1
Consumer Study of Exam Week Oriented Chocolate Bar at University of Wisconsin-Stout
by
Yanfang Liu
A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree JI1
Food and Nutritional Sciences
Approved: 2 Semester Credits
The Graduate School
University of Wisconsin-Stout
May, 2011 2
The Graduate School University of Wisconsin-Stout Menomonie, WI
Author: Yanfang Liu Title: Consumer Study ofExam Week Oriented Chocolate Bar at University of Wisconsin-Stout Graduate Degree/ Major: MS Food and Nutritional Sciences
Research Adviser: Hans Zoerb, Ph.D.
MonthlYear: May, 2011
Number of Pages: 43
Style Manual Used: American Psychological Association, 6th edition
Abstract
Chocolate is a fascinating food; its indulgent qualities, concentrated energy and unique nutritional components distinguish chocolate from other foods. Numerous research studies report that polyphenols in cocoa are biologically active and have the potential to release stress.
A survey was conducted to explore the concept of a fortified chocolate bar for use by college students during final exam week, or other periods of intensive study, to design a nutritional and convenient snack food to relieve stress, and to increase energy during final exam week. Results from surveys showed that 64% of respondents in the first survey and 50% of respondents in the revised survey rate this concept good and better. However, only 11 % respondents in the first survey and 9% respondents in the revised survey indicated they are interested in this product though they acknowledge that this is a good concept. There were no significant differences between gender, year in school, chocolate consumption frequency, program concentration and concept preference in both surveys. 3
The Graduate School
University of Wisconsin Stout Menomonie, WI
Acknowledgments
It is a pleasant duty to record my debts of gratitude. I first would like to thank my thesis advisor Dr. Hans Zoerb from Food and Nutritional Sciences department at University of
Wisconsin-Stout in Menomonie, Wisconsin. He provided me with a free space to write my thesis in and gave me informed choices, along with his generosity, time and patience. I also salute my program director, Dr. Carol Seaborn, who enlightened me and encouraged me during my studies at University of Wisconsin-Stout.
I appreciate the invaluable assistance of the UW-Stout library staff, who obtained reference materials for me through interlibrary loans. Joshua Hachmeister and Susan Greene from
Planning, Assessment, Research and Quality office provided me with technical and statistical support during these online surveys. Thank you also goes to my pmiicipants who were willing to take these online surveys.
Special thanks are due to Miki Nomura, my dear friend with strong will power, for always been there for me. I also want to express my deep appreciation to Andrea Griffin, Jodi Engebos, and writing center tutors for helping me proofreading my thesis.
Finally, I want to thank my parents, for their unconditional love and support as well as many friends encouraged me during my studies at Stout. Thank you so much. 4
Table of Contents
...... Page
Abstract ...... 2
List of Tables ...... 6
Chapter I: Introduction ...... 7
Statement of the Problem ...... 8
Research Objectives ...... 9
Assumptions of the Study ...... 9
Definition of Terms ...... 9
Limitations ...... 10
Chapter II: Literature Review ...... 12
New Food Product Development ...... 12
Concept Testing ...... 12
Internet-based Survey Trends ...... 13
Brief Chocolate History ...... 13
Chapter III: Methodology ...... 17
Subject Selection and Description ...... 17
Instrumentation ...... 17
Data Collection Procedures ...... 18
Data Analysis ...... 18
Chapter IV: Results ...... 19
Demographic Profile ...... 19
Concept Acceptance ...... 19 5
Estimated Price ...... 20
Chocolate Attributes ...... 20
Chocolate Bar Type Preference ...... 20
Respondents' Comment toward the Exam Week Chocolate Bar Concept ...... 21
The Effect of Gender on Concept Acceptance ...... 24
The Effect of Year in School on Concept Acceptance ...... 24
The Effect of GPA on Concept Acceptance ...... 25
The Effect of Consumption Frequency on Concept Acceptance ...... 25
The Effect of Program Concentration on Concept Acceptance ...... 25
Chapter V: Discussion ...... 26
Limitations ...... 26
Conclusions ...... 27
Recommendations ...... 27
References ...... 29
Appendix A: UW-Stout Institutional Board Approval of Research ...... 34
Appendix A: UW-Stout Institutional Board Approval of Research (revised) ...... 35
Appendix B: Implied Consent Form ...... 36
Appendix C: Survey Form ...... 38
Appendix C: Survey Form (revised) ...... 41
Appendix D: Advertisement Flyer ...... 43 6
List of Tables
Table 1: Participants' Profile ...... 22
Table 2: Exam Week Oriented Chocolate Bar Concept Acceptance ...... 23
Table 3: Estimated Price for Exam Week Oriented Chocolate Bar ...... 23
Table 4: Chocolate Attributes ...... 23
Table 5: Chocolate Bar Type Preference ...... 24 7
Chapter I: Introduction
On many campuses, college students postpone studying for exams and as a result are required to compress preparatory some time into the few days prior to exams. Numerous studies have characterized student procrastination (Deniz, Tra~, & Aydogan, 2009; Klassen et aI.,
2010; Klassen, Krawchuk, & Rajani, 2008; Spada, Hiou, & Nikcevic, 2006), and according to
Choi and Moran (2009) procrastination has been studied as an undesirable behaviors.
