飲食消費主題教學對國中生消費知識態度與行為效果之試探性研究

Abstract

本研究旨在瞭解國中生飲食消費知識、態度、與行為之目前水準，並發展飲食消費主題教學方案，探討飲食消費主題教學對國中生消費知識提昇、消費態度改變、與消費行為改變之效果。本研究採準實驗研究設計，選擇台北縣某國中二年級四個班級共119位學生為研究對象。實驗組（n=62）接受的教育介入為每週一次，每次90分鐘的「國中飲食消費主題教學活動」，而對照組（n=57）則進行一般的家政課程教學。在介入前、後一週及後測結束後一個月分別對實驗組及對照組進行「國中生飲食消費知識態度與行為問卷」的前、後測及後後測，以瞭解教育介入後的成效。結果發現：一、國中生目前飲食消費知識不足、飲食消費態度已雖有積極傾向，但仍待加強、飲食消費行為雖偏正向，但仍待加強。二、飲食消費主題教學活動介入後對受試學生的飲食消費知識提昇、飲食消費態度改變有顯著的教學成效。尤其就八大權利義務而言，在追求基本需求及服務、安全、選擇、表達意見、求償、健康環境權利義務態度有顯著的教學成效及保留效果，在追求正確資訊權利義務態度及追求求償權利義務行為有顯著的教學效果。三、在追求基本需求及服務權利義務態度及行為上，女生的介入成效優於男生。在追求選擇權利義務行為的教學效果上，中社經地位學生顯著優於低社經地位學生。追求基本需求及服務權利義務行為的教學保留效果，高社經地位學生顯著優於中社經地位學生。Abstract The purpose of this study was to understand the level of knowledge, attitudes and behavior of consumer, junior high school students, as well as to develop the food thematic teaching. And, it also investigated the effects of improving consumer knowledge, changing attitudes and behaviors by food thematic teaching. What research method of this study applied was Quasi-Experimental Research Method. Four classes of the second-year students in a junior high school in Taipei city participated in this study. The children of experimental group (n=62) were treated with the ninety-minute session teaching program, “The Food Consuming of Junior High Students”, once per week, while the control group (n=57) was not treated with any educational intervention. The effectiveness of the program was evaluated by analyzing the questionnaires, filled in by the two different groups, one week (posttest) and one month (follow-up test) after completion of the intervention. The results indicated that: (1) The junior high students generally lacked the knowledge. Although the attitudes and behavior of the students had tendency to become more positive, yet they still could be improved. (2) Through the process of the teaching program, there were effective influences on advancing the consuming knowledge and changing the attitudes of the students. Especially as far as the list of consumer rights was concerned, there were significant effects on demanding the basic rights to service, to safety, to redress or remedy, to environmental health, to consumer education, to choice, to information and to voice. (3) As the effects on demanding to meet the basic requirements and the rights to service, the girls were superior to the boys. As demanding the rights to choice, the students living in a middle social-economic status family were superior to those who living in a low social-economic status family. As demanding the rights to requirements and to service, the students in a high social-economic status were superior to those who living in a middle social-economic status.