Teaching Competence, Laboratory Resource Availability, and Student Performance in Bartending Courses at South Cotabato State College

This study examined the teaching competence of instructors, laboratory resource availability, and student performance in bartending courses. Specifically, it determined the profile of respondents in terms of age, sex, and year level; assessed the level of teaching competence in terms of instructional delivery, subject matter expertise, and classroom and laboratory management; evaluated laboratory resource availability; determined the level of student performance in terms of practical skill performance, theoretical knowledge, and service quality; identified significant differences in student performance when grouped according to profile variables; and determined the relationship between teaching competence, laboratory resource availability, and student performance.
A quantitative descriptive-correlational research design was utilized. The respondents of the study were 50 students enrolled in bartending courses. A researcher-made questionnaire served as the primary data gathering instrument. Statistical tools employed included frequency and percentage, mean and standard deviation, Mann–Whitney U test, Kruskal–Wallis H test, and Spearman’s rho correlation coefficient.
Findings revealed that teaching competence was rated very high, particularly in subject matter expertise and instructional delivery. Laboratory resource availability was rated high, with functionality and maintenance obtaining the highest evaluation. Student performance was also rated very high, especially in practical skills and service quality. No significant differences were found in student performance when grouped according to age, sex, and year level. Furthermore, strong positive and significant relationships were found between teaching competence and student performance, and between laboratory resource availability and student performance.
The study concluded that effective teaching competence and adequate laboratory resources significantly contribute to improved student performance in bartending education. It is recommended that institutions strengthen faculty development programs, enhance laboratory facilities, and implement supplemental instructional strategies to sustain high-quality vocational education.

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