CULTURE-BASED TEACHING OF COOKERY NC II COMPETENCIES IN BAUAN

TECHNICAL INTEGRATED HIGH SCHOOL

BAUAN TECHNICAL INTEGRATED HIGH SCHOOL

BAUAN WEST DISTRICT

BRYAN S. CABREROS
Proponent: BRYAN S. CABREROS

Division: Batangas Province

School: Bauan Technical Integrated High School

I. Title : CULTURE-BASED TEACHING OF COOKERY NC II

COMPETENCIES IN BAUAN TECHNICAL INTEGRATED HIGH

SCHOOL

II. Abstract

Culture-based education has been found to effectively increase the motivation

and interest of the students in learning the subjects and is useful in sustaining culturally

aware individuals. Reference to the food culture and practices of Batangas, this action

research intends to assess the utilization of culture-based pedagogy in the delivery of

Cookery NC II competencies and examine the difference on the cultural knowledge of

the students exposed in the intervention.

Using questionnaire and pre-test/posttest as the data gathering instruments to

achieve the desire of this research, the researcher involved 28 Cookery students who

were enrolled for the school year 2022 – 2023. The intervention has been implemented

for the duration of 4 months, covering the learning competencies in Cookery NCII.

Findings disclosed that teachers are highly utilizing culture-based pedagogy in the

teaching and assessment of Cookery NC II. Meanwhile, difference on the performance

and cultural knowledge of the students on pre-test and posttest was found after being

exposed to culture-based pedagogy. With the foregoing, it was recommended that the
developed culture-based learning materials be used in the teaching of Cookery NC II

and teachers may explore other the use of this strategy in teaching other subject area.

III. Acknowledgement

My sincere appreciation and gratitude to all those who supported me throughout

the process of conducting this action research. Their assistance and encouragement

were invaluable in the successful completion of this project. I am profoundly thankful

to my colleagues in Bauan Technical Integrated High School for the support, guidance,

and shared expertise to this enterprise greatly contributed to its quality and depth.

My heartfelt thanks to my students who took part in this research. Their

willingness to engage, share insights, and provide valuable data was essential to the

success of this project. Without their cooperation, this study would not have been

possible. Furthermore, I want to express my gratitude to my family and friends for their

unwavering support and understanding during the demanding research process.

Lastly, I would like to thank any other individuals and organizations that played a role

in this research, even if not mentioned here explicitly. Each of you has made a

significant contribution to the success of this action research, and I am truly thankful

for your support and encouragement.

IV. Context and Rationale

Schools are expected to promote and preserve culture through education. This

is reflected to the mission statement of the Department of Education of promoting the

right of every Filipino to culture-based education. With the advent of technology in

education, teachers mostly rely on their instruction from what they are able to
download from online resources. With this, some teachers fail to consider local cultural

practices and customs in their instruction and assessment since most of what they are

seeing online are samples from other countries. Although, producing global students

should one of the goals of the curriculum, the local identity and background of the

learners should not be neglected.

Cultural integration in education is not a novel concept. The role of culture-

based education in enhancing students' academic performance, cultural awareness,

and overall development has been explored in various contexts globally. Culture-

based education, as per Singh (2022), focuses on learners' cultural environment.

Kana'iaupuni (2014) broadens this to encompass values, norms, knowledge, beliefs,

practices, experiences, and language within culture, emphasizing holistic cultural

integration in education. Its teaching may be injected in the curriculum by using local

concepts and practices as reference in the learning material development, instruction,

and assessment.

In fact, Malaluan and Masangcay (2015) reported that utilizing culture-based

pedagogy may be used to heighten students’ interest and motivation and to attain

active participation and high achievement. In teaching Cookery NC II, students may

be introduced with delicacies and dishes that are locally found and prepared in the

community. In the preparation of instructional materials, procedures in preparing local

dishes may be included. This guarantees availability of raw ingredients and materials

that will not be a burden on part of the students. For the performance tasks, students

may be tasked to prepare dishes that are originating in Batangas Province like rice
puddings, fish-based dishes, and many more. By having these concepts applied

teaching, students will be reminded of their cultural identities while making sure that

the competencies of the curriculum are attained. Hunter (2015) pointed that

incorporating culturally relevant pedagogy is a necessary teaching practice that will

improve learning and social factors.

