St.

Rose Catholic School

THE EFFECTIVENESS OF COOKING TUTORIAL VIDEOS ON IMPARTING

KNOWLEDGE AND SKILLS TO GRADE 12 STUDENTS

A Research
Presented to the Faculty of
St. Rose Catholic School, Inc.
Paniqui, Tarlac

In Partial Fulfillment
Of the Requirement
For Practical Research 2

Balbuena, Kervin B.

Lamorena, Mareia Alessandra

Kate O.

Magno, Marilou V.

Mercado, Kristine Jellaine R.

Nuguid, Carlo P.

Viray, Samantha Nicole A.

May 2023
 St. Rose Catholic School

ABSTRACT

The study experimentally investigated the effectiveness of cooking

tutorial videos in imparting knowledge and skills on Grade 12
students. Whether this study is effective among Grade 12 students.
Its main objective is to find out the efficacy of cooking tutorial
videos in imparting knowledge and skills among Grade 12 students. In
conducting this study, a survey questionnaire was used to get the
quantitative part of the research. It utilized a descriptive research
design that aims to analytically describe a population and
phenomenon. Specifically, purposive sampling under non- probability
type was applied to carry out this study. Seventy-six (n=76) Grade 12
students at St. Rose Catholic School Inc. were selected as its
respondents. The findings of this study, firstly, for the reason of
watching cooking tutorial videos on Grade 12 Students, the students
responded that they enjoy watching cooking tutorial videos because it
satisfied them when they watch them cooking. Secondly, for the
benefits of watching cooking tutorial videos in cooking performance
of the Grade 12 Students, student responded that they watch cooking
tutorial videos to gain ideas for their future business that they will
going to build in terms in food industry. Thirdly, how watching
cooking tutorial videos helps develop knowledge and skills to Grade
12 Students, student responded that it helps them in terms of learning
and gaining knowledge on how to cook.

Keywords: Reason, Benefits, Develops, Cooking Tutorial Videos, Grade 12 Students.

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TABLE OF CONTENTS
Title Page……………………………………………………………………………... i

Approval Sheet………………………………………………………………………..ii

Abstract ……………………………………………………………………………... iii

Table of Contents ………………………………………………………………… …iv

List of Tables/Figures……………………………………………………....………...v

List of Appendices …………………………………………………………………...vi

Acknowledgement ………………………………………………………......……….1

Introduction ………………………………………………………….…..…. ………2

Review of Related Literature ……………………………………………..………...3

Conceptual Framework ……………………………………….………...…….6

Statement of the Problem ……………………………………..……………....8

Significance of the Study ……………………………………..…………...….8

Methodology

Research Design ……………………………………………………………...10

Research Respondents ………………………………………...…………..….10

Research Instrument …………………………………………..………….…..12

Data Gathering Procedure …………………………………….……………...14

Ethical Consideration..………………………………………………………..14

Data Analysis Procedure ………………………………………….………….15

Results ……………………………………………………………..…………………16

Discussion ……………………………………………………………..……………..22

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Conclusion ……………………………………………………………..…………….26

Recommendations ……………………………………………………………..……28

References ……………………………………………………………..…………….29

Researchers Profile …………………………………………………………….……38

LIST OF TABLES

Table 1: Participants per Strand…………………………………………………………..11

Table 2: Participants per

Age……………………………………………………………..11

Table 3: Participants per

Gender………………………………………………………….12

Table 4: Distribution of Questionnaire Items vis-à-vis the Three

Factors………………..13

Table 5: Reliability Analysis…………………………………………………………..

….13

Table 6: The reason of watching cooking tutorial videos on Grade 12

Students…………………………………………………………………………………...16

Table 7: The benefits of watching cooking tutorial videos in the cooking performance

of Grade 12 Students…………………………………………………………………...18

Table 8: The effectiveness of cooking tutorial videos on Grade 12 students…………20

Table 9: To ascertain how watching cooking tutorial videos helps develop knowledge

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and skills to Grade 12 students……………………………………………………….21

LIST OF FIGURES

Figure 1: Conceptual Framework……………………………………………………….7

LIST OF APPENDICES

Appendix A: Letter of Request for Research Adviser ……………………………………31

Appendix B: Letter to the School Principal ………………………………………………32

Appendix C: Letter to the Class Advisers/Subject Teachers ……………………………..33

Appendix D: Survey Questionnaire ………………………………………………………34

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ACKNOWLEDGEMENT

First of all, we would like to express our deepest gratitude to our Almighty God,

ever since we started this research until it ends, He did not allow for our efforts to go

in vain, He give us the courage, wisdom, patience, knowledge, as well as energy to

finish up this research. We would also like to acknowledge and express our gratitude

to everyone who has supported us throughout our final defense. A special thanks to

our research adviser, Mr. Miguel F. Baluyut Jr., for giving us guidance and expertise

throughout the entire research process. We would also like to thank each of the

members of this group for their time, feedback, and valuable insights. We appreciate

the support and encouragement provided by our family and friends, and the efforts of

our colleagues and classmates who have shared their experiences and knowledge

with us. Secondly, we would like to express our gratefulness to Sr. Grace F.

Tagnipez, OP, for giving us permission to conduct this research. Thirdly, we would

like to acknowledge the contributions of the research participants who generously

shared their time and insights, making this research possible. As well as we are

thankful to our closest friends that patiently listen and taught us about the things we

can’t understand. Lastly, we are very much thankful for our dear panelists, for giving

us assistance to finish our research paper. Thank you all for your support and

encouragement throughout this process.

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THE EFFECTIVENESS OF COOKING TUTORIAL VIDEOS ON IMPARTING

KNOWLEDGE AND SKILLS TO GRADE 12 STUDENTS

Cooking is an interesting hobby; it is also a way of living. Then a pandemic spread

worldwide, and we were forbidden to go outside. People have been cooking different meals

or recipes and uploading them on Facebook, YouTube TikTok, and other social media

platforms, because they have to stay at home because the pandemic. Since then, students are

always on their phones and tend to scroll on social media, like TikTok, Facebook, YouTube,

etc. Likewise, cooking videos become popular then to the occurrence of the pandemic.

Students who scroll on social media sometimes encounter cooking tutorial videos, with this,

researchers aim to find out the effect of cooking tutorials on grade 12 students.

