Impacts of gain versus loss frame messages about beverages on boy students, an application of extended parallel process model

Table 1 Distribution frequency of study participants by grade

Group	Grade	N	%
Control	9th	33	36.3
	10th	31	34.1
	11th	27	29.7
Gain frame message (GFM)	9th	30	34.9
	10th	28	32.6
	11th	28	32.6
Loss frame message (LFM)	9th	33	37.1
	10th	29	32.6
	11th	27	30.3

ISSN: 2072-1315