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JCLAYAN Digest: Assessing the Students’ Level of Satisfaction

Towards School Canteen Menu

A Social Research

Presented to the Faculty of

Mataas na Paaralang Juan C. Laya

Senior High Department

In Partial Fulfillment for

The Requirement of the Subject

Research in Daily Life 2

Proponents:

Alvarado, Mark Kristian

Borja, Richelle

Buccat, Jennifer

Ferrer, Precious

Mendoza, Rass

Ramos, Crystaliza Jamaica

Reyes, Daryne Ber

Secretario, Roylan
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CHAPTER 1

INTRODUCTION

Background of the Study

Humans have an intricate yet remarkable body. The human body is a marvel of

complexity, functioning seamlessly to sustain life. It is a remarkable system of interconnected

organs, tissues, and cells that work together to support vital functions, adapt to the environment,

and enable us to experience the world through our senses. From the ornate network of bones that

provide structure and protection, to the opulent web of nerves that transmit signals, our body is a

masterpiece of biological engineering, capable of incredible feats and endless possibilities.

Though our body is capable of many things, it is also in need of sustenance and satisfaction,

primarily, from food.

Pursuant to National Geographic Society (2023) Food contains nutrients—substances

essential for the growth, repair, and maintenance of body tissues and for the regulation of

vital processes. The food that we consume is there to fulfill the nutritious requirements of the

body. Certainly, there is a variety of food that we intake. Everyone has their preferences when it

comes to food; some people are vegetarian (that means they rely on a plant-based diet for their

survival) and most are omnivorous (which means they consume both plants and meat for their

food).

Delicious food can have a show-stopping effect in your body. Many chef knows it and

strive for high pleasure impact through the scents, flavors and textures they create in their dishes.

This sense of pleasure comes about in two ways: 1) the immediate feeling of enjoying a food

when it's eaten, and 2) a longer-lasting sense of well-being afterward as stated by Sue Moores

(2018)
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When it comes to the satisfaction we derive from various aspects of life, few things can

rival the pleasure we experience through food. The act of eating goes beyond mere sustenance; it

encompasses a sensory journey that can evoke a sense of contentment. Considering the

significance of food in our lives, it becomes crucial to ensure that even in places like school

canteens, where meals are often consumed on a daily basis, the menu planned or designed must

provide both nourishment and satisfaction.

On a global scale, school canteen menus exhibit significant diversity, influenced by

cultural, economic, and regional factors. These menus play a pivotal role in shaping students',

impacting their overall well-being and satisfaction levels.

School canteen menus around the world reflect the cultural preferences and dietary

traditions of their respective regions. In countries like Japan, for instance, school lunches often

emphasize balanced, nutritious meals with locally sourced ingredients, while in the United

States, there has been a historical presence of convenient foods and fast-food options. These

cultural variations can greatly influence student satisfaction. (Tomoka Eri, 2023)

However, in Philippines, a diverse food choice was provided in the respective school

canteen menus of Universities, Colleges, and Schools but according to Globalization and Health

(2018), unhealthy foods are most commonly available in the country, hence, there is a DepEd

order that guides what should school canteen offer in their canteen menus. The DepEd order no.

13, s. 2017 stated that Canteen-cooked foods, common Filipino snack foods or those without

Nutrition Facts may be enumerated under a Food List classified as GREEN, YELLOW, and

RED. A new system of categorization of foods and drinks for non-packaged items with no

available Nutrition Facts that are sold in the canteens to guide the school heads and teachers in-

charge of canteens in planning and creating their own healthy menu. Locally available natural
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foods are preferred over processed food products. Foods and drinks shall be categorized as

GREEN, YELLOW, and RED. The DepEd also utilized the 3 G’s: Go, Grow, and Glow foods

that was used as a basis for the 3 categories.

The GREEN category includes foods and drinks that should ALWAYS be available in

the canteen. These foods and drinks are the best choices for a healthy school canteen as they

contain a wide range of nutrients and are generally low in saturated and trans fat, sugar, and salt.

