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Learning Styles OF Cookery Senior HIGH School Students The Problem and its Scope

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LEARNING STYLES OF COOKERY SENIOR HIGH SCHOOL STUDENTS The Problem

and its Scope

Thesis · October 2019

CITATIONS 0 READS16,

3 authors , including:

Some of the authors of this publication are also working on these related projects: Issues in the formal educative system View project Nikola Vukićević 100 godina View project

Norlita B. NemenzoDepartment of Education of the Philippines 8 PUBLICATIONS 2 CITATIONS SEE PROFILE

All content following this page was uploaded by Norlita B. Nemenzo on 04 October 2019. The user has requested enhancement of the downloaded file.

Chapter 1 The Problem and its Scope Introduction Identifying the specific learning styles of Senior High School learners in a Commercial Cookery class is essential for the effective delivery of the K to 12- curriculum. This endeavor is useful in the planning and management for the allocation of needed facilities and equipment in the implementation of the Commercial Cookery Technical-Vocational. Commercial Cookery is a technical vocational course that focuses on the skill competencies of the students which is a vital basis for their academic performance. The Commercial Cookery course is a skill oriented course that requires hands on training. Private establishments offering the said course are equipped with the necessary equipment, facilities and space because they understand that these are indispensable. This study is a first of a kind that will relate the learning styles of senior high school learners to the school management support. The government has to consider the minimum standards for all food establishment design and equipment. The requirements should also consider the demands of the students’ learning styles. The researcher will use this study to help administrators understand how the cookery students visualize, listen, and maneuver the new learning in the aid of the school facilities and equipment. Researcher would like to know if the school management support is helpful in the appropriate scaffolding of Senior High School cookery learners.

This study will serve as a means to understand the learning styles of the public Senior High School students in Froilan Alanano Memorial High School, Dauin District, Negros Oriental Division. Theoretical Background of the Study This study is anchored on Felder-Silverman Learning Style Model which was developed by Richard Felder and Linda Silverman to depict diverse learning styles and preferences. The said model’s dimensions refer to the following: Active or Reflective, Visual or Verbal, Sensing or Intuitive, and Sequential or Global (Felder & Silverman, n.). The four dimensions classify individuals into the following: Sensing-Intuitive. This continuum determines how a learner prefers to perceive or take in information (Felder & Silverman, n.). Visual-Verbal. This continuum determines how a learner prefers information to be presented (Felder & Silverman, n.). Active-Reflective. This continuum determines how a learner prefers to process information (Felder & Silverman, n.). Se que ntial-Global. Thi s co nti nuum determ i nes ho w a learner prefers to o rgani ze and pro gres s to ward unders tandi ng i nfo rm atio n (Felder & Silverman, n.). According to Felder and Silverman (n.), the details about the above mentioned learning preferences are the following: sensing for learners who prefer concrete thinking, practical, and concerned with facts; intuitive for learners who prefer conceptual thinking, innovative, and concerned with theories and meanings;

visual for learners who prefer visual representations; verbal for learners who prefer written or spoken explanations; active for learners who prefer to try things out and work with others in group; reflective for learners who prefer thinking things through and work alone or with familiar partner; sequential for learners who prefer linear thinking, orderly, and learn in small incremental steps; and global learners who prefer holistic thinking, systems thinkers, and learn in large leaps. The di agram o f the theo retical fram ewo rk o f the study pres ented belo w s um mari zes the co ncepts presented i n thi s page.

Figure 1. Diagram of the Theoretical Framework of the Study Based on Felder-Silverman Model.

Felder-Silverman Learning Style Model By: Richard Felder and Linda Silverman

Basis for Designing a Program on Learning Intervention Strategies Commercial Cookery Senior High School Students

Sensing or Intuitive

Active or Reflective

Visual or Verbal Sequential or Global

just like to put the blame on the teachers or teaching strategies to deny student’s weakness in the ability to learn (Jarret, 2015). Beasley in Dunn (2017) revealed that slow and average learners done well in school when they optimize on their preferred learning modalities. Paul (2012) asserted that students conceptualize new information whether or not they received it verbally, visually, aurally, or a combination of the said modalities. Willingham (2017) stated that memories are stored when the learner finds its relevance. Willingham asserted that memories are not stored simply because they are seen by visual learners, heard by auditory learners, or touched/felt by kinesthetic learners. Types of Learning Styles. Smoop University (2018) stated that Felder- Silverman learning styles refer to the following: sensing/intuitive, visual/verbal, active/reflective, and sequential/global. Furthermore, according to Smoop (2018), Sensors like problem-solving, experimenting, and using the senses to gather data while intuitive learners like grappling with new concepts, innovating, and working with symbols. Furthermore visual learners do well with pictures, diagrams and other things that come in through the eyes, verbal learners do great with discussions and explanations, active learners do well with active experimentation and real life situations, reflective learners prefer examining and manipulating information, sequential learners gain comfort with things in a logically ordered progression and think based on linear reasoning processes, and global learners prefer to learn through fitting parts to form a whole (Smoop University, 2018).

