Knowledge and Behavior towards Caffeinated and Carbonated Beverages among High School Students

Chapter One
Introduction of the Study

Chapter one is divided into five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem and Hypothesis, (3) Significance of the Study, (4) Definition of Terms, and (5) Delimitation of the Study. Part One, Background and Theoretical Framework of the Study, presents the rationale and the reasons why the study is being conducted. Likewise, it describes the theoretical basis of the study as well as the conceptual framework. Part Two, Statement of the Problem and Hypothesis, describes the general goal of the study and the specific questions to be answered in the study with corresponding hypothesis to be tested. Part Three, Significance of the Study, enumerates the different beneficiaries and corresponding benefits that they can derive from the results of the study. Part Four, Definition of Terms, lists alphabetically technical terms used in this study. These terms are defined conceptually and operationally. Part Five, Delimitation of the Study, identifies the scopes and limitations encountered during the conduct of the study. It identifies the variables, the subjects, research designs and statistical analysis procedures used in the study. Likewise, it specifies the location and time of the conduct of the study.

Background and Theoretical Framework of the Study

Soft drinks and sodas could damage a person. Every person must remember and know that it has a lot of ways to inflict one’s body, physically or mentally. There are certain attitudes that push humans to drink carbonated or caffeinated beverages without knowing their harmful effects. Carbonated soft drink consumption is linked with a disease which is called adenocarcinoma in the esophagus which is stated in the theory of Peart(2006). The theory also stated that it’s harmful because this disease is actually related to cancer. This statement should aware the children of its effects. There is one of Lamendola’s theory (1997) which speaks about how drinking soft drink could bring up an osteoporosis in a can. Actually, given examples are Coca-Cola and Pepsi. This theory is closely related to that of another Lamendola’s theory (1997) which he said that poisons are on the market in formulations known as soda, pop, and soft drinks. Drinking too much of these carbonated and caffeinated beverages also leads to weight gain and soft drink is the leading beverage for it (Wikipedia, 2006). Drinking soft drink has eighty percent increased risk of developing type 2 diabetes. Soft drinks do not only give health effects but could also influence one’s behavior. Ajzen’s theory of Planned Behavior (2003) predicts the intention to drink regular soft drink. Paplov’s learning theory explained how entities learn (Bones, 1999). It may be according to a positive reinforcement, positive punishment, negative reinforcement, and negative punishment, and classical conditioning. If a person craves for soft drink or a beverage, he or she may make his or her behavior more likely or less likely. Related to Paplov’s learning theory (Bones, 1999) is the theory of knowledge (Bones, 1999). This theory of knowledge states that a person is able to visualize and create fabulous mind-bending feats of intellectual prowess. A student may be drinking soft drink because of its taste, but prior knowledge or intellectual thinking is needed in order to prevent disorders and the harm it may cause. Tompkins’ Affect Theory states that there is an affect system that is hardwired into the human nervous system (Bones, 1999). Affects are hardwired sequences of neurophysiological events that are triggered by changes in the density over time of perceptual stimulation. This means that this theory has the ability to reconcile psychological, neurological, and biochemical theories of behavior and illness. For example, addiction towards different kinds of beverage can be distinguished because that person had developed the habit of drinking. This theory means that any disorder, may be psychological, neurological, and biochemical, it can be distinguished through its habit. Behavior change is affected by environmental influences, personal factors, and attributes of the behavior itself. This is the Social Learning theory (Grizzell, 2003). A person must believe in his or her capability to perform the behavior and must perceive an incentive to do so. In addition, a person must value the outcomes or consequences that he or she believes. An observation at the Special Science Class gives information that some students drink regular carbonated and caffeinated beverages. Canteens have large quantities or supply of these beverages. Imposing the right for the children to drink these caffeinated and carbonated beverages whenever they can should be prevented. As for the results, it treats the body with harm. It leaves trace of disorders and uncomfortable for the person experiencing it. These beverages should not be used for psychological purposes. In this study, knowledge and behavior serve as independent variables, while gender, year level, and socio-economic status are the independent variables. If these effects of beverages take on in inflicting the body, then it would be a great loss for that person. And if the person has great knowledge on these beverages, he or she may prevent its effects. The diagram below shows the expected flow of relationship between variables.

Independent variable Dependent variable Gender Knowledge Year Level Socio-economic Status Behavior

Figure 1. Factors associated with the study.

Statement of the Problem and Hypothesis

This study aimed to determine the relativity of the knowledge and behavior towards caffeinated and carbonated beverages among high school students. Specifically, it sought to answer the following questions: 1. What is the knowledge towards caffeinated and carbonated beverages of high school students? 2. What is the behavior towards caffeinated and carbonated beverages of high school students? 3. Is there a significant difference on the knowledge towards caffeinated and carbonated beverages of high school students when grouped according to gender, year level, and socio-economic status? 4. Is there a significant difference on the behavior towards caffeinated and carbonated beverages of high school students when grouped according to gender, year level, and socio-economic status? 5. Is there a significant relationship between the knowledge and behavior towards caffeinated and carbonated beverages? In view of the preceding problems, the following hypotheses were advanced: 1. There is no significant difference on the knowledge towards caffeinated and carbonated beverages of high school students when grouped according to gender, year level, and socio-economic status. 2. There is no significant difference on the behavior towards caffeinated and carbonated beverages of high school students when grouped according to gender, year level, and socio-economic status. 3. There is no significant relationship between the knowledge and behavior towards caffeinated and carbonated beverages.

Significance of the Study

The results of this study may be of benefit to the following:
The Department of Health (DOH) of the Philippines, the students, the parents, the community, and finally, with future researchers: The Department of Health (DOH) of the Philippines, with its thrust for providing better medication and services for the people, may benefit from this study. The results of this study would help DOH evaluate the effects of carbonated and caffeinated drinks, a health-inflicting effect. The students, who play a very important role in order to determine the attitude and knowledge they possess regarding caffeinated and carbonated beverages. Likewise, this would help them minimize their involvement with those beverages. This could help them be aware of the disease it causes. The parents, with them guiding the children on the minimum consumption of those beverages. The results of this study will give them ideas on dealing with carbonated beverages. This could also help them regulate their children’s consumption towards beverages. The community. General knowledge regarding caffeinated and carbonated beverage with its control is essential for the community. This study would somehow help the public to be aware of the effects and its disease. The future researchers, that they may refer to this study if certain related topics would be discussed.

Definition of Terms

For purpose of clarity and understanding, the following terms were given their conceptual and operational meaning: Behavior is the manner in which a person acts or performs; any or all of the activities of a person, including physical action learned and unlearned, deliberate or habitual (Behavior, n.d.).. In this study, behavior refers to the positive or negative response or reaction of the students towards caffeinated and carbonated beverages. Caffeinated beverage is a drink which contains caffeine, a stimulant which is legal and popular in most developed countries (Wikipedia, 2006). In this study, caffeinated beverage is one of the subject matter being tested in the students to quantify their knowledge and attitude. Carbonated beverage is plain water into which carbon dioxide gas has been dissolved (Wikipedia, 2006). In this study, carbonated beverage is one of the subject matter being tested in the students to quantify their knowledge and attitude. Knowledge is the accumulated facts, truths, principles, and information to which the human mind has access (Good, 1959). In this study, knowledge refers to the things that the students know about carbonated and caffeinated beverage. Student is somebody who studies at a school and takes a great interest in a particular subject (Jones, 2002). In this study, students, particularly in Iloilo National High School, Special Science Class were the ones being tested to know their knowledge and attitude towards caffeinated and carbonated beverage.