Beverages like Milk (unsweetened), Safe and clean water (nothing added), Fresh Buko Water

(unsweetened) are what is included in the Green category. There are Energy-giving foods or GO

foods included in the Green category such as Milled Rice, Brown Rice or Iron-fortified, Rice

Corn, Oatmeal, Whole wheat bread, Cassava (kamoteng kahoy), Boiled Sweet potato (kamote),

Boiled Saging na saba, Corn, Binatog, Boiled peanuts, Suman, Puto, Fishes. Another, Body-

building foods or GROW foods are also present, part of the list are Shellfish, Small shrimps,

Lean meats, Chicken without skin, Nuts, and Egg. Lastly, Body-regulating foods or the GLOW

foods are also incorporated like Fresh fruits, preferably those in season.

The YELLOW category includes foods and drinks that should be served carefully. These

foods and drinks contain some nutrients but at the same time also contain large amounts of

saturated or trans fats and/or sugar and/or salt. If eaten in large amounts, these foods and drinks

may contribute to excess calories. These may be served once or twice a week only (Tuesdays and

Thursdays), in smaller servings, and should be less prominent in the canteen menu. This includes

refreshment that has 100% fresh fruit juices, Energy-building foods like fried rice, bread using

refined flour, banana cue, camote cue, Turon, Maruya, Pancakes, Waffles, Champorado, Pancit,

Arroz caldo, Sandwiches with Cheese, Eegg, and Chicken fillings, Butter , Margarine,

Mayonnaise. Body-building foods, prominently, Processed foods such as Meats/Fish, Hotdogs,

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Sausage, Burger Patties, Chicken Nuggets, Tocino, Tapa, etc. (still subject to evaluation of

saturated or trans, fat and sodium as reflected in their Nutritional Facts) and Body-regulating

foods particularly, Stir-fried Vegetables.

Lastly, the RED category includes foods and drinks not recommended in the canteen

menu. These foods and drinks contain high amounts of saturated fat or sugar or salt and should

not be served in healthy school canteens. They may also provide excess energy or calories.

Consumption of these foods and drinks outside the school premises is at the discretion of their

parents. This comprise beverages like Soft drinks, alcoholic drinks, sports waters, sports drinks,

flavored mineral water, energy drinks, sweetened waters, powdered juice drinks. Any product

containing caffeine (for school canteens). Any processed fruit/vegetable juice with added sugar

of more than 20 grams or 4 teaspoons per serving. It also incorporates Energy-giving foods of

any sort, like Any Jelly, Ice Crushes, and Slushies. Any Ice Cream/ Ice Drops/ Ice Candies.

Cakes and Slices, Donuts, Sweet Biscuits and Pastries, And Other Sweet Bakery Products. All

Types Including Chocolates, Hard/Chewy Candies, Chewing Gums, Marshmallows, Lollipops,

Yema. French Fries, Bicho-Bicho , Instant Noodles , All Types Of Heavily Salted Snacks Such

as Chips Or Chichirya. Body-building foods are also present, such as Chicharon, Chicken Skin,

Bacon, Deep-Fried Foods Including Fish Balls, Kikiams and few Body-regulating foods such as

Fruits canned in Heavy Syrup, Sweetened Fruits or Vegetables or Deep-Fried.

DepEd Order No. 13, s. 2017, not only focuses on the nutritional aspect of food menus in

schools but also recognizes the importance of providing students with meals that bring

contentment. The guidelines outlined in this DepEd order ensure that the food menus offer a

variety of nutritious options that are not only beneficial for students' health but also appealing to

their taste buds.

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The DepEd order is applied locally wherein schools from different barrios cater students

with different canteen menus that reflects local tastes and cultural influences that further enhance

the students' satisfaction, as it provides a sense of familiarity and connection to their community.

This research exploration holds immense importance in understanding and addressing the

needs and preferences of students when it comes to their dining experience. By conducting such

study, valuable insights are gained regarding the quality, variety, and nutritional value of the

food offered in school canteens.

