 student

691 numbers 8, 46, 79, 92, and 111. Another G9 student mentioned that: “ususarek detoy jay

31
692 balay mi ma’am ngem tay met ilokano term ti pangnaganan ni mamak sir (S51)” [I use it

693 in our house ma’am but my mom usually calls it by its ilokano term]. This statement is

694 same comments with student numbers 22, 51, 66, 89, and 104. In a separate informal

695 interview with the students, one stated that “ma’am tulungandak man a mafamiliarize

696 ko dagitoy tapnun ammok to met ibagbagak lalo ket kayat ko agbalin a maestro ti TLE

697 (S34)”[ Ma'am, please help me to familiarize with these tools so that I’ll know what to say

698 because I want to become a TLE (Technology and Livelihood Education) teacher]. This

699 highlights the need for the intervention to improve their familiarity and competence in

700 using the tools and equipment in baking. The relatively high standard deviation of 3.35

701 indicates some variability in the levels of familiarity among the students within and across

702 schools. While the mean score provides an overall measure of unfamiliarity, the standard

703 deviation suggests that there may be differences in the levels of familiarity among

704 individual students which shows low level of familiarity students in identifying baking

705 tools and their uses.

706 Interns. Additionally, the data in Table 3 reveals the observations made by the

707 interns regarding their knowledge and familiarity with the baking tools and equipment.

708 The total mean score of 1.74, accompanied by a standard deviation of 0.26, indicates that

709 the interns were classified as "unfamiliar" with the baking tools and equipment. This

710 finding suggests that although the interns could recognize the appearance of the tools

711 and equipment, their knowledge regarding their names and uses was limited. The interns

712 exhibited a lack of comprehensive understanding when it came to identifying and

713 correctly utilizing the baking tools and equipment. While they might have had some

32
714 exposure to these items, their knowledge was not sufficient to confidently and accurately

715 name or understand their respective uses. An intern stated, “mapagsisinnukat da ti nagan

716 ti tools (I3)” [They interchange the names of the tools]. Which according to their fellow

717 interns has the same dilemma with the other schools. All of the interns commented that:

718 “haan da lang ammo nagan, haan da pay ammo nga usaren ti tools” [they just don't know

719 the name, they don't even know how to use the tools]. Intern 5 declare that” Kaasi

720 dagitoy ubbing a dumakkel nga haan da ammo name ken usaren dagitoy a tools.

721 Panagusar ken ammo ti nagan dagitoy ket maysa a life skills iti ubing, ta ton adda

722 pamilyana ket ammo da met nga isuroan nak na nu ana usar ken nagan na dagitoy” [It's

723 unfortunate that these children are growing up without knowing and using these tools.

724 Knowing the names and uses of these tools is an essential life skill for children, especially

725 because when they have their own families, they will know how to teach their children to

726 use and handle these.]. All of the interns agreed to this statement revealed by Intern 5.

727 This information highlights the importance of the intervention in providing the interns

728 with structured and comprehensive training on the baking tools and equipment. By

729 enhancing their knowledge and familiarity with these items, the interns will be better

730 equipped to carry out their tasks effectively and efficiently in a professional baking

731 environment. The relatively small standard deviation of 0.26 indicates that there was

732 relatively little variability among the interns' levels of familiarity. This suggests that the

733 interns shared a similar lack of knowledge and understanding regarding the baking tools

734 and equipment.

735 Resource Teacher. Furthermore, the data in Table 3 sheds light on the

33
736 observations made by the resource teachers regarding the students' familiarity with the

737 baking tools and equipment. The teachers' assessment yielded a total mean score of 1.72,

738 accompanied by a standard deviation of 0.24, which is interpreted as "Unfamiliar." This

739 indicates that the students' prior knowledge and understanding of the baking tools and

740 equipment, as observed by the teachers, were insufficient. During the laboratory

741 sessions, the teachers noticed that the students frequently approached them with

742 inquiries about the types of tools they would be utilizing. Majority of the teacher-

743 respondents mentioned that: ma’am ana langati spatula? Ma’am an usaren mi kadetoy

744 a tools?, Ma’am kasanu usaren (referring to the wisk)? [Ma’am how do spatula looks like?

745 Ma’am, what are we going to use these tools for? Ma’am, how do we use it?]. Two of the

746 resource teachers in rural schools revealed that: “Ma’am ana ti nagan na detoy

747 ngaminen?, Ma’am kasanwek detoy nga usaren (referring to the electric mixer)? [Ma’am

748 what is the name of this tool, again? Ma’am, how do I use this tool?] Resource teachers

749 in the urban area mention that “familiar dagitoy ubing ngem haan da lang ammo usaren

750 dagitoy tools and equipment in baking” [These children are familiar with these tools and

751 equipment in baking, but they don't know how to use them]. This indicates that the

752 students lacked familiarity with the names and purposes of the baking tools and

753 equipment. The students' lack of knowledge was evident, as they struggled to identify

754 and differentiate between the various tools. Where one of the barriers in cooking was

755 lack of knowledge about how to cook (Lang & Caraher, 2001; Soliah et al., 2006). The

756 noticeable discrepancy between the students' lack of familiarity and their improper use

757 of tools underscores the need for intervention and education. It highlights the importance

34
758 of providing the students with comprehensive training on the baking tools and

759 equipment. Through targeted instruction and guidance, the students can develop a solid

760 foundation of knowledge and understanding, enabling them to correctly identify and

761 effectively utilize the tools in their baking endeavors.