However, Spanella (2017) asserted that visual learning style is otherwise known as spatial learning style. Learners of this mode of learning need images and other tangible representation of the concept learned. Visual learners are otherwise known for being spatial learners. Many people are assured that they learn best by seeing or by listening to a lesson or by comprehension, and so forth. Teachers have supported teaching strategies that take benefit of the variations in the way people learn. But some psychologists argued that learning style makes a difference in the learning environment (Guterl, 2013). Importance of Learning Styles. While grown-up learners learn well by auditory means, children learners require visual and kinesthetic techniques. Learning style is so important because it explains why other learners are interested in the lessons presented in the classroom using a kind of teaching method while others are not. It helps figure out how to optimize the students’ strengths in learning new information (Dolin, 2017). Teachers who know the learning styles of their learners are one step ahead in teaching. Hawksworth (2015) explained that when the learner knows his learning style, he can study smarter. DepEd’s policies supporting students’ learning styles. DepEd formulated the LRMDS Framework to support the learning styles of learners (Deped, 2008). The LRMDS learning portal provides numerous varied relevant k to 12 resources that supports various learning styles (DepEd, 2017). DepEd shall hold on to a

Some cookery schools like in Lynda Booth’s Dublin Cookery School located in Blackrock have spacious area that makes it possible to create three distinct functional sections namely, the work station, the exhibition kitchen and the dining room. The work station area is fully equipped for food preparation. Ovens are used in the school to develop students’ skills in using the equipment (“Cookery schools facilities, 2017). Some of the school essential cooking equipment and facilities are pots, baking sheets, blender, baking pans or dishes, first aid kit, among others. Some kitchen equipment may be rented from the cafeteria, brought from the house, or purchased by the government or private individuals for the purpose of learning activity that keeps learners engaged (“Classroom cooking cart equipment”, 2017). The following are list of cooking materials, kitchen utensils and equipment that are commonly found in the kitchen. Cooking Materials: Aluminum, Stainless Still, Glass, Cast Iron, Double boiler, and Teflon; and Kitchen tools are Can Opener, Colanders, Plastic and Hard Rubber, Cutting boards, funnels, Garlic Press, Graters, Kitchen Shears, Potato masher, Rotary egg beater, Scraper, Serving spoons, Serving tongs, Spatula, Spoons, Temperature scales, Whisks, Wooden spoons, Measuring cup for liquid, Household Scales, knives, vegetable peeler. Equipment may refer to small electrical appliance, such as a mixer or a large, expensive, power-operated appliance such as ranges or a refrigerator (Kong & Domo, 2016). DepEd urged to purchase kitchen facilities and equipment such as stoves, refrigerators, ovens and others (Terrazola, 2017).

Issues on school management support. Inoperable cooking appliances, insufficient cookbooks, dry classroom work instead of stovetop cooking, faulty equipment, bureaucracy in the management, and petty finger pointing are among the issues in a public cookery school in New York (Algar, 2016). In pursuing the implementation of the K to 12, school facilities pose another problem aside from lack of classrooms, availability of trained teachers and reference materials (Legaspi, 2014). However, Froilan A. Alanano Memorial High School upholds its missio n. It has to ensure an enabling and supportive environment for effective learning to happen (DepEd, 2017). The curriculum guide on Cookery leads to National Certificate Level II (NCII). This course is designed for a high school student to develop knowledge, skills, and attitudes in the performance of Cookery tasks (K to 12 Home Economics Curriculum Guide, 2016). Learners who understand their learning preferences become life-long independent learners and are able to maximize their learning abilities. This was revealed in the study in India where the medical students served as the respondents. The goal of the said endeavor was to test the le arning styles and the teaching strategies. Eventually, this situation will provide learning environment that is conducive to learning as well as strongly driven students that are willing to learn (Kharb & company, 2013). The number of students who have single modality of learning varies from one course of study to another. The academic performance is influenced by the

management system that ranges from the financial and administra tive aspects of the school management. Result of a study on the impact of public high school management system on academic performance conducted by Tsereteli, Martskvishvili, and Aptarashvili (2011) in Georgia showed that school management system predicts level of students’ academic achievement, and specifically, among the best predictors are the following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers’ democratic approach to students. Child-friendly school. Children stay in schools most of their time during school age. They are prepared for future challenges in life to carryon adults’ roles and responsibilities when the latter are old, weak, and gone to continue humanity’s existence and advancements. Fulfilling the education-related Millennium Development Goals (MDGs) requires not just getting all children into school, but making sure that all schools work in the best interest of the children entrusted to them by providing safe and protective schools that are adequately staffed with trained teachers, equipped with adequate resources and graced with appropriate conditions for learning (Unicef, n.). The Conceptual Framework of the Study The study is based on Felder and Silverman’s model. The conceptual framework of this study which is presented in Figure 2, relates the variables under study. The focus is on the learning styles of the different type of learners and how each group of learner responds to teaching strategies.

