ADVERTISING AND CONSUMER EDUCATION

(A STUDY OF VIEWERS OF SELECT COMMERCIALS IN ORON

METROPOLIS)

BY

AFANKAN, JOY EDET

UCP/N2013/MC/013

TO

THE DEPARTMENT OF MASS COMMUNICATION

UYO CITY POLYTECHNIC, UYO.
AKWA IBOM STATE

SEPTEMBER, 2015.
1
 ADVERTISING AND CONSUMER EDUCATION
(A STUDY OF VIEWERS OF SELECT COMMERCIALS IN ORON
METROPOLIS)

BY

AFANKAN, JOY EDET

UCP/N2013/MC/013

TO

THE DEPARTMENT OF MASS COMMUNICATION

UYO CITY POLYTECHNIC, UYO.
AKWA IBOM STATE

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

AWARD OF ORDINARY NATIONAL DIPLOMA IN MASS
COMMUNICATION

SEPTEMBER, 2015.

2
 CERTIFICATION

I hereby certify that this work was carried out by Afankan, Joy Edet

with registration number UCP/N2013/MC/013, of the department of Mass

Communication, Uyo City Polytechnic, Uyo.

Mr. Kingsley Ibanga …………………….

Supervisor Signature/Date

Pastor George Udoh(Ph.D) ………………………

Supervisor Signature/Date

3
 DEDICATION

I dedicate this research work to God Almighty for his guidance,

direction and protection who stood by me throughout my stay in the

polytechnic.

4
 ACKNOWLEDGEMENTS

I acknowledge the faithfulness of God who helped me while doing

this research work. God has shown me that he is a great provider may his

name be exalted in Jesus name. Amen.

I also appreciate the support of my parents, Mr. and Mrs. Edet John

Bassey for grooming me to become what I am today.

My special thanks goes to my Supervisor, Mr Kingley Ibanga for his

fatherly role played in all my long stay of this studies. My head of

department, Mr. George Udoh Ph.D, Mr. Enefiok Inyang, Madam

Philomena Umoren, Mr E. S. Ebong and others.

More thanks goes to my brothers, sisters and friends for being great

source of inspiration.

Afankan, Joy Edet

5
 ABSTRACT

The study set out to examine the role advertisement in educating the
consumers with viewers of select commercials as a case study. For effective
analysis the study sought consumer’s reaction whether advertising really
educated consumers of goods and services in Oron urban, and whether
there were other factors that contributed to consumer education other than
advertising. The method used was the survey method and the
questionnaire was the instrument used for data collection. Two Hundred
and Fifty (250) copies of questionnaire containing twenty-three (23) items
were systematically distributed to viewers of television commercials in five
(5) zones, Uyo City Polytechnic Community, Okossi, Ukoko, Oruko and
Uyubia. Two hundren and forty (240) of the 250 copies were filled and
returned, but only two hundren and thirty were considered good enough
to be used in the analysis. Data collected were analysis using the simple
percentage in calculating the tabulated figure. The findings of the study
indicate that out of the 230 respondents, 70% of the respondents were
influenced by advertisement. In view of the finding of this study
advertising was found to influence consumer education in advertising is an
active and indispensable tool to ensure ethical behavior in the market
place. Futhermore, the research confirmed that factors other than
advertising equally influenced consumer education and their purchase
behavior, Base on these findings, it was recommended that advertising
messages should be packaged in such a way to educate the public about
the product and not only to sell the product. Apart from this advertiser and
manufacturers should know that consumer education is affected not only
by all emphasis and energy should not be concentrated on advertising at
the expense of product demonstration. product package/exhibition
message contents and pack information/insert.

6
 TABLE OF CONTENTS

Contents Pages

Title page - - - - - - - - - - i

Certification - - - - - - - - - ii

Dedication - - - - - - - - - - iii

Acknowledgement - - - - - - - - iv

Abstract - - - - - - - - - - v

Table of contents - - - - - - - - - vi

CHAPTER ONE - BACKGROUND TO THE STUDY

1.1 Introduction -- - - - - - - - - 1

1.2 Statement of the problem - - - - - - - 4

1.3 Objective of the study - - - - - - - 5

1.4 Research questions - - - - - - - - 5

1.5 Justification of the study - - - - - - - 5

1.6 Delimitation of the study - - - - - - - 6

1.7 Definition of terms - - - - - - - - 7

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1 Introduction - - - - - - - - - 9

2.2 The concepts of advertising - - - - - - 9

7
2.3 Advertising and consumer behavior - - - - - 16

2.4 Advertising and consumer education- - - - - 20

2.5 Theoretical frame work - - - - - - - 25

CHAPTER THREE – RESEARCH METHOD

3.1 Introduction - - - - - - - - - 29

3.2 Sample population - - - - - - - - 29

3.3 Subject / sample size - - - - -- - - 30

3.4 Description of measuring instruments - - - - 31

3.5 Method of data collection - - - - - - 31

3.6 Reliability and validity of instruments - - - - 31

3.7 Method of data analysis - - - - - - - 32

CHAPTER FOUR - PRESENTATION OF DATA AND DISCUSSION OF

FINDING

4.1 Introduction - - - - - - - - - 33

4.2 Presentation of data - - - - - - - 34

4.3 Discussion of finding - - - - - - - 47

CHAPTER FIVE - SUMMARY, CONCLUSION, AND

RECOMMENDATION

5.1 Introduction - - - - - - - - - 53

5.2 Summary - - - - - - - - - 53

5.3 Conclusion - - - - - - - - - 55

8
5.4 Recommendation - - - - - - - - 56

Reference

Appendix

9
 CHAPTER ONE

BACKGROUND TO THE STUDY

1.1 Introduction

Advertising consists of all the activities in presenting to a group a non-

personal; oral or visual, openly sponsored massage regarding a product,

service or idea. This massage is disseminated through one or more media

and is paid for by an identified sponsor. It is equally important to know

that there is a significant Distinction between advertising and an

advertisement.

Advertisement is a massage itself. Advertising is a process; it is a

programme or a series of activities necessary to prepare the massage and to

get it to the intended market (Stanton 2001:452).

Advertising is a powerful communication force and a vital marketing

tool helping to sell goods, services, images and ideas through the channel

of information and persuasion.

10
 It is an aspect of the marketing and communication process rather

than a separate activity carried on by distinctive group of professionals

independently of other marketing activities.

According to the American Marketing Association (AMA)

“Advertising is any paid form of non-personal presentation and promotion

of idea, goods find services by an identified sponsored” Advertising is aim

at selling good, ideas, service, create demand, familiarize the public with

the use of the product, prepare the way for the salesman, create goodwill,

introduce new styles and custom.