762 Overall, the assessment results reveal a consensus among the students, interns,

763 and resource teachers that the grade 9 students were very unfamiliar or unfamiliar with

764 the names and uses of baking tools. This underscores the importance of the intervention

765 and the necessity of providing the students with targeted training and education to

766 enhance their familiarity and competence in working with baking tools. The assessment

767 serves as a valuable baseline for evaluating the effectiveness of the intervention and

768 tracking the progress made by the students in developing their knowledge and skills in

769 the future.

770
771 Assessment on the level of familiarity of Grade 9 students’
772 in identifying baking tools and their uses after the intervention
773
774 Table 4 exhibits the Assessment on the Level of Familiarity of Grade 9 students in

775 identifying baking tools and their uses as perceived by the students, interns, and resource

776 teacher after integrating the intervention. According to the table, the level of familiarity

777 among the students has been notably boosted after the intervention. This improvement

778 is reflected in the post-test result, where the students achieved a total mean score of

779 32.81 with a standard deviation of 4.58 that interprets as very familiar. The high mean

780 score suggests that the students have successfully identified the various baking tools and

781 equipment and accurately indicated their uses. The standard deviation indicates that the

35
782 Table 4.
783 Assessment on the Level of Familiarity of G9 Student’s in Identifying Baking Tools and their
784 Uses After the Intervention.
785
Participants GrS n After σ DI
Gr9A 40 32.40 3.95 Very Familiar
Gr9B 22 32.18 5.22 Very Familiar
Students
Gr9C 29 32.69 4.82 Very Familiar
Gr9D 32 33.97 4.31 Very Familiar
Overall Mean 123 32.81 4.58 Very Familiar
Gr9A 02 3.62 0.18 Very Familiar
Gr9B 02 3.66 0.22 Very Familiar
Interns
Gr9C 02 3.76 0.18 Very Familiar
Gr9D 05 3.57 0.20 Very Familiar
Composite Mean Total 11 3.65 0.20 Very Familiar
Gr9A 01 3.68 0.18 Very Familiar
Resource Gr9B 01 3.58 0.21 Very Familiar
Teachers Gr9C 01 3.75 0.13 Very Familiar
Gr9D 01 3.60 0.27 Very Familiar
Composite Mean Total 04 3.65 0.20 Very Familiar
Overall Mean 3.65 0.20 Very Familiar
786 Notes: GrS-Grade Level and School; n-sample; σ-standard deviation; DI-Descriptive Interpretation; 0.00-10.00 (0.1-1.00)-
787 very unfamiliar; 11.00- 20.00 (1.1- 2.00)- unfamiliar; 21.00- 30.00 (2.1- 3.1)- familiar; 31.00- 40.00 (3.1- 4.0)- very
788 familiar
789

790 scores were fairly consistent among the students, further supporting the notion of

791 increased familiarity. This finding contradicts the data presented in table 3, which

792 presumably shows the pre-intervention results. The discrepancy between the two tables

793 implies that the intervention had a positive impact on the students' understanding and

794 recognition of baking tools. The interns' observation of the Grade 9 students'

795 performance in using baking tools and equipment during laboratory sessions provides

796 valuable insights into the effectiveness of the intervention. The interns recorded a total

797 mean score of 3.65 with a standard deviation of 0.20 which interpret as very familiar. The

798 high mean score suggests that the students consistently demonstrated the proper use of

36
799 the baking tools, showcasing their improved understanding and proficiency. According to

800 Robin (2020), having the right tools allows the learners to perfect their baking skills and

801 also gives them the freedom to experiment with new techniques. The learners have been

802 able to successfully bake a cupcake and creatively decorated with the right baking tools

803 and equipment. Comparing the data from table 3 (pre-intervention) to table 4 (post-

804 intervention), a significant increase in the students' familiarity level can be observed. The

805 total mean score rose from 1.72 to 3.65 which interpret as very familiar, indicating a

806 substantial improvement in the students' knowledge and understanding. The shift from a

807 relatively low mean score to a high mean score suggests that the intervention has

808 effectively boosted the students' familiarity with identifying baking tools and equipment

809 and their respective uses. According to the study of Lee et al. (2011), QR codes are very

810 versatile. With QR codes, teachers can create customized guidebooks for individual field

811 studies and that students can learn more effectively because the code only contains

812 information that is relevant to the matter at hand. The significant increase in the mean

813 score, coupled with the change in the students' behavior, indicates a substantial

814 improvement in their knowledge and competence. Another important factor known to

815 influence learner’s performance is self-efficacy or one’s personal judgement of capability

816 to successfully perform a particular task (Pena, et al., 2015). Wherein an individual’s self-

817 efficacy was known to influence the amount of effort one gives to a particular learning

818 task (Hartmen, 2021) and the level of persistence when faced with difficulties (Khalique

819 & Singh, 2019). Khan and Bhatt (2021) describe self-efficacy as one’s confidence or the

820 optimistic belief to one’s competence or chances of success. The intervention not only

37
821 increased the students' familiarity level but also empowered them to independently

822 utilize the appropriate baking tools, further emphasizing the effectiveness of the

823 implemented intervention.

