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Group 1 Mary Research
Group 1 Mary Research
Introduction
Cooking strategies also called cooking Techniques. In English owing to the influence of
french cooking they tend to call it techniques rather than methods. Cooking techniques are a set
of method and procedures for preparing, and presenting food. It is more important to learn
cooking techniques than to follow recipes, many cooks believe that. A recipe or rescue that has
gone wrong, a certain technique can improve it. Good technique takes into account economical
Www.hhtp//www.bbc.uk./food/technique
French cooking techniques mostly used in western cuisine, simply because the first to
document and codify cooking procedures are the French. In china, they can cook faster and
requires less cooking fuel envolved with the use of techniques are shared amongst the various
cuisines in the world. Some cooking techniques envolved from environmental factors. In western
cuisine cooking techniques usually divided into wet cooking techniques and dry cooking
tehniques. http//ag.ansc.purdue.edu/meat_equality/cooking_methods.html.
According to the study, there are many more advanced techniques that one can learn to improve
kitchen skills.
Researchers knows how difficult cooking laboraty is without a module with different
strategies to help the students, like they have no guide when they are cooking. So the researchers
want to study this topic to collect knowledge or ideas to the fellow techvoc students. Researchers
chose this kind of study to find out the opinion of each grade 12 technical-vocational students
and how to boost their creativity and cooking skills by using cooking strategies to make the
cooking easier. Researchers would like to know the different strategies coming from the grade 12
technical-vocational students to combine those ideas and make a module or cookbook that
involves cooking techniques or strategies, so that the other tech-voc culinary students will learn
from it and adopt the cooking strategies that indicate in the cookbook or module. Being tech-voc
students is not easy beacause you need to have your own strategies on how will you do your
Famous chefs are influential and popular not only because of their unique and innovative
cooking techniques but also for their capacity to create successful brands. Chefs are crucial to the
“ If you’re still at home wise and comfortable and secure by the time you’re 21 or 22, you
will have no ambition to… bust your arse and become a great chef’ that is from a world’s famous
chef, Gordon Ramsay. “Don’t let accent fool you” this chef gives new meaning to the words
harsh critique. This famous celebrity chef famous owns restaurants around the world including
many boasting Michelin stars, but like most famous celebrity chef this not why the general
populous knows his name. He knows because of his entertaining remark on television shows and
TV Chef. He believed that the first celebrity chef and is known to have trained other successful
chefs like Gordon Ramsay. He is also the youngest chef to be awarded 3 Michelin Stars. Last but
not the least, he is known as the “Naked Chef” Jamie oliver. He is also a british celebrity chef
shows off his minimalistic and fresh cooking techniques in the television.
According to Amy Besa, the authors document dishes and culinary techniques that are
Gerry Gelle discusses that the Philippines is the great geographical diversity of the islands and
their six major culinary regions. Technical-Vocational Culinary is the strands for Senior High
School wherein, students teach how to improve their skills when it comes to cooking. The
example of cooking techniques are sautéing, seasoning, frying, baking, boiling etc.
This study aims to determine the cooking strategies of technical-vocational students of Grade
1. What are the strategies of technical-vocational students to boost their cooking skills and
creativity?
2. How will a technical-vocational student apply that cooking strategies in cooking
demonstration?
3. How can cooking strategies improve creativity and cooking skills?
technical-vocational teachers are expert and know all the cooking strategies. So if they not know
some of the cooking strategies they can read this study to learn more techniques and teach it to
their students
reading this study they may learn strategies to make their cooking easier when they turn to grade
12.
cooking, they aalready know some strategies but with the help of this research they can improve
Future Researcher- When their study is related to this topic, they can read this study to collect
Parents – Since our first teacher is our parents, they may also benefit to this study because they
can learn strategies that they can use their home as well as they can teach it to their children at
home.
Definition of Terms
Cook Books- A book containing recipes and other information about the preparation and
cooking of food.
