Learners’ Skill and Performance in Cookery

This study employed a descriptive-correlational research design to examine the relationship between learners’ skill and academic performance in Cookery among public secondary schools in the First District of Iloilo, Philippines, during the School Year 2024-2025. A total of 98 Technology and Livelihood Education (TLE) teachers participated, providing evaluations based on a modified, researcher-made questionnaire grounded in relevant literature and curriculum guidelines. The instrument measured learners’ competencies in food preparation, tool handling, sanitation, plating, and overall grade performance. It was validated by field experts and tested for reliability prior to data gathering. Quantitative data were analyzed using frequency count, percentage, mean, ranking, and inferential statistics including the Mann-Whitney U test, Kruskal-Wallis H test, and Spearman’s rho correlation, with all tests conducted at a 0.05 significance level. Results revealed that learners’ Cookery skills were rated “Excellent,” particularly in technical areas such as recipe execution and food safety, while creativity and conceptual understanding showed marginally lower scores. Learners’ academic performance was rated “Outstanding,” with consistently high scores across teacher classifications.Statistical findings indicated no significant differences in learners’ skill and performance as assessed by the respondents across teacher age, educational attainment, or teaching position. However, variations were found based on school size and location, with learners from larger schools and municipalities like San Joaquin and Tubungan receiving higher ratings. A significant positive relationship between skills and performance was established (r = 0.313, p = 0.002), highlighting the importance of technical proficiency in shaping student outcomes and suggesting areas for targeted educational support.