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1
INTRODUCTION
This chapter covers many aspects such as the statement of the problem, the
objectives of the study, the research questions, and significance of the study and also the
scope of the study.
1.1 Background of the Study
The Year 3 of PKPG ( SPH ) students are ex-teachers who are teaching
KemahiranHidup subject or living skills whether in a primary school or in a
secondary school. Most of them have been teaching for at least 5 years teaching
experience on this subject. There are many components of the living skills
subject, such as Technology and Graphic Design, Technical Skills, Home
Economics, Agriculture, and Commerce and Entrepreneurship (HSP Kemahiran
Hidup, Form 1 & 2, 2002). Some of the students did course in Home Economics
subject during the training period at Teachers Training College.
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Basically, all of the Year 3 of PKPG (SPH) students are able to cook even
their cooking skills level are different. These skills have increased when they
study more about cooking in teachers training college and in university. There
are two subjects on cooking course which are completed. Those are SPL 1112-
Basic Food Preparation and Nutrition taken in Semester 1, Year 2 and SPL 2122-
Food Preparation taken in Semester 2, Year 3. There are two more subjects on
this cooking course which will be taken in Semester 1 and 2, Year 4 of studying.
The concept of cooking skills is usually interpreted as a straightforward
set of practical techniques or tasks. (Short, Frances, 2003). Singleton (1978)
points out that all practical tasks require a combination of mechanical abilities,
academic knowledge and tacit perceptual, conceptual and planning skills.
Based on the opinions above, cooking skills can be defined as a
combination of abilities and knowledge of a person or persons in food
preparation, food sanitation and nutrition as these skills are developed through
academic or experience. And all of these three things have been learned by the
Year 3 of PKPG (SPH) students.
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1.2 Statement of the Problem
As mentioned earlier, the Year 3 of PKPG (SPH) students are able to
cook well. Combination of their basic knowledge and cooking theory and also
practical supposed could change and make them a skillful cook. However,
most of them declined to apply their cooking skills. This research would like to
find out the main reasons and disadvantages of the declination.
1.3 Objectives of the Study
The objectives of the study are:
1.3.1 To collect data whether the Year 3 of PKPG (SPH) students do or dont
apply their cooking skills.
1.3.2 To find out the reasons for declination of applying their cooking skills.
1.3.3 To determine the disadvantages if they dont use their cooking skills.
1.4 Research Questions
The research questions are:
1.4.1 Do the Year 3 of PKPG (SPH) students apply their cooking skills?
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1.4.2 What are the reasons the Year 3 of PKPG (SPH) students decline to
apply the cooking skills?
1.4.3 What are the disadvantages if they dont use their cooking skills?
1.5 Significance of the study
The findings of this study, we (the researchers) hope that it will
significant the Year 3 of PKPG (SPH) students. These findings will motivate
them to improve their cooking skills if they still out of confidence in food
handling. These findings also will encourage them to apply their cooking skills
as they have basic skills and being skilled through cooking course in university.
Further, these findings could remind them to manage their time and financial
more effectively.
1.6 Scope of the study
This research will be conducted among the Year 3 of PKPG (SPH) students in
Faculty of Education, University Technology of Malaysia. In 50 randomly selected
respondents, they will be given appropriate time to answer the questionnaire.
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2
Literature Review
This chapter discusses current definitions and practices of cooking, skills, food
preparation, food sanitation and nutrition.
2.1 Definitions of cooking
Cooking often means the transformation of raw food by the use of heat.
Conceived this way, cooking's contribution to human pleasure, culture, and
survival could hardly be overstated. When its interpreted more widely to include
everything involved in the preparation of meals, cooking is even more
extraordinarily time-consuming and far-reaching.