Delimitation of the Study

This study aimed to determine the relativity of the knowledge and behavior towards Caffeinated and Carbonated Beverages among High School Students. The respondents of this study will be the students of Special Science Class of the Iloilo National High School. This descriptive-correlational research is focused on the knowledge and behavior of high school students as dependent variables, and gender, year level, and socio-economic status as independent variables. Data needed for this investigation were gathered through the use of a researcher-made instrument which is divided into three parts: the first part is Personal Data asks personal information of the respondents, the second part is Beverage Test to measure the knowledge of high school students on caffeinated and carbonated beverages, and second part is a Caffeinated and Carbonated behavior test to determine their behavior towards caffeinated and carbonated beverages. To describe the data gathered, the Mean, Standard Deviation were used. For inferential statistics, t-test, One-Way ANOVA and Pearson-r Correlation set at 0.05 level of significance were used. The statistical computations were processed and computed using the Statistical Package for the Social Sciences (SPSS) Software.

Chapter 2
Review of Related Literature

This chapter consists of four parts: (1) Beverages, (2) Health Effects, (3) Proper Soft Drink Intake, (4) Related Studies, and (5) Summary. Part One, Caffeinated and Carbonated Beverages, explains the meaning of soft drink or cola drinks. It, likewise, states the difference between the two. Part Two, Health Effects, states the adverse effects of soft drink to a human body. It describes how it can inflict the body. Part Three, Soft Drink Intake, states the appropriate amount of consumption an adult or a child is limited. It tells of the dos and don’ts an adolescent can take. Part Four, Related Studies, states and explains studies that are related to the study. It is used for additional references and serves as a guide in the study. Part Five, Summary, identifies the main idea of the whole article. It emphasizes the most important part of caffeinated and carbonated beverages, its health effects, soft drink intake, and related studies.

Beverages

Beverages like colas, sparkling water, lemonade, and fruit punch are among the most common types of soft drinks, while hot chocolate, tea, coffee, milk, tap water, and milkshakes do not fall into this classification (Wikipedia, 2006).

Carbonated beverage Carbonated beverage is an effervescent drink that releases carbon dioxide under conditions of normal atmospheric pressure. Carbonation may occur naturally in spring water that has absorbed carbon dioxide at high pressures underground. It can also be a byproduct of fermentation, such as beer and some wines. Many curative properties have been attributed to effervescent waters (Highbeam Encyclopedia, 2007). The term seltzer once referred to the effervescent mineral water obtained from the natural springs near the village of Niederseltsers in SW Germany (Highbeam Encyclopedia, 2007). Today, however, seltzer is simply well-filtered tap water with artificially added carbonation. Club soda is also artificially carbonated but contains other additives as well, including sodium bicarbonate, sodium chloride, sodium phosphate, sodium citrate, and sometimes light flavoring (Highbeam Encyclopedia, 2007). Today, heavily sweetened, carbonated drinks, or sodas, are among the most popular beverages in the world. In the last two decades, the introduction of diet drinks containing artificial sweeteners has increased sales of carbonated beverages (Highbeam Encyclopedia, 2007). Annual Coca-Cola sales alone total more than a billion dollars, and sodas account for one-fourth of the annual sugar consumption in the United States. These are few other names of soft drink or carbonated beverage. Under these carbonated beverages are the following: spring water, beer, soda. This is because they undergo through a process called carbonation.
Spring Water According to Wikipedia (2003), a spring is a point where groundwater flows out of the ground, and is thus where the aquifer surface meets the ground surface. Dependent upon the constancy of the water source (rainfall or snowmelt that infiltrates the earth), a spring may be ephemeral (intermittent) or perennial (continuous). Water issuing from an artesian spring rises to a higher elevation than the top of the confined aquifer from which it issues. When water issues from the ground it may form into a pool or flow downhill, in surface streams. Sometimes a spring is termed a seep. Minerals become dissolved in the water as it moves through the underground rocks. This may give the water flavour and even carbon dioxide bubbles, depending upon the nature of the geology through which it passes. This is why spring water is often bottled and sold as mineral water, although the term is often the subject of deceptive advertising. Springs that contain significant amounts of minerals are sometimes called 'mineral springs'. Springs that contain large amounts of dissolved sodium salts, mostly sodium carbonate, are called 'soda springs' (Wikipedia, 2003).
Soda
Water that has been highly charged with carbon dioxide, which gives it effervescence. Soda water, also called club soda, seltzer water or just plain carbonated water, contains a small amount of sodium bicarbonate, which, because it's alkaline, can help neutralize an acidic stomach. Soda water is combined with sweeteners and flavorings to produce a variety of soft drinks. Many cocktails also use soda water as an ingredient (Barrons Educational Series, Inc., 2001).
Beer
According to American Heritages Dictionaries, The(2000), beer is a fermented alcoholic beverage brewed from malt and flavored with hops. It is a fermented beverage brewed by traditional methods that is then dealcoholized so that the finished product contains no more than 0.5 percent alcohol. It is a carbonated beverage produced by a method in which the fermentation process is either circumvented or altered, resulting in a finished product having an alcohol content of no more than 0.01 percent.

Caffeinated Beverage Caffeine is a central nervous system (CNS) stimulant, having the effect of temporarily warding off drowsiness and restoring alertness (Wikipedia, 2007). Caffeine, if taken too much, could have a bad effect on the body. And if taken often could be a bad habit. According to Innvista (1997), Coffee contains purine alkaloids, with the main ones being caffeine, theobromine, and theophylline and the acids present in coffee cause calcium to be drawn from the bone to neutralize them. The effects are absorbency and astringency, a stimulatory effect on the central nervous system and the gastric secretions, and an increase of psychomotor stamina (Innvista, 2007). Decaffeinated coffee removes only caffeine which are also stimulants. It takes over 100 different chemicals to remove caffeine from the coffee bean. According to Innvista (2007), this is in addition to the chemicals sprayed on them as they enter the US for processing. Not all of the caffeine is removed from decaffeinated substances. There can still be about 10 mg. per cup, depending the size and how it is brewed. According to Wikipedia (2007), beverages containing caffeine, such as coffee, tea, soft drinks and energy drinks enjoy great popularity; caffeine is the world's most widely consumed psychoactive substance, but unlike most other psychoactive substances, it is legal and unregulated in nearly all jurisdictions. Under these caffeinated beverages are the following: coffee and tea. They are those beverages which contain caffeine.
Coffee
Coffee is a beverage made by grinding roasted coffee beans and allowing hot water to flow through them. Dark, flavorful, and aromatic, the resulting liquid is usually served hot, when its full flavor can best be appreciated. Coffee is served internationally—with over one third of the world's population consuming it in some form, it ranks as the most popular processed beverage—and each country has developed its own preferences about how to prepare and present it (Gale Group, Inc., 2002). A driving force behind coffee's global popularity is its caffeine content: a six-ounce (2.72 kilograms) cup of coffee contains 100 milligrams of caffeine, more than comparable amounts of tea (50 milligrams), cola (25 milligrams), or cocoa (15 milligrams) (Gale Group, Inc., 2002). There is the study “Caffeine and alcohol as risk factors for sudden infant death syndrome”, according to Alm, B., et.al. (1999). Caffeine during or after pregnancy was not found to be an independent risk factor for sudden infant death syndrome after adjustment for maternal age, education, parity, and smoking during pregnancy. Heavy postnatal but not prenatal intake of alcohol by the mother increased the risk. Regarding coffee, the study “Coffee Consumption and Risk of Myocardial Infarction among Older Swedish Women” (Åkesson, A., et.al., 2007) talks about the recent studies found that coffee may lower the risk of diabetes, a major coronary risk factor.
Tea
Tea is a common name for a family of mostly woody flowering plants, and for one of its important genera. The tea plant itself is a native of Southeast Asia. The tea brewed from the dried leaves of this plant has been drunk in China since perhaps the 28th century bc and certainly since the 10th century bc, from which time written records of its use survive. Tea is an aromatic stimulant, containing various polyphenols, essential oils, and caffeine. The concentration of caffeine in tea ranges from 2.5 to 4.5 percent, as contrasted to an average concentration of about 1.5 percent in coffee (Microsoft Encarta, 2007).