In the backdrop of an increasingly fast-paced and demanding educational landscape, the

significance of a well-balanced and satisfying school canteen menu cannot be overstated. As

students navigate through their academic journey, their nutritional needs and overall satisfaction

with the food they consume play a pivotal role in their physical and mental well-being.

Recognizing this, our research study on assessing the students' level of satisfaction towards the

school canteen menu aimed to delve deeper into the intricacies of their dietary experiences. This

study serves as a valuable resource for our beloved mother high, Mataas na Paaralang Juan C.

Laya- school administrators, canteen staff, and policymakers. By understanding the specific

preferences and needs of students, necessary adjustments can be made to the menu, such as

incorporating more nutritious options, diversifying food choices, and considering cultural and

dietary requirements. This study can also encourage collaboration between schools, local

authorities, and food suppliers to ensure the availability of fresh, locally sourced ingredients,

promoting sustainability and supporting local businesses.

By exploring the diverse factors that influence their food choices and preferences, we

sought to uncover the untapped potential for enhancing the overall educational environment. The

valuable insights into the current state of school canteen menus will serve as a wake-up call to
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the educational community. It is imperative that we prioritize the nutritional needs and

satisfaction of the students, as this not only impacts their health but also has far-reaching

implications for their cognitive development, health, and overall contentment. Armed with this

knowledge, we have the power to revolutionize the way we approach school canteen menus,

creating an environment that nourishes and empowers JCLAYAN students to thrive both inside

and outside the the four corners of Mataas na Paaralang Juan C. Laya.

Theoretical Framework

This study has an involvement with different theories:

1. Customer Satisfaction Theory. The study will draw on the fundamental

principles of customer satisfaction theories, which posit that customer satisfaction

is influenced by various factors related to the product or service.

2. Service Quality Theory. The ServQual model, developed by Parasuraman,

Zeithaml, and Berry, will be used to assess service quality in the school canteen

context. This model considers dimensions such as tangibles, reliability,

responsiveness, assurance, and empathy.

3. Maslow's Hierarchy of Needs. Maslow's theory will be used to explore how the

canteen menu addresses students' physiological, safety, and social needs, and how

these needs influence their overall satisfaction.

4. Health and Nutrition Theory. The study will take into account dietary

guidelines and nutritional recommendations to assess how well the canteen menu

aligns with students' health and nutrition needs.

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These theories situated in theoretical framework provides a comprehensive foundation for

understanding the multifaceted factors that influence students' satisfaction with the school

canteen menu. By drawing on various theories from customer satisfaction to economics and

cultural preferences, the study aims to provide a holistic analysis of this important aspect of

school life.

Conceptual Framework

Figure 1 represents the conceptual framework of the study. It consists of two main

variables; Dependent Variable and Independent Variable.

Food Variety: The range of food options available in the school canteen, Food Quality:

The perceived taste, freshness, and overall quality of food items, and The Price Value: The cost

of food items in relation to student budgets as the Independent variables, and the level of

satisfaction of the students in school canteen's menu as the dependent variable.

The food variety has been identified as one of the independent variables that relates to the

variety of foods offered on the School canteen's menu. This variable encompasses the students'

dietary preferences and other preferences for particular meals, which may have an influence on

how satisfied they are with the menu options in the canteen menu.

The school canteen's food quality is another factor for the independent variables. It refers

to the qualities and features of food that determine its overall excellence or suitability for student

consumption. These qualities include the taste, presentation, and freshness of ingredients, as well

as whether the menu complies with the recommendations made by the DepEd, specifically the

DepEd Order 13 of 2017.

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The price value of food on the school canteen's menu is the final independent variable.

This relates to the cost of food items in relation to students' budgets and evaluates whether the

food is worth the price of food items that are being presented at the school canteen's menu.

