LEARNING ACTIVITY SHEET IN 3Is

(Inquiries, Investigations and Immersions)

Worksheet No. 3

Learner’s Name: Kimberly E. Malbog

Grade Level/Section: Grade 12 TVL BAP PALADAN

Date:4/5/22

III. ACTIVITIES

A. Practice Tasks

Task 1

RE (Resource Evaluation) Form

Type of Studies
Source
(Study or
Literature)
Title Dietary adherence and acceptability of five different diets, including vegan and
vegetarian diets, for weight loss: The New DIETs study
Author/s Wendy J Moore, Michael E McGrievy and, Gabrielle M Turner-McGrievy
Date July 2, 2015
published
URL https://pubmed.ncbi.nlm.nih.gov/26164391/
Date data 4/4/22
retrieved

Task 2

Two (2) local studies

a.

Title of Study Acceptability of Malunggay (Moringa oleifera lam) and Camote (Ipomea
batatas) Pastillas
Objective The primary purpose of this study was to investigate if malunggay (Moringa
oleifera lam) and camote (Ipomea batatas) can be developed into pastillas.
Moreover, the study attempted to determine if this food product is accepted by
the respondents in terms of its color, odor, taste and appearance.
Research Design Survey research
Respondents Respondents were the 3rd Year Bachelor of Science in Hospitality Management
students of the University of the Immaculate Conception. The respondents
evaluated the acceptability of the pastillas in terms of color, odor, taste and
 appearance.
Instrument The collection of data was done through the use of survey questionnaire.
Findings showed that malunggay and camote can serve as effective nutrient
enhancer for pastillas.
Significant Findings The overall acceptability of the product in color, odor, appearance and taste,
malunggay and camote pastillas is described slightly liked. It is recommended
that all ingredients especially the malunggay and camote, condensed milk and
vanilla be accurately measured to obtain the best results.

b.

Title of Study Consumer Preferences for Canned Tuna Products: The Case of the Largest Tuna-
Producing City in the Philippines
Objective This paper aimed to examine consumer preferences for canned tuna in a top
canned tuna-producing city in the Philippines
Research Design Qualitative approach was used to identify the attributes and levels that were
commonly considered by consumers and a quantitative approach, conjoint
analysis, was used to estimate utility and importance values of the product
attribute and levels to consumers
Respondents A total of 204 consumers were sampled in General Santos City.
Instrument Consumer preference survey
Significant Findings Based on the results of the conjoint analysis, the positive response on eco-label
may not equate to the consumer’s concern on the depleting dolphin stock
alone but on the environmental conservation in general. Despite this, we
should note that there is an increasing awareness of eco-labels. This could be a
good indicator of the consumer’s interest on environmental preservation,
particularly the marine resource, considering that General Santos City has the
highest contribution to tuna supply in the country. The misinformation on the
consumers’ part could be reduced by conducting intensive information
dissemination with regards to promoting marine resources conservation.

Two (2) foreign literatures

a.

Title of Study Survey of the Microbiological Safety of Refrigerated Ready-to-eat (RTE) Spreads
and Dips (18NS5)
Objective The aim of this survey was to investigate the prevalence of Listeria
monocytogenes, Salmonella spp., Campylobacter, Enterobacteriaceae, and
Escherichia coli (an indicator of faecal contamination) in commonly consumed,
refrigerated, RTE spreads and dips.
Research Design Survey
Respondents A total of 1,063 samples were collected in this survey.
Instrument Survey
Significant Findings The results of this survey indicate that the contamination of the surveyed
 refrigerated RTE spreads and dips with pathogenic bacteria (L. monocytogenes,
Salmonella spp.) and E. coli, as an indicator of faecal contamination, at levels
representing a risk to public health is low. These findings indicate that
refrigerated RTE spreads and dips on the market in Ireland are typically of good
microbiological quality and suggests that practices along the food chain (from
primary production of raw ingredients to handling practices by producers) are
generally good for these kinds of products. Nevertheless, the detection of
pathogens in this survey alongside the number of reported outbreaks and
RASFF notifications for pathogens in these types of products, emphasises the
need for control of contamination during processing and for producers to use
high quality raw ingredients in order to mitigate the risks associated with
foodborne illness from refrigerated RTE spreads and dips.

b.

Title of Study ACCEPTABILITY OF CASSAVA CAKE ENRICHED WITH DIFFERENT TOPPINGS

Objective This study was conducted to determine the acceptability of cassava cake
enriched with different toppings.
Research Design There were five experimental treatments composed of 5 different toppings
namely cheese, cacao, coconut, mango and pineapple and the control
treatment, the plain cassava cake. Each treatment was replicated three times.
Respondents The prepared cakes were evaluated by a taste panel according to a set of
criteria. Members of the taste panel were given 3 minutes to evaluate and rate
the samples for hedonic rating scale, food action rating and descriptive analysis.
Instrument There were five experimental treatments composed of 5 different toppings
namely cheese, cacao, coconut, mango and pineapple and the control
treatment, the plain cassava cake. Each treatment was replicated three times.
Significant Findings Results revealed that as to the overall acceptability, cassava cake topped with
cheese, coconut, mango and pineapple were rated as like moderately (7), while
cassava cake topped with cacao and the plain one were rated as like slightly (6).
Both of the ratings are on the acceptability range of Hedonic rating scale. For
the return of investment, plain cassava cake had the highest ROI followed by
the coconut topped cassava cake. The use of different toppings has effects on
the overall acceptability of the product as shown in the descriptive analysis.
Based on the overall acceptability, food action rating and product description
findings, cheese, coconut, mango and pineapple are the recommend toppings
for cassava cake. However, considering the overall acceptability and return of
investment, coconut is the most recommended.

