ASSESSMENT OF TECHNICAL SKILLS AND COMPETENCY IN SELECTED FSM COURSES

OF BTVTEd STUDENTS

LOUELLA G. REPOLLO
http://orcid.org/0000-0002-6437-2351
[email protected]
Dalubhasaan ng Lungsod ng Lucena, Philippines
(Brgy.Isabang, Lucena City)
Tel. No.& Telefax No. (042) 797-1671

ABSTRACT

The purpose of this study, "Assessment of Technical Skills and Competency in Selected FSM
Courses of BTVTEd Students," was to learn about the relationship between Technical Skills and
Competency of third-year BTVTEd students from Dalubhasaan ng Lungsod ng Lucena. The goal
of this study is to assess the respondents' level of technical skills in terms of knowledge, skills,
and attitude, assess the level of competency in terms of the following courses: cooking, food and
beverages (FBS), and bread and pastry production (BPP), determine whether skill level and
competency are significantly related, and create an evaluation form of the least-mastered skills of
the BTVTE students as an output of the study. The study aimed to determine the least mastered
skills of the third-year BTVTEd students, with the aim of creating an evaluation form to improve
the performance of the BTVTEd students in Dalubhasaan ng Lunsod ng Lucena. Through data
conducted findings revealed that there is a significant relationship between the technical skills
and competency of the respondents. The researcher recommends improving the least mastered
skills of the BTVTEd students through the use of written tests aligned to their technical skills in
terms of knowledge, skills, and attitude and becoming highly competent in different competency
areas in food and beverage services, cookery, and bread and pastry production.