A growing body of research has stated that procrastination is a characteristic of human nature (Beck, Koons, & Milgrim, 2000; Moon & Illingworth, 2005). While it is unlikely that human nature will change, there may be an opportunity to assist students who have postponed studying into a time-constrained period immediately before final exams. Food can affect emotions and provide comfort and nutrition for students in need of a "boost" prior to final exams.
One type of food can be a quick energy supplements.
A typical scenario on campus during the exam week is college students drinking coffee, cup after cup, while reviewing all their assignments; cups of coffee are their soul mates to motivate learning. Therefore, an exam week oriented, convenient food that may replace or compliment coffee as a stimulant can help students focus on difficult assignments. In addition, the extra energy and improved nutrition can prepare students for their overwhelming workload.
According to Kimmerle (2005) chocolate is the new coffee; chocolate contains ingredients similar to coffee that can make people more alelt and keep them focused. Scientists at the
Massachusetts Institute of Technology observed that there are connections between chocolate and mood in lab animals (Brenner, 1999). Macht and Dettmer (2006) concluded that chocolate consumption by normal-weight women elevated mood and increased attentiveness. Burks and 8
Boles (2007) reported that chocolate had a soothing effect while exciting the senses, and could be helpful in completing demanding intellectual work.
Chocolate contains antioxidants that are associated with positive health benefits (Patel,
Parekh, & Subhash, 2008). In recent years, several studies described chocolate as a functional food (Dillinger & Barriga, 2000; Kelly, 2005; Neithercott, 2009; Schinella et aI., 2010; Visioli et aI., 2009). According to Webster's New World Medical Dictionary (2003), functional foods including any modified foods or ingredients that may provide a health benefit beyond the traditional nutrients it contains.
Because of the concentrated energy and functional constituents in chocolate, it can be part of a unique, energy focused supplement bar. Given the demands of students and older people for foods to assist with energy and mind "centering" augmentation, there is an opportunity for chocolate manufacturers to make a novel chocolate bar featuring the ability of chocolate to address the needs of an active, stress filled lifestyle.
The main goal of this study was to explore the concept of a chocolate bar that is a nutritional, energizing, and convenient snack for use by college students during final exam week. The study used an online survey to interrogate students to determine if a bar or other type of supplement has potential and how students might use it during their course and exam preparation.
An additional purpose was to explore how demographic information affects concept acceptance.
Statement of the Problem
The objective of this study was to investigate the concept of an exam week oriented, chocolate bar and its acceptance by students at University of Wisconsin-Stout. This study was 9 designed to help develop a chocolate bar for use by college students during final exam week. In hopes of providing a nutritional and energizing snack food to relive stress, and to increase enthusiasm in exam week. The main goal of this project was to determine the relative acceptance of this chocolate bar concept.
Research Objectives
This research will address the following objectives:
I. Investigate the overall concept acceptance by college students.
2. Test students' purchase interest to the new product.
3. Prioritize chocolate sensory attributes that attract students.
4. Explore chocolate bar characteristics that influence liking.
5. Explore the effects of gender, year in school, GPA, chocolate consumption frequency and
program concentration on concept acceptance by college students.
Assumptions of the Study
This study was conducted under the following general assumptions:
I. All participants carefully read and understood the questions in the survey.
2. Participants would answer the questions as accurately and honestly as possible.
3. Student responding to the survey are representative of the general student population.
Definition of Terms
Procrastination: to put off usually habitually doing something that should be done
(Merriam-Webster Dictionary, 2004).
Customer: "A customer is one who buys in a marketplace. This is the person who is attracted by sales material, promotions, or tastings in the marketplace" (Fuller, 2005, p. 10).
"In addition, the customer makes choices according to their and other's likes and dislikes, allergies, disposable income, or commercial industrial requirements" (Fuller, 2005, p. 11). 10
Consumer: "Consumer use what is purchased by the customer" (Fuller, 2005, p. 11).
Markets: "A market is conceptual, it represents a need discovered in customers and consumers that marketing personnel hope to develop into a want, a potential to sell" (Fuller,
2005, p. 11).
Marketplaces: Marketplaces refer to real physical entities, products are sold in marketplaces. Marketplaces can range from vending machines to big grocery stores and even the electronic marketplaces operating from web sites (Fuller, 2005).
New Product: "A product not previously manufactured by a company and introduced by that company into its marketplace or the presentation by a company of an established product, perhaps in a new form, into a new market not previously explored by that company" (Fuller,
2005, p. 2).
Concept Testing: a sketchy idea for a new product or service to test people's reaction without prompting and elaboration (Malhotra, 2006).
