CHAPTER l

INTRODUCTION

Rationale

Practical cooking skills refer to the ability to prepare, cook, and serve meals

using simple techniques and equipment. These skills are essential to cooking

delicious, healthy meals and includes fundamental tasks like chopping, sautéing,

boiling, and baking. Practical cooking skills also involve an understanding of basic

nutrition, food safety, and meal planning. A person with practical cooking skills can

create meals from scratch, adapt recipes to their tastes and dietary needs, and

confidently navigate the kitchen. Practical cooking skills can help students improve

their academic performance by providing them with skills that support healthy eating

habits. When students learn to cook nutrition meals, they are more likely to have the

energy and focus they need to concentrate on studying and performing well

academically. Since academic performance of a student refers to how well they

perform in their studies and academic pursuits. This includes factors such as grades,

test scores, attendance, participation in class, completion of assignments, and

overall achievement in their courses.

Enhancing academic accomplishment, researching the connection between

academic performance and practical cooking abilities aids educators in creating

successful plans for raising academic achievement. Students' grades, performance

on standardized tests, and general academic standing can all be enhanced by these

kinds of interventions. Encouraging health and wellbeing in order for students to

make wholesome meals, they need to be proficient in the kitchen.

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 We wanted to find out what are the difference to the students who have

practical cooking skills and to the students who don’t have this skills. And how does

this affect to their academic performance here at school. By knowing the differences

of this study we can understand their reason why they still choose to enroll in

cooking class.

The purpose of this study is to find out the relationship between practical

cooking skills and academic performance of the. The study aims to investigate

whether students who have practical cooking skills perform better academically

when compared to those who do not have such skills. The study can also explore the

impact of practical cooking skills on other factors relevant to academic performance,

such as concentration, motivation, and time management.

Theoritical Background and Related literature

Social cognitive theory emphasizes the concept of self-efficacy, or an

individual's belief in their ability to perform a certain behavior. In the case of cooking

skills, self-efficacy could affect an individual's willingness to try new recipes or

techniques and could impact their overall success in the kitchen. An individual's

behavior is influenced by their personal factors, environmental factors, and behavior

itself. In the context of cooking skills, personal factors could include knowledge about

healthy eating or motivation to cook, environmental factors could include availability

of ingredients or access to cooking tools, knife skills, meal planning, meal procedure

and behavior itself could include the actual act of cooking.

From a cognitive psychological perspective, different kinds of knowledge can

be distinguished, and the distinction between declarative and procedural knowledge

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 There is significant relationship between practical cooking skills
and academic performance

Social Cognitive Theory

Practical cooking skills

Meal
Knife skills
Meal procedure
planning

Academic performance of the SHS cookery students in Pilar

Technical Vocational High School

Implications of the study

Figure 1.1 Conceptual Framework of the Study

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 is the most widely used. Declarative knowledge is the factual information that

a person knows and can report on. (Anderson & Schunn, 2000)

Academic performance refers to the measurement of student achievement

across various academic subjects. It can be measured using a variety of

benchmarks, including grade point average (GPA), high school graduation rate,

annual standardized tests, and college entrance exams.

Prior to this, the The Enhanced Basic Education Act Of 2013 (Republic Act

No. 10533 Section 2) declares that:

The State shall establish, maintain and support a complete, adequate, and

integrated system of education relevant to the needs of the people, the country and

society-at-large.

Likewise, it is hereby declared the policy of the State that every graduate of

basic education shall be an empowered individual who has learned, through a

program that is rooted on sound educational principles and geared towards

excellence, the foundations for learning throughout life, the competence to engage in

work and be productive, the ability to coexist in fruitful harmony with local and global

communities, the capability to engage in autonomous, creative, and critical thinking,

and the capacity and willingness to transform others and one's self.

According to Edukasyon.ph, K-12 Education curriculum is the addition of two

years in high school in order to make the Philippines globally competitive. That’s why

K-12 graduates are trained with practical skills and knowledge. Senior High

Students is often seen as a critical time for students to develop the skills and

knowledge needed to succeed. K-12 curriculum places a stonger focus on preparing

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students for carrers by offering specialized tracks in SHS. With the additional two

years students have more time to explore their interests.

According to Fisher &Farrar (1987), a person acquires a skill in a specific

context and must work to gradually extend it to other contexts. The position of skill

develop on the agenda of policy-makers and development agencies improved

markedly around the turn of the 21st century.

Scope and Limitation

The study aims to investigate the correlation between practical cooking skills

and academic performance in senior high school and junior high school cookery

students at Pilar Technical Vocational High School. The research aims to identify the

specific practical cooking skills that contribute to academic success and explore

factors that influence the development of these skills. Additionally, the study may

examine the impact of practical cooking skills on students' career choices and future

success in the culinary industry, with the overall goal of providing recommendations

for improving cookery education and promoting student success.

