PAMBAYANG KOLEHIYO NG MAUBAN

PREFERRED LEARNING STRATEGIES OF BACHELOR OF TECHNICAL

VOCATIONAL TEACHER EDUCATION MAJOR IN FOOD SERVICE
MANAGEMENT IN PAMBAYANG KOLEHIYO NG MAUBAN

A Research Paper Presented to the Faculty of

Pambayang Kolehiyo ng Mauban
School of Education
Mauban, Quezon

In Partial Fulfillment of the Requirements to the Degree

Bachelor of Technical Vocational Teacher Education
Major in Food and Service Management

Medenilla, Princes Aihanah

Pastorfide, Caine
Sasa, Lady Dianne

2024
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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

In education, understanding students' preferred learning strategies is crucial for

effective teaching and learning. Individuals have unique learning preferences and styles that

can significantly impact their academic performance and engagement. This research

investigates the preferred learning strategies of students pursuing a Bachelor of Technical

Vocational Teacher Education (BTVTEd) major in Food Service Management (FSM).

As the food service industry continues to evolve and grow, there is a need for well-

trained professionals who can effectively teach and train future food service professionals.

The Bachelor of Technical Vocational Teacher Education program with a specialization in

Food Service Management prepares students to become competent educators in the field.

However, little research has been conducted on students' preferred learning strategies in this

program.

Understanding the preferred learning strategies of students in the BTVTEd – FSM can

provide valuable insights for educators and curriculum developers. Educators can tailor their

teaching methods to enhance student engagement, motivation, and overall learning outcomes

by identifying the most effective learning strategies for these students.

This study will utilize a comparative analysis to investigate the favored learning

methods among students enrolled in the BTVTEd – FSM program. It aims to explore

different learning approaches, including visual, auditory, kinesthetic, collaborative, and self-

directed learning. The research seeks to determine the degree to which students in this

program favor these strategies and if demographic variables like age, gender, and previous

educational experiences influence notable variations in preferences.

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This study will utilize a mixed-methods methodology, incorporating both quantitative

surveys and qualitative interviews. The quantitative survey will be distributed to a subset of

students within the program to collect information regarding their favored learning methods.

Concurrently, qualitative interviews will be conducted to gain deeper insights into the

rationales behind their preferences and the effects of these strategies on their learning

journeys.

The findings of this study will enrich the current body of knowledge on learning

methodologies and offer actionable insights for educators within the technical vocational

teacher education domain, particularly in the realm of food service management. It will offer

pertinent guidance for curriculum enhancement and instructional planning, empowering

educators to craft more impactful and stimulating learning atmospheres tailored to the needs

of students enrolled in this program.

Overall, this research aims to shed light on the preferred learning strategies of

Bachelor of Technical Vocational Teacher Education major in Food Service Management

students and their implications for teaching and learning in this field. By understanding and

catering to the unique learning preferences of these students, educators can enhance the

quality of education and better prepare them for their future roles as food service

management educators.
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Background of the Study

The field of technical vocational education plays a crucial role in equipping

individuals with the necessary skills and knowledge to thrive in various industries. In the

context of food service management, the Bachelor of Technical Vocational Teacher

Education program aims to produce competent educators who can effectively train and guide

future professionals in the food service industry. Understanding the preferred learning

strategies of students in this program is essential for designing effective teaching methods

and enhancing learning outcomes.

Learning strategies refer to learners' approaches and techniques to acquire, process,

and retain information. Each individual has unique preferences when it comes to learning,

and these preferences can significantly impact their engagement, motivation, and overall

academic performance. By identifying and understanding the preferred learning strategies of

students in the Bachelor of Technical Vocational Teacher Education major in Food Service

Management, educators can tailor their instructional methods to better meet the needs of

these students.

While there has been extensive research on learning strategies in various educational

contexts, limited studies have specifically focused on the preferred learning strategies of

students in the technical vocational education field, particularly those majoring in food

service management. This research gap highlights the need to explore students' learning

preferences and strategies in this specific program.

Several important research questions can be addressed by conducting a

comprehensive study on the preferred learning strategies of Bachelor of Technical Vocational

Teacher Education major in Food Service Management students. For instance, what are the

most commonly preferred learning strategies among these students? Do their preferences
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align with the teaching methods commonly used in the program? Are there any significant

differences in learning preferences based on demographic factors such as age, gender, or

prior educational background?

Answering these research questions can provide valuable insights for educators,

curriculum developers, and policymakers in the field of technical vocational education,

particularly in the context of food service management. The findings can inform instructional

design, curriculum development, and teaching practices, ultimately leading to more effective

and engaging learning experiences for students in the program.

Moreover, understanding the preferred learning strategies of students in the Bachelor

of Technical Vocational Teacher Education major in Food Service Management can

contribute to the broader body of knowledge on effective teaching and learning strategies in

technical vocational education. The findings can be used to enhance the overall quality of

technical vocational education programs, ensuring that graduates are well-prepared to meet

the demands of the food service industry and effectively transfer their knowledge and skills to

future professionals.

In conclusion, conducting research on the preferred learning strategies of Bachelor of

Technical Vocational Teacher Education major in Food Service Management students is

crucial for improving instructional practices and enhancing learning outcomes in this specific

program. By identifying the most effective learning strategies for these students and

addressing potential differences based on demographic factors, educators can create more

tailored and impactful learning experiences. Ultimately, this research contributes to the

advancement of technical vocational education and the preparation of competent educators in

the field of food service management.

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Statement Of the Problem

The following statement will clearly state the covered questions that might answer of

this study. This will be the guide to aim what the researchers are seeking for.

1. What is the demographic profile of the respondents in terms of?

1.1 Age,

1.2 Sex and,

1.3 1st year to 4th year BTVTED in Food and Service Management student,

2. What are the preferred pedagogical strategies by the student of Technical Vocational

Teachers Education Major in Food Service Management Program?

2.1 Experiential learning,

2.2 Use of technology,

2.3 Crossover learning,

2.4 Stealth assessment and,

2.5 Embodied learning,

3. What are the perceptions in learning styles that must be use by students in the Bachelor of

Technical Vocational Teachers Education Major in Food & Service Management program?

3.1 Universal design for learning (UDL);

3.2 Active Learning;

3.3 Gamification;

3.4 Kinesthetic learning;

3.5 Verbal learning?

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4. Is there a significant relationship between the preferred pedagogical strategies and learning

styles in Bachelor of Technical Vocational Teachers Education Major in Food & Service

Management program?

5. What are the pedagogical strategies and learning styles that may be propose for blended

learning?

Hypothesis

Ho: There is No significant relationship between the preferred pedagogical strategies and

learning styles in Bachelor of Technical Vocational Teachers Education Major in Food &

Service Management program?

Theoretical Framework

This study will be supported by the social constructivism is the view that learning

occurs ththrough social interaction and the help of others, often in a group. The theory of

social constructivism was developed by Soviet psychologist Lev Vygotsky (1896-1934).

Social constructivism is based on the idea that learners construct new knowledge. It takes

greater account social interactions and language as a mechanism for an individual to

construct thoughts and concepts.

Social constructivism stresses the collaborative aspect of learning, claiming that

knowledge is created via contact with others. It proposes that learning is a dynamic process

that happens when people engage in discussion and question each other's ideas. This

philosophy promotes group collaboration and the exchange of varied perspectives in order to

foster a better grasp of the subject matter.

For example, in a social constructivist classroom, students are frequently encouraged

to collaborate on projects, freely discuss ideas, and learn from one another's experiences and
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viewpoints. This collaborative atmosphere facilitates the sharing of ideas and encourages the

development of knowledge as a collective activity.

Individual learning is an important part of the knowledge production process in social

constructivism. While the idea stresses the significance of social interactions and

partnerships, it does not dismiss the necessity of individual learning.

Individual learning is seen as a stepping stone to social learning. An individual learner

takes in knowledge, processes it, and develops a personal understanding. This understanding

then serves as a basis for additional learning and knowledge creation when the individual

interacts with others.

In a social constructivist classroom, students are encouraged to investigate and

comprehend topics independently. They then bring their own perspectives to group

conversations, where these ideas are exchanged, contested, and developed through social

interaction. While knowledge development is social and collaborative, it is also deeply

influenced by individual learning.

