TABLE OF CONTENT

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

1.2 STATEMENT OF THE PROBLEM

1.3 AIM OF THE STUDY

1.4 OBJECTIVES OF THE STUDY

1.5 RESEARCH QUESTIONS

1.6 JUSTIFICATION OF THE STUDY

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Food has never been merely a basic human need; it is required for growth, development,

culture, and health (Habarurema, 2021). Throughout history, nutrition has evolved alongside

humankind, from prehistoric societies that survived on nature to the modern era of fast food

and changing eating habits. But one fundamental fact has remained unchanged: good

nutrition is essential for growth, health, and productivity. Good nutrition is essential to the

academic success, health, and physical well-being of students, particularly in postsecondary

education (Habib et al., 2020).

Throughout history, societies have increasingly valued the importance of gaining good eating

habits, especially among youth. In Greece, for instance, health and mental well-being were

considered to be the prerequisites of good nutrition, with philosophers like Hippocrates

lending support to food as medicine. Schools in the past also emphasized serving student’s

nutritious meals so that their study and productivity rates could be enhanced (Roustaee et al.,

2018). This is a historical lesson that is still valid today: what we consume determines how

we function.

Nutrition has an essential role in maintaining the health, academic performance, and overall

well-being of students. The intake of food by students impacts their energy levels, mental

function, and physical health directly. Nutritious food selection not only promotes long-term

health, but also enhances students' ability to improve academically, participate in

extracurricular activities, and social interactions (Yan, 2019). The quality of the food

available, as well as the eating environment, is very significant in influencing these

behaviors, especially in tertiary institutions.

The daily nutritional intake of students affects their general well-being. Proper eating, such as

vitamins, minerals, proteins, healthy fats, and carbohydrates, improves basic body functions,

reduces stress, and improves the immune system (Desai et al., 2020). A poor diet can cause

deficiencies that restrict thinking, cause fatigue, and make one susceptible to disease. For
example, insufficient intake of required fatty acids or micronutrients like calcium and iron

will most likely inhibit the operation of the brain and therefore lead to problem concentration

and memory (Krešić et al., 2019).

The connection between nutrition and academic performance is profound. Students who

consume foods that are high in nutritional value are more likely to sit through classes

attentively, participate in discussions actively, and memorize during study sessions. Omega-3

fatty acids, found in foods such as nuts and fish, have been determined to enhance brain

function and improve memory (Whatnall et al., 2021). Similarly, complex carbohydrates

from whole foods also yield a slow release of energy that enables the student to focus during

prolonged study hours.

Conversely, a diet high in processed food and sugar intake can lead to energy crashes and

loss of concentration, both of which negatively affect academic performance. Students, when

they lack proper nutrition, may experience fatigue, compromised cognitive function, and poor

classroom performance. Regular and healthy meals are required to enhance the energy levels

required for academic success (Willett et al., 2019).

The tertiary institution's food environment significantly influences students' eating behaviors.

In the institution cafeterias, dining halls, vending machines, and nearby restaurants all

contribute to what the students eat. Students find it challenging to eat well due to readily

accessible low-cost, processed, and fast foods with high levels of sugar, fats, and salt

(Abraham et al., 2018). They may be more convenient, particularly for students who do not

have much time between class periods or study periods. Furthermore, the environment of the

tertiary school can even encourage inappropriate dieting, i.e., eating fast foods with class

colleagues or munching on junk foods while studying at night. Poor nutritional education,

hectic lives, and limited finances may all have a role.

However, schools can play a role in teaching children healthy eating. Tertiary schools can

promote students' health and academic performance through the provision of healthy food

options, education on the importance of balanced diets, and the provision of a conducive

environment for the consumption of healthy foods (von et al., 2022). Schools can provide

healthy food in the canteen in the form of fresh fruits and vegetables, whole grains, lean

proteins, and healthy fats. Also on campus are nutritionists or dieticians, who help the

students make good food choices (Zein et al., 2019).

Apart from this, having nutritionists or dietitians also present on the campus to direct students

can also help them decide on their foods better. Another important issue of peer influence

while shaping eating behaviors is also another important aspect. Students would prefer to

have healthier eating habits if they have like-minded peers who value healthy food. Schools

are able to promote a culture of healthy eating through the inclusion of nutrition education as

part of the curriculum and in the promotion of healthy eating by student organizations

(Palmer, 2021).

Students' overall health is also greatly affected by their diet. Proper eating is crucial for

mental well-being, supplying the body with the nutrients needed to regulate emotions and

prevent stress and anxiety. Studies have discovered that students who consume a diet high in

antioxidants, omega-3 fatty acids, and B-vitamins feel more positive and alert (Nelson et al.,

2018). On the other hand, an inadequate diet may result in irritability, anxiety, and

depression, which would have a detrimental impact on studies and social relations.

The benefit of balanced diet is not only physical health and optimal performance in schools

but also social well-being. Sharing a meal, whether with schoolmates in the cafeteria or at

social events, brings about community and ease of interaction, which is central to university

students' lives. Conversely, unhealthy diet could lead to alienation, especially if the students

are isolated from other students or too exhausted to engage in social life.
1.2 STATEMENT OF THE PROBLEM

University students' nutrition is an important component of their well-being, academic

performance, and long-term adoption of a healthy lifestyle. Despite this fact, however, most

of the students are unable to maintain a healthy diet due to the type of school food

environment. It is these obesogenic food environments that have low access to healthy food

and high concentration of unhealthy food that is rich in calorie and poor in nutrients that are

responsible for the wrong food decision. This choice can create a cascade of negative effects,

from weight gain to deficiency, cognitive impairment, and high susceptibility to chronic

diseases such as obesity, diabetes, and hypertension.