Health Effects

Kids are heavy consumers of soft drinks. These provide a lot of calories, sugars and caffeine but no significant nutritional value. Now, these lead to major health effects. Major health effects caused by soft drinks are obesity, esophageal cancer, tooth decay, acidity, caffeine-addicted, and many more. This statement, “Soft Drinks in School”, is intended to inform pediatricians and other health care professionals, parents, superintendents, and school board members about nutritional concerns regarding soft drink consumption in schools. Potential health problems associated with high intake of sweetened drinks are 1) overweight or obesity attributable to additional calories in the diet; 2) displacement of milk consumption, resulting in calcium deficiency with an attendant risk of osteoporosis and fractures; and 3) dental caries and potential enamel erosion. This is according to a related studies from Soft Drinks in School (2004). There are some recent studies in U.S. which shows The largest source of added sugars in the U.S. diet is nondiet soft drinks, accounting for one third of total intake. Diets high in sugars have been associated with various health problems, including dental caries, dyslipidemias, obesity, bone loss and fractures, and poor diet quality and research gaps are identified (Johnson and Frary, 2001). In a study, effects of soft drink consumption on nutrition and health:a systematic review and meta-analysis, according to Vartanian, et. al. (2007), in a meta-analysis of 88 studies, they examined the association between soft drink consumption and nutrition and health outcomes. They found clear associations of soft drink intake with increased energy intake and body weight. Soft drink intake also was associated with lower intakes of milk, calcium, and other nutrients and with an increased risk of several medical problems (e.g., diabetes). Study design significantly influenced results: larger effect sizes were observed in studies with stronger methods (longitudinal and experimental vs cross-sectional studies). Several other factors also moderated effect sizes (e.g., gender, age, beverage type). Finally, studies funded by the food industry reported significantly smaller effects than did non–industry-funded studies. Recommendations to reduce population soft drink consumption are strongly supported by the available science. Pertaining to behavior is, “Understanding soft drink consumption among female adolescents using the theory of planned behavior”, according to Kassem, et.al. (2003), This study identified factors that influence regular soda consumption among 707 female students, aged 13–18 years, attending North Los Angeles County public high schools. Participants completed a group-administered Theory of Planned Behavior-based questionnaire. Almost all of the participants, 96.3%, reported that they currently drink soda; 50.1% reported drinking 2 glasses of soda or more per day during the past year. Students reported drinking regular soda more than diet soda and reported drinking phosphoric acid-containing soda more than non-phosphoric acid-containing soda. Attitude, subjective norm and perceived behavioral control had statistically significant positive associations with intention, and were each significant predictors of intention to drink regular soda and together explained 64% of its variance. The strongest predictor was attitude, followed by perceived behavioral control and subjective norm. Our results suggest that efforts to reduce soda consumption among female adolescents should include parents and friends. It is also important that soda should not be excessively available at home or widely accessible to teenagers at schools. Healthy eating messages for adolescents need to be developed and incorporated into existing and future campaigns to reinforce the perception that there are other healthier drinks that quench thirst and that taste good as well.

Obesity Obesity is a condition in which the natural energy reserve, stored in the fatty tissue of humans and other mammals, is increased to a point where it is associated with certain health conditions or increased mortality (Wikipedia, 2007). According to a journalist, there is a strong link between soda consumption and childhood obesity. Children who drink soft drinks regularly are therefore fatter on average, in addition to being more likely to develop diabetes later in life. According to Wikipedia (2007), this suggests that reducing consumption of sugar-sweetened beverages helped reduce body mass index in the heaviest teenagers. According to James, et. al. (2004) from the study peventing childhood obesity by reducing consumption of carbonated drinks: cluster randomised controlled trial, they found that a targeted, school based education programme produced a modest reduction in the number of carbonated drinks consumed, which was associated with a reduction in the number of overweight and obese children. Another recent study was about the intake of sugar-sweetened beverages and weight gain: a systematic review, according to Malik (2006), findings from short-term feeding trials in adults also support an induction of positive energy balance and weight gain by intake of sugar-sweetened sodas, but these trials are few. A school-based intervention found significantly less soft-drink consumption and prevalence of obese and overweight children in the intervention group than in control subjects after 12 mo, and a recent 25-week randomized controlled trial in adolescents found further evidence linking SSB intake to body weight. The weight of epidemiologic and experimental evidence indicates that a greater consumption of SSBs is associated with weight gain and obesity. Although more research is needed, sufficient evidence exists for public health strategies to discourage consumption of sugary drinks as part of a healthy lifestyle. Sweets could gain weight. According to Chomitz, V., et.al.(2006), a simple environmental intervention almost completely eliminated SSB consumption in a diverse group of adolescents. The beneficial effect on body weight of reducing sugar sweetened beverages consumption increased with increasing baseline body weight, offering additional support for American Academy of Pediatrics guidelines to limit sugar sweetened beverages consumption. These are all according to his study “Effects of Decreasing Sugar-Sweetened Beverage Consumption on Body Weight in Adolescents: A Randomized,
Controlled Pilot Study.”. A study about “Overweight Among Low-Income Preschool Children Associated With the Consumption of Sweet Drinks: Missouri, 1999–2002”, by Cogswell, M., et.al. (2005), states that reducing sweet drink consumption might be 1 strategy to manage the weight of preschool children. Additional studies are needed to understand the mechanism by which such consumption contributes to overweight.

