Colegio de San Francisco Javier Inc.

Palompon, Leyte

SQUASH BREAD

A Research Paper
Presented to

Sherwin P. Gastador

In Partial Fulfillment
Of the Requirements in English, Mathematics and Science 9

Researchers:
Ace Titangela Carillas

Cris Lawrence Dalmas

Dionne Emmanuel Dignos

Ian Bruce Lobenia

Ivan Ray Onde

Niña Valerie Paragele

Grade 9 St. Justin de Jacobis

March 2018
 ACKNOWLEDGEMENT

This study would never be successful without the guidance from our teachers in Colegio

de San Francisco Javier, for letting us to understand about Investigatory Project.

We are grateful to our teachers like Teacher Sherwin Gastador for imparting his knowledge

on this Investigatory Project.

An appreciation to the parents of Ivan, Ace, Cris and Dionne for providing the materials

that we need for our project and also to our group mates who are very cooperative doing our

work.

To our parents in giving us financial assistance and understanding, without them our

project will never realize and lastly to our Almighty God for the guidance and strength in

accomplishing this project.

 Table of Contents

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .i

APPROVAL SHEET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iii

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi

Chapter I Page

INTRODUCTION

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Theoretical/Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Chapter II

REVIEW OF RELATED LITERATURE

Conceptual Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Research Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter III

METHODOLOGY

Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Ingredients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Observations/Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Chapter V

SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
 Abstract

This study that the researchers conducted is a descriptive research as it studies the

characteristics of a squash cookie. The researchers conducted this study to promote a new

healthy kind of snack for those people who often eats junk food as a snack, and most of all, for

those people or children who doesn’t like to squash. The researchers conducted a research at

Colegio de San Francisco Javier Inc. (CSFJ) because most of the students studying at CSFJ loves

to eat junk food as a snack. Based on the survey that the researchers conducted, the respondents

were selected randomly and the highest rating that the respondents gave was 5 and the lowest

rating they gave was 2. But overall, the respondents says that squash can be made into bread.
 Chapter I

INTRODUCTION

Background of the Study

The researchers noticed why children prefer junk food over healthy foods like vegetables

and fruits. Junk food has always been associated with various health risks, especially amongst

kids. According to the findings, the children who easily identified the logos of international food

and beverage brands like Kentucky Fried Chicken (KFC), McDonald's and Coca-Cola, were

more likely to prefer the processed foods marketed by these international brands. The researchers

also thought of making squash as a healthy snack because of its many health benefits in our

body, aside from its nutrients, some of the children or teenagers do not prefer eating squash.

Junk food tends to be cheap, tasty and filling. However, it’s been associated with a

variety of issues, like diabetes, heart problems and obesity. If the effects of junk food on your

health are so negative, why are fast foods and junk foods so popular? In short, there are four

main reasons why gas stations are paired with convenience marts and people step up to counters

on a regular basis for their fix of burgers and fries: availability, convenience, cost and flavor.

(Sylvie Tremblay January 19, 2019)

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.(Sarah Lohman December 18, 2012)

 As a natively grown vegetable cultivated by the Wampanoag Indians, squash holds a

special place in American history. Today, squash is most commonly known as those green or

yellow vegetables vaguely resembling cucumbers, or the uniquely shaped gourds that pop up

around Halloween. But there are dozens of squash varieties, ranging in shape, size, and color.

(Sarah Dickert November 3, 2011)

Squash is also known as summer squash, yellow varieties of squash provide numerous

health benefits. The vegetable is high in vitamins A, B6, and C, folate, magnesium, fiber,

riboflavin, phosphorus, and potassium. That’s a serious nutritional power-packed veggie.(Garden

Zeus November 1, 2016)

Yellow squash is also rich in manganese. This mineral helps to boost bone strength and

helps the body’s ability to process fats and carbohydrates.(Garden Zeus November 1, 2016)

