ELEVATING THE GRADE 7 COOKERY STUDENTS’ ACQUISITION

OF COOKING METHODS THROUGH AN ELECTRONIC

STRATEGIC INTERVENTION MATERIAL (E-SIM)

A Classroom-Based Action Research

Submitted in partial fulfillment of the requirements for the course

EDUC 200A (Teaching Internship)

MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education
Laoag City, 2900

DIVINA PAULA J. RIOS

HANZ LEI T. RAMOS
ALYSSA FAE A. GARCIA
ANGELICA A. BARROZO
GINNELL CAY D. BANIAGA

Bachelor of Technology and Livelihood Education

Major in Home Economics

June 2024

i
 DECLARATION

We declare that the classroom-based action research titled Elevating the Grade 7
Cookery Students’ Acquisition of Cooking Methods through an Electronic Strategic
Intervention Material (E-SIM) is our own work and was conducted during our internship.
Likewise, all sources that we used were properly acknowledged and indicated in our
references.

DIVINA PAULA J. RIOS

HANZ LEI T. RAMOS

ALYSSA FAE A. GARCIA

ANGELICA A. BARROZO

GINNELL CAY D. BANIAGA

Researchers

June 05, 2024

_____________________

Date

ii
 APPROVAL SHEET

This research study titled ELEVATING THE GRADE 7 COOKERY STUDENTS’

ACQUISITION OF COOKING METHODS THROUGH AN ELECTRONIC STRATEGIC
INTERVENTION MATERIAL (E-SIM), conducted, presented, and submitted by: RIOS,
DIVINA PAULA J.; RAMOS, HANZ LEI T.; GARCIA, ALYSSA FAE A.; BARROZO, ANGELICA
A.; and BANIAGA, GINNELL CAY D., in partial fulfillment of the requirements for the
course EDUC 200A (Teaching Internship) is hereby accepted.

MELCHOR S. CASTRO
CBAR Adviser

MARK R. LIMON ENRIK KRISTOFFER L. PAULINO

CBAR Panel Member CBAR Panel Member

JOHN MIKKO D. UMBAO SHIELLA MAE G. JUAN

CBAR Panel Member Subject Teacher

ARIS REYNOLD V. CAJIGAL

Dean

______________________
Date signed

iii
 ACKNOWLEDGMENTS

The researchers would like to give the warmest gratitude and immeasurable

appreciation to the following people who made this research possible and successful.

To Dr. Aris Reynold V. Cajigal, the Dean of the Mariano Marcos State University –

College of Teacher Education, for his continuous support and encouragement during the

completion of this study. His dedication to academic excellence has been a driving force

behind this endeavor.

To Dr. Mark R. Limon, the Chair of the Technical-Vocational and Livelihood

Education (TVLED) Department, for his unwavering support and guidance throughout the

course of this study. His insights and expertise have been invaluable in the development

and completion of this study.

To Ms. Shiella Mae G. Juan, the subject teacher of EDUC200A (Teaching

Internship), for her dedication and tireless efforts throughout the study. Her insightful

feedback and encouragement have truly made a significant impact on the quality of the

study.

To Prof. Melchor S. Castro, their CBAR Adviser, for his support, motivation, and

willingness to share his knowledge. These greatly helped the researchers in completing

their paper. From the beginning to the end of the study, he provided unwavering guidance

and assistance.

Gratefulness is likewise expressed to Dr. Mark R. Limon, Prof. Enrik Kristoffer

Paulino, Prof. John M. Blanco, Prof. Christian John Tarampi, Mr. Reginald V. Llacuna, and

iv
Ms. Ella May C. Turqueza who validated the intervention used by the researchers. Their

feedback helped in improving their study.

To the participants, Grade 7 – Cookery students of INCAT, who actively

participated in the different phases of the study. Their involvement is greatly appreciated.

The researchers would also like to express gratitude to the authors of the works

that are cited in this research for the ideas they proposed that have considerably

influenced the development of this study.

Appreciation is also conveyed to their family members and friends, for their

support, guidance, and dedication who have sincerely helped in making this research

possible and successful.

Above all, to God Almighty, for the gift of knowledge, courage, peace of mind, and

good health throughout the duration of the study. For without His grace and blessings,

this study would not have been possible, especially in the most difficult times.

Your energy, time, commitment and support has meant a lot, and the researchers

are happy to share this Classroom-Based Action Research with you.

DPJR

HLTR

AFAG

AAB

GCDB

v
 TABLE OF CONTENTS

Title Page i
Declaration ii
Approval Sheet iii
Acknowledgments iv
Table of Contents vi
Abstract vii

Context and Rationale 1

The Intervention 5
Action Research Questions 9
Action Research Methods 10
Research Design 10
Research Setting 10
Research Participant 11
Research Instruments 12
Data Collection 14
Ethical Considerations 16
Data Analysis 16
Discussion of Results 18
Conclusion 34
Reflection 35
Recommendation 37
References 39

Appendices 43
Request Letter 44
Consent Form 45
Instruments 46
Other Necessary Documents 51
Documentations 60

Curriculum Vitae 64

vi
 ABSTRACT

Cooking is a fundamental life skill that enhances self-reliance and nurtures

creativity. However, Grade 7 Food Trades students often struggle with basic cooking

methods due to unfamiliar terminology and complex concepts. This study aims to address

these through an Electronic Strategic Intervention Material (E-SIM) titled "Heat and

Harmony: A Guide to Perfecting Cooking Methods," designed to elevate the students'

acquisition on cooking methods. Utilizing a mixed-method research design, the study

combined quantitative data from pre-tests and post-tests with qualitative insights from

interviews to evaluate the E-SIM's effectiveness. A total of 74 students at Ilocos Norte

College of Arts and Trades, five interns, and one resource teacher participated and

selected through total enumeration sampling. Gathered data were analyzed using

descriptive, inferential statistics, and thematic analysis. The students’ pre-test results

showed a mean score of 4.69 (not acquired), while pre-observation by interns and the

resource teacher revealed a mean score of 0.41 (not acquired). The post-assessment

increased to 17.01 (highly acquired), and the performance task assessment yielded a

mean score of 3.53 (highly acquired). Further, the study revealed a significant

improvement with a p-value of 0.000. Qualitative feedback highlighted E-SIM's engaging

content, ease of use, and flexibility, allowing students to learn at their own pace and from

various locations. This concludes that the E-SIM effectively bridge learning gaps of the

students, specifically in knowledge and skill acquisition of cooking methods.

Keywords: E-SIM, acquisition, intervention, cooking methods, gaps, competency

vii
 CONTEXT AND RATIONALE OF THE STUDY

Cooking is a valuable life skill that fosters independence and creativity, allowing

individuals to experiment with flavors, textures, and presentation. According to a UK

survey of 2,000 residents, "Learn to cook" was rated as the fifth most important life skill

for modern living (Lavelle et al., 2018). This highlights the public's interest in learning how

to cook. In cooking, several methods are essential for following a recipe and serving a

hearty meal. The education system in the Philippines recognizes the importance of

acquiring basic cooking skills, as they foster confidence, self-sufficiency, and prepare

students for future responsibilities (Kondo et al., 2021).

The Republic Act 10533, known as the K to 12 Basic Education Curriculum, was

enacted to provide a viable basic education system. This produces productive and

responsible citizens with essential competencies and abilities for lifelong learning and

employment. Filipino graduates are expected to have a strong grasp of fundamental skills

to reach their full potential, become socially aware, industrious, and involved in public

and civic matters (Forde, 2023).

To master necessary competencies, students need to revisit material multiple

times and connect new knowledge and skills with existing ones (Baclagan, 2021). The

modification of the curriculum and the Technology and Livelihood Education (TLE)

program's content requires the development and use of relevant and innovative

curriculum materials. These modifications aim to help students gain pertinent and

adaptable skills, enhancing their quality of life and keeping up with the ever-evolving

1
demands of both Philippine and global society (DepEd, 2020).

