quantitative research topics for home economics students

EarthEd pp 165–178 Cite as

Home Economics Education: Preparation for a Sustainable and Healthy Future

Helen Maguire &
Amanda McCloat

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Part of the book series: State of the World ((STWO))

As complex societal and ecological challenges increasingly jeopardize the future of the planet, it is critical that humans, and especially younger generations, develop new ways of being in the world. All global citizens urgently require new modes of thinking and doing. As we settle into the realities of the Anthropocene—an epoch in which human beings are changing the Earth in profound and potentially irreversible ways—fundamental transformations in learning are required to enable all citizens to adapt. People everywhere will need to develop applicable life skills, appropriate competencies in specific domains, and improved critical and reflective capabilities.

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Juliet Schor, “Foreword,” in Arjen E. J. Wals and Peter Blaze Corcoran, eds., Learning for Sustainability in Times of Accelerating Change (Wageningen, The Netherlands: Wageningen Academic Publishers, 2012), 15–18; Damian Carrington, “The Anthropocene Epoch: Scientists Declare Dawn of Human-influenced Age,” The Guardian (U.K.), August 29, 2016.

Amanda McCloat and Helen Maguire, “Reorienting Home Economics Teacher Education to Address Education for Sustainable Development,” in Miriam O’Donoghue, Global Sustainable Development: A Challenge for Consumer Citizens , e-book, 2008; Eleanore Vaines, “Wholeness, Transforming Practices and Everyday Life,” in Mary Gale Smith, Linda Peterat, and Mary Leah de Zwart, eds., Home Economics Now: Transformative Practice, Ecology and Everyday Life (Vancouver, BC: Pacific Educational Press, 2004), 133–65.

Sue L. T. McGregor, “Everyday Life: A Home Economics Concept,” Kappa Omicron Nu FORUM (National Honor Society for the Human Sciences) 19, no. 1 (2012); Vaines, “Wholeness, Transforming Practices and Everyday Life.”

Sue L. T. McGregor, Locating the Human Condition Concept Within Home Economics , McGregor Monograph Series No. 201002 (Halifax, NS, Canada: 2010), 240; Irish Department of Education and Skills, Leaving Certificate: Home Economics Scientific & Social Syllabus (Dublin: The Stationery Office, 2001), 2; Irish Department of Education and Skills, The Junior Certificate Home Economics Syllabus (Dublin: The Stationery Office, 2002).

Roland Tormey et al., “Working in the Action/Research Nexus for ESD: Two Case Studies from Ireland,” International Journal of Sustainability in Higher Education 9, no. 4 (2008): 428–40; International Federation for Home Economics, “IFHE Position Statement: Home Economics in the 21st Century” (Bonn, Germany: 2008); Helen Maguire et al., “Images and Objects: A Tool for Teaching Education for Sustainable Development and Responsible Living in Home Economics,” in Ulf Schrader et al., eds., Enabling Responsible Living (Berlin: Springer, 2013).

Suzanne Piscopo and Karen Mugliett, “Redefining and Repackaging Home Economics: Case of a Mediterranean Island,” Victorian Journal of Home Economics 53, no. 1 (2014): 2; Japan Association of Home Economics Education, Home Economics Education in Japan 2012 (Tokyo: 2012); Finnish National Board of Education, “Part IV: Chapters 7.10–7.21,” in National Core Curriculum for Basic Education 2004 (Vammala, Finland: 2004); Skolverket (Swedish National Agency for Education), Sweden: Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011 (Stockholm: 2011).

Consumer Classroom, “Resources,” www.consumerclassroom.eu/online-teaching-resources .

University of Kentucky, College of Agriculture, Food and Environment, School of Human Environmental Sciences, Family & Consumer Sciences Extension, Building Strong Families for Kentucky: 2014 (Lexington, KY: 2014). Box 14-1 from the following sources: Isadore Reaud, personal communication with author, September 19, 2016; Pornpimol Kanchanalak, “It’s a Bird, It’s a Plane, It’s the Bamboo School,” The Nation , October 9, 2014; Mechai Viravaidya Foundation, “Mechai Bamboo School,” www.mechaifoundation.org/index2.php , viewed October 15, 2016; Mechai Viravaidya, “Mechai Pattana Bamboo School – Buriram, Thailand,” video, September 14, 2012, www.youtube.com/watch?v=kpuPr54kJBU .

Presentation Secondary Mitchelstown, “Green Schools,” http://presmitchelstown.ie/?page_id=1805 .

Glenamaddy Community School, “Home Economics,” www.glenamaddycs.ie/index.php/subject-departments/home-economics .

Gaelic Athletic Association (GAA), “Healthy Club Focus: GAA Recipes for Success!” March 2, 2016, www.gaa.ie/gaa-tv/healthy-club-focus-gaa-recipes-for-success/ .

Utah Education Network, “Family and Consumer Sciences: Classroom & Laboratory Management,” www.uen.org/cte/family/class .

Adam Vaughan, “Failure to Teach Cooking at School ‘Contributing to £12bn a Year Food Waste,’” The Guardian (U.K.), July 13, 2016; Hedmark University of Applied Sciences, “The Partnership for Education and Research About Responsible Living (PERL/UNITWIN),” http://eng.hihm.no/project-sites/living-responsibly ; Little Flower Girls’ School, “Fair Trade Does Great Trade,” www.littleflowerschool.co.uk/about/latest-news/241-fair-trade-does-great-trade .

St. Aidan’s Comprehensive School, “First Year Textile Projects,” www.staidans.ie/first-year-textile-projects.html .

Heathcote High School, “Home Economics,” www.heathcote-h.schools.nsw.edu.au/curriculum-activities/faculties/home-economics .

Donna Pendergast, “Sustaining the Home Economics Profession in New Times: A Convergent Moment,” in Anna-Liisa Rauma, Sinikka Pöllänen, and Pirita Seitamaa-Hakkarainen, eds., Human Perspectives on Sustainable Future, Proceedings of the 5th International Household and Family Research Conference (Joensuu, Finland: University of Joensuu, 2006), 3–32; Donna Pendergast, “The Intention of Home Economics Education: A Powerful Enabler for Future Proofing the Profession,” in Donna Pendergast, Sue L. T. McGregor, and Kaija Turkki, Creating Home Economics Futures: The Next 100 Years (Samford Valley, Queensland, Australia: Australian Academic Press, 2012), 12–24; Terttu Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research, An Introduction,” in Terttu Tuomi-Grohn, ed., Reinventing Art of Everyday Making (Frankfurt: Peter Lang, 2008), 7.

Tuomi-Grohn, “Everyday Life as a Challenging Sphere of Research,” 9.

