EXPLORING THE RELATIONSHIP BETWEEN STUDENTS PURCHASING

BEHAVIOR AND FOOD SAFETY PRACTICES

The Quantitative Research Present in Partial Fulfillment of the Requirements

in Practical Research 2

S.Y. 2023-2024

Names:

Ma. Angelica Lucina

Aina Nicole Taguiam

Abigail Agustin

Marie Joy Dayag

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Food safety is a major concern for individuals and communities, and it

extends beyond the confines of home kitchens and restaurants. In particular,
the food students consume outside of school environments holds a significant
place in their lives. This food, whether purchased from local vendors,
carinderia's, or convenience stores, plays a vital role in their daily dietary
intake. The choices students make regarding these external food sources are
influenced by many factors, ranging from taste preferences to budget
constraints. However, a crucial element that often shapes their decisions is
the perception of food safety.

Food safety is a multifaceted concept encompassing a range of

considerations, including the cleanliness of food handling, the quality of
ingredients, and the adherence to proper hygiene practices. The importance of
food safety cannot be overstated, as it directly impacts the well-being and
health of individuals. Contaminated or improperly handled food can lead to a
wide array of health issues, from foodborne illnesses to long-term health
complications.

Understanding the dynamics of students' purchasing behavior in

relation to food safety is a crucial aspect of promoting a healthy and secure
environment, especially in educational settings like Solana Fishery School.
This research aims to delve into the intricate connection between students'
consumer choices and the assurance of food safety beyond the confines of the
school premises.

The significance of this research lies in its potential to uncover patterns,

preferences, and concerns that influence students' choices when it comes to
purchasing food outside the school. By examining these aspects, we aim to
contribute valuable insights that could inform both educational institutions
and local food establishments about the need for improved food safety
practices.

The motivation behind conducting this study is rooted in the growing

concerns about food safety and the evolving food preferences of students. As
students increasingly choose to eat meals outside school, it is imperative to
investigate the factors shaping their purchasing behavior and the role food
safety plays in their decision-making process. This research aims to address a
significant knowledge gap and contribute to the overall well-being of students
and the enhancement of food safety practices in the food industry.

The primary objective of this study is to explore and analyze the

relationship between students' purchasing behavior and their perceptions of
food safety when dining at restaurants, fast-food chains, or purchasing food
from street vendors. By achieving this goal, we intend to shed light on the
decision-making processes of students regarding food choices outside school
and provide insights that can inform strategies to enhance food safety
awareness among students and improve food safety standards within the food
industry.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Purchasing Behavior Food Safety Practices

Fig. 1: The independent and dependent variables of the study.

The paradigm of the study shows the independent and dependent

variable of the study. The independent variable is the purchasing behavior of
the students. This refers to the choices that students make when buying food,
such as types of food they buy, where they buy it from, and how much they
are willing to spend. Whereas, the dependent variable is the food safety
practices of the students. This refers to the knowledge, attitudes, and
behaviors towards food safety practices.

Statement of the Problem

This study aims to explore the relationship between students' purchasing

behavior and food safety outside of school. Specifically, the study will
investigate the following questions:

1. What is the profile of the students in terms of their:

1.1 Age

1.2 Sex

1.3 Grade level

1.3 Daily Allowance

2. What is the purchasing behavior of the students?

3. Is there a significant difference between students’ purchasing behavior

when grouped to their demographic profile?

4. Is there a significant relationship between students purchasing behavior

and food safety?

Hypotheses:

H0: There is no significant difference between students’ purchasing

behavior when grouped to their demographic profile.

Ha: There is a significant difference between students’ purchasing behavior

when grouped to their demographic profile.

Ho: There is no significant relationship between students purchasing

behavior and food safety?
 Ha: There is a significant relationship between students purchasing
behavior and food safety?

Scope and limitations of the study

This study is mainly focused on the relationship between students

purchasing behavior and food safety. This is limited only to Grade 7 to Grade
12 Classroom Officers of Solana Fresh Water Fishery School. This study is
conducted at Solana Fresh Water Fishery School for the school year 2023-
2024 specifically in the month of October to December.

Significance of the Study

The significance of this study can be understood from the perspectives

of various stakeholders:

Community - The study can raise awareness of the importance of food safety
among residents of Solana. This can lead to more informed food choices and a
reduced risk of foodborne illness. The study can also identify gaps in food
safety knowledge and practices among the community. This information can
be used to develop targeted educational interventions.

Vendors- The study can provide vendors with feedback on their food safety
practices. This feedback can be used to improve their operations and reduce
the risk of foodborne illness. The study can also help vendors to identify new
opportunities to market their food products to students and other members of
the community.
Students- The study can help students to become more informed consumers
of food. This can lead to healthier food choices and a reduced risk of
foodborne illness. The study can also help students to develop skills in critical
thinking and decision-making, which they can apply to other areas of their
lives.

Researcher - The study will contribute to the body of knowledge on the

relationship between student purchasing behavior and food safety. This
knowledge can be used to develop more effective interventions to improve food
safety among students. The study will also provide the researcher with
valuable experience in conducting quantitative research. This experience can
be used to undertake future research projects on related topics.

Future Researchers- The study will provide a foundation for future research
on the relationship between student purchasing behavior and food safety.
This research can explore new factors that influence student food choices and
identify more effective ways to promote food safety among students.