Squash is one of the most versatile and delicious foods available throughout the world,

and it packs a serious punch in terms of health and medicinal benefits. Different varieties of

squash have the ability to improve vision, aid in skin care, strengthen the immune system,

prevent cancer, manage symptoms of diabetes, build strong bones, protect heart health, and

reduce the symptoms of insomnia. It also helps prevent inflammatory conditions, treat arthritis,

eliminate ulcers, eliminate parasites and infections, improve prostate health, protect against birth

defects, boost respiratory health, and reduce blood pressure.[John Staughton December 30, 2018]

Squash has a very rich nutritional profile that consists of various organic compounds,

nutrients, vitamins, and minerals, which are responsible for providing all its impressive health

benefits. This list includes a huge amount of vitamin A, as well as significant amounts
of vitamin C, vitamin E, vitamin B6, niacin, thiamine, pantothenic acid, and folate. In terms of

minerals, squash contains magnesium, potassium, manganese, copper, phosphorus, calcium,

and iron. It is also a very good source of carotenoids and other important anti-inflammatory

and antioxidant compounds. (John Staughton December 30, 2018)

We choose out the school of Colegio de San Francisco Javier Inc. (CSFJ) because most

of the students studying at CSFJ loves to eat junk food as a snack. The researchers would like

the students know that eating junk food is not a healthy way of giving the body its nutrition. The

purpose of this study is to make a new product of healthy snack out of vegetable which the

researchers choose out is squash.

Statement of the Problem

This study specifically aims to answer the following question:

1. Is squash be made into bread?

Hypothesis

The hypothesis to be tested in the study is:

1. Squash can be made into bread

Significance of the Study

This study is beneficial to:

 Parents. So they will try this new product of bread at home and make their children try to

eat this new product.

Students. So they will also know that squash can be made into bread and the nutrients

found in squash are very important in our body.

Teachers. So they can introduce this new way of making bread to the students who

doesn’t like to squash.

Bakers. So that they can make this new type of bread because this bread has more

nutrition than any other breads they sold.

Scope and Delimitations

This study entitled “Squash Bread” focuses only in making squash as cookies. The

performance of this will be conducted at Colegio de San Francisco Javier Inc. Palompon, Leyte.

Colegio de San Francisco Javier Inc. (CSFJ) is located at Brgy. Ipil I. This school is active in all

activities like what the researchers do right now. CSFJ offers pre-elementary to SHS strands for

the current school year. CSFJ consists of 5 buildings namely, the Rendu Building which has 7

classroooms. The two story building which has 4 classrooms. The pre-elementary building,

which has also 4 classrooms. The SHS building which has 6 classrooms. And the elementary

department which has also 6 classrooms. We choose out the school of Colegio de San Francisco

Javier Inc. (CSFJ) because most of the students studying at CSFJ loves to eat junk food as a

snack.
Definition of Terms

The following terminologies are used operationally in this study.

Baking Powder. A mixture of sodium bicarbonate and cream of tartar, used instead of yeast in

baking. This is used to make our cookies bigger before it was cooked.

Baking Soda. Sodium bicarbonate used in cooking, for cleaning, or in toothpaste. Baking

soda releases a carbon dioxide gas which helps leaven the dough, creating a soft, fluffy cookie,

that is why we need it.

Brown Sugar. Unrefined or partially refined sugar. Brown sugar makes cookies moister and

chewier than does whitesugar. That's because it contains molasses.

Butter. A pale yellow edible fatty substance made by churning cream and used as a spread or in

cooking. Butter contributes to product flavor, mouthfeel, texture and shelf life. In laminated

doughs such as croissants, Danish, and puff pastries, butter serves the function of imparting

flakiness.

Chocolate Chip. A small piece of chocolate used in making cookies and other sweet foods. It is

helpful to make the cookies even tastier and attractive to eat.

Eggs. An oval or round object laid by a female bird, reptile, fish, or invertebrate, usually

containing a developing embryo. The eggs of birds are enclosed in a chalky shell, while those of

reptiles are in a leathery membrane. Eggs play an important roll in our baked goods. Eggs add

structure, leavening, color, and flavor to our cakes and cookies. It's the balance between eggs and

flour that help provide the height and texture of many of the baked goods.
Flour. A powder obtained by grinding grain, typically wheat, and used to make bread, cakes, and

pastry. This is very important in making our study because flour provides the structure in baked

goods.