TLE is a true-life education focusing on knowledge, information, entrepreneurial

principles, processes, values, and life skills aimed at technological proficiency. Cookery, a

topic within Home Economics, introduces K-12 students to various skills and

competencies outlined in the Technical Education and Skills Development Authority

(TESDA) Training Regulation in Cookery. It teaches students how to provide quality dishes

and services to target customers, offering training for future careers in the food industry.

To excel in cookery, students must acquire different cooking methods for hands-on

activities, as part of DepEd's advocacy to help students develop and refine their skills.

However, field study observations among Grade 7 students in Ilocos Norte College

of Arts and Trades (INCAT) revealed difficulties in understanding complex concepts and

essential elements, particularly cooking methods. Students fail to identify, differentiate,

and execute the required cooking methods during laboratory performances. Most of

them are struggling to differentiate cooking methods that seem very similar such as

braising and stewing or blanching and boiling. Students are also unfamiliar with the

definition of cooking methods, the reason why they do not accurately prepare the given

recipe. However, when cooking methods are explained to their mother tongue, they can

execute them easily.

Unfamiliarity with these methods such as boiling, branching, grilling, roasting, etc.

can lead to vulnerable situations and cooking malpractice. Lack of knowledge in this field

hinders the development of essential skills (Diza, 2020). High-sounding terminology and

technical terms in TLE e-learning modules further challenge students, who may read but

2
not fully understand the information.

Furthermore, cooking methods encompass diverse techniques used to transform

raw ingredients into delicious and palatable dishes, including sautéing, simmering,

boiling, broiling, frying, searing, blanching, and steaming, each influencing texture, flavor,

and nutritional value (Pérez, 2015). To address these obstacles, there is a need to revisit

the concepts and skills of students without repeating the entire learning process. This can

be achieved using Electronic Strategic Intervention Material (E-SIM), an online

instructional tool designed to re-teach concepts and skills. E-SIM assists students in

mastering skills they did not fully grasp during traditional classroom discussions (Cordova

et al., 2019). Guzman (2018) revealed that various factors affect students' interest,

attention, and knowledge retention, prompting teachers to use stimulating teaching

strategies and materials.

With advanced technology and digital media integral to modern society, and the

COVID-19 pandemic accelerating the shift to online learning (Carolan et al., 2020),

students are accustomed to rapid technological changes and support technical

advancements (Baclagan, 2021). Extreme weather conditions have also led to frequent

class cancellations due to high heat indexes, disrupting learning and posing significant

challenges to students' academic progress. Schools have increasingly shifted to alternate

delivery modes, such as online learning, to ensure continuity in education (DepEd Order

No. 037, series of 2022).

Given the fast-changing needs of learners today, it is crucial to equip every student

with relevant and flexible interventions that contribute to improving skills and

3
competencies. A study by Mawi (2019) revealed that Strategic Intervention Materials

effectively improve students' least mastered competencies. Therefore, creating a

straightforward and engaging E-SIM accessible on mobile devices is essential for

enhancing students' acquisition of cooking methods, equipping them with the necessary

knowledge and skills in the subject area.

As we navigate contemporary education's complexities, embracing innovation

and adaptability is paramount to ensuring holistic student development. By leveraging

technology and digital resources, E-SIM offers a pathway to uninterrupted learning,

bridging gaps in understanding and facilitating knowledge and skill acquisition. The

development and implementation of E-SIM emerges as a timely and innovative solution

to elevate students' understanding of cooking methods.

4
 THE INTERVENTION

In the Philippine education system, intervention materials are highly regarded as

tools for remediating poor achievements of the learners. E-SIM refers to a teaching aid

introduced into the teaching methods to stimulate the activity of the students and

thereby increased their level of understanding (Suarez, 2020). E-SIM is strategically

prepared and designed based on the needs of the students as observed during their

laboratory practicum.

During the off-campus field study observation, the researchers noticed the lack of

knowledge and familiarity of the Grade 7 Cookery students on most of the basic cooking

methods used in the kitchen. Students fail to identify, differentiate, and execute the

required cooking methods during laboratory performances. Most of them are struggling

to differentiate cooking methods that seem very similar such as braising and stewing or

blanching and boiling. Students are also unfamiliar with the definition of cooking

methods, the reason why they do not accurately prepare the given recipe. Thus, the E-

SIM entitled “Heat and Harmony: A Guide to Perfecting Cooking Methods” is developed

by the researchers to address the gap observed among the students. This intervention is

crafted to enhance the students’ level of acquisition on the different cooking methods to

optimize their skills and carry on the tasks required in the subject area.

The E-SIM primarily focuses on Quarter IV – Lesson 1 in accordance with the K-12

Basic Education Curriculum Guide of 2016 under the Technical-Vocational and Livelihood

(TVL) Track, Home Economics - Cookery. The E-SIM was introduced after the

5
accomplishment of the discussion for Lesson 1: Prepare and Cook Meat through a printed

Navigation Card consists of the purpose and information how to use the E-SIM, along with

the QR code they can scan, or a link (https://bit.ly/49iV9D) they can type into their

browser directing to the E-SIM. This serves as an assistance or reviewer after the

discussion and demonstration of the student teacher.

The E-SIM consists of 27 pages written entirely in English including the cover page

where the title of the E-SIM is stated, following the objectives to make the students aware

what their expected knowledge acquisition after using the intervention. Jody (2020)

states that the following parts should be available in an E-SIM to stimulate learners’

activity and increase their level of knowledge: Guide Card; Activity Card; Enrichment Card;

and Reference Card.

The Guide Card stimulates the students’ interest and provides them the

knowledge and skills they need to acquire through the material. In this section, the dry

heat and moist heat cooking methods are simply defined including how each cooking

method is properly implemented to guide the development of concepts and focus skill as

stated in the study of Noriel, 2020. A 30-second video, showing how each cooking method

is done was also included in the pages to give a preview for the students and stimulate

their interest in the topic. The videos are adopted through different contents on YouTube.

The Activity Card directs and challenges students’ thinking and learning, it

incorporates facts and generates ideas. This part of the E-SIM lets the students identify

what cooking method is defined, which helps them elicit their own explanation or

understanding of the cooking methods. The involvement of the students in activities

6
enhances their critical thinking skills and creative skills, and promotes higher order

thinking skills (Anwer, 2019). This defines the task that the learner should undertake to

develop a skill and provide enough practice for the next tasks.

The Assessment Card provides a Special Chopsuey recipe for the performance task

of the students. They have ample amount of time to review the dish that they will cook

to assess what they have learned, evaluate their progress, and apply feedback. The rubric

was also attached in this section for the students to prepare what their expected

performance should be. The result of the assessment identifies the knowledge or skill that

the learner may need to enhance or develop further. This section aims to monitor the

students’ learning progress and uses feedback about their improvement or lacking.

The Enrichment Card includes exercise that reinforces the lesson content, while

allowing students to work independently or in groups to explore answers to their own.

This extends learning by allowing them to get ideas from their real-life experiences. In this

section, the students are tasked to list the dishes they have tried and discuss the cooking

methods that are carried out to cook each dish to further assess their level of knowledge

acquisition on the different cooking methods after navigating the E-SIM.

The Reference Card consists of carefully researched list of the links and citations

of the materials used in the content for the students to revisit and validate the

information that will reinforce knowledge and skills learned. The resources attached

provide additional content not found in the E-SIM that students may refer to for further

reading. In this section, students are able to widen their knowledge by browsing the

attached online resources such as article and video tutorials to better enhance their

7
understanding on the different cooking methods.

