WORLD EDUCATION CONNECT MULTIDISCIPLINARY E-PUBLICATION
Vol. V Issue IX (September 2025)
International Circulation
This is an open-access, peer-reviewed, and refereed international publication in online & printed versions that features research papers, abstracts, theses, dissertations, and journals. It is registered to the ISSN National Center of the Philippines, and ISSN International Center, the Global Index for Continuing Resources with ISSN (Online) 2799-0842 and ISSN (Print) 2799-130X.
World Education Connect Multidisciplinary e-Publication, Vol. V, Issue IX (September 2025), pp.31-33
Christian V. Auxtero
UPHSD, Metro Manila
Jennifer B.Barias
UPHSD, Metro Manila
Abstract
Secondary students in a congressional district of Quezon Province were examined in relation to the impact of school-based cookery livelihood initiatives on their experiential, integrative, and entrepreneurial learning.Guided by a descriptive‑correlational approach, the team used a validated questionnaire and standard descriptive and correlational analyses. Students described entrepreneurial and experiential learning as the strongest gains, noting confidence in product planning, selling, and learning by doing. Integrative learning was also evident, yet less consistent, particularly around applying science, technology, and cost analysis. Students and teachers pointed to recurring obstacles: scarce ingredients and tools, cramped or outdated kitchens, and uneven support from the wider community. Analysis indicated a modest inverse link between resource scarcity and the depth of hands‑on learning, suggesting that shortages blunt the very experiences that make cookery truly powerful. The study led to an enhancement program that prioritizes resourcing laboratories, targeted professional development on food safety, costing, and product development, and partnership building with local industry and civic groups to sustain real‑world learning.
Introduction
Technology and Livelihood Education weaves practical skills, entrepreneurial mindsets, and cross‑curricular knowledge into everyday school life. In this track, cookery projects become living laboratories: students plan menus, cost ingredients, practice safe food handling, produce saleable items, and reflect on feedback from customers. The study traced effectiveness across entrepreneurial, experiential, and integrative learning while listening to classroom realities. Participants described gains in confidence, teamwork, problem solving, and the ability to connect science, math, and enterprise. They also named obstacles—limited supplies, cramped kitchens, and uneven training and community linkages—leading to an enhancement program focused on resourcing labs, mentoring teachers, and building partnerships.
Methods
A descriptive–correlational approach was used. Student participants (n=200) completed a researcher-made survey with two parts: demographics and domain-specific indicators rated on 4-point Likert scales. The instrument was expert-validated and pilot-tested; reliability was acceptable (α = .84). Data collection followed informed-consent protocols and three procedural phases (instrument preparation, administration, and analysis). Statistical treatment comprised frequency, percentage, weighted mean, and Pearson correlation.
Results
Students credited the cookery projects with very strong gains in both entrepreneurial and experiential learning. Entrepreneurial learning was rated Very High overall (M=3.32), with the most enthusiastic marks for real marketing and selling practice (M=3.80) and for how the projects sparked motivation to pursue food entrepreneurship (M=3.83). Experiential learning was likewise Very High (M=3.32): learners agreed that “learning by doing” deepened retention (M=3.54) and that sessions convincingly simulated real kitchen environments (M=3.46). Integrative learning registered a High overall assessment (M=3.18). Here, the strongest thread was problem‑solving that stitched together ideas from different subjects (M=3.55), while technology‑based tasks (M=2.76) and the explicit use of scientific concepts (M=2.89) lagged behind—signaling clear targets for curricular refinement without diminishing the broad instructional value students experienced.
Implementation challenges. Students strongly agreed that resource shortages disrupted classes—ingredients (M=3.64), storage (M=3.70), and overall supply unavailability (M=3.98). Teacher development gaps were also prominent (overall M=3.29), citing insufficient hands-on training, limited networking, and few food safety seminars. Community support was uneven (M=3.18), with limited recognition of outputs and few sustained partnerships. Correlational analysis showed a small but significant negative link between resource scarcity and experiential learning (r = −.176, p = .013); other correlations were non-significant.
Discussion and Conclusions
The pattern is clear: when tools, ingredients, and functional lab spaces are constrained, the very heart of cookery—experiential learning—suffers. This aligns with evidence that skill performance in culinary education rises when sensory/experiential pedagogies are well-supported. At the same time, teacher learning matters: reviews indicate that professional learning featuring training plus ongoing coaching and collaborative CPD is likeliest to lift student outcomes, a useful guide for the TLE context.
Policy levers in the Philippines can anchor these improvements. DepEd’s Joint Delivery Voucher Program (JDVP) helps resource specialized SHS TVL provisions via external partners; where feasible, analogous partnerships at the JHS level could be cultivated locally to expand facility access and immersion experiences. TESDA’s national standards (e.g., Cookery NC II) provide a competency benchmark and an external alignment target for schools upgrading labs and assessment practices. Local studies also point to the entrepreneurial promise of embedding livelihood projects in cookery and to the importance of nurturing students’ personal entrepreneurial competencies.
Implications. The proposed Enhancement Program is well-aimed: (1) address resource bottlenecks through planned procurement and shared-use partnerships; (2) institute continuous, practice-anchored PD (food safety, cost control, product development, digital selling) with coaching and industry mentoring; and (3) formalize school–community–industry linkages (e.g., cookery fairs, micro-ventures, work immersion). Future work can test impacts with quasi-experimental designs and broaden measures (e.g., industry certifications, venture prototypes, costed menus). Limitations include non-probability sampling, self-report measures, and a single-district scope.
References
Damsbo‑Svendsen, M., Karpantschof, B. E. M., Stovgaard, M., Christensen, J. H., & Frøst, M. B. (2022). Effects on skills and knowledge of a sensory teaching program for culinary students. International Journal of Food Design, 7(2), 119–141. (Intellect Discover)
Department of Education (DepEd). (2023). Guidelines on the Implementation of the Joint Delivery Voucher Program for Senior High School (SHS) Tech‑Voc Specializations (SY 2023–2024) (DO 006, s. 2023). (Department of Education)
Obregon, K. A., Largo, J. M. R., Aparre, P. A. S., Rama, M. N. A., & Polinar, M. A. N. (2023). Personal entrepreneurial competencies of TVL–Cookery students at Mabolo National High School. Psychology and Education: A Multidisciplinary Journal, 11, 917–926. (Philippine EJournals)
Origenes, A. M. D. (2024). Integration of livelihood project in the Cookery specialization and entrepreneurship skills development among Grade 11 TVL students. TWIST Journal, 19, 201–210. (TWIST Journal)
TESDA. (2022). Promulgated Training Regulations (as of May 2022) (includes Cookery NC II code TRSCOK214). (Tesda)
Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open. (ScienceDirect)
DOI 10.5281/zenodo.17082338
