INTERACTIVE MODULE FOR INTERNATIONAL CUISINE COURSE

Ma. Nodie S. Ponpon

Bachelor of Technical-Vocational Teacher Education

Major in Computer Programming

RATIONALE

It is crucial to adapt to the needs of students and the changing times in the always

changing field of culinary education. In this situation, adding an interactive element to a

course on international cuisine has a lot of potential. Long a mainstay in culinary schools,

international cuisine courses take students on a delicious tour of world flavors. To

improve the learning experience and solve new issues, it is necessary to take into account

the inclusion of interactive aspects as the culinary landscape becomes more diversified

and dynamic.

The topic at hand, which is specifically related to culinary education, is the

integration of interactive modules in courses on international cuisine. These modules

offer a variety of experiential learning opportunities, virtual interactions, and group

projects that actively involve students in learning about different culinary cultures.

Traditional lectures and demonstrations are certainly a great way to learn, but they

frequently lack the breadth and experiential component needed to fully understand the

nuances of various international cuisines.

The fundamental issue with conventional courses in international cuisine is that they can't

completely immerse pupils in the culinary cultures they study. While useful, lectures and

demonstrations frequently fall short in capturing the cultural details, regional variances,

and sensory sensations that characterize different cuisines. Students may find it difficult

to fully comprehend and appreciate the diversity of international culinary cultures as a

result of their lack of immersion.

The lack of practical knowledge and cultural awareness of culinary students after

finishing conventional courses in international cuisine serves as evidence of this issue.

The demands of a broad consumer base in the food business are ones that many graduates

find themselves ill-equipped to handle. Additionally, if students are unable to actively

participate in creating meals from many cultures, their interest and involvement may

decrease.

The origins of this issue originate from the traditional culinary education systems'

passivity and emphasis on theoretical learning over practical experience. The results are

numerous: graduates lack the abilities and self-assurance to experiment in the kitchen, are

less culturally aware when interacting with varied ingredients and clients, and may not be

as competitive in a culinary job market that prioritizes intercultural knowledge.

The use of interactive modules in courses on international cuisine is advised as a

solution to these problems. In order to give students the opportunity to actively connect

with different cuisines, these modules ought to incorporate practical cooking lessons,

virtual culinary excursions, and group cooking projects. This strategy will develop their

practical skills while also encouraging creativity and cultural awareness. A thorough

evaluation approach should also be devised to make sure that students are exposed to
these interactive experiences and are evaluated appropriately on how they use the

knowledge and skills they have learned through these modules. By adopting this

approach, culinary education programs may better prepare students for the diverse

culinary environment of today and tomorrow.

OBJECTIVES OF THE STUDY

The main objective of this study is to design and develop Interactive Module

For International Cuisine Course Learning becomes more engaging and participatory

with interactive modules. Students actively participate in practical cooking lessons,

online food tours, and group projects, all of which can help them learn and retain more

information. They can become proficient in culinary methods unique to many cuisines,

increasing their versatility and competence in the kitchen. Students learn about the

recipes as well as the cultural and historical backdrop of various cuisines through

interactive modules. They can experiment with fusion cuisine by fusing aspects from

many cultures, encouraging culinary innovation and the creation of original recipes. This

cultural understanding encourages respect for various food traditions. For students

considering jobs in the culinary arts, this practical experience is invaluable because it

prepares them for the difficulties and requirements of specialized kitchens. The key

advantages of an interactive module in an international cuisine course include greater

learning outcomes, increased cultural awareness, improved cooking abilities, and better

preparing for culinary vocations in a globalized world.

Specifically, this study aims to attain the following:

1. To design and develop the INTERACTIVE MODULE FOR

INTERNATIONAL CUISINE COURSE (insert the various materials,

software, and the likes that will be utilized in the design and development

of your study);

2. To test the performance of the system according to its design parameters;

 3. To evaluate the acceptability of the system in terms of the following

parameters:

a. Adaptability

b. Cost-effectiveness

c. Functionality

d. Interface Aesthetics

e. Originality

f. Safety

Example:

The main objective of this study is to design and develop an Electronic Gate

Access System using Raspberry Pi Camera that will countercheck automobile plate

numbers on the centralized database thereby allowing or denying access in a specific

facility.

Specifically, this study aims to attain the following objectives:

1. To design and develop the IoT-based monitoring device using locally-

available materials; TinkerCAD and Fritzing applications for the design of

the circuit connections; and Raspberry Pi 3 B+ and Python 3 programming

language for the operation of the camera that will send data to the

database;

2. To test the performance of the device according to its design parameters;

and

3. To evaluate the acceptability of the system in terms of the following

parameters:
 a. Adaptability

b. Cost-effectiveness

c. Device Aesthetic

d. Functionality

e. Originality

f. Safety

STATEMENT OF THE PROBLEM (for descriptive research)

The statement of the problem is in question form. General objective relates

directly to the research problem and states clearly what the researcher will do and expects

to find out. The general objective is preferably stated in behavioral terms. It specifies the

activities that will take place and the variable that will be examined. The way the general

objective is formulated suggest the type of research that will be undertaken and the

methodology that will be adopted. Specific Objectives may be viewed as sub-objectives

or small particles of the general objective. The specific variables examined in the study

are identified in the specific objectives. The variables are expressed in measurable terms.

These also suggest the type of analysis to be done.

Example:

Title: Common Issues and Problems Consulted in the Guidance Office of Lucena City

National High School

STATEMENT OF THE PROBLEM

 This study aims to determine the common issues and problems consulted in the

guidance office of Lucena City National High School.

Specifically, it seeks to answer the following questions:

1. What is the profile of the students who consulted the guidance office

according to the following demographic variables:

1.1. Age?

1.2. Sex?

1.3. Year Level?

2. What are the common issues and problems consulted in the guidance

office in terms of:

1.1. Age?

1.2. Sex?

1.3. Year Level?

3. What are the existing intervention programs implemented by the

concerned guidance office?