824 Students. The data in Table 4 exhibits the level of familiarity among students after

825 the intervention, is assessed through a post- test. The total mean score of 32.81, with a

826 corresponding standard deviation of 4.58, indicates that the students across all four

827 schools were classified as "very familiar" in their ability to identify the tools and

828 equipment used in the study. They were accustomed to identifying and working with

829 these items. One student commented that: “Ma’am nagado ti nasursurok gapu detoy

830 inted yu ngai-scan mi”. [Ma’am I had learned a lot because of this QR Code you gave],

831 which is corroborated by some G9 students numbers 7, 20, 53, 76 and 98. Self-confidence

832 is very necessary for a student to take risks and engage in the learning activities and those

833 who have self-confidence they are assured of their abilities and are setting goals for

834 themselves and work hard to achieve their goals without worrying about the outcomes

835 (Kanza, 2016). Another G9 student mentioned that: “ma’am mabalin ko ba usaren detoy

836 in the future? Ma’am mabalin ko ba ibaga ti sabali tapnu makatulong nak?” [Ma'am, can

837 I use this in the future? Ma’am can I share this to anyone so that I can be of more help?].

838 This corresponds to the study of Takada et al. (2012), that in Bread and Pastry Production,

839 it is important to know the appropriate of using tools and equipment to achieve the target

840 and superior performance of the students. Bread and Pastry Production has a good

841 impact on our lives, they can eventually start small business if they have a basic

842 understanding of baking procedures and for them to be able to turn theories into

38
843 application. This statement is same comments with the student numbers 25, 53, 78, and

844 113. This highlights that the intervention is significant and highly recommended. The

845 relatively high standard deviation of 4.58 indicates variability in the levels of familiarity

846 among the students within and across schools. While the mean score provides an overall

847 measure of very familiarity, the standard deviation suggests that there may be differences

848 in the levels of familiarity among individual students which shows high level of familiarity

849 students in identifying baking tools and their uses.

850 Interns. Moreover, the data in Table 4 reveals the observations made by the

851 interns regarding their knowledge and familiarity with the baking tools and equipment.

852 The total mean score of 3.65, accompanied by a standard deviation of 0.20, indicates that

853 the interns were classified as "very familiar" with the baking tools and equipment. The

854 interns' high mean score and low standard deviation collectively indicate that they

855 possessed a strong grasp of the subject matter and were able to accurately assess the

856 students' level of familiarity. Their expertise and experience likely contributed to their

857 ability to make accurate observations and judgments regarding the students'

858 understanding and proficiency in using the baking tools. An intern stated, “alisto da na

859 familiarize ti nagnagan ti tools” [They quickly familiarized with the names of the tools].

860 Which their fellow interns agreed with that. All of the interns commented that: “kaya dan,

861 ammo da ti ususto nga usar ken nagan nan” [They can do it, they know the proper usage

862 and its name]. Their observations provide valuable validation of the students' increased

863 knowledge and competence, as indicated by the previous analysis of the assessment

864 results. The interns' observations further support the conclusion that the implemented

39
865 intervention successfully enhanced the students' familiarity with identifying baking tools

866 and their uses.

867 Resource Teacher. In addition, the data in Table 4 enlighten the observations

868 made by the resource teachers regarding the students' familiarity with the baking tools

869 and equipment. The resource teachers' assessment garnered a total mean score of 3.65,

870 accompanied by a standard deviation of 0.20, which is interpreted as "Very familiar." The

871 narrow spread of scores suggests that the resource teachers had a similar perception of

872 the students' familiarity with the baking tools and equipment. This consistency reinforces

873 the reliability of the resource teachers' assessment and lends further credibility to the

874 high mean score. During the laboratory sessions, the resource teachers noticed that the

875 students were confident in using the tools. Majority of the teacher-respondents

876 mentioned that: “ma’am ammok usaren dagitoy tools’n uray dinak surwanen” [Ma'am, I

877 know how to use these tools even though you can’t instruct me]. All of the resource

878 teachers stated that, “familiar da ti nagnaganen ken ammo da usaren’n uray dim

879 ibagbaga kanyadan” [They are familiar with the names and know how to use them even

880 without being told]. Indeed, instructors are essential actors that assume the crucial

881 position of determining the effectiveness of the learning process (Shelly et al., 2020). So,

882 the high mean score and low standard deviation indicate a high level of familiarity among

883 the students, as perceived by the resource teachers. As Team Peninsula Plaza (2018)

884 suggests, it is necessary for people to be well-equipped with the fundamental skillsets

885 that they will be utilizing when they will be on the field. These findings contribute to the

886 overall understanding that the implemented intervention significantly enhanced the

40
887 students' knowledge and proficiency in identifying and using baking tools and equipment.

888 Overall, the findings suggest that the intervention has effectively empowered the

889 students to become proficient in identifying and using baking tools and equipment. This

890 enhanced familiarity not only equips them with essential baking skills but also promotes

891 their confidence and independence in handling culinary tasks.