Advertising, as an important aspect of marketing as well as form of

communication aims at influencing consumer behavior. The goals set for

advertising are communication task to reach a defined audience to a given

extent and during a time period.

Advertising is aimed at mass groups rather than industrial

consumers; it must make use of basic appeals, which include sex, prestige,

11
esteem and hunger to obtain the receivers attention. It is however,

increasingly difficult to avoid it intrusion into our lives.

Advertising intent is mostly persuasive, Atelly (2004) rightly opined

that” all successes in business, in industrial production, in investment

depend upon the inescapable aspect of our life. There are three major

objectives of advertising.

 To produce awareness and knowledge about products and

services.

 To stimulates though and action about it.

 To create liking preference for it.

Advertisers should have adequate empirically based knowledge of

the consumer behavior, which is an indispensable tool in any attempt to

sell products or services to any group of consumers. They should be fairly

knowledgeable about or at least have an explanatory idea of how

consumers have an explanatory idea of how consumers within their target

market are likely to respond to their goods and services. They should

12
equally be able to establish the rationale for the actions or reactions of

potential consumers. They should know that deeply entrenched feelings or

sentiments by consumers cannot be charged overnight. Therefore,

knowledge of the consumer is the beginning of successful advertising.

Advertising massages have been used to educate the consumers about

the usefulness of the product or service; the study seeks to establish the

relationship between advertising promotions and consumer education in

Oron Urban.

1.2 Statement of the Problem

Advertising practice over the years have continued to thrive on

increased sales of products based on increased consumers education. The

production of commercials for television viewers is improving by the day

due to recent advances in technology.

The consumers have normal behavior to resist the purchase of goods due

to one thing or the other, such as lack of adequate information about

product or ineffective communication of the product that can satisfy

consumer’s needs and wants.

13
1.3 Objectives of the Study

The objectives of the study are;

i. To ascertain whether advertising really educates consumers of

goods and services in Oron Urban.

ii. To find out whether there are other factors that contribute to

consumers education.

iii. To determine if all the commercials used are educative.

1.4 Research Questions

i. Do advertising really educates consumers goods and services in

Oron Urban?

ii. Are there other factors that contribute to consumer education?

iii. Are all the commercials used educative model?

1.5 Justification of the Study

The finding of this research study will help in improving the quality of

advertising massages by the advertisers. It is expected to positively

influence the standard of advertising in the country in as much as its role in

educating the consumers concern.

14
 This study will also try and establish the relationship between

advertising and consumer purchasing behavior. It will equally be of

immense benefit to the advertising practitioners, teachers and students

both in advertising and other related fields as well as many others who will

come into contact into with the material as a reference material.

1.6 Delimitation of Study

The field of advertising is a wide one sometimes classified into many

perceptual variables in terms of contents, context, discipline and

application. The study does not seek to cover the entire field of advertising

but the area that affects the consumers, mostly consumer education.

Therefore, the study is concerned with the area of advertising influence

on consumer education and behavior in terms of patronage, satisfaction

and purchasing decision. Also, the study is restricted to the viewers of

Television Commercials in Oron urban for convenience and financial

reasons.

15
1.7 Definition of Terms

For proper understanding of the study, the following terms are defined.

Advertising: A selling massage by an identified sponsor published or

transmitted through the media to a target audience with the aim of

enhancing sales.

Consumers: People who are aware of a product or service and purchase

such to satisfy their want and needs

Commercials: An advertisement on radio and television.

Advertisement: It is a set of symbols and signs. Signs can take verbal non

verbal forms.

Products: A set of tangible attributes including packaging price,

manufacturer’s prestige and manufacturer and, retailer services which the

buyers may accept as offering satisfaction of wants and needs.

Education: An acquisition of knowledge through the formal instruction or

training.

16
Consumer education: Is the process of teaching the public on how to use

relevant facts and figures to make more intelligent purchasing decision.

17
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

When carrying out a research like this, the researcher normally

studies works that are related to the one being undertaken because they

provide useful information and facts.

These have been a lot of studies on advertising and consumer

education because it is one area that has attracted so much discourse and

scholarly work from marketers, advertisers and consumers.

The contributions of these actors in advertising field have been of

immense benefit in understanding the relationship between advertising

and consumer education as well as their buying preference. This chapter

reviews work in related areas to give the study a good academic focus.

2.2 The Concepts of Advertising

The word ‘Advertising’ has its origin from a Latin word ‘Advertire’

which means to 1 turn to. The dictionary meaning of the word is to

announce publicly or to give public notice. In other worlds, it may be

18
 interpreted as, to turn the attention of the people concerned to a specific

thing, which has been announced by the advertise publicly in order to

inform and influence them with the ideas, which the advertisement carries.

The term advertising as Wright et al {2002:9} view it, is the hardest term to

define. In a broad perspective, advertising is essentially a means of

spreading information. There are however, certain definitions put forward

by practitioners as to what advertising is. According to the American

marketing association {AMA} advertising is:

Any paid form of non-personal presentation

and promotion of ideas goods and services

by an identified sponsor.

This definition clearly distinguishes advertising from publicity and

personal selling. It equally demarcates advertising and propaganda because

while the identity of the advertiser must be known that of the propagandist

remains hidden. The goods, but with ideas and services.

19
 Bovee and Arens {2009:5} gave the following

as a working definition of advertising.

Advertising is the non-personal

communication of information usually paid

for usually persuasion in nature, about

products, services or ideas by identified

sponsors through various media.

According to Jefkins {2005}, “advertising presents the most persuasive

possible selling message to the right prospects for the product or services at

the lowest possible cost”

This is a profession definition because it emphasizes that advertising

should be plan and created to achieve the most possible results for the least

cost. He further said that advertising make known in order to sell goods or

services. A street name or house name make known, but does not try to

sell anything. Therefore, advertising aims to persuade people to buy.

20
Doghuge {2007} states that:-

Advertising is a group of activities aimed at

and including dissemination in any paid,

non-personal form concerning an idea,

product or services to compel action in

identified sponsor.

The difference in this definition is that advertising is not just any paid

non-personal presentation, promotion and dissemination of ideas, goods,

and services but really a group of activities carried out to compel action in

accordance with the intent of an identifiable sponsor. Nonyelu Nwokeye

{2001} defines” advertising as any form of non personal communication

through mass media that is paid for by an identified sponsor. along with

sales promotion , personal selling, publicity and public relations, it forms

the promotional or communication programme of the market. The purpose

of every advertising is to inform as well as persuade the people about a

particular product, service, belief or action.

