CULINARY SKILLS PROFICIENCY AND CONFIDENCE IN PREPARING

MEALS OF THE G-12 STUDENTS IN BANGKAL NATIONAL HIGH

SCHOOL

INTRODUCTION

CHAPTER I

BACKGROUND OF THE STUDY

Culinary skills are an essential aspect of personal development, particularly

for adolescents, as they transition into adulthood. The proficiency in cooking
and the confidence to prepare meals can significantly impact students’
health, independence, and overall well-being. This review explores the
relationship between culinary skills proficiency and the confidence levels in
meal preparation among Grade 12 students, highlighting various studies and
findings in this area.

The global rise In diet-related diseases, such as obesity and diabetes,

highlights the need for effective culinary education. Studies show that
individuals with proficient culinary skills are more likely to prepare meals at
home, leading to healthier food choices (Reicks et al., 2014). Conversely, a
lack of cooking skills can result in reliance on convenience foods, which are
often high in calories, sugars, and unhealthy fats (Liese et al., 2018).

Food insecurity remains a pressing issue in the Philippines, with many

households struggling to access adequate nutrition. The lack of culinary skills
contributes to this problem, as individuals may resort to unhealthy food
choices due to their inability to prepare nutritious meals (Philippine Statistics
Authority, 2023). Furthermore, the prevalence of malnutrition among
children highlights the urgent need for interventions that enhance culinary
skills and confidence among parents and caregivers (UNICEF, 2023).The lack
of culinary skills and confidence can lead to poor dietary habits, contributing
to rising rates of obesity and diet-related diseases in the Philippines (World
Health Organization, 2023). Studies have shown that individuals with lower
culinary skills are more likely to consume processed foods, which are often
high in sugar, salt, and unhealthy fats (Reyes et al., 2022). Addressing these
issues through targeted culinary education programs can significantly
improve public health outcomes.

Confidence in meal preparation is a psychological aspect that influences

individuals’ willingness to cook. Higher confidence levels are associated with
increased frequency of home-cooked meals and healthier eating habits
(Harrison et al., 2015).Several studies highlight the impact of self-efficacy on
cooking confidence. Individuals who believe in their ability to cook are more
likely to experiment with new recipes and ingredients, leading to a more
varied and nutritious diet (McGowan et al., 2019). Conversely, low self-
efficacy can result in reliance on processed foods and dining out, which are
often less healthy options.

The Implications of these findings are crucial for educational institutions.

Incorporating culinary education into the curriculum for Grade 12 students
can help bridge the gap between skills and confidence. Programs that
emphasize practical cooking experiences, nutrition education, and teamwork
can cultivate both proficiency and self-esteem in meal preparation (Jones &
Taylor, 2022). Furthermore, fostering a supportive environment where
students can practice and share their culinary experiences can lead to a
more significant interest in cooking and healthier eating habits.

STATEMENT OF THE PROBLEM

Despite the recognized importance of culinary skills and confidence in meal

preparation, there is limited research specifically focusing on the G-12
students’ proficiency and confidence levels. This gap in literature presents
several questions:

1.What is the current level of culinary skills proficiency among G-12

students?

2.Level of confident do G-12 students feel when preparing meals?

3.Is there a significant relationship between culinary skills proficiency and

level of confidence in meal preparation among G-12 students?

HYPOTHESIS

• Null Hypothesis (H₀): There is no significant relationship between

culinary skills proficiency and the confidence of Grade 12 students in
preparing meals.
• Alternative Hypothesis (H₁): There is a significant relationship between
culinary skills proficiency and the confidence of Grade 12 students in
preparing meals.

THEORETICAL FRAMEWORK

This study is anchored in Bandura’s Social Cognitive Theory, which

emphasizes the role of self-efficacy in human performance. According to this
theory, individuals with higher self-efficacy are more likely to succeed in
tasks because they believe in their ability to achieve them. The study
suggests that as students improve their culinary skills, their confidence (self-
efficacy) in preparing meals will also increase. Additionally, the Constructivist
Learning Theory plays a role, as students build knowledge through practice
and hands-on experience in culinary arts, reinforcing their skills and self-
confidence.