Box 14-2 from the following sources: World Health Organization (WHO), “Global Database of Age-Friendly Practices,” https://extranet.who.int/datacol/custom_view_report.asp?survey_id=3536&view_id=6301&display_filter=1 ; Tine Buffel et al., “Promoting Sustainable Communities Through Intergenerational Practice,” Procedia – Social and Behavioral Sciences 116 (February 21, 2014): 1,785–91; Ann Kristin Boström , Lifelong Learning, Intergenerational Learning, and Social Capital (Stockholm: Institute of International Education, Stockholm University, 2003); Alan Hatton-Yeo and Clare Batty, “Evaluating the Contribution of Intergenerational Practice,” in Peter Ratcliffe and Ines Newman, Promoting Social Cohesion: Implications for Policy and Evaluation (Bristol, U.K.: Policy Press, 2011); Mariano Sanchez et al., “Intergenerational Programmes: Towards a Society for All Ages,” Journal of Intergenerational Relationships 6, no. 4 (2008): 485–87; Judi Aubel, “Elders: A Cultural Resource for Promoting Sustainable Development,” in Worldwatch Institute, State of the World 2010: Transforming Cultures (Washington, DC: Island Press, 2010); Zohl de Ishtar, “Elders Passing Cultural Knowledge to Their Young Women,” Kapululangu Aboriginal Women Law and Culture Centre, December 9, 2012; Wendy Stueck, “Seabird Island Band’s Walks in Woods Aim to Pass Down Aboriginal Heritage,” Globe and Mail (Toronto), April 13, 2016; Jayalaxshmi Mistry and Andrea Berardi, “Bridging Indigenous and Scientific Knowledge,” Science 352, no. 6291 (June 10, 2016): 1,274–75; Ben Goldfarb, “Researchers Around the World Are Learning from Indigenous Communities. Here’s Why That’s a Good Thing,” Ensia , May 31, 2016; Nathalie Fernbach and Harriet Tatham, “Indigenous Knowledge and Western Science Unite to Save the Reef,” ABC News , June 2, 2016; Donald Huisingh, “New Challenges in Education for Sustainable Development,” Clean Technology and Environmental Policy 8, no. 15 (February 3–8, 2006); D’Vera Cohn and Jeffrey S. Passel, “A Record 60.6 Million Americans Live in Multigenerational Households,” Pew Research Center, August 11, 2016; International Longevity Centre Global Alliance, Global Perspectives on Multigenerational Households and Intergenerational Relations (London: International Longevity Centre–UK, March 2012); Sally Newman and Alan Hatton-Yeo, “Intergenerational Learning and the Contributions of Older People,” Ageing Horizons 8 (2008): 31–39; WHO, “WHO Global Network for Age-friendly Cities and Communities,” www.who.int/ageing/projects/age_friendly_cities_network/en/ ; Tiffany R. Jansen, “The Nursing Home That’s Also a Dorm,” CityLab.com , October 2, 2015; Lacy Cooke, “New Dutch Housing Model Lets Students Stay at a Senior Living Home for Free,” Inhabit, September 23, 2016; European Map of Intergenerational Learning website, www.emil-network.eu ; Kyle Wiens, “Why Seniors Are the Heroes of the Fixer Movement,” iFixit.org , June 14, 2014; Martin Charter and Scott Keiller, Grassroots Innovation and the Circular Economy: A Global Survey of Repair Cafés and Hackerspaces (Surrey, U.K.: Centre for Sustainable Design, University for the Creative Arts, 2014); Repair Café, “About Repair Café,” https://repaircafe.org/en/about/ ; WHO, World Health Report: Research for Universal Health Coverage (Geneva: 2013); Donald Ropes, “Intergenerational Learning in Organizations: An Effective Way to Stimulate Older Employee Learning and Development,” Development and Learning in Organizations 28, no. 2 (2014): 7–9; Lisa Quast, “Reverse Mentoring: What It Is and Why It Is Beneficial,” Forbes , January 3, 2011; Jane Wakefield, “Technology in Schools: Future Changes in Classrooms,” BBC News , February 2, 2015.

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Maguire, H., McCloat, A. (2017). Home Economics Education: Preparation for a Sustainable and Healthy Future. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_14

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100+ Quantitative Research Topics For Students

Quantitative research is a research strategy focusing on quantified data collection and analysis processes. This research strategy emphasizes testing theories on various subjects. It also includes collecting and analyzing non-numerical data.

Quantitative research is a common approach in the natural and social sciences , like marketing, business, sociology, chemistry, biology, economics, and psychology. So, if you are fond of statistics and figures, a quantitative research title would be an excellent option for your research proposal or project.

How to Get a Title of Quantitative Research

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Finding a great title is the key to writing a great quantitative research proposal or paper. A title for quantitative research prepares you for success, failure, or mediocre grades. This post features examples of quantitative research titles for all students.

Putting together a research title and quantitative research design is not as easy as some students assume. So, an example topic of quantitative research can help you craft your own. However, even with the examples, you may need some guidelines for personalizing your research project or proposal topics.

So, here are some tips for getting a title for quantitative research:

Consider your area of studies
Look out for relevant subjects in the area
Expert advice may come in handy
Check out some sample quantitative research titles

Making a quantitative research title is easy if you know the qualities of a good title in quantitative research. Reading about how to make a quantitative research title may not help as much as looking at some samples. Looking at a quantitative research example title will give you an idea of where to start.

However, let’s look at some tips for how to make a quantitative research title:

The title should seem interesting to readers
Ensure that the title represents the content of the research paper
Reflect on the tone of the writing in the title
The title should contain important keywords in your chosen subject to help readers find your paper
The title should not be too lengthy
It should be grammatically correct and creative
It must generate curiosity

An excellent quantitative title should be clear, which implies that it should effectively explain the paper and what readers can expect. A research title for quantitative research is the gateway to your article or proposal. So, it should be well thought out. Additionally, it should give you room for extensive topic research.

A sample of quantitative research titles will give you an idea of what a good title for quantitative research looks like. Here are some examples:

What is the correlation between inflation rates and unemployment rates?
Has climate adaptation influenced the mitigation of funds allocation?
Job satisfaction and employee turnover: What is the link?
A look at the relationship between poor households and the development of entrepreneurship skills
Urbanization and economic growth: What is the link between these elements?
Does education achievement influence people’s economic status?
What is the impact of solar electricity on the wholesale energy market?
Debt accumulation and retirement: What is the relationship between these concepts?
Can people with psychiatric disorders develop independent living skills?
Children’s nutrition and its impact on cognitive development

Quantitative research applies to various subjects in the natural and social sciences. Therefore, depending on your intended subject, you have numerous options. Below are some good quantitative research topics for students:

The difference between the colorific intake of men and women in your country
Top strategies used to measure customer satisfaction and how they work
Black Friday sales: are they profitable?
The correlation between estimated target market and practical competitive risk assignment
Are smartphones making us brighter or dumber?
Nuclear families Vs. Joint families: Is there a difference?
What will society look like in the absence of organized religion?
A comparison between carbohydrate weight loss benefits and high carbohydrate diets?
How does emotional stability influence your overall well-being?
The extent of the impact of technology in the communications sector

Creativity is the key to creating a good research topic in quantitative research. Find a good quantitative research topic below:

How much exercise is good for lasting physical well-being?
A comparison of the nutritional therapy uses and contemporary medical approaches
Does sugar intake have a direct impact on diabetes diagnosis?
Education attainment: Does it influence crime rates in society?
Is there an actual link between obesity and cancer rates?
Do kids with siblings have better social skills than those without?
Computer games and their impact on the young generation
Has social media marketing taken over conventional marketing strategies?
The impact of technology development on human relationships and communication
What is the link between drug addiction and age?

Need more quantitative research title examples to inspire you? Here are some quantitative research title examples to look at:

Habitation fragmentation and biodiversity loss: What is the link?
Radiation has affected biodiversity: Assessing its effects
An assessment of the impact of the CORONA virus on global population growth
Is the pandemic truly over, or have human bodies built resistance against the virus?
The ozone hole and its impact on the environment
The greenhouse gas effect: What is it and how has it impacted the atmosphere
GMO crops: are they good or bad for your health?
Is there a direct link between education quality and job attainment?
How have education systems changed from traditional to modern times?
The good and bad impacts of technology on education qualities

Your examiner will give you excellent grades if you come up with a unique title and outstanding content. Here are some quantitative research examples titles.

Online classes: are they helpful or not?
What changes has the global CORONA pandemic had on the population growth curve?
Daily habits influenced by the global pandemic
An analysis of the impact of culture on people’s personalities
How has feminism influenced the education system’s approach to the girl child’s education?
Academic competition: what are its benefits and downsides for students?
Is there a link between education and student integrity?
An analysis of how the education sector can influence a country’s economy
An overview of the link between crime rates and concern for crime
Is there a link between education and obesity?

Research title example quantitative topics when well-thought guarantees a paper that is a good read. Look at the examples below to get started.

