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Tittle page

CAMP GENERAL EMILIO AGUINALDO HIGH SCHOOL

JONDANERO, FRANCIS, JR.

MALIPOT, JECEL

LEJAS, CINDY

PERALTA, CRISANTO

MALARAS, EMALYN

GALZOTE, RODLYN

PACARDO, STEPHANIE

PANSACALA, CRISANTO

THE LEVEL OF AWARENESS AND KNOWLEDGE OF THE GRADE


11 STUDENTS IN TVL-HE ABOUT BREAD AND PASTRY
PRODUCTION

March 14, 2018

Date of Submission

Inquiries, Investigation and Immersion


Approval Sheet

This research entitled “THE LEVEL OF AWARENESS AND KNOWLEDGE

OF THE GRADE 11 STUDENTS IN TVL HE ABOUT BREAD AND PASTRY

PRODUCTION” prepared and submitted by FRANCIS JONDANERO JR, JECEL

MALIPOT, CINDY LEJAS, CRISANTO PERALTA, RODLYN GALZOTE,

EMALYN MALARAS, STEPHANIEPACARDO AND CRISANTO PANSACALA,

in partial fulfilment of requirements for the Inquiries, Investigation and Immersion, is

here by accepted.

MS. MARJORIE SUANGCO


Adviser
Ms MARJORIE SUANGCO
Critic/Reader

Mrs. ANNALYN BRUZON-RAFALLO


Critic/Member

Accepted in partial fulfilment of the requirements for the Inquiries,


Investigation and Immersion

ZENAIDA Y. ARAO, Ed. D.


Principal IV
Abstract

The study main objective was to examine the level of awareness and

knowledge of the student about Bread and Pastry Production using survey

questionnaires. A total of 30 students at Camp General Emilio Aguinaldo

High School/ Senior High are the participant of this study. The

questionnaires are containing 5 sections about Measurement, Selecting

Proper Ingredients, Identification of equipment, Presentation and Procedure

in baking and every section have 3 questions so total of 15 questions

Descriptive statistic was used to compute the total score of the participant.

Result of the study show (1) Students who enrolled in Bread and

Pastry Production gain an average score in the categories of Measurement.

(2) Students who enrolled in Bread and Pastry Production gain high score in

the categories of and identification of equipment. (3) Students who enrolled

in Bread and Pastry Production gain lower score in the categories of

Procedure in baking.

The study also recognized the limitations and suggestion for the future

research are also provided.


Acknowledgement

First and foremost, we would like to thank GOD for his never ending

love, grace mercy, wisdom and provisions during preparation of this thesis

which ended up, being one of our toughest time in our lives.

We would like to express our sincere appreciation to our Inquiries,

Investigation and Immersion, for the encouragements, supports, advices

and valuable feedback in which he shared to us to make this research

successful. Special appreciation to Mrs. Annalyn Bruzon-Rafallo for her

critical evaluation of our paper and to Mrs. Maria Elena Guanio to make this

research possible. More importantly, we highly appreciated the students of

Grade 11-H.E., who participate on our research survey

Finally, we would like to thank our parents and guardians who

supported use financially, emotionally and most especially spiritually


Table of Content

Title page .............................................................................................................. 1


Approval Sheet ..................................................................................................... 2
Abstract ................................................................................................................. 3
Acknowledgement ................................................................................................ 4
Table of Content ................................................................................................... 5
List of Tables ........................................................................................................ 8
List of Appendixes .............................................................................................. 10
CHAPTER I ........................................................................................................ 13
INTRODUCTION .............................................................................................. 13
Purpose of the study............................................................................................ 16
Limitation ........................................................................................................... 16
Definition of terms .............................................................................................. 16
Chapter II ............................................................................................................ 18
Related literature ................................................................................................. 18
History ................................................................................................................ 18
History of baking in the Philippines ................................................................... 19
History bread ...................................................................................................... 21
Major ingredients in baking ................................................................................ 32
Flour............................................................................................................32
Egg ..............................................................................................................32
Liquid ingredients .......................................................................................33
Leavening ...................................................................................................34
Shortening ...................................................................................................34
Sugar ...........................................................................................................35
Student awareness and knowledge ..................................................................... 35
Hypotheses of the study ...................................................................................... 37
Chapter III ........................................................................................................... 38
METHODOLOGY ............................................................................................. 38
Research design .................................................................................................. 38
Subject and sources of data ................................................................................ 38
Research instrument............................................................................................ 39
Construction and validation of instruction ......................................................... 39
Distribution and retrieval of data ........................................................................ 39
Treatment of data ................................................................................................ 40
Chapter IV .......................................................................................................... 41
RESULT AND DISCUSSION ........................................................................... 41
Demographic characteristics............................................................................... 41
Democratic profile of the students (30) .............................................................. 41
Data Collection Analysis .................................................................................. 42
Level of awareness and knowledge in the categories of measurements ............ 42
1 How many table spoons is equivalent to 1 cup? .....................................42
2.How many cups is equivalent to 1 litre? .................................................43
3.How many ounces is equivalent to 1 pint? ..............................................43
Level of awareness and knowledge in the categories of selecting proper
ingredients........................................................................................................... 45
1.What major ingredients in baking commonly made from wheat? ..........45
2.What kind of flour that contains high protein between 10% & 13%? ....46
3. What is the most important ingredient in baking cake? .........................47
Level of awareness and knowledge in the categories of identification of
equipment ........................................................................................................... 47
1.Equipment that used for baking heating or drying food? .......................47
2.What equipment used to stir and blend mixtures used in baking? ..........48
3.What equipment used for chilling food? ................................................ 49
Level of awareness and knowledge in the categories of presentation ................ 50
1.Which is a rich pastry filled custard fruit? ..............................................50
2. Which type of light pastry is filled with whipped cream filling and often
topped with chocolate? ...............................................................................51
3. Used to graciously decorate a tray of cookies? ......................................52
Level of awareness and knowledge in the categories of procedure in baking ... 53
1.What kind of procedure that involved rubbing one or two ingredients
against a bowl with a tip of wooden spoon or electric mixer? ...................53
2. What mixing technique in baking is usually used for meringue and for
chiffon product?..........................................................................................53
3.What storing technique in baking is usually used to draw, fold and cover
the baking product? ....................................................................................54
Chapter V ............................................................................................................ 57
CONCLUSION AND RECOMMENDATION ................................................. 57
Conclusion .......................................................................................................... 57
Limitations and Recommendations for Future Research ................................... 59
References........................................................................................................... 60
List of Tables

Table 1: Democratic profile of the students (30)

Level of awareness and knowledge in the categories of measurements

Table :1 How many table spoons is equivalent to 1 cup?