Salt. A white crystalline substance that gives seawater its characteristic taste and is used for

seasoning or preserving food. This is important because salt preserves our cookies for days.

Squash. Is a fruit or vegetable or the common name used for four species in the genus Cucurbita

of the gourd family Cucurbitaceae. This is our main ingredient in making cookies.

White Sugar. A sweet crystalline substance obtained from various plants, especially sugar cane

and sugar beet, consisting essentially of sucrose, and used as a sweetener in food and drink. This

is used to make the squash taste sweet and allowing the flavors of other ingredients to come to

the fore.
Theoretical Framework

According to Ben Shouse February 13, 2003. Ancient people of the Americas first

domesticated plants 10,000 to 12,000 years ago in lowland Ecuador. The findings overturn the

long standing dogma that New World farming was born in highland Mexico, calling into

question an old theory of the origins of agriculture.

The classic story of agriculture comes from the Middle East, where wheat, barley, pigs,

and sheep were quickly domesticated and then spread to other parts of the world. Many

archaeologists tried to tell a similar story for the Americas, and they found supporting evidence

for the domestication of squash, and later corn, in the highlands of Mexico. Squash remains

found there were the oldest known (Science NOW, 8 May 1997, but a new study suggests that

was merely because the dry climate favour’s the preservation of large plant remains.

The researchers used silicate particles called phytoliths--microscopic remains of decaying

plant cells--, which survive in humid climates. For squash, phytolith size reflects the size of a

plant's fruit, and therefore whether it was wild or a domesticated variety bred for size.

Piperno says that the study contradicts the old notion that crops have "centers of origin."

This may be true in the Middle East, she says, but the Americas are radically different. "There is

no single zone where you had a complex of crops emerging that spread widely over the

continent," she says. Anthropologist Mary Pohl of Florida State University in Tallahassee

agrees, adding that phytolith studies such as Piperno's open the door to understanding how those

cultures worked, she says.

Conceptual Framework

Origin of Squash From Mexico to Health benefits

Middle East of Squash

Figure1. A Schematic Diagram

On the data shown above, it states the origin of a squash starts from Mexico, but until

such time, it spread widely through Middle East. The scientist shows that squash has many

vitamins, minerals, antioxidant and even anti-inflammatory compounds that help our body

become strong. Research shows that there is no single zone where squash had a complex of crops

emerging that spread widely over the continent. Some vegetables offer different nutrients than

others. Some, however, have truly impressive amounts, which is the case with squash: 457% of

the daily value per serving in vitamin A - more than pumpkin and possibly more than any other

vegetable. Although squash is considered by some to be a starch, not all starch are created equal.

Fewer than 15% of the calories in winter squash come from fat, compared with almost 90% of

the calories in walnuts, for instance. With winter squash, we have a fantastic anti-inflammatory

food opportunity in which we can get a valuable amount of our anti-inflammatory omega-3s.

This veggie is also cholesterol-free

 Chapter II

REVIEW OF RELATED LITERATURE

Research Literature

James hackney (2006) states that Squashes are gourds, fleshy vegetables family, which also includes

melons and cucumbers. Commonly divided into one of two main groups, summer Squashes and winter

Squashes. Once considered markets throughout much of the year. A more accurate distinction between the two is

that summer Squashes, with their soft shells and tender, light-colored flesh, are picked while immature; winter

Squashes, with their hard shells and darker, tougher flesh and seeds, are not harvested until maturity. Squash is a

notably American food. It sustained Native Americansfor some 5,000 years and then helped nourish the early

European settlers. New England Colonists adapted the word squash from several Native American names for the

vegetable, all of which meant ”something eaten raw”. Two former presidents, George Washington and

Thomas Jefferson, were enthusiastic squash growers.

Simon Martinez (2005) States that Squashes are native to the Americas and Columbus

supposedly carried seed back to Europe, but if all squash is native to the Americas, they spread quickly in some

cultures, because some of the oldest surviving cook books have recipes for winter squash/pumpkin type

vegetables. There must have been varieties native to parts of Europe as well as the Americas. Pliny, Galen (ca.

