Good Morning!!

 
“JHS Students’ Knowledge of Healthy
Food and Their Actual Eating Habits
of VSNII”

QUALITATIVE RESEARCH

Presenters:
Simeon, Adrian
Menor, Bryan S.
Pascual, Neshel C.

Research Adviser
MS. YVONNE A. RAMINTO
CHAPTER I
 INTRODUCTION

• Beyond the significant implications of healthy eating on overall long-term

health, many students engage in poor dietary habits, such as high intake of
fast foods and other food high in fat, low intake of fruits, vegetables, and
dairy, and erratic eating behaviors such as meal skipping. A balanced diet
can help students increase energy levels, promote a functioning immune
system, improve their ability to cope with stress, and increase
concentration and performance in school.
• One of the nine guidelines in promoting
healthy eating in schools emphasized the need
for health education to provide students with
knowledge, skills, and experiences needed for
lifelong healthy eating and physical activity by
using curricula with scientific evidence of
effectiveness in helping students improve
healthy eating (CDC, 2011).
• A pilot study by Perry et al. (1987) on promoting healthy eating and
physical activity patterns among students showed that regardless of
gender, adolescents who participated in the program reported a significant
improvement in knowledge and awareness regarding their diet, as well as
in their actual eating habits. They also reported increased intensity when
exercising, in addition to improved knowledge on and positive intensions
to engage in more hearth-health exercise.
• However, studies from early 200 up to the present suggested inconsistent
results regarding the effects of increased nutrition knowledge on nutrition-
related-practices among young individuals. A study by Atkinson and
Nitzke (2001) on the effect of school-based program obesity noted an
increase in knowledge on proper nutrition and healthy lifestyle, although
nutrition habits have changed only slightly.
• Likewise, Koivisto Hursti and Sjoden (2016) concluded
from the results of a systematic review that the only
modest changes were observed in the behavior of
children and adolescents toward healthy food
consumption after undergoing Social Learning Model
intervention. Meanwhile, several recent studies
indicated that nutrition education may positively
influence knowledge, attitudes, and eating behaviors of
adolescents (Watson et. Al., 2009; Kivrak and Altin,
2018; Juanico et al.,2010).
Conceptual Framework
Input Process Output
• Profile of the • The • JHS Students’
respondents in researchers Knowledge of
terms of their administered Healthy Food
age and sex their and Their
• Knowledge of questionnaire Actual Eating
students on online through Habits of
healthy foods Google form. VSNII
• Particular
eating habits of
the students
 Fig. 1 Paradigm of the Study
• The Input-Process-Output (IPO) model was used in analysis.
The study's flow and goal are depicted in three boxes in the
diagram above. The first box is the input, which contains
information on the students' age and sex. In the second box, it is
stated that the researchers utilized a questionnaire through
Google form. Lastly, the third box which includes the outcome
of the study, which is the JHS Students’ Knowledge of Healthy
Foods and Their Actual Eating Habits of VSNII.
 Statement of the Problem

• The primary purpose of this study is to provide

in-depth insight into junior high school student’s
dietary changes, barriers, and possible strategies
to enhance their knowledge about healthy food
and their actual eating habits.
Specifically, this study aims to answer the following
questions:
1. What is the profile of the respondents in terms of:
a)Age
b)Sex

2. What is the knowledge of the respondents on healthy

foods?

3. What are the particular eating habits of the respondents?

Significance of the Study
The results of the study shall directly or indirectly benefit the
following persons:
Administrators – They can receive insight into what adjustments
will be made to teach students eating healthy habits through
information and communication. This research can also assist
teachers in managing and controlling their students' behavior in
order for students to be more conscious in eating healthier foods
at school.
Future Researchers – This study provide  additional information
for other researcher who wants to conduct further research on the
relayed field.
Future Researchers – This study provide 
additional information for other researcher
who wants to conduct further research on
the relayed field. Researchers – they can
obtain knowledge that will assist and help
them in dealing with online learning
awareness.
Students – The result of this research can
be used as a reference to improve the
ability of student in understanding more
about eating healthy habits.
Teachers – This study helps them find out
what they can do to promote eating healthy
throughout the school day.
 Scope and Limitation

