oDavao Wisdom Academy, Inc.
Basic Education Department
Senior High School Department
F. Torres St., Davao City
The Effect of Recipe Demonstration on the
Cooking Accuracy of Senior High School
Students at Davao Wisdom Academy
In Partial Fulfillment
of the Academic Requirements
in Practical Research 2
Presented to:
Hazel Jay V. Nadanza, MAT
Practical Research 2 Teacher
Presented by:
Arbiol, Kurt
Lim, Limzer
Jinayon, Larry
Adlaon, Rialyn
Jimenez, Richard
Akmad, Liza Mae
Gentugao, Ashley
Montealto, James
Padilla, Rubie Aiza
Doway, Mary Jane
Numancia, Ivan Jay
Mercado, Levron James
Grade 12 – COURTESY
August 2025
CHAPTER I
INTRODUCTION
Background of the Study
In schools have focused mainly on improving students’ skills in reading,
writing, and math since these are considered important for success. But aside
from these, students also need to learn practical skills that they can use in
daily life. One of these important skills is cooking. Cooking is not just about
preparing food it also requires careful following of steps, correct use of
ingredients, and proper techniques to come up with the right result.
In cooking, Accuracy matters a lot. This means being able to follow the
recipe properly, like using the right ingredients and measurements, cooking at
the right time and temperature, and presenting the dish well. However, many
students find it difficult to achieve accuracy when they are only given written
instructions. Because of this, teachers look for better ways to help students
understand and apply what they learn in the kitchen.
One teaching method that can help is Recipe demonstration. This is when
the teacher shows step-by-step how to prepare a dish while students watch
and learn. By observing the process, students can clearly see how each step
is done and later apply it themselves. Demonstrations are effective because
they guide students visually and practically, making it easier for them to
remember and follow the procedure.
For senior high school students, especially those in the Technical-Vocational-
Livelihood (TVL) track, learning practical skills such as cooking is very
important. At Davao Wisdom Academy, students under food-related subjects
are expected to not only know the theories but also perform well in the actual
preparation of dishes. Still, some students struggle when they rely only on
written instructions. That is why recipe demonstrations may serve as a big
help to improve their cooking performance.
This study focuses on finding out whether recipe demonstrations can really
improve the cooking accuracy of Senior High School students at Davao
Wisdom Academy. The researchers believe that through this, teachers can
discover more effective ways of teaching, while students can also develop
better skills that they can use both in school and in their future careers.
Significance of the Study
This study aims to know if recipe demonstrations can really help improve the
cooking accuracy of Senior High School students at Davao Wisdom Academy.
The result of this study will be useful to the following:
Students. The respondents will learn the value of recipe demonstrations and
how these can help them become more accurate in cooking. This can also
build their confidence in doing practical tasks.
Teachers. The findings can give teachers ideas on how to make their lessons
clearer and more effective. It will also help them guide their students better in
hands-on activities.
School. The study may show the school the importance of giving more
practical lessons like cooking demonstrations. This can encourage the school
to support activities that improve student learning.
Parents. The results will assure parents that their children are being taught
with effective methods that improve skills and prepare them for the future.
Scope and Delimitation
Scope: This study looks at how recipe demonstrations affect the cooking
accuracy of Senior High School students at Davao Wisdom Academy. It only
involves TVL strand students taking food-related subjects during the school
year. The research uses one recipe for both the demo and the test, and
cooking accuracy is checked using a rubric that looks at ingredients, steps,
timing, and presentation.
Delimitation: the study is limited to:
--Only Senior High School students at Davao Wisdom Academy are included.
--Respondents are from the TVL strand with food-related subjects.
--The study uses only one recipe for the demo and evaluation.
--Cooking accuracy is based on a rubric (ingredients, steps, timing,
presentation).
--Factors like creativity, personal taste, or long-term learning are not part of
the study.
Review of Related Literature
Recipe Demonstration
The use of recipe demonstration has been noted as one of the most
practical strategies in teaching individuals how to cook, build confidence in the
kitchen, and encourage better eating habits. Surgenor et al. (2017) pointed
out that learners who were exposed to demonstrations- whether live or in
video form- were able to follow instructions more accurately, understand
cooking steps better, and felt more motivated compared to those who only
relied on written recipes. Demonstrations allow learners to see techniques in
action, making procedures easier to grasp and less intimidating.