Tooth Decay Dental caries, also described as tooth decay, is an infectious disease which damages the structures of teeth. The disease can lead to pain, tooth loss, infection, and, in severe cases, death (Wikipedia, 2007). Here's one health effect that even the soft drink industry admits, grudgingly, has merit. But sugar isn't the only ingredient in soft drinks that causes tooth problems. The acids in soda pop are also notorious for etching tooth enamel in ways that can lead to cavities. "Acid begins to dissolve tooth enamel in only 20 minutes (Squires, 2007). The study, “Dental caries in adolescents associated with caffeinated carbonated beverages”, according to Majewski (2001), Dental caries is an infectious disease involving all age groups. Adolescence is a period in which the risk for dental caries remains especially high. Many factors, some unique to the teenage years, contribute to the initiation and progression of dental caries in this age group. One factor with the potential for being significant is the adolescent diet, especially the high consumption of sugars. One product that tends to contribute to the amount of sugar ingested is carbonated beverages. Many soft drinks also contain significant amounts of caffeine. Regular caffeine ingestion may lead to increased, even habitual, usage. It is suggested that the combination of the consumption of highly sweetened soft drinks and habitual usage of caffeine may significantly increase a susceptible adolescent's potential for developing dental caries. Cases are presented demonstrating the early initiation and rapid progression of dental caries in three adolescents. A common factor is the ingestion of high amounts of caffeinated-carbonated soft drinks. The study, “Fluoride intake from beverage consumption”, talks about the available beverages and actual consumption that should be considered in the prescription of fluoride supplementation for children with minimal fluoride in their drinking water (Clovis, J., Hargreaves, J., 1988).

Chronic Kidney Disease Some beverages may not cause kidney chronic disease but there are also some which can cause it. According to related studies, drinking 2 or more colas per day was associated with increased risk of chronic kidney disease. Results were the same for regular colas and artificially sweetened colas. Noncola carbonated beverages were not associated with chronic kidney disease (Saldana, et.al, 2007). A conducted study, “Carbonated Beverages and Chronic Kidney Disease”, according to Saldana, et.al.(2007), carbonated beverage consumption has been linked with diabetes, hypertension, and kidney stones, all risk factors for chronic kidney disease. Cola beverages, in particular, contain phosphoric acid and have been associated with urinary changes that promote kidney stones. The results were drinking 2 or more colas per day was associated with increased risk of chronic kidney disease . Results were the same for regular colas and artificially sweetened cola. Noncola carbonated beverages were not associated with chronic kidney disease. These preliminary results suggest that cola consumption may increase the risk of chronic kidney disease. Another fatal part of the body could be in the heart. The study “Caffeinated beverage intake and the risk of heart disease mortality in the elderly: a prospective analysis”, from Dunbar, C., et.al.(2007), abitual intake of caffeinated beverages provided protection against the risk of heart disease mortality among elderly participants in this prospective epidemiologic analysis.

Caffeine Dependence Stimulants are used therapeutically to increase or maintain alertness, either to counteract normal fatigue in situations where sleep is not practical or to counteract abnormal states that diminish alertness or interfere with consciousness in the absence of fatigue drugs to increase alertness (Wikipedia, 2007). This means, if taken too much, could inflict one’s body system. Research on caffeine's effects in children is more limited, but it suggests that kids also experience caffeine dependence and withdrawal (Squires, 2007).

Bone Loss Bone loss could actually mean osteoporosis. By the word it implies, it already brings danger. Osteoporosis is a disease or a sickness which is for the bone. According to Wikipedia (2007), osteoporosis is a disease of bone in which the bone mineral density (BMD) is reduced, bone microarchitecture is disrupted, and the amount and variety of non-collagenous proteins in bone is altered. Osteoporotic bones are more at risk of fracture. Not to mention, it contains a carcinogen called benzene. Carcinogens are cancer-causing agents. In a study, carbonated soft drink consumption and bone mineral density in adolescence: The Northern Ireland young hearts project, according to McGartland, et.al. (2003), a significant inverse relationship between total CSD intake and BMD was observed in girls at the dominant heel . Non-cola consumption was inversely associated with dominant heel BMD in girls , and diet drinks were also inversely associated with heel BMD in girls. However, no consistent relationships were observed between CSD intake and BMD in boys. Cola consumption and nondiet drinks were not significantly related to BMD in either sex. CSD consumption seems to be inversely related to BMD at the dominant heel in girls. It is possible that the apparent association results from the displacement of more nutritious beverages from the diet. Although the inverse association observed between CSD consumption and BMD is modest and confined to girls, this finding may have important public health implications given the widespread use and current upward trend in CSD consumption in Western populations. The objective of the study that “ Teenaged Girls, Carbonated Beverage Consumption, and Bone Fractures”, according to Wyshak (2000), is to determine the possible association between carbonated beverage consumption and bone fractures among teenaged girls given the awareness of the concern about the impact of carbonated beverage consumption on children's health on an urban high school. The results reported confirm previous findings, but the mechanism by which cola drinks are associated with bone fractures in physically active girls has neither been fully explored nor determined. Nevertheless, national concern and alarm about the health impact of carbonated beverage consumption on teenaged girls is supported by the findings of this study. The results have policy implications for improving the dietary practices and health of children. Another study states that, “Nonalcoholic carbonated beverage consumption and bone fractures among women former college athletes”, and according to Wyshak ,et.al (1999), they reported on data relating to nonalcoholic carbonated beverage consumption and bone fractures.The deleterious effect of nonalcoholic carbonated beverage consumption on the risk of bone fractures has not been reported, as far as we know. The results, if confirmed, may have important public health implications because of the 300% increase in carbonated beverage consumption combined with a decline in milk consumption in the U.S. over the last three decades. On bone mineral density, “Carbonated beverage consumption and bone mineral density among older women: the Rancho Bernardo Study”, according to Kim, et.al. (1997), The association between carbonated beverage consumption and bone mineral density was examined in a community-based cohort of older White women. Bone mineral density levels were not associated with intake of any type of carbonated beverage after adjustment for age, obesity, calcium intake, exercise, and current use of tobacco and alcohol, thiazides, estrogen, or thyroid hormone. Modest intake of carbonated beverages does not appear to have adverse effects on bone mineral density in older women.

Decreased Fertility A study was entitled ,” Caffeinated beverages and decreased fertility”, and according to Wilcox, et.al. (2001), 104 healthy women who had been attempting to become pregnant for three months were interviewed about their use of caffeinated beverages, alcohol, and cigarettes. When the data were divided into 5 dose levels, there was a dose-response effect: fecundability of the highest consumption group fell to 26% of that of the lowest group. When the data were treated by the life table approach, 6% of the women were still not pregnant in the low consumption group by cycle 13, compared to 28% in the high consumption group, a relative risk of 4.7 (p0.005). The mechanism of action of caffeine on fecundability is unknown. In an article, “Are caffeinated beverages risk factors for delayed conception?” by Aral, S., et.al.(1990), caffeine consumption was not associated with infertility in the 1818 infertile women and their primiparous controls. A different study entitled, “Caffeinated Beverages, Decaffeinated Coffee, and Spontaneous Abortion”, (Benowitz, N., et.al., 1997) talks about the adjusted odds ratio for spontaneous abortion related to consumption of three or more cups of decaffeinated coffee. Different studies relate to fertility. In the case, “Caffeinated beverages and low birthweight: a case-control study”, according to Caan, B., Goldhaber, M..(1989), support previous findings of a modest effect of caffeine consumption on fetal growth. Some studies doesn’t have significant differences on the results. One of these is “Effect of Caffeine Exposure during Pregnancy on Birth Weight and Gestational Age” (Clausson, B., et.al., 2002). Its results do not support an association between moderate caffeine consumption and reduced birth weight, gestational age, or fetal growth.

