“THE SCHOOL PLANT FACILITIES AND TEACHERS’ DEMOGRAPHICS THEIR

IMPLICATIONS TO STUDENTS’ COMPETENCY IN COOKERY AT DISTRICT OF PULILAN S.Y.

2020-2021”

In partial Fulfillment of the subject

Methods of Research:

A Research Proposal to the

Graduate School

By: Jaymar D. Arago

2020

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

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Introduction

The world nowadays demands skills to each individual graduated or non-graduated person especially

those real industries operating to provide the necessities of the people. Being skilled person is a way to sustain

life, much more than a smart person as majority compares. That is why schools are focusing to hit the skills

mandated by the industries managers or owner.

In partnership, the industry owners and curriculum developers joined in a meeting on May 15, 2013 to

improve the curriculum of the schools, especially the department of Technical Education and Skills

Development Authority. TESDA representatives gaining skills required by the industry experts, they are

developing, implementing what to be taught by the certified trainers to the trainees to hit the learning outcomes.

According to The Technical Education and Skills Development Authority (TESDA 2015), they are the

government agency tasked to manage and supervise technical education and skills development (TESD) in the

Philippines. It was created by virtue of Republic Act 7796, otherwise known as the “Technical Education and

Skills Development Act of 1994”. The said Act integrated the functions of the former National Manpower and

Youth Council (NMYC), the Bureau of Technical-Vocational Education of the Department of Education,

Culture and Sports (BTVE-DECS) and the Office of Apprenticeship of the Department of Labor and

Employment (DOLE).

It is clear that their role is about vocational skills, that is why there are some schools has TESDA

program like Home economics, that is expected to have National Certificates (NCII) by passing the assessment.

The assessment for this has only two results which is competent or not yet competent.

Meanwhile, the Department of Education starts to join the flow of the world educational system by

having a K-12 program which is from Kindergarten to grade 12 (TarraQuismundo 2015). Still four years in

primary, but secondary expanded and split into two which is Junior High School and Senior High School.

The Senior High school was divided by strands and one of those is TECH-VOC which has also home

economics, industrial arts and etc. One of the subsidies of home economics was cookery. The students are free

to choose what major they wanted to take inside the home economics (Nucu 2018).
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In addition, the TVL strand of Senior High School basically from the curriculum of TESDA, because it

is the same expectations is required to achieve by the students of the track. The schools require the students to

undergo NCII assessment as final Prerequisites of the track for the teachers also to see if their students hit the

unit of competencies.

However, there are issues under this K-12 program; it also leads to mass hiring of teachers. The

Department of Education gives chance those who did not take educational units in college as having their

industry experience to be hired in public schools. Some private schools hiring also but this time the fresh

graduates without experience as majority employed.

The Cookery major has something to do with culinary skills inside the restaurant or hotel industries.

Many students chosen cookery major because of its accuracy to their passion. But as the k-12 starts, there is a

problem of lack of facilities, tools and equipment that is why teachers nowadays improvising teaching materials

for the students to experience real world imitated, some utilizes videos, pictures and just memorizing the

procedures (Pasion 2016).

Meanwhile, the target of the educational system in this level is to hit the learning outcomes. And there

are many things influenced and impacted the student’s competencies in cookery subject. One of those is the

school plants facilities and teachers’ demographics.

According to Human Resource Management Research (2015), school plant is described as the site, the

buildings, the equipment and all the essential structures, permanent and semi-permanent as well as such

machines and laboratory equipment, the blackboard/chalkboard needed for effective teaching and learning.

Meanwhile, the teachers’ demographics pertain to its background especially educational background,

ethnicity and industry experiences. And believing that it has impacts the education (VanderStel 2014), it may

affect also the students’ competencies in cookery subject.

Some of the teachers of the schools in the subject of cookery has good state of demographics especially

their experience in the field what they are teaching. It leads to hypothesis that it gives confidence to the teachers
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to teach the said subject. Some have been researched that there are accurate background to the subject to be

taught.

The problems above mentions are the same situations in the present that is why the researcher aim to see

if it impacts the competencies of cookery students using the training regulation of the TESDA published. There

is lack of tools to use especially when cooking, the same thing students who doesn’t have the ability to

improvise.

The school is responsible for providing the necessary materials for the students to narrow the gap between

what is ideal and what is real. Knowing that students can be easily learned a certain critical skills through

experiencing real world tasks. The Teachers also are responsible of their own self to check their eligibility to

teach students.

The purpose of this research is to determine the impacts of School plant facilities and Teachers’

demographics to students’ cookery competencies. This study may recommend a program what and how to

improve. The researcher believed that this certain topic will give the significant person a well detailed impact

whether negative and positive, especially curriculum developers, principals, administrators and teachers to

progress and abstain incompetence of the cookery students in senior high schools.

Statement of the Problem

The Main thrust of the study is to determine the relationship between School Plant Facilities and

Teachers' Demographics and Students' Competencies in Cookery at District of Pulilan S.Y. 2021-2022.

Specifically, this study will find answers to the following questions:

1. How may the School Plant Facilities at Schools District of Pulilan be describe in terms of:

1.1. School Plant facilities;

1.2. Cookery Laboratory Equipments; and

1.3. Cookery Laboratory Tools?

2. How may the teachers' Demographics at Schools District of Pulilan be describe in terms of:
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2.1. Educational Background;

2.2. Length of service;

2.3. Gender; and

2.4. Industry Experience?

3. How may the Students' competencies in Cookery be described based on the training regulations set by

TESDA?

4. Is there a significant relationship between School Plant Facilities and Teachers' Demographics and Student's

Competencies?

5. What are the implications may be drawn from the results of the study to enhance students' Competencies?

Significance of the Study

This study entitled “The School Plant Facilities and Teachers’ Demographics their Implications to

Students’ Competencies in Cookery at District of Pulilan S.Y. 2021-2022” is being created to benefit the

following:

Teachers. This study will benefit the teachers to inform them about the implications of their inaccuracy

and accuracy of their background to their students they are training especially the cookery students.

Students. This study will benefit the student through improving the school plant facilities and teacher’s

demographics for them to reach the cookery skills prescribed by the Training Regulations of TESDA.

Principals. This study will inform the principals in detailed on how school plants facilities affects the

students’ competencies in cookery. This will help them also on how to improve the school plant facilities if

there are results to negative implications.