In a related study, Goh et al. (2022) highlightened that culinary
demonstrations are essential in promoting healthier food choices. Their
findings showed that participants who joined recipe demonstrations were
more likely to adopt improved cooking practices and consider dietry
adjustments. Watching the preparation step by step increased their
engagement and encouraged active participation, which proved more
effective than traditional lecture or text-based approaches.
Husdo Black (2016) further observed that recipe demonstrations
enhanced both knowledge and confidence among participants, particularly
wome. These sessions did not only provide practical cooking skills but also
shaped positive attitudes toward healthier meal preparation, especially in
households with limited resources.
A synthesis of studies also suggests that recipe demonstrations
presented in digital formats- such as recorded or segmented cooking videos-
give learners the freedom to revisit steps, adjust the pace learnin, and focus
on specific techniques (Surgenor et al., 2017). Compared with text-only
instructions, demonstrations combine visual and step-by-step guidance, aking
learning more effective and interactive.
In summary, research consistenly emphasizes that recipe
demonstrations, whether conducted face-to-face or delivered digitally,
significanlty contribute to improving cooking skills, boosting confidence, and
encouraging healthier food-related behaviors. These demonstrations make it
easier for individuals to replicate recipes corrrectly and sustain better food
preparation habits.
Cooking Skills Knowledge
Cooking skills and knowledge are essential components of culinary
education, particularly for students who aspire to excel in Home Economics.
Lavelle et al. (2019) emphasizes that diet quality is more closely linked to food
skills than confidence in cooking skills. Their national cross-sectional survey
revealed that having comprehensive food skills, such as meal planning,
grocery shopping, and ingredient preparation, contributes significanlty to
better dietary habits. This finding underscores the need to develop practical
cooking knowledge among students, as it directly impacts their ability to
prepare nutritious meals effectively. For Home Economics students, acquiring
these skills fosters perosnal competency and the ability to apply their
knowledge in real-world scenarios. In the Philippine contet, Obregon et al.
(2023) explored the entrepreneurial competencies of Technical Vocational
Livelihood- Cookery students at Mabolo National High School. Their study
found that students who developed technical cooking skills were more
confident in their entrepreneurial ventures, particularly in the food business.
This highlights the dual impact of cooking knowledge: it enhances technical
proficiency and prepares students for future careers in the culinary and
entrepreneurial fields. The integration of entrepreneurial concepts into Home
Economics further broadens the application of cooking skills, enabling
students to envision potential career pathways. Addtionally, Hinlayagan
(2022) examined the level of cookery competency among 4Ps (Pantawid
Pamilyang Pilipino Progra) mothers in Magtoud, Davao City. The study
revealed that while many participants possessed basic cooking skills, they
required further training to achieve competency in advanced cooking
techniques and meal preparation. This research demonstrates the importance
of structured culinary education in improving skills levels, particularly in a local
setting. For Home Economics students in Davao Wisdom Academy, such
findings highlight the value of consistent practice and advanced training to
refine their cooking knowledge and align it with professional standards. These
studies emphasizes the importance of developing cooking skills and
knowledge to achieve perosnal, academic, and profesionnal growth. By
focusing on practical applications, entrepreneurial ventures, and local
contexts, the research underscores the relevance of cooking skills as a vital
aspects of Home Economics education. These insights contribute to
understanding the role of cooking knowledge in enhancing the competencies
of students at Davao Wisdom Academy Inc., equipping them with the skills
necessary to succeed in various culinary and entrepreneurial endeavors. The
declined in passing down cooking knowledge to future generations and in
school has resulted in a notable decrease in cooking skills and positive
attitudes toward cooking, negatively impacting an individual’s coooking ability
(Thompson & Harris, 2022). According to Farmer et al. (2021), cooking skills
are influenced by various individual factors, particularly personal cooking
knowledge. The findings revealed a complex interplay between these factors,
emphasizing the need for targeted interventions to improve cooking skills
(Marklinder et al., 2022; Mengi Celik et al., 2023). The cyclical relationship
between cooking knowledge, attitude, and skills was mutually reinforcing
knowledge underpinned skills development positive attitudes enhanced skills
acquisition and developed skills stimulated further learning. Addressing all
three aspects was crucial for advancing student’s overall cooking abilities
(Farmer & Cotter, 2021). Ding and Zhang (2020) noted that attitudes toward
cooking shaped by enthusiasm and confidence, often stemmed from a solid
knowledge base and were critical for skill development. A study by Czup
(2020) emphasized the pivotal role of attitude in cooking, particularly how
students eagerness to learn cooking knowledge influences their competence.
