<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY

AT ROXAS NATIONAL HIGH SCHOOL
___________________________

A Thesis
Proposal to
The Faculty of the Graduate School
Mallig Plains Colleges
Mallig, Isabela

__________________________

In Partial Fulfilment
Of the Requirements for the Degree
Master of Arts in Education

____________________________

JULIE M. DELA CRUZ

February, 2019

PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY

AT ROXAS NATIONAL HIGH SCHOOL

 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INRODUCTION

One of the learning areas used in the country’s secondary schools as part of the curriculum

is Technology and Livelihood Education. It provides junior high school learners with practical

experiences, technical knowledge and expertise in home economics, entrepreneurship and various

aspects of technology.

Technology and Livelihood Education is more on activities and application which develop

the skills of the students. The teacher must use teaching strategies that will enhance the students’

performance. This subject must involve learning concepts and ideas about its different areas.

In connection to this, the Department of Education has provided trainings and assessment

for us to get a National Certificate II or higher because it is vital in teaching this subject.

Our school offers exploratory courses in TLE for Grade 7 & 8 which will be options of

specialization for Grade 9. Whatever specialization taken during their Grade 9, it will be continued

during their Grade 10. As of now, one of the specializations offered in Grade 9 & 10 is Cookery

under Home Economics wherein the learners learn how to cook and prepare fine dining dishes.

They should finish all the learning competencies under the said specialization.

<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL 1

2019

PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY

AT ROXAS NATIONAL HIGH SCHOOL
 In Cookery 10, the learning competencies from 1st to 4th quarter are the following:

Develop and strengthen PECs needed in cookery.

 Develop a product/service in Cookery

 Select a business idea on the set criteria and techniques

 Develop a brand for the product

 Perform mise’en place

 Prepare, cook, present, evaluate egg dishes

 Prepare, cook, present, evaluate starch and cereal dishes

 Prepare, cook, present, evaluate vegetable dishes

 Prepare, cook, present, evaluate seafood dishes

 Prepare, cook, present, evaluate stocks, sauces and soups dishes

 Prepare, cook, present, evaluate poultry and game dishes

 Prepare, cook, present, evaluate meat dishes

In choosing a specialization, this school year 2018-2019 is clearly identified that learners

who have taken cookery is decreasing. One of their reasons is related with financial aspect. To

solve this problem, we encourage them to find help from their teachers for their financial assistance

in every cooking activities they do. In exchange for this, whatever finish products are given to the

teacher who supported them.

On the other hand, some of them sell the products then their sales will be used for the next

activity. The learners’ output are being judged by the available TLE teachers during their cooking

‘'
2019 2
 PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY

<<MALLIG PLAINS AT ROXAS NATIONAL HIGH

COLLEGES>> SCHOOL
GRADUATE SCHOOL

period based from the rubrics in each dishes. In terms of the grading system applied in this subject,

there are three components such as: written outputs is 20%; performance is 60 % and quarterly

examination is 20 % for the total of 100 %.

We, as teachers help the learners how to acquire the basic necessities and the means to

improve upon them in order to have a better life in the future. We teach them things like home

education, ICT and agriculture. In our daily lessons, they learn how to be innovative with current

technology so that they can find solutions to problems they may face in everyday life.

In our school, it is evident that in spite of limited learning facilities, the TLE teachers with

the full support of our school heads and principal, exerted efforts to create working laboratories

for Cookery.

With the given cooking laboratory, learners can actually perform learning tasks or

competencies. Mastery of the skills in this area of specialization is attainable when the learners

utilize different cooking tools and equipment.

The programs of vocational education in this country are provided for in Act Number 3377,

otherwise known as the Vocational Act of 1927 is really footsteps for the learners to become

globally competent and to develop their positive work values. Article XIV, Section 5 of the 1935

Philippine Constitution, also provides for quality technical-educational and skills development

through its direction, policies and programs.

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Moreover, some of the learners who finished the competencies in cookery have already

taken National Certificate II assessment through the help of the supportive parents and

administration. With this achievement, we believe that they can already look for a local job or even

abroad related with their skills.

In this study, the researcher will assess the performance of the respondents based on their

practical skills. Their performance will be verified using their 2nd and 3rd quarter final grades.

The researcher will find out the challenges encountered by the learners during 2nd and 3rd

quarter in Cookery.

The result of this study will surely be a tool in improving the learning outcome of the Grade

10 learners in Cookery competencies. We can make remedial activities for their weak points in

order for them to pass the assessment. With this, we can increase the passing rate of our school in

NC II. This assessment is given by an authorize agency called Technical education and Skills

Development Authority (TESDA).

CONCEPTUAL FRAMEWORK

The researcher will gather data on the profile of the respondents; the teachers’ assessment

in their practical skills; the performance of the respondents based from their final grades in 2nd and

3rd quarter and the challenges encountered by the learners in doing their practical activities. After

processing the inputs, there should be an improved performance of Grade 10 learners in their

cookery subject.

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RESEARCH PARADIGM

INPUT PROCESS OUTPUT

1. Profile of the respondents in Analysis in the
terms of: following:
1.1 age
1.2 gender 1. Profile of the
1.3 Father’s Educational Respondents
Attainment
1.4 Mother’s Educational Improved performance
Attainment of Grade 10 Learners in
1.5. Father’s Occupation 2. Assess the Cookery
1.6. Mother’s Occupation performance of the
respondents based on
2. Teachers’ Assessment in learning competencies in
Practical skills of the respondents Cookery during the 2nd
during 2nd and 3rd quarter period and 3rd quarters.
3. Performance of the respondents
on the 2nd and 3rd quarters based
on the following learning 3. Challenges
competencies: Encountered by the
a. Prepare Vegetable dishes Grade 10 Learners in
b. Prepare and Cook Seafood Cookery during 2nd and
dishes 3rd Quarters
c. Prepare stocks, soups and
sauces
d. Prepare and Cook
Poultry/Game birds
4. Challenges encountered by the
respondents during the 2nd and 3rd
quarter performances

FEEDBACK MECHANISM

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STATEMENT OF THE PROBLEM

This study attempts to assess the performance of the Grade 10 Learners in Cookery.

Specifically, this study will seek to answer the following questions:

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

1.1. Age

1.2 Gender

1.3 Father's Educational Attainment

1.4 Mother’s Educational Attainment

1.5. Father’s Occupation

1.6. Mother’s Occupation

2. How do the respondents assess their practical skills in relation to Cookery competencies

namely: Prepare Vegetable dishes; Prepare and Cook Seafood dishes; Prepare stocks, soups

and sauces and Prepare and Cook Poultry/Game birds?

3. Is there a significant relationships between the learning competencies of the learners in

Cookery and the profile of the respondents?

4. What are the challenges encountered by the learners during their performances in 2nd and

3rd quarter?

HYPOTHESIS

This study hypothesizes that there is no significant relationships in the profile of the

respondents and their learning competencies in Cookery.

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<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

SIGNIFICANCE OF THE STUDY

This study could be a source of information to the different secondary schools in Roxas,

Isabela in which it will determine on how to improve the performance of the Grade 10 Learners in

Cookery.

Specifically, this study will be of a great value to the following groups of people:

Learners. This study will be a great help for the students in order to improve their practical

skills. It will be a benefit to the learners’ performance to know what are their strengths and

weaknesses.

Teachers. The study will help teachers to determine also the practical skills to be focused

on the learners.

Researchers. This study may help the researchers to assess the performance of the learners

in Cookery.

