1

CHAPTER 1

PROBLEM AND ITS SCOPE

Rationale

Kitchen Laboratories play a crucial role in the development of student skills

on hands-on training which will have a positive impact on the learning outcomes

of TVL cookery students. The availability and quality of laboratory facilities can

significantly impact the cookery performance of senior high school learners.

Having well-equipped and well-maintained laboratory facilities can enhance the

learning experience and improve students' practical skills. Laboratory facilities

provide opportunities for learners to practice and apply theoretical concepts, which

can improve their practical skills in cookery. With the proper facilities, students can

learn to use equipment, measure ingredients accurately, and follow recipes

correctly (Ferguson et al., 2007).

The researchers would like to investigate the Impact of the Laboratory

Facilities Among Senior High School learners of the Francisco Laya Memorial

Integrated School for the school year 2022-2023. The results of this study would

make the school Home Economics Laboratory an instrument for a successful

endeavour of learners to learn the skills in cookery.

A well-equipped laboratory can motivate students to learn and explore new

techniques and recipes. It can also encourage them to participate actively in

practical classes, as they have access to the tools and equipment they need to

experiment and create. Students view one of the main issues that must be

addressed as one of the school's infrastructure and supplies. Since facilities and
 2

equipment are a powerful component of quantitative education, students'

academic achievement depends significantly on them (Cañete et al., 2020).

Laboratory facilities that meet safety standards can provide a secure

learning environment for students. This can mitigate the risks associated with using

equipment and working with hot and sharp objects, reducing the likelihood of

accidents and injuries (Ausubel,2012). Access to well-equipped laboratory

facilities can help learners improve their understanding of cookery and pastry

production concepts. It can also increase the likelihood of achieving learning

outcomes, such as preparing food items that meet specific quality standards, taste,

and presentation. Laboratory facilities play a critical role in enhancing the learning

experience of senior high school learners in cookery. Schools that invest in well-

equipped and well-maintained laboratories can provide students with the tools,

skills, and knowledge they need to succeed in this field.

This could be due to a lack of necessary equipment, outdated facilities,

insufficient space, or other factors. With further information, it is easier to determine

the exact nature and scope of the problem. However, the issue may affect the

quality of education provided to the learners and potentially impact their future

career prospects in the food industry. Laboratory facilities are vital in senior high

school learners' cookery performance.

These facilities provide students with hands-on experience in real-life food

preparation and production applications. Students can experiment with different

ingredients, temperatures, and techniques through practical research to create

new recipes and perfect existing ones. Investing in laboratory facilities has
 3

improved the skills and knowledge of senior high school learners and provided

them with new career opportunities. As they gain experience in food production,

they can take on roles in the food industry, such as chefs or bakers, skills

development, and career opportunities.

According to Adesua et al. (2016), the accessibility of and utilizing the

school’s laboratory facilities is essential in improving students’ academic

performance. However, in the study conducted by Formalejo (2020), only 47.5%

of the respondents observed that training materials were available and functional,

with 50% responding that more than half of the required materials were

unavailable. This could make evaluating how laboratory facilities affect students’

success in this subject more challenging. However, little study has been done in

the Philippine setting to examine the connection between laboratory equipment

and senior high school students’ proficiency in baking and cooking. This disparity

could make it more challenging to comprehend how crucial laboratory facilities are

to improving students’ learning results in the Philippine educational system.

However, there are several claims made in this study about senior high school

students, which has created a research void that researchers are now trying to fill

(Okeke, 1995).

A dedicated classroom teacher feels fulfilled when they reach the objectives

they have set for every lesson. The purpose of this proposed study is to determine

the impact of their laboratory facilities in cookery on the academic achievement of

Francisco Ll. Senior high school pupils. Laya Memorial Integrated School and be

capable of identifying ways to make improvements. Teachers and senior high

 4

school students at Francisco Laya Memorial Integrated School participating in the

(HE) courses stand to gain from the findings of this study (Aburime, 2004).

Statement of the Problem

This study aimed to determine the impact of laboratory facilities on SHS

learners' academic performance in cookery.

Specifically, it answered the following questions.

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

1.1 Age

1.2 Sex

1.3 Grade Level

2. What are the available facilities in cookery laboratory?

3. What is the academic performance of Senior High School learners in

cookery during the first semester?

4. How do the laboratory facilities affect the performance of the Senior High

School learners in cookery?

Significance of the study

This study is focused on the Impact of laboratory facilities on the

performance of senior high school learners at Francisco Laya Memorial Integrated

School; the findings of this study will benefit the following:

SHS learners. This study will serve as a guide to incoming Grade 11

learners to decide which strand, they will pursue in Senior High School.
 5

Educators. The findings of this study may also benefit educators in

enhancing the teaching and learning process. By understanding the impact of

laboratory facilities, educators can modify their teaching approaches and develop

more effective teaching strategies.

School administrators. School administrators can use the findings of this

study to assess the adequacy of laboratory facilities and to identify which areas

need improvement. This may lead to the allocation of resources towards upgrading

or expanding laboratory facilities to provide more comprehensive learning

experiences for the students.

Future Researchers. This study can serve as a reference for future

researchers who may be interested in exploring the relationship between

laboratory facilities and student performance. It can also help stimulate further

research on the importance of hands-on learning and the role of laboratory facilities

in promoting it.

Scope and Limitation of the Study

This study had focus on the impact of the laboratory facilities among Senior

High School learners of the Francisco Laya Memorial Integrated School for the

school year 2022-2023. It employed a descriptive survey and interview design

utilizing qualitative and quantitative methods. In choosing the respondents, the

researchers will use purposive random sampling of fifteen (15) student-

respondents from grade 12 and fifteen (15) student-respondents from grade 11

from HE strands, for a total of 30 respondents.