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Figure 1. The theory of Social Constructivism (Source-linkinglearning.com)

Innovative pedagogical practices in the classroom offer various benefits. Firstly, they

promote student-centered learning, where students actively participate in growing their

knowledge. With this method, pupils are better equipped to acquire the abilities required in

the global and digital age. Secondly, novel tactics, such as cooperative learning, problem-

based learning, and project-based learning, increase the language learning process. These

tactics give numerous benefits and make the learning experience more interesting and

successful. Additionally, new teaching approaches stimulate creativity and self-creativity

among students, leading to increased levels of excitement and a favorable impact on the

learning process. Lastly, creative pedagogical ideas help make the teaching and learning

methods more efficient and effective, boosting education and empowering individuals for

self-reliance.
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Figure 2. By Teach Thought Staff / February 5, 2021 / The Future of Learning /

Experienced Teacher, Middle & High School, Mobile Learning, Our Most Popular

This study aims to enhance  Survey, Propose Pedagogical

the teaching strategies of
Technical-Vocational and  Questionnaire strategies and learning
education teachers and assess
student satisfaction. It  Interview styles for blended
explores the level of teaching
strategies employed by learning
teachers in the program and
their impact on student
learning outcomes.

Conceptual Framework

INPUT PROCESS OUTPUT

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Figure 3. Research Paradigm

Significance of the Study

This study will be benefits the following people and organization.

To the students

The research will help identify effective pedagogical strategies that can enhance the

learning experience of students pursuing a Bachelor's degree in Technical Vocational

Teachers Education Major in Food & Service Management. It can potentially improve their

understanding, skills, and overall educational outcomes.

To the Teachers and Educators

The research will provide valuable insights into innovative and effective teaching

methods specifically tailored to the field of Food & Service Management. It can help teachers

refine their teaching approaches, incorporate new strategies, and ultimately enhance their

instructional practices.

To the Curriculum Developers

Findings from this research can inform the development of relevant, up-to-date, and

comprehensive curricula for the Bachelor of Technical Vocational Teachers Education Major
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in Food & Service Management program. It can help ensure that the curriculum aligns with

current industry trends, equipping graduates with the necessary skills to succeed in the field.

To the Educational Institutions

The research outcomes can assist educational institutions in designing, enhancing, or

updating their programs related to Technical Vocational Teachers Education in Food &

Service Management. It can contribute to the overall quality and relevance of the education

provided, attracting more students and establishing the institution as a leader in the field.

Scope and Limitation

This study will focus on preferred learning strategies of Bachelor of Technical

Vocational Teacher Education major in Food Service Management. The study will conduct at

year 2023- 2024.

The respondents are 1st year to 4th year food and service management student, the

observational research will focus on the pedagogical strategies employed in the BTVTED

major in Food & Service Management. It can include observation of classroom instruction,

curriculum materials, and assessment practices. Additionally, interviews or surveys with

teachers and students will provide additional insights into the pedagogical strategies used and

their effectiveness.

Definition of Terms

The key terms that are used in this study will be explained for the better understanding

of the research study.

Blended learning. also known as hybrid learning, is an approach to education that

combines online educational materials and opportunities for interaction online with

traditional place-based classroom methods.

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According to Attard and Holmes, 2020 that combines traditional face-to-face classrooms

(synchronous learning activities) with e-learning activities (asynchronous learning activities).

Education. the area of research that focuses mostly on instructional strategies used in

classrooms.

According to Tyler,2023 “It involves utilizing resources from individuals, contemporary

life, and professional thought.

Food. material that is mostly made up of protein, carbohydrates, and fat and is utilized

by an organism's body to provide energy and support growth, repair, and other necessary

functions.

According to Arbit, 2017 in turn defines the meaning of in life as” the degree to which

people see their food as having significance and being connected to or embedded in persons

life-world”

Learning. the process by which something is learned; information or expertise obtained

through training or research.

Skinner, 2023: “Theory of learning, our behaviors are developed or conditioned through

reinforcements.”

Learning Style. is the way that different students learn. A style of learning refers to an

individual's preferred way to absorb, process, comprehend and retain information. The four

key learning styles are: visual, auditory, tactile and kinaesthetic.

According to Kolb's theory, 2021 explains that concrete experience, reflective

observation, abstract conceptualisation and active experimentation form a four-stage process

(or cycle) transformed into effective learning. Applying Kolb's learning theory has benefits

for students, educators and employers.

Management. the skill or act of overseeing, directing, or managing something.

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According to Follett, 2023 “Management is the art of getting things done through

people.”

Pedagogy. Is the art, science, or profession of teaching.

According to Knowles, 2023 pedagogy was insufficient for explaining the unique ways

in which adults learn. He argued that, unlike children, adults have more autonomy and greater

demand for relevancy in what they are learning than children

Strategy. is the art of designing or implementing plans or strategies to achieve an

objective.

According to Mintzberg, 2023 strategy is an envisioned, or deliberately followed path of

action.

Technology. the application of scientific knowledge to the practical aims of human life

technology or, as it is sometimes phrased, to the change and manipulation of the human

environment.

According to Habibie and Cushing, 2024 the application of scientific knowledge to the

practical aims of human life or, as it is sometimes phrased, to the change and manipulation of

the human environment.

CHAPTER II

REVIEW RELATED LITERATURE

Foreign Literature

According to Hassan, et.al., (2020), there is an urge for HOTS to be implemented in

their specific subjects based on Malaysia standard syllabus. This is intended to render the

education system in Malaysia to be competitive and at par with other advanced countries.
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According to Pavlova, et.al., (2020). The Technical and Vocational Education

(TVET) curricula should consider integrating these STEM skills that integrate HOTS and

accomplished in several ways such as by engagements in several classes and across different

technical and academic courses by enriching the curriculum with these skills.

A study shows that there needs to be a lesson where the HOTS can be developed to

prepare the students in entering the working world as HOTS is related to psychological,

physical, and experiential factors (Hasan & Pardjono, 2019). Thus, a continuous professional

development of TVET teachers is needed to enable them to improve in their use of the

guiding pedagogical principles in practice to facilitate quality learning and graduate outcomes

(Okolie et. al, 2021).

According to Tambunan, et.al., (2019), teachers are a key factor in determining HOTS

success because there are a few teachers who are more focused on discussing thinking skills

rather than on implementing the skills in the classroom. Therefore, teachers needed to find

myriads references or other information related to HOTS in order to achieve optimal mastery

in the field before applying it to students Retnawati et al., (2018)

According to the World Bank (2019), individuals who engage in lifelong learning are

better equipped to adapt to the changing demands of the labor market, and are more likely to

be employed and earn higher wages.

Technical Vocational Education (TVE) has a crucial role to play in

promoting sustainable development in the Philippines. Several studies have emphasized the

need for TVE to be of high quality and relevance in order to meet the demands of the rapidly

changing labor market. This review of related literature aims to explore the current state of

TVE in the Philippines and identify best practices that could be adopted to promote

sustainable development.
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According to the United Nations Environmental Programme (UNEP, 2016),

the integration of such skills into TVE systems is essential to promote sustainable

development and combat environmental degradation. Green skills are defined as "the

knowledge, know-how, attitudes, and qualifications required to create and maintain

conditions under which humans and nature can coexist in productive harmony". By

incorporating green skills into TVE programs, students will gain the knowledge and skills

needed to promote sustainable development in the workplace.

According to this research Indonesia (2020), online learning is better as a supplement

for classroom teaching, and the level of e-learning as a classroom teaching supplement can be

determined according to the ability of institutions and developers and the ability of the users

to adapt. The use of e-learning serves as a complement in the effectiveness of learning in the

classroom, which is able to increase knowledge about the material as well as students'

learning motivation in vocational schools.

Blended learning is developed to replace lectures and provide support for and

complete courses. Blended Learning can complement direct learning. The function of e-

learning itself in learning is only as a complement. Blended learning plays more of a

supplementary or a complementary role. Moreover, there is the existence of synchronous and

asynchronous learning settings that contain face-to-face learning in class and online makes

learning can happen flexibly anywhere and anytime with being connected to each other in

digital form, and in which there are also collaborative discussions, projects, interactions,

evaluations and various learning resources that can stimulate students.

This can create flexible learning, and can be done at any time in various places, also

where there are interaction facilities and activities in it. The application of blended learning

has its own proportion between offline and online. Before implementing blended learning in
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vocational education, it is necessary to pay attention to the things that are needed in the

implementation of blended learning, such as the normal development of the blended learning

model, application of topology, and also knowledge of the characteristics of the institution.

