Module Quality, Perceived Values, and Relevance: Implications on Grade 12 Learners Cookery Performance

As the education sector adapts to post-pandemic challenges, modular learning has become a vital tool in delivering practical subjects like cookery. This study focuses on how cookery modules shape students’ learning by evaluating their quality, perceived value, and relevance in developing both theoretical knowledge and hands-on skills. Using a descriptive-correlational research design, data were collected from 70 cookery students in a public high school in Misamis Oriental through a validated questionnaire with open-ended questions supplemented by an analysis of their cooking performance ratings. Descriptive statistics were used to measure module quality, perceived values, and cookery performance, while Spearman’s Rho was applied to determine significant relationships among variables. Results showed that students rated module quality as “Moderate” and perceived its value and relevance as “High.” However, their cookery performance was only “Satisfactory,” and no significant correlation was found between their evaluation of the modules and their actual performance. Students’ responses from the open-ended questions pointed to challenges like lack of hands-on practice, comprehension difficulties, and limited resources. The study concludes that while students value the modules, their performance is shaped more by external and internal learning conditions. It recommends integrating more practical activities, strengthening instructional support, and improving resource access to enhance students’ skill development in cookery.