RESEARCH PROPOSAL

Practical Research 2

Name of Students: Noe M. Monsanto

Felix Tyrone S. Payson
Ryan Gabriel Ledesma
Joyce Ann Escasura
Rosejean Danlag
Grade Level/Strand/Section: 12 TVL-HE DARWIN

Title: Student Engagement in Food and Beverages Services During Face to

Face Classes in Improving Academic Achievement

CHAPTER 1 – INTRODUCTION
Background of the Study
The goal of food and beverage service is to provide students a better grasp of what
constitutes high-quality service as determined by the global hospitality industry's
standards of today. Students will study how to use resources effectively and efficiently
in this session, including how to apply technology to transaction management.
Additionally, students will learn about various forms of service and food dynamics in
a range of restaurant and institution styles. Food and Beverage Services (FBS) is in
charge of managing restaurants, bars, etc., as well as upholding a high standard of
food and service. The provision of food and beverages to customers (guests) in food
and beverage establishments, such as restaurants, bars, hotels, airlines, cruise ships,
trains, companies, schools, colleges, hospitals, prisons, and takeaways, is known as
food and beverage service. Restaurants, coffee shops, bars, clubs, hotels, and other
retail eating and drinking businesses all employ food and beverage servers. Compared
to other occupations, this one offers more part-time jobs, and the majority of food and
beverage servers are young. In larger, more formal restaurants, seasoned food and
beverage servers can move up to better-paying positions.
Depending on the sort of establishment, food and beverage servers have quite differe
nt tasks. They frequently operate behind counters and use computerized ordering
and billing systems at fast food restaurants. Customers seated at tables receive
prompt and effective service at coffee shops and cocktail bars. In formal dining
facilities, staff members strictly adhere to the etiquette and service guidelines and
pace the meal in accordance with the preferences of the patrons.
As you correctly pointed out, research is done to close or fill a knowledge gap.
However, you must conduct a literature search before starting the investigation in
order to comprehend or pinpoint a knowledge gap. When conducting a literature
search, you first identify and then peruse relevant books. This could contain prior
research, theoretical writings (that solely cover the intellectual elements of a solution),
and professional articles. This may also incorporate unpublished materials in a
literature review study (also called grey literature). Usually, a thorough literature
search shows gaps in the body of existing knowledge. You might choose to fill one, a
few, or all of these research gaps. The purpose is to examine how service staff
members boost diners' eating experiences by controlling a sector of the restaurant,
serving patrons at tables, mixing materials for cuisine, making drinks, and cooking
food.
Theoretical and Conceptual Framework

There is a significant relationship between Students Engagement in Food and

Beverages Services and Academic Achievement. In general, the average effort of high-
performing students was significantly higher than that of low-performing students.
Likewise, the average grades of enthusiastic students were significantly better than
those of non-enthusiastic students
Statement of the Problem
General Question: This study aims to determine the Student Engagement and
Academic Achievement?
1. What is the student engagement in Food and Beverages Services
2.What is the academic achievement?
3. Is there significant relationship between Student Engagement in Food and
Beverages and Academic Achievement?
Scope and Delimitation of the Study
The purpose of the study is to identify the engangement of the students in learning
process increases their attention and focus and motivates them to go engage in
higher-level critical thinking. Students will also gain an understanding of different
types of service and dynamics of foods in a variety in styles of restaurant and
establishment. They also boost academic performance, improve on mental health and
well-being, and help develop social engagement skill. They will learn faster in face to
face class than in online class, because they will understand better when taught face
to face than through message/online. The respondents will be the Grade 11 & 12
TVL-HE Students of Santiago Integrated National High School 2nd Semester 2022-
2023 and this research will be held at Brgy.Santiago, General Trias, Cavite and we
will be using the Google form link as our survey instrument.

Significance of the Study

1.) Student - When student display high levels of behavioural you can access more
information and richer understanding through teacher and other students body
language and Voice. Student will learn faster when teaching is face to face
because the teaching here is more detailed than modular one also student
engagement is higher when teachers explain why their instruction is relevant.
Face to face learning is effective in a student life. Yes, face to face learning is what
is effective before and even at present there is no doubt. And that’s the reason why
they’ll get benifited.