THE PROBLEM

Statement of the Problem

The study determines the relationship of the practical cooking skills and the

academic performance on cookery students of Pilar Technical Vocational High

School.

Specifically, it sought to answer the following questions.

1. What is the demographic profile of the respondents in terms of;

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 1.1 Age

1.2 Gender

2. What are the levels of respondents practical cooking skills in terms of;

2.1 Knife skills

2.2 Meal Planning

2.3 Meal Procedure

3. What is the academic performance of the respondents?

4. Are there any differences in academic performance between SHS students who

have practical cooking skills and those who have not?

5. What is the relationship between the practical cooking skills to the academic

performance on SHS cookery students of Pilar Technical Vocational High School?

Statement of Hypothesis

Null Hypothesis: There is no significant relationship between practical

cooking skills and academic performance of the SHS cookery students of Pilar

Technical Vocational High School.

Alternative Hypothesis: There is a significant relationship between practical

cooking skills and academic performance of the SHS cookery students of Pilar

Technical Vocational High School.

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Scope and Limitations

The study aims to investigate the correlation between practical cooking skills

and academic performance in senior high school and junior high school cookery

students at Pilar Technical Vocational High School. The research aims to identify the

specific practical cooking skills that contribute to academic success and explore

factors that influence the development of these skills.

The research was conducted at Pilar Technical Vocational High School,

Poblacion, Pilar, Bohol with the guidance and approval of the authorities. The study

is limited data and information due to the short duration of time. Another expected

limitation is that the respondents might fail to give correct information based on an

invasion of their privacy. Its findings may not be applicable to all and flaws are to be

expected.

Significance of the Study

The researchers believe that the findings of the study would be beneficial and

helpful to the school administration, teachers, parents, students, and the future

researchers.

School Administration. School Administrators will benefit from the results of

the study by implying it which will help to encourage students to enroll in cookery.

Teachers. This study would give awareness and enlightenment towards an

upgraded teaching-training process with the use of the result of this study.

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 Parents. This study will help the parents realized the importance of parental

involvement that it will improve their childrens achievement and hence they will try

their best to be involved in their childrens activities in school.

Students. The senior high school cookery students will be aware of the

relationship between practical cooking skills to their academic performance in

school.

Future Researchers. The result of this study can be used to become a

source of information about the relationship between practical cooking skills and

academic performance of the cookery program or any topics related to this study.

RESEARCH METHODOLOGY

Research Design

The type of this study is quantitative correlational design. The study looked at

the relationship between practical cooking skills and academic performance of the

cookery students in Pilar Technical Vocational High School.

Research Instrument

In order to collect data for the study, the researcher created a survey

questionnaire. The research adviser received the draft, which was drawn on paper,

for any corrections and ideas to make the items better. Question number 1 is for the

profile of the respondent. In 2 to 5, it covers what is the relationship between

practical cooking skills and academic performance of the students.

Research Environment

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 Pilar Technical Vocational High School (PTVHS), situated in Purok 2,

Poblacion, Pilar, Bohol, is the study's location. It takes up two hectares of space. In

addition to its three main buildings, the school features two football fields, expansive

school grounds, and basketball courts that serve as our gym these days. In the

school's workshops and laboratories, students can also take courses in computer,

electronics, mechanical, apparel, and electrical courses. With around 2,146 students

enrolled, it is among the province of Bohol's greatest student populations.

Furthermore, out of the 77 school teachers, 59 are female and 18 are male. There

are three authorities, four guards, and two utilities working together to make our

school secure and clean. Academic and Technical Vocational Livelihood are the two

main tracks available in Senior High School as of the 2023–2024 academic year.

Students entering SHS and JHS select one of these tracks to pursue, which will

equip them with more knowledge and skills for their future as well as for college. At

Pilar Technical Vocational High School there are 231 students enrolled in Cookery.

In each area, 29 cookery are chosen as responses.

Research Respondents

The respondents of our study are SHS and JHS students of Cookery at Pilar

Technical Vocational High School (PTVHS). They are equipped with the knowledge

needed to handle the problems our research has brought up. They provided the

information we require by responding to the questionnaire we gave them. In order to

have students participate in the study as respondents, we need 29 students for every

grade level. So we are conducting a survey to find out more about the relationship

between practical skills and academic performance of the students.

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 RESEARCH PROCEDURE

Data Gathering

The researchers requested permission to conduct the study on campus in

writing from Mr. Verbo O. Tuyogon, the principal, and Mrs. Sarah Mae L. Inopel, the

thesis adviser.

The researchers gave the students their questionnaires in person after

obtaining permission. The purpose of the study was stated in the questionnaires, so

participants were expected to be aware of it and take the questions seriously. There

will be ample time for the respondents to complete the questionnaire. The

questionnaires were retrieved by the researchers after they had been completed.

After obtaining adequate and pertinent information from the participants, the

researchers meticulously examined and interpreted the data to derive a legitimate,

dependable, and precise conclusion.

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