Urinary Calcium Excretion Another study was entitled, “Carbonated beverages and urinary calcium excretion”, according to Heaney and Rafferty (2001), Intake of carbonated beverages has been associated with increased fracture risk in observational studies. The usual explanation given is that one or more of the beverage constituents increase urinary calcium. The excess calciuria associated with consumption of carbonated beverages is confined to caffeinated beverages. Acidulant type has no acute effect. Because the caffeine effect is known to be compensated for by reduced calciuria later in the day, we conclude that the net effect of carbonated beverage constituents on calcium economy is negligible. The skeletal effects of carbonated beverage consumption are likely due primarily to milk displacement.

There is one case which talks about the association between caffeinated beverage consumption and preterm delivery. This study “Case-Control Study of Caffeinated Beverages and Preterm Delivery”, according to Pastore, L., Savitz, D. (1995)., at overall, the results do not support an association between caffeinated beverage consumption and preterm delivery, as is true in most previous studies.

Proper Soft Drink Intake

Intake of carbonated beverages has been associated with increased fracture risk in observational studies. The usual explanation given is that one or more of the beverage constituents increase urinary calcium (Heany, 2001). It is also important that soda should not be excessively available at home or widely accessible to teenagers at schools. Healthy eating messages for adolescents need to be developed and incorporated into existing and future campaigns to reinforce the perception that there are other healthier drinks that quench thirst and that taste good as well according to Kassem (2003).

A study entitled, “Perceived parenting style and practices and the

consumption of sugar-sweetened beverages by adolescents”, talks about whether perceived parenting practices and parenting style dimensions (strictness and involvement) are associated with adolescents' consumption of sugar-sweetened beverages. According to Van der Horst, et.al.(2007), in the cross-sectional study, secondary school students completed a self-administered questionnaire on their consumption of sugar-sweetened beverages, attitude, social influences, self-efficacy, habit strength, food-related parenting practices and the general parenting style dimensions of ‘strictness’ and ‘involvement’. Nevertheless, a significant direct effect remained. Interactions between perceived parenting style and parenting practices showed that the association between parenting practices and sugar-sweetened beverage consumption was stronger among adolescents who perceived their parents as being moderately strict and highly involved. Parents influence their children's sugar-sweetened beverage consumption and should therefore be involved in interventions aimed at changing dietary behaviors. Interventions aimed at the promotion of healthy parenting practices will improve when they are tailored to the general parenting style of the participants. And for dietary guidelines, “Choose beverages and foods to moderate your intake of sugars: the 2000 dietary guidelines for americans—what’s all the fuss about?”, according to Johnson and Frary (2001), As part of the 2000 Dietary Guidelines for Americans, the public is advised to choose beverages and foods to moderate their intake of sugars. Added sugars are defined as sugars that are eaten separately at the table or used as ingredients in processed or prepared foods. Consumption of added sugars has increased steadily as documented by both food supply data and nationwide food consumption survey data. The largest source of added sugars in the U.S. diet is nondiet soft drinks, accounting for one third of total intake. Diets high in sugars have been associated with various health problems, including dental caries, dyslipidemias, obesity, bone loss and fractures, and poor diet quality. Research gaps are identified. Another study “Consumption of coffee is associated with reduced risk of death attributed to inflammatory and cardiovascular diseases in the Iowa Women's Health Study”, according to Andersen, L., et.al.(2006), states that Consumption of coffee, a major source of dietary antioxidants, may inhibit inflammation and thereby reduce the risk of cardiovascular and other inflammatory diseases in postmenopausal women. A study entitled “Total beverage consumption and beverage choices among children and adolescents”, according to Forshee, R., Storey, M.(2003), concluded that BMI was only related to consumption of diet carbonated beverages and milk, and those relationships were weak. The study, “Beverage Choices Affect Adequacy of Children's Nutrient Intakes”, talks about the beverage choice that can have a significant effect on the nutrient adequacy of the diets of children and adolescents (Ballew, C., et.al. (2000).

Other Related Studies

Knowledge and behaviour towards caffeinated and carbonated beverages doesn’t only focus on the effects but mostly on the intelligence and perception of students. “Parental attitudes towards soft drink vending machines in high schools”, according to Hendel-Paterson(2004), states that soft drink vending machines are available in 98% of US high schools. However, few data are available about parents' opinions regarding the availability of soft drink vending machines in schools. Six focus groups with 33 parents at three suburban high schools were conducted to describe the perspectives of parents regarding soft drink vending machines in their children's high school. Parents viewed the issue of soft drink vending machines as a matter of their children's personal choice more than as an issue of a healthful school environment. However, parents were unaware of many important details about the soft drink vending machines in their children's school, such as the number and location of machines, hours of operation, types of beverages available, or whether the school had contracts with soft drink companies. Parents need more information about the number of soft drink vending machines at their children's school, the beverages available, the revenue generated by soft drink vending machine sales, and the terms of any contracts between the school and soft drink companies. “Examining Roles of Fear and Prior Knowledge in Behavior Change Towards Soft Drink Consumption: An Experimental Study”, according to Chailland(2008), states that although soft drinks are readily available to children and adolescents at most schools and social functions, studies have found that children whose parents restrict what they drink impact the child’s outside-of-the-home choices. Therefore, if we can change the parents’ attitudes toward soft drink consumption, perhaps in turn, we can influence children to make healthier beverage choices. The findings suggest that, in changing attitudes, both the nature of the message and the characteristics of the recipients of that message must be taken into account. “Attitude towards coffee drinking by coffee consumers and non-consumers in India”, according to Radhakrishnan(n.d.), states that In promoting -a product it is important that consumers' attitude towards the product is fully evaluated. Attitude is an individuals enduring perceptual, knowledge based, evaluative and action oriented process with respect to an object or phenomenon. The three components of attitudes are a) belief component (cognitive) or a person's awareness or knowledge about a product b) feeling component (affective) or a respondent's liking and preference for a product and c) behavior component is the readiness to respond behaviorally or what one has done or doing. The study on attitudes has brought out many interesting findings about the consumers' knowledge of coffee, their positive and negative dispositions as well as some of the actual consumption characteristics. Increase in domestic coffee consumption could be achieved through an increasing depth of consumption among regular coffee drinkers by cornering a larger share of the throat and b. widening the consumer base through conversion of occasional and non-consumers into the category. “Marketing Coffee consumption Consumer Behavior”, according to Safi(2007), is a study to determine the consumer behaviour of Lebanese coffee consumers. The researchers conclude that the coffee’ image as the best and finest coffee brand in their region should be maintained for the upcoming years. Consumers based their buying process in personal past experiences and on existing knowledge. “Predictors of Caffeine Consumption among Young Women”, according to Al-Shoshan(2007), has a purpose to design a meaningful ,nutritional, educational massages and introducing real changes in food behaviours need to address predictors determining consumption. In the subject of caffeine teratogenic effects on the health women at childbearing age, important factors such as the women’s knowledge, attitude, practices which may influence the level of caffeine consumption need to be investigated. An attitude concerning the difficulty associated with limiting coffee consumption was the strongest predictor of coffee consumption but a week positive correlation between coffee consumption and other attitude related to caffeine use during pregnancy. No correlation between caffeine consumption and knowledge about caffeine and a negative association existed between knowledge about caffeine and attitude toward use of caffeine during pregnancy. No relationship between knowledge about caffeine and attitude toward the importance of dietary allowance.

