INSTRUCTIONAL STRATEGIES AND PRACTICES TOWARDS THE

ENHANCEMENT OF COOKERY-RELATED SKILLS OF THE GRADE 7 AND 9

STUDENTS OF TITAY NATIONAL HIGH SCHOOL

An Action Research Study

By:

PILAR G. ANCHETA
 Republic of the Philippines
Department of Education
Region
Division of
Schools Division Office
TITAY NATIONAL HIGH SCHOOL
District
________________________________________________________________________

ACTION RESEARCH PROPOSAL

INSTRUCTIONAL STRATEGIES AND PRACTICES TOWARDS THE

ENHANCEMENT OF COOKERY-RELATED SKILLS OF THE GRADE 7 AND 9

STUDENTS OF TITAY NATIONAL HIGH SCHOOL

Proponent: PILAR G. ANCHETA

I-CONTENT AND RATIONALE

Technology and Livelihood Education (T.L.E.) subject is considered as one of the

nomenclatures in the implemented K to 12 Basic Education Program. This subject area

encompasses four components, namely, Agri-Fishery Arts, Home Economics, Industrial

Arts and Information and Communication Technology. Home Economics includes

Cookery as one of its instructional areas or contents.

T.L.E. Cookery contains instructions which expose K-12 students to various

opportunities to learn, comprehend and master the concepts and core competencies

presented in TESDA Training Regulation in Cookery. Cookery serves to educate

learners on how to provide quality foods and services to target clients. It provides

trainings for students aspiring for food-related business in the future.

Cookery is a part of the Department of Education’s advocacy to develop and

hone the skills of the K-12 students to prepare them skillfully in becoming future Chef. It

focuses on honing the cooking skills of students for them to have an edge of surviving

the daily needs of oneself and others. Cookery seeks to provide students with

knowledge, attitude, values and skills relevant in the field of cooking.

In view of these, this study will explore on the instructional strategies or teaching-

learning approaches and practices that can help students hone their skills and

competencies in cookery. The study will include the discussion and analysis of the

various problems and difficulties encountered by the K-12 students in the study of T.L.E.

Cookery and how T.L.E. teachers utilize strategies to address these problems. The

researcher will seek to study the best teaching practices undertaken by the T.L.E.

teachers towards the enhancement of their students’ cookery-related skills.

REVIEW OF RELATED LITERATURE AND STUDIES

The following are the researcher’s gathered related literature and studies which

showed connection with the concepts of this present research:

Clea Enriquez (2013) in her article “The Significance and Relevance of T. L. E.

in Our Daily Life” explains that Technology and Livelihood Education is very much

essential in our daily lives. Livelihood teaches us different ways of earning subsistence.

T. L. E. subject provides students with opportunities to learn about different livelihood

means which can be sources of money and ways to earn decent living. One of the
components of T. L. E. is Commercial Cooking. Commercial Cooking can build the

confidence of the graduates in engaging into small scale businesses like carenderia and

restaurant.

Joseph Meyer (2013) in his work “The Essentiality of T. L. E.” emphasizes that T.

L. E. is very valuable, useful and beneficial field in our daily lives. Life without T. L. E.

can be very frustrating. This is because life revolves around technology and livelihood

towards ensuring subsistence and sustainability. T. L. E. teaches and trains students on

how to use technology as an advantage to facilitate work and livelihood to sustain life

and health.

Jonathan Gerado (2015) in his work “ Technology and Livelihood Education and

Its Curricular Significance” stresses that TLE plays a significant part in the new

curriculum. This subject is essential to help people solve their economic problems by

equipping students with skills necessary in facing real life situations, tasks and

responsibilities in terms of family lifestyles. This subject is comprised of four areas-

Home Economics, Agriculture, Industrial Arts and ICT. T. L. E. serves as the stepping

stone of students in seeking better life.

Lea Castro (2015) in her work “The Importance of Hands-On Training in

Commercial Cooking” explains that it is very important to back up the theory and

practical application of cooking with actual industry experience. Cooking is a rewarding

profession that is in demand worldwide. That is why education and training on

commercial cooking are very much important for the student to obtain the skills relevant

in the career of cooking.

