Devcompage

Do TV food ads influence grade school pupils’ food preferences, product purchase and consumption?

devcompage — Fri, 13 Apr 2012 00:10:54 +0000

This article is based on the author’s BS Development Communication thesis.

Suggested citation:

Sosmeña, Paulo-Angelo J. (2011). Influence of television food advertisements on elementary pupils’ food preferences, product purchase and consumption. Unpublished BS Development Communication thesis, Visayas State University, Baybay, Leyte, Philippines

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Paulo-Angelo Sosmeña J.
BS Development Communication 2011
Visayas State University
Visca, Baybay, Leyte, Philippines

Advertisers of food products clearly recognize the purchasing power and importance of early brand recognition of children. Children aged 4 through 12 years were estimated to have a personal purchasing power of US $30 billion in 2002 (up by 400% since 1989) and to have directly influenced US $330 billion of adult spending. They are also estimated to have substantial passive influence on parents’ purchases. The items most frequently purchased or are purchase-influenced by kids are sweets, snacks, cereals, beverages and fast food household items (Powell et al., 2007). However, Gantz et al. (2007) reported that most food advertisements seen by children and teens on TV are foods that nutritionists, watchdog groups, and relevant government organizations argue should be consumed either in moderation, occasionally, or in small portions.

According to Kelly et al. (2007), there appears to be a disparity between the range of food products advertised on television and the diet that is recommended for health. They found that children who view a greater number of television advertisements consume a larger quantity of non-core foods, particularly sweet and high-fat savory foods. In a recent systematic review done by the United States Institute of Medicine, strong evidence was found that food and beverage preferences and purchase requests from children aged 2–11 years are influenced by television food advertising.

Kelly et al. (2007) reported a link not only between viewing of food advertisements and consumption of snack foods and caloric intake, but also between advertisement exposure and increased body weight. Wilcox et al. (2004) also reported that while consumption of non-nutritious foods per se may not be harmful, overconsumption of these products, particularly to the exclusion of healthier food, is linked to obesity and poorer health. They likewise found strong associations between increases in advertising for non-nutritious foods and rates of childhood obesity. Moreover, they reported that parent–child conflicts occur commonly when parents deny their children’s product purchase requests that were precipitated by advertising.

As a result of such trends, the nature and extent of television advertising have come under increasing scrutiny in a number of countries (Kelly et al., 2007). Moreover, Kelly et al. (2007) mentioned that the question of whether food advertising to children should be more strongly regulated has been raised in several countries.

Objectives

Generally, this study aimed to determine the influence of television food advertisements on elementary students’ food preferences, product purchase and consumption. Specifically, this study aimed to:

Determine respondents’ exposure to television food advertisements;
Find out respondents’ food preferences, product purchase and consumption of TV-advertised food products;
Determine the relationship between respondents’ exposure to TV food ads and their food preferences, purchase and consumption of TV-advertised food products; and
Determine respondents’ socio-demographic characteristics and their relationship to the respondents’ food preferences, purchase and consumption of TV-advertised food products.

Theoretical framework

This study was based on Albert Bandura’s Social Cognitive Theory (SCT). This theory explains how people acquire and maintain certain behavioral patterns, while also providing the basis for intervention strategies. SCT provides a framework for designing, implementing and evaluating programs (Pajares, n.d.).

Bandura’s Social Cognitive Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. According to Bandura, people learn through observing others’ behavior, attitudes, and outcomes of those behaviors. Bandura stated that most human behavior is learned observationally through modeling; and from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (Social Learning Theory, 2008).

Bandura asserted that there are four major processes that influence the course of learning by observation. First is the attention process. This process may be affected by the source and contextual features like distinctiveness, affective valence, prevalence, complexity and functional value. Second is the retention process, or remembering what you had paid attention to. This includes symbolic coding, mental images, cognitive organization, symbolic rehearsal and motor rehearsal. Third is the reproduction process, or the ability to reproduce the image and perform the behavior that has just been observed. This includes physical capabilities, self observation and accuracy of feedback. The fourth and final process is the motivation process. This determines which aspects of the previously learned observation are believed to be relatively long-lasting. This includes external, vicarious and self reinforcement (Social Learning Theory, 2008; Social Learning Theory, n.d.).

Bandura further stated that evaluating behavioral change depends on three factors: environment, people and behavior (Figure 1). Environment refers to the factors that can affect a person’s behavior. These are social and physical environments. Examples of social environment are family members, friends and colleagues. On the other hand, examples of physical environment are the size of a room, the ambient temperature or the availability of certain foods. Environment and situation provide the framework for understanding behavior. The situation refers to the cognitive or mental representations of the environment that may affect a person’s behavior. It is a person’s perception of the place, time, physical features and activity (Pajares, n.d).