2.) Teachers – they’ll also get benifited because they’ll have information about the
research and so that they’ll have more ideas and more strategic plans about the
relationship of students engagemement and academic achievement.
Definition of Terms
Academic Achievement: Academic performance of a student provides the general
background of how a student is progressing. It also represents the amount of
knowledge and skills developed by students. Students display their qualities of
learning in academics by writing tests, involving in class/home works, writing
examinations.

Student Engagement: Student engagement is a measurement of a student's level of

social connection as well as their quantity and quality of work put into pursuits that
result in perseverance and completion.

CHAPTER 2 – LITERATURE REVIEW

This study examines how Matanao National High School students in the Food
and Beverage Services (FBS) participated in online learning. At Matanao National
High School (Poblacion,Matanao,Davao), 20 junior and senior high school
students enrolled in the Food and Beverage Services program were divided into
three groups for the purpose of data collection using phenomenology (KII).
Results showed that students' participation in distance learning during the
COVID-19 epidemic led to both positive and bad experiences. The findings
revealed three major themes that were associated to unpleasant experiences:
difficulties in the learning environment, a lack of comprehension and knowledge
of the work at hand, and erratic internet connections. Students that participate
in distance learning nevertheless exhibit a positive outlook, according to one
positive experience. Engaging in practical exercises for the FBS subject.
Additionally, the results showed that the hardest part of conducting the hands-
on exercises in FBS was the lack of comprehension and knowledge of the issue,
as well as the inconsistent internet connection. Additionally, they used self-
motivation, discipline, appropriate time management, and focus to overcome the
challenges, issues, and hurdles they faced while learning remotely.

This mixed-methods study sought to ascertain the function of social (peer)

presence in predicting hospitality students' engagement and satisfaction in an
online culinary or beverage lab. It was grounded on the Community of Inquiry
framework in the context of online teaching. The indirect impact of social
presence on online lab satisfaction through emotional and cognitive engagement
was one of the findings. Qualitative findings showed that while there were less
opportunities for students to interact with one another than they had intended,
those interactions were "meaningful." The study's findings also showed that as
the semester went on, instructors took the place of peers as the proxy for social
presence. Theoretical ramifications highlight the significance of emotional and
cognitive engagement as the fundamental mechanisms tying social presence to
online behavior lab fulfillment Food and nutrition literacy is important for
forming good eating habits and may help to lower the prevalence of overweight
people. There is a dearth of empirical research on the effects of food and nutrition
literacy, particularly in children and adolescents. Therefore, this study examines
the relationship between eating habits, academic performance, and overweight
among 10–12 year old adolescents in General Trias, Cavite.

This study was conducted in two phases: (1) developing a conceptual model of
the relationship between FNLIT and its determinants and outcomes based on
available data and prior models, and (2) testing the proposed FNLIT model using
a cross-sectional study involving 803 primary school students (419 boys and 384
girls, from 34 public and 10 private primary schools). Employing structural
equation modeling, students in grades 10–12 are involved. Students and their
moms or caregivers were questioned using a questionnaire to gather information
on their demographic, socioeconomic, and household food security features. A
self-administered, locally created, and validated questionnaire was used to
measure FNLIT.

As a scientific discipline, gastronomy continues to advance and attempts to

satisfy both the physical and social demands of individuals. The most important
factor that can speed up this development is given significant weight as the
degree of technological integration. However, scientific research on the current
technological change and how it affects sectoral development has not been found,
particularly in the area of in-service gastronomic education. In-service training as
a component of non-formal education in the field of hybrid gastronomy education
is being investigated as the main goal of this study. At this setting, section cooks
in cold, hot, and ala carte restaurants received hybrid instruction on gourmet
trends.departments in food and beverage companies' kitchen facilities. To assess
each study group's understanding of gastronomic preferences, a pre-test and
post-test study was done as part of the training strategy. One group received
instruction on current gastronomy trends through mutual training, while the
other group received 50% face-to-face instruction and 50% online distance
education. In this regard, the relative merits and shortcomings of face-to-face
instruction and hybrid instruction were contrasted in terms of gastronomy
education.