Keywords: attitude, competency, knowledge, skills, and technical skills

Pastry Production NCII, Food and Beverage

Services NCII and Cookery NCIII BTVTEd
INTRODUCTION CHED, 2017. BTVTEd students were
encourage to take the National Certificate of
The first year of the pandemic has been TESDA because having a National
difficult to all, especially to the students Certificate would serve as an advantage in
studying BTVTEd because this course pays the excellence of the skills you have taken.
attention to their skills especially when it The Technical Education Skills and
comes to their major in FSM courses. All Development Authority (TESDA) requires
student faces different challenges and having proper process of preparing and
difficulties in preparing for the National training before taking National Assessment.
Assessment, which this study seeks to The Bachelor of Technical-Vocational
resolve the various problems that the learner Teacher Education (BTVTEd) program aims
faces. According to Technical Education and to develop highly competent and motivated
Skills Development Authority Training teachers in technical and vocational
Regulation, 2013. FSM course is designed to education in their area of specialization. The
enhance the knowledge, skills and work researcher aligns as used in TESDA, this
attitude of food and service managers in term refers to the application of knowledge,
accordance to needs of industry. FSM is the skills and attitude required to complete a
major course that required taking National work activity in a range of context and
Certificate Program that are Bread and environment to standard expected in the
workplace to the assessment the technical OBJECTIVES OF THE STUDY
skills in taking the TESDA National
Certificate. This study was conducted to (1) assess the
Otherwise, the students would be respondents' level of technical skills in terms
able to focus and practice the proper of knowledge, skills, and attitude. (2) Assess
technical skills that would be use to obtain the level of competency in terms of the
the national certificate, and it would also help following courses: cooking, food and
us get used to it by ourselves as teachers beverages (FBS), and bread and pastry
that are accustomed to our major skills. production (BPP). (3) Determine whether
Evaluation form of least mastered skills skill level and competency are significantly
would assist the BTVTEd student in related. (4) Create an evaluation form of the
strengthening the skills that we must acquire least-mastered skills of the BTVTE students
or achieve as a BTVTEd student. Bachelor of as an output of the study.
Technical-Vocational Teacher Education
(BTVTEd) Curriculum Guide (2016), The RESEARCH METHODOLOGY
Professional Education subjects are based
on the revised undergraduate teacher The study would take place at
education curriculum. The technology Dalubhasaan ng Lungsod ng Lucena (DLL),
specialization subjects, on the other hand, formerly known as City College of Lucena
are based on competency standards (CLL). The school is located in Lucena City's
indicated in the Competency Based Barangay Isabang, Quezon Province. In
Curriculum (CBC) of the Technical Education 2001, the Dalubhasaan ng Lungsod ng
and Skills Development Authority (TESDA). Lucena establishes the only public higher
The term "least mastered skills" education institution. The researcher uses
refers to any skill from a list of competencies the descriptive correlation method of
for a particular topic that learners find the quantitative research to describe the level of
most challenging to do. It also refers to a technical skills and competency of the
collection of tasks that learners perform respondents, using a survey questionnaire to
poorly, either individually or in groups. gather data. Quantitative research allows for
However, this kind of problem produces the the collection of significant quantifiable data
most difficulty among students since they that can be used for statistical analysis of the
don't fully comprehend the subject. In order population. The researcher used purposeful
to improve the teachers' abilities on the sampling. The respondents in this study are
Enhanced K–12 Basic Education Dalubhasaan ng Lungsod ng Lucena 3rd
Curriculum, a training design and materials year BTVTEd students. The availability
were developed based on the identified least sampling method was utilized to select 3rd
mastered skills of the instructors. year students as respondents. The
Evaluating the students can be thought to respondents were selected based on the
enhance the professional knowledge, skills, students that have not taken the National
and attitudes of educators so that they might, Certificate of TESDA. Third-year students of
in turn, improve the learning of students. BTVTEd 3A are twenty (20), and students of