The three factors environment, people and behavior are constantly influencing each other. Behavior is not simply the result of the environment and the person, just as the environment is not simply the result of the person and behavior. The environment provides models for behavior. Observational learning occurs when a person watches the actions of another person and the reinforcements that the person receives. The concept of behavior can be viewed in many ways. Behavioral capability means that if a person is to perform a behavior he must know what the behavior is and have the skills to perform it (Pajares, n.d).

Conceptual framework

Guided by Bandura’s social cognitive theory, this study asserted that elementary students’ exposure to television food advertisements would influence their food preferences and food product purchase and consumption. This study determined the relationship between respondents’ exposure to television food advertisements and their food preferences, food product purchase and consumption. This also assessed the relationship between respondents’ socio-demographic characteristics and their food preferences, product purchase and consumption.

Respondents’ exposure to TV food ads was the independent variable, while their food preferences, product purchase and consumption were the dependent variables. Respondents’ socio-demographic characteristics served as the intervening variables.

Methododology

Research design

The study followed the one-shot survey research design to determine respondents’ exposure to TV food ads and its influence on their food preferences, product purchase and consumption. Aside from the survey, a focus group discussion (FGD) was conducted in one of the chosen sites to validate and reinforce some survey information.

Sampling procedure

Simple random sampling with replacements was used, in which 25 grade six pupils from each school were drawn as sample. The total number of respondents was 100 pupils from the four schools.

Questionnaire pretest

An interview schedule was constructed in English which was translated into Cebuano for better understanding of the respondents. Prior to the survey proper, the interview schedule was pretested on 10 elementary pupils of the same characteristics as the needed respondents. This was done to determine the comprehensibility of question wording and sequence of question items. Results of the pretest were used as basis in improving the material.

Data collection and analysis

The study used a one-shot survey design, with 100 randomly chosen pupils from the four schools as respondents. They were exposed to six TV food ads via a laptop to facilitate their recall of the ads. Moreover, a focus group discussion was conducted to supplement the data gathered from the survey.

Data gathered were encoded in Microsoft Excel and analyzed using SPSS 15. Totals, frequencies and percentages were used. Pearson product moment correlation and the chi-square test and Fisher’s test were used to determine the relationships between the dependent and independent variables. Furthermore, the Kolmogorov-Smirnov test was used to determine the normality of distribution of respondents.

Results

Socio-demographic characteristics. Most of the respondents were females (51%), the rest were males (49%). Respondents’ ages ranged from 12-16 years old. A great majority of them (81%) had a weekly allowance falling within the 0-50 pesos category. The others had a bigger weekly allowance ranging from 51-100 pesos (5%), 101-150 pesos (6%), 151-200 pesos (3%), 201-250 pesos (2%), 251-300 pesos (2%) and 301-350 pesos (1%).

Exposure to TV food advertisements. All respondents (100%) said they watch television. Three-fifths (60%) said that they watch TV everyday, and more than half (53%) watched TV for one to two hours. All respondents (100%) said they have seen advertisements of food products on television. These TV ads were on biscuits, crackers, potato chips and corn chips. Almost all of them (98%) also reported to have seen ads on bottled water, coffee, chocolate drinks, fruit juices, soft drinks and isotonic drinks. The same percentage (98%) revealed that they have also been exposed to commercials on milk, ice cream, yoghurt, cheese and other dairy products. More than 90 percent have seen TV ads on hotdogs, luncheon meat, corned beef and other canned goods (96%); food from fast food restaurants (94%); and candies, chewing gums, lollipops and chocolate bars (93%). More than four-fifths of the pupils also reported to have watched TV ads on cookies, pastries, cupcakes and snack cakes (85%), bread, buns, doughnuts, pizza, noodles and pasta (84%); peanut butter, jam, jellies mayonnaise and other spreads (83%); and ads on breakfast cereals and oatmeal (81%).

Aside from television, respondents were also exposed to information about the food products through interpersonal communication (80%), radio (55%), print media (29%) and internet (28%).

Considering information scores, results of this study revealed that 91% of the respondents were highly exposed to TV food ads, while only 9% had low exposure level.

Respondents’ food preferences.

