CHAPTER ONE

Introduction

Background to the Study

Health as a concept attracts many definitions nevertheless few definitions are provided so as to

understand the concept. Health is not the absence of disease; it is not synonymous with an

individual's ability to be productive. World health organization (World Health Organization,

2020) defined health as a state of physical, social and mental well being not merely in the

absence of disease or infirmity.

Unhealthy eating habits among adolescents, particularly junior secondary school students, have

emerged as a significant public health concern globally. The formative years of adolescence are

crucial for establishing lifelong dietary patterns, making this age group particularly vulnerable

to the effects of poor nutrition. According to the (WHO, 2022), unhealthy dietary practices,

such as increased consumption of fast foods and sugary beverages, are linked to rising rates of

obesity, type 2 diabetes, and other chronic diseases. These health issues not only affect physical

well-being but can also impact mental health and academic performance, further complicating

the adolescent experience (Klein et al., 2020).

Research indicates that many adolescents lack adequate knowledge about nutrition and the

consequences of unhealthy eating habits (Havala et al., 2021). Factors influencing their dietary

choices are complex, encompassing peer pressure, social media influences, and familial eating

habits. For instance, a study by (Neumark-Sztainer et al. 2018) found that peer influence

significantly affects adolescents' food choices, often leading them to opt for less nutritious

options in social settings. Moreover, the proliferation of digital media has introduced a plethora

1
of advertisements promoting unhealthy food products, which can skew perceptions and

preferences among young people (Freeman et al., 2019).

In recent years, the prevalence of unhealthy eating habits among adolescents has become a

significant public health concern. Junior secondary school students, typically aged 12 to 15

years, are at a critical developmental stage where dietary habits can have lasting effects on their

physical, emotional, and social well-being (Neumark-Sztainer et al., 2017). During this period,

students are increasingly influenced by various external factors, including peer pressure, family

dynamics, and media portrayals of food (Cairns et al., 2019). These influences can lead to

dietary choices that favor convenience and taste over nutritional value, resulting in a growing

epidemic of obesity and related health issues (WHO, 2021).

Adolescents are particularly vulnerable to the appeal of fast foods, sugary beverages, and

processed snacks. Research indicates that such dietary patterns are associated with higher risks

of developing obesity, type 2 diabetes, cardiovascular diseases, and psychological issues such as

anxiety and depression (Lobstein et al., 2021; Swinburn et al., 2019). Despite this knowledge,

many students underestimate the potential health risks of their eating behaviors, often

perceiving the dangers as distant or irrelevant (Keller et al., 2021). This disconnect highlights

the importance of understanding how junior secondary school students perceive unhealthy

eating habits and the potential consequences of these perceptions.

The role of nutrition education in schools is crucial for shaping students' understanding of

healthy eating. However, many school programs lack the resources or depth needed to

effectively influence students’ dietary behaviors (Sinha et al., 2020). Additionally, the impact of

social media cannot be overlooked, as platforms often glorify unhealthy food choices, further

complicating students' perceptions of nutrition (Levine & Murnen, 2019). As such, it is essential

2
to investigate not only the eating habits of these students but also the factors influencing their

choices and perceptions regarding nutrition.

This study aims to explore the perceived dangers of unhealthy eating habits among Oba Girls

High school students, Anambra State examining the awareness of health risks associated with

poor dietary choices and the factors influencing these perceptions.

Statement of the Problem

Unhealthy eating habits among junior secondary school students pose significant health risks,

including obesity, diabetes, and mental health issues. Despite the growing awareness of these

risks, many students continue to consume high levels of fast food, sugary snacks, and

beverages, often influenced by peer pressure and social media (Hollis & McLaren, 2021). This

discrepancy between awareness and behavior raises concerns about students' understanding of

the long-term effects of their dietary choices. Moreover, inadequate nutritional education in

schools may contribute to poor eating habits, as students often lack the knowledge necessary to

make informed decisions about their diets (Fitzgerald et al., 2020). Addressing these issues is

crucial for promoting healthier lifestyles and improving overall well-being among adolescents.

Objective of the Study

The purpose of the study is to determine the perceived danger of unhealthy eating habits among

Oba Girls High school students, Anambra State, in view of the above purpose the following are

the specific objectives of the study:

 To ascertain the levels of awareness about unhealthy eating habits among Oba Girls

High school students, Anambra State.

 To determine the factors that influencing Oba Girls High school students eating habits.

3
  To identify the perceived dangers of unhealthy eating habit among Oba Girls High

school students, Anambra State.

 To ascertain the sustainable methods for improving the unhealthy eating habit of Oba

Girls High school students, Anambra State.

Research Question

 What are the levels of awareness about unhealthy eating habits among Oba Girls High

school students, Anambra State?

 What are the factors that influencing Oba Girls High school students eating habits?

 What are the perceived dangers of unhealthy eating habit among Oba Girls High school

students, Anambra State?

 What are the sustainable methods for improving the unhealthy eating habit of Oba Girls

High school students, Anambra State?