Evaluation is an important part of teacher BTVTEd 3B are twenty-four (24) Students
preparation to assess the students’ learning are selected due to their availability and
especially for those aspects of teaching that willingness to answer the survey
are more skill-like in their conception. questionnaire. The researcher requested
However, but there are many other important approval from the professor and program
aspects of teaching that can only be nurtured head to secure permission to gather data for
through reflective strategies and experiences the study.
(Rahman, et. al., 2011). In addition, the researcher asked permission
and coordination with the school head,
Dalubhasaan ng Lungsod ng Lucena. Then,
the researcher distributes the questionnaire Table 1: Level of Technical Skills in terms of
to all 3rd-year BTVTE students to gather Knowledge
Statement 4 3 2 1 WM Verbal
reliable data. A Google Forms-type Interpretation
questionnaire was given to the respondents.
The researchers would analyze the gathered As a Person to be Certified,
data and compute the skill assessments of I am prepared to…
the respondents. The results of the study 1. Familiarize 14 25 5 0 3.20 EFFICIENT
time
would be determined, analyzed, and utilized management
in creating the output of this study, which is methods and
an evaluation form for least-mastered skills. concept
The researcher utilized the appropriate 2. Select 10 26 8 0 3.05 EFFICIENT
strategies and
standard tool to analyze the gathered data techniques
where the respondent responses are incorporate to
handled statistically. This explains that the assessment
statistical tool applied to interpret and 3. Work 16 20 8 0 3.18 EFFICIENT
analyze the data gathered in the study. This planning and
prioritization
research design includes the procedure and 4. Critique
formula provided the instrument. effectiveness 14 21 9 0 3.11 EFFICIENT
in working
RESULTS AND DISCUSSION independently
by identifying
enablers and
1. Level of Technical Skills in terms of barriers to
Knowledge achieving
goals
Table 1 shows the general weighted mean of 5. Formulate 12 23 9 0 3.07 EFFICIENT
decision in
3.12 for the level of technical skills of a certain
Bachelor of Technical-Vocational Teacher situation in
Education person in terms of knowledge. assessment
This is evident in the highest weighted
Average Weighted Mean 3.12 EFFICIENT
average mean of 3.20 with a verbal
interpretation of efficient, where item number
1 indicates "Familiarize time management
methods and concepts." Then comes item 2. Level of Technical Skills in terms of
number two, which has the lowest weighted Skills
average mean of 3.05 and a verbal
interpretation of efficient that indicates Table 2 shows the general weighted mean of
"select strategies and techniques incorporate 3.17 for the level of technical skills of the
into assessment. "Item number 3, which Bachelor of Technical-Vocational Teacher
indicates "work planning and prioritization," Education person to be certified in terms of
has a weighted average mean of 3.18 with a skills. This is evident in the highest weighted
verbal interpretation of "efficient." Item average mean of 3.39 with a verbal
number 4, which indicates "critical interpretation of "highly efficient," which
effectiveness in working independently by indicates that item number 1 indicates
identifying enablers and barriers to achieving "perform use of tools and equipment." Then,
goals," has a weighted average mean of 3.11 item number 4 has the lowest weighted
with a verbal interpretation of "efficient." Item average mean of 3.00 with a verbal
number 5, which indicates "formulate a interpretation of efficient that indicates
decision in a certain situation in "Negotiate and resolve conflict." Item number
assessment," has a weighted average mean 2, which indicates "perform oral
of 3.07 with a verbal interpretation of communication skills," has a weighted
"efficient."
 average mean of 3.27 with a verbal independently and with resilience," has a
interpretation of "highly efficient." Item weighted average mean of 3.32 with a
number 3, which indicates "execute verbal interpretation of "highly efficient."
manipulative skills," has a weighted average Item number 3, which indicates "Perform
mean of 3.02 with a verbal interpretation of task initiative," has a weighted average
"efficient." Item number 5, which indicates mean of 3.23 with a verbal interpretation of
"Perform an organized pattern of muscular "efficient."
activities," has a weighted average mean of
3.18 with a verbal interpretation of "efficient." Table 3. Level of Technical Skills in terms of
Attitude
Table 2. Level of Technical Skills in terms of Skills Statement 4 3 2 1 WM Verbal
Statement Verbal Interpretation
4 3 2 1 WM Interpretation

