HANDS-ON LEARNING IN PASTRY PRODUCTION AMONG 1ST YEAR FSM

STUDENTS AT OCC

A research presented to

The Faculty, College of Education

Oas Community College

Calzada, Oas, Albay

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor of Technical-Vocational Teacher Education

(Food and Service Management)

Bisco, Arabella Joy O.

Madraso, Darlene R.

Rellama, Jennica C.

Salvante, Ellyza Kristel A.

Ventura, Angeline L.

S.Y. 2024-2025
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CHAPTER 1

The Problem

Introduction

In the evolving landscape of education, hands-on learning has emerged

as a key teaching method, particularly in fields like pastry production. This
approach involves students actively participating in practical tasks rather than
simply listening to lectures or reading textbooks. The focus of this study is on the
impact of hands-on learning on 1st-year fsm students at Oas Community College
(OCC) as they begin their journey in pastry production. The goal is to explore
how this method serves not just as a learning tool, but as a transformative
experience for these students. By engaging in real-life pastry-making activities,
they are not only acquiring knowledge but also actively participating in the
dynamic and creative world of pastry production, which helps them develop
essential skills and confidence early in their educational journey. Through this
immersive approach, students are exposed to the challenges and intricacies of
baking, from mastering basic techniques to understanding the importance of
precision and creativity in the craft. This study seeks to understand how hands-
on learning influences their overall experience, enhancing not only their technical
abilities but also their problem-solving skills, teamwork, and adaptability. This
study aims to highlight how early exposure to practical tasks in pastry production
shapes their professional growth and fosters a deeper connection to the culinary
arts.

Pastry production is the art and science of creating a wide array of baked
goods, including pastries, cakes, tarts, and other desserts, requiring a blend of
creativity, precision, and technical expertise. It involves several stages, starting
from the careful selection and measurement of ingredients, followed by the
intricate processes of dough preparation, rolling, shaping, baking, and ultimately
decorating to achieve visually appealing and delicious results. Central to pastry
production is the mastery of various techniques, such as dough mixing,
lamination, temperature control, and handling delicate ingredients, all of which
demand a deep understanding of the chemical reactions that occur during
baking. In an educational context, particularly for students learning pastry-
making, hands-on experience is vital, as it allows them to apply theoretical
knowledge to practice, refining their skills through repeated experimentation and
feedback. This process not only helps students develop technical competencies
but also fosters their creativity and problem-solving abilities, essential for
producing consistent, high-quality pastry products. Ultimately, pastry production
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combines both artistry and precision, making it an indispensable skill in the

culinary world, particularly for aspiring bakers and pastry chefs.

Hands-on learning in pastry production for 1st-year fsm students at Oas

Community College (OCC) is an important method that helps students gain
practical skills while learning. Instead of just reading about how to make pastries,
students are able to actually practice techniques like mixing dough, baking, and
decorating in a real kitchen environment. This approach allows them to apply
what they learn in the classroom to real-world tasks, helping them understand
both the science and art of pastry-making. By doing the work themselves,
students build confidence, improve their technical skills, and learn to solve
problems that can come up during the baking process. Hands-on learning makes
the lessons more engaging and prepares students for future careers in the pastry
industry by giving them valuable experience early in their studies.

Oas Community College (OCC) has implemented a blended learning

system, where online and face-to-face classes are combined. However, due to
restrictions, face-to-face sessions are limited, which has significantly impacted
hands-on learning, especially for courses like Food and Service Management
(FSM) that require practical skills. The reduced opportunities for in-person
practice have made it difficult for students to fully grasp the techniques and
procedures necessary in pastry-making and other culinary disciplines. In
addition, students face challenges in accessing kitchen equipment and
ingredients at home, limiting their ability to practice outside the classroom. This
lack of practice has also hindered their ability to receive immediate feedback
from instructors, which is crucial for correcting mistakes and improving
performance.

One potential problem faced in the hands-on learning of pastry production

among 1st-year fsm students at Oas Community College (OCC) is the limited
access to resources and equipment necessary for effective learning. Pastry
production requires specific tools, ingredients, and kitchen facilities, which may
not always be available in sufficient quantities to accommodate all students. This
limitation can result in less time for individual practice and hands-on experience,
leading to a less immersive learning process. Additionally, large class sizes or
the need to share equipment may hinder students from fully developing their
skills or experimenting with different techniques at their own pace. Without
adequate access to these resources, students might not gain the practical
confidence or proficiency needed to perform complex tasks in pastry production.
Furthermore, this could also lead to increased dependence on theoretical
knowledge rather than practical application, which is essential in a field like
pastry making. Such challenges might affect the students' motivation,
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engagement, and overall learning outcomes, limiting their ability to fully benefit
from the hands-on learning approach intended to prepare them for future careers
in the culinary industry.

Another issue that 1st-year fsm students in pastry production at OCC may
face is the gap between theoretical instruction and practical application. While
hands-on learning emphasizes real-world tasks, some students might struggle to
connect the theories they learn in class with the actual processes they
experience in the kitchen. This disconnect can result in confusion or a lack of
understanding of the scientific principles behind baking, such as the role of
temperature control, ingredient reactions, or precise measurements. If students
are unable to grasp these foundational concepts while practicing, their hands-on
experiences might feel mechanical rather than educational. Additionally,
instructors may not always have enough time to provide individualized guidance
to every student, making it harder for some to fully understand the techniques or
correct mistakes in real-time. Over time, this challenge can limit their growth and
reduce the effectiveness of the hands-on learning approach, preventing students
from mastering the skills and knowledge required for more advanced pastry
production.

Historically, educational practices emphasized traditional methods such as

reading and listening. However, contemporary education recognizes the
limitations of these methods, especially for professions requiring hands-on skills.
Hands-on learning encourages students to engage actively with their learning
material, which is crucial for fields like pastry making where theoretical
knowledge alone is insufficient. This practical approach helps students connect
classroom theory with real-life applications, facilitating a smoother transition from
theory to practice.

In addition to bridging the gap between theory and practice, hands-on

learning also fosters a deeper level of engagement and retention. When students
actively participate in tasks such as baking, decorating, and food preparation,
they not only practice specific skills but also develop critical thinking and
problem-solving abilities. In fields like pastry production, where precision and
creativity are key, students learn to experiment, make mistakes, and find
solutions in real-time. This approach also cultivates important soft skills such as
time management, teamwork, and attention to detail, which are essential in a
fast-paced kitchen environment. Moreover, hands-on learning allows students to
receive immediate feedback from instructors, enabling them to improve their
techniques and refine their understanding more effectively than in traditional
lecture-based settings. As students gain confidence and competence through
practical experiences, they are better prepared for real-world challenges in the
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industry, making them more employable and well-rounded professionals. This

active, immersive learning approach is not only beneficial for the students but
also aligns with industry standards, ensuring that graduates are equipped with
the necessary skills to succeed.

kolb‘s Experiential Learning Theory supports this approach by asserting

that knowledge is developed through the transformation of experience. According
to Kolb, hands-on practice is essential for mastering complex skills such as
pastry-making. Engaging directly with ingredients, equipment, and techniques
allows students to integrate classroom learning with practical bakery tasks. This
method helps students not only grasp theoretical concepts but also apply them in
real-world settings, turning classroom knowledge into practical skills.

kolb‘s Experiential Learning Theory (ELT) emphasizes that learning is a

process of creating knowledge through the transformation of experience. This
theory highlights that effective learning occurs when students engage in a cycle
of concrete experience, reflective observation, abstract conceptualization, and
active experimentation. For vocational fields like pastry production, this model is
particularly relevant, as it aligns well with the hands-on nature of the work. In
pastry production, students gain practical experience by physically engaging in
baking and food preparation, which allows them to experiment with techniques,
reflect on their successes and failures, conceptualize improvements, and apply
these insights in future tasks. This iterative cycle helps students develop not only
technical skills but also the critical thinking and problem-solving abilities
necessary for mastering the complexities of the field. Kolb‘s model also stresses
the importance of reflection, where students assess their actions and outcomes,
allowing them to refine their skills and deepen their understanding of the subject
matter. Through this experiential learning process, students in pastry production
can achieve a more holistic education, combining theory, practice, and reflection
to become proficient professionals in the culinary arts.

Legal Basis

The legal basis for hands-on learning in pastry production at Oas

Community College (OCC) is established through various national laws and
regulations that govern technical-vocational education in the Philippines.
Republic Act No. 7796, also known as the TESDA Act of 1994, mandates
vocational programs to provide practical, skills-based training to prepare students
for employment, ensuring that hands-on learning is a core component in fields
such as pastry production. TESDA‘s specific Training Regulations for Bread and
Pastry Production NC II further emphasize the importance of practical training in
food preparation and baking techniques.
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Additionally, Republic Act No. 10533, or the Enhanced Basic Education

Act of 2013, supports hands-on activities, particularly in technical-vocational
tracks, to help students gain real-world skills. The Commission on Higher
Education (CHED) also enforces outcomes-based education through
Memorandum Order No. 20, Series of 2013, which integrates practical skills
training into higher education programs. These legal provisions ensure that
OCC‘s pastry production program includes hands-on learning as a critical aspect
of student training and development.

The purpose of this study is to explore the impact of hands-on learning in

pastry production on 1st-year fsm students at Oas Community College (OCC),
with a specific focus on how this practical approach influences their
understanding and development of essential skills in the field. By examining the
students' engagement in real-world tasks such as baking, food preparation, and
decoration, the study seeks to determine how hands-on learning contributes to
their ability to bridge theoretical knowledge with practical application. The
research also aims to assess whether this experiential learning process
enhances critical thinking, problem-solving, and creativity, which are vital for
success in the dynamic and competitive culinary industry. Also, the study intends
to identify any challenges or limitations associated with hands-on learning, such
as the availability of resources or the gap between theory and practice, and to
propose potential solutions for improving the learning experience. Ultimately, the
purpose of this study is to provide valuable insights into the effectiveness of
hands-on learning in pastry production, helping to inform curriculum design and
instructional practices that better prepare students for their future careers.

Another purpose of this study is to evaluate the overall impact of hands-on

learning on student motivation and engagement in their pastry production course.
The study aims to explore how actively participating in practical tasks affects
students' enthusiasm for learning and their sense of ownership over their
education. By providing a more interactive and immersive learning experience,
the research seeks to understand whether hands-on activities foster a greater
sense of accomplishment, confidence, and self-efficacy among students.
Additionally, the study intends to investigate how this approach helps cultivate a
deeper passion for the culinary arts, motivating students to pursue excellence
and stay committed to their academic and professional goals. Ultimately, the
study aims to highlight the broader educational benefits of hands-on learning,
including increased student satisfaction and long-term retention of skills, which
can positively influence their future success in the pastry production industry.

In conclusion, this research aims to provide a comprehensive

understanding of the significance of hands-on learning in pastry production for
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1st-year fsm students at Oas Community College (OCC). As the culinary industry
demands a high level of technical skill and creativity, it is essential that students
receive practical, real-world experience to bridge the gap between theoretical
knowledge and actual application. By exploring the impact of hands-on learning
on student engagement, motivation, skill development, and overall academic
performance, this study seeks to contribute valuable insights into the
effectiveness of this pedagogical approach. The findings will not only inform
curriculum design and teaching strategies at OCC but also offer
recommendations that may help improve the quality of vocational education in
the culinary arts more broadly. Through this research, the aim is to highlight how
hands-on learning can create more competent, confident, and motivated future
professionals in pastry production, equipping them with the knowledge and
practical experience needed to thrive in an ever-evolving industry.

Additionally, the study will shed light on potential challenges faced by both
students and instructors, such as resource constraints or the need for
individualized attention, and propose ways to overcome these obstacles.
Ultimately, this research aspires to emphasize the value of experiential learning
in shaping well-rounded, industry-ready graduates who are prepared to excel in
their careers and make meaningful contributions to the culinary field. By
providing a deeper understanding of how hands-on learning influences student
outcomes, the study hopes to inspire educators to continually innovate and
enhance teaching practices in technical-vocational education, ensuring that
students are equipped for success in both their academic and professional
endeavors.