For lunch, nearly nine-tenths (88%) of the respondents preferred rice. A little over two-thirds of the respondents also preferred hotdogs (68%) and corned beef (67%). Slightly over two-thirds (61%) wanted spaghetti, while exactly two-thirds (60%) preferred beef loaf. Less than three-fifths chose instant pancit canton (58%) and mineral water (57%). More than half (53%) preferred soft drinks while exactly half (50%) preferred hamburgers. Also, nearly half (46%) of the respondents preferred chicken for lunch.

Results showed that almost all of the respondents (98%) had high preference for TV-advertised food products, while only two (2%) had low preference for these products. Respondents named five factors which influenced their food preferences. These were family and relatives (81%), TV advertisements (62%), friends (52%), teachers (23%) and taste of the products (4%).

Almost all of the respondents (96%) said they chose their preferred food items because these were delicious. Nearly three-fourths (73%) said it was because the food items were nutritious. Less than three-fifths (58%) reasoned it was affordable, while nearly half (49%) reasoned that the food items were readily available in stores and supermarkets. Moreover, almost one-third (30%) of the pupils said they liked their preferred food items because these have attractive packaging.

Purchase and consumption of TV advertised food products. All respondents (100%) claimed that they buy and consume food products advertised on television. However, some said that they did not use their allowance to buy all of the products they consume. Rather, they just ask their parents to buy some of the products which were already beyond their purchasing power.

A great majority of the respondents (94%) had high levels of purchase and consumption of TV-advertised food products, while only six respondents (6%) had low levels of purchase and consumption of these products.

Relationship between variables. Results showed that no significant relationships between the respondents’ exposure to TV food ads and their food preferences. Results also showed that respondents’ age, allowance, food preferences and sex were not significantly related to their food preferences, as well as their purchase and consumption of TV advertised food products.

Implications

Though this study failed to present the relationship between respondents’ exposure to TV food advertisements and their food preferences, product purchase and consumption, results presented in Table 10 still show that the respondents were highly exposed to TV food ads, had high preference for TV-advertised food products, and had high purchase and consumption of such products. This study then does not disprove the results of various research studies which showed that TV advertising of food products have heavy and direct influence on children’s food preferences, product purchase and consumption. Still, policies regulating the content of TV food ads should be exercised since according to research (Gantz et al., 2007), most food advertisements seen by children and teens on TV are foods that nutritionists, watchdog groups, and relevant government organizations argue should be consumed either in moderation, occasionally, or in small portions. These foods are to be eaten only in small quantities due to their high fat, sugar and salt contents (Australian Centre for Health Promotion, 2006).

Results of this study also showed that the preferences, purchase and consumption of food items by a great majority of the respondents were influenced by their families and relatives. This result supports the assumption of Bandura’s Social Cognitive Theory, which posits that people learn from one another, via observation, imitation, and modeling. According to this theory, people learn through observing others’ behavior, attitudes, and outcomes of those behaviors (Social Learning Theory, 2008). This also supports Rogers’ (1983) claim that interpersonal channels are still more effective than mass media channels in persuading individuals to adopt a new idea especially if the channel links two or more individuals who are near-peer. In this regard, it can be said that these same interpersonal channels (in this case families and relatives) can play a big role in convincing the children to eat healthy food products instead of the TV-advertised food products which are supposed to be consumed in small quantities since these are noted to be high in fat, sugar and salt contents.

Moreover, results of this study revealed that teachers seem to have low influence on the respondents’ food preferences, product purchase and consumption. This could be an indication that topics about choosing appropriate foods are not yet well integrated into the lessons of teachers. To help promote healthy eating behavior among pupils, it is suggested that teachers find ways to integrate topics on healthy eating behaviors in their subjects like Home Economics and Science. This should be given immediate attention since, as revealed in this study, only less than 30% of the pupil-respondents preferred healthy food items such as vegetables, meat dishes, espasol, boiled sweet potato and others.

Aside from parents, relatives and teachers, other concerned government organizations and groups should also make ads about healthy eating behaviors to be aired on TV. These organizations could also explore the use of other forms of mass media like radio (for plugs) and print media (such as pamphlets, posters, etc.) for the dissemination of information about healthy eating behaviors.

Results of this study also revealed that there existed a positive and significant relationship between the respondents’ allowance and their food product purchase and consumption.

How to write a thesis introduction

devcompage — Thu, 26 Jan 2012 01:41:57 +0000

Bangaaan handicraft center, Ifugao province, Philippines

The Introduction of a thesis outline is like the prelude to a piece of music. Here you present your research question to the reader. Experts have suggested some practical guidelines on how to frame research questions:

Try to place your research question in the context of either a current “hot” area, or an older area that remains viable.
Provide a brief but appropriate historical backdrop.
Provide the contemporary context in which your proposed research question occupies the central stage.
Identify “key players” and refer to the most relevant and representative publications.