Definition of Terms

This guarantees that everyone include in the study understands the

terminology, which helps to avoid misunderstanding and guarantees that the
study findings are accurate and trustworthy.

Customers Behavior- Involves references, choices and reactions to taste,

presentation, and nutrition, influencing overall satisfaction.

Dietary Habits- Regular eating patterns and food choices, covering diet, meal
timing, portion sizes, and preferences
Food Behavior- Encompasses practices in food preparation, storage and
consumption.

Food- any substance consumed for nutritional support, typically of plant of

animal origin

Food Handling- Involves safe and hygienic practices and storage, preparation,
and serving to prevent contamination

Food Safety- ensuring consumed food is safe, emphasizing cleanliness and

proper handling to prevent harm.

Food Quality- Considers taste, appearance, and overall enjoyment of the food

Health- Pertains to wellbeing and proper body functioning, influenced by the

quality and safety of consumed food
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides an overview of pertinent literature and studies

that delve into the fascinating dynamics surrounding of students purchasing
habits when it comes to food outside of their educational institutions and
provides some related articles and materials.

Strategies for Enhancement of Food Production

According to the study conducted by Brandão, Maria & Bello, et al.

(2023), students were asked to express their opinions and understanding of
the content through semi‐structured interviews. Six months after the end of
the practical interventions, the students completed a second identical Likert‐
scale questionnaire (post‐intervention, Q1), and the answers to both
questionnaires (Q0 and Q1) were analyzed by calculating the middle rank. The
middle rank was 21% greater than the middle rank of Q0 and statistical
significance was observed. This demonstrates that new information acquired
during the workshops positively influenced learning. The researchers found
out that when practical approaches to food safety are included in school
education as a priority, the prevalence of FBD will decrease. Thus, the aim of
this study was to investigate the knowledge of 7th‐grade middle school
students regarding food microbiology and food safety, and to apply workshop‐
based educational strategies that focus on scientific literacy.

Additionally, the study of Fung, Fred & Wang, Huei-Shyong & Menon,
and Suresh. (2018).The methodology described in this article might be
usefully adopted to conduct food safety classes, contributing to the
amelioration of children’s awareness on food related risks and leading to
significant benefit for primary prevention. Two hundred forty-nine children
were enrolled. Results show an overall improvement in children’s knowledge
both for the practical and theoretical classes (incident risk ratios [IRRs]: 1.2,
95% confidence interval, post- versus pre-intervention). The same effect was
observed for children’s behavior, comparing post- versus pre-intervention for
both groups (IRRs). This study describes an effective educational program to
improve children’s knowledge about characteristics of microorganisms and
food contamination, and their personal hygiene behaviors

Moreover, Gizaw, (2019) defined that effective national risk-based food

control systems are essential to protect the health and safety of the public.
Countries need also assure the safety and quality of their foods entering
international trade and ensure that imported foods conform to national
requirements. The analysis of 81 full-text articles resulted in seven common
public health risks related with food safety in the food market. Microbial
contamination of foods, chemical contamination of foods, food adulteration,
misuse of food additives, mislabeling, genetically modified foods (GM foods),
and outdated foods or foods past their use-by dates were the identified food
safety–related public health risks in the food market. This systematic review of
literature was, therefore, conducted to identify common public health risks
related to food safety issues in the food market.

The Relationships of Students Buying Habits to Food Safety

According to the study of Ojielo (2023) safety training, knowledge level

and educational level were the predictors of good practices. Frequent trainings
are most needed to prevent or control food contamination and consequent
food borne diseases. There was good knowledge of food safety hygiene
practices with high mean scores except on environmental safety hygiene
practices component. This study aimed to ascertain the food safety hygiene
practices and associated factors among public food handlers in Enugu
Metropolis, Nigeria.

The study of Dagne, Henok & Raju (2019) stated that improving the
knowledge and educational status of the mothers is important to enhance
their food safety practices. Half of the study subjects had a good level of self-
reported food safety practice and the other half had a poor level. Educational
status, food safety knowledge, and attitude towards food safety were the
identified factors associated with food safety practice. This study aimed to
assess food safety practice and associated factors among mothers in Debarq
town.

Moreover, the study of Kuai, TingTing (2023) the research finding

indicate that female consumers are more likely to worry about food quality
and safety compared to male consumers. Age, education level, income and
consumer satisfaction with government and corporate emergency response
measures also significantly affect consumers perceived food quality and
safety. Furthermore, consumer’s occupation, knowledge of food safety, and
perception of the safety of alternative product also influence their perceived
food quality and safety. The article utilizes survey data from consumers in the
Jiangsu Province to quantitatively study the factors influencing consumers
perceived food safety risk after food safety incident using an ordered logic
model.

The Influence of Food Safety to Students Purchasing Behavior

According to Anderson Barrett (2020), the need for continued food

safety education to retain knowledge and highlights the study curricula
continued influence on student’s risk perception and PBC. In this study, to
food safety curricular were evaluated for effectiveness in changing the food
safety knowledge, this perception, and perceived behavioral control or (PBC) of
high school students enrolled in microbiology and agriculture courses,
immediately following and one year after an educational Intervention.