Cooking is so universal that it has even been proposed as the
distinguishing trait ofHomo sapiens. In a journal entry for 15 August 1773,
social observer James Boswell noted that other species possessed the abilities of
tool making and rationality, but "no beast is a cook," and his definition of
humans as the "cooking animal" was the subject of much discussion and
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amusement at dinner tables. The paradigmatic cultural transformation of "raw"
into "cooked" was brought into a more recent scholarly context by the
anthropologist Claude Lvi-Strauss, who wrote in The Raw and the Cooked,
"Not only does cooking mark the transition from nature to culture, but through it
and by means of it, the human state can be defined with all its attributes" (pg.
164).
Modern recipe books demonstrate cooking's great array of visual,
olfactory, and gustatory effects. Increasing the attractiveness of food and altering
its nutritional properties, cooking has served fundamental social and cultural
purposes. Cooking made possible the agrarian mode of production, based on
food storage. Even earlier, cooking widened the range of available food species
and therefore of habitats, its origins traceable to the use of the first stone cook's
knife.
Generally, there are two types of cooking techniques, namely hot cooking
technique and cool technique. Some major hot cooking techniques are baking,
boiling, frying, microwaving, roasting and smoking. While, some cool
techniques are brining, drying, grinding, julienning, marinating, mincing,
pickling, salting, seasoning, sprouting and sugaring.
Cooking techniques, which include cutting, grinding, mixing, drying,
fermenting, and attractive presentation are grouped according to their broad
outcomes, thus helping to identify cooking's cultural significance and social
location.
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2.2 Definitions of Skills
Skills is an ability or talent to do something well. (Oxford Advance
Learners Dictionary, The 6th edition, pages: 1111). Skills is usually learned and
acquired or developed through training or experience, to perform actions which
achieve desired outcome. Skills also define as an art, trade or technique,
particularly one requiring use of hands or body.
There are many types of skill such as interpersonal skills, cooking skills,
communication skills, thinking skills, writing skills and so on.
2.3 Definitions of Food Preparation
Food preparation techniques range from chopping up through
fermentation and emulsifying to pressure-cooking, vacuum packing, and
homogenizing. One way to understand them is to examine immediate purposes,
which can be categorized as separating out edible foods, removing toxins,
softening and otherwise making ingredients more edible and digestible,
distributing foods, storing them, and making them into new compositions.
2.3.1 Separation.
The immediate need for preparing food is the separation of edible from
inedible parts. This includes simple shelling, peeling, husking, and sifting.
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Sometimes such hazards as small stones need removing. The separation of cream
may involve machinery, but the tools and techniques are generally not
complicated. Some steps in meat butchery come under this heading.
2.3.2 Detoxification.
Some foods have to be made safe to eat. Among important examples are
the root, cassava, which forms prussic acid that can be dispelled by soaking and
cooking. The green color appearing near the skin of potatoes is simply cut off.
Expert cutting is also required with the notorious Japanese delicacy, the fugu or
puffer fish. Communities have traditionally been amazingly adept at dealing with
local dangers, because learning to recognize and treat hazardous species must
have necessitated long, life-threatening trial and error.
2.3.3 Making edible and digestible.
The next major purpose of preparation is making food more easily
chewed and digested. This can achieved by a range of techniques, such as
grinding, pounding, soaking, and cooking in the sense of heating, which includes
boiling, roasting, baking, steaming, shallow and deep frying, and microwaving.
In the case of wheat, for example, the heads of grain must be threshed to
break them up, and then winnowed to separate the wheat from the chaff. After
that, it is probably ground into flour, which can again be separated and perhaps
soaked or turned into a paste. The flour mixture can then be poured on a plate
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and fried, shaped into a loaf to be fried, baked or roasted, or pulled, extruded, or
rolled out as noodles or pasta, when it is commonly boiled.
2.3.4 Distribution.
Foods are transported in the arms, bark containers, pots on the head,
baskets, and panniers on donkeys, ships, trains, and refrigerated trucks, all of
which involve various kinds of preparation. Food is also physically divided up,
especially with the use of knives and cleavers, and the central social role of
knives is outlined by Michael Symons in an essay in historical sociology called
Cutting up Cultures. The butchery of meat can be viewed as distribution.