892
893 Assessment on the level of familiarity of Grade 9 students’
894 in identifying baking tools and their uses before and after the intervention
895
896 Table 5 exhibits the results on the assessment on the significant difference on the

897 level of familiarity of G9 students group according to participants and schools before and

898 after implementing the intervention. The data shows that there is a significant difference

899 in the level of familiarity of Grade 9 students before and after applying the intervention,

900 as assessed by participants. The statistical tests conducted (Wilcoxon test) indicate a

901 significant difference with a p-value of 0.000 (p<0.05) for all groups. Analysis of variance

902 was also performed and showed significant difference (p-value of 0.000; p<0.05) between

903 schools which indicates that the grade 9 students per schools show excellent result after

904 the intervention was implemented.

905 Students. The data (Table 5) indicated that there was a significant difference as it

906 shows that the students’ level of familiarity improved from” very unfamiliar” to “very

907 familiar” after the intervention was implemented. This signifies that the students have

908 been able to answer the test easily which is an indication that the use of the material

909 boost their familiarity level and that they have confidently identified the baking tools,

910 explained its uses properly. Moreover, the students demonstrated a high level of

41
Table 5.
Results on the assessment on the significant difference on the level of familiarity of G9 students grouped according to participants,
and schools before and after implementing the intervention.

Before After Wilcoxon Test ANCOVA

GrS n diff
! σ DI ! σ DI z p-value F p-value
Gr9A 40 09.48 1.79 VU 32.40 3.95 VF 22.92 5.511 0.000** 9.624 0.000**
Gr9B 22 10.09 2.64 VU 32.18 5.22 VF 22.09 4.107 0.000**
S
Gr9C 29 09.59 2.48 VU 32.69 4.82 VF 23.10 4.703 0.000**
Gr9D 32 11.25 2.49 F 33.97 4.31 VF 22.72 4.937 0.000**
Gr9A 02 01.75 0.24 U 03.62 0.18 VF 01.87 5.511 0.000** 63.255 0.000**
Gr9B 02 01.88 0.27 U 03.66 0.22 VF 01.78 4.107 0.000**
I
Gr9C 02 01.74 0.31 U 03.76 0.18 VF 02.02 4.703 0.000**
Gr9D 05 01.60 0.22 U 03.57 0.20 VF 01.97 4.937 0.000**
Gr9A 01 01.54 0.18 U 03.68 0.18 VF 02.14 5.511 0.000** 58.318 0.000**
R Gr9B 01 01.98 0.25 U 03.58 0.21 VF 01.60 4.107 0.000**
T Gr9C 01 01.83 0.30 U 03.75 0.13 VF 01.92 4.703 0.000**
Gr9D 01 01.52 0.23 U 03.60 0.27 VF 02.08 4.937 0.000**
Notes: **p<0.05; α=.05; GrS-Grade Level and School; S-Student; I-Interns; RT-Resource Teachers; n-sample; "- mean; σ-standard deviation; diff-Difference; DI-Descriptive
Interpretation; 0.00-10.00 (0.1-1.00)-very unfamiliar; 11.00- 20.00 (1.1- 2.00)- unfamiliar; 21.00- 30.00 (2.1- 3.1)- familiar; 31.00- 40.00 (3.1- 4.0)- very familiar

42
 1 confidence in identifying baking tools and explaining their uses correctly. This suggests

2 that the intervention not only enhanced their familiarity but also equipped them with the

3 necessary skills and knowledge to effectively engage with the subject matter. This also

4 measures the performance of the teachers in TLE as to innovation and integration of

5 teaching is concerned in their skills and competency in teaching since their profession is

6 noblest among all where it challenges the teachers in their innovations to motivate

7 students in their teaching technicalities which involves self-management in teaching,

8 action and strategy, teamwork, planning and communication, (Mallillin & Mallillin, 2019).

9 By confidently recognizing the baking tools and accurately describing their purposes, the

10 students showcased a deeper understanding and practical application of the learned

11 concepts. Overall, the significant difference in familiarity levels observed in the data

12 highlights the positive impact of the intervention on the students' learning outcomes. It

13 demonstrates that the materials and activities implemented during the intervention

14 successfully facilitated the students' acquisition of knowledge, leading to increased

15 familiarity and improved performance in identifying baking tools and understanding their

16 functions.

17 Interns. Results of the rating of the interns conveys that there was also a

18 significant difference on the level of familiarity of the students before and after

19 implementing the intervention from “unfamiliar” to “very familiar”. By transitioning from

20 a state of unfamiliarity to a high level of familiarity, the students demonstrated their

21 increased understanding and competence in working with these tools. The intervention

22 likely incorporated various instructional strategies, hands-on activities, and practical

43
23 experiences that allowed the students to actively engage with the baking tools. Through

24 these experiences, they not only gained knowledge about the tools but also learned how

25 to use them effectively and appropriately. By successfully identifying and using the tools

26 in their proper usage, the students showcased their ability to apply their newfound

27 familiarity in real-world scenarios. This indicates that the intervention not only increased

28 their theoretical knowledge but also enhanced their practical skills in working with baking

29 tools and equipment. Overall, the observations made by the interns strongly support the

30 notion that the intervention had a positive impact on the students' familiarity levels. It

31 provided them with the necessary guidance and opportunities to develop a solid

32 foundation of knowledge and practical skills in relation to baking tools and equipment,

33 ultimately empowering them to excel in this domain.