According to the research of Broad J. (2019) this study investigates the educational

strategies employed by vocational educators to assimilate novel techniques, technology, and

knowledge that arise from collaborative practice in the workplace. It contends that because

teachers are placed in environments different from those in which occupational knowledge is

formed, this is both a difficult and problematic undertaking.

In addition, the practical challenges of gathering and recontextualizing new

approaches and innovations from workplaces to educational contexts are exacerbated by the

nature of vocational knowledge, which is complex, intricate, and always changing. Research

findings are used to illustrate how vocational teachers use professional development activities

to learn new skills, technologies, and knowledge to help them handle these problems.

According to the research of Kakumanu (2020), defined the term "modeling" refers to

the process of providing an outstanding opportunity in the comprehension of concepts via the

use of a variety of representations. While the term "demonstrations" refers to everything that

helps students understand a concept, the phrase does not limit itself to just one type of

instructional tool.

The use of modeling as a teaching strategy is one that is extremely efficient and ought

to be implemented in as many classroom settings as feasible. The act of directly

demonstrating to pupils how to carry out a job or activity is referred to as "modeling," and it

is one kind of instruction known as "modeling." (Coleman, 2020)

According to Kontio, et.al., 2020, The mission of the vocational teacher is to prepare

their students for working life as well as for citizenship.

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Rapid and ongoing changes in working life with technological development have put pressure

on vocational education and training to become more responsive to the needs of society and

working life, and sometimes give rise to contradictions.

Still, the digitalization of vocational education constitutes an under-researched field of

study, not least in a Swedish context.

Nevertheless, numerous studies have examined the integration of digital technologies

in vocational education, including blogs, e-portfolios, workplace simulations, video-based

instruction, and hyper-videos.

According to the research of Carlsson, et.al., (2023), it studies how how the socio-

material viewpoint of vocational teachers relates to teaching in a digitalized culture and

examines the opportunities and discursive difficulties that result from it. New requirements

for vocational competency and the usage of various digital technologies are brought about by

changes in the working world. It affects vocational teaching, yet digitalization within

vocational education constitutes a scarcely researched area.

Data includes semi-structured interviews with ten vocational teachers, representing

eight vocational programs in Sweden. Findings show how vocational teachers benefit from

digital technology to realize pedagogical strategies and facilitate students’ vocational

competence. At the same time, digitalization entails challenges of keeping up with changes in

working life and providing students with relevant vocational digital technologies.

According to the research of Wang, et.al., (2023) it aims to discuss technical and

vocational students' long-term and complete evaluation of learning effectiveness under

school-wide thematic teaching design. Using the Kirkpatrick model, this study used a mixed

qualitative and quantitative methodology to assess the educational impact of thematic

instruction in technical vocational schools.

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The study's findings demonstrated that the effectiveness of theme instruction can meet

each level of the Kirkpatrick model's predetermined objectives. Students enrolled in thematic

instruction perform noticeably better and more in line with industry standards. Thus, this

study recommends that other school administrators be fully informed on the implementation

of thematic teaching throughout the entire school.

According to the research of Okolie, et.al., (2021), their study examines the

pedagogical practices of technical and vocational education and training (TVET) teachers and

how these practices can support the teachers' application of pertinent guiding pedagogical

principles in the Nigerian TVET system to promote high-quality learning. Through the use of

a three-tiered ethnographic case study methodology, we were able to discover how 24 TVET

instructors from six purposefully chosen public universities in Nigeria applied guiding

pedagogical concepts in their daily work to promote high-quality student learning.

It examined various pedagogical strategies that teachers can use to support high-

quality TVET learning, focusing on five guiding pedagogical principles in practice that were

found from the theme analysis. These strategies include questioning, problem-based learning,

active learning, seeing learners as knowers, and demonstration of learning.

According to the research of Diao, et.al., (2022), Almost every element of peoples'

life has been altered by technology. The world is becoming more digitally transformed, and

this has left gaps in the new knowledge and skills that the workforce of the future and its

trainers will need to fill. It is necessary to define the current state of teachers' teaching

competency in order to satisfy the needs of inservice educators and trainers as well as TVET

(Technical and Vocational Education and Training) leaders who wish to advance their

professional learning and development. When evaluating a teacher's instruction, a scale might

be a useful tool.
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The teaching competency of TVET teachers has drawn more and more attention.

Teaching competency is necessary for an educator to pursue greatness, as Nessipbayeva

pointed out. Promoting TVET instructors' competency, according to researchers and

policymakers, will improve instructional strategies, which will raise student accomplishment

and foster the development of application-oriented skills.

According to the research of Tarat, et.al., (2020), it studies about vocational education

situation in Thailand and contrasting the two countries' vocational education systems.

Personnel from vocational education-related organizations in Singapore and Thailand were

interviewed for this study. A total of 29 individuals were questioned. The study revealed that

the Thai system of vocational education was designed to give pupils an educational option.

However, there are still a lot of problems with this educational system that emerge from the

planning and regulations in vocational education management; these include the disparity in

university education, staffing shortages, and financial concerns.

These issues have an impact on how instructional methods are developed and how

many workers are produced to fulfill the demands of an evolving labor market brought on by

technology advancements.

According to the research of Shereni, N. (2019), it was to determine the role of

Technical and Vocational Education and Training (TVET) plays in Zimbabwe's hotel

industry in regaining industry-specific skills that have been lost to other nations. Using a

suitable sampling technique, 136 students pursuing hospitalityrelated qualifications at

Zimbabwe's polytechnics were given semi-structured questionnaires to self-administer.

The study's conclusions indicate that the hospitality sector will continue to lose skilled

workers to other nations due to a number of factors, including poor pay, better working

conditions abroad, Zimbabwe's unfavorable economic climate, and students' desire to travel.
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According to Hammond (2019), The quality of teacher preparation programs has been

the subject of research reviewed in this article, which makes the case that professional

standards can influence higher quality if they are included in professional policies governing

licensure and accreditation, which in turn encourage educational institutions to adopt

successful practices.

These include performance-based accreditation strategies, which include information about

candidates' preparation from surveys that reveal their experiences in preparation; and teacher

assessment strategies, such as standards-based performance assessments, which have been

found to measure aspects of teaching associated with effectiveness while also helping to

develop effectiveness.

According to Sudarman (2021), The learning process is the first step in preparing

candidates for Vocational School teachers who possess both technical and employable

abilities. It attempts to develop scientifically based learning methodologies to improve

employability skills for aspiring vocational school teachers.

In this work, a non-experimental survey design was combined with a quantitative

methodology. 120 vocational teacher candidates enrolled in the vehicle body electrical

system practice course at Semarang State University's Faculty of Engineering, Automotive

Engineering Education Program, served as the study's examples.

According to Srivastava (2022), Innovative teaching pedagogy has been introduced in

some of the educational institutions/universities. The Indian education system is now

changing drastically. The foundation of modern pedagogy is an education system that is

outcome-based. This is entirely dependent upon the university's or institution's vision,

mission, and goals. Universities have a vision, mission, and goal for the programs and

courses they offer.

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According to Langkay (2024), The study's objective was to evaluate teachers'

teaching approaches from before the epidemic until the present. The pedagogical practices of

teachers vary greatly depending on the academic profile, including the number of

instructional pedagogy trainings they have attended, the kind of school from which they

received their bachelor's degree, the subjects they teach, and the sort of education they have

received.

As a result, it is believed that ongoing professional development is essential to equipping

teachers with the advanced skills needed to succeed in both traditional and nontraditional

contexts, as required by 21st century education.

According to Lyckander (2020), his article compares the preparation of teachers in

two distinct programs that qualify Norwegian vocational instructors. The study sought to

verify an instrument on many aspects of teacher learning, as vocational teachers lacked a

quantitative framework for assessing professional preparation.

The study contributes to current discussions on what vocational teachers learn during

different pathways of initial teacher education and extends theories on vocational teacher

learning by developing and validating an instrument for vocational teacher education.

Local Literature

According to the research of Pangan, S. (2021) it aimed to assess student satisfaction

with the teaching strategies used by technical-vocational and livelihood education. (TVL)

teachers during the epidemic and to enhance their methods of instruction. Likewise, the

proponent sought to determine how frequently instructional tactics were used and how

satisfied students were with the caliber, demeanor, and manner in which teachers
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The COVID-19 epidemic halted all human pursuits according to social distancing

norms. The virus has closed businesses, churches, and entertainment places throughout the

Philippines. 87 percent of students are prevented from returning to school, according to

UNESCO (Olaes, 2021).