Table :2.How many cups is equivalent to 1 litre?

Table :3.How many ounces is equivalent to 1 pint?

Level of awareness and knowledge in the categories of selecting proper

ingredients

Table :1.What major ingredients in baking commonly made from wheat?

Table :2.What kind of flour that contains high protein between 10% & 13%?

Table :3. What is the most important ingredient in baking cake?

Level of awareness and knowledge in the categories of identification of

equipment

Table :1.Equipment that used for baking heating or drying food?

Table :2.What equipment used to stir and blend mixtures used in baking?

Table :3.What equipment used for chilling food?

Level of awareness and knowledge in the categories of presentation


Table :1.Which is a rich pastry filled custard fruit?

Table :2. Which type of light pastry is filled with whipped cream filling and

often topped with chocolate?

Table :3. Used to graciously decorate a tray of cookies?

Level of awareness and knowledge in the categories of procedure in baking

Table :1.What kind of procedure that involved rubbing one or two

ingredients against a bowl with a tip of wooden spoon or electric mixer?

Table :2. What mixing technique in baking is usually used for meringue and

for chiffon product?

Table :3.What storing technique in baking is usually used to draw, fold and

cover the baking product?


List of Appendixes

SURVEY

Name: Age:
Section: Gender:
What do you know?
Measurement
1.How many table spoons is equivalent to 1 cup?
A. 16 C. 8
B. 24 D. 26
2. How many cups is equivalent to 1 litre?
A. 2.23 C. 4.23
B. 3.23 D. 5.23
3. How many ounces is equivalent to 1 pint ?
A. 8 C. 12
B. 4 D. 16

Selecting proper ingredients


1.What major ingredients in baking commonly made from wheat?
A. Sugar C. Yeast
B. Flour D. Cream of tartar
2.What kind of flour that contains high protein between 10% &
13%?
A. Bread flour C. Cake flour
B. Baking flour D. Soft flour
3. What is the most important ingredient in baking cake?
A. Oil C. Sugar
B. Water D. Flour

Identification of equipment
1.Equipment that used for baking heating or drying food?
A. Electric stove C. Microwave
B. Gas stove D. Oven
2.What equipment used to stir and blend mixtures used in baking?
A. Electric mixer C. Microwave
B. Blender D. Oven
3.What equipment used for chilling food?
A. Refrigerator C. Microwave
B. Blender D. Oven

Procedure in baking
1.What kind of procedure that involved rubbing one or two
ingredients against a bowl with a tip of wooden spoon or electric
mixer?
A. Beating B. Creaming
C. Stirring D. Folding
2. What mixing technique in baking is usually used for meringue
and for chiffon product?
A. Blending C. Kneading
B. Folding D. Whisking
3.What storing technique in baking is usually used to draw, fold
and cover the baking product?
A. Chilling C. Refrigerate
B. Folding D. Wrapping

Presentation
1.Which is a rich pastry filled custard fruit?
A. French pastries C. Cream puff
B. Danish pastry D. Pie and tart
2. Which type of light pastry is filled with whipped cream filling
and often topped with chocolate?
A. French pastries C. Cream puff
B. Danish pastry D. Pie and tart
3. Used to graciously decorate a tray of cookies?
A. Label
B. Glass vase
C. Tray
D. Boxes
CHAPTER I

INTRODUCTION

Baking is one of the cooking methods in which the food is baked in

ovens using dry heat like cookies, pies, bread and e.t.c . Breads are the most

commonly baked products, but many other food items can also be baked.

When the heat travels from the surface to the centre of the products like

cakes, cookies or breads, it forms a stiff crust and a spongy centre and

converts the batter or dough’s into baked good (www.ukessays.com) its

means the common source to bake is the dry heat method to make the dough

more tasty smooth soft or crunchy. A combination of baking and barbecue

can be created by either cooking twice or one before the other. Masonry

oven is one of the concepts of baking which is similar to smoke pit concept

of barbecuing, therefore baking and barbecuing can be related some ways .

Originally baking was done by female at home for their own

consumption, then later on male started working in bakeries and restaurants

and started baking for local consumption, as the time travel and technologies

changed a lot and big machines came into the market the production was

industrialized and hence baking was later done by large machines and in
huge factories. Breads being the common food are economically as well as

culturally very important therefore the nutritive values have to be kept in

mind. A professional, baking goods is known as a baker.

Bread is one of the best substitutes to rice when we can’t afford to buy

rice according to (Tesda) The Technical Education and Skills Development

Authority and one of the oldest artificial food because bread are made from

grain wheat or what we called flour. Base on (Wikipedia) The proportion of

flour and other ingredients vary widely, as do modes of preparation. As a

result, types, shapes, sizes, and textures of breads differ around the world it

means that bread are made from different types, shapes, sizes, and textures

to be pleasant to the eye of everyone . Bread may be leavened by processes

such as reliance on naturally occurring sourdough microbes, chemicals,

industrially produced yeast, or high-pressure aeration. Some bread is cooked

before it can leaven, including for traditional or religious reasons. Non-

cereal ingredients such as fruits, nuts and fats may be included. Commercial

bread commonly contains additives to improve flavor, texture, color, shelf

life, nutrition, and ease of manufacturing according to(Wikipedia) it means

that bread can made by the tradition and religion of every country on their

beliefs .
In the new curriculum or what we called K-12 are offer course that

help students to master skills and concepts so that they are ready for tertiary

education when the time comes so they offer the track TVL that strand HE

Bread and Pastry Production if the student well not continue their education

in college they can work already because of the (NCII) national certificate

but seen we are the first K-12 students of bread and pastry they are some

problems in terms of time, preparation, facilities in hands skills, knowledge

and awareness of the students and luck teachers according to (GMA news).