Future Researchers. This will benefit the researchers in the future, this will give them information and

will be their related study in the future research about the rationale of this study.

Scope and Delimitations of the Study

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This study entitled “The School Plant Facilities and Teachers’ Demographics their Implications to

Students’ Competencies in Cookery at District of Pulilan S.Y. 2021-2022” will only circle in three (3) public

schools in District of Pulilan namely: EVVDMHS, Bajet-Castillo High School and Dampol 1 st National High

School. The target levels for this study are all Grade 11 students major in cookery subject under TVL strand.

The school plant facilities will be evaluated within the three schools mentioned. All teachers in the three schools

teaching cookery subject in the said grade level will be also included in this study, they are 10 teachers. The

study will be conducted in the District of Pulilan. The scope of this research will circle only in School plant

facilities, teachers’ demographics ad students’ cookery competency.

Definition of Terms

In this section, for the purpose of understanding the rationale of this study, the conceptual terms are

defined below:

School Plant Facilities. As used in this study, School Plant Faculties refers to physical plant (or known

as physical facilities) for education comprises lands, buildings and furniture. It includes physical facilities in

teaching spaces and ancillary rooms. The school facilities consist of all types of buildings for academic and

non-academic activities, equipment for academic and non- academic activities, areas for sports and games,

landscape, farms and gardens including trees, roads and paths. (Cheryl Asia 2019).

Teachers’ Demographics. As used in this study, demographic data refers to the specific information

recorded about teachers or other person. Usually this includes information about age, gender, income, race, and

other data relevant to a specific field or purpose. (Missouri 2020).

Competency. As used in this study, the term competency encompasses all the competencies, tasks and

skills, behavioral examples, and proficiency requirements for a particular job. It focuses on factors the

organization has marked “critical” to achieving the corporate strategy. (Cheryl Lasse 2015).
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Cookery. As used in this study, the term cookery is defined as the art and science of preparing food for

eating by the application of heat. The various preliminary methods by means of which food is prepared for the

particular recipe or procedure are also usually included in the term. (Dr. R. W. Bernard 2020).

Curriculum. As used in this study, the term curriculumrefers to a total guided learning experiences

designed to facilitate learners learning for establishing quality relationship between what is learnt and what

operates outside the school. (Victorița Trif 2019).

References:

Alyssa VanderStel (2014). The Impact of Demographics in Education. Grand Valley

State:University:https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?

article=1306&context=honorsprojects

Cheryl Asia (2019). Physical plant and facilities in educational management. Department of Education:

https://www.slideshare.net/cheryl08/physical-plant-and-facilities-in-educational-management-

132505366

Cheryl Lasse (2015). What Is a Competency? Association for Talent Development.

https://www.td.org/insights/what-is-a-competency

Dr. R. W. Bernard (2020). What Is Cookery, Raw food explained: https://www.rawfoodexplained.com/cooking-

our-food/what-is-cookery.html

Human Resource Management Research (2015).Managing School Plant for Effective Service Delivery in Public

Secondary Schools in Rivers State of Nigeria. http://article.sapub.org/10.5923.j.hrmr.20150504.02.html.

Jefferson, Missouri (2020). Demographic Data as a Measure of School Performance

Study.Website, study.com: https://study.com/academy/lesson/demographic-data-as-a-measure-of-school-

performance.html

Karl Nicole Nucu (2018). Here’s Everything You Should Know About the TVL Track, Manila, Philippines:

https://portal.edukasyon.ph/blog/heres-everything-you-should-know-about-the-tvl-track
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PherPasion (2016). ProblemangDagdagng K To 12 NgayongPasukan. Manila, Philippines.

https://www.pinoyweekly.org/2016/06/problemang-dagdag-ng-k-to-12-ngayong-pasukan/

TarraQuismundo (2015), K-12 takes effect this June, DepEd, Philippines:

https://newsinfo.inquirer.net/146869/k-12-takes-effect-this june%e2%80%94deped#ixzz6MwtwZCix

TESDA 2015.Vision, Mission, Value and Quality Statement, Philippines:

https://www.tesda.gov.ph/About/TESDA/11

VictorițaTrif (2019).Culture of Paradigms in Education and in Educational Psychology. Faculty of Psychology

and Education Sciences, University of Bucharest, Romania): https://www.igi-

global.com/chapter/culture-of-paradigms-in-education-and-in-educational-psychology/245920

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the related ideas are synthesize including the relevant theories, related literature, related

studies, the conceptual framework and the definition of variables

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Relevant Theories

This study entitled “The School Plant facilities and Teachers’ Demographics thei Implications to

Students' Competencies in Cookery at District of Pulilan S.Y. 2021-2022” has relevant theories that are related

about the variables, they are the following:

The Environmentalist Learning Theory. John Watson (1958),According to this theory, it is the

understanding that the child’s environment shapes learning and behavior. It is also thought that behavior

and learning are reactions to the environment. This perspective encourages families, schools, and

educators to understand the child develops and learns new skills in reaction to items she finds around

her. Psychologists such as Albert Bandura found through observational learning, that the young child

will observe and copy behaviors of others, leading to decision-making skills and development.

Progressivism. John Dewey (1896), believe that education should focus on the whole child, rather than

on the content or the teacher. This educational philosophy stresses that students should test ideas by active

experimentation. Learning is rooted in the questions of learners that arise through experiencing the world.

Montessori Theory. Maria Montessori (1912), the prepared environment is important part of

Montessori. It is the link for a child to learn from adults. Rooms are child sized with activities set up for success

and allow freedom of movement and choice. The environment has to be safe for the child to explore freely. The

environment has to be ready and beautiful for the children so it invites them to work.

Montessori alludes to work as an action the child does or what numerous individuals might call play.

She calls this work since it is through this that they make themselves and it isn't fair a play. Their play is their

work and they are still getting a charge out of it. The adult’s part at that point is to build the environment in

which they will learn.

The improvement of the child is hence subordinate on the environment she or he is in, and this

environment too incorporates the parents. According to the important hypotheses over, they are indicating

approximately the understudy centeredness of instruction particularly almost the learning environment of a

understudy. Learning environment is so imperative and it ought to be plan by the prescribed standard to realize
 10

the abilities required suggested by the industry accomplices. Hence, School plant facilities, laboratory tools and

equipment are very important in learning particularly learning cookery skills.

