IMPROVING STUDENT PERFORMANCE IN COOKING AND FOOD PREPARATION OF

COOKERY SUBJECT THROUGH GARDEN-TO-TABLE STRATEGY

A Qualitative Research Submitted to the Research and Planning Division

for the Division Research Summit 2023

NORMAN L. GABANETE

JELYN T. GUIMBARDA

Researcher

Don Manuel A. Javellana Memorial National High School

 TABLE OF CONTENTS

ABSTRACT …………………………………………………………………… 3

ACKNOWLEDGEMENT …………………………………………………………. 4

CONTEXT & RATIONALE …………………………………………………………. 5

INNOVATION, INTERVENTION AND STRATEGY …………………………… 5

ACTION RESEARCH QUESTIONS ………………………………………………. 5

ACTION RESEARCH METHODS ………………………………………………. 5

DISCUSSION OF RESULTS AND REFLECTION…………………………………. 7

ACTION PLAN/ ACTION ADVOCACY……………………………………………… 15

REFERENCES …………………………………………………………………………. 16

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST…………………. 17

DECLARATION OF ANTI-PLAGIARISM……………………………………………. 18
ABSTRACT

The COVID-19 pandemic has been a global serious issue that has adversely

impacted humans' lives. This study aimed to investigate the Improving Student

Performance on Cooking and Food Preparation of Cookery Subject Through Garden to

Table Strategy in Don Manuel A. Javellana Memorial Memorial National High School. An

action research method design was employed in conducting the study. The action

research data was gathered using a face-to-face survey questionnaire from 14 randomly

selected students.

The results of the action research revealed that the students’ Cookery class did not

involve active learning or participation from them. Additionally, it was discovered that the

COVID-19 pandemic had a catastrophic impact on students' academic performance

because of their inability to easily purchase supplies for the cooking laboratory due to a

lack of financial means.

In addition, the action research findings revealed that the students had problems

with a lack of resources and facilities in their learning, especially in providing ingredients

during their cookery class, and we suggested that we must find ways to provide for the

needs of the learners by engaging them in "Gulayan sa Paaralan" to maintain the high

quality of education. The study's findings will assist TVL students and TVL teachers

to adopt active participation and implement policies for teaching and learning in

emergency situations. It will also help TVL teachers to design a proper plan and improve

their instruction.

1
ACKNOWLEDGEMENT

This paper and the research behind it would not have been possible without the

exceptional support of our Division Research Coordinator, Erick S. Dalumpines. His

enthusiasm, knowledge, and exacting attention to detail have been an inspiration and

kept our work on track from our first action research encounter to the final draft of this

paper.

We are grateful to all of those with whom had the pleasure of working on this and

other related projects. Each of our dissertation colleagues has provided extensive personal

and professional guidance and taught us a great deal about both scientific research and

life in general. I would especially like to thank Ivy Marie P. Lumangcas, our school

research coordinator. As our mentor, she has taught us more than we could ever give her

credit for here.

We would like to offer our sincere gratitude to Carolyn N. Rubino, the

principal/school in-charge, for her invaluable guidance and inspiration during the

planning, constructive, and development of this research project. Her willingness to give

her time so kindly has been really appreciated.

We would also like to thank our senior high school teachers for their assistance in

providing me with the needed resources to pursue and continue this action research.

2
CONTEXT AND RATIONALE

Filipinos are best workers. These qualified employees are expected to perform better

with globally recognized record transcripts and professional licensing at hand. However,

National Certificate Level II takes a significant part in this study.

To pursue any degree after Senior High or earning money immediately after

graduation, then this track is for a student whose skills fit to the competency. Even

without college, Technical-Vocational-Livelihood track will equip a student with job- ready

skills in the future.

Students who may have yearned for academic challenge during these times of

home quarantine can learn some skills as the free courses also offer those with national

certifications to assure a trainee work options after completing the course.

INNOVATION, INTERVENTION AND STRATEGY

We are living during difficult times because of the coronavirus pandemic. Those

challenges can affect us both physically and emotionally. It’s hard to keep the same

routine when you must physically distance yourself from others, especially if you’re at

higher risk of getting sick from the virus. That makes preparing meals a special challenge.