In the Philippines, DepEd launched the Basic Education-Learning Continuity Plan in

2020 to prepare teachers with diverse learning delivery modalities that seek to exhibit

resilience in resisting adversities and keeping their obligations and responsibilities.

International Institute for Educational Planning (IIEP) (UNESCO, 2020).

According to the research of Alinea, J. (2021) The Technical-vocational teachers

should respect the expectations of both the academic community and business. For graduates

to succeed in their careers, their technical and pedagogical skills must match the requirements

set for both teaching and industry employment.

Thus, this study focused on assessing the technical-vocational teacher education

program using the lenses of graduates and their respective supervisors in the academe and

industry. The study utilized a quantitative research design. It measured the adequacy of the

skills acquired by graduates from the curriculum. The general assessments of the Bachelor of

Technical-Vocational Teacher Education (BTVTEd) graduates of the curriculum in terms of

pedagogical and technical skills

According to Salvador, et.al., (2022), teaching subjects that are outside specialization

is one of the major concerns of teachers in the Philippines, particularly in Ilocos Norte.

Therefore, the purpose of the study was to investigate the difficulties and methods of

adaptation that Northern Technical and Vocational Education (TVE) Teachers had when

instructing students in subjects unrelated to their areas of expertise. 85 teacher-respondents

were involved in this study who were purposively selected.

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This study employed the phenomenological type of research where the TVE teachers’

challenges and adaptations are entangled in their everyday teaching strategies allowing for

the presentation of authentic and unique experiences.

According to the research of Kilag, et.al., (2023), it aims to examine how Technical

and Vocational Education (TVE) can help the Philippines achieve sustainable development.

A literature review was carried out to determine the most effective approaches and tactics for

advancing the growth of the TVE industry.

This study emphasizes how critical it is to solve the issues confronting the TVE

industry, such as the demand for creative teaching strategies and financial investments in

infrastructure and technology. The government, educators, and the private sector have a

critical role to play in promoting the development of the TVE sector and ensuring its

continued contribution to sustainable development in the Philippines.

According to Roallos, L. (2021) hes study aimed to assess the extent of utilization of

pedagogical approaches and awareness of proficient teachers on content knowledge and

pedagogical objectives of PPST. Likewise, it identified the challenges in utilizing the

constructivist, collaborative, inquiry-based, integrative, and reflective pedagogical

approaches.

It is anticipated that the application of pedagogical approaches as required by RA 10533 will

reflect in meeting the teaching standards with the adoption of the Philippine Professional

Standards for Teachers. Using 2C2I1R pedagogical approaches must be blended with content

knowledge and pedagogy, as their domain is directly tied to the deployment of strategies.

According to the research of Villanueva, J. (2018), before becoming the state

university that it is today, Bulacan State University was a school of arts and trades. The
 PAMBAYANG KOLEHIYO NG MAUBAN

university's charter stipulates that its primary target audience for higher technical education

must be the residents of Bulacan Province and the provinces that border it.

Additionally, the faculty members were professionals in their respective fields,

Bulacan State University is renowned for generating highly trained graduates in the fields of

culinary technology, building technology, cosmetology, apparel technology, and other

technical vocational sectors. Teachers of technical vocational education became masters of all

trades when the educational system underwent a paradigm shift because the majority of them

had degrees in livelihood education and technology.

Many teachers therefore lack the necessary skill when referring to the specific set of

competency standards published by the Technical Skills Development Authority (TESDA).

Teachers who had graduated from technology and livelihood education were the only ones

remaining to teach at Bulacan State University after several specialized teachers retired.

Foreign studies

According to the research of Williams, J. (2020), the vocational education system in

many countries, and in particular the Australian system with which the author has familiarity,

has a substantial role in the sector in determining what knowledge and skills students need to

master in order to be placed in each specific industry.

The status of vocational education is an essential contextual consideration in this

discussion. It has a low status, which stems from the enduring philosophy that vocational

education is somehow more simple than other forms of education encompassing the arts,

humanities or the sciences, and so therefore the curriculum and the pedagogies associated

with it can also be simpler.

This studies by Sandal, A. (2021), it examines how a continuing education course

entitled Assessment for learning in vocational education (15 credits) might contribute to
 PAMBAYANG KOLEHIYO NG MAUBAN

vocational teachers’ professional development related to assessment for learning. The

findings reveal that perceptions of assessment for learning and vocational formative

assessment practice are developed through the lens of the general study pro-grammes and are

dominated by academic subjects in upper secondary schools.

However, formative assessment is a part of vocational education and learning, and as

such, assessment for learning needs to be included in school discourse. The qualities and

traits of vocational learning should serve as the foundation for the professional development

of vocational teachers in evaluation for learning.

According to the research of Rahmawati, et.al., (2021), the use of technology in

learning is growing rapidly in the 21st century, along with the fast-moving technological

developments. Teachers can use a variety of technological tools, including online learning

platforms, simulations, augmented reality, and animation, to enhance their instruction.

For technology to be used effectively in learning, teachers need to have a good

understanding of how to link learning technology with subject content and learning strategies

applied. A technological, pedagogical, content knowledge (TPACK), is developed as a

framework to deal with the usage of technology in the instructional process.

According to the studies of Antera, S. (2021), there has been found in the

understanding of how the concept of professional competence is conceived and developed

because previous research on vocational teachers has mostly focused on the professional

competences that teachers should or should not possess.

In addition, there is consensus among the researchers about the primary characteristics

of professional competence, such as its relation to action and its situated and evolving nature.

There are clear connections between professional competence, professionalism, performance,

and certification in terms of idea use.

 PAMBAYANG KOLEHIYO NG MAUBAN

According to the research of Adeniran (2020), it emphasized the link between the

efficacy of educational resources and the ability to use teaching-learning materials with

proficiency. Teaching pupils the values that make them qualified and competent people is the

main goal of Technology and Livelihood Education (TLE).

This is developing not only their competitive advantage but also their social

engagement potential in order to provide them the leadership abilities and sense of

community service that they need to make a good effect on their communities. Furthermore,

TLE aims to cultivate the unique characteristics and skill sets of students, preparing them for

their prospective professional trajectories.

Local Studies

According to the studies of Salvador, et.al., (2022), one of the major concerns of

teachers in the Philippines is the teaching subjects that are outside specialization, particularly

in Ilocos Norte. This situation also has an impact on the students' learning, which causes gaps

in their overall performance. Therefore, the purpose of the study was to investigate the

difficulties and methods of adaptation that Northern Technical and Vocational Education

(TVE) Teachers had when instructing students in subjects unrelated to their areas of

expertise, 85 teacher-respondents were involved in this study who were purposively selected.

This study specifically used phenomenological research, in which the difficulties and

adaptations faced by TVE teachers are integrated into their routine teaching strategies and

techniques, enabling the presentation of genuine and distinctive experiences. Additionally,

the sentiments and detailed occurrences regarding the urgent demands in the teaching-

learning process were collected in this study.

 PAMBAYANG KOLEHIYO NG MAUBAN

A study conducted by Reyes, et.al., (2018), Its goal was to create a model that would

help teachers better support children who are economically disadvantaged or have low

incomes in their learning.

This studycreated and built a model of pedagogical strategies that are more effective

in addressing the needs of these children. With the main query being, "How can we help

pupils who are impoverished study more effectively?", a series of focus groups with a chosen

group of university professors who have expertise instructing low-income college students

were held.

According to the studies conducted by Golimlim, J. (2023), Technology and

Livehood Education or Vocational Education is the most engaging, interactive,Value-laden,

multidisciplinary subjects are among the learning domains that include moral, political-

economic, artistic, and occupational attributes. It is in this subject area that Filipino students

have the opportunity to display their practical knowledge and life skills, particularly the

abilities of vocational efficiency and empathy.

Technology and Livehood Education in addition to students are supposed to acquire

knowledge, skills, values, and attitudes through livelihood education. that will enable them to

be successful in work. Students will be able to gain knowledge as a result. and proficiency in

a range of subjects linked to agriculture, home economics, arts, Industrial Arts, and

Entrepreneurship.

A study conducted by Calanog, M. (2019), is one of the problems by Vocational

teachers in his research entitled Challenges in Teaching Exploratory Courses of Technology

and Livelihood Education using Pedagogical Approaches. This research about vocational

teachers were discovered to be more challenging when using the instructional technique in
 PAMBAYANG KOLEHIYO NG MAUBAN

instructing exploratory classes because it's necessary to prepare everyday lessons logs be

guided by instructional strategies.