In social media, students can encounter different types of cooking tutorial videos, like

ASMR cooking Food, recipe videos, etc. Cooking tutorial videos have many effects on

grade 12 students. Researchers will be looking at the effectiveness of cooking tutorial videos

on Imparting for Grade 12 students. Furthermore, the findings of this study would be useful

for future researchers because in this research they will know if cooking videos are really

effective among students and gain new ideas and inspiration for their future research topic.

The research objectives of this study are to determine the reason how effective cooking

tutorial videos, as well as to determine the benefits of cooking tutorial videos on grade 12

students in Imparting Knowledge and Skills.

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 St. Rose Catholic School

REVIEW OF RELATED LITERATURE AND STUDIES

The sole purpose of this chapter is to review and examine connected ideas, completed

statements, method, result, conclusion, and others. This will serve as a guidance for better

understanding and in acclimating data that are applicable and significant to the current study.

Nowadays, people look for recipes, nutritional data, cooking inspiration, and a range of

cooking videos on social media sites like Facebook, Twitter, and Instagram. (Nour, et. al

2018). These behaviors are connected to the newly coined term "social food," which we

describe as any online methods for producing, disseminating, discussing, and assessing

food-related content on social media. This demographic, uses social media extensively, and

cooking videos are common on platforms like Instagram and YouTube. These channels may

present an opportunity for nutrition education to reach young adults with healthy cooking

videos. (Cavallo et al., 2016; Heaney and Israel, 20).

In order to investigate the effects of video technology on learning, Surgenour and

colleagues previously conducted a study in which they taught participants how to make

lasagna from scratch under four different conditions. In this experiment, participants were

split into three groups and each group was given a video. The group that just received recipe

cards was determined to be the least successful at directing participants through the cooking

procedure. (Bramston, et.al., 2020)

Video technology gave people’s confidence in the culinary process and empowered

them to direct their own learning, which boosted their sense of self- efficacy and made

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cooking more enjoyable. The format of digital cooking demos is often the whole process;

they show the preparation by unbroken steps from beginning to end (Mondada 2014).

The recipes shown in videos are often easy and require little cooking skill. Common

recipes appearing in the videos are pizza, tacos, macaroni and cheese, appetizers, and

desserts (Judkis, 2016). The Buzzfeed channel. Tasty features a popular cooking video

series that is popular in California. The show started in 2014 when a Buzzfeed video

producer made a film demonstrating a step-by-step visual. a how-to guide for making a

breakfast sandwich. (Hill, B. L. 2019).

You will undoubtedly come across a culinary video, whether it be on the phone or on

television. Talk shows in the early 2000s were what cooking shows are today. It's either a

commercial of a restaurant, a person eating, etc. Cooking has historically been preferred as

entertainment. Given how cooking shows' goals have changed, it is now clear why viewers

have a passive attitude toward networks like the Food Channel.

According to a study that was featured in Science Daily, when we see someone make or

consume food on a phone or television screen, our brains may conjure up what it would

taste like. This visual signal allows one to simulate eating without actually tasting it. (Steven

Doyle, 2021)

The Philippines is known for its idyllic islands, tropical climate, and, of course, it’s

delectable cuisine. Filipinos are passionate about food, and as a result, various regional

variations of one dish exist. Adobong Puti, Adobong Tagalog, and Adobong Ilonggo are

three dishes that the Filipinos love to customize. This market enjoys cooking just as much as

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it enjoys eating. This explains why hundreds of food influencers are having success posting

recipes and cooking tutorials on Instagram, TikTok, and YouTube. The Philippines is seeing

an increase in the number of food places and goods, especially since it became possible to

order food online. More than 10.6 million Filipinos are known to have ordered food online

in 2022. Obviously, staying alive in the food industry. (Llemit, 2021)

Erwan Heussaff is one of the Philippines' food content producers. He acknowledges that

he is not a chef, but claims he receives the title "chef" frequently as a result of his cooking

video, which feature him experimenting and traveling throughout the Philippines to try new

foods and learn about their ingredients so he can teach his viewers about them. And he

explores his roots, unearths flavors, and gathers fresh inspirations for his cooking in Lexus,

Tasteful Journeys, a program produced as the Philippines is starting to reopen to tourism.

Erwan explores the wild outdoors in the safety of a Lexus RX 450h after being locked up

inside for months, and his curiosity leads him on a variety of ingredient-seeking expeditions.

(Moran 2021)

Vanjo Merano, the originator of Panlasang Pinoy, is at the top of the list, according to

Kathy Moran (December 2021). The Filipino flavor is known as Panlasang Pinoy. In order

to share his favorite Filipino and Asian cuisine with everyone, Vanjo launched a YouTube

channel. He is very passionate about Filipino cooking and wants to spread that love by

teaching others how to prepare the simplest Filipino dishes. In his YouTube channel, Vanjo

has provided his subscribers with hundreds of recipes. Together with other cuisines, he

investigates French, Japanese, Korean, and Korean cuisines, all of which clearly exhibit a

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Filipino influence in terms of the ingredients and methods of preparation.

Abi Marquez, popularly referred to as the "lumpia queen" of Philippine social media, is

one of the cuisine video producers on TikTok. Abi's content started to become more well-

known after she developed a series in which she fried anything she wraps in Lumpia

wrapper. Her Lumpia studies, surprisingly, were excellent. The University of the Philippines

Diliman awarded Abi a degree in Hotel, Restaurant, and Institution Management

Institutional administration and the restaurant at the University of the Philippines Diliman.

Filipinos are undoubtedly food enthusiasts who enjoy both cooking and eating. (Kathy

Moran, December 2021)

Conceptual Framework

This study focuses on finding the effectiveness of cooking tutorial videos on

imparting knowledge and skills to Grade 12 students of St. Rose Catholic School Inc.

Three (3) factors are considered in extracting the data needed in this study. First (1) the

reason of watching cooking tutorial videos on Grade 12 students and Second (2) the

benefits of watching cooking tutorial videos in the cooking performance of Grade 12

students. Third (3) To ascertain how watching cooking tutorial videos helps develop

knowledge and skills to Grade 12 students.