Attitudes toward cooking can either hinder or drive the development of
cooking abilities, with willingness, defined as inclination or readiness, being
essential for engaging in cookery activites.
Home Economics Education
Home Economics education plays a vital role in shaping students' practical
and vocational skills, particularly in domestic management, food preparation,
and personal entrepreneurship. The Home Economics curriculum, as outlined
by Labrador et al . (2020), is designed to equip students with essential life
skills, which include cooking, budgeting, family resource management, and
nutrition. These skills are crucial for personal development and fostering
entrepreneurial capabilities in students, particularly those interested in
culinary arts or the food service industry. Home Economics programs
encourage students to apply theoretical knowledge to practical situations,
preparing them for diverse roles in both domestic and professional settings.
In the Philippines, there were discussions on the removal of Home Economics
from school curricula that brought its relevance into question. Woldemariam
and Tadesse (2020) point out in their research that Home Economics
provides essential life skills, including money management, nutrition, and
everyday homemaking, which are significant to individual and community
development. Woldemariam et al. (2020) are of the view that such topics must
not only be retained but augmented in the curriculum to enhance the well-
rounded development of students. The study resonates with the belief that the
education system has to adjust according to the requirements of
contemporary society so that students can gain pragmatic knowledge and
skills that are more in demand today.
Further, Batao (2024) discusses the significant involvement of Home
Economics teachers in food and beverage services, particularly in shaping
students' knowledge and skills in culinary arts. Batao's study highlights the
hands-on approach used by Home Economics educators, which facilitates a
deeper understanding of food services and food production processes. These
teachers play a critical role in the development of students' technical and
managerial competencies, preparing them for careers in the food industry and
beyond.
These researchers underscore the necessity for Home Economics instruction
in providing practical skills to learners in the fields of cooking, nutrition, and
home management. They also justify the value of home economics as a
discipline that not only offers personal development opportunities but also
facilitates entrepreneurial endeavors and career advancement opportunities
within and outside of food services. For Davao Wisdom Academy Inc. Home
Economics students, these revelations present the applicability of accepting
social media and modern learning devices in making learning and
competence acquisition possible in culinary arts and other areas. This is
evidenced by Dela Cruz and Bautista's (2021) research, which highlights the
role of social media platforms like YouTube and Instagram in helping students
improve their cooking skills and increase their cooking information in order to
address the needs of contemporary education.
Cooking Accuracy Knowledge
The accuracy of cooking is often influenced by the level of knowledge
learners possess in food preparation, measurements, and techniques. Lavelle
et al. (2017) noted that students who have stronger knowledge of cooking are
more likely to follow recipes properly, which reduces errors and leads to
consistent results. This knowledge involves both understanding of ingredients
and the use of correct cooking methods that help ensure precision in meal
preparation.
Farmer (2025) observed that accurate cooking does not rely solely on
written instructions but also on the ability to apply practical knowledge, such
as making adjustments in heat, timing, and texture. This shows that
knowledge can be both learned in theory and developed through practice, and
both forms are necessary for accurate outcomes.
In the study of Gordillo and Prescott (2023), knowledge was explained as
part of behavioral capability under Social Cognitive Theory. Learners who are
equipped with both theoretical and practical cooking knowledge are more
capable of carrying out cooking tasks with precision. This means that
accuracy improves when students are guided by knowledge and given
chances to practice their skills.