Functional Food: Food that is potentially healthy, including any modified foods or ingredient that may provide a health benefit beyond the traditional nutrients it contains
(Webster's New World Medical Dictionary, 2003).
Limitations:
The limitations to the study include:
1. Some participants may not have the patience to complete all the survey questions due to
indifferent or disinterested.
2. Some subjects may not correctly answer questions due to lack of computer skills. 11
3. The survey questions were developed by the researcher for use in the online survey, Qualtrics
(Qualtics Labs inc., Provo, UT), the measurement of validity and reliability has not been
done.
4. The number of questions examined in this survey was limited due to the limited time allowed
for students to complete the survey.
5. The number of subjects is limited due to the students' willingness to get involved in the
online survey.
6. Students' participated on a voluntary basis, thereby "self-selecting". They may not be a
random sample of the student population at University of Wisconsin-Stout. 12
Chapter II: Literature Review
This chapter will discuss new food product development, concept testing, internet-based survey trends, and a brief history of chocolate.
New Food Product Development
New product development is a knowledge-intensive process where the generation of new ideas and concepts requires detailed knowledge of both products and customers (Bogue &
Sorenson, 2009). Food product development can also be time-consuming, high risk and expensive. "The rewards from a successful new product can be great, but if the products are failures, the company must absorb severe financial loses as well as endure a loss of face" (Fuller,
2005, p. 1). According to Fuller (2005), new food products are described as the lifeblood of food companies. Many companies' success or failure largely relies on new food product introductions. Customers and consumers are the sources of information that is the driving force for innovation, the details of which must be developed by teams with broad knowledge of both marketing strategy and food expertise. Costa and Jongen (2006) suggest that consumer-led new product development in the food industry needs to effectively manage customer knowledge as patt ofthe new product development process.
Concept Testing
Concept testing is an imperative for successful new product development. It is the most common source of market data to help corporations develop products to meet long-term profit and market goals (Marcone, 2009; McDaniel & Gate, 2007). Malhotra (2006) defines concept testing as measuring target groups overall reaction to a "wooly" idea without well-articulated descriptions. Concept testing also provides the direction and guidance for designing key components or marketing a product (Cardello, Schutz, & Lesher, 2007). According to 13
Moskowitz, Beckley, and Resurreccion (2006), concept information gathered from customers and consumers are screened and analyzed to predict performance. In fact, some market researchers go beyond simple concept testing, they extend concept testing to generate other types of information, for example, estimates of awareness, the effect of price and advertising
(Moskowitz, Beckley, & Resurreccion, 2006). According to Qualtrics Labs Inc. (2010), there are a variety of concept testing options such as new product concepts, product modification, product usability, and pricing estimation. The objective of concept testing is to determine whether the concept is good enough to proceed with expensive and time consuming product development.
Internet-based Survey Trends
The use of the internet by regional companies and international companies to conduct research has been growing in popularity over the last decade. The Internet is a valuable tool when conducting consumer research, because it can reach targeted audiences quickly and easily.
Despite the fact that some researchers doubt the validity of the data collected via web-based surveys, use of the World Wide Web to gather information has continued to grow (Meilgaard,
Civille, & Carr, 2007). Ninety-four percent of companies use survey data to generate market research information, and 88% of corporations use online methods to conduct survey-based market research (McDaniel & Gates, 2007). Furthermore, 65% of those surveyed agree that the speed of online research has helped accelerate the pace of their business (McDaniel & Gates,
2007).
Brief Chocolate History
Chocolate is a fascinating and controversial food because scientists argue about its function and nutrient value. The history of cocoa beans and use of chocolate by humans predates Aztec 14
culture (Rossner, 1997). Chocolate was consumed as a beverage, mostly unsweetened, for most
of its long history. The invention of solid chocolate for eating occurred in the early 19th century
with the rise of industrialization of food processing (Coe & Coe, 2007). Chocolate became a
snack for the masses by the mid-20th century. In modern chocolate history, the chocolate bar
became a ubiquitous symbol because of a technology transformation driven by innovative
manufacturers in England, Switzerland, and other European countries (Coe & Coe, 2007).
However, true mass production techniques were perfected in the United States by Milton
Hershey, a philanthropist who started his own factory, orphan school and Disney-like theme park
based on chocolate (Coe & Coe, 2007).
Seeds from the cacao tree, which are the primary ingredient of chocolate, were originally
cultivated by the Aztecs and the Mayas in Central and South America (Rossner, 1997).
European invaders who came to Mexico and Central America, "discovered" this holy plant. Carl
von Linne, the 18th century Swedish scientist named it Theobroma Cacao in 1753 (Coe & Coe,
2007). The cacao tree is difficult to grow; a band of20 degrees north and 20 degrees south of
the equator is the only suitable climate for bearing fruit (Coe & Coe, 2007). If the altitude is
too high and temperatures fall below 60°F (l6°C), even in the tropics, cacao trees will refuse to
bear seeds (Coe & Coe, 2007). Cacao demands year-round moisture, and even in the tropics
marginal climatic conditions, result in diminished production of cacao seeds (Coe & Coe, 2007).