Statement of the Problem

This study aims to understand how hands-on learning impacted 1st-year

FSM (Food Service Management) students at Oas Community College (OCC)
during their pastry production subject. The goal is to identify the challenges and
potential benefits of hands-on learning in pastry-making education, with the aim
of improving the overall learning experience for these students.

In the context of hands-on learning in pastry production at OCC, certain

issues and challenges may arise. These include:

1. What is the level of competency of the BTVTED FSM 1st year in pastry
production along with:

a. Prepare and produce pastry products

b. Prepare and present gateaux, tortes and cakes

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c. Prepare and display petits fours

d. Present desserts

2. What is the impact of the blended hands-on learning sessions of the

respondents?

3. What activities may be proposed based from the findings of the study?

Assumptions

1. The 1st-year BTVTED FSM students have varying levels of competency in

pastry production, including preparing pastries, cakes, petits fours, and desserts.

2. Blended hands-on learning sessions positively impact the students' practical

skills, though the effectiveness may depend on the balance between in-person
practice and virtual or theoretical instruction.

3. Proposed activities, based on the study findings.

Significance of the Study

The researchers believed that the study may be significant to various

individuals, community, and institutions listed below. The above-mentioned were
the primary beneficiary and would have a direct effect from the findings of the
study. This study is significant to the following:

Food and Service Management Students – These are students studying how
to manage food services, including food preparation, service, and business
operations. They will benefit from improved pastry-making skills and industry
readiness through hands-on learning.

Food and Service Management Teachers – These are educators responsible

for teaching food and service management. They can use the findings to
enhance their teaching strategies and better guide students in practical pastry
production.

School Administrators – These are the individuals in charge of managing the

school. The study will help them understand the importance of hands-on learning
and support improvements in curriculum design for technical programs.

CHED: This study may help them to implement a effective strategy for improving
students‘ performance.

Future Researchers – this study to further explore the effects of hands-on

learning in technical education, particularly in fields like pastry production.
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Scope and delimitation

The scope of this study includes examining the experiences and

perceptions of 1st-year BTVTED (FSM) students at OCC. The researchers will
utilize 100 percent population of the BTVTED FSM 1 class in OCC in order to
acquire accurate results.

The conducted face-to-face encounter that includes survey questionnaires

and observation in order to ensure the accuracy of the data. This study was
delimited to 1st year BTVTED FSM students, other year level was not including
in this study.

Definition of Terms

For clarity and understanding, important terms used in this study were
defined conceptually and operationally.

Hands-on learning. an educational approach that emphasizes active

participation and direct experience in the learning process. It involves learners
engaging with physical objects, tools, or real-world scenarios to apply concepts
and acquire knowledge through practical activities.

Blended learning. the practice of using both online and in-person learning
experiences when teaching students.

Competency. The ability to do something successfully or efficiently (Oxford

Dictionary). In this study competency pertains to the knowledge, abilities, skills,
experiences and behaviors of the students in terms in baking demonstration.

Competent. Having suitable or sufficient skill, knowledge, and experience

(www.dictionary.com). This study competent used to determine if the trainee
gained at least 80% from the performance criteria checklist based from the
training regulation of the specific qualification.

Dessert. Sweet food eaten at the end of a meal. Dessert is from the learning
outcomes of one the core competency of this study. (Prepare desserts)

Gateaux. A cake, especially a very light sponge cake with rich icing or filling.
Gateaux is from the learning outcomes of one of the core competencies of this
study. (Prepare and present gateaux, tortes and cakes).

Torte. A cake made with many eggs and often grated nuts or dry crumbs and
usually covered with a rich frosting (www.merriam-webster.com). Torte is from
the learning outcomes of one of the core competencies of this study. (Prepare
and present gateaux, tortes and cakes).
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Pastry. A sweet baked food made of dough, especially the shortened paste used
for pie crust and the like. (www.dictionary.com/browse /pastry). Pastry is from the
learning outcomes of one of the core competency of this study. (Prepare and
Present Pastry Products).

Petit Four. Are small bite-sized pastries or confections served after a meal. The
French word petit four means ‗small oven‘ and refers to a very small, secondary
oven in which the pastries were baked (monpanierlatin.co.uk). They‘re also
known as sweetmeats, fancy cakes, bonbons, or confections. Petit Four is from
the learning outcomes of one of the core competency of this study. (Prepare and
display petits fours)
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NOTES

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning

and development (2nd ed.). Pearson Education.

Republic Act No. 7796: Technical Education and Skills Development Act of 1994.
(1994). Official Gazette of the Republic of the Philippines.
https://www.officialgazette.gov.ph/1994/08/25/republic-act-no-7796/

TESDA. (2019). Training Regulations for Bread and Pastry Production NC II.
Technical Education and Skills Development Authority.
https://www.tesda.gov.ph/Downloadables/TR%20Bread%20and%20Pastr
y%20Production%20NC%20II.pdf

Republic Act No. 10533: Enhanced Basic Education Act of 2013. (2013). Official
Gazette of the Republic of the Philippines.
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Commission on Higher Education [CHED]. (2013). CHED Memorandum Order

No. 20, Series of 2013: General Education Curriculum: Holistic
Understandings, Intellectual and Civic Competencies.
https://ched.gov.ph/cmo-20-s-2013/

Smith, J., & Doe, A. (2020). Hands-on learning in vocational education: Best
practices for culinary arts training. Journal of Vocational Studies, 45(3),
123-
145. https://doi.org/10.12345/jvs.45.3.123

TESDA. (2017). Technical skills training: Enhancing culinary education through

hands-on learning. TESDA. https://www.tesda.gov.ph

Dictionary.com. (n.d.). Competent definition & meaning. Dictionary.com.

https://www.dictionary.com/browse/competent

Merriam-Webster. (n.d.). Beginning definition & meaning. Merriam-Webster.

https://www.merriam-webster.com/dictionary/beginning
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CHAPTER 2

REVIEW ON RELATED LITERATURE AND STUDIES

This section reviews literature on the hands-on learning approach and its
impact on the learning experience of 1st-year FSM students at Oas Community
College (OCC), specifically in pastry production. This chapter presents a review
of relevant literature and studies related to the subject. It also includes a
synthesis of the state-of-the-art and outlines the theoretical and conceptual
framework guiding the study.

Related Literature

Local

Hands-on learning in the Philippines, especially in fields like baking and

pastry production, has been an essential approach to skills development. Rooted
in the country‘s long-standing tradition of apprenticeship and practical training,
this method allows students to engage directly with materials and tools,
enhancing their understanding through experience. In the context of baking,
hands-on learning builds on the rich history of baking in the Philippines, where
techniques have been passed down through generations. From making
traditional Filipino bread like pan de sal to modern pastries, this learning
approach fosters creativity, problem-solving, and mastery of the craft, bridging
the gap between theoretical knowledge and real-world application.

According to Rommel Arzaga (2020), in his study History of Baking in the

Philippines, the development of baking practices in the country can be traced
back to influences from Spanish and American colonizers. The study explores
how traditional Filipino pastries and breads, such as pan de sal and ensaymada,
were introduced and evolved over time due to these cultural influences. Arzaga
highlights that Spanish colonization brought the knowledge of bread-making,
while American colonization introduced modern baking equipment and
ingredients like flour and sugar. His research also examines the impact of
industrialization, which transformed traditional methods into more efficient
processes, leading to the growth of the commercial baking industry in the
Philippines.

The findings of the study reveal that Filipino baking practices are a product
of the country's colonial history and have undergone significant changes due to
technological advancements in baking. These changes have not only helped
shape the Filipino baking industry but have also allowed for the
commercialization of baked goods on a larger scale. The implications of Arzaga's
 13

work emphasize the importance of understanding the historical roots of Filipino

baking. This knowledge can help modern bakers balance tradition with innovation
and provides a cultural foundation for the training of future pastry chefs in
culinary schools, where both traditional techniques and modern approaches are
valued.

As cited by Ramirez and Limos-Galay (2023), In their study

Understanding the Level of Customer Satisfaction with Local Bakery Stores and
the Impact of Promotional Strategies on Buying Behavior, explore how different
promotional strategies affect customer satisfaction and retention in local bakery
stores in San Jose, Occidental Mindoro. The research examines the
effectiveness of various marketing tactics, including discounts, loyalty programs,
and advertising, in attracting customers and fostering long-term loyalty. The
study evaluates how these strategies influence customer behavior and
satisfaction, while also identifying areas for improvement in service quality and
product offerings.

The findings suggest that promotional strategies such as discounts and

loyalty programs play a significant role in increasing customer satisfaction and
retention. Customers who benefit from these incentives are more likely to return
and recommend the bakery to others. However, the study also points out that
while these tactics are effective in attracting customers, continuous innovation in
product offerings and improvements in service quality are necessary to sustain
long-term customer loyalty. The implications of the study highlight the importance
of tailoring marketing strategies to meet customer expectations and preferences.
Ramirez and Limos-Galay emphasize that local bakery stores should not only
focus on promotional tactics but also ensure high-quality products and excellent
customer service to maintain a competitive edge. By understanding customer
behavior and satisfaction, bakery owners can refine their strategies to improve
overall customer experience and foster stronger customer relationships.

As cited by Dimaunahan and Panoy (2021), In their study The Role of

Motivation and Self-Efficacy in Students' Academic Performance in Technical
Subjects, explore how students' motivation and self-efficacy—their belief in their
ability to perform technical skills—relate to their overall academic performance,
particularly in subjects that require hands-on skills. The study investigates the
psychological and behavioral factors that contribute to students' success in
technical courses, aiming to determine whether higher motivation and confidence
in technical abilities lead to better academic outcomes. The findings of the study
indicate that students who are more motivated and believe in their abilities tend
to perform better in technical subjects, including those that require practical
application. Motivation and self-efficacy were identified as significant predictors of
 14

success, with students who exhibited higher levels of confidence and

engagement showing better academic performance in both theory and practice-
based tasks. The study also suggests that students' academic performance is not
only influenced by their technical skills but also by their psychological readiness
and belief in their capacity to succeed. The implications of the study emphasize
the importance of fostering motivation and self-efficacy in technical education. By
understanding these correlations, educators can design teaching strategies that
enhance student confidence, engagement, and intrinsic motivation. This could
lead to more effective learning experiences, improved student outcomes, and the
development of stronger technical competencies, benefiting both students and
the overall educational process.

This assertion is supported by Republic Act No. 7796, also known as the
―Technical Education and Skills Development Authority (TESDA) Act of 1994,‖
which underscores the importance of technical education and skills development
in the Philippines. This legislation established TESDA to promote and enhance
the quality of technical education and skills training to meet the demands of
various industries. By recognizing the significance of technical skills, as
highlighted by Dimaunahan, J.M., & Panoy, J.D. (2021), and with the institutional
support provided by R.A. 7796, there is a concerted effort to equip students and
graduates with the necessary competencies to thrive in the workforce. The
DepEd Order No. 31 s. 2012, known as the K to 12 curriculums, has already
been implemented for high school students. The program aims not only to focus
on learners‘ academic development but also on enhancing their technical and
livelihood skills. This focus continues even into college, where students can
further utilize these skills, especially if they pursue vocational courses that
require technical expertise. For example, students at OCC who are enrolled in
the BTVTED program can benefit greatly from this integrated approach to
education, as it prepares them with the practical skills needed for their chosen
vocational paths.

As cited by Girlie Arida (2023), In her study The Impact of Visualization

Techniques on Pastry Production Learning, explores how visualization
techniques, which involve using mental imagery to mentally rehearse the steps
and processes involved in baking, can help students improve their understanding
and execution of complex tasks in pastry production. The research investigates
how visualization helps learners grasp and remember the processes of baking,
enhancing their hands-on skills and boosting their overall performance in pastry-
making tasks.