Related Literature

In this section, will narrate the following literatures that are related to this study

School Plant facilities

School plant facilities are the tools and equipment inside a cookery laboratory, there are numerous of

related literature that are proves that there is a significant relationship between school plant facilities and

students’ academic achivements including the skills especially in cookery. According to Joy Nkechi Osuji

(2016), according to her the study was on the Impact of School Facilities on Students‘Academic Performances

in Public secondary schools in Zaria and Giwa Education Zones in Kaduna State, Nigeria.

The study was conducted with the objectives among others to: determine the Impact of Teaching

Facilities, Learning Facilities, Welfare Facilities, Health Facilities on Students‘Performances in Public

Secondary Schools in Giwa and Zaria Education Zones in Kaduna State. In line with the stated objectives, five

research questions and five null hypotheses were formulated for the study.

The study adopted the use of descriptive survey research design and out of the total population of 2093,

628 copies of questionnaire were administered, but only 600 were correctly filled and returned, consisting of24

principals and 576 teachers. The instrument tagged, School Facilities on Students Academic Performance

Questionnaire, (SFSAPQ) in Public Secondary Schools In Giwa and Zaria Education Zones Questionnaire‖ was

used to collect data from respondents.

This instrument was validated and pilot tested and a reliability index of 0.85 was obtained. Data

gathered were analyzed using t-test at 0.05 level of significance. Findings of the study among others revealed

that there is no significant difference in the opinions of teachers and principals on the impact of teaching
 11

facilities on students ‘academic performance in Public Secondary Schools in Giwa and Zaria Education Zones

in Kaduna State.

Also, finding shows that there is no significant difference in the view of respondents on the impact of

welfare/health facilities on students‘ academic performances in secondary schools in Giwa and Zaria Education

Zones in Kaduna State. In view of the findings, it was concluded that school facilities remain one essential

factor in the realization of the goals of secondary education.

The researcher recommended that: government and school managers should make effort to provide

teaching and learning facilities such as chairs, tables, laboratories, computers/ICT, and classrooms in Public

secondary schools in Giwa and Zaria Education Zones in Kaduna State, Nigeria

In addition, Wunti Yakubu Ibrahim (2011), His paper examined the impact school facilities have on

academic achievement of students in Senior Secondary Schools in Bauchi State Nigeria.

The total population of the study comprises all the principals of Senior Secondary Schools in Bauchi

State, numbering eighty-four (84), as of (2011). Employing simple random sampling technique, sixty-two

principals were selected to represent the entire population as pointed out by Krejcie and Mogan, (1970).

The instrument used for the study was Total Learning Environment Assessment (TLEA) consisting of

42 items completed by the principals, to ascertain the condition of the school facilities in public Senior

Secondary Schools in Bauchi State. Data on result for students? academic achievement, (SSCE results) 2007-

2011 were collected through the Bauchi State Ministry of Education.

The TLEA instrument was adapted from the study of Neil (2000) redesigned by the researcher.

Reliability tested through split-half pilot study of calculated 0.958 and r- critical value 0.765 at α 0.05 levels for

Total Learning Environment Assessment for secondary school was sought to ascertain the usability of the

instrument.

Based on the analysis, the result shows that, the instrument has appreciable measures of validity and

reliability. The data collected was analyzed using inferential statistics where the frequencies of the participants?

Responses were tabulated using percentages and Spearman Rank Order Correlation. Major research finding of
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the study did not find statistically significant relationship in the areas of school plant and facilities and students?

academic achievement as measured by the TLEA at 0.05 levels. The researchers recommendations based upon

this study include the followings: Educational administrators, planners and other stake-holders should

supplement the government effort by maintaining the school facilities and improvise these items locally from

the immediate community where the schools are situated.

According to Ashrof bin Zainuddin (2017), the aim of the study is to determine the improvement of

academic achievement towards the facilities provided by secondary school. The main objective of this study is

to determine school facilities that may improve student’s achievement for secondary school. The data was

collected using the structured interview and questionnaire.

The data were collected from 144 students and 3 teachers of respondents which were selected from 3

selected secondary schools within Klang. Stratified random sampling technique was used to sample the

respondents. The data was analyzed using descriptive analysis for questionnaire while content analysis for

interview.

For questionnaire, the result is explained in two forms which are demographic information and

descriptive analysis. The findings of the study indicate that students from adequate physical facilities which in

good condition may influence students to perform well in learning process and examination.

Thus, the research concludes that school facilities may improve students’ academic achievement.

Finally, recommendations were given to educational administrators and school districts.

Lastly, Ainon Ramli (2018), he says in his journal paper, a new university is sometimes unable to

provide enough facilities to students, which may affect their performance. This study described three factors

that can impact student’s academic achievement, which is System Management (E-Learning, Management

Information System); Learning Environment (Classrooms, Teaching Aid, Library) and Infrastructure (Hostels,

Sports Facilities, Parking & Transportation).

It was conducted in the Universiti Malaysia Kelantan (UMK) City Campus because of its conditions of

using shop lots as building the campus. Data were distributed to 500 students of 2016/17 academic calendar.
 13

A total of 364 returned and usable questionnaires were received, given a response rate of about 73%.

The study runs correlation and regression analysis to analyse the data. The results of the study show that E-

learning of System Management; Teaching Aids and Library of Learning Environment; Hostels, Sports

Facilities and Parking and Transportation of Infrastructure were all significant to impact students' academic

achievement.

All the factors contributed about 51.5% towards the students’ achievement. As this is the first attempt of

looking at the issue in the UMK, it provides valuable findings of the factors which should be given attentions by

UMK and other academic institutions to improve students' academic achievement

The related literatures above are to guide the researcher of this study what would be the possible

outcome of this research in terms of the implications of the school plant facilities and teachers’ demographics to

students’ competency in cookery subject, there are samples above that is not about cookery competency but

rather to independent variable of the study.

As the above mentioned literates the journal research of every author proves that there are times that

school plant facilities, teachers’ demographics and students’ academic achievement, performance etc. has a

significant relationship depends on the coping ups when there is lack of facilities and inaccurate background of

teachers to the subject they have to teach.