Another main variable is the dependent variable that is placed on the right side of the

diagram which is the level of satisfaction of the students in the School canteen's menu. This

refers to the overall evaluation of the students regarding the canteen's menu. Each of the

participant's thoughts include all of the factors that is affecting their decisions to assess their

satisfaction level in school canteen's menu.

The representation is shown on figure 1. This includes the major variables and represents

the relationship between them.

Paradigm of the Study

Independent Variable Dependent Variable

Food variety
Level of satisfaction of
Figure
Food quality students in the school
1. the
canteen's menu
Pricing of foods

relationship of the independent and dependent variables.

Statement of the Problem / Area of Focus
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The study aims to evaluate and understand the satisfaction levels of students regarding

the offers and services provided by their school canteen menu. This includes investigating

various factors that contribute to their satisfaction with the food options, pricing, quality, and

overall experience. It also addresses the area of improvement by investigating the factors

influencing students' satisfaction in order to enhance the overall dining experience for students.

Our research aims to accumulate answers and solve the following:

1. Does the School Canteen Menu meet the satisfaction level of the students with regards

to their food preferences in terms of:

a. Taste and Options (Food Variety)

b. Cost (Price Value)

c. Nutritional Content (Food Quality)

2. Is the DepEd order no. 13 s. 2017 adhered by the following school dining facilities:

a. Canteen no. 1

b. Canteen no. 2

c. Canteen no. 3

d. Canteen no. 4

3. What possible innovations or interventions can be implemented to improve school

canteen menus in Mataas na Paaralang Juan C. Laya?

Innovation
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There are several solutions that may be necessary to comprehensively address students'

satisfaction and enhance their dining experience at the school canteen. Like expanding the menu

options to cater to a broader range of tastes and dietary preferences. And by implementing

educational programs within the school to educate students about balanced and healthy eating

habits. If students are dissatisfied with pricing, the canteen could consider revising pricing

strategies, offering affordable meal packages, or introducing student discounts.

Assumption

In this study, the following are/were the basic assumptions considered:

1. If canteen menu remains the same, school canteens’ food options, variety or choices

in MPJCL will mostly remain under the YELLOW and RED category of the

DepEd order no.13 s. 2017.

2. If an intervention or innovation applied in the Canteen Menus of Mataas na Paaralang

Juan C. Laya, there is a huge possibility that canteen menu items will objectively be

described as “satisfying” or “unsatisfying”.

Scope and Delimitation of the Study

This study focuses on assessing the level of satisfaction of students with the menu

offerings in the school canteen. The study includes students, teachers and school canteen

personnel of Mataas na Paaralang Juan C. Laya The research will consider a range of factors that

influence students' satisfaction, including food quality, variety, and pricing. Data will be

collected through surveys and interviews with a representative sample of the student population

and utilization of triangulation will be applied. This study will be conducted during school days

specifically on canteen breaks.

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This study is limited only to the student population of a Mataas Na Paaralang Juan C

Laya and the findings may not be generalizable to other schools or institutions. The study does

not assess the satisfaction of other stakeholders, such as parents, or canteen operators because the

study focuses on the students’ level of satisfaction in the school canteen's menu. The research

does not include an assessment of the canteen's financial performance or profitability because It

is beyond the scope of this study.

Significance of the Study

This study holds great significance as it aims to shed light on:

Students. The primary beneficiaries of the study are students themselves. By

understanding their preferences, likes, and dislikes regarding the canteen menu, adjustments can

be made to ensure that the meals cater to their tastes and dietary needs. This lead to improved

satisfaction, meal enjoyment and overall well-being.

School Canteens. This study will help them understand the preferences of students,

allowing them to plan and prepare meals that are appealing, nutritious, and cost-effective. They

can also identify trends, gather feedback, and make adjustments to the menu based on the data

collected.

School Administration. The school administration can gain insights about the students'

satisfaction levels. This information can help them make informed decisions regarding menu

planning, food quality, pricing, and overall canteen management. It allows them to align the

canteen offerings with the students' preferences and needs.