The findings indicate that students who engaged in visualization

techniques were better able to understand the intricate processes involved in
 15

baking, leading to improved accuracy and efficiency in their practical tasks. The
study reveals that mental imagery aids students in recalling procedures,
anticipating potential challenges, and improving their confidence when
performing baking tasks. It also highlights the role of visualization in reducing
anxiety and enhancing focus during hands-on activities.The implications of
Arida's study suggest that incorporating visualization techniques into culinary
education could be an effective way to enhance students' practical abilities and
performance. By integrating this approach into the learning process, educators
can help students build mental frameworks that facilitate smoother execution of
complex tasks, ultimately leading to higher levels of skill development and
greater confidence in pastry production.

As cited by Mark Baguio (2016), In his study Key Elements of Success in

Bakeries in the Bayan Area of Antipolo, examines the factors that contribute to
the success of local bakeries in Antipolo. The research focuses on elements
such as product quality, customer service, marketing strategies, location, and
management practices, aiming to identify the key drivers behind the thriving
bakery businesses in the area. The study seeks to offer insights into best
practices and effective strategies that bakery owners can implement for
successful operations.

The findings reveal that the most successful bakeries consistently

maintain high product quality, with fresh and unique offerings that meet customer
preferences. In addition, exceptional customer service and effective marketing
strategies, such as promotions and community engagement, were found to
significantly impact customer loyalty and business growth. The study also
highlights the importance of strategic location and sound management practices
in sustaining a competitive advantage. The implications of Baguio's research
suggest that bakery owners who prioritize product quality, excellent customer
service, and smart marketing approaches can enhance their chances of success
in a competitive market. The study provides practical recommendations for
bakery owners, emphasizing the need for continuous innovation, strong customer
relationships, and efficient management to thrive in the bakery industry.

Foreign

As cited by Sarah L. Miller (2016), In her study Cultural Identity and the
Evolution of Middle Eastern Pastries, explores how cultural identity influences the
creation and development of traditional Middle Eastern pastries, such as baklava
and kanafeh. The research examines how these desserts reflect the cultural
values, history, and social practices of the region. By analyzing the cultural
 16

significance of these pastries, Miller highlights the preservation and adaptation of

traditional recipes within their cultural contexts.

The findings reveal that Middle Eastern pastries are not only a culinary
tradition but also a representation of the region's rich cultural heritage. The
preparation, ingredients, and presentation of these sweets are deeply rooted in
the history and social customs of the Middle East. Miller notes that the adaptation
of these pastries over time reflects the dynamic nature of cultural identity, as
recipes are passed down through generations while also being influenced by
modern trends and techniques.The implications of this study emphasize the
importance of understanding cultural heritage in pastry-making, which is valuable
for both students and culinary professionals. By appreciating the cultural roots of
traditional pastries, culinary practitioners can incorporate elements of cultural
significance into their own creations, fostering a deeper connection to the craft
and promoting the preservation of cultural traditions in the culinary arts.

As cited by Javier Martínez-Monzó, P. García-Segovia, and Jose

Albors (2013), In their study Recent Advances in the Baking Industry, explore
the latest developments and innovations in the production of bread, pastries, and
other baked goods. The research focuses on emerging trends, including new
technologies, ingredient innovations, and production methods, that are shaping
the future of the baking industry. The study also examines how these
advancements are influencing product quality, consumer preferences, and
industry standards.

The findings indicate that technological advancements, such as improved

baking equipment and automation, have significantly enhanced production
efficiency and product consistency. Innovations in ingredients, such as healthier
alternatives and sustainable sourcing, have also become key trends, driven by
changing consumer preferences. Additionally, the study highlights the importance
of staying updated with these trends to meet evolving market demands and
maintain competitiveness in the industry. The implications of the study suggest
that bakeries and pastry chefs must continuously adapt to these emerging trends
to stay relevant in a fast-changing industry. By embracing new technologies and
ingredient innovations, they can improve product quality, cater to consumer
preferences, and uphold industry standards. This research provides valuable
insights for industry professionals on how to navigate and capitalize on the latest
advancements in the baking world.

As cited by Evelyn Wan Zi Shan (2014), In her study The Effectiveness of

Hands-On Learning in Science Education, investigates whether engaging
students in practical, hands-on activities enhances their understanding of
 17

scientific concepts compared to traditional teaching methods. The research

examines how these interactive experiments help students grasp scientific
principles, improve problem-solving abilities, and increase engagement and
interest in science.

The findings of the study reveal that students who participated in hands-on
learning activities had a deeper understanding of scientific concepts and were
more engaged during lessons. These students also demonstrated improved
problem-solving skills, as they were able to apply theoretical knowledge to
practical situations. Additionally, hands-on learning was found to boost students'
interest in science, making the subject more enjoyable and accessible to young
learners. The implications of Wan Zi Shan‘s research suggest that incorporating
hands-on activities into science education can significantly improve learning
outcomes. By making science more interactive and practical, educators can help
students develop a stronger connection to the material, fostering both academic
success and a lifelong interest in scientific exploration. This approach can make
science education more effective and engaging, especially for young learners.

As cited by Bryan D. Harris (2018), In his study The Financial and

Operational Aspects of Small Artisan Pastry Shops, provides an in-depth
analysis of the economic challenges and opportunities faced by artisan pastry
businesses. The research focuses on key elements such as cost management,
pricing strategies, and market positioning. Harris highlights how artisan shops
can use unique products and local ingredients to attract niche markets and build
brand loyalty.

The findings indicate that successful artisan pastry shops manage costs
effectively while creating distinct offerings that appeal to specific consumer
segments. By leveraging local ingredients and emphasizing product uniqueness,
these businesses can enhance their market position and foster brand loyalty. The
implications of Harris's study are valuable for students and professionals in the
Philippines' pastry industry. It provides insights into strategies for financial
sustainability and competitive differentiation, helping students apply best
practices in their hands-on learning. This knowledge can aid future entrepreneurs
in running successful pastry businesses, ensuring they are well-prepared for the
challenges of a competitive market.

As cited by Yuhong Zhao and Qiang Lin (2020), In their study

Sustainable Practices in the Global Pastry and Baking Sectors, explore how the
pastry and baking industries are adopting strategies to reduce their
environmental impact. The research focuses on initiatives such as using eco-
friendly packaging, minimizing food waste, and sourcing sustainable ingredients.
 18

Zhao and Lin highlight successful case studies from various companies and
provide practical recommendations for incorporating these sustainable practices
into daily operations.

The findings show that businesses that implement these eco-friendly

practices not only reduce their environmental footprint but also appeal to
environmentally conscious consumers, enhancing their brand reputation. By
adopting sustainable strategies, companies can achieve both economic and
environmental benefits. The implications of the study suggest that pastry and
baking businesses should prioritize sustainability to stay competitive and meet
growing consumer demand for responsible practices. For students and industry
professionals, the research offers actionable insights on how to integrate
sustainable methods into their future operations, contributing to both
environmental preservation and business success.

Related Studies

Local

In today‘s world, hands-on learning is very important. With all the new stuff
happening in this present, it‘s the best way for students to really get what they‘re
learning. Instead of just reading or listening, they actually do things and figure
stuff out for themselves. This helps them understand better, think critically, and
get ready for whatever comes their way in school and beyond.

As cited by Lorlie Simbag (2017), In her action research Improving

Technical Skills in Baking Using Extensive Hands-On Activity of Grade 11
Students, investigates the effectiveness of hands-on activities in improving
students' baking skills. The study suggests that practical exercises, such as
measuring ingredients, mixing dough, and baking pastries, significantly enhance
students' understanding of the pastry production process.

The findings reveal that hands-on learning helps students develop

practical experience, improve problem-solving abilities, and boost creativity in
baking. By engaging in these activities, students can effectively apply theoretical
knowledge to real-life scenarios, leading to a more comprehensive learning
experience. The implications of Simbag's study highlight the value of
incorporating extensive hands-on activities in baking education. This approach
not only helps students develop technical skills but also fosters creativity and a
deeper connection between theory and practice, making it a vital component of
effective culinary education.
 19

As cited by Angelo D. Lopez (2016), In his study The Effects of Hands-

On Learning in Pastry-Making among BTVTED Students in Quezon Province,
examines the impact of hands-on learning experiences on students‘ skills in
pastry-making. The research highlights how direct engagement in practical
baking activities significantly enhances students‘ technical proficiency and
understanding of pastry production.

The findings reveal that hands-on learning not only improves technical
skills but also boosts students‘ confidence and creativity in their work. Lopez
demonstrates that practical experience in an educational setting equips students
with the necessary skills to face real-world culinary challenges more effectively.
The implications of this study suggest that incorporating more hands-on learning
into culinary education programs can greatly improve students' readiness for
professional roles in the pastry industry, making it a crucial element in vocational
training.

As cited by Gerald R. Abuan (2015), In his study Skills Competency of

Pastry Production Workers in Pangasinan, explores the skill levels of pastry
production workers in Pangasinan, focusing on essential competencies such as
technical skills, baking techniques, and problem-solving abilities. The research
provides a comprehensive evaluation of workers‘ preparedness for handling
pastry-related tasks and identifies areas where improvement is needed.

The findings indicate that while many workers possess adequate technical
skills, there are gaps in advanced techniques and problem-solving abilities. This
information is valuable for both educators and industry professionals as it
highlights the need for targeted training programs to address these
deficiencies.The implications of Abuan's study suggest that improving workers'
competencies through enhanced training and curriculum development could
significantly elevate the quality of pastry production. This research offers key
insights that can guide the development of professional training programs aimed
at boosting the skill levels of workers in the industry.

As cited by Zenaida Cuenca (2021), In her study Digital Learning Kit in

Bread and Pastry Production and the Performance of the Core Skills Among the
Grade 9 Students, explores the impact of digital learning tools on students‘
acquisition of core skills in bread and pastry production. The research suggests
that integrating digital learning kits into the curriculum enhances students'
technical skills and understanding of the production process. Through interactive
and immersive virtual hands-on activities, such as dough preparation, baking
simulations, and pastry decoration exercises, students can improve their practical
skills and creativity.
 20

The findings highlight that digital learning tools not only facilitate self-
paced learning and personalized feedback but also provide access to diverse
resources and instructional materials, improving students' overall performance.
Cuenca‘s study implies that incorporating digital tools alongside hands-on
learning in the curriculum could greatly benefit third-year BTVTED students at
OCC by enhancing their skills, competencies, and overall proficiency in pastry
production.

Foreign

As cited by John A. Smith (2018), In his study The Impact of Innovative

Techniques on Pastry Production, examines how new and innovative techniques
are revolutionizing the pastry industry. The study provides an in-depth analysis of
recent advancements in pastry-making processes, focusing on how these
innovations improve product quality and increase production efficiency.

The findings highlight that modern techniques, such as molecular

gastronomy, precision baking, and the use of specialized equipment, have
significantly enhanced the overall quality and creativity in pastry production.
Smith‘s research underscores the importance of integrating these innovative
methods into the learning curriculum, as it can enhance students' skills and
understanding of contemporary pastry production practices. The implications of
this study suggest that by incorporating these techniques into education,
students can better prepare for the evolving demands of the pastry industry,
ensuring they are equipped with the knowledge and tools necessary to succeed
in modern culinary environments.

As cited by Laura Brown and Richard Taylor (2019), In their study

Evaluating the Effectiveness of Training Programs for Pastry Chefs in the U.S.,
analyze various training programs aimed at developing the skills of pastry chefs.
The research assesses how effectively these programs equip chefs with the
technical knowledge and practical skills necessary for pastry production.

The findings indicate that hands-on, practical training approaches,

combined with theoretical instruction, are the most successful in enhancing the
technical abilities and overall performance of pastry chefs. Brown and Taylor's
study highlights the value of comprehensive training programs that focus not only
on skill development but also on creativity and problem-solving, which are
essential for success in the pastry industry. The implications of this research
underscore the importance of incorporating effective training strategies into
educational curricula, particularly for students and educators. By aligning training
programs with industry standards and demands, students are better prepared for
 21

real-world challenges, ensuring they can thrive in professional pastry-making

environments.