Future Researchers. This study will help them to know how the performance of the

learners in Cookery may be improved.

DEFINITION OF TERMS

Cookery. It is one of the specializations offered in Grade 9 & 10 learners.

K to 12. It stands for kindergarten plus 12 years of elementary and secondary education (DepEd

Order No. 31, s. 2012).

Learning Competencies. These are the learning objectives that should be finished in every

quarter.

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National Certificate (NC) II. It refers to certificate receives by the learners after passing the

assessment from TESDA.

Practical Skills. These are the skills of the learners in Cookery.

Performance. It refers to the grades of the learners in 2nd and 3rd quarter.

Technical Education and Skills Development Authority (TESDA). It is an agency that gives

an assessment to the learners after completing the learning competencies in Cookery.

Technology and Livelihood Education. It provides junior high school learners with practical

experiences, technical knowledge and expertise in home economics, entrepreneurship and various

aspects of technology.

Vocational Education. It provides the development of the vocational efficiency of the students.

SCOPE AND DELIMITATION OF THE STUDY

This study will be confined in assessing the performance of the Grade 10 learners in

Cookery. The respondents of the study will be limited to 41 % of the learners and will be selected

through stratified random sampling. The researcher will select competencies that the respondents

have already taken during 2nd and 3rd quarter.

 PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

LITERATURE

The intention of K to 12 is not merely to add two years of schooling but more importantly,

to enhance the basic education curriculum. It was emphasized by the DepEd that K to 12 is an

effective cure to the deteriorating quality of the Philippine Education System. They also noted that

the previous ten-year curriculum is congested wherein students are focused to absorb all the

graduates are often unprepared for employment, entrepreneurship, or even higher education. They

do not yet possess the basic competencies or even emotional maturity essential for the world

outside the school. High school graduates who do not pursue higher education are thus

unproductive or vulnerable to exploitative labor practices.

It is supported with R.A. 7796- An act creating the Technical Education and Skills and

Development Authority, Providing for it proves, structure and for other purposes. The act states

its goals and objectives that it strengthens technical skills, moral characters, work ethics and

nationalism.

Academic performance serves as standard in order to determine the result of student

achievement. Mushtaq and Nawaz Khan (2012) cited by Arjhay DC. Serpa Juan (2014) 7mentioned
that there are factors affecting the learners’ achievement like learning facilities, student test results,

communication skills and proper guidance of parents or guardians.

7
Arjhay DC. Serpa Juan, (2014). “ Technical Skills and the Academic Performance
of Selected Students in BSE TLE”. Undergraduate Thesis. University of Caloocan City, 9
<<MALLIG
Congessional PLAINS
Campus, COLLEGES>>
Caloocan City. GRADUATE SCHOOL

To establish and maintain a high-quality education system, proper investments must be

made. In our country, education remains one of the top priorities of our government. With the

concerted efforts of our present administration to respond to the implementation of the K to 12

Program. “K to 12” stands for kindergarten plus 12 years of elementary and secondary education

(DepEd Order No. 31, s. 2012). This educational system for basic and secondary education is

widely adopted around the world. The objective of the program is to be able to provide sufficient

time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary

education, middle-level skills development, employment and entrepreneurship. This model

involves kindergarten, six years of elementary education, four years of junior high school (Grades

7-10), and two years of senior high school (Grades 11-12). Senior High School is two-years of

specialized upper secondary education; students may choose a specialization based on aptitude,

interests, and school capacity. This two years intend to provide time for students to consolidate

acquired technical skills and competencies.

After finishing Grade 10, the learner can obtain Certificates of Competency (COC) or a

National Certificate I (NC I). Moreover, after finishing a Technical-Vocational –Livelihood track

in Senior high school, the learner can also obtain a National Certificate II.

Here are the new features of the K to 12 curriculum:

 Training Regulations-based TLE

  Grade 10- NC I is obtained

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Components of Technology and Livelihood Education:

1. Home Economics

2. Industrial Arts

3. ICT – 3 mini-courses

4. Agri-Fishery

 Grades 7-8 TLE – Certificate of Competency

 The 26 TLE specializations are EXPLORATORY

 Teaching of these TLE specializations is focused on 5 common competencies:

1. Use of Tools

2. Maintenance of Tools

3. Measurement and Computation

4. Interpreting drawing

5. Occupational Safety and Health

 The Technical Education and Skills Development Authority (TESDA) now

provides National Certificates (NCs) to students even in Junior High School (JHS),

thus more than fulfilling the third promise.

The following are the specializations leading to NC I:

a. INDUSTRIAL ARTS
 1. Automotive Servicing

2. Carpentry

3. Drafting

4. Electrical Installation and Maintenance

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PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY
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5. Electrical Servicing

6. Handicraft

7. Masonry

8. Plumbing

9. Refrigeration and Air Conditioning

10. Shielded Metal and Welding

11. Tile Setting

12. Welding

b. HOME ECONOMICS

1. Caregiving

2. Dressmaking/Tailoring

3. Household Services

4. Beauty Care/Wellness Massage

5. Cookery

c. AGRI AND FISHERIES

1. Animal Production

2. Crop Production

3. Food (Fish) Processing

 4. Horticulture

5. Fish Capture

6. Fish Culture

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AT ROXAS NATIONAL HIGH SCHOOL

d. ICT

1. PC Hardware Servicing

2. Technical Drafting

3. Medical Transcription

Local Studies

In the study of Dr. Juan O. Abarro ( June, 2016), the factors associated to the career track

and strand choices of the learners are the following: gender, average monthly family income,

school preference, occupation of the head of the family and average scholastic ratings in the

preceding years.
10
According to the study of Garduque (2012) as cited by Arjhay DC. Serpa Juan (2014)

that learning theories are not enough but we need skills to do things. These are the technical skills

and livelihood programs which may help the students and graduates to become skilled workers in

the future.

Based on the study of Calixto L. Valera (2015), the following conclusions are drawn:

1. The age the students is just right for their year level and tbeir sex is proper for their

major, which is Technology and Home Economics. The students belong to a standard family size.
The studebts are not much involved with co-curricular activities. The parents of the students are

not highly educated and are skilled workers.

2. The teachers are qualified to teach T.L.E. subjects having finished Bachelor of Science in

Industrial Education, with a good average teaching experience having attended several numbers

of seminars/trainings and very satisfactory general performance ratings.

3. The goals and objectives were fully attained, having moderate adequacy of instructional

materials and tools and equipment and fairly adequate for physical facilities.

4. A "high" level of knowledge, skills and attitude was attained along Home Economics,

"adequate" for Agricultural Arts "high" for Industrial Arts and "high" for Entrepreneurship.

5. The BSEd III students attained a "very satisfactory" level of performance.

6. Home Economics is affected by sex, co- curricular activities and occupation of father, and

Agricultural Arts is affected by the occupation of the mother. The general performance rating of

the teachers affects the desired learning conpetencies along Agricultural Arts and

Entrepreneurship. Entrepreneurship is affected by goals and objectives while Agricultural Arts is

affected by physical facilities.

According to Mark Raguindin Limon (2016), the educational facilities in their school are

adequate, as also shown by the general agreement in the mean scores. In addition, the minimum

scores exhibited zero case of general disagreement, and the maximum.scores presented relatively

strong agreement. Consequently, the educational facilities were evaluated as favorable. These

statitistical findings further support the researcher's assumption that adequate to higj quality of

educational facilities resulted from the new facility, and that student performance increased after

the new faciltiy in all four consecutive school years from 2009 to 2013. Nevertheless, in relation
tonstudents' performance and achievement, suggested that 65% of the students passed the test with

the new facility, which is far from the inutial passing rate of 48% prior to the new facility.