Teachers’ Demographics

The Teachers’ background specifically the industry experience, length of service and educational

background are very important in terms of teaching cookery subject because the more it is correlated with the

teachers’ background the more it is possible to affects the students’ competency in cookery subject. There are

studies proves that teachers’ demographics are really affects the students’ skills:
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According to Wen-Hwa Ko (2015), he stated in his journal, that his study used questionnaires to explore the

correlation between the teaching quality of culinary educators with professional experience and the learning

satisfaction of their students.

The results demonstrated that teaching capability, type and number of professional licenses held, and

support in proceeding proficient instruction essentially influenced instructing quality, which educators' work

involvement altogether influenced students' learning fulfillment. The capable inclusion had a coordinating effect

on the relationship between teaching quality and students' learning fulfillment. The disclosures may be

associated to culinary educators' learning and improvement.

Meanwhile, Ofem, Obono M. E. (2015), as he stated in his jounal that their study investigated the

influence of teacher demographic variables on secondary School students’ academic achievement in Home

Economics in Calabar educational zone of Cross River State. Hypotheses were postulated to guide the study.

Some relevant literatures were reviewed based on the two variables of the study. The study adopted a

survey design. Simple random sampling technique was utilized to draw four hundred and twenty (420)

respondents comprising of twenty (20) Home Economics teachers and four hundred (400) JSS III Students from

the population.

Two sets of instruments were used to elicit information from the sample. These instruments include:

“Teacher demographic variables questionnaire” (T.D.V.Q) and “Home Economics Achievement Test” or also

called as (HEAT). Kuder Richardson formula 21 was used to establish the reliability coefficient of HEAT with

an estimate of 0.77. T-Test was used in the data analysis.

The results of data analysis showed that the two hypotheses were significant at 0.05 probability level.

This means that educational qualifications and experience of the teacher influence significantly the students’

academic achievement in Home Economics in the study area. Based on these findings some recommendations

were made.

In addition, Donna Ellis (2011), the purpose of the present study that they are conducted was to

determine whether a set of teacher demographic, knowledge, and instructional variables is related to preschool
 15

children’s literacy development. Specifically, the study investigated how these teacher variables impact

children’s language development scores on the four subscales of the Preschool Language Assessment

Instrument, Second Edition (PLAI2) and the four subscales of the Test of Language Development Primary,

Fourth Edition (TOLD-P:4).

There were two major research questions in the study: (a) Will the predictor set of CLASS emotional

support, CLASS classroom organization, CLASS instructional support, level of education, years teaching pre-

kindergarten, and answers on a teacher knowledge questionnaire (TKQ) correlate with the TOLD-P:4 language

assessment subscales of relational vocabulary, syntactic understanding, sentence imitation, and morphological

completion? (b) Will the predictor set of CLASS emotional support, CLASS classroom organization, CLASS

instructional support, level of education, years teaching pre-kindergarten, and answers on a TKQ correlate with

the PLAI2 language assessment subscales of matching, selective analysis, reordering, and reasoning?

Results indicated no noteworthy correlations between the predictor variable set and the subtests of the

TOLD-P:4; hence, the xiii variable relationships posited in research question 1 were not supported by the data.

Results for research question 2 indicated support for the variable relationships posited. Specifically, canonical

correlation yielded two roots of noteworthy size (Rc 2 values = .19 and .09 for roots 1 and 2, respectively).

Canonical structure coefficients indicated positive correlation between the teacher predictor variables of

education, experience, knowledge, and the CLASS domain of emotional support with students’ scores on the

PLAI2. At the same time, the amount of teaching experience that teachers had in the childcare industry was

found to be negatively correlated to PLAI2 subscale scores. Findings are discussed relative to the literature on

professional development.

Peter Alter (2013), they conducted a study and he said that the purpose of this study is to update the

research regarding perceptions of specific challenging behaviors that teachers find to be most prevalent and/or

problematic.

This study mentioned above analyzes the role of teacher demographics (gender, race, grade level, and

years of experience) on their perceptions of specifically defined challenging behaviors. After conducting a
 16

comprehensive review of the literature, nine categories of challenging behaviors in schools and classrooms were

created.

Using these definitions, this study analyzed 800 surveys of kindergarten through twelfth grade teachers

in five districts of one state to measure their perceptions of these nine categories of challenging behavior.

Teachers were also surveyed for demographic data to investigate response patterns for different challenging

behaviors.

Analyses indicated that ‘Off-task’ was the most prevalent and problematic challenging behavior and

‘Isolation/No social interaction’ was the least prevalent and problematic challenging behavior. Statistically

significant differences in ratings were noted according to gender, grade level and years teaching. Limitations

and future directions are discussed.

Meanwhile according to research journal of Paul G.Fitchet (2017), Using student and teacher level data

from the United States National Assessment of Educational Progress (NAEP), the researcher attempted to

disentangle the relationship among student demographics, teacher characteristics, and performance on the fourth

grade assessment of U.S. history.

The findings suggest that teacher subject matter background, reported time spent on history/social

studies and instructional decision-making were positively associated with learning outcomes. The implications

of the study include greater emphasis on subject matter knowledge in history teacher education, increased

prioritization of history in elementary classrooms, and the incorporation of interdisciplinary resources and in-

class discussion as potential high-leverage practices for early grade history teachers.

According to Constance A. Lindsay (2017), using student-level administrative data from North Carolina,

the researcher explore whether exposure to same-race teachers affects the rate at which Black students receive

exclusionary discipline, such as out-of-school suspensions, in-school suspensions, and expulsion.

The researcher find consistent evidence that exposure to same-race teachers is associated with reduced

rates of exclusionary discipline for Black students. This relationship holds for elementary, middle, and high
 17

school grade ranges for male and female students, and for students who do and do not use free and reduced-

price lunch.

Although the researcher find reductions in referrals for a number of different types of offenses, the

researcher find particularly consistent evidence that exposure to same-race teacher’s lowers office referrals for

willful defiance across all grade levels, suggesting that teacher discretion plays a role in driving the results.

Related Studies

The following are the studies that are related in this research aim to see result that gives idea on what

would be the outcome, this are the following:

A dissertation made by Scott Mcgowen (2017), it was stated The purpose of this study was to explore

the possible relationship between school facility conditions and school outcomes such as student academic

achievement, attendance, discipline, completion rate and teacher turnover rate.

School facility condition for the participating schools was determined by the Total Learning

Environment Assessment (TLEA) as completed by the principal or principal’s designee on high school

campuses in Texas with enrollments between 1,000 and 2000 and economically disadvantaged enrollments less

than 40%.