As a Person to be
As a Person to be Certified,
Certified,
I am prepared to…
I am prepared to…
1. Show 19 22 3 0 3.36 HIGHLY
1. Perform use of 18 25 1 0 3.39 HIGHLY professionalism EFFICIENT
tools and EFFICIENT
equipment 2. Work 18 22 4 0 3.32 HIGHLY
independent EFFICIENT
2. Perform oral 15 26 3 0 3.27 HIGHLY and resilient
communication EFFICIENT
skills 3. Perform task 14 26 4 0 3.23 EFFICIENT
initiative
4. Handle 16 21 6 1 3.18 EFFICIENT
3. Execute 9 27 8 0 3.02 EFFICIENT criticism
manipulative
skills
5. Value peer’s 20 21 2 1 3.36 HIGHLY
4. Negotiate and 9 26 9 0 3.00 EFFICIENT advice EFFICIENT
resolve conflict
Average Weighted Mean 3.29 HIGHLY
5. Perform 14 24 6 0 3.18 EFFICIENT
EFFICIENT
organized
pattern of
muscular 4. Summary of Level of Technical Skill
activities

Table 4 shows the general weighted mean

3. Level of Technical Skills in terms of of 3.20 of Level of Technical Skills of
Attitude Bachelor of Technical-Vocational Education
PERSON TO CERTIFIED. This is evident in
Table 3 shows the general weighted the Knowledge has weighted average mean
mean of 3.29 for the level of technical skills of 3.12 with verbal interpretations of efficient
of the Bachelor of Technical-Vocational that support the concept of knowledge
Teacher Education person to be certified in competency has an impact on student
terms of attitude. This is evident in item success, such as work planning and
number 5's highest weighted average mean prioritization strategies, understanding
of 3.36 with a verbal interpretation of highly cultural diversity.
efficient. Then, item number 4 has the
lowest weighted average mean of 3.18 with
a verbal interpretation of efficient that
indicates "Handle criticism." Item number 1,
which indicates "Show professionalism," has
a weighted average mean of 3.36 with a
verbal interpretation of "highly efficient."
Item number 2, which indicates "Work
workplace, and customer service excellence
strategies (2015).
 Table 4. Summary of Level of Technical Skill Table 5. Level of Competency in Food and Beverage Services
Level of AWM Verbal NC II
Technical Skills Interpretation Statement 4 3 2 1 WM Verbal
Interpretation
1.Knowledge 3.12 EFFICIENT
As a Person to
2. Skills 3.17 EFFICIENT be Certified, I
am prepared
3. Attitude to…
3.29 HIGHLY
Provide link
EFFICIENT between
Composite kitchen &
Mean 3.20 EFFICIENT service areas
1. Liaise
between kitchen 13 28 3 0 3.23 COMPETENT
and service
areas
2. Clean and 22 21 1 0 3.48 HIGHLY
5. Level of Competency in Food and clear food COMPETENT
Beverage Services NC II service area
Table 5 shows the general weighted mean of Provide food and beverage
service
3.24 for the Level of Competency in Food and
3. Prepare
Beverage Services NC II. This is evident in the dining/restaurant 14 24 6 0 3.18 COMPETENT
highest weighted average mean of 3.48 with a area for service
4. Prepare and 16 23 5 0 3.25 HIGHLY
verbal interpretation of "highly competent" that set tables COMPETENT
item number 2 indicates "a clean and clear food 5. Welcome 21 18 4 0 3.40 HIGHLY
service area," followed by the second highest customers COMPETENT
weighted mean of 3.40 with a verbal 6. Take and 17 24 2 1 3.30 HIGHLY
process orders COMPETENT
interpretation of "highly competent" that item 7. Serve and 18 22 4 0 3.32 HIGHLY
number 5 indicates "welcome customers. clear food and COMPETENT
"Then, item number 12 has the lowest weighted drinks
8. Close down 14 23 6 1 3.14 COMPETENT
average mean of 3.12 with a verbal restaurant/dining
interpretation of competent that indicates area
Provide room service
"present room service accounts." According to
NC II TESDA Food and Beverage Service, Food
9. Take and 18 20 6 0 3.27 HIGHLY
and Beverage Services NC II is a technical- process room COMPETENT
vocational program that prepares food plans service orders
and meals for restaurants, hotels, canteens, 10. Set-up trays 14 22 6 1 3.14 COMPETENT
and trolleys
banquets, functions, and any other
establishment that serves food to a large 11. Present 15 25 3 1 3.23 COMPETENT
room service
number of people. meals and
beverages to
guest
12. Present 13 22 8 0 3.12 COMPETENT
room service
accounts
13. Clear room 17 22 5 0 3.27 HIGHLY
service area COMPETENT
Develop & update food &
beverage knowledge
14. Research
general 12 26 6 0 3.14 COMPETENT
information on
food and
beverage
cocktails
15. Share 13 25 6 0 3.16 COMPETENT
information with
customers

Average Weighted Mean 3.24 COMPETENT

 Table 6. Level of Competency in Cookery NC II
6. Level of Competency in Food and Statement 4 3 2 1 WM Verbal
Beverage Services NC II. Interpretatio
n

As a Person to be
Table 6 shows the general weighted mean of Certified, I am prepared
3.26 for the Level of Competency in Cookery NC to…
Clean and maintain
II. This is evident in the highest weighted kitchen premises
1. Clean, sanitize and 26 17 1 0 3.57 HIGHLY
average mean of 3.57 with a verbal store equipment COMPETENT
2. Clean and sanitize 26 16 1 1 3.52 HIGHLY
interpretation of "highly competent" that item premises COMPETENT
number 1 indicates "clean, sanitize, and store 3. Dispose of waste 27 14 3 0 3.55 HIGHLY
COMPETENT
equipment," followed by the second highest Prepare stocks, sauces and soup
weighted mean of 3.55 with a verbal 4. Prepare stocks, glazes
and essences required 15 23 5 1 3.18 COMPETENT
interpretation of "highly competent" that item for menu items tools and
number 3 indicates "dispose of waste. "Then, equipment
5. Prepare soups 18 18 7 1 3.20 COMPETENT
item number 22 has the lowest weighted required for menu items.
6. Prepare sauces 14 22 7 1 3.11 COMPETENT
average mean of 2.93 with a verbal required for menu item
interpretation of competent that indicates 7. Store and reconstitute
stocks, sauces and
13 24 6 1 3.11 COMPETENT