 Katherine Morales (2015) “Types of Commercial Cookery” explains the three

main categories of commercial cooking which students aspiring to become chef or food-

related entrepreneurs need to learn. These include quick service, full service and non-

commercial service. Quick service is commonly referred to as fast food restaurant. Full

service pertains to dinner house or white table cloth restaurant. Non-commercial service

includes food service operations that are generally imbedded in other businesses.

CONCEPTUAL FRAMEWORK

The framework of this study is based on a system concept. It is a system made

up of input, process and the output.

Input refers to all the data that enter the system of the study. The inputs of this

research includes the data on the profile of the students, their specific problems or

difficulties encountered in learning TLE Cookery, the data on the instructional strategies

and practices to improve the cookery-related skills of the students and the effects of

utilizing the strategies and practices on the students level of performance and skills in

TLE Cookery.

The process refers to the data gathering procedures undertaken by the

researcher to support the objectives of the study. The processes of this research are the

distribution of survey-questionnaires and conduct of interviews with the respondents.

The output of this study includes the recommendations on how to further improve

the cookery-related skills and competencies of the students.

 INPUT PROCESS OUTPUT

1. The profile of the

students

2. The specific
problems and Descriptive-Survey Recommendations
difficulties of the Method on How to Further
students in learning Improve the
Pre-Test/Post-Test in Students’ Cookery-
TLE Cookery Reading Related Skills and
3. The instructional Interview Competencies
strategies and
practices towards
the improvement of
Distribution of
the students’
Survey-
cookery-related
Questionnaires
skills

4. The effects of
utilizing these Tabulation,
strategies and Statistical
practices to improve Treatment, Analysis
the students’ and Interpretation of
cookery-related Data
skills

Conceptual Paradigm
Statement of the Problem

This study will be centered on instructional strategies and practices to improve

the cookery-related skills of the Grade 7 and 9 students of Titay National High School.

Specifically, it will seek to answer the following questions:

1.) What is the profile of the students in terms of:

a.) Age;

b.) Sex;

c.) Average monthly income of the family and

d.) Available cookery-related learning materials at home?

2.) What are the specific difficulties encountered by the students in learning TLE

Cookery?

3.) What instructional strategies and practices are utilized by TLE teachers to help

the students improve their cookery-related skills?

4.) What are the effects of utilizing these strategies and practices on the students’

level of cookery-related knowledge and skills?

5.) What recommendations can be proposed to further improve the students

cookery-related skills and competencies?

Hypothesis

1.) The profile of the students varies in terms of age, sex, average monthly

income of the family and available cookery-related learning materials at

home.
2.) There are specific difficulties encountered by the students in learning TLE

Cookery.

3.) There are instructional strategies and practices applied by the TLE teachers

to improve the students’ cookery-related skills.

4.) There are certain effects of utilizing the strategies and practices on the

students’ level of cookery-related skills.

5.) There are recommendations that can be proposed to improve the students’

cookery-related skills and competencies.

Significance of the Study

This study will be conducted in the hope of benefitting the following

individuals or groups.

Students. Through this study, the students’ difficulties and problems in

learning TLE Cookery will be identified and addressed by the teachers’ utilization

of instructional strategies and practices. They will be offered with varied

approaches in studying and learning multiple concepts and skills relevant in the

field of TLE Cookery.

Teachers. The inputs of this study will provide them with additional

knowledge and inputs about teaching strategies and practices in providing

innovative TLE instructions to the students. These teaching approaches are

geared towards helping the students develop, hone and enhance their

knowledge, skills and values vital in TLE Cookery.

 School Administrators. The outcomes of this research will provide

school administrators or leaders with concreted data which they can use as

reference for the conduct and implementation of policies, projects and programs

geared towards the improvement of students’ academic skills, knowledge and

competencies in TLE including Cookery.

Scope and Limitation

This study will be focused and limited on instructional strategies and

practices to improve the students’ cookery-related skills and competencies. The

researcher also limits the study with the 30 teachers of Titay National High

School selected as respondents. Likewise, there will be 20 Grade 7 and 20

Grade 9 students selected as participants of this research. All these respondents

are selected through random sampling technique.

