University student perceptions of home economics: Food and nutrition education
Bibliographic record
Abstract
The objective of this study was to explore young adults' experiences and perceptions of Home Economics food and nutrition (HEFN) education through a self-administered questionnaire to 206 university students who had attended middle and high school in Canada. The focus was on participants' perceptions and experiences of school-based Home Economics food and nutrition education; self-perceived food preparation skills; living and food environment; understanding of the term cooking. Almost all (95.6%) respondents felt Home Economics food and nutrition education belonged in school and had significant potential to reduce risks associated with obesity and diet-related chronic disease. Three quarters of respondents had taken Home Economics food and nutrition courses in middle school but this decreased to 9% by grade 12. Cooking had moralistic connotations and was viewed as what it is (taking time and effort to make wholesome food from basic ingredients) and what it isn't (unhealthy, processed foods requiring little preparation). The positive views of Home Economics food and nutrition education exhibited in this study suggest that it can be an important vehicle for transferring critically important foundational knowledge and skills to youth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".