xt7wh707z566 https://exploreuk.uky.edu/dips/xt7wh707z566/data/mets.xml Agricultural Experiment Station, Department of Agricultural Economics, University of Kentucky 1970 journals kaes_research_rprts_05 English University of Kentucky Contact the Special Collections Research Center for information regarding rights and use of this collection. Kentucky Agricultural Experiment Station Research Report 5 : May 1970 text Research Report 5 : May 1970 1970 2014 true xt7wh707z566 section xt7wh707z566 , Educational Posters V And Their Effect on Teenagers' X Attitudes Toward Milk ; John B. Roberts • A RESEARCH REPORT 5 : May l970 T University of Kentucky :: Agricultural Experiment Station Department of Agricultural Economics Lexington J x x * a ’ PREFACE This is one of several reports contributing to the Southern Regional Food Marketing Project SM-13 (2R), "Consumer Responses to Food Promotions and Education Programs." The study explores the impact of l selected educational posters on students’ attitudes toward milk drinking, on their knowledge of the nutritive value of milk and on their consumption of milk and dairy products. The analysis combines the data from the ninth and tenth grade students in four Kentucky high schools. The author is grateful to the students, teachers and principals of the high schools who cooperated. Acknowledgment is also extended to Mrs. Mildred R. Wightman, Home Economics Extension Specialists, Rowan county, tutd formerly Assistant Professor of Home Economics; and to Harold C. Young, formerly Assistant in Agricultural Economics, University of Kentucky. They were largely responsible for the conduct and early phases of the research, and for the data collection and preparation. The findings will be of interest to parents, teachers, public officials and others concerned with communication techniques for improving nutrition and balanced diets and will be of special interest to the dairy industry and its concern with the teenage markets. ii CONTENTS ’ Page PREFACE ...................................... ii LIST OF TABLES .................................. -iv PURPOSE ...................................... I · SCOPE AND I\1E'I`I1()D ................................ 2 Testing Methods Scoring Method Choice ol` Posters Displayed Poster Locations The Evaluation Panel Function TIIE TEENAGE PANEL EVALUATIONS ...................... 5 Panel Appraisals Where the Teenage Interests Lie RESPONSES OF THE NINTH AND TENTH GRADE STUDENTS ......... 8 Beverage Choices Use Patterns Changes in Consumption Dairy Product Consumption Milk and Dairy Foods Considered Not Fattening OTHER FACTORS AFFECTING CONSUMPTION ................ I3 Knowledge of Milk Nutrition Attitudes, Knowledge and S0cio—Economic Factors SOCIAL ACCEPTANCE OF THE MILK BEVERAGES ....,......... I7 ’ Mixcd—Company Situations Other Situations Projected Boys and Girls Agree on Beverage Choices SUMMARY EVALUATION ............................ 19 LITERATURE CITED ............................... 22 y APPENDIX ..................................... 23 iii LIST OF TABLES Table Page l. Evaluations ol` Poster Groups by Members of Marketing, Business and Distributive Education Classes .................... 7 2. Responses—— Have You Seen or Heard Anything at School to lnliluence Your Choice ol` Drinks ........................ 8 ` 3. Milk and Beverage Choices lor Meals and Snacks by 334 Boys and 326 Girls in the Ninth and Tenth Grades Who Had Seen the Poster ................................... 9 —l. Percent by Which the Users ol` the Beverages by the Students Who llad Seen Posters Dil`l`ered From Those Who Had Not .............. 10 5. Average Amounts ol` Milk and Other Beverages Drunk Daily and Percentage ol` Users ............................. 11 6. Poster Experiment--Dairy Products ......................... 12 7. Responses ol Teenagers About Foods They Think Fattening ............ 13 8. Expressed Need lor Milk Now .·\s Compared to Needs Before Entering High School .............................. 14 9. Knowledge ol` Component Values of Milk and Cottage Cheese ........... 15 10. Relationship Between the Number ol` Glasses of Milk and the Attitude, Knowledge and Socio»Economic Scores ................ 16 ll. Teenagers Acceptance ol` Milk·Responses to Projected Social and Snack Situations ........................... 18 iv EDUCATIONAL POSTERS AND THEIR EFFECT ON TEENAGERS’ ATTITUDES TOWARD MILK by _]ohn B. Robertsl ' Good nutrition and balanced diets are and homeroom environment had: (1) directly especially important to teenagers because of influenced the beverage choices of the their accelerated growth and high energy students; (2) made exposed students more requirements. Teachers, parents, public health knowledgeable about food values and officials and others who work with this age nutritional needs; and (3) created an group are especially aware ofthe nutritional awareness of the part played by milk and problems that many teenagers themselves dairy products in health and well·being. The seem to ignore and neglect. Studies have posters had also been a small but positive shown that many teenagers, especially girls, force in creating favorable attitudes toward do not consume the foods needed for dairy products and in increasing consumption optimum growth and development. For [1].3 As a result of these findings from an many, the diets are low in calcium and experiment done under controlled conditions, riboflavin, a nutrient deficiency that could be the question was raised as to whether similar eliminated by using the recommended results could be expected from posters used amounts of milk. Accordingly, this study was under less restrictive conditions. Accordingly, undertaken to determine effective methods of a "follow-up—experiment" was initiated. encouraging youths to choose milk and other Arrangements were made to display dairy products for between—meal snacks and educational posters intermittently in the to drink milk with meals. A selected group of hallways and corridors of four high schools educational posters, primarily focused on during an entire school year and to test the good nutrition, was chosen for this purpose.2 ninth and tenth grade students at the end of the year. In a previous study, it was found that a short run exposure of ninth and tenth grade PURPOSE students to educational posters in their school ?