131-200) ,Dioscorides (ca. 40-90 AD), and others describe vegetables thought to be winter squashes well before

Columbus. The squash plant is indigenous to America and was cultivated to a large extent by the Iroquois

and other eastern stocks. The word ‘squash’ is derived from the Algonquin ‘akuta squash’ or ‘isquoter

squash (Colonial spelling). Roger Williams writing on the agriculture of the New England Indians says: ‘Askuta
Squash, their vine apples, which the English from them call squashes, are about the bigness of apples of several

colours, a sweet light wholes ome refreshing’.

Squash may be the catalytic plant that graduated ancient peoples from hunter / gatherer to grower.

Remnants of Curcurbita seed found in caves in Ecuador prove to be 12,000 years old. This predates the previously

known dawn of agriculture by hundreds of years and the advent of cultivated corn by 2,000. .But why squash?

They say the large fruits of wild squash were easy to find. They offered flesh, nutritious seed, edible flowers and

even containers. The first ceramic pots were formed to resemble commonly used vessels made from a hard-shell

squash known as gourd. Native American farmers also harvested squash flowers. Each squash plant bears long

vines that produce many male and female flowers. After enough young fruit is developing, they pinched off new

flowers to eliminate further fruit production. This ensured that each pumpkin or squash reached its maximum size.

This practice also provided a plentiful supply of freshly cut flowers throughout the growing season. Buffalo Bird

Woman's Garden is perhaps the most important book ever written on the details of Native American gardening on

the Missouri River flood plain. In it we learn that the Hidatsa and their neighbours also harvested the flowers on a

daily basis. The flowers would be boiled, often with corn and other wild seed. But the farming tribes also

preserved the blossoms for later use. Bird Woman would lay them out carefully onto "deer hair" grass to create a

large homogenous mass. When dry, she'd roll it all up and store in bags for winter. There is no doubt that all other

tribes who grew the three sisters did much the same thing. Today the squash blossoms are brought fresh into

Mexican markets every morning. In regions close to the point of origin for the species, a cheese quesadilla of

squash blossoms is still a popular festival food.. Two sources offer exciting Native American winter squash and

pumpkins for next year's garden. Order catalogs or peruse their online stores. From non-profit Native

Seed/SEARCH come over a dozen different varieties from indigenous tribes of the desert Southwest and northern

Mexico. They are great choices for hot, dry climates. Take a look at the oldest variety, Magdalena Big Cheese,

plus Acoma Pumpkin, Striped Pima Bajo Sequalca and many others.
Conceptual Literature

The study entitled “Sensory Acceptability of Squash (Cucurbita Maxima) in Baking

Cake” aimed to ascertain the sensory acceptability of squash (Cucurbita Maxima) of varied

quantities in baking cake as to appearance, taste, color, texture and general acceptability. A panel

of 20 evaluators, purposely picked, from the School of Hotel and Restaurant Services

Technology of the West Visayas State University – Janiuay Campus, were utilized as

respondents. Formulated in the study were four treatments– three of which used squash at

various quantities while as the control variable, one treatment, which contained no squash at all,

was used. A modified sensory evaluation score sheet anchored on Five-Point Hedonic Scale was

used by the respondents to assess the finished products. Means, ANOVA and Scheffe Test were

utilized as the statistical tools. As a whole, results disclosed that baked cakes with no grated

squash and 120 grams grated squash were moderately liked by the respondents while those baked

cakes with 240 grams grated squash and 380 grams grated squash were liked very much by the

respondents. There were significant differences in the level of acceptability of the different

treatments as to appearance, taste, color, texture as well as general acceptability. (Raymund

Gemora April 18, 2016)

 Chapter III

METHODOLOGY

The method used in this study was the experimental method of research. The purpose is to

study the characteristics of squash cookies.

Research Design

This research is a descriptive research as it studies the characteristics of a squash bread.

Research Environment/Locale

The research environment of this study will be at Colegio de San Francisco Javier Inc.

(CSFJ) is one of the catholic school in Palompon, Leyte. Colegio de San Francisco Javier Inc.