Thereafter, students may be gradually introduced to other dishes that are

located in other localities and countries. Equally important is that students are able to

learn the basic processes involved in doing such tasks and the teaching is

competency-based. Eventually, this will provoke the curiosity and awareness of the

students to have an in-depth exploration of different cultural practices, other than what

they have found with its food culture. Innovation may be later integrated for them to

elevate the presentation of this foods while also involving entrepreneurial

competencies to make their products marketable. Actually, Umali (2020) encourages

school officials to develop and implement culture-based lesson exemplars for wider

consumptions of teachers across the country and to conduct local mapping and

research writing relevant to cultural education or culture-based education.

As Home Economics and research teacher himself, the researcher was

prompted to conduct this study to brought awareness of the current cultural

understanding of the Grade 11 learners in Bauan Technical Integrated High School

while developing culture-based learning materials that will address gaps regarding the

acknowledgement of their cultural identities. This is hoped to eventually foster

patriotism and nationalism among students by leading them into innovative practices

that will result to global recognition of the country by its local food culture.

V. Innovation, Intervention and Strategy

The study initially offers instructional plans, assessment materials, and teaching

aids tailored to incorporate local cultural traditions, flavors, and cooking practices in

Cookery NC II curriculum. These resources are designed to empower teachers with

the tools needed to effectively deliver Technology and Livelihood Education courses

while aligning them with the cultural context of the students.

These materials were developed to provide teachers with an opportunity to be

engaged in the improvement of the learner’s cultural knowledge by injecting culture-

based concepts in the Technology and Livelihood Education learning competencies.

This will likely support the mission of the Department of Education of promoting the

right of every Filipino to culture-based education, as it advocates for the preservation

of one’s identity and cultural background.

VI. Action Research Questions

This action research intends to improve the cultural knowledge of the students

by introducing culture-based pedagogy in Cookery NC II course. It particularly aims to

answer the following questions:

1. How do students assess the teachers’ utilization of culture-based

delivery of Cookery NC II competencies in terms of:

1.1. teaching;

1.2. assessment?
 2. What is the performance of the students in the pre-test and posttest?

3. Is there a difference on the cultural knowledge of the students as

indicated by their test scores after exposure to culture-based teaching?

4. What enhanced culture-based learning materials may be developed

based on the findings of the study?

VII. Action Research Methods

a. Participants/Sources of Data and Information

The participants of the study were chosen through purposive sampling. There

were 28 students who were enrolled in the pioneering batch of the Home Economics

students in the Senior High School for the school year 2022 – 2023.

b. Data Gathering Methods

Survey questionnaire and pre-test/posttest were used in gathering the data

necessary in achieving the objectives of the study. Questionnaire was used to

determine the assessment of the students on the utilization of culture-based pedagogy

in terms of teaching and assessment. Meanwhile, pre-test and posttest were

administered to determine the scores of the students before and after exposure to the

intervention. Experimental approach was not consider given the limited number of

available group of students who are enrolled in the program for the specified school

year. Results were recorded, tallied, analyzed, and statistically compared to examine

the difference on the cultural knowledge of the participants. Related literatures and

studies were incorporated to substantiate the presentation of the data.

 c. Data Analysis

Given the quantitative nature of this study, the researcher subjected the

numerical data to the use of descriptive statistics, to determine the average

assessment of the respondents on the teachers’ utilization of culture-based pedagogy.

Results were interpreted based on the corresponding scale shown below, to ascertain

the extent of the utilization of the strategy.

