World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.14-28
Authors
Franz Louie J. Ferrer, LPT
Teacher I
Longos National High School, Longos, Malabon, City
Department of Education, Schools Division Office – Malabon
Paolo Josef L. Blando, MAEd.
Programs and Partnerships Development Officer, OVPAA
Abstract
The COVID-19 pandemic disrupted education worldwide, forcing millions of learners to shift from traditional classrooms to alternative learning modalities, including modular and online instruction. In the Philippines, this sudden transition highlighted the need for quality, accessible, and learner-centered instructional materials, particularly in Technology and Livelihood Education subjects like Cookery. The study was conducted using a convergent parallel research design that concomitantly superintends the qualitative and quantitative rudiments. The participants of the study were selected from secondary Junior public school teachers of Cookery 10 in the City of Malabon, chosen through purposive sampling. A total of nineteen (19) participants were identified, consisting of three (3) T.L.E. experts, and sixteen (16) public school teachers from selected Junior public high schools in the area. The study utilized a self-constructed research instrument and an unstructured interview questionnaire. Several statistical and qualitative procedures were employed such as weighted Mean and simple thematic analysis. A four-point Likert scale was used, with ratings ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). Key results indicate that the current module’s strengths to retain were Real-life Application (Mean = 3.89), Practical Skills (Mean = 3.67), and Content and Presentation (Mean = 3.58), while areas for improvement included Development of Knowledge, Contextualization, Ease of Use, Assessment, Language, and Integration. In the enhanced module, the highest-rated areas by teachers were Alignment of Objectives (GWM = 3.81) and Organization, Design, and Provision of Learning Activities (GWM = 3.79), showing that these improvements satisfactorily met their expectations. The challenges include limited interactivity, difficult language, unclear instructions and rubrics, overly long assessments, misaligned objectives, and the need for more meaningful, culturally relevant activities and clearer, high-quality visuals. The study was recommended for Cookery 10 students, parents, Cookery 10 teachers, schools in the Division of Malabon and the SDO, Cookery module developers, and future researchers.
Keywords: Cookery, Development, Design, E-Module, and Home Economics.
Introduction
UNESCO enunciated that, in an endeavor to suppress the transfusion of the COVID-19 pandemic, eminently, countries have transiently sealed educational establishments, affecting approximately 60% of learners worldwide. Macroscopically, proximate to 200 nations restricted their academes in spring which prorogated the education of beyond than 1.5 billion juvenile populace (Deslandes - Martineau et al., 2020). To diddle the promulgation of the COVID-19 pandemic, nations worldwide shuttered academic establishments for about two months. Over 1.2 billion students globally, including 28 million in the Philippines were affected. Faculty, staff and learners ought to stringently adhere salutiferous mores such as handwashing, hygienics, and contact tracing. Educational institutions faced predicaments like meagerness of instructional materials, paucity of instructors, exiguity of facilities, yet community robustness remained an interest (Tria, 2020).
Sizable incongruousness in ingress to technology across diverse areas were uncovered by the COVID-19 pandemic. Online mediums became the premier means to empower juveniles to erudition from domicile, generally the most efficacious erudition methodology. A subordinate than 10 (ten) percent of the populace were obtained by online mediums, in some nations. This is due to limited internet congruence, electricity, and appurtenances with meritorious competencies (UNICEF Regional Office for South Asia, 2020). The DepEd (2020) bestowed SLMs or Self-Learning Modules with the alternate literacy dispensation methodologies to be advocated for Academic Year 2020-2021 such as online, blended, directive that is radio-based, television-based, and modular as its exemplifications. The Self-Learning Modules and the auxiliary alternate literacy transmission approaches were primed in warranting that primary education will be procurable, penetrated offline or online as promulgated by the Department, for ménages with apparatus and contraptions.