Each school in the study population was organized by grades nine through twelve. Data for

achievement, attendance, discipline, completion rate and teacher turnover rate were collected through the Public

Education Information Management System (PEIMS) managed by the Texas Education Agency.

Students’ achievement, attendance, discipline, completion rate and teacher turnover rate and their

relation to school facilities were investigated using multiple regression models to compare sections and

subsections of the TLEA with each of the five dependent variables.

Major research findings of the study included the following: first, student achievement, attendance and

completion rate measures were not found to be statistically significant in relation to school facility conditions as
 18

measured by the TLEA at the 0.05 level; second, discipline, or behavior, was found to be significantly related to

the TLEA.

This shows that the subsections of the TLEA may well be used to anticipate teach variables for schools

within the think about populace; third, educator turnover rate was found to be related to the TLEA subsections

of Specialized Learning Space and Bolster Space, with the relationship to Bolster Space being backhanded.

There are literature from prior studies infers that relationships do exist between all five of the study’s

dependent variables. However, this study only yielded significant findings in the areas of student discipline and

teacher turnover. The researchers recommendations based upon this study include the following: administrators

and designers should take into account factors such as interior environment and academic learning space when

planning schools to positively impact student discipline; school design and construction should focus on

specialized learning spaces and other academic areas more than administrative support spaces when striving to

increase teacher satisfaction with physical working conditions.

Dr.Veronica Olubunmi Adesua (2016), The paper examines the relevance of physical facilities in

enhancing the level of motivation and the academic performance of senior secondary school students in South

West Nigeria.

The study adopted ex-post facto design.. The population consists of all senior secondary students in

South West Nigeria. The sample for the study includes one thousand and fifty senior secondary school students

from three states out of the six states in the South West Geo-political zone. The researcher made use of a

questionnaire and an inventory to collect data.

A self-designed questionnaire tagged “Motivation and Academic Performance of Senior Secondary

School Students” (MAPSSS) was used to elicit information from the respondent. The result showed that there

was a significant relationship between physical facilities and student’s level of motivation and academic

performance. Based on the findings of the study, more physical, human and material resources that are of high

quality should be made available in public school to motivate students towards learning.
 19

More priority should be given to allocation of funds to make the public school conducive for teaching

and learning to take place; this will improve the academic standard of public schools.

The researcher made it use of a questionnaire and inventory to collect data. A self-designed

questionnaire tagged “Motivation and Academic Performance of Senior Secondary School Students”

(MAPSSS) was used to elicit information from the respondents on motivating factors that could enhance their

academic performance.

This consists of two parts. Parts A consists of the bio-data of the respondents (students), while Part B

consists of 9 sections. Sections A – I and Section C of the questionnaire on classroom environment was made

use of to measure the impact of classroom environment on the academic performance of senior secondary

school students.

According to his study, it showed that r- cal (0.655) was greater than r-tab (0.381) at 0.05 level of

significance. The null hypothesis was hence rejected. Therefore,, there is significant relationship between

school physical facilities and the academic performance of senior secondary school students.

Hence, the school physical facilities environment had positive impact on the academic performance of

senior secondary school students. The findings suggests that the availability and effective utilization of school

physical facilities play a significant role in enhancing students academic performance, while inadequacy of such

physical facilities could contribute to poor academic performance in students.

Therefore, if physical facilities are available and judiciously utilized to meet the needs of the students,

this could invariably facilitates students’ interest in learning and lead to high performance. The findings

supports that of Hallak (1990), Ogunniyi (1982), Okunola (1985), Altbach (1998), Okeke (1990), Ajayi and

Yusuf (2005). This finding contradicted Szents (1976) that physical facilities had no significant relationship

with students learning outcomes and academic performance.

If the physical facilities are available, adequate and effectively utilized it could captivate and sustain

students’ interest to learn and invariably contribute to high level of academic performance of students in public

secondary schools.
 20

In addition, a dissertation made by Wunti Yakubu (2017), says his paper examined the impact school

facilities have on academic achievement of students in Senior Secondary Schools in Bauchi State Nigeria. The

total population of the study comprises all the principals of Senior Secondary Schools in Bauchi State,

numbering eighty-four (84), as of (2011).

Employing simple random sampling technique, sixty-two principals were selected to represent the entire

population as pointed out by Krejcie and Mogan, (1970). The instrument used for the study was Total Learning

Environment Assessment (TLEA) consisting of 42 items completed by the principals, to ascertain the condition

of the school facilities in public Senior Secondary Schools in Bauchi State.

Data on result for students‟ academic achievement, (SSCE results) 2007-2011 were collected through

the Bauchi State Ministry of Education. The TLEA instrument was adapted from the study of O‟Neil (2000)

redesigned by the researcher. Learning Environment Assessment for secondary school was sought to ascertain

the usability of the instrument.

Based on the analysis, the result shows that, the instrument has appreciable measures of validity and

reliability. The data collected was analyzed using inferential statistics where the frequencies of the participants‟

responses were tabulated using percentages and Spearman Rank Order Correlation.

Major research finding of the study did not find statistically significant relationship in the areas of

school plant and facilities and students‟ academic achievement as measured by the TLEA at 0.05 levels. The

researcher’s recommendations based upon this study include the followings: Educational administrators,

planners and other stake-holders should supplement the government effort by maintaining the school facilities

and improvise these items locally from the immediate community where the schools are situated.

An area of achievement and failure in the students’‟ academic career needs to be evaluated in order to

foster improvement and make full use of learning process. The study mentioned above has concluded that it is a

must for a government to maintain school plant facilities though it shows no correlation according to the data

gathered of the study.

 21

Meanwhile, Basil O. Jimoh (2017). The study investigated the influence of school plant on students’

academic performance in Economics in secondary schools in Ile-Oluji Okeigbo Local Government Area of

Ondo State. Ex-post facto research design was adopted in the study.

It shows that the components jointly predict 89.2% of any significant variation in students’ academic

performance in Economics. It was recommended that the state government should adequately inform and

sensitize principals on the importance of school plant in school goal achievement.

Also according to Mark Raguindin Limon (2016), A considerable number of variables that operate in the

teaching-learning process invariably affect the educational performance and achievement of students. One

crucial variable that directly impacts the quality of learning acquisition among learners is the adequacy or lack

of school facilities that aid in the reinforcement of knowledge and skills.