4 - Highly Utilized

3 - Moderately Utilized

2 - Slightly Utilized

1 - Not Utilized

Meanwhile, item analysis and inferential statistics were used in comparing the

test scores of the respondents before and after exposure to the intervention. The use

of software like SPSS and spreadsheet applications provided accuracy in the

calculation of the statistical data. Hence, weighted mean, standard deviation, and t-

test were used in interpreting the quantitative data. Conclusions and recommendations

were formulated based on the results of the study.

It was guaranteed that the researcher secured the approval of the school head

in conducting the fieldwork. Anonymity, confidentiality, and data privacy were also

observed in the collecting and safekeeping of the data.

VIII. Discussion of Results and Reflection

1. Teachers’ Utilization of Culture-based Delivery of Cookery NC II

Competencies. The utilization of culture-based teaching and assessment strategies

in Cookery NC II of the teacher was assessed by the students in this section.

1.1. Culture-based Teaching. Quantitative results on table 1 disclosed that

the highest mean rating of 3.86, implies that the teacher highly utilize discussion of the

historical and cultural overview of the food dishes that are planned and prepared. The

students greatly value this strategy for a number of cogent reasons. The teacher

makes the learning process more engaging and helps students better comprehend the

culinary customs connected to each dish by supplying historical and cultural

background. Additionally, this method aids students in understanding the cultural

relevance of the dishes they are developing, enriching, and deepening their culinary

education.

This was followed by contextualizing teaching by citing local examples and

materials that students may use in cooking. This got a weighted mean of 3.76,

interpreted as highly utilized. The teacher not only makes the subject matter more

applicable by tying cooking methods to regional culinary customs or ingredients, but

also provides students with useful information that they may use in the workplace.

Additionally, by encouraging students to experiment with local ingredients, this method

fosters an awareness for the cultural diversity of cuisines and fosters culinary

innovation. Shih (2022) suggested that following culturally responsive education

strategies like integrating aspects of local culture and the community into courses,
situating local culture courses in learning areas, developing local culture curriculum

that are rich in humanities, and developing local culture curriculum based on parent–

teacher cooperation to overcome teacher shortages.

Table 1
Utilization of Culture-based Teaching Strategies in Cookery NC II
Culture-based Teaching WM SD VI
1. Provides historical and cultural overview of the
3.86 0.34 HU
dishes planned and prepared.
2. Contextualizes teaching by citing local examples
3.76 0.43 HU
and materials that may be used in cooking.
3. Relates teaching to common cultural tradition,
3.69 0.46 HU
festivities, and practices.
4. Presents demonstration and lecture videos of the
3.69 0.46 HU
preparation of culturally known dishes.
5. Explains and compares use of traditional and
3.66 0.48 HU
modern kitchen tools and equipment.
6. Discusses food culture issues and sensitive
3.66 0.60 HU
practices during discussions.
7. Guides students in planning for cookery activity
3.59 0.49 HU
that is culturally sensitive and responsible.
8. Provides students with an opportunity to share
their own food and cooking practices and 3.24 0.68 MU
traditions.
9. Allows students to plan a food concept or
formulation that would be representative of
3.17 0.65 MU
someone’s religion, gender orientation, language,
etc.
10. Utilizes local food books, magazines, and
3.10 0.66 MU
websites as reference for our job sheets.
Composite Mean 3.54 0.53 HU
Legend: WM - Weighted Mean; SD - Standard Deviation; VI – Verbal Interpretation
Scale: 1.00 – 1.49 (Not Utilized); 1.50 – 2.49 (Slightly Utilized) 2.50 – 3.49 (Moderately Utilized); 3.50
– 4.00 (Highly Utilized)

However, allowing students to plan a food concept or formulation that would be

representative of someone’s religion, gender orientation, language, etc. got the mean

value of 3.17, moderately utilized. Even though this strategy received not as high of a

rating as the other two, it is important to take these factors into account. Due to the
possibility that they may be looking for deeper instruction and help while preparing

food concepts that represent different cultures, religions, gender orientations, or

languages, students may find this feature to be moderately utilized. This study

emphasizes the potential need for the teacher to offer extra materials, examples, or

templates to assist students in successfully implementing this technique. Additionally,

it highlights how crucial it is to create a welcoming, inclusive learning environment

where students feel free to experiment with a variety of culinary expressions. Findings

of Nambiar et al (2020) revealed that culture-based reading materials on students’ skill

development and confidence in English.