In Osun State University (UNIOSUN), the food environment is poorly researched, and this

creates a big gap in knowledge regarding the impact of the quality and variety of available

foods on students' dietary intakes. Anecdotal evidence shows that the majority of students

take convenience foods, including fast foods and snacks, in large quantities and that these

could be poor in basic nutrients. In addition, economic limitations, time limitations, and poor

nutrition knowledge complicate their ability to make healthy dietary choices.

Lack of data on UNIOSUN students is a drawback in determining the etiologies of these

nutritional problems and implementing effective interventions. Lack of data on the school

food environment and its impact on making the right choice is a hindrance in formulating

proper strategies to encourage healthy eating. This study seeks to fill this gap through an

investigation of food environment and dietary behavior among UNIOSUN students with the

overall objective of producing informative evidence for policy and intervention to promote

student health and wellbeing.

1.3 AIM OF THE STUDY

The aim of this study is to explore the relationship between the food environment at

UNIOSUN and the dietary patterns of its students, with the goal of understanding how food
availability, quality, and other factors influence students' food choices and their overall

health.

1.4 OBJECTIVES OF THE STUDY

General Objective:

To assess the relationship between the school food environment and the dietary patterns of

UNIOSUN students.

Specific Objectives:

1. To identify the types of food available within and around the UNIOSUN campus.

2. To examine the dietary habits and food preferences of UNIOSUN students.

3. To evaluate how the school food environment influences the dietary choices of

students.

4. To explore the social, economic, and personal factors affecting the food choices of

students at UNIOSUN.

1.5 RESEARCH QUESTIONS

This study seeks to address the following questions:

1. What types of food options are available within and around the UNIOSUN campus

2. What are the common dietary patterns among UNIOSUN students

3. How does the school food environment influence the dietary choices of students

4. What social, economic, and personal factors affect the food choices of students at

UNIOSUN?

1.6 JUSTIFICATION OF THE STUDY

The feeding habit of university students has a major impact on their health, academic

performance, and overall well-being. On the UNIOSUN campus, the food varieties available

affect what students eat and what they do not eat. Students can be compelled to eat unhealthy
foods when nutritious foods are not served, and this could lead to health problems like

obesity and malnourishment.

This study is relevant because it will help ascertain the issues with the type of food students

are being served and how it affects their food consumption behavior. The results can educate

school administrators and policymakers to provide better types of food, encourage healthy

consumption of food, and allow students to be healthy and do well in school.

REFERENCE

 ‌Abraham, S., R. Noriega, B., & Shin, J. Y. (2018). College students' eating habits and

knowledge of nutritional requirements. Journal of Nutrition and Human

Health, 02(01). https://doi.org/10.35841/nutrition-human-health.2.1.13-17

 ‌Desai, M. S., Seekatz, A. M., Koropatkin, N. M., Kamada, N., Hickey, C. A., Wolter,

M., Pudlo, N. A., Kitamoto, S., Terrapon, N., Muller, A., Young, V. B., Henrissat, B.,

Wilmes, P., Stappenbeck, T. S., Núñez, G., & Martens, E. C. (2020). A Dietary Fiber-

Deprived Gut Microbiota Degrades the Colonic Mucus Barrier and Enhances

Pathogen Susceptibility. Cell, 167(5), 1339-1353.e21.

https://doi.org/10.1016/j.cell.2020.10.043

 Habarurema, G. S. (2021). Health, Medicine and Society. Journal of Advance

Research in Medical & Health Science (ISSN: 2208-2425), 7(9), 01-18.

https://doi.org/10.53555/nnmhs.v7i9.1043
 Habib, M. A., Chowdhury, A. I., Hossen, K., Kibria, T., & Hossain, M. (2020). Fast

Food Intake and Prevalence of Overweight/Obesity in Students: do Eating Habits

have a Differential Impact on Gender? International Journal of Contemporary

Medical Research [IJCMR], 7(6). https://doi.org/10.21276/ijcmr.2020.7.6.30

 ‌Krešić, G., Šimundić, B., Mandić, M. L., Kenđel, G., & Pavičić Žeželj, S. (2019).

Daily menus can result in suboptimal nutrient intakes, especially calcium, of

adolescents living in dormitories. Nutrition Research, 28(3), 156–165.

https://doi.org/10.1016/j.nutres.2019.12.010

 ‌Palmer, S. J. (2021). New government policy aims to help people adopt healthier

habits after lockdown. British Journal of Cardiac Nursing, 16(9), 1–2.

https://doi.org/10.12968/bjca.2021.0102

 ‌Roustaee, R., Houshiarrad, A., Tajik, E., & Hajifaraji, M. (2018). Assessment of

Dietary Intakes and Food habits in Female Adolescents with Eating

Disorders. Nutrition and Food Sciences Research, 5(4), 7–14.

https://doi.org/10.29252/nfsr.5.4.7

 ‌von der, N., Barterian, J., & Segool, N. (2022). Test Anxiety Interventions for

Children and Adolescents: A Systematic Review of Treatment Studies from 2000-

2010. Psychology in the Schools, 50(1), 57–71. https://doi.org/10.1022/pits.21660

 ‌Willett, W., Rockström, J., Loken, B., Springmann, M., Lang, T., Vermeulen, S.,

Garnett, T., Tilman, D., DeClerck, F., Wood, A., Jonell, M., Clark, M., Gordon, L. J.,

Fanzo, J., Hawkes, C., Zurayk, R., Rivera, J. A., De Vries, W., Majele Sibanda, L., &

Afshin, A. (2019). Food in the Anthropocene: the EAT–Lancet Commission on

Healthy Diets from Sustainable Food Systems. The Lancet, 393(10170), 447–492.