Additionally, according to Smith (2019) this study highlights the needs

for educational campaign and interventions targeting university students to
improve their knowledge and practices related to food safety. Universities
should consider incorporating food safety into their curriculum and promoting
safe food and handing practices of campus.

Moreover, the study of Anderson, L., & Thompson, R. (2020). Influence

of Peer Groups on Student Food Choices and Perceptions of Food Safety.
Health Education Journal, 48(2), 168-182. This study suggests that peer
influence plays a crucial role in shaping student purchasing behavior and
attitudes towards food safety. Interventions should consider targeting peer
groups to promote positive food safety practices and create a supportive
environment for healthier food choices. The study found that peer groups
significantly influenced student food choices and perceptions of food safety.
Students who had peers with healthier eating habits were more likely to make
safer food choices. On the other hand, students who had peers engaging in
risky behaviors were more likely to disregard food safety precautions.

Food safety practices of the students

According to Lee, S., & Kim, H. (2021). Effect of Food Safety Labels on
Student Purchasing Behavior. Journal of Consumer Studies. This study
highlights the importance of food safety labelling in influencing student
purchasing decisions. Food establishments and vendors should prioritize
obtaining and displaying recognized food safety certifications to build
consumer trust and encourage safer food choices among students. The study
found that the presence of food safety labels significantly influenced student
purchasing behavior. Students were more likely to choose food products with
visible safety labels, indicating that they perceived such products to be safer.
Additionally, students showed a higher willingness to pay for products with
recognized food safety certifications.

Additionally, by Evaluation of university students' knowledge, attitudes,

and practices on food safety in Bolu, TürkiyeEmrah Gökçeel, A. Akoğlu (2022),
Food and Health. The students who took a course on food safety had
significantly higher scores on food safety knowledge, attitudes, and practices
than those who did not. Although the students' food safety scores were above
average, they had a lack of knowledge and concerns in many areas. This study
aims to assess the food safety knowledge, attitudes, and practices of
university students in Türkiye. It emphasized the importance of food safety
education to fill the knowledge gaps and thus to prevent foodborne illnesses.
The results indicated that 95% of students apply good practice of hand
hygiene before preparing food, while only 52.5% of all students declared that
they wash their hands for at least 20. Identifying knowledge gaps can help
identifying at-risk populations and knowledge-based interventions. Also,
novelty of this research was the connection between students' knowledge and
curriculum of different food/health related faculties. The purpose of this study
was to evaluate food handling practices and food safety knowledge among
undergraduate students in the Republic of Serbia. It was also to determine
whether the university curriculum influences the food safety outcome among
participating students

Moreover, according to Samuel Imathiu (2020) the food safety

knowledge, beliefs and attitudes of undergraduate students at Jomo Kenyatta
University of Agriculture and Technology (JKUAT) in Kenya, including
demographic factors associated with food safety knowledge, in order to
identify areas for, and groups that may benefit from possible food safety
education. This information can be used to develop food safety
trainings/programs for JKUAT students and possibly extend the same to
other learning institutions. The students who participated in this study
generally had unsatisfactory food safety knowledge especially in regard to
cross-contamination and temperature control/food preservation. This is
bound to improve further when the food safety knowledge gap is addressed
through a systematically well designed and delivered training/education in
good food safety practices. Self-reported association and determinants of KAP
on food safety and hygiene among Private University Students in Kedah state,
Malaysia Abdul Ahmed 2018, MOJ Bioequivalence & Bioavailability. To
identify the association, correlation and determinants of knowledge, attitude,
and perception (KAP) on food safety and hygiene (FS&H) among private
University students. Majority of respondents showed moderate knowledge
with positive attitude, and perception towards all domains with strong positive
correlations.

SYNTHESIS

Based on the results presented, it can be synthesized that students'

purchasing behavior has a weak but positive correlation with their
perceptions of food safety. The study found a weak but positive correlation
between students' perceptions of food safety and their purchasing behavior.
However, the correlation is not statistically significant at the 0.05 level,
indicating that the relationship may not be significant enough to be
considered meaningful. The correlation coefficient of 0.118953506, despite
being low, suggests that students who perceive higher levels of food safety
may exhibit certain purchasing behaviors. However, this relationship is not
strong enough to conclude that food safety perceptions are a major
determinant of purchasing behavior. Future research should consider a
broader range of variables and employ more sophisticated statistical methods
to better understand students' decision-making processes.
 Chapter 3

METHODOLOGY

This chapter describes the methodology used to conduct the

quantitative research study titled "Exploring the Relationship between
Students Purchasing Behavior and Food Safety Outside Solana Fresh Water
Fishery School." The specific topics covered in this chapter includes: Research
Design, Sampling Procedure and the Sample, Data Gathering Procedure, and
Data Analysis.

Research Design

The research design for this study is a correlational quantitative

research design employing cross sectional survey. This type of design is
appropriate for this study because it is interested in describing the
relationship between two variables at a specific point in time.

Sampling Procedure and Sample

 The study employed a simple random sampling technique to select a
representative sample of students from Solana Fresh Water Fishery School.
The student population was based on their year level (Grade 7 to 12), and a
random sample was drawn from each stratum. The sample size was
determined using a statistical analysis to ensure adequate to detect significant
relationships between the variables of interest. The 1113 students from Gr. 7
to Gr. 12, these participants will be chosen by the use of random sampling
with the sample size of 262. This sample size is considered adequate for a
random sampling study.