• The scope of the study is on the knowledge of

Healthy food and the actual eating habits of the
students. The limitation on the other hand will be
only focus on the Junior High School students of
Veridiano Sto. Niño Institute, Inc. (VSNII)
  Definition of Terms
• For the purpose of clarification, the
important terms used in this study have been
defined operationally.
The following terms are:
Balanced Diet - is one that fulfills all of a
person’s nutritional needs.
Dependent Variable - is the variable being
tested and measured in an experiment, and is
‘dependent’ on the independent variable.
Eating Habits - is a habit involving the regular
consumption of certain types of food.
Health Behaviors - are actions individuals take
that affect their health.
Independent Variable - is the variable the
experimenter manipulates or changes, and is
assumed to have a direct effect on the
dependent variable.
Physical Activity - is defined as any bodily
movement produced by skeletal muscles that
requires energy expenditure.
Self-efficacy - is refers to an individual’s belief
in his or her capacity to execute behaviors
necessary to produce specific performance
attainments.
Subjective norms - is refers to the belief that
an important person or group of people will
approve and support a particular behavior.
Theory - is a rational type of abstract thinking
about a phenomenon, or the results of such
thinking.
CHAPTER II
 Review Related Literature
• The literature review provides insights into ways which the
researcher can limit the scope to a needed area of inquiry
(Creswell, 2009). Thus, it gives background of the study for the
readers to better understand the current investigation. This
chapter presents body of literature and studies which are
relevant to the present investigation. These are, mentioned to
provide insights and perspective for the present investigation.
 Related Literature
• Beyond being an action, whose only purpose is to satisfy one of the most
primitive needs of human beings, feeding should be understood as a social
practice that is socially constructed and/or reconstructed over time (Berger
and Luckmann, 1979; Verplanken and Faes, 1999; García-Cardona et al., 
2008). The family home is the first environment of socialization and
personality formation (Isaza, 2012).
Thus, the family home constitutes the primary
social space in which individuals' practices,
customs, gender identity/roles and social
habits begin to develop; particularly,
individuals' eating habits. Such habits are
understood here as the set of feeding-related
social customs that influence the way people
prepare, consume, or even select food.
 Therefore, preparing and consuming food are cultural
behaviors that provide individuals with an identity (Fischler, 
1980; FAO, 2008; Barilla Center for Food Nutrition, 2009;
Almerico, 2014; Cox, 2014; Silva et al., 2014; The Nielsen
Company, 2015; Levine et al., 2016). The food people consume
and how the food is consumed are essential determinants of
health. Regarding this matter, here we mention only a few
references from an abundant bibliography (Willett et al., 1995;
Martín Criado, 2004; Díaz-Méndez and Gómez-Benito, 2008;
Gracia-Arnáiz, 2010; Guenther et al., 2013; Martinez-Lacoba et
al., 2018).
Growing concerns about eating healthy foods have emerged as
the consumption of industrially produced foods has augmented,
and the negative consequences of industrially produced foods
are increasingly acknowledged. Obesity is among the most
widespread consequences. For instance, according to the
Organization for Economic Co-operation and Development
(OECD, 2017a), obesity has rapidly increased in OECD
countries from 2010 and not only among adults, since children
constitute 24.6% of the overweight population.
Additionally, the OECD (2017a) reported that 19.5% of
the population in Europe was overweight or obese in 
2015, and this percentage exceeded that in other
countries, such as Korea and Japan (6%), but was less
than that in New Zealand, Mexico, and the United States
(30%). Therefore, unsurprisingly, ischemic heart disease
(10.6% in women and 12.8% in men) and heart attacks (
8.2% in women and 7% in men) are currently among the
main causes of death in Europe.
In the Spanish context, people are attempting to
acquire better eating habits, as indicated by the
Organization of Consumers and Users (OCU, 2017
). According to data from an OCU interview, the
respondents reduced their consumption of sugar-
sweetened beverages by 56%, pastries and sweets
by 47%, and alcohol by 38%, while the
consumption of fruits has increased by 30% and
vegetables by 31%.
Among all explanations given by the interviewees about these changes,