The E-SIM is developed through the utilization of an online graphic design tool,

Canva which can be accessed in their own mobile phones through an application, and

they can browse anytime as long as stable internet connection is available. The features

of Canva allows the students to download the E-SIM in a Portable Document Format

(PDF), Portable Network Graphic (PNG) Format, or a MP4 File Format to navigate the E-

SIM offline. The researchers utilized the Collaboration feature on the application which

allows the students to upload their answers for the Activity and Enrichment Cards on the

comment section for each page, where the reaction emojis are also used as the reward

system for students who answered correctly. The comment section was also used for

clarification for students who have an inquiry about the topic. The teacher or interns can

also provide their immediate feedback through the comment section.

The E-SIM is validated through examining the sections namely: accessibility,

accuracy and content clarity, and format and design by the students’ subject teacher and

Home Economics content specialists to ensure that the content is aligned with the needs

of the students. Information and Communication Technology specialists also validate the

E-SIM to ensure the smooth and uninterrupted browsing of the students. This E-SIM

primarily focuses on improving the familiarity of the students on cooking methods. This

aims to address the problems observed during the researchers’ off-campus field study.

8
 ACTION RESEARCH QUESTIONS

This study aimed to elevate the level of acquisition among Grade 7 students with

the different cooking methods through the implementation of an E-SIM. The study sought

to address the following research questions:

1. What is the level of acquisition of the Grade 7 students in terms of identifying the

cooking methods before the application of E-SIM, as perceived by the:

1.1 participants;

1.2 interns; and

1.3 resource teachers?

2. What is the level of acquisition of the Grade 7 students in terms of identifying the

cooking methods after the application of E-SIM, as perceived by the:

2.2 participants;

2.2 interns; and

2.3 resource teachers?

3. Is there a significant difference between the level of acquisition of the Grade 7

students before and after applying the intervention, as assessed by:

3.1 participants;

3.2 interns; and

3.3 resource teachers?

4. What is the perception of the students on the E-SIM as an intervention in the

acquisition of cooking methods?

9
 ACTION RESEARCH METHODS

Research Design

This study sought to enhance Grade 7 cookery students' mastery of cooking

methods using an E-SIM. Employed with a mixed-method research design, a combination

of qualitative and quantitative approaches. These approaches were selected by the

researchers since they aim to determine the effectiveness of E-SIM as an intervention that

can be utilized to elevate the students’ cooking method acquisition. Quantitative data was

acquired by analyzing participants' responses, while qualitative insights were gleaned

from semi-structured interviews conducted during the study.

Quantitative data provided numerical insights into participants' responses,

offering measurable indicators of their experiences and perceptions. On the other hand,

qualitative data enriched the study by providing in-depth, nuanced perspectives through

semi-structured interviews. Exploring participants' narratives provided valuable context

that quantitative data alone couldn't offer. The combination of quantitative and

qualitative methods allowed for a thorough exploration of the study's objectives.

Quantitative data provided statistical rigor and trends, while qualitative data added

richness and depth, enhancing the study's overall validity and reliability.

Research Setting

INCAT has established itself as a leading Technical-Vocational Institution, offering

a comprehensive array of Technical and Vocational programs. Among its notable tracks,

10
the Food Trades program exemplifies its commitment to delivering specialized and

hands-on education in specific vocational fields.

Situated in Brgy. 5, P. Gomez St., Laoag City, Ilocos Norte, INCAT is dedicated to

providing Junior High School and Senior High School programs with a strong emphasis on

Secondary Trade Technical-Vocational Education. This distinct focus positions INCAT as a

hub for students seeking practical skills and knowledge in various technical disciplines.

With approximately 1,000 students enrolled, INCAT provides an ideal environment for

research. The decision to select INCAT as the study site stemmed from identifying issues

observed during off-campus Field Studies. Grade 7 students at INCAT struggled with

understanding essential cooking techniques like boiling, blanching, grilling, and roasting,

crucial for safe culinary practices. This lack of comprehension poses risks of cooking

malpractices and vulnerable situations. These findings emphasize the necessity of

addressing educational gaps, especially in Food Trades. The alignment of INCAT's student

body with the researchers' objectives further underscores the importance of tackling

these challenges.

Research Participants

The data for this study was collected from a total of 80 participants. Among them,

74 are Grade 7 students who are enrolled in Food Trades; 15 from Camia, 14 from Dahlia,

11 from Ilang Ilang, 12 from Jasmine, seven from Orchid, and 11 from Rosal, while five

student teachers from Mariano Marcos State University – College of Teacher Education

(MMSU-CTE) taking up Bachelor of Technology and Livelihood Education (BTLED) major

11
in Home Economics (HE) and one resource teacher also took part. The selection of these

participants was done through a total enumeration sampling technique which allow the

inclusion of all students who are enrolled in Food Trades. Their role in the research was

to actively participate in the different phases of the intervention and provided feedback

on its effectiveness.

Another group of participants were identified using purposive sampling. This

comprised a panel of experts who assessed the validity of the intervention. To evaluate

and validate the qualities of the intervention, the researchers identified member based

on these criteria: (1) they must have earned a master’s degree, (2) they are specialized in

the course content, and (3) expressed their willingness to participate in this study.

Research Instruments

The researchers utilized three instruments to gather the quantitative and

qualitative data for this study, namely the (1) paper and pencil test, (2) performance

rubric, and (3) unstructured interview guide. The details of these instruments are

discussed below.

The paper and pencil test were administered to the student participants as both

the pre-test and post-test of the study. The test items were developed using a table of

specifications prepared by the researchers. Then, the content and structure of the test

were checked and validated by panel of experts before the implementation. This

instrument comprised 20-item test divided into two parts. Part 1 consists of 10

identification questions, part 2 is a 10 true or false test, and all the parts were written

12
entirely in English. This test assessed the students' acquisition with the various cooking

methods used in cookery. In the post-test, the items were rephrased, and the questions

were reordered. This technique was used to minimize the likelihood of students guessing

the correct answers based on patterns or memorization. It adds an additional layer of

complexity to ensure that students must understand the content and encourages a

deeper understanding of the topic.

The observers, mainly interns and teachers, utilized a performance rubric to assess

the students' acquisition of the learnt concept during discussion and to assess their

practical application during laboratories. It was validated by the resource teacher to

ensure that the content is aligned with the needs of students. This rubric provided a

structured framework for evaluating students' accuracy, efficiency, knowledge, level of

acquisition, and exposure which allowed observers to objectively assess their acquisition

with regards to the different cooking methods. The students were rated using a 4-point

rating scale and the computed mean scores were interpreted as: Not Acquired (0.1-1.0);

Somewhat Acquired (1.1-2.00); Acquired (2.1-3.0); Highly Acquired (3.1-4.0).

An unstructured interview guide validated by the resource teacher was used by

the interns after the performance task of the students to identify what are their

perceptions regarding the utilization of E-SIM as an intervention in acquiring the cooking

methods. The interviews aimed to capture the participants’ experiences and difficulties

encountered during the navigation of the intervention as well as their suggestions for

improving the material for future use by other researchers.

13
Data Collection Method

In gathering the data, Figure 1 indicates the method of data collection employed

in this study. All the steps needed for collecting the data that were utilized in this study

are mentioned below.

Preliminaries. The content of the developed E-SIM was validated by a Home

Economics content specialist to assure that the information is relevant. The resource

teacher also verified that the E-SIM is aligned to the intellectual capacity and learning

styles of the students. An ICT expert also inspected the utilized platform where the E-SIM

is developed to ensure a smooth interaction of the students. After obtaining approval for

this study, the researchers commenced the necessary steps to conduct their research.

This included sending formal letters to the school principal seeking permission to conduct

the study on their premises, along with consent forms for the students involved. Once

permission was granted by the principal, the researchers proceeded to observe and

evaluate the students' performances as part of their data collection process.

Before. A pre-test and pre-observation were conducted by the researchers. The

pre-test assessed the students' level of acquisition with cooking methods. The researchers

subsequently requested the teacher of the students to corroborate the outcomes of the

tests that were based on examination results witnessed by the student teachers and the

14
resource teacher. Pre-observation on the performance of the students was also

conducted to align the results of their pre-test scores.