Luck of time especially when baking bread because some work is not perfect

that needs more improvement, preparation of tool and equipment because of

luck of facilities for the students laboratory that take Bread and Pastry

Production , luck of skills to improve of the students need especially in

preparations and luck of teachers to teach bread and pastry production.

The study seeks to evaluate the awareness and knowledge of the

student who enrolled bread and pastry production. This effect was assessed

on the student observed in the laboratory component of bread and pastry

production. Students are expected to understand technical procedures

involved in the management, service and production


Purpose of the study

In this study the researcher will use a survey sheet material for student

enrolled in Bread and Pastry Production. The purpose of this study: first too

observed the students awareness and knowledge in bread and pastry

production. Second to examine the students’ scores about the survey sheet

that they answered a last one is to measure the score of students

Limitation

There was a two limitation will be recognized in the study. First the

limitation sample was not randomly selected. It was confined to the student

enrolled in bread and pastry production of Camp General Emilio Aguinaldo

high school. The second limitation it was the level of students’ awareness

and knowledge about the Bread and Pastry Production.

Definition of terms

Bake: to cook in oven or oven types appliance. This term typically applies to

pastries, cookies, bread, casseroles and occasionally fish and poultry

Flour: finely ground meal obtained by grinding and milling cereal grains or

other crops and commonly made from wheat


Sugar: sweet and soluble organic compound

Shortening: any fat, which, when added to flour mixtures increase

tenderness

Leavening agent: are gases that cause the dough increase

Liquid ingredients: provide moisture to rehydrate and active yeast and

bring together the flour and any dry ingredients to make the dough

Sanitation: means keeping bacteria down to small number as possible

through the personal hygiene and proper food handling

Oven: an oven is thermally insulted chamber used for the heating baking or

dying of substance

Tools: are device that can be used to achieve a task but not consumed in the

process. Can be manipulated by hand

Equipment::more complicated tools, it provides to carry out particular

process or function

Dough: a mixture of liquid, flour, etc. that stiff enough to be handled or

kneaded, rolled and shaped

Egg: baking ingredients with highest cost expenses


Chapter II

Related literature

History

In ancient history, the first evidence of baking occurred when humans

took wild grass grains, soaked them in water, and mixed everything together,

mashing it into kind of broth like paste. The paste was cooked by pouring it

onto a flat, hot rock, resulting in bread like substance later, this paste was

roasted on, which made bread making easier, as it could now be made

anytime fire was crated.

Baking flourished in the Roman Empire. In about 300 BC, the pastry

cook became an occupation for romans (known as the pastillarium). This

becomes a respected profession because pastries were considered decadent,

and Romans loved festivity and celebration. Thus pastries were often cooked

especially for large banquets and any pastry cook who could invent new

types of pastry treat was highly prized. Around 1 AD there was more than

three hundred pastry chefs in Rome and Cato wrote about how they created

all sorts of diverse food sand flourished because of those foods. Cato speaks

of an enormous amount of breads; included amongst these are the libum

(sacrificial cakes made with flour), placenta (groats and cress), spira (our
modern day pretzels), sciblata(tortes) savillium (sweet cake) and globus

apherica (fritters). A great selection of these, with many different variations,

different ingredients and patterns, were often found at banquets and dining

halls. The roman baked in an oven with its own chimney and had mills to

grind grain into flour.

Eventually, because of Rome, the art of baking became known all

over the world, baker usually bake goods at home and sold them in the

street, malls or everywhere. This scene was so common that Rembrandt

illustrated a work that depicted a pastry chef selling pancakes in the streets

of Germany, with children clamouring for a sample (Borre,E J sept. 2011).

In London, pastry chefs sold their goods to households and demand increase

greatly as a result. In Paris the first open-air café of baked goods was

developed and baking became an established art throughout the entire world

(Borre,E J Sept. 2011)its means baking product are very popular and normal

in London.

History of baking in the Philippines

. Wheat was cultivated in the Philippines particular in the provinces of

Batangas Laguna, Cavite and Cagayan as early as the seventeen century for

the purpose of making eucharistic wafers during Spanish era. With coming
of the American’s, the importations of the wheat flour un the united states

began. When flour mills were establish in the late fifties, importations

shifted from flour to wheat grains.

Baking as trades in the Philippines began to flourish in 1960’s.

theU.S.wheat associates established its office here in 1962 mainly to

disseminate information on baking and to help Filipinos develop skills in the

trades .eight flour mills, namely, General Milling Corporation , Liberty

Flour Mills, Philippines Mill. Pillsburry Mindanao Flour Milling

Corporation supply demands for flour all over the country as bread continues

to be a major food on the Filipinos table.

One of the most important Filipino breads is the ubiquitous

pandesal, which was introduced to the Philippines in the 16th century. It was

the Spaniards’ counterpart to the French baguette. Pan de sal means “bread

of salt” in Spanish, for the pinch of salt that is added to the dough.

Originally, this bread had a hard crust because it was made with wheat flour.

Due to the lack of wheat production, Filipino bakers eventually had to use a

different type of flour which resulted to the softer pandesal that we find in

our favourite panaderias across the country today


History bread

Bread, in all its various forms, is the most widely consumed food in

the world. Not only is it an important source of carbohydrates, it’s also

portable and compact, which helps to explain why it has been an integral

part of our diet for thousands of years. In fact, recent scholarship suggests

humans started baking bread at least 30,000 years ago (Lohman, S, Dec, 18

2012)

Prehistoric man had already been making gruel from water and grains,

so it was a small jump to starting cooking this mixture into a solid by frying

it on stones. A 2010 study by the National Academy of Sciences discovered

traces of starch (likely from the roots of cattails and ferns) in prehistoric

mortar and pestle-like rocks. The roots would have been peeled and dried

before they were ground into flour and mixed with water. Finally, the paste

would be cooked on heated rocks.

Baking Process

We use the age-old method of long fermentation for our breads and

laminated pastries. This means that after the dough is mixed, it’s given a pre-

determined time at a controlled temperature to develop flavor and strength.


Fermentation coaxes flavor from the wheat. This process can take hours or

even days.

Bread

All of our breads are made with four basic ingredients: flour, water,

salt and yeast or sourdough starter. To those ingredients we add nuts,

raisins, cheese, olives—but never preservatives. The fermentation, and the

unusually high hydration of our doughs, helps to act as a preservative to

extend the shelf life.