Significance of the Study

The findings of the study can enhance awareness about the health risks associated with poor

dietary choices, potentially leading to behavior change. It may also inform educational

programs aimed at promoting healthier eating habits in schools, contributing to improved

student health outcomes. The results can guide school policies regarding food options available

in cafeterias and vending machines, fostering an environment that supports healthy eating. The

study can also provide insights for parents about the factors influencing their children's eating

habits, encouraging them to be more proactive in promoting nutritious diets.

This research may serve as a baseline for further studies on adolescent nutrition and behavior,

leading to more comprehensive strategies to combat unhealthy eating.

4
Scope of the Study

This study is limited to ascertain the perceived dangers of unhealthy eating habits among Oba

Girls High school students, Anambra State, this study consist of Oba Girls High school

students, Anambra State which include JSS 1, JSS 2 and JSS 3 students.

Operational Definition of Terms

Perceived: This refers to the way students understand or interpret the risks associated with

unhealthy eating habits. It encompasses their beliefs and attitudes toward the consequences of

their dietary choices.

Danger: In this context, "danger" refers to the potential health risks or negative outcomes

associated with unhealthy eating habits, such as obesity, chronic diseases, and impaired mental

health.

Students: This term specifically refers to individuals enrolled in junior secondary schools,

typically aged 11 to 15 years, who are the focus of the study regarding their eating habits and

perceptions.

Unhealthy Eating Habits: These are dietary patterns that include excessive consumption of

fast food, sugary snacks, and beverages, as well as infrequent intake of fruits and vegetables.

Such habits are linked to negative health outcomes and poor nutritional choices.

5
 CHAPTER TWO

Literature Review

This chapter deals with review of relevant and related literature as concerned in this present

topic. It is discussed under the following subheading, conceptual review, theoretical review,

empirical review and summary of literature review.

Conceptual Review

Concept of food

Food is any substance consumed to provide nutritional support for the body (WHO, 2020). It is

usually of plant or animal origin and contains essential nutrients; such as fats, protein, vitamins,

or minerals. The substance is ingested by an organism and assimilated by the organism cells to

provide energy maintain life or stimulate growth (Harris et al., 2020).

Historical people secured food through two methods hunting and gathering and agriculture.

Today the majority of the food energy required by the ever increasing population of the world is

supplied by the food industry.

The fight to food is a human right derived from the international Convent on Economic, Social

and Cultural Right (ICESCR), recognizing the right to adequate standard of living including

adequate food as well as the fundamental right to be free from hunger.

Sources of food

Plant source: Much of the food we eat come from plant, trees, crops, bushes, leaves and

sometimes even roots. The most obvious example of the food we source from plants are fruits

and vegetables. Another such example of food from plants are crops. These are rice, wheat,

maize, millets, barley etc. which are the seeds of the crop plant. Animals who only eat food

6
obtained from plants are known as herbivores. The humans who only rely on foods from plants

are vegetarians. Examples of some foods we get from plants and their different parts.

Fruits: Apple, oranges, bananas, manages.

Leaves: Spinach, coriander, kale, lettuce.

Root: Potato, carrots, turnips

Seeds: Rice, wheat, maize, nuts (peanuts, almonds).

Animal source: They are sued as food either directly or indirectly by their products. Meat is an

example of a direct product taken from animal which comes from muscle system or from organ.

Food product produced by animals includes milk produced by mammary gland which in many

culture is drank or processed into dairy products (cheese, butter, etc). In addition birds and other

animal lay eggs which are often eaten and bees produce honey, a reduced nectar from flowers,

which is a popular sweetener in many cultures. Some cultures and people do not consume meat

or animal food product for some cultural reasons (WHO, 2022)

Classes/Types of Food

Comfort foods: This type of food provides a nostalgic or sentimental value to the consume and

is often characterized by its high caloric nature, high carbohydrate level and simple preparation.

The nostalgia may be specific to either the individual or a specific culture. They are believed to

be great coping mechanism for rapidly soothing negative feeling.

Fast food: A type of mass produced food that is prepared and served very quickly. It may be

relatively less nutritionally valuable compared to other foods and dishes while any meal with

low preparation time can be considered fast food, typically the term refers to food sold in a

restaurant or store with preheated or precooked ingredients and served to the customer in a

packaged form, take away. Fast food are quick and cheap alternatives to home cooked meal.

7
They are also high in saturated fat, sugar, salt and calories; eating too much fast food has been

linked to among other things obesity and high cholesterol.

Junk food: The pejorative term for cheap food containing high levels of calories from sugar or

fat with little fibre, protein, vitamins or mineral. The use of the term implies that a particular

food has little nutritional value and contains excessive fat, sugar, salt and calories. They do not

pose any immediate health concerns and are generally safe when integrated into a well balanced

diet.