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 TABLE OF CONTENT

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 CONCEPT OF SCHOOL FOOD ENVIRONMENT

2.1.1 DEFINITION OF SCHOOL FOOD ENVIRONMENT

2.1.2 COMPONENTS OF A SCHOOL FOOD ENVIRONMENT

2.1.3 ROLE OF SCHOOL FOOD ENVIRONMENT IN STUDENT NUTRITION

2.2 DIETARY PATTERNS AMONG UNIVERSITY STUDENTS

2.2.1 DEFINITION OF DIETARY PATTERNS

2.2.2 COMMON DIETARY PATTERNS AMONG UNIVERSITY STUDENTS

2.2.3 FACTORS INFLUENCING DIETARY CHOICES IN UNIVERSITY STUDENTS

2.2.3.1 SOCIOECONOMIC FACTORS (INCOME, FOOD AFFORDABILITY)

2.2.3.2 CULTURAL AND RELIGIOUS INFLUENCES

2.2.3.4 ACCESSIBILITY OF HEALTHY VS. UNHEALTHY FOODS

2.2.3.3 PEER INFLUENCE AND SOCIAL TRENDS

2.3 RELATIONSHIP BETWEEN SCHOOL FOOD ENVIRONMENT AND DIETARY

PATTERNS

2.3.1 THE ROLE OF SCHOOL CAFETERIAS AND VENDORS IN INFLUENCING

NUTRITION

2.3.2 IMPACT OF FAST FOOD AND JUNK FOOD ON DIETARY HABITS

2.4 EFFECTS OF DIETARY PATTERNS ON STUDENT HEALTH AND

ACADEMIC PERFORMANCE

2.4.1 IMPACT OF NUTRITION ON COGNITIVE FUNCTION AND LEARNING

2.4.2 LONG-TERM HEALTH CONSEQUENCES OF POOR DIETARY HABITS

2.5 REVIEW OF PAST STUDIES ON SCHOOL FOOD ENVIRONMENT AND

STUDENT NUTRITION

2.5.1 GLOBAL STUDIES ON SCHOOL FOOD ENVIRONMENT

2.5.2 NIGERIAN STUDIES ON STUDENT DIETARY PATTERNS

2.5.3 RESEARCH GAPS IN EXISTING LITERATURE

2.6 POLICIES AND INTERVENTIONS FOR IMPROVING SCHOOL FOOD

ENVIRONMENT

2.6.1 GOVERNMENT REGULATIONS ON SCHOOL NUTRITION (GLOBAL AND

NIGERIA CONTEXT)

2.6.2 UNIVERSITY-BASED INITIATIVES TO ENCOURAGE HEALTHY

CONSUMPTION

CHAPTER TWO

2.0 LITERATURE REVIEW

2.1 CONCEPT OF SCHOOL FOOD ENVIRONMENT

2.1.1 Definition of School Food Environment

School food environment refers to different foods and drinks offered to the students inside

and around the school. It encompasses foods offered in school canteen, snacks offered from

machines, foods purchased in tuck shops, and even foods students bring from home. It

encompasses food policies, food prices, accessibility, and food culture inside the school. The

school food environment has an important effect on the eating habits, nutritional status, and

health of students (Jia et al., 2019).

2.1.2 Components of a School Food Environment

The school food environment is made up of several factors that determine what and how

students eat. These include:

Food Availability: This is the food that is present in the school. If the students are provided

with healthy food like fruits, vegetables, and balanced meals, they will end up eating them.

However if the school offers most of the time unhealthy foods like sugary drinks, fried food,

and processed food, then the students will develop unhealthy eating habits (Monteiro et al.,

2018).

Food Prices: The cost of food in school determines what students buy. If nutritious meals are

too expensive while junk food is cheaper, students will naturally go for the more affordable

option. Those Schools that subsidize or price healthy meals competitively encourage better

food choices (Eustachio et al., 2020).

Food Accessibility: How readily available the food is in the school matters. If healthy food

is placed out of reach or difficult to obtain with unhealthy food readily accessible, the

students will eat what is more readily available. Having healthy food placed in multiple

locations across the school promotes healthy eating (De, 2023).

Food Quality: The quality, freshness, taste, and preparation of food will influence

whether or not students will eat it. Students can reject healthy meals poorly prepared

or unappealing and substitute them with unhealthy options. The provision of good-

quality, palatable meals encourages better nutrition (Franceschelli et al., 2021).

2.1.3 Role of School Food Environment in Student Nutrition

The school environment influences what students eat and the quality of their nutrition. The

kind of food they eat on campus affects daily meals, positively or leads to unhealthy feeding

habits (Ryan et al., 2020). If students can readily get fresh fruits, vegetables, and balanced

meals on campus, they are more likely to eat healthily. However, suppose the school food

environment is dominated by junk food, soft drinks, and unhealthy snacks, In that case,
students will have unhealthy eating habits, increasing their risk of malnutrition, obesity, and

other health problems (Trübswasser et al., 2020).

