EXPERIENTIAL LEARNING AND COMPETENCE DEVELOPMENT IN TVL–COOKERY

Technical-Vocational-Livelihood (TVL) education in the Cookery area of specialization is certainly a good way for students to acquire the basic culinary and employability skills needed by the industry. However, many students have difficulty combining the theoretical part with the practical one. Guided by Kolb’s Experiential Learning Theory, this study evaluated students’ competence in cookery and their engagement across the four phases of experiential learning. A descriptive-quantitative research design was employed, involving TVL–Cookery strand students from selected national high schools in the CARCANMADLAN area (Carrascal, Cantilan, Madrid, and Lanuza, Surigao del Sur). A validated survey questionnaire assessed students' competence in three domains—food preparation, cooking execution, and presentation/sanitation—and their engagement in Kolb's learning stages: concrete experience, abstract conceptualization, reflective observation, and active experimentation. Weighted means with Likert scale descriptors were used for data analysis. Findings revealed that students demonstrated commendable competence in cookery, showing particular strength in food preparation, presentation, and sanitation. Cooking execution, while still rated positively, emerged as a relative area for improvement. Engagement across Kolb's cycle was consistently high, with the strongest involvement in concrete experience and reflective observation. Meanwhile, although positively rated, active experimentation and abstract conceptualization reflected lower engagement than the other stages.