Natural foods: This refers to foods that are minimally processed and whose ingredients are

natural products thus converging an appeal to nature but the lack of standard in most

jurisdiction means that term assures nothing. They are minimally processed or do not contain

any food additives or do not contain particular additives such as hormones, antibodies,

sweeteners, food colors or flavorings that were not originally in the food (National Institutes of

Health, 2020)

Importance of Foods

According to Kittler et al., 2019), the body needs a variety of the following five (5) nutrients

protein, carbohydrate, fat, vitamins and mineral from the food we eat to stay healthy and

productive.

Protein: It is needed to build, maintain and repair muscle, blood and bones and other tissues

and organs in the body. Food rich in protein include meat, eggs, fish.

Carbohydrate: It provides the body with its main source of energy; carbohydrate can be

classified into two kinds, starches and sugars. Food rich in starches include rice, maize, wheat

and potatoes and food rich in sugars include fruits, honey, sweets and chocolate bar.

8
Fat: This is the body’s secondary source of energy. Fat actually provides more energy calories

per grain than any other nutrients but is more difficult to burn food rich in fats and oil, butter,

milk, cheese.

Vitamins and mineral: Vitamins and minerals are needed in very small amounts. They are

sometimes called micro-nutrients but are essential for good health. They control many functions

and process in the body and in the case for mineral also help build body tissue such as bones

(calcium) and blood (iron).

In addition to the above nutrients, fiber and water are also essential for a good healthy diet.

What is a healthy diet/eating

A healthy diet is one in which energy is consumed in the same quantities as it is expended, and

which contains all essential dietary nutrients (e.g protein, vitamins and minerals). The total

amount of energy an individual should consume will vary depending on gender, age and

exercise habits.

The National Health and Medical Research Council (NHMRC) recommend that adult women

consume foods from the following groups in the following proportions each day.

Fruits: 2 servings (one serving is a medium piece of fruit or equivalent)

Vegetables: 5 servings (one serving is 75g of cooked vegetables or a cup of raw salad

vegetable)

Cereals: 4-9 servings (one serving is two slices of bread; one cup of cooked rice or equivalent).

Dietary products: 2 servings (one serving is 250ml of milk, 40g of cheese, or 200g of yoghurt)

Lean meat, poultry, fish and legumes: 1 servings (one serving is 65-100g of cooked meat or

equivalent).

Fat and sugars: In small quantities, occasionally.

9
Adult men should consume the following quantities of the following food each day: This as

same as for female; except for the cereals.

Cereals: 6 – 12 servings (one serving is two slices of bread; one cup of cooked rice or

equivalent).

Benefits of having a healthy diet

 It reduces the risk of numerous chronic health conditions including; metabolic

syndrome, diabetes, cardiovascular disorders, stroke, hypertension, cancer.

 Maintaining a healthy diet also helps maintain a healthy weight which:

i. Promotes self esteem.

ii. Reduces the likelihood of depression and

iii. Gives you more energy to enjoy life.

Tips for improving your diet

 Keep track of how much you eat and don’t eat more than you expend.

 Eat a wide variety of foods every day.

 Base your diet on cereals and whole grains.

 Increase fruits and vegetable consumption

 Meet calcium requirements to ensure health teeth and bones.

(www.myvmc.com/lifestyles/improvingyour.diet/ reviewed on April 10th, 2019).

Concept of unhealthy eating habits

Unhealthy eating habits refer to dietary patterns and behaviors that negatively impact health and

well-being. These habits can lead to a range of physical and psychological issues, particularly

among adolescents. Consuming excessive amounts of processed foods high in sugars, unhealthy

10
fats, and sodium while neglecting fruits, vegetables, and whole grains leads to nutritional

deficiencies and obesity (Malik et al., 2020). Many individuals turn to food for comfort during

stress or emotional distress, which can result in binge eating and the consumption of unhealthy

food options.

Skipping meals or eating at irregular times disrupts metabolism and can lead to overeating later

in the day. Eating while distracted (e.g., watching TV or using smartphones) can lead to

overeating, as individuals may not pay attention to hunger cues or portion sizes. Fast foods and

pre-packaged snacks are often chosen for their convenience, but they tend to be high in

unhealthy ingredients, contributing to poor dietary quality (Garnett et al., 2021).

Peer pressure, marketing, and easy access to unhealthy food options can shape eating behaviors,

particularly in adolescents. Limited understanding of nutrition can lead to poor food choices, as

individuals may not recognize the importance of balanced meals and healthy snacks (Hale &

Guan, 2021).

Common unhealthy eating habits

According to Almeida et al., (2021), despite the benefits of healthy eating, many junior

secondary school students exhibit unhealthy eating habits that can adversely affect their health.

Skipping Meals: Many students skip breakfast or other meals due to time constraints or lack of

appetite. This can lead to increased hunger later in the day, resulting in overeating or choosing

unhealthy snacks.

High Consumption of Sugary Foods and Beverages: A common unhealthy habit is the

overconsumption of sugar-laden snacks and drinks. These foods provide empty calories and

contribute to obesity, diabetes, and dental issues.