their concern regarding their health was the most frequent, which is in
line with the growing awareness that food plays a key role in people's
health (Cubero-Juánez et al., 2017; De Ridder et al., 2017; Dernini et
al., 2017; Grosso et al., 2017; Oliffe et al., 2017; WHO, 2018). However,
despite efforts to improve their eating habits, Spanish people have not
yet managed to consume the healthiest possible diets (OCU, 2019). In
these circumstances, as this article shows, even the fact of having a high
level of studies, does not guarantee the strengthening of good and
healthy eating practices among the University students interviewed
(Entrena-Durán et al., 2020).
Thus, as revealed by the research “Effects of Age
and Gender Identity on the Healthiness of
University Students' Eating Habits in Spain” on
which the writing of this article has been based, all
the interviewees know what constitutes healthy food
because of their elevated educational level.
However, this knowledge does not always lead them
to eat healthy.
Achieving a healthy diet also requires the
internalization and implementation of daily
healthy eating habits. For that reason, the
subsequent analysis focuses on the role that age
and gender identity play in facilitating or
hindering the acquisition of such habits to
young men and women interviewed for this
study.
Related Studies
Eating behavior is an important aspect of life as it can affect long
term health outcomes because unhealthy eating habits such as
consuming nutrient deficient food, skipping meals, and lock of
timely diet are understood to cause various health problems and
nutritional deficiencies. In contrast, a balance diet and the
consumption of quality food can contribute to sustaining the
physical well – being and mental stability of individual.
Similarly, a healthy diet is important to play a significant role in
the lives of university students who are, large population group
which could be targeted of a considerable to prevent numerous
health problems. Students are the future country.
Proper nutrition makes them physically and
mentally fit. Since the present investigation dealt
with food habits adapted by youths descriptive
research design considered most suitable for the
study. The study was conducted in Vadodara
Gujarat, India. The sample of the present study
comprised of 60 students from Maharaja
Sayajirao University of Baroda. Sam Abraham,
Brooke R. Noriega, Ju young Shin (2018).
Eating a balance diet is vital for good health and well – being. Food
provides our bodies with the energy, protein, essential fats, vitamins, and
minerals to line, grow, and function properly. We need a variety of
different foods to provide the right amount of nutrients for good health.
Inadequate nutrition influence student’s health and academic success.
College students are at risk for making poor dietary choices that can
cause significant health problems. Majority of undergraduate students eat
at college dining facilities with limited healthy food options. If students
do not attain adequate nutrition daily and decrease in academic or
physical performance can result the purpose of the present study was to
investigate college students eating habits.
When it comes to eating, researchers, the media,
and policy makers mainly focus on negative
aspects of eating behaviors, like restricting certain
foods, counting calories, and dieting. Likewise,
health intervention efforts, including primary
prevention campaigns, typically encourage
consumers to trade off the expected enjoyments of
hedonic and comfort foods against health benefit.
However, research has shown that diet and restrained
eating often counterproductive and may even enhance
the risk of long – term weight gain the eating
disorders. A promising new perspective and tails a
shift from food as pure nourishment towards a more
positive and well – being centered perspective of
human eating behavior. In this context, Block et al.
“have advocated a paradigm shift from “food as
health” to “food as well – being” (p. 8 – 48).
CHAPTER III
 Research Methodology
• This chapter presents the method of
research, subjects of the study, description
of research instrument, and data gathering
procedure.
 Research Design
• The components of the research and the implementation
methods that employed at the school are described in this
chapter. The researchers utilized a qualitative research design
that randomly selected individuals to achieve the study’s goal.
The goal of qualitative research is to learn more about to what
extent are the actual eating habits done by the participants in the
Junior High School of VSNII.
 Locale of the Study

