Predictive Role of Measuring Skills, Teaching Quality and Attitudes Towards Culinary Learning on Procedural Skills in Bread and Pastry Production
DOI:
https://doi.org/10.65339/ijsis.V1.I4.288Keywords:
Attitudes Toward Culinary Learning, Bread and Pastry Production, Culinary Education, Measuring Skills, Procedural Skills, Teaching QualityAbstract
The development of procedural skills is fundamental in culinary education, particularly in Bread and Pastry Production (BPP) under the Technology and Livelihood Education (TLE) curriculum. However, limited empirical evidence has examined how teaching quality, attitudes toward culinary learning, and measuring skills relate to procedural skills among junior high school learners. This quantitative descriptive-correlational study examined the relationships and predictive contributions of teaching quality, attitudes toward culinary learning, and measuring skills to the procedural skills. Procedural skills were assessed in terms of preparation, production, and presentation. The participants consisted of 90 Grade 9 and Grade 10 students enrolled in one of the public secondary schools in the district of Salay, Misamis Oriental, during the school year 2025–2026. Total enumeration sampling was used. Data were collected using a researcher-developed questionnaire and the TESDA Self-Assessment Guide for Bread and Pastry Production. Descriptive statistics, Pearson correlation, and multiple regression analyses were used. The findings showed that teaching quality was rated very high, while attitudes toward culinary learning were reported high. Measuring skills and overall procedural skills were also rated very high. Correlation analysis revealed significant positive relationships among all three predictor variables and procedural skills. However, regression analysis indicated that teaching quality and attitudes toward culinary learning were significant predictors, whereas measuring skills did not significantly contribute uniquely to procedural skills. These findings highlight the importance of effective instruction and positive learning attitudes in culinary education. Future studies may include diverse learners from multiple schools and use interviews, observations, or longitudinal designs.
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