Technology Utilization and Culinary Skills Among Public Senior High School Home Economics Learners in Legazpi City Division
DOI:
https://doi.org/10.7719/jpair.v66i1.1059Keywords:
Technology Utilization, Culinary Skills, Home Economics, Technology Integration, Culinary Education, Public Senior High School Students, Technical-Vocational-Livelihood (TVL), Legazpi City, PhilippinesAbstract
Technology has transformed vocational education, particularly in culinary arts, by bridging theory and practice. This descriptive-correlational study examined the influence of technology use on the culinary skills of 176 Grade 11 and 12 Home Economics students in five public senior high schools in the Legazpi City Division during the 2026 academic year. School-profile variables included equipment availability, teacher specialization, teacher training, and industry cooperation; student outcomes measured were competence in cooking techniques, food safety, nutrition, and menu planning. Weighted means indicated that technology use was highly evident (WM = 4.35), with teacher specialization and training as the strongest drivers of technology adoption. Although students demonstrated high proficiency in cooking techniques and food safety, Spearman’s rho correlation revealed a negative association between differences in technological infrastructure and overall culinary competence. According to Fuentes and LaBad 2025 greater technology availability did not predict higher student competence. Instead, universal pedagogical practices and repeated hands-on cycles (teacher expertise and instructional design) were more closely associated with student performance. The findings suggest that basic technology is necessary but insufficient; human factors, particularly teacher specialization and training, are critical determinants of culinary competence. For policy and instruction, the study recommends implementing the TECH-CUL initiative, which pairs targeted investments in essential equipment with systematic teacher training and strengthened school–industry partnerships to address resource and exposure gaps and improve student outcomes.
Downloads
References
Albirini, A. (2006). Cultural perceptions: The missing element in the implementation of ICT in developing countries. International Journal of Education and Development using ICT, 2(1), 49–65. http://ijedict.dec.uwi.edu/viewarticle.php?id=146
Assefa, Y., Gebremeskel, M. M., Moges, B. T., Tilwani, S. A., & Azmera, Y. A. (2025). Rethinking the digital divide and associated educational inequity in higher education in the context of developing countries: The social justice perspective. The International Journal of Information and Learning Technology, 42(1), 15–32. https://doi.org/10.1108/IJILT-03-2024-0058
Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons.
Published
Issue
Section
License
Copyright (c) 2026 Richell M. Melecio
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article published by JPAIR Multidisciplinary Research is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
