Development and Acceptability of Web-based Module in Cookery

This study delves into the development and acceptance of a web-based cookery module, aiming to enhance culinary education, particularly in the face of challenges such as the pandemic. These modules offer promising avenues for effective learning experiences and the promotion of self-regulated learning among students. Employing a mixed-method approach utilizing the Input-Process-Output design model, the study involves the validation of the developed module by eight expert practitioners in cookery. Subsequently, its acceptability will be assessed among Senior High School (SHS) Technical-Vocational-Livelihood (TVL) students enrolled in cookery subjects during the academic year 2023-2024. Evaluation of the module by teacher experts utilizes a four-point rating scale, drawing from the Guidelines and Processes for Learning Resource Management and Development System (LRMDS) Assessment & Evaluation – Evaluation Rating Sheet for Non-Print Materials (DepEd, 2009), focusing on content quality, instructional quality, technical quality, and other pertinent factors. Similarly, student feedback is gathered through a five-point scale adapted from Venkatesh et al. (2003) and modified by Namoco, S. (2021) to align with the Unified Theory of Acceptance and Use of Technology (UTAUT) model, offering both rating scale responses and descriptive interpretations. Both teacher experts and student users are purposefully selected for their insights. Initial findings from the expert evaluation indicate a high recommendation for implementing the web-based module in cookery education. However, ongoing data collection and analysis are underway to gauge student-user acceptability comprehensively. This study underscores the significance of well-designed interactive learning modules in fostering self-regulated learning and enhancing student performance in cookery subjects, notwithstanding the challenges posed by the pandemic and economic constraints.