Factors Affecting Baking Performance of Food Technology Students in Laboratory Classes
DOI:
https://doi.org/10.67167/vertex.396Keywords:
culinary skill assessment, experiential learning, laboratory instruction, learners performance determinants, instructional quality, vocational education, food preparation competenciesAbstract
Laboratory-based instruction in bread and pastry production plays a vital role in food technology education, as it enables students to develop essential technical competencies through experiential, hands-on learning activities. However, the factors influencing students’ baking performance remain insufficiently explored, particularly in relation to demographic characteristics and instructional variables within laboratory-based environments. This study aimed to determine the students’ demographic profile, assess their self-reported baking performance, identify the instructional and environmental factors affecting their performance, and examine the relationships and differences among these variables.A descriptive–correlational research design was employed, involving the total population of 23 third-year Food Technology students enrolled in a laboratory course. Data were collected using a validated structured questionnaire consisting of Likert-scale items and were analyzed through descriptive statistics, Pearson product-moment correlation coefficient, and one-way analysis of variance (ANOVA) at a 0.05 level of significance.The findings revealed that the students demonstrated a very satisfactory level of baking performance (M = 4.32), particularly in technical competencies such as ingredient measurement accuracy and procedural execution. However, relatively lower performance was observed in product presentation, plating aesthetics, and decorative skills. Teacher-related instructional factors (M = 4.45), including demonstration, feedback, and supervision, and the adequacy of instructional materials (M = 4.38) emerged as the most influential determinants. A statistically significant positive relationship was found between these factors and baking performance (r = 0.62, p < 0.05), indicating a moderate to strong correlation, while no significant difference was observed when grouped according to financial support (p > 0.05). These findings emphasize the critical role of instructional quality in enhancing baking competencies.
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