"Present meat cuts for service." The Cookery soups

Prepare appetizers
NC II program under the Technical-Vocational
8. Prepare mis en place 27 11 5 0 3.51 HIGHLY
Program develops student skills in menu COMPETENT
9. Prepare a range of 16 22 5 1 3.20 COMPETENT
planning, preparation, cooking, and serving. appetizers
Students learn how to prepare and cook meat, 10. Present a range of 15 24 4 1 3.20 COMPETENT
appetizers
appetizers, salads, vegetables, sandwiches, 11. Store appetizers 14 26 3 1 3.20 COMPETENT
eggs, desserts, and other foods. According to Prepare salads and dressing
12. Perform Mis en place 27 14 2 1 3.52 HIGHLY
Cookery NC II TESDA, students are trained in COMPETENT
various food preparation and presentation 13. Prepare variety 16 20 8 0 3.18 COMPETENT
salads
techniques based on industry standards. The and dressing
14. Present a variety of 16 19 7 1 3.16 COMPETENT
program covers topics such as receiving, salads and
storing, and managing kitchens. dressings
15. Store salads and 17 20 6 1 3.20 COMPETENT
Dressings
Prepare sandwiches

16. Perform Mis en place 24 14 5 1 3.39 HIGHLY

COMPETENT
17. Prepare variety of 15 23 5 1 3.18 COMPETENT
sandwiches
18. Present a variety of 16 21 7 0 3.20 COMPETENT
sandwiches
19. Store sandwiches `1 20 6 0 3.27 HIGHLY
8 COMPETENT
Prepare meat dishes
20. Perform Mis en place 24 16 4 0 3.45 HIGHLY
COMPETENT
21. Cook meat cuts for 12 27 5 0 3.16 COMPETENT
service
22. Present meat cuts for 9 24 10 1 2.93 COMPETENT
service
23. Store meat 16 24 3 1 3.25 HIGHLY
COMPETENT
Prepare vegetable dishes
24. Perform Mis en place 26 13 4 1 3.45 HIGHLY
COMPETENT
25. Prepare vegetable 20 17 6 1 3.27 HIGHLY
dishes COMPETENT
26. Present vegetable 18 17 8 1 3.18 COMPETENT
dishes

27. Store vegetable 18 20 5 1 3.25 HIGHLY

dishes COMPETENT
Prepare egg dishes
28. Perform Mis en place 25 14 5 0 3.45 HIGHLY
COMPETENT
29. Prepare and cook 20 20 4 0 3.36 HIGHLY
egg dishes COMPETENT
30. Present egg dishes 20 21 3 0 3.39 HIGHLY
COMPETENT
31. Store egg dishes 21 20 3 0 3.41 HIGHLY
COMPETENT
Prepare starch products
 32. Perform Mis en place 24 19 1 0 3.52 HIGHLY Table 7. Level of Competency in Bread and Pastry Production NC II
COMPETENT Statement 4 3 2 1 WM Verbal
33. Prepare starch 13 26 5 0 3.18 COMPETENT Interpretatio
dishes
n
34. Present starch 12 24 7 0 3.12 COMPETENT
dishes
35. Store starch dishes 11 28 5 0 3.14 COMPETENT As a Person to be
Certified, I am prepared
Prepare poultry and game dishes
to…
36. Perform Mis en place 22 20 1 1 3.43 HIGHLY Prepare and produce
COMPETENT bakery products
37. Cook poultry and 13 24 7 0 3.14 COMPETENT
game 1. Prepare bakery 13 22 9 0 3.09 COMPETENT
38. Plate/present poultry 9 31 3 1 3.02 COMPETENT products
and game
39. Store poultry and 13 25 6 0 3.02 COMPETENT 2. Decorate and present 12 22 9 0 3.00 COMPETENT
game bakery products
Prepare seafood dishes
3. Store bakery products 12 23 9 0 3.06 COMPETENT
40. Perform Mise en 22 19 3 0 3.43 HIGHLY
place COMPETENT
41. Handle fish and 12 25 6 1 3.09 COMPETENT Prepare and produce pastry products
seafood
42. Cook fish and 10 26 8 0 3.05 COMPETENT
shellfish 4. Prepare pastry 13 24 7 0 3.14 COMPETENT
43. Plate/present fish 10 29 5 0 3.11 COMPETENT products
and seafood
44. Store fish and 12 27 5 0 3.16 COMPETENT 5. Decorate and present 16 20 8 0 3.18 COMPETENT
seafood pastry products
Prepare desserts
45. Perform Mis en place 23 17 4 0 3.43 HIGHLY
6. Store pastry products 15 20 9 0 3.14 COMPETENT
COMPETENT
46. Prepare desserts and 12 28 4 0 3.18 COMPETENT Prepare and present gateaux, tortes and
sweet sauces cakes
47. Plate/present 10 30 4 0 3.14 COMPETENT
desserts 7. Prepare sponge and 11 24 8 1 3.02 COMPETENT
48. Store desserts 13 27 4 0 3.20 COMPETENT
cakes
Package prepared foods
8. Prepare and use 10 24 9 1 2.98 COMPETENT
49. Select packaging 13 26 5 0 3.18 COMPETENT fillings
materials
50. Package food 12 27 5 0 3.16 COMPETENT
9. Decorate cakes 13 22 9 0 3.09 COMPETENT
Average Weighted Mean 3.26 HIGHLY
COMPETENT
10. Present cakes 14 21 8 1 3.14 COMPETENT