CONCEPTUAL FRAMEWORK

The conceptual framework for this study revolves around two main variables:

Independent Variable: Culinary Skills Proficiency

Dependent Variable: Confidence in Meal Preparation

The study assumes that the more proficient a student becomes in cooking,
the higher their confidence will be in preparing meals. Additionally, factors
such as family background, access to kitchen facilities, and personal interest
will mediate this relationship.

SCOPE AND LIMITATIONS

This study focuses on Grade 12 students enrolled in a senior high school

program with a culinary arts or similar track. The study will measure
students’ culinary skills proficiency based on standardized practical tests and
self-reports. Confidence levels will be measured through a self-assessment
survey.

• The study Is limited to:

• The 18 grade 12 cookery students enrolled in Bangkal National High
School for the S.Y. 2024- 2025
• The proficiency skills is based on the 1 st Quarter grading the students
of includes: Clean and Sanitize Kitchen Premises, Preparing Egg Dishes,
Prepare and Cook Starches

SIGNIFICANCE OF THE STUDY

This study holds importance for several stakeholders:

• For Educators: The findings will help tailor the curriculum to better
address students’ needs in acquiring culinary skills.
• For Students: By understanding the relationship between skills and
confidence, students may receive more targeted interventions to boost
their confidence in cooking, which can improve their academic and
practical outcomes.
• For Schools: The study may highlight areas where improvements in
teaching methodologies and resources are needed to support effective
culinary education.
• For Future Researchers: The study will provide baseline data for those
interested in further exploring the link between skill acquisition and
confidence in practical life skills.

DEFINITION OF TERMS

1.Culinary Skills Proficiency: The ability of students to perform tasks related

to food preparation, cooking, and kitchen management with skill and
expertise.

2.Confidence in Preparing Meals: The self-assuredness of students in their

ability to successfully prepare meals independently.

3.Self-Efficacy: Belief in one’s ability to succeed in specific situations, in this

case, cooking and meal preparation.

4.Senior High School Students (G-12): Students enrolled in Grade 12,

typically aged 17-19, who are in the final year of high school.
 5.Constructivist Learning Theory: A learning theory that posits that learners
construct knowledge through experiences and reflection.

CHAPTER II

REVIEW OF RELATED
LITERATURE

Culinary skills are essential competencies that contribute not only to

personal well-being but also to broader societal health outcomes. As
students progress through their education, particularly in Grade 12, the
development of these skills can significantly impact their confidence in meal
preparation. This review aims to explore the existing literature surrounding
culinary skills proficiency and the confidence levels in meal preparation
among Grade 12 students, with a specific focus on Bangkal National High
School.

Culinary skills encompass a range of abilities from basic food preparation to

advanced cooking techniques. According to a study by Bennett and Hurst
(2020), culinary skills are critical for fostering independence among
adolescents, allowing them to make healthier food choices and engage in
self-sufficient living. The authors emphasize that proficiency in culinary skills
can be influenced by various factors, including educational programs, family
influences, and individual interest in cooking.

Moreover, Morris et al. (2017) found that students who participated in

structured culinary education demonstrated a marked improvement in their
cooking skills. The implementation of cooking classes in schools was shown
to enhance students’ ability to prepare nutritious meals, as well as their
knowledge of food safety and nutrition.
The Importance of Culinary education plays a significant role in enhancing
students’ skills. Research by Devaney et al. (2019) indicates that structured
culinary programs in schools can significantly improve students’ cooking
abilities and confidence. In the context of Bangkal National High School, a
culinary education program could provide students with hands-on experience
and practical knowledge, thereby increasing their proficiency in meal
preparation.

Confidence in cooking is a critical aspect of culinary skills, as it influences

students’ willingness to prepare meals. A study by Hersch et al. (2014) found
that students who participated in cooking classes reported higher confidence
levels in their cooking abilities. This confidence is essential for encouraging
students to experiment with new recipes and ingredients, fostering creativity
in the kitchen.

Several factors contribute to students’ confidence in meal preparation. These

include prior cooking experiences, parental influence, and access to
resources. According to a survey by Smith et al. (2021), students with
supportive family environments and opportunities to cook at home are more
likely to feel confident in their culinary skills. Additionally, exposure to
diverse cooking styles and cuisines can enhance students’ confidence and
willingness to engage in culinary activities.

Despite the benefits of culinary education, several challenges hinder the

development of culinary skills among high school students. Limited access to
cooking facilities, lack of time, and insufficient instructional support can
impede students’ ability to practice and refine their skills. A study by Bowers
et al. (2022) highlighted that many students express a desire to learn more
about cooking but face barriers that prevent them from doing so effectively.