Cooking Skill- Experties in cooking
Cooking Techniques- Set of method and procedures for preparing, cooking and presenting food
https://www.cooksinfo.com/cooking-techniques/
cook/
https://en.oxforddictionaries.com/definition/method
This study covered the cooking strategies to boost cooking skills of grade 12 technical-
This research covered period about a month of August 30 to October 18, 2018. This research
will be conducted in Olivarez College-Paranaque which have three hundred thirty six(336)
technical-vocational students.
The Olivarez College-Paranaque has four stands in Senior High School, but researchers will
● Academic Performance
Theoretical Framework
Principles of art mediate what I put into a dish. I look at color, texture, taste, and
numbers. The theories, detailed in my book Intuitive Cooking (Book Publishing Company,
2006), are simple and founded in common sense. They apply both to creating a dish and
composing a meal. The theory of numbers guides me on how many major elements will be in a
dish or meal so it is visually pleasant and digestible. The theory of color and texture brings
different nutrients into the dish and holds the interest of the eater, important for chewing and
digestion. The theory of balance looks at a variety of cooking methods to prevent boredom for
the cook and the eater. The theory of five tastes—sweet, salty, sour, pungent (hot), and bitter—
helps a cook fix a dish that is out of balance. The theory of “substance, flavor, strength”
(SFS) also guides a cook on how to fix an imbalanced dish. Substance is the body weight of the
dish, its thickness or thinness. Flavor comes from ingredient choice; sometimes this brings taste
(garlic, ginger) and sometimes not (rice, water). Strength is the quantity of any ingredient. These
three attributes are interdependent. Change the substance of something too thick by adding more
Cooking Strategies
Platings Twist
According to the theory of Joanne Saltzman,2007, from the theories of color and texture,
theory of substance, flavor, strength and theory of five tastes the dish or meal makes visually
pleasant.
From the use of cooking strategies it can create a good color,texture and taste. If there is
good color and texture, the food plating will be eye catchy. And in the food taste, it will have a
new flavorings or twist of the product that is new for the eater. After doing the cooking
The purpose of this study was to determine if cooking strategies can boost cooking skills of
the students. This chapter presents the related literature and studies after the thorough and in-
Foreign Literature
According to this article, cooking skills are increasingly included in strategies to prevent and
reduce chronic diet-related diseases and obesity. While cooking interventions target all age
groups (Child, Teen and Adult), the optimal age for learning these skills on: 1) skills retention, 2)
cooking practices, 3) cooking attitudes, 4) diet quality and 5) health is unknown. Similarly,
although the source of learning cooking skills has been previously studied, the differences in
learning from these different sources has not been considered. This research investigated the
associations of the age and source of learning with the aforementioned five factors. International
Cooking and food skills learning in the home, with family members, in school and other
more formal learning environments, and through forms of mass media also is of interest. Mothers
are most often reported as the major source of cooking learning in childhood. Caraher et al.
found that in England, the importance of school cooking classes for learning was greatest for
people in lower-income groups, while cookery books were cited as being more important to
people from higher-income groups. This raises some important questions about the decline in
cooking skills teaching in Canadian schools. For example, could a decline in cooking skills
teaching be contributing to the heavier burden of nutrition-related problems such as obesity and
Local Literature
First, cooking and cooking skills are examined, along with the ambiguities related to terms
associated with cooking in the research literature. Food choice, cooking, and health are
described, particularly in relation to economic factors that may lead to health inequalities within
the population. The importance of developing an understanding of factors within the wider food
system as part of food choice and cooking skills is presented, and gaps in the research literature
are examined and areas for future research are presented. Cooking practices are not well studied
involve cooking skills (such as using a microwave). In addition, she also explains that although a
relationship exists between skills and knowledge and practices, the relationship is not
straightforward. Domestic,2003 stated that “Rather than our technical skills, it is our approach to
cooking that influences what and how we cook, ‘approach to cooking’ being made up of the
attitudes and beliefs about cooking that we share with others, our personal identifications as
people who cook and our confidence in cooking and the degree to which we find it an effort,
arising in part from our tacit, unseen skills and academic knowledge”
Foreign Studies
According to Ormrod, 2008, We chose some techniques because an initial survey of the
literature indicated that they could improve student success across a wide range of conditions.