Here are some tips that can support you and your household both physically and

mentally. Do your best to eat nourishing meals, like those rich in fruits and vegetables,

lean protein, and whole grains. Those foods can help keep your body and mind healthy

during stressful times. Cooking together can also help you connect with others and ease

stress. If you’re struggling to afford groceries, there are home-based resources available to

you. Backyard gardening can best suit this problem.

3
 A portrayal of the school and its community seen through the eyes of the

researchers will accompany the situation of DMAJMNHS- SHS students with an emphasis

on TVL senior high school students facing challenges in their course COOKERY NCII.

The growing use of blended by organizations was helpful. Approaches to training

and learning. This meant that there was a core of staff available to all organizations to

help facilitate the transition to online teaching, learning and evaluation. Understandably,

however many workers and students were not prepared for the sudden change to online

teaching and learning. However, researchers have found a solution in creating a resource

in addressing the need in providing ingredients.

The emergency transition to remote teaching and learning has not been a definitive

test of what online teaching and learning approaches can accomplish. Nevertheless, before

COVID-19 hit, it may have opened eyes to new possibilities and questioned the need for

certain ingrained habits that might have been deemed sacred.

A common approach to encourage healthy eating is community-based programs

aimed at improving cooking skills. Current research on the efficacy of these measures on

various aspects of trust and consumption of fruit and vegetables was reviewed.

4
ACTION RESEARCH QUESTIONS

1. What was your level of participation in TVL Cookery class before the Garden to

Table strategy was implemented?

2. What is your level of participation after the implementation of the Garden to

Table strategy?

3. Is there a significant difference in your level of participation in TVL cookery

classes before and after the implementation of the Garden to Table strategy?

4. How does the Garden to Table strategy help you to actively participate in the

Cookery subject?

ACTION RESEARCH METHODS

A. PARTICIPANTS AND /OR OTHER SOURCES OF DATA AND INFORMATION

The participants of this phenomenological study are 42 Grade 12 students from

Senior High School Department of Don Manuel A. Javellana Memorial National High

School, TVL Track (TVL – Technical Vocational Livelihood), Homeland Subd., and Brgy.

DAPCO, Panabo City, Davao del Norte. The participants were purposely selected who can

best participate in research questions and enhance understanding of the phenomenon

under study.

B. DATA GATHERING METHODS

The use of phenomenological study and non – probability purposive sampling as a

tool allowed the researcher to make an on – going changes to the way facilitated the skills

in teaching Cookery subject to the students. Specifically, on how do the students develop

their difficulty in cooking skills and how it affects in their learning competencies, part of

5
the Cookery subject intervention is conducting interview with the key informants ( with

observation during submission of their output applied in Specialized Subject namely:

Cookery, Semi – Structured Interview, and FGI- Focus Group Interview).

C. DATA ANALYSIS PLAN

Data are collected in a series of quick looks taken at different times and a variety of

ways. To make my data collection easier, the researcher had prepared the following:

Log or Research Journal to record thoughts and observations related to all parts of

the research.

Field Notes for written observations of what the researcher sees that takes place in

their workplace.

Reflective Journal for what has been observed and needs to be understood deeply.

Checklist both for the students and the teacher to track whether the target had

been hit or not and even for the ratings.

Conference and Interviews- the most important data collection activity in which

students can talk or share about their experiences.

Timeline- it is important to prepare this tool to place flexible schedules on collecting

data.

6
DISCUSSION OF RESULTS AND REFLECTION

This section presents and discusses the findings from the focus group interviews

and structured interviews conducted with the key informants.

The sample for the focus group interviews consisted of eight senior high school

students from TVL Strand – Technical Vocational Livelihood Strand, section Laurel, who

were attending classes for a specialized subject – Cookery. This specialized subject was

specifically tailored by the K to 12 Program of the Department of Education to prepare

students for three different exits, "Trabaho, Negosyo, Kolehiyo" for their soft skills and

hard skills. During their work immersion in the school, the students were arranged into

two groups of four members, and each group was given a list of questions which were

identified in this study as relating to the active participation of the students in the cookery

subject during this new normal. The groups were given ten minutes to brainstorm the

questions and thereafter asked to answer when they were ready. The researcher then

asked the students the following questions:

 What is your level of participation after the implementation of the Garden to Table

strategy?