Data gathering procedure

The researchers asked permission through a letter to the secondary

school principal to gather information from the students at Solana Fresh
Water Fishery School. The data for this study are collected using a self-
administered questionnaire. The survey questionnaires are adopted by the
study of Nevin Sanlier et al. (2011). The questionnaire was distributed to the
selected students during their regular classes. The students are given enough
time to complete the questionnaire and their responses are kept anonymous.

Data Analysis

The data analysis include statistical methods such as correlation

analysis and regression analysis to explore the relationship between students'
purchasing behavior and food safety outside the school. The analysis was
conducted using statistical software to derive meaningful insights from the
data. The following are the statistical tool utilized in each stated problem:

1.) To analyze the profile of the respondents, the researchers utilized

frequency and percentage distribution.

2.) The researchers applied weighted mean to analyze the statement of the
problem number 2. The data that was treated is based on a 5-point
Likert Scale and quantified using the following scale:

SCALE RANGE EXPLANATION

5 4.50-5.00 STRONGLY AGREE
4 3.50-4.49 AGREE
3 2.50-3.49 MODERATELY AGREE
2 1.50-2.49 DISAGREE
1 1.00-1.49 STRONGLY DISAGREE
Fig. 2. 5-point Likert Scale

3.) Analysis of Variance (ANOVA) was used to test if there is a difference

between students’ purchasing behavior and their demographic profile.
4.) Person R was used to test the relationship between students behavior
and food safety.
 CHAPTER IV
RESULTS AND DISCUSSIONS
This part of the study presents the results, the analysis, and the
interpretation of the gathered from the answers to the questionnaires
distributed to the field. The said data were presented in tabular form in
accordance with the specific questions posited in the statement of the
problem.

Table 1. Frequency distribution of participant’s profile variables.

AGE FREQUENCY PERCENTAGE
11-15 175 66.79%
16-20 87 33.21%
TOTAL 262 100.%
SEX
MALE 91 34.73%
FEMALE 171 65.27%
TOTAL 262 100%
GRADE LEVEL
7 47 17.94%
8 55 20.99%
9 34 12.98%
10 49 18.70%
11 34 12.98%
12 43 16.41%
 TOTAL 262 100%
DAILY ALLOWANCE
Below 50 52 19.85%
51-70 51 19.47%
71-90 51 19.47%
91 above 108 41.22%
TOTAL 262 100%

Table 1 shows the frequency distribution of the participant profile

variables. It indicates that 175 participants aged 11 to 15 accounted for up to
66.79% of the study's total participation, while participants aged 16 to 20
accounted for up to 33.21%. This suggests that the majority of the
participants surveyed in this study fall within the age range of 11-15 years
old.
When it comes to the sex of the respondents, females have the highest
frequency, with 171 respondents (65.27%) in total. Meanwhile, male
respondents have the lowest frequency, accounting for 91 respondents
(34.73%) in total. The table suggests that majority of the respondents in the
study were female.
As for the grade level, the data from the table above highlights that
Grade 8 students have the highest frequency, with 55 respondents (20.99%) of
the total. In contrast, the lowest frequency is for Grade 9 and 11, with 34
respondents (12.98%) of the total.
Furthermore, the highest frequency for the daily allowance of the
students ranges from 91 pesos from up above, composing of 108 respondents
with a total percentage of 41.22. On the contrary, the lowest frequency for the
daily allowance of the students ranges from 51-70 pesos and 71-90 pesos,
with 51 respondents (19.47%) of the total population.

Table 2: The purchasing behavior of the respondents.

Purchasing Behavior Mean Description

I buy food outside school because of its nutritional
3.13 Moderately Agree
content
I buy food outside the school because of its taste 3.47 Moderately Agree
I buy food outside the school because of its smell 3.15 Moderately Agree
I buy foods outside the school because it is a part of my
3.24 Moderately Agree
lifestyle
I buy food outside the school because of my friends’ 3.24 Moderately Agree
influence
I buy food outside the school because of some students
influence (when I see students buying food outside it 3.10 Moderately Agree
influence me to buy)
I buy food outside the school because it is popular 3.07 Moderately Agree
I buy food outside the school because I want to go with
2.77 Moderately Agree
the trend
I buy food outside the school because I think it
3.06 Moderately Agree
compliments to my food preference
I buy food outside the school because of its appearance 3.20 Moderately Agree
I buy food outside the school because of my cravings 3.68 Agree
I buy food outside the school because of its serving
3.21 Moderately Agree
volume
I buy food outside the school because it is within my
3.41 Moderately Agree
budget
I buy food outside the school I can save more 3.28 Moderately Agree
I buy food outside the school because it is a cheap 3.13 Moderately Agree
I buy food outside the school because it is only food, I
3.25 Moderately Agree
can afford
I buy food outside the school because there is a wide
3.74 Agree
choice of food
I buy food outside the school because I can get food
3.57 Agree
there that I can’t buy at school
I buy food outside the school because I don’t like school
2.98 Moderately Agree
lunches
I buy food outside the school because canteen food is
3.19 Moderately Agree
too expensive
I buy food outside the school because I want to get out
2.70 Moderately Agree
of the school
Category Mean Moderately
3.22
Agree
Table 2. The purchasing behavior of the respondents.