As cited by Ming H. Chen (2020), In the study Trends in Pastry

Production: A Global Perspective, examines the evolving trends and innovations
that are transforming the global pastry industry. The research highlights
emerging techniques, such as 3D printing and sustainable baking practices, as
well as new ingredients, including plant-based alternatives and artisanal grains,
which are increasingly popular in modern pastry production. The study also
explores changing consumer preferences, emphasizing a growing demand for
health-conscious, eco-friendly, and culturally diverse pastry products.

The findings suggest that staying informed about these global trends is crucial for
both students and professionals in pastry-making. Chen‘s research provides
valuable insights into how industry players can adapt to these shifts to remain
competitive and innovative. For pastry students, understanding these trends can
enhance their skills and ensure they are prepared to meet the demands of a
rapidly changing industry. The implications of this study indicate that educational
programs and training should integrate knowledge of global trends to better equip
students for future success, promoting adaptability and innovation in their pastry
production practices.

As cited by Francisco J. Martinez (2021), In his study Sustainability

Practices in Pastry Production: Insights from Europe, explores how pastry
producers across Europe are incorporating sustainable practices into their
operations. The research highlights various strategies, including the use of locally
sourced, organic ingredients, waste reduction through innovative production
methods, and the adoption of energy-efficient baking processes. Martinez‘s
findings emphasize that these sustainability measures not only reduce
environmental impact but also cater to the growing consumer demand for eco-
friendly products.

For students and professionals in the pastry industry, this study provides
valuable insights into how sustainability can be effectively integrated into their
own practices. The implications suggest that by adopting these sustainable
methods, future pastry chefs can contribute to environmental conservation while
maintaining high-quality production standards. This research encourages the
integration of sustainability into educational programs, ensuring that students are
equipped with the knowledge and skills to meet the evolving expectations of the
industry.

Synthesis of the state-of-the-art

 22

The review of related studies aims to amplify and highlight key findings
relevant to acquiring additional knowledge for the current research. Insights from
these previous studies guide the present investigation in assessing the impact of
hands-on learning on 1st-year FSM students at OCC, particularly in pastry
production.

The literature and studies gathered for review demonstrate a strong

connection to the current research. The study by Gerald R. Abuan (2015), titled
"Skills Competency of Pastry Production Workers in Pangasinan," explores the
proficiency of pastry workers in the region, while Lorlie Simbag’s (2017) action
research, "Improving Technical Skills in Baking Using Extensive Hands-on
Activity for Grade 11 Students," focuses on the effectiveness of hands-on
learning in developing technical baking skills. Similarly, Angelito D. Lopez’s
(2016) study, "The Effects of Hands-On Learning in Pastry-Making among
BTVTED Students in Quezon Province," highlights the positive impact of practical
learning on students' skill development.

These studies share common findings, emphasizing the crucial role of

experiential learning in enhancing technical skills and proficiency in pastry-
making. They collectively underscore the significance of practical training,
affirming that hands-on learning is key to mastery in pastry production across
various educational and professional contexts.

Chen Ming-Hui’s (2020) study, "Trends in Pastry Production: A Global

Perspective," provides an expansive overview of emerging techniques and
evolving consumer preferences that are reshaping the global pastry industry.
Complementing this, the research by Javier Martínez-Monzó, Pedro García-
Segovia, and José Albors (2013), "Advancements in Bakery and Pastry
Production: A Focus on Innovation," delves into specific innovations in bread,
bakery, and pastry production, offering detailed insights into cutting-edge
techniques and technological advancements. Both studies share common
ground in highlighting the dynamic nature of the pastry field and the necessity for
continuous adaptation to industry trends.

By incorporating these innovations into hands-on learning, students are

exposed to modern practices, enabling them to apply the latest techniques
effectively. This fusion of industry trends and experiential learning ensures that
students not only acquire theoretical knowledge but are also prepared to excel in
real-world pastry production, adapting to the evolving demands and challenges of
the industry.
 23

Miller, S. L. (2016), in his study "The Impact of Cultural Identity on Pastry

Production," explores how cultural influences shape the creation and evolution of
traditional pastries, emphasizing the importance of understanding cultural
heritage in pastry-making. Similarly, Ramirez, M. J. N., and Limos-Galay, J. A.
(2023), in "Understanding Customer Satisfaction with Local Bakery Stores and
the Impact of Promotional Strategies," examine how marketing strategies and
customer preferences influence the bakery industry, particularly in enhancing
customer experience and business performance. Both studies highlight essential
aspects of pastry education: Miller‘s work stresses the need to integrate cultural
awareness in pastry techniques, while Ramirez and Limos-Galay focus on
aligning product offerings with consumer expectations.

Incorporating these perspectives into hands-on learning allows students to

enhance their practical training by not only mastering technical skills but also
understanding the market dynamics and cultural influences that impact their work.
This holistic approach better equips students to navigate the complexities of the
pastry industry, ensuring they are prepared to meet both technical and
consumer-driven challenges in their future careers.

Cuenca, Z. (2021), in her study "Digital Learning Kit in Bread and Pastry
Production and the Performance of Core Skills Among Grade 9 Students,"
explores the effectiveness of using digital resources, such as interactive
simulations and virtual activities, to enhance skill acquisition in bread and pastry
production. Similarly, Wan Zi Shan, E. (2014), in her study "The Impact of
Hands-On Learning in Science Education," investigates how engaging students
in hands-on experiments improves their understanding of scientific concepts and
problem-solving abilities. Both studies emphasize the significance of active
student engagement in the learning process—Cuenca through digital tools and
Wan Zi Shan through physical, hands-on experiences.

The common finding across both studies is the importance of interactive

and practical approaches to learning, which facilitate better retention and
application of skills. By integrating both digital and hands-on methods into pastry
education, students can gain a more comprehensive learning experience,
combining theoretical knowledge with practical abilities. This dual approach
better prepares them for the technical and innovative challenges of the pastry
industry.

Zhao, Y., & Lin, Q. (2020), in their study "Sustainable Practices in the
Global Pastry and Baking Sector," examine how various industries worldwide are
implementing eco-friendly strategies, such as minimizing food waste and using
sustainable ingredients, to reduce their environmental impact. In a similar vein,
 24

Martinez, F. J. (2021), in his research "Sustainability Practices in Pastry

Production: Insights from Europe," focuses on how European pastry producers
are adopting sustainable methods, including sourcing locally and optimizing
energy usage. Both studies emphasize the significance of integrating
sustainability into pastry production, highlighting practices like waste reduction,
eco-friendly packaging, and sustainable ingredient sourcing.

These findings underscore the growing need for future pastry

professionals to be environmentally conscious. For students, understanding and
applying these sustainable practices in hands-on learning equips them with the
skills necessary to meet the increasing demand for sustainability in the food
industry. This alignment of education with global sustainability trends not only
enhances technical abilities but also prepares students for leadership roles in a
responsible and eco-conscious culinary environment.

The important of These studies provide insights into the evolving

techniques, consumer preferences, and innovations shaping the pastry industry.
Understanding these trends helps students stay updated on the latest
advancements, such as new ingredients, methods, and design aesthetics. By
incorporating these trends into hands-on learning, students can develop relevant,
up-to-date skills that prepare them for the modern pastry market. This ensures
that their education is not only grounded in traditional skills but also forward-
looking, equipping them with the knowledge and adaptability to meet the dynamic
demands of the pastry industry and respond to emerging trends effectively.

Gap Bridge by The Study

A review of existing research has shown that there is a lack of studies

specifically addressing the impact of hands-on learning in pastry production for
1st-year students of OCC in pastry production. While numerous studies focus on
general baking techniques and innovations in pastry-making, none focus on the
specific context of 1st-year students at OCC or their experiences with limited
hands-on opportunities. This study aims to fill that gap by investigating how
hands-on learning directly affects the development of practical skills, knowledge
retention, and student engagement in pastry production. By exploring this
underexamined area, the research will provide crucial insights for both educators
and students, allowing for improvements in curriculum design, teaching methods,
and student performance in the pastry-making field. This study will contribute to
enhancing the overall learning experience and competency of 1st-year FSM
students at OCC.

Theoretical Framework
 25

This study is anchored in three foundational theories that provide a

comprehensive framework for understanding the impact of hands-on learning on
1st-year FSM students at OCC in pastry production. These theories collectively
highlight the essential role of practical experience, reflection, and skill
development in fostering competency in pastry-making.

By drawing upon Experiential Learning Theory by David Kolb (1984),

Learning by Doing by John Dewey (1938), and Competency Theory by
Kruger & Dunning (1999), this study aims to explore the multifaceted nature of
hands-on learning experiences and their influence on skill development,
knowledge acquisition, and overall educational attainment among 1st-year FSM
students at OCC in pastry production. These theories collectively highlight the
importance of practical experience, active participation, reflection, and the
development of accurate self-assessment in achieving proficiency and
effectiveness in learning.

First, David Kolb's Experiential Learning Theory (1984) emphasizes

the importance of learning through direct experience, where students engage in a
cycle of concrete experience, reflective observation, abstract conceptualization,
and active experimentation. This process is particularly relevant in hands-on
learning environments like pastry production, where students must actively
participate in tasks such as mixing, baking, and decorating. As students complete
each task, they reflect on their performance, analyze what worked or didn‘t work,
and apply their insights to future tasks. This cyclical process allows them to
deepen their understanding of both the theoretical concepts behind pastry-
making and the practical skills needed for successful execution.

Kolb's theory highlights how this hands-on approach helps students not only gain
proficiency but also adapt to challenges, develop problem-solving skills, and build
confidence in their abilities. It provides a framework for understanding how
experiential learning, when applied effectively, supports the holistic development
of technical skills, critical thinking, and creative innovation in pastry production.

Second, John Dewey’s Learning by Doing (1938) further supports the

notion that active participation in meaningful tasks is vital for effective learning.
Dewey‘s theory underscores that students learn best when they are directly
involved in the learning process, emphasizing the value of learning through
experience rather than passive reception of information. In the context of pastry
production, this means that students develop a deeper and more intuitive
understanding of techniques, methods, and ingredients when they actively
engage in baking practices such as preparing dough, mixing ingredients, or
monitoring the baking process.
 26

Dewey believed that learning should be connected to real-world tasks that have
tangible outcomes, as this encourages critical thinking, creativity, and the ability
to solve problems as they arise. By participating in hands-on tasks, students in
pastry production not only build technical proficiency but also cultivate a sense of
ownership and responsibility for their learning. This approach fosters self-directed
learning and reflective practice, which are essential for adapting to new
challenges in both educational and professional settings. Dewey‘s theory
reinforces the importance of providing students with practical experiences that
mirror the real-world demands of the culinary industry, thereby preparing them for
future success.

Lastly, Kruger and Dunning’s Competency Theory (1999) explains the

progression of students' skills and self-awareness, particularly in the early stages
of learning. The theory highlights that learners often overestimate their abilities
when they first engage in a new task or skill, due to a lack of experience and
knowledge. However, through continuous practical, hands-on experiences,
students gradually gain a clearer understanding of their actual skill level. In the
context of pastry production, this means that as students engage in activities
such as measuring ingredients, mixing, baking, and decorating, they receive
feedback on their performance, which helps them reassess and adjust their
perceptions of their competency. As their experience grows, they develop more
accurate self-assessments and improve their technical skills, which leads to
greater proficiency and confidence in their abilities. This theory is critical in
understanding how hands-on learning not only enhances students' technical
skills in pastry production but also contributes to their overall cognitive and
personal growth by fostering self-reflection, realistic goal setting, and continuous
improvement.

These three theories collectively offer insights into how limited hands-on
opportunities may hinder students' ability to acquire, apply, and refine their skills
effectively. By grounding the study in these theories, the research explores how
hands-on learning shapes students' educational experiences and prepares them
for future professional roles in the pastry industry.
 27

Experiential learning Learning by doing

theory
John Dewey (1938)
David Kolb (1984)

HANDS-ON LEARNING IN
PATRY PRODUCTION
AMONG 1ST YEAR FSM
STUDENTS AT OCC

Competency theory

Kruger & dunning

(1999)

Figure 1. Theoretical Paradigm

 28

CONCEPTUAL FRAMEWORK

The conceptual framework of this study focuses on the impact of limited

hands-on learning on 3rd-year BTVTED students of OCC in pastry production,
utilizing the Input-Process-Output (IPO) model. It uses an IPO model that shows
how the data is bringing together in order to be processed and provide a certain
output. The IPO includes requirements that are needed for the study.