Similarly, the lowest mean point of 3.10 shows that the teacher moderately

utilize local food books, magazines, and websites, as reference for the job sheets.

Although it is obvious that the teacher uses these resources to some extent, the lower

score may indicate that students believe that such materials could be more thoroughly

incorporated into the curriculum. This research emphasizes how crucial it is to give

students access to a variety of learning tools, including regionally relevant content, in

order to improve their knowledge and abilities. In order to keep students abreast of

current market trends and cultural influences, it also emphasizes the potential

advantages of integrating technology and digital resources into cookery instruction.

The overall mean of 3.54 revealed that the teacher highly utilizes the different

strategies in delivering culture-based teaching of Cookery NC II concepts. This shows

that the teacher's method is usually successful in incorporating cultural components

into cookery, despite some possible improvement areas. It also emphasizes the
significance of preserving a balanced approach that incorporates local relevance,

historical and cultural context, inclusive food concept development, and a variety of

reference resources to give students a comprehensive and culturally stimulating

teaching.

1.2. Culture-based Assessment. Similar to that of culture-based teaching

strategies, assessment has to be well-planned and organized, considering the diverse

needs, background, and preferences of the learners. The assessment of the

participants on the teachers’ use of culture-based assessment strategies in Cookery

NC II is presentd in table 2 below.

The highest mean of 3.90 is denoting the substantial incorporation of

culminating activities like food cooking competitions, complete meal preparation, food

expositions, and exhibits, points to the strength of these hands-on, practical

assessments. These exercises produce dynamic, interesting learning experiences in

addition to acting as assessments. Teachers can enhance students' education by

encouraging creativity, teamwork, and a sense of success by challenging them to use

their culinary abilities in real-world situations and competitions. Cawaling-Mauntol and

Padua (2022) posited that the most used culturally-responsive teaching strategy is

collaboration and cooperative learning however, these approaches are the least

supported by the teachers’ perspectives on CRT.

Meanwhile, challenging students to think of their own cookery products that

showcase their local culture and identify was also highly utilized by the teacher, as

revealed by the mean of 3.86. Students benefit from this method by feeling more
culturally proud and relevant. It promotes a deeper knowledge of the cultural diversity

within their culinary traditions by encouraging students to explore and express their

cultural identity via cooking. Students as a result get both culinary expertise and a

strong sense of cultural connection, enriching and personalizing their education.

Table 2
Utilization of Culture-based Assessment Strategies in Cookery NC II
Culture-based Assessment WM SD VI
1. Incorporates culminating activities like (food
cooking competition, complete meal preparation, 3.90 0.30 HU
food exposition and exhibits).
2. Challenges students to think of our own cookery
products that showcase the local culture and 3.86 0.34 HU
identity.
3. Allows students to work in pair and by group in
3.83 0.38 HU
performing tasks.
4. Gives opportunities to critique and comment on
our prepared dishes through the perspective of 3.83 0.38 HU
evaluators from different backgrounds.
5. Shares ideas and concept of a locally available
material that may be used in innovating the 3.76 0.43 HU
presentation of food products.
6. Allows students suggest improvement in the
3.83 0.38 HU
presentation
7. Provides reflective activities that will made us
realize of our own cultural biases and 3.48 0.50 MU
stereotypes.
8. Tasks students to conduct interview and queries
to other people using their own mother tongue 3.14 0.63 MU
or languages.
9. Involves students in community tasks that will
give historical overviews and provide cultural 2.97 0.67 MU
bridges between school and the community.
10. Incorporates pop culture by including traditional
music, fashion, sports, and many more in the
2.93 0.58 MU
preparation of recorded videos and other
multimedia.
Composite Mean 3.53 0.47 HU
Legend: WM - Weighted Mean; SD - Standard Deviation; VI – Verbal Interpretation
Scale: 1.00 – 1.49 (Not Utilized); 1.50 – 2.49 (Slightly Utilized) 2.50 – 3.49 (Moderately Utilized); 3.50
– 4.00 (Highly Utilized)
 Moreover, involving students in community tasks that will give historical