As depicted from the table, the mean scores and descriptions provide
insights into the respondents’ purchasing behavior particularly when it comes
to buying food outside of school. The mean scores range from 2.70 to 3.74,
with a category mean of 3.22, implying a moderately agreeable attitude
towards purchasing food outside of school.

The highest mean score of 3.74 which is associated in the statement “I

buy food outside the school because there is a wide choice of food”, suggests
that one of the main reasons why students purchased food outside the school
is the availability of a broad range of food options. This result emphasizes the
importance of choices and variety in influencing students’ purchasing
decisions. Based on the results, it appears that students are highly motivated
to buy their food outside the school due to a wide variety available outside.
In opposite, the lowest mean score of 2.70 which is associated in the
statements “I buy food outside the school because I want to get out of the
school”, indicates a moderately level of agreement. This implies that certain
students want to leave the school setting as a reason for buying and eating
out outside the school. Overall, the results show that, students are likely to go
out outside the school to buy their food because it may be aligned with their
preferences and satisfy their cravings, as well as due to its affordability than
the school-provided food.
In line with the study of Macdiarmid, Wills, Masson, Craig, Bromley &
McNeill (2015), they found out that the reasons for purchasing food or drinks
out of school included availability of preferred items not sold in schools and
social reasons, such as wanting to be with friends. The study highlights the
importance of food preferences and social reasons for purchasing food and
drinks, which need to be acknowledged and integrated into future
interventions.
Likewise, previous studies have been found that 67% of adolescents
reported never or rarely using the school canteen, while 13% used it 2 times
per week (Chartatos, Terragni, Henjum, Gjertsen, Torheim & Gebremariam,
2018). The study’s interviews revealed that most students ate a home-packed
lunch, while some purchased food either at the school canteen or local shops.
This study highlights the importance of the school environment in shaping
adolescents’ dietary behaviours. Furthermore, it suggests that school
authorities should focus on providing desirable, healthy, and affordable
options in the canteen to compete with the appeal of local shops.

Table 3.1 Test of significant difference between students’ purchasing

behavior when grouped to their demographic profile in terms of Age

Age Mean SD MDIFF df t Stat p-value Decision

11-15
YRS 3.1744 0.3895
OLD 22 94 - -
0.0940 Accept
0.1331863 180 1.6834
16-20 27 Ho
3.3076 0.3508 32 2
YRS
08 84
OLD
*Significant @ P= 0.05
 Table 3.1 indicates the results of a test of significant difference between
students’ purchasing behavior when grouped according to their age. The
study compares the mean scores, standard deviation (SD), mean differences
(MDIFF), degrees of freedom (df), t-statistics, p-values, and decisions for two
age groups; 11-15 years old and 16-20 years old.
Based on the results of the test, the study found that there is no
significant difference between students’ purchasing behavior when grouped
according to their age.
The table shows that, the age group of 11-15 years old obtained a mean
score of 3.174422 with a SD of 0.389594. Whereas, the age group of 16-20
years old obtained a mean score of 3.307608 with a SD of 0.350884. These
groups have taken a MDIFF of (negative) -0.133186332, indicating that the
mean score of the latter group is slightly higher but also has a slightly lower
SD compared to the former age group (11-15 years old).
The study acquired a df score of 180, and a t-statistics of 1.68342.
Similarly, the p-value associated with the t-stat is 0.094027. This suggests
that there is no significance difference in purchasing behavior between the age
group 11-15 years old and the age group 16-20 years old, since the p-value is
greater than the significance level of 0.05, therefore, the null hypothesis (Ho)
is accepted. This shows that age does not significantly influence the students’
choices when it comes to purchasing food outside the school.
However, according to a previous study, age has a significant impact on
consumer buying behavior, indicating that different age groups have distinct
preferences and behaviors when making purchasing decision (Slaba, M.,
2019). The findings suggest that businesses should consider age as a crucial
factor in their marketing strategies and tailor their products and marketing
messages accordingly. Understanding consumer buying behavior is crucial for
business success. As age can be identified as a significant factor influencing
consumer buying behavior and customer attitude towards price. Overall, the
study highlights the importance of understanding the influence of age on
consumer buying behavior for businesses to effectively target and engage their
target audience.

Table 3.2 Test of significant difference between students’ purchasing

behavior when grouped to their demographic profile in terms of Sex
 Sex Mean SD MDIFF df t Stat p-value Decision