21
 Ogunsanyan (2006:25) perceives advertising as a means of informing

the public of a section of the public of the benefits of a particular product,

service or activity in order to stimulate sales, generate favourable reactions

or generally create positive awareness of some sort.

Also, Doghudge (2007.iii) notes that,

observations clearly indicate that

advertising promotion general awareness

of the availability of products and service.

But practitioners know that advertising does much more. It creates

preference for products by emphasizing the unique benefit each product

offers and the choice, which is essential in any enterprise economy. Collion

(2003:10) stressed that:

A free economic choice cannot be achieved

unless there is some way in which our

alternative can be brought forcibly to our

attention.

22
 In his view, Dunns (2004) described; advertising as “a method of

delivering a message from a sponsor through an impersonal medium to

many people’’.

Ayola (2002) found advertising as a powerful learn source through

which consumer learn about a product and its attributes. He however,

noted that, the product choice of consumers to buy a particular product

that is advertising lies on the individuals’ initiatives after being to the

advertised product.

These definitions can hardly be considered satisfactory because they

may seem right from a communication: perspective, such may not be the

case from a commercial point of view.

With this mind, how can one conceptually define advertising to elicit

a general acceptance from all comers?

From a professional viewpoint, Doghudje (2007) views it as a profession

where member ethical means to accelerate the level of production so that

individuals can have a variety of goods sold at reasonable prices.

23
 The international chamber of commerce in 1954, defined advertising

in marketing terms as a non-personal multiple presentation to the market

of goods, services or commercial ideas by an identified sponsor who pays

of the delivery of his message to the carrier (medium); distinguished from

publicity, which does not necessarily identify the sponsor.

Despite the non-availability of a generally accepted definition of

advertising there is a general agreement however, that the bottom-line of

advertising is attitude

Change or reinforcement. Therefore, advertising should generally

produce awareness and knowledge. It should create liking and preference

and should stimulate though and action about advertised products, ideas

or services.

Advertising cannot perform any of these except it is based on clear

cut objectives: except it is single minded; convincing; easily understood;

except it highlights a significant benefit which gives the product, ideas.

Service a competitive edge over its competitors.

24
2.3 Advertising and Consumers Behaviour

The consumer is controlling force, mainly through a whole range of

behavioral possibilities such as viewing or not viewing, buying or not

buying, voting or not voting etc. It is the consumer to whom advertising

campaigns are directed, media are use, adverting agencies create copy and

upon whom advertising research is done. Aakers and Myers (2008).

Advertising is not a magic capable of causing people to do things, which

they do not need or want. It simply helps people to rationalize purchase of

products they want. Thus, advertising simply transforms the want in to the

motive that motivates the buyer to purchase the product, the company

offered if the product or the brand satisfies the need of the buyer.

Consumer behavior, according to Okigbo (2000), is ingredient

effectiveness and can be defined as a learned predisposition to behave in a

consistent, evaluative manner towards a person or product.

According to Varma and Agarwal (2004:74) consumer behavior is

defined as the acts of individuals in obtaining and using goods including

the decision processes that precede and determine these acts. This

25
definition includes both the ultimate consumers and the industrial users.

The behavior is “the process whereby individuals decide whether what,

when, where, how and from to using and caring for goods and services.

These skills include technique of allocating fund to achieve a goal and of

buying maximum value according to the individual interpretation of what

value represents to him.

Consumer education is one of the most important aspects of consumer

protection. A well informed public can be the last defense against

unscrupulous sales practices. It is concerned with the study of advertising

especially, it how and why it works. Consumer education is a more

complex and it includes the process of teaching the public on how to use

relevant facts and figures to make intelligent purchasing decisions. Nickels

(2000:403). Many consumers need to be taught the importance of goods,

services and ideas, and this often involves personal counseling, special

lectures, demonstrations etc. As the good and services we buy have

become more complex, consumer education has received increasing

attention in United States of America, Canada and other Countries. The

26
consuming public as well as economists and political leaders have all come

to realize that how the consumer spends his money can affect the

economic welfare of both individual and society in Nigeria.

All consumer education should begin with identification of potential

areas of misinformation, conflicts or doubts. This should be followed by a

review of the market to determine which group is most likely to need

education and how these groups might be reached. After the market has

been identified and its needs identified and established, a separate

education efforts should be planned for each major segments. Such

programme benefit the public tremendously in that people are better

informed and may buy product which may fully satisfy their needs.

Consumer education also benefits the seller because it establishes contact

with selected market and opens the kind of dialogue that leads to

satisfactory long-term marketing relationships.

The primary focus of consumer education historically had been to teach

individuals to become more skilled and rational buyers. Existing market

place conditions had set the framework for discussion and consideration of
27
the potential influence of consumers beyond the indirect impact of product

choice, decision has been extremely limited.

Another reason for the increasing interest in consumer education is

the greater abundance of consumer goods and services. As the society

grow more affluent, consumers are caught in the predicament of having

more choices but less familiarity with them. For instance, a generation ago,

a family buying a washing machine could choose only among a few rather

simply constructed wringer washers. Now a family choose from large

number of models with varying degree of automatic operation. Food and

household products have become complicated in an age of additional

processing and features. As ordinary, a product as laundry detergent there

is a problem in selection because consumers are bewildered by many

different types of claiming better performance and frequent improvement.

The current and future needs of consumers demand a broadcast view of

consumer role than, as traditionally been presented. Individuals and

groups who participate in consumer education should gain competence in

the knowledge and skill that are needed to make decision and take action
28
as informed and responsible consumer behavior mode. Necessary roles for

consumers’ ranges from learning to cope with their present circumstance to

participating as citizens to influence change that will bring good result.

The main point to be made here is that consumer education is an active

attempt by various social organizations to assure ethical behavior in the

market place, by training the public in consumption management.

2.4 Advertising and Consumers Education

There is truth in the saying that adverting is an educational and

dynamic principle. It aims at educating the buyer about raw ideas and new

products and their alternative uses Bovee and Arens (2009). It will thus

bring in new ways of life to the people at large and prompt them too give

up their old habits and inertia. Advertising, thus paves the way to better

standard of living.

A major objective of advertising is to inform (teach) people about

products and where to buy them. So advertisers are extremely interested in

how people learn. According to Bovee and Arens (2009: 10) “advertising is

seen as an educator, it speeds the adoption of new and untried ideas,

29
products and services. In so doing, it accelerates technological advances in

industry and hastens the realization of fuller life for all. It helps reduce

accidents and waste of natural resources and contributes to building a

better understanding and appreciation of products and services.