What are the impacts of online games on students?
Sex education in schools: how important is it?
Should schools be teaching about safe sex in their sex education classes?
The correlation between extreme parent interference on student academic performance
Is there a real link between academic marks and intelligence?
Teacher feedback: How necessary is it, and how does it help students?
An analysis of modern education systems and their impact on student performance
An overview of the link between academic performance/marks and intelligence
Are grading systems helpful or harmful to students?
What was the impact of the pandemic on students?

Irrespective of the course you take, here are some titles that can fit diverse subjects pretty well. Here are some creative quantitative research title ideas:

A look at the pre-corona and post-corona economy
How are conventional retail businesses fairing against eCommerce sites like Amazon and Shopify?
An evaluation of mortality rates of heart attacks
Effective treatments for cardiovascular issues and their prevention
A comparison of the effectiveness of home care and nursing home care
Strategies for managing effective dissemination of information to modern students
How does educational discrimination influence students’ futures?
The impacts of unfavorable classroom environment and bullying on students and teachers
An overview of the implementation of STEM education to K-12 students
How effective is digital learning?

If your paper addresses a problem, you must present facts that solve the question or tell more about the question. Here are examples of quantitative research titles that will inspire you.

An elaborate study of the influence of telemedicine in healthcare practices
How has scientific innovation influenced the defense or military system?
The link between technology and people’s mental health
Has social media helped create awareness or worsened people’s mental health?
How do engineers promote green technology?
How can engineers raise sustainability in building and structural infrastructures?
An analysis of how decision-making is dependent on someone’s sub-conscious
A comprehensive study of ADHD and its impact on students’ capabilities
The impact of racism on people’s mental health and overall wellbeing
How has the current surge in social activism helped shape people’s relationships?

Are you looking for an example of a quantitative research title? These ten examples below will get you started.

The prevalence of nonverbal communication in social control and people’s interactions
The impacts of stress on people’s behavior in society
A study of the connection between capital structures and corporate strategies
How do changes in credit ratings impact equality returns?
A quantitative analysis of the effect of bond rating changes on stock prices
The impact of semantics on web technology
An analysis of persuasion, propaganda, and marketing impact on individuals
The dominant-firm model: what is it, and how does it apply to your country’s retail sector?
The role of income inequality in economy growth
An examination of juvenile delinquents’ treatment in your country

Excellent Topics For Quantitative Research

Here are some titles for quantitative research you should consider:

Does studying mathematics help implement data safety for businesses
How are art-related subjects interdependent with mathematics?
How do eco-friendly practices in the hospitality industry influence tourism rates?
A deep insight into how people view eco-tourisms
Religion vs. hospitality: Details on their correlation
Has your country’s tourist sector revived after the pandemic?
How effective is non-verbal communication in conveying emotions?
Are there similarities between the English and French vocabulary?
How do politicians use persuasive language in political speeches?
The correlation between popular culture and translation

Here are some quantitative research titles examples for your consideration:

How do world leaders use language to change the emotional climate in their nations?
Extensive research on how linguistics cultivate political buzzwords
The impact of globalization on the global tourism sector
An analysis of the effects of the pandemic on the worldwide hospitality sector
The influence of social media platforms on people’s choice of tourism destinations
Educational tourism: What is it and what you should know about it
Why do college students experience math anxiety?
Is math anxiety a phenomenon?
A guide on effective ways to fight cultural bias in modern society
Creative ways to solve the overpopulation issue

An example of quantitative research topics for 12 th -grade students will come in handy if you want to score a good grade. Here are some of the best ones:

The link between global warming and climate change
What is the greenhouse gas impact on biodiversity and the atmosphere
Has the internet successfully influenced literacy rates in society
The value and downsides of competition for students
A comparison of the education system in first-world and third-world countries
The impact of alcohol addiction on the younger generation
How has social media influenced human relationships?
Has education helped boost feminism among men and women?
Are computers in classrooms beneficial or detrimental to students?
How has social media improved bullying rates among teenagers?

High school students can apply research titles on social issues or other elements, depending on the subject. Let’s look at some quantitative topics for students:

What is the right age to introduce sex education for students
Can extreme punishment help reduce alcohol consumption among teenagers?
Should the government increase the age of sexual consent?
The link between globalization and the local economy collapses
How are global companies influencing local economies?

There are numerous possible quantitative research topics you can write about. Here are some great quantitative research topics examples:

The correlation between video games and crime rates
Do college studies impact future job satisfaction?
What can the education sector do to encourage more college enrollment?
The impact of education on self-esteem
The relationship between income and occupation

You can find inspiration for your research topic from trending affairs on social media or in the news. Such topics will make your research enticing. Find a trending topic for quantitative research example from the list below:

How the country’s economy is fairing after the pandemic
An analysis of the riots by women in Iran and what the women gain to achieve
Is the current US government living up to the voter’s expectations?
How is the war in Ukraine affecting the global economy?
Can social media riots affect political decisions?

A proposal is a paper you write proposing the subject you would like to cover for your research and the research techniques you will apply. If the proposal is approved, it turns to your research topic. Here are some quantitative titles you should consider for your research proposal:

Military support and economic development: What is the impact in developing nations?
How does gun ownership influence crime rates in developed countries?
How can the US government reduce gun violence without influencing people’s rights?
What is the link between school prestige and academic standards?
Is there a scientific link between abortion and the definition of viability?

You can never have too many sample titles. The samples allow you to find a unique title you’re your research or proposal. Find a sample quantitative research title here:

Does weight loss indicate good or poor health?
Should schools do away with grading systems?
The impact of culture on student interactions and personalities
How can parents successfully protect their kids from the dangers of the internet?
Is the US education system better or worse than Europe’s?

If you’re a business major, then you must choose a research title quantitative about business. Let’s look at some research title examples quantitative in business:

Creating shareholder value in business: How important is it?
The changes in credit ratings and their impact on equity returns
The importance of data privacy laws in business operations
How do businesses benefit from e-waste and carbon footprint reduction?
Organizational culture in business: what is its importance?

We Are A Call Away

Interesting, creative, unique, and easy quantitative research topics allow you to explain your paper and make research easy. Therefore, you should not take choosing a research paper or proposal topic lightly. With your topic ready, reach out to us today for excellent research paper writing services .

Impact of cooking and home food preparation interventions among adults: outcomes and implications for future programs

Marla reicks.

Department of Food Science and Nutrition, University of Minnesota

Amanda C. Trofholz

Division of Epidemiology and Community Health, University of Minnesota

Jamie S Stang

Division of Epidemiology & Community Health, University of Minnesota School of Public Health

Melissa N. Laska

Cooking programs are growing in popularity; however an extensive review has not examined overall impact. Therefore, this study reviewed previous research on cooking/home food preparation interventions and diet and health-related outcomes among adults and identified implications for practice and research.

Literature review and descriptive summative method.

Main outcome measures

Dietary intake, knowledge/skills, cooking attitudes and self-efficacy/confidence, health outcomes.

Articles evaluating effectiveness of interventions that included cooking/home food preparation as the primary aim (January 1980 through December 2011) were identified via OVID MEDLINE, Agricola and Web of Science databases. Studies grouped according to design and outcomes were reviewed for validity using an established coding system. Results were summarized for several outcome categories.

Of 28 studies identified, 12 included a control group with six as non-randomized and six as randomized controlled trials. Evaluation was done post-intervention for five studies, pre- and post-intervention for 23 and beyond post-intervention for 15. Qualitative and quantitative measures suggested a positive influence on main outcomes. However, non-rigorous study designs, varying study populations, and use of non-validated assessment tools limited stronger conclusions.

Conclusions and Implications

Well-designed studies are needed that rigorously evaluate long-term impact on cooking behavior, dietary intake, obesity and other health outcomes.