The production method itself is more a process than a recipe. Our

“recipes” or formulas change with time, raw ingredients and to a certain

extent the seasons. Our bakery is temperature controlled from the time

dough is mixed until it goes into the oven, but seasonal variations such as

humidity and what actually happens in the fields with a grain of wheat can

throw it all off. This is the true skill of the baker: taking these seasonal

changes, and manipulating the raw ingredients to produce the same bread or

croissant day after day. We really only have control over two variables in

our process: time and temperature. We keep close control over

these variables and use them to our advantage. Warmer dough will ferment

faster, for example, so by knowing this we can further manipulate the


fermentation on the dough. Often times, we may slow the final proof on our

breads to stage the oven if we get backed up in our production. We can also

warm the proofing dough up to push it along if needed. The ultimate goal is

to create a consistent loaf of bread each day, indistinguishable from the one

we made all the days before.

Ingredients

All Purpose Flour

We use low protein, unbleached, conventional all-purpose flour for

most of our breads. We never use “high gluten” or “bread” flour preferring

softer all-purpose flours. Long fermentation itself creates a tremendous

amount of strength in a bread dough. If we were to use a high gluten flour,

that strength over time would create dough with the consistency of a rubber

band. By the time the dough got to the shaping table, it would be so difficult

to work with, we’d end up tearing it, and the final loaf would never have the

open hole structure we strive for. Strong flours are best reserved for bagels,

or short fermented doughs that rely on other ingredients, natural or artificial,

for flavor. We strive for fermentation flavor in all of our breads and

laminated pastries, and believe that is what sets us apart. Any of our breads
with “stuff” in them such as olives, cheddar cheese or nuts could stand on

their own as a good tasting bread.

Local Grains

We have worked hard over the last 5 years to successfully source all

of our whole grains and flours from the Northeast. This has been an

undertaking that has taken years, but we’re finally there and so proud to

support these smaller farms and mills! Not only do we know where our flour

and grain is coming from, but we can stand in their field or mill in a day’s

drive—something we never could have imagined even several years ago. We

believe our bread has improved greatly with these local grains. As a result,

we are now using more and more “bolted” flour. When grain is stone milled,

the entire grain passes over the stone creating whole grain flour ie: Whole

Wheat or Whole Rye. When the whole grain flour then passes through a

commercial bolter or sifter, the miller can decide how much of the bran and

germ to remove leaving the baker with flour that lies somewhere between

whole grain flour and white flour, but retaining the health benefits of the all-

important oils from the bran and germ. Whole grain flour is

100% extraction, or 100% of the grain is retained in the flour. The two

bolted flours we are currently using have either a 75% or 86% extraction.
We have been able to replace some of the white AP flour in our breads with

this flour, giving more flavor and keeping qualities all the while retaining the

important oil from the grain that is removed in conventional white flour

production.

Milling

In 2015, we will be taking our locally sourced whole grains to another

level by milling in house just before mixing. We’ll be purchasing these local

grains in whole grain form, rather than flour, and gently milling just hours

before mixing to preserve the fresh oils in the grain as much as possible.

This fresh milled whole grain flour will also be available to our customers

for sale in our retail stores. Milling our own grain will give us the

opportunity to start playing with all kinds of unique grains, creating different

breads from grain that has proven to be too difficult to source as flour. Most

of this grain is grown organically, but not certified organic.

Pre-fermentation

A pre-ferment can be a sourdough starter or a yeasted starter. It’s a

dough that can be stiff, liquid or anywhere in between. We use 4 different

types of pre-ferments: a stiff sourdough made with the 75% extraction sifted
flour, a whole rye sourdough, a liquid Poolish and a stiff, yeasted Italian

style starter called a Biga. All of our breads contain at least one, if not two

preferments. The main job of a pre-ferment is to jump start the long

fermentation process. It gives a tremendous amount of flavor, texture,

strength, shelf life and character to our breads. They behave similarly in all

breads, except that the sourdough brings additional acidity to the final

loaf because the starter is perpetuated over time.

Our sourdough starters began life on the front shelf of our old Llopis

brick oven at our Hope Street store several months before opening the

bakery in 2002! Keeping a sourdough starter young and healthy, through a

series of “builds” or “refreshments,” creates complexity and strength without

an overbearing tang in the finished loaf. We work hard to create

sourdough bread that is complex in flavor, with a mild tang, but not too

much. There’s nothing magical about sourdough. If it is kept young and

healthy it will produce great tasting bread with mild acidity and give good

volume in a finished loaf of bread. This creates a balanced level of bacteria

for flavor and natural yeast for fermentation. In contrast, if kept old and not

maintained well, it produces very acidic bread, with poor volume. Most very

sour bread actually has quite a bit of yeast in it, since the sourdough itself is

too over-fermented and unhealthy to raise the final dough. In this case, the
balance has gone straight to bacteria, with no leavening power left. We’re

going for the exact opposite.

In contrast to the sourdough, which has been kept healthy and active

for years, a yeasted preferment is created daily by mixing a very small

amount of yeast into water and flour. Our Biga and Poolish are allowed to

ferment for up to 20 hours before being used in our yeasted breads and

laminated pastry. By using a yeasted pre-ferment, we are able to cut back the

total amount of yeast dramatically, creating a more natural, long

fermentation, while creating none of the acidity found in sourdough bread.

Many customers have commented over the years that our bread is not

very sour, but has a tremendous amount of flavor. They are always surprised

that sourdough bread is not necessarily sour. This is a quality we strive for

by keeping our sourdough starters young and healthy. They are always ready

to raise the bread and contribute flavor and texture. In fact, many French

bakers consider excessively sour bread a defect. We prefer to pull as much

flavor out of the wheat, while giving a slight tang that compliments the

bread and the other food at the table, rather than overwhelm the palate with

sharp sourness.
Viennoiserie

In many ways, our Viennoiserie is treated the same as our breads. Our

croissants, danish, stollen, raisin bread and panettone all have lengthy

fermentation schedules that are comparable to a loaf of bread.

