Enhancing Latte Art Skills among Maxima Technical and Skills Training Institute Incorporated Students using Step-by-Step Visual Modules

This study aimed to enhance the latte art skills of students at Maxima Technical and Skills Training Institute Incorporated through the implementation of step-by-step visual modules. Anchored in the goal of advancing technical-vocational education and trai ning (TVET), the research sought to assess students' latte art skills before and after the intervention, determine the significant difference in their performance, and evaluate the impact of visual modules on their confidence and accuracy. Employing a quas i-experimental design with a single-group pre-test and post-test approach, 40 students enrolled in the Latte Art Skills Training Program participated in the study. Quantitative data were gathered through performance rubrics and a Likert-scale survey questionnaire. Findings demonstrated a significant improvement in students' latte art skills following the use of the visual modules, as evidenced by increased mean scores across criteria including design symmetry, clarity and contrast, steaming technique, pouring contro l, and overall output. Statistical analysis using a paired t-test confirmed a significant difference in performance between pre- and post-intervention assessments. Additionally, results indicated that students experienced enhanced confidence and accuracy in creating latte art designs after engaging with visual learning materials. The study concluded that the integration of step-by-step visual modules constitutes an effective pedagogical approach to improving both skill performance and learner confidence in barista-related competencies. This innovation supports TESDA's mandate for i nclusive and quality-assured training and may serve as a model for elevating instructional delivery within the food and beverage services sector of TVET institutions.