• This study, entitled “JHS Students’

Knowledge of Healthy Food and Their
Actual Eating Habits of VSNII” conducted
at Veridiano Sto. Niño Institute, Inc. located
at Centro Sur, Sto. Niño, Cagayan.
Respondents and Sampling Procedure

• The respondents of the study were Junior High

School Students which has a 161 total
population. We used stratified random sampling
in getting the number of respondents per grade
level to complete the total of 50 respondents.
 RESPONDENTS TOTAL

GRADE 7 10

GRADE 8 12

GRADE 9 8

GRADE 10 20

GRAND TOTAL: 50
 Data Gathering Procedure
A letter was given to the school principal for the permission
in conducting the questionnaire to the respondents. The
questionnaires were distributed online through Google Form to
the participants by the researchers. Before gathering data, the
researchers explained their purpose in doing it. Following the
retrieval of the questionnaires, they were analyzed and
interpreted through data collection and the formulation of the
study’s conclusion and recommendations.
 Data Gathering Tools/Research
Instruments
• The researchers used a survey questionnaire about the students’
knowledge on healthy food and their actual eating habits which is
adapted by the researchers on other related studies. Source links:
https://www.ucl.ac.uk/epidemiology-health-care/sites/epidemiolo
gy-health-care/files/FCQ.pdf

https://www.researchgate.net/figure/Eating-habits questionnaire_t
bl1_51046411
and https://core.ac.uk/download/pdf/147123708.pdf
 Statistical Treatment Applied
The gathered data was tabulated and analyzed using frequency
counts and percentage. To determine the knowledge of healthy
foods and particular eating habits of the respondents, the
following 2- point likert scale was used:
2 1.6 – 2.0 Yes
1 1 – 1.5 No
CHAPTER IV
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
This chapter presents data gathered, analyzed, and interpreted
using the appropriate statistical tool to analyze the data.
A. Profile of the Respondents
Table 2. Frequency and Percentage Distribution
of the Respondents in terms of their Age

Age Frequency Percentage

15 – 17 20 40%

12 – 14 30 60%

Total: 50 100%
Table 2 shows the frequency and percentage
distribution of the age of the respondents. There
are 20 or 40% of the 50 respondents who are
between the ages of 15 – 17, and 30 or 60% who
are between the ages of 12 – 14.
Table 3. Frequency and Percentage Distribution
of the Respondents in terms of their Sex

Sex Frequency Percentage

Male 15 30%

Female 35 70%

Total: 50 100%
Table 3 shows the frequency and percentage
distribution of the sex of the respondents. There
are 15 or 30% males and 35 or 70% females
among the 50 respondents. In comparison to the
number of males, the table also reveals that
females make up the majority of the responses.
B. Respondents’ Knowledge about Healthy
Foods
 Table 4. Respondents’ Knowledge
about Healthy Foods
Statement Weighted Mean Descriptive Value
1. contains no additives 1.75 Yes

2. is low in calories 1.25 No

3. is low in fat 1.25 No

4. contains natural 1.6 Yes

ingredients
5. is easily available in shops 2 Yes
and supermarkets
Statement Weighted Mean Descriptive Value
6. has a pleasant texture 1.25 No
7. contains lots of vitamins and 1.5 No
minerals
8. is high in protein 1.83 Yes
9. looks nice 1.67 Yes
10. smells nice 1.67 Yes
Total Weighted mean 1.56 No