People learn from advertising. They learn about the products

available to them and they learn how they can better their lives. The

advanced “higher- level” needs, for example are learned. Learning

produces our habits and skills, it also contribute to the development of

attitudes, belief, preferences, prejudices, emotions and standards of

conduct all of which contributes to our education.

Advertising and consumer education will enable the consumers to

evaluate both criticisms and claims for advertising in forming opinions

about advertised products and services. The general public has very little

or no understanding of the numerous abuses of advertising by some

hidden persuaders. In fact, most people tend to believe all the claims

advertisers make without the slightest reservation. To such people,

30
advertising education can be real liberating force. The wise person, then

ought to have some exposure to advertising and consumer education.

One very successful way of generating interest in a product is to

educate the public about the product. Don’t sell the product- educate the

consumers about the product. There is a difference: to sell is to say

something is good, to educate is to show why and how it is good. All

consumer education efforts should begin with an identification of potential

areas of misinformation, conflict or doubt. It should help each person

understand his own value systems; develop a sound decision- making

procedure in the market place based on his values; evaluates alternatives in

the market place and get the best buy for his money.

The consumers need to be exposed to advertising education because

it plays a very important role in our lives. Today advertising is everywhere

with us. It affects and is affected by all segments of the society.

Industrialization has result in centralized production for distribution to

distant markets. Millions of naira are spent to create and deliver

advertising messages to consumer, business and professional bodies by

31
means of newspapers, magazines, television, radio, the postal services,

outdoor posters, handbills and a host of others miscellaneous channels of

mass communication.

Advertising is both omnipresent and obtrusive; there is nowhere to

run to these days to get away from it also contribute to the development of

attitudes, belief, preferences, prejudices, emotions and standards of

conduct- all of which contributes to our education.

Advertising and consumer education will enable the consumers to

evaluate both criticisms and claims for advertising in forming opinions

about advertised products and services. The general public has very little

or no understanding of the numerous abuses of advertising by some

hidden persuaders. In fact, most people tend to believe all the claims

advertisers make without the slightest reservation. To such people,

advertising education can be real liberating force. The wise person, then

ought to have some exposure to advertising and consumer education.

32
 One very successful way of generating interest in a product is to

educate the public about the product. Don’t sell the product- educate the

consumers about the product. There is a difference: to sell is to say

something is good, to educate is to show why and how it is good. All

consumer education efforts should begin with an identification of potential

areas of misinformation, conflict or doubt. It should help each person

understand his own value systems; develop a sound decision- making

procedure in the market place based on his values; evaluates alternatives in

the market place and get the best buy for his money.

The consumers need to be exposed to advertising education because

it very important role in our lives. Today advertising is everywhere with

us. It affects and is affect by all segments of the society. Industrialization

has resulted in centralized production for distribution to distant market of

naira are spent to create and deliver advertising messages to consumer,

business and professional bodies by means of newspapers, magazines,

television, radio, the postal services, outdoor posters, handbills and a host

of others miscellaneous channels of mass communication.

33
 Advertising is both omnipresent and obtrusive; there is nowhere to

run to these days to get away from advertisement in one form or the other.

Advertising affects us not merely as consumers of advertised goods and

services but as citizens.

2.5 Theoretical Framework

Theories worth considering as a backup for this project are: the

theory of cognitive dissonance and the learning theory.

The theory of cognitive dissonance provides the insight into

consumer’s behavior as a necessary guide to advertising strategies. This

theory, as put forward by Daniel (2003) looks at human activities as an

attempt to avoid, reduce or eliminate cognitive inconsistencies that have

arisen in him as a result of his exposure to information that are at variance

with his already held beliefs, values and opinions.

Bartos (2011) describes cognitive dissonance as a mental process of

rational application of (prior) knowledge to practical problem solving. This

presupposes that consumers are active participants who cannot just be

influenced to purchase products because of advertising. This theory

34
concerns itself with the way in which dissonance can be reduced. The

several ways in which dissonance might be reduced include:

 Changes one’s action or behavior to conform to the new information.

 Changes one’s knowledge or belief thus, if cognition within the

consumers are inconsistent consumers try to reduce the

inconsistency.

Buzzel (2012:99) explains that a number of tentative findings about

dissonance and buying behavior were made, one of which is that:

Consumers who obtain adequate information

probably will have less dissonance than those who

buy without sufficient information

Festinger (2006:22) states that either behavior or attitude may change

first, but sooner or later the other will change also. Therefore, this theory

indicate 1 the alternative adjustment to dissonance which to change either

behavior or attitude, or it can be seen that increase in sales as a result of

awareness created by advertising was due to change in behavior to adjust

35
from dissonance while the succeeding improvement observed in attitude

change is to give meaning to already achieved behavior.

Therefore, all advertising message seek to influence people’s

behavior. According to Kleppner (2003), the goal sometimes is simply to

reinforce consumer’s existing patterns, such as getting him to replace an

older model of a product with a newer one. Sometimes, especially in the

case of truly new products, it can be change behavior pattern to convince

someone to substitute to a new way of doing something for an old one.

Kassarijan hold that regardless of whether what people are learning

is a concept, message, information about a brand, learning is slow at first

but with repetition, it increases rapidly. This stems from Pavlov’s work in

classical conditioning which established in fact that human behavior is a

learned behavior. The application with respect to advertising is that

learning takes place when consumers of advertising messages alter a

response or behavior as a result of some experience.

36
 Learning theory involves the study of how consumers learn, so that

they can be taught to respond to advertising and other promotional tools

Mandel (2010:260)

37
 CHAPTER THREE

RESEARCH METHOD

3.1 Introduction

This chapter discusses the principles and procedures that were

adopted in carrying out this study.

William Peterson (2008), listed four techniques of researching

whether advertising in whatever medium is performing its primary

function of product, service and idea selling. These are:

a) Keying advertising

b) spilt run copy test

c) recognition survey and

d) Impact testing.

In this work, the researcher adopted the impact testing techniques using the

survey method to determine the role of advertising in education the

consumers.

3.2 The Population of the Study

The population for this study comprised all viewers of television

commercials of Flourish toothpaste, super blue Omo Detergent and Gold

38
 Circle Condom in Oron. The reason for choosing product commercial was

that these commercial are screened on NTA Channel 12 and AKBC TV

Channel 45. It is believed that the subjects have been exposed to them.

3.3 Subjects / Sample Size

A total of two Hundred and fifty (250) viewers, which formed the

sample size, were chosen to represent the population.