In contrast to most fruit or nut trees which have a distinct time for pollination followed by a well-defined harvest time, cocoa trees produce flowers and mature seed pods throughout the year.
Cocoa beans are the primary ingredient of chocolate making. The chocolate process is outline in Figure 1. Once the cocoa beans are extracted from the elongated pods, they are 15 fermented to remove the pulp and dried to collect the seeds for subsequent manufacturing
(Figure 1).
Cocoa beans Fermentation Drying Cleaning Roasting Shell removal Cocoa nibs Grinding Cocoa• mass/liquor
Cocoa powder Cocoa butter Sugar Milk powder Milk fat Emulsifier varilla
Grinding (refining) Conching Moulding/cooling Chocolate
Figure 1. Chocolate processing. Adapted from Fryer, P., & Bakalis, S. (2011). Engineering taste. Mechanical Engineering, 133, 30-33.
The fundamental steps in chocolate processing are fermentation, roasting and grinding.
These steps have evolved over time. Generally speaking, the chocolate making process begins with fermentation. Farmers scoop out the pulp covered seeds and place them in the sun where they are covered with banana leaves for about one week. During this time, enzymes in the beans are active and break down the complex carbohydrates into simple sugars. This allows fermentation to proceed. After fermentation, beans are dried and sent to factories for roasting and grinding.
Roasting generates favorable flavor compounds. After roasting shells are removed from the "nibs", the actual seed that becomes chocolate. Nibs are ground to reduce cocoa particle 16 size, releasing cocoa butter and resulting in a liquid called chocolate liquor. This is the main ingredient of chocolate. This "chocolate liquor" can be mixed with sugar, milk powder, and spices, or it can be separated into cocoa powder and cocoa butter under pressure.
Polyphenols in cocoa has been associated with positive health properties. Cocoa containing products are functional as an antioxidant to reduce oxidation. Dark chocolate is the leading type containing antioxidant. Flavanol contents are the major antioxidant in chocolate
(Stahl, et aI., 2009). Polyphenol components in chocolate products depend on two main factors, one is the bean variety, and the other is the processing procedure from bean harvest to chocolate products (Stahl, et aI., 2009). According to Smit and Blackburn (2005) theobromine in cocoa is the main psychopharmacologically active component, and is similar to caffeine derived from coffee bean. During chocolate making procedure, roasting is the primary cause of antioxidant loss because of the temperature and pressure used (Cervellati et aI., 2008; Crozier, et aI., 2011). 17
Chapter III: Methodology
This chapter discusses how the online survey was designed and executed and what
instruments were used. Methods for data collection and analysis are also included.
Subject Selection and Description
The subjects for this survey were randomly recruited from the general population of college
students currently attending University of Wisconsin-Stout and who were willing to take these
online surveys. Subjects under the age of 18 years were not eligible to participate in this study.
An implied consent form was signed prior to participation in the online surveys acknowledging
that subject participation was entirely voluntary, that subjects would remain anonymous and that
they were qualified to participate. Respondents had the right to choose not to take part without
any adverse consequences. Once respondents chose to participate in the survey, they were
directed via a web link to a questionnaire which contained the instructions for the survey.
Instrumentation
The questions were administered through the web-based survey tool, Qualtrics, which was
used to develop online survey questions and collect the information. The UW-Stout
Instructional Review Board approval statement, the UW -Stout implied consent form, two online
survey questionnaires, and the flyer used to recruit participants are found in Appendixes A, B, C,
and 0, respectively. The online survey questionnaires were designed to be concise with each
student being able to complete it in approximately four minutes. There are 11 questions in the
first online survey, including demographic information such as gender, year in school, grade
point average CGPA) and chocolate consumption frequency. This survey also asked subjects to respond to questions about chocolate bar attributes, concept acceptance, price, purchase intent, and their ideal chocolate bar. Following the first survey, a second was administered to recruit 18 additional participants and to expand on the answers that required addition clarification from the first survey. In the second survey, questions about chocolate bar attributes and price were eliminated. Some questions were rewritten, and a program concentration question was added.
Data Collection Procedures
This study was conducted from February 14 to March 23, 2011 after approval by the
UW-Stout IRB. Two online surveys were administered via the web-based survey tool,
Qualtrics. The questionnaires were developed by the investigator to learn demographic information as well as respondents' acceptance of this exam week oriented, chocolate bar concept. An advertisement flyer was printed and distributed on campus to encourage students to get involved in this volunteer-based project. An example is located in Appendix D. Also, an announcement was posted on the Campus Life Today forum to circulate information through email to all UW-Stout students. For the first online survey many students were recruited from an introductory food technology class through Desire to Learn (D2L), an online instructional program at Stout. For the second survey, Food and Nutritional Sciences students were directly recruited through email.