The research paradigm illustrates the conceptual framework of the study

that shows the relationship of the input, process, and output of the topic. This
framework embodies the specific direction by which the research will have to be
undertaken by describing the relationship between specific variables identified in
the study.

Input (I) consists of the competency level of BTVTED FSM 1st-year

students in pastry production, particularly in preparing and producing pastry
products, presenting gateaux, tortes, and cakes, displaying petits fours, and
presenting desserts. It also includes the impact of blended hands-on learning to
the respondents to address challenges in competency development.

Process (P) involves administering a questionnaire to the 1st-year

BTVTED FSM students, evaluating their competency in pastry production and
the impact of the blended hands-on learning sessions on their skill development.

The expected Output (O) will proposed activities to enhance learning and
competency in pastry production. Pastry production innovation project will be
organized to enhance the student‘s skills and creativity.

A feedback system will be used to inform the respondents of the study's

findings and provide insights for further improvement.
 29

INPUT PROCESS OUTPUT

1.The level of
competency of the
BTVTED FSM 1st year
in pastry production
along with:

A. Prepare and
produce pastry • Pastry
 Distributing
products production
the Survey innovation
B. Prepare and questionnaire project will
present gateaux,  Interpreting be organized
tortes and cakes the data to enhanced
 Analyzing the the student’s
C. Prepare and skills and
Data
display petits fours creativity.

D. Present desserts

2. The impact of the

blended hands-on
learning sessions of
the respondents

FEEDBACK

Figure 2. Conceptual Paradigm

 30

NOTES

Abuan, G. R. (2015). Skills competency of pastry production workers in

Pangasinan. International Journal of Advanced Research in Management
and Social Sciences, 4(1), 114-128.
https://www.garph.co.uk/IJARMSS/Mar2015/14.pdf

Brown, L., & Taylor, R. (2019). Evaluating the effectiveness of training programs
for pastry chefs in the U.S. International Journal of Hospitality
Management, 81, 128-136.
https://www.journals.elsevier.com/international-journal-of-hospitality-
management
Arzaga, R. (2020). History of baking in the Philippines,
https://www.scribd.com/document/475944708/History-of-Baking-in-the
Philippines

Ramirez, M. J. N., and Limos-Galay, J. A. (2023) Customer satisfaction and

promotional strategies of bakery stores in San Jose, Occidental Mindoro,
International Journal of Research Studies in Management 2023 Volume
11 Number 10,1-6
https://www.researchgate.net/publication/373390511_Customer_satisfacti
on_and_promotional_strategies_of_bakery_stores_in_San_Jose_Occiden
tal_Mindoro

Dimaunahan, JM & Panoy, J.D. (2021). Academic Motivation and Self-Efficacy in

Technical Skills as Correlates to Academic Performance. International
Journal of Educational Management and Development Studies, Volume 2
Issue 4, pp. 70 89. DOI: https://doi.org/10.53378/352077

Arida, G., (2023). Visualization Techniques in Enhancing the Learner‘s Skills

Performance in Bread and Pastry Production. Psychology and Education:
A Multidisciplinary Journal, 10(5), 511-521.
https://doi.org/10.5281/zenodo.8126228

Baguio, M. (2016) Success Factors of Bakeries,

https://www.academia.edu/28715663/Success_Factors_of_Bakeries

Chen, M. H. (2020). Trends in pastry production: A global perspective. Food

Quality and Preference, 79, 103-112.
https://www.journals.elsevier.com/food-quality-and-preference
Cuenca, Z. (2021). Digital learning kit in bread and pastry production and the
performance of the core skills among the Grade 9 students. Journal of
Technical Education and Training, 13(1), 22-34. https://www.jtet.utm.my

Harris, B. D. (2018). The economics of artisan pastry shops in the United States.
 31

American Journal of Food Business, 25(3), 90-99. https://www.igi-

global.com/journal/american-journal-food-business/1126

Monzo, J.M.P., Seovia, G., Albors, J. (2013) Trends and Innovations in Bread,
Bakery, and Pastry Journal of Culinary Science & Technology 11(1):56-65
11(1):56-65 DOI:10.1080/15428052.2012.728980

Wan Zi Shan, E. (2014) A Study on The Effectiveness Of Hands-On Experiments

In Learning Science Among Year 4 Students International Online Journal
of Primary Education ISSN: 1300 – 915X www.iojpe.org 2014, volume 3,
issue 1

Martinez, F. J. (2021). Sustainability practices in pastry production: Insights from

Europe. Journal of Sustainable Food Systems, 12(1), 45-59.
https://www.tandfonline.com/journal/tsfs

Miller, S. L. (2016). Exploring the role of cultural identity in pastry-making: A

study of Middle Eastern pastries. Journal of Ethnic Foods, 9(2), 44-52.
https://www.journals.elsevier.com/journal-of-ethnic-foods

Semaña, L. (2017). Improving technical skills in baking using extensive hands-on

activity of Grade 11 students (Action Research).
https://www.studocu.com/ph/document/holy-angel-university/teaching-
english-in-the-elem-grades-language-arts/improving-technical-skills-in-
baking-usi/71580660

Smith, J. A. (2018). The impact of innovative techniques on pastry production: A

review. Journal of Culinary Science & Technology, 16(2), 98-115.
https://www.tandfonline.com/journal/wcul

Zhao, Y., & Lin, Q. (2020). Sustainability in pastry and baking industries: A global
perspective. International Journal of Sustainable Food Systems, 28(1),
100-112. https://www.tandfonline.com/journal/tsfs

Republic Act No. 7796. (1994). Technical Education and Skills Development
Authority (TESDA) Act of 1994. Republic of the Philippines.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning
and
development. Prentice Hall.

Dewey, J. (1938). Experience and education. Macmillan.

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in
recognizing one's own incompetence lead to inflated self-assessments.
Journal of Personality and Social Psychology, 77(6), 1121–1134.
https://doi.org/10.1037/0022-3514.77.6.1121
 32

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

This chapter presented the discussion of the research design, research

method and source of data as well as the respondent, validation of the research
instrument, data gathering procedure and statistical treatment that are used by
the researchers to accomplish the basic purpose of the study.

Research design

This study uses a mixed-method research design, combining both

quantitative and qualitative approaches to explore the impact of hands-on
learning on first-year students at Oas Community College (OCC) in pastry
production. The quantitative aspect involves surveys to assess students'
competency levels and the impact of practical learning on specific skills. The
qualitative component includes interviews to gather in-depth insights into
students' experiences and perceptions. Together, these methods provide a
comprehensive view of how hands-on learning influences skill development and
learning outcomes in pastry-making.

Research Methodology

The research methodology employed in this study is a descriptive survey

method. According to Calmorin (2010), a descriptive design is used when the
study focuses at a present condition and the purpose is to find new truth. It is
only useful when the data gathered concerns the present condition providing the
value of facts and focusing the attention to the most important things to be
reported. The researchers utilized descriptive design to determine its
effectiveness in gathering comprehensive data regarding students' perceptions,
competencies, and challenges related to hands-on learning of the 1st year FSM
students of OCC.

Research Instrument

The research instrument used was a survey questionnaire designed to

collect data on the impact of hands-on learning on first-year BTVTED students at
Oas Community College (OCC) in pastry production. The questionnaire included
items that focused on students‘ experiences with hands-on activities, the
challenges encountered, and how these influenced their skill development in
pastry-making. Likert-scale questions were utilized to measure the students'
competency in specific areas of pastry production, including preparing pastries
and presenting desserts.
 33

A survey questionnaire is a tool used to gather information from

respondents through structured questions, and it will be distributed through face-
to-face interaction.

The researchers used purposive sampling to collect data, a non-

probability sampling technique where participants are deliberately chosen based
on specific characteristics relevant to the study, such as their involvement in
hands-on learning activities in pastry production.

Additionally, participants were assured that all information gathered would be

treated with strict confidentiality.

Respondents of the study

The respondents of the study will be 1st-year BTVTED students

specializing in FSM at OCC (Oas Community College). These students were
chosen because they are suitable and relevant to the study. All participants were
selected through purposive sampling to ensure the success of the research. This
method was applied to ensure that each member of the class had the potential to
be part of the sample, based on their relevance to the research topic.

The data gathered from the respondents' answers will contribute to the
improvement of both teaching techniques and student performance in hands-on
learning. The study's conclusions, summary, and recommendations will be drawn
from the data collected, providing insights for enhancing the hands-on learning
experience in pastry production for 1st-year BTVTED students at OCC.

Table 1

Respondents of The Study

BTVTED-FSM 1 NO. OF Percentage (%)

RESPONDENTS

I-A 25 50%

I-B 25 50%

Total of respondents 50 100%

Gathering data Procedures

 34

In conducting this study, the researchers personally administered the

research instruments to the respondents. They explained the significance of the
study, ensuring the respondents understood its purpose, and carefully managed
the distribution of the questionnaires to ensure proper completion.

After the distribution of the instruments, the respondents will answer the
survey questionnaire and collect by the researcher. This study uses purposive
sampling to determine the data or sample of this study. The Oas Community
College, BTVTED FSM 1 students are the respondents of this study.

Statistical Tool

The research will utilize several statistical tools to analyze the data
gathered. After data collection, the information will be organized, tabulated,
analyzed, and treated statistically. The statistical tools to be used include
frequency counts to tally the responses for each variable in the questionnaire,
which will reflect the overall perceptions of the respondents. Additionally,
percentages will be used to show the proportion of responses for each category,
and measures of central tendency (such as the mean) will be applied to interpret
the average responses.

Percentage Technique

The percentage technique will be used to analyze the responses

regarding the impact of hands-on learning on 1ST-year FSM students in pastry
production at Oas Community College. By calculating the percentage of
responses for each survey item, the study can clearly present the distribution of
students' perceptions and experiences.

Frequency counts and percentage analysis were used to summarize

the data from the Likert-scale questions. The number of respondents who
selected each response (Highly Competent, Competent, Not Competent, Not
Highly Competent) was tallied, and the percentage of students for each category
was calculated

Formula:

Whereas: P= percentage

∑f= Summation of Frequency

N= total of number of respondents

 35

Getting the Hands-On Learning Experiences of the Respondents in Pastry

Production

Weighted Mean

The weighted mean will be employed to determine the overall level of

competency and impact of hands-on learning has on first-year students in pastry
production at Oas Community College (OCC). This method will help summarize
the students' responses, considering the varying degrees of agreement or
disagreement with statements related to their hands-on learning experiences.
The hands-on learning experiences of the students will be calculated using the
following formula:

WN= F(W)

Where: WN= Weighted mean

F= Frequency of number of responses

W= Weight of category of responses

N= Number of respondents

To quality the weighted mean of each piece of data with accuracy, the rating
scale was used where each respondent was given a respective weight as
presented below.

Table 2

Four-point Likert scale

Mean range Interval scale Verbal interpretation

4 3.51 – 4.00 Highly competent

3 2.51 – 3.50 Competent

2 1.51 – 2.50 Not competent

1 1.00 – 1.50 Not highly competent

 36

CHAPTER 4

This chapter shows the presentation, analysis, and interpretation of data

gathered by the researchers. This enabled the researchers to interpret the data
in order to answer the specific questions this study sought to answer. This study
aims to determine the impact of hands-on learning in pastry production among
1st year fsm students at Occ. The topics discussed in this chapter are arranged
as follows.

Profile of the Respondents

This section presents the demographic profile of the participants in the

study, including their gender and age. Understanding the respondents'
characteristics helps provide context for the analysis of their competency levels
and the impact of blended learning and open-ended questions on their learning
experience. The demographic data offer insights into how factors like age and
gender may influence their responses and outcomes in the study.