The value of the food offered in school cafeterias and on sale by vendors is also contributing.

So much of the food is purchased and eaten based on convenience and low price but carries

excessive fat, sugar, salt, and fewer higher-value nutrients. Those schools that provide quality

and wholesome food for a price that does not cut too deep into the pockets of the students end

up enhancing the probability of adequate consumption and good health (Yamin and Wentzel,

2022).

Unhealthy food environments also affect academic performance among students. Regular

intake of unhealthy foods causes fatigue, poor concentration, and loss of energy, hence

making it hard to study (Salimi et al., 2022). However, intake of healthy foods boosts the

brain, improves memory, and improves learning abilities. It has been proven by research that

students who eat balanced foods do well at school compared to students who live on fast

foods. Malnutrition also leads to life-long chronic conditions like diabetes, heart disease, and

obesity, and these are all going to stay with them through adulthood (Santiago et al., 2018).

A good school food environment supports students in making better food choices, which

improves their health and academic success. When universities prioritize healthy eating by

providing nutritious food and reducing the availability of unhealthy meals, students can enjoy

better physical and mental well-being, leading to a higher quality of life (Abraham et al.,

2018).

2.2 DIETARY PATTERNS AMONG UNIVERSITY STUDENTS

Dietary patterns refer to the habitual consumption of specific foods and beverages over time,

which are influenced by various social, economic, cultural, and environmental factors.

University students, transitioning from adolescence to adulthood, often experience significant

changes in their dietary habits due to increased independence, academic stress, and exposure

to diverse food environments (Mikkilä et al., 2005).

2.2.1 Definition of Dietary Patterns

Dietary patterns can be defined as the overall combination of foods and beverages regularly

consumed by an individual or a population. These patterns are influenced by personal

preferences, availability, affordability, and cultural norms. Unlike individual nutrient intake

assessments, dietary patterns focus on food group consumption, eating frequency, and meal

timing, providing a broader perspective on nutrition-related health outcomes (Monteiro et al.,

2018).

2.2.2 Common Dietary Patterns Among University Students

University students have different eating habits based on factors like food availability,

financial status, cultural influences, and personal preferences. Some students eat balanced

diets, while others rely on fast food, snacks, or irregular meals due to their busy schedules

(Nelson et al., 2018). The common dietary patterns among university students include the

following:

Fast Food Consumption

The majority of the students consume plenty of fast food from restaurants, cafeterias,

or roadside food stalls as it is quick, cheap, and readily available. Fried chicken, burgers,

noodles, and soft drinks are some of the most popular foods that are sought after. However,

these foods are high in fat, sugar, and salt, which may lead to weight gain, indigestion,

and high vulnerability to illnesses like obesity, diabetes, and high blood

pressure if consumed excessively (Scarmozzino and Visioli, 2020).

Skipping Meals
Some students skip breakfast, lunch, or dinner due to their tight schedules, financial

struggles, or lack of appetite in the morning. Breakfast is the most commonly skipped meal

because students may wake up late or rush to class. However, skipping meals can lead to low

energy levels, poor concentration, irritability, and overeating later in the day. Over time, it

may also affect metabolism and lead to unhealthy weight gain or loss (Lopez et al., 2019).

Snacking Instead of Eating Proper Meals

Most of the students rely on snacks such as biscuits, chips, soft drinks, and instant noodles

instead of full meals. Snacks are easily available and do not require cooking, hence they are

the most suitable food for busy students. Although snacks can become a convenient source of

food for busy students, excessive consumption of snacks, especially processed and sweet

foods, leads to unhealthy eating, weight gain, and chronic disease development (Phadtare,

2023).

High-Carbohydrate Diet

Students in most universities consume a lot of carbohydrates such as noodles, bread, pasta,

and rice because they are cheap, filling, and readily available. Although carbohydrates

provide energy, consuming lots of them without enough proteins, vegetables, and fiber leads

to nutrient shortage, weight gain, and poor digestion (Berg, 2019).

Emotional or Stress Eating

Some other students turn to food for emotional comfort, especially during

stressful times like examinations or

financial issues. The behavior usually involves taking high-fat, high-sugar, or high-

calorie food as a reaction to stress, boredom, or anxiety. While food might bring temporary

relief, emotional eating can lead to overeating, indigestion, and addiction to unhealthy foods,

which affect physical and mental health (Sathyanarayana et al., 2018).

Late-Night Eating

University students, especially those who study at night, often eat late at night due to

studying, social activities, or irregular schedules. Common late-night meals include instant

noodles, fast food, or heavy meals, which can cause poor digestion, acid reflux, and weight

gain since the body’s metabolism slows down at night (Souza et al., 2021).

Healthy Eating Pattern

A few percentage of students choose a healthy diet full of fruits, vegetables, lean proteins,

and whole grains consciously. Such students may also drink plenty of water and avoid plenty

of sugar and processed foods. However, it is difficult to maintain a healthy diet in university

because healthy food is more expensive and not easily available in school cafeterias or nearby

food stalls (Frayn et al., 2018).

2.2.3 Factors Influencing Dietary Choices in University Students

University students’ food choices are influenced by several factors, including their financial

situation, cultural background, peer pressure, and the availability of different types of food.