Data analysis
The predictive analytics software (P ASW, formally known as SPSS) version 18.0 for
Windows was used to analyze the data. Descriptive statistics, such as number count and percentage were computed by Qualtrics, and inferential statistics, such as independent sample t test and one-way ANOVA was computed by PASW. 19
Chapter IV: Results
Demographic Profile
The demographic information from the two online surveys is summarized in Table 1.
Participants are college students currently enrolled at University of Wisconsin-Stout who
voluntarily participated in this online survey. Subjects involved in the first survey are primarily
from an introductory food technology class. In the revised survey, participants were recruited
from the Food and Nutritional Science department including all three concentrations: Dietetics,
Food System and Technology, and Food and Nutritional Science (Master's degree).
Concept Acceptance
The product description states that this exam week oriented, chocolate bar is fortified
with nutritional and energy components and is formulated to relieve stress and generate better
exam performance. There were two questions related to the concept. One asked respondents
to rate their overall reaction to the concept from poor to excellent. The other asked participants
to indicate their interest in using the product by selecting from a list of statements that best fit their interest. In the first survey, 64% of respondents rated exam week oriented chocolate bar
concept as good or better. In the revised survey, this concept acceptance dropped to 50%,
perhaps due to the sample demographics. However, when asked to state their interest in using the
product only 11 % said "I really need this product because it will cheer me up". This fell to 9% in the revised survey. This outcome suggests that more than half of the respondents think this is a good concept, but most respondents do not believe it would offer them the benefit that the concept promised. The first survey, asked the question "based on the product description, how interested would you be in buying the new chocolate bar if it were reasonably priced?" 62% of 20 respondents said they were somewhat or more interested in purchasing at reasonable price (Table
2).
Estimated Price
Students were asked how much they would expect to pay for a chocolate bar described in the concept. Thirty-two percent of participants were willing to pay the average price, which is
$ 1.00. However, 36% of respondents were willing to pay more than the average price. This may reflect the belief that this chocolate bar is fortified with extra energy and nutritional components, and they would be willing to pay more than the common chocolate bar price. The remaining 32% respondents indicated they would pay less than $1.00 (Table 3).
Chocolate Attributes
Chocolate attributes such as appearance, texture, and aroma were ranked by participants based on a 5-point scale, from "not at all important" to "extremely important". Appearance (M
= 3.86, SD = 1.00), texture (M= 4.40, SD = 0.70), and aroma (M= 4.19, SD = 0.82) were all rated important, but there was no significant difference in degree of importance. This suggests that all sensory properties, in general, drive liking of chocolate bars (Table 4).
Chocolate Bar Type Preference
Table 5 displays the chocolate bar type preference. Respondents were asked which chocolate bar type they preferred. For this question respondents could choose more than one answer. Dark chocolate had the most (66%) favorable responses. This may be due to the fact that dark chocolate contains more antioxidants and more potentially healthy components. Milk chocolate had a similar number of favorable responses (59%) suggesting that other types of chocolate also meet the attribute demands of consumers. Sweetness in chocolate was important,
25% of respondents preferred sweet, 18% of respondents preferred semi sweet, and 2% of 21 respondents preferred not sweet at all. Additionally, 30% of respondents would like chocolate bars with added ingredients such as nuts, and almonds, whereas 16% of respondents preferred plain chocolate bar (Table 5).
Respondents' Comment toward the Exam Week Chocolate Bar Concept
The last question in the survey invited respondents to write their opinions or expectations of chocolate bars designed for use during exam week. Twenty participants responded, and their responses are divided into three categories:
1. The first group, 55% (11 out of20) of participants commented on chocolate bar attributes,
such as plain milk chocolate with fudge, chocolate with peanuts and caramel, white chocolate
with berry flavors, chocolate with almonds or chocolate with caramel, and chocolate with
crispy rice. One individual suggested salty tasting chocolate.
2. The second group, 25% (5 out of20) of respondents concentrated on the concept description
of this exam week oriented chocolate bar. For example, two respondents commented that
this survey needed better descriptions. Three respondents doubted the effect of an exam
week oriented chocolate bar, because they do not believe chocolate bars can help them
perform better during exams. They claimed that a chocolate bar is just a chocolate bar with
no other fascinating functions.