The researcher also limits this study with the application of Descriptive-

Survey method of research using survey-questionnaires and interviews. The

limitations of this study are also based on the following major objectives of this

research: 1.) the profile of the students; 2.) the specific difficulties encountered by

the students in learning TLE Cookery; 3.) the instructional strategies and

practices to help students improve their cookery-related skills; 4.) the effects of

utilizing these strategies and practices and 5.) the recommendations on how to

further improve the students’ cookery-related skills and competencies.

 TYPE OF RESEARCH METHODOLOGY

This study will make use of Descriptive-Survey method of research.

Descriptive research focuses on the description, discussion and analysis of the

different issues, problems, challenges and concerns in the different fields of life

including education. On the other hand, survey is undertaken through conducting

interviews and administration of survey-questionnaires to the respondents.

In this study, Descriptive-Survey research will be specifically utilized in the

discussion of the following major and salient points of this research: 1.) the profile

of the students; 2.) the specific difficulties encountered by the students in

learning TLE Cookery; 3.) the instructional strategies and practices to help

students improve their cookery-related skills; 4.) the effects of utilizing these

strategies and practices and 5.) the recommendations on how to further improve

the cookery-related skills and competencies of the students.

RESPONDENTS AND SAMPLING METHOD

The respondents of this study will be the selected 30 teachers of Titay National

Highschool. Likewise, the 20 Grade 7 students and 20 Grade 9 students are included as

respondents of this research. All these respondents are selected through random

sampling technique.Both the teachers and students selected as participants of this

research will be subjected to the conduct of interviews and answering of survey-

questionnaires.
 Table 1

Teacher-Respondents

Teacher-Respondents Frequency Sampling Technique

Male 10
Female 20
Total 30 Random Sampling

Table 2

Student-Respondents (Grade 7)

Student-Respondents Frequency Sampling Technique

Male 10
Female 10
Total 20 Random Sampling

Table 3

Student-Respondents (Grade 9)

Student-Respondents Frequency Sampling Technique

Male 10
Female 10
Total 20 Random Sampling
INSTRUMENTS

The researcher will make use of two primary data gathering instruments in this

study. These are interview guide and survey-questionnaires.

The survey-questionnaires to be used in this research will be composed of four

salient parts. Part 1 will seek to identify the profile of the students. Part 2 will provide to

determine the specific difficulties encountered by the students in learning TLE Cookery.
Part 3 will seek to determine the instructional strategies and practices to help students

improve their cookery-related skills. Part 4 will serve to identify the effects of these

instructional strategies and practices. Finally, the last part of the questionnaire will

provide for recommendations on how to further improve the students’ cookery-related

skills and competencies.

DATA COLLECTION PROCEDURES

The two significant data collection procedures to be applied and undertaken by

the researcher will be the conduct of interviews and distribution of survey-

questionnaires. Distribution of survey-questionnaires will be undertaken to obtain the

pertinent data on the profile of the students, specific difficulties of the students in TLE

Cookery, the instructional strategies and practices to improve students’ cookery-related

skills and the effects of utilizing these strategies.

ETHICAL CONSIDERATIONS

There are some significant ethical aspects which need to be considered by the

researcher during the conduct of this study. One of these ethical considerations is the

need to seek first for the permission and approval of the school head, Public Schools

District Supervisor, Schools Division Superintendent and other DepED superiors for the

formal conduct of this research. Secondly, the researcher needs to submit the official
copy of the action research proper to the division’s research committee for the

comprehensive review and checking of the research output. Once certain corrections or

suggestions to improve the research are given by the committee, the researcher needs

to comply with the required revisions stipulated in the manuscript to enhance the quality

and contents of the action research paper or final research output.

Furthermore, the researcher also needs to orient the teachers and students

selected as respondents of this study about their roles and participation in this study.

Teachers and students need to be oriented about the purposes or objectives of

subjecting them to interviews and answering of survey-questionnaires.

DATA ANALYSIS

All the data gathered from the distribution of survey-questionnaires and conduct

of interviews with the selected respondents of this study will undergo tabulation,

presentation, computation, interpretation and analysis. That is why in order to arrive at

the accurate and valid interpretation and analysis of the data obtained; the researcher

will make use of statistical tools applicable in this study. These statistical tools include

frequency count, percentage and weighted mean technique.

The following statistical tools will be used in the treatment and analysis of the data.