During. The designed intervention was utilized to those who participated to see

how successful it is. The initial assessment went on up until the participants submitted

their feedback, ideas, and points of view to guarantee that the learning occurred as well

as its reliability is assured. During this period, the students were able to navigate the

intervention through their devices and interacted with the activities that are included in

the material. The researchers, including the resource teacher, kept track of the learner’s

improvement.

After. A posttest was conducted after the implementation of the intervention. A

performance task was also carried out to assess the students' progress following the

intervention, enabling both the resource teacher and interns to evaluate any

improvements in their acquisition level. Furthermore, interviews were conducted to

gauge the students' perception of the intervention's implementation. Subsequently, with

all relevant data collected, the researchers were tasked with computing, tabulating,

analyzing, and presenting their findings.

Ethical Considerations

The researchers ensured that ethical measures were established before

conducting the study. First and foremost, the researchers asked for permission to the

school where the study was conducted through a letter. Prior to their involvement in this

study, the participants were provided with consent letter. This document served as a tool

15
to inform the participants about the objectives, procedures, potential risks and benefits

of the study being conducted.

The participants’ identity was also kept confidential to secure from being

identified to any reports and publication. In addition, the researchers ensured that

participants have the freedom to withdraw within the conduct of the study if they felt

that the activity was too demanding. Regarding the data collected, strict data security

was implemented to protect participant’s information from unauthorized access or

disclosure.

Data Analysis

To analyze the data collected for action research questions 1 and 2, the

researchers employed various statistical and qualitative methods. Descriptive statistics

were utilized to organize and summarize the raw scores obtained from both the pre-test

and post-test assessments, providing a clear overview of the students' level of acquisition

in terms of identifying the cooking methods. The students’ scores from the pretest and

posttest were interpreted through these criteria: scores ranging from 1.00 to 5.00 were

classified as not acquired, scores ranging from 6.00 to 10.00 were categorized as

somewhat acquired, scores ranging from 11.00 to 15.00 were considered as acquired, and

scores ranging from 16.00 to 20.00 is labeled as highly acquired. The pretest and posttest

results determined the students’ knowledge in terms of identifying the cooking methods.

While the observation was conducted by the interns and resource teacher, the

participants were rated using a 4-point rating scale to assess their level of acquisition in

16
terms of performing the cooking methods accurately, and the computed mean scores

were interpreted as: Not Acquired (0.1-1.0); Somewhat Acquired (1.1-2.00); Acquired (2.1-

3.0); Highly Acquired (3.1-4.0). Paired t-tests were then conducted to ascertain whether

a statistically significant difference existed on their level of acquisition before and after

employing the intervention, thereby evaluating the impact of integrating the E-SIM. In

addition, thematic analysis was employed to delve into the qualitative data gathered from

observations and interviews. This approach enabled the researchers to gain insights into

the students' perspectives regarding the integration of the E-SIM into their learning

process. By examining the responses provided by the participants, the researchers were

able to interpret the subjective experiences, opinions, and attitudes surrounding the use

of the intervention, enriching the overall understanding of its effectiveness and

implications for instructional practice.

17
 DISCUSSION OF RESULTS

This chapter presented, analyzed, and interpreted the data gathered in this study.

The discussions were focused on the following: a) level of acquisition of the Grade 7

students in terms of identifying the cooking methods before the application of E-SIM, as

perceived by the participants, resource teacher, and interns; b) the level of acquisition of

the Grade 7 students in terms of identifying the cooking methods after the application of

E-SIM, as perceived by the participants, resource teacher, and interns; c) significant

difference between the level of acquisition of the Grade 7 students before and after

applying the intervention, as assessed by the participants, resource teacher, and interns;

d) perception of the students on the E-SIM as an intervention in the acquisition of cooking

methods.

Assessment on the level of acquisition of the Grade 7

students in identifying cooking methods before the intervention

The Assessment on the Level of Acquisition of the Grade 7 students in identifying

the cooking methods before the intervention is shown in Table 1. According to the

assessment, the grade 7 students had a self-reported rating of 4.69, which is interpreted

as not acquired. The pre-intervention assessment result indicates that based on their

perceptions, the students considered themselves to have a limited knowledge and

understanding of the methods used in cooking. Our investigation aligns with existing

literature indicating a significant gap in culinary knowledge among middle school

students. For instance, Nelson, Corbin, and Nickols-Richardson (2014) found that

18
Table 1.
The Assessment on the Level of Acquisition of the Grade 7 Students in Identifying Cooking
Methods Before the Intervention

Participants Section n Before σ DI

Camia 15 7.13 1.46 Somewhat Acquired
Dahlia 14 4.14 0.86 Not Acquired
Students Ilang Ilang 11 4.82 1.83 Not Acquired
Jasmine 12 3.33 1.15 Not Acquired
Orchid 07 3.57 0.79 Not Acquired
Rosal 11 5.13 2.47 Somewhat Acquired
Overall Mean 74 4.69 1.43 Not Acquired
Interns 05 0.41 0.10 Not Acquired
Resource Teacher 01 0.40 0.21 Not Acquired
Overall Mean 0.41 0.16 Not Acquired
Note: n-samples; σ-Standard Deviation; DI-Descriptive Interpretation; 0.00-5.00 (0.10-1.00)-not acquired;
6.00-10.00 (1.10-2.00)-somewhat acquired; 11.00-15.00 (2.10-3.00)-acquired; 16.00-20.00 (3.10-4.00)-
highly acquired

approximately 70% of seventh-grade students surveyed lacked familiarity with various

cooking techniques. One crucial factor that impacts the learning acquisition of students is

the lack of exposure as stated in the study of Chickering and Gamson, (2020). Their limited

exposure to cooking at home and reliance on basic cooking methods such as frying and

boiling indicate a lack of familiarity with a diverse range of cooking techniques.

Additionally, their knowledge is confined to the Ilocano terms for cooking methods.

This study also revealed that learning is enhanced when students are involved,

and they must make what they learn part of themselves. Hence, the importance of

starting these practices at home hones the confidence and knowledge acquisition of

students in terms of the different cooking methods. As the study Janacsek et al. (2021),

showed that the most effective time for learning new skills is from childhood until early

adolescence. This principle has been shown to be effective, where early acquisition of

learning-related skills has had a positive impact on academic trajectories.

19
 Cooking is a vital life skill and encouraged a more frequent home cooking have

repeatedly been associated with a healthier diet (Hagmann, 2020). The study of James

(2018) emphasized the concerns about the lack of knowledge on the basic cooking

methods is connected to bad diet quality and obesity. It is, therefore, important to teach

the students early on how to cook and encourage them to develop their knowledge and

skills on cooking methods. Proficiency in cooking methods not only enhances culinary

creativity but also boosts individuals' confidence in the kitchen. Wolfson, Bleich, and

Smith (2016) highlight that as individuals become more adept at cooking, they are more

inclined to explore diverse cuisines and ingredients, leading to a more varied and

enjoyable diet. Moreover, the act of cooking fosters social connections, as individuals

often share meals with family and friends, strengthening relationships and promoting a

sense of community. By nurturing culinary skills, individuals can unleash their creativity,

broaden their culinary horizons, and cultivate a deeper appreciation for food and culture,

ultimately contributing to their overall well-being and quality of life.

Table 1 also shows the results of the pre-observation conducted by the interns

and resource teacher to assess the students’ level of acquisition on cooking methods with

the use of a rubric and provided an average rating of 0.41, indicating not acquired. This

implies that the interns and resource teachers perceived the students to have a limited

understanding of the different cooking methods. Observations of students resorting to

video tutorials on their phones during cooking activities highlight their struggle to apply

cooking methods mentioned in written recipes, indicating a gap in understanding.