INTRODUCTION

The importance of away-from-home meals and convenience foods in the American diet may relate to a lack of time to plan and prepare meals at home. 1 A recent review also implicates a lack of cooking skills and food preparation knowledge as barriers to preparing home-cooked meals. 2 The percentage of total household food dollars spent on food eaten away from home is now higher compared to 30 years ago (33% in 1970 to 47% in 2010). 3

Consumption of fast food and food from away-from-home locations is associated with lower diet quality and obesity among adults. 4 – 8 National dietary intake data from 1994–1996 and 2003–2004 shows that each meal away from home is related to an increase in calories by 130 per day and a reduction in diet quality by two points on the Healthy Eating Index scale. 9 Food prepared at home provides fewer calories per eating occasion, and on a per-calorie basis, provides less total and saturated fat, cholesterol and sodium, and more fiber, calcium and iron compared to food prepared away from home. 10 Among low-income women, increased frequency of consuming foods prepared from scratch over a three-day period is associated with an increase in fruit and vegetable, protein, vitamin C, iron, zinc and magnesium intakes. 11

Furthermore, time usage data shows that time spent in food preparation and cleanup is less for the average household compared to 30 years ago. In 1995 time spent on food preparation and clean-up is about half (41 minutes/day) that spent in 1965 (85 minutes/day) by working women in the U.S. 12 – 13 More recent time usage data (2003–2004) also shows that time spent in food preparation decreases as time spent working outside the home increases, 14 with a greater number of women in the U.S. workforce (an increase of 44% from 1984 to 2009). 15 This rise in working women, an amplified perception of time scarcity 1 and increased availability of convenience foods based on technological advances and societal demands contributes to the decline in cooking and home food preparation. An observational study of 64 home cooked dinner meals shows that most meals contain processed, commercial foods possibly because of limited cooking skills. 16

Several cross-sectional, observational studies show a relationship between food preparation skills among adults and associated outcomes. Among mothers of school-aged children, confidence in the ability to prepare a healthy meal is positively associated with healthfulness of the meal. 17 A survey of German adults indicates that readymeal consumption (i.e., consumption of complete, main-course meals prepared externally) is inversely associated with cooking skills. 18 A high perceived value of food preparation is associated with greater intakes of fruits and vegetables among women in Australia, 19 and when the main home cook is confident in preparing vegetables, households buy a greater variety of vegetables. 20

Given the potential positive outcomes related to cooking skills, nutritionists and public health professionals are promoting cooking interventions as a way to improve health. For example, one large-scale cooking initiative known as Cooking Matters is underway in at least 35 states. Through the program, local chefs partner with community organizations to teach cooking skills. 21 Even though the programs are becoming more popular and well-established, an extensive review of the literature that examines the short and long-term impact of cooking interventions for adult populations is not available. A review of this type can provide information to improve the effectiveness of current programs and inform the development of new programs. The purpose of this study is to review previous research on cooking/home food preparation interventions and diet and health-related outcomes among adults. Relevant studies include interventions that focus primarily on home food preparation/cooking as the primary aim. Studies are also reviewed to identify implications for practice and future research.

Relevant research studies published between January 1980 and December 2011 were identified via searches of OVID MEDLINE, Agricola, and Web of Science databases. The following keywords were used in various combinations to perform searches: intervention, demonstration, health promotion, education or class; and food preparation, home food preparation, cooking or cookery; and food habits, food intake, eating patterns, diet, dietary intake, dietary outcomes or skills. The search was limited to those studies published in the English language and those involving adults (i.e., primarily 18 years of age or older), including college students.

A total of 373 journal articles and 85 educational materials were retrieved. Educational materials included mostly books as well as visual aids (slide sets, filmstrips, videos, transparencies), teaching kits and government publications. Of the 373 journal articles, 54 were repeated in two or three databases, leaving 319 for further review. Abstracts for all articles were reviewed and studies were excluded if they were not intervention studies (n=209, those having a cross sectional design with qualitative and quantitative methods such as dietary assessment, attitude and behavioral surveys; focus group and individual interviews; case studies). Articles were not included if they reported on studies that involved children as the target group, were reports or commentaries on recommendations or resources, or review articles. Articles were also not included if they were intervention studies that did not have cooking or food preparation as the primary aim, or if only formative development of programs that involved cooking or food preparation was described without evaluation measures. After these exclusions (n=306), thirteen applicable studies that had cooking or home food preparation as their primary aim were included for further review. Other potentially relevant studies were identified from bibliographies of these applicable studies. This study was exempt from Institutional Review Board review because it involved a review of previously completed, published studies.

Twenty-eight studies meeting the inclusion criteria were identified through this search strategy. 22 – 49 Intervention studies included cooking or home food preparation through cooking assignments, 22 – 23 cooking classes/demonstrations in community or clinical settings, 24 – 44 , 46 – 49 and viewing a cooking TV show. 45 Studies were grouped according to design (intervention without control groups, non-randomized control trials (RCT) and RCTs) and intended outcomes. One author extracted information from studies into a standardized table ( Table 1 ) structured to provide objective information about the population, intervention duration, measures and measurement tools and outcomes. Information extraction was checked independently by a second author to ensure that consistent detailed information was included for each study.

Study characteristics, intervention methods, evaluation measures and summary of outcomes regarding diet and health

FV = fruit and vegetable, FFQ = food frequency questionnaire, NCI=National Cancer Institute, NDSR=Nutrient Data System for Research, WHEL=Women’s Healthy Eating and Living, RCT=randomized controlled trial

The validity questions from a quality criteria checklist were used to critically appraise the validity of each study included in this review with respect to research design and implementation. The checklist was available as part of the Evidence Analysis process of the Academy of Nutrition and Dietetics Evidence Analysis Library (EAL) and allowed for rating of primary research studies as positive (“clearly addressed issues of inclusion/exclusion, bias, generalizability, data collection and analysis”), negative (“these issues have not been adequately addressed”) or neutral (“neither exceptionally strong nor exceptionally weak”). 50 The process to appraise study validity involved several steps where an external reviewer first used the checklist to generate responses to all the validity questions for 26 of the 28 studies (two based on primarily qualitative evaluation methods were not included in this process 24 , 38 ). Next, authors generated responses to all validity questions for two to six studies each for a total of 13 of the 26 studies. Lastly, one author reviewed responses to the validity questions for all papers reviewed by the external reviewer and other authors and generated an overall rating of positive, negative or neutral for each study. Inter-rater reliability was determined for ratings of the 13 papers by the external reviewer and multiple authors based on a simple Kappa coefficient (0.71) and percentage agreement of 84.6%.

Table 2 presents information about the evaluation tools used to measure quantitative outcomes, literature sources and pilot testing. A wide variety of outcomes (either qualitative or quantitative dietary outcomes and health outcomes such as weight or blood lipids) across studies was reported based on a variety of evaluation measures.

Description of the evaluation tools used to measure quantitative outcomes regarding dietary intake, cooking behaviors, knowledge and attitudes; literature sources and pilot testing information

To better describe the type of cooking/food preparation studies conducted from 1980–2011, the number of studies was quantified based on study design (inclusion of a control group and randomization of participants), and the type and timing of evaluation to assess effectiveness (post-assessment only, pre- and post-assessment, and whether follow-up was completed after post-assessment). Outcomes based on study objectives were summarized based on several categories including dietary change, knowledge/cooking skills, self-efficacy and intentions, and changes in health outcomes such as metabolic biomarkers or weight. Overall findings were highlighted and examples were provided to further illustrate the type of studies and participants used to generate the findings for each outcome category.

Study Type and Outcome Measures

Of the 28 studies, 16 did not include a control group. Of these, four utilized post-assessment measures only, 22 – 24 , 34 while 12 had pre and post-intervention assessments. 25 – 33 , 35 – 37 Of the 12 studies including a control group, six did not randomize group assignment 38 – 43 and six did. 44 – 49 The total number of sessions in each intervention varied widely, from three, 35 four, 33 – 44 six, 26 – 28 , 30 eight, 31 – 32 , 36 12–13 29 , 37 to 38 sessions. 25 Some studies also contained additional components, such as refresher sessions six months after intervention completion. 37 Across all 28 studies identified in this review, 15 assessed potential impacts of the intervention beyond the immediate post-intervention assessment, including five that did not include a control group 25 – 27 , 33 – 34 and 10 that did. 39 – 43 , 45 – 49 These follow-up assessments ranged from one to 48 months after the intervention concluded.