overviews and provide cultural bridges between school and the community got a

weighted mean of 2.97, interpreted as moderately utilized. This approach helps

students feel more culturally proud and relevant. By enabling students to investigate

and express their cultural identities via cooking, it fosters a deeper understanding of

the cultural diversity within their culinary traditions. This enriches and personalizes

students' education by giving them both culinary expertise and a strong sense of

cultural connection. Cawaling-Mauntol and Padua (2022) encourages student's

participation in learning about themselves as a community through school tasks.

Lastly, the teacher moderately incorporates pop culture by including traditional

music, fashion, sports, and many more in the preparation of recorded videos and other

multimedia. This yielded the lowest mean of 2.93. It can be suggested that this area

may require more attention and development. It is possible that this field needs

additional research and development. The learning process can be made more

approachable and relevant for learners, especially those from younger generations,

by incorporating pop culture aspects. Teachers may capture students' attention and

involvement by including these components in their lesson plans and multimedia,

which will ultimately improve the efficacy of cooking instruction.

Generally, teachers highly utilize the different assessment strategies in Cookery

NC II as shown by composite mean of 3.53. The results also highlight the value of a

well-rounded evaluation strategy that incorporates real-world, culturally pertinent,

community-focused, and pop culture-related activities. Teachers may deliver a

thorough, interesting, and culturally enhanced cookery curriculum that satisfies the

different needs and interests of their students by consistently enhancing and

expanding their evaluation methodologies in these areas. Renomeron-Morales (2015)

asserted that cultural heritage and biodiversity integration in subject areas require both

positive and constructive feedback from students in order to improve the method and

manner of teaching using such knowledge integration.

2. Performance of the Students in the Pre-test and Posttest. The

research findings present a comprehensive analysis of the effectiveness of an

intervention aimed at enhancing students' cultural knowledge in the context of Cookery

NC II. The study initially conducted a pre-test to assess the students' proficiency in

various learning competencies. The pre-test results revealed that students had not

mastered this specific aspect on the use and maintenance of kitchen tools, equipment,

and paraphernalia, as indicated by the relatively low average points earned. However,

it's noteworthy that all other competencies were nearly mastered by the students.

The pre-test data, represented by a mean percentage score of 15.36 with a

mean of 30.72 and a standard deviation of 2.57, provides a baseline understanding of

the students' starting point in terms of their cultural knowledge and competency in

Cookery NC II. The relatively low score in the use and maintenance of kitchen tools

suggests that there may be gaps in their practical skills in this area, which could be

attributed to insufficient prior exposure or training. Bibon (2020) reported in his study

that the data revealed significantly higher scores in experimental group than the
control group indicating effectiveness of the developed culture-based module vis-à-vis

the module prescribed by Department of Education (DepEd).