 Is there a significant difference in your level of participation in TVL cookery classes

before and after the implementation of the Garden to Table strategy?

 How does the Garden to Table strategy help you to actively participate in the

Cookery subject?

The following table represents the responses of the students and the lived

experiences in the new normal.

7
 Categorization by

Questions Lived Experiences Theme

 What was your  Minsan lang kami nakakapag

level of participate dahil sa mga
participation in kakulangan ng mga ingredients.
TVL Cookery  Seldom it is hard to start a cooking Seldom Participation
class before the especially when you don’t have of learners
Garden to Table materials in making a dishes.
strategy was  Sometimes
implemented?  Seldom

 What is your level  Palagi na kaming nakakapag

of participation participate sa klase.
after the  Frequent Frequent Participation
implementation  Frequently, because you have of learners
enough ingredients and supply to
of the Garden to
continue the cooking.
Table strategy?
 Sometimes
 Usahay

 Is there a  Oo, kasi noon mas malaki ang Despite the pandemic,
significant aming magastos pambili ng mga the students are
difference in your ingredients, ngayon maliit na lang grateful for the
ang aming magastos kasi pwede opportunity to take a
level of
kaming kumuha sa Garden para cooking lesson. They
participation in learnt a lot in order to
sa aming kailangan.
TVL cookery  Oo, dahil minsan lang kami increase their
classes before nakakapagluto dahil sa knowledge and skills
and after the kakulangan ng budget. in the preparation of
implementation  Oo, dahil noon minsan lang kami various foods. They
of the Garden to nakakapagluto dahil sa learned how to sell
kakulangan ng budget. their outputs or
Table
 Oo, dahil noon ay minsan lang products using their
strategy? entrepreneurial
kami nakakapagluto dahil sa
kakulangan ng budget pero talents and innovate
ngayon ay nakakapagluto na kami by using the available
kung kailan namin gusto. ingredients in their
 Oo, dahil noon minsan lang locality. Most
kaming nakakapagluto dahil sa students also learn
kakapusan ng budget. how to build
 Yes, because it affects our independent learning
performance without the help of so that they can
this strategies. establish and create
 Yes, kay dili nami mag amot para their own recipies.
sa mga ingredients na kailangan The students also
sa among lutoon. know how to cultivate
the resources by
 Before maglisud mi ug pangita ug
planting vegetables
ingredients maggasto pami. After
through supporting
dili na namo kailangan mag gastos
the "Gulayan sa
kung mag gastos man ginagmay

8
 na lang. Magkuha na lang mi sa Paaralan".
garden ug ingredients if mag
laboratory man.
 Yes kay sukad naa nay garden dili
na kaayo mi makagastos pangpalit
gulay.
 Before we have a lot of hard time
finding ingredients but after the
garden to table was implemented
we don’t need spend money
anymore. We just need to take
what we need on the garden.
 Yes, kay katong wala pay garden
sige rami ug palit ug gulay, pero
katong naa nay garden dili na
kaayo mi gagastos.
 Karon dali lang makuha ang
ingredients dili kailangan
mamasahe unya dili na pud kayu
maagastos.
 Sauna kay daku kayu amo
amutan kay kailangan pa muadto
sa layu para mopalit ug ingredient.
Unya nakalearn pud me na
maging resourceful sa pagluto.
 Oo. Nakalearn jud me kay pwede
ra diay mag innovate ug
ingredients n gikan lang sa garden
or locality. Unya nakelearn pud mi
pamaligya sa amo output sa luto.