. The school-level infection rates were most strongly correlated with family
preference for virtual (as opposed to face-to-face) learning, and this association
appeared to be rather consistent across schools. In contrast to students who
were given a higher proportion of virtual teaching days, our research shows that
kids who received higher rates of attendance also saw a decline in their academic
performance. Days spent teaching in a face-to-face setting. When given a larger
percentage of instructional days in virtual mode, students from underrepresented
groups experienced more favorable associations with attendance but were also
more likely to suffer slower increase in student success. Insights from this study
can be applied to target and improve virtual learning in a post-COVID-19 society
as well as to better understand family preferences.

encouraging participation and academic success among first-year anatomy and

physiology students. 2019; 43: 443–450; doi:10.1152/advan.00205.2018; "Adv
Physiol Educ." While taking integrated first-year anatomy and physiology classes
at James Cook University in Queensland, Australia, students from three separate
undergraduate programs displayed varying levels of academic accomplishment in
physiology. Students in physiotherapy programs performed learning tasks with
greater activity and social interaction and had much higher grades in physiology
than counterparts in occupational therapy and sport and exercise science
programs. Discussion topics, case studies, and study materials were added to
help all three groups become more involved in and succeed in their academic
work. The purpose of this study was to determine how well these changed
resources worked to encourage active learning, improve social relationships
amongst students in the classroom, and provide a safe learning environment.

Occupation-based therapy following the deployment of the new resources,

students’ academic achievement increased (from 57.9 to 66.5%), but there was
no change in the already high-performing physiotherapy students’ (73.1%) or,
more worryingly, the sport and exercise science students’ (from 54.6 to 56.7%)
performance. In contrast to the physiotherapy cohort (70.0% chemistry; 13 h/wk
studying), less sport and exercise science students had prior knowledge of
chemistry (30.4% of participants) and also spent minimal time studying outside
of class (8 h/wk). The results of this study show that for some cohorts,
enhancing physiology learning involves developing a supportive and engaging
learning environment. When attempting to raise student academic achievement,
it is important to take onto account a variety of elements, including background
knowledge, academic self-regulation abilities, and instructional staff expertise.
Future research should look into how remedial chemistry classes are used while
learning about physiology, as well as how students manage their academic time.

Higher Education institutions are facing a difficulty as a result of the

massification and diversification of the student population entering universities.
It is necessary to observe situations where this variability is significant in order
to better take onto account this difference and better understand how kids
perform. University Institutes of Technology (IUT) are thus a promising setting in
France. This study attempts to determine the extent to which the diversity of
student backgrounds at entry and student participation could account for
academic success. The secondary education determinism on academic
achievement can be questioned by examining the impact of these two types of
variables on achievement. Both at the individual and contextual levels, the effect
of background variety was estimated (through class composition). Specifically,
multilevel analyses were conducted among a sample of 748 first-year students
from 50 classes in 11 IUT departments (average age 18.43, standard deviation
0.98).

The “Approaches and Study Skills Inventory for Students” (ASSIST) and the
“Strategies for Learning Questionnaire” were used to gauge student participation
(MSLQ). The findings indicate that academic background and engagement in
learning are both significant individual criteria to comprehend disparities in
students’ academic progress. Additionally, a sizable portion of the disparities in
student achievement between the classes could be attributed to classroom
composition. Differences in student accomplishment owing to academic
background were significant enough that they were not fully offset by student
participation. The findings’ implications for practices and future research on the
first-year university experience are examined.

The most significant meal of the day is breakfast. According to several Study,
Ingesting this a school lunch program enhances pupils’ cognitive development
and performance on standardized tests scores. However, some find that the
installation of a school breakfast program does not impact these people’s
academic achievement. Consequently, the issue is the effects of breakfast
programs on student learning outcomes are examined in this study college
students. The study is crucial because it broadens our understanding of
consumption of breakfast and academic performance. Gaining knowledge on the
importance of the important information from breakfast programs will motivate
the federal and state governments. Governments to raise their investment monies
into the initiative. Consequently, this quantitative correlational analysis seeks to
ascertain the possible connection between taking part in the federal secondary
school meal program and high school students’ academic performance poor
socioeconomic background pupils. The purpose of this quantitative correlational
study was to answer a key research question: Is there a link between these
variables? Between economically disadvantaged kids participating in a breakfast
program and their academic performance on standardized English and math
tests?
The Spread of the research’s theoretical foundation is innovation theory. An
informal sample a method was used to examine historical student performance
data from the Virginia.