Canteen Staff. The canteen staff can benefit from the study as it provides feedback on

the students' satisfaction. This feedback can help them understand which menu items are popular,
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identify areas for improvement, and make adjustments accordingly. It enables them to enhance

the quality of food and service, leading to increased customer satisfaction.

Parents. Parents are often interested in their children's satisfaction with the school canteen

menu. By studying students' satisfaction levels, parents can gain insights into the quality of the

meals, the variety of options available, and their child's overall dining experience. This

information can help parents make informed decisions about their child's food choices and

engage in discussions with the school or food service providers to address any concerns or

suggestions.

Teachers. The study can provide teachers with a better understanding of student

preferences and satisfaction levels regarding the school canteen menu. This information can help

teachers make informed decisions about menu planning and food choices. They can use the

findings to tailor the menu to better meet student needs and preferences, thereby enhancing

overall satisfaction and promoting healthy eating habits.

Future Researchers and Academia. The study can provide valuable insights and data

that can guide future research in the field. Researchers can build upon the findings to conduct

more in-depth studies on specific aspects related to school canteen menus. The study can serve as

a reference point and contribute to the existing body of knowledge.

Overall, the research study benefits a wide range of population; students, school

administration, canteen staff, parents/guardians, and the academic community. This study will

profit them by improving the canteen experience, enhancing food quality, and informing

decision-making processes.

Definition of Terms
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Canteen. Refers to the designated area or facility where we gather data. It is typically within an

institution or workplace, where food and beverages are provided for purchase or consumption.

Canteen Menu. The focus variable examined within the study. A canteen menu is a list or

selection of food and beverage options available for purchase in a canteen.

Food Variety. An independent variable used as a basis for assessing the satisfaction level of

JCLAYAN Students particularly pertaining to their food preferences. Food variety encompasses

a wide selection of options, including various cuisines, ingredients, flavors, and cooking styles.

Food Quality. One of the independent variables used as a basis for assessing the satisfaction

level of JCLAYAN Students with regards to their sensations. Food quality refers to the

characteristics and attributes of food that determine its overall excellence, including taste,

freshness, nutritional value, safety, and presentation.

Price Value. Independent variable used as a basis for assessing the satisfaction level of

JCLAYAN Students in terms of the costing of the sold foods. Price value assesses whether the

price paid for a particular item, such as food in this context, is reasonable and justifiable based

on its quality, quantity, and overall satisfaction it provides.

Students. Individuals or Consumers who are enrolled in at Mataas na Paaralang Juan C. Laya

and are the respondents of the study.

Innovation. Refers to the change that can manipulate the future canteen menu selection. This is

the process of introducing new ideas, methods, products, or services that bring about positive

change and improvement. This is the solution to existing challenges or meet evolving needs.

Ethical Considerations
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Ethical considerations are essential in research to protect participants, maintain trust and

integrity, avoid harm, ensure fairness, comply with regulations, and promote responsible

research conduct. By upholding ethical principles, us, researchers can conduct studies that are

both scientifically rigorous and morally sound. With the well-being and rights of the participants

at the forefront, there are considerations to conduct the study in an ethical manner.

Firstly, Informed Consent and Voluntary Participation: It is crucial to obtain

informed consent from participants, ensuring they understand the purpose, procedures, and

potential risks or benefits of the study. Voluntary participation ensures that individuals willingly

choose to participate without any coercion or pressure. Secondly, Privacy and Anonymity:

Respecting participants' privacy is essential. Researchers must ensure that personal information

remains confidential and is not disclosed without consent. Anonymity should be maintained by

using codes or pseudonyms instead of identifying participants by their real names. Thirdly, Fair

Data Collection: Researchers should collect data in a fair and unbiased manner, ensuring that all

participants are treated equally. This includes avoiding any form of discrimination or bias during

data collection, analysis, and interpretation. Lastly, Transparent Reporting: This involves

providing a clear and accurate account of the research study, including its methodology, findings,

and limitations. This promotes trust and allows other researchers to replicate or build upon the

study's results.