 6

Theoretical framework

To support this study, the researchers are looking for theories that will help

explain the impact of laboratory facilities on the learners' academic performance.

A theory by Thomas W. Shiland (1999), as cited by J. Chem. Educ. 1999,

76, 1, 107, known as Constructivism, the implications for laboratory work are

utilized to provide strategies to change the facilities to improve students'

knowledge. This means having enough classroom space and equipment is crucial,

particularly in the laboratory, where students and professors can work together to

complete assignments.

In addition, David Kolb's Experiential Learning Theory suggests that

learning is the process of making meaning from direct experience (Cherry, 2022).

Laboratory facilities offer students the chance to engage in experiential learning by

applying theoretical concepts in practical contexts, enhancing their understanding

and skill development in cookery.

The Technical -Vocational Livelihood (TVL) Cookery curriculum has shown

effectiveness in developing vocational skills among senior high school students.

So far, the culinary laboratories are equipped with the most advanced kitchenware

and cooking equipment, which provides a simulated kitchen environment for

students their cooking skills. TLE laboratory aims to provide a conducive

environment for students, professionals, and enthusiasts to explore their interests

and develop skills.

 7

Conceptual Framework

To demonstrate the entire flow of the research, the Input – Process – Output

approach was used.

INPUT PROCESS OUTPUT

>Impact of
Laboratory
Availability of Facilities
Laboratory >Distribution of >Academic
Facilities in Questionnaires Performance
Cookery >Interview of Learners
in Cookery is
determined

Figure 1. The Conceptual Model of the Study

 8

Frame 1 represents the input, which refers to the laboratory facilities

available in the school, such as the quality and quantity of cooking, ingredients,

and tools. The availability and quality of these resources can impact the

effectiveness of the teaching and learning activities in the laboratory facilities.

In Frame 2, this component refers to the distribution of the questionnaires

and interviews conducted by the researchers.

Lastly, Frame 3 illustrates the impact of laboratory facilities on the academic

performance of senior high school cookery students. High-quality laboratory

facilities are expected to enhance students' understanding and proficiency in

cooking, positively influencing their overall achievements.

Definition of terms

The following words are conceptually and operationally defined to provide

a clearer understanding of the terms commonly encountered in this paper:

Academic Performance. In this study, academic performance refers to the

measurable outcomes of FLMIS senior high school students in a cookery class,

written outputs, performance tasks, and examinations.

Cookery. A TESDA-registered short course/program that imparts

knowledge and skills in cooking (Jaukal, 2022) and it encompasses learning

cooking techniques, principles, methods, and kitchen safety practices. This

includes both theoretical understanding and hands-on application of cooking skills

to prepare various dishes across different cuisines. In the context of this study,

cookery is a specialization among Senior High School learners of FLMIS.

 9

Impact. This denotes the influence or effect of cookery laboratory facilities

on senior high school student's academic performance and overall learning

outcomes. In this study, it refers to improvement of academic performance or

grades, skill acquisition, and positive attitudes toward cookery.

Laboratory Facilities. It comprises the physical resources and

infrastructure for conducting practical cookery classes. This includes kitchen

equipment, utensils, ingredients, workspace layout, hygiene standards, and safety

protocols implemented within the laboratory setting. In this study, it refers to the

cooking facilities and tools for cooking available in FLMIS HE laboratory.

 10

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of relevant literature and students that are

necessary for the development of the study.

Cookery

Cookery NCII is a TESDA-registered short course/program that imparts

knowledge and skills in cooking. Cookery of home economics is adaptable to the

rapidly shifting needs of the food, lodging, and restaurant businesses. The

expanding culinary and hospitality sectors require skilled workers to meet these

demands from clients. The goal is to find graduates qualified to work in the

hospitality sector or any other field that deals with food. They will learn how to build

relationships with the visitors and exhibit the proper demeanour of a professional

chef through the curriculum (Ramos et al. 2017).

With proper training, various cookery skills can be developed. These three

include preparing, cooking, and maintaining and cleaning cooked goods. It was

thought that because competency-based curricula use a demonstration method,

students would find learning and acquiring new abilities easier (TESDA, 2004).

Students taking this course are expected to identify the type of baking instrument

and its intended use to show that they understand it. It is essential to comprehend

the equipment's classification and familiarization. The primary goal of this learning

outcome is to teach the learner how to set up the necessary tools for a particular

baking task. In addition to teaching pupils how to bake, teachers must ensure that

their experience will still be a love of baking in them. One of the most critical
 11

aspects of baking and cooking is using precise and correct ingredient

measurements (Vallecera and Basal, 2022).

Some cooking schools, such as Lynda Booth's Dublin Cookery School in

Blackrock, have large spaces that divide the room into three distinct functional

areas: the dining room, the show kitchen, and the workstation. The workspace has

everything needed to prepare meals. Schools employ ovens to improve students'

equipment usage abilities (Cookery Schools Facilities, 2017).

In the context of the Philippines, the Department of Education has

strengthened its commitment to enhancing technical-vocational livelihood

education by issuing several essential policies. The most recent of these policies

is DepEd Order No. 40, s. 2021 and DepEd Order No. 35, s. 2020. Both aim to

improve the collaboration of senior high schools with institutions with the necessary

resources, such as teachers, workshops, tools, and equipment, all for the benefit

of the technical-vocational-livelihood (TVL) track. Additionally, in response to the

COVID-19 pandemic, DepEd released Order No. 12, s—2020, which outlined the

essential learning competencies for the TVL track (Villacorta and Arnado, 2023).