34 Resource Teachers. The result of the observation of the resource teacher-

35 participants (Table 5) reported the mean familiarity scores for participants before the

36 intervention is 1.54 but after application of the intervention became 1.68. The lack of

37 knowledge of the students about the baking tools and equipment and their uses has

38 finally improved. This increase in familiarity scores indicates a significant enhancement in

39 the students' understanding and knowledge of baking tools and equipment. Prior to the

40 intervention, the students exhibited a lack of knowledge in this area. However, through

41 the intervention's activities, lessons, and practical experiences, their familiarity with these

42 tools gradually improved. The resource teachers' observations played a crucial role in

43 assessing the effectiveness of the intervention. They noticed a remarkable transformation

44 in the students' understanding and ability to discern the specific baking tools required for

44
45 various tasks, as well as their comprehension of the tools' intended uses. This can provide

46 better orientation of teachers that reflects the process and intensification of the learning

47 process in TLE to prove the professional conditional and crisis for teachers as to

48 professional development in teaching, strategies, and classroom management (Lipayon,

49 2020). The students now possess a clearer understanding of which tools are appropriate

50 for specific baking processes and how to use them effectively. In summary, the

51 observations made by the resource teachers, as reflected in the data from Table 5,

52 confirm the significant improvement in the students' familiarity with baking tools and

53 equipment following the intervention. The intervention effectively addressed their initial

54 lack of knowledge, enabling them to acquire a deeper understanding of the tools'

55 purposes and select the appropriate ones for various baking tasks.

56 This finding demonstrates that the intervention had a tangible impact on the

57 familiarity levels of the participants. The participants, including the students, interns, and

58 resource teachers, experienced a notable shift in their familiarity with baking tools and

59 equipment after the intervention was implemented. The statistical analysis reaffirms the

60
61 Table 6.
62 Result of the Kruskal-wallis post hoc test on the comparison of means of the different
63 grade 9 sections group according to school
64
GrS ! GrS ! GrS diff Result z p-value Inter
Gr9A 59.81 Gr9B 57.61 AB 02.20 < 2.468 .481 ns
Gr9A 59.81 Gr9C 59.05 AC 00.76 < 2.468 .481 ns
Gr9A 59.81 Gr9D 70.42 AD 10.61 > 2.468 .481 s
Gr9B 57.61 Gr9C 59.05 BC 01.44 < 2.468 .481 ns
Gr9B 57.61 Gr9D 70.42 BD 12.81 > 2.468 .481 s
Gr9C 59.05 Gr9D 70.42 CD 11.38 > 2.468 .481 s
65 Notes: **p<0.05; α=.05; GrS-Grade Level and School; "- mean; diff-Difference; Inter-Interpretation; ns=Not significant; s-
66 significant

45
 1 effectiveness of the intervention in improving their knowledge and understanding in this

2 domain. The results of the statistical tests provide objective evidence to support the

3 positive outcomes observed in the data. They validate the observations and perceptions

4 of the participants, further solidifying the conclusion that the intervention successfully

5 enhanced the participants' familiarity levels.

6
7 Impact on boosting the familiarity level in identifying baking tools and their uses
8 compared to other participating schools after using the intervention
9
10 Table 6 shows that there is a comparison of means between different groups, and

11 in order for a difference to be considered statistically significant, it must be larger than a

12 specific value, in this case, z=2.468. Based on the results from the table of comparisons

13 for means, only the differences between groups A and D, B and D, and C and D exceeded

14 the critical difference of 2.468. This indicates that these particular comparisons show

15 statistically significant differences in means, suggesting that the medians of these groups

16 are different. Furthermore, it is implied that these groups (A, B, C) performed better than

17 the other groups of participants. Specifically, their level of familiarity with baking tools

18 and equipment and how to use them increased significantly compared to the other

19 groups.

20 On the other hand, the differences between groups A and B, A and C, and B and C

21 did not exceed the critical difference of 2.468. This means that these comparisons are not

22 statistically significant, and it cannot be concluded that the medians of these groups are

23 different. However, it is noted that all groups experienced a statistically significant

24 increase in their level of familiarity with baking tools and equipment. The difference lies

46
25 in the comparison between groups. When comparing these groups to each other, their

26 levels of familiarity are found to be similar, indicating that no group is significantly better

27 than the others. The increased levels of familiarity among these groups are at the same

28 level.

29 In summary, the statement concludes that groups A and D, B and D, and C and D

30 show statistically significant differences in means, suggesting that they have a higher level

31 of familiarity compared to the other groups. However, when comparing groups, A and B,

32 A and C, and B and C, their levels of familiarity are not statistically different, indicating

33 that their increases in familiarity are similar and no group stands out as better than the

34 others. All of the participating schools exhibited commendable performance; however, it

35 is worth noting that schools A, B, and C made the most profound impact when compared

36 to the other groups. This outcome provides strong evidence that the intervention

37 significantly elevated their familiarity level. Moreover, these findings align with the results

38 obtained from assessing the effectiveness of the developed material, further confirming

39 the positive effects of the intervention on the identified schools. This finding is consistent

40 with the researches conducted by Doming et al. (2022), Limon (2021), Limon et al. (2022),

41 and Tarampi et al. (2022) who highlighted that when a contextualized intervention is

42 implemented, it has a greater impact on skill improvement. These studies further support

43 the notion that targeted interventions tailored to specific contexts yield more significant

44 outcomes in terms of skill development. Hence, the present study's results align with the

45 growing body of evidence emphasizing the effectiveness of contextualized interventions

46 in driving substantial improvements in various skills.