In order to be representative, the subject were drawn from the Uyo City

Polytechnic community, and the four major streets in Oron which are – Okossi

Uyubia Ukoko and Oruko through the systematic sampling technique at a

skip interval of five. Thus, 50 subjects were drawn from each zone, by

dividing, the sample size by the

Number of zones.

No of subjects = 250

No. of zones choosen = 5

Therefore: No of subjects 250 = 50

No of zones chosen 5

39
3.4 Description of Measurement Instrument
The questionnaire was used in gathering data for this research. This

was because it proved the most effective instrument for data gathering

from a large population. Apart from this, the questionnaire ensures that the

subjects were asked exactly the same questions in the same way and

guaranteed uniformity of answers from respondents.

A twenty- three item questionnaire, which contained closed-ended and

open-ended questions were constructed for this study.

3.5 Method of Data Collection

Being a survey research, data were collected through the

administration of the questionnaire on subjects. Using the systematic

sampling technique with a skip interval of five (5), the questionnaire

copies were administered to one (1)

3.6 Validity and Reliability of The Instrument

In order to establish validity, the questionnaire copies were

administered after being critically examined and certified correct by my

supervisor. It was justified to be clear, simple and complete. Reliability was

obtained by administering the instrument on a few respondents who were

40
not subject for the study. The result of this pilot study showed that the

questionnaire was okay in all aspect.

3.7 Method of Data Analysis

The data collected were computed using the frequency count and

simple percentage method of analysis. These were tabulated in a way as to

enhance a proper analysis and presentation and discussion of findings of

this study.

41
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF

FINDINGS

4.1 Introduction

Research, in its very nature, is an enquiry into an existing problem. It

is an attempt to arrive at a conclusion that data are collected and analyzed.

The objectives of this study sought to find out the role of advertising

in educating its consumers. In order to achieve this aim, the study sought

to provide answers to the following research question.

 Does advertising really educate consumer in Oron Urban?

 What other factors contribute to consumer’s education?

 Are all the commercials educative?

 Does advertising educate consumers on product usage, benefit and

positive/negative efforts of products?

 How has advertising been able to educate the consumers?

 Does advertising affect consumer product preference?

42
After a careful gathering of data this chapter presents the data collected

in tables followed immediately with data analysis and concludes with

the discussion of findings.

4.2 Presentation of Data

The following tables illustrate the data gathered from respondents.

These data are tabulated to show the frequency and percentages of the

respondent’s responses.

TABLE 1 SEX DISTRIBUTION OF RESPONDENTS

SEX FREQUENCY PERCENTAGE

MALE 130 57%
FEMALE 100 43%
TOTAL 230 100%
Table 1 shows that 130 respondents representing 57% were males, while

100 respondents representing 43% were females.

TABLE 2: AGE DISTRIBUTION OF RESPONDENTS

AGE FREQUENCY PERCENTAGE

15 – 25 80 35%
26 – 36 50 22%
37 – 47 60 26%
47 above 40 17
TOTAL 230 100%

43
 Table 2 shows that 80 respondents (35%) fell between the ages of 15

and 25, 50 respondents (22%) were between 26 and 36 years old. 60

respondents (26%) were between the ages of 37 – 47 years old while

respondents that were above 40 years were 40 representing 17%.

TABLE 3: EDUCATIONAL LEVEL OF RESPONDENTS

EDUCATIONAL FREQUENCY PERCENTAGE

QUALIFICATION
FSLC 60 26%
WASC/GCE/AL 68 29%
OND/HND/NCE 57 25%
FIRST DEGREE AND 45 20%
ABOVE
TOTAL 230 100%

Table 3 shows that 60 respondents representing 26% had First School

Leaving Certificate. 68 respondents representing 29% had either WASC,

GCE or AL. 57 respondents representing 25% had OND, HND or NCE.

45 respondents representing 20 % had First Degree and above.

44
TABLE 4: OCCUPATION OF RESPONDENTS

OCCUPATION FREQUENCY PERCENTAGE

STUDENT 16 29%
BUSINESS 50 22%
CIVIL SERVANTS 72 31%
PROFESSIONALS 42 18%
TOTAL 230 100%

Table 4 shows that 66 respondents representing 29% were students,

50 respondents representing 22% were businessmen. 72, representing

31% were civil servants. While 42, representing 18% were professionals.

TABLE 5: RESPONDENTS AWARENESS OF FLOURISH

TOOTHPASTE, SUPPER GLUE, OMO DETERGENT AND GOLD
CIRCLES (CONDOM)

RESPONSE FREQUENCY PERCENTAGE

YES 175 76%
NO 55 24%
TOTAL 230 100%

Table 5 shows that 175 respondents representing 76% had seen the

advertisements on flourish toothpaste, super blue Omo detergent and

Gold circle condom while 55 respondents representing 24% did not.

45
TABLE 6: RESPONDENT IMPRESSION OF THESE THREE
COMMERCIALS

RESPONSE FREQUENCY PERCENTAGE

YES 180 78%
NO 50 22%
TOTAL 230 100%

Table 6 shows that 180 respondents representing 78% claimed that

they were impressed by the three commercials while 50 respondents

representing 22% were not.

TABLE 7: RESPONDENTS EXPOSURE TO THE THREE

COMMERCIALS

COMMERCIALS FREQUENCY PERCENTAGE

FLOURISH TOOTH 110 48%
PASTE
SUPER BLUE OMO 50 22%
DETERGENT
GOLD CIRCLE 70 30%
CONDOM
TOTAL 230 100%

Table 7 reveals that 110 respondents representing 48% had been

exposed to flourish tooth paste most, 50 respondents representing 22%

46
choose the super blue omo detergent while to respondents (30%) said they

had been exposed to gold circle condom commercial.

TABLE 8: KNOWLEDGE LEART FROM THE ADVERTISEMENT

KNOWLEDGE FREQUENCY PERCENTAGE

GAINED
HOW TO USE THE 40 17%
PRODUCT
THE BEBNEFITS OF 60 26%
THE PRODUCT
THE NEGATIVE SIDE 15 7%
EFFECT OF THE
PRODUCT
A AND B ABOVE 50 22%
ALL OF THE ABOVE 65 28%
TOTAL 230 100%

From the data in table 8, 40 respondents representing 17% learnt how

to use the product from advertisements, 60 respondents representing 26%

learnt about the benefit of the product, 15 respondents representing 7%

said the advertisement taught them about the negative side effect of the

product, 50 respondents representing 22% agreed that the advertisement

taught them how to use the product and the benefit of the product. While

47
65 respondents (28) agreed that the advertisement taught them all the

above mentioned reasons.