Laboratory Facilities

The proper kitchen tools and equipment or facilities are needed since they

make our work easier. In other words, they are necessary for quick and easy

cooking. Tools and equipment are essential for home economics students to

succeed in activities like baking, cooking, and pastry making, per a study by Cecilia

(2021). Lack of adequate tools and equipment is a barrier to effectively teaching

and studying home economics. Sufficient, high-quality tools and equipment are
 12

necessary. With the right tools, students can acquire the abilities and information

required to excel in the subject matter. The study by Ndraha et al. (2020) examined

how much the wrong tools and equipment can affect. Overall, enough tools and

equipment are needed. Lilibeth G. Parilla's (2018) research revealed that a

shortage of tools and equipment caused a lack of practical skills among students.

As Mondares and Salcedo (2019) concluded, a training plan is

recommended to improve the performance of the Senior High School Home

Economics students in their specialized subjects. The proposed interventions

include providing facilities and equipment for Home Economics specializations and

further training for the students.

Therefore, laboratory performances are gateways for learners to learn and

master skills. So, they can apply it in life later on. The Laboratory is vital for senior

secondary school students' personal and educational development. In all, a good

laboratory is essential for effective practical learning. Suitable laboratory

environments are those with adequate lab equipment for teaching and learning,

with driven teachers who use standard teaching methodologies and have sufficient

facilities. In other words, schools that do not meet this standard cannot provide a

suitable learning environment for proper learning to occur (Alonday, 2019).

Related Studies

Studying home economics is like studying life since it prepares one to

handle the various facets that influence one's lifestyle at home, in one's

neighbourhood, and in society. The main goal of the home economics course is to

educate students on the value of the family, the house, and culture. It also provides
 13

ample opportunity for students to engage in hands-on learning to prepare them for

future lives at home better.

A grade or mark on an achievement indicates how well a student performed

on a topic. Students' learning outcomes in home economics, which include new

concepts, abilities, and knowledge, are referred to as their performance.

Hernandez (2019) discovered that a lack of tools and equipment negatively

impacted a student's academic performance. Similarly, Panganiban (2020) found

that inadequate tools and equipment caused poorer academic performance and

less student involvement. To sum up, children must have access to adequate

supplies to perform well. This is because inadequate equipment can substantially

impact students' learning styles, academic performance, and level of satisfaction

with their education (Latag, 2023).

Moreover, students still faced difficulties in their studies, such as a shortage

of tools that required them to wait or use them one at a time or bring their tools for

convenience, a lack of funds to buy the necessary ingredients or materials, which

required them to borrow money or sell their baked goods in advance to have

enough money to buy the essential ingredients or materials, and a lack of

fundamental skills in cooking that they should have learned in their exploratory

phase in grades 7 and 8 (Vallecera and Basal, 2022).

When Namale et al. (2018) investigated how students' academic

performance in home economics was affected by their lack of access to tools and

equipment, they found that these students could have done better academically

than those with greater access to these resources. Furthermore, the lack of
 14

equipment led to an uneasy learning atmosphere, which lowered students' interest

in the subject matter and degree of participation in the learning process.

According to Siony C. Ubane (2023), the student's level of knowledge and

competence showed that most had adequate knowledge and understanding of

food selection and preparation subjects, while skill competence and attitude

towards laboratory work were also good. Most students were" moderately

interested" in performing basic food laboratories, specifically in perceiving the

home economics course's importance, value, or usefulness. This denotes the

sophisticated cooking tools and equipment and the lack of exposure to and

development of their skills and knowledge. It might be because of their limited

budget for laboratory expenses.

 15

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents our study's methodology. The goal of our study is to

provide detailed information on how the study will be carried out, including the

research design, research environment, subject participants, data gathering

procedure, research tools, and data analysis.

Research Design

The researchers had used a descriptive survey design employing

qualitative and quantitative methods. The quantitative aspects of this study are

taken from the data drawn from the respondents' survey results and average

grades. The qualitative aspect of this study is the respondents' responses during

the interview according to their beliefs, insights, and feelings concerning their

cookery. Our study aims to look at the Laboratory facilities for cookery among

senior high school students at Francisco Laya Memorial Integrated School.

Research Locale

Iligan City is a highly urbanized city in the former capital of Lanao Del Norte,

Philippine province. It has a total area of 813.37 square kilometres. Km. Tipanoy

is one of the forty-six (46) barangays in the municipality where the setting of this

presented study is located, specifically in Francisco LL Laya Memorial Integrated

School, which has the school ID Numbers 500696 for elementary and 500696 for

secondary and is located 2 kilometres from Tipanoy Iligan City and Acello Badelles
 16

Memorial School. of FLMIS. Junior high school and senior high school are the two

sub-departments of the secondary department.

FLMIS was chosen as the study’s location because many students originate

from hilly areas. The FLMIS school includes 32 instructors, including one master

teacher, two master teacher II, two teachers III, four teachers II, and 16 teachers

paid nationwide by the government. The secondary department has twelve (12)

faculty members. The school has three (3) curriculums: Elementary, Junior High

School, and Senior High School. The Junior High School has a total of 307

students. In comparison, the Senior High School has 84 students, with 391

students in Francisco LL Laya Memorial Integrated School for High School

Department. Senior High School has two strands: Information and

Communications Technology (ICT) and Home Economics (HE).

 17

Figure 2. Map of Francisco LI. Laya Memorial Integrated School

 18

Scope and Limitation of the Study

This study had focus on the impact of laboratory facilities towards the

academic performance of Senior High School learners.

This study is limited to thirty (30) Grade 11 and Grade 12 learners of

Francisco Lluch Laya Memorial Integrated School of South 1 District, Division of

Iligan City. A Descriptive Research Design is used in this study to achieve an

accurate and systematic description of the population, situation, or phenomenon.

