SENIOR HIGH SCHOOL – ACADEMIC TRACK

discipline in the cooking lab, these challenges can have an impact on their academic

behavior, which is their behavior as demonstrated in the classroom. You can fail or

stop studying when faced with challenges that have a significant impact on a student’s

academic behavior because they make them lose hope for passing this strand.

THEORETICAL FRAMEWORK

Theory Name: Culinary Self-Efficacy Theory

Author: Adapted from Bandura’s Self-Efficacy Theory

Summary/Definition

Culinary Self-Efficacy Theory is about how confident students feel in their cooking

skills. If they believe they can cook well, they’re more likely to try new things and do

better in cooking classes. But if they doubt their abilities, they might avoid cooking

tasks and struggle more. Their confidence comes from past experiences, feedback

from teachers and classmates, how hard they think cooking is, and what they believe

about their own cooking skills. By boosting students confidence in their cooking

abilities, teachers can help them learn better and become more skilled cooks. Boosting

students cooking confidence and skills involves positive reinforcement, hands-on

practice, clear instructions, personalized support, and real-world connections.

Through these strategies, students can develop both confidence and competence in the
 SENIOR HIGH SCHOOL – ACADEMIC TRACK

class or in the kitchen lab. In the Study of Qualitative analysis of challenges among

Grade 11 cookery students, Culinary Self-Efficacy Theory helps understand how

students’ confidence in their cooking abilities affects their learning experiences. By

exploring students’ beliefs about their skills and their responses to challenges,

researchers can uncover factors influencing their performance in cookery classes. This

insight can guide the development of strategies to support students and improve their

learning outcomes in culinary education.