___ _ _ _ The primary purpose of this study was Professor of Agricultural Economics, Department of _ AgT,cu1mm1ECOn0miCS_ to explore further the educational value of i the poster technique. It was hypothesized I 2Special appreciation is expressed to the National ____;,. Dairy Council for supplying the posters. Most of the research was done as a contribution to the Southem 3Numerals within brackets refer to publications in , Regional Food Marketing Research Project SM·13. "Literature Cited." 1 2 . that a series of educational posters displayed took part. The design of the experiment was outside the classrooms would have a simple; i.e., the posters chosen were put up measurable impact, i.e., that the students where they could be seen, there were no would remember the displays, know what announcements, no special headings, and no they were about and respond in various ways effort on the part of the experimenters to to the information and messages contained. lt relate the posters to teaching or to call was also believed that there would be attention to their contents. The teachers in ` differences in the attitude, knowledge and use the schools were asked to tell curious students pattern between the exposed and unexposed that the posters were a part of an experiment students from the same universe. ln testing in advertising and education. Neither the this hypothesis, a questionnaire identical to teachers nor the students were told about the that used in the previous controlled plans for testing. Thus each student could experiment was used. observe or ignore the displays as he saw fit. Besides the information secured from the questionnaires, a panel of teenagers was Testing Methods set up to evaluate further the posters. This panel was made up of students enrolled in Significantly, the high schools marketing, business, and/or distributive cooperating in this study were the same ones education classes. The purpose of the panel used in the controlled experiment the was to provide the investigators with previous year [1] . ln this research the entire information about how high school students student body was exposed, but the might feel about the posters selected and questionnaire was answered only by the displayed. Each panel member was asked to students in the ninth and tenth grade classes. rate posters according to his opinion about: Thus, a sub—sample of the previous yea.r’s (1) the degree to which each would interest universe was examined. Near the end of the V other high school students, his peers; (2) the school year and without advanced notive percentage of students who would notice each these students were tested by the same set of posters used; (3) the extent to which techniques and format of the previous year’s the headings and contents would be read; and study .4 The purpose was not to measure the (4) how he would personally rate the displays impact of any particular poster but rather to for clarity and appropriateness for the test the poster technique and determine purposes as defined by the investigators. lt whether collectively there was evidence that was hypothesized that these opinions of the posters had any impact and, if so, what? teenagers themselves would provide help in understanding of the teenagers point of view To minimize variability in responses, a and thus further the objectives of the highly structured questionnaire that had a research. .....—.—.-.- 4Analysis of the responses showed that 11.2 percent of the 660 students involved in the 1966 experiment ’ recalled they had taken similar tests the previous SCOPE AND METHOD year. Any bias growing out of the previous year experiences was unknown. For a few students the Four K¢¤h¤<¤hv high Sshvhh Whh =¤¤ l$iZ(iit,yi,iitsriipiiic1iZi¤;i;lg.h;`;ii§i? Eggigaivig enrollment of approximately 2,500 students carryover would be relatively small. 3 minimum of open-end questions was used. milk consumption and food habits. To get i Also, each student completed the balloon some measure of the income and social status, captions in projective type drawings that a special index was constructed. The method involved teenagers in six different beverage of Calhoun [2], which considers the prestige choice situations designed to explore for rank of the father’s occupation and the attitudes about the acceptance of milk educational levels of both parents, was used in drinking under the conditions shown. ln combination with the North-Hatt Scale for making the final analysis, each individual was assigning a rank to the father’s occupation ` given a score designed to measure attitude, This socio-economic score tended to knowledge, family status and consumption combine education, occupation and related levels. For this purpose, responses to selected income in a single scale. The possible ranges questions were weighted and combined intoa under this scoring system were from 1 single figure that could be used for through 30. The distribution of these scores comparisons. was such that a score of 7 or less resulted in placing that individual in a low grouping. Scores from 8 through 16 were the middle Scoring Method groupings and those with scores of 17 through 30 were considered to have a high level of Attitude scores were determined by income or status. Consumption scores were weighting responses to questions about the made up by weighting the number of glasses student’s choice of beverages for meals and of milk drunk and the number of times ice snacks, the projected use of beverages for cream, yellow cheese and cottage cheese had social occasions, and the beliefs about been used for a daytime or bedtime snack. whether milk was fattening. The possible Consumption scores ranged between 