Subject Participants of the study

The participants of this study were among the FLMIS senior high school

students from Pindugangan, Tipanoy, and Iligan City. Thirty (30) respondents will

be included in this study. It is composed of fifteen (15) learners from grade 12 and

also fifteen (15) learners from grade 11 from (HE) strands. Part 1 concerns the

demographic profile regarding their grade level, age, and sex. Part 2 shows the

availability of laboratory facilities in cookery. The questionnaires used the

performance of senior high school learners in cookery.

Data Gathering Procedure

Data was gathered in 3 phases: pre-survey, survey, and post-survey.

Pre-Survey Phase

The researcher wrote a letter to the School Principal asking permission to

conduct a survey Senior High School learners' performance in their laboratory

facilities for cookery.

 19

Before the survey was conducted, the researchers drafted a formal letter

addressed to the School Principal describing the reason and objectives of the

survey. Then, before conducting the survey, the researchers set a meeting with

their research adviser and their research teacher from Francisco Ll. Laya Memorial

Integrated School. During this time, the researchers presented the instrument and

methodology of the survey and asked for their suggestions and acceptance.

The researchers finalized the survey instrument after securing approval

from the research adviser and teacher. In finalizing, the researchers made sure

the questions were clear, concise, and aligned with the research objectives. Then,

the researchers distributed the survey questionnaires to the selected respondents,

making sure that each participant knew the purpose of the survey and how it was

to be completed.

Survey Phase

The researcher interviewed the Technical Vocational Livelihood (TVL)-

Laboratory teacher in charge of gathering information about the available cookery

laboratory facilities in the school. This interview involved discussions on the

equipment and resources available for cookery lessons.

Then, the survey questionnaires were distributed to the participants during

their free time, considering they also had regular classes. The researchers ensured

that the distribution process was organized and that respondents had sufficient

time to complete the questionnaires.

 20

Post-Survey

After the respondents had answered the questionnaires, the researcher

retrieved them. Presumably, they reminded the respondents to review their

answers and to thank them for participating.

During the tallying, the researchers worked with their research adviser.

They counted the responses for every item in the questionnaire, noting the

frequency of reactions. Afterward, they computed the response percentage for

each item to help in data analysis.

When the data was tallied and analysed, the researchers interpreted the

results. The researchers identified patterns, trends, and relationships in the data,

which led to a conclusion regarding the impact of laboratory facilities on the

academic performance of senior high school students in cookery.

Research Instruments

To classify and justify the respondents' responses, the researchers created

a survey questionnaire. The survey questionnaire will be used as a tool for data

collection. The researchers will employ a survey test on the respondents to assist

and aid in retrieval for the research.

In this study, we used descriptive methods, employing qualitative and

quantitative methods. In the qualitative aspect, the survey respondents were asked

in the form of an interview. In quantitative research, the researchers counted the

number of questionnaire responses based on the availability of laboratory facilities

and the academic performance of senior high school learners studying cookery.
 21

Statistical Tool

The following statistical techniques were used to analyse and interpret the

acquired data: The data for the variables in this study are analysed using

descriptive statistics such as mean, frequency, and percentage.

Percentage. To get the profile of the respondents in terms of gender and

age and their academic performance.

P= F × 100
N
Where:
P = Simple percentage
F = Frequency
N = Total no. of Respondents

Frequency. This tool was used to assist the researcher in summarizing

survey data, particularly the laboratory facilities among Senior High School

Learners in their performance towards cookery.

Mean. To the availability of laboratory facilities for Cookery.

M= Y ×100
N
Where
Y = Yes
N = No
M = Mean
 22

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presented the data collection, its analysis, and its

interpretation. The data analysis and its interpretation discussion are presented in

sequence according to the order in the statement of the problems in Chapter 1.

Demographic Profile of Respondents in Terms of Age, Sex and Grade Level

Table 1. Frequency Percentage Distribution of Respondents According to Age

Age Frequency Percentage
18 23 76.67
18-19 5 16.67
20 2 6.67
Total 30 100

Table 1 shows the frequency percentage distribution of the respondents

classified according to their age. The result shows that 23 (76.67%) of the

respondents are 18-19 years old; 5 (16.67%) belonged to this age bracket; and 2

(6.67%) of the respondents are 20 years old. The findings show that most

respondents are of the average school age for senior high school learners.

Table 2. Frequency Percentage Distribution of Respondents According to Grade

level
Grade level Frequency Percentage
Grade 11 Learners.
Male 6 20
Female 9 30
Grade 12 learners
Male 10 33.33
Female 5 16.67
Total 30 100
Table 2 shows the frequency, percentage, and distribution of Respondents

according to Grade Level. This study consists of two grade levels, the Grade 11

and Grade 12 senior high school learners. As shown in the table, there are 6 (20%)
 23

male and 9 (30%) female grade 11 learners, a total of 30 Senior High respondents

who enrolled in the TVL-HE track for school 2023-202. There are 15 Grade 12

learners; 10 (33.33%) are male, while 5 (16.67%) are female. Most of their family’s

livelihood is farming. That is why the respondents desired to pursue their Senior

High School studies to help someday their parents if they could land a job after

having NC II in cookery.

Availability of Laboratory Facilities

Table 3 presents the availability of laboratory facilities based on the

recommended equipment and materials lists for TESDA-Cookery NCII.
Table 3. Availability of Laboratory Facilities for Cookery in Senior High School
General Classification Availability of the
Laboratory Facilities
Laboratory Equipment Yes . No
1. Oven Yes
2. Stoves and Burners Yes
3. Refrigerator and Freezer Yes
4. Food Preparation Countertops Yes
5. Sink and Dishwashing Area Yes
6. dough Mixers and kneaders Yes
7. Proofer and Duogh Rise No
8. Baking Oven Yes
9. Baking Utensils Yes
10. Food Storage Yes
11. Pantry and Dry Storage Yes
12. Food Ingredients Storage Yes
13. Safety and Ventilation Yes
14. Fire Suppression Yes
15. Adequate Ventilation No
16. Safety Equipment Yes
17. Pressure Cooker Yes
18. Preparation Table with Sink Yes
19. Filing Cabinet Yes
20. First Aid Cabinet Yes
 24

Table 3 outlines the availability of laboratory facilities for cookery classes in

senior high school, which are aligned with recommended equipment and materials

lists for TESDA-Cookery NCII. The table lists essential laboratory equipment and

facilities necessary for practical cookery lessons.