The purpose of this study was to establish a relationship between the quality of school facilities and

student performance and competency in cookery, in relation to the field of Technology and Livelihood

Education (TLE). Mixed methods design was used to the studies above mentioned where questionnaires were

administered to and interviews were carried out with the respondents who were department heads and selected

instructors in the field.

In addition, data was also collected from the school anecdotal records. Independent z-test was conducted

to specifically identify the difference in students’ performance and achievement prior to and after the

procurement and utilization of new facilities in the TLE department.

These findings support the assumptions that insufficient school facilities were negatively impacting

student performance and achievement, and the administrators concerned take no significant action in addressing

this educational issue.

Since the lack of educational facilities was proven to pose serious ramifications on student performance

and achievement, stakeholders should closely look into procedures that focus on facility support and

management in the field of TLE.

 22

However, Feng-Ming Chung (2015), according in his study, the purpose of the study is to examine the

effect of the teaching quality of culinary arts teachers and student learning satisfaction on the academic

performance of hospitality students. This study surveys the students in hospitality departments at universities in

Taiwan.

Research results show that there is a significant positive correlation between teaching quality of teachers

and the learning satisfaction of students, between teaching quality of teachers and the academic performance of

students, and between the learning satisfaction of students and the academic performance of students.

The learning satisfaction of students has a mediating effect on the relationship between the teaching

quality of teachers and the academic performance of students. Keywords: teaching quality.

Meanwhile, Anne Podolsky (2016), her research indicates that teachers whose colleagues are more

experienced are more effective than those whose colleagues are less experienced(15). This suggests that more

experienced teachers provide important additional benefits to their school community beyond increased learning

for the students they teach.

A study using data from third- through fifth-grade students and their teachers in North Carolina over an

11-year period found that teachers whose peer teachers had more experience tended to have improved student

outcomes.(16) The study also found that novice teachers benefit most from having more experienced

colleagues. In addition, the study found that the quality of a teacher’s peers the year before, and even two years

before, affected his or her current students’ achievement.

One of the studies of Sandra Fordyce (2015), the aim of her research was to test the predictors of the

importance of food skills selected and taught by home economics teachers. Methods little research has been

conducted on home economics teachers’ views on the importance of food skills they consider important to

teach.

Therefore, an online survey was conducted amongst 261 home economics teachers in Australian

secondary schools. The research measured respondents’ ratings of the importance of 70 food skills as well as
 23

their teaching preferences and use of resources. Results Respondents rated the procedural skills required to

prepare a healthy meal as most important.

Exploratory factor analysis derived five components (Procedures for Domestic Settings, Procedures for

Vocational Settings, Cookery Methods, Food Economy, Using Microwave Oven Appliances) relating to

teachers’ perceived importance of food skills. Teachers’ personal orientations were described as food aesthete,

consumer-environmentalist and nutritionist.

The findings showed that these were better predictors of the perceived importance of food skills than

demographic characteristics. The most important perceived skills related to the basic procedures required by

young people to be able to prepare meals for themselves when living independently.

Teachers’ personal ‘orientations’ were significantly related to the perceived importance of food skills.

Demographic and professional characteristics were poor predictors of these perceptions. Conclusions The

findings provide home economics teachers with an understanding of their selection of particular food skills to

teach their students in skill-based programs.

Jaime C. Dial (2003), the purpose of his study was to examine whether years of teaching experience has

an effect on overall achievement of students on the communication arts and mathematics sections of the

Missouri Assessment Program.

In addition, this study examined whether a teacher’s degree level has an effect on overall achievement of

students on the communication arts and mathematics sections of the Missouri Assessment Program.

Using descriptive statistics and factorial ANOVA, the researcher used data from both the

communication arts and mathematics sections of the Missouri Assessment Program exam from the 2005-06 and

2006-07 school years to determine whether teacher degree level or years of experience had an effect on student

achievement. Inconclusive results indicated teacher degree level alone had no effect on student achievement.

The results indicated that years of experience, as well as the interaction between years of experience and

degree level, had an effect on student achievement in both communication arts and mathematics. These results
 24

provide a strong foundation for further research in which this particular study could be continued using future

test score data. Additionally, it could be expanded statewide, using data from districts all across the state.

Finally, his study could be changed to include the addition of other factors such as years of experience

teaching a tested subject or grade level as well as specific area of degree level.

The coefficients in math are very similar to the coefficients in the OLS model, while the reading

coefficient is about one third smaller than in the OLS model with full controls, suggesting bias in the OLS

coefficient. The results suggest that an increase in teacher numeracy skills by one standard deviation raises

student math performance by 7.3 percent of a standard deviation.

Similarly, an increase in teacher 19 literacy skills by one standard deviation raises student reading

performance by 5.8 percent of a standard deviation. Both effects are highly statistically significant. This effect

size for math is remarkably similar to the impact of teacher numeracy skills in Peru, which were also identified

in a CRE model, exploiting knowledge differences across individual teachers within one country (Metzler and

Woessmann 2012).

In contrast, they find only a small impact of teacher literacy skills. The over identification tests in the

full specification (model 5) do not reject the hypothesis that the selection terms and the implied betas are

identical, thus permitting to estimate a standard first differenced model. For reasons of completeness, the

researcher run first-differenced models for the same specifications than in Table 8 for the correlated random

effects models.

The impact of subject-specific teacher skills on student performance is remarkably robust across all

specifications. A one-standard deviation increase in subject-specific teacher skills raises student performance by

7.3 percent of a standard deviation. Interestingly, the effect size is identical in the first model that does not

control for any other influences and in the last model that includes all controls.

In sum, the findings of the correlated random effects model and the first-differenced models indicate that

both subject-specific teacher skills have a considerable impact on student performance. The effect size for math
 25

is similar to the coefficient in the OLS model, suggesting little bias. In contrast, the impact in reading is

substantially smaller in the CRE models.

As the above mentioned literatures, every author proves that school plant facilities and teachers’

demographics has a significant relationship to students’ cookery competency. When there is lack of facilities

and inaccurate background of teachers to the subject they have to teach, it affects the students to achieve the

Learning outcomes set by TESDA’s Training Regulations. Teaching experience can affect the students’ cookery

competency in terms of failing and mastering when teaching a particular subject especially TECHVOC skill-

based subject. It is also important that the teacher has the industry experience so that s/he could deliver the life

situation inside the industry more reliable, when it is reliable, the skills of the students becomes more realistic

and industry-based.