The authorized appellation of an unprecedented coronavirus that commenced in Wuhan, China, unfurled globally with an abruptly expeditious speed was COVID-19 or Coronavirus Disease 2019 (Rupani et al., 2020). As a repercussion, the DepEd abetted alternate distance literacy modes in digital configuration (DepEd, 2020). Some of the ubiquitous quandaries in dispensing modular codification were preparedness of modules, dispensation of modules to the learners, cognizance of learners’ consummated erudition, recapture of modules, checking students’ rejoinders and yielding rebuttals to their students’ rejoinders (Castroverde & Acala, 2021). The harnessing of modules also bolsters autonomous cogitation. It oversees learners to recapitulate or execute facts. The students ameliorate on their own, with scant or no abetment from the educator. Educators contemplate to a manifold of learners who exercise diverse undertakings (Nardo, 2017). Exiguity of particularized rewards for staff and educators, expanded preparedness time, self- motivation compulsory for learners, preponderant self-discipline, and immense administrative assets indispensable to oversee learners and contrive manifold modules constitute the detriments of modular edification (Dangle & Sumaoang, 2020).
It was proven that a developed interactive learning module with validity in terms of Learning Procedure, Content, Learning Objectives, and Learning Assessment, and Acceptability in terms of Relevance, Clarity, Organization, Aesthetic Value, and Suitability has improved the level of student's performance in Cookery 9, through the means of a practical test, which corroborated with the legitimacy of the contrived module for Cookery 9 that was interactive for the 4 (four) quarters (Padilla, 2021). There were multitudinous methodologies on how to dispense learner support to students who were having encumbrances acclimatizing to modular distance learning, as well as the varied roles that educators portrayed during the COVID-19 pandemic were ratiocinated (Pedragoza, 2021).
In its pursuit of sterling edification betwixt the COVID-19 pandemic, Longos National High School persevered unflinchingly to persist erudition. As part of dispensing superlative, economical, and acquirable edification to unabridged learners, Longos National High School scrupulously adhered to alternative distance erudition dispensation modalities promulgated by DepEd. It took pride in the 3 (three) modalities of remote erudition that is proffered to its learners, which comprised Online Module, OTG/Digitized Module, and Printed Module. Students, with their parents or guardians, were apportioned the sovereignty to opt which platform based on their LESF or Learner Enrollment Survey Form.
The researcher would like to explore the module’s Real-Life Application, Development of Knowledge in Cookery and Ease of Use. Through this study, it contributed in the enhancements to be made in the existing self-learning module in Grade 10–Cookery. This study strived to ascertain the strengths and weaknesses of the current module in Cookery 10 and utilized those findings in enriching the said module. The ways by which educators and learners assess the current Cookery 10 module in terms of its usefulness and acceptability will be the subject of consideration during the enhancement and enrichment stage of the study.
Other relevant literature and studies on current module development were utilized to guarantee that the sources were linked, trustworthy, and reputable. The researcher combed through a number of articles and publications in order to assemble relevant and valuable content that was almost similar to and aligned with module development.
Technology was cognized as a threat or opportunity in dispensing distance learning. Instructors were barraged with admonition and habitudes that are exemplary on how to contrive TEDL to dispense and secondly, the informational rudiments may be congruously administered (Surma & Kirschner, 2020).
The parents and the academe were afflicted by the extensive pervasiveness of the COVID-19 pandemic. Conjunct propinquity was eschewed by learners, owing to the schools’ unanticipated discontinuance while nearly all schools have commenced classes online. Parents regarded a ceremoniously standardized rote that bolsters children to comprehend on an accustomed timeline (Bhamani et al., 2020).
The study was anchored on several theories that guided the development of the Cookery 10 module. The constructivist strategy by Jerome Bruner steered the learners to cognize the lesson further via concept framing, protract their dexterity of erudition, cultivate vigilance in literacy, and flourish learners’ aptitude to unravel quandary methodically (Sani, 2017). The procedure of complementing the coverage of the curriculum and instructional methodologies that are appropriate to students is termed as curriculum contextualization. Curriculum localization was a vital feature of the K to 12 curriculum (DepEd, 2016). A conception that abets instructors to correlate the pivot or crux of the subject to statuses in the real-life and galvanizes learners to spawn junctions betwixt its exertion in learners’ lives and erudition is appertained to as contextual learning (Rizal et al., 2021). Realized contextualization is a method of literacy as emplaced in an environment, in which the material and social environment can dispense consciously to the augmentation of awareness (Giamellaro, 2017). Lastly, EL or experiential learning, progressed by Kolb in 1984, is a manifestation for conjecturing the paradox betwixt how data is conglomerated and how it is harnessed. It is riveted on erudition via experience and assessing students in conformity with their precursory explorations (Kong, 2021).