The majority of the listed laboratory equipment and facilities are available,

including ovens, stoves and burners, refrigerators and freezers, food preparation

countertops, sink and dishwashing area, dough mixers and kneaders, baking

ovens, baking utensils, food storage, pantry and dry storage, food ingredients

storage, safety and ventilation, fire suppression, safety equipment, pressure

cooker, preparation table with sink, filing cabinet, and first aid cabinet.

However, two items are marked as unavailable: proofer and Dough Rise

equipment and Adequate Ventilation. These unavailable facilities may impact the

student's learning experiences in cookery classes. In addition, an interview was

conducted to know how often the respondents use the laboratory facilities for

practical sessions related to cookery and bread pastry production.

Researcher: How often do you use the laboratory facilities for practical

sessions related to cookery and bread and pastry production?

S11: If ever the teacher tells us to use it especially when we have a task

about cooking.

S8: Sa isa ka quarter ika isa ra mi makagamit sa laboratory. (We can only

use the laboratory every quarter.)

S29: Magagamit lang naming ang laboratory kapag may kinakailangan na

gawin. (We can only use the laboratory if needed.)

 25

S15: If pag naay lutoon syempre mag gamit tag oven og wire whisk. (If we

need to something to cook, we use the oven and wire whisk.)

Based on the responses of the respondents, there appears to be limited

access to laboratory facilities for practical sessions related to. Responses indicate

that usage is primarily prompted by specific tasks or when needed, rather than

being regularly integrated into the curriculum.

The Academic Performance of the Students

Academic performance of the learners is categorized into five levels:

Outstanding, 90 -100; Very satisfactory, 85 89: Satisfactory, 80 84; Fairly

satisfactory, 75-79; Did not meet expectations, 65-74. This study aims to analyze

the distribution of academic performance among learners based on the data

provided in Table 4. The table presents the number and percentage distribution of

learners’ academic performance in Cookery for the deference of class activities

between 1st and 2nd quarters in the first semester.

Table 4. Academic Performance of Grade 11 Senior High School Learners

Studying
Cookery__________________________________________________________
Academic First Rank Second Rank
Performance Quarter Quarter
Description Grade Scale F (%) F (%)
Outstanding 90-100 1(6.67) 3 1(6.67)
Very Satisfactory 85-89 1(6.67) 3 2(13.33)
Satisfactory 80-84 1(6.67) 3 5(33.33) 1
Fairly satisfactory 75-79 9(60) 1 3(20) 3
Did not meet 70-74 3(20) 2 4(26.67) 2
expectation
Total 100 15(100)
Table 4 provides an overview of the academic performance of Grade 11

Senior High School students in Cookery classes over two quarters in the first
 26

semester. Notably, in the first quarter, most students fell within the Fairly

Satisfactory category, comprising 60% of the group, while a smaller proportion

achieved Satisfactory (6.67%) or higher grades.

However, by the second quarter, there was a notable performance

improvement, with the percentage of students in the Satisfactory category

increasing to 33.33% and the percentage in the Fairly Satisfactory category

decreasing to 20%. Additionally, there was a visible rise in the number of students

achieving Very Satisfactory grades, indicating an overall positive trend in academic

progression.

The percentage of students in the category that did not meet expectations

decreased slightly from the first to the second quarter. These findings suggest that

while there is room for improvement, providing laboratory facilities may have

positively impacted students' academic performance in Cookery classes,

contributing to enhanced learning outcomes over time.

Table 5. Academic Performance of Grade 12 Senior High School Learners

Studying
Cookery__________________________________________________________
Academic First Rank Second Rank
Performance Quarter Quarter
Description Grade Scale F (%) F (%)
Outstanding 90-100 0(0.00) 0(0.00)
Very Satisfactory 85-89 5(33.33) 2 5(33.33) 1
Satisfactory 80-84 7(46.67) 1 4(26.67) 2
Fairly satisfactory 75-79 1(6.67) 5(33.33) 1
Did not meet 70-74 1(6.67) 3 1(6.67) 3
expectation
Total 100 15(100)
Table 5 presents the academic performance of Grade 12 Senior High

School students taking cookery classes over two-quarters of the first semester.
 27

During the first quarter, most SHS students achieved grades within the very

satisfactory and satisfactory categories, constituting 33.33% and 46.67%,

respectively. However, students still need to achieve outstanding grades during

this period.

In comparison, a similar trend was observed during the second quarter, with

most students falling under very satisfactory and satisfactory, with 33.33% and

26.67%, respectively, but with a decline in the percentage of grades in satisfactory.

Furthermore, no students achieved the highest "outstanding" category in

either of the two quarters. Additionally, fewer students had satisfactory scores,

indicating that they did not meet the expected performance compared to the

previous marking period, suggesting that these challenges persist. This

underscores the importance of continuous support for the learning process and the

development of additional laboratory facilities to enhance educational excellence

in cookery classes.

Impact on Academic Performance

The standard and competency-based grading system in the Philippines is

based on the K to 12 Basic Education Program. These are found in the curriculum

guides. The summative assessments of learners will be graded based on a

weighted raw score. To pass a specific learning area, learners must achieve at

least 60, equivalent to 75, on the report card. The smallest mark that can appear

on the report card is 60.