1 and range of scores was from 1 through 22. An 22. Scores below 7 were considered to be low, individual score below 9 was considered low, 8 through 11 medium and 12 and over placed from 10 through 13 medium, and a score the student in the high consumption above 14 was considered to be a high one. grouping. The knowledge scores were based on the answers to questions about nutrients in milk, Choice of Posters Displayed nutrition and teenage needs and their knowledge about the four food groups as For the purpose of this experiment, five related to milk and nutrition. The range for sets of posters were displayed during the individual knowledge scores was from 1 school year. A poster picturing the four basic through 17. Scores below 9 were considered food groups was placed in the center along to be low, those from 10 through 13 medium, with other posters chosen to cover a diversity and scores above 14 were considered to be the of youth interests. All had a central thought highest level. related to health and good nutrition and, yet, the visual components were quite different in Students were not asked about their subject and composition. Accordingly, each A family incomes nor were they asked anything student was forced to identify the about what they conceived their social status relationships to himself and/or make whatever to be. Both factors are known to influence sense he wanted to from the individual and 4 group collectively.5 To give some continuity, Group V. Physical Fitness and Sports the display schedules were timed so that they (displayed in April). would relate to seasonal school activities and a. Four Food Groups events. The posters were allowed to stay in b. Eat Well—Soft Ball place no fewer than 10 and no more than 14 c. Looking for the Right Weight school days. Twelve different posters were used and the aggregated viewing time was 54 It should be noted that the poster "A days, an equivalent of about one day out of Guide to Good Eating," which describes the V every three during the school term. "Four Basic Food Groups," was shown in October and again in March. A similar but The grouping and the month during somewhat simplified poster, "Four Food i which the groups were on display are Groups," was displayed in November and summarized as follows: (Also see Appendix repeated in April. The purpose of these A.) repetitions was to provide a common thread ' of reference and to place emphasis on good Group 1. Balanced Meal and Good .\'utrz`tz`on nutrition. (displayed in October). a. A Guide to Good Eating b. Make Lunch Count Poster Locations c. Three Cheers for a Big Smile The construction, classroom locations, Group II. Personality and Hou.- You Loo/c and hallway arrangements in the four (displayed in November). cooperating high schools tended to channel a. Four Food Groups students into different parts of the building. b. How Do You Look, Horrible There was no universal center of activity. Habits Therefore, to insure a complete coverage in c. How Do Others See You each school, five sets were used. The locations chosen were at some prominent place: (1) in Group III. Mill; and Growth (displayed in the cafeteria, (2) in the gymnasium, (3) above February). the main bulletin board, (4) in the corridor or a. Food Value of a Quart of Milk lobby near the main door enrance and (5) in b. Milk Made the Difference one other well lighted location such as in the hallway and at the end of a passage way. The Group Ilia'. Importance of a Good Breakfast primary purpose of the multiple locations was (displayed in March). to insure that every student in the schools a. Guide to Good Eating would have an opportunity to see and b. Ready for Breakfast possibly study the posters’ contents. The c. B reak fast l\l i gh t H ave multiple locations also provided repetition of Helped—lts Time for a l\lilk exposure for many. Break . 5The themes were not made known to the students. The Evaiuation Panel Fuuctivn The individual posters were selected from the National Dairy Council educational materials. . . Reproductions of the posters used for each group Students enrolled in ¤¤¤rk¤¤¤s andlor display are shown in Appendix A. business and distributive education classes 5 · were asked to help the investigators in opposite value terminals. Before going into assessing the merits of the poster project. other analyses, the results of summarized Class members were told about the study information from the teenage evaluation being undertaken and asked to cooperate in panel will be reviewed. making certain evaluations. They were assured that in making the evaluations they were not to be graded in any way.6 THE TEENAGE PANEL EVALUATIONS . Each member of the evaluation panel Through special arrangements with the was asked to give his own personal opinion cooperating schools, no restrictions were about how other high school students would placed OH where the posters could be put UP· mtg Cach Sq; gf Pogtcrg thmughouh Would Accordingly, the investigators decided on five students be interested or resentful? What Pl2i€€$ lll €Z1€h school OU the? b21SlS of what would be the best location for conveying the they thought would best serve the purposes of message? What would beits relative ability for the experirnent.7 All of the locations were attracting attention and communicate? They €0¤$ld€Y<5 204 155 242 75 102 184 163 lll. M111r11m1<;mw111 265 335 ss' 951 204 223 115 155 65 95 195 184 1V. Importance of 7 _ O 7 _ G 1 Good Breakfast 324 4S' 497 71" l 2-l" 421 2-11 261 161 IO`) 11* 9 I V. Sports,Pl1ysical 9 O l __ 7 4 7 _ 1 _ Fitness 37" 373 64* 693 331 17" 15‘ 17 12* 8*7 9 20D Grouped Average 37 41 54 61 23 27 16 21 9 10 Note: Superscripts indicate ranking sequence. (lowest total score) for the boys and girls 3_ 11 Personality--HOw\'Ou Lggk separately were as follows: .t_ [I] Milk and Growth 5. Y _Sports and Physical Fitness Boys All sets of charts contained technical I- V SPOYYS 21¤d Pl1§'Si€&ll Fitness information along with other ideas. In every 2· IV Importance of Good BY€iil