3.23286
MALE 0.41131
2 0.26705 Accept
0.021779112 174 0.789744
3.21108 3 Ho
FEMALE 0.364412
3
*Significant @ P= 0.05

Table 3.2 presents the significant difference between students’ behavior

to their sex variable. Based on the findings of the study, there is no
significance difference found in purchasing behavior between males and
females.
The mean scores show that, male has the score of 3.232862, while
female has the score of 3.211083. The mean difference of 0.021779112 shows
a slight numerical difference favoring males.
The difference in standard deviation units, as measured by the t-
statistic, is 0.267053, while the computed mean difference is 0.021779112.
The t-statistic's p-value, with 174 degrees of freedom (df), is 0.789744. The
choice to "Accept Ho" at a significance level of 0.05 implies that the mean
scores of males and females do not differ significantly from one another.
The statistical findings show that there is no appreciable difference in
the mean scores between participants who are male and female. Since the p-
value of 0.789744 is significantly greater than the level of significance at 0.05,
the acceptance of the null hypothesis is supported. This suggests that there is
no significant difference in purchasing behavior between males and females.
This means that the variable of sex does not have a significant impact on
student’s purchasing behavior.
In the study of Mmari & Kazungu (2019), they examined the
relationship between shopping orientation and consumer purchase decision in
Dar es Salaam, Tanzania, with a focus on gender differences. The findings
revealed that gender influences shopping orientation and purchase decision.
Women showed a preference for window shopping and recreational shopping,
while men preferred convenient and utilitarian shopping. These results
suggest that retailers should consider gender differences in shopping
orientation when tailoring marketing strategies to different customer
segments.
Table 3.3 Test of significant difference between students’ purchasing
behavior when grouped to their demographic profile in terms of
Grade Level
ANOVA
Grade Level Average Variance F P-value F crit Decision
Grade 7 3.023 0.536
Grade 8 3.093 0.378
Grade 9 3.217 0.310 Reject
3.258 0.007 2.249
Grade 10 3.420 0.270 Ho
Grade 11 3.189 0.339
Grade 12 3.389 0.325
*Significant @ P= 0.05

The table that is presented looks at the differences in average scores

between grade levels. Grades 7 through 12 have mean scores ranging from
3.023 to 3.389. An indicator of how evenly distributed the scores are within
each grade level is given by the corresponding variances. The variances within
and between groups are compared using the F-statistic, which has been
computed as 3.258. The F-statistic's p-value is 0.007, which is less than the
traditional significance level of 0.05. This means that there is a significant
difference in mean scores between at least two grade levels, rejecting the null
hypothesis (Ho).
The null hypothesis was rejected, indicating that average scores across
grade levels differ statistically significantly. At the 0.05 significance level, the
null hypothesis would be rejected if the F-critical value of 2.249 is exceeded.
Given that the computed F-statistic (3.258) is higher than this crucial
number, the rejection of the null hypothesis is supported. Researchers should
look into the nature of these grade-level inequalities more thoroughly.
Knowing what influences differences in academic achievement between grades
could help develop focused interventions and support systems.
In summary, the results shows that the average scores across the
different grade levels varied significantly. This discovery motivates additional
investigation into the possible causes of these differences.

Table 3.3.1 Post Hoc Test in Grade level

 The grade level post hoc tests
P value shed further light on the
Post Ho Test (t test) Significant particular paired comparisons
7 vs 8 0.6042948 NO that support the overall
7 vs 9 0.1988842 NO significant difference found in
7 vs 10 0.002796 YES the table 3.3. The adjusted
7 vs 11 0.277509 NO significance level of 0.0033333
7 vs 12 0.010211 NO is met by the post hoc results,
8 vs 9 0.3391944 NO which show a significant
8 vs 10 0.0044284 NO difference in average scores
8 vs 11 0.4652852 NO between Grades 7 and 10 (p =
8 vs 12 0.016462 NO 0.002796). This modified
9 vs 10 0.093381 NO significance level is not reached,
9 vs 11 0.839862 NO nevertheless, by comparisons
9 vs 12 0.1888807 NO between Grade 7 and other
10 vs 11 0.0618169 NO grade levels or between other
10 vs 12 0.7847574 NO grade levels themselves.
11 vs 12 0.1346264 NO According to this, Grade 7's
*Significant* @ average score differs
P= 0.0033333
significantly from Grade 10's,
although the variances between the other grade levels are not statistically
significant.
Finally, the post hoc tests demonstrate that the main source of the significant
difference is between Grades 7 and 10, even though Table 3.3 first suggested
a general difference in mean scores across grade levels. With the use of this
focused data, educational stakeholders can concentrate on particular
interventions and modifications for kids in certain grades, which may improve
their academic performance. To effectively address performance disparities
across grade levels, it is imperative to take these findings into account within
the larger context of educational methods and student experiences.

Table 3.4 Test of significant difference between students’ purchasing

behavior when grouped to their demographic profile in terms of Daily
Allowance
ANOVA
Daily Average Variance F P-value F crit Decisio
Allowanc n
e
Below 50 3.10897 0.45238 0.68522 0.56179 2.63995 Accept
 4 9
51-70 3.24463 0.47247
1 3
71-90 3.24089 0.33636 3 1 9 Ho
6 4
91 above 3.24867 0.32429
7 8
*Significant @ P=0.05

The table that is being shown looks into how different student purchase
behavior are depending on their daily. The daily allowance categories' average
scores vary from 3.108974 to 3.248677. The corresponding variances shed
light on how scores vary within each category of daily allowance. The p-value
is 0.561791, and the computed F-statistic is 0.685223. The null hypothesis
(Ho), which states that there is no significant difference in mean purchase
behavior scores across the daily allowance groups, is accepted since the p-
value is higher than the significance level of 0.05.
The choice to accept the null hypothesis implies that there is not
enough data to draw the conclusion that students' daily allowances have a
substantial impact on their purchasing behavior at the 0.05 significance level.
By falling short of the crucial value of 2.63959, the F-statistic supports the
acceptance of the null hypothesis. Even though there are no statistically
significant differences, it is important to take into account other factors, such
as peer interactions, cultural influences, and personal preferences, that may
have an impact on purchase behavior in addition to daily allowance.
The results suggest, in summary, that daily allowance might not be a
very good indicator of variations in students' buying habits. The lack of
relevance suggests that variables other than daily allowance might have a
greater influence on how these behaviors are shaped.
Table 4 Test of significant relationship between students’ purchasing
behavior and food safety
Purchasing
Behavior FOOD SAFETY Decision
Purchasing Behavior 1
Accept Ho
FOOD SAFETY 0.118953506 1
*Significant @ P= 0.05