Frequent inquiries from students about the definitions of cooking methods during

20
laboratory performances and discussions further underscore their need for clarification

and support in this area.

Their assessment aligns with the students’ self-reported ratings and confirms that

the students indeed have a limited knowledge on the different cooking methods. The

consistency between the students’ self-reported ratings and the assessment made by the

interns and resource teacher highlights the need for intervention. It indicates that the

students themselves recognized their lack of knowledge and understanding regarding the

cooking methods. The assessment results support the decision to implement the

intervention to enhance the students’ level of acquisition on cooking methods and

improve their overall competency in TLE subject.

Assessment on the level of acquisition of the Grade 7 students

in identifying cooking methods after the intervention

Table 2 exhibits the Assessment on the Level of Acquisition of the Grade 7

Students in identifying the cooking methods as perceived by the students, interns, and

resource teacher after integrating the intervention. According to the table, the level of

acquisition has been notably boosted after the intervention. This improvement is

reflected in the post-test result, where the students achieved a total mean score of 17.01

that is interpreted as highly acquired. The high mean score suggests that the students

have successfully identified the cooking methods and executed accurately during their

laboratory performance. This finding presents a notable difference from the data

presented in table 1, which presumably shows the pre-intervention results.

21
Table 2.
The Assessment on the Level of Acquisition of the Grade 7 Students in Identifying Cooking
Methods After the Intervention

Participants Section n After σ DI

Camia 15 17.8 1.47 Highly Acquired
Dahlia 14 16.71 1.07 Highly Acquired
Students Ilang Ilang 11 16.64 1.21 Highly Acquired
Jasmine 12 16.83 1.53 Highly Acquired
Orchid 07 16.29 1.11 Highly Acquired
Rosal 11 18 1.41 Highly Acquired
Overall Mean 74 17.05 1.30 Highly Acquired
Interns 05 3.46 0.11 Highly Acquired
Resource Teacher 01 3.60 0.28 Highly Acquired
Overall Mean 3.53 0.20 Highly Acquired
Note: n-samples; σ-Standard Deviation; DI-Descriptive Interpretation; 0.00-5.00(0.10-1.00)-not acquired;
6.00-10.00(1.10-2.00)-somewhat acquired; 11.00-15.00(2.10-3.00)-acquired; 16.00-20.00; (3.10-4.00)-
highly acquired

The disparity between the two tables implies a significant positive impact resulting

from the implementation of the intervention on students' comprehension and application

of cooking methods. The mean score of 17.01, interpreted as “highly acquired,” indicates

a notable advancement in students' ability to recognize and employ cooking methods

effectively. The interns’ observation of the Grade 7 students’ performance during

laboratory sessions provides valuable insights into the effectiveness of the intervention.

The interns and resource teacher recorded a total mean score of 3.53 which interpret as

“highly acquired.” The high mean score suggests that the students consistently

demonstrated knowledge and skill acquisition on cooking methods, showcasing their

improved understating and proficiency.

According to Achatz et al. (2018), mastery of cooking methods provides a

foundation for culinary creativity and innovation which allows an individual to experiment

with variations and adaptations to create unique dishes and flavor combinations, pushing
22
the boundaries of culinary artistry. The Grade 7 students have been able to successfully

cook the provided recipe in the E-SIM, Special Chopsuey with accurate execution of the

cooking methods present in the recipe. Comparing the data from table 1 (pre-

intervention) to table 2 (post-intervention), a significant increase in the students’

acquisition level can be observed. The total mean score rose from 4.69 to 17.05 which

interpret as “highly acquired,” indicating a substantial improvement in the students’

knowledge and understanding.

The shift from a relatively low mean score to a high mean score suggests that the

intervention has effectively elevated the acquisition level of the Grade 7 students on

identifying cooking methods. A meta-analysis conducted by Clark and Mayer (2016) found

that multimedia instructional materials, which provide interactive and visually engaging

content, are associated with higher student achievement compared to traditional

instructional methods. Research studies in educational psychology have also shown that

interactive and technology-enhanced learning materials, such as the E-SIM implemented

in this study, can significantly enhance student engagement and learning outcomes (Clark

& Mayer, 2016).

Digital learning resources such as an E-SIM allows educators to customize an

instructional material targeting specific least mastered competencies for the students

that they can access on their gadgets anytime. Another important factor that influences

the students’ performance is their engagement in practical cooking activities to better

equip them with the skills applied in the real-world culinary settings (Smith & Murphy,

2019). The intervention not only increased the students’ acquisition level but also

23
empowered them to independently utilize the cooking methods, further emphasizing the

effectiveness of the implemented intervention.

Assessment on the level of acquisition of the Grade 7 students

in identifying cooking methods before and after the intervention

Table 3 presents the results of the assessment on the significant difference in the

acquisition levels of Grade 7 students before and after the intervention. The data indicate

a significant improvement in the students' acquisition levels post-intervention, as

evaluated by the participants. The paired t-test results show a statistically significant

difference, with a p-value of 0.000 (significance level set at 0.05). This confirms that the

intervention led to a notable improvement in student performance.

The data indicated that there was a significant difference as it shows that the

students’ level of acquisition from “not acquired” to “highly acquired” after the

intervention was implemented. This signifies that the students have been able to answer

the test easily which is an indication that the use of the E-SIM elevated their acquisition.

The data identified that there was a significant difference as it shows that the students’

level of acquisition from “not acquired” to “highly acquired” after the intervention was

implemented. This signifies that the students have been able to answer the test easily

which is an indication that the use of E-SIM elevated their acquisition level and they have

confidently identified the cooking methods and performed it accurately.

The statistically significant improvement observed in students' level of acquisition

suggests that the intervention has had a positive impact on their learning outcomes. By

24
Table 3.
Results on the Assessment on the Significant Difference on the Level of Acquisition of the
Grade 7 Students in Identifying Cooking Methods Before and After Implementing the
Intervention

Before After
Participants Section n diff t-value p-value
x̄ σ DI x̄ σ DI
Camia 15 7.13 1.46 SA 17.8 1.47 HA 10.67 26.77 .000**
Dahlia 14 4.14 0.86 NA 16.71 1.07 HA 12.57 31.26 .000**
Students Ilang Ilang 11 4.82 1.83 NA 16.64 1.21 HA 11.82 26.65 .000**
Jasmine 12 3.33 1.15 NA 16.83 1.53 HA 13.5 33.85 .000**
Orchid 07 3.57 0.79 NA 16.29 1.11 HA 12.72 44.5 .000**
Rosal 11 5.13 2.47 SA 18 1.41 HA 12.87 16.76 .000**
Interns 05 0.41 0.10 NA 3.46 0.11 HA 3.05 42.82 .000**
Resource Teacher 01 0.40 0.21 NA 3.60 0.28 HA 3.20 19.60 .000**
Note: n-samples; x̄-mean; σ-Standard Deviation; diff-Difference; DI-Descriptive Interpretation; 0.00-5.00
(0.10-1.00)-not acquired; 6.00-10.00 (1.10-2.00)-somewhat acquired; 11.00-15.00 (2.10-3.00)-acquired;
16.00-20.00 (3.10-4.00)-highly acquired

engaging with the E-SIM, students have demonstrated a notable enhancement in their

ability to identify and understand cooking methods, reflecting a deeper comprehension

of the subject matter. Wang et al. (2019) demonstrated that the use of technology-

enhanced learning materials, such as interactive simulations and multimedia resources,

can significantly enhance students' understanding and retention of complex concepts in

various educational domains. This supports the effectiveness of interventions like the E-

SIM in facilitating meaningful learning experiences and improving learning outcomes.

