ACADEMIC AND PRACTICAL PERFORMANCE OF GRADE 11 LEARNERS IN BREAD AND PASTRY PRODUCTION UNDER THE TECHNICAL-VOCATIONAL-LIVELIHOOD TRACK: BASIS FOR INSTRUCTIONAL AND RESOURCE ENHANCEMENT

This study developed a journal-style analysis of the academic and practical performance of Grade 11 learners enrolled in Bread and Pastry Production under the Technical-Vocational-Livelihood track at Urdaneta City National High School, Pangasinan, Philippines. Using a descriptive-evaluative design, the study drew on performance records and survey responses from 50 learners and 3 teacher-respondents. Descriptive statistics showed that learners achieved strong written performance (M = 87.40) and higher practical performance (M = 90.10), suggesting that hands-on instruction effectively supports competency development. Learner-related factors were generally favorable (AWM = 4.18), with interest in learning Bread and Pastry receiving the highest rating (M = 4.52). Teacher- and school-related factors were rated very positively (AWM = 4.35), particularly the teacher's demonstration of proper baking techniques (M = 4.50). However, learners also reported persistent constraints, particularly inadequate tools (M = 4.20), short laboratory time (M = 4.12), and ingredient shortages (M = 4.08). The findings indicate that learner motivation, teacher guidance, and supportive facilities shape performance, while resource and scheduling limitations constrain skill mastery. The study concludes that Bread and Pastry instruction is functioning well pedagogically but requires stronger laboratory resourcing, protected practice time, and assessment-aligned support systems to sustain competency-based outcomes and improve industry readiness.