Furthermore, there weren't sufficient learning resources available, particularly the

instruments and machinery required to assist students in completing their endeavors.

Instructors need to provide educational resources based on pedagogical strategies in order to

incorporate creative teaching and learning.

According to the studies of Syahrial et.al., (2019), Teacher’s pedagogical competence

must be solid, thorough, and up-to-date. They also need to understand learning experiences of

students as well as the difficulties in teaching and learning in a certain topic. It also requires

since it is related to one's professional job a thoughtful and analytical approach to teaching,

learning, and the advancement of the development of pedagogy.

The utilization of instructional materials, instructional strategies, and instructional

procedures is how describes teachers' pedagogical skills. Inadequate pupil academic

achievement and the caliber of the teachers in the classroom are strongly correlated. The

classroom hinders effective student learning and academic accomplishment. the teachers'

actions and educational expertise. The poor standards in academia show that educators lacked

the necessary skills to fulfill their expectations possess. It will be challenging for the teacher

to meet the needs of the children as a result. One strategy for improving teacher

understanding and awareness of localized knowledge is to strengthening instructors' skills in

a certain area of expertise.

According to Bawar (2019), it emphasized that adequate instructional facilities,

equipment, and materials foster a deeper appreciation of TLE among both students and

teachers.
 PAMBAYANG KOLEHIYO NG MAUBAN

Academic achievement is intimately tied to the availability of these instructional resources

and is equally influenced by the attitudes, interests, and motivations of students and teachers.

Consequently, the failure to meet required competencies often stems from inadequate

facilities, leading to compromised academic achievement.

A study conducted by Barcelona, et.al., (2022), is addressing the difficulties and

seizing the opportunities faced by TLE teachers in Philippine public schools requires a

thorough grasp of their professional environment. This study examines the challenges and

opportunities encountered by technical vocational teachers in Philippine Public Schools. The

participants identified Human, Pedagogical, and Material issues as the primary problems they

faced in their classes.

They had trouble keeping students' attention and putting good teaching strategies into

practice. The teachers made use of their resources, extended their services, and enlisted the

aid of stakeholders in order to solve these issues and improve student learning. Additionally,

they saw vocational training as a chance to enhance their instruction. The study highlights the

technical vocational teachers' inventiveness and resiliency in overcoming these obstacles.

Their creativity, dedication, and aptitude for utilizing personal assets and involving others

were vital in reducing the difficulties that were found. Their research highlights the

significance of all-encompassing policies and support networks for promoting professional

growth and raising the standard of TLE or Vocational Teachers in Philippine public schools.

According to studies conducted by Blanca (2019), accentuated the critical role

teaching strategies play, especially in boosting student performance. Hence, the selection and

application of teaching strategies considerably affect students' attitudes and class

performance.
 PAMBAYANG KOLEHIYO NG MAUBAN

A study by Tingzon, et.al., (2022) identified the struggles faced by teachers tasked

with teaching TLE subjects outside their specialized field, compounded by the scarcity of

resources and equipment.

Moreover, study by Abella, et.al., (2021) argued that teaching outside of one's

specialized field can adversely impact both teachers' and students' learning outcomes.

According to the studies of Naelgas, et.al., (2022), The purpose of their study was to

evaluate the technical and general ability of Technical Vocational Education (TVE)

instructors in the Aklan school division.

Additionally, it identified the gaps in TVE instruction and competency requirements for

the program's implementation. A total of 118 TVE teachers participated in the study. This

study used a sequential strategy with a mixed-methods research design. The overall level of

competency was evaluated using the Philippine Professional Standards for Teachers as a

guide, and the technical level of competency was evaluated using the TESDA self-assessment

guide. In order to triangulate the survey responses, focus group discussions were conducted

using the quantitative data as a basis.

A study conducted by Kambat, et.al., (2023) a few schools Particularly in North

Cotabato, not many schools provide Technical, Vocational, and Livelihood (TVL) paths.

Offering the TVL track at Olandang National High School (ONHS) is one way to alleviate

this issue. In order to ascertain ONHS's viability and capacity in the Offering Technical,

Vocational, and Livelihood (TVL) Track, research was carried out.

Specifically, it assessed the respondents' level of interest in the four TVL strands, the

stakeholders' perspective of offering TVL Track, and the viability of ONHS in managing

TVL Track, market demand, financial, and structural elements. It also ascertained whether
 PAMBAYANG KOLEHIYO NG MAUBAN

respondents' opinions regarding the execution and viability of the suggested TVL Track

varied significantly throughout regions.

This study conducted by Pallado, et.al., (2022) concentrated on five (5) carefully

chosen TESDA Technology Institutions in the National Capital Region (NCR) that provide

TVET programs under the Flexible Learning Delivery banner. These programs include

Barista NC II, Bartending NC II, English Language, Japanese Language, Domestic Work NC

II, EIM NC II/III, and SMAW NC III.

Furthermore, the results of this descriptive study revealed that trainees' and trainers'

opinions of the efficacy of TVET's flexible learning delivery in the chosen TESDA

Technology Institutions in the National Capital Region do not significantly differ from one

another, and most of the respondents reported no issues with the program.

It is advised that the TESDA administration buy workbooks and other resources that the

trainees can utilize successfully. Additionally, the management needs to ensure that the

trainees receive their allowances on schedule and for reliable internet connections.

Synthesis

Understanding the preferred learning strategies of Bachelor of Technical Vocational

Teacher Education majors specializing in Food Service Management involves synthesizing

various educational approaches tailored to this specific field. By integrating these preferred

learning strategies, Bachelor of Technical Vocational Teacher Education majors specializing

in Food Service Management can develop the knowledge, skills, and competencies needed

for success in their field. Effective instruction tailored to the unique demands of food service

management education can prepare students for fulfilling careers as educators, managers, and

leaders in the food service industry.

 PAMBAYANG KOLEHIYO NG MAUBAN

CHAPTER III

METHODOLOGY

This chapter presents details and the procedure that the researchers use in conducting

the study. Included the Research Method, Research Locale, Population and Sampling,

Research Instrumentation, Data gathering procedures, and Statistical statement.

Research Design

The researchers used quantitative correlational research method to preferred Learning

Strategies of Bachelor of Technical Vocational Teacher Education Major in Food Service

management in Pambayang kolehiyo ng Mauban academic year 2023-2024. The

questionnaire use descriptive type includes respondents’ demographic profile, preferred

pedagogical strategies by the student of Technical Vocational Teachers Education Major in

Food Service Management Program and the perceptions in learning styles that must be use by

students in the Bachelor of Technical Vocational Teachers Education Major in Food &

Service Management program.

Lastly, the output is pedagogical strategies and learning styles that may be propose for

blended learning at Pambayang Kolehiyo ng Mauban.

Research Locale

This study was conducted at Pambayang Kolehiyo ng Mauban. Located in Baranggay

Polo Mauban, Quezon 4330. The researchers chose selected FSM students to determine the

relationship of Preferred Learning Strategies of BTVTED - FSM in Pambayang Kolehiyo ng

 PAMBAYANG KOLEHIYO NG MAUBAN

Mauban. The researchers chose Pambayang Kolehiyo ng Mauban because the school is well

established that offered a reliable and beneficial data for this study.

Population Sampling

This research utilized cluster random sampling to select the respondents in the

selected first year, second year, third year and fourth year students at Pambayang Kolehiyo

ng Mauban SY 2023-2024. The total population used in this study composed of one hundred

forty major in Food Service Management. With the forty-one respondents in the first year,

thirty-nine in the second year, twenty-seven in the third year, and thirty-three in the fourth

year in Pambayang Kolehiyo ng Mauban. With the total of one hundred forty respondents.

Research Instrumentation

The researchers aims to determined the preferred learning strategies of bachelor of

Technical Vocational teacher education major in Food Service Management in Pambayang

Kolehiyo ng Mauban. Through the used of Likert Scale questionnaire which is divided into

three parts. The first part of the questionnaire is the demographic profile of the respondents in

terms of age, sex and 1st year to 4th year BTVTED in Food and Service Management

student. The second part is the preferred pedagogical strategies by the student of Technical

Vocational Teachers Education Major in Food Service Management Program in terms of

Experential learning, Use of technology, Crossover learning, Stealth assessment and

Embodied learning. The third part is the perceptions in learning styles that must be use by

students in the Bachelor of Technical Vocational Teachers Education Major in Food &

Service Management program in terms of Universal design for learning (UDL), Active

Learning, Gamification, Kinesthetic learning and Verbal learning. Also, the researchers was
 PAMBAYANG KOLEHIYO NG MAUBAN

used the reliability and validity test of the questionnaire using Cronbach alpha and the

statement in the questionnaire is self-made.