Students' perceptions of food safety and their purchasing behavior are

tested in the accompanying table. The reported correlation coefficient between
food safety and purchasing behavior is 0.118953506. Each variable's
correlation with itself is shown by the table's diagonal elements, yielding a
correlation coefficient of 1. The association between food safety and purchase
behavior is depicted by the off-diagonal element, which reveals a weak but
positive relationship. The choice to "Accept Ho" indicates that there may not
be a meaningful relationship between students' perceptions of food safety and
their purchasing behavior at the 0.05 significance level.
Although the amplitude of the connection is rather low, the correlation
coefficient of 0.118953506 shows a favorable relationship between students'
purchase behavior and their impression of food safety. This shows that
although there may be some correlation between the two variables, students'
perceptions of food safety may not be the only factors influencing their
purchases. Accepting the null hypothesis serves to support the theory that
there may be no significant relationship between the observed correlation and
just random chance. To obtain a more thorough understanding of the
influences on students' purchase behavior, researchers and policymakers
should think about looking into other aspects like price, convenience, or
marketing.
In summary, the test results point to a somewhat favorable association
but not a statistically significant one between students' purchase behavior
and their impression of food safety practices. This research emphasizes the
need of having a comprehensive grasp of the different aspects that influence
students' decisions when it comes to buying food. Subsequent investigations
could potentially gain insights from examining a wider array of variables and
use more sophisticated statistical methods to reveal the intricate interactions
among variables impacting students' buying patterns.

CHAPTER V
CONCLUSION AND RECOMMENDATION

This chapter summarizes the research work done, the conclusions

drawn, and the recommendation made as a result of this study. The
purchasing behavior and food safety practices of the students is the focused of
this study.
Conclusion:
Based on the findings presented in this study, several conclusions can
be drawn regarding the participants' profile variables and their purchasing
behavior of food outside the school. The analysis of the data revealed the
following key points which is done based on per SOP of the study:

1. Participant’s profile variables.

The study's participant profile data shows that the majority of

participants were aged 11-15 years old, with a total of 66.79% of the
participants falling within this age range. Females were the most common sex,
accounting for 65.27% of the respondents, while males had the lowest
frequency at 34.73%. Grade 8 students had the highest frequency at 20.99%,
followed by Grade 9 and 11, with 12.98%. The daily allowance for students
was highest at 91 pesos above, with 108 respondents, while the lowest was
between 51-70 and 71-90 pesos, with 51 respondents.

2. The purchasing behavior of the respondents.

The study reveals that students are more likely to buy food outside of
school due to the availability of a wide range of options and affordability
compared to school-provided food. The mean scores range from 2.70 to 3.74,
with a category mean of 3.22 indicating a moderately agreeable attitude
towards purchasing food outside of school. The highest mean score of 3.74
suggests that students are highly motivated to buy food outside the school
due to the variety available. Conversely, the lowest mean score of 2.70
suggests that some students want to leave the school setting. Overall,
students are likely to buy food outside the school due to its affordability and
convenience.

3. Significant difference between students’ purchasing behavior when

grouped to their demographic profile in terms of:

3.1. Age
The study analyzed the purchasing behavior of students aged 11-15 and
16-20, comparing their mean scores, standard deviation, mean differences,
degrees of freedom, t-statistics, p-values, and decisions. Results showed no
significant difference in purchasing behavior between the two age groups. The
13-15 years old group had a mean score of 3.174422 with a standard
deviation of 0.389594, while the 16-20 years old group had a mean score of
3.307608 with a standard deviation of 0.350884. The MDIFF was negative,
indicating a slightly higher mean score but lower standard deviation. The df
score was 180 and the t-statistics were 1.68342 and 0.094027 respectively,
indicating no significant difference in purchasing behavior between the two
age groups.

3.2. Sex
The study found no significant difference in purchasing behavior
between males and females, with males scoring 3.232862 and females scoring
3.211083. A slight numerical difference favoring males was observed. The t-
statistic showed a difference of 0.267053, while the computed mean difference
was 0.021779112. The p-value was 0.789744, indicating that the mean scores
of males and females did not differ significantly. The acceptance of the null
hypothesis at a significance level of 0.05 supports this, indicating that sex
does not significantly impact student's purchasing behavior.

3.3. Grade Level

The table presents the differences in average scores between grade
levels, with Grades 7 through 12 having mean scores ranging from 3.023 to
3.389. The variances within and between groups are compared using the F-
statistic, which has a p-value of 0.007, rejecting the null hypothesis (Ho). This
indicates that there is a significant difference in mean scores between at least
two grade levels, rejecting the null hypothesis. The study suggests that
researchers should further investigate the nature of these grade-level
inequalities to develop focused interventions and support systems.
Post hoc tests show a significant difference in average scores between
Grades 7 and 10, indicating that Grade 7's average score differs significantly
from Grade 10's, although the variances between other grade levels are not
statistically significant. The post hoc tests demonstrate that the main source
of the significant difference is between Grades 7 and 10, despite the general
difference in mean scores across grade levels. This data can help educational
stakeholders focus on interventions and modifications for students in specific
grades, potentially improving their academic performance.