Studies varied with respect to type of participant, intervention activities and duration, and expected outcomes. Most studies involved adults, however several targeted parents because of the role they play in promoting healthful diets and prevention of chronic disease among children. 42 , 44 The majority of the 28 studies focused on changing outcomes that could be measured quantitatively. Table 2 presents information about quantitative tools used to assess dietary outcomes and outcomes related to nutrition or cooking knowledge, attitudes and practices. Diet-related assessment tools ranged from questionnaires regarding frequency of dietary behaviors (e.g., eating fruits and vegetables, drinking low-fat milk) to standard dietary intake data collection methods (e.g., 24-hour dietary recalls). For some studies, little or no information was provided about the source of some evaluation tools or whether they had been validated. 25 , 32 , 34 Other studies described a process whereby content validity, internal consistency and/or test-retest reliability were assessed. 26 , 39 , 45 – 46 Still other studies referenced previous research from which tools were drawn directly, with or without modification, 29 – 30 , 43 or research from which tools had been adapted for use in the intervention. 35 – 36 , 39 , 45 Some studies used qualitative interviews alone or in conjunction with other measures to assess outcomes 22 – 24 , 34 , 38 or physical and laboratory measures for outcomes, such as change in blood pressure or serum cholesterol. 36 – 37 Only 4 studies examined effects on body weight. 36 , 37 , 43 , 49

Process Evaluation

Process measures were not reported for some studies and varied widely for studies that included this type of evaluation. Most studies reported the number of participants recruited and the number in the final sample, but few discussed the differences in these samples brought about by attrition. Some studies reported attendance at intervention sessions or completion of intervention activities, 25 – 27 , 29 , 33 , 37 differences in outcomes according to attendance, 27 and preferences for follow-up methods. 26 Other studies explored opinions and feedback about programs and participant experiences. 28 , 32 – 34 , 38 , 44 – 45 Reasons for not completing intervention sessions were presented in several studies, 39 , 47 – 49 and only a few studies provided information about program cost. 43 , 46

Evidence Analysis Library Process of Validity Ratings

Based on the EAL validity questions, a positive rating was assigned to 11 studies, a neutral rating to one study, and a negative rating to 13 studies. A “no” response to more than six validity questions resulted in a negative rating. Most often these questions were related to specification of inclusion/exclusion criteria, handling of withdrawals, use of standard, valid and reliable data collection instruments, and adequate description of statistical analysis. Not applicable responses to questions were not considered in the rating. Most often these questions were related to comparability of study groups and blinding for studies without a control group.

Outcome Evaluation: Dietary Intake

Nineteen of the 28 studies evaluated the impact of a cooking intervention on dietary intake, assessed in various ways. Despite varying study designs and measurement tools, 16 studies reported a positive impact on food intake. Ten of these were interventions without a control group; all showed beneficial changes in intake of various nutrients, food groups, and specific foods following the intervention, each using different measurement tools. 24 – 27 , 29 – 31 , 33 , 35 – 36 Using dietary questionnaires, one of which was a previously tested Eating Styles Questionnaire, 30 an intervention aimed at members of a South Asian community in the United Kingdom 25 and an intervention aimed at African American faith community members 30 resulted in reported improvements rather than significant improvements in intakes of dietary sources of fat, fiber, sugar or sodium. 25 , 30 The intervention arm of the Women’s Healthy Eating and Living (WHEL) Study included 12 monthly cooking lessons for women previously treated for breast cancer. 29 Increased cooking class attendance was significantly associated with improvement in participants’ WHEL Adherence Score, an index measuring achievement of dietary targets, such as fruit, vegetable and fiber intakes and percentage of energy from fat.

Of the interventions including a control group (n=12), five showed that intervention participants’ dietary intakes improved to a greater degree than those of the control group. 39 , 41 , 43 , 47 , 49 For example, a multiple-pass, 24-hour recall was used to assess outcomes of a healthy eating class for men with prostate cancer versus a control group receiving usual treatment. 49 A significant reduction in the consumption of saturated fat and animal proteins and increased vegetable protein consumption was observed for the intervention group compared to the control group.

Two of the non-randomized trials showed mixed results for the intervention group compared to the control group, as measured by Food Frequency Questionnaire (FFQ) or food diaries. 39 , 41 Cooking class intervention participants significantly increased consumption of grains compared to the control group that received no intervention, but their intakes of dairy, fruits and meats were not significantly different. 41 Adults living in areas of social deprivation in Scotland who were exposed to a nutrition education and cooking class intervention significantly increased their intake of fruit pre- to post-intervention, but this was not maintained at the six-month follow-up. 39

Outcome Evaluation: Knowledge/Skills

Using qualitative measurements/tools, three cooking class interventions assessed cooking knowledge/skills. 24 , 32 , 38 Participants of all three interventions reported an improved understanding of healthy food preparation and healthier cooking strategies. Four studies reported effects on nutrition and fruit and vegetable knowledge. 35 , 38 , 40 , 45 For example, using theory-based knowledge questions adapted from a questionnaire used in an existing program, a diabetes education and cooking demonstration intervention resulted in an increase in nutrition knowledge pre- to post-intervention. 35

Outcome Evaluation: Cooking Self-Efficacy/Confidence, Intention/Behavior, and Attitudes

Three cooking class interventions, 32 , 34 , 39 two aimed specifically at men, resulted in an increase in cooking confidence. Two of these studies also showed an increase in cooking activity at post-intervention 32 and at four or six week follow-up. 34 A third study found a significant increase in confidence in following a recipe between baseline and six-month follow-up, as measured by an untested cooking skills questionnaire. 39 Two cooking class interventions reported positive results with respect to participants’ cooking attitudes and enjoyment, 32 , 41 although the findings were either not significant or significance was not reported. Attitudes were determined by various surveys, one of which had been evaluated for test-retest reliability 41 and another by key informant interviews. 32

Outcome Evaluation: Health Outcomes

Four studies reported positive health outcomes, 36 – 37 , 43 , 48 and two of these involved positive changes in serum cholesterol. 36 – 37 Other studies addressed improvement in parameters associated with conditions/diseases. For example, patients with rheumatoid arthritis significantly improved a variety of rheumatoid arthritis measures when compared to the control group, which received only healthy eating information. 43 More patients with chronic kidney disease improved in parameters such as urinary protein, urinary sodium, and blood pressure in an experimental group receiving cooking and exercise classes compared to a standard care control group. 48 Men with biopsy-confirmed prostate cancer who completed a cooking class intervention showed a significant increase in quality of life compared to the control group but no impact on body weight was observed. 49 Similarly, BMI did not change from pre to post intervention among hypercholesterolemic individuals. 36 , 37

This review indicates that interventions involving home food preparation and/or cooking may result in favorable dietary outcomes, food choices, and other health-related outcomes among adults. However, the results should be interpreted with caution based on weaknesses in study design, varying study populations and lack of rigorous assessment.

Findings related to changes in dietary intake and health outcomes

Dietary behavior change for an individual may be based on a progression of tasks involving food selection/acquisition, preparation and consumption. Given this progression, food preparation knowledge and skills are critical components that can facilitate dietary change. As expected, the majority of interventions in the current study that targeted changes in food preparation knowledge and skills produced positive effects on dietary intake. Previous cross-sectional studies have suggested a relationship between food preparation knowledge or skills and consumption of particular foods. 51 – 52 For example, among adult WIC participants, the likelihood of consuming fruits and vegetables was strongly related to knowing how to prepare most fruits and vegetables 51 and barriers to long term intake of whole grain foods was related to cooking skills among adults in the UK. 52 Several calls have been made recently for culinary skills education programs for children, 53 – 54 based on the likelihood that these skills would persist into adulthood. However if adults lack these skills and the confidence that might accompany their development as observed in several studies reviewed, 32 , 34 , 39 programs to educate adults with respect to food preparation knowledge and skills are also important.