11
Reliance on Fast Food: Fast food is often chosen for its convenience and taste, but it is

typically high in unhealthy fats, sugars, and sodium. Regular consumption can lead to

nutritional deficiencies and weight gain.

Emotional Eating: Some students may turn to food for comfort during stress or emotional

distress, leading to unhealthy food choices and patterns. This behavior can create a cycle of poor

eating and mental health issues.

Eating in Front of Screens: Engaging with screens while eating can lead to mindless eating,

where students consume more food without awareness of portion sizes or satiety cues.

Neglecting Fruits and Vegetables: Many adolescents fail to consume adequate servings of

fruits and vegetables, which are essential for vitamins, minerals, and fiber. This neglect can lead

to poor overall health and increased risk of chronic diseases.

Factors influencing eating habits

According to Malik et al., (2020), eating habits are shaped by a variety of factors, which can be

broadly categorized into individual, social, cultural, environmental, and economic influences.

Here are some key factors:

Personal Preferences: Taste preferences and individual likes or dislikes play a significant role in

food choices.

Cultural Background: Cultural traditions and practices heavily influence dietary patterns,

including what foods are considered acceptable or desirable.

Social Influences: Family, friends, and social networks can impact eating behaviors, including

peer pressure and shared meal practices.

Emotional Factors: Emotions such as stress, anxiety, or sadness can lead to emotional eating,

where individuals consume food for comfort rather than hunger.

12
Education and Knowledge: Awareness of nutrition and health can guide food choices. Limited

knowledge may lead to unhealthy eating patterns.

Economic Factors: Income level and financial resources affect access to healthy foods. Lower-

income individuals may rely on cheaper, less nutritious options.

Availability of Food: The types of food available in one’s environment—such as local grocery

stores, restaurants, and convenience stores—can influence dietary choices.

Marketing and Media: Advertising and promotional campaigns can shape perceptions about

food, often encouraging unhealthy options.

Convenience: Busy lifestyles can lead to a preference for quick, easy-to-prepare meals, which

are often less healthy.

Health Status: Personal health conditions or dietary restrictions can dictate specific eating

habits, influencing food choices based on medical needs

Perceived dangers of unhealthy eating habits

According to Gillespie et al., (2018), unhealthy eating habits among Oba Girls High school

students can lead to several perceived dangers, including:

Obesity: Increased consumption of high-calorie, low-nutrient foods can lead to weight gain,

resulting in obesity, which is linked to various health issues.

Nutritional Deficiencies: A poor diet may lack essential vitamins and minerals, leading to

deficiencies that can affect growth, immune function, and overall health.

Mental Health Issues: Unhealthy eating can contribute to anxiety and depression, impacting

students' academic performance and social interactions.

Poor Academic Performance: Diets high in sugar and fat can affect concentration and

cognitive function, leading to lower grades and reduced school engagement.

13
Development of Chronic Diseases: Early unhealthy eating habits can increase the risk of

developing chronic conditions like diabetes, heart disease, and hypertension later in life.

Body Image Issues: Exposure to unhealthy food choices can foster negative body image

perceptions, leading to unhealthy dieting behaviors or eating disorders.

Reduced Physical Activity: Unhealthy eating may correlate with a sedentary lifestyle, further

exacerbating health issues and impacting overall fitness levels.

Eating Disorders: Unhealthy eating habits, particularly those driven by body image issues, can

lead to the development of eating disorders such as anorexia or bulimia, which carry severe

health risks.

Sedentary Lifestyle: Unhealthy eating often accompanies a sedentary lifestyle, further

exacerbating the risk of obesity and related health issues.

Sustainable methods for improving unhealthy eating habits in students

Improving unhealthy eating habits among students requires a multifaceted approach that

promotes long-term behavioral change. Here are some effective and sustainable methods:

Nutrition Education: Implement comprehensive nutrition programs in schools that educate

students about the importance of healthy eating, food groups, and balanced diets. Engaging

lessons can increase awareness and knowledge about making healthier choices.

Healthy School Meals: Provide nutritious meals in school cafeterias. Offering a variety of

healthy options can encourage students to choose fruits, vegetables, and whole grains over

processed foods.

Incorporate Cooking Skills: Teaching students basic cooking skills can empower them to

prepare healthy meals at home. Cooking classes can make healthy eating more accessible and

enjoyable.

14
Promote Healthy Snacking: Encourage the availability of healthy snacks in schools and during

events. Schools can partner with local farms or businesses to provide fresh fruits and vegetables.

Mindful Eating Practices: Introduce programs that promote mindful eating, helping students

pay attention to their hunger cues and the experience of eating, which can prevent overeating.

Parental Involvement: Engage parents in nutrition education and cooking workshops.

Providing resources and support can help reinforce healthy habits at home.

School Gardens: Establish school gardens where students can grow their own fruits and

vegetables. This hands-on experience can increase interest in healthy eating and provide fresh

produce.