Summary

Soft drink consumption may have adverse effects on bone mineral density (BMD), but studies have shown mixed results. In addition to displacing healthier beverages, colas contain caffeine and phosphoric acid (H3PO4), which may adversely affect bone. Motivated by the possibility that caffeine could ameliorate the effect of postprandial hypotension on a high risk of coronary events and mortality in aging, we hypothesized that caffeinated beverage consumption decreases the risk of cardiovascular disease (CVD) mortality in the elderly. Intake of carbonated beverages has been associated with increased fracture risk in observational studies. The usual explanation given is that one or more of the beverage constituents increase urinary calcium. Concern has been expressed about the nutrition and health impact of high rates of soft drink consumption. Caffeine is an added ingredient in approximately 70% of soft drinks consumed in the United States. The soft drink manufacturers' justification to regulatory agencies and the public for adding caffeine to soft drinks is that caffeine is a flavoring agent. Carbonated beverage is an effervescent drink that releases carbon dioxide under conditions of normal atmospheric pressure. Caffeine is a central nervous system (CNS) stimulant, having the effect of temporarily warding off drowsiness and restoring alertness. Major health effects caused by soft drinks are obesity, esophageal cancer, tooth decay, acidity, caffeine-addicted, and many more. Obesity is a condition in which the natural energy reserve, stored in the fatty tissue of humans and other mammals, is increased to a point where it is associated with certain health conditions or increased mortality. Dental caries, also described as tooth decay, is an infectious disease which damages the structures of teeth. for the bone. Osteoporosis is a disease of bone in which the bone mineral density (BMD) is reduced, bone microarchitecture is disrupted. Results of studies regarding caffeinated and carbonated beverages show that a greater consumption of sugar-sweetened beverages is associated with weight gain and obesity. Other results suggest that diets high in sugars have been associated with various health problems. These health problems could be dental caries and most importantly contribute to the increase of chronic kidney disease. A study also states that parents influence their children’s sugar-sweetened beverages consumption and should be involved in interventions aimed at changing dietary behaviors. And results of some study suggest that consumption of beverages should be reduced, while others are restricted. In order to influence children on their consumption and choices of beverages, one must also influence the parents in order to teach their children. In some Western countries, parents were unaware of many important details about the soft drink vending machines in their children's school, such as the number and location of machines, hours of operation, types of beverages available, or whether the school had contracts with soft drink companies. Parents need more information about the number of soft drink vending machines at their children's school, the beverages available, the revenue generated by soft drink vending machine sales, and the terms of any contracts between the school and soft drink companies. Attitudes has brought out many interesting findings about the knowledge of coffee, their positive and negative dispositions as well as some of the actual consumption characteristics. Increase in domestic coffee consumption could be achieved through an increasing depth of consumption among regular coffee drinkers by cornering a larger share of the throat and b. widening the consumer base through conversion of occasional and non-consumers into the category. Some consumers based their buying process in personal past experiences and on existing knowledge.

Chapter 3
Methodology

This chapter consists of three parts: (1) Purpose of the Study and Research Design, (2) Methods, and (3) Statistical Data Analysis and Procedure. Part One, Purpose of the Study and Research Design, restates the purpose of the study, describe the research design and variables used in the study. Part Two, Methods, describes the subjects, the materials and instrumentation, data gathering instrument and procedure employed in the study. Part Three, Statistical Data Analysis and Procedures, discusses the details of the steps undertaken in the conduct of the investigation, reports the procedure for scoring and the statistical analysis employed to test the hypotheses.

Purpose of the Study and Research Design

The main purpose of the study was to determine the relationship between knowledge and behavior towards carbonated and caffeinated beverages among high school students. It likewise aimed to ascertain how gender, year level, and socio-economic status affect the knowledge and behavior towards carbonated and caffeinated beverages among high school students. This descriptive – correlational research was employed in this investigation. The independent variables in the study were the gender, year level, and socio-economic status. The dependent variables were the knowledge and behavior of high school students.

Method

The Participants

The participants of the study were the 189 students of 346 Iloilo National High School- Special Science Class. They represent the 55% of the total population. The Slovin’s formula was used to determine the adequate sample size. The formula is: N n= 1 + N(e) 2 346 = 1 + (346)(0.05)2

Where: n= sample size
N= population e= Margin of error The stratified random sampling technique was employed in the selection of the final respondents of the study. Using random sampling, the number of respondents was determined from the total number of high school student in the 12 sections of Iloilo National High School- Special Science Class. The students were classified according to gender, year level, and socio-economic status. The levels of variables were classified as follows: As to gender, the participants were grouped as male and female; year level, first year, second year, third year, and fourth year; and socio-economic status, high (P39 001 and above), average (P10 001- 39 000) and low (P10 000 and below). Table 1 presents the data.

Table 1.
Distribution of the respondents according to Categorized Variables
Variables/Categories f %
A. Entire Group 187 100%
B. Gender Male 65 35% Female 122 65%
C. Socio-Economic Status Above P39,000.00 45 24% P10,000.00 to P30,000.00 122 65% Below P10,000.00 20 11%
D. Year Level First Year 53 28% Second Year 46 25% Third Year 41 22% Fourth Year 47 25%

Instrumentation

This investigation used two instruments to gather data on knowledge and behavior towards caffeinated and carbonated beverages among high school students. A brief information form was provided to gather data on the high school student’s gender, year level, and socio-economic status. This was divided into two parts. Part One, Personal Data Sheet, this was a brief information sheet to gather data about the participant’s name, gender, year level, and socio-economic status. Part Two, Instrument, this was composed of instructions on how to answer the questionnaire and the statements in the questionnaire proper. The Carbonated and Caffeinated Beverages Test. To gather data on the students knowledge towards Caffeinated and Carbonated Beverages, the Carbonated and Caffeinated Beverages Test made by the researcher was used. The test is composed of multiple choices. The respondents will be asked to encircle the correct answer of the given question. The Carbonated and Caffeinated Beverage Behavior Test. To gather data on the behavior of students towards beverages, the Carbonated and Caffeinated Beverage Behavior Test made by the researcher was used. The respondents were asked to circle the letter that best describes their feelings. Following were the responses with descriptions:

Points Responses
1 Always 2 Often 3 Sometimes 4 Never

To interpret the scores, the following scale and following description was used. For knowledge:
Scale Description 1.00-5.00 Low knowledge level 6.00-10.00 Average knowledge level 11.00-15.00 High knowledge level For behavior: Scale Description 3.26-4.00 Very Positive 2.51-3.25 Positive 1.76-2.50 Negative 1.00-1.75 Very Negative

Procedure

Permission to conduct the study in July 2008 was secured from the heads of Iloilo National High School. The investigator personally distributed the questionnaires to the respondents and likewise managed the administration. Upon retrieval of the accomplished questionnaires, the data was tallied, computer-processed and interpreted.