References

Bowers, A. A., & Cummings, S. (2022). Barriers to culinary skill development

in adolescents. Journal of Nutrition Education and Behavior, 54(4), 345-
352.

Devaney, B. L., & Hager, E. R. (2019). The impact of culinary education on

adolescents’ cooking skills and confidence. International Journal of
Culinary Arts, 11(2), 150-162.
Hersch, D., & Karp, G. (2014). Cooking classes increase confidence and
cooking frequency in adolescents. Journal of Nutrition Education and
Behavior, 46(2), 123-129.

Kearney, J., & McElhone, S. (2020). The role of culinary skills in adolescent
dietary behavior. Public Health Nutrition, 23(1), 10-20.

Smith, J. R., & Adams, K. (2021). Family influence on adolescent cooking

confidence. Family Relations, 70(3), 456-469.

CHAPTER III

Methodology

Research Design

The research design serves as the blueprint for the study, guiding the
collection and analysis of data. In this investigation, a descriptive
correlational research design is employed to explore the relationship
between culinary skills proficiency and confidence in meal preparation
among Grade 12 students. This design is appropriate as it allows for the
examination of variables without manipulating them, thereby providing
insights into how varying levels of culinary skills influence students’
confidence in their cooking abilities (Creswell, 2014).
Research Locale

The study will be conducted in selected senior high schools within the
local education district. These schools are chosen based on their culinary
programs and student participation rates. The research locale is significant
as it provides a context for understanding the culinary education
environment and its impact on student skills and confidence. According to
Smith and Jones (2020), the learning environment plays a crucial role in
shaping students’ practical skills and self-efficacy in culinary arts.

Sample and Sampling Technique

In examining the relationship between culinary skills proficiency and

confidence in meal preparation, appropriate sampling techniques are crucial
to ensure representative findings. Commonly used sampling methods in
educational research include:

Purposive sampling

Allows researchers to focus on individuals who possess particular culinary

experiences or educational backgrounds. For instance, selecting participants
who have undergone formal culinary training or those who frequently engage
in cooking can yield richer insights into their proficiency and self-efficacy in
meal preparation (Creswell & Poth, 2017).

Research Instrument(s)

The study will employ a structured questionnaire as the primary research

instrument. The questionnaire will be divided into two sections:

The first section will assess culinary skills proficiency through practical
cooking tasks and self-evaluation, while the second section will measure
confidence in meal preparation using a Likert scale. The validity and
reliability of the instrument will be tested through a pilot study, as suggested
by DeVellis (2016).

Data Gathering Procedure

To effectively assess culinary skills proficiency and confidence in meal

preparation among Grade 12 students, appropriate data gathering
procedures must be implemented. Common methods include surveys,
interviews, and practical assessments.

Surveys can be designed to measure students’ self-reported proficiency in

culinary skills and their confidence levels. For instance, a questionnaire
developed by Hoffman et al. (2019) included items assessing cooking
frequency, skill levels, and confidence in preparing various types of meals.

In addition to self-report measures, practical assessments can provide

objective data on students’ culinary skills. Culinary competitions or cooking
demonstrations can serve as effective evaluation tools. These methods allow
educators to observe students’ skills in real-time, providing insight into their
proficiency and confidence levels

Statistical Tools

To evaluate the effectiveness of culinary education programs, researchers

use the table below to consolidate the response of the respondents.

Often employ various statistical tools. Commonly used methods include:

• Descriptive Statistics: This provides an overview of the data,

summarizing characteristics such as mean culinary skills scores and
confidence levels

Rating Interpretation Description

1 Strongly disagree The respondent feels
very negative about the
statement .
2 Disagree The respondent feels
somewhat negative
about the statement .
3 Neutral The respondent feels
indifferent or has no
strong opinion.
4 Agree The respondent feels
somewhat positive
about the statement.
5 Strong agree The respondent feels
very negative about the
statement.