Thus, we limited our choices to techniques that could be implemented by students without
assistance. Some training may be required for students to learn how to use a technique with
fidelity, but in principle, students should be able to use the techniques without supervision. We
also chose techniques for which a sufficient amount of empirical evidence was available to
support at least a preliminary assessment of potential efficacy. Of course, we could not review all
the techniques that meet these criteria, given the in-depth nature of our reviews, and these criteria
excluded some techniques that show much promise, such as techniques that are driven by
advanced technologies. Because teachers are most likely to learn about these techniques in
covered them
Local Studies
In the study of Mechling, 2008 the procedures to be effective in the acquisition of food
preparation skills when instructors used a set of prescribed prompting and instructional
procedures. Concern exists, however, for the transfer of stimulus control from adult lead
instruction to natural sets of prompts that can be independently used over an extended period of
Fortunately, cognitive and educational psychologists have been developing and evaluating
easy-to-use learning techniques that could help students achieve their learning goals (Dunlosky
et al). If simple techniques were available that teachers and students could use to improve student
learning and achievement, would you be surprised if teachers were not being told about these
techniques and if many students were not using them? What if students were instead adopting
ineffective learning techniques that undermined their achievement, or at least did not improve it?
Shouldn’t they stop using these techniques and begin using ones that are effective? Psychologists
have been developing and evaluating the efficacy of techniques for study and instruction for
more than 100 years. Nevertheless, some effective techniques are underutilized—many teachers
do not learn about them, and hence many students do not use them, despite evidence suggesting
that the techniques could benefit student achievement with little added effort. Also, some
learning techniques that are popular and often used by students are relatively ineffective. One
potential reason for the disconnect between research on the efficacy of learning techniques and
their use in educational practice is that because so many techniques are available, it would be
challenging for educators to sift through the relevant research to decide which ones show
Research Methodology
The study was conducted in Parañaque City. Parañaque City is surrounded with the city of
Taguig, Pasay, Muntinlupa and Las Pińas City. Olivarez College is located in Parañaque City
along Dr.A Santos Avenue Barangay San Dionisio. There are four(4) faculty rooms in DPRO
Department consisting of one hundred one(101) teachers and seven thousand four
hundred(7,400) students in different track. The Grade 12 DPRO Technical-vocational track has
Research Instrument
The researchers created fifteen(15) survey questions to know the answer of the
respondents. Researchers used survey questionnaires as the primary tool for gathering data. The
types of questionnaire that the researchers used are the Yes or No questions,scale questioms and
multiple choices.
The part 1 of the survey questionnaire will be the yes or no questions wherein the
respondents will answer between yes or no and consist of ten(10) questions. The part 2, scale
questions wherein the respondents will rank their answer to the questions and consist of 3
questions. The part 3 will be multiple choices wherein the respondents will chose between
The participants of the study were the Grade 12 DPRO Technical-Vocational students in
Olivarez College-Parañaque. The participant were divided according to their gender. The Grade
12 DPRO Technical-Vocational students have three hundred thirty six(336) and divided into
seven(7) sections, the Mary, Lazarus, Paul, Joseph, Revelation, Philippians and Philemon.
The researchers used probability sampling specifically simple random sampling where
every individual in the population has equal chances of being selected. The researchers had the
list of the students every section and researchers used the method of picking strips of paper with
the names of students randomly in order to know which students will be utilize for the research.
Th3 researchers used 0.05 margin of error and 90% level of confidence in determining the
sample size of half population (75%) the formula in computing the respondents of this study is
called Unknown Population. Level of confidence raise to two multiply to 1/2 population then
Unknown Population
d=margin of error
n= z^ p (1-p)
n= 1.46^(.75)(1-.75)
0.05
n= 0.399
.05
= 159.6 EA:160
EA: 160