Based on the study of Manilyn R. Gualiza, et.al.(2017), there were more female respondents

than male handling TLE. Majority of the family has income below 10,000/mos. Which is not

enough to meet the needs of the whole family. In terms of attendance, there were more students

who were not attending their classes even though there were times they were tardy. Parents were

not supportive in terms of monitoring the performance of their children.

Based from the findings of the study of Maria Sheila R. Gregorio, the teaching practices of

TLE teachers are: 1. Take into account student's prior knowledge in planning class program for

TLE lessons; 2. Develop students understanding of concepts in TLE ; 3. Students work in

cooperative learning group; 4. Teach groups that are heterogeneous; and 5. Relate concepts of

TLE to other discipline, etc. Most of the recommended tools, equipment and materials are not

available in both technical vocational and general secondary schools.

According to Dexter R. Buted, et.al. (2014), students have satisfactory academic performance

rating in the course Food and Beverage Sevices. The interns obtained the highest very good

performance evaluation rating in personality followed by attitude, knowledge and skills. There is

no significant relationship between the performance in Food and Beverage Service Course and the

training performance of interns in the Food and Beverage Department of the restaurant and hotel,

performance of the interns in the Food and Beverage course were only satisfactory but the training

performance were rated as " very good".

 53
Dr. Juan O. Abarro, (June, 2016). “ Factors Affecting Career Track and Strand Choices
of Grade 9 Students in the Division of Antipolo and Rizal, Philippines”. International Journal of
Scientific and Research Publications. Antipolo and Rizal
13
10
Arjhay DC. Serpa Juan, (2014). “Technical Skills and the Academic Performance of
Selected Students in BSE TLE”. Undergraduate Thesis. University of Caloocan City, Congessional
Campus, Caloocan City.
<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

Foreign Studies

According to Hanna Fehér, (2016), the kitchen is very essential in the performance of the

learners. Everything in this place should be renewed. The new kitchen design includes different,

brighter and more cheerful colors. There should be complete cooking tools and equipment. A new

waste management should also be added, which enables recycling. The lighting should be

enhanced to be more sensory-friendly.

Shela H. Albaico, et.al. (2014) states that excellent instructional material has big impact on

the learners’ learning since they learn most by doing. Together with the excellent instructional

materials are its adequate numbers of units in proportion with the number of the learners. Engaging

in hands on activities gives them idea on how this experience can be applied in a real life situation.

The results of the study of Wen- Hwa Ko, et.al. (2015), indicated that teaching quality and

learning satisfaction showed significant differences in teaching qualification, license axquisition

and professional continuing education. Further, this study found out that work experience

significantly affected learning satisfaction. However, psrticipationin competitions, assisting

students in competitions, and the frequency of conducting industry-academia cooperation did not

significantly affect teaching quality and learning satisfaction. This study found out that teaching

quality positively correlated with students' learning satisfaction. It was found out that professional
work experience and certificates had the most significant effects on teaching quality and students'

learning effectiveness.

14
Hanna Fehér, (2016). “The Effect of the Work Environment on Workplace Wellbeing-
Research at a Youth Centre. Laurea University of Applied Sciences, Leppävaara.
15
Shella H. Albarico, (2014). “Adequacy of Instructional Materials Used by Teachers in 14
Teaching Technology and Livelihood Education”. Pattaya, Thailand.

<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

CHAPTER III

METHODOLOGY

This chapter includes the method of research to be used, the research locale, subject

population, instruments to be used, the gathering of data and statistical devices for the treatment

of data.

Research Design

This research will be using descriptive research that aims to collect the information

regarding with the performance of Grade 10 learners in Cookery. Descriptive research will be used
to determine adequate and accurate interpretation and findings. This method involves range from

the survey on how the gender of the respondents affect their performance in Cookery.

Subject of the Study

The respondents of this study will be 41% of Grade 10 Cookery learners from different

sections. The distribution of respondents is shown in Table 1.

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<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

Population and Sampling

Table 1

Distribution of Respondents as to Class

Class Population Sample Percentage

Eucalyptus 12 5 42

G-melina 10 4 40

Acacia 14 4 28

Mahogany 14 5 36
 Talisay 8 4 50

Narra 10 4 40

Arius 8 4 50

Molave 8 4 50

Banaba 10 4 40

Pines 8 4 50

TOTAL 102 42 41

It can be gleaned from this table that the population of Grade 10 Cookery learners in

Section Eucalyptus is 12; G-melina is 10; Acacia is 14; Mahogany is 14; Talisay is 8; Narra is 10;

Arius is 8; Molave is 8; Banaba is 10 and Pines is 8. Overall they are in total of 102 and the

researcher will only assess the performance of its 41 %.

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Respondents of the Study

There are 84 respondents composed of Grade 10 Cookery learners. Each class will be

represented by 4-5 respomdents.

Research Instrument

1. Survey Questionnaire. It will be utilized in gathering information on assessing the

performance of Grade 10 learners in Cookery.

2. Interview. It will be used to gather information on teachers and department heads.

Data Gathering Procedures

 With the permission granted by the school heads or principals, the questionnaire will be

distributed at the students’ Cookery subject time. The 50 students that will respond to the

questionnaire will be given enough time for them to answer. Consciously, the researcher will guide

the students so they will not misunderstand the needed information in the questionnaire.

When the researcher finished the administering and collecting the questionnaires, tallying

and tabulating the data will be started. After the data will be tallied and tabulated, these will be

given to the statistician for statistical treatment.

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Statistical Treatment of Data

To be able to analyze the percentage in the performance of the Grade 10 learners in

Cookery at Roxas National High School.

a. The researcher will use the t-test for dependent or correlated samples. This formula stated

that to conduct a test of difference in means with two dependent sample use the t statistic:

t = d/S d / √𝑛

Wherein:

t = statistic sd = standard deviation

d = mean of the difference between the n matched pair of measures
 b. formula for getting the dependent samples
sd = √𝑛 Ʃd2 - (Ʃd)2
n(n-1)
Wherein:
Ʃ = mean Sd = Standard deviation


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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals with a thorough presentation of the data gathered, analyzed and interpreted.
 This chapter covers the following respondents' profile namely: Age, Gender, Father's
Educational Attainment, Mother's Educational Attainment, Father's Occupation, Mother's
Occupation, the Performance of the Grade 10 Learners in Cookery and the Challenges
Encountered by the Learners during the 2nd and 3rd Quarters.
The following tables present the general distribution of the respomdemts as to Age, Gender,
Father's Educational Attainment, Mother's Educational Attainment, Father's Occupation, Mother's
Occupation, the Performance of the Grade 10 Learners in Cookery and the Challenges
Encountered by the Learners during the 2nd and 3rd Quarters.

1. What is the profile of the respondents?

Table 2
Age Frequency Percent
15 14 33.3
16 27 64.3
18 1 2.4
Total 42 100

As shown in the table, majority or 64.3% of the respondents were 16 years of age while 1
or 2.4% was 18 years old during the conduct of the study.
This implied that the age of the respondents is just right for their year level. This can be
illustrated the fact that they are in the preparation of having their oen job and through this
training, they can be globally competetive.