Task 3
1. The Learning Styles of Grade 11 GAS Students: Its Effects to Academic Performance

Related Literature:

Effects of learning styles on the learners’ performance in different courses

Daniel, Price, & Merrifield (2002) studied the effects of learning styles on learners‟ success in web-based
learning environments where learners were placed into two learning styles groups (diverging and
assimilating). The results showed that diverging learners received high scores in web-based learning
environments while the assimilator learners received low scores. Daniel et al. (2002) concluded that the
type of learning style had no significant effects on the learners‟ achievement in different learning
environments for both diverging and assimilating learners. What 14 matters the most is the way learners
learn but not necessarily the environments in which they are.

Related Literature:

Methods of identifying learners’ learning styles

Jackson-Allen & Christenberry (2008) used the Learning Styles Inventory in the Dunn & Dunn (2006)
model, and investigated the learning style differences between 25 low achieving African-American males
and 25 high achieving African-American males in the tenth Grade at Clark Atlanta University. These
researchers were particularly concerned with the learning modalities and motivational factors of the
two groups. Their study indicated that more learning similarities than differences exist. No statistical
differences in auditory, visual, or tactile modalities were found.

2. The Behavior of Grade 12 TVL Students in the Work Immersion Field

Related Literature:

Immersion Guidelines and Learning Outcomes

The DepEd has issued the DepEd Order no. 30s. 2017 last June 5 on the sameyear. This order is known
as the Guidelines for Work Immersion in all Senior HighSchools (SHSs). By the time learners reach Senior
High School, they would have already acquired almost all the competencies and skills that would
prepare them for the curriculum exits (higher education, employment, middle skills development, and
entrepreneurship). Work immersion provides them with a venue to test themselves and apply what they
have learned in a non-school scenario. In work immersion, learners are not only able to apply their
previous training but are also able to experience the social interactions a work environment. Their
experiences during work immersion will develop many skills and values that would help them as they
transition from high school to real life (Section 4, DepEd Order no. 8 s. 2017). This information unveils
the goal of the work immersion program. On the other hand, it is not always advisable to lean on
something. It is really through experience that we learned more. Moreover, the work immersion might
also become a great instrument in showing the students the real meaning of “life” than in discussing
inside the room

Related Literature:
Immersion Scheduling

The Department of Labor and Employment (DOLE) explained that work immersion is the part of the
Senior High School (SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation
which the Grade 11 and 12 students will undergo to expose them to actual workplace setting and enrich
the competencies provided by the school under the supervision of the School Head and the designated
personnel of the partner. The 80 hours may be scheduled for no more than 8 cumulative or consecutive

hours per day. All Technical-Vocational institutions offering Senior High School shall also be governed by
the DepEd guidelines on the 80-hour work immersion. All applicable guidelines of TESDA and DOLE
relevant to the basic education shall apply (Labor Advisory No. 8 S. 2016). In this case, the 80-hour
applied course will definitely affect the school academicals scheduling of classes per day.

