“Knowledge of Healthy Food and Actual Eating Habits

of Junior High School Students of VSNII”

A Research Study Submitted to

Veridiano - Sto. Niño Institute Inc.

In Partial Fulfillment of the Requirements

for the Practical Research 1 Subject in Senior High School
Humanities and Social Sciences

Researchers:

Corpuz, Jayson A.
Menor, Bryan S.
Pascual, Neshel C.
Simeon, Adrian

S.Y. 2021 – 2022

1
 Table of Contents
CHAPTER 1
The Problem and Its Background
Introduction……………………………………………………………………………………3
Conceptual Framework……………………………………………………………………3 – 4
Statement of the Problem……………………………………………………………………4
Significance of the Study……………………………………………………………………4
Scope and Delimitation………………………………………………………………………..4
Definition of Terms………………………………………………………………………4 - 5
CHAPTER 2
Review Related Literature
Related Literature………………………………………………………………………….6 – 7
Related Studies…………………………………………………………………………7 – 10
CHAPTER 3
Research Methodology
Research Design……………………………………………………………………………11
Locale of the Study…………………………………………………………………………...11
Respondents and Sampling Procedure……………………………………………………….11
Data Gathering Procedure……………………………………………………………………11
Data Gathering Tools/Research Instruments…………………………………………………12
Statistical Treatment ……….. ………………………………………………………….……12
CHAPTER 4

Presentation, Analysis, and Interpretation of Data……………………………………...13 – 14

CHAPTER 5
Summary of Findings, Conclusions, and Recommendations…………………………...15 – 16
Bibliography………………………………………………………………………………….17
Appendices……………………………………………………………………………18 – 20
Questionnaire……………………………………………………………………..…………..21
 Chapter 1
THE PROBLEM AND ITS BACKGROUND
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 researchers “JHS Students’
respondents in terms Knowledge of Healthy
administered their
of their age and sex Food and Their Actual
questionnaire online Eating Habits of VSNII”
 Knowledge of
students on healthy through Google form.
foods
 Particular eating
habits of the students

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 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 sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 Age
1.2 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.
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 have 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.

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 CHAPTER 2
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).

According to the National Institute of Statistics (INE), in 2019, 18.7% of Spaniards aged 16

years and over reported that their health was “very good,” while 56.6% of the respondents
described their health as “good.” Only 5.6% of the population considered their health “bad,”
and 1.5% of the population considered their heath “very bad.” Regarding the healthiness of
food, a report by OCU (2017) pointed out that 6% of Spaniards consumed more sweets and
sweetened beverages, 7% of Spaniards consumed less fruit, and 5% of Spaniards consumed
fewer vegetables than 2 years before. Among the reasons given in the report, the Spaniards
indicated that they did not changed their bad eating habits due to the lack of time or will.
However, Spaniards are not the only individuals who show the consequences of adopting
unhealthy eating habits. Thus, regarding the percentage of individuals who are obese or
overweight due to inadequate nutrition, some European Union countries are even above the
Spanish average (16.7%), such as the United Kingdom (26.9%), Germany (23.6%), and
Luxembourg (22.6%) (OECD, 2017b).

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

7
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).
Supporting this perspective of “food as well – being, recent research suggests that
“healthy” food choices. Such as eating more fruits and vegetables, has not only physical but
also mental health benefits and might be a long – term investment in future well – being. For
example, in a nationally representative panel survey of over 12, 000 adults from Australia,
Mujcic and Oswald” showed that fruit and vegetable consumption predicted increases in
happiness, life satisfaction, and well – being over two years. Similarly, using lagged analyses,
white and colleagues’ showed that fruit and vegetable consumption predicted improvements
in positive influence the sub sequent day but not vice – versa. Also, cross – sectional
evidence reported by Blanchflower et al. “shows that eating fruits and vegetables is positively
associated with well – being after the demographic variables including age, sex, or race”. Of
note, previous research, includes a wide range of time lags between actual eating occasion
and well – being assessment, ranging from 24 hours to 14 days, to 24 months. Thus, the
findings support the notion that fruit and vegetable consumption has beneficial influences on
different indicators of well – being, such as happiness or general life satisfaction, across a
broad range of time spans.
The contention that healthy food choices such as a higher fruit and vegetable
consumption is associated with greater happiness and well – being clearly contrasts with the
common belief that in particular high – fat, high – sugar, or high – caloric foods taste better
and make us happy while we are eating them. When it comes to eating, people usually have a
spontaneous “unhealthy – tasty” association” and assume that chocolate is a better mood
booster.
This study is the first, to our knowledge, that investigated in-the-moment experienced
eating happiness in real time and real life using EMA based self-report and imagery covering
the complete diversity of food intake. The present results add to and extend previous findings
by suggesting that fruit and vegetable consumption has moment well-being. Importantly,
although many cultures convey the belief that eating certain foods has a greater hedonic and
mood boosting effect, the present results suggest that this might not reflect actual in-the-
moment experiences accurately. Even though people often have a spontaneous "unhealthy-
tasty" intuition", thus indicating that a stronger happiness boosting effect of "unhealthy food
is to be expected, the induced eating happiness of sweets did not differ on average from
"healthy food choices such as fruits or vegetables. This was also true for other stereotypically
"unhealthy foods such as pastries and salty extras, which did not show the expected greater
boosting effect on happiness. Moreover, analyses on the meal type level support this notion,
since snacks, despite their overall positive effect, were not the most psychologically
beneficial meal type, i.e., dinner had a comparable "happiness" signature to snacking. Taken
together, "healthy choices" seem to be also "happy choices" and at least comparable to or
even higher in their hedonic value as compared to stereotypical "unhealthy food choices.