These factors determine whether students eat a balanced diet or rely on unhealthy food

options (McCormack et al., 2024).

2.2.3.1 Socioeconomic Factors (Income, Food Affordability)

One of the strongest predictors of students' food choices is their financial status. The majority

of students are on a limited budget and must go for cheap meals, which means cheap,

processed, and fast foods at the cost of fresh and healthy foods (Headey and Alderman,

2019). The high cost of healthy food such as fruits, vegetables, and lean protein makes it

difficult for students to consume a balanced diet. Others also rely on instant noodles, bread,

and snacks as they are inexpensive and simple to prepare (Tong et al., 2018).
In addition, low-income students may be food insecure, as they do not automatically have

enough money to buy enough food. This can mean skipping meals, too much reliance on

unhealthy snacks, and inadequate diets that affect their health, energy, and grades. In contrast,

students who come from families with higher incomes or parental financial support will more

easily be able to afford varied, healthy meals and have healthier diets (Poelman et al., 2020).

2.2.3.2 Cultural and Religious Influences

There is a great impact of cultural background on food preferences of students. There are

students who prefer to eat familiar foods of their culture, even if they are studying in another

part of the country or another country. For example, Nigerian students may prefer to eat rice,

beans, yam, and soups, while others of their own cultures would like to eat other staple foods

(Kabir et al., 2018).

Spiritual belief is also a factor to consider in shaping food consumption. There are particular

foods that, according to the religion, should not be consumed by certain students. Muslim

students, for example, avoid consuming pork and liquor, and fasting during Lent as practiced

by Christian students may limit the foods one consumes. Students also practice vegan or

vegetarianism due to belief or spiritual faith, which can limit what food they eat where proper

meals cannot be easily availed (Graça et al., 2019).

2.2.3.3 Peer Influence and Social Trends

Social interaction and peer pressure contribute greatly to the diet of students. Students tend to

eat the same food as their roommates or friends, yet it is not a healthy diet. Hostel or shared

apartment students, for example, can share fast foods with fellow students because it is

convenient and acceptable in social gatherings (Naim et al., 2023).

Food trends and social media influence food choice among students as well. Students are

guided by trends like "junk food challenges" or "healthy eating lifestyles" on social media.
Social media advertising, discount promotions, and offers by fast food joints also encourage

students to eat unhealthy food. However, in certain cases, healthy students may encourage

other students towards healthy eating such as choosing salads, smoothies, and homemade

food instead of junk food (Dwivedi et al., 2021).

2.2.3.4 Accessibility of Healthy vs. Unhealthy Foods

The availability of food options on and around the university campus affects the diets of

students. Fast foods and processed snacks are more available than fresh, healthy foods in

most universities. The cafeterias, vending machines, and food stalls around the campus

mostly trade in fried foods, soft drinks, and sweet items, which makes it difficult for students

to choose healthy foods (Denney et al., 2019).

Students who live in areas where there are supermarkets, fresh food markets, and shops

selling healthy food have more chances of taking balanced diets. Those living in hostels or

areas where there are only fast-food joints may find it hard to access healthy foods. The

availability of kitchen facilities also influences the diet. Students who cannot cook or do not

have cooking facilities have no option but to rely on restaurants or street foods that may not

necessarily be healthy (FA, 2024).

2.3 RELATIONSHIP BETWEEN SCHOOL FOOD ENVIRONMENT AND DIETARY

PATTERNS

The food environment in schools strongly influences the dietary behavior of students. The

access, affordability, and variety of foods within the school affect students' diets in the sense

that they either take balanced meals or survive on unhealthy fast foods and snacks (Metcalfe

et al., 2020). Where healthy foods are highly available, students take balanced meals, but

where unhealthy foods dominate, unhealthy dietary habits are established.

2.3.1 The Role of School Cafeterias and Vendors in Influencing Nutrition

School cafeterias and food vendors are at the forefront of determining what students eat as

they decide the kind of food to serve on campus. If schools provide low-cost healthy food,

then students will be in a position to eat healthy. However, if schools and vendors mainly sell

fried foods, sugary foods, and soft drinks, then students will tend to develop unhealthy eating

habits (Briefel et al., 2019).

Most cafeterias in universities value price and convenience more than nutrition, which means

there are not enough balanced meals available. For example, most offer fried rice, instant

noodles, meat pies, and soda, but little fresh vegetables, lean protein, or whole grain. Some

universities do not have policies about the type of food that can be sold, so vendors sell more

lucrative but less nutritious foods (Lee, 2018).

On the other hand, institutions that promote healthier food environments by ensuring that

cafeterias and vendors provide nutrient-rich meals at affordable prices can encourage students

to adopt better eating habits. Other institutions also have meal plans with balanced diet

choices, which enable students to eat well (Willett et al., 2019).

2.3.2 Impact of Fast Food and Junk Food on Dietary Habits

Junk foods and fast foods are the most popular foods among university students due to the

fact that they are available, affordable, and easily accessible. Meat pies, fried chicken, instant

noodles, and soft drinks are examples of foods that most students prefer since they are easily

obtained and don't require cooking (Almogbel et al., 2019). The tendency to eat these foods

frequently leads to poor nutrition, obesity, and increased health conditions such as diabetes

and high blood pressure.

