Abstract
This study examined the difficulties encountered by senior high school learners in the Cookery strand of Home Economics at Manjuyod Senior High School, Division of Negros Oriental. Utilizing a descriptive research design, data were gathered from 61 purposively selected respondents through a validated researcher-made questionnaire. The study aimed to identify learners' demographic profile, assess the level of difficulties encountered in various instructional areas, and determine differences when grouped according to selected variables. Findings revealed that the respondents were predominantly female (75%) and came from families with moderate to high income levels (68%). Among the identified areas of difficulty, assessment of learning obtained the highest weighted mean of 3.92, interpreted as 'often,' indicating that students considered assessment-related tasks as their most significant challenge. This was followed by adequacy of tools and equipment (M = 3.86), teacher competence (M = 3.74), content knowledge (M = 3.69), and objectives (M = 3.52). Further analysis using the Mann–Whitney U test revealed significant differences in the level of difficulties when grouped according to grade level (p = 0.03) and parents' educational attainment (p = 0.02), suggesting that these factors influence students' ability to cope with cookery-related tasks. The study concludes that addressing resource limitations, teacher upskilling, and assessment strategies is essential to enhance cookery instruction. It recommends that the Department of Education allocate additional funds for facilities and training programs to improve the teaching and learning experience in Home Economics.