Table 3
Gender Frequency Percent
Male 33 78.6
Female 9 21.4
Total 42 100

As shown in the table, among forty two (42) reapondents, msjority or 78.6 are male while 9 or
21.4 are female.
 This can be attributed to the fact that male are more interested and good in cooking than
female.

Table 4
Father's Occupational Frequency Percent
Attainment
College Graduate 11 26.2
High School Graduate 20 47.6
Elementary Graduate 5 11.9
College Undergraduate 3 7.1
High School Undergraduate 2 4.8
Elementary Undergraduate 1 2.4
Total 42 100

As seen from the table, majority or 47.6 % of the fathers of the respondents were graduated in
High School while 1 or 2.4% were Elementary Undergraduate.
The result implied that most of their fathers are not highly educated but they are trying their
best to provide their needs in performing the learning competencies in Cookery.

Table 5
Mother's Occupational Frequency Percent
Attainment

College Graduate 11 26.2

High School Graduate 20 47.6

Elementary Graduate 2 4.8

 College Undergraduate 8 19.0

High School Undergraduate 1 2.4

Total 42 100

As seen from the table, majority or 47.6 % of the mothers of the respondents were grauated
in High School while 1 or 2.4% were High School Undergraduate.

The result implied that most of their mothers are not highly educated but they are capable
enough to support their children in pursuing Cookery.

Table 6
Father's Occupation Frequency Percent
Agriculture 1 2.4
Business man 1 2.4
Caretaking 1 2.4
Carpentry 2 4.8
Chef 2 4.8
Driving 1 2.4
Electrician 2 4.8
Farming 16 38.1
Foreman 1 2.4
Laborer 1 2.4
OFW 2 4.8
Operator 1 2.4
Pastor 1 2.4
Retired Army 1 2.4
Security Guard 1 2.4
Self- Employed 1 2.4
Supervisor 1 2.4
 Teaching 2 4.8
Vendor 4 9.5
Total 42 100

As shown in the table, majority or 38.1 % of the respondents' fathers are farmers while 1 or
2.4% are agricultururist, business man, caretaker, driver, foreman, laborer, operator, pastor, retired
army, security guard, self-employed and supervisor.
This implied that most of the fathers of the respondents are skilled workers so they have their
source of income to finance the cooking activities of the learners for them to finish all the learning
competencies in Cookery during the 2nd and 3rd Quarters.
Table 7
Mother's Occupation Frequency Percent
Business woman 1 2.4
Housekeeping 4 9.5
Housewife 18 42.9
OFW 9 21.4
Teaching 3 7.14
Vendor 7 16.7
Total 42 100

As shown in the table, majority or 42.9 % of the respondents' mothers are housewives while
1 or 2.4% is a business woman.

This implied that most of the mothers of the respondents are plain housewives. This is one of
the reasons of the respondents for specializing Cookery for them to help their mothers to put a
food business and have an extra income for their families.

2. How do the respondents assess their practical skills in relation to Cookery learning competencies
during 2nd and 3rd Quarters namely:
A. Prepare Vegetable Dishes
B. Prepare and Cook Seafood Dishes
 C. Prepare Stocks, Soups, and Sauces
D. Prepare and Cook Poultry/Game Birds

Table 8
A. PREPARE AND COOK VEGETABLE DISHES Mean Description

1. I follow the procedures in preparing and cooking steamed vegetable. 4.31 Excellent

2. I follow the procedures in preparing and cooking sautéed vegetables. 4.26 Excellent

3. I follow the procedures in preparing and cooking stir fried vegetables. 3.95 Very
Satisfactory

4. I follow the procedures in preparing and cooking braised vegetables. 4.12 Very
Satisfactory

5. I follow the procedures in preparing and cooking deep fried 4.48 Excellent
vegetables.

6. I perform the skills in preparing and cooking vegetable dishes without 3.64 Very
supervision. Satisfactory

7. I perform the skills in preparing and cooking vegetable dishes with 3.52 Very
initiative and adaptability to problem solutions. Satisfavtory

Mean 4.04 Very

Satisfactory

As gleaned from the table, under the competency PREPARE AND COOK VEGETABLE
DISHES, the following were rated "Excellent" namely: I follow the procedures in preparing and
cooking sautéed vegetables with a mean of 4.26, I follow the procedures in preparing and cooking
steamed vegetable with a mean of 4.31 and I follow the procedures in preparing and cooking deep
fried vegetables with a mean of 4.48. It is also seen that the following skills were rated "Very
Satisfactory" such as I perform the skills in preparing and cooking vegetable dishes with initiative and
adaptability to problem solutions with a mean of 3.52, I perform the skills in preparing and cooking
vegetable dishes without supervision with a mean of 3.64, I follow the procedures in preparing and
cooking stir fried vegetables with a mean of 3.95 and I follow the procedures in preparing and cooking
braised vegetables with a mean of 4.12.
 This result implied that preparing and cooking vegetable dishes of the respondents was "Very
Satisfactory" as evidenced by the average rating of 4.04.

Table 9

B. PREPARE AND COOK SEAFOOD DISHES Mean Description

1. I follow the procedures in preparing and cooking fish Bicol express. 4.33 Excellent

2. I follow the procedures in preparing and cooking Fish fillet. 4.40 Excellent

3. I follow the procedures in preparing and cooking Sweet and sour 4.31 Excellent
fish.

4. I follow the procedures in preparing and cooking Stuffed squid. 4.12 Very
Satisfactory

5. I follow the procedures in preparing and cooking Stuffed milkfish. 3.86 Very
Satisfactory

6. I perform the skills in preparing and cooking seafood dishes without 3.64 Very
supervision. Satisfactory

7. I perform the skills in preparing and cooking seafood dishes with 3.55 Very
initiative and adaptability to problem solutions. Satisfactory

Mean 3.52 Very

Satisfactory

As revealed from this table, out of seven (7) skills under the competency B. PREPARE AND
COOK SEAFOOD DISHES, three (3) were rated "Excellent" namely: I follow the procedures in
preparing and cooking Sweet and sour fish with a mean of 4.31, I follow the procedures in preparing
and cooking fish Bicol express with a mean of 4.33 and I follow the procedures in preparing and
cooking Fish fillet with a mean of 4.40. There were four skills that rated as " Very Satisfactory".
These are as follows: I perform the skills in preparing and cooking seafood dishes with initiative and
adaptability to problem solutions with a mean of 3.55, I perform the skills in preparing and cooking
seafood dishes without supervision with a mean of 3.64, I follow the procedures in preparing and
cooking Stuffed milkfish with mean of 3.86.
 This result implied that the respondents have prepared and cooked seafood dishes "Very
Satisfactory" as evidenced by the average rating of 3.52.