B. Assessment

Research Problem/Topic: Food related processes

in the insular cortex
Related Literature 1
The Insular Cortex—From Neuroanatomy to
Function
The insular cortex is embedded in the lateral
sulcus of the mammalian brain. On the basis of
cytoarchitectonic studies using myelin staining
techniques, the insula can be subdivided in three
major compartments according to the laminar
structure, referred to as the anterior ventral
agranular, dorsal anterior dysgranular, and
posterior granular part of the insular cortex
(Mesulam and Mufson, 1985; Gallay et al., 2012).
The agranular anterior insula in junction to the
caudal orbitofrontal cortex (OFC) and the
adjacent frontal operculum has been identified as
the primary taste cortex (Rolls, 2006). Besides
multiple perceptive inputs of gustational cues
(smell, taste, temperature, viscosity, texture) in
the anterior insula and hence different pathways,
additional granular and dysgranular regions
especially the dorsal mid-insula are involved in
gustation (De Araujo and Simon, 2009; Kurth et
al., 2010). Their close interconnections with the
OFC indicate that this part plays a predominant
role in the evaluation of motivational states and
primary reinforcers (Wager and Barrett, 2004).
Also functional connectivity based analyses
highlight the anterior part of the insular cortex as
a major hub in cerebral processing of cognitive,
emotional, motivational, and sensory stimuli,
Related Literature 2
Food Processing in the Insular Cortex
The insular cortex is integrated in a distinct
network responsible for the neural control of
appetite and the regulation of energy balance.
Whereas the hypothalamus represents the major
homeostatic player, the insular cortex is
integrated in the neural system which is involved
in the processing of external sensory information
tightly linked to reward processing (Berthoud,
2011). Therefore, the insular cortex activity also
contributes to the hedonic system. Several
neuroimaging studies emphasized the functional
contribution of the anterior insula in gustatory
perception (Small et al., 2003; Veldhuizen et al.,
2011; Figure 1A), which is represented in the
processing of visually presented (Porubska et al.,
2006; Frank et al., 2010), tasted or smelled food
stimuli (De Araujo et al., 2003), and also in food
craving (Pelchat, 1997; Pelchat et al., 2004).
Eating per se is a multimodal experience,
including taste, olfaction, smell, and
somatosensory inputs (De Araujo and Simon,
2009). As part of the primary taste and primary
olfactory cortex (Rolls, 2006; Small, 2010), the
anterior insula is also highly responsive to
different flavors (Rolls, 2005; Small, 2012; Small
and Green, 2012). Sensory food-related inputs
are combined in the anterior insula (Small, 2012),
resulting in increased activation of this region
and, defines together with the anterior cingulate after stimulation with a specific flavor (Small et
cortex (ACC) the salience network (Menon and al., 1999). Small and Prescott (2005) describe
Uddin, 2010). The anterior dysgranular part is overlapping activation in the anterior insula after
superior to the agranular part bounded on the independent stimulation with taste and odor
border to the frontal operculum. This part is cues. Besides the taste component, transferred
particularly engaged during tasks requiring from the taste buds on the tongue to the primary
executive control, shifting attention, and working taste cortex, the aroma of food is also
memory (Wager and Barrett, 2004). The experienced olfactorily via the retronasal route
intermediate part of the insula and its (Ruijschop et al., 2009; Small and Green, 2012).
dysgranular laminar structure extending into the
parietal operculum is strongly connected with all
parts of the insula and is involved in motor,
somatosensory, and pain processing (Kurth et al.,
2010). Hence, neuroanatomical findings indicate
that the insular cortex is an important structure
on the transition between allocortex and
isocortex, hinting to the involvement in a wide
range of sensory, emotional, and cognitive
processing of gustatory stimuli.

LEARNING ACTIVITY SHEET IN 3Is

(Inquiries, Investigations and Immersions)

 Worksheet No. 4

Learner’s Name: Kimberly E. Malbog

Grade Level/Section: Grade 12 TVL BAP PALADAN

Date:4/5/22

III. ACTIVITIES

A. Practice Tasks

Task 1

APA MLA Chicago Manual Style

Education Author and page number Footnote
Author and date of publication Humanities Humanities
Psychology Arts Arts
Literature Social sciences

Task 2

APA MLA Chicago Manual Style

(Calamlam, 2016, p. 12)
(Calamlam 12) Jose Mari Calamlam,
Effectiveness of Blended E-
Learning Approach in a Flipped
Classroom Environment
(Philippines, De La Salle
Santiago Zobel School, 2016),
12.

Task 3

Title of APA MLA Chicago Manual Style

Article/St Style Style
udy, etc.

Assessing (Rayl
Senior a&
High Sonso
School na,
students’ 2021,
Oral p.
Proficienc 153-
y Skills in 157)
the New
Normal
Reopenin (Li et
g Schools al.,
After a 2021,
Novel p.
Coronavir 785-
us Surge 813)

The Effect (Rafiq

of and
Students Ardian
Helping sah
Students 16-27)
(SHS)
Technique
s in
Improving
Reading
Comprehe
nsion in
the New
Normal
Era
The (Hutas
Effects of oit 1-
Distance 9)
Learning
on
Students
Mathema
tical
Communi
cation
Skills
during
COVID-19
Pandemic
Teachers' Lapada Aris Alea et al. , “Teachers' Covid-19 Awareness, Distance
Covid-19 Learning Education Experiences and Perceptions towards Institutional
Awarenes Readiness and Challenges,” Ijlter, 2020,
s, http://ijlter.net/index.php/ijlter/article/view/308.
Distance
 Learning
Education
Experienc
es and
Perceptio
ns
towards
Institution
al
Readiness
and
Challenge
s
Educators Tatiana Markova, “Educators’ and students’ perceptions of online
’ and distance education before and amid COVID-19: Key concerns and
students’ challenges,” SHS Web of Conferences, 2021, https://www.shs-
perceptio conferences.org/articles/shsconf/abs/2021/10/shsconf_dihelt2021_01
ns of 018/shsconf_dihelt2021_01018.html.
online
distance
education
before
and amid
COVID-19:
Key
concerns
and
challenge
s

B. Assessment

a. The Effect of Students Helping Students (SHS) Techniques in Improving Reading Comprehension in the
New Normal Era

APA Style: (Rafiq & Ardiansah, 2021, p. 16-27)

b. The Effects of Distance Learning on Students Mathematical Communication Skills during COVID-19
Pandemic

APA Style: (Hutasoit, 2020, p. 1-9)

c. Teachers' Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards
Institutional Readiness and Challenges

APA Style: (Alea, Fabrea, Roldan & Farooqi, 2020, p. 1-18)