Statement of the Problem
In view of the problem presented, the researcher sought to design and develop a Cookery E-Module in Home Economics 10. Specifically, it aimed to address the following research problems: (1) the areas of the current module should be retained to meet the learning needs of the students, including real-life application, practical skills, content, and presentation; (2) the areas of the current module should be improved to meet the learning needs of the students, such as language, assessment, development of knowledge in Cookery, ease of use, contextualization, and integration; (3) how teachers assess the module in terms of content, order of content, use of resources and learning process, comprehension and language used, assessment, alignment of objectives, organization of topics, design of learning activities, provision of learning activities, and appropriate visuals; and (4) the challenges teachers encounter in using the Cookery 10 E-Module.
Methods
The study was conducted using a convergent parallel research design. A convergent parallel design encompasses that researcher concomitantly superintends the qualitative and quantitative rudiments which are in the concordant scaffolding of the methodology, equitably excogitates the methodology, autonomously scrutinizes the two (2) constituents and contemporaneously demystifies the ramifications (Demir & Pismek, 2018). The contemporaneous accretion of quantitative and qualitative data and is a coetaneous expedient is denominated as the convergent-parallel scheme, perambulated by the amalgamation and similitude of these multitudinous antecedents of information. The conglomeration of divergent but supplementary findings on the synonymous spectacles is what this methodology subsumes. This scheme is intermittently appertained to as the concurrent triangulation design or the single phase in as much as the data is anthologized and scrutinized discretely simultaneously (Edmonds & Kennedy, 2017).
Participants
The participants of the study were selected from secondary Junior public school teachers of Cookery 10 in the City of Malabon, chosen through purposive sampling. A total of nineteen (19) participants were identified, consisiting of three (3) T.L.E. experts, one of whom could be a T.L.E. Education Program Supervisor from any division outside Malabon City, and sixteen (16) public school teachers from selected Junior public high schools in the area.
The number of respondents was determined using Slovin’s formula. However, due to the teachers’ heavy workload during the pandemic, only four (4) public school teachers were able to participate. Similarly, only three (3) T.L.E. experts were available to provide their feedback and evaluation of the learning module because of schedule conflicts. Despite the limited sample size, the use of a convergent parallel research design compensated for this constraint through data and response saturation.
Instruments
The study utilized a self-constructed research instrument, including needs analysis, a survey questionnaire, and an unstructured interview questionnaire with a Focus group discussion (FGD), completed by T.L.E. experts and teacher respondents to gather data based on their perspectives and knowledge of existing measures and circumstances. Each of the questionnaire underwent pilot testing, yielding cronbach alpha values of 0.92 for Cookery 10 teachers and 0.82 for T.L.E. experts, indicating acceptable reliability.
It consisted of a four-page questionnaire with two parts, written in English language format, containing of a total number of thirty-seven (37) checklist-type questions rated numerically from 1 to 4 based on Likert rating scale. Focus group discussion included fifteen (15) questions for the teacher-respondents and ten (10) questions for the T.L.E. experts. All questions were evaluated and validated by a statistician and two experts in Cookery.
Data Gathering Procedures
Several data gathering procedures were accomplished to corroborate the consistency and fluidity of the research strategies to be undertaken. Before the primary conduct of survey and interview to the designated respondents, the researcher asked permissions from authorized personnel of the school targeted for a research study. After informing the respondents about the details of the implementation of data gathering, the administration of needs analysis questionnaire to T.L.E. experts took place, followed by the administration of survey questionnaires to Cookery 10 teachers, and the conduct of focus group discussion and documentary analysis for both T.L.E. experts and Cookery 10 teacher respondents, after which, results were gathered by the researcher for data consolidation.
Several statistical and qualitative procedures were employed to analyze data for each research problem. Weighted Mean was used to interpret data on the areas of the current module that should be retained or improved to meet the learning needs of the students. T.L.E. experts assessed the existing Cookery 10 module in terms of content, presentation, language, assessment, practical skills, real-life application, development of knowledge in Cookery, ease of use, contextualization, and integration. Teacher-respondents assessed the enhanced module in terms of content, order of content, use of resources and learning process, comprehension and language used, assessment, alignment of objectives, organization of topics, design of learning activities, provision of learning activities, and provision of appropriate visuals. A four-point Likert scale was used, with ratings ranging from 1 (Strongly Disagree) to 4 (Strongly Agree). For Problem 4, simple thematic coding was utilized to determine and analyze the challenges encountered by teachers and students in using the Cookery 10 E-Module. The qualitative data analysis was anchored on Creswell and Creswell (2018) involving several steps.