Table 10
C. PREPARE AND COOK STOCKS, SOUPS AND SAUCES Mean Description
1. I follow the procedures in preparing and cooking Fish stock. 4.45 Excellent
2. I follow the procedures in preparing and cooking Clear fish soup. 4.43 Excellent
3. I follow the procedures in preparing and cooking Thick fish soup. 4.10 Very
Satisfactory
4. I follow the procedures in preparing and cooking White 4.38 Very
sauce/roux/béchamel. Satisfactory
5. I perform the skills in preparing and cooking stocks, soups and sauces 3.83 Very
without supervision. Satisfactory
6. I perform the skills in preparing and cooking stocks, soups and sauces 3.69 Very
with initiative and adaptability to problem solutions. Satisfavtory

Mean 4.15 Very

Satisfactory

This table revealed that only two (2) out of six (6) skills under the competency PREPARE
AND COOK STOCKS, SOUPS AND SAUCES were rated "Excellent". These are as follows: I
follow the procedures in preparing and cooking Clear fish soup with a mean of 4.43 and I follow
the procedures in preparing and cooking Fish stock with a mean of 4.45 while four (4) were rated
"Very Satisfactory" namely: I perform the skills in preparing and cooking stocks, soups and sauces
with initiative and adaptability to problem solutions wirh a mean of 3.69, I perform the skills in
preparing and cooking stocks, soups and sauces without supervision with a mean of 3.83, I follow the
procedures in preparing and cooking Thick fish soup with a mean of 4.10 and I follow the procedures
in preparing and cooking White sauce/roux/béchamel with a mean of 4.38.
This result implied that the respondents have prepared and cooked Stocks, Soups and Sauces
""Very Satisfactory" as evidenced by the average rating of 4.15.
Table 11
D. PREPARE AND COOK POULTRY/GAME BIRDS Mean Description
DISHES
 1. I follow the procedures in preparing and cooking Chicken 4.69 Excellent
lollipop.
2. I follow the procedures in preparing and cooking Chicken 4.45 Excellent
cordon blu.
3. I follow the procedures in preparing and cooking Chicken 4.52 Excellent
teriyaki.
4. I follow the procedures in preparing and cooking Chicken 4.38 Excellent
nuggets & popcorn.
5. I perform the skills in preparing and cooking poultry/game birds 4.14 Very Satisfactory
without supervision.
6. I perform the skills in preparing and cooking poultry/game birds 3.79 Very Satisfactory
with initiative and adaptability to problem solutions.
Mean 4.33 Excellent

This table showed that four (4) skills under the competency PREPARE AND COOK
POULTRY/GAME BIRDS DISHES were rated " Excellent" such as: I follow the procedures in
preparing and cooking Chicken nuggets & popcorn with a mean of 4.38, I follow the procedures in
preparing and cooking Chicken cordon blu with a mean of 4.45, Ifollow the procedures in preparing
and cooking Chicken teriyaki with a mean of 4.52 and I follow the procedures in preparing and
cooking Chicken lollipop with a mean of 4.69.
This result implied that the respondents have prepared and cooked Poultry/Game Birds Dishes
"Excellent" as evidenced by the average rating of 4.33
3. Is there significant relationships between the learning competencies of the learners in Cookery
and the profile of the respondents?
Table 12
SIGNIFICANT RELATIONSHIPS BETWEEN THE LEARNING COMPETENCIES OF
STUDENTS IN COOKERY WHEN GROUPED ACCORDING TO THEIR PROFILE
Profile Significance Pearson's Analysis Decision Remarks
Chi-square
Age .844 C >.05
Gender .608 C >.05
Father's Educarional Attainment .506 C >.05
Mother's Educarional .285 C >.05
Attainment
 Father's Occupation .761 C >.05
Mother's Occupation .343 C >.05

Table above shows the significant relationships between the learning competencies of the students
in Cookery and profile of the respondents using Pearson's C-test at 0.05 level of significance.
As revealed in the table, the significance C values for all the profile were greater than 0.05. The null
hypothesis was accepted. There is no significant relationship between the learning competencies of the
students in Cookery and the profile of the respondents mentioned on the table.
Thus, the learning competencies of the learners are not dependent on the age and gender of the
respondents; and, so with their parents' educational attainment and occupation.

4. What are the challenges encountered by the learners during 2nd and 3rd quarters in perforning the
competencies in Cookery?

1. Some of the learners were not able to provide exact ingredients for the recipe.
2. Some of the learners were irresponsible in using and maintaing tools and equipment.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions, and recommendations based
from the data gathered.

FINDINGS
 Based from the data gathered and analyzed, the following summary of findings are presented:
1. PROFILE OF THE RESPONDENTS
a. AGE. Majority or 64.3% of the respondents were 16 years of age while 1 or 2.4% was 18
years old during the conduct of the study. The age of the respondents is just right for their year
level. This can be illustrated the fact that they are in the preparation of having their oen job and
through this training, they can be globally competetive.
b. GENDER. Among forty two (42) reapondents, majority or 78.6 are male while 9 or 21.4 are
female. This can be attributed to the fact that male are more interested and good in cooking than
female.
c. FATHER' S EDUCATIONAL ATTAINMENT. Majority or 47.6 % of the fathers of the
respondents were graduated in High School while 1 or 2.4% were Elementary Undergraduate.
Most of their fathers are not highly educated but they are trying their best to provide their needs
in performing the learning competencies in Cookery.
d. MOTHER'S ESUCATIONAL ATTAINMENT . Majority or 47.6 % of the mothers of the
respondents were grauated in High School while 1 or 2.4% were High School Undergraduate.
Most of their mothers are not highly educated but they are capable enough to support their
children in pursuing Cookery.

e. FATHER'S OCCUPATION. Majority or 38.1 % of the respondents' fathers are farmers

while 1 or 2.4% are agricultururist, business man, caretaker, driver, foreman, laborer, operator,
pastor, retired army, security guard, self-employed and supervisor. Most of the fathers of the
respondents are skilled workers so they have their source of income to finance the cooking
activities of the learners for them to finish all the learning competencies in Cookery during the
2nd and 3rd Quarters.
f. MOTHER' S OCCUPATION. Majority or 42.9 % of the respondents' mothers are
housewives while 1 or 2.4% is a business woman. This is one of the reasons of the respondents
for specializing Cookery for them to help their mothers to put a food business and have an extra
income for their families

g. PERFORMANCE OF THE GRADE 10 LEARNERS IN COOKERY

 1. Preparing and cooking vegetable dishes of the respondents was "Very Satisfactory" as
evidenced by the average rating of 4.04.
2. The respondents have prepared and cooked seafood dishes "Very Satisfactory" as evidenced
by the average rating of 3.52.
3. The respondents have prepared and cooked Stocks, Soups and Sauces ""Very Satisfactory" as
evidenced by the average rating of 4.15.
4. The respondents have prepared and cooked Poultry/Game Birds Dishes "Excellent" as
evidenced by the average rating of 4.33
Thus, the respondents got their highest average in the fourth competency which is Preparing and
Cooking Poultry/ Game Birds Dishes.
h. CHALLENGES ENCOUNTERED BY THE RESPONDENTS IN PERFORMING THE
COMPETENCIES IN COOKERY DURING 2ND AND 3RS QUARTERS.The challenges stated
by the respondents as well as the teachers during the interview are manaheable. Hence, the said
issues and concerns can be remedied.

CONCLUSUONS

1. There is no significant relationship between the learning competencies of the students in Cookery
and the profile of the respondents.
2. The learning competencies of the learners are not dependent on the age and gender of the
respondents; and, so with their parents' educational attainment and occupation.

RECOMMENDATIONS
In view of the above findings and conclusions, the following recommendations are proposed for the
improvement of the performance of Grade 10 learners in Cookery.
With the above conclusions, the following recommendations are offered:
1.
2.
3. A similar research may be conducted in another specialization in TLE to ascertain further the result of
the study.
BIBLIOGRAPHY

I. BOOK

 K to 12 Curriculum Guide for Cookery Grade 10

 K to 12 Learning Module for Cookery Grade 10

II. ONLINE SOURCES

 DepEd Order No. 31 s. 2012

 ceap.org.ph./upload/download/201210/1714521500_1.pdf

 Mustaq and Nawaz Khan (2012) Factors Affecting Students’ Academic Performance

 http://journalofbusiness.org/index.php/GJMBR/article/view/721

 Republic Act. No. 7796 – An act creating the Technical Education and Skills Development

Authority, Providing for it proves, structure and for other purposes.