3. The third group, 20% (4 out of20) of respondents concluded that ifit is chocolate, they will
eat when they have a craving for it. 22
Table 1
Participants' Profile
Category First survey (N= 44) Revised survey (N = 75)
Percentage (%) Percentage (%)
Gender
Male 20 21
Female 80 79
Year in school
Freshman 31 15
Sophomore 24 24
Junior 17 9
Senior 17 24
Graduate 12 28
Grade point average
Less than 3.0 23 17
Greater or equal to 3.0 74 83
Chocolate consumption frequency
More than once a week 25 11
Once a week 23 35
Seldom 52 54
Program concentration
Dietetics 59
Food system and technology 15
Food and nutritional science 26 23
Table 2
Exam Week Oriented Chocolate Bar Concept Acceptance
Category First survey (N = 44) Revised survey (N = 75)
Percentage (%) Percentage (%)
Acceptance 64 50
Intended use 11 9
Purchase interested 62
Table 3
Estimated Price for Exam Week Oriented Chocolate Bar (N = 44)
Price Number Percentage (%)
$ 0.50 4 9
$ 0.75 10 23
$ 1.00 14 32
$ 1.25 9 20
$ 1.50 7 16
Table 4
Chocolate Attributes (N = 44)
Category Mean (M) Std. (SD)
Appearance 3.86 1.00
Texture 4.40 0.70
Aroma 4.19 0.82 24
Table 5
Chocolate Bar Type Preference (N = 44)
Category Number Percentage (%)
Dark chocolate 29 66
Milk chocolate 26 59
Sweet 11 25
Semi sweet 8 18
Not sweet at all 2
Bars with particles 13 30
Plain chocolate bar 7 16
The Effect of Gender on Concept Acceptance
Gender acceptance of the concept was tested by an independent sample t test. In the first sample group, male participants' acceptance of the concept (M= 2.56, SD = 1.01) was not significantly different from female participants' (M= 3.09, SD = 1.44),p > .05.
In the second sample, there was also no gender effect. Male participants' acceptance of the exam week oriented, chocolate bar concept (M = 2.88, SD = 0.81) was statistically similar to female participants' (M = 2.41, SD = 1.02), p >.05.
The Effect of Year in School on Concept Acceptance
To test year in school on concept acceptance, a one-way ANOVA was computed by PASW.
There was no difference among the freshman, sophomore, junior, senior, and graduate students based on the first sample group, meaning that year in school did not affect concept acceptance. 25
For the revised sample group, there was also no significant differences among the freshman,
sophomore, junior, senior, and graduate students, meaning that year in school did not affect
concept acceptance.
The Effect of GP A on Concept Acceptance
OPA is divided into two main groups, one is less than 3.0, the other is greater or equal to 3.0.
An independent sample t test was run by PASW, and there is no significant difference between
higher OP A and fairly low OPA on concept acceptance.
The Effect of Consumption Frequency on Concept Acceptance
To test consumption frequency on concept acceptance, a one-way ANOV A was computed
by PASW. There was no relationship between the consumption frequency and concept
acceptance in either survey.
The Effect of Program Concentration on Concept Acceptance
To test program concentration on concept acceptance, a one-way ANOV A was computed by
Predictive Analytics SoftWare (PASW, formerly known as SPSS). No statistically significant differences were found based on the revised group. 26
Chapter V: Discussion
This study attempted to investigate the concept of an exam week oriented, chocolate bar by determining acceptance by college students at University of Wisconsin-Stout. An online questionnaire was developed and administered using a web-based survey tool. The result showed that 64% of the respondents from the first survey and 50% of the respondents from the revised survey believed that the exam week oriented chocolate bar was a good concept, however, they were not interested in using the product. This could result from the fact that while students recognized the need for a product that increased energy, awareness and at the same time reduced effects of stress prior to examination; they did not believe that the concept as proposed could deliver against that need. Alternatively, many students may already have products like coffee or other behaviors that assist them in successfully preparing for exams. The effect of gender, year in school, OPA, chocolate consumption frequency, and program concentration did not have strong impact on the concept acceptance.
Limitations
Knowing the limitations of this study is essential. The following limitations may need to be considered:
1. Respondents may not have fully understood the concept as written. This was mentioned by
two respondents in the open ended comments
2. Some participants may not have had the patience to complete all of the survey questions due
to them being indifferent and/or uninterested.
3. Some subjects may not have correctly taken this online survey due to lack of familiarity with
the Internet skills. 27
4. The number of questions examined in this survey was limited due to the limited period of
time allowed to students to complete the survey.
5. The number of subjects was limited due to the students' willingness to participate in the
online survey.
6. The online survey cannot guarantee that one participant only took the survey once.
Conclusions
Sixty-four percent of the respondents from the first survey and 50% of the respondents from
revised survey agreed that a chocolate-based "energy mood" bar was a good concept though few
were interested in using the product. The effect of gender, year in school, GPA, consumption
frequency of chocolate bar, and program concentration on concept acceptance did not show a
statistically significant difference. However, these findings do not mean that demographics are
not important even though data analysis did not give a positive correlation. This may be largely
due to the limited sample size and participation. The questions must be written more accurately
and clearly so participants better understand the concept and can respond more precisely.