The school management support in terms of the following: financial support, teacher trainings in the making of learning intervention strategies, child friendly school, listening to the voice of the learners and other stake holders, and cookery learning materials is the primary independent variable. To carry on this study, learners from Froilan Alanano Memorial High School were taken as the respondents. were be classified according to below average, average, and above average learners according to their grade po int average of the first grading period of school year 2017-2018. The conceptual framework presented in the next page shows the relationship between variables in graphic representation for vivid description of the study.

Statement of the Problem The goal of the study is to determine the learning styles of the Senior High School students using Felder-Silverman learning style model in a learning environment under the school management support. The target respondents are the Commercial Cookery students of Froilan A. Alanano Memorial High School, Dauin District during the school year 2017 to 2018, with the end view of proposing suggestions for the improvement in the managing of learning instructions in the said school. Specifically, the researcher aimed to answer the following questions: 1. What is the performance of the Senior High School Students? 2. What is the frequency of students in the different learning styles in terms of the following: a. Active and Reflective b. Sensing and Intuitive c. Visual and Verbal d. Sequential and Global? 3. What is/are the dominant learning styles of the students when grouped according to the following performance? 3 Above average 3 Average 3 Below Average?

What is the extent of administrative support given by administrators in the making of the program on Learning Intervention Strategies in the following areas? 4. financial support; 4. teacher trainings in the making of learning intervention strategies;
1. child friendly school;
2. listening to the voice of the learners and other stakeholders; and
3. cookery learning materials? Significance of the Study This study will be a basis in further studies about school management support on students’ learning strategies. The result of this study will be able to help students, teachers, parents, administrator, and the researcher understand the needed support to the types of Filipinos learners. To the students , this study will make them realize that they are the active component in the learning process and that their learning depends primarily on them. To the teachers , this study will guide them on the proper teaching strategies applicable to their learners. To the parents , the results of this study will be significant in informing parents that their role in providing their children their needs is crucial. Irrespo nsible parenting affects the lives of their children.

each other by explaining their relationship but not necessarily implying that this relationship is also a cause (Descriptive Correlatinal Method) (Statistics Correlation (2009). The School management support as the primary independent variable was correlated to the academic performance of senior high school students. Moreover, the secondary independent variable which refers to the students’ learning styles was likewise correlated to the students’ learning academic performance. Research environment. This study was conducted in Froilan A. Alanano Memorial High School of the District of Dauin. It has a complete Junior High School and a newly established Senior High School offering the Cookery strand. Research respondents. The respondents of the study were the students from the Commercial Cookery class of Froilan A. Alanano Memorial High School of District of Dauin. The students were assessed using the Index of Learning Styles questionnaire of Felder and Silverman and the self-made intervention questionnaire. Research instrument. This study utilized two questionnaires, namely: the index learning style questionnaire and the intervention questionnaire. The researcher had already asked the permission of Felder through his Research gate account. The said inventory was used to determine the learning styles of the student. The questionnaires were casted to 30 students of the same background and environment to test its validity.

Research procedure. The researcher personally distributed the questionnaires. The questionnaires were collected, data were obtained and tabulated in tables and were summarized using the percentage and weighted mean. Statistical Treatment of Data The tools used in analyzing and in interpreting the data are the following:

Percentage This was used to show how a part was related to a whole.

Formula:

Weighted Mean This was used to get the extent of problems in management support.

Formula:

Pearson r This was used to determine the extent of relationship between variables.

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Learning Styles OF Cookery Senior HIGH School Students The Problem and its Scope

Course: Business Research (BBC 4980)

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University: University of the East (Philippines)

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See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/336231368

LEARNING STYLES OF COOKERY SENIOR HIGH SCHOOL STUDENTS The Problem

and its Scope

Thesis · October 2019

CITATIONS

READS

16,122

3 authors, including:

Some of the authors of this publication are also working on these related projects:

Issues in the formal educative system View project

Nikola Vukićević 100 godina View project

Norlita B. Nemenzo

Department of Education of the Philippines

8 PUBLICATIONS2 CITATIONS

SEE PROFILE

All content following this page was uploaded by Norlita B. Nemenzo on 04 October 2019.

The user has requested enhancement of the downloaded file.