Table 3
Pre-test and Posttest Performance of Cookery NC II Students
Most Essential Learning
Ave. Mastery Ave. Mastery
Competencies
1. Use of Kitchen Tools, Equipment, Not
43 76 Mastered
and Paraphernalia Mastered
2. Maintenance of Kitchen Tools, Not
43 80 Mastered
Equipment and Paraphernalia Mastered
3. Perform Mensuration and Nearing
54 82 Mastered
Calculations Mastery
Nearing
4. Interpret Kitchen Layout 59 86 Mastered
Mastery
5. Practice Occupational Health and Nearing
55 79 Mastered
Safety Procedures Mastery
Nearing
6. Prepare Appetizers 66 85 Mastered
Mastery
Nearing
7. Prepare Salad and Dressings 52 81 Mastered
Mastery
Nearing
8. Prepare Sandwiches 62 83 Mastered
Mastery
Nearing
9. Prepare Desserts 58 89 Mastered
Mastery
Nearing
10. Package Prepared Food Stuff 64 79 Mastered
Mastery
Nearing
11. Prepare Egg Dishes 58 83 Mastered
Mastery
Nearing
12. Prepare Cereal and Starch Dishes 56 85 Mastered
Mastery
Nearing
13. Prepare Vegetable Dishes 56 80 Mastered
Mastery
Nearing
14. Prepare and Cook Seafood Dishes 54 80 Mastered
Mastery
Nearing
15. Prepare Stock, Soups, and Sauces 51 83 Mastered
Mastery
Nearing
16. Prepare Poultry and Game Dishes 49 81 Mastered
Mastery
Nearing
17. Prepare and Cook Meat 51 79 Mastered
Mastery
Mean Percentage Scores 15.36 22.64
Mean 30.72 45.28
SD 2.57 2.48
 The post-test results, following the intervention that incorporated cultural

teaching, demonstrate significant improvement in students' mastery of all

competencies. The mean percentage score of 22.64 in the post-test represents a

substantial increase of 7 points compared to the pre-assessment. This noteworthy

improvement signifies the intervention's effectiveness in not only bridging the cultural

knowledge gap but also in enhancing the students' overall competency in Cookery NC

II.

The finding underscores the vital role of cultural teaching in the learning

process. By embedding cultural elements into the curriculum, students not only gain a

deeper understanding of culinary traditions but also acquire practical skills more

effectively. The intervention not only addressed cultural knowledge but also aligned

with the curriculum's learning competencies. This demonstrates the potential for a

well-designed intervention to simultaneously enrich cultural understanding and

enhance academic proficiency.

In conclusion, the research findings highlight the positive impact of cultural

teaching in Cookery NC II. The intervention successfully bridged the gap in students'

cultural knowledge while also improving their mastery of essential competencies. This

suggests that incorporating cultural elements into vocational education can be a

powerful tool for enhancing both cultural awareness and skill development. Further

research could delve into the specific strategies and methodologies that were most

effective in achieving these positive outcomes, providing valuable insights for

educators and curriculum designers

 3. Difference on the Cultural Knowledge of the Students as Indicated

by their Test Scores after Exposure to Culture-based Teaching. The null

hypothesis stating that there is no difference on the cultural knowledge of the students

after exposure to culture-based teaching was examined through t-test. The null

hypothesis was rejected, which emphasizes the significance of this difference and the

efficiency of the intervention in enhancing student learning. The pre-test and post-test

scores differed significantly, as indicated by the estimated t-value of -11.970. A change

in scores that is this substantial and unlikely to have happened by chance is indicated

by a t-value of this size.

Table 4
Difference on the Cultural Knowledge of the Students
after Exposure to Culture-based Teaching
p-value Computed Decision Verbal
t-value Interpretation
Pre-test – .000 -11.970 Reject Ho Significant
Posttest

The posttest scores were significantly higher than the pretest scores, according

to the negative sign of the t-value, indicating that the intervention had a beneficial

impact on the students' learning outcomes. This is consistent with the findings of

Samaupan (2019) that there is a significant difference between the performance of the

two groups of students, within the considered constructs, before and after being

exposed to culture-related activities. Inclusion of the cultural aspects of students in

instruction has deepen their understanding of concepts, boost their interest in the

subject and has widen their view of their own culture by making meaningful

connections between the subject and their cultural practices.

 The very low p-value of.000 is also of great significance. The likelihood that the

observed results are the result of chance is indicated by a p-value. A p-value of.000 in

this instance indicates that there is nearly no chance that the observed improvement

in scores is the result of random variation. This supports the claim that the intervention

is successful in improving learning outcomes even more.