Several studies in this review identified barriers to dietary changes based on implementing practices encouraged by the cooking intervention. 24 , 40 Primary barriers were family food norms/preferences and resistance to change, as well as financial constraints. Cooking programs have the unique ability to help parents address resistance to dietary change by including family members in the instruction or by providing information about ways to make dietary change more palatable and acceptable. Studies included in this review expanded the intervention’s breadth in such ways as providing professional support and including budgeting sessions alongside cooking instruction. It may not be practical to target all cooking barriers (e.g., a deficit of cooking skills, nutrition knowledge, cooking facilities, and food accessibility) in a single intervention. Furthermore, if these barriers were addressed through an intervention, it is unlikely long-term positive outcomes would result unless the removal of barriers was sustained. Multiple cooking barriers are an opportunity for researchers to creatively partner with organizations working on such issues as food access. Interventions that target multiple cooking barriers are also an opportunity to demonstrate the need for comprehensive community responses to food environment issues.

Certain promising strategies emerged from intervention studies designed for community programs interested in implementing cooking programs. Several studies used peer leaders to guide cooking, nutrition and budgeting sessions, and demonstrated positive outcomes. 25 , 33 In addition to positive outcomes for the participants, peer advisors of one intervention indicated positive dietary intake changes four years after the completion of the intervention. 33 Four additional studies were successful in tailoring healthy cooking interventions to populations with specific health concerns, specifically hypercholesterolemia, 37 rheumatoid arthritis, 43 prostate cancer, 49 and myocardial infarction. 47 In addition to having a significantly positive impact on dietary intake, these interventions positively affected rheumatoid arthritis measurements and blood pressure, 43 serum cholesterol, 37 and quality of life for men with prostate cancer. 49

Interpretation of results based on study design

Study design differences make it challenging to draw conclusions about the potential benefits of interventions. More than half of the studies included in the review (16 of 28) did not include a control group and of the 12 studies that did include a concurrent control group(s) only six involved randomization of group assignment. The limited number of studies with longer-term follow-up assessments (15 of 28) imposes further restrictions on the ability to draw conclusions about effectiveness. While some exceptions exist, the majority of longer-term follow-up assessments demonstrated maintenance of positive dietary and health outcomes. However, the length of time between post-intervention and follow-up assessment varied widely. Although the measured outcomes for most interventions were primarily positive, little consistency existed among the intervention programs with respect to method of delivery (i.e., cooking class, cooking show, etc.), number of participants, type of participant (i.e., men, college students, low-income women), or the time passed between post-intervention and the final assessment.

Community programs almost certainly suffer from selection bias, where participants interested in cooking are naturally drawn to a cooking intervention, resulting in a higher likelihood that positive outcomes will be found. Selection bias can be moderated by conducting interventions among preformed groups (e.g., senior housing complexes) where there is a wider range of interest in cooking because participants do not self-select to participate. Small sample sizes and a small number of intervention sessions also yield concerns about representativeness, generalizability, and intervention dose in many intervention studies.

Interpretation of results based on evaluation/outcome assessment

A wide assortment of measurement tools were used to evaluate effectiveness of the cooking/home food preparation interventions, many of which were neither validated nor well-established measures of dietary intake, such as the 24-hour dietary recall. The wide range of non-validated, unique surveys and questionnaires makes it difficult to compare results across studies. Few validated instruments exist for measurement of cooking intervention outcomes including cooking knowledge, self-efficacy and skills. For example, only recently has the validation/testing of several measures of cooking self-efficacy been reported. 55 – 56

For many studies reviewed, consistent process evaluation was absent. While several studies addressed participant withdrawals, discussion of program implementation and expected output is noticeably absent from most studies. Process evaluation measures are particularly important as cooking programs are being implemented more widely. Process evaluation is important in measuring the degree to which interventions are implemented as planned. 57 Without these measures, it is difficult to assess the efficiency of a cooking program or how well the program is being implemented.

IMPLICATIONS FOR RESEARCH AND PRACTICE

Regardless of the lack of definitive evidence to support a relationship between cooking instruction and long-term cooking behavior or health outcomes, public health professionals have aggressively moved forward with cooking initiatives. Many programs exist at the national, state and community levels that promote cooking as a necessary and appropriate response to overweight/obesity and food insecurity, such as the Cooking Matters program. 21 To enhance the impact of these types of popular programs, additional research is needed regarding the needs of non-cooking individuals and the most effective methods of delivering and evaluating cooking interventions. The most pertinent and essential recommendation for future studies is the necessity for stronger study designs, such as those utilizing control groups. Recruitment strategies and sampling biases should also be considered. The use of standard, valid and reliable data collection instruments and adequate description of statistical analysis is necessary to move this research area forward with rigor. Additional validated evaluation tools may become available as more studies are published with respect to cooking intervention outcomes. Research teams should also incorporate process evaluation measures to report recruitment and retention of study participants, exposure to the intervention, and fidelity of program implementation to the study design. Reporting inclusion/exclusion criteria and handling of withdrawals has become more common in recent studies, but should be a priority to address validity of studies in the future.

Despite imperfections, public excitement over cooking programs is an opportunity for public health professionals to harness this energy and discover the most beneficial approaches to affecting long-term dietary changes and subsequent health outcomes. What is essential is the continued conversation about the direction of cooking initiatives, and the implementation of these initiatives alongside inter-related measures such as increasing food accessibility and affordability. Given the current rates of overweight and obesity in the United States, strong public enthusiasm for cooking classes provide a rare public health opportunity to engage the community while working to affect dietary outcomes, overweight and obesity and related health conditions.

Acknowledgements

Salary support was provided in part by Award Number K07CA126837 from the National Cancer Institute. The content of the present manuscript is solely the responsibility of the authors and does not necessarily represent the official views of NCI. NCI did not play a role in designing the study, collecting the data or analyzing/interpreting the results. Lori Roth-Yousey, PhD, MPH, RD, Postdoctoral Research Associate, University of Minnesota served as the external reviewer for the Evidence Analysis process to rate the validity of studies included in this review.

Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

Contributor Information

Marla Reicks, Department of Food Science and Nutrition, University of Minnesota.

Amanda C. Trofholz, Division of Epidemiology and Community Health, University of Minnesota.

Jamie S Stang, Division of Epidemiology & Community Health, University of Minnesota School of Public Health.

Melissa N. Laska, Division of Epidemiology and Community Health, University of Minnesota.

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For students confined in their homes, research skills application during the pandemic due to COVID-19 poses quite a challenge. The quarantine forces them to look for research problems at home to start a meaningful research venture.

Expectedly, students turn to Google to seek possible research topics at home that they can do under quarantine. Given this assumption, I did look for research problems that students could work on in their homes to verify if there are answers to such questions.

However, after using several keywords that revolve around research at home due to the constraints of the pandemic, I could not find any straightforward answer. The nearest answer I could get is a person who answered the question on quora.com, saying there are many research topics at home that students can explore. But then he enumerated three research topics without even expounding on them.

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Of course, I know that I do not monopolize the ideas out there. And I know creativity resides in everyone. For budding researchers, they must develop their thinking skills and engage the creative part of their brain. After all, one of the qualities of a good researcher is to be creative in pursuing higher levels of learning.

Research problems at home.

The following research problems at home settings can help you explore and apply your research knowledge and skills. These research topics cropped up in my mind while exploring areas of inquiry that my students can pursue even while under quarantine.

These research topics are suggestive, not prescriptive; meaning, you as a research student can adopt flexibility in your choice of research focus given these suggestions. Creativity and novelty are keys to a meaningful research venture.

