Improving the Performance of Cookery 9 Learners in Cleaning and Sanitizing Kitchen Tools through Contextualized Video-Assisted Lesson

Abstract

This study evaluated the effectiveness of contextualized video-assisted lesson in improving the performance of TLE Cookery Grade 9 learners at Banisil National High School in cleaning and sanitizing kitchen tools for the 2023–2024 school year. A mixed-methods approach was used, employing an explanatory sequential design with quasi-experimental and phenomenological elements. Two groups participated: a control group that used lecture demonstration and an experimental group that utilized video-assisted lesson. Performance was assessed using tests, and data were analyzed using statistical tools and thematic analysis. Results showed that both groups performed satisfactorily before the intervention, with no significant differences in pretest scores, confirming group equivalence. Post-intervention, both groups performed excellently; however, the experimental group demonstrated significantly higher mean gain scores. Qualitative findings identified four themes: applied practicality in learning, improved performance and effectiveness, systematic learning approaches, and resourceful utilization of educational tools. The study concludes that contextualized video-assisted lesson is more effective than lecture demonstration methods in improving learners' performance. This lesson positively affected students' involvement and skill acquisition, highlighting the importance of technology-driven methods in hands-on technical livelihood education.