Lamination

Croissants and Danish are made by a process called lamination. Butter

is literally folded into a piece of fermented dough. We start by mixing and

fermenting slightly sweet, rich dough. We then begin the process of

“folding” butter in. The chilled butter is encased in the dough and

repetitively rolled out and folded onto itself until there are many distinct

layers of butter and dough. In between folds, the dough is given a chance to

rest. When the dough is finally shaped, proofed and put in the oven, steam is

created from the many layers of butter trapped in the dough which creates

the layers of light flaky pastry that we love. If the pastry is not flaking all

over your lap, we either did something wrong, or it’s a humid day! Unlike a

lot of croissants or danish on the market, we are not looking to create a

sweet, decadent morning pastry. On the contrary, like our breads, we want

some fermentation character in the dough. This actually allows us to cut the

normal amount of butter back in our croissants from what may be found in
others available. This is not to say that a Seven Stars Bakery croissant is

healthy. It still contains 1/3 of its volume in butter! After all, that is what a

croissant is all about—the butter! While we are using a high quality

expensive butter, many bakeries will use “danish roll in fat.” Really. It’s best

you don’t ask what that is….

Cookies, Scones, Muffins…

We use whole fresh brown eggs from a small farm in Rhode Island,

high butterfat butter and all natural ingredients in all of our pastries. We

never use mixes or pre-made anything.

We make everything from scratch, that’s what sets us apart. Well, that

and the butter! We invest a lot of extra money in only using high fat

butter. It costs so much more, but the results speak for themselves. We

make things the way they used to be made. Our recipes have a

long ingredient list of things you would know. Words like flour, eggs, butter,

pure vanilla, nuts (always toasted to bring out all the flavor), chocolate, salt,

brown sugar…. We don’t use any ingredients with scientific sounding names

that you’ve never heard before. Yes, it’s true, it may not be “healthy,” we

will never create a “low fat” line, and we will probably never jump on any of

the diet fads. That’s just not what we do. However, everything we offer is
real, and in moderation can be considered acceptable in a well-rounded diet.

Every well rounded diet needs the occasional decadent Sticky Bun.

Presentation in baking

French Pastries

The distinction between French cooks and French pastry cooks was

recognised in the Middle Ages. The first ice creams were served at the

wedding of Catherine de Médicis and the future Henri II, along with pâte à

choux, light pastry dough invented by Popelini. In the 17th century, Anne of

Austria brought chocolate to France from the Spanish court, and the concept

of "pièces montées" (decoratively mounted confectionery centrepieces)

made its entrance in Versailles. Vatel whipped up the first Chantilly cream,

yet it wasn't until the 19th century that French pastry began to really take

flight. Today, many of the French pastry classics are being revisited by

pâtissiers who have become stars themselves. Pierre Hermé, Philippe

Andrieu, Christophe Michalak, Christophe Felder and Philippe Conticini

travel around the world, "sign" their creations and present their "collections"

in gallery-like pastry shops.


Cream puff

are rich desserts that made their debut in the United States in 1880.

However, the first cream puff originated in Europe sometime during the

1540's when Catherine de Medici's pastry chef created the baked puffed

shells for Catherine's husband, Henry II of France.Jan 2, 2018

Procedure in Baking

Creaming is one of the most commonly used methods in baking. A

tender cake or chewy cookie most likely has the creaming method to thank

for its success. This method is a mechanical leavener in baking. In other

words, by creaming something, a baker incorporates air into the dough while

mixing to help make the cake or cookies rise, usually with the additional

assistance of a chemical leavened such as baking soda or baking powder.

Whisking

A whisk is a cooking utensil which can be used to blend ingredients smooth

or to incorporate air into a mixture, in a process known as whisking or

whipping. Most whisks consist of a long, narrow handle with a series of wire

loops joined at the end. The wires are usually metal, but some are plastic for

use with nonstick cookware. Whisks are also made from bamboo.
Whisks are commonly used to whip egg whites into a firm foam to make

meringue, or to whip cream into whipped cream.

Major ingredients in baking


Flour

The earliest bread grains would have been ground by hand with rocks.

This would have resulted in coarse, whole grain bread—the descendants of

which are dark, rustic breads from Europe, like pumpernickel. The

Mesopotamians refined this process around 800 B.C., using two flat, circular

stones, stacked on top one another to grind the grain. These stones were

continuously rotated by draft animals or slaves. This “milling”—which was

the genesis for how we create flour today–created smooth, finely ground

flour that quickly became prized as a status symbol. The desire for the

whitest, most refined bread continued through the modern era, and later

advancements included the sifting of flour to remove the bran and the germ

and the bleaching of the flour itself. (Lohman, S, Dec, 18 2012)

Egg
Eggs are the backbone of many baked goods and contribute to its

structure. Eggs also provide steam for leavening or moisture for starch. Egg

yolks add moisturizing fat and help emulsify the batter, giving the baked

good a smooth and creamy texture. The egg whites act as straighteners.

There are substitutes for fresh eggs, but they do alter the recipe. Exquisitely

simple, yet enormously complex, the egg is one of nature's marvels. The

eggs used in baking mainly come from hens. Eggs' cooking properties are so

varied, in fact, that eggs have been called "the cement that holds the castle of

cuisine together." They can be substituted, but I always add "with caution.

(Philips, S 2000)

Liquid ingredients

Water: is the most important liquid because it does 2 critical things:

 It dissolves and activates the yeast.

 It blends with the flour to create sticky and elastic dough.

Milk, buttermilk, cream or juice may be added to enhance the flavour or

texture. Only warm liquids should be added to dry ingredients in a recipe

because:

 A too-cool liquid will slow or stop yeast action.


 A too-hot liquid will destroy the yeast and prevent it from rising.

Ideal temperature ranges are 100°F–110°F, when yeast is dissolved directly

in water; 120°F-130°F when undisclosed yeast is added to dry ingredients.

(breadworld.com)

Leavening

Leavening is what makes bread rise into a light and fluffy loaf. Bread

without leavening is a known as flatbread, and is the most closely related to

mankind’s first breads. Examples include Middle Eastern pita, Indian naan

and Central American tortillas.