Junk food has a high calorie content and minimal essential nutrients, and thus students who

rely on it may end up having deficiencies in vitamins, low energy, and poor concentration. In

addition to these physical problems, junk food consumption can also affect performance in
schools because students who consume a high amount of sugar and fat get tired, lethargic,

and cannot concentrate in class (Peleg, 2021).

2.4 EFFECTS OF DIETARY PATTERNS ON STUDENT HEALTH AND

ACADEMIC PERFORMANCE

The type of food that students consume has a significant impact on their health and academic

performance. A proper balanced diet with required nutrients helps in brain functionality,

concentration, and overall well-being, while consuming poorly made consisting mainly of

junk food and processed meals can lead to fatigue, forgetfulness, and long-term health

complications (Savelli and Murmura, 2023).

2.4.1 Impact of Nutrition on Cognitive Function and Learning

Proper nutrition is essential to the functioning of the brain as well as educational

performance. Nutrition ingredients such as proteins, essential fats, vitamins, and minerals

help in producing neurotransmitters, memory, as well as attention. Students consuming

balanced foods high in fruits, vegetables, whole grains, as well as lean proteins are said to

have enhanced attention, sharpened cognitive function, and increased energy levels that make

them more efficient at studying and performing academically (Bede et al., 2020).

On the other hand, students who consistently skip meals or subsist mostly on junk foods can

feel drained of energy, have compromised brain function, and struggle to concentrate in class.

Overconsumption of sugar in soft drinks and processed foods may cause temporary highs of

energy followed by crashes, leading to tiredness, crankiness, and poorer academic

performance (Akinola, 2023). Deficiencies in basic nutrients like iron, omega-3 fatty acids,

and B vitamins have been linked with poor memory, reduced problem-solving skills, and

slower learning rates.

2.4.2 Long-Term Health Consequences of Poor Dietary Habits

Poor diets result in extreme long-term health conditions. Those students who habitually

consume fast food, processed food, and sugary beverages are most likely to develop obesity,

diabetes, hypertension, and cardiovascular diseases at an older age (Türkmen, 2024). The

excessive consumption of unhealthy fats and sugar contributes to obesity and metabolic

disease. Lack of nutrients weakens the immune system, and these students fall sick and get

infected frequently (Giménez et al., 2017).

In addition, poor eating habits developed during their years at university will carry over into

adulthood and lead to long-term diseases. The majority of students with a culture of

consuming highly processed and low-nutrient foods will not readily shift their meals in the

future, and hence they will have poor health in the coming years (Lim et al., 2020).

2.5 REVIEW OF PAST STUDIES ON SCHOOL FOOD ENVIRONMENT AND

STUDENT NUTRITION

The school food environment is an important factor in determining the dietary habits, health,

and academic achievement of students. Various studies have been undertaken over the years

to investigate how food availability, affordability, and quality in schools affect students'

eating habits and well-being (Lobstein et al., 2022). Research has shown that the availability

of nutritious foods, deliberate planning of meals, and strict control of the sale of unhealthy

foods have significant impacts on students' eating. In the majority of institutions, however,

especially in developing countries like Nigeria, unhealthy eating patterns continue to be the

order of the day due to matters concerning economic constraints, culture, as well as the

widespread use of processed food (Okuagu et al., 2018).

2.5.1 Global Studies on School Food Environment

Several international studies have examined the influence of school food environments on

academic performance and the nutrition of children. The majority of these studies focus on

offering healthy food within school cafeterias, the impact of fast food outlets within

proximity to schools, and knowledge among students regarding proper nutrition (Lobstein et

al., 2022).

For instance, research studies carried out in the United States have shown that students who

attend schools that have structured meal programs with nutrient-dense foods such as fruits,

vegetables, whole grains, and lean proteins have a higher likelihood of embracing healthier

diets than students who rely on processed and fast foods (Angeles et al., 2022).

Based on a study by the Centers for Disease Control and Prevention (CDC), students who

consume balanced meals in school have enhanced mental capacity, better focus, and reduced

risk of obesity-related diseases. Similarly, in Britain, school policies restricting the

availability of sweet drinks and junk foods in school have facilitated reduced cases of obesity

as well as healthier eating among students (Kurotani et al., 2016).

In Asian countries like Japan and South Korea, where the traditional diet is in fresh and

minimally processed foods, studies have shown that students have a lower rate of obesity and

have better academic performance. Educational institutions in such countries have a high

emphasis on nutritional education, with students being taught the importance of a well-

balanced diet from childhood. Some South Korean universities have commenced subsidizing

healthy meals in their cafeteria to make healthy food more accessible to students (Kurotani et

al., 2016).

However, amidst these encouraging trends, there are challenges. Western fast food culture

has had a serious influence on students' diets in most countries, leading to increased

consumption of high-calorie, low-nutrient diets. Studies in Canada, Australia, and certain

regions of Europe have shown that even though a healthy diet is made available, students

continue to gravitate toward fast foods and processed foods due to problems like peer

pressure, the convenience of availability, and aggressive promotion by food companies

(Sacks et al., 2009).

2.5.2 Nigerian Studies on Student Dietary Patterns

In Nigeria, studies among students have pinpointed widespread poor eating habits that are

powered mainly by economic, social, and environmental factors. Compared to developed

countries where controlled meal planning is common, Nigerian universities lack

institutionalized food programs, and students are dependent on food hawkers, cafeterias, and

fast foods for meals (Anyanwu, 2014). Studies have shown that the majority of students

decide what they eat based on price and convenience over nutritional content, and most often

this leads to poor food intake.