2.3.5 Storage.
Some foods such as grains and roots are more readily storable without
preparation. They might just need to be kept in a cool, dry, airy place or left
buried, and protected from pests. Others can be prepared to greatly extend their
storage life. Preservation methods include drying, salting, pickling, sealing,
cooking (heating), smoking, candying, fermenting, and freezing. These mainly
rely on making a hostile environment for microorganisms that produce decay.
2.3.6 Composition.
Some preparation techniques amalgamate more than one ingredient into a
composition: what might aptly be called a new preparation. A variety of foods
might be simmered together to make the family of sauces, stews, and soups. The
use of yeasts in dough makes breads rise. A sophisticated technique is
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emulsification (effectively, the mixing of oil in water), which is employed to
make a range of sauces, such as hollandaise.
2.4 Definitions of Food Sanitation
InBasic Elements of a Sanitation Program for Food Processing and
Food Handling, Ronald H. Schmidt (1997) defines food sanitation in three
words- protections from contamination. With this in mind, all functions and
operations must be included in a sanitation program. All food products must be
protected from contamination from receiving (and before) through distribution.
Sanitation is a dynamic and ongoing function and cannot be sporadic or
something that can be turned on once a day, once a week, etc. Therefore, another
definition could be:sanitation is a way of life.
The primary rule of sanitation is to pay strict attention to food
temperatures.
Avoid prolonged holding in the danger zone (from 40F to 140F).
Provide functional thermometers to all food storage boxes.
Monitor the temperature on serving lines on a regular frequency.
Thaw frozen foods under refrigeration or under cold water.
Do not thaw foods at room temperature.
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Regardless of type of processing or food handling operation, the number
one consideration in food sanitation is people. It is people who set the rules,
follow the rules, and also break the rules of sanitation. A sanitation program is as
good as the attitude, willingness, and efforts of people. That is why the most
important aspect of a sanitation program is ongoing personnel training.
It is essential that the full meaning of sanitation and its wide economic
scope be accepted by everyone concerned in the food system-including
management.
Personnel training should include appropriate sanitation principles and
food handling practices, manufacturing controls, and personal hygiene practices.
2.5 Nutrition
Nutrition is the taking in and use of food and other nourishing material by
the body. Nutrition is a 3-part process. First, food or drink is consumed. Second,
the body breaks down the food or drink into nutrients. Third, the nutrients travel
through the bloodstream to different parts of the body where they are used as
"fuel" and for many other purposes. To give the body proper nutrition, a person
has to eat and drink enough of the foods that contain key nutrients. There are six
categories of nutrients that the body needs to acquire from food: protein,
carbohydrates, fat, fibers, vitamins and minerals, and water.
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Good nutrition helps individuals achieve general health and well-being.
In addition, dietary modifications might be prescribed for a variety of complaints
including allergies, anemia, arthritis, colds, depression, fatigue, gastrointestinal
disorders, high or low blood pressure, insomnia, headaches, obesity, pregnancy,
premenstrual syndrome (PMS), respiratory conditions, and stress.
Nutritional therapy also may be involved as a complement to the
allopathic treatments of cancer, diabetes, and Parkinson's disease. Other specific
dietary measures include the elimination of food additives for attention deficit
hyperactivity disorder (ADHD), gluten-free diets forschizophrenia, and dairy-
free diets for chronic respiratory diseases.