Data Analysis Procedure

The data obtained for this study were subjected to the following descriptive and inferential statistical treatments. Mean. The obtained mean scores were used to determine the knowledge and behavior of the respondents towards carbonated and caffeinated beverages. Descriptives. To determine the mean and standard deviation of the entire group, the following scale of means and their corresponding descriptions were utilized:
For knowledge:
Scale Description 1.00-5.00 Low knowledge level 6.00-10.00 Average knowledge level 11.00-15.00 High knowledge level For behavior: Scale Description 3.26-4.00 Very Positive 2.51-3.25 Positive 1.76-2.50 Negative 1.00-1.75 Very Negative

Standard Deviation. To determine the dispersion of the means in terms of year level, gender, and socioeconomic status, standard deviation was used. t-test. To find out the significant differences existing in two categories of the variables, t- test for independent samples was used. One-Way Analysis of Variance (ANOVA). To determine the significance existing in 3 or more categories of the variable, ANOVA set on 0.05 alpha was used. Pearson-r Correlation. To determine the significant relationship between knowledge level and behavior, this test was used.

Chapter 4
Results and Discussion

This chapter presents the obtained results and the corresponding analysis of this investigation. Chapter 4 is divided into two parts: (1) Descriptive Data Analysis, and (2) Inferential Data Analysis. Part One, the Descriptive Data Analysis, presents the computed mean of the knowledge and behavior of high school students towards caffeinated and carbonated beverages when grouped according to certain categories, and the interpretation and the discussion of the results. Part Two, the Inferential Data Analysis provides t- test for two independent samples, One-Way ANOVA set at 0.05 level of significance for the three or more independent samples, and Pearson-r correlation for the relationship between knowledge and behavior. The interpretation of the data follows.

Descriptive Data Analysis

Knowledge towards Caffeinated and Carbonated Beverages among High School students. The knowledge towards caffeinated and carbonated beverages of students was determined in this study. The mean was employed to describe the data. Table 2, shows that the knowledge towards caffeinated and carbonated beverages among students in terms of caffeinated and carbonated beverages was average in terms of caffeinated and carbonated beverages and when grouped according to certain categories (M = 8.52, SD = 2.258). Results revealed that the students that were categorized according to gender, socio-economic status and year level have an average knowledge level in terms of caffeinated and carbonated beverages.

Table 2 shows that
Knowledge towards Caffeinated and Carbonated Beverages among High School Students in terms of Caffeinated and Carbonated Beverage Knowledge When Grouped According to Certain Categories
Category M SD Description
A. Entire Group 8.52 2.258 Average Knowledge
B. Gender Male 8.82 2.256 Average Knowledge Female 8.41 2.324 Average Knowledge
C. Socio-economic Status Above 39, 000 pesos 8.51 2.128 Average Knowledge 10, 000 pesos – 39, 000 8.66 2.373 Average Knowledge pesos Below 10, 000 pesos 8.00 2.271 Average Knowledge
E. Year Level First Year 8.26 2.387 Average Knowledge Second Year 7.91 2.365 Average Knowledge Third Year 8.59 2.356 Average Knowledge Fourth Year 9.47 1.828 Average Knowledge

Table 3, shows that the behavior towards caffeinated and carbonated beverages among students in terms of carbonated beverages was negative when grouped according to certain categories (M = 2.26, SD = 0.43).

Table 3
Behavior towards Caffeinated and Carbonated Beverages among High School Students in terms of Carbonated Beverage Knowledge When Grouped According to Certain Categories
Category M SD Description
A. Entire Group 2.26 0.43 Negative
B. Gender Male 2.26 0.44 Negative Female 2.25 0.43 Negative
C. Socio-economic Status Above 39, 000 pesos 2.29 0.46 Negative 10, 000 pesos – 39, 000 2.24 0.43 Negative pesos Below 10, 000 pesos 2.25 0.44 Negative
E. Year Level First Year 2.13 0.34 Negative Second Year 2.24 0.43 Negative Third Year 2.32 0.47 Negative Fourth Year 2.34 0.44 Negative

Table 4, shows that the behavior towards caffeinated beverages was negative and when grouped according to certain categories (M = 2.17, SD = 0.42).

Table 4
Behavior towards Caffeinated and Carbonated Beverages among High School Students in terms of Caffeinated Beverage Knowledge When Grouped According to Certain Categories
Category M SD Description
A. Entire Group 2.17 0.42 Negative
B. Gender Male 2.12 0.38 Negative Female 2.20 0.44 Negative
C. Socio-economic Status Above 39, 000 pesos 2.18 0.44 Negative 10, 000 pesos – 39, 000 2.16 0.41 Negative pesos Below 10, 000 pesos 2.20 0.41 Negative
E. Year Level First Year 2.11 0.38 Negative Second Year 2.13 0.40 Negative Third Year 2.22 0.48 Negative Fourth Year 2.23 0.43 Negative

Inferential Data Analysis

Table 5 presents the t-test results of gender on the knowledge towards caffeinated and carbonated beverages among high school students. The data showed that there is no significant difference on the knowledge of high school students.

Table 5 shows the data
Independent t-test Computations on the Knowledge towards Caffeinated and Carbonated Beverages When Grouped According to gender
| | |F |Sig. |t |df |Sig. (2-tailed) |
|KNOWLEDGE |Equal variances |.048 |.827 |1.148 |185 |.253 |
| |assumed | | | | | |
| |Equal variances not | | |1.158 |134.136 |.249 |
| |assumed | | | | | |

Table 6 presents the t-test computations of gender on the behaviour towards caffeinated and carbonated beverages among high school students. The data showed that there is no significant difference on the behaviour of high school students.

Table 6
Independent t-test Computations on the Behavior towards Caffeinated and Carbonated Beverages When Grouped According to gender
| | |F |Sig. |t |df |Sig. (2-tailed) |
|BEHAVIOR |Equal variances |1.192 |.276 |-.698 |185 |.486 |
| |assumed | | | | | |
| |Equal variances not | | |-.709 |136.912 |.479 |
| |assumed | | | | | |

Table 7 presents the one-way ANOVA computations on the year level of the knowledge towards caffeinated and carbonated beverages among high school students. The results showed that there is a significant difference on the knowledge towards caffeinated and carbonated beverages when grouped according to year level.

Table 7
One-way Anova Results of the Respondents on the year level of the Knowledge Towards Caffeinated and Carbonated Beverages
| |Sum of Squares |df |Mean Square |F |Sig. |
|Between Groups |62.660 |3 |20.887 |4.138 |.007 |
|Within Groups |923.607 |183 |5.047 | | |
|Total |986.267 |186 | | | |

Table 8 presents the one-way ANOVA computations on the socio-economic status of the knowledge towards caffeinated and carbonated beverages among high school students. The results showed that there is no significant difference on the knowledge towards caffeinated and carbonated beverages when grouped according to socio-economic status.