47
47 Effectiveness of the developed e-BAKED in boosting the familiarity of grade 9
48 students of the different schools when it is implemented in a series of task
49
50 In order to consider that the developed intervention is effective, a series of task

51 was implemented and ranges of scores needs to be interpreted using these ranges of

52 scores and percentage to be regarded as effective are as follows: 1.00 to 10.00 (0.00-

53 25.00%) were classified as "not effective at all," scores ranging from 11.00 to 20.00 (26.00-

54 50.00%) were categorized as "less effective," scores ranging from 21.00 to 30.00 (51.00-

55 75.00%) were considered as "effective," and scores ranging from 31.00 to 40.00 (76.00-

56 100.00%) were labeled as "very effective."

57 Table 7 presents the results depicting the effectiveness of the intervention developed for

58 the target participants. The data clearly illustrates a noteworthy improvement in the

59 performance of all grade 9 students across the four participating schools. Their scores

60 have shown consistent progress from the pre-test to task 1, task 2, task 3, and finally, the

61 posttest. The assessment was conducted by the researchers and yielded the following

62 results: 32.81 or 93.74% for the students, 3.64 or 91.00% for the interns, and 3.65 or

63 91.21% for the resource teachers. These numbers reflect a positive trend, resulting in an

64 overall effectiveness percentage of 92.42%.

65 These findings demonstrate the substantial impact of the developed material on

66 enhancing the students' familiarity with baking tools and their ability to utilize them

67 effectively for the fact that, Home economics education enables pupils not only to acquire

68 knowledge but also to use and transfer it to theoretical and practical situations

69 (Pendergast et al., 2013). Its importance is also in the development of appropriate

70 attitudes towards various home economics contents (Volāne, 2014). Caraher and McCloat

48
71 Table 7.
72 Effectiveness of the developed Intervention after applying series of tasks based from the
73 result of the repeated assessment.
74
Participants Lev Sch n Pre T1 T2 T3 Post
Gr9 A 40 09.48 14.76 19.23 26.41 32.40
Gr9 B 22 10.09 17.18 21.03 24.56 32.18
S
Gr9 C 29 09.59 15.67 20.78 25.90 32.69
Gr9 D 32 11.25 16.90 22.46 27.83 33.97
Composite Average 10.10 16.13 20.89 26.18 32.81
Composite Percentage 28.86 46.09 59.69 74.80 93.74
Gr9 A 40 01.75 02.03 02.61 03.01 03.63
Gr9 B 22 01.88 02.14 02.73 03.12 03.66
I
Gr9 C 29 01.74 02.09 02.90 03.08 03.76
Gr9 D 32 01.60 01.99 02.54 03.18 03.52
Average 01.74 02.06 02.70 03.10 03.64
Percentage 43.53 51.52 67.55 77.56 91.00
Gr9 A 40 01.54 01.91 02.54 03.01 03.68
Gr9 B 22 01.98 02.19 02.91 03.15 03.58
RT
Gr9 C 29 01.83 02.23 02.79 03.05 03.75
Gr9 D 32 01.52 01.95 02.42 02.84 03.60
Average 01.72 02.07 02.67 03.01 03.65
Percentage 43.01 51.81 66.84 75.25 91.21
Composite Percentage 43.27 51.67 67.70 76.41 91.10
Overall Percentage 36.01 48.88 63.70 75.61 92.42
75 Notes: S-Student; I-Interns; RT-Resource Teachers; Lev- Level; Sch-School; n=samples; pre-pretest, T1-task 1, T2-task 2;
76 T3-task 3; Post-posttest
77

78 (2016) point out that it can act as a platform for solving everyday situations and meeting

79 a person’s needs. The implementation of a series of tasks following the introduction of

80 the material has proven instrumental in facilitating their comprehension and practical

81 application of the concepts learned. Dixon (2017) considers that it gives pupils the ability

82 to perceive the world around them critically. Home economics contributes to pupils’

83 general level of knowledge and their positive self-perception, independence and self-

84 confidence, and enables a higher quality of life (Dixon, 2017; Urek, 2018). Erjavšek et al.

49
 85 (2019) also stated that appropriate home economics literacy facilitates persons’ inclusion

86 and acceptance in society.

87 Overall, the results from Table 7 underscore the success of the intervention in

88 significantly improving the students' proficiency and confidence in utilizing baking tools

89 through their active participation in various tasks.

90
91 X. Reflection
92
93 During our off-campus internship at Bacarra National Comprehensive High School,

94 Ilocos Norte Regional School of Fisheries, Pinili National High School, and MMSU

95 Laboratory Elementary, we encountered a problem related to the unfamiliarity of Grade

96 9 students with baking utensils and equipment. To address this issue, we collaborated

97 with our CBAR adviser and swiftly developed a solution called the e-BAKED (Electronic

98 Baking and Kitchen Equipment iDentifier). This intervention aimed to boost the

99 equipment familiarity level of the students.