11. Store cakes 15 20 8 1 3.11 COMPETENT

7. Level of Competency in Bread and Pastry
Production NC II Prepare and serve other types of desserts

12. Prepare other types 18 19 7 0 3.25 HIGHLY

Table 7 shows the general weighted mean of of desserts COMPETENT
3.05 for the Level of Competency in Bread and 13. Plan, prepare and 9 28 7 0 3.05 COMPETENT
conduct a dessert trolley
Pastry Production NC II. This is evident in the presentation
highest weighted average mean of 3.25 with a 14. Store and package 12 23 8 0 3.07 COMPETENT
desserts
verbal interpretation of "highly competent" that
item number 12 indicates "prepare other types Prepare and display petit fours

of dessert," followed by the second highest

15. Prepare iced petit 10 23 10 1 2.95 COMPETENT
weighted mean of 3.14 with a verbal fours
interpretation of "competent" that item number 16. Prepare fresh petit 10 22 11 1 2.93 COMPETENT
10 indicates "present cakes. "Then, item fours
number 18 has the lowest weighted average 17. Prepare marzipan 10 21 12 1 2.91 COMPETENT
mean of 2.86 with a verbal interpretation of petit fours
competent that indicates "Prepare caramelized 18. Prepare caramelized 10 19 14 1 2.86 COMPETENT
petit fours." According to Bread and Pastry petit fours

Production, NC II TESDA is a technical- 19. Display petit fours 12 21 10 1 3.00 COMPETENT

vocational program that teaches students how
to prepare and produce bakery and pastry 20.Store petit fours 12 19 12 1 2.95 COMPETENT
products, cakes, and desserts.
Average Weighted Mean 3.05 COMPETENT
8. Summary of Level of Competency in the 9. Relationship between technical skills and
Following Courses knowledge

Table 8 shows the general weighted mean of Table 9 shows the relationship between
3.14 for the level of competency in the following technical skills and knowledge in food and
courses (Food and Beverages NC II) of the beverage services, cooking, and bread and
Bachelor of Technical-Vocational Education. pastry production among BTVTEd students is
This is evident in the Food and Beverage NC II shown in Table 9. Thus, the correlation
programs, which teach students how to prepare coefficient was utilized as a statistical treatment.
food plans and meals for restaurants, hotels,
canteens, banquets, and pretty much any other Table 9. Pearson r test results in relationship of
establishment that serves food to a large Technical Skills as to Knowledge in Food and
number of people. The weighted average mean Beverage Services, Cookery and Bread and Pastry
Production of BTVTEd students
of the Level of Competency in the following Relationshi Pearso Decision P-Value Decision
courses (Cookery NC II) is 3.26, with a verbal p n (r)
interpretation of competent that the result Knowledge 0.4937 Moderate 0.00065 Reject the
implies. In the Cookery NC II program, students & 64 positive 9 null
are trained in various food preparation and FBS correlation hypothesis
presentation techniques based on industry Knowledge 0.5861 Moderate 0.00002 Reject the
& 34 positive 9 null
standards. Technical Education: Skills Cookery correlation hypothesis
Development and Authority Knowledge 0.5703 Moderate 0.00005 Reject the
Lastly, the level of competency in the following & 45 positive 3 null
courses (Bread and Pastry Production NC II) BPP correlation hypothesis
has a weighted average mean of 3.05 with a
verbal interpretation of competent such that the
result implies that Bread and Pastry Production 10. Relationship between technical skills
NC II students are taught how to use modern and skills in food and beverage services,
baking techniques, equipment, tools and cooking, and bread and pastry production
utensils, and other baking appliances. Students for BTVTEd students.
are also taught about various presentation
techniques, sanitation, and safety, as well as Table 10 shows the results of the relationship
technical education skills development and between technical skills and skills in food and
authority. The results show that Technical beverage services, cooking, and bread and
Education and Skills Development Authority pastry production for BTVTEd students. Thus,
(TESDA) Food and Beverage Service, Cookery, the correlation coefficient was utilized as a
and Bread and Pastry Production have an statistical treatment.
exceptional relationship at the competency level
that supports student success in taking the Table 10. Pearson r test results in relationship of
National Certificate Program. Technical Skills as to Skills in Food and Beverage