The four basic food groups, as outlined by the United States Department
of Agriculture (USDA) are:
dairy products (such as milk and cheese)
meat and eggs (such as fish, poultry, pork, beef, and eggs)
grains (such as bread, cereals, rice, and pasta)
fruits and vegetables
The USDA recommendation for adults is that consumption of meat, eggs,
and dairy products should not exceed 20% of total daily caloric intake. The rest
(80%) should be devoted to vegetables, fruits, and grains. For children age two
or older, 55% of their caloric intake should be in the form of carbohydrates, 30%
from fat, and 15% from proteins. In addition, saturated fat intake should not
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exceed 10% of total caloric intake. This low-fat, high fiber diet is believed to
promote health and help prevent many diseases, including heart disease, obesity,
and cancer.
Allergenic and highly processed foods should be avoided. Highly
processed foods do not contain significant amounts of essential trace minerals.
Furthermore, they contain lots of fat and sugar as well as preservatives, artificial
sweeteners and other additives. High consumption of these foods causes buildup
unwanted chemicals in the body and should be avoided. Food allergy causes a
variety of symptoms including food cravings, weight gain, bloating, and water
retention. It also may worsen chronic inflammatory conditions such as arthritis.
An enormous body of research exists in the field of nutrition. Mainstream
Western medical practitioners point to studies that show that a balanced diet,
based on the USDA Food Guide Pyramid, provides all of the necessary nutrients.
However, the USDA is working to revise the pyramid for the first time in a
decade. Other pyramids are suggested by various research agencies, many of
which emphasize different nutrition areas. A Harvard University researcher
emphasizes whole grains and plant oils over meat, dairy and refined
carbohydrates. Some nutritionists believe that the USDA will modify the Food
Pyramid to reflect similar modifications. The basic pyramid will likely not
change, but explanations about the types of fats, grains and carbohydrates that
are best to choose are likely.
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In the first revision of theFood Guide Pyramid(2003), the USDA
proposed new patterns about how much Americans eat. Calorie
recommendations and vitamin intake will be based on a person's age, sex, and
activity level. The complete revision was proposed for final publishing in the
winter of 2005. As of early 2004, the Food Guide Pyramid recommends the
following daily servings in six categories:
grains: Six or more servings
vegetables: Five servings
fruits: Two to four servings
meat: Two to three servings
dairy: Two to three servings
fats and oils: Use sparingly
A new food guide pyramid for various vegetarian diets has been released
by the American Dietetic Association (ADA). The guide helps vegetarians obtain
the vitamins and minerals they need from whole grains, vegetables, fruits,
legumes, nuts and other protein-rich foods.
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3
METHODOLOGY
This chapter covers the research methodology and the procedures used such as
the research design, research instrument, research sample, research procedure and also
the data analysis.
The main purpose of the research is to investigate the reasons why the Year 3 of
PKPG SPH students in UTM decline to apply the cooking skills. 50 students population
was chosen. Data for this research were collected through questionnaire from the PKPG
students in faculty of education.
3.1 Research Form Design
This research designed in the descriptive form. Mohd Yusof (1996) said that
descriptive research conducted to investigate incidents or temporary phenomena which
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including descriptions, observations, analysis, comparisons and relation. Descriptive
research being chosen to investigate why the year 3 PKPG SPH declines to apply the
cooking skills.
According to Subahan (1998), descriptive research is a basic quantitative
research. This type of research will describe exactly and completely the activities,
objects, processes and people, while survey is more appropriate to describe such a large
population.
3.2 Research Sample
There is a total population of 50 students being chosen at random at the faculty
of education in UTM. The aim for the research sampling is the Year 3 of the PKPG
students who are major in Kemahiran Hidup (SPH)
.
3.3 Research Instrument
The instrument used to collect the data was questionnaire. A set of questionnaire
containing of 25 questions divided into 2 sections, Section A and Section B. This
questionnaire was selected as a research instrument because the responds obtained were
more accurate since respondents did not have to meet the researcher while they were
answering the questionnaire. This theory was supported by an educational researcher
Mohd Majid (1994) who said that questionnaire was practical and more effectives as it
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could help increased the accuracy of the data because respondents were free to state their
opinions on the questionnaire.