Website of the Department of Education from 2013 to 2018. The data analysis
was done with the using the multiple linear regression analysis and Pearson
Product-Moment Correlation. Software called SPSS. Analysis of correlations
revealed that There is a good connection between the involvement of students
from low-socioeconomic background in the federal school scores on their English
and math standardized tests and the breakfast program. Further, A iii regression
study revealed that this population’s participation in breakfast predicts the
scholastic performance as measured by standardized exam results in English
and Maths. An essential.
The research’s implications include the requirement to enhance and encourage
the growth of programs and rules for breakfast in schools that work. A researcher
conducting additional research in order to overcome the drawback of a limited
sample size, need get a larger sample of pupils.
The administration of food and beverage establishments is thoroughly covered in
this introductory textbook, from day-to-day operations to the broader issues
facing the hospitality sector. It examines a wide range of topics related to the food
and beverage industry and its major segments, including fast food, casual dining,
hotels, fine dining, event, industrial, and welfare catering. Along with consumer,
environmental, ethical, and technological advancements, it also examines some
of the key themes affecting the food and beverage business.

This mixed-methods study sought to ascertain the function of social (peer)

presence in predicting hospitality students’ engagement and satisfaction in an
online culinary or beverage lab. It was grounded on the Community of Inquiry
framework in the context of online teaching. The indirect impact of social
presence on online lab satisfaction through emotional and cognitive engagement
was one of the findings. Qualitative findings showed that while there were less
opportunities for students to interact with one another than they had intended,
those interactions were “meaningful.” The study’s findings also showed that as
the semester went on, instructors took the place of peers as the proxy for social
presence. Theoretical ramifications highlight the significance of emotional and
cognitive engagement as the fundamental mechanisms tying social presence to
online behavior.

This study assessed the level of student engagement at Santiago Integrated

National Highschool and looked at the variables that affect it. Additionally,
between student engagement and academic performance. Think about your
descriptive correlation approach. Data were gathered using a questionnaire that
the supervisor had created. The responders’ scientific performance was evaluated
using a two-semester total weighted standard. Data from the questions was
collected centrally through a collection dialog. Three hundred and five University
of Education students took part in the consultation in total. The methods utilized
to process the data were crude and location, Pearson’s minute ratio, and multiple
regression. Thinking demonstrated that there was a significant study gap in
behavioral, emotional, and cognitive participation.
In higher education, there is a growing emphasis on blended learning and
student participation. This article demonstrates how blended learning and
collaborative learning applications can be used to design and support assessment
activities that raise student engagement levels with course concepts.

The National Survey of Student Engagement (NSSE) in two versions was used in
the current study to represent student engagement, and self-reported learning
gains were also investigated. Data from participating institutions in 2011 and
2013 at the institutional level were used in the study. Utilizing canonical
correlation analysis, the study's goal was to assess the evidence of convergence
and discrimination for the two NSSE versions. The findings showed that student
engagement metrics were significantly and favorably correlated with perceived
learning gains in both versions of the NSSE, providing convincing evidence of
convergence. However, only the most recent NSSE version offered convincing
proof of prejudice (i.e., differential relationships between engagement measures
and self-reported learning outcomes). The updated NSSE therefore seems to offer
significant benefits for universities interested in for institutions interested in
more complex analyses of the connections between student involvement and
perceived learning outcomes, the revised NSSE thus seems to provide significant
advantages. This has implications for both academics who frequently compare
large volumes of data and educators who want to improve student learning.

CHAPTER 3 – METHODOLOGY
Research Design
Finding the relationship between working students' motivation and academic
performance was the major objective of the study, "Motivational status and
Academic Performance of Grade 12 Technical Vocational Working Students."
Additionally, it will conduct research using a quantitative methodology to gather
the necessary data. The descriptive-correlational design will be used in this study
under the qualitative methodology. Using a Likert scale, the respondents'
assessments of the proposal research's effectiveness and quality are also
recorded.
Population and Sampling
The respondents of this research will be the currently enrolled grade 12 TVL
students of Santiago Integrated National Highschool 2nd Semester S.Y 2022-2023.
Research Instruments
(Self-Made Questionnaire)
To acquire pertinent data on determining the student's motivational status, the
researchers used a survey-style questionnaire. The customized questionnaire
served as the primary data collection tool for this investigation. The questionnaire
comprises of five (5) statements for the motivation question and ten (10)
statements for each academic question. A Five-Likert scale was used for the
questionnaire: Strongly Agree (5), Agree (4), Neutral (3), Disagree (2), and Strongly
Disagree (1).
Validation of the Instruments
To test the reliability of the research instrument, the research will be undergone
Cronbach’s alpha.
Statistical Treatment/Analysis
To find the Student Engagement and Academic Achievement, Mean and Standard
Deviation will be used.
To identify the Significant Relationship between Food & Beverages and Academic
Achievement Pearson r will be utilized.