III. THESIS/STUDIES

 TECHNOLOGICAL SKILLS IN THE ACADEMIC PERFORMANCE OF

STUDENTS, Urbano-Luna Maldonado,et al (2016)

 TECHNOLOGICAL SKILLS IN THE ACADEMIC PERFORMANCE OF

STUDENTS, Urbano-Luna Maldonado,et al (2016)

  FACTORS AFFECTING CAREER TRACK AND STRAND CHOICES OF

GRADE 9 STUDENTS IN THE DIVISION OF ANTIPOLO AND RIZAL,

PHILIPPINES, Dr. Juan O. Abarro, (June, 2016)

PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY

AT ROXAS NATIONAL HIGH SCHOOL
19
2019 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

 THE EFFECT OF THE WORK ENVIRONMENT ON WORKPLACE

WELLBEING-RESEARCH AT A YOUTH CENTRE, Hanna Fehér, (2016)

 THE RELATIONSHIP BETWEEN TECHNOLOGY SKILLS PERFORMANCE

AND ACADEMIC ACIEVEMENT AMONG 8TH GRADE STUDENTS: A

CANONICAL ANALYSIS, Reynaldo Manuel Saenz (2015)

 THE TECHNOLOGY AND LIVELIHOOD EDUCATION PERFORMANCE OF

BACHELOR OF SECONDARY EDUCATION (BSEd) STUDENTS OF ABRA

STATE INSTITUTE OF SCIENCES AND TECHNOLOGY BANGUED

CAMPUS, Calixto L. Valera (2015)

 THE RELATIONSHIP BETWEEN TECHNOLOGY SKILLS PERFORMANCE

AND ACADEMIC ACIEVEMENT AMONG 8TH GRADE STUDENTS: A

CANONICAL ANALYSIS, Reynaldo Manuel Saenz (2015)

 THE TECHNOLOGY AND LIVELIHOOD EDUCATION PERFORMANCE OF

BACHELOR OF SECONDARY EDUCATION (BSEd) STUDENTS OF ABRA

STATE INSTITUTE OF SCIENCES AND TECHNOLOGY BANGUED

CAMPUS, Calixto L. Valera (2015)

  “TECHNICAL SKILLS AND THE ACADEMIC PERFORMANCE OF

SELECTED STUDENTS IN BSE TLE IN THE UNIVERSITY OF CALOOCAN

CITY, CONGRESSIONAL CAMPUS” Arjhay DC. Serpa Juan, 2014

PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY

AT ROXAS NATIONAL HIGH SCHOOL
20
2019 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

 ADEQUACY OF INSTRUCTIONAL MATERIALS USED BY TEACHERS IN

TEACHING TECHNOLOGY AND LIVELIHOOD EDUCATION, Shella H.

Albarico, (2014).

 TEACHERS’ PERFORMANCE IN BENIGNO “NINOY AQUINO” HIGH

SCHOOL IN TECHNOLOGY AND LIVELIHOODEDUCATION AND

TECHNICAL VOCATIONAL EDUCATION AS PERCEIVED BY THE

STUDENTS” DR. CARLOS S. LANTING COLLEGE, Garduque and Nida

Soriano (March,2012)

 RELATED VARIABLES THAT AFFECT THE PERFORMANCE OF

TECHNOLOGY AND LIVELIHOOD EDUCATION I, Delos Santos (2010)

 PERFORMANCE OF GRADE 10 LEARNERS IN COOKERY
AT ROXAS NATIONAL HIGH SCHOOL
21
2019 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

APPENDIX A
SURVEY QUESTIONNAIRE
ROXAS NATIONAL HIGH SCHOOL
BANTUG, ROXAS, ISABELA

Date: __________________

DENNIES M. LINTAO, EdD.

Secondary School Principal IV
Roxas National High School

Dear Sir:

The undersigned is undertaking a research entitled, “PERFORMANCE OF GRADE 10

LEARNERS IN COOKERY AT ROXAS NATIONAL HIGH SCHOOL.” In partial fulfilment
of the requirements for the degree of Master of Arts in Education.

In this connection, may I request your kind indulgence to help me obtain information
called for by answering the enclosed questionnaire.

Results of this study will be presented to the Graduate School of Mallig Plains Colleges,
Mallig, Isabela. Rest assured that your answer to the questionnaire will be treated confidentially
and will not be used against you in any manner whatsoever.

Your cooperation is highly appreciated.

 Very truly yours,

JULIE M. DELA CRUZ

Researcher
Approved:

DENNIES M. LINTAO, EdD.

Secondary School Principal IV

<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

APPENDIX B

SURVEY QUESTIONNAIRE

ROXAS NATIONAL HIGH SCHOOL

BANTUG, ROXAS, ISABELA

Date: _____________

Dear Respondents:

Christian greetings!

I am presently conducting a thesis entitled “PERFORMANCE OF GRADE 10

LEARNERS IN COOKERY AT ROXAS NATIONAL HIGH SCHOOL”. May I request your

help and cooperation in this study by accomplishing the questionnaire, accurately as possible.

Your answers will be treated with utmost confidentially.

Thank you.

Respectfully yours,
 JULIE M. DELA CRUZ

Researcher

<<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

APPENDIX C

2ND AND 3RD QUARTER PERFORMANCE GRADES OF

GRADE 10 LEARNERS IN COOKERY

Name of Learners 2nd Quarter

VEGETABLE DISHES SEAFOOD DISHES

1 2 3 4 5 1 2 3 4 5
 -

Name of Learners 3RD Quarter

STOCK, SOUP, AND POULTRY/GAME BIRDS

SAUCES DISHES
1 2 3 4 1 2 3 4
 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

APPENDIX D

RUBRICS FOR COOKERY ACTIVITIES

2nd Quarter

A. PREPARE VEGETABLE DISHES

4 Follows correctly the procedures in steaming/sautéing/stir frying/braising/deep frying

vegetables and performs the skill very satisfactorily without supervision and with initiative
and adaptability to problem situations.
3 Follows correctly the procedures in steaming vegetables and performs the skill
satisfactorily without assistance or supervision.
2 Follows correctly the procedures in steaming/sautéing/stir frying/braising/deep frying
vegetables with minor errors and performs the skill satisfactorily with some assistance
and/or supervision.
1 Was not able to follow the procedures in steaming/sautéing/stir frying/braising/deep frying
vegetables and performs the skill unsatisfactorily.

B. PREPARE AND COOK SEAFOOD DISHES

4 Can perform the skill without supervision and with initiative and adaptability to problem
situations.
3 Can perform the skill satisfactorily without assistance or supervision.
2 Can perform the skill satisfactorily but requires some assistance and/or supervision.
1 Can perform parts of the skill satisfactorily, but requires considerable assistance and/or
supervision.

