Kitchen Tools and Utensils Familiarity Using Interactive Multimedia as an Intervention

: Aside from diverse learning challenges, learners may also have different skills and learning preferences. Some learners learn better visually, while others must rely on their tactile or actual experience using interactive multimedia in educating learners to become comfortable in teaching kitchen tools and utensils familiarization. This study used a non-experimental research method known as the quantitative-descriptive correlation method. It uses statistical analysis to find out the correlation between two variables. The impacts of unrelated variables under examination are not examined in correlational research. The purpose of the study is to determine whether using interactive multimedia in Mabayuan Senior High School's class of 42 students in Grade 11 Home Economics and Cookery is successful. In using Interactive Multimedia Intervention, the age group of 15-17 was interested in the class discussion. The post-mean tests were higher than the pretest mean which meant that performance of the learners improved after use of the Interactive Multimedia Intervention The null hypothesis was thus rejected, the 4 learners with mediocre performance will undergo further intervention and the proponent will adopt various teaching methods to their performance in Cookery. According to Christina & Ganing (2021) cited the study of (Putri & Muhtadi, 2018), wherein multimedia learning is proven to be effective in increasing the achievement of students' cognitive learning outcomes.


INTRODUCTION
Every competency of Cookery NCII discusses the proper use of tools, utensils, and equipment in preparing the learners following K to 12 Basic Education Curriculum, Junior High School Technical Livelihood Education, and Senior High School -Technical-Vocational-Livelihood Track, Home Economics -Cookery (NC II) which is equivalent to 320 Hours.Allow those who cannot afford to go to college by giving them a National Certificate II (NC II) by passing the examination.According to Griffin (2018) kitchen utensils and equipment are small handheld tools used for preparation common kitchen tasks include, cutting food or open fire on the stove, baking, grinding, mixing, blending, and measuring.There are many types of kitchen utensils and equipment, and different utensils are very helpful and preparing for cooking.In some situations, when you first start cooking kitchen utensils seems to be not that much important but knowing the importance of kitchen utensils means a lot because using the proper kitchen utensils will make a job easily and perfect.
Apart from various learning difficulties, learners may have different abilities and styles of learning.Some are more competent in visual learning while and must learn through the sense of touch or practical experiences.In using Interactive Multimedia Intervention, the remediation of the learners who did not • Email: editor@ijfmr.com

IJFMR23068746
Volume 5, Issue 6, November-December 2023 2 meet the passing grade of the assessment, therefore, this should design diversified teaching activities and adopt various teaching methods to help students develop their potential and remove the obstacles in learning.The researcher will determine the kitchen tools and utensils familiarity of students using Interactive Multimedia Intervention (IMI) on Grade 11 Home Economics-Cookery learners of Mabayuan Senior High School.In this research, the researcher will be studying how the Grade 11 Cookery learners understand the proper use of kitchen tools and utensils needed for their specialized subject Cookery NC II.

This study answered the following questions:
1. How may the profile of the respondents be described in terms of: 1.1.age;and 1.2.gender 2. What is the performance of the learners before implementation of Interactive Multimedia intervention in Grade 11 Cookery learners?What is the performance of the learners after implementation of Interactive Multimedia intervention in Grade 11 Cookery learners?3. Is there a significant difference in the performance of the students after the conduct Interactive Multimedia intervention when they were group together according to profile variable?
This study was conducted in Mabayuan Senior High School, Mabayuan, Olongapo City.