Table 8
One-way Anova Results of the Respondents on the socio-economic status of the Knowledge Towards Caffeinated and Carbonated Beverages
| |Sum of Squares |df |Mean Square |F |Sig. |
|Between Groups |7.482 |2 |3.741 |.703 |.496 |
|Within Groups |978.785 |184 |5.319 | | |
|Total |986.267 |186 | | | |

Table 9 presents the one-way ANOVA computations on the year level of the behaviour towards caffeinated and carbonated beverages among high school students. The results showed that there is a significant difference on the behaviour towards caffeinated and carbonated beverages when grouped according to year level.

Table 9
One-way Anova Results of the Respondents on the year level of the Behavior Towards Caffeinated and Carbonated Beverages
| |Sum of Squares |df |Mean Square |F |Sig. |
|Between Groups |1.412 |3 |.471 |3.551 |.016 |
|Within Groups |24.246 |183 |.132 | | |
|Total |25.658 |186 | | | |

Table 10 presents the one-way ANOVA computations on the socio-economic status of the behaviour towards caffeinated and carbonated beverages among high school students. The results showed that there is no significant difference on the behaviour towards caffeinated and carbonated beverages when grouped according to socio-economic status.

Table 10
One-way Anova Results of the Respondents on the socio-economic status of the Behavior Towards Caffeinated and Carbonated Beverages
| |Sum of Squares |df |Mean Square |F |Sig. |
|Between Groups |.041 |2 |.020 |.147 |.863 |
|Within Groups |25.617 |184 |.139 | | |
|Total |25.658 |186 | | | |

Table 11 presents the relationship between knowledge and behaviour towards caffeinated and carbonated beverages among high school students when grouped into certain categories using Pearson-r Correlation. The results showed that there is no significant relationship between knowledge and behaviour when grouped according to certain categories.

Table 11
Pearson-r Correlation Results of the Relationship between the Knowledge and Behavior towards Caffeinated and Carbonated Beverages among High School Students when they were grouped according to gender, year level and socio-economic status
| | | | |Knowledge |Behavior |
|Knowledge |Pearson Correlation | |1.000 |-.068 |
| | Sig. (2-tailed) | | |.357 |
| | N | | |187.000 |187 |
|Behavior |Pearson Correlation | |-.068 |1.000 |
| | Sig. (2-tailed) | |.357 | |
| | N | | |187 |187.000 | |

Chapter 5
Summary, Conclusions, Implications, and Recommendations

Chapter Five consists of four parts: (1) Summary of the Problem, Methods, Findings, (2) Conclusions, (3) Implications, and (4) Recommendations. Part One, Summary of the Problem, comprises a brief presentation of the study, the method used, and the results. Part Two, Conclusions, presents the data as interpreted by the researcher. Part Three, Implications, discusses the inferences drawn from the findings and pointed out the relationships between the present investigations and theories stated in relation to the prevalent abuses experienced. Part Four, Recommendations, suggests certain recommendations that can be beneficial to the society and Iloilo National High School Special Science Class.

Summary of the Problem, Method and Findings

The main objective of this study was to determine the relativity of the knowledge and behavior towards caffeinated and carbonated beverages among high school students. Specifically, this study sought answers to the following questions: 1. What is the knowledge level of high school students towards caffeinated and carbonated beverages? 2. What is the behaviour of high school students towards caffeinated and carbonated beverages? 3. Is there a significant difference on the knowledge level of high school students towards caffeinated and carbonated beverages when grouped according to (a)gender, (b)year level, and (c)socio-economic status? 4. Is there a significant difference on the behaviour of high school students towards caffeinated and carbonated beverages when grouped according to (a)gender, (b)year level, and (c)socio-economic status? 5. Is there a significant relationship between the knowledge level and behaviour towards caffeinated and carbonated beverages? The final investigation was conducted on July 2008 wherein 187 randomly chosen high school students of Iloilo National High School-Special Science Class were given the instrument to determine the knowledge and behavior towards caffeinated and carbonated beverages. A researcher-made questionnaire was validated by a panel of five (5) experts and has undergone pilot testing to gather the needed data for the study. The raw scores, means, and standard deviation were used as descriptive statistics. For inferential statistics, t-test, One way Anova, and Pearson-r Correlation were employed.
. The findings of the study showed that: 1) The high school students have an average knowledge level towards caffeinated and carbonated beverages. 2) The high school students have a negative behavior towards caffeinated and carbonated beverages. 3) There was no significant difference on the knowledge level towards caffeinated and carbonated beverages among high school students when grouped according to gender and socio-economic status. There was a significant difference on the knowledge level of the students when grouped according to year level. 4) There was no significant difference on the behaviour towards caffeinated and carbonated beverages among high school students when grouped according to gender and socio-economic status. There was a significant difference on the behavior of the students when grouped according to year level. 5) There was no significant difference between the knowledge level and behaviour towards caffeinated and carbonated beverages.

Conclusion

In view of the findings, the following conclusions were drawn: 1) Since high school students have an average knowledge level, they are not fully aware of the beverages and its effects. There is more room for improvement and information that could be taught to the children. 2) The students must avoid caffeinated and carbonated beverages since they have different harmful effects. There are more alternatives than soft drinks which could be used at home, at school, and the community. 3) Regardless of the students’ gender and socio-economic status, the knowledge level and behaviour of students are still the same. Their knowledge and behaviour does not vary whether they are grouped according to gender and socio-economic status base on the results. 4) The result of the knowledge level and behaviour mostly vary according to the year level. As observed, majority of the results of lower years are also the lowest than those in higher year levels. Those in lower years have less experiences and knowledge in handling these beverages than those on higher years. 5) The knowledge level of each student varies, as well as their behaviour. These variables doesn’t relate to each other. If students have an average knowledge level, they also have different behaviours.

Implications

The findings of the study have led to certain implications for theory and practice in relation to the investigation of knowledge and behavior among high school students. For theory. According to Ajzen’s theory of Planned Behavior (2003), it predicts the students’ intention to drink regular soft drink. Therefore, this study is being supported by this theory. For most students, it is observed that they are likely using carbonated beverages at home. For practice. It was perceived that a slight nervousness was painted upon the actions and expressions of the respondents as the researcher gave out the questionnaires. This is maybe that they are ashamed on telling and answering the queries on the questionnaire.

Recommendations

For Parents and Guardians. They could teach their children more knowledge in handling these beverages and telling them not to drink too much. Effects of these beverages are high and unhealthy. For teachers. They could teach their students to minimize their intake of beverages. They should serve as model and behave naturally when dealing with beverages. For school. They should show children the proper food intake and the necessary supplement needed by the body. They should teach children additional information in the consumption of beverages. For students. They could use this study as basis for their nutrition. They should refrain from drinking unnecessary beverages that could affect their health. For future researchers. They may refer to this study in dealing with beverages. They could use this study to conduct a follow-up study between regular class and special science class or between two different schools but with the same curriculum.

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