A study conducted in Obafemi Awolowo University (OAU) found that the majority of the

students consumed high-carbohydrate diets composed of rice, bread, noodles, and processed

foods with minimal intake of fruit, vegetables, and protein (Ijadunola et al., 2004). It is

mostly dependent on economic factors and the price of fresh produce.

In addition, research has pointed out the contribution of fast food vendors to the

determination of student nutrition. Research established that an overwhelming number of

students eat fast foods several times a week, frequently settling for fried snacks, soft drinks,

and processed meat. This is mainly because such foods are readily available and cheaper

relative to healthier equivalents (Bede et al., 2020).

Interestingly, some universities have taken some initiatives to encourage better eating habits,

for example, campaigns to make people aware of nutrition and collaborations with food

sellers to offer cheap healthy food. Yet still, challenges like weakness in enforcement, scarce
resources, and students' tendency towards easy foods impede further progress in enhancing

the diet of students.

2.5.3 Research Gaps in Existing Literature

Despite several studies on school food environments and students' dietary habits, there

remain some gaps, which are an indication of the need for policy intervention and further

research.

Lack of Research on the Long-Term Consequence of Student Dietary Habits

The majority of the available literature focuses on short-term diet trends, while relatively few

have addressed the way food consumption among students affects long-term health and future

lifestyle choices post-graduation. Potentially, if one knows such long-term effects, then it will

be possible for universities as well as policymakers to design more sustainable student dietary

schemes (Donnelly et al., 2019).

Shortage of Policy-Led School Food Environment Research

Most research measures student eating patterns but does not study the impact of school

policies or government policies on the food climate. There needs to be research that evaluates

the impact of food policies, food prices, and school nutrition programs on students' eating

patterns (Nelson et al., 2018).

Few Research on the Impact of the School Food Environment on Mental Health

There is recent global evidence that has linked nutrition to mental health, such that nutrition

contributes to stress, anxiety, and depression. There is limited research in Nigeria to explore

the link between student food habits and mental health, yet there is a growing incidence of

mental health conditions among university students (Figueiredo et al., 2020).

2.6 POLICIES AND INTERVENTIONS FOR IMPROVING SCHOOL FOOD

ENVIRONMENT

Improving the school food environment requires a combination of government policies,

university-based initiatives, and evidence-based interventions. Around the world,

governments and educational institutions have introduced various measures to ensure that

students have access to nutritious, safe, and affordable meals (Hofstede, 2021). These policies

aim to promote healthy eating habits, prevent nutrition-related diseases, and enhance students'

overall well-being and academic performance.

2.6.1 Government Regulations on School Nutrition (Global and Nigeria Context)

Globally, the majority of countries have put in place strict legislation to improve the quality

of food in schools. These include dietary requirements for school meals, banning unhealthy

foods, and subsidizing healthy foods (Saeedi et al., 2019). For example:

United States: The National School Lunch Program (NSLP) sets standards for healthy school

meals that require the inclusion of fruits, vegetables, whole grains, and lean meats and the

restriction of added sugars, salt, and saturated fats. Free or reduced-price meals are also

provided for poor children (Edens et al., 2018).

United Kingdom: The School Food Standards ensure that school meals are nutritious and

restrict fried foods, sugary drinks, and processed snacks. The UK government also introduced

a sugar tax to deter the consumption of sweetened beverages (Riboli et al., 2022).
Japan: The Shokuiku (Food and Nutrition Education) Programme teaches students good

eating habits, cooking, and cultural appreciation of traditional meals. The schools offer

healthy, properly prepared meals sourced from local farms (Yamaguchi et al., 2018).

In Nigeria, school nutrition policy is not so formalized compared to developed countries.

Even though the government has some programs, there is poor implementation and

enforcement. Some of the examples of nutrition policy in Nigeria include:

The National Policy on Food and Nutrition (NPFN): The policy aims to promote healthy food

consumption and food security for Nigerians, including university students. The policy lacks

specific recommendations about university food environments (Akintola and Fakoya, 2017).

The National School Feeding Programme: This program provides free meals to primary

school pupils but not to secondary schools or universities (Willett et al., 2019).

Food Hygiene and Safety Regulations: While there are regulations regarding food safety in

public places, enforcing the same in university canteens and street food stalls remains an

issue (Makinde et al., 2020).

Contrary to developed nations, Nigerian universities do not have strict policies for food

quality, portion size, and prices, leading to high reliance on fast food, processed foods, and

unhealthy eating patterns among students. Stricter policies and more efficient enforcement

mechanisms must be put in place to strengthen university food environments across the

country.

2.6.2 University-Based Initiatives to Encourage Healthy Consumption

Some institutions in the world have taken positive steps to provide better access to nutrition

for students. These actions involve providing healthier meals, educating students on proper

nutrition, and creating sustainable food systems. Some of them include:

Healthy Cafeteria Programs: Some universities have created healthier cafeterias by

providing low-priced, balanced meals that include low-fat, high-protein, and high-fiber foods.

Subsidized Meal Plans: Colleges such as Harvard University and the University of

California offer reduced-priced healthy meal plans to encourage better eating habits among

students.

Nutrition Awareness Campaigns: Colleges often hold health awareness campaigns to

inform students of the importance of balanced eating and the dangers of excessive

consumption of fast foods, soft drinks, and alcohol.