Results
1. What areas of the current module should be retained to meet the learning needs of the students?
According to the areas of the current module that should be retained based on the needs analysis were Real-life Application (Mean = 3.89), Practical Skills (Mean = 3.67), Content and Presentation (Mean = 3.58). These areas were labeled as Excellent which implies that these should be retained to meet the learning needs of the students.
2. What areas of the current module should be improved to meet the learning needs of the students?
The areas of the current module that should be improved based on the needs analysis were Development of Knowledge in Cookery and Contextualization (Mean = 3.44), Ease of Use (Mean = 3.42.), Assessment (Mean = 3.27) and Language (Mean = 3.13) and Integration (Mean = 3.11).
3. How do teachers assess the enhanced module in terms of in terms of content, order of content, use of resources and learning process, comprehension and language used, assessment, alignment of objectives, organization of topics, design of learning activities, provision of learning activities, and appropriate visuals?
According to the areas of the enhanced module that were assessed by the Cookery 10 teachers, the highest rated areas were Content (GWM = 3.63), Assessment (GWM = 3.74), Alignment of Objectives (GWM = 3.81), Organization of Topics, Design of Learning Activities and Provision of Learning Activities (GWM = 3.79), Comprehension and Language Used (GWM = 3.69), Order of Content, Use of Resources and Learning Process (GWM = 3.58), and Provision of Appropriate Visuals (GWM = 3.58). These areas were labeled as Strongly Agree, which implies that these areas satisfactorily met the teachers’ expectations for the Cookery content.
4. What are the challenges encountered by the teachers in the use of the Cookery 10 E- module?
A greater part of the interview data revealed the positive reception of the respondents regarding the module. They mentioned that they are thankful for the module, and it supplements the DepEd module well. Challenges noted by the respondents include, in terms of content, the lack of interactive activities to foster student engagement. For Comprehension and Language Used, some words were hard to understand and pronounce, and respondents suggested using simpler words, clearer instructions, mother tongue, pronunciation and word guides, and a teacher’s guide. For Assessment, respondents noted assessments were too long with unclear rubrics and recommended more situational items and clearer directions. For Alignment of Objectives, inclusion of a guide for terminologies and relevant lesson objectives was suggested. For Organization of Topics, Design of Learning Activities, and Provision of Learning Activities, respondents recommended making activities more meaningful, adaptive, and relevant to locality, culture, and resources. Lastly, they suggested high resolution, clearer, more realistic photos, especially for meat cuts and plating.
Discussions
Based on the assessment of the experts, the areas of Real-Life Application, Practical Skills, Content and Presentation should be retained, as they were meaningfully incorporated in the current Cookery module. Meanwhile, the areas of Language, Assessment, Development of Knowledge in Cookery, Contextualization, Integration, and Ease of Use should be improved to respond to the needs of the learners. The researcher used the experts’ recommendations to develop an enhanced module relevant for Cookery 10 students. According to the teachers’ assessment, the top clustered areas were Alignment of Objectives, Organization of Topics, Design of Learning Activities, Provision of Learning Activities, and Assessment. The bottom clustered areas were Content, Order of Content, Use of Resources and Learning Process, and Provision of Appropriate Visuals, indicating that the enhanced module was more relevant, appropriate, and useful compared to the current module.
The careful documentary analysis of the current Cookery 10 module yielded clear areas of strength and areas for improvement pointed out the importance of real-life application and development of practical skills, which were the hallmarks of the K-12 curriculum, were given due attention in the current module alongside the content and presentation. However, the current module missed out on the areas pertaining to language, assessment, development of knowledge in Cookery, contextualization, integration and ease of use which were equally significant in the pursuit of the learning area standards. This in turn allowed the researcher to craft an enhanced module that incorporates both areas to be retained and improved. The Cookery teachers well received the enhanced Cookery module, cognizant of the challenges they encountered with the current module, which provided greater evidence for further review and addressing some areas prior to actual implementation to serve its intended purpose.
The researcher recommends the study for Cookery 10 students, parents, Cookery 10 teachers, schools in the Division of Malabon and the SDO, Cookery module developers, and future researchers.
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DOI 10.65494/pinagpalapublishing.23
