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Influence of Three Teaching Methods on Improvement of Consumers' Meat Buying Concepts

Texas Tech University, Lubbock 79409

Abstract

A total of 255 consumers were taught one of three effective teaching methods to purchase meat wisely and were made aware of its nutritional contribution. The teaching methods were: (1) a printed programmed instruction text, (2) a slide-taped presentation, and (3) a video-taped presentation. Gain in test scores for the three instructional methods was different (P<.05). The printed linear programmed text, slide-taped presentation and video-taped presentation resulted in mean gains of 25, 28 and 36%, respectively. The effects of consumer age, income level, amount of education and retention loss scores were not significantly different among instructional methods. The printed programmed text and video-taped presentation were similar in average instructional time, while the slide-taped presentation took longer (P<.05). Consumers in all three groups were familiar with nine of 15 concepts at the beginning of the study, knew 13 at the end of the study and had retained 12 concepts after a 6-week lapse of time. Questionnaire responses revealed that consumers used 13 of 15 concepts in actual meat buying situations. Ninety percent of the consumers reported that the information received from the research project improved their meat buying skills.

¹ Department of Food and Nutrition, College of Home Economics.

² Department of Animal Science.