In conclusion, there is strong support for the research hypothesis that the

intervention had a significant impact on student learning from the statistical

comparison of the pre-test and posttest scores with the computed t-value of -11.970

at a p-value of.000. The findings from this study emphasizes the significance of

carefully planned interventions in learning environments and indicates the potential for

focused interventions to significantly improve student outcomes. The exact

components and tactics used in the intervention that had the greatest positive impact

might be further investigated, providing researchers and educators with useful

information for improving teaching and learning.

4. Enhancements on the Developed Culture-based Learning Materials

for Cookery NC II. Culture-based learning materials play a crucial role in vocational

education, especially in programs like Cookery NC II, where culinary skills are taught

alongside cultural appreciation. Enhancements have been made to include a broader

range of cultural diversity in the learning materials, allowing students to explore

cuisines from various regions. Cultural diversity is a cornerstone of culinary. The

inclusion of recipes, techniques, and ingredients from different cultures enhances the

students' culinary knowledge and appreciation. In a study by Barnett et al. (2017), they
found that exposure to diverse culinary traditions leads to a better understanding of

multiculturalism and tolerance among students.

Culture-based learning materials have been improved with the inclusion of

visual aids, videos, and interactive elements. Visual and multimedia elements engage

students more effectively. Research by Mayer and Moreno (2003) suggests that

multimedia can enhance learning, leading to improved understanding and retention of

culinary concepts. In addition, learning materials now provide more context regarding

the historical and cultural significance of specific dishes and cooking techniques.

Understanding the history and context of foods is important in appreciating culinary

traditions. A study by Smith (2014) emphasized that learning about the historical

origins of recipes and their cultural relevance can deepen students' connection to the

culinary arts.

Moreover, learning materials have been adapted to cater to various learning

styles, including kinesthetic, visual, and auditory. Adapting materials to different

learning styles increases the accessibility and effectiveness of instruction. According

to Pashler et al. (2008), addressing different learning modalities can improve

knowledge acquisition and skill development in vocational education. Learning

materials emphasized ethical and sustainable practices in cooking, including sourcing

ingredients and reducing food waste. Promoting ethical and sustainable practices

aligns with contemporary culinary trends. A study by Grunert et al. (2018) found that

students are increasingly concerned about the environmental and ethical aspects of

food production, making it crucial to include this in learning materials.

 Enhancements have introduced online and blended learning options for

Cookery NC II to accommodate different learning preferences. The adoption of online

and blended learning approaches has become essential in modern education.

Research by Allen and Seaman (2013) highlights the growing popularity of online and

blended learning in vocational education due to their flexibility and accessibility.

Enhancements in culture-based learning materials for Cookery NC II reflect the

evolving needs of both students and the culinary industry. By integrating cultural

diversity, multimedia elements, historical context, and accommodating various

learning styles, these materials become more engaging and effective in preparing

students for a dynamic field. Moreover, emphasizing ethical and sustainable practices

aligns with the growing global awareness of culinary responsibility. As vocational

education continues to evolve, the integration of online and blended learning options

provides flexibility and accessibility, catering to a diverse student population. These

enhancements ensure that Cookery NC II students are not only skilled cooks but also

culturally aware, environmentally responsible, and adaptable to changing educational

landscape

Conclusions

Based on the findings, the following conclusions are drawn:

1. Culture-based teaching and assessment strategies are highly utilized in

the delivery of Cookery NC II learning competencies.

 2. Comparison of the pre-test and posttest results indicated a significant

increase on the mastery of the learning competencies of Cookery NC II concepts

among students.

3. There is a significant difference on the cultural knowledge of the students

exposed under culture-based pedagogy.

4. The improvements in culture-based learning materials for Cookery NC II

highlight the significance of cultural diversity, multimedia elements, historical context,

flexible learning approaches, ethical sustainability, and online learning options.

Recommendations

1. Teachers are encouraged to employ culture-based teaching and

assessment pedagogies in the different subject areas.

2. The developed culture-based learning materials in Cookery NC II may

be tried for evaluation.

3. A similar study on other subject areas is recommended.

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