Effects of Inadequate Cookery Laboratory on Students’ Practical Performance

Abstract

This study aimed to determine whether there is a significant difference between Grade 10 students’ perceived effects of inadequate Cookery laboratory facilities and their actual practical performance across key skill areas. Guided by Experiential Learning Theory and Social Cognitive Theory, the study examined the relationship between perceived environmental limitations and objectively assessed competencies. Employing a descriptive–comparative research design, the study involved 43 Grade 10 Cookery students from Ilocos Sur Polytechnic State College-Laboratory High School, Tagudin Campus. Data were gathered using a validated perception questionnaire and a standardized performance rubric assessing five skill areas: ingredient preparation, cooking procedures, sanitation and safety, time management, and food presentation and quality. Ethical safeguards were strictly observed, including parental informed consent, student assent, and measures to ensure voluntariness and confidentiality. Descriptive statistics were used to analyze students' perceived effects and performance levels. At the same time, the Wilcoxon Signed-Rank Test was applied to assess differences between perception and actual performance, given the non-normal distribution of the data. Results revealed that students perceived the absence of a Cookery laboratory as having a high impact on their practical performance (M = 3.76). Despite this perception, students demonstrated high to very high levels of practical performance (M = 4.29), particularly in sanitation and safety, time management, and food presentation and quality. Significant differences were observed between perceived effects and actual performance in cooking procedures (p = .004), time management (p < .001), and food presentation and quality (p < .001), indicating that students tended to underestimate their competencies under perceived constraints on the facility. The findings suggest that effective instructional support and guided practice can mitigate the limitations of inadequate laboratory facilities, highlighting the critical role of teaching strategies and adaptable learning environments in sustaining skill development in resource-constrained cookery education contexts.