Limit Sugary Drinks and Junk Food: Implement policies that limit the availability of sugary

drinks and junk food in schools. Encouraging water consumption and providing healthy

alternatives can significantly improve dietary choices.

Encourage Physical Activity: Promote regular physical activity as part of the school

curriculum. Physical education and after-school programs can complement healthy eating

initiatives and improve overall health.

Peer Support Programs: Create peer-led initiatives where students support each other in making

healthier food choices. This can foster a positive environment for change and accountability.

15
Theoretical Framework

Theory of Planned Behavior

The theory of planned behavior (TPB) was utilized in the exploration of this study as the theory

links belief and behavior and it has been applied to studies of relationship among beliefs,

attitudes, behavior intentions and actual behavior.

The theory was proposed by Ket Ajzen in 1985 through his article from intentions to action.

The theory predicts an individual intention to engage in a behavior at a specific time and place.

It poses that individual behavior is driven by behavior intentions where behavior intentions are a

function of three determinants and individual attitude towards behavior.

Subjective norms

Perceived behavioural control (Ajzen, 2021).

Key concept and Dimensions

Behavioural intention: This is a proxy measure for behavior. It represents a person’s

motivation in the sense of her or his conscious plan or decisions to person certain behavior.

Generally how strong the intention is the more likely the behavior will be performed.

Attitude towards behavior: This refers to the degree to which a person has positive or negative

feeling of the behavior of interest. It entails a consideration of the outcomes of performing the

behavior.

Subjective Norm: This refers to the body about whether significant others think he or she will

perform the behavior. It relates to a person’s perception of the social environment, surrounding

the behavior.

16
Perceived Behavioural Control: This refers to the individuals perception of the extent to the

performance of the behavior is easy or difficult (Ajzen, 2021). It increases when individuals

perceives they have more resources and confidence (Cheon, Jlee, Crooks & Song, 2022).

Figure I

Attitude

Intention Behaviour
Subjective
Norm

Perceived
Behavioural
Control

Theory of planned Behaviour

Theory of planned behaviour in respect to unhealthy eating habits among student states that

certain student develop the attitude of poor feeding habits depending on individual behaviour

and enlightenment.

The reinforcement can be used to portray the relationship between the behaviour and health

benefits of appropriate feeding habits of the students.

17
Empirical Review

According to Vardarvas, et al, 2019) on the research carried out to assesses the sources of health

information of the adolescent in a sample of teenagers from Athens and Crete, in Greece.

Results showed more than half the study participant indicated having received information

within the past years on oral health, sexual transmitted disease, physical activity, smoking and

nutrition. The family (71.8%) and the physician (51.5%), boys vs girls;44.2% vs 57.9% are

most usually consulted for health information. Girls were found to seek out more sources health

information than boys and could receive more information from their friends (26.9% vs 11.0%),

magazines (23.4% vs 15.1%) other health professional (boys vs girls: 11.2% vs 9.9%).

Also research made by Becher (2019) on Adolescent self-efficacy towards healthy lifestyle

behaviour after attending a school based interaction course focused on physical activity and

healthy eating carried out at Ohio High School showed that of the 93 students aged 11-15years

enrolled in the course, a pre and post survey instrument was developed and given to the students

to measure self efficiency towards healthy eating and physical activity and changes in diet and

physical activity habits. Results showed that the first measure of total self-efficacy in physical

activity subscale had the highest mean score of 71.9% in the pretest and 78.9% in the post test

indicating that the students have a high level of confidence in their ability to do physical

activity. The measure of total self-efficacy in nutrition choices subscale showed the greatest

improvement by having a mean of 65.1% in the pretest and a 78% in the post test showing a

12.9% difference. The measure of total self -efficacy in social pressure had a measure of

61.79% in the pretest and had a mean of 74.2% in the post test. The measure of total self-

efficacy in positive activities subscale had a mean of 67.3% in the pretest and 74.0% in the post

18
test. From the result, it shows that the study does increase and adolescents level of self-efficacy

towards healthy

lifestyle behaviour this means that the study helped the students overcome the barriers of

making poor lifestyle choices just because their peers are making these chooses but because

they want to fit in. utilizing an intervention technique like this wellness-based program does

have positive results in raising an adolescent drive to help prevent obesity.

Also research carried out by William-Kelli (2018) on cultural perception of healthy diet and

healthy weight among rural Appalachian youth at West Virginia. Results showed that

participant defined healthy diet through statements relating to food and professional dietary

recommendation including increased intake of vegetables and fruits while consuming diets low

in fat. Specific foods were commonly described to be either healthy or unhealthy. Vegetable and

fruits were cited most often as healthy food while snack foods, soda, chips and pizza were not

considered to be part of a healthy diet. Portion control and eating three meals daily were also

discussed as healthy diet components. Knowledge was also attributed to teaching in health

classes, through the media and from family members with chronic diseases. However

knowledge and adherence to popular fad diet contraindicated some of this perception and a

number of students reported never considering whether or not foods were healthy prior to

consumption. Additionally many teens had unrealistic and unhealthy perception of weight. Thus

identifying perception will provide valuable formation base to develop targeted nutrition

education and promotion programmes.

