TEACHER COMMUNICATION BEHAVIOR AND CLASSROOM ENVIRONMENT AS PEDAGOGICAL FACTORS TO THE CULINARY COMPETENCE OF SENIOR HIGH SCHOOL STUDENTS

Ginalyn P. Coscos, Viola P. Buenaventura

Abstract


This study determined which domain, the teacher communication behavior, and the classroom environment, best influences the culinary competence of senior high school students for the year 2020 to 2021 in five (5) selected public secondary schools in the Province of Davao Occidental, Region XI, Philippines using a non-experimental quantitative descriptive-correlational research design. In analysing the data, weighted mean, standard deviation, Pearson r, and Spearman Rho coefficient were utilized. Findings show the levels of teacher communication behavior (TCB), classroom environment (CE) and culinary competence (CC) are “High”, and a significant relationship between TCB and CC, between CE and CC existed. None of the indicators would best influence culinary competence. It suggested that a conducive learning and working environment may have a significant relationship with the acquisition, development, and improvement of culinary competence but teachers will not have to make up for poor-quality materials with wrong or out-of-date information or methods that do not work.

 

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technology and livelihood education, teacher communication behavior, classroom environment, culinary competence, Philippines

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DOI: http://dx.doi.org/10.46827/ejel.v8i1.4690

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