The researcher adopted the Input Process Output (IPO) model. It includes all the

materials and information required in this process. For input it consists of independent and

dependent variables usually all the details specified in the statement of the problems are

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stipulated here. For the process, it includes the printed survey questionnaires that were

utilized.

Figure 1

Conceptual Framework

a.) To know the reason how effective cooking tutorial videos

on Grade 12 students.
b.) To determine the benefits of watching cooking tutorial
videos in the cooking performance of Grade 12 students
c.) To ascertain how watching cooking tutorial videos helps
develop knowledge and skills to Grade 12 students

Descriptive Research Design Using Quantitative Method

Survey Questionnaires

TO KNOW THE EFFECTIVENESS OF COOKING TUTORIAL VIDEOS

ON IMPARTING KNOWLEDGE AND SKILLS TO GRADE 12 STUDENTS

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 St. Rose Catholic School

Statement of the Problem

The main purpose of this study is to know the effect of cooking tutorial videos

on grade 12 students.

1. What is the reason of watching cooking tutorial videos on Grade 12 Students?

2. What are the benefits of watching cooking tutorial videos in the cooking

performance of Grade 12 students?

3. How watching cooking tutorial videos helps develop knowledge and skills to

grade 12 students?

Significance of the Study

This study was undertaken to find out the effectiveness of cooking tutorial videos in

imparting knowledge and skills on cooking and to measure the effectiveness of learning

cooking just by the use of technology and social media. Benefiting the study are the

various sectors as follows:

To the Students: This study enables the students to perceive the effectiveness of

watching cooking tutorial videos in times they need it. It is possible for a student that has an

interest in cooking to learn how to cook by watching cooking tutorials. For this reason, they

may be encouraged to pursue their interest in cooking.

To the Parents. Parents and guardians should encourage their children to watch cooking

tutorial videos to learn more about how to improve their knowledge and abilities in the

kitchen. This will give parents and guardians the chance to learn new skills and identify

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hidden talents in their kids and will help children learn how to cook.

To the School Administrators. Are enable to assist one another in carrying out

strategies for assisting the pupils in learning to cook.

To the Researchers. This study is a huge help and inspiration to researchers,

encouraging them to be more creative and come up with fresh approaches to problems that

can affect their research.

To the Future Researchers. The execution of studies will further open doors for

upcoming researchers to define and expand studies pertaining to cooking tutorial videos.

This serves as a source of information about what prompts students to know the

effectiveness of cooking tutorial videos on imparting knowledge and skills.

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METHODOLOGY
Research Design

In this study, Descriptive Quantitative research was used as a method to pinpoint the

effectiveness of cooking tutorial videos on imparting knowledge and skills among Grade 12

Students of St. Rose Catholic School, Inc. The Quantitative Method was used in this study

to investigate the Grade 12 students' perspectives on whether cooking tutorial videos are

really effective in imparting knowledge and skills among them. Since this method

accurately and systematically describes and measures data, population, and experience that

is being worked on. However, Quantitative methods emphasize objective measurements

and the statistical, mathematical, or numerical analysis of data gathered through surveys,

polls, and other types of research, as well as the manipulation of statistical data that has

already been obtained using computing methods. (Babbie 2010)

Research Respondents

This study focused on determining the effectiveness of cooking tutorial videos on

imparting knowledge and skills among all Grade 12 Student, having a respondent coming

from Grade 12 Senior High School of St. Rose Catholic School, Inc., which is located at Sta.

Rosa St., Pob. Sur, Paniqui, Tarlac, using purposive sampling. The aforementioned

respondents will determine the effectiveness of cooking tutorial videos in Imparting

knowledge and skills among the Grade 12 students of St. Rose Catholic school, Inc.

Table 1 presents the distribution of the respondents according to strand. As

demonstrated below, there were fifteen (n = 15, 19.7%) students from the strand ABM

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(Accountancy, Business, and Management), thirteen (n = 13, 17.1%) students from

HUMSS (Humanities and Social Sciences), thirty-six (n = 36, 47.4%) students from

STEM (Science, Technology, Engineering, and Mathematics), and twelve (n = 12,

15.8%) students from TVL (Technical and Vocational Livelihood).

Table 1
Participants per Strand
Age Frequency Percentage
ABM 15 19.7
HUMSS 13 17.1
STEM 36 47.4
TVL 12 15.8
Total 76 100.0

Table 2 displays the composition of participants per age. As shown below, there

were Twenty-Four (n = 24, 31.6%) student aged seventeen (17), Fifty-two (n = 52, 68.4%)

students aged eighteen (18).

Table 2
Age Frequency Percentage
17 24 31.6
18 52 68.4
Total 76 100.0
Participants per Age

Table 3 illustrates the composition of participants according to gender. As arrayed

below, the respondents comprised of Thirty-Five (n = 35, 46.1%) male students, and Forty-

one (n = 41, 53.9%) female students, with a total of one hundred fifty (76) respondents for

the study.

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Table 3
Participants per Gender

Gender Frequency Percentage

Male 35 46.1
53.9
Female 41
Total 76 100.0

Research Instrument

In conducting this study, the researchers used a printed form questionnaire. The

Questionnaire is a set of arranged questions that prepared and answered by Grade 12

students of St. Rose Catholic School, Inc, designed to collect facts and information. The

questionnaire will serve as a way in eliciting the quantitative part that is essential in the

study. Moreover, it will comprise thirty (30) statements, and the respondents asserted their

judgment with the use of the given assessment, utilizing the Four-point Likert Scale to

disclose the level of respondents’ perspectives. Each item on the questionnaire used a four-

point scale displayed as:

4 – STRONGLY AGREE 3 – AGREE

2 – DISAGREE 1 – STRONGLY DISAGREE

Four-point Likert scale survey questions are a particular kind of survey question that

are used to gather respondents’ level of thinking and perception by providing a rating

option. The instrument included the claims of the effectiveness of the cooking instruction

videos on St. Rose Catholic School, Inc. Grade 12 students.