Research carried out by Seher, Marino (2018) on efficacy of game on: the ultimate wellness

challenge in increasing nutrition knowledge among junior school children showed that thirty-

one youth grade students from a local junior school in Pittsburgh, USA participated in

19
educational sessions during which the Game on: curriculum was used to teach and reinforce

basic nutrition concepts. Students completed an assessment of nutrition knowledge pre-and

post- use intervention. Results showed that mean score of nutrition knowledge increased

(39.06+ to 41.07+2.89) with participating in Game on: although not significantly. Also contest

specific knowledge was also increase after participating in the programme.

Also research made by Suzzane (2017) on food choices of adolescents. The study was carried

out in Osun State which is Southern - Western State in Nigeria among 401 adolescents from 6

out of 30 local government area secondary school. Pretest structured questionnaires using a set

of high quality colour 'photographs of foods and drinks that would be typically being offered to

adolescents were used. The photographs showing one item each included foods such as biscuit,

buns, meat pie that were classified as "snacks" and those such as rice and beans garnished with

vegetable and either fish/meat stew, stewed beans, pounded yam that formed part of a

conventional meal. Also photographs showing a bottle of coke, milk, chocolate drinks and

homemade non-alcoholic drinks were presented. Results showed that there is positive and

significant correlation between the preference and nutritional contents of food (r=0.514.p<0.05)

and drink (r=0.346, p<0.05). There was no significant difference in the preference and

perceived nutritional contents of foods (f=3.072) while there was a difference in the choice and

perceived nutritional content of drinks (f=0.217) among the adolescents. It was concluded that

the food choice of the adolescents in the study was based on taste preference than the nutritional

contents. The nutritional knowledge of the adolescents in the study area is high but the

knowledge on homemade non-alcoholic drinks is low. Nutrition education should intensified

especially on traditional foods and homemade non-alcoholic drinks that are nutritious.

20
Summary of literature review

The literature review was discussed under conceptual review were we reviewed the concept of

unhealthy eating habits, common unhealthy eating habits, factors influencing eating habits,

perceived dangers of unhealthy eating habits and sustainable methods to reduce it.

In the theoretical framework, we used theory of planned behaviour proposed by Ket Ajzen in

1985 . The theory predicts an individual intention to engage in a behavior at a specific time and

place. It poses that individual behavior is driven by behavior intentions where behavior

intentions are a function of three determinants and individual attitude towards behavior.

Finally, Empirical reviews were the works of other researchers which were used.

21
 CHAPTER THREE

Research Methodology

This chapter of the research work described the method the researcher used to obtain the

necessary data relating to research problem, and also method of analysis. These were described

under the following sub heading;

 Research design.

 Are of study.

 Study population

 Sample and sampling techniques.

 Instrument for data collection.

 Validity of the instrument.

 Reliability of the instrument

 Method of data collection

 Method of data analysis.

 Ethical consideration.

Research Design

The study design used in this study is descriptive design. The research technique gives a clear

picture of the situation under study without the researcher’s manipulation. Osuala, (2020)

described descriptive design research as that which aims at collecting data and describing in as

22
systematic manner the characteristic features of facts about a given population. The research

design is used to determine the perceived danger of unhealthy eating habits among Oba Girls

High school students, Oba, Anambra State.

Settings

This is a study carried out at Oba Girls High school students, Anambra State. Specifically, the

school is situated in the heart of Oba town, making it easily accessible by road. Oba Girls High

school students, Anambra State is a religious secondary school. Oba Girls High school students,

Anambra State is a co-educational institution, welcoming only female students. The school

follows the Nigerian National Curriculum, with a focus on: Junior Secondary School (JSS)

curriculum, senior Secondary School (SSS) curriculum and WAEC and NECO examination

syllabi.

Oba Girls High school students, Anambra State has consistently recorded impressive academic

results: excellent WAEC and NECO examination results, high percentage of students scoring

A's and B's in core subjects and students have represented the school in national and

international competitions

Target Population

The target populations of the study consist of junior secondary school students in Oba Girls

High school students, Anambra State as of the time of study. This include JSS 1, JSS 2 and JSS

3 students which are one hundred and seventy three (173). Below is a table showing the

distribution of the student in each class.

Table 1: Showing the population of Oba Girls High school students from JSS 1 to JSS 3.

Class No of Female Total student Percentage

JSS 1 77 77 45%

23
 JSS 2 45 45 26%

JSS 3 51 51 29%

Source: From school Register 2025

Sample Size

Based on Nwana (1985) as cited by Ofoegbu (2017) where the population of a study is a few

hundreds, a 40% sample size will be adequate. If many hundreds, a 20% sample size and if a

few thousands then about 10% will suffice, where several thousand of the population is to be

studied, only about 5% sample size or less needs to be used. The researcher has then decided to

use 40% of the total population using the formula below;

Sample Size = 40% of N

When N = total number of junior students in the school, as at the time of study

Sample size = X 40% of 173 = X = 40/100 * 173

X = 69

Therefore the sample size of the total population to be used is 69 Oba Girls High school

students, as questionnaire will be administered to those who gave their consent to participate

and those who are present as of the time of the study.