 28

Tables 4 and 5 above, which present the academic Performance of Grade

12 Senior High School Learners Studying Cookery, show that the laboratory

facilities impact the student's academic performance.

In Table 4 (Grade 11 students), academic performance shows improvement

from the first quarter to the second quarter. The percentage of students in the

Satisfactory category increased, whereas those in the Fairly Satisfactory and Did

Not Meet Expectation categories decrease slightly. This might suggest the positive

impacts of laboratory facilities or other factors on academic performance over time.

Meanwhile, in Table 5 (Grade 12 students), a similar trend occurs, with the

majority of students' grades falling within Very Satisfactory and Satisfactory for

both quarters. However, no student achieved an Outstanding grade during either

period. The difference between the two quarters' performance does not vary as

much as in Table 4, though there are variations between performances in these

two quarters.

Based on a survey interview conducted by the researchers on a question.

Researcher: Do you believe that access to one usage of laboratory facilities

has positively impacted your understanding and mastery of cookery and bread

pastry production concepts? Why?

S9: Oo, naka epekto jod kay para makabalo ka onsaon pag luto og maka

epekto sad ni sa akong pagpanegosyo puhon.

(Yes, it affects you so that you know how to cook and it also affects in my

business soon).
 29

Based on the responses of the S9, the respondent says yes because it also

affects their performance on how to cook and their business. As a result, they know

how to cook quickly, and it helps to enhance their cooking skills. Therefore, its

effects enhance the cooking skills of every learner. Laboratory equipment

positively impacts the academic performance of Technical-Vocational-Livelihood

(TVL) students.

This study conducted by Macabanding (2022) found that using a cooking

simulation approach significantly improved students’ proficiency and interest in the

cookery and bread pastry production subject. Additionally, the study revealed that

their simulation or actual learning of activities in teaching Cookery lessons

enhanced students’ academic performance and stimulated their educational

experience.

According to Siony C Ubane (2022), The students’ level of knowledge and

competence showed that most of them had adequate knowledge and

understanding of food selection and preparation subjects, while skill competence

and attitude towards laboratory work were also found to be good. Most of the

students were” moderately interested” in performing basic food laboratories,

specifically in perceiving the importance, value, or usefulness of the home

economics course.

This probably denotes the lack or deficiency of sophisticated cooking tools

and equipment and the lack of exposure to enhance and develop their skills and

knowledge, and it might be due to their limited budget for laboratory expenses.
 30

Furthermore, another interview was conducted to determine if laboratory

facilities have influenced their academic performance.

Researcher: Has the use of laboratory facilities influenced your academic

performance in your learning and academic performance in cookery and bread

pastry production?

S22: maka apekto jod ang laboratory kay if mag hatag og performance task

among teacher sa bread pastry production, usa ra namo magamit ang laboratory

(The laboratory can be affected because if our teacher gives a performance

task on bread pastry production, we can only use one laboratory).

Based on the response of S22, they can use the laboratory if the subject

teacher in (H.E) home economics gives a performance task, and also the

laboratory can have an effect on the performance of senior high school learners

because the laboratory is helpful in the presentation of performance tasks in Home

Economics (H.E.) to Senior High School (SHS) learners. Therefore, the use of the

laboratory in the teaching of H.E. can have a positive effect on the performance of

SHS learners. This is due to providing real experiences and learning opportunities

that will help them develop and improve as students.

 31

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusion, and

recommendations.

Summary

The study aimed to investigate the impact of laboratory facilities on the

academic performance of Senior High School (SHS) learners in cookery at

Francisco Lluch Laya Memorial Integrated School. This study employed

descriptive methods, including qualitative and quantitative methods. In the

qualitative aspect, the respondents of the survey were asked in the form of an

interview. In the quantitative study, the researchers counted the questionnaire

responses, including the availability of laboratory facilities and the academic

performance of senior high school learners studying cookery.

Data was gathered in 3 phases: preparation, pre-implementation, and post-

implementation. In the pre-implementation phase, the researchers wrote a letter to

the principal asking permission to conduct the survey. Then, after the approval, the

survey questionnaires were distributed to the 30 learners of Francisco Lluch Laya

Memorial Integrated School. Retrieval of the survey questionnaires was easy

because the respondents were the researchers' friends, relatives, and neighbors.

After the retrieval, tallying was followed with the supervision of our research

adviser.
 32

FINDINGS

The presentation of the findings follows the order of the problem statement.

The following are the findings of the study based on the data.

1. There are 30 single Senior High School student-respondents enrolled in the

TVL-HE Track for the school year 2022-2023. Male learners are more

dominant than females. Most respondents are young, and their age is

precisely based on their grades—almost all prioritized schooling from grade

school to senior high school.

2. The academic performance of Senior High School learners implies that

most of the respondents' academic performance in the first and second

quarters the grade is from 80-84 percent with a frequency of 8 or 26.6

percent, which means satisfactory, while in the second quarter, the

frequency of learners is 9 or 30.0 percent with a grade of 85-89 which

description is very acceptable—followed by a frequency of 10 or 33.33

percent, which is pretty satisfactory in the first quarter with a 75-79 percent

grade. While in the second quarter, a frequency of 8 or 26.67 percent has

a very satisfactory description. The last, which ranks third, has a frequency

of 9 or 30 percent in the first quarter, which description is very satisfas3ctory

with a grade of 84-89 percent, while in the second quarter, there are two

who rank third with the same frequency of 1 or 3.33 percent in which

description is fairly satisfactory and did not meet expectation.

3. Given the general classification of school facilities and equipment, the

laboratory facilities assessment reveals that most essential equipment for

 33

cookery and bread pastry tasks is fully available for SHS learners. However,

some facilities like proofer, Dough Rise equipment, and Adequate

Ventilation highlight the need for investment to ensure equal access. The

lower mean scores for adequate ventilation, safety equipment,

workstations, and seating suggest that improvements are necessary for a

more conducive learning environment.