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Table 4
Distribution of Questionnaire Items vis-à-vis the Three Factors

Factors Survey Items No. of Items

1. The reason how
effective cooking tutorial
videos on Grade 12 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 10
students of St. Rose
Catholic School
2. The benefits, they gain
11, 12, 13, 14, 15, 16, 17, 18, 19,
from watching cooking 10
20
tutorial videos.
3. The effectiveness of
cooking tutorial videos on 21, 22, 23, 24, 25, 26, 27,
10
imparting knowledge and 28,29,30
skills to Grade 12 students.
TOTAL 30

To test the reliability of the tool, pilot-testing of the questionnaire was first carried

out to thirty (30) Grade 12 students of St. Rose Catholic School, Inc., who are not

considered as the actual participants of the study.

Table 5
Reliability Analysis

No. of Items Coefficient of Reliability

Statements on the
30 0.981
Questionnaire

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Data Collection Procedure

The data collection process started once the proposal was accepted by the research

professor. The researchers first created a self-made survey questionnaire. supervised by the

research adviser, and which served as a tool in taking the survey. Second, after the research

teacher has approved the gadget, the 30 pupils who weren't the official survey respondents

were used in a pilot study by the researcher’s study, and then underwent reliability analysis

to determine whether it was already consistent and dependable. Third, following testing and

approval of the tool's performance using the official 7 standard measure tools, after then, the

survey questionnaire floated. On behalf of the group, the class president wrote a letter

addressed to the school principal, searching for a formal obtain approval to carry out the

research and to float the survey questionnaire.

Moreover, The Academic Coordinator of Senior High additionally took note of a letter

written by the research instructor and addressed to the school principal and section of the

school. Following that, the researchers created a letter that was distributed to the class

advisers and subject teachers, asking for them help in calculation the total helping to send

the printed survey questionnaire to the appropriate students and a large number of students.

The researchers also provided the respondents with information about the survey and

study through the usage of printed survey questionnaire and informed them that the

information collected from them will be handled confidentially.

Ethical Consideration

In conducting this study, in conducting this study, the class president firstly sought

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the approval of the school principal to run the study and give out the made survey

questionnaires. Secondly, the research instructor addressed a letter to the school principal

that was be noted by the Senior High School coordinator. Subsequently, the researchers

constructed a letter that was given to the class advisers and subject teachers to inform them

about formally conducting a survey. After that, the respondents were asked to read the

informed consent attached to the survey via Google Forms before answering. The

researchers then pledged to the respondents that the data that will be collected to them will

be kept with furthest privacy and confidentiality, in compliance to Republic Act 10173,

otherwise known as Data Privacy Act of 2012.

Data Analysis Procedure

The analysis of the collected quantitative data with the use of a survey questionnaire

was concluded by using descriptive statistics to analyze the quantitative data collected. By

using a Likert Scale, the corresponding statements in the survey will be extracted by

calculating the mean and the standard deviation.

4.00–3.26 – Strongly Agree 3.25– 2.50 – Agree

2.50–1.76 – Disagree 1.75–1.00 – Strongly Disagree

Likewise, the gathered quantitative data will undergo descriptive statistical analysis.

It is the method used to calculate, describe, and summarize collected research data in an

efficient way. Every participant’s response was arranged and categorized based on their

concepts, it is supposed to serve as a method of a definite and clear way of determining

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viewpoints that was obtained from the respondent’s feedback.

RESULTS

THE EFFECTIVENESS OF COOKING TUTORIAL VIDEOS ON IMPARTING

KNOWLEDGE AND SKILLS TO GRADE 12 STUDENTS

The efficacy of Effectiveness of watching cooking tutorial videos on Grade 12

students is divided on three factors: the reason they watch cooking tutorial videos; the

benefits they gain from watching cooking tutorial videos; the effectiveness of watching

cooking tutorial videos.

As shown in Table 6, the mean per factor determines the reason of watching cooking

tutorial videos on Grade 12 Students. There are ten (10) statements listed below, and out of

these ten items, ten (10) were rated as Agree. The participants’ responses gained a weighted

mean of 3.04 (s= 0.774) with the descriptive rating of Agree. And the statement four (4): “I

enjoy watching cooking tutorial videos because I am satisfied when I watch them cooking.”

obtained the highest rating of 3.18 (s= 0.676) with a descriptive rating of Agree. On the

other hand, statement one (1): “I watch cooking videos for school purpose”, gained the

lowest rating of 2.82 (s= 0.608) with the descriptive rating of Agree.

Table 6
The reason of watching cooking tutorial videos on Grade 12 Students.

No STANDARD
STATEMENTS MEAN INTERPRETATION
. DEVIATION
1 I watch cooking videos
2.82 0.608 AGREE
for school purpose

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2 I watch cooking videos

3.03 0.57 AGREE
as a stress reliever
3 I watch cooking videos
as an entertainment to 3.17 0.645 AGREE
ease my boredom
4
I enjoy watching cooking
tutorial videos because I
3.18 0.676 AGREE
am satisfied when I
watch them cooking.
5 I watch cooking videos
to satisfy my hunger
2.92 0.661 AGREE
when I'm craving for
something.
6
I watch cooking videos
only when My friends 2.91 0.711 AGREE
recommend me one.
7
I enjoy watching cooking
tutorial videos because it 3.09 0.772 AGREE
makes me happy
8 I watch cooking videos
only when it pops out on
3.12 0.585 AGREE
my Facebook news feed/
TikTok FYP.
9 I watch cooking videos
to find new recipe to 3.14 0.765 AGREE
cook
10 I watch cooking videos
when my parents ask me
3.05 0.781 AGREE
to cook a meal, I'm not
familiar with.
  MEAN STANDARD
DEVIATION PER
FACTOR 3.04 0.774 AGREE
DESCRIPTIVE
  RATING

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As shown in Table 7, the mean per factor determines the benefits of watching

cooking tutorial videos on Grade 12 Students. There are ten (10) statements listed below,

and out of these ten items, nine (9) were rated as Agree, while one (1) is rated as Strongly

Agree. The participants’ responses gained a weighted mean of 3.12 (s= 0.721) with the

descriptive rating of Agree. And the statement five (5): “Cooking tutorial videos give me an

idea to build a business”, obtained the highest rating of 3.42 (s= 0.630) with a descriptive

rating of Strongly Agree. On the other hand, statement ten (10): “I watched cooking videos

to improve my knives skills” gained the lowest rating of 2.97 (s= 0.748) with the

descriptive rating of Agree.