TABLE 9: DISTRIBUTION OF RESPONDENTS BASED ON THE MOST

EDUCATIVE MESSAGE

COMMERCIALS FREQUENCY PERCENTAGE

SUPER BLUE OMO 50 22%
DETERGENT
FLOURISH 100 43%
GOLD CIRCLE 80 35%
CONDOM
TOTAL 230 100%

Table 9 shows that 50 respondents representing 22% claimed that

super blue Omo detergent presented them with the most educative

message. 100 respondents 43% choose Flourish tooth paste as the

advertisement with the most educative message. While 70 respondents

representing 35% claimed that gold circle condom presented the most

educative message.

48
TABLE 10: DISTRIBUTION OF RESPONDENDENTS BASED ON
SUFFICIENT INFORMATION ON PRODUCTION USAGE AND
BENEFIT

SUFFICIENT FREQUENCY PERCENTAGE

YES 140 61%
NO 90 39%
TOTAL 230 100%

Table 10 shows that 140 respondents representing 61% revealed that

the advertisement of the product gave them information on product usage

and benefit. 90 respondents representing 39% disagreed that it did.

TABLE 11: DISTRIBUTION OF RESPONDENTS BASED ON

ADVERTISEMENT WARNING AGAINST SIDE EFFECTS AND
USAGE

WARNING FREQUENCY PERCENTAGE

YES 15 7%
NO 215 93%
TOTAL 230 100%

According to table 11, 15 respondents, 7% claimed that the

advertisement did provide them with information that warned against side

effect and misusage of the product, while 215 respondents representing

93% disagree that it did.

49
TABLE 12: DISTRIBUTION OF RESPONDENTS BASED ON
KNOWLEDGE LEARNT FROM THE THREE ADVERTISEMENTS

KNOWLEDGE FREQUENCY PERCENTAGE

LEARNT
LEARN A NEW SKILL 55 24%
GIVE INFORMATION 75 33%
WARN AGAINST 5 2%
SIDE EFFECT
THE BENEFIT OF THE 95 41%
PRODUCT
TOTAL 230 100%

Table 12 shows that 55 respondents representing 24% agreed to have

learnt a new skill from the advertisement, 75 respondents (33%) claimed

that the advertisement provided them with information, 5 respondents

representing 2% said that the three advertisement warned them against

side effect of the product, while 95 (41%) revealed that they had learned

about the benefit of the product from the advertisements.

50
TABLE 13: RESPONDENTS RESPONSE ON EDUCATIVENESS OF
COMMERCIALS

EDUCATIVENESS FREQUENCY PERCENTAGE

YES 85 37%
NO 145 63%
TOTAL 230 100%

On whether all commercials are educative table 13 shows that 85

respondents representing 37% were of the opinion that they were

educative while 145 respondents (63%) claimed that it was not all

commercial that were educative.

TABLE 14: RESPONDENTS REASONS ON WHY ALL COMMERCIAL

ARE NOT EDUCATIVE

REASONS FREQUENCY PERCENTAGE

LESS INFORMATION 40 17%
OF PRODUCT USAGE
AND BENEFIT
SOME DO NOT 35 15%
TEACH US HOW TO
USE THE PRODUCT
SOME DO NOT 105 46%
WARN AGAINST
SIDE EFFECT
ALL OF THE ABOVE 50 22%
OTHER SPECIFY - 0%
TOTAL 230 100%

51
 From table 14. 40 respondents representing 17% though that all

commercials were not educative because they provided them with less

information on product usage and benefit. 35 respondents (15%) were of

the opinion that some did not teach on how to use the product. 105

respondents representing 46% claimed that it was because some did not

learn against side effect. 50 respondents (22%) choose all the reasons for it

not being educative. No respondent specified any reason why they thought

all commercials were not educative.

TABLE 15: REASONS ON EDUCATION ELEMENTS

EDUCATIONAL FREQUENCY PERCENTAGE

PRODUCT 68 30%
INFORMATION ON 47 20%
USAGE AND
BENEFITS
INFORMATION ON 41 18%
SIDE EFFECT
METHOD/MEDIA OF 4 2%
PRESENTATION
ALL OF THE ABOVE 70 30%
TOTAL 230 100%

52
 According to table 15, 68 respondents representing 30% claimed that

product demonstration was one of advertising element that educates them

in an advertisement. 47 respondents (20%) were of the opinion that

information on usage and benefit was the element that contributed to their

learning. 41respondents (18%) believed that information on side effects was

one of the elements that educated them. 4 respondents representing 2%

were of the view that the method/media of advertisement presentation was

one of the elements that educated them. 70 respondents representing 30%

claimed that all the above elements educated them.

TABLE 16: ADVERTISEMENT INFLUENCE ON PEOPLE’S

PURCHASING BEHAVIOURS

RESPONSE FREQUENCY PERCENTAGE

YES 160 70%
No 70 30%

Total 230 100%

Table 16 shows that 160 respondents (70%) claimed that

advertisement education affected their choice of product. 70 respondents

representing 30% claimed that it did not affect their choice.

53
 Question 16, is all about the reason people think advertising

education affect their choice of product. Majority thought that advertising

education did not affect their choice of product because they bought what

they preferred. Some believed that it was because advertisement was just a

make believed thing. Others were of the opinion that most products did

not follow what their advertisement portrayed.

TABLE 17: FACTORS THAT CONTRIBUTE TO CONSUMER

EDUCATION

FACTORS FREQUENCY PERCENTAGE

PRODUCT 35 15%
DEMONSTRATION
PRODUCT/PACK 15 7%
EXHIBITION
MESSAGE CONTENT 25 11%
PACK 42 18%
INFORMATION/INSERT
PERSONAL SELLING 38 16%
ALL OF THE ABOVE 45 33%
TOTAL 230 100%

Table 17 shows that 35 respondents representing 15% claimed that

product demonstration contributed to consumer education. 15 respondents

(7%) close product/pack exhibition as a factor that contributed to consumer

54
education. 25 respondents representing 11% were of the view that message

content contributed to consumer education. 42 respondents representing

18% claimed that pack information/insert was one of the factors other than

advertising that contributed to consumer education. 38 respondents (16%)

believed that personal selling contributed to consumer education, while 75

respondents representing 33% claimed that all the above factors

contributed to consumer education.

TABLE 18: RESPONSE ON PURCHASE WITHOUT ADVERTISING

RESPONSE FREQUENCY PERCENTAGE

YES 155 65%
NO 75 33%
TOTAL 230 100%

Table 18 shows that 155 respondents representing 67% maintained

that they would still by the products if their advertisement were withdraw.

