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Research Article Open access CC BY 4.0

Motivation Level and Skills Preparedness of Non-priority Students under the Culinary Technology Program

Gerlie D. Miole, Christian Jay P. Pungtilan, Jon – Jon P. Graniada, Jasper Kim M. Rabago, Jerylvin A. Rabago

Asian Journal of Advanced Research and Reports · pp. 64–76 · Published 23 Sep 2026

10.9734/ajarr/2026/v20i101469

Abstract

This study examined the motivation level and skills preparedness of non-priority students enrolled in the Culinary Technology program at a state university in the northern Philippines during the Academic Year 2025–2026. Specifically, it determined students’ intrinsic and extrinsic motivation, assessed their preparedness in terms of technical, cognitive, and work-related skills, examined the levels of motivation and skills preparedness, identified challenges encountered by the students, and proposed appropriate intervention strategies. A mixed-methods research design was employed, integrating quantitative and qualitative approaches. Quantitative data were gathered through a survey questionnaire, while qualitative data were obtained through semi-structured interviews and analysed using thematic analysis. Findings revealed that non-priority students demonstrated a high level of motivation, with an overall mean of 3.56, indicating strong intrinsic and extrinsic motivational factors despite Culinary Technology not being their initial program preference. The respondents also exhibited an acceptable level of skills preparedness (M = 3.10), particularly in basic cooking competencies, food safety knowledge, and readiness to learn new culinary techniques. Qualitative findings confirmed a significant relationship between motivation and skills preparedness, showing that students who possessed strong personal aspirations, interest in the course, and a desire for self-improvement were more prepared to develop and apply culinary skills. The major challenges identified included limited prior cooking experience, insufficient hands-on practice, difficulties in time management and multitasking, and limited opportunities for practice outside the classroom. Based on the findings, the study proposed interventions such as culinary bridging programs, enhanced laboratory activities, peer mentoring, kitchen simulations, and confidence-building initiatives. The study concludes that motivation plays a crucial role in enhancing the skills preparedness of non-priority Culinary Technology students. Supportive learning environments and experiential learning opportunities are essential for developing competent, confident, and industry-ready graduates regardless of admission status.

Motivation skills preparedness non-priority students culinary technology vocational education experiential learning

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