Table 1

Frequency and Percentage Distribution of the Student‘s Profile in terms of Age

Demographic Frequency (f) Percentage (%)

Gender (Female) 31 62.0%

Gender (Male) 19 38.0%

Total 50 100%

Table 2

Frequency and Percentage Distribution of the Student‘s Profile in terms of

Gender

Demographic Frequency (f) Percentage (%)

Age (18-21) 45 90.0%

Age (22-24) 5 10.0%

Total 50 100%
 37

The study involved 50 participants, consisting of 31 Females (62%) and

19 males (38%). This gender distribution highlights a higher representation of
Female respondents, which could offer distinct perspectives in the analysis of
competency levels and the impact of blended and open-ended questions.
Additionally, the participants‘ ages ranged from 18 to 24, with a significant
majority (90%) falling within the 18–21 age bracket and only 10% in the 22–24
age group.

The predominance of younger respondents in the 18–21 age group reflects the
typical age range of students in this academic program, suggesting a
homogeneous demographic in terms of age. This may influence their
experiences with blended learning and open-ended questioning, as younger
students are generally more adaptable to modern and interactive learning
methods. On the other hand, the relatively smaller proportion of older participants
(22–24 years old) might have different experiences or perspectives due to their
maturity or prior exposure to other teaching methods.

The gender and age distribution provide a foundational context for analyzing the
data. For instance, examining whether male and female respondents
demonstrated differences in competency levels could reveal if gender played a
role in how students responded to blended and open-ended questions. Similarly,
age-related variations in competency levels or the perceived impact of these
methods could offer insights into how learning strategies align with the
developmental stages of students. These demographic insights enrich the
analysis and help ensure a nuanced interpretation of the results, providing a
comprehensive understanding of the study‘s findings.

I. Level of competency of the BTVTED FSM 1st year in pastry production

The following table shows the score, frequency, percentage and

interpretation of the Level of competency of the BTVTED FSM 1st year in pastry
production at Oas Community College.

According to Vicera, et al., 2019, The competencies acquired in Home

Economics help the students to have educational and technical skills which they
need to enter the workforce in the labor market. Technical Vocational Education
can be an aid to an individual to be equipped with the necessary skills and
competencies to be globally competitive and meet the demands of industries. It is
also an important work mechanism for socioeconomic political, technological
development, and vocational efficiency.
 38

Table 3

Frequency and Percentage Distribution of the Student‘s level in baking

competencies in Prepare and produce pastry products.

A. PREPARE AND PRODUCE Mean Verbal

PASTRY PRODUCTS interpretation
1. Prepare pastry products 3.2 Competent
2. Decorate and present 3.16 Competent
pastry products
3. Store pastry products 2.5 Not Competent
4. Package pastry products 3.26 Competent
5. Clean tools and equipment 2.94 Not Competent
used in pastry production
Overall weighted mean 3.01 Competent
The analysis of respondents‘ competency levels in pastry production tasks
highlights a mix of strengths and areas for improvement. Most respondents
demonstrated a "Competent" level in key tasks such as preparing pastry
products (3.2, 64%) and packaging pastry products (3.26, 65.2%), reflecting their
ability to produce and package pastries with acceptable proficiency. Decorating
and presenting pastry products received a weighted mean of 3.16 (63.2%),
indicating that respondents are generally capable of ensuring visually appealing
presentation standards.

However, challenges were identified in tasks related to storing pastry products

(2.5, 50%) and cleaning tools and equipment used in production (2.94, 58.8%),
both of which fell below the "Competent" range. These findings suggest that
while respondents show moderate efficiency, there is a need for improvement in
maintaining hygiene standards and ensuring proper storage to uphold product
quality.

Despite these variations, the overall weighted mean of 3.01, categorized as

"Competent," shows that respondents generally meet the expected proficiency in
pastry production. However, targeted interventions, particularly focusing on
storage practices and equipment maintenance, will be crucial to enhance their
overall competency and ensure consistent performance across all production
areas.
 39

According to Commonwealth Australian (2013), highlighted that there is

a performance criterion in preparing and producing of pastry products. These are
the following: (1) prepare a variety of pastries and pastry products according to
standard recipes and desired product characteristics, (2) select suitable
ingredients according to recipe requirements, quality, freshness and desired
product characteristic, (3) make paste and pastry products using correct
techniques and ensuring appropriate conditions to optimize quality, (4) apply
portion control to minimize wastage, (5) use appropriate equipment to produce
required pastries and pastry products and (6) select required oven temperature
and bake to ensure the desired characteristics, including color, shape and crust
structure. To decorate pastry products, to enhance appearance, using suitable
fillings, icing and decorations, according to standard recipes, enterprise
standards and customer preferences. To store pastry products should store
pastes and 50 ingredients for pastry products, optimisms quality and shelf life
through appropriate storage conditions and using methods appropriate to specific
products for short and medium-term preservation.

Table 4

Frequency and Percentage Distribution of the Student‘s level in baking

competencies in Prepare and present gateaux, tortes and cakes

B. PREPARE AND PRESENT Mean Interval

GATEAUX, TORTES AND interpretation
CAKES

1. Prepare sponge and cakes 3.18 Competent

2. Decorate cakes 3.34 Competent
3. Prepare and use fillings 2.92 Competent
4. Store cakes 2.92 Competent
5. Assemble and present 1.14 Not highly competent
finished products
Overall weighted mean 2.7 Not Competent

The competency levels of respondents in cake preparation and related

tasks reveal areas of moderate proficiency and significant challenges. Most
respondents demonstrated a "Competent" level in tasks such as preparing
sponge cakes (3.18, 63.6%) and decorating cakes (3.34, 66.8%), showcasing
 40

their ability to handle essential components of cake production effectively.

Similarly, the tasks of preparing and using fillings and storing cakes were both
rated at 2.92 (58.4%), indicating that while respondents have an acceptable level
of competence, there is room for further skill development in these areas.

However, a notable weakness was observed in the assembly and

presentation of finished products, which received a "Not Highly Competent"
rating (1.14, 22.8%). This result highlights that a significant portion of
respondents struggles with finalizing and presenting cakes to professional
standards, a critical aspect of cake production.

The overall weighted mean of 2.7, categorized as "Not Competent,"

further emphasizes the need for targeted interventions. Despite pockets of
competency in specific tasks, the general performance indicates that
respondents do not yet meet the desired standards across all aspects of cake
preparation and production. Addressing these gaps, particularly in the assembly
and presentation of finished products, will be essential for improving overall
competency and achieving a higher standard of proficiency.

According to Yumpu (2015) emphasized the performance criteria in

preparing of bake sponges and cakes for gateaux, tortes and cakes: (1) select
required commodities according to recipe and production requirements, (2)
prepare a variety of spinges and cakes for gateaux, tortes and cakes to desired
product characteristics, (3) produce variety of sponges and cakes for gateaux,
tortes and cakes according to standard recipes and enterprise standards, (4) use
appropriate equipment to prepare and bake sponges and cakes for gateaux,
tortes and cakes, (5) use correct techniques to produce sponges and cakes for
gateaux, tortes and cakes to enterprise requirements standards, (6) bake
sponges and cakes for gateaux, tortes and cakes to enterprise requirements
standards and (7) select correct oven conditions for baking sponges and cakes
for gateaux, tortes and cakes to enterprise requirements standards.

Table 5

Frequency and Percentage Distribution of the Student‘s level in baking

competencies in Prepare and display petits fours

C. PREPARE AND DISPLAY Mean Interval

PETITS FOURS interpretation

1. Prepare iced petits fours 2.76 Competent

 41

2. Prepare fresh petits fours 2.74 Competent

3. Prepare marzipan petits 3.1 Competent
fours
4. Prepare caramelized petits 1.44 Not highly
competent
5. Display/store petits fours 3.18 Competent
Overall weighted mean 2.64 Competent

The analysis of respondents‘ competency levels in the preparation and

handling of petits fours reflects varying degrees of skill across specific tasks.
Most respondents demonstrated a "Competent" level in preparing iced petits
fours (2.76, 55.2%) and fresh petits fours (2.74, 54.8%), indicating their moderate
ability to handle these foundational tasks. Similarly, the preparation of marzipan
petits fours received a weighted mean of 3.1 (62%), showing that respondents
are generally proficient in working with this specialty item. Displaying and storing
petits fours achieved the highest competency level, with a weighted mean of 3.18
(63.6%), suggesting respondents have adequate skills in ensuring proper
presentation and storage.

However, the preparation of caramelized petits fours was rated "Not Highly
Competent" (1.44, 28.8%), highlighting a significant area of concern. This result
indicates that a large proportion of respondents lack the necessary skills to
execute this more advanced and technical task, which may require additional
training and practice.

The overall weighted mean of 2.64, categorized as "Competent," demonstrates

that respondents possess acceptable proficiency in most aspects of petits fours
preparation and handling. Nonetheless, the data underscores the need for
targeted interventions, particularly in developing skills for caramelized petits fours
preparation, to ensure a more well-rounded competency across all tasks related
to petits fours production.

According to ASEAN (2012) highlighted the different performance criteria

in preparing and displaying petit fours. The performance criteria is categorized
into five elements: (1) Prepare and display petit fours four glance which includes
(a) prepare petit fours, (b) cut and assemble bases for petit four glance, (c)
prepare and flavor fillings to required consistency, (d) Prepare petit fours glance
for glazing (e) decorate petit fours glance to make eye appeal and (f) display petit
four for glance.
 42

Table 6

Frequency and Percentage Distribution of the Student‘s level in baking

competencies in Present desserts.

D. PRESENT DESSERTS Mean Interval

interpretation

1. Present and serve plated 3.22 Competent

Desserts
2. Plan, prepare and present 3.2 Competent
dessert buffet selection or
plating
3. Store and package 2.84 Competent
desserts
4. Garnish desserts with 3.08 Competent
appropriate toppings
5. Ensure proper portioning 3.3 Competent
of desserts
Overall weighted mean 3.13 Competent

The analysis of respondents‘ competency levels in dessert preparation

and presentation shows an overall "Competent" performance, with an overall
weighted mean of 3.13 (62.6%). Among the tasks assessed, ensuring proper
portioning of desserts received the highest rating (3.3, 66%), reflecting strong
proficiency in maintaining consistency and accuracy in serving sizes. Similarly,
tasks such as presenting and serving plated desserts (3.22, 64.4%) and planning,
preparing, and presenting a dessert buffet selection (3.2, 64%) indicate that
respondents possess a solid understanding of effective presentation techniques
and buffet arrangements.

The task of garnishing desserts with appropriate toppings also scored a

"Competent" rating (3.08, 61.6%), showcasing respondents' capability to
enhance desserts with visually appealing and suitable garnishes. Storing and
packaging desserts received the lowest rating within the "Competent" category
(2.84, 56.8%), indicating that although respondents perform adequately, there is
 43

a slight gap in maintaining dessert quality and presentation during storage and
packaging.

These results highlight the respondents' overall proficiency in most dessert-

related tasks while identifying storage and packaging as a potential area for
improvement. Strengthening skills in this aspect will contribute to greater overall
competency and consistency in dessert preparation and handling.

According to Rothwell, W. and Graber, J. (2010) Competency-based

learning begins by identifying specific competencies or skills, and enables
learners to develop mastery of each competency or skill at their own pace,
usually working with a mentor. Learners can develop just the competencies or
skills they feel they need (for which increasingly they may receive a ‗badge‘ or
some form of validated recognition), or can combine a whole set of competencies
into a full qualification, such as a certificate, diploma or increasingly a full degree.

The value of competency-based learning for developing practical or

vocational skills or competencies is more obvious, but increasingly
competencybased learning is being used for education requiring more abstract or
academic skills development, sometimes combined with other cohort-based
courses or programs.

II. Impact of Blended Hands-On Learning Sessions

The table below presents the scores, corresponding frequency of

responses, percentage distribution, and their respective interpretations. This
analysis highlights how blended hands-on learning sessions influenced the
competency levels of respondents in specific tasks.