4. The findings suggest that access to laboratory facilities positively impacts

the performance of Senior High School (SHS) learners in cookery. Despite

limited usage opportunities, respondents believe that utilizing these facilities

enhances their understanding, mastery, and practical skills in cookery and

bread pastry production. However, challenges such as restricted access

and limited exposure to sophisticated equipment may hinder the full

potential of laboratory-based learning. Nevertheless, integrating laboratory

facilities into Home Economics (H.E.) teaching can provide real-life

experiences and learning opportunities, ultimately contributing to the

improvement and development of SHS learners' performance in cookery.

Conclusion

It was concluded that the availability of laboratory facilities among senior

high school learners has an impact on their performance in cookery. Learners

gained knowledge of traditional culinary skills to the world to make a worthwhile

venture for students of all skill levels.

Based on the findings of the study, the following conclusions were drawn:
 34

1. The demographic profile of respondents indicates a predominance of single

male Senior High School students enrolled in the TVL-HE Track for the

school year 2022-2023. This group predominantly comprises young

individuals, with their ages aligned with their respective grade levels,

emphasizing the priority placed on grade school through Senior High School

education. Understanding the demographic composition, including age and

educational trajectory, provides valuable context for interpreting how

laboratory facilities may influence the academic outcomes of these young

individuals in cookery education.

2. The assessment of available cookery facilities highlights a generally

sufficient provision of essential equipment for cooking and bread pastry

production tasks. However, certain facilities, such as proofer and Dough

Rise equipment and Adequate Ventilation, suggest areas for investment to

ensure equitable access. Furthermore, ventilation, safety equipment,

workstations, and seating improvements are necessary to create a more

conducive learning environment.

3. The academic performance data reveals that Senior High School learners

predominantly achieve grades ranging from 80-89 percent, indicating

satisfactory to very satisfactory performance levels in cookery during the

first and second quarters. However, there are instances where performance

does not meet expectations, suggesting potential areas for targeted

improvement strategies.
 35

4. The findings suggest a positive impact of laboratory facilities on Senior High

School learners' cookery performance. Despite limited access and

exposure to sophisticated equipment, respondents believe utilizing these

facilities enhances their understanding, mastery, and practical skills in

cookery and bread pastry production. Integrating laboratory facilities into

Home Economics teaching provides real-life experiences and learning

opportunities, ultimately contributing to improving and developing learners'

performance in cookery.

Recommendations

Based on the findings, the following recommendations are offered for future

researchers conducting similar studies on the impact of laboratory facilities on the

academic performance of cookery learners.

1. The school in-charge in the HE/cookery laboratory should make sorting and

labelling of the kitchen/cooking tools and facilities.

2. Learners shall be given orientation at the beginning of the school year about

the laboratory rules.

3. Water facility in the kitchen/cooking laboratory is very important, therefore

the school must provide a potable water.

4. The school must see to it that the TVL laboratory is safe from fire and

hazards. Electrical outlet in the wall should be repaired.

 36

REFERENCES

Adesua, V. O. (2016). The Impact of laboratory Facilities on Students’ Level of

Motivation and Academic Performance in Senior Secondary Schools
http://files.eric.ed.gov

Alonday, D. M. (2019). THE PERFORMANCE AND ATTITUDE OF HOME

ECONOMICS LEARNERS TO THEIR LABORATORY PERFORMANCES
(Doctoral dissertation, Home Economics).

Cookery schools’ facilities, (2017). Lynda Booth’s Dublin Cookery School.

Blackrock. Accessed from: http://www.dublincookeryschool.ie/about-
us/schoolfacilities/.

Mathis, T. (2014). Scraped Surface Heat Exchanger Technology in Crystallization

In Food Quality and Safety. Retrieved from
http://www.foodquality.com/details/article/6032941/Getting_the_Most
From_a_Crystallization_Process.html?tzcheck=1&tzcheck=1

Meier, J. (n.d.). What is Rennet? Retrieved from

http://cheese.about.com/od/howcheeseismade/f/What-Is-Rennet.htm

Mondares, A. S., & Salcedo, R. E. (2019). Performance and Practice of Academic-

related Activities of the Senior High School Home Economics Students in
Urbiztondo, Pangasinan. PSU Multidisciplinary Research Journal, 2(1), 1-7.

TESDA (2004). Competency-based curriculum bread and pastry production NC II

of Technical Education and Skills Development (TESDA) Authority.

Vallecera, A. R. T., & Basal, D. V. (2022). Grit And Interest: Correlates of Students?
Bread & Pastry Production Skills96(1), 6-6.

Villacorta Jr, F. C., & Arnado, A. A. (2023). Competencies, Instructional Skills, and
Challenges of Teachers in Implementing the Technical-Vocational and
Livelihood Senior High School Track. International Journal of Membrane
Science and Technology, 10(2), 653-678.
 37

APPENDIX A
Letter to the Respondent

Dear Respondents,

Greetings of Peace!

The undersigned are working on a study entitled "IMPACT OF

LABORATORY FACILITIES TOWARDS THE ACADEMIC PERFORMANCE OF
LEARNERS IN COOKERY" in partial fulfillment of the requirements for Practical
Research. Given this endeavor, we request your utmost cooperation and
participation by answering all the items in this survey questionnaire. Rest assured
that all data gathered will be kept confidential and solely in writing this research.

Thank you and God bless us all!

Truly yours,

The Researchers
 38

SURVEY QUESTIONNAIRE
Instructions:
Please provide the information asked by writing your answer in the space
provided or by checking the parenthesis corresponding to your responses.