Considering these ethical principles in our research study "JCLAYAN Digest: Assessing

the Students' Level of Satisfaction Towards School Canteen Menu" ensures that participants'

rights are protected, data is collected ethically, and the study's findings are reliable and

trustworthy.

Chapter II
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REVIEW OF LITERATURE AND STUDIES

Literature

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TextText TextText (Parenthetical citation- Authors’s last name, Year of publication)

Subheading

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of Publication) , Text Text Text TextText TextText TextText TextText TextText TextText Text

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Studies

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TextText TextText TextText TextText Text Text Text TextText TextText TextText TextText

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TextText TextText TextText TextText TextText TextText. Text Text Text TextText TextText

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Synthesis of Literatures and Studies

Text Text Text TextText TextText TextText TextText TextText TextText Text Text Text

TextText TextText TextText TextText TextText TextText. Text Text Text TextText TextText

TextText TextText TextText TextText Text Text Text TextText TextText TextText TextText

TextText TextText (Separate synthesized citation sources with a semi-colon). Text Text Text

TextText TextText TextText TextText TextText TextText Text Text Text TextText TextText

TextText (Arellano, 2017; Roque, 2015; Palma, 2001)

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Chapter III

METHODOLOGY

Research Design

The researchers used survey non-experimental research design. According to Mr. Allan

S. Guillermo, ________________(Explanation according to your source).

Sources of Data

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Data Collection and Sampling

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TextText TextText TextText TextText TextText TextText. Text Text Text TextText TextText

TextText TextText TextText TextText Text Text Text TextText TextText TextText TextText

TextText TextText (State how data will be collected/ to be collected and the details about

sampling)

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Data Gathering Procedure

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Text Text Text TextText TextText TextText TextText TextText TextText Text Text Text

TextText TextText TextText TextText TextText TextText. Text Text Text TextText TextText

TextText TextText TextText TextText Text Text Text TextText TextText TextText TextText

TextText TextText (State how the data will be gathered/ was gathered. Start with asking

permissions to authorities)

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Coding Process/Tools for Data Analysis

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TextText Text Text Text TextText TextText TextText TextText TextText TextText. Text Text

Text TextText TextText TextText TextText TextText TextText Text Text Text TextText

TextText TextText TextText TextText TextText(Discuss the coding and the coding process

used)

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TextText Text Text Text TextText TextText TextText TextText TextText TextText. Text Text

Text TextText TextText TextText TextText TextText TextText Text Text Text TextText

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TextText TextText TextText TextText TextText (Discuss the statistical treatments and how it

will be used/was used)

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Code Code Type Purpose

1 Pre-set Sorts the all the responses

related to the area of focus 1.

2 Pre-set Sorts the all the responses

related to the area of focus 2.

Heart Emergent Used to code feeling and

emotions of the respondents

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Chapter IV

RESULTS AND DISCUSSION/SUMMARY OF THE FINDINGS

Findings/ Thematic Reflection/ Categories formed

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TextText TextText TextText TextText TextText TextText. Text Text Text TextText TextText

TextText TextText TextText TextText Text Text Text TextText TextText TextText TextText

TextText TextText (Discuss per statement of the problem or area of focus)

Statement of the Problem/ Verbatim Responses Theme/ Category

Area of Focus

(table for qualitative research)

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Conceptual Model (optional – this is required if you are using a grounded theory design)
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Table 1
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f P Rank

Table 2
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AWM Descriptive Rank
Equivalent

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Chapter V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

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TextText TextText TextText. The following were the summary of the finding:

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Conclusions

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TextText TextText TextText. The following conclusions were derived from the summary of the

findings:

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Recommendations

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TextText TextText TextText. The following recommendations were derived from conclusions of

the study.

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BIBLIOGRAPHY

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GLOSSARY
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Appendix A

Letter to the Principal

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Appendix B

Letter to the Respondent (optional)

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Appendix C

Questionnaires / Guide Questions (for qualitative)

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Appendix D

Documentations (Pictures, Transcripts, etc.)