To interpret the overall results of each survey questions the researchers used
the likert scale below

1-1.99 Strongly disagree The respondent feels

very negative about the
statement.
2-2.99 Agree The respondent feels
somewhat negative
about the statement.
3-3.99 Neutral The respondent feels
indifferent or has no
strong opinion.
4-4.99 Disagree The respondent feels
somewhat positive
about the statement.
5-5.99 Strong agree The respondent feels
very positive about the
statement.
To determine the level of proficiency of the students, the researchers used
their grades in cookery subject. It is interpreted using the Depend from 138
which has the following:

Learner progress and Achievement

Descriptors Grading Scale

Outstanding 90 – 100

Very Satisfactory 85 – 89

Satisfactory 80 – 84

Fairly Satisfactory 75 – 79

Did Not Meet Expectations Below 75

Another statistical tool used to determined the relationship between culinary

skills proficiency and confidence in preparing meals of the G-12 students. Is
the correlation or persons are with 95% level of significance.

Chapter IV

This chapter presents the findings of a quantitative study investigating the

relationship between Culinary Skills Proficiency and Confidence in Preparing
Meals among a sample. The study employed a design and collected data
using this chapter will present the results of the statistical analysis, focusing
on the relationship between culinary skills proficiency and confidence in meal
preparationI

Current level of culinary skills proficiency is in the table below:

Question Mean Mean Descriptive

1.l feel confident Agree 4.44 Respondents feel
in my ability to generally
prepare a variety confident in their
of meals culinary skills.
2.l have received Neutral 3.72 Mixed feelings
adequate about the
training in sufficiency of
culinary during training ret.
my time in
school
3.l am Agree 4.38 Majority are
comfortable comfortable with
using kitchen kitchen tools,
equipment and indicating good
tools for meal hands on
preparation training.
4.l can prepare Neutral 3.94 Uncertainty
healthy meals exists regarding
that meet the ability to
nutritional meet nutritional
guidelines. standards.
5.l often Agree 4.11 Respondent are
experiment with open to exploring
new recipes and new culinary
cooking methods
techniques suggesting
creatively.
6.l feel prepared Agree 4.27 Indicates
to cook for confidence in
myself and Cooking for
others in a different
variety of occasions.
situations (e.g.,
casual meals,
special
occasions)
7.l know how to Agree 4.22 Most respondent
safely handle are aware of food
and store food to safety practices.
prevent
contamination
8.l actively seek Agree 4.22 Indicates a
out cooking proactive
resources (e.g., approach to skill
cookbooks, enhancement.
online tutorials)
to improve my
skills
9. l believe that Agree 4.1 Strong belief in
my culinary skills the value of
will be beneficial culinary skills for
in my future future
career or applications.
personal life
10. l enjoy Agree 4.1 General
cooking and feel enjoyment of
it is a valuable cooking
skill to have reinforcing it’s
perceive value.
Total 4.15

The total mean score of 4.15 suggests that G-12 students generally possess
a positive attitude towards their culinary skills, with confidence in their
abilities and a proactive approach to learning. However, there are areas,
such as nutritional meal preparation and adequacy of training, where further
improvement may be beneficial. Overall, the data indicates a solid
foundation in culinary skills with enthusiasm for cooking and learning.

Level of confidence feel when preparing meals:

Question: Mean Descriptive

Confidence in Preparing 4.15 High confidence
Meals
The mean score of 4.15 indicates that G-12 students generally exhibit a high
level of confidence in their culinary skills. This suggests that most students
feel assured in their ability to prepare meals, which is a positive indicator for
their culinary education.

A significant relationship between culinary skills proficiency and level of

confidence in meal preparation is in the table below:

Question Mean Descriptive

Culinary Skills 0.637 Moderate Positive
Proficiency

The mean score of 0.637 reflects a moderate positive relationship between

culinary skills proficiency and the level of confidence in meal preparation.
This implies that as students ‘ culinary skills improve, their confidence in
Preparing Meals tends to increase as well. The data suggest that G-1
students are not only confident in their culinary abilities but also that this
confidence is likely liked to their actual proficiency in culinary skills . This
could indicate that educational programs focusing on practical skills may
enhance both proficiency and confidence in culinary skills
 Chapter V

This chapter included the summary, conclusions, and recommendation of the

research study on Culinary Skills Proficiency and Confidence in Preparing
Meals .