3.3.1 Questionnaire
The questionnaire was easy to prepare and could obtained as much as possible
data needed from respondents. Besides, it could prevent overspent money on collecting
the data. The questionnaire was divided into two parts that were:
A. Section A
This section contained 6 questions about background of the students. The
questionnaire developed to obtain data on gender, age, experience, income,
money spent daily on food and frequencies cooking in a week.
B. Section B
This section has been designed to collect data from PKPG students on
their declination of applying the cooking skills. The section had divided into 3
research questions and shown in the table below.
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Table 3.3.1: Research questions
.
Num. Research Questions Items
1.
Do the PKPG (SPH) students apply their cooking
skills?1, 2, 3, 4, 5, 6
2.What the reason PKPG (SPH) students decline to
apply the cooking skills?
7,8,9,10,,11,12,13
3.
What are the disadvantages if they dont use cooking
skills?
14,15,16,17,18,19,20,
21,22,23,24,25
Respondents were needed to tick in the spaces provided in the Likert Scale form:
agree not sure or disagree.
3.4 Respondents of the Study
The respondents of the study were the PKPG (SPH) in third year
undergraduate from faculty of education at UTM. A total student of 50 involved
in the questionnaire. Out of these numbers, 23 were male students, while the rest
27 were females. Five students were selected to provide in depths information
about topic through in questionnaire for the piloting session.
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3.5 Data Analysis
Before the actual data collection period, a pilot study was conducted to
assess the validity of the research instrument. A total of 5 students were involved
in the pilot study chosen at random at Faculty of Education of the university.
The data will be proceeding by SPSS (Statistic packages for window) and will be
shown in percentages.
3.5.1 Data analysis Method
Respondents gave appropriate time to complete the questionnaire. The
completed data were colleted by hands as the respondents involved were in the
same faculty with the researchers. This ensured that the entire questionnaire has
been collected.
Data were entered into computer using SPSS software (statistical package
for window). Results were presented through frequency counts and other
descriptive statistic. To analysis data the item distributed into 3 categories and
will show in statistic table.
Table 3.5.1: Three points Scale
Three points Scale
Agree Not Sure Disagree
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3.6 Research Procedures
The first step in conducting this research is getting the suitable topic. The
researchers identified the respondents to be and then list down the aspects needed
to be found out from the respondents. Next, literature review must be completed
to form the research proposal. Research proposal needed to be done to give an
overview on the topic and the problems needed to solute out. The questionnaire
designed based on the research questions and the literature review. Research
proposal and questionnaire must be approved by the lecturer before it is
distributed to respondents.
Then, the questionnaire distributed with Drop and Collect method. In
conjunction with this method, researchers politely asked the class leader involved
in this research to distribute and collect the questionnaire after a week. To ensure
that the questionnaire would be given back in the same quantity as before,
researchers have to collect it from the class leader.
3.7 Conclusion
In this section, researchers have explained the methodology. Researchers
will shown the percentages of declining to apply the cooking skills among Year 3
of PKPG (SPH) students through the data analysis and will discussed in more
detail in the next chapter.
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4
FINDINGS AND DISCUSSIONS
4.1 Introductory
Between 3rd Jan 2007 and 6th Mac 2007, we conducted a survey on the
declining application of cooking skills among year 3 PKPG (SPH) students in
UTM. A total of 50 questionnaires were distributed to randomly selected
students from year 3 PKPG (SPH). Below are the findings and discussion based
on the data collected. Data is presented in the form of tables and charts for easy
reference. Each tabulated data is then described and analyzed.
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change the common environments in school, and experience the new
environments in higher education give stimulus to further their education in
university.
Table 4.2.3: Teaching experience of respondents.
Experience Total of Respondents Percentage
1-2 year 0 0
3-5 year 28 566-10 year 13 26
11 year and above 9 18
Total 50 100
Table 4.2.3 shows the teaching experience of the respondents. 56% of
them have 3-5 years teaching experience, 26% of them have 6-10 years teaching
experience and 18% are more than 11 years teaching experience. Majority of
respondents have teaching experience.