Table 7
The benefits of watching cooking tutorial videos in the cooking performance of Grade
12 Students

STANDARD
No. STATEMENTS MEAN DEVIATIO INTERPRETATION
N
1 Because of cooking tutorial
videos my knowledge expanded 3.20 0.611 AGREE
in terms of cooking.
2 Cooking tutorial videos helped
3.12 0.632 AGREE
me to develop new skills
3 Because of cooking tutorial
videos, it enhanced my skills in 3.11 0.709 AGREE
to cooking.
4 By watching cooking videos, I
got great idea how to use left 3.16 0.749 AGREE
overs

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5 Cooking tutorial videos give me STRONGLY

3.42 0.630
an idea to build a business AGREE
6 I watched cooking tutorial 3.16 0.694 AGREE
videos to learn how to cook
different dishes.
7 I watched cooking tutorial
3.05 0.837 AGREE
videos to learn how to bake.
8 I learned how to make appetizer
because of cooking tutorial 3 0.783 AGREE
videos.
9 I watched cooking videos to
3.03 0.816 AGREE
learn plating Skills
10 I watched cooking videos to
2.97 0.748 AGREE
improve my knives skills
MEAN STANDARD DEVIATION
PER FACTOR DESCRIPTIVE 3.12 0.721 AGREE
RATING

As shown in Table 8 the mean per factor determines the effectiveness of cooking

tutorial videos on Grade 12 students. There are ten (10) statements listed below, and out of

these ten items, three (3) were rated as Strongly Agree, and eight (8) were rated as Agree.

The participants responses gained a weighted mean of 3.16 (s= 0.678) with the descriptive

rating of Agree. And the statement two (2): “Cooking tutorial videos helped me to gain more

knowledge in cooking”, obtained the highest rating of 3.41 (s= 0.570) with a descriptive

rating of Strongly Agree. On the other statement ten (10): “I watched cooking videos to learn

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how to make meals for parties or celebration”, gained the lowest rating of 2.90 (s= 0.842)

with the descriptive rating of Agree.

Table 8
The effectiveness of cooking tutorial videos on Grade 12 students
STANDARD
No INTERPRETATIO
STATEMENTS MEAN DEVIATIO
. N
N
1 Cooking Tutorial videos had
positive effect on me because it 3.24 0.608 AGREE
helped me in my daily lives.
2 Cooking tutorial videos helped
me to gain more knowledge in 3.41 0.570 AGREE
cooking.
3 I watched cooking tutorial
3.28 0.645 AGREE
videos to enhance my skills
4 Because of cooking tutorial
videos, I know now how to 3.25 0.676 AGREE
cook.
5 I watched cooking tutorial
videos because I want to learn 3.17 0.661 STRONGLY AGREE
how to cook properly.
6 Watching cooking tutorial
videos helped me to become an 3.03 0.711 STRONGLY AGREE
expert in terms of cooking.
7 Because of cooking shows, I
was able to cook dishes that I 3.07 0.772 AGREE
want to cook.
8 I watched cooking videos to 3.29 0.585 STRONGLY AGREE

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learn how to make my favorite

meals.
9 Because of cooking tutorial
videos, I was able to cook for 2.97 0.765 AGREE
my family and friends.
10 I watched cooking videos to
improve my knives skills learn
2.9 0.842 AGREE
how to make meals for parties
or celebration.
MEAN STANDARD DEVIATION
PER FACTOR DESCRIPTIVE 3.16 0.678 AGREE
RATING

Moreover, Table 9 showcases the summary of the mean of factors with their

corresponding descriptive values. To ascertain how watching cooking tutorial videos helps

develop knowledge and skills to grade 12 students, ranked the highest, with the mean of

3.16 (s = 0.774); followed by the benefits of watching cooking tutorial videos in the

cooking performance of Grade 12 students, with the mean of 3.12 (s= 0.721); and the reason

of watching cooking tutorial videos on Grade 12 Students gained the lowest, with the mean

of 3.04 (s= 0.774).

Table 9

To ascertain how watching cooking tutorial videos helps develop knowledge and

skills to Grade 12 students

Factors Mean Interpretation

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 St. Rose Catholic School

1. The reason of watching cooking tutorial

3.04 AGREE
videos on Grade 12 Students

2. The benefits of watching cooking

tutorial videos in the cooking performance 3.12 AGREE

of Grade 12 students

3. To ascertain how watching cooking

tutorial videos helps develop knowledge 3.16 AGREE

and skills to grade 12 students

DISCUSSION

This study placed a lot of emphasis on the effectiveness of cooking tutorial videos

for Grade 12 Students of St. Rose Catholic School Inc. It focused on finding the

effectiveness using the factors of the study, a.) To determine what are the reason of

watching cooking tutorial videos on Grade 12 Students b.) To ascertain the benefits of

watching cooking tutorial videos in the cooking performance of Grade 12 Students, and

lastly, c.) To know how watching cooking tutorial videos helps develop knowledge and

skills to Grade 12 Students. Based on the students’ response, these factors are their guide to

know the effectiveness of cooking tutorial videos on them.

The reason how effective cooking tutorial videos on Grade 12

students

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Here pertains the reasons of the respondents of how effective cooking tutorial videos on

them. As stated of the respondents watching cooking tutorial videos satisfy them, in the line

of the way the voice of the person in the video is somewhat relaxing, and of the way they do

the cuttings, peeling, stir and cook the food. The respondents also stated that cooking

tutorial videos eased their boredom, they find watching cooking tutorial entertaining

because of the way the person in the video deliver his/her way of explaining. Therefore, to

others, watching cooking tutorial videos are a form of entertainment to satisfy and to ease

their boredom. However, cooking tutorial videos also serves as a tool to find a new recipe to

try and taste. According to some respondents, cooking tutorial videos helps them to find a

new dish to cook and make for their family, in the reason of wanting to try a new dish,

especially nowadays that people start to invent knew foods that is new to our taste, for

example in TikTok.