The significant improvement observed in students' level of acquisition, as

perceived by the interns, further validates the effectiveness of the intervention. Prior to

the intervention, students may have relied heavily on external resources, such as video

tutorials, to guide them through the cooking process. However, the interns' observations

indicate that students have developed a deeper understanding of cooking methods

through engagement with the E-SIM. As a result, they are now able to apply learned skills

25
and techniques more effectively without the need for constant external guidance. The

hands-on experience gained through active participation in cooking sessions has allowed

students to internalize and apply cooking methods more effectively, leading to a greater

sense of accomplishment and competence in the kitchen (Smith, et.al., 2020).

The resource teacher's perception also revealed that students suggest a notable

improvement in their understanding of cooking methods. Prior to the intervention,

students may have struggled to grasp the nuances of various cooking methods, leading to

frequent queries seeking clarification. However, following the implementation of the

intervention, students appear to have developed a more comprehensive understanding

of cooking terminology and techniques. According to Hayes et al. (2020), hands-on

cooking experiences contribute to increased student confidence and autonomy in the

kitchen. As students gain proficiency in cooking methods and techniques, they exhibit

greater self-assurance in their abilities and demonstrate a decreased reliance on external

sources for guidance. This heightened confidence empowers students to take ownership

of their learning and approach cooking tasks with greater independence and creativity.

Perception of the Students on the E-SIM

as an Intervention in the Acquisition of Cooking Methods

This section presents a comprehensive analysis of the qualitative data obtained

from student responses about their experiences with the intervention implemented in

the study. Table 4 summarizes the students' perceptions of E-SIM as an intervention in

learning cooking methods. The responses from the unstructured survey questionnaire

were meticulously transcribed, coded, and organized into coherent themes to provide a

26
thorough understanding of the students' experiences and perceptions of the

intervention.

The thematic analysis of Grade 7 students' perceptions has revealed several key

themes that provide valuable insights into their experiences with the intervention; 1.

Engaging Multimedia Content; 2. Ease of Navigation; 3. User-Friendly Interface; 4.

Promotes Flexibility and Accessibility. By examining these themes, we gain valuable

insights into the features and qualities of the intervention that resonate most strongly

with the students and contribute to their learning experiences.

Engaging Multimedia Content. The theme of engaging multimedia content

underscores the students' positive responses regarding the various multimedia elements

incorporated into the E-SIM. For instance, Student 12 states that, “I found the Guide Card

to be the most engaging part. The simple definitions and 30-second preview videos really

helped me understand each cooking method better.” The student expressed appreciation

for the 30-second videos, which helped clarify complex cooking methods. This sentiment

is supported by research indicating that multimedia content, such as videos and

interactive simulations, enhances learning by catering to different learning styles and

promoting deeper understanding (Mayer, 2014). Furthermore, Student 2 mentioned,

“The activities in the E-SIM were fun! It felt like a game, but I was learning at the same

time.” enjoying the interactive quiz, suggesting that these elements can increase

motivation and engagement, as corroborated by studies highlighting the effectiveness of

gamification in educational settings (Deterding et al., 2021). Similarly, Student 3's remark

about the usefulness of interactive features aligns with research showing that interactive

27
Table 4.
Perception of the Students on the E-SIM as an Intervention in the Acquisition
of Cooking Methods

Theme Code Sample Statement

“I found the Guide Card to be the most
Personalized engaging part. The simple definitions and
Learning 30-second preview videos really helped me
understand each cooking method better.”
“The activities in the E-SIM were fun! It felt
Engaging Student
like a game, but I was learning at the same
Multimedia Content Engagement
time.”
“I would highly recommend this material to
Interactive other students. It's a great way to learn
Content about cooking methods in a fun and
interactive way.”
"I found it really easy to find my way
Clear
around the E-SIM. Everything was clearly
Instructions
labeled, so I never got lost."
Ease of Navigation "I didn't encounter any difficulties using the
Well-Organized E-SIM. Everything was well-organized, and I
Sections could easily navigate through the different
sections."
“I didn't have any major difficulties using
Well-Designed
the E-SIM. It was straightforward, well-
Interface
designed, and user-friendly.”
Clean and “I liked how everything was laid out. It was
User-Friendly
Organized clean and organized, which made it easy to
Interface
Interface focus on what I was learning.”
“The colors and fonts used in the E-SIM
Student-Friendly
were appealing. It made the whole
Layout
experience more enjoyable.”
“Being able to access the E-SIM online was
Easy Access really convenient. I could study from
anywhere, even when I was at home.”
“I liked that I could study at my own pace
Promotes Self-Paced with the E-SIM. If I needed more time on a
Accessibility and Learning section, I could take it without feeling
Flexibility rushed.”
“The fact that I could access the E-SIM on
my phone was great. It meant I could study
Flexible Learning
during my commute or whenever I had
downtime.”
28
Learning environments foster active participation and knowledge retention (Hwang et al.,

2019). The students' enthusiastic response to the engaging multimedia content

underscores the effectiveness of integrating videos, quizzes, and interactive features into

the E-SIM. By catering to different learning preferences and promoting active

engagement, these multimedia elements enhance comprehension and retention of

cooking methods. As such, future iterations of the E-SIM should continue to leverage

multimedia resources to create dynamic and immersive learning experiences.

Ease of Navigation. Students consistently praised the intuitive navigation features

of the E-SIM, emphasizing its user-friendly design and organization. Student 6's

commented, "I found it really easy to find my way around the E-SIM. Everything was

clearly labeled, so I never got lost." Clear labeling resonates with research demonstrating

that clear navigation cues improve user experience and reduce cognitive load (Dumas &

Loring, 2018). Moreover, Student 7's mentioned, "I didn't encounter any difficulties using

the E-SIM. Everything was well-organized, and I could easily navigate through the

different sections." Appreciation for the search functionality highlights the importance of

providing efficient ways to locate information, as supported by studies on user interface

design (Shneiderman, 2022). These observations underscore the importance of user-

centered design principles in creating intuitive and navigable digital learning

environments as stated in the study of Norman, (2013). The students' appreciation for

the intuitive navigation features reflects the importance of user-friendly design in

facilitating seamless access to educational content. The clear labeling, search

functionality, and bookmarking options enhance usability and efficiency, allowing

29
students to navigate the E-SIM with ease. Moving forward, maintaining a focus on

intuitive navigation will be essential for ensuring that students can access and utilize the

E-SIM effectively.

User-Friendly Interface. The theme of a user-friendly interface emerged from

students' comments praising the simplicity and clarity of the E-SIM's design. Student 70's

remark, “I didn't have any major difficulties using the E-SIM. It was straightforward, well-

designed, and user-friendly,” indicating that clear affordances contribute to positive user

experiences. Similarly, Student 30's mentioned, “I liked how everything was laid out. It

was clean and organized, which made it easy to focus on what I was learning.” The

appreciation for the organized layout reflects the principles of visual hierarchy, which

enhance readability and comprehension (Lidwell et al., 2020). Furthermore, Student 35's

mention of appealing colors and fonts underscores the role of aesthetics in user

satisfaction, as supported by research demonstrating the influence of visual design on

perceived usability (Tractinsky et al., 2020). These findings highlight the importance of

considering both functional and aesthetic aspects of interface design to create engaging

and user-friendly digital learning platforms. The positive feedback regarding the user-

friendly interface underscores the significance of clear design principles in fostering a

positive user experience. By prioritizing simplicity, organization, and visual appeal, the E-

SIM promotes ease of use and enhances engagement. Continuing to refine the interface

based on user feedback and usability testing will be crucial for optimizing the overall

learning experience.