Data Gathering Procedures

The researchers will use the following procedure in accomplishing this study.

First, the researchers asked for the approval of research adviser and validators. Also,

to the Dean of Pambayang Kolehiyo ng Mauban to start the data gathering. Then, the

researchers asked permission of the teachers to the study. They explained the objectives of

their research study and the process of filling-out the questionnaire to their selected

respondents.

Second the researchers constructed a survey questionnaire, after constructing the

survery questionnaire, the researchers asked for validation, after validation, the researcher

select a respondents, after selecting respondents, the researchers distributed the

questionnaires to the selected respondents with the total of one hundred fourty Food and

Service Management students and instructors. Lastly, the researchers interpreted the results.

Statistical Instrument

Statistical treatment of data is essential to make use the data in right form. It is also to provide

evidence and support an argument made in the paper. By using statistical data, the researchers

can strengthen the arguments and make the research to be more convincing.

The data gather will interpret using the following statistical tools:

Percentage formula

𝑓
 PAMBAYANG KOLEHIYO NG MAUBAN

𝑃= 𝑥100

Where:

P = percentage

F = frequency

N = total respondents

Percentage is to determine the demographic profile of the respondents in terms of: age, sex

and 1st year to 4th year BTVTED in Food and Service Management student

W=4𝑓+3𝑓+2𝑓+1𝑓

Weighted mean

Where:

N = total respondents

f = frequency

The researchers utilized weighted mean to analyze SOP 2 and 3. Including the preferred

pedagogical strategies by the student and perceptions in learning styles that must be use by

students

Table 2

Scale for the preferred pedagogical strategies by the student and perceptions in learning

styles that must be use by students

Descriptive Rating:

3.26 - 4.00 Strongly Agree

 PAMBAYANG KOLEHIYO NG MAUBAN

2.51 - 3.25 Agree

1.76 – 2.50 Disagree

1.00 – 1.75 Strongly Disagree

Pearson Product Moment Correlation Coefficient is to determined if there a significant

relationship between the preferred pedagogical strategies and learning styles in Bachelor of

Technical Vocational Teachers Education Major in Food & Service Management program.

The advantage of the used a correlation coefficient such as Pearson R is to determine the

direction of two variables.

𝑛Σ𝑥𝑦−(Σ𝑥)(Σ𝑦)

Where:

𝑟𝑥𝑦 = Pearson Moment Correlation

n = Total respondents

𝑥 = Preferred pedagogical strategies

𝑦 = Learning styles

Table 4

Scale in interpreting the degree of association or Relationship of preferred pedagogical

strategies and learning styles

Scale Description

1.00 Perfect Relationship

PAMBAYANG KOLEHIYO NG MAUBAN

0.80 – 0.99 Very Strong Relationship

0.60 – 0.79 Strong Relationship

0.40 – 0.59 Moderate Relationship

0.20 – 0.39 Weak Relationship

0.01 – 0.19 Very Weak Relationship

0.00 No Relationship
 PAMBAYANG KOLEHIYO NG MAUBAN

Ethical Consideration

During conducting the study, different ethical consideration is considered. The first and the

foremost important ethical consideration which is followed in this study is the respect

towards the study participants. It is because participants in the study form a foundation

different ethical principle. On the basis of this ethical consideration, it is the right of the

participants to be treated as human beings who have the right to be respected in a significant

manner. Generally, participants are not merely a way of collecting required information.

Another ethical consideration followed in the study is free will to participate in the interview

and informed consent. Before giving them permission of attending an interview, they have

been asked to fill a particular consent form. This form includes information regarding the

motive of the study and in what the participation contains. Moreover, the signed consent form

tells the participants that the researcher wants to take down notes about the interview and

freedom given to them regarding their participation in this process. Furthermore, the authority

of asking the question is also provides to them to ensure the efficiency and accuracy of the

research. Therefore, it can be said that the researcher respected the decision of everyone

whether they want to participate in the study or not.

Another important and significant ethical consideration adopted in the research is privacy,

confidentiality, and anonymity. These guided the study in the accomplishment of its
 PAMBAYANG KOLEHIYO NG MAUBAN

objective. The confidentially and privacy are focus more by the researcher. It is because these

are the foremost and prior consideration.

Another ethical consideration is the Transparency and Openness this principle is about being

open and honest about the research process. We should provide clear information about their

methodologies, how to collect data. This transparency helps build trust and credibility, and it

also allows others to replicate the study if they wish. Furthermore, when presenting our

findings. We should do so accurately and truthfully to avoid misrepresenting the results or

misleading others.
 PAMBAYANG KOLEHIYO NG MAUBAN

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 PAMBAYANG KOLEHIYO NG MAUBAN

Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Date:
DR. AVELINA U. JUGUETA
PKM Dean

Dear Ma’am,

Greetings of peace!

We, Princes Aihanah M. Medenilla, Lady Dianne M. Sasa and Caine Pastorfide, a 3rd
year students of Pambayang Kolehiyo ng Mauban (PKM) taking up Bachelor of Technical
Vocational Teachers Education Major in Food and Service Management are presently
working on our research study entitled “PREFERRED LEARNING STRATEGIES OF
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION MAJOR
IN FOOD SERVICE MANAGEMENT”
Your favorable approval regarding this matter will be highly appreciated. Thank you
very much!

Respectfully yours,

(Sgd.) PRINCES AIHANAH M. MEDENILLA (Sgd.) LADY DIANNE M. SASA

Researcher Researcher

(Sgd.) CAINE PASTORFIDE

Researcher

Noted by:
 PAMBAYANG KOLEHIYO NG MAUBAN

(Sgd.) MRS. JO ANN A. ABAD

Research Adviser

(Sgd.) MRS. JO ANN A. ABAD

Research Teacher

Approved by:

(Sgd.) DR. AVELINA U. JUGUETA

PKM Dean

Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Date:
Mrs. Arlene Cecilia

Dear,

We, Princes Aihanah M. Medenilla, Lady Dianne M. Sasa and Caine Pastorfide, a 3rd year
students of Pambayang Kolehiyo ng Mauban (PKM) taking up Bachelor of Technical
Vocational Teachers Education Major in Food and Service Management are presently
working on our research study entitled “PREFERRED LEARNING STRATEGIES OF
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION MAJOR
IN FOOD SERVICE MANAGEMENT”

In connection to this, we are humbly asking for your help in the validation of our research
questionnaire as the main instrument in gathering the data of this study. We believe that your
comments and suggestions will be a great help to improve the aforementioned questionnaire.
We are looking forward to your positive response about this matter.
May God bless you always and Thank you very much!

Respectfully yours, Noted by:

(Sgd.) PRINCES AIHANAH M. MEDENILLA

Researcher (Sgd.) MRS. JO ANN A. ABAD
Research Adviser
(Sgd.) LADY DIANNE M. SASA
 PAMBAYANG KOLEHIYO NG MAUBAN

Researcher

(Sgd.) CAINE PASTORFIDE Approved by:

Researcher
(Sgd.) MRS. ARLENE CECILIA

Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Date:
Mrs. Ilonah Joy Calzado

Dear Ma’am

We, Princes Aihanah M. Medenilla, Lady Dianne M. Sasa and Caine Pastorfide, a 3rd year
students of Pambayang Kolehiyo ng Mauban (PKM) taking up Bachelor of Technical
Vocational Teachers Education Major in Food and Service Management are presently
working on our research study entitled “PREFERRED LEARNING STRATEGIES OF
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION MAJOR
IN FOOD SERVICE MANAGEMENT”

In connection to this, we are humbly asking for your help in the validation of our research
questionnaire as the main instrument in gathering the data of this study. We believe that your
comments and suggestions will be a great help to improve the aforementioned questionnaire.
We are looking forward to your positive response about this matter.
May God bless you always and Thank you very much!

