Impacto percibido en la integración de las competencias del NC II en el estudio de la cocina comercial entre estudiantes de décimo grado
DOI:
https://doi.org/10.48017/dj.v9i4.3127Palabras clave:
Habilidades prácticas, Cocina comercial, Formación profesional, Certificación nacionalResumen
Este estudio investigó el impacto de la integración de habilidades cognitivas y prácticas en el Certificado Nacional II (NC II) en Cocina Comercial sobre la preparación de los estudiantes y los resultados de la evaluación. El objetivo es mejorar los programas de formación profesional mediante el análisis de las relaciones entre estas variables y la identificación de áreas de mejora. Utilizando un enfoque de métodos mixtos integrados, la investigación combinó datos cuantitativos y cualitativos para un análisis integral. Se utilizaron encuestas para medir las habilidades cognitivas, las habilidades prácticas, la preparación y el desempeño en la evaluación entre los estudiantes del NC II, mientras que se obtuvieron perspectivas cualitativas a través de entrevistas y grupos focales con educadores y estudiantes. Los coeficientes de correlación de Pearson indicaron correlaciones positivas muy altas entre las habilidades cognitivas y las habilidades prácticas (r = 0,929) y entre la preparación y los resultados de la evaluación (r = 0,917), con valores p de 0, lo que resalta la fuerte interdependencia de estas variables y su impacto significativo en el desempeño educativo. El estudio enfatiza la importancia de integrar las habilidades cognitivas y prácticas en la formación profesional, demostrando que las mejoras en estas áreas están estrechamente relacionadas. Además, la relación significativa entre la preparación y los resultados de la evaluación resalta la necesidad de una preparación exhaustiva para lograr mejores resultados. Con base en estos hallazgos, se recomienda desarrollar estrategias educativas específicas para reforzar tanto las habilidades cognitivas como las prácticas y mejorar la preparación. Las investigaciones futuras deberían centrarse en explorar el impacto a largo plazo de estas intervenciones y aplicar los hallazgos en contextos educativos más amplios para validar aún más su eficacia.Métricas
Citas
Babbie, E. (2013). The practice of social research. Cengage Learning.
Biadnes, M. V. (2022). Teachers' skills competence, learners' satisfaction, and psychomotor performance in Cookery NC II. Teachers' Skills Competence, Learners' Satisfaction and Psychomotor Performance in Cookery NC II, 94(1), 11-11.
Berliner, D. C. (2020). The implications of understanding that PISA is simply another standardized achievement test. In G. Fan & T. S. Popkewitz (Eds.), Handbook of education policy studies (pp. 319-340). Springer. https://doi.org/10.1007/978-981-13-8343-4_13
Benn, J. (2014). Food, nutrition or cooking literacy—a review of concepts and competencies regarding food education. International Journal of Home Economics, 7(1), 13–35. https://search.informit.org/doi/10.3316/informit.511373079815906
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2: Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004
Budhrani, K. S., D’Amico, M. M., & Espiritu, J. L. D. (2017). Developing a skilled workforce through technical and vocational education and training in the Philippines. In R. Latiner Raby & E. Valeau (Eds.), Handbook of comparative studies on community colleges and global counterparts (pp. 339-358). Springer. https://doi.org/10.1007/978-3-319-38909-7_28-1
Choy, S., Lee, C., & Lee, K. (2018). The impact of competency-based education on students' learning outcomes in vocational education. Journal of Vocational Education, 17(2), 123-142.
Choy, S., Wärvik, G.-B., & Lindberg, V. (2018). Integration of vocational education and training experiences. Springer Singapore.
CompetencyWorks. (2017). Competency-based education: A new approach to learning. Retrieved from https://www.competencyworks.org
CompetencyWorks. (2017). Competency-based education. Retrieved from https://aurora-institute.org/our-work/competencyworks/
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Sage Publications. https://doi.org/10.4135/9781544343202
Creswell, J. W., & Poth, C. N. (2018). Qualitative, quantitative, and mixed methods approaches. Sage Publications.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, C. (2014). Preparing teachers for the Common Core State Standards: Investing in teacher learning and leadership. Stanford University, Learning Policy Institute.
Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Stanford Center for Opportunity Policy in Education.
Deroy, O., Michel, C., Piqueras-Fiszman, B., et al. (2014). The plating manifesto (I): From decoration to creation. Flavour, 3(6). https://doi.org/10.1186/2044-7248-3-6
Fowler, F. J., Jr., & Christofides, N. (2016). Survey research methods. Sage Publications.
Gheyssens, E., Griful-Freixenet, J., & Struyven, K. (2023). Differentiated instruction as an approach to establish effective teaching in inclusive classrooms. In R. Maulana, M. Helms-Lorenz, & R. M. Klassen (Eds.), Effective teaching around the world (pp. 439-454). Springer. https://doi.org/10.1007/978-3-031-31678-4_30
Gizaw, Z. (2019). Public health risks related to food safety issues in the food market: A systematic literature review. Environmental Health and Preventive Medicine, 24(68). https://doi.org/10.1186/s12199-019-0825-5
Khan, S., Ahmed, R. R., Streimikiene, D., Streimikis, J., & Jatoi, M. A. (2022). The competency-based training & assessment, and improvement of technical competencies and changes in pedagogical behavior. E&M Economics and Management, 25(1), 96–112. https://doi.org/10.15240/tul/001/2022-1-006
Kvale, S., & Brinkmann, S. (2009). Interviews: An introduction to qualitative research interviewing. Sage Publications.
Lavelle, F., Spence, M., Hollywood, L., et al. (2016). Learning cooking skills at different ages: A cross-sectional study. International Journal of Behavioral Nutrition and Physical Activity, 13(119). https://doi.org/10.1186/s12966-016-0446-y
Martinez, D. G. (2021, August 30). Manual of operations for the technical and vocational public secondary schools [Slide show]. SlideShare. https://www.slideshare.net/slideshow/manual-of-operations-for-the-technical-and-vocational-public-secondary-schools/250075518
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 160940691773384. https://doi.org/10.1177/1609406917733847
Patrick, S., & Sturgis, C. (2013). Necessary for success: Building mastery of world-class skills, a state policymakers guide to competency education. CompetencyWorks.
Pereira, L. M., Calderón-Contreras, R., Norström, A. V., et al. (2019). Chefs as change-makers from the kitchen: Indigenous knowledge and traditional food as sustainability innovations. Global Sustainability, 2, e16. https://doi.org/10.1017/S2059479819000139
Rukavina, M. (2024). Navigating food safety: Insights, innovations, and consumer trends in changing food patterns. Journal of Consumer Protection and Food Safety, 19(1-2). https://doi.org/10.1007/s00003-024-01501-z
Şahin, M., & Aybek, E. (2020). Jamovi: An easy to use statistical software for the social scientists. International Journal of Assessment Tools in Education, 6(4), 670-692. https://doi.org/10.21449/ijate.661803
Talavera, E. (2022). Case study: Philippines. Recognising green skills for environmental and sustainable development in four selected industries. In M. Pavlova & M. Singh (Eds.), Recognizing green skills through non-formal learning (pp. 183-198). Springer. https://doi.org/10.1007/978-981-19-2072-1_11
Thiess, M. (2013). Work-based learning: A review of the evidence. OECD Publishing.
Wilson, B.G. (2019). A Little Knowledge Stolen From a Master: David Jonassen. In: Miller, C.T., Piña, A.A. (eds) Lessons in Leadership in the Field of Educational Technology. Springer, Cham. https://doi.org/10.1007/978-3-030-29501-1_26
Woolcott, G., Marks, A., & Markopoulos, C. (2021). Differentiating instruction: Development of a practice framework for and with secondary mathematics classroom teachers. International Electronic Journal of Mathematics Education, 16(3), em0657. https://doi.org/10.29333/iejme/11198
Worthen, M., & Pace, L. (2020). A K–12 federal policy framework for competency education: Building capacity for systems change. CompetencyWorks.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Angeline A. Villareal, Samuel A. Balbin, Belen B Balbuena, Milany M. Averilla
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