The most common leavening for bread is yeast. Yeast floats around in

the air, looking for a nice place to make a home—like a starchy bowl of

flour and water. The first leavened bread was likely the result of some

passing yeast making a home in a bowl of gruel. The yeast began eating the

sugars present in grain, and excreting CO2, producing bubbles that resulted

in lighter, airier bread. Commercial yeast production dates back to the

skilled bread makers of Ancient Egypt around 300 B.C. (Philips, S 2000)

Shortening

It is fat made from vegetable oils. In most cases, shortening is the

product of cottonseed or soybean oils. It can, however, be made from oils


derived from animals. Since they are initially in liquid form, hydrogen is

added to these vegetable oils to turn them into solid fat. For you to add it to

your batter, you need to melt it or cream it in. (panlasangpinoy.com)

Sugar
Sugar has many purposes in addition to adding sweetness to your baking

recipes. (JoyofBaking.com ) explains that many recipes specify beating the

sugar and a fat like butter, egg or oil to add air and fluffiness to the batter.

This process helps increase the size of certain baked goods, such as cakes,

when baked. The longer you beat the two together, the fluffier the baked

good will become. Sugar also holds water, which results in the baked good

lasting longer. When baked, sugar often turns brown, changing the color of

the recipe.

Student awareness and knowledge

According to (Turnbull-Fortune, S and Bodrie, N August 2014) The

level of food safety practice, knowledge, behavior and awareness among n =

205 Trinidadian students (mean age 18±) enrolled within the education

system in the Republic of Trinidad and Tobago, West Indies and to explore

the association between these variables and the demographic and educational
characteristics. To address these concerns, participants enrolled within the

secondary (high school) and tertiary (university) institutions in Trinidad

were questioned (16 questions) on food buying habits, preparation, attitudes,

behaviors, knowledge and awareness. The data were analyzed using SPSS

for descriptive, frequency distribution and percentages. Pearson chi square

tested the association between food safety behaviors and awareness in

relation to gender, age and educational level. Findings indicated that 76%of

the students “always” washed their hands after touching raw chicken/meats

and fish, while 50% utilized separate cutting boards/knives for raw

chicken/meat and fish. Many students (68%) believed that it was “very safe”

to only rinse cutting boards used for raw chicken/meat and fish. Others

(10%) believed it was “very safe” to defrost foods outside the refrigerator,

and 25% reported that it was “safe” to leave hot foods at room temperature

for more than four hours. The level of food safety practice and behavior was

higher (p < 0.05) among the female students at the secondary school level

than those at the tertiary level. There was no difference in the median

(20/45) and mode (25/45) scores for food safety behavior between the two

educational groups but the difference (p < 0.01) was significant for

awareness. Food safety practice, behavior and awareness skills of males at

the secondary level were significantly lower (p < 0.01) than the females.
These results strengthen the need for continuous educational programs to

improve food safety awareness skills of Trinidadian students.

Hypotheses of the study

H1: Students who enrolled in bread and pastry production gain an average

score in the categories of measurement

H2: Students who enrolled in bread and pastry production gain high score in

the categories of and identification of equipment

H3: Students who enrolled in bread and pastry production gain lower score

in the categories of procedure in baking.


Chapter III

METHODOLOGY

Chapter III are consists of the r e s e a r c h design, the subjects and the

sources of data, research instrument, Construction and validation of

instruction distribution and retrieval of instruments and the statistical

treatment of data.

Research design

This study employed the descriptive method in gathering

information regarding the level of awareness and knowledge of the Grade

11 students in T.V.L HE about Bread and Pastry Production

Subject and sources of data

T h e s u b j e c t s o f t h i s d a t a we r e d r a wn f r o m t h i r t y ( 3 0 )

s t u d e n t s i n C GE A H S wh o e n r o l l e d i n B r e a d a n d P a s t r y.

M o r e t h a n fifty per cent (50%) of the students was taken and used as

student respondents of the study. Data were gathered through survey

questionnaire.
Research instrument

The research instrument used in conducting this study was the

questionnaire with the instruction that can be easily understood by the

respondents. This was constructed for the purpose of knowing the awareness

of the student who enrolled in Bread and Pastry Production

Construction and validation of instruction

The questionnaire has been formulated after a through reading of

related literature and bread and pastry production.

The draft of the questioner was forwarded to the research adviser for

corrections and suggestions. After the research adviser validated and

enriched the questioners, the researcher prepared the final draft.

Distribution and retrieval of data

The questionnaires were distributed personally to the student who

enrolled bread and pastry production of CGEAHS on March 05, 2018

The research explained to the respondents every item of the

questionnaires and before collecting it the researcher made sure that


respondents missed no items and all the questioners answered. The

questioners were retrieved right after the respondents accomplish them.

Treatment of data

The data treated using the formula:

P= f/nx100

P= percentage

F= frequency

N= total number of respondents


Chapter IV

RESULT AND DISCUSSION

The purpose of this study was to examine the level of awareness and

knowledge of the students in categories of measurement, selecting proper

ingredients, identification of equipment, procedure in baking and

presentation. The results of this study are presented on the following

categories description of respondents and demographic characteristics.

Demographic characteristics

Thirty students of Bread and Pastry Production participated in this

study during their H.E. time. The table show the characteristic of the

participant. The majority of participants were female 20 (67%)and most of

the participant were under 17.

Democratic profile of the students (30)

N %

Gender

Female 20 67%
Male 10 33%

Age

15-17 19 63%

18-20 11 37%

Data Collection Analysis

In this chapter researchers made analysis and interpretation of data that

have been gathered from the survey questionnaire distributed to the

respondent. Tabular presentation was used to give clear representation of

data to be easily understood.

Level of awareness and knowledge in the categories of measurements

1. How many table spoons is equivalent to 1 cup?

% N

A.16 97 % 29

B.24 0% 0

C.8 3% 1
D.26 0% 0

A is the correct answer so 29 respondents get the right answer in the

question 1 its means almost all respondents know very well in terms of

measuring the spoons to cup it because normally use in baking and only 1

respondent don’t know the right equivalent of spoon in 1 cup.

2.How many cups is equivalent to 1 litre?

% N

A.2.33 0% 0

B.3.33 33 % 10

C.4.33 37 % 11

D.5.33 30 % 9

C is the correct answer question 2 it means 19 respondents don’t

know the right equivalent of cups in 1 litre it’s because 19 of them are not

really familiar in terms of measuring the cups to litre and also because not

all the time is using the conversion of litre in baking .