METHODOLOGY
This study determined the effectiveness of using interactive multimedia strategy in familiarity in kitchen tools and utensils and it is important to know on how well they know the kitchen tools and utensils basis for passing Cookery Subject and employed quantitative-descriptive correlation method of research which refers to a non-experimental research method.It studies the relationship between two variables with the help of statistical analysis.Correlational research does not study the effects of extraneous variables under study (Kermer, 2021).The study designs to test the effectiveness of using Interactive Multimedia in Grade 11 Home Economics Cookery/learners class.
The participants of this study were Forty-two (42) Grade 11 TVL Home Economics-Cookery learners of Mabayuan Senior High School for School Year 2021-2022.
The researchers utilized Purposive sampling.(Dudovskiy, 2022) Purposive sampling also known as judgment, selective or subjective sampling is a sampling technique in which researcher relies on his or her own judgment when choosing members of population to participate in the study.Alternatively, purposive sampling method may prove to be effective when only limited numbers of people can serve as primary data sources due to the nature of research design and aims and objectives.This contextualized instructional material using multimedia was developed which aims to help the learners familiarize the kitchen tools and utensils.The learners demonstrate an understanding the uses of the kitchen tools and utensils.It is an interactive multimedia intervention material as additional learning resource which is plan to be used regularly and as will aid them in acquiring their TESDA certification.  1 showed the topic and competency needed for intervention using Multimedia with the corresponding dates as given.The table presented the topic in Cookery such as: egg preparation, seafood dishes, and cooked meat with their corresponding Learning competencies and the proceeding activities i.e. presentation of lesson, use of the multimedia presentation on tools and utensils spread over two days in which day 3 will be the review as preparation for their posttest on June 17, 2022.
The instrument used in this study was a researcher-made test with 30-item multiple choice questions and it was in a form of an objective assessment in which respondents were asked to select only correct answers from the choices offered as a list.Also, a questionnaire was to secure despondence to certain questions.The questionnaire that was used in this study was designed to obtain information that pertained to the evaluation for Interactive multimedia about kitchen tools and utensils.This instrument was a questionnaire provided by the researchers (see appendix B).Respondents were asked to answer the following questions provided in the questionnaires.Interactive multimedia; such as interactive games was multimedia with user-operated controller tools.The most significant feature of interactive multimedia was that students paid attention to both the media and the object and it was also essential during the learning process.
The steps made by the researcher was to seek permission from the principal in Senior High School to conduct the study.Then the researcher conceptualized the Interactive Multimedia and a teacher-made test and collects data from a sample of a population in Grade 11 Home Economics-Cookery learners (see table 3).The target date was the 2nd Semester School Year 2021-2022.The conduct of pilot testing of Cookery Interactive Multimedia, was done through pretest assessment of the learners and retrieved all the pretest, the researcher checked the result and identified learners who gets the low score were the respondents, they attended the face to face class.The Interactive Multimedia was an intervention and monitoring of the learners' progress and gave posttest.The distribution and retrieval of the tool are based on the schedule of the distribution and retrieval of the modules.All the procedures made by the researcher are based on the health protocols set by the Inter-Agency Task Force on Emerging Infectious Diseases (IATF) and the Department of Education strictly implemented.The data conformity and validity to verified and crosschecked several times to determine their validity and reliability of the research.

Assess performance
Provide post-assessment materials to students.
Following lecture sessions, students and teachers were given minimal point quizzes to measure their learning.

Tests that are designed to evaluate overall learning Enhance Retention and Transfer
Provide resources that help with knowledge retention and transfer.
This was done to improve information retention and transfer by allowing students to discuss logic and reinforce new understanding.Table 3 Concept of Interactive Multimedia using Gagne's 9 Events of Instruction and Examples of Implementation is the process by which the intervention phase was done.
The proponent of the study assured that the following ethical principles were observed: the need to (a) do good (known as beneficence) and (b) do no harm (known as non-malfeasance); In the conduct of the study, (c) obtaining informed consent from research participants; (d) protect their anonymity and confidentiality; (e) avoid using deceptive practices; and (f) give participants the right to withdraw from your research.
Chetty (2016) This requires values alike accountability, trust, mutual respect, and fairness among all the parties involved in a study.This, in turn, depends on the protection of intellectual property rights of all the contributors, established through the implementation of ethical considerations.Other ethical considerations in research refer to accountability towards the public funds and gaining public support are also important.All-important data and information were gathered, tallied, analyzed, and interpreted carefully on the basis of statistical statement.All data were encoded, tallied, and interpreted using different statistical tools.
The following statistical treatments were used in analyzing the gathered data: 1.To quantify data on the profile of the respondents-sex, track, and strand, frequency count, mean, and percentage was used; 2. To test the hypothesis if there is no significant difference on the post-performance of the students after the conduct of Interactive Multimedia intervention.The proponent used Pearson's Correlation Coefficient for determining the statistical relationship or association between two continuous variables.Since it is based on the method of covariance, it is known as the best method for quantifying the relationship between variables of interest.
Formula: rxy = Pearson r correlation coefficient between x and y n = number of observations xi = value of x (for ith observation) yi = value of y (for ith observation)

RESULTS AND DISCUSSION
The following were the data gathered using the pre-test and post-test in each group with respect to the teaching strategy used.4 showed that most of the respondents are twenty-one (21) or 50% male and female fell into the age category of 15-17 years old while fifteen (15) with 36% male and female belonged to the age category of 18-20 years and six (6) or 14% on 21-above.5 showed that the performance of the learners before the Interactive Multimedia intervention was implemented with the mean score of sixteen (16), and the performance of the learners in the post-test with the mean score of twenty-two (22) which indicates an improvement.
In table 6 revealed that only four (4) learners out of 42 did not increase their post-test and decreased to the range of 1 to 7 points that is why they are recommended to undergo another enrichment.This is evidenced by previous research, which states that multimedia is more effectively used in learning to improve student learning outcomes when compared to conventional learning.(Kuswanto et al., 2017; Riyadi & Pardjono, 2014).Other research findings also stated that learning multimedia can be a medium that has enormous potential in helping the learning process (Khan & Masood, 2015; Widyatmojo & Muhtadi, 2017) and according to Christina & Ganing (2021) cited the study of (Putri & Muhtadi, 2018), wherein multimedia learning is proven to be effective in increasing the achievement of students' cognitive learning outcomes.4. Use this Interactive Multimedia as basis of intervention as method of instructional materials on the learning recovery plan in different learning area. 5. Search for trusted website or social media page to post the findings of this research as an additional reference.

Figure 1 .
Figure 1.Locale of the Study