30
 Promotes Accessibility and Flexibility. Students lauded the E-SIM for its

accessibility and flexibility, emphasizing its online availability and compatibility with

mobile devices. Student 68's positive experience with accessing the platform from

anywhere resonates with research indicating the benefits of online learning in providing

flexibility and convenience (Means et al., 2013). Students valued the online accessibility

of the platform, which allowed them to study from anywhere with an internet connection,

including their homes. Similarly, Student 45's appreciation for self-paced learning reflects

findings showing that flexible learning environments accommodate diverse learning

preferences and schedules (Bullen et al., 2012). The flexibility to study at their own pace

was highly appreciated, enabling students to tailor their learning experience to their

individual preferences and schedules. Additionally, Student 14's mention of accessing the

E-SIM on a mobile device underscores the importance of responsive design in ensuring

accessibility across different devices and screen sizes (Wroblewski, 2011). The ability to

access the E-SIM on mobile devices further enhanced accessibility, allowing students to

engage with the material conveniently, even on the go. These insights highlight the

potential of digital learning interventions to democratize access to education and

accommodate the diverse needs of learners in today's digital age.

The students' recognition of the E-SIM's accessibility and flexibility highlights its

role in overcoming barriers to learning and accommodating diverse learner needs. The

online availability and mobile compatibility enable students to engage with the material

anytime, anywhere, fostering autonomy and self-directed learning. Moving forward,

31
efforts to enhance accessibility and flexibility will further democratize access to education

and promote lifelong learning opportunities for all.

The themes of engaging multimedia content, ease of navigation, user-friendly

interface, and promotion of accessibility and flexibility underscore the positive impact of

the E-SIM on student engagement, learning experiences, and overall satisfaction.

Research has shown that multimedia learning tools can significantly enhance student

engagement and retention of information. For instance, a study by Mayer (2014)

demonstrated that multimedia elements such as videos, animations, and interactive

simulations can help students better understand and retain complex concepts.

The integration of multimedia elements in the E-SIM, such as instructional videos

and interactive simulations, aligns with these findings and has been shown to make

learning more engaging and effective for Grade 7 students. Additionally, the intuitive

navigation features of the E-SIM simplify the learning process, reducing cognitive load and

allowing students to focus on the content itself. This is consistent with the Cognitive Load

Theory proposed by Sweller (2011), which emphasizes the importance of user-friendly

design in educational materials to enhance learning efficiency.

The user-friendly interface of the E-SIM, characterized by clear design principles

and ease of use, contributes to an inclusive learning environment. According to Nielsen

(2012), usability and accessibility are critical factors in the effectiveness of educational

software, ensuring that all students, including those with disabilities, can benefit from the

learning tool. The flexibility and accessibility offered by the E-SIM, which allows students

32
to access learning materials at their own pace and convenience, further support diverse

learner needs.

These findings validate the efficacy of the E-SIM intervention and provide valuable

feedback for future enhancements. By leveraging multimedia resources, refining

navigation features, optimizing interface design, and enhancing accessibility, educators

and developers can further improve the effectiveness and usability of digital learning

platforms like the E-SIM. The analysis of student perceptions offers insights that can

inform ongoing efforts to optimize educational interventions and create meaningful

learning experiences.

Prioritizing user-centered design principles, as suggested by Norman (2013),

educators can ensure that the platform remains intuitive and engaging. Additionally,

leveraging digital technologies such as adaptive learning algorithms can personalize the

learning experience, addressing the unique needs of each student. The positive impact of

the E-SIM on student engagement and learning experiences is well-supported by existing

research. By continuously integrating feedback from users and incorporating best

practices from educational research, digital learning platforms like E-SIM can continue to

evolve and meet the changing need of learners in today’ digital age.

33
 CONCLUSION

The study aimed to address the gap in cooking method acquisition among Grade

7 Cookery students through the implementation of an Electronic Strategic Intervention

Material (E-SIM) titled "Heat and Harmony: A Guide to Perfecting Cooking Methods." This

intervention was strategically designed to enhance students' practical skills in cookery,

aligning with the K-12 Basic Education Curriculum's objectives of fostering self-sufficiency

and preparing students for future responsibilities.

The E-SIM successfully addressed the initial knowledge gaps and provided a

valuable tool for both teaching and learning, proving its potential as an effective

educational intervention in the context of cookery education. The E-SIM's structure

proved effective in engaging students and enhancing their understanding. The findings

underscore the importance of innovative educational tools in addressing learning gaps.

By revisiting and reinforcing concepts without repeating the entire learning process, E-

SIMs provide a flexible and effective solution for improving competency in specific subject

areas. The success of this intervention highlights the potential for similar strategies to be

employed in other areas of the curriculum, particularly where students struggle with

complex concepts.

As educational needs continue to evolve, such innovative approaches will be

essential in ensuring that students acquire the necessary skills and knowledge to thrive in

an increasingly complex world. Hence, the implementation of the E-SIM significantly

elevated the level of cooking method acquisition among Grade 7 students.

34
 REFLECTION

Conducting this classroom-based action research titled “Elevating the Cooking

Methods Acquisition through an Electronic Strategic Intervention Material” has been an

enlightening journey.

During our off-campus field study at INCAT, it was revealed that students

frequently find it difficult to understand the more complex concepts and essential

elements, particularly in familiarizing the cooking methods used in the kitchen. Utilizing

an E-SIM seemed promising; thus, we developed the intervention called “Heat and

Harmony: A Guide to Perfecting Cooking Methods”, which aimed to enhance the students’

level of acquisition on the different cooking methods. The implementation phase involved

conducting a pre-test, performance task, post-test, and interview.

The finding revealed noteworthy outcomes. Students demonstrated improved

retention and comprehension of cooking techniques, as evidenced by higher scores in

their post-test. Moreover, qualitative feedback from students highlighted their positive

perceptions of the E-SIM, emphasizing its effectiveness in enhancing their learning

experience.

Throughout the conduct of this study, we faced unexpected challenges that

delayed us in completing our research such as the suspension and turning classes into

flexible mode due to the high heat index in the locality. However, we viewed it as a

learning opportunity which made us think critically and provide solutions on how to

implement our intervention despite the faced situation.

35
 Conducting this action research provided valuable personal insights into teaching

and learning. Firstly, it underscored the importance of leveraging technology as a tool for

educational innovation. The E-SIM served as a dynamic platform to supplement

traditional teaching methods and cater to diverse learning styles. Furthermore, it

reinforced the notion of continuous improvement in teaching practices.

Hence, conducting this study has been a rewarding experience. The insights from

this research have not only enhanced our understanding of effective teaching practices

but also inspired us to continue exploring innovative approaches to enriching the learning

experiences of the students. Moving forward, we are committed to integrate technology

thoughtfully and purposefully into our teaching practices, with a focus on promoting deep

learning and student success.

36
 RECOMMENDATION

Considering the findings and reflection drawn from this study, the following

recommendations are hereby forwarded:

1. The developed intervention should be continuously improved based on the

feedback received from both the students and teachers involved during the

implementation. Regular evaluation and adjustment of the intervention will

ensure its alignment with the evolving needs and preferences of the participants,

enhancing its effectiveness over time. This benefits not only students but also

teachers as it fosters a more adaptive and responsive educational environment.

2. Integrate the E-SIM into the curriculum for other grade levels or subjects,

leveraging its positive impact beyond Grade 7 Cookery students. This will benefit

a broader range of students by providing them with an effective educational

resource, while also aiding teachers in delivering consistent, high-quality

instruction.

3. There is an opportunity to expand the content of the E-SIM to cover additional

topics related to cooking and culinary arts. This could include more advanced

cooking techniques, recipe variations, or even modules on food safety and

sanitation. By broadening the scope of the E-SIM, we can further enrich students'

learning experiences and better prepare them for future culinary endeavors.

4. The E-SIM should undergo further enhancement to maximize its effectiveness in

online classes, especially considering the increasing prevalence of unexpected

37
 situations that lead students to stay at home to attend their classes.

5. It is encouraged to integrate technology, mainly the E-SIM, into the curriculum to

enhance student learning outcomes and to supplement traditional teaching

methods.

6. Provide training sessions or workshops that will empower teachers to effectively

integrate the intervention into their teaching practices, ensuring its successful

adoption across different classroom settings.