3.How many ounces is equivalent to 1 pint?


% N

A.8 6% 2

B.4 53 % 16

C.12 27 % 8

D.16 17 % 5

D is the correct answer in number 3 it means 5 respondents only know

the right equivalent of ounces in 1 pint. 25 respondents are not really

familiar in terms of evaluate the ounce to pint, the words are not really

familiar for them and not really use in baking.

The first hypothesis develops for this study stated:

H1: students who enrolled in bread and pastry production gain an

average score in the category of measurement. See in the first question only

one student didn’t know the right equivalent so it means that first question in

the categories of measurement almost all respondents know very well it

because normally use in baking and also it is standard measurement in

baking. On the second questions the scores of the respondents getting lower

from 29 to 11 score it means the students are not aware on different kinds of

measurements in baking and also because the conversion of cups to litre are
not normally use in baking. On the last or third questions only five

respondents know the right equivalent of measure it means that almost all

respondents didn’t know the right measurement it because the respondents

are not really familiar on terms and conversion of ounces to pint . So the

first hypothesis develops for the study stated that the level of awareness and

knowledge of the students in the categories measurement is average score

when it totals all the right answer in the three questions. It means some

respondents didn’t know the right equivalent of every measurement it

because the terms and conversion are not really familiar for them and also

not normally use in baking.

Level of awareness and knowledge in the categories of selecting proper

ingredients

1. What major ingredients in baking commonly made from wheat?

% N

A. Sugar 3% 1

B. Flour 87 % 26
C. Yeast 7% 2

D. Cream of tartar 3% 1

B is the right answer in the question 1 in the categories of selecting

proper ingredients. The table show that 26 out of 30 respondents got the

right answer it means almost all respondent know very well the question

number 1 it because almost of them are familiar in the words and the

question .

2.What kind of flour that contains high protein between 10% & 13%?

% N

A. Bread flour 30 % 9

B. Baking flour 50 % 15

C. Cake flour 13% 4

D. Soft flour 7% 2

A is the right answer in the question number 2. The table state that 9

out 30 respondents got the right answer it means 21 out 30 respondents

didn’t know the right answer it means the respondents are not familiar in the
terms it because not normally discussed the percentage of protein in

ingredients.

3. What is the most important ingredient in baking cake?

% N

E. Oil 3% 1

B. Water 3% 1

C. Sugar 10% 3

D. Flour 83% 25

Did the right answer in number 3. The table show state that almost all

respondent got the right answer it means only few respondents didn’t know

the right answer of what are the most important ingredients in baking cake it

because its normally discussed in the class and also because its normally use

in baking cakes.

Level of awareness and knowledge in the categories of identification of

equipment

1. Equipment that used for baking heating or drying food?


% N

A. Electric stove 0% 0

B. Gas stove 7% 2

C. Microwave 57% 17

D. Oven 37 % 11

D is the right answer in question number 1 in the categories of

identifications of equipment. The table show state that 11 out of 30 got the

right answer it means 19 of respondent didn’t know the right answer because

almost ¾ of them are confuse in microwave and oven. Microwave also

produce heat and dry the food as well the oven but the question is all about

baking so the right answer for it is oven it because fit for the question.

2. What equipment used to stir and blend mixtures used in baking?

% N

A. Electric mixer 83 % 25 out of 30

B. Blender 13 % 4 out of 30

C. Microwave 3% 1 out of 30

D. Oven 0% 0 out of 30
A is the right answer in question 2. The table show that almost all

respondents know the right answer it means only 5 respondents didn’t know

the right answer it because almost all respondents are really familiar for the

question.

3. What equipment used for chilling food?

% N

A. Refrigerator 100 % 30 out of 30

B. Blender 0% 0 out of 30

C. Microwave 0% 0 out of 30

D. Oven 0% 0 out of 30

A is the right answer in question number 3. The table show state that

all students know the right answer it means all of them know the equipment

for chilling food it because all of them are really familiar in the terms to

identify the equipment use in baking.

The second hypothesis develops for this study stated:

H2: Students who enrolled in bread and pastry production gain high

score in the categories of and identification of equipment. It means almost


all respondents know the right identification of equipment. See in the first

question all most half of the respondents don’t know the right identification

of equipment so I means that first question in the categories of identification

state that 19 out of 30 respondents didn’t know the equipment use for

baking, heating and drying food it because they are confuse on microwave

and oven. On the second questions the score of the respondent getting higher

from 11 to 25 it means almost all students are getting aware on the question

and almost they are familiar in the terms. On the third question all

respondents know the right answer it means all respondents are aware in the

question and they are confident to answer it because they are familiar to

identify the equipment use in baking. So the second hypothesis develops for

the study stated that the level of awareness and knowledge of the students in

the categories identification of equipment is gain higher score when it totals

all the right answer in the three questions it means almost all respondents are

family in this category.

Level of awareness and knowledge in the categories of presentation

1. Which is a rich pastry filled custard fruit?

% N
A. French pastries 13 % 4 out of 30

F. Danish pastry 20 % 6 out of 30

G. Cream puff 13 % 4 out of 30

H. Pie and Tart 53 % 16 out of 30

A is the right answer in the question number1 in the categories of

presentation. The table show that 4 out 30 respondents got the right answer it

means 26 out 30 respondents didn’t know the answer and they not

familiarise it because not normally discuss in baking .

2. Which type of light pastry is filled with whipped cream filling and

often topped with chocolate?

% N

A. French pastries 10 % 3 out of 30

B. Danish pastry 17 % 5 out of 30

C. Cream puff 70 % 21 out of 30

D. Pie and Tart 3% 1 out of 30


C is the right answer in the question. The table show that 21 out 30

respondent got right answer it means almost of the respondents know the

right answer in the question because they have idea in these category from

the word itself cream so the respondents think that the right answer is cream

puff so they answer and they got the correct answer.