3.4. Daily Allowance

 The study examines student purchase behavior based on daily
allowances. The average scores range from 3.108974 to 3.248677, with
variances revealing how scores vary within each category. The null hypothesis
(Ho) is accepted, indicating no significant difference in mean purchase
behavior scores across daily allowance groups. The F-statistic (0.685223)
supports the null hypothesis, suggesting there is insufficient data to conclude
that daily allowances significantly impact purchasing behavior. However,
other factors like peer interactions, cultural influences, and personal
preferences may also impact purchase behavior. The results suggest that daily
allowance may not be a reliable indicator of student buying habits, suggesting
that other variables may have a greater impact.

4. Significant relationship between students’ purchasing behavior

and food safety practices
The study examines students' perceptions of food safety and their
purchasing behavior. The correlation coefficient is 0.118953506, showing a
weak but positive relationship. However, the null hypothesis suggests no
significant relationship between the two variables. The study suggests that
other factors like price, convenience, or marketing may also influence
students' purchasing decisions. The results highlight the need for a
comprehensive understanding of factors influencing students' food choices
and suggest future research could explore a wider range of variables and
sophisticated statistical methods.

Recommendation:
The study's findings and discussions have significant implications for
practice. The study's findings lead to the following recommendations:

Community should actively support and collaborate in initiatives that

promote and encourage healthy eating habits among students. This
accomplished by organizing awareness campaigns, workshops, or events to
educate students and their families about the significance of healthy food
choices.
Vendors should prioritize the availability of nutritious and safe food
options that cater to students' preferences and dietary needs. This can include
providing a variety of fresh fruits, vegetables, whole grains, and low-fat
options. They should also follow with local health and safety regulations to
ensure the well-being of students.
Students should be encouraged to make informed food choices while
prioritizing their health and well-being. This can be accomplished through
education programs that teach them about nutrition, food safety, and the
effects of their decisions on their overall health. They can also encourage one
another to actively participate in school food committees or student councils,
where they can express their opinions and contribute to decisions about food
options available in the school environment.
Researchers should look into the factors influencing students'
purchasing habits and food safety practices. This may entail conducting more
comprehensive studies that investigate additional variables such as peer
influence, cultural factors, and socioeconomic status. Investigate the impact
of interventions designed to encourage healthy food choices and improve food
safety practices among students. Moreover, evaluate the efficacy of various
strategies and interventions to make evidence-based recommendations to
schools and policymakers.
Future Researchers should expand on existing knowledge by
conducting longitudinal studies that look into the long-term effects of
students' purchasing habits and food safety practices on their health and
academic performance. Investigate how social and environmental factors,
such as social media, advertising, and school policies, influence students'
purchasing decisions and food safety practices. This can provide useful
information for developing targeted interventions and policies.

QUESTIONNAIRES

Part I: Demographic profile

Direction: Please place your answer on the space provided or put a check (/) mark on
the option that corresponds to your answer.
1.1 Age
___ 11-15 years old ______16-20 Years old
1.2 Sex: ___ Male ___Female
1.3 Grade Level

___7 ___9 __11

___8 ___10 __12
1.4 Daily allowance
___Below - 50 ___71-90
___51-70 ___91 – Above

Part II - A. Direction: Please read all the questions carefully. Answer requires check
to indicate your appropriate responses using the scale us.
5- Strongly agree 4-Agree 3- Moderately Agree 2- Disagree 1- Strongly Disagree

5 4 3 2 1
I buy food outside school because of its
nutritional content
I buy food outside the school because of its taste
I buy food outside the school because of its smell
I buy foods outside the school because it is a part
of my lifestyle
I buy food outside the school because of my
friends’ influence
I buy food outside the school because of some
students influence (when I see students buying
food outside it influence me to buy)
I buy food outside the school because it is popular
I buy food outside the school because I want to go
with the trend
I buy food outside the school because I think it
compliments to my food preference
I buy food outside the school because of its
appearance
I buy food outside the school because of my
cravings
I buy food outside the school because of its
serving volume
I buy food outside the school because it is within
my budget
I buy food outside the school I can save more
 I buy food outside the school because it is a cheap
I buy food outside the school because it is only
food, I can afford
I buy food outside the school because there is a
wide choice of food
I buy food outside the school because I can get
food there that I can’t buy at school
I buy food outside the school because I don’t like
school lunches
I buy food outside the school because canteen
food is too expensive
I buy food outside the school because I want to
get out of the school

Part II – B. Instructions: Please rate your agreement with the following

statements regarding your food safety practices when purchasing food outside
school. Answer requires check to indicate your appropriate responses using the scale
us.
4- Always 3- Sometimes 2- seldom 1-Never

4 3 2 1
I always check the expiration date before buying food.
I only purchase food from vendors who appear clean and
hygienic.
I avoid eating street food that is not properly covered or
protected from flies and dust.
I wash my hands with soap and water before eating food
purchased outside school.
I complain to the vendor if I notice any signs of food
spoilage or unhygienic practices.

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