|
|
|||||||||||
Questions/instructions:
|
|||||||||||
|
%
responses 2006 ('02) |
||||||||||
y4 |
y8
|
||||||||||
1. For what other reasons is eating food important, apart from living and growing? Tell me as many reasons as you can think of. |
|||||||||||
personal enjoyment
(of tastes, sights, smells involved in eating) |
16 (17) |
27 (33) |
|||||||||
important time for being with
family/friends |
13 (15) |
43 (22) |
|||||||||
important time for talking/sharing
information and ideas |
5 (5) |
20 (6) |
|||||||||
often an opportunity to meet and
share with new people |
1 (2) |
7 (1) |
|||||||||
part of important regular rituals/patterns |
13 (12) |
24 (21) |
|||||||||
part of occasional special celebrations |
12 (13) |
23 (20) |
|||||||||
creative opportunity
(preparation and presentation) |
1 (0) |
2 (2) |
|||||||||
many people enjoy talking
about food, recipes |
1 (0) |
2 (1) |
|||||||||
Overall quality of ideas: | very good/excellent |
0 (0) |
1 (2) |
||||||||
good |
2 (1) |
14 (10) |
|||||||||
moderately good |
12 (9) |
27 (12) |
|||||||||
poor |
86 (90) |
58 (76) |
|||||||||
Total
score: |
4–8 |
3 (2) |
23 (15) |
||||||||
3 |
7 (6) |
16 (8) |
|||||||||
2 |
13 (15) |
14 (11) |
|||||||||
1 |
18 (17) |
17 (27) |
|||||||||
0 |
59 (60) |
30 (39) |
Subgroup Analysis: |
Year 4 |
||
Year 8 |
Commentary: |
Most year 4 students showed little awareness of the non-nutritional values of food and eating, with substantially higher scores, on average, for year 8 students. There was improvement at year 8 level from 2002 to 2006. |