Following the inverted pyramid style of presenting information, start the introduction with a general statement of the problem area, with a focus on a specific research problem, followed by the rationale or justification for the proposed study. In the website, scholarshipNet.info, Wong (n.d.) lists the following general elements of an Introduction:

State the research problem, which is often referred to as the purpose of the study.

Provide the context for your research question and justify why the study is needed or important.

Present the rationale of your proposed study and clearly indicate why it is worth doing.

Briefly describe the major issues to be addressed by your research.

Set the boundaries of your proposed research in order to provide a clear focus.

Justify the research problem

Also referred to as the “rationale” , this is the part of the proposal in which you try to convince your adviser and research committee members why your proposed research needs to be done. You can do this by describing how the results may be used, such as, your research may:

help design future communication campaigns
develop better instructional modules in specific areas, say, HIV/AIDS prevention, smoking cessation, newborn screening, etc.
influence government regulation on cigarette or alcohol advertising
change the way farmers obtain information from extension technicians
shape societal norms on environmental protection

Provide details on the above points to produce a convincing argument on the usefulness of the research. Are there other contributions your research will make? If so, describe them in detail.

Emphasize communication elements

In a communication thesis proposal, start with the communication elements of your research problem. This can sufficiently be covered by one or two paragraphs. Remember that you are a communication major and not a biological or physical sciences student so don’t start your Introduction with a treatise on the technical content of your thesis. For instance, in a study on “Fisherfolks’ information needs on mangrove conservation”, don’t write several paragraphs of the importance and results of research on mangroves.

Examine how the short introduction was written in a research proposal on the use of entertainment-education for rice pest management below:

Sample introduction

Title: Motivating farmers to reduce insecticide use through a radio drama series in Vietnam

Research has shown that a large proportion of rice farmers’ pesticide use can be reduced. Many of the chemicals used are hazardous to human health as well as detrimental to the environment and disrupting natural biological control mechanisms promoting secondary pests, like the brown planthopper. For instance, sprays in the first 40 days of the crop produced 56 million more pests and 14 million less predators per ha than the unsprayed fields.

Since farmers’ spray decisions are due more to loss aversion attitudes, biased beliefs and local peer pressures, mass media can be effective in modifying the cognitive heuristics in decision-making and practice change. The Entertainment-Education strategy to facilitate social change has been successfully used in India, Mexico, UK, Jamaica, Costa Rica and several African countries. EE can effectively be applied to cultivate a new societal norm with regard to pesticide use by communicating IPM principles. In addition it can potentially be extended to other issues, like health education (e.g. HIV/AIDS) and resource and environment management.

How to check a thesis outline

devcompage — Mon, 23 Jan 2012 02:14:06 +0000

Communication campaign poster to scale up adoption of ecological engineering in rice production environments in San Men county, Zhejiang, China. Developed by Wei Chen and Zeng-Rong Zhu (Zhejiang University, Hangzhou, China)

These guidelines are relevant for both teachers and students in communication or social science research. As this is an initial list, please feel free to suggest other thesis outline review guidelines to help students in the throes of getting their outlines approved:

1. Check citations for conformity to the APA citation format.

Where there are multiple authors, spell out et al. if multiple authors are up to 6 names.
Accuracy of publication dates, authors and titles

2. Check Literature Cited — again for conformity to the APA formatting guide.

Include only references mentioned in the text
Spell out names of all authors

3. Verify the statements cited or copied against the original — check the links, use Google Scholar to download the original PDF used — this will ferret out the statements taken out of context.

4. Refer to the thesis title, objectives and conceptual framework in checking the operational definition of terms and methodology.

5. Check independent variables listed — it is important to focus on a few key variables that research has shown to impact on the dependent variables.

6. Check thoroughly the operational definition of terms to spot carelessly copied and pasted statements from previous terms.

7. Check the scales or research procedures to be used to measure the key variables to screen invalid measures.

8. Check for plagiarism – be suspicious when the Introduction, Review of Literature and Theoretical Framework are so smoothly written and yet the Methodology is full of grammatical errors. This should ring a bell to verify the citations to find plagiarized paragraphs and sentences. Require your students to read: Oops, I Plagiarized.

Suggestions from readers

1. From Dr. Fanny Kollin (CLSU)

Additional information about titling is wanting. Most teachers may not be aware of how many words there should be in a research title and how to state it. This has been a problem of editors like me as some titles may have 4-5 lines with more than 20 important words. While it may be the last to edit or revise, it is always best to be aware of this on the onset.