Exploring the Grassroots: Predictors for Choosing the In- House Medical Technology Program

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Exploring the Lived-Experiences of Cookery, Bread and, Food and beverages (CBF) Students in
Handling Expenses during Kitchen / Laboratory Activities at Dasmariñas Integrated High School

INTRODUCTION

Background of the Study

As DepEd added senior high school as part of the country's basic curriculum (Deped, 2016).

Many students struggle physically, emotionally,

And most especially financially. This includes Cookery students. In this study, it focuses on exploring the lived experiences
of Cookery, Bread, and Pastry (CBF) students at Dasmariñas Integrated High School regarding how they manage their
expenses during kitchen laboratory activities. Specifically, it aims to understand the financial challenges they face, the
strategies they use to handle costs, and how these experiences impact their learning and participation in practical
lessons.

Some organizations help in order to ease up these problems. For example, a government agency; Technical Education
and Skills Development Authority (TESDA) that offers various scholarship programs, including the Training for Work
Scholarship Program (TWSP), Special Training for Employment Program (STEP), and Private Education Student
Financial Assistance (PESFA). These programs provide free training and competency assessment, starter toolkits, and
training allowances to deserving students (Republic Act No. 10931: Universal Access to Quality Tertiary Education Act)

Despite the government's efforts and initiatives, students continue to encounter a variety of challenges. Some students
were unable to meet the standards set by TESDA, while others were unable to be reached due to intangible challenges.

This study provides valuable insights into the financial struggles of Cookery, Bread, and Pastry (CBF) students at
Dasmariñas Integrated High School, specifically in managing expenses during kitchen laboratory activities. By exploring
students' lived experiences, the study sheds light on the effectiveness of existing financial assistance programs, such as
those offered by TESDA, and identifies gaps that still need to be addressed. Unlike previous research that primarily
focuses on general financial challenges among students, this study highlights the unique financial burdens associated
with technical-vocational education

Statement of the Problem/Objective of the Study

This study aims to establish and present a solution to the research gap, which is analyzing the modalities that might be
the reason for additional enrollees of Medical Technology.

General Questions

1. What is the Realtime Event of CBF Students in handing expenses during Laboratory Activity
2. What are the financial challenges and experiences gained by CBF students during kitchen/ laboratory activities?

Specific Questions
1.1 How do CBF students manage the expenses in real life during laboratory activities?

1.2 What are the impact of real life expenses on CBF students during kitchen activities

2.1 How does laboratory activities affect the financial expenses of CBF students.

2.2 How do CBF students manage their finances to afford the costs related with kitchen/laboratory activities?

Assumptions of the Study

The following statements are the assumptions of this research study in accordance with the general and specific
objectives:

1. The Cookery, Bread and Pastries and Food Beverages (CBF) students at Dasmariñas Integrated High School facing
varying financial challenges when managing expenses for kitchen laboratory activities.

2. The Cookery, Bread and Pastries and Food Beverages (CBF) students adopt different budgeting and financial
management strategies to handle the costs of ingredients, tools, and other necessary materials for their kitchen
laboratory activities.

3. The lived experiences of Cookery, Bread, and Pastries and Food Beverages (CBF) students in handling expenses
impact their learning process, stress levels, and overall engagement in kitchen laboratory activities.

Significance of the Study

This section deals with the beneficiaries of the study

The study investigates the lived experiences of Cookery, Bread and pastry, Food and beverages (CBF) students in
managing expenses during kitchen/laboratory activities at Dasmariñas Integrated High School. The study intends to shed
light on first-hand information regarding the financial predicament the students face, specifically on how they manage the
expenses on ingredients, materials, and other resources needed for their practical learning.

Moreover, this study is beneficial to the following:

• School. This research will enable school administrators to learn about the economic challenges that Cookery, Bread
and pastry, Food and beverages (CBF) students experience when engaging in kitchen/laboratory activities. Through this
understanding, the school can implement financial aid programs, resource allocation mechanisms, or different teaching
methods to enable all students to enjoy hands-on learning without economic limitations.

• Teachers. The results of this research will assist teachers in identifying the economic challenges that influence
students' engagement and performance in lab activities. This knowledge can assist them in formulating cost-effective
teaching methods, looking for cheap substitutes for essential materials, and offering a more inclusive learning
environment that supports all students, irrespective of their economic ability.

• Parents and Guardians. Parents and guardians will learn through this research about the cost implications of their
children's kitchen/laboratory work. It can prompt them to offer greater financial support and planning, as well as cooperate
with the school in approaching the issue or seeking help for students who are unable to cover the costs.

• CBF Students. The research will give Cookery, Bread and pastry, Food and beverages (CBF) students knowledge on
efficient budgeting and management of resources in dealing with their practical expenses. It can also be a venue for the
students to exchange their experiences and techniques in dealing with financial issues, creating a feeling of support and
cooperation among fellow students.

• Future Researchers. The findings of this study can be used as a guide for future studies on financial issues in
technical-vocational education. It will add to the body of knowledge on student financial management and serve as a
basis for future studies that aim to enhance the accessibility and affordability of experiential learning activities.

Definition of Terms

This area shows the conceptual and operational meanings from the manuscript.

Modalities – the quality or state of being.

Scope and Limitation

This part entails the boundaries of the research.

Scope

• This study focuses on the experiences of CBF (Culinary and Baking Fundamentals) students in handling expenses
during kitchen/laboratory activities at Dasmariñas Integrated High School. The study will utilize data from surveys,
interviews, and observations to gain insight into the students' experiences, challenges, and strategies in managing
expenses.

Delimitation

• This study does not include students from other courses or programs.

• This study only focuses on kitchen/laboratory activities and does not explore other aspects of the CBF program.

