From Classroom to Cuisine: Empirical Insights into the Factors Affecting Culinary Learning Outcomes in Zhejiang's Higher Vocational Education
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Abstract
Purpose: The expanding Higher Vocational Education sector in China has prompted vocational colleges to focus on improving the academic performance of higher vocational students. Research design, data, and methodology: This research investigates the factors influencing culinary students' learning outcomes, utilizing a case study and empirical analysis involving higher vocational students in Zhejiang, China. To ensure the validity and reliability of the content before distributing the questionnaire, we conducted Item-Objective Congruence (IOC) and a pilot test using Cronbach's Alpha. Our study selected eighty culinary students from a higher vocational institution in Zhejiang through intervention methods. Both qualitative and quantitative approaches were utilized to assess the effectiveness of the intervention. Results: The study was organized into three phases: pre-intervention design and implementation, intervention, and post-intervention. The results revealed that self-efficacy, behavioral engagement, cognitive engagement, emotional engagement, and student-instructor interaction have a significant effect on learning performance. The five proposed hypotheses were confirmed, meeting the research objectives. Conclusions: The study suggests that educators in Higher Vocational universities and colleges should emphasize these factors and teaching strategies to improve student learning outcomes, considering the study's findings.
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