100 To make our intervention successful, we put in a lot of effort. We created a

101 website using Google Sites, where we embedded QR codes containing videos, pictures,

102 and descriptions of the baking utensils and equipment. The students could scan these

103 codes using their smartphones or tablets to access the necessary information. We also

104 collected data, tabulated scores, interpreted the results, and finalized our action

105 research.

106 Our internships provided us with valuable research experience. We engaged in

107 various research activities, such as literature reviews, data collection, and interpretation.

50
108 This hands-on experience enhanced our understanding of research methods and

109 improved our analytical and critical thinking skills.

110 Throughout our internships, we faced challenges such as unexpected results, data

111 discrepancies, limited resources, and time management. However, we viewed these

112 challenges as learning opportunities. They encouraged us to think creatively, problem-

113 solve, and adapt our approach to overcome obstacles.

114 The interventions we employed had significant implications for the overall

115 research focus. Every decision we made had the potential to impact the quality and

116 direction of the research. We aimed to address research gaps, ensure data integrity, and

117 contribute to the broader knowledge base of the field. By aligning our actions with the

118 research focus, we aimed to make meaningful contributions that would benefit the

119 organizations and the scientific community.

120 Despite the challenges, we managed to complete our internship tasks with the

121 help of a Gantt chart, which helped us track our progress and meet deadlines.

122 As a result of our internship, we gained a thorough understanding of research

123 procedures, the implications of our intervention (e-BAKED), and their significance to the

124 broader research goal. We made substantial contributions to the research objectives of

125 the organizations we collaborated with. The challenges we faced during our internships

126 sharpened our critical thinking and problem-solving abilities. Working under supervision

127 and collaborating with experienced experts also broadened our understanding of the

128 larger research context.

51
129 By connecting our interventions with our research objectives, we aimed to achieve

130 a successful outcome of increasing the students' familiarity level from being unfamiliar to

131 very familiar with baking utensils and equipment.

132

133 XI. Recommendation

134 Considering the findings and reflection drawn from this study, the following

135 recommendations are hereby forwarded:

136 1. The developed intervention must be tried-out on a larger scale, especially for the

137 lower years who are taking up Bread and Pastry Production which will involve an

138 extensive sample to further determine and verify the material's validity and

139 acceptability.

140 2. The topic and content created in the intervention should have a wider scale and

141 not only focus on one or two lessons.

142 3. Faculty members who are teaching Bread and Pastry Production should be

143 encouraged to develop instructional materials which are relevant and connected

144 with the lesson from the academe and how these are applied in reality.

145 4. Future research on the effectiveness of the Electronic Baking and Kitchen

146 Equipment Identifier (e-BAKED) should be considered as these forms of material

147 development eventually shape the implementation of the curriculum.

148

149

150

52
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297 2014proceedings-162-171.pdf

298 Willingham, Daniel T. (2017). Do Visual, Auditory, and Kinesthetic Learners Need Visual,

299 Auditory, and Kinesthetic Instruction? LD Online. Accessed from:

300 http://www.ldonline.org/article/12446/.

60
301 Woyo, E. (2013). Challenges facing technical and vocational education and training

302 institutions in producing competent graduates in Zimbabwe. Open Journal of

303 Education, 1(7), 182-189.

304 Yılmaz, B. & Canbazoğlu Bilici, S. (2017). QR Kodlar ile Tasarlanmış Güneş Sistemi ve Ötesi,

305 Uzay Bilmecesi Etkinliği [Solar System and Beyond-A Space Puzzle: An Activity

306 Designed With or Code]. Anadolu Öğretmen Dergisi, 1(2), 75-82.

61
APPENDICES

60
APPENDIX A
Intervention

61
 APPENDIX B
Letter of request for the Conduct of the Study

62
63
64
65
66
 APPENDIX C
Sample Consent/ Assent Form

67
 APPENDIX D
Paper and Pencil Test

68
69
70
71
72
73
 APPENDIX E
Performance Rubric

74
75
 APPENDIX F
Guide Questions for the Interview

1. Describe in detail your experiences during the conduct of the intervention?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Illustrate the best qualities/characteristics of the intervention?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. What, do you think, are the weaknesses of the intervention?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

4. What need to improved in the intervention, can you provide two suggestions?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5. Can you recommend the intervention to other students?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

76
 APPENDIX F
Table of Specifications

TABLE OF SPECIFICATION
TLE 9 (BREAD AND PASTRY PRODUCTION)
POST-TEST
CONTENTS NO. WEIGHT LEVELS OF COGNITIVE DOMAIN NO. % of
OF (%) Remembering Understanding Applying Analyzing Evaluating Creating OF Items
DAYS (Item (Item (Item (Item (Item (Item ITEMS
Placement) Placement) Placement) Placement) Placement) Placement)
• Different
Baking 5 100% 1, 2, 3, 4, 5, 6, 7, 21, 27, 28, 29 24, 25, 26 40
tools and 8, 9, 10, 11, 12,
Equipment 13, 14, 15, 16,
and their 17, 18, 19, 20,
Uses 22, 23, 30, 31,
32, 33, 34, 35,
36, 37, 38, 39,
40
Total 5 100% 33 4 3 40
Prepared by: Checked by:
JESSA ABOY
NICOLE ASUNCION
CHERIKA LHEN BUTAC
ERIKA CABIE
MARK LESTHER B. GAMBOL
Student Teacher