1. Percentage

The formula

a. % = F/A x 100
 Where

F = Frequency

A = Total number of respondents.

100 = Constant Value

2. Weighted Mean- This will be used in the treatment of the data gathered from the

responses of the teachers in the survey-questionnaires distributed and administered by

the researcher.

The formula for weighted mean:

Σ(wx)
x̅ =
Σw

x́= Sample mean

W = Weight

Σ = Sum of

x = Values in sample

REFERENCES

Clea Enriquez.(2013).The Significance and Relevance of T. L. E. in Our Daily Life.

Retrieved on April 2, 2017 from www.tleeduc.com/enriquez-article.pdf
Joseph Meyer.(2013).The Essentiality of T. L. E. Retrieved on April 2, 2017 from
www.educissues.org/the-essentiality-tle.search

Jonathan Gerado.(2015).Technology and Livelihood Education and Its Curricular

Significance. Retrieved on April 2, 2017 from www.technoed.org/gerado-article

Lea Castro.(2015).The Importance of Hands-On Training in Commercial Cooking.

Retrieved on April 2, 2017 from www.tlesearch.com/commercial-cooking.pdf

Katherine Morales.(2015).Types of Commercial Cookery. Retrieved on April 2, 2017

from www.k-12educ.com/types-commercial-cookery

Appendices

Letter of Requests

Republic of the Philippines

Department of Education
Region
Division of
District
Titay National Highschool

The Schools Division Superintendent

Division of

Madam:
I have the honor to request permission to conduct an action research entitled
“Instructional Strategies and Practices to Improve the Cookery-Related Skills of the Grade 7 and
Grade 9 Students of Titay National Highschool.”

Attached herewith are the copies of the Action Research Proposal

Hoping for your positive response and approval. Thank you very much and Godspeed.

Very truly yours,

Researcher

Noted:

Principal –I

Public Schools District Supervisor

Approved:

Schools Division Superintendent

WORKPLAN

SUCCESS
ACTIVITIES TIME FRAME PERSONS INVOLVED
INDICATOR
Pre-implementation . January 2017 School principal,
Phase: proponent, PPRD
1. Preparation of the Prepared,
Research Proposal submitted
2. Submission of the research
Research Proposal proposal for
for approval approval
3. Revision (if any) Revised
4. Implementation of proposal
the Research Implemented the
Proposal research
proposal
Implementation
Phase: Determined or
1. Determining the identified the
final list of the respondents
respondents
2. Orientation to the Oriented the
respondents respondents
3. Formulation of
data gathering Administered
tools pretest &
4. Implementation of posttest
the research study
January – School Head,
5. Administration of Implemented the
March,2017 proponent, respondents
questionnaires research study
6. Collection,
tabulation,
analysis, and Collected,
interpretation of tabulated,
data analyzed, &
7. Formulation of interpreted the
conclusion and data
recommendation
Formulated
conclusion &
recommendation
Post-
Implementation
Phase:
1. Submission of the First week of April, School Head, Accomplishment
Accomplishment 2017 proponent Report of the
Report Research
2. Revision (if any)
3. Submission and
Acceptance of the
Final Report
 COST ESTIMATES

TOTAL
ITEM QUANTITY AMOUNT
AMOUNT
1. Preparation and formulation of action P2,000.00 P2000.00
research proposal

2. Production and Distribution of 150.00 150.00

Questionnaires

3.Preparation and Formulation of the 600.00 600.0

completion report of the action research 0
project

4.Documentation 200.00 200.0

0
5.Others 100.00
100.00
TOTAL P 3,050 P, 3,050

ACTION PLAN

PERSONS SUCCESS
ACTIVITIES TIME FRAME
INVOLVED INDICATOR

1. Present the action January, 2017 Proponent Approved

research proposal Proposal

2.Conduct/implemen
t the actual action January-March, 2017 Proponent Approved Action
research study Research Study

3. Formulate Proponent
Findings, Positive Outcomes
conclusions and March, 2017 of the Entire Study
recommendations of
the student through
the completion report

Prepared by:

Researcher

Noted:

Principal

Reviewed by:

SEPS Planning & Research EPS-1, Science

Recommending approval:

OIC Chief CID