Sampling Technique

Sampling involves the selection of a number of study units from a defined population of a

universe. A sample is therefore a representation of a large whole or subject of population or

sample units chosen for a study (Okoli, 2018). Sampling techniques involves selection of a

fraction from the population to be presented of the entire population (Chinweuba, 2020)

Convenience sampling technique was used and the researcher achieved this by using only the

students who were available at the school on the days the questionnaire was distributed. Thus all

who did not come to school on these days were not used.
24
Instrument for Data Collection

This refers to the tool or device used for obtaining data. The data was collected using a self

constructed questionnaire which was based on the research question and objective. The

questionnaire comprised of both close and open ended questions in 2 sections and an

introductory letter. Section A consists of demographic data of the respondents which has 3

questions and Section B consists of information based on the objectives of the study and a total

of 13 questions were drawn.

Validity of Instrument

The questionnaire was thoroughly checked and scrutinized by the researcher's supervisor. The

items was restructured and corrected after which it was confirmed valid before distribution. The

questions was formulated based on the research objectives; this is to ensure that its content is

related to the objective of the study.

Reliability of Instrument

A test retest method was used, 10 copies of the questionnaire were distributed to 10 students in

Oba Girls High school students, Anambra State 2 weeks before the actual distribution of the

questionnaire. These response will be compared with the response of the questionnaire

distributed 2 weeks after the same result were gotten.

Method of Data Collection

A letter of introduction was given to the Principal Oba Girls High school students, Anambra

State in order to obtain permission to use her students. Relevant information needed for this

study will be gathered primarily through questionnaire. The researcher and a trained research

25
assistant distributed 69 questionnaires for a day to the students. A total of 69 copies (100%) of

the distributed questionnaire will be collected.

Method of Data Analysis

Data collected was analyzed by differentiating the responses into different groups based on the

research objectives and were analyzed accordingly using tables, pie charts and bar charts in

percentage.

The percentage worked out in respect to the total number of the responses for a particular item,

over the number of people used for the study.

Ethical Consideration

The researcher during the course of the study maintained the following:

Respect for human dignity: The respondents were accorded due respect and were addressed

purely as their questions were answered.

Principal of anonymity: The self-identification data such as name of the respondents were not

allowed.

Informed consent: The researcher introduced himself and the purpose of the study was

explained after which the clients gave their consent.

Voluntary participation: The respondents were not forced to participate in the study instead

they were given the right to decide voluntarily.

Confidentiality: The information given by the respondents were kept undisclosed to anybody.

Plagiarism: The names of all the authors used in writing this research work were duly cited.

26
 REFERENCES

Almeida, M. D. V., M. T., & Queiroz, L. M. (2020). Skipping breakfast and its association with
eating patterns in adolescents. Nutrition Journal, 14(1), 1-8.

Cairns, G., Johnston, J. L., & MacKenzie, T. (2019). The influence of food marketing on
children's food preferences and consumption: A systematic review. Journal of Public
Health Policy, 34(3), 267-292. https://doi.org/10.1057/jphp.2013.17.

Coulthard, H., (2018). Portion size and its influence on food consumption. Appetite, 124,
45-50.

Fitzgerald, N., Kearney, J. M., & Duffy, G. (2020). Nutrition knowledge and dietary habits in
adolescents: A systematic review. Journal of Nutrition Education and Behavior, 52(4),
303-312. https://doi.org/10.1016/j.jneb.2019.12.003.

Freeman, B., Chapman, K., & Richardson, J. (2019). Digital marketing of unhealthy foods to
children: A systematic review. Pediatrics, 143(2), e20182644.
https://doi.org/10.1542/peds.2018-2644.

Garnett, C., et al. (2020). Fast food consumption in the UK: A systematic review of the
literature.
Public Health Nutrition, 18(12), 2118-2128.

Gillespie, S., et al. (2018). The impact of nutrition on health: The need for integrated
approaches.
Health Policy and Planning, 30(6), 764-775.

Hale, L., & Guan, L. (2021). Screen time and sleep among school-aged children and
adolescents:
A systematic literature review. Sleep Medicine Reviews, 19(1), 32-40.

Havala, S. K., Lattimer, L. M., & Chan, M. (2021). Nutrition knowledge and its influence on
eating habits among adolescents. Journal of Nutrition Education and Behavior, 53(8),
650-657. https://doi.org/10.1016/j.jneb.2021.03.012.

Hollis, J. L., & McLaren, L. (2021). The role of social media in adolescent dietary choices: A
qualitative study. BMC Public Health, 21(1), 1082. https://doi.org/10.1186/s12889-021-
10934-1.