(CSFJ) is located at Brgy. Ipil I. This school are active in all activities like what the researchers

do right now. CSFJ offers pre-elementary to SHS strands for the current school year. CSFJ

consists of 5 buildings namely, the Rendu Building which has 7 classroooms. The two story

building which has 4 classrooms. The pre-elementary building which has also 4 classrooms. The

SHS building which has 6 classrooms. And the elementary department which has also 6

classrooms.

Research Instrument

 Pen

 Survey sheet

 Sample product
Research Procedure

We choose our respondents randomly from grades 7, 8, and 9. We let them taste first our

product, which is squash bread. After they tasted our product, we let them answer our survey

sheet with their name, rating about the product, their feedback and recommendation of the

product, and finally, our statement of the problem with their signature.
 Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter shows the result, analysis and interpretation of data gathered by the

researchers.

Presentation

Rating (Highest-5, Lowest-1) Is squash be Feedback/

Respondents made into bread? Recommendation
Texture Color
Respondent 1 It taste good and better
than any other bread
5 5 Yes available in the market
or bakery.
Respondent 2 5 3 Yes It taste good

Respondent 3 5 2 Yes Wow

Respondent 4 5 5 Yes It is delicious and soft

and fluffy.
Respondent 5 5 3 Yes Delicious

Respondent 6 5 4 Yes It is delicious and good

for the health
Respondent 7 4 4 Yes It is delicious

Respondent 8 5 5 Yes It is yummy and could

add some sugar.
Respondent 9 5 5 Yes Delicious

Respondent 10 5 5 Yes It is delicious and must

lessen its chocolate and
add more sugar
Respondent 11 5 5 Yes It is delicious

Respondent 12 5 4 Yes It is delicious and good

for the health
Respondent 13 4 5 Yes Delicious

Respondent 14 Squash bread is really

delicious and it blends
5 5 Yes to the chocolate. It is
better than any other
bread sold in the bakery
because it is nutritious.
Respondent 15 4 5 Yes It taste good and
delicious
Respondent 16 4 3 Yes It taste good

Respondent 17 2 2 Yes Taste good and looks

good
Respondent 18 4 4 Yes It is bitter but delicious

Respondent 19 4 3 Yes Must put more

chocolate
Respondent 20 4 4 Yes Looks good

Respondent 21 5 5 Yes It is very delicious

Respondent 22 4 4 Yes Must add more

toppings
Respondent 23 4 4 Yes Delicious

Respondent 24 5 4 Yes Add more sugar

Respondent 25 4 3 Yes It taste good and a little

sweet.
Respondent 26 5 5 Yes Its tasty

Respondent 27 5 4 Yes It is okay but I can’t

taste the squash.
Respondent 28 5 5 Yes It taste good

Respondent 29 5 5 Yes Yummy

Respondent 30 5 5 Yes It is good but I cannot

taste the squash.
Table 1.1 shows the respondents ratings during the survey of the effectiveness of squash as

bread. It has also have their feedback/ recommendation of the bread.

Analysis of Data

The respondent says that the cookies aren’t sweet enough. Some of the respondents also

says that they can’t taste the flavor of the squash, it is also not crunchy like any other cookies

sold in the market. But overall, they all say that squash can be made as cookies.

Interpretation of Data

The researchers conducted a survey at Colegio de San Francisco Javier Inc, specifically

the grades 7, 8, and 9 students. The respondents were selected randomly and the highest rating

that the respondents gave was 5 and the lowest rating they gave was 2. But overall, the

respondents says that squash can be made into bread.

Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

 This chapter contains the summary of findings, conclusion and recommendation of the

study.

Summary of Findings

The researchers found out that squash can be made as bread.

Conclusion

Therefore, the researchers conclude that squash can be made into bread. Squash bread is

effective to those students who doesn’t eat or like to eat squash. And is effective to lessen

diabetes, lessen cancer, arthritis, good for healthy eye sight, and has anti-inflammatory and anti-

oxidant that is needed in our body and that our body cannot produce.

Recommendation

The researchers recommend this new product of bread to the bakers and to the mothers of

those students who doesn’t like to eat squash. This product is healthy for the body and it has

essential nutrients, vitamins and minerals that our body needs.

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