3rd Quarter

A. PREPARE STOCKS, SOUPS AND SAUCES

I. Products: Good Fair Poor
(3) (2) (1)
1. General Appearance
a. attractive and appealing to appetite
b. pleasing and good color combination
c. ingredients cooked just right
d. correct consistency
2. Palatability
a. delicious
b. taste just right
3. Nutritive value
a. highly nutritious
1. General Appearance
a. attractive and appealing to appetite
II. Procedures:
1. Use of Resources:
a. kept working table is kept orderly while preparing the ingredients
b. used only the proper and needed utensils and dishes
c. used time-saving techniques and devices
2. Cleanliness and sanitation
a. was well- groomed and properly dressed for cooking, used clean apron,
hair nets, hand towel and pot holder
b. Observed sanitary handling of food
3. Conservation of nutrients
a. followed proper preparation and cooking procedures
b. followed the recipe correctly
Score: (maximum 42 points)
Comments:

B. PREPARE AND OOK POULTRY/GAME BIRD DISHES

Goo Fair Poor

I. Product: d (3) (2) (1)
1. General Appearance

A. Color combination is attractive and appealing ____ ____ ____

B. ingredients cooked just right ____ ____ ____
C. correct consistency not mushy/ very thick/thin consistency ____ ____ ____

2. Palatability
A. delicious ____ ____ ____
B. tastes just right ____ ____ ____

3.Nutritive Value
A. highly nutritious

II. Procedure:

3. Use of Resources:
a. kept working table orderly while preparing the ingredients ____ ____ ____
b. used only the proper and needed utensils and dishes ____ ____ ____
c. used time-saving techniques and devices ____ ____ ____
4. Cleanliness and Sanitation ____ ____ ____
a. observed well-groomed and properly dressed for cooking, use clean apron, ____ ____ ____
hair nets, hand towel and pot holders ____ ____ ____
b. observed sanitary handling of food ____ ____ ____
5. Conservation of Nutrients ____ ____ ____
A. followed proper preparation and cooking procedures ____ ____ ____

SCORE: (maximum of 42 pts.)

COMMENTS:

 Performance grades is computed using the formula below:

PERFORMANCE GRADE = Score____ x 25 + 75

Highest Possible Score

 75 % will be the lowest grade

 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

APPENDIX E
CURRICULUM GUIDE FOR COOKERY GRADE 10
2ND AND 3RD QUARTERS

CONTENT CONTENT PERFORMANCE LEARNING CODE

STANDARD STANDARD COMPETENCIES
QUARTER 2.
LESSON 1. PREPARE VEGETABLE DISHES (VD)

1. Principles of preparing LO 1. Perform mise en LE_HECK1

vegetables -preparing and - independently place 0VD-IIa-9
2. Characteristics of quality cooking prepares and cooks 1.1. identify ingredients
vegetables vegetable vegetable dishes according to standard
3. Thawing frozen vegetables dishes. recipe
4. Market forms of vegetables 1.2. prepare ingredients
5. Factors in the selection of according to a given
vegetables used for culinary recipe, required form,
arts and timeframe
1.3. thaw frozen
ingredients and wash
raw vegetables
following standard
procedures
6. Methods of cooking LO 2. Prepare TLE_HEC
vegetables dishes vegetable dishes K10VD-IIb-
7. Preparation of sauces and 2.1 identify market c-10
accompaniment for serving forms of vegetables
vegetable dishes 2.2 select various kinds
8. Suggested projects: Various of vegetables according
vegetable dishes to a given menu
2.3 cook variety of
vegetable dishes
following appropriate
cooking methods to
preserve optimum
quality and nutrition
2.4 prepare suitable
sauces and
accompaniment in
serving vegetable
dishes

9. Presentation of prepared LO 3. Present TLE_HEC

vegetables dishes vegetable dishes K10VD-IId-
10. Factors in plating vegetable 3.1. Present vegetable 11
dishes recipes with appropriate
sauces and
accompaniments

11. Techniques in storing and LO 4. Store vegetables TLE_HEC

vegetables 4.1 store vegetables K10VD-IId-
12. FIFO based on the prescribed 12
13. Safety and hygienic location and
practices in the laboratory temperature
kitchen 4.2 demonstrate
vegetable storage in
accordance with FIFO
operating procedures
4.3 follow standard
safety and hygiene
procedures

14. Evaluation of the finished LO 5. Evaluate the TLE_HEC

product using rubrics finished product K10VD-IId-
5.1 rate the finished 13
products using rubrics

LESSON 2: PREPARE AND COOK SEAFOOD DISHES (PC)

1. Types of Seafood -preparing and - independently LO 1. Perform Mise TLE_HEC
1.1. Shellfish cooking prepares and cooks en Place K10PC-IIe-
1.2. Fin fish seafood seafood dishes 1.1. prepare the kitchen 14
1.3. Others dishes. tools, equipment, and
2. Varieties of Fish ingredients based on
2.1. Structure required standards
2.2. Body shape 1.2. identify types,
2.3. Market forms varieties, market forms,
2.4. Fat contents nutritive value, and
2.5. Water source composition of fish and
2.6. Processed fish seafood
2.7. Others 1.3. assemble
3. Market forms of fish and ingredients according to
fish products recipes, recipe card, or
4. Fish cuts enterprise standard
5. Composition and nutritive 1.4. identify steps in
value of fish
6. Processing Fish processing fish
6.1. Scaling
6.2. Cutting of tails and fins
6.3. Eviscerating
6.4. Cleansing
6.5. Canning

7. Methods in thawing frozen LO 2. Handle fish and TLE_HEC

ingredients seafood K10PC-IIf-
8. OHS 2.1 handle seafood 15
hygienically
2.2 thaw frozen seafood
correctly to ensure
maximum quality and
maintain nutritional
value
9. Principles of cooking fish LO 3. Cook fish and TLE_HEC
and sea food dishes shellfish K10PC-
10. Dry-heat cookery 3.1 clean, cut, and fillet IIgi-16
11. Moist-heat cookery seafood
12. Variety of shellfish and fish 3.2 prepare ingredients
dishes according to a given
recipe
3.3 demonstrate various
methods of cooking fish
and shellfish

13. Presentation of fish and LO 4. Plate/Present TLE_HEC

seafood dishes fish and seafood K10PC-IIj-
14. Plating 4.1 prepare and present 17
15. Garnishing fish and seafood dishes
16. Guidelines in serving fish 4.2 perform guidelines
and seafood dishes in serving fish and
seafood dishes
17. Factors in storing and LO 5. Store fish and TLE_HEC
handling seafood seafood K10PC-IIj-
18. Storage requirements for 5.1 ensure that 18
fish trimmings, fish, and
19. Minimization techniques in seafood are stored
relation to seafood hygienically
5.2 check date stamps
and codes where
applicable to ensure
quality control
5.3 store seafood in
accordance with FIFO
operating procedures
and standard storage
requirements

20. Evaluation of the finished LO 6. Evaluate the TLE_HEC

product finished product K10PC-IIj-
6.1 rate the finished 19
products using rubrics