75 respondents representing 33% maintained that they would stop

purchasing.

55
TABLE 19: RESPONSE OF KNOWLEDGE GAINED

RESPONSE FREQUENCY PERCENTAGE

YES 130 56.5%
NO 100 43.5%
TOTAL 230 100%

Table 19 shows that 130 respondents representing 56.5% claimed that they

have learnt from the advertisement. 100 respondents (43.5%) disagreed that

they would.

4:3 Discussions of Findings

The discussion of findings aims at answering the research question of

this study.

Research Question One

Does advertising really educate the consumer in Oron Urban?

As shown in table 14 on the knowledge learnt from the advertisements, the

tables shows that 17% (40) of the respondents were taught how to use the

product, 26% (60) were taught the benefits of the product, 22% (50) agreed

that they were taught both options A and B – how to use the product and

the benefits of the products, 28% (65) were taught all of the above options

56
while 7% (15) of the respondents were taught the negative effects of the

products.

From the analysis, the question whether advertising really educates

the consumers in Oron Urban can be answered in affirmative because this

finding reveals that every section of the respondents was educated in one

way or the other, positively or negatively.

Research Question Two

What other factors contribute to consumer education?

It was discovered from the findings of this study that the other factors

contributed to consumer education. These factors differ from one person to

the other.

Table 17 indicates the various factors that contribute to consumer

education as - product demonstration, product pack exhibition, messages

contents, pack information/insert and personal selling 15% (35)

respondents claimed that that product demonstration contributed to their

education about a product, 7% (15) based their own factors on

57
product/pack exhibition, 11% (25) agreed on message content, 18% (42) of

ticked packed information/insert as one of the contributing factors, 16%

(38) agreed on personal selling effort as one of the factors, while 33% (75)

believed that all the options given were contributing factors.

From this analysis, it could be inferred that advertising only does not

contribute to consumer education although it is not of the most important.

Research Question Three

Are all the commercial educative?

From the data analysis, it is indicated that 63% of the respondents

responded negatively to this question. This could be derived from table 13

which contains the responses of the respondents.

Table 13 reveals that out of 230 respondents for this study 37% (85)

were of the opinion that all commercial are educative, while 68% (145) of

them claimed that not all the commercial are educative.

58
Research Question four

Does advertising educate consumers on product wage, benefit and

positive/negative effects of products?

From the data it can be deduced that advertising educates consumers

on product usage, benefit and positive and negative effects of products.

As shown on table 10, out of the total number of 230 respondents 61%

(140) agreed that the advertisement of the products gave them enough

information on product’s usage and benefit while 30% (90) disagreed that it

did not.

Invariably, from the analysis, it can be finally said that advertising

educate consumers on product usage, benefit and positive/negative effects

of the products.

59
Research Question Five

How was advertising been able to educate the consumers?

Advertising educates the consumers in various ways among them are

creation of awareness about the existence of particular products, giving

knowledge about the methods of application and usage etc. but from the

data analysed, it is indicated that advertising has been able to educate the

consumer by informing their choice of product.

Table 12 reveals that 24% claimed that the three commercials have

taught them a new skill, 33% agreed that it gave them information and 41%

were also of the view that it taught them about the benefit of the products.

Invariably, from the data, we can say that advertising educates

consumer through its various educational elements applied in

advertisements.

60
Research Question six

Does advertising affect consumer product preference?

Table 16 reveals that 70% agreed that advertising affected their choice

of product, 30% disagreed that advertising education did affect their choice

of product.

In table 5, 76% were aware of flourish tooth paste, super blue omo

detergent and gold circle condom advertisements. In table IX, 78% were

impressed by these advertisements.

In table 18, 67% maintained that they would still buy the product if

the advertisement were withdrawn, in table 19, 65% (100) disagreed that

they would purchase the product because of advertising. It therefore,

follows that the degree of advertising effect is determined by other factors

but advertising affect consumer’s choice of product. This is in line with the

AIDCA principle.

61
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This study on advertising and consumer education concentrated on

viewer’s of widely advertised flourish tooth-paste, super blue detergent and

gold circle condom advertisements.

The survey research method was adopted to examine the role of

advertising in educating the consumers with viewers of select commercial

as a case study. The viewer were from five zones namely; Uyo city

polytechnic community, Okossi, Ukoko, Oruko and Uyubia.

Questionnaires were used for data collection and they were designed

in accordance with the research objectives.

5.2 Summary

This study was carried out to examine the role of advertising in

consumers’ education and its influence on consumer behaviour. its

objectives were to ascertain whether advertising really educates consumer

of goods and services in Oron urban , to find out whether there are other

factors that contribute to consumer education, to determined if all the

commercials are educative, to find out if advertising educates consumers on

62
product usage, benefit and positive/negative effects, to assess the extent to

which advertising has been able to educate the consumers and to find out if

advertising education affects product preference. It was permitted on the

assumption that advertising as mass media content should satisfy certain

information needs his audience (consumers). These needs would course be

situated with the motivational factors that could draw the attention of the

motivational factor that could draw the attention of the consumers to a

particular product through advertisements, such as consumer’s wants,

interest, utility etc.

Findings of the study indicate importance of advertising, generally to

inform, persuade, educate, motivate etc. To inform (teaching) people about

new products and news ideas and their alternative uses and also about

where to buy them were highlighted. It was found out that advertising as

mass media content has become a powerful medium for the creation of

awareness and interest in product and is regarded as a powerful educator.

63
 Noted also was the fact that advertising educates consumers on

product usage and benefit, including both positive and negative effect of the

products.

The findings equally revealed that not all commercials are educative

and that advertising only, does not contribute to consumer education, but

just one of the elements such as product demonstration product /package

exhibition, message contents, pack information/insert among others.

5.3 Conclusion

Advertising can simply be described as a powerful educational

source through which the consumer learns about a product and its

attributes. More specially, advertising presents the most persuasive possibly

selling presents the most persuasive possible selling message to the right

prospects for the product or service at the lowest possible cost (Jefkins

2005).

It makes known in order to sell goods or services but besides, it

simultaneously educates the consumer on new ideas, products or service.

64
 This study gives a picture of how Oron audience has tremendously

gained from the product‘s advertisements. This is determined by the

responsiveness of the behavior of Oron consumers to advertisements of

flourish toothpaste, super blue Omo detergent, and gold circle condom.

Their preference of flourish tooth-paste advertisement indicated that their

behavior have been greatly influence by the advertisements.