In addition, I include those research problems that interest me but which are outside of my specialization. But I conduct simple researches on things out of curiosity and hunger for discovery, especially those research topics where I can use my knowledge and skills in statistics, systems modeling, and data visualization.

Physiological Effects of the Pandemic to Families

I have come across reports that some people have insomnia due to the threats of COVID-19. It would be interesting to know the reasons why people have difficulty sleeping. You can ask a family member who exhibits such a problem.

You may use the Case Study approach in this instance, focusing on the individual with the problem and recording the process. Some questions I could figure out are as follows:

How much time do you spend lying in bed before you are able to sleep?
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I found a useful android app, Sleep Monitor, to measure and monitor sleeping patterns. Researchers can use this simple app in lieu of costly polysomnogram or sleep study to assess a person’s sleeping behavior.

I have had sleep problems before but Sleep Monitor helped me identify the cause of my insomnia. I realized that I have sensitive ears, so I reduced the sources of noise in my room. I worked towards a sound intensity of less than 30 decibels. It helped a lot.

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How children behave during a pandemic would be an interesting research topic. I would hypothesize that complete families (i.e., at least the father, mother, and child) would be happy to be together and establish a closer bond. Mothers are able to nurse their young kids, guide them in their assignments online any time of the day, play with them, among other things. Hence, kids perhaps would be happier in their homes while studying.

Really? Nobody knows.

Perhaps they may be more irritable as they could not be with their friends to play. Peer-to-peer interaction is limited. Sharing notes with colleagues about their experience would be worth a data to analyze. Problems of validating the data, however, would be a challenge in this research problem.

Nevertheless, I believe it’s worth pursuing.

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Just at the back of our home, I took pictures of insects, moths, birds, and mammals and contribute to Project Noah . You can add to the body of knowledge by giving information on the animal or plant species. Characterize them by giving details such as the location where you saw them, their feeding habits, reproductive behavior, nesting habits, among other things. We call this citizen science.

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In my case, it didn’t matter much as I have designed instructional modules even before the pandemic. I already developed and maintained websites that house the contents of the subjects I teach.

If you are interested on how I implemented my online classes during the pandemic, you might want to see my original work titled Blended Website Learning Model to help enrich students’ learning.

At this point, I would say that the system I developed is quite effective in teaching and mentoring my students. And I would like to compare this system with other systems employed by other educational institutions.

Hence, I have come up with indicators that I measured during system implementation. During the last week of this semester, I plan to administer a questionnaire to get feedback from my students. The information I get will be helpful in further refining the instructional approach I employed in the model. Perhaps I can correlate student performance with the quality of their internet connectivity, the time they allocate for online work and fulfilling their assignments, among other related activities.

The questions I will ask will be something like the following:

Is there a relationship between the student’s quiz scores and their attendance in short online sessions?
Is there significant relationship between the student’s rating of internet connectivity and the length of time it takes them to submit their class outputs?
Is there a relationship between the student’s punctuality in the submission of class work and the type of digital gadget that they use to access the internet?

All these questions imply the use of variables that allow statistical analysis to take place. Variables may be nominal, ordinal, interval, or ratio .

Household Coping Activities

Asking questions on how the household head copes with the food scarcity threat under quarantine would be worth knowing. Reporting the creativity of people due to lockdowns can help other people who struggle to make ends meet.

Assuming that households do not just rely on government support, the following questions can trigger an exploration:

What activities does the breadwinner do at home to meet or augment the food needs of the family?
What support do other members of the family give to the breadwinner?
Which coping activities work best?
How long can the present monetary resources support the family?
Do households conduct formal meetings with members of the family to cope with the pandemic? If there are, what strategies have they come up with?
What expenses do members of the family incur? Do they set a certain amount of money to specific items?

Read More : Mastering Your Money: 8 Amazing Personal Finance Tips to Build Wealth

Study the Backyard Pollinators

If you have a large lawn or you have considerable space in your backyard where trees, flowers, or vegetables are grown, observing the kinds of pollinators that visit your place might be worth looking at. Pollinators can range from birds, bees, insects, reptiles, and others that you might not expect.

Knowing the time these pollinators come, what plant species they visit, how many flowers they visit, among others you can figure out can be a good science discovery.

Specifically, some statistical and non-statistical questions to ask are as follows:

What types of pollinators are present in your yard?
Is there a one-to-one correspondence between the pollinator and the plants that they visit?
How many plant species does a specific pollinator visit?
Is there an association between the time of day and the appearance of pollinators?
How much time do bees (as pollinators) spend on each flower?

Higher level, relational questions may be asked by the researcher to reflect higher-order thinking skills. Doing so depends on the set of research objectives set forth at the beginning of the study. It all comes down to the level of complexity that you would want in your research at home. You need to review the literature before anything else to identify what has not been studied yet.

Compare stars at night to determine sky’s darkness

Gazing at the stars at night presents an opportunity to study the weather. Counting the visible ones at certain times of the season can help you compare good and bad weather days. More stars become visible if no clouds are found in the horizon.

If you can afford a good quality telescope, that would be the tool of the young astronomer in you. Telescopes have become affordable these days. If you still can’t afford it, count the stars with your naked eye.

Study the ingredients of canned goods as your research at home

You can look at the ingredients of canned and other packaged goods stocked in your homes to avoid getting out and buying the family’s food needs. Many of the food items that last contain preservatives to extend shelf life.

Here’s a video by Eleanor Nelsen on how preservatives work.

Although preserved foods can keep you alive for an extended time period, it would be wise to consider other means to get your food in a healthy way. At the beginning of the pandemic, I explored different ways to grow food. In the process, I discovered an interesting gardening method called lithic mulching .

Without much ado, I started planting vegetables and bought seeds on rare occasions of buying the groceries. My harvest sure helped a lot in keeping the family safe from the clutches of COVID-19. Plus, of course, the healthy diet the greens can give to the body.

The gardening activity posed challenges because I encountered pests and plant diseases. These problems are areas of interest that one can add to their list of research problems at home.

Time and Motion Study

You may conduct a time and motion study in your home using the video camera of your cellphone. Although this research method is applied to improve work systems in organizations, banks, schools, and other offices, it may be interesting to see how people spend their time at home.

You might want to study members of your family to find out how much time they spend on a task and what tasks they are working on. That will be an excellent research at home that you can report to your teacher, compare notes with your classmates, and get insights from them. Sharing the findings with your family might help improve their behavior towards tasks that they need to do at home.

Just make sure the subjects are not aware that they do not know you are doing it. If they are aware that you are studying them, they will change their behavior. We call that the Hawthorne Effect .

Experimental Study on Renewable Energy

Given that more energy will be consumed when you spend your time at home most of the time, exploring ways to generate electricity through renewable energy innovations will help you on the bill payments.

Build a simple wind turbine and see how much energy it can generate. Compare its electrical output with other alternative energy generating innovations like solar panels, or a mini-hydroelectric power plant if you live next to a river. That example of a mini-hydroelectric power plant I linked here can support up to 15 households! No more brownouts or blackouts.

You can vary your product designs and compare the amount of energy produced by those renewable energy innovations. Thus, you can come up with something that you might even sell for a profit.

Meta Analysis

Writing a meta-analysis does not require you to leave your home to do research. The research activity essentially reviews and synthesizes relevant research publications about a research topic. It systematically combines data obtained from selected qualitative and quantitative studies that deal with a specific issue or problem.

The meta-analysis intends to come up with a single conclusion that has stronger statistical power. Stronger statistical power is achieved because of the greater number of subjects involved, greater diversity, and corroborating evidences that support or refute the hypothesis of the study. Meta-analysis builds on the principle that the whole is greater than the sum of its parts.

Conduct a Literature Review

All of these research problems or research topics require a thorough review of the literature to achieve a certain level of quality. Well-written research makes a good review of literature on the research topic before these are implemented. The main purpose of such a review is to avoid duplicating the work of others. The gap in knowledge is identified, making the research a worthwhile endeavor and worth sharing.