For Home Economics (H.E.) students at Davao Wisdom Academy,
knowledge in cooking accuracy is a key part of their training. Building a strong
foundation in both theory and practice helps them follow recipes correctly,
gain confidence, and prepare for situations where accurate food preparation is
needed in both academic and real-life settings.
Theoretical Framework
This study is anchored in the Social Learning Theory (Bandura, 1977), which
posits that people learn new behaviors by observing and imitationg others, In
this study, students in the treatment group will learn cooking skills and
accuracy by observing the recipe demonstration.
Social Learning Theory
-learning occurs through observations imitations and reinforcement
-Family members, peers band media influencer a significant role in shaping
cooking skills
-people by learn by observingother imitating their behaviours and receiving
feedback and also the Social Cognitive Theory (Bandura, 1986), highlights the
importance of observational learning, imitation, and modeling in the
acquisition of new skills according to this theory, individuals learn behaviors
not only through direct experience but also by watching others perfor tasks. In
the context of this study, recipe demonstrations serve as a model that
students can observe and replicate.Cognitive Load Theory (Sweller, 1988)
explains how the human brain processes and manages information during
learning. It suggests that learners have a limited working memory, and when
instructional material is too complex or unclear, it can overwhelm the learner,
leading to mistakes or poor performance. Recipe demonstrations help reduce
extraneous cognitive load by presenting the information in a clear, step-by-
step manner, allowing students to focus on the essential elements of the task.
This makes it easier for them to follow the recipe accurately and efficiently,
especially when they are still developing their cooking skills.
Conceptual Framework
The variables of the study are shown in a schematic diagram as illustrated in
figure.
Independent Variable
RECIPE DEMONSTRATIONS COOKING ACCURACY
- Clarity of Instruction - Taste
- Visual Aids - Presentation
- Follow Instructions
DEFINITION OF TERMS:
RECIPE DEMONSTRATIONS - The teaching of cooking skills by either live or
recorded demonstrations.
COOKING ACCURACY - The degree to which a dish adheres to the intended
recipe with regard to taste, presentation, and following instructions.
Statement of the Problem
This study focused on the effect of recipe demonstration on the cooking
accuracy of Senior High School students at Davao Wisdom Academy during
the School Year 2025-2026. Specifically, it seeks to answer the following
questions:
1. What is the level of cooking accuracy of the students when taught using
recipe demonstrations?
2. What is the level of cooking accuracy of the students when taught without
recipe demonstrations?
3. Is there significant relationship between the use of recipe demonstrations
and the cooking accuracy of the students?
Null Hypothesis
This study employed the null hypothesis to show the recipe demonstration on
the cooking accuracy.
Ho1: There is no significant effect of recipe demonstration on the cooking
accuracy of Home Economics students at Davao Wisdom Academy Inc.
CHAPTER II
METHODOLOGY
This study utilized a descriptive quantitative research design to investigate
the impact of the recipe demonstration on the cooking accuracy of senior high
school students at Davao Wisdom Academy Inc. The research identified and
documented the actions in which the recipe demonstration was observed to
counter check the students ability to accurately follow a recipe and perform
cooking tasks. The research sites were selected senior high schools within F.
Torres Street, Davao City, Davao Del Sure, where culinary arts and food
preparation are offered as subjects. This study targeted senior high shool
students enrolled in culinary related subjects who regularly learn and apple
various cooking methods. The study aims to determine how the recipe
demonstration would serve to enhance the cooking accuracy of these
students.
Research Design
This research used a quantitative, descriptive research design in exploring the
effect of recipe demonstration on senior high students cooking accurately In
Davao Wisdom Academy Inc. Is acrried out through a descriptive design. The
study is primarily concerned with documenting how recipe demonstration
affect the ability of students to follow recipes accurately and perform cooking
tasks in the culinary program at school. As supported by Creswell and
Creswell (2021), this design is suitable for comparative and assiciational
study. The data will be collected through a process of observation and
assessment of the students in term of their degree of cooking accuracy after
these recipe demonstration. This decriptive study seeks an in depth
understanding of how this particular teaching method has impacted the
students influence on skills in culinary arts.