 How does the  Malaki This epidemic has an

Garden to Table  Makatutulong ang strategy sa impact on students.
strategy help you Garden to Table sa aming cookery Learning is tricky for
students dahil hindi kami gagastos them in this new
to actively
ng malaki. normal condition. The
participate in the learners prefer to
 Nakakatulong ang strategy sa
Cookery subject? actively perform the
Garden to Table sa aming cookery
students dahil hindi na kami task because there are
masyadong makakagastos ng fewer expenses to buy
malaki para bumili ng ingredients. ingredients and more
 Nakakatulong ang strategy na accessible ingredients
Garden to Table sa aming cookery in the school garden.
students dahil hindi na kami To learn and
gagastos ng malaki upang bumili understand the
ng mga ingredients. subject of cooking,
 Malaking tulong ang strategy na they must adjust and
Garden to Table sa aming cookery optimize their
students dahil hindi na kami patience. The
gagastos ng malaki. students become
 I actively participating and interest resourceful and
in gardening and more knowledge creative in their
to earn. output in the cookery.

9
  Dako kayug tabang sa amoa kay
manguha na lang mig ingredients
sa garden namo.
 It helps us so much because we
don’t have to buy expensive
ingredients anymore the garden to
table provides most of the
ingredients.
 Dako siya tabang kay dili man gud
me maka afford sa mga pamaliton
na mga gulay or mga sangkap
karon kay nagamahal na.
 Makatabang ang garden para dili
na magpalit palit ug gulay para
makatipid sa gastos.
 Dako siyag tabang kay dili na
kaayo ko makagastos
 Malaki talaga ang naitulong ng
garden to table strategy dahil noon
hindi kami makaparticipate ng
aming lab kung wala budget
pambili ng ingredients. Ngayon
nagkaron na kami ng resources
para makakita ng ingredients sa
luto.
 Honestly sauna dili kayu ko
gaparticipate sa laboratory tungod
kay mahal kayu ingredients sa
cookery. Pero sukad na naa ni
garden to table strategy ang mga
herbs ug gulay dali ra makuha kay
naa ra sa tungod sa amo room or
cookery laboratory.
 Makatabang jd ni sa amoa labaw
na kay layo kaayo mi sa public
market mamasahe pa padung
panabo unya mahal pa jud ang
ingredients. Karon pwede ra dili
mamasahe unya nakalearn pa jud
mi unsaon pagpananum ug gulay
ug herbs.

Table 1: Key informants’ answers and lived experiences with categorization by theme

10
 Through the results and discussion, the researchers have concluded that there are
certain factors affecting the active participation of TVL students. If face-to-face classes are
implemented, the majority of them will be adaptable to change.

It is challenging on their part to learn by themselves in this way. They become

mature and grow to face the different challenges of learning. The students identify their
strengths and weaknesses in this full-filled cookery class. They learn how to manage and
discipline themselves in time management and organize their work.

This research highlights the importance of learning cooking skills at an early age
for skill retention, confidence, cooking practices, cooking attitude, and diet quality,
specifically for senior high school students taking home economics under the technical,
vocational, and livelihood track. A focus on alternative sources, including practical
cooking skills education, starting at an early age is required. This study also highlights
the need for further longitudinal research on the impact of age and source of learning on
cooking skills midst global pandemic.

Senior year is typically the high point of a student’s high school career. Seniors this
year are worried about being able to graduate. They’re worried about being able to qualify
and be fully prepared for college admission. They’re aware that many colleges and
universities have shut down and wonder how this will affect their own future plans.

One the most stressful aspects of the current situation is not knowing. We don’t
know who has been or will be infected by the virus. We don’t know who might be a carrier,
spreading the virus to others without even knowing it. We don’t know when schools and
businesses will re-open. We don’t know what the long-term effects of this pandemic will
be.

Facing so many unknowns heightens anxiety. Some amount of fear and worry is a
normal reaction to this abnormal situation. If a person’s anxiety is so intense that it is
disrupting the person’s ability to concentrate on other things, interferes with the person’s
ability to sleep at night or causes the person to avoid engaging in the things that he or she
needs to do, it may be necessary to seek help

11
 Learners prefer to actively
Seldom Participation of Frequent Participation perform the task because there are
learners of learners fewer expenses to buy ingredients
and more accessible ingredients in
the school garden.