77
 APPENDIX G

Images Before and After Conducting the Study

78
79
80
81
CURRICULUM
VITAE
MARK LESTHER B. GAMBOL
BRGY. 12 Bulbulala, Pinili, Ilocos Norte- 2905
09163742014
marklesthergambol@gmail.com

EDUCATIONAL BACKGROUND
TERTIARY EDUCATION
MARIANO MARCOS STATE UNIVERSITY- COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education, Major in Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2900
(2022- Present)

SENIOR HIGH SCHOOL

PINILI NATIONAL HIGH SCHOOL
Technical Vocational and Livelihood, Home Economics
BRGY. 11 Darat, Pinili, Ilocos Norte
(2018-2019)

JUNIOR HIGH SCHOOL

PINILI NATIONAL HIGH SCHOOL
BRGY. 11 Darat, Pinili, Ilocos Norte
(2016-2017)

ELEMENTARY SCHOOL
BADIO ELEMENTARY SCHOOL
BRGY. 7 Badio, Pinili, Ilocos Norte
(2012- 2013)

83
CHERIKA LHEN P. BUTAC
BRGY. Burayoc, Pagudpud, Ilocos Norte-2919
09171628001
cherikalhen@gmail.com

EDUCATIONAL BACKGROUND
TERTIARY EDUCATION
MARIANO MARCOS STATE UNIVERSITY- COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education, Major in Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2900
(2022- Present)

SENIOR HIGH SCHOOL

PAGUDPUD NATIONAL HIGH SCHOOL
Technical Vocational and Livelihood, Home Economics
Poblacion 2, Pagudpud, Ilocos Norte
(2018-2019)

JUNIOR HIGH SCHOOL

PAGUDPUD NATIONAL HIGH SCHOOL
Poblacion 2, Pagudpud, Ilocos Norte
(2016-2017)

ELEMENTARY SCHOOL
BURAYOC ELEMENTARY SCHOOL
Burayoc, Pagudpud, Ilocos Norte
(2012- 2013)

84
NICOLE P. ASUNCION
BRGY. 32-B LaPaz, Laoag City, Ilocos Norte- 2905
09926828785
nicoleasuncion98@gmail.com

EDUCATIONAL BACKGROUND
TERTIARY EDUCATION
MARIANO MARCOS STATE UNIVERSITY- COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education, Major in Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2900
(2022- Present)

SENIOR HIGH SCHOOL

ILOCOS NORTE REGIONAL SCHOOL OF FISHERIES
Technical Vocational and Livelihood, Home Economics
BRGY. 32- B LaPaz, Laoag City, Ilocos Norte
(2018-2019)

JUNIOR HIGH SCHOOL

ILOCOS NORTE REGIONAL SCHOOL OF FISHERIES
BRGY. 32- B LaPaz, Laoag City, Ilocos Norte
(2016-2017)

ELEMENTARY SCHOOL
EULALIO F. SIAZON MEMORIAL ELEMENTARY SCHOOL
BRGY. 33- B LaPaz, Laoag City, Ilocos Norte
(2012- 2013)

85
ERIKA B. CABIE
BRGY. 21 Cabaroan, Pinili, Ilocos Norte- 2905
09957854388
cabieerika1@gmail.com

EDUCATIONAL BACKGROUND
TERTIARY EDUCATION
MARIANO MARCOS STATE UNIVERSITY- COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education, Major in Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2900
(2022- Present)

SENIOR HIGH SCHOOL

PINILI NATIONAL HIGH SCHOOL
Technical Vocational and Livelihood, Home Economics
BRGY. 11 Darat, Pinili, Ilocos Norte
(2018-2019)

JUNIOR HIGH SCHOOL

PINILI NATIONAL HIGH SCHOOL
BRGY. 11 Darat, Pinili, Ilocos Norte
(2016-2017)

ELEMENTARY SCHOOL
CABAROAN ELEMENTARY SCHOOL
BRGY. 21 Cabaroan, Pinili, Ilocos Norte
(2012- 2013)

86
JESSA N. ABOY
BRGY. 25 Tubburan, BacarraIlocos Norte- 2916
09302052685
jessgetlucky@gmail.com

EDUCATIONAL BACKGROUND
TERTIARY EDUCATION
MARIANO MARCOS STATE UNIVERSITY- COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education, Major in Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2900
(2022- Present)

SENIOR HIGH SCHOOL

BACARRA NATIONAL COMPREHENSIVE HIGH SCHOOL
Technical Vocational and Livelihood, Home Economics
BRGY. 1Sta. Rita Bacarra, Ilocos Norte
(2017-2018)

JUNIOR HIGH SCHOOL

BACARRA NATIONAL COMPREHENSIVE HIGH SCHOOL
BRGY. 1 Sta. Rita Bacarra, Ilocos Norte
(2015-2016)

ELEMENTARY SCHOOL
TUBBURAN ELEMENTARY SCHOOL
BRGY. 25, Tubburan, Bacarra,Ilocos Norte
(2011- 2012)

87