References:

- Banerjee, P. A. (2016). A systematic review of factors linked to poor academic

performance of disadvantaged students in science and maths in schools. Cogent
Education, 3(1), 1178441. https://doi.org/10.1080/2331186x.2016.1178441

-Davis, B. A. L. (2018, January 12). Food and Beverage Management | Bernard Davis,
Andrew Lockwood, Ioannis. Taylor & Francis.
Dexter R. B., Sevillia S. F., Abigail I. M. (2013). This study sought to determine the
association between the performance of the students in the food and beverage services
course and their performance during their internships in the food and beverage
departments of various hospitality companies.

https://www.academia.edu/71919828/A_Correlation_Study_between_Student_Performa
nce_in_Food_and_Beverage_Services_Course_and_Internship_in

https://www.taylorfrancis.com/books/mono/10.4324/9781315563374/food-beverage-
management-bernard-davis-andrew-lockwood-peter-alcott-ioannis-pantelidis

-Doustmohammadian, A., Omidvar, N., Keshavarz-Mohammadi, N., Eini-Zinab, H.,

Amini, M., & Abdollahi, M. (2022). The association and mediation role of Food and
Nutrition Literacy (FNLIT) with eating behaviors, academic achievement and overweight
in 10–12 years old students: a structural equation modeling. Nutrition Journal, 21(1).
https://doi.org/10.1186/s12937-022-00796-8

- Estribor, Janrey and Pagaran, Charon Rose, Learning Engagement of Food and
Beverage Services (FBS) Students’ of Matanao National High School during COVID-19
Pandemic (February 12, 2022). Available at SSRN: https://ssrn.com/abstract=4032996

- https://eric.ed.gov/?
q=students+engagement+and+academic+achievement&id=ED618467

- He W, Preudhikulpradab SV. Improving collaborative learning, student engagement and

student performance through an experiential learning cycle: A case of Chinese exchange
students of an undergraduate program. ABAC ODI J Vis. Act Out. 2018;5(2):36.
https://link.springer.com/article/10.1007/s11162-017-9450-6

Janrey, B. E., Charon Rose, L. P.(2019). Learning Engagement of Food and Beverage
Services (FBS) Students’ of Matanao National High School during COVID-19 Pandemic
https://www.longdom.org/open-access/learning-engagement-of-food-and-beverage-
services-fbs-studentsrsquo-of-matanao-national-high-school-during-covid19-pandemic-
91219.html

- Lardy, Laurent; Bressoux, Pascal; De Clercq, MikaelEuropean Journal of Psychology of

Education, v37 n3 p949-969 Sep 2022

https://eric.ed.gov/?
q=students+engagement+and+academic+achievement&pg=2&id=EJ1345817

-Orlowski, M., Mejia, C., Back, R., & Fridrich, J. (2021). Transition to Online
Culinary and Beverage Labs: Determining Student Engagement and Satisfaction
During COVID-19. Journal of Hospitality &Amp; Tourism Education, 33(3), 163–
175. https://doi.org/10.1080/10963758.2021.1907193

- Pyka, A. (2017). Dedicated innovation systems to support the transformation

towards sustainability: creating income opportunities and employment in the
knowledge-based digital bioeconomy. Journal of Open Innovation: Technology,
Market, and Complexity, 3(1). https://doi.org/10.1186/s40852-017-0079-7

- Reinke, N. B. (2019). Promoting student engagement and academic achievement

in first-year anatomy and physiology courses. Advances in Physiology Education,
43(4), 443–450. https://doi.org/10.1152/advan.00205.2018

- Vaughan, N. (2014). Student Engagement and Blended Learning: Making the

Assessment Connection. Education Sciences, 4(4), 247–264.
https://doi.org/10.3390/educsci4040247