Author

Cristine C. Banogbanog*
Cebu Technological University – Main Campus, Cebu City, Philippines

Abstract

This study investigated the relationship between simulation-based learning and skills mastery among Technical-Vocational-Livelihood (TVL)–Home Economics students at Lahug National High School–Night, Cebu City Division. Specifically, it examined the respondents’ profiles, their experiences with simulation-based learning, their level of skills mastery, and the relationship between the two main variables as a basis for a proposed Simulation-Based Learning Intervention Plan. A quantitative descriptive-correlational research design was employed, involving 135 respondents selected through proportionate stratified random sampling from a population of 204 Grade 11 and Grade 12 students. Data were gathered using an adapted and validated survey questionnaire and analyzed through frequency counts, percentages, means, standard deviations, and Pearson’s Product-Moment Correlation Coefficient. The results suggested that the respondents had overall positive experiences with simulation-based learning, especially in the areas of student-faculty contact, collaboration, and active engagement. The overall skills mastery obtained a mean of 3.91 interpreted as Agree with safety practices as the strongest dimension. There were still potential to increase the differentiation of learning experiences, the performance of independent tasks, the correctness in following specified criteria and the timely completion of practical exercises. The Pearson correlation analysis (r) demonstrated a substantial positive and statistically significant association between simulation-based learning and skills mastery ((r = 0.730), (p < .001)). The p-value was below the significance level of .05 and hence the null hypothesis was rejected. The finding suggests that greater positive simulation-based learning experiences were associated with higher skills mastery, but the correlational design does not support causation. Based on the findings, a Simulation-Based Learning Intervention Plan was presented to enhance differentiated activities, repetitive practice, timely feedback, teacher direction, independent performance and realistic practical tasks.

Keywords:  Simulation-based learning; skills mastery; Technical-Vocational-Livelihood; Home Economics; bread and pastry production; practical skills; TVL students; intervention plan; Cebu City, Philippines.

*Corresponding author / Email: cristinebanogbanogcabido@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05041658

Recommended citation:
Banogbanog, C. C. (2026). Simulation-based learning and skills mastery among TVL-Home Economics students in bread and pastry production. Pantao (International Journal of the Humanities and Social Sciences) 5 (4), 1289-1305. http://doi.org/10.69651/PIJHSS05041658

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