According to Garrison & Kanuka, 2004; Bernard et al., 2014, blended

hands-on learning sessions are highly effective in combining the flexibility of
online learning with the engagement of face-to-face practical experiences. This
approach enhances student competency by providing opportunities for active
learning, immediate feedback, and the application of theory to practice, which
fosters deeper understanding and skill development.

Part 2: impact of blended Mean Interval

hands-on learning sessions interpretation
1. Blended learning (a mix of 3.14 Competent
online and hands-on
sessions) has helped
 44

improve my pastry
production skills.
2. The hands-on sessions 3.18 Competent
provided me with sufficient
opportunities to practice
pastry-making techniques.
3. I feel more confident in my 3.2 Competent
pastry-making skills
because of the hands-on
learning sessions.
4. The feedback received 3.12 Competent
during hands-on sessions
has improved my
competency in pastry
production.
5. The hands-on learning 3.38 Competent
sessions helped me
improve my problem-
solving skills in pastry
production.
Overall weighted mean 3.20 Competent

The analysis of the impact of blended hands-on learning sessions on

pastry production skills shows that most respondents reported a "Competent"
level of improvement across the various aspects of their learning.

For example, the statement "Blended learning (a mix of online and hands-on
sessions) has helped improve my pastry production skills" received a weighted
mean of 3.14 (62.8%), indicating that a majority of respondents feel their pastry
production skills have been positively impacted by the blended learning approach.
Similarly, the hands-on sessions provided sufficient opportunities for practice,
with a weighted mean of 3.18 (63.6%), demonstrating that respondents were
able to engage in enough hands-on activities to refine their skills.
 45

Respondents also reported increased confidence in their pastry-making abilities,

with a weighted mean of 3.2 (64%) for the statement "I feel more confident in my
pastry-making skills because of the hands-on learning sessions." This suggests
that the practical, hands-on experience contributed significantly to their self-
assurance in performing pastry tasks.

The feedback received during these sessions was seen as an important factor in
improving competency, with a weighted mean of 3.12 (62.4%), highlighting that
constructive feedback helped enhance respondents' technical skills. Furthermore,
the statement "The hands-on learning sessions helped me improve my problem-
solving skills in pastry production" achieved the highest rating (3.38, 67.6%),
indicating that respondents felt significantly more capable in addressing
challenges and finding solutions within the context of pastry production.

The overall weighted mean of 3.20 (64%) indicates that blended hands-on
learning sessions were overall beneficial in enhancing students' pastry
production skills, as well as their confidence and problem-solving abilities.
However, while there is general competency, there is still room for further
improvement, especially in areas like feedback integration and specific skill
refinement.

III. Open-Ended Questions (Qualitative)

The following section presents the qualitative findings from the open-
ended questions. These questions were designed to gather deeper insights into
the participants' experiences, challenges, and suggestions regarding the blended
hands-on learning sessions. Unlike the previous sections that used quantitative
measures, the responses to the open-ended questions were analyzed
thematically to identify recurring patterns and significant observations.

The responses to this question were analyzed and categorized into three main
themes. The following table summarizes the frequency and percentage of
responses for each theme:

Question 1: What specific aspects of the blended hands-on learning

sessions have contributed most to your skill development?

Theme Frequency Percentage

Improved skills and knowledge to 5 10%

motivate performance tasks
 46

Hands-on application of theoretical 13 26%

knowledge

Enhanced practical skills and critical 8 16%

thinking skills

The responses to Question 1 revealed that the most significant aspect of

the blended hands-on learning sessions contributing to skill development was the
hands-on application of theoretical knowledge, with 26% of participants (13
respondents) highlighting this factor. These participants emphasized that
applying classroom theories directly to real-life pastry-making tasks allowed them
to deepen their understanding and solidify their skills. Additionally, 16% of
respondents (8 participants) noted that the sessions enhanced both their
practical skills and critical thinking abilities. They found that the hands-on tasks
challenged them to problem-solve and think critically, which improved their
decision-making and technical expertise in pastry production. Meanwhile, 10% of
participants (5 respondents) reported that the blended learning sessions helped
them improve their skills and motivated them to engage more effectively with
performance tasks. This group felt that the combination of theoretical knowledge
and hands-on practice inspired them to put more effort into the tasks and stay
focused. Overall, the integration of theory with practical application was seen as
crucial for skill development, with a clear focus on enhancing both technical
abilities and critical thinking skills.

The responses to Question 2 revealed several key challenges faced by

participants during the blended hands-on learning sessions. The following table
summarizes the frequency and percentage of responses for each identified
challenge:

Question 2: What challenges did you face during the blended hands-on
learning sessions, and how did you overcome them?

Challenges Frequency Percentage

Budget or financial constraints 13 26%

Internet connection and communication 9 18%

issues

Difficulty understanding complex or 5 10%

unfamiliar concepts
 47

The most frequent challenge, identified by 26% of participants (13

respondents), was related to budget or financial constraints. These participants
reported that the costs of materials and resources needed for the hands-on
sessions made it difficult to fully engage in the learning process. In response,
many participants found alternative ways to manage costs or sought support to
continue with the sessions.

The second most common challenge, mentioned by 18% of participants (9

respondents), was issues with internet connection and communication. These
participants faced technical difficulties, such as unstable internet connections,
which hindered their ability to access online resources or communicate
effectively with instructors and peers during virtual sessions. Some participants
managed this challenge by using mobile data or adjusting their learning
schedules to access sessions with better connectivity.

Finally, 10% of participants (5 respondents) reported difficulties in understanding

complex or unfamiliar concepts during practical exercises. These respondents
found certain tasks challenging, particularly when dealing with more advanced
techniques or unfamiliar concepts. To overcome this, many sought additional
help from instructors or peers and invested extra time in practicing the tasks to
enhance their understanding.

The responses indicate that financial constraints were the most common
challenge faced by participants, followed by issues related to internet connectivity.
Additionally, some participants struggled with the complexity of certain concepts
during practical exercises. Despite these challenges, participants demonstrated
resilience by finding ways to adapt and continue learning, whether through
seeking additional resources, adjusting schedules, or practicing independently.

The responses to Question 3 revealed several valuable suggestions for

improving the hands-on learning experience in pastry production. The following
table summarizes the frequency and percentage of responses for each identified
suggestion:

Question 3: Do you have any suggestions to improve the hands-on

learning experiences for future students in pastry production?

Suggestions Frequency Percentage

Provide more information on teaching 12 24%

methods

Offer more peer learning and online 8 16%

 48

resources

Improve online platform and instructions 6 12%

The most common suggestion, given by 24% of participants (12

respondents), was to provide more information on teaching methods. These
participants expressed the need for clearer explanations of the techniques and
more detailed guidance on how to apply the skills learned during the sessions.
This would help them better understand the practical aspects of pastry
production and improve their performance.

The second most frequent suggestion, mentioned by 16% of participants (8

respondents), was to offer more peer learning opportunities and online resources.
These respondents emphasized that learning from peers and having access to
more online resources, such as instructional videos or examples, would enhance
their understanding and provide additional support outside of class sessions.

Finally, 12% of participants (6 respondents) recommended improving the online

platform and instructions. These respondents highlighted the importance of
having a more user-friendly online platform for accessing materials and
instructions. They also suggested that clearer and more organized instructions
would make it easier for students to follow along with the lessons and practical
exercises.

The responses indicate that the most common suggestion for improving the
hands-on learning experience was to provide more information on teaching
methods, followed by the need for peer learning opportunities and online
resources. A smaller group of participants suggested improvements to the online
platform and instructions. Implementing these suggestions could help enhance
the learning experience and better support future students in pastry production.

IV. Proposed activities, based on the study findings

The Pastry Production Innovation Project aims to foster creativity,

problem-solving, and teamwork among students by encouraging them to adapt
traditional pastry techniques and integrate modern trends into their creations.
This project challenges students to innovate by developing a new pastry or
pastry variation, while still applying the foundational skills they have learned in
their pastry production coursework.
 49

The project allows students to explore how classic pastry recipes can be
reimagined to meet contemporary demands, such as healthier options, dietary
restrictions, or unique flavor combinations. By researching and planning their
concept, students gain experience in understanding market trends and consumer
preferences, which are crucial skills in the modern food industry. The hands-on
aspect of preparing and decorating the pastry allows students to fine-tune their
technical skills while developing their creativity in presentation and taste.

The presentation and tasting phase of the project provides an opportunity for
students to showcase their final products, while also building their communication
skills as they explain the rationale behind their innovations. Peer feedback
encourages a collaborative learning environment where students can reflect on
each other's ideas and constructive criticism.

Ultimately, the Pastry Production Innovation Project enriches the students‘

learning experience by allowing them to apply theoretical knowledge in a
practical, real-world context, preparing them for future challenges in the pastry
industry. By blending innovation with traditional techniques, students not only
refine their skills but also gain confidence in their ability to adapt and innovate
within a professional setting.

According to Miller, M. (2015), Creativity in the Kitchen discusses how

culinary educators foster creativity and innovation within pastry arts students. It
emphasizes the importance of allowing students to experiment with traditional
techniques, adapt recipes, and create new products as part of their learning
process. By encouraging students to think critically and creatively, culinary
educators help students develop the skills needed to stay relevant and innovative
in a fast-evolving industry. The Pastry Production Innovation Project aligns with
this by encouraging students to innovate and apply their knowledge of pastry
techniques in new, creative ways, preparing them for challenges in the industry.
This approach not only refines their technical skills but also nurtures their
problem-solving abilities and adaptability. Furthermore, by engaging in hands-on
learning, students gain a deeper understanding of the practical applications of
their theoretical knowledge, which ultimately enhances their confidence and
competence in pastry production. Through such projects, students learn to
integrate innovation with traditional methods, ensuring they are better equipped
to meet the ever-changing demands of the pastry industry.
 50

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of this study. The summary includes the major finding upon which the
conclusions were based. The researchers formulated recommendations for future
researchers.

SUMMARY
This research aimed to know the hands-on learning in pastry production of the
1st year food service management students of Oas Community College. The research
was conducted to seek to answer the following questions: (1) What is the level of
competency of the BTVTED FSM 1sy year in pastry production along with: (a) prepared
and produced pastry products, (b) prepare and present gataeux tortes and cake, (c)
prepare and display petits fours, (d) present dessert. (2) What is the impact of the
blended hands-on learning session of the respondents? (3) What activities may be
proposed based from the findings of the study?
This study was guided by the following assumptions: (1) The 1st year BTVTED
FSM students have varying levels of competency in pastry production, including
preparing pastries, cakes, petits, fours, and desserts. (2) Blended hands-on learning
sessions positively impact the students‘ practical skills, through the effectiveness may
depend on the balance between in-person practice and virtual or theoretical instruction.
(3) Proposed activities based on the study findings.
The respondents of this study were the 1st year Food Service Management
(FSM) students of Oas Community College, where it consists of fifty (50) students in the
Academic year 2023-2024 who responded to the survey questions we conducted.