LEGEND:
2-point Scale Descriptive Value
2 1.6 - 2.0 Yes
1 1.00 - 1.5 No
 Table 4 shows the weighted mean, total
weighted mean and descriptive value of the
knowledge of healthy foods of the respondents.
 The table shows that the knowledge of the
respondents about healthy foods contains no
additives, contains natural ingredients, easily
available in shops and supermarkets, high in
protein, looks nice, and smells nice.
C. Respondents’ Particular Eating Habits
 Table 5. Respondents’
Particular Eating Habits
Statement Weighted Mean Descriptive Value
1. I eat my breakfast every 1.55 No
morning.
2. I eat snacks during 1.8 Yes
breaktime or after classes.
3. I eat meals three to five 1.7 Yes
times a day.
4. I drink milk every morning. 1.71 Yes
5. I drink milk before sleeping. 1.5 Yes
Total Weighted mean 1.64 Yes

LEGEND:
2-point Scale Descriptive Value
2 1.6 - 2.0 Yes
1 1.00 - 1.5 No
 Table 5 shows the weighted mean, total
weighted mean and descriptive value of the
particular eating habits of the respondents.
 The table shows that the respondents eat their
snacks during break time or after classes, eat
meals three to five times a day, drink milk every
morning and before sleeping.
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusions drawn

from the findings and the recommendations formulated from the
conclusions.
 Summary of Findings

The goal of this study was to gain a deeper understanding of junior high school
students’ dietary changes, impediments, and potential techniques for improving
their awareness of healthy foods and eating habits. On the profile of the respondents,
majority of them have an age ranging from 12-14 and majority of them are female respondents.
On the knowledge of healthy foods of the respondents,
most of them agreed that healthy foods contains no
additives, contains natural ingredients, easily available in
shops and supermarkets, high in protein, looks nice, and
smells nice.
On the particular eating habits of the respondents,
majority of them eat their snacks during break time or
after classes, eat meals three to five times a day, drink
milk every morning and before sleeping.
 Conclusions
Good nutrition is fundamental for student’s current and future
health, as well as their development and learning. The benefits of
developing healthy dietary and lifestyle patterns from an early age
onwards can positively impact on people’s nutrition and health
throughout their adult lives, and enhance the productivity of
individuals. Nutrition education is an important element in an overall
strategy aimed at improving food security and preventing all forms of
malnutrition.
 Students of VSNII must implement school health and
nutrition programs, including school feeding, deworming,
vitamin and mineral supplementation, etc. Innovative
creative and effective school nutrition education programs
exist in some schools in the region. However, these are
often small – scale and implemented as pilot projects
focus on students with special needs and prioritize the
transfer of knowledge over the promotion of active
learning and the creation of appropriate attitudes, life
skills, and behaviors.
 Recommendations

The following recommendations were made to probe in-

depth insight into junior high school student’s dietary
changes, barriers, and possible strategies to enhance their
knowledge about healthy food and their actual eating
habits.
In order to enhance the knowledge about healthy food
and actual eating habits of JHS students of VSNII, the
participants recommended that:
1. Consolidate and strengthen ongoing school based
nutrition programs, aiming at improved nutritional status
and learning of school students and creating an
appropriate learning environment through nutrition
education, school gardening and school meals, nutritional
assessment, clean water and sanitation, as well a physical
activity education.
2. Apply a multi – disciplinary and multi –
stakeholder holistic approach to support effective
school based nutrition programs and policies at
national and local levels.
3. Promote the active involvement of parents,
communities, and local government in the
development and implementation of school
nutrition programs.
4. Advocate for the integration of nutrition
education into the school curriculum for all age
groups.
5. Promote the integration of nutrition training into
the course curriculum of teacher’s training
institutes.
6. Review existing teaching/learning materials on
school nutrition education and promote the
adaptation of available, or the development of new
materials in line with local needs and conditions.
7. Promote the establishment of school gardens as
an integral part of school nutrition programs.
8. Ensure that nutrition education in schools always
applies the tri – partite curriculum approach (i.e.
link nutrition education in the classroom with
learning in the school environment, home and
community).
9. Nutrition education should always employ a wide
range of hands – on teaching/learning methods.
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END OF PRESENTATION.