While research at home settings poses quite a challenge to students due to limited movement, the areas of inquiry mentioned in this article and the specific research topics enumerated can help jumpstart an educational activity that will enhance critical thinking.

Ideas beget ideas. Just allow your mind to wander but be ready to capture amazing ideas that pop in your head with a quick jot on your ideas notes. Your subconscious mind works 24/7 even while you sleep. So it is always a good idea to keep a small notebook and pen next to you.

Ideas beget ideas. P. REGONIEL

I would not recommend using a cellphone to write your notes, as you will need to browse items using it and get distracted with other time-consuming popular apps like Tiktok , Facebook , Messenger, or WhatsApp that draw your attention. A good researcher needs to focus on narrowing a research topic. It’s alright to use those apps once you have finished your task.

Although I use Keep Notes in listing the things I need to buy like groceries and hardware, things to remember, draft messages of sensitive matters, among others, I tend to lose my notes causing me to spend more time searching for it. Further, keeping notes in electronic form becomes problematic when your cellphone’s battery is out of juice.

Concluding Notes on Research at Home

Virtually everyone, with the right tools and attitude, can research at home. Confinement due to the COVID-19 pandemic presents an opportunity that enables students to think creatively. Right in our homes lie many issues and problems that research will be able to address as the topics raised in this article demonstrated.

Once you identify research problems at home, you will encounter new challenges and opportunities along the way. New areas of home-based inquiry, research problems or research topics arise, thereby enriching your experience as a student. Education, despite the pandemic, goes on.

This is a good time to undertake a review of the literature on a research topic that you are interested in. Research problems at home can be identified with a little imagination.

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About the author, patrick regoniel.

Dr. Regoniel, a faculty member of the graduate school, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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100+ Good Quantitative Research Topics For Home Economics Students
See also 71+ Best Quantitative Research Topics In Early Childhood Education. 1. Perception and Stereotypes. Misconceptions or societal stereotypes may undermine the importance of Home Economics, leading to a lack of recognition for the field's relevance and significance. 2.
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This quasi-experimental research design determined the effectiveness of the Home Economics Learning Commons (HELCs) in improving the academic performance of Grade 5 learners.
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Mindfulness is regarded as a systematic process of shaping the innate quality of the mind primarily practised through meditation. As a result, this paper aims to uncover the nature and spirit of mindfulness practice, which should go beyond clinical intervention or disciplined practices, to explore how self-care techniques like food preparation, knitting, and mindfulness exercises can be ...
(PDF) The Role of Home Economics Education in the 21st Century: The
The study investigated the impact of Home Economics on family, family life and education in post COVID19 Pandemic, two research questions was used for the study.
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Home economics is. an important aspect of curriculum for high school students as it teaches future generations life. skills necessary for success - financial literacy, healthy lifestyles, and political competency. Additionally, the study of benefits in home economics is pertinent to the ongoing battle our.
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Investigating Home Economics Teachersí Food Waste Practices and Attitudes. Results. Demographics and Principal Component Analysis. As Table 1 shows, respondents were mostly females (85 %), almost ...
Research in home economics: Journalofthe HEIA liIl. The need for
relating it to home economics; 2. compare quantitative and qualitative research methodologies which characterise disciplines; and 3. draw conclusions and make recommendations regarding research in home economics. 1. Outline the concept of inrerdisciplinariry, relating it to home economics The question of whether home economics is a
PDF Quantitative Research Topics For Home Economics Students
essence, quantitative research topics within Home Economics empo wer students to decipher the intricacies of households, enabling them to shape a future where families thrive, equipped with kno wledge and strategies to navigate the ever- changing landscape of domesticity. Nutrition and Food Sciences: Quantitative Research Topics For
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Home Economics education empowers students to take action in order to enhance the well-being of individuals, families, and communities at all levels and sectors of society. Ultimately, Home Economics education seeks to prepare students for life by enabling them to develop their resources, capabilities, and decision-making skills.
PDF Outcomes-Based Education Integration in Home Economics Program: An
Copies of the questionnaire were distributed by research assistants trained by the researchers and assigned to the faculty-in-charge and students in Home Economics of the State University. The questionnaire was administered on-the-spot and collected by the research assistants. This style was chosen to ensure 100% receipt of the questionnaire.
100+ Best Quantitative Research Topics For Students In 2023
An example of quantitative research topics for 12 th -grade students will come in handy if you want to score a good grade. Here are some of the best ones: The link between global warming and climate change. What is the greenhouse gas impact on biodiversity and the atmosphere.
PDF Academic Stress among Home Economics Students in Higher Education: A
experienced by the Home Economics students in Colleges of Education in Anambra State of Nigeria. The study, which was based on two research questions and two null hypotheses, adopted the descriptive survey design. Using proportionate random sampling technique, 180 Home Economics students enrolled
PDF Enhancing Practical Experiences in Home Economics Education Towards
Three (3) research questions and three (3) purpose of study were formulated to guide the research work. Descriptive research method was adopted; the target population consisted of all NCE Home Economics students in Federal College of Education FCE (T)Omoku, in the 2018/2019 academic year. ... constantly changing topic as scientists learn and ...
The Performance and Attitude of Home Economics Learners to Their
Overview of Home Economics It is important more learners to know important skills for daily living. Those school offer courses in line with the field home economics. According to Johnson (2019) Home Economics is the profession and field of study that deals with the economics and management of the home and community.
500+ Quantitative Research Titles and Topics
Quantitative research involves collecting and analyzing numerical data to identify patterns, trends, and relationships among variables. This method is widely used in social sciences, psychology, economics, and other fields where researchers aim to understand human behavior and phenomena through statistical analysis. If you are looking for a quantitative research topic, there are numerous areas ...
Assessing the Challenges of Teaching and Learning Home Economics at the
This perception discourages students, particularly boys, from taking the subject seriously, and this affects the quality of teaching and learning. A study by Gudyanga et al. (2019) found that many students in Zimbabwe viewed home economics as a subject for girls and lacked interest in the subject. Challenges of Learning Home Economics:
PDF Students' Perception of Home Economics Classroom Learning Environment
influences students' outcomes. Home economics educationists have over the years advocated well equipped home economics laboratories for home economics practical classes which meet the yearning of students over the years [14]. Low enrolment in home economics and other school subjects have also been traced to the
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This study seeks to understand how these curricular demands can be fulfilled in the context of the subject of home economics in secondary education through an integrative approach to learning ...
Impact of cooking and home food preparation interventions among adults
INTRODUCTION. The importance of away-from-home meals and convenience foods in the American diet may relate to a lack of time to plan and prepare meals at home. 1 A recent review also implicates a lack of cooking skills and food preparation knowledge as barriers to preparing home-cooked meals. 2 The percentage of total household food dollars spent on food eaten away from home is now higher ...
Home Economics Education Project Topics and Papers
1 - 15 Of 29 Results. Browse through academic research topics in Home Economics Education. Access and download complete Home Economics Education papers, Home Economics Education project topics, seminar topics, thesis, assignments, dissertations etc. Project topics in Home Economics Education - Page 1.
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The goal of this study was to identify and quantify the challenges that Grade 12 Home Economics students had during online and modular learning while dealing with the pandemic. Two research questions and an interview guide were addressed in thispandemi 1. What challenges do students in Home Economics face in online and modular learning? 2.
(PDF) Students' perception about home economics under ...
Abstract. Home Economics Education plays a pivotal role in converting unskilled women folk into skilled one and thereby the foundation of Home Economics curriculum is recommended to be laid on the ...
Research at Home: 11 Research Topics to Get You Started
Challenges of Online Education. Household Coping Activities. Study the Backyard Pollinators. Compare stars at night to determine sky's darkness. Study the ingredients of canned goods as your research at home. Time and Motion Study. Experimental Study on Renewable Energy. Meta Analysis. Conduct a Literature Review.