In Nigeria, hardly any universities have undertaken an effort to improve students' food

environments. The notable efforts are:

Private Universities with Regulated Cafeterias: Private universities, such as Covenant

University and Babcock University, regulate the food sold within the campus and encourage

healthier food choices. This, however, is not the case in public universities.

Student Movements for Improved Health: In certain universities, student movements are

promoting healthy living and physical well-being, but in most institutions, they are poorly

supported organizations.

Collaboration with Locally Based Vendors: For certain universities, there have been

attempts to link with food vendors to provide health-oriented meals, but there is no

enforcement.

Despite such efforts, public universities still struggle with low-quality food, unhealthy food,

and limited access to fresh, healthy food. Further action is needed to encourage and enforce

healthier consumption among students. (Story et al., 2018).

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TABLE OF CONTENT

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 STUDY DESIGN

3.2 STUDY AREA

3.3 STUDY POPULATION

3.4 INCLUSION AND EXCLUSION CRITERIA

3.4 SAMPLE SIZE DETERMINATION

3.5 SAMPLING TECHNIQUE

3.6 MATERIALS
3.7 DATA COLLECTION PROCEDURE

3.8 DATA CLEANING AND ANALYSIS

3.9 ETHICAL CONSIDERATIONS

CHAPTER THREE

3.0 RESEARCH METHODOLOGY

3.1 Study Design

This research will use a descriptive cross-sectional study design. The method is appropriate

since it provides an opportunity for data collection from participants at a point in time, giving

an overview of how the school food environment is associated with the diet of UNIOSUN

students. This design is best for capturing the situation and determining trends without

altering any variable.

3.2 Study Area

The study will be conducted at Osun State University (UNIOSUN), where there are multiple

campuses spread around Osun State, Nigeria. The campuses have varying food environments,
including cafeterias, canteens, and street food vendors around them. The study site was

chosen due to the high reliance of students on these food vendors and the potential impacts of

these food environments on their eating behaviors.

3.3 Study Population

The population for the study is students enrolled at Osun State University (UNIOSUN) on its

various campuses. The students are from various backgrounds, courses of study, and

socioeconomic statuses and are therefore suitable for assessing the school food environment

and eating habits.

3.4 Inclusion and Exclusion Criteria

Inclusion Criteria

This study will include participants who meet the following conditions:

1. They must be registered students of Osun State University (UNIOSUN) at the time of

the study.

2. They must be willing to participate and provide informed consent.

3. They must regularly consume food within the school environment, including meals

from campus cafeterias, food vendors, and restaurants around the university.

Exclusion Criteria

Participants will be excluded from the study if they meet any of the following conditions:

1. They are unavailable during the study period, making it impossible to collect their

responses.

2. They have specific dietary restrictions due to medical conditions, which could

influence their food choices independently of the school food environment.

 3. They are staff members, non-student residents, or individuals not enrolled at

UNIOSUN, as they fall outside the scope of the study population.

3.4 Sample Size Determination

The sample size for the study will be calculated using Cochran’s formula for determining

sample size in large populations:

n= Z^2⋅P (1−p)

D^2

Where:

 Z = 1.96 (confidence level at 95%)

 P = estimated proportion of students with unhealthy dietary patterns (assumed to be

0.5 for maximum variability)

 D = margin of error (set at 5%)

After calculating the initial sample size, adjustments will be made based on the total

population of UNIOSUN students and expected response rates to ensure sufficient

representation.

3.5 Sampling Technique

A stratified random sampling technique will be used to obtain participants. The student

population will be divided into faculties or campuses, and participants will be randomly

obtained from each stratum. This ensures that the sample is representative of the entire

student population.

3.6 Materials
The materials required for this study include:

 Questionnaires: To gather information on dietary habits and perceptions of the food

environment.

 Consent Forms: To document participants’ informed consent.

 Statistical Software (e.g., SPSS): For analyzing collected data.

 Stationery: Such as pens, notebooks, and clipboards for data collection.

 Digital Devices: For entering and storing data securely.

3.7 Data Collection Procedure

These are structured questionnaires that will provide information on dietary habits, attitudes

toward food, and campus food environment perceptions from the students. The questionnaire

contains open-ended questions and close-ended questions to ensure that data will be collected

comprehensively.

The subjects will be briefed on the purpose of the study, and consent forms will be provided

for voluntary participation. Questionnaires will be given face-to-face, and assistance will be

provided where needed to allow for proper responses. The process of data collection will last

two weeks, with arrangements for follow-up on subjects who require additional assistance or

reminders.

3.8 Data Cleaning and Analysis

The collected data will be checked for completeness and consistency as it is cleaned.

Incomplete or false responses will be excluded from the analysis. The cleaned data will then

be analyzed through SPSS. Descriptive statistics such as frequencies, percentages, and means

will offer a description of demographic factors and eating patterns. Inferential statistics such
as chi-square tests will be used to establish the association between food environment and

eating patterns.

3.9 Ethical Considerations

Ethical approval will be obtained from the Research Ethics Committee of UNIOSUN before

commencing the study. The purpose, aim, and voluntary nature of the study will be explained

to the participants. Written consent will be obtained, ensuring that the participants understand

their rights, including withdrawal at any time without penalty. Confidentiality and anonymity

will be strictly maintained by de-identifying all data and keeping it secure.