3. Used to graciously decorate a tray of cookies?

% N

A. Label 13 % 4 out of 30

B. Glass Vase 13 % 4 out of 30

C. Tray 63 % 19 out of 30

D. Boxes 10 % 3 out of 30

B is the right answer in the question number 3. the table state that 4

out 30 respondents got the right answer it means 26 out 30 respondent didn’t

know the answer it because they are confuse to choose the right answer from

the word tray in the question given so the respondents think that the right

answer is tray but they got the wrong answer.


Level of awareness and knowledge in the categories of procedure in
baking

1. What kind of procedure that involved rubbing one or two

ingredients against a bowl with a tip of wooden spoon or electric

mixer?

% N

A. Beating 20 % 6 out of 30

B. Creaming 13 % 4 out of 30

C. Stirring 63 % 19 out of 30

D. Folding 3% 1 out of 30

B is the right answer in the question number1 in the categories of

procedure in baking. The table show that 4 out of 30 respondents got the

right answer it means that 26 respondents are not aware on the question it

because they are not familiarise in the question given.

2. What mixing technique in baking is usually used for meringue and

for chiffon product?

% N
A. Blinding 17 % 5 out of 30

B. Folding 17 % 5 out of 30

C. Kneading 47 % 14 out of 30

D. Whisking 20 % 6 out of 30

D is the right answer in the question number 2 in the categories of

procedure in baking. The table show that 6 out of 30 respondents got the

right answer it means that 24 respondents are not aware on the question it

because almost all of them are not familiarise in the question about the

procedure in baking.

3.What storing technique in baking is usually used to draw, fold and

cover the baking product?

% N

A. Chilling 23 % 7 out of 30

B. Folding 33 % 10 out of 30

C. Refrigerate 3% 1 out of 30

D. Wrapping 40 % 12 out of 30
D is the right answer in the question number 3 in the categories of

procedure in baking. The table show that 12 out of 30 respondents got the

right answer it means that 18 respondents didn’t know the right answer it

because they are not familiarise in the question.

The third hypothesis develops for this study stated:

H3: Students who enrolled in bread and pastry production gain

lower score in the categories of procedure in baking. See in the first question

only few students know the right identification of equipment so it means that

first question in the categories of identification state that 26 out of 30

respondents didn’t know the procedure in baking it because almost they are

not really familiarise the question given. On the second questions the

respondents score have a little improvement from 4 to 6 score but on the

other hand still need to improve it because the respondents are still not

familiarise in the question. On the third questions 12 out of 30 respondents

know the right answer it means still 18 respondents didn’t know the right

answer in the category it because they are not familiarise and they are not

aware this question given.. So the third hypothesis develops for the study

stated that the level of awareness and knowledge of the students in the
categories procedure is gain lower score when it totals all the right answers

in the three questions it because respondents are not aware in the question,

they are not familiarise in the question and also they need improvement in

this kind of questions.


Chapter V

CONCLUSION AND RECOMMENDATION

Conclusion

The study main objective was to examine the level of awareness and

knowledge of the student about bread and pastry production using survey

questioners. A total of 30 students at Camp General Emilio Aguinaldo High

School/ Senior High are the participant of this study. The questioners are

containing 5 sections about measurement, selecting proper ingredients,

identification of equipment, presentation and procedure in baking and every

section have 3 questions so total of 15 questions Descriptive statistic was

used to compute the total score of the participant.

In testing the first hypotheses to the students who enrolled in bread

and pastry production gain an average score in the category of measurement.

In the study result stated that the level of awareness and knowledge of the

students in the categories measurement is average score when it totals all the

right answer in the three questions. It means some respondents didn’t know

the right equivalent of every measurement it because the terms and


conversion are not really familiar for them and also not normally use in

baking.

In testing the second hypotheses that enrolled in Bread and Pastry

Production gains a higher score in the category of identification of

equipment. In the study result stated that the level of awareness and

knowledge of the students in the categories identification of equipment is

higher score when it totals all the right answer in the three questions. It

means respondent know very well and they are aware of it.

In testing the last hypotheses who enrolled in bread and pastry production

gain a lower score in the category of identification of equipment. In the

study result stated that the level of awareness and knowledge of the students

in the categories procedure in baking is lower score when it totals all the

right answer in the three questions. It means respondent didn’t know very

well they are not aware of procedure in baking, respondents are not aware in

the question, they are not familiarise in the question and also they need

improvement in this kind of questions.


Limitations and Recommendations for Future Research

There was a two limitation will be recognized in the study. First the

limitation sample was not randomly selected. It was confined to the student

enrolled in bread and pastry production of Camp General Emilio Aguinaldo

high school. The second limitation it was the level of students’ awareness

and knowledge about the Bread and Pastry Production. Regarding to the first

limitation should increase more participants to evaluate in the study.

To address the second limitation for further research should improve

student’s awareness and knowledge by increasing the number of content

cover, more arias to evaluation and teacher guidance it because some arias in

the study especially on procedure in baking, almost all students didn’t know

the proper procedure, technique and kinds of procedure so the researcher

should give them a time to briefing them or orient them so that they will

remember their lesson.


References

 Practice, Behavior, Knowledge and Awareness of Food Safety among


Secondary & Tertiary Level Students in Trinidad, West .
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 Take a bite of history and culture with #TinapayNatin - The Manila


Times Online http://www.manilatimes.net/take-a-bite-of-history-and-
culture-with-tinapaynatin/275083/

 Lack of materials, facilities still hound K to 12 implementation | News


| GMA News Online
http://www.gmanetwork.com/news/news/specialreports/363734/lack-
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 Bread and Pastry Production – a Short Course offered by TESDA in


the Philippines - TESDA Online
http://www.tesdaonline.info/2017/06/bread-and-pastry-production-
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 A Brief History of Bread - Hungry


http://www.history.com/news/hungry-history/a-brief-history-of-
bread

 Baking Ingredients - Learn to Bake - Breadworld by Fleischmann's®


http://www.breadworld.com/education/Baking-Ingredients

 Eggs | CraftyBaking | Formerly Baking911


http://www.craftybaking.com/learn/ingredients/eggs
 What is Shortening? https://panlasangpinoy.com/2013/10/12/what-
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 Chapter 3 Thesis Sample - Chapter 3 Research Methodology This


chapter describes the methodology of research study supervision of
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https://www.coursehero.com/file/12091458/Chapter-3-Thesis-
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 Thesis Daw | Baking | Dough


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