According to the respondents, they watch cooking tutorial videos for the reason of study

purposes. Some of the respondents have a class and subjects that involves cooking, so then

watching cooking tutorial videos encourage them to work on their dish, to gather new

ideas, and learn about the meal they wanted to learn, they watch cooking tutorial videos on

social media like TikTok, Youtube, Facebook and etc. According to Nour, et. al (2018),

Nowadays, people look for recipes, nutritional data, cooking inspiration, and a range of

cooking videos on social media sites like Facebook, Twitter, and Instagram. (Nour, et. al

2018). Watching coking tutorial videos also seems to be a stress reliever to them according

to the response of the students. Likewise, watching cooking tutorials helps them to satisfy

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their hunger in other term, cravings.

According to X Xu, W Chen (2020), However, there are only a few psychological

analyses specifically aimed at the audience of short food videos, among which the main one

is the psychological analysis of the audience of eating broadcast shows. Eating broadcast

shows satisfy the audience's avoidance‐like pleasure and producer‐like pleasure, as well as

the group psychology of virtual company and curiosity. Due to the time limit of Tik Tok

short videos, in addition to eating video, there are also a lot of food skills sharing and shop

exploration videos, while eating video is relatively weak compared with skills‐sharing short

food videos in improving users' sense of participation.

Benefits of Cooking Tutorial Videos

The most benefit that the respondents gain from watching cooking tutorial videos is

that they are able to think of building business to earn money for their needs. According to

the respondents they are able to use leftovers to upgrade it to a new level of food, with the

use of different spices. One of the aspects of teaching students how to cook is through

cooking tutorial videos, especially when it comes to maximizing their knowledge and skill

potential that can benefit in terms of improving comprehension of the cooking process, it

can also make one’s life easy because they know how to cook that they can use that skill

whenever they are alone and they need to cook on their own. According to the respondents,

they watch cooking tutorial videos to benefit in learning the recipe of food they like to eat

to satisfy their cravings.

Sarah Weir (2015) Millions of how-to videos are hosted on websites like YouTube, but

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their user interfaces are not designed with learning in mind. According to prior research,

individuals are more likely to learn from how-to videos when they are accompanied by

outlines outlining each step and labels for collections of tasks. Watching instructional videos

are often used to learn about procedures. Video captioning is one way of automatically

collecting such knowledge. Instructional videos are a convenient way to learn a new skill.

Although learning from video seems natural to humans, it requires identifying and

understanding procedures and grounding them to the real world (Xu, F. et al.,2020).

Effectiveness of Cooking tutorial videos on Grade 12 Students

Cooking tutorial videos are really helpful in times in need, especially to the students

who wants to learn how to cook. According to the respondents cooking tutorial videos helps

them to gain more knowledge in terms of cooking, they can learn by just watching cooking

tutorial videos and widen their knowledge in the kitchen. Based on the response of the

students by watching cooking tutorial videos they were able to cook their favorite meals at

home. According to the respondents watching cooking tutorial videos is making them an

expert on making a dish and serve it proudly to their family, as well as when their friends

come to visit their home. As the students’ response, watching cooking tutorial videos also

helps when they don’t have an idea what to prepare when there is a meal party or events on

their home.

According to Wu, Yunan (2019), Trends toward home cooking along with

advancements in technology in the kitchen have become popular in recent years. Home

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cooking has many benefits including improved health, lower cost and personal enjoyment.

The integration of technology presents opportunities for industrial designers to improve the

user’s cooking experience. Current instructional videos to learn how to cook and voice

recognition software have shortcomings that adversely affect the user experience and can

complicate the process of learning to cook. Instructing the user on how to cook correctly and

to improve one’s skills in the home is problematic as the user does not know what went

wrong or how to correct mistakes. Healthy Eating The importance of home cooking cannot

be overemphasized. On March 20, 2009, First Lady Michelle Obama emphasized this

importance by planting a White House vegetable garden to promote healthy eating. Video

tutorials can be a quick and affordable solution for presenting knowledge, skills, or resource

awareness. Video tutorials can educate people remotely and at their own pace, providing the

option for viewers to pause, practice the new skills as they watch the video, and even to

return the material over and over again as needed until the skill is learned or knowledge is

attained. As for the respondents who lacks knowledge about cooking, they are able to learn

how to cook just by watching cooking tutorial videos of their choice of dish. Evans (2014)

CONCLUSION

This study is entitled “The Effectiveness of Cooking Tutorial Videos on

Imparting Knowledge and Skills to Grade 12 Students”. It has been proven that

watching cooking tutorial videos are effective on imparting the knowledge and skills of

Grade 12 students in a various way. Firstly (1) the reason they watch cooking tutorial video

is because it has a positive effect on them on their daily lives by the reason of it give them

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idea what to cook for their family, or when their friends come to visit them at home. Also,

because they watch cooking tutorial video, they are able to learn to cook their favorite meal

or dish in a more wonderful and tastier, they gain more knowledge and new ideas by

watching cooking tutorial videos. Secondly (2) as for the benefits they gain the results are

good for the majority, because the students are able to use it for study purposes, especially

the Grade 12 TVL students. In addition, that their parents asked for a favor to cook a dish

that they are not familiar with and when they crave for food and satisfy their hunger,

cooking tutorial videos are able to help them.

However, despite the aforementioned activities, some students just watch cooking

tutorial videos to satisfy or to relax themselves. Additionally, to ease their boredom and not

actually cook and not to learn how to cook. Furthermore, watching cooking tutorial videos

benefits the students to improve their skills in cooking, also to learn a new skill, their

knowledge expanded. Moreover, watching cooking tutorial videos are able to help the

students in thinking of building a business related to cooking. By watching cooking tutorial

videos, they gained idea of how to turn leftover foods to become a new dish, as well as

creating a new dish by their own created recipe. Thirdly (3), it is certain that watching

cooking tutorial enhances skills and students are able to gain more knowledge in it, the

students learned to cook their favorite meals, they are able to cook for their family,

therefore, watching cooking tutorial videos are effective.

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RECOMMENDATIONS

Based on the findings of the study, the following suggestions and recommendations

are made by the researchers:

1.) To anyone who are taking a subject in culinary or interested in anything

involving in kitchen the researchers encourage everyone to watch cooking tutorial

videos because they will gain more knowledge in terms of cooking and they can gain

ideas about different recipes of dishes they want to learn to cook.

2.) To anyone who is interested in developing a business, involving food sector and

wants to obtain ideas of what food should they have in their Food Menu, viewing

cooking tutorial videos can provide you many ideas of what food you can add to your

business depending on your preferences.