7. The E-SIM can be seamlessly integrated into the community, enhancing learning

opportunities and fostering digital literacy. This will benefit community members

by expanding access to educational resources and improving digital skills.

8. Encouraging collaboration among teachers, students, and educational

stakeholders can foster a culture of sharing best practices and innovative teaching

strategies. Platforms for sharing lesson plans, instructional materials, and success

stories can facilitate collaboration and promote continuous improvement in

teaching and learning.

38
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42
APPENDICES

43
APPENDIX A

REQUEST
LETTER

44
 APPENDIX B

CONSENT FORM

45
APPENDIX C

PAPER AND
PENCIL TEST

46
PERFORMANCE RUBRIC

47
48
GUIDE QUESTIONS FOR THE INTERVIEW

49
TABLE OF SPECIFICATION

50
OTHER NECESSARY DOCUMENTS

INTERVENTION

51
52
53
54
55
56
57
58
VALIDATION FORM

59
DOCUMENTATIONS

60
61
62
63
 CURRICULUM VITAE

Name: DIVINA PAULA J. RIOS

Address: BRGY. 30 Cadaratan, Bacarra, Ilocos Norte – 2916
Email Address: [email protected]

EDUCATIONAL BACKGROUND
Tertiary:
MARIANO MARCOS STATE UNIVERSITY –
COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education - Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2916
(2020- Present)

Senior High School:

CADARATAN NATIONAL HIGH SCHOOL
General Academic Strand
BRGY. 30 Cadaratan, Bacarra, Ilocos Norte
(2018-2020)

Junior High School:

CADARATAN NATIONAL HIGH SCHOOL
BRGY. 30 Cadaratan, Bacarra, Ilocos Norte
(2014-2018)

Elementary:

64
 BURGOS MEMORIAL SCHOOL EAST
Burgos St., Vigan City, Ilocos Sur
(2013- 2014)

Achievements
• TCEA Fiesta 2022 Essay Writing Contest (1st Place)
• MMSU Hackathon 2023 (3rd Place)

Trainings and Seminars Attended

• CBAR Orientation Program (MMSU-TVLED Department)
• In-Service Training for Teachers (Cadaratan National High School)

Membership to Organizations
• Women’s Club (MMSU CTE)
• Technology for Career and Enterprise Association (MMSU-CTE)
• Senior Class Organization (MMSU-CTE)

65
Name: HANZ LEI T. RAMOS
Address: BRGY. Elizabeth, Dingras, Ilocos Norte
Email Address: [email protected]

Educational Background:
Tertiary:
MARIANO MARCOS STATE UNIVERSITY –
COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education - Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2916
(2020- Present)

Senior High School:

DINGRAS NATIONAL HIGH SCHOOL-BARONG CAMPUS
Technical Vocational and Livelihood -Home Economics
Brgy. Barong, Dingras, Ilocos Norte
(2018-2020)

Junior High School:

DINGRAS NATIONAL HIGH SCHOOL-BARONG CAMPUS
Technical Vocational and Livelihood -Home Economics
BRGY. Barong, Dingras, Ilocos Norte
(2014-2018)

Elementary:
ELIZABETH ELEMENTARY SCHOOL
BRGY. Elizabeth, Dingras, Ilocos Norte
(2013- 2014)

66
Achievements
• TCEA Fiesta 2023: BTLED 3A Overall Champion

Trainings and Seminars Attended

• CBAR Orientation Program (MMSU-TVLED Department)
• In-Service Training for Teachers (Barong National High School)

Membership to Organizations
• Women’s Club (MMSU CTE)
• Technology for Career and Enterprise Association (MMSU-CTE)
• Senior Class Organization (MMSU-CTE)

67
Name: ALYSSA FAE A. GARCIA
Address: Brgy. #9 Susugaen, Pasuquin, Ilocos Norte
Email Address: [email protected]

Educational Background:
Tertiary:
MARIANO MARCOS STATE UNIVERSITY –
COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education - Home Economics
Castro Avenue, Laoag City, Ilocos Norte- 2916
(2020- Present)

Senior High School:

ILOCOS NORTE AGRICULTURAL COLLEGE
Technical Vocational and Livelihood - Food Technology
BRGY. #18 San Isidro, Pasuquin, Ilocos Norte
(2018-2020)

Junior High School:

ILOCOS NORTE AGRICULTURAL COLLEGE
BRGY. #18 San Isidro, Pasuquin, Ilocos Norte
(2014-2018)

Elementary:
CABABAAN ELEMENTARY SCHOOL
BRGY. #9 Susugaen, Pasuquin, Ilocos Norte
(2013- 2014)

68
Achievements
• Ilocano Food Innovation and Cook Fest Competition (1st Place)
- Best in Appetizer
- Best in Food Display
• NCAA Hapag ng Pamana – Participant
• Featured in GMA Regional TV
• Gawad Ganting Pagal – Awardee (Featured in GMA Regional TV)
• 2023 Philippine Culinary Cup – Canadian Beef Ambassador
• 11th Sirib Awards – International Awards and Recognition (Canadian Beef
Ambassador)

Trainings and Seminars Attended

• CBAR Orientation Program (MMSU-TVLED)

Membership to Organizations
• Women’s Club (MMSU CTE)
• Technology for Career and Enterprise Association (MMSU-CTE)
• Senior Class Organization (MMSU-CTE)

69
Name: ANGELICA A. BARROZO
Address: Brgy. Subec, Pagudpud, Ilocos Norte
Email Address: [email protected]

Educational Background
Tertiary:
MARIANO MARCOS STATE UNIVERSITY-
COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education Major in Home
Economics
Castro Avenue, Laoag City, Ilocos Norte- 2916
(2020- Present)

Senior High School:

LUZONG NATIONAL HIGH SCHOOL
General Academic Strand
BRGY. Baduang, Pagudpud, Ilocos Norte
(2018-2020)

Junior High School:

LUZONG NATIONAL HIGH SCHOOL
BRGY. Baduang, Pagudpud, Ilocos Norte
(2014-2018)

Elementary:
SUBEC ELEMENTARY SCHOOL

70
 BRGY. Subec, Pagudpud, Ilocos Norte
(2013- 2014)

Achievements
• TCEA Fiesta 2023: BTLED 3A Overall Champion

Trainings and Seminars Attended

• CBAR Orientation Program (MMSU-TVLED Department)
• In-Service Training for Teachers (Luzong National High School)

Membership to Organizations
• Women’s Club (MMSU CTE)
• Technology for Career and Enterprise Association (MMSU-CTE)
• Senior Class Organization (MMSU-CTE)

71
Name: GINNELL CAY D. BANIAGA
Address: Brgy. Pagali, Burgos, Ilocos Norte
Email Address: [email protected]

Educational Background:
Tertiary:
MARIANO MARCOS STATE UNIVERSITY –
COLLEGE OF TEACHER EDUCATION
Bachelor of Technology and Livelihood Education Major in Home
Economics
Castro Avenue, Laoag City, Ilocos Norte- 2916
(2020- Present)

Senior High School:

NORTHERN CHRISTIAN COLLEGE
Humanities and Social Sciences
BRGY. 5 Mabini St. Laoag City, Ilocos Norte
(2018-2020)

Junior High School

BURGOS AGRO-INDUSTRIAL SCHOOL
BRGY. Poblacion, Burgos, Ilocos Norte
(2014-2018)

Elementary:
SAOIT-PAGALI ELEMENTARY SCHOOL
BRGY. Pagali, Burgos, Ilocos Norte
(2013- 2014)

72
Achievements
• TCEA FIESTA: HAIR AND MAKE-UP (2nd Place)

Trainings and Seminars Attended

• CBAR Orientation Program (MMSU-TVLED Department)

Membership to Organizations
• Women’s Club (MMSU CTE)
• Technology for Career and Enterprise Association (MMSU-CTE)
• Senior Class Organization (MMSU-CTE)

73