In general, eating happiness was high, which concurs with previous research from field
studies with generally healthy participants. De Castro, Bellisle, and Dalix examined weekly
food diaries from 54 French subjects and found that most of the meals were rated as
appealing. Also, the observed differences in average eating happiness for the 14 different
food categories, albeit statistically significant, were comparable small. One could argue that
this simply indicates that participants avoided selecting bad food". Alternatively, this might
suggest that the type of food or food categories are less decisive for experienced eating
happiness than often assumed. This relates to recent findings in the field of comfort and
emotional eating. Many people believe that specific types of food have greater comforting
value. Also in research, the foods eaten as response to negative emotional strain, are typically
characterized as being high-caloric because such foods are assumed to provide immediate
psycho-physical bene fits. However, comparing different food types did not provide evidence
for the notion that they differed in their provided comfort; rather, eating in general led to
significant improvements in mood". This is mirrored in the present findings Comparing the
eating happiness of "healthy food choices such as fruits and vegetables to that of "unhealthy
food choices such as sweets shows remarkably similar patterns as, on average, they were
associated with high eating happiness and their range of experiences ranged from very
negative to very positive. This raises the question of why the idea that we can eat indulgent
food to compensate for life's mishaps is so prevailing. In an innovative experimental study,
Adriaanse, Prinsen, de Witt Huberts, de Ridder, and Evers led participants believe that they
overate. Those who characterized themselves as emotional caters falsely attributed their over-
consumption to negative emotions, demonstrating a "confabulation"-effect. This indicates
that people might have restricted self-knowledge and that recalled eating episodes suffer from
systematic recall biases", Moreover, Boelsma, Brink, Stafleu, and Hendriks examined
postprandial subjective wellness and objective parameters (e.g.. ghrelin, insulin, glucose)
after standardized breakfast intakes and did not find direct correlations. This suggests that the
impact of different food categories on wellness might not be directly related to biological
effects but rather due to conditioning as food is often paired with other positive experienced
situations (e.g, social interactions) or to placebo effects. Moreover, experimental and field
studies indicate that not only negative, but also positive, emotions trigger eating. One may
speculate that selective attention might contribute to the "myth" of comfort food in that
people attend to the consumption effect of "comfort" food in negative situation but neglect
the effect in positive ones. Deborah R. Wahl, karoline villenger, Laura M. König, Katrin
ziesemer, Harold T. Schupp & Britta Renner

This paper examines the reliability and validity of several hypothesized indicators of
socioeconomic status for use in epidemiologic research, particularly in studies of child health
in the less developed world. Population-based surveys of child health and disability were
completed in Bangladesh and Pakistan using standard questionnaires designed to measure
four domains of household socioeconomic status: wealth, housing, parental education and
occupation. Test-retest data indicate moderate to excellent reliability of most of the
socioeconomic indicators in both countries. Loadings from factor analyses of the survey data
provide further evidence of the reliability of the data, and confirm that the questionnaire
measures housing and wealth as distinct domains in both countries. Parental education and
occupation are correlated with housing and/or wealth in these data sets. Bivariate logistic
9
regression analyses show that, although 11 of 12 dichotomous indicators of low
socioeconomic status constructed from the data are predictive of child death in at least one of
the four sub-populations studied (rural and urban Bangladesh, and rural and urban areas of
Karachi, Pakistan), no single indicator is predictive of child death in all four sub-populations.
These along with multivariate results demonstrate the importance of including multiple
measures of distinct domains if the research aims include investigation and/or control of the
effects of socioeconomic status on health in diverse populations.
 CHAPTER 3
Research Methodology
This chapter presents the method of research, subjects of the study, description of
research instrument, and data gathering procedure.

Research Design
The researchers utilized a stratified random sampling to select respondents. 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.

Table 1. Respondents of the Study

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 respondents 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.

11
Data Gathering Tools/Research Instruments
The researchers used a questionnaire about the students’ knowledge on healthy food
and their actual eating habits which is adapted by the researchers on other related studies.

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 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents data gathered, analyzed, and interpreted using the appropriate
statistical tool to analyze the data.
Profile of the Respondents
A.1 Table 1. 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 1 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.

A.2 Table 2. 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 2 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.