Respectfully yours, Noted by:

(Sgd.) PRINCES AIHANAH M. MEDENILLA

Researcher (Sgd.) MRS. JO ANN A. ABAD
Research Adviser
(Sgd.) LADY DIANNE M. SASA
 PAMBAYANG KOLEHIYO NG MAUBAN

Researcher

(Sgd.) CAINE PASTORFIDE Approved by:

Researcher
(Sgd.) MRS. ILONAH JOY CALZADO

Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Date:
Mr. Ysmdel Sioson

Dear Sir,

We, Princes Aihanah M. Medenilla, Lady Dianne M. Sasa and Caine Pastorfide, a 3rd year
students of Pambayang Kolehiyo ng Mauban (PKM) taking up Bachelor of Technical
Vocational Teachers Education Major in Food and Service Management are presently
working on our research study entitled “PREFERRED LEARNING STRATEGIES OF
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION MAJOR
IN FOOD SERVICE MANAGEMENT”

In connection to this, we are humbly asking for your help in the validation of our research
questionnaire as the main instrument in gathering the data of this study. We believe that your
comments and suggestions will be a great help to improve the aforementioned questionnaire.
We are looking forward to your positive response about this matter.
May God bless you always and Thank you very much!

Respectfully yours, Noted by:

(Sgd.) PRINCES AIHANAH M. MEDENILLA

Researcher (Sgd.) MRS. JO ANN A. ABAD
Research Adviser
(Sgd.) LADY DIANNE M. SASA
Researcher
 PAMBAYANG KOLEHIYO NG MAUBAN

(Sgd.) CAINE PASTORFIDE Approved by:

Researcher
(Sgd.) MR. YSMDEL SIOSON

Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Date:
Mr. RAFFY P. FLORES

Dear Sir,

We, Princes Aihanah M. Medenilla, Lady Dianne M. Sasa and Caine Pastorfide, a 3rd year
students of Pambayang Kolehiyo ng Mauban (PKM) taking up Bachelor of Technical
Vocational Teachers Education Major in Food and Service Management are presently
working on our research study entitled “PREFERRED LEARNING STRATEGIES OF
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION MAJOR
IN FOOD SERVICE MANAGEMENT”

In connection to this, we would like to request your permission to be our statistician for our
study. We believe that your suggestions and comments will be a great help to improve the
aforementioned questionnaire. We are looking forward to your positive response about this
matter.

May God bless you always and Thank you very much!

Respectfully yours, Noted by:

(Sgd.) PRINCES AIHANAH M. MEDENILLA

Researcher (Sgd.) MRS. JO ANN A. ABAD
Research Adviser
(Sgd.) LADY DIANNE M. SASA
Researcher

(Sgd.) CAINE PASTORFIDE Approved by:

 PAMBAYANG KOLEHIYO NG MAUBAN

Researcher
(Sgd.) MR. RAFFY P. FLORES

Pambayang Kolehiyo ng Mauban

Mauban, Quezon

Date:
Ms. Michelle Devera

Dear Ma’am,

We, Princes Aihanah M. Medenilla, Lady Dianne M. Sasa and Caine Pastorfide, a 3rd year
students of Pambayang Kolehiyo ng Mauban (PKM) taking up Bachelor of Technical
Vocational Teachers Education Major in Food and Service Management are presently
working on our research study entitled “PREFERRED LEARNING STRATEGIES OF
BACHELOR OF TECHNICAL VOCATIONAL TEACHER EDUCATION MAJOR
IN FOOD SERVICE MANAGEMENT”

In connection to this, we would like to request your permission to be our statistician for our
study. We believe that your suggestions and comments will be a great help to improve the
aforementioned questionnaire. We are looking forward to your positive response about this
matter.

May God bless you always and Thank you very much!

Respectfully yours, Noted by:

(Sgd.) PRINCES AIHANAH M. MEDENILLA

Researcher (Sgd.) MRS. JO ANN A. ABAD
Research Adviser
(Sgd.) LADY DIANNE M. SASA
Researcher

(Sgd.) CAINE PASTORFIDE Approved by:

 PAMBAYANG KOLEHIYO NG MAUBAN

Researcher
(Sgd.) MS. MICHELLE DEVERA

APPENDIX B
RESEARCH INSTRUMENT

Republic of the Philippines

Pambayang Kolehiyo ng Mauban
College of Education
Mauban, Quezon

" PREFERRED LEARNING STRATEGIES OF BACHELOR OF TECHNICAL

VOCATIONAL TEACHER EDUCATION MAJOR IN FOOD SERVICE
MANAGEMENT IN PAMBAYANG KOLEHIYO NG MAUBAN"

I. Demographic profile
Name (optional): Age:
Sex: Male Female Section:
General direction: Assess and score each questionnaire's statements. Use the scale below to
check the appropriate answer with a check mark (/) to rate your answer.
Score points Descriptive Rating
4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

II. Preferred pedagogical strategies by the student of Technical Vocational Teachers

Education Major in Food Service Management Program in terms of;
Experential learning
Statements 4 3 2 1
1. Learning through experience helps me improve myself.

Ang experential learning ay makakatulong sa pag papaunlad ko sa

 PAMBAYANG KOLEHIYO NG MAUBAN

akong sarili.
2. Through experiential learning, I share my experiences.

Sa experential learning naiibahagi ko ang aking mga karanasan.

3. I understand my studies better when I share my experiences.

Mas madali kong nauunawaan ang aking pinag aaralan kapag

naiibahagi ko ang aking karanasan.
4. Experiential learning lets me use my skills in a situation.

Sa experential learning nagagamit ko ang aking kasanayan sa isang

sitwasyon.
5. I find it easier to do activities when based on personal experience.

Mas madali kong magagawa ang aking aktibidad kapag nilalapatan

ng sariling karanasan.
Use of technology
Statements 4 3 2 1
1. Using technology for studying is effective.

Ang paggamit ng teknolohiya bilang estratehiya sa pagaaral ay

epektibo.
2. Technology helps me save time in studying.

Ang paggamit ng teknolohiya bilang estratehiya sa pagaaral ay

nakakaiwas sa labis na oras.
3. Technology in studying includes interactive platforms.

Ang paggamit ng teknolohiya bilang estratehiya sa pagaaral ay

naglalaman ng mga interaktibong plataporma ng pag-aaral.
4. Technology allows me to connect and participate in distant
activities.

Ang paggamit ng teknolohiya bilang estratehiya sa pagaaral ay

nagpapahintulot sa akin na kumonekta sa malayo at makilahok sa
mga diskusyon at aktibidad.
5. Technology in studying provides knowledge and skills in digital
tools.

Ang paggamit ng teknolohiya bilang estratehiya sa pagaaral ay

nagtutustos sa akin ng kaalaman at kasanayan sa digital.
Crossover learning
Statements 4 3 2 1
1. Crossover learning enhances my study experiences.

Ang crossover learning ay nagpapahusay sa aking mga karanasan sa

 PAMBAYANG KOLEHIYO NG MAUBAN

pag-aaral.
2. Crossover learning involves applying knowledge from different
subjects.

Ang crossover learning ay nangangailangan na mag-aplay ng

kaalaman at kasanayan mula sa iba't ibang mga paksa.
3. Crossover learning promotes a broader understanding of topics.

Ang crossover learning ay nagtataguyod ng isang buong pang-unawa

sa paksa.
4. Crossover learning lets me enjoy discovering connections between
subjects in a dynamic way.

Ang crossover learning ay nagpapahintulot sa akin na masiyahan sa

pagtuklas ng mga koneksyon sa pagitan ng mga paksa sa isang
dinamikong paraan.
5. Crossover learning strengthens critical thinking and creativity.

Ang Crossover learning ay nagtataguyod ng pag-iisip na mapanuri at

kahusayan sa paglikha.
Stealth assessment
Statements 4 3 2 1
1. Stealth assessment lets teachers continually check my progress as a
student.

Ang stealth assessment ay nagpapahintulot sa mga guro na patuloy

na suriin ang pag-unlad ko bilang isang mag-aaral.
2. Stealth assessment gives personalized feedback to help me address
knowledge gaps.

Ang stealth assessment ay lumilikha ng personalisadong feedback, na

nakatulong sa aking bilang mag aaralan upang mapunan ang aking
mga kakulangan sa kaalaman.
3. Stealth assessment improves my overall knowledge.

Ang stealth assessment ay nagpapahusay sa aking pangkalahatang

kaalaman.
4. Stealth assessment helps create a positive learning environment for
me.

Ang stealth assessment ay makakatulong sa akin upang magkaroon

ng positibong kapaligiran sa pag-aaral.
5. Stealth assessment helps hone my abilities and critical thinking.

Ang stealth assessment ay nakakatulong upang malinang ko ang

aking sariling kakayahan at kasanayan at upang magamit ang aking
kritikal na pag iisip.
 PAMBAYANG KOLEHIYO NG MAUBAN

Embodied learning
Statements 4 3 2 1
1. Embodied learning makes studying interactive.