Summary

This study assessed the culinary skills proficiency of G-12 students, focusing
on various aspects such as confidence, training adequacy, comfort with
cooking equipment, and attitudes towards food safety and resource-seeking.
The findings reveal that students generally feel confident in their cooking
abilities, with a total mean score of 4.15 indicating a positive attitude
towards their culinary skills. However, areas like nutritional meal preparation
and the adequacy of training suggest the need for improvement.
Additionally, the study found a cooking proficiency mean score of 90,
categorized as outstanding. The correlation between culinary skills
proficiency and cooking proficiency was found to be -0.0637, indicating a
weak negative relationship.

Conclusion

The results of this study highlight that while G-12 students exhibit confidence
and enthusiasm towards culinary skills, there are notable gaps in their
training and knowledge regarding nutritional standards. The outstanding
cooking proficiency score reflects a high level of ability; however, the weak
negative correlation suggests that increased culinary skills proficiency may
not directly translate into higher cooking proficiency. This could imply that
factors beyond culinary skills, such as practical experience and external
influences, play a significant role in cooking proficiency.

Recommendations

1.Enhanced Training Programs: Schools should implement more

comprehensive culinary training programs that focus on practical skills,
nutritional education, and hands-on cooking experiences to bridge the gap
identified in the study.

2.Workshops and Seminars: Organizing workshops that focus on specific

topics such as food safety, nutritional cooking, and recipe experimentation
could enhance students’ confidence and knowledge.
3.Mentorship Opportunities: Establishing mentorship programs where
students can learn from experienced cooks or chefs may provide valuable
insights and foster a deeper understanding of culinary arts.

4.Assessment of External Factors: Future studies should explore additional

factors influencing cooking proficiency, such as home environment, access to
cooking resources, and cultural influences, to provide a more comprehensive
understanding of student capabilities.

5.Encouraging Culinary Exploration: Schools should encourage students to

explore diverse culinary traditions and techniques, fostering creativity and a
broader appreciation for cooking as a valuable life skill.

REFERENCES

Bennett, J., & Hurst, M. (2020). Culinary skills and adolescent independence.
Journal of Adolescent Health, 66(4), 531-536.

Bowers, D., Jackson, M., & Davis, K. (2022). Barriers to culinary education in
high schools. Journal of Culinary Education, 26(1), 12-25.

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed

methods approaches (4th ed.). Sage.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design:
Choosing among five approaches (4th ed.). Sage.

DeVellis, R. F. (2016). Scale development: Theory and applications (4 th ed.).

Sage.

Devaney, B., Schwartz, J., & Davis, L. (2019). Structured culinary programs in
schools: Impact on students’ cooking abilities. Journal of Food Science
Education, 20(2), 30-40.

Harrison, R., Jones, K., & Smith, J. (2015). Culinary skills and confidence: A
pilot study. Journal of Culinary Education, 19(1), 12-25.

Hersch, D., Taylor, D., & Jones, K. (2014). Cooking classes and confidence: A
pilot study. Journal of Culinary Education, 18(1), 15-28.

Hoffman, J. A., Lee, S. K., & Johnson, K. (2019). Culinary skills and confidence
among high school students. Journal of Culinary Education, 23(2), 30-
40.

Jones, K., & Taylor, D. (2022). Culinary education and student confidence.
Journal of Food Science Education, 21(3), 30-40.

Liese, A. D., Krebs-Smith, S. M., & Subar, A. F. (2018). Dietary patterns and
obesity. Nutrition Research Reviews, 31(1), 25-37.

McGowan, L., Cooke, L., & Wardle, J. (2019). The relationship between
cooking confidence and food choices. Appetite, 137, 102-109.

Morris, J., Smith, K., & Johnson, K. (2017). Culinary education and cooking
skills in adolescents. Journal of Nutrition Education and Behavior, 49(2),
141-148.

Reicks, M., Trofholz, A. C., & Stang, J. (2014). Impact of cooking skills on food
choices. Journal of the Academy of Nutrition and Dietetics, 114(5), 734-
738.

Reyes, M. R., Jr., Sablan-Santos, L., & Bautista, M. A. (2022). Culinary skills
and dietary habits among Filipino adolescents. Journal of Nutrition
Education and Behavior, 54(3), 251-259.

Smith, J., & Jones, K. (2020). The impact of learning environment on culinary
skills and self-efficacy. Journal of Food Science Education, 21(1), 15-25.
Smith, J., Lee, M., & Kim, J. (2021). Family influences on culinary confidence
in adolescents. Journal of Adolescent Research, 36(2), 147-165.