Respondents’ Knowledge about Healthy Foods

B.1 Table 3. 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
6. has a pleasant texture 1.25 No
7. contains lots of vitamins 1.5 No
and 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

13
LEGEND:
2-point Scale Descriptive Value
2 1.6 - 2.0 Yes
1 1.00 - 1.5 No
Table 3 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.

IMPLICATION:
Nutrition knowledge is one of the factors that affect nutritional status and nutritional habits of
individuals, families, and societies. Nutrition knowledge is an important tool in assessing the
nutritional status of an individual, group or community. Researchers have tried to design and develop
reliable and valid questionnaires that distinguish and measure nutrition knowledge and its impact on
dietary behavior and diet – health awareness. In this table, it shows that nutrition knowledge can
affect someone to follow dietary recommendations. The aim of this study was to assess the nutrition
knowledge of the students of VSNII.

Respondents’ Particular Eating Habits

C.1 Table 4. Respondents’ Particular Eating Habits
Statement Weighted mean Descriptive Value
1. I eat my breakfast every 1.55 Yes
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 1.71 Yes
morning.
5. I drink milk before 1.5 No
sleeping.
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 4 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.

IMPLICATION:

Based on our findings, most of the students influenced by individual factors (e.g. taste
preferences, self – discipline, time and convenience), their social networks (e.g. availability
and accessibility, appeal and prices of food products), and macro environment (e.g. media
and advertising). Furthermore, the relationships between determinants and students’ eating
behavior seemed to be moderated by the school characteristics, such as residency, students
societies, school lifestyle and exams,

15
 CHAPTER 5
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 contain no additives, contains natural ingredients, easily available in shops and
supermarkets, high in protein, looks nice, and smells nice.

Conclusions
A student’s current and future health, as well as their development and learning, are
all dependents on good nutrition. The advantages of forming appropriate eating and lifestyle
patterns at a young age can improve people’s nutrition and health throughout their adult lives,
as well as their productivity.
Nutrition education is a critical component of a larger approach aiming at increasing food
security and eliminating all forms of malnutrition. Some schools in the region have
innovative and effective school nutrition instruction programs. However, these are frequently
small – scale and pilot projects that focus on kids with special needs and emphasis knowledge
transfer over active learning ang development of suitable 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.

17
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APPENDICES

19
 APPENDIX A
Republic of the Philippines
Veridiano Sto. Niño Institute Incorporated
Centro Sur, Sto. Niño Cagayan
May 13, 2022
MAYFLOR M. MAGUDDAYAO
School Principal
Veridiano Sto. Niño Institute
Sto. Niño Cagayan

Ma’am,
As a requirement for the partial fulfillment of our subject Practical Research, the
undersigned Humanities and Social Sciences are conducting a research study entitled, “JHS
Students’ Knowledge of Healthy Food and their Actual Eating Habits of Veridiano -
Sto. Niño Institute Inc.”
Therefore, we humbly request your approval to disseminate the questionnaires to our
respondents, the Grade 11 students in Veridian Sto. Niño Institute Inc.
Thank you so much for your favorable action on this request.

Very respectfully yours,

Menor, Bryan S.
Pascual, Neshel C.
Simeon, Adrian
(Researchers)
Noted by:
YVONE A. RAMINTO
Research Subject Teacher
Approved by:
MAYFLOR M. MAGUDDAYAO
School Principal
 APPENDIX B
QUESTIONNAIRE
Republic of the Philippines
Veridiano Sto. Niño Institute Incorporated
Centro Sur, Sto Niño Cagayan

Dear Respondents,
We, the researchers, are currently conducting a study that focuses on the, “JHS
Students’ Knowledge of Healthy Food and their Actual Eating Habits of Veridiano -
Sto. Niño Institute Inc.” Hence it will help our study to partially fulfill the requirements in
our Research Project.
Your invaluable participation in this research study through answering the questionnaire with
honesty and cooperation are very essential for the success of this study.
Rest assured that your identity and responses shall be kept in strict confidentially.
Thank you very much.
Very truly yours,
Menor, Bryan S.
Pascual, Neshel C.
Simeon, Adrian
(Researchers)

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 VERIDIANO – STO. NIÑO INSTITUTE INC.
TUGUEGARAO ARCHDIOCESAN SCHOOL’S SYSTEM
Centro Sur, Sto. Niño, Cagayan

QUESTIONNAIRE
Dear Respondents:
Please take a few minutes of your time to fill in the following survey. Your answers
will be kept with utmost confidentiality.
Name: __________
Age: __________
Sex: __________
PART I. What is your knowledge about healthy foods?
It is important to me that the food I eat on a typical day: Yes No
1 contains no additives
2 is low in calories
3 is low in fat
4 contains natural ingredients
5 is easily available in shops and supermarkets
6 has a pleasant texture
7 contains lots of vitamins and minerals
8 is high in protein
9 looks nice
10 smells nice

PART II. What is your particular eating habit?

Statements Yes No
1. I eat my breakfast every morning.
2. I eat snacks during break time or after classes.
3. I eat meals three to five times a day.
4. I drink milk every morning.
5. I drink milk before sleeping.
CURRICULUM
VITAE

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