Research Locale
This study was conducted at Davao Wisdom Academy Inc., Filipino, non-
sectarian, and socially responsible educational institution located on F. Torres
Street, Davao City. Guided by the core values of intelligence, Integrity, and
Industry, the Academy is committed to shaping students into globally
competent and character-driven individuals.
Davao Wisdom Academy offers that comprehensive curriculum spanning
various senior high school strand including (H.E), Technical Vocational
Livelihood (TVL) track learning practical skills and Accutancy Business
Management (ABM) this strand learn various business skills, develop
strategic thinking, and understanding of corporate operations and Humanities
and Social Science (HUMSS) this strand is for those interested in taking
courses in a journalism, communication arts.
To expected to have a better because the difference in Socioeconomic status
is prior exposure to Home Cooking to inform policy and practice in curricula
for TVL/HOME ECONOMICS, This research will be conducted within the
Academy’s Facilities to ensuring convenient acces to the student population
and to relevant school.
Research Participants
In study study, the respondents came fro the 238 Senior High School
students under the Home Economics (H.E) strand, both Grade 11 and Grade
12. Using the Raosoft Calculator, the recommended sample side was 145
students. These were chosen through random sampling and only those who
answered the survey completely were included.
The total Population of H.E strand students is 328, divided into the following
sections: Charity- 53, Bravery- 42, Vitality- 49, and Prudence- 70, Courtesy-
18. From this total, only 145 students were randomly selected to present the
respondents of the study.
Participants Frequency Percentage Population
Grade 11 and 12 H.E 145 50 232
Students
This researchers utilize a Sample Size Calculator called Raosoft to
determine the recommended size.
Research Instruments
The research will utilize a from survey questinnaire adapted from St.
Rosa Catholic School, Inc., made by Balbuena et al. (2023). A questionnaire
is a set of arranged questions for Grade 11 and 12 students of Home
Economics Strand in Davao Wisdom Academy Inc. to collect data. The
questionnaire will utilize the Four-point Likert Scale. Each item of the
questionnaire has a five-point scale displayed as:
5 - Excellent 2 - Fair
4 - Very Good 1 - Poor
3 - Good
Data Gathering Procedure
To ensure a systematic approach to conducting the study and
collecting data, we followed an organized sequence of steps. First, we
sought consent from the Basic Education Director of Davao Wisdom
Academy Inc. by submitting a formal permission letter. This letter,
addressed to the school principal, Dixie B. Gutierrez , informed the
administration about the research activities and secured approval to
proceed with the study.
•Next, we validated the adapted questionnaire with the assistance of our
research adviser and panelists to ensure its reliability and validity. This
step was critical in confirming that the survey instrument would yield
accurate and meaningful data.
•Once the questionnaire was approved, we identified the study participants
using a simple random sampling method. Each selected participant was
asked to provide informed consent and was encouraged to answer the
survey sincerely, beyond mere compliance.
•To refine the research tool further, we conducted a pilot test. Randomly
selected respondents were sent a link to the survey questionnaire, which
was distributed via Google Forms. The responses from this pilot test were
collected and evaluated by a statistician to confirm the questionnaire’s
reliability.
•After ensuring the instrument’s validity, we proceeded with the final
survey. The data collected during this stage was carefully analyzed and
interpreted. Results were organized into tables to clearly and
systematically represent the findings.
• We included a range of means in the table to classify and understand the
students’ engagement levels for easier interpretation.
Statistical Tools
Applied to analyze the responses in the 5-point Likert scale
questionnaire. The weighted mean determine the overall level of students
cooking performance and engagement.
For each statement, please put a checkmark (√) on the option that best
represents your experience:
Scale: 5 - Excellent 4- Very Good 3- Good 2- Fair 1- Poor
Frequency and Percentage to describe the following profile of the respondent
Name:
Age:_____
Grade Level: ____
Sex: Male Female
:
4.21 5.00 Excellent
3.41 4.20 Very Good
2.61 3.40 Good
1.81 2.60 Fair
1.00 1.80 Poor
REFERENCES