Ang embodied learning ay nakakatulong upang Ang pag aaral ay

maging interaktibo.
2. Embodied learning helps me remember information more
effectively.

Ang embodied learning ay tumutulong sa akin na maalala ang mga

impormasyon nang mas epektibo.
3. Embodied learning promotes active study.

Ang embodied learning ay nakakatulong upang mas maging aktibo

ang pag aaral.
4. Embodied learning can improve movement, coordination, and
spatial awareness skills.

Ang embodied learning ay maaaring makatulong sa pag-unlad ng

mga kasanayan sa paggalaw, koordinasyon, at espasyal na
kaalaman.
5. Embodied learning encourages creativity through physical
expression.

Ang embodied learning ay nag-eengganyo sa kreatibidad sa

pamamagitan ng pagpapasok ng pisikal na ekspresyon, na
nagpapahintulot sa akin na tuklasin ang mga ideya sa pamamagitan
ng kilos at ipahayag ang aking sarili sa bago at malikhaing paraan.

III. The perceptions in learning styles that must be use by students in the Bachelor of
Technical Vocational Teachers Education Major in Food & Service Management program in
terms of;
Universal Design Learning (UDL)
Statements 4 3 2 1
1.Universal Design Learning aims to make study materials and
methods accessible to me.

Ang Universal Design Learning ay layuning gawing accessible ang

mga materyales at pamamaraan sa aking pag aaral.
2. Universal Design Learning accommodates different learning
styles, ensuring content can be accessed in ways that match my
preferences.

Ang Universal Design Learning ay nagbibigay lugar sa iba't ibang

estilo ng pag-aaral, na nagtitiyak na maaaring ma-accessa ang
 PAMBAYANG KOLEHIYO NG MAUBAN

nilalaman sa paraan na tumutugma sa aking mga kagustuhan.

3. Universal Design Learning can offer easy methods for my
studying.

Ang Universal Design Learning ay maaaring mag-alok ng mga

madaling pamamaraan sa aking pag aaral.
4.Universal Design Learning recognizes that my learning can have
various ways of being presented for my understanding.

Ang Universal Design Learning ay kinikilala na ang aking pag aaral

ay maaaring magkaroon ng iba't ibang paraan ng pagpapakita sa
aking pang-unawa.
5. Universa Design Learning helps address potential learning
barriers, ensuring all students have equal opportunities to access,
participate, and demonstrate their understanding of the curriculum.

Ang Universal Design Learning ay tumutulong sa pag-address sa

posibleng mga hadlang sa aking pag-aaral, sa pagtitiyak na ang
lahat ng mga mag-aaral ay may pantay na pagkakataon na ma-
access, makilahok, at magpakita ng kanilang pang-unawa sa
kurikulum.
Active learning
Statements 4 3 2 1
1. Active learning helps me express my opinions.

Ang active learning ay tumutulong sa akin upang masabi ang aking

mga opinyon.
2. Through active learning, I find it easier to remember what we've
learned because I engage in discussions.

Sa pamamagitan ng active learning mas madali kong naaalala ang

aming mga pinagaralan dahil nakikilahok ako sa mga diskusyon.
3. Active learning promotes skill development and critical thinking.

Ang active learning ay nagtataguyod ng pag-unlad sa aking mga

kasanayan at kritikal na pag-iisip.
4. Through active learning, I get to apply theoretical knowledge to
real-world situations,
making learning more believable and applicable outside the
classroom

Sa pamamagitan ng active learning nag kakaroon ako ng

pagkakataon na maiapply ang mga teoretikal na kaalaman ko sa
mga tunay na sitwasyon sa mundo, na ginagawang mas kapani-
paniwala at aplikable ang pag-aaral sa labas ng silid-aralan.
5. Through active learning, I bring my experiences to life by
 PAMBAYANG KOLEHIYO NG MAUBAN

interacting with my classmates.

Sa pamamagitan ng active learning naiisabuhay ko ang aking mga

karanasan sa pamamagitan ng pakikisalamuha sa aking mga
kaklase.

Gamification
Statements 4 3 2 1

1. Gamification makes studying more captivating and enjoyable,

sparking interest in my studies and motivating me to participate in
educational activities.

Ang gamification ay gumagawa ng pag-aaral na mas nakakabighani

at mas nakakatuwa, na nakakakuha ng interes sa aking pag aaral at
nagpapakilos sa akin na makilahok sa mga gawain sa edukasyon.
2. Gamification encourages me to voluntarily dedicate time and
effort to the learning process.

Ang gamification ay nag-eengganyo sa akin na boluntaryong

maglaan ng oras at pagsisikap sa proseso ng pag-aaral.
3.Gamification allows me to track my abilities in studying.

Ang gamification ay nagpapahintulot sa aking pag aaral na

subaybayan ang aking mga kakayahan.
4. Gamification enables me to adapt to different learning styles by
providing various challenges.

Ang gamification ay nag-aalok sa aking kakayahang mag-adjust sa

iba't ibang estilo ng pag-aaral sa pamamagitan ng pagbibigay ng
iba't ibang mga hamon.
5. Gamification strengthens my social interaction and
communication skills.

Ang gamification ay nagpapalakas ng aking sosyal na

pakikisalamuha at kasanayan sa komunikasyon.
Kinesthetic learning
Statements 4 3 2 1
1. Kinesthetic learning involves active participation and physical
movement, allowing students to engage and internalize information
through hands-on experiences.

Ang kinesthetic learning ay nagpapalaman ng aktibong pakikilahok

at pisikal na paggalaw, na nagpapahintulot sa mga mag aaral na
makisangkot at mag-internalisa ng impormasyon sa pamamagitan ng
hands-on na mga karanasan.
2. In kinesthetic learning, students learn better through actively
 PAMBAYANG KOLEHIYO NG MAUBAN

doing tasks and experiencing learning personally, rather than

passively receiving information.

Sa kinesthetic learning, ang mga mag aaral ay mas maalam na

natututo sa pamamagitan ng aktibong paggawa ng mga gawain at
pagtanggap ng karanasan sa pag-aaral nang personal, kaysa sa
pasibong pagtanggap ng impormasyon.
3. Kinesthetic learners excel when they can use theoretical
knowledge in practical situations, emphasizing the importance of
real-world applications related to hands-on activities.

Ang mga mag-aaral na kinesthetic ay namumunga kapag maaari

nilang gamitin ang teoretikal na kaalaman sa praktikal na mga
sitwasyon, na nagpapalakas ng kahalagahan ng mga aplikasyon sa
totoong mundo na may kinalaman sa kamay.
4. Kinesthetic learning can boost motivation and interest in my
studies.

Ang kinesthetic learning ay maaaring magpalakas ng motibasyon at

interes sa aking pag aaral sa paksa.
5. Kinesthetic learning has a positive influence on student behavior
and creates a more dynamic classroom atmosphere.

Ang kinesthetic learning ay may positibong impluwensya sa ugali ng

mag-aaral at naglalagay ng mas dinamikong atmospera sa silid-
aralan.
Verbal learning
Statements 4 3 2 1
1. Verbal learning supports my development of effective listening
skills while actively engaging in verbal instructions, discussions, and
presentations.

Ang verbal learning ay nagtataguyod sa aking pag-unlad sa

epektibong kasanayan sa pakikinig habang aktibong nakikilahok sa
mga verbal na tagubilin, diskusyon, at presentasyon.
2. Verbal learning encourages me to actively participate in various
academic activities, such as class discussions, presentations, and
group projects.

Ang verbal learning ay nag-eengganyo sa akin na aktibong

makilahok sa iba't ibang akademikong gawain, tulad ng diskusyon sa
klase, presentasyon, at proyektong pang-grupo.
3. Verbal learning helps me share my ideas with my classmates.

Ang verbal learning ay nakakatulong upang maibahagi ko ang aking

mga ideya sa aking mga kaklase.
 PAMBAYANG KOLEHIYO NG MAUBAN

4. Verbal learning helps me prepare myself for future interactions in

the workplace, interviews, and presentations.

Ang verbal learning ay nakakatulong sa akin upang ihanda ang aking

sarili para sa mga kinabukasang interaksyon sa lugar ng trabaho,
panayam, at presentasyon.
5. Verbal learning helps me easily adjust to different learning
environments.

Ang verbal ay makakatulong sa akin upang maging madali sa aking

ang makapag-adjust sa iba't ibang mga kapaligiran ng pag-aaral.