Quarter 3
LESSON 1: PREPARE STOCKS, SAUCES AND SOUPS (SSS)
1. Principles of preparing - basic - prepares a variety LO 1. Prepare stocks TLE_HEC
stocks concepts and of stocks, sauces, for menu items K10SSS-
2. Classifications of stocks underlying and soups used in 1.1 use ingredients and IIIa-20
3. Ingredients in preparing theories in different cultures flavoring according to
stocks preparing enterprise standards
4. Types and uses of stocks, sauces, 1.2 produce variety of
convenience products and soups stocks according to
5. Methods of preparing stocks enterprise standards
6. Suggested Projects:
6.1. White stock
6.2. Brown stock
7. Classifications of soups LO 2. Prepare soups TLE_HEC
8. Ingredients in preparing required for menu K10SSS-
soups items IIIb-21
9.Techniques in presenting and 2.1 select and assemble
evaluating soups correct ingredients in
10. Suggested soup recipes preparing soups,
11. Garnishes for the including stocks and
presentation of soups garnishes
12. Techniques in presenting 2.2 prepare variety soup
and evaluating soups recipes according to
13. Criteria in presenting and enterprise standards
evaluating soup recipes (e.g. 2.3 present and evaluate
right flavor, color, soup recipes in
temperature, service ware, and accordance with the
suitable garnishes and criteria
accompaniments)
14. Suggested projects: various
kinds of soup
15. Classification of Sauces LO 3. Prepare sauces TLE_HEC
16. Ingredients in preparing required for menu K10SSS-
sauces items IIIc-22
17. Methods of preparing 3.1 classify various
sauces types of sauces and
18. Types of thickening agents their corresponding
and convenience products used 3.2 prepare a variety of
in preparing sauces hot and cold sauces
19. Role of thickening agents based on the required
and convenience products in menu items
the preparation of sauces 3.3 identify the types of
20. Criteria for evaluating thickening agents and
sauces convenience products
21. Common problem in the used in preparing
preparation of sauces sauces
22. Suggested project: Various 3.4 use thickening
type of sauces agents and convenience
products appropriately
3.5 evaluate sauces for
flavor, color, and
consistency
3.6 Identify and deal
with problems in the
preparation of sauces

23. Methods of storing and - concepts and - independently LO 4. Store and TLE_HEC
reheating stocks, sauces, and principles in demonstrates reconstitute stocks, K10SSS-
soups storing and competencies in sauces, and soups IIId-23
24. OHS reheating storing and 4.1 maintain optimum
stocks, sauces, reheating stocks, quality and freshness of
and soups sauces, and soups stocks, sauces, and
soups
4.2 reconstitute stocks,
sauces, and soups

25. Evaluation of the finished TLE_HEC

product using rubrics LO5. Evaluate the K10SSS-
finished product IIId-24
5.1 rate the finished
products using rubrics

LESSON 2. PREPARE POULTRY AND GAME BIRD DISHES (PGD)

1. Preparation of poultry for - basic - prepare a variety of LO 1. Performs mise TLE_HEC
cooking concepts and poultry and game en place K10PGD-
1.1. Slaughter and bleeding underlying dishes found in 1.1. prepare the tools, IIIe-25
1.2. Scalding theories in different cultures equipment, and
1.3. Defeathering preparing ingredients based on
1.4. Evisceration poultry and standards
1.5. Deboning game dishes 1.2. identify the market
2. Market forms of poultry forms of poultry
3. Poultry cuts 1.3. determine poultry
cuts in accordance with
prescribed dish

4. Types and causes of food LO 2. Cook poultry TLE_HEC

spoilage and cross- and game bird dishes K10PGD-
contamination IIIf-h-26
5. Methods of cooking poultry 2.1 prepare poultry and
and game birds game birds
5.1. Dry-heat cookery hygienically to
5.2. Moist-heat cookery minimize risk of food
6. Nutritional value of poultry spoilage and cross-
and game bird dishes contamination
2.2 cook various
poultry and game bird
dishes appropriately

7. Factors in presenting/plating LO 3. Plate/present TLE_HEC

poultry and game-bird dishes poultry and game bird K10PGD-
8. Types of service ware dishes IIIi-27
9. Plating 3.1 identify the type of
10. Garnishing service ware to be
11. Sauces utilized in serving
12Accompaniment poultry and game-bird
dishes
3.2 present plated
poultry and game-bird
dishes with appropriate
sauces, garnishes, and
accompaniments

13. Techniques in storing LO 4. Store poultry TLE_HEC

poultry and game bird and game bird K10PGD-
4.1 store and maintain IIIj-28
poultry and game bird
according to standards

14. Evaluation of the finished LO 5. Evaluate the TLE_HEC

product using rubrics finished product K10PGD-
5.1 rate the finished IIIj-29
products using rubrics
 <<MALLIG PLAINS COLLEGES>> GRADUATE SCHOOL

Name: _____________________________________________
Age: ___________
Gender: _____ Female _____ Male
Father’s Educational Attainment:
____ College Graduate ____College Undergraduate
____ High School Graduate ____ High School Undergraduate
____ Elementary Graduate ____ Elementary Undergraduate
Mother’s Educational Attainment:
____ College Graduate ____College Undergraduate
____ High School Graduate ____ High School Undergraduate
____ Elementary Graduate ____ Elementary Undergraduate
Father’s Occupation: __________________________________
Mother’s Occupation: __________________________________

A. SURVEY ON THE PRACTICAL SKILLS OF GRADE 10 LEARNERS IN COOKERY

I. Direction: Kindly assess the following practical skills based on your own perception of your
abilities by checking opposite each item in the corresponding column using the scale below.

5 - Excellent (E)
4 - Very Satisfactory (VS)
3 - Satisfactory (S)
2 - Needs Improvement (NI)
1 - Unsatisfactory (U)

2ND QUARTER LEARNING COMPETENCIES

A. PREPARE AND COOK VEGETABLE DISHES 5 4 3 2 1
1. I follow the procedures in preparing and cooking steamed vegetable.
2. I follow the procedures in preparing and cooking sautéed vegetables.
3. I follow the procedures in preparing and cooking stir fried vegetables.
4. I follow the procedures in preparing and cooking braised vegetables.
5. I follow the procedures in preparing and cooking deep fried vegetables.
 6. I perform the skills in preparing and cooking vegetable dishes without
supervision.
7. I perform the skills in preparing and cooking vegetable dishes with initiative
and adaptability to problem solutions.
B. PREPARE AND COOK SEAFOOD DISHES 5 4 3 2 1
1. I follow the procedures in preparing and cooking fish Bicol express.
2. I follow the procedures in preparing and cooking Fish fillet.
3. I follow the procedures in preparing and cooking Sweet and sour fish.
4. I follow the procedures in preparing and cooking Stuffed squid.
5. I follow the procedures in preparing and cooking Stuffed milkfish.
6. I perform the skills in preparing and cooking seafood dishes without
supervision.
7. I perform the skills in preparing and cooking seafood dishes with initiative and
adaptability to problem solutions.

3rd QUARTER LEARNING COMPETENCIES

A. PREPARE AND COOK STOCKS, SOUPS AND SAUCES 5 4 3 2 1
1. I follow the procedures in preparing and cooking Fish stock.
2. I follow the procedures in preparing and cooking Clear fish soup.
3. I follow the procedures in preparing and cooking Thick fish soup.
4. I follow the procedures in preparing and cooking White
sauce/roux/béchamel.
5. I perform the skills in preparing and cooking stocks, soups and sauces without
supervision.
6. I perform the skills in preparing and cooking stocks, soups and sauces with
initiative and adaptability to problem solutions.
B. PREPARE AND COOK POULTRY/GAME BIRDS DISHES 5 4 3 2 1
1. I follow the procedures in preparing and cooking Chicken lollipop.
2. I follow the procedures in preparing and cooking Chicken cordon blu.
3. I follow the procedures in preparing and cooking Chicken teriyaki.
4. I follow the procedures in preparing and cooking Chicken nuggets &
popcorn.
5. I perform the skills in preparing and cooking poultry/game birds without
supervision.
6. I perform the skills in preparing and cooking poultry/game birds with initiative
and adaptability to problem solutions.