The main point to be stressed here therefore, is that consumer

education in advertising is an active and an indispensable tool to ensure

ethical behavior in the market place. Advertising could be said to train

people on consumption management.

5.4 Recommendation

In order to aid the advertising agencies, government agencies

academic, consumers, manufacturers and service organization in the

practice and learning of advertising, the following recommendation are

made:

The advertising message should be packaged in such a way to

educate the public about the product and not only to sell product. Learning

65
aids should be introduced into advertisement such as pictorials or diagrams

showing directions and method of application and usage.

All consumer education should begin with an identification of

potential area of misinformation, conflict or both. It should help each person

understand his own value systems, develop a sound decision making

procedure in the market place based on his value in order to get the best

buy for his money. Advertisers and manufacturers should know that

consumer educations are affected not only by advertising but by other

factors as well, As such; all emphasis and energy should not be

concentrated on advertising at the expense of product demonstration,

product package/exhibition, and message content and pack

information/insert.

Since advertising are usually transient and operational, manuals or

directories should be equally attached to product on purchase so that

buyers can apply the products independently with little or no assistance.

Taking the literacy level of this country into consideration,

advertisers should consider doing some advertisements in local languages

66
directed at low-income rural dwellers and illiterate classes. This could

convey the message to a larger audience.

It could be that the 22% in table 6 that were not impressed by the

three commercials did not understand those advertisements as most of

them were not educated beyond primary school level.

Above all, advertisers should invest in research due to the dynamic

nature of the society to update their message and copy strategies.

67
 REFERENCES

Aaker D.A.R Butra and J.Myers (2008) Advertising management (4th ed),

New Deih: prentice- hall of india.

Atelly, R (2004) Consumer Behaviour : An overview, ‘ Advertising in

Nigeria- lagos : pp. 5-15

Ayoola, B. (2002) ‘ Effectiveness of Advertising on consumer Behavior.’

MSC. mass communication Thesis. university of Lagos.

Bartos, R, and S . Dunnc (2011) Advertising and consumers. New York:

American Association of Advertising Agencies.

Bovee, C. and W. Aren, (2009) contemporary Advertising Homewood

Illinois Richard D. Irwin.

Buzzel, R. D (2012) ‘ The role of advertising in the marketing mix. Illinois :

Harper $ Row limited.

Daniel, L. E. (2003) ‘ The role of advertising perspective. Lagos : zus Bureau

in the Nigerian.

Dunns, S.W. (2004) Advertising : its role in modern marketing, New York :

Hoit, Rhine Heart and Winston inc.

Festinger, L. (2006) Conflict , Decision and Dissonnance Stanford,

California: Stanford University Press.

68
Jefkins, F. (2005). Advertising made Simple, London: W. H. Allen and

Company Limited.

Klepper, Otto (2003) Advertising Procedure. (9th Edition) Englewood

Cliffs, New Jersey: Prentice – Hall.

Nickles, W. G. (2000). Marketing Communication and Promotion.

Columbus Ohio: Grid Publishing Inc.

Okigbo, Charles (2000). Advertising and public Relations. Enugu: SNAAP

Press Limited.

Stanton, W. J. (2001). Fundamentals of Marketing. London: McGraw Hill

International Book Company.

Varma M., M. R. K Agarwal (2004) Advertising Management. Nai Sarak,

New Delhi: Forward Book Depot.

Wright, J. S., W. Winter, S. K. Zeigler (2002). Advertising. New Delhi:

McGraw-Hili Publishing Company Limited. Purchasing behavior and

Attitude of Consumers of Pears Baby Product. B. A. Project

Communication Arts, University of Uyo.

William, Peterson (2008) The determination of Advertising budgets for

Brands. Journal of Advertising Research Vol. 10, June.

69
 APPENDIX

QUESTIONNAIRE

Dear Respondents,

I am a final year student in the Department of Mass Communication

currently undertaking a research study on advertising and consumer

education.

Please, kindly give your honest and accurate answers to the

questions. All information supplied will be treated in strict confidence and

used for academic purposes only.

Yours faithfully,

Afankan, Joy Edet

70
Please tick ( √ ) or fill in were necessary.

1. Sex: Female ( ) Male ( )

2. Age: (a) 15 – 25 ( ) (b) 26 – 36 ( ) (c) 37 – 47 ( ) (d) 48

above ( )

3. Level of education (a) FSLC ( ) (b) WASC/GCE/AL ( )

(c) GCE/NCE/HND ( ) (d) First Degree and Above ( )

4. Occupation (a) Student ( ) (b) Business ( ) (c) Civil

Servant ( ) (d) Professional ( )

5. Monthly Income (in N) (a) 1,200 – 2, 700 ( ) (b) 2,500 – 4,300 ( )

(c) 4,400 – 5,900 ( ) (d) 6,000 – 7,500 ( ) (e) 7,600 and

above ( )

6. Do you have a television set? (a) Yes ( ) (b) No ( )

7. Do you pay attention to television advertisement? (a) Yes ( )

(b) No ( )

8. Have you seen the advertisements on Flourish tooth paste, Super

blue detergent and Gold circle condom? (a) Yes ( ) (b) No ( )

71
9. If yes, were you impressed by these three commercials? (a) Yes ( )

(b) No ( )

10. Which one have you been exposed to most?

a) Flourish tooth paste ( )

b) Gold Circle Condom ( )

c) Super Blue Omo Detergent ( )

11. Which of these have you learnt from their advertisement?

a) How to use the product ( )

b) The benefit of the product ( )

c) The negative effect of the product ( )

d) A and B ( )

e) All of the above ( )

12.Which of these commercials present you with the most educative

message?

a) Super Blue Omo Detergent ( )

b) Flourish Tootpaste ( )

c) Gold Circle Condom ( )

72
13. Do the advertisement of these product give you enough information

on product usage and benefits? (a) Yes ( ) (b) No ( )

14. Do the advertisement warn against side effect and misuse?

(a) Yes ( ) (b) No ( )

15. What have you learn from these advertisement?

a) Learn a new skill

b) Give information

c) The benefits of the product

Super Blue Omo Detergent ( )

Gold Circle Condom ( )

Flourish Toothpaste ( )

16. Do you think all commercial are educative? (a) Yes ( )

(b) No ( )

17. If No, why do you think so?

a) Less information on product usage and benefit ( )

b) Some do not teach us on how to use the product ( )

c) Some do not warn on side effect ( )

73
 d) All of the above ( )

e) Others please specify ( )

18. Which of these elements educate you?

a) Product demonstration ( )

b) Information on usage and benefit ( )

c) Information on side effect ( )

d) Method/media of presentation ( )

74