Table 4.2.4: Income of Respondents.
Income Total of Respondents Percentage
RM500-1000 16 32
RM1001-1500 20 40
RM1501-2000 9 18
RM2001 above 5 10
Total 50 100
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Table 4.2.4 shows the income of respondents. Majority income of them
around RM1001-RM1500, it following by RM500-RM1000 from 32%, 18% of
them are from RM1501-RM2000 and 10% are above RM2001. In short, the
income more of them are not high income, it because all of them only half paid.
Table 4.2.5: Respondents Spending Money for Food in a Day
RM Total of Respondents Percentage
Below RM 5 5 10
RM 6-RM 10 25 50
RM 11-RM 15 14 28
More than
RM 16
6 12
Total 50 100
Table 4.2.5 shows the respondents spending money for food in a day.
Most of respondents spend RM 6-RM10 to buy food in a day, 28 percent are
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spend RM11-RM15 per day, 12 percent spend more than RM16 per day and ten
percent of them only spend below RM5. The findings state that the Year 3 of
PKPG students are very good at saving and able to manage their financial
effectively since they only got half pay.
Table 4.2.6: The Number of Time Spending in Cooking in a Week.
Time Total of respondents Percentage
Never 11 22
1-5 22 44
6-10 7 14
11 times and above 10 20
Total 50 100
Table 4.2.6 shows the number of time spending in cooking in a week.
According to the time of never, 1-5 times, 6-10 times and 11 times and above,
there are differences in the selection of the number of time spending in cooking
by these 50 respondents. 22% of these respondents did not cook at all. On the
contrary, the percentages of these respondents who cooked 11 times and above
were just 20%. However, 44% of these respondents cooked at least once in a
week. Those who cooked 6-10 times were only occupied 14%.
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4.3 Section B
Percentage of applying the cooking skills
among the PKPG ( SPH ) students in UTM.
41%
20%
39% Agree
Not Sure
Disagree
Figure 1: Percentage of applying the cooking skills among the PKPG (SPH)
students in UTM
Figure 1 shows the way the students apply their cooking skills and the
percentage of agreement, not sure and disagreement. As we can see that 41%
percent of them agree that they apply their cooking skills in variety ways, such as
they like to cook with friends, they have joined a cooking club and also cooking
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competitions. Some of them cook everyday for their own meals, and they even
cook special meal during special events and celebrations. 39% disagreed the way
they apply their cooking skills because they are not interested in cooking or
joining cooking competitions or any cooking activities to improve their skills.
While 20% of respondents had no comment on this question as they were not
married and could not see more clearly yet which was better cooking for own
meals or buying outside food.
Percentages Of Disadvantagehe PKPG
(SPH) Students Decline To Apply The
Cooking Skills
49%
16%
35% Agree
Not Sure
Disagree
Figure 2: Percentage of reasons that caused the PKPG (SPH) students
decline to apply the cooking skills.
Figure 2 shows the reasons that caused the Year 3 of PKPG (SPH)
students decline to apply the cooking skills. The majority of respondents thought
that they agree not to apply the cooking skills due to the environment, the
equipments and facilities, and also time problems. Most of them are staying in
the hostel where they lack of equipment and facilities. Further more, they needed
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much time for preparation before cooking. 16% of them had no comment, while
35% disagreed with the reasons that set out to them. Most of the respondents
who categorized in this respond are staying in the rental houses and having
cooking facilities and equipments and some of them are living with their family
members.
Percentages Of Disadvantage Of Not
Applying The Cooking Skills
73%
20%7%
Agree
Not Sure
Disagree
Figure 3: Percentage of disadvantages of not applying the cooking skills
The figure 3 shows the percentages of disadvantages of not applying the
cooking skills among PKPG (SPH) students. 73% of respondents agree that they
have benefits from cooking if they applied the skills. While, 20% of respondents
gave not sure responds and 7% are not agree. These small numbers of
respondents are married men. They are not agreeing that they have benefits from
cooking if they applied the skills because cooking is a special task for women.