1.What was the level 2. What is the level 3. Is there a 4. How does the
of participation of of participation of significant difference Garden to Table
learners in TVL the learners after the in the level of Strategy help the
Cookery class before implementation of participation of learners to actively
the Garden to Table the Garden to Table learners in TVL participate in the
strategy was strategy? cookery class before cookery subject?
implemented? and after the
implementation of
the Garden to Table
strategy.

Learners learn a lot specifically on the following but not limited to:

Increase
Knowledge, able Support
to innovate, Improve Planting Gulayan sa
build Entrepreneuri Vegetables Paaralan
independent al Skills Program
learning and
cultivate
resources

Figure 1 – Thematic Analysis on Research Questions 1 – 4

12
ACTION PLAN/ ADVOCACY PLAN

The research aims to explore the improving student performance on cooking and
food preparation of cookery subject through garden to table strategy. It is argued in this
research that most students experienced difficulty studying during the pandemic.
However, they find solutions to each problem they encounter. Therefore, students are
resourceful, innovative, creative, self-disciplined, especially on balance, and manage their
time well.

This part of the research draws on the findings from the structured interviews
conducted during the focus group interviews, which were conducted with eight students
who were purposely selected from the grade 12 sections Laurel and Technical Vocational
Track (Home Economics Strand). The following criteria were used to select the students
for the structured interviews:

1. Student who is taking up Technical Vocational Track (Home Economics Strand)

2. Student who is grade 12

3. Student who is taking up Cookery NC II (Specialized Subject)

On the basis of the results gathered, it was found that the active participation and
performance of the students have advantages and disadvantages. Somehow, they took
positively all the negative experiences in studying cookery lessons during the pandemic .
Nonetheless, at the end of the interview, the informants felt relieved knowing that their
experiences about studying during a pandemic were used by the teacher and
acknowledged through this research. On the first question about the level of participation
in TVL Cookery Class before the Garden to Table strategy was implemented, informants
answered the following:

“Seldom, it is hard to start a cooking especially when you don’t have materials in
making a dishes.”

While studying for a cookery lesson, students are tasked with planting vegetables
in the Gulayan sa Paaralan. Before the Garden to Table strategy was implemented,
students had difficulty participating in the class because of a lack of resources that
tended to be used as their ingredients in the cooking laboratory. On the second question

13
of your level of participation after the implementation of the Garden to Table strategy, key
informants answered the following:

“Frequently, because you have enough ingredients and supply to continue the
cooking.”

The second issue is that studying during a pandemic as a TVL student is difficult
because they must overcome the crisis of a shortage of ingredients . They also experienced
active participation in the cookery class. They use the materials as their ingredients and
sell their output after it has been rated by the teacher. This strategy tends to develop their
entrepreneurial skills. Students this time are aware of public speaking and know how to
communicate with customers and are resourceful.

Studying during a pandemic is even more difficult. Students find solutions to

improve their performance by searching for the proper ways to perform the task. This is
not because education is not directly affected by the effect of the COVID-19 epidemic but
rather because studies in education rarely incorporate effects of disease on the effective
provision of education to learners across the globe. The rate at which COVID-19 has
rapidly been spreading has made every sector of human life immediately feel its impact.
(Chinazzi et al., 2020; Hopman, Allegranzi, & Mehtar, 2020; Kraemer et al., 2020; Wu &
McGoogan, 2020; Zu et al., 2020).

The above declaration obviously demonstrates that, despite the pandemic, the
students are grateful for the opportunity to take a cooking lesson. They learnt a lot in
order to increase their knowledge and skills in the preparation of various foods. They
learned how to sell their output or products using their entrepreneurial talents. Most
students also learn how to build independent learning so that they can establish and
create their own learning recipes.

Overall, this epidemic has an impact on students. Learning is tricky for them in
this new normal condition. They prefer face-to-face since they find it difficult to absorb
and cope with the teacher's teaching. To learn and understand the subject of cooking,
they must adjust and optimize their patience.