I. Demographic Profile
Name: _______________________________________________(Optional)
1. Grade Level: [ ] Grade 11 [ ] Grade 12
2. Age (Years Old) [ ] 17- 19 [ ] 22-22 [ ] 22-24 [ ] 24-26
3. Sex [ ] Male [ ] Female
II. Availability of Laboratory Facilities
Instructions: Please write “Yes” if the laboratory equipment is available and “No” if
not available.

Facility Specific Equipment/Space Availability

Category (Yes/No)
Ovens (Convection, Deck, Microwave)
Kitchen and Stoves and Burners (Gas, Electric)
Cooking Refrigerators and Freezers
Equipment
Food Preparation Countertops

Sinks and Dishwashing Area

Dough Mixers and Kneaders
Baking Proofer and Dough Riser
Equipment Baking Ovens (Convection, Deck)
Baking Utensils (Pans, Trays, Rolling Pins)
Food Pantry and Dry Storage Area
Storage Food Ingredient Storage (Shelves, Cabinets)
Fire Suppression Systems (if applicable)
Safety and Adequate Ventilation and Exhaust Systems
Ventilation
Safety Equipment (Fire Extinguishers, etc.)
Workstations Workstations for Students
and Seating
Seating Arrangements for Practical Classes
Cleanliness Overall Cleanliness of the Lab
and
Maintenance
 39

III. OPEN-ENDED QUESTION ABOUT COOKERY STRAND

Here are 3 open-ended questions about studying a cookery track:

1. What are the key skills and techniques you would expect to learn by pursuing a
cookery track or culinary program?
________________________________________________________________
________________________________________________________________
2. What are some of the unique challenges or considerations involved in studying
cookery compared to other academic or vocational tracks?
________________________________________________________________
________________________________________________________________
3. Imagine you are considering a career in the culinary arts. What aspects of a
cookery program would be most important to you in terms of curriculum, faculty,
facilities, internships, or other factors?
________________________________________________________________
________________________________________________________________

THANK YOU AND GOD BLESS!

 40

Appendix B
Letter of Permission to Conduct a Study

__________________________
___________________________
___________________________

Ma'am:

Greetings!
We are Grade 12 leamers, currently conducting a study entitled “IMPACT
OF LABORATORY FACILITIES TOWARDS THE ACADEMIC PERFORMANCE
OF LEANERS IN COOKERY" in Francisco Lluch Laya Memorial Integrated
School, Tipanoy, Iligan City."
To ensure the success of our study, we would like to ask permission to
survey your Senior High School learners. In this regard, we guarantee that we will
maintain your staff schedule. We would appreciate the time you allotted to us while
conducting our survey.
Your response and time are greatly appreciated.
Thank you very much.

Respectfully yours,
CARLO P. MANGANON
JADE ALIVIO
MARY PONCE
JOVIN PRAGADOS

Recommending Approval:

RAZEL C. SORIANO, PhD

Research Instructor

Approved by:

MERIAM S. TELERON, MAED, JD

High School Head Teacher
 41

Documentation
 42

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name : Jade H. Alivio

Address : Purok 4 Upper Pindugangan,
Tipanoy, Iligan City
Status : Single
Date of Birth : April 23, 2005
Place of Birth : Tipanoy, Iligan City
Citizenship : Filipino
Contact Number : 09468954726
Email Address : [email protected]
Father’s Name : Porferio L. Alivio
Mother’s Name : Augustina H. Alivio
Religion : Roman Catholic

B. EDUCATIONAL BACKGROUND

Elementary : Servillano G. Memorial Elementary School

Mibolo Tipanoy, Iligan City
SY 2016- 2017

Secondary : Junior High School \

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2020-2021

Senior High
Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2023-2024
 43

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name :Carlo P. Manganon

Address :Purok 4-A Pindugangan
Tipanoy, Iligan City
Status :Single
Date of Birth :November, 22, 2005
Place of Birth :Pindugangan, Tipanoy, Iligan, City
Citizenship :Filipino
Contact Number :09935310534
Email Address :[email protected]
Father’s Name : Junnifer P. Manganon
Mother’s Name : Maricel P. Manganon
Religion : Roman Catholic

B. EDUCATIONAL BACKGROUND

Elementary : Francisco Laya Memorial Integrated School

Year Graduated: 2017

Secondary : Junior High School \

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2020-2021

Senior High
Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2023-2024
 44

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name :Jovin B. Pragados

Address :Purok 1-B Pindugangan
Tipanoy, Iligan City
Status :Single
Date of Birth :October, 18, 2005
Place of Birth :Pindugangan, Tipanoy, Iligan, City
Citizenship :Filipino
Contact Number :09704510788
Email Address :[email protected]
Father’s Name :Tomas B. Pragados
Mother’s Name :Rosalinda B. Pragados
Religion :Roman Catholic

C. EDUCATIONAL BACKGROUND

Elementary : Francisco Laya Memorial Integrated School

Year Graduated : 2017

Secondary : Junior High School \

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2020-2021

Senior High
Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2023-2024
 45

CURRICULUM VITAE

A. PERSONAL BACKGROUND

Name : Mary M. Ponce

Address : Purok 3 Mibolo.Tipanoy, Iligan City
Status : Single
Date of Birth : December, 7 2004
Place of Birth : Pindugangan, Tipanoy
Iligan, City
Citizenship : Filipino
Contact Number : 09265974620
Email Address : [email protected]
Father’s Name : Eulogio C. Ponce
Mother’s Name : Jocelyn M. Ponce
Religion : Roman Catholic

D. EDUCATIONAL BACKGROUND

Elementary : Servillano G. Memorial Elementary School

2016- 2017
Year Graduated : 2017

Secondary : Junior High School \

Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2020-2021

Senior High
Francisco Ll. Laya Memorial Integrated School
Pindugangan, Tipanoy, Iligan City
SY 2023-2024