The studies presented discuss the importance of the tools and equipment and it’s completeness. The

students need to experience the real tools and equipment inside an industry because it has a great impact on

developing the cookery competency

Conceptual Framework

In this section, this will show the conceptual paradigm to present the figure of the study:

IV DV

School Plant Facilities

 School Plant Facilities
 Cookery Laboratory tools
 Cookery Laboratory
equipment
Students’ Competencies in Cookery
Teachers’ Demographics at District of Pulilan S.Y. 2021-2022

 Educational Background
 Length of service
 Gender
 Industry Experience
 26

Figure 1. Conceptual Framework of School Plant Facilities and teachers’ Demographics their implications

to Students’ Competencies in Cookery.

The Figure 1 shows the flow of the idea of this study. This kind of paradigm was able to use because this

is a mixed method. The independent variables are two, these are the school plant facilities and teachers’

demographics, and they are the suspect of this research in terms of implicating the students’ specific academic

achievement which is the dependent variable. The dependent variable was the students’ competency in cookery

subject at district of Pulilan S.Y. 2020-2021.

The paradigm simply explains that to gather the info whether there are implications or don’t have. The

scope of the School Plant Facilities was School Plant facilities itself, the Cookery Laboratory Equipment and

the Cookery Laboratory Tools. It will be described through gathering the data using survey, interview and

observation. The scope of Teachers’ Demographics will be described by Educational Background, Length of

service, Gender and Industry Experience. According to the figure, the study will made use of survey, interview

and observation to get the implications of the two independent variables to the Students’ Competency in

Cookery Subject.

Hypothesis of the Study

This study entitled “The School Plant Facilities and Teachers’ Demographics their implications to

Students’ Cookery Competency in Cookery at Pulilan District S.Y. 2021-2022” has one expected outcome

among the following hypotheses:

Ho. There is no significant relationship between School Plant Facilities, Teachers’ Demographics and

Students’ Competencies in Cookery.

H1. There is a significant relationship between School Plant Facilities, Teachers’ Demographics and

Students’ Competencies in Cookery.

Definition of Variables
 27

In this section, for the purpose of understanding the rationale of this study, the conceptual terms are

defined below:

Student’s Achievement. As use in this study, the students’ achievement refers to is the measurement of

the amount of academic content a student learns in a given time frame. Each instruction level has specific

standards or goals that educators must teach to their students. Achievement is usually assessed through frequent

progress and comprehension checks and examinations; however, there is no consensus on how it is best

evaluated or which elements of it are most important. Jonas John (2015).

Industry Experience. As use in this study, the industry experience refers to primarily involves working

on real-world projects with other people. It consists of the "soft skills": communication, project management,

real-world problem solving, and the like, which can only be fully developed when working with others. Jason

McDonald (2018).

Descriptive statistics. As use in this study, Descriptive statistics are used to describe the basic features

of the data in a study. They provide simple summaries about the sample and the measures. Together with simple

graphics analysis, they form the basis of virtually every quantitative analysis of data. William Trochim (2020).

Level of Significance. As used in this study, the significance level, also denoted as alpha or α, is a

measure of the strength of the evidence that must be present in your sample before you will reject the null

hypothesis and conclude that the effect is statistically significant. The researcher determines the significance

level before conducting the experiment. Jim Frost (2020).

 28

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the research methodology and the techniques of the study, the population and

sample, the research instruments, data gathering procedure and the data processing and statistical treatment

used.

Methods and Techniques of the Study

This study will employ the use of the descriptive style of research to determine the current state of the

school plant facilities and teachers’ demographics and Students’ competency in cookery at District of Pulilan

S.Y. 2020-2021. Descriptive research aims to accurately and systematically describe a population, situation or

phenomenon. It can answer what, when, where, when and how questions, but not why questions Shona

McCombes (2020). This is also a mixed method where both survey and interview will be utilize to describe the

school plant facilities and Teachers’ demographics and Students’ Competency in cookery.

Population and Sample of the Study

Example: This study shall employ the use of Convenience sampling, it is the easiest method of

sampling, because participants are selected based on availability and willingness to take part. Useful results can

be obtained, but the results are prone to significant bias, because those who volunteer to take part may be

different from those who choose not to (volunteer bias), and the sample may not be representative of other

characteristics, such as age or sex (PHAST 2020). Since the study is intended to ascertain the implications of

school plant facilities and teachers’ demographics to students’ cookery competency, the researcher chose to do

the research to the available participants since the current situation nowadays is the new normal.

The population of the study will be comprised of 3 faculty members and 135 students of which 74% of

them who are enrolled and all the teachers of cookery and school cookery laboratories will be used respondents.
 29

According to Population Proportion Sample Size Calculator, the suggested population for the students must be

74% to get reliable results.

Table 1. Research Sampling

NUMBER OF NUMBER OF
SCHOOL SAMPLING
STUDENTS TEACHERS
EVVDMHS 50 1 45
BACET-
50 1 45
Castillo
Dampol 2nd 35 1 12
TOTAL 102

Research Instrument

This study will made use of survey form for the school plant facilities like laboratories based on the

inspection checklist of TESDA’s Training Regulation of Cookery Qualification. The teachers’ demographics

will made use of interview questionnaire about their backgrounds with documentary analysis, it was made by

the researcher and validated by Mr. Robert Tapang. The researcher also will ask the teachers about the

implications of the status of their school plant facilities to the cookery competency of the cookery students.

Meanwhile, the students’ competency in cookery gathering information, the researcher will utilize also the

Critical aspects of cookery in TESDA’s Training Regulation.

School Plant Facilities, Tools and Equipment of Cookery lab.