3.) The researchers encourage anyone, who is interested in cooking or who

plans to learn how to cook to watch online tutorial videos. These videos can greatly

enhance your cooking skills by providing step-by-step instructions, visual

demonstrations, and helpful tips and tricks. By incorporating online tutorials into your

learning process, you can expand your culinary knowledge and develop your own

unique cooking style. Whether you're a beginner or an experienced cook, there's

always something new to learn from these tutorials.

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4.) Watching cooking tutorial videos have different learning styles, such as

providing written instructions or audio description for those who prefer to read or listen.

REFERENCES

Basu, T. (2016). How Recipe Videos Colonized Your Facebook Feed.

The New Yorker, May, 18.

Babbie, Earl R. The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth
Cengage, 2010; Muijs, Daniel. Doing Quantitative Research in Education with
SPSS. 2nd edition. London: SAGE Publications, 2010.

Bramston, V., Rouf, A., & Allman-Farinelli, M. (2020); The development of cooking videos
to encourage calcium intake in young adults. Nutrients.

Evans, R. S. (2014). Cooking up cauldrons of content: Recipes for video tutorials.

Hill, B. L. (2019). The Impacts of Internet Recipe Videos on Food Preferences

among Young Adults: A Pilot Study. California State University, Long
Beach
Hayashi, Y., Doman, K., Ide, I., Deguchi, D., & Murase, H. (2013, October). Automatic
authoring of a domestic cooking video based on the description of cooking
instructions. In Proceedings of the 5th international workshop on Multimedia for
cooking & eating activities.

Judkis, M. (2016). Hands and bowls and melty cheese! Why does every Web
recipe video look the same? The Washington Post, WP Company.
Kathleen A. Llemit, Philstar.com, (May 12, 2021) Tik-cook: Celebrity food stars share
TikTok recipes.

Kathy Moran, The Philippine Star, (December 23, 2021) Erwan Heussaff journeys to find the
perfect.

Nevile, M., Haddington, P., Heinemann, T., & Rauniomaa, M. (Eds.) (2014). Interacting

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with objects: Language, materiality, and social activity, John Benjamins Publishing
Company.

Nour, M., Cheng, Z. G., Farrow, J. L., & Allman-Farinelli, M. (2018). Short videos
addressing barriers to cooking with vegetables in young adults: Pilot testing. Journal
of the American College of Nutrition.

Stevens, T. M., Aarts, N., Termeer, C. J. A. M., & Dewulf, A. (2018). Social media hypes
about agro-food issues: Activism, scandals and conflicts. Food Policy.

Wu, Y. (2019). Improving food preparation through technology integration.

Weir, S., Kim, J., Gajos, K. Z., & Miller, R. C. (2015, February).
Learner sourcing subgoal labels for how-to videos. In Proceedings of the 18th ACM
conference on computer supported cooperative work & social computing
Xu, F. F., Ji, L., Shi, B., Du, J., Neubig, G., Bisk, Y., & Duan, N. (2020). A benchmark for
structured procedural knowledge extraction from cooking videos. arXiv preprint
arXiv:2005.
Xu, X., & Chen, W. (2020). Psychological Analysis on Audiences of Tik Tok Short Food
Videos Using and Satisfying the Visual Field. Scientific Journal of
Economics and Management Research Volume.

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APPENDIX A
Letter of Request for Research Adviser
St. Rose Catholic School, Inc.
Sta. Rosa St. Poblacion Sur, Paniqui, Tarlac

Mrs. Helen Viernes

Faculty Member
This institution

Re: Request for Research Adviser

Dear Ma’am Helen:

Greetings of Dominican Peace!

We, the undersigned are graduating Grade 12 students from the strand Technical-
Vocational-Livelihood. We are currently taking up the subject Practical Research 2. The
objective of the subject is to provide students the opportunity to add on to existing
knowledge that is based on research investigation. One of the requirements of this subject is
to create a full-blown research paper. The paper must be a school-based themed study that
will benefit the students, faculty members, administrators, and the school. Thus, each group
is required to have a research adviser to guide the students and give them inputs in their
study.
In line with this, may we request you as our research adviser? The duties of the
research adviser are to (1) guide the group in crafting our research paper, and (2) give ideas/
insights to the students that will be of benefit to their research. However, the research adviser
is NOT required to: (1) proofread the manuscript - but may do so if the adviser request it, and
(2) meet the advisee regularly.
Your insights, views, and opinions will be of great help in our magnum opus.
Hoping for your favorable response. Thank you!

Sincerely yours,
Balbuena, Kervin B.
Lamorena, Mareia Alessandra Kate O.
Magno, Marilou V.

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Mercado, Kristine Jellaine R.

Nuguid, Carlo P.
Viray, Samantha Nicole A.

Noted by:
Researchers
Mr. Miguel F Baluyut Jr.
Practical Research 2 Teacher
APPENDIX B
Letter of Permission to the Principal
by the Class President
St. Rose Catholic School, Inc.
Sta. Rosa St. Poblacion Sur, Paniqui, Tarlac

Sr. Grace F. Tagnipez, OP

Principal
St. Rose Catholic School, Inc.
Paniqui Tarlac

Dear Sr. Grace:

Greetings of Dominican Peace!

We, the Grade 12 students under the strand Technical-Vocational-Livelihood are conducting
our study in partial fulfillment for our Research Project. The goal of our researches is to add
up existing knowledge and create programs that will be of benefit to the school or the
community.

In line with this, may I request on behalf of the class to conduct our research to Senior High
School Department, as well as to float questionnaires to students? Any help you will extend
will be of great help to our studies.

We are hoping for your positive response.

Sincerely yours,

Yuriya M. Katakura
Class President

Noted by:

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Mr. Miguel F. Baluyut Jr.

Practical Research 2 Teacher

APPENDIX C
Letter of Permission to the
Class Adviser/Subject Teacher
St. Rose Catholic School, Inc.
Sta. Rosa St. Poblacion Sur, Paniqui, Tarlac

Class Adviser/Subject Teacher

St. Rose Catholic School, Inc.
Paniqui, Tarlac

Dear Sir/Ma’am:
Greetings of Dominican Peace!