Recommendations
The fact that over half of respondents liked the concept suggests there is an opportunity or
need for a "supplement" bar that can help during times of "intellectual stress". The challenge is
to design a concept or a product that is a convincing solution to that "need". Future research
should focus on how to convince consumers that the concept works, and to determine what
specifically they would use as indicators of usefulness. Future research should use the result of this research to better design a more unambiguous and focused questionnaire. Questions should explore use intent, interest, and decision metrics by specific groups. This includes specific 28 nutritional factors like polyphenols and other components and sensory attributes that would increase interest and use. 29
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Appendix A: UW-Stout Institutional Board Approval of Research
152 Vee Rehab Building
University of WL5consin-Stout STOUT P.O. Box 790 UNiVl1<5lTYOI WI9;.UNSIN Menolllonio. WI 54751-0790
715/232-1126 715/232-1749 (lax) http·l/www.uwstQJlL~ Date: February 9,2011
To: Yanfang Liu
From: Sue Foxwell, Research Administrator and Human Protections Administrator, UW-Stout Institutional Review Board for the Protection of Human Subjects in Research (IRB)
Subject: Protection of Human Subjects in Research
Your project, "Consumer study ofexam week oriented chocolate bar at University of Wisconsin-Stout" is Exempt from review by the Institutional Review Board for the Protection of Human Subjects. The project is exempt under Category 2 of the Federal Exempt Guidelines and holds for 5 years. Your project is approved from February 9, 2011, through February 8, 2012.
If you are conducting an online survey/interview, please copy and paste the following message to the top of the form: "This research has been reviewed by the UW-Stout IRB as required by the Code of Federal Regulations Title 45 Part 46."
Please contact the IRB if the plan of your research changes. Thank you for your cooperation with the IRB and best wishes with your project.
*NOTE: This is the only notice you will receive - no paper copy will be sent. 35
Appendix A: VW-Stout Institutional Board Approval of Research (revised)
152 Voe Rehab Building
University of Wisconsin-Stout STOUT P.O. Box 790 UNlvrn.'in 01 W!5(1,"«\lN Menomonie, WI 54751-0790
715/232-1126 715/232.1749 (fax) http://w\'vw.v'lYJilllut.edu/ra/ Date: March 15,2011
To: Yanfang Liu
From: Sue Foxwell, Research Administrator and Human Protections Administrator, UW-Stout Institutional Review Board for the Protection of Human Subjects in Research (IRB)
Subject: Protection of Human Subjects in Research
Your revised project, "Consumer study ofexam week oriented chocolate bar at University of Wisconsin-Stout" is Exempt from review by the Institutional Review Board for the Protection of Human Subjects. The project is exempt under Category 2 of the Federal Exempt Guidelines and holds for 5 years. Your project is approved from March 15,2011, through March 14,2016.
Please form before dissemination: .~~~~~~~~~~~~~
If you are conducting an online survey/interview, please copy and paste the following message to the top of the form: "This research has been reviewed by the VW-Stout IRB as required by the Code of Federal Regulations Title 45 Part 46."
Please contact the IRB ifthe plan of your research changes. Thank you for your cooperation with the IRB and best wishes with your project.
*NOTE: This is the only notice you will receive - no paper copy will be sent. 36
Appendix B: Implied Consent Form
UW-Stout Implied Consent Statement for Research Involving Human Subjects
Consent to Participate in UW-Stout Approved Research
Title: Consumer study of exam week oriented chocolate bar at University of Wisconsin-Stout
Investigator: Research Sponsor: Yanfang Liu Dr. Hans Zoerb 715-529-8031 367 Heritage Hall [email protected] 715-232-2519 [email protected]
Description: This study attempts to design unique "exam week" chocolate bar aimed at University of Wisconsin-Stout students, in hope of providing a nutritional, energizing, and convenience snack food for use during exam week. The primary purpose is to investigate the attitude and use of this chocolate bar concept.
Risks and Benefits: There are no identified risks involved in participation of this study. Questionnaire will be delivered online by the survey tool, Qualtrics (Qualtrics Lab Inc., Provo, UT). Questions will ask patticipants to provide demographic information such as gender, year in school, grade point average, frequency of chocolate consumption and program concentration. Benefits of this study include examination and testing of different chocolate bar concepts for the purpose of developing effective marketing strategies and design of a unique energy providing snack.
Special Populations: Participation in this study is on a volunteer basis. There are no adverse consequences for not participating. Participants have the right to withdraw from the study at any time. Participants should be at least 18 years old, if subjects are under the age of 18 years old they are not eligible to participate in the study.
Time Commitment and Payment: The time commitment is minimal for this study. It will require approximately four minutes for respondents to complete a brief questionnaire via online web survey tool. Participation in this study is completely voluntary. The only other tasks required are for participants to carefully read and complete questionnaire.
Confidentiality: Respondents' name and other private information will not be available on any survey documents, and the individual participant information will be unidentifiable to the researcher and research advisor. The information gathered will be kept strictly confidential and any reports of the findings ofthis study will not contain any identifying information. Also, the researcher will never publish or share any information that could identify a person from this survey. 37
Right to Withdraw: Participation in this study is on a volunteer basis. There are no adverse consequences for not participating. Participants have the right to withdraw from the study at any time. Once participants submit their responses, the data cannot be linked to respondents and cannot be withdrawn.