Table 8. Summary of Level of Competency in the Services, Cookery and Bread and Pastry Production of
Following Courses BTVTEd students
Courses AWM Verbal
Interpretation Relationsh Pearso Decision P-Value Decision
1. Food and 3.24 COMPETENT ip n (r)
Beverage Skills & 0.4048 Low 0.00641 Reject the
Services FBS 5 positive 2 null
2. Cookery 3.26 COMPETENT correlation hypothesis

Skills & 0.4395 Moderate 0.00283 Reject the

3. Bread and 3.05 COMPETENT
Cookery 3 positive 4 null
Pastry
correlation hypothesis
Production
Skills & 0.5668 Moderate 0.00006 Reject the
Composite 3.14 COMPETENT
BPP 37 positive 03 null
Mean
correlation hypothesis
11. Relationship of Technical Skills as to (BPP) is competent, with a composite mean of
attitude in Food and Beverage Services, 3.14. The study revealed that there is a
Cookery and Bread and Pastry Production of significant relationship between the
BTVTEd students. respondent’s level of technical skills and their
level of competency. An evaluation form of least
Table 11 shows the results of relationship of mastered skills for the students of BTVTEd 3A
Technical Skills as to attitude in Food and and 3B taking the national certificate is now
Beverage Services, Cookery and Bread and ready for validation, evaluation, and
Pastry Production of BTVTEd students. Thus, implementation.
Correlation Coefficient was utilized as statistical
treatment. RECOMMENDATION

Table 11. Pearson r test results in relationship of BTVTEd students need to be aware of and
Technical Skills as to Attitude in Food and Beverage comprehend the evaluation criteria for technical
Services, Cookery and Bread and Pastry Production
of BTVTEd students. skills and competencies, since they appear to
Relations Pears Decision P- Decision be ignorant of these issues. This will help them
hip on (r) Value perform better in class. Teachers of BTVTEd
Attitude & 0.3645 Low 0.0149 Reject the students must guide activities that help the
FBS 63 positive 74 null students become aware of and comprehend
correlation hypothesis
their technical abilities. Teachers should be in
Attitude & 0.3133 Low 0.0383 Reject the charge of advising students on how to meet their
Cookery 11 positive 68 null demands in the workplace and how to increase
correlation hypothesis their comprehension via ongoing enhancement
Attitude & 0.3624 Low 0.0156 Reject the
BPP 26 positive 2 null
of the interactive learning environment. Future
correlation hypothesis researchers should continue and enhance this
study to provide a continual understanding and
12. Relationship between the level of awareness of the technical skill and
technical skills and the level of competency competence characteristics that have a
of BTVTEd students. significant influence on student performance as
Table 12. Pearson r test results in relationship of level well as careers and future educators. Future
of Technical Skills and level of Competency of researchers must continue to develop the
BTVTEd students.
Relation Pear Decision P- Decision
evaluation form for least mastered skills by
ship son Value developing various types of exams such as
(r) post-tests, pre-tests, and so on in order to
Technic 0.592 Moderat 0.000 Reject improve their technical skills and competency
al Skills 188 e 023 the null level. An evaluation of the least-mastered skills
& positive hypothesi
Compet correlatio s in a written test exam of the BTVTEd students
ency n is ready for validation, evaluation, and
implementation. It should be following the
curriculum guide that will help them get better
CONCLUSION instructions.

Results show that technical skills and

competency in selected FSM courses by the REFERENCES
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