14
RESEARCH WORK PLAN & TIMELINES

Schedule: 1st Semester, S.Y. 2022 – 2023

OBJECTIVES STRATEGI TIME FRAME PERSON EXPECTED REMARKS

ES / S OUTPUT

ACTIVITIES INVOLVE

1. understand 1. create a Week 1 SHS Action Guide

the experience timeline for Communicati Grade 12 Research students in
of the senior the whole on letter for Students about their active
high students in action parents IMPROVING participatio
TVL Cookery in research Week 2 Teacher / STUDENT n during
the new normal 2. prepare Inform researche PERFORMAN Pandemic.
2. conduct and send students r CE ON
interviews to the letters to through COOKING
target student’s online AND FOOD
participant to parents conversation PREPARATIO
create right 3. conduct Week 3 N OF
assessment for interview for Interview the COOKERY
them the students participants SUBJECT
3. assess the as through an THROUGH
students participant online GARDEN TO
experiences and of the study interview TABLE
give 4. keep a Week 4 STRATEGY
recommendatio record for Data
ns. tracking gathering
5. collect Week 5
data Data analysis
through
individual
and group
interview
6. analyzed
the collected
data
7. record
the
analyzed
data with
specific
theory

15
REFERENCES

Alharbi, R., Alsuhaibani, K., Almarshad, A., Alyahya, A. (2019). Depression and anxiety
among high school student at Qassim Region. Journal of Family Medicine and
Primary Care, 8(2), 504. Google Scholar | Crossref | Medline

Hopman, J., Allegranzi, B., & Mehtar, S. (2020). Managing COVID-19 in Low and Middle
income Countries. JAMA. https://doi.org/10.1001/ jama.2020.4169

Maegan Kuhfield, Jim Soland ,Beth Sarawasa,Angela Jhonson,Erik Rusek,and Karen

Lewis (2020) How Covid-19 Affect Students Learning?
https://www.brookings.edu/blog/brown- center-chalkboard/2020/12/03/how-is-
covid-19-affecting-student-learning

Admin, M. B. (2020). TESDA offers free online courses due to COVID19 lockdown. Manila
Bulletin.

Evaluation, A. Q. (2020). The Impact of COVID-19 Modifications to Teaching, Learning

and and Training and Higher Education. Quality and Qualifications ireland , 1-7.

Garcia, L. (2020). Challenges and opportunities in education under the new normal.
Business Mirror.

Read, L. a. (2017). Investigations into Using Data to Improve Learning: PHILIPPINES

CASE
STUDY. Global Economy and Development, 10.

Wilson, K. (2020). Just Like Restaurants, Culinary Schools and Their Students Are in
Limbo.
VoxMedia.

16
Declaration of Absence of Conflict and Interests

1. We, Jelyn T. Guimbarda and Norman L. Gabañete, understand that conflict of

interest refers to situations in which financial or other personal considerations may
compromise our judgment in evaluating, conducting, or reporting research.
2. We hereby declare that we do not have any personal conflict of interest that may
arise from our application and submission of our research proposal. We
understand that my research proposal may be returned to me if found out that
there is conflict of interest during the initial screening as per Research
Management Guidelines.
3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, we will duly report it to
the research committee for immediate action.
4. We understand that we may be held accountable by the Department of Education
for any conflict of interest which we have intentionally concealed.

Proponent: Jelyn T. Guimbarda

Signature: _______________

Date: ________________________

Proponent: Norman L. Gabañete

Signature: _______________

Date: ________________________

17
Declaration of Anti – Plagiarism

1. We, Jelyn T. Guimbarda and Norman L. Gabañete, understand that plagiarism is

the act of taking and using another’s ideas and works and passing them off as
one’s own. This includes explicitly copying the whole work of another person
and/or using some parts of their work without proper acknowledgment and
referencing.
2. We hereby attest to the originality of this research proposal and have cited properly
all the references used. We further commit that all deliverables and the final
research study emanating from this proposal should be of original content. We
shall use appropriate citations in referencing other works from various sources.
3. We understand that violation from this declaration and commitment shall be
subject to consequences and shall be dealt with accordingly by the Department of
Education.

Proponent: Jelyn T. Guimbarda

Signature: _______________

Date: ________________________

Proponent: Norman L. Gabañetes

Signature: _______________

Date: ________________________

18