IRB Approval: This study has been reviewed and approved by the University of Wisconsin-Stout's Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor. If you have any questions, concerns, or reports regarding your rights as a research subject, please contact the IRB Administrator.
For any other questions or comments please contact:
Investigator: Yanfang Liu IRB Administrator: 715-529-8031 Susan Foxwell, [email protected] Director, Research Services 152 Vocational Rehabilitation University of Wisconsin-Stout Research Advisor: Dr. Hans Zoerb Menomonie, WI 54751 367 Heritage Hall 715-232-2477 715-232-2519 [email protected] [email protected]
Statement of Consent: By completing the following survey, you agree to participate in the project entitled: Consumer study of exam week oriented chocolate bar at University of Wisconsin-Stout. 38
Appendix C: Survey Form
Exam Week Oriented Chocolate Bar Survey
This research has been reviewed by the UW-Stout IRB as required by the Code of Federal Regulations Title 45 Part 46.
Dear College Student:
This survey is about chocolate bar with extra energy and added nutrient designed to improve performance on EXAM.
Please read the following questions and answer each of them.
Thank you for your cooperation and help.
Q 1 Below is a list of attributes that characterize the product. How important is each attribute to you?
Not at all ; Not very i Not sure I Somewhat Extremely important ' important : important important (1) , (2) . (3) (4) (5) Appearance o o o o o Texture o o o o o Aroma o I o o o o
Q2 Based on the product description, how interested would you be in buying this new chocolate bar if it were reasonably priced?
0 Not at all interested 0 Not very interested 0 Not sure 0 Somewhat interested 0 Extremely interested
Q3 How often do you consume chocolate bars?
0 Everyday 0 More than once a week 0 Once a week 0 Once a month 0 Every three months 0 Once a year 0 Never 39
Q4 Based on the claim that it will help release a student stress during EXAM week, how favorable is your overall reaction to this concept?
0 Poor 0 Fair 0 Good 0 Very good 0 Excellent
Q5 Which of the following best describes your desire for this product? o I really need this product because it will cheer me up. o This is minor, I am not interested. o It looks okay, but is about the same as other brands. o You've got to be kidding, why would I need this product?
Q6 How much would you expect to pay this kind of chocolate bar? o $ 0.50 o $ 0.75 o $ 1.00 o $ 1.25 o $ 1.50 o Others (please specify) __
Q7 What is your gender? o Male o Female
Q8 What year are you in school?
0 Freshman 0 Sophomore 0 Junior 0 Senior 0 Graduate
Q9 What is your Grade Point Average (GP A) based on a 4.0 scale? o 1.99 or less o 2.00 - 2.49 o 2.50 - 3.00 40 o 3.00 - 3.49 o 3.50 - 4.00 o Unsure
Q 10 Which do you prefer? (Could be more than one choice)
0 Dark chocolate 0 Milk chocolate 0 Sweet 0 Semi sweet 0 Not sweet at all 0 Bars with nuts 0 Plain chocolate bar
Q 11 Please describe your ideal EXAM chocolate bar. 41
Appendix C: Survey Form (revised)
Exam Week Oriented Chocolate Bar Survey (revised)
This research has been reviewed by the UW-Stout IRB as required by the Code of Federal Regulations Title 45 Part 46.
Dear College Student:
This survey is about chocolate bar with extra energy and added nutrient designed to instill zeal when students approaching their EXAM.
Please read the following questions and answer each of them.
Thank you for your cooperation and help.
Q 1 Based on the product description, how favorable is your overall reaction to this concept?
0 Poor 0 Fair 0 Good 0 Very good 0 Excellent
Q2 Which of the following best describes your desire for this product?
o I really need this product because it will cheer me up. o This is minor, I am not interested. o It looks okay, but is about the same as other brands. o You've got to be kidding, why would I need this product?
Q3 How often do you consume chocolate bars? (Indicated the most close situation to you)
o More than three times a week o Once a week o Once a month
Q4 What is your gender? o Male o Female
Q5 What year are you in school? o Freshman 42 o Sophomore o Junior o Senior o Graduate
Q6 Please indicate the concentration for your program. o Dietetics o Food system and technology o Food and nutritional sciences (Master's degree)
Q7 What is your grade point average (GPA) based on a 4.0 scale? o 1.99 or less o 2.00 - 2.49 o 2.50 - 3.00 o 3.00 - 3.49 o 3.50 - 4.00 43
Appendix D: Advertisement Flyer
Chocolate Bar Online Survey
https://Uwstout.qualtrics.com/SE/?SID=SV _8zZFnQ9xw91p89G Thank you so much for your participation!
If you have any comments or concerns about this survey please contact:
Investigator: Yanfang Liu [email protected] Research Sponsor: Dr. Hans Zoerb [email protected] 367 Heritage Hall 232-2519