The undersigned is a Grade 12 student under the strand Technical-Vocational-Livelihood are

currently conducting
The research entitled: “THE EFFECTIVENESS OF COOKING TUTORIAL VIDEOS ON
IMPARTING KNOWLEDGE AND SKILLS TO GRADE 12 STUDENTS”. The study’s
main objective is to find out how watching cooking tutorial videos helps develop knowledge
and skills to grade 12 students?

In line with this, may we ask if we can float survey questionnaires to your students about the
said undertaking? Please be assured that all gathered information will be treated with utmost
confidentiality. This endeavor will be of great help to our school and its stakeholders.

Attached herewith is the list of questions to be used in the survey questionnaire. Thank you
very much and we are hoping for your favorable response.
We are hoping for your positive response.

Sincerely yours,
Balbuena, Kervin B.
Lamorena, Mareia Alessandra Kate O.
Magno, Marilou V.
Mercado, Kristine Jellaine R.

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Nuguid, Carlo P.
Viray, Samantha Nicole A.
Researchers
Noted by:

Mr. Miguel F. Baluyut Jr.

Practical Research 2 Teacher
APENDIX D
Survey Questionnaire

Dear Respondent,
We are currently conducting a research title, “The Effectiveness of Cooking
Tutorial Videos in Imparting Knowledge and Skills to Grade 12 Students”. All in all,
we are seeking for your cooperation and participation as well as honesty in answering the
questionnaire. Rest assured that the information gathered will remain confidential and for
academic purposes only. This survey will only take 5 to 10 minutes. We are hoping that this
request will take your favorable approval.
Thank you.
Balbuena, Kervin B.
Lamorena, Mareia Alessandra Kate O.
Magno, Marilou V.
Mercado, Kristine Jellaine R.
Nuguid, Carlo P.
Viray, Samantha Nicole A.
Researchers

I. Personal Data
Strand & Section: Gender:                  Age:
II. Survey Questionnaire
Instruction: Read and analyze the following statements carefully. Rate your level of
agreement in each statement using the four-point rating scale, signifying: 4 as Strongly
Agree, 3 as Agree, 2 as Disagree, and 1 as Strongly Disagree. ENCIRCLE the number
that corresponds to your answer. Please be honest and legible in answering each item.
Your cooperation is highly appreciated.

Rating Description

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4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree

Statements SA A D SD

I watch cooking videos for school purpose.

1. 4 3 2 1
I watch cooking videos as a stress reliever
2. 4 3 2 1
3. I watch cooking videos as an entertainment to ease my 4 3 2 1
boredom
I enjoy watching cooking tutorial videos because I am
4. 4 3 2 1
satisfied when I watch them cooking.
5. I watch cooking videos to satisfy my hunger when I'm 4 3 2 1
craving for something.
6. I watch cooking videos only when My friends recommend 4 3 2 1
me one.
7. I enjoy watching cooking tutorial videos because it makes 4 3 2 1
me happy.
8. I watch cooking videos only when it pops out on my 4 3 2 1
Facebook news feed/ TikTok fyp.
9. I watch cooking videos to find new recipe to cook 4 3 2 1

10. I watch cooking videos when my parents ask me to cook a 4 3 2 1

meal, I'm not familiar with
11. Because of cooking tutorial videos my knowledge 4 3 2 1
expanded in terms of cooking.
12. Cooking tutorial videos helped me to develop new skills 4 3 2 1

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13. Because of cooking tutorial videos, it enhanced my skills in 4 3 2 1

to cooking.
By watching cooking videos, I got great idea how to use left
14. 4 3 2 1
overs.
Cooking tutorial videos give me an idea to build a
15. 4 3 2 1
business.

16. I watched cooking tutorial videos to learn how to 4 3 2 1

cook different dishes.

17. I watched cooking tutorial videos to learn how to bake. 4 3 2 1

I learned how to make appetizer because of cooking tutorial

18. 4 3 2 1
videos.

I watched cooking videos to learn plating Skills.

19. 4 3 2 1
I watched cooking videos to improve my knives skills.
20. 4 3 2 1

Cooking Tutorial videos had positive effect on me because

21. 4 3 2 1
it helped me in my daily lives.

Cooking tutorial videos helped me to gain more

22. 4 3 2 1
knowledge in cooking.

I watched cooking tutorial videos to enhance my skills

23. 4 3 2 1
Because of cooking tutorial videos, I know now how to
24. 4 3 2 1
cook.

I watched cooking tutorial videos because I want to learn

25. 4 3 2 1
how to cook properly.

Watching cooking tutorial videos helped me to become an

26. 4 3 2 1
expert in terms of cooking.

Because of cooking shows, I was able to cook dishes that I

27. 4 3 2 1
want to cook.

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I watched cooking videos to learn how to make my

28. 4 3 2 1
favorite meals.

Because of cooking tutorial videos, I was able to cook for

29. 4 3 2 1
my family and friends.

I watched cooking videos to learn how to make meals for

30. 4 3 2 1
parties or celebration.

III. PAPER INTERVIEW

1. What is the role of the school’s vision and mission on your character and
academic achievement?

2. What are the impacts of Dominican Spirituality on your social

reliability? (Participating in donation drives, outreach programs, etc.)

3. What do you thing are the strategies that can strengthen the implementation of
the school vision and mission?

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RESEARCHERS’ PROFILE

Name: Mareia Alessandra Kate O.

Lamorena Address: Acocolao, Paniqui,
Tarlac Birthdate: August 25, 2005
Email Address: [email protected]

Name: Kristine Jellaine R. Mercado

Address: Cabayoasan, Paniqui, Tarlac
Birthdate: July 19, 2005
Email Address: [email protected]

Name: Marilou V. Magno

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Address: Mayantoc Nampicuan

Nueva Ecija

Birthday: May 29, 2005

Email address: [email protected]

Name: Samantha Nicole A. Viray

Address: Pob. 1 Gerona, Tarlac

Birthday: March 12, 2005

Email: [email protected]

Name: Carlo P. Nuguid

Addresses: Samput Paniqui, Tarlac
Birthday: November 4, 2004
Email: [email protected]

Name: Kervin B. Balbuena

Addresses: Patalan, Paniqui,Tarlac

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Birthday: November 13,2004

Email: [email protected]

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