• This study does not utilize data from students who do not participate in kitchen/laboratory activities.

• This study is limited to CBF students at Dasmariñas Integrated High School only.

Review/Survey of Related Literature

This portion deals with the supporting literature and studies of the said research topic.

Academic Commitment of Senior High School

Different studies introduce that the prior academic commitment has an impact on the college outcome when it comes to
enrolment. Engberg and Wolniak (2013) debated that among the strongest predictors of entering a STEM discipline was
academic preparation, as measured by course-taking patterns, performance, and access to a coherent math and science
curriculum. This statement of Engberg and Wolniak continues to make difference from the preference of the selected
students from STEM strand. Academic preparation takes the alignment of ideas to gathering self –confidence of the
aspiring medical technology students.
Furthermore, several studies have revealed the important role of mathematics and science in generating academic
competency and enhancing success in college by taking the medical technology.

Students’ academic orientation (i.e., their interests, identity, orientation toward, and plans for life after high school) is often
shaped through school and non-school experiences. While noting that integrated STEM learning experiences can support
interest and identity development, the Committee on Integrated STEM Education (2014, p. 3) argues that, to date, the
research is limited by a lack of longitudinal analyses that account for the different phases of interest development.

Decision Empowering by the Institution

Senior High School for the students of Science, Technology, Engineering and Mathematics Strand takes a key role in both
Science and Mathematics application. It is an achievement for the students to surpass the requirements set by the
standards. Villanueva & Hand, 2011) stated that the decision depends from the institution’s way of processing things for
the students. STEM course- taking patterns for students with LDs is limited, the little work that has been conducted is
consistently grim. Whether attributable to having an LD, to the “LD” label itself (Shifrer, Callahan, & Muller, 2013).

From the journal of L. Allen Phelps, several studies have documented how post-secondary outcomes, including STEM
major choice, vary by social and demographic groups. Looking only at four- year college attendees, Chen and Weko
(2009) report that students choosing STEM college majors were pre-dominantly: male, Asian/Pacific Islander, foreign-
born, members of families with annual incomes in the top quartile, younger, and not living independently. Roughly 13–22%
of students entering four-year colleges after high school were choosing a STEM major from 1995 to 2004. Unfortunately,
similar profiles of two-year college STEM entrants are not avail- able, which points to the importance of this investigation.
Examining a national sample of college freshmen, Moakler and Kim (2014) found female students throughout high school
were less likely to develop outcome expectations toward a STEM major choice or career field. Other research has
consistently shown that being a woman is a strong negative predictor for several STEM-related practices and factors; e.g.,
accessible college career options (Betz & Hackett, 1981), gatekeeping math courses (Chavez, 2001), year-long college
course on career-linking strategies (Fouad, 1995), and STEM teaching and advising. Completing engineering and
engineering technology (E&ET) courses in high school has the potential to advance these two goals. Two major national
initiatives have advanced the inclusion of E&ET instruction in high schools. Twenty- six states have collaborated to
develop the Next Generation Science Standards (NGSS), which were released in 2013. These standards elevate the
importance of engineering design and make it comparable to learning the core ideas in the physical, life, and earth and
space sciences (National Academies of Sciences, Engineering, and Medicine, 2017; Next Generation Science Standards,
2016). Equally important, in 2014 the National Assessment of Educational Progress introduced the Technology and
Engineering Literacy assessment, designed to measure the extent to which 4th, 8th, and 12th grade students were able to
apply technology and engineering skills to real-life situations (National Assessment Governing Board, 2014). Collectively,
these initiatives assert that E&ET content and skills are potentially scalable and measurable across high schools within
states. Research reviews indicate that high school course-taking has an impact on students’ decisions to enroll in college
(Adelman, 2006; Hein, Smerdon, & Samboldt, 2013). Over the past decade several studies have examined the influence
of high school math and science course completion on the choice of STEM college majors—an outcome deemed critical
for achieving several national STEM work force development priorities (PCAST, 2012; U.S. Chamber of Commerce, 2017).
Several studies have documented the key influence of math and science courses (Engberg & Wolniak, 2013; Gaertner,
Kim, DesJardins, & McClarty, 2014; Trusty, 2002; Tyson, Lee, Borman, & Hanson, 2007; Wang, 2013) on choosing STEM
majors, particularly in four-year colleges. More recently, applied STEM courses have shown a positive link to later
advanced math and science course completion (Gottfried, 2015), which may also contribute, albeit indirectly, to students
choosing a STEM college major pathway.

Furthermore, from the journal of the role and influence of engineering instruction have increased significantly in the past
five years (Carr, Bennett, & Strobel, 2012; Community for Advancing Discovery Research in Education, 2017). While the
research base on high school engineering programs is growing (Committee on Integrated STEM Education, 2014;
Committee on K–12 Engineering Education, 2009; Community for Advancing Discovery Research in Education, 2017), the
influence of E&ET course-taking on post-high school outcomes (e.g., college attendance, selection of STEM majors,
credential completion, earnings, etc.) is under-examined in the research literature.

Theoretical Framework
On demand reporter's theory about students' budgeting allowance

students' ways in budgeting daily allowances could be drawn from different branches of behavioral economics and
psychology. One possible framework that could be used is the cognitive theory of decision-making, which posits that
individuals are rational and make decisions based on their perceptions of risk and reward.

Another possible framework is the social learning theory, which suggests that individuals learn by observing and modeling
the behavior of others. Additionally, the prospect theory could be used to examine how students perceive the value of their
daily allowances and how they frame the decision-making process, as well as how they respond to different types of
incentives and losses. (On demand reporter, Qoura)

This theory can apply from the present research topic, which involves budgeting that could possibly help researchers and
participants to conclude this research.