CONDITION
TOOLS Not Below Above
Standardized
Available Standard Standard
1. Chef’s knife
2. Boning knife
3. Oysters knife
4. Cleaver knife
5. Tenderizer,
medium,small
6. Skimmer, fine
7. Wire skimmer, small
 30

9. Skimmers, spider
10. Strainer,small,fine
11. Siever,small
13. Strainer,medium fine
14. Turner,3” x 6”
16. Spatula
17. Wooden spoon
18. Parisienne spoon

20. Zester

22. Piping bag

24. Pastry tubes
25. Strainer
Chinois,small
26. Strainer Chinois,
medium
28. Funnel, small
29. Funnel, medium

31. Measuring spoon

33. Tongs, 8 inches

35. Tongs, 12 inches
36. Measuring cup

38. Measuring urn

40. Ice cream scoop

42. Cheese Cloth

44. Serving spoon

46. Pepper and salt mill
47. Weighing scale, 5 kgs
48. Weighing scale, 1000
grams
50. Apple corer
52. Wire whisk,small
 31

53. Wire whisk, medium

54. Wire whisk, heavy
duty

55. Can opener

58. Kitchen scissors

60. Soup Ladle, 3 oz

63. Soup Ladle, 6 oz

65. Soup Ladle, 8 oz

67. Soup Ladle, 12 oz

69. Kitchen spoon

71. Kitchen spoon,
slotted
72. Kitchen forl
73. Carving fork
74. Pocket/pin
thermometer
75. Peelers
76. Stock pot, large
77. Frying pan, small
78. Frying pan, medium
79. Frying pan, large
80. Colander, small
81. Colander, medium
82. Cutting board
83. Fish poacher,
medium
84. Casserole, small
85. Casserole, medium
86. Wok, small
87. Wok, medium
88. Double Boiler,
medium
89. Paellara
90. Glass rack
91. Soup cup rack
92. Plate rack
93. Baking tray, small
94. Utility tray,stainless
 32

95. Roasting pan

CONDITION
EQUIPTMENT Not Below Above
Standardized
Available Standard Standard
1. Air conditioner
2. Fire extinguisher

3. Emergency light

4. Combination of
broiler and griddle -
small

5. Exhaust hood
6. Dish washing
machine (optional
7. Blender machine

8. Pressure cooker
medium Salamander,
griller
9. Braising pan -
medium

10. Meat slicer - small

11. Meat chopper

machine

12. Preparation table

with sink & shelves
(approx. 45x28’’)
13. Bain Marie – table
w/4 compartments

14. Working s/s table

(fabricated)

15. Condiment cabinet

16. Washing sink tables

w/3 compartments

17. Soak sink, optional

18. Utility shelving

19. Stainless steel rack
(5 shelves
 33

20. Utility cart

21. Floor mops

22. Mop Squeezer

23. Broom (tambo)
24. Dust pan
25. Garbage bin (4 gals.)

26. Liquid soap

dispenser

27. Paper towel

dispenser

28. Reach-in freezer

29. Reach-in refrigerator

30. 4 burner gas range w/

oven

31. Stock pan burner

Name of Teacher:_________________________ Date:___________

Please answer the following instrument according to the characteristics described below. Encircle the letter of
your choice that best describes you as a learner. Blank spaces are provided for some data that need your response.
Teachers’ Demographics

COURSE TAKEN:____________________________________________________

Language, literacy and Average grade in: Average grade in:

numeracy (LL&N)
English Math
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
75 to 79 e. 75 to 79

Cultural and language Ethnicity/culture:

background a. Ifugao
 34

Teachers’ Demographics

COURSE TAKEN:____________________________________________________
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________

Education & general Highest Educational Attainment:

knowledge a. High School Level
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: _____

Physical ability 1. Disabilities(if any)_____________________

2. Existing Health Conditions (Existing illness if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________

Previous experience with Certificates

the topic a. Training
b. Employment
Number of years as a competency worker ______

Previous learning List down trainings related to Food and Beverage

experience ___________________________
___________________________
___________________________
National Certificates acquired and NC level
Training Level completed
 35

Teachers’ Demographics

COURSE TAKEN:____________________________________________________
___________________________
___________________________
___________________________

Industry Experience
__________________________________________________
__________________________________________________
__________________________________________________

Other courses related to Food and Beverage

Special courses a. Hotel and Restaurant Services
b. Bachelor in Tourism
c. Others(please specify) _________________________

Length of Service in
education __________________________________________

Length of Service in
Industry ____________________________________________

INTERVIEW QUESTIONS

1. According to the result of the school plant facilities, what would say about its implications to the cookery
students to their competencies?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________

2. What are the implications of your status background of industry restaurant experience in teaching cookery
students to their competencies in cookery subject?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________

3. What are the implications of your Educational background experience in teaching cookery students to their
competencies in cookery subject?
__________________________________________________________________________________________
__________________________________________________________________________________________
 36

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________

4. What are the implications of your length of service experience of teaching in training cookery students to
their competencies in cookery subject?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________

4. What would you recommend to the school plant facilities and teachers’ demographics if there is a negative
implication to students’ competency in cookery?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________

Teachers’ signature Witness Signature

Date: Date:
 37

Students’ Competency in Cookery

Did the student can… YES NO

•Clean and maintain kitchen premises
•Prepare stocks, sauces and soups
•Prepare appetizers
•Prepare salads and dressing
•Prepare sandwiches
•Prepare meat dishes
•Prepare vegetables dishes
•Prepare egg dishes
•Prepare starch dishes
•Prepare poultry and game dishes
•Prepare seafood dishes
•Prepare desserts
•Package prepared food

Data Gathering Procedure

In this section will state the sequence on how the researchers will gather the data.

At first the researcher constructs a title and was validated to the Professor, it was also stated the general

problem and specific problem to be answered through the results of the study. The researcher made use of

descriptive method.

The researcher got the survey questionnaire checklist from the TESDA’s Training Regulation to

measure the school plant facilities and Teachers’ demographics while the students’ skill will utilize assessment

checklist for the qualification. The Researcher will make a letter to request the superintendent to conduct the

study to the said three schools under the district of Pulilan.

After the instrument was validated and the letter was approved, the researcher will now survey the

school plant facilities of the schools and will interview the teachers about the implications of the school plant

facilities and their demographics to students’ competency in cookery.

After the survey to the school facilities and interviews of teachers, the researcher ensure the total

number of the students as prescribed by the population calculator and conduct an assessment in three hours, 20

students per bacth to see the competency of the students’ competency in cookery.
 38

After the assessment was conducted, the researcher will tabulate the data and analyze. The teachers will

be asked by the researcher about the implications once the assessment was done.

Data Processing and Statistical Treatment

Generally, the specific statistical tool for this study was the Statistical Package for the Social Sciences

(SPSS) will be used for the statistical analysis and treatment of data. The data also from the interview will be

narrated and analyze.