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In conclusions, if they do not apply their cooking skills, they will lose the
skills, could not improve their skills, and could not take and enjoy the healthy
food; moreover, they are wasting time and money.
5
CONCLUSIONS
This research investigated the decline application of cooking skills and the
reasons, and also disadvantages of declination. Primary data were collected by randomly
distributing questionnaires to 50 PKPG (SPH) students in UTM. As mentioned earlier in
the introduction, the purpose of this study was to determine the reasons for declination
of applying their cooking skills.
The following conclusions can be drawn based on the findings of the study:
1. This study has shown that most of the students have not much experience of
cooking.
2. The students seldom apply their cooking skills.
3. This could be due to the environment, the equipment and facilities, and also the
time problems.
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4. Lastly, it brings disadvantages if they dont use their cooking skills.
The results of this study indicate that environment, facilities, and time are the
three important factors that will influence the declining application of cooking skills.
However, these findings are only true for UTM students and cannot be generalized to
other university students. The same study needs to be conducted with students from
other universities to see if there are any similarities with the factors that will influence
the reasons in declining application of cooking skills.
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6
RECOMMENDATIONS
Based on the findings and conclusions of the study, here are several
recommendations to be considered:
1. Students ought to cook their own food if they want to spend less money.
2. Students should opt for cooking proper nutrition for themselves if they yearn for
a healthy lifestyle.
3. Students should aggressively cook frequently so that they would improve their
cooking skills.
4. It might be a good idea to exchange cooking experience with sharing time
together with family and promote each others relationship simultaneously.
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REFERENCES
Books:
Bernion, M. 1995. Introductory Foods. 10th Edition. London: Prentice-HallInternational.
Goody, Jack. 1982.Cooking, Cuisine and Class: A Study in Comparative Sociology.
Cambridge, U.K.: Cambridge University Press.
Marriot, N.G. 1994. Principles of Food Sanitation. 3rd Edition. London: Chapman &Hall.
McGee, Harold. 1984. On Food and Cooking: Science and Lore in the Kitchen. New
York: Scribners.
McGee, Harold. 1984. Science and Lore in the Kitchen. New York: Scribners.
Oxford Dictionary. 2000.Advanced Learners Dictionary. 6th Edition. UK: OxfordUniversity Press.
Rombauer, Irma S., and Marion Rombauer Becker. 1953.The Joy of Cooking.
Indianapolis, Ind.: Bobbs-Merrill.
Essays:
Symons, Michael. June 2001."What's Cooking?"Petits Propos Culinaires 67: 7686.
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Research:
Schmidt, Ronald H. 1997.Basic Elements of a Sanitation Program for Food Processing
and Food Handling.
Websites:
http://casaa.unm.edu/download/Background and Significance.pdf
http://homepage.ntlworld.com/nealegray/cookbook/basic_cooking_skills.htm
http://www.prn2.usm.my/mainsite/bulletin/sun/1996/sun7.html
http://www.answers.com/topic/food-guide-pyramid
http://casaa.unm.edu/download/Background%20and%20Significance.pdfhttp://homepage.ntlworld.com/nealegray/cookbook/basic_cooking_skills.htmhttp://www.prn2.usm.my/mainsite/bulletin/sun/1996/sun7.htmlhttp://www.answers.com/topic/food-guide-pyramidhttp://casaa.unm.edu/download/Background%20and%20Significance.pdfhttp://homepage.ntlworld.com/nealegray/cookbook/basic_cooking_skills.htmhttp://www.prn2.usm.my/mainsite/bulletin/sun/1996/sun7.htmlhttp://www.answers.com/topic/food-guide-pyramid