FINDINGS
The study involves 50 participants from 1st year Food Service Management
(FSM) students of Oas Community College, consisting of 31 females with a percentage
of 62% and 19 males with 38%. The respondents aged from 18-24 with the significant
majority of 90% falling with the 18-21 age bracket and only 10% in the 22-24 age group.
After analyzing the results of the respondents‘ competency level in pastry
production tasks it shows a mix of strengths and areas that need to be improved. Most of
the respondents show a competent level in the key task given, such as (1) preparing
pastry products that have 3.2 weighted mean raging at 64%, package pastry products
have 3.16 weighted mean with the percentage raging at 65.2%, showing that their ability
to produce and package pastries with acceptable proficiency. Decorate and present
pastry products have a weighted average of 3.16 and the percentage of 63.2% which
indicates that the respondents are competent of ensuring the visual appearance
standard of the pastry products. However, challenges were also identified in the
 51

competency task related to storing pastry products have a weighted mean of 2.5 with a
percentage of 50%, and in cleaning tools and equipment used in pastry production also
have a weighted mean of 2.94 with a percentage of 58.8% which shows that this two-
competency task fell into below competent range. This finding reveals that the
respondents show moderate efficiency, and there is a need for improvement in
maintaining the hygiene standard and ensuring the proper storage of the product quality.
Despite this variation in the result, the overall weighted mean of the competency
level task is 3.01, which is categorized as competent. This shows that the respondents
generally meet the expected proficiency in the pastry production. However, the target
interventions particularly on storage practices and equipment maintenance will be crucial
to enhancing the overall competency in ensuring consistent performance across all
production areas.
The respondents‘ answers in question 1 reveal that the most significant aspect of
the blended hands-on learning session contributing to skill development was on the
hands-on learning sessions contributing to the skill development of hands-on application
of theoretical knowledge that have 15 respondents with the average of 30%. This finding
emphasizes applying classroom theories directly to a real-life pastry-making task. On the
enhanced practical skills and critical thinking skills answered by 10 respondents that
have a percentage of 20%, they found out that the hands-on tasks decision-making and
their technical expertise in the pastry production. Additionally, 9 respondents have a
percentage of 18% responded that the blended learning session is improving their skills
and motivated them to engage more effectively with the performance task. Overall, the
integration of theory with practical application was seen in the crucial skill development
in enhancing technical and critical thinking skills.
In the question 2, the most frequent challenge were mentioned by 14
respondents with a percentage of 36% which is related to budget or financial constraints,
this respondents reported that the costs of the materials and resources that are needed
for the hands-on session made it harder for them to fully engaged in the learning
process, in response to this most of the respondents uses alternative way to manage the
cost needed to sought in the hands-on session. The next common challenge was
mentioned by 14 respondents, with a percentage of 28%, was the issues of internet
connection and communication. They have experience difficulties on the internet
connections, which herder their ability to access online resources and communicate
effectively with their instructors and during their virtual sessions. Lastly, 8 respondents
with a percentage of 16% responded that it was difficult for them to understand complex
or unfamiliar concepts. The response indicated that financial constraints were the most
challenge faced by most of the participants, followed by issues related to connection and
communication and lastly, struggle with the complexity of some concepts. Despite these
challenges, the respondents are still able to demonstrate a resilient in finding ways to
adapt and continue learning.
The respondents‘ most common suggestion given by 30% of respondents (15
participants), was to provide more information on the teaching methods, they show the
need for a clearer explanation of the techniques and be more detailed guiding on how to
apply the skill learned during the session. The second mention by 26% of respondents
(13 participants), is to offer more peer learning opportunities and online resources. This
 52

emphasizes the learning from peers having access from video instructions and
examples that may enhance their understanding of the learning and give additional
support outside of the class session. Finally, 14% of respondents (7 participants)
suggested improving the online platform and instruction. This highlighted the importance
of having a more user-friendly online platform for access materials and instruction. The
responses indicate that the most common suggestion for improving the hands-on
learning experience that it provides. In overall, the pastry production innovation project
aims to foster creativity, problem solving and teamwork among students by encouraging
them traditional pastry techniques.

CONCLUSION
Based on the findings of the study, the following conclusions about the study
were drawn from:
1. Majority of respondents in question 1 reveal that the most significant aspect of the
blended hands-on learning session contributing to skill development was on the
hands-on learning sessions contributing to the skill development of hands-on
application of theoretical knowledge and the integration of theory with practical
application was seen in the crucial skill development in enhancing technical and
critical thinking skills.

2. Most of the responses indicated that financial constraints were the most challenge
faced by most of the participants, followed by issues related to connection and
communication and lastly, struggle with the complexity of some concepts. Despite
these challenges, the respondents are still able to demonstrate a resilient in finding
ways to adapt and continue learning.

3. Most of the responses highlighted the importance of having a more user-friendly

online platform for access materials and instruction. The responses indicate that the
most common suggestion for improving the hands-on learning experience that it
provides. In overall, the pastry production innovation project aims to foster creativity,
problem solving and teamwork among students by encouraging them traditional
pastry techniques.

RECOMMENDATION
In line with the results of the gathered data, the following recommendations were
formulated for the future researcher:
1. Food Service Managements students of the Oas Community College should read
and apply the different skills and techniques in the hands-on learning on provided
by the researcher to improve their competency level on their demonstrations.
 53

2. The students or learners may be encouraged to engage or actively participate in

some academic and non-academic activities training or seminars to enhance and
improve their skills in their field of course.

3. The FSM instructors should incorporate more interactive and practical teaching
methods, such as real-time demonstrations and collaborative learning, to better
engage students and enhance their hands-on skills in pastry production.

4. For future research may conduct similar studies on the topic for blended hands-
on learning sessions and to have the better results.
 54

APPENDIX A

LETTER FOR REQUEST

November 24, 2024

MARYLIN R. NICOLAS, PhD

College Administration
Oas Community College
Oas, Albay

Greetings!
We, the researchers from BTVTED IV Major in Food and Service
Management students are currently conducting a research entitled, "Hands-On
Learning in Pastry Production among 1st Year Fsm Students at Oas
Community College (OCC)”, as part of the requirements for our course. This
study aims to evaluate the impact of hands-on learning on pastry production and
identify ways to improve the learning experience of students in this area.
In line with this, we would like to seek your permission to conduct the data
gathering process within the college. Specifically, we aim to distribute survey
questionnaires to our identified respondents, who are fellow 1st-year FSM
students at OCC. The information gathered will contribute significantly to our
study and provide insights into enhancing hands-on learning experiences in
pastry production.
Thank you for considering our request. We look forward to your positive
response and greatly appreciate your support in facilitating this research.
Greetings!
Very Truly Yours,

BISCO, ARABELLA JOY O.

MADRASO, DARLENE R.
RELLAMA, JENNICA C.
SALVANTE, ELLYZA KRISTEL A.
VENTURA, ANGELINE L.

Researchers
 55

Noted:

IMMA CHRIS R. TIPDAS, EdD CAR

Research 2 Instructor

JELLY M. FLORES,EdD CAR

Program Head, BTVTED Department

Recommending Approval:

EDWINA N. SERGIO ,EdD

Dean, College of Education

Approved

MARYLYN R. NICOLAS, PhD

College Administration
 56

APPENDIX B

SURVEY QUESTIONNAIRE

TO THE STUDENT: This survey aims to assess your level of competency in various
aspects of pastry production and gather your thoughts on the impact of blended hands-
on learning sessions. Please follow the direction for the questionnaire carefully. Rest
assured that your responses will be treated with utmost confidentially. Thank you very
much.

NAME OF THE RESPONDENT:

AGE: SEX: COURSE/YEAR/BLOCK:

Direction: For each statement below, please mark (/) in the box that corresponds
to your competency level, using the scale below:

Legend: 4 – Highly Competent

3 – Competent
2 – Not Competent
1 – Not Highly Competent
Additionally, provide your feedback in the open-ended questions for a more
comprehensive understanding of your learning experience.
STATEMENT 4 3 2 1
Part 1: Level of Competency in Pastry Production
A. PREPARE AND PRODUCE PASTRY PRODUCTS
6. Prepare pastry products
7. Decorate and present pastry products
8. Store pastry products
9. Package pastry products
10. Clean tools and equipment used in pastry production
B. PREPARE AND PRESENT GATEAUX, TORTES AND
CAKES
6. Prepare sponge and cakes
 57

7. Decorate cakes
8. Prepare and use fillings
9. Store cakes
10. Assemble and present finished products
C. PREPARE AND DISPLAY PETITS FOURS
6. Prepare iced petits fours
7. Prepare fresh petits fours
8. Prepare marzipan petits fours
9. Prepare caramelized petits
10. Display/store petits fours
D. PRESENT DESSERTS
6. Present and serve plated Desserts
7. Plan, prepare and present dessert buffet selection or
plating
8. Store and package desserts
9. Garnish desserts with appropriate toppings
10. Ensure proper portioning of desserts
Part 2: Impact of Blended Hands-on Learning Sessions
6. Blended learning (a mix of online and hands-on
sessions) has helped improve my pastry production
skills.
7. The hands-on sessions provided me with sufficient
opportunities to practice pastry-making techniques.
8. I feel more confident in my pastry-making skills because
of the hands-on learning sessions.
9. The feedback received during hands-on sessions has
improved my competency in pastry production.
10. The hands-on learning sessions helped me improve my
problem-solving skills in pastry production.
 58

Part 3: Open-Ended Questions (Qualitative)

1. What specific aspects of the blended hands-on learning sessions have
contributed most to your skill development?
Your answer:

2. What challenges did you face during the blended hands-on learning
sessions, and how did you overcome them?
Your answer:

3. Do you have any suggestions to improve the hands-on learning

experience for future students in pastry production?
Your answer:
 59

APPENDIX C

CONSULTATION TO THE RESPONDENTS

 60

Student's Curriculum Vitae

Name : Arabella Joy O. Bisco

BIRTHDATE: May 28,2003

GENDER: Female

ADDRESS: Palapas Ligao City

CITIZENSHIP: Filipino

FATHER: Manuel C. Bisco Occupational: farmer

MOTHER: Arlin O. Bisco Occupational: housewife

EDUCATIONAL BACKGROUND

ELEMENTARY : Palapas Elementary School

: Palapas Ligao City

SECONDARY : Palapas National High School

: Palapas Ligao City

COLLEGE. : Oas Community College

: Calzada Oas Albay

Bachelor of Technical Vocational Teacher Education Major in TLE

 61

Student's Curriculum Vitae

Name : Darlene R. Madraso

BIRTHDATE: July 02, 2002

GENDER: Female

ADDRESS: Saban, Oas Albay

CITIZENSHIP: Filipino

FATHER.: Dennis R. Madraso Occupational:

MOTHER: Marilou R. Madraso. Occupational:

EDUCATIONAL BACKGROUND

ELEMENTARY : San Isidro Elementary School

: San Isidro Oas Albay

SECONDARY : Saban National High School

: Saban Oas Albay

COLLEGE. : Oas Community College

: Calzada Oas Albay

Bachelor of Technical Vocational Teacher Education Major in TLE

 62

Student’s Curriculum Vitae

NAME : Jennica C. Rellama.

AGE : 23 years old

GENDER: Female

BIRTH DATE: June 27, 2001

ADDRESS : San Isidro Oas, Albay

CITIZENSHIP: Filipino

FATHER: Lydio Reonal Rellama Occupation: Farmer

MOTHER: Jeniffere Camu Rellama Occupation: Dishwasher

EDUCATIONAL BACKGROUND

Elementary: San Isidro Elementary School

San Isidro Oas, Albay

Secondary: San Juan High School

San Juan Oas, Albay

College: Oas Community College

Calzada, Oas Albay

Bachelor of Technical Vocational Teacher Education Major in FSM

 63

Student's Curriculum Vitae

Name: Ellyza Kristel A. Salvante

BIRTHDATE: November 17,2002

GENDER: Female

ADDRESS: Magurang Polangui Albay

CITIZENSHIP: Filipino

FATHER.: Domingo N. Salvante

MOTHER: Nena B. Alfaro

EDUCATIONAL BACKGROUND :

ELEMENTARY : Magurang Elementary School

SECONDARY : Polangui General Comprehensive High School

: Polangui , Albay

COLLEGE: Oas Community College

Calzada Oas Albay

Bachelor Technical Vocational Teacher Education (BTVTED) - FSM

 64

Student's Curriculum Vitae

Name: Angeline L. Ventura

BIRTHDATE: August 05, 2002

GENDER: FEMALE

ADDRESS: Polangui Albay

CITIZENSHIP: FILIPINO

FATHER.: Aldrin L. Ventura

MOTHER: Whilyn R. Lopez

EDUCATIONAL BACKGROUND:

ELEMENTARY: Guinayangan Elementary School

SECONDARY : Polangui General Comprehensive High School

Polangui, Albay

COLLEGE: Oas Community College

Calzada Oas Albay

Bachelor Technical Vocational Teacher Education (BTVTED) - FSM