Keller, A., O’Connor, C., & Shcherbakova, A. (2020). Understanding adolescents’ perceptions

27
 of dietary risks: A qualitative study. Journal of Adolescent Health, 59(1), 31-37.
https://doi.org/10.1016/j.jadohealth.2016.02.004.

Klein, L. A., Smith, R. J., & Anderson, K. (2020). Impact of diet on mental health among
adolescents. American Journal of Public Health, 110(3), 351-357.
https://doi.org/10.2105/AJPH.2019.305504

Levine, A. M., & Murnen, S. K. (2019). “Everybody knows that mass media are/are not a cause
of eating disorders”: A critical review of the evidence for a causal link between media,
negative body image, and disordered eating in females. Journal of Social and Clinical
Psychology, 28(1), 9-42. https://doi.org/10.1521/jscp.2009.28.1.9

Lobstein, T., Jackson-Leach, R., & Moodie, M. (2021). Estimated burden of obesity and
diabetes
in children and adolescents. Pediatric Obesity, 10(1), 30-39.
https://doi.org/10.1111/ijpo.12024.

Malik, V. S., et al. (2020). Sugar-sweetened beverages and weight gain in children and adults:
A
systematic review and meta-analysis. American Journal of Clinical Nutrition, 98(4),
1084-1102.

National Institutes of Health. (2020). Vitamin and mineral supplement fact sheets.

Neumark-Sztainer, D., Story, M., Hannan, P. J., & Croll, J. (2019). Overweight status and
eating
patterns among adolescents: Where do teens eat? The Eating Disorders Journal, 39(4),
406-415. https://doi.org/10.1080/10640261003667320

Sinha, D. N., Sinha, V. K., & Gaur, B. (2020). School-based health education interventions for
preventing obesity in children and adolescents: A systematic review. Childhood Obesity,
16(4), 261-272. https://doi.org/10.1089/chi.2020.0006

Swinburn, B. A., Sacks, G., Hall, K. D., & McPherson, K. (2019). The global obesity pandemic:
Shaped by global drivers and local environments. The Lancet, 378(9802), 804-814.
https://doi.org/10.1016/S0140-6736(11)60894-1

World Health Organization. (2022). Adolescent obesity and overweight. Retrieved from
https://www.who.int/news-room/fact-sheets/detail/adolescent-obesity-and-overweight

Zepeda, L., Rehner, T., & Rodriguez, A. (2019). Socioeconomic factors and their impact on
adolescents' dietary choices: A systematic review. Nutrients, 11(5), 1052.
https://doi.org/10.3390/nu11051052

28
 QUESTIONNAIRE

Section A

Tick (√) in the appropriate column which appeals to your mind.

Section A: Demographic Data

1. Age: (a) >14 year ( ) (b) <14 years ( )

2. Class: (a) JSS 1 ( ) (b) JSS 2 ( ) (c) JSS 3 ( )

3. Gender: (a) Male ( ) (b) Female ( )

Section B: Level of awareness of unhealthy eating habits

4. Have you heard about unhealthy eating habits? (a) Yes ( ) (b) No ( )

5. If yes, what do you understand by the term unhealthy eating habits? (a) consuming high amount

of processed and packaged foods ( ) (b) frequent consumption of fast foods and fried foods (

) (c) consuming excessive intake of sugar ( )

6. If yes to question (4) what is your source of information? (Select all that apply) (a) Hospital ( )

(b) Lecture ( ) (c) Media ( ) (d) Home ( )

Section C: Factors influencing eating habits

7. How many times do you eat in a day? (a) 2 times ( ) (b) 3 times ( ) (c) 4 times (d) Others

__________________

29
8. What type of food constitutes the major part of your meal? (Select all that apply) (a) Comfort

food ( ) (b) Fast food ( ) (c) Junk food ( ) (d) Healthy snacks (e.g. fruits, vegetables) ( )

9. What are the factors that influences your choice of food? (a) Convenience ( ) (b) Cost of food

( ) (c) Taste ( ) (d) Food availability ( ) (e) Beliefs ( ) (f) Mood ( ) (g) Poor appetite

( )

Section D: Perceived dangers of unhealthy eating habits

10. Is your health influenced by your unhealthy eating habit? (a) Yes ( ) (b) No ( )

11. If yes, how does it influence your health? (Select all that apply) (a) Obesity ( ) (b) Poor mental

concentration ( ) (c) Fatigues ( ) (d) Malnutrition ( ) (e) Stomatits ( )

Section E: Sustainable methods for improving unhealthy eating habits

12. Do you wish to change your unhealthy eating habit? (a) Yes ( ) (b) No ( )

If yes, what methods are available to you to enhance your unhealthy eating habit? (Select all

that apply) (a) Eating balanced meal in its right proportion and at the right time ( ) (b)

Including more fruits and vegetables in your daily diet ( ) (c) Base your diet on cereals and

whole grain ( ) (d) School meal program should be encouraged ( )

30