• 沒有找到結果。

The Effect of Nutrition Education System for Elementary School Students in Nutrition Knowledge

N/A
N/A
Protected

Academic year: 2021

Share "The Effect of Nutrition Education System for Elementary School Students in Nutrition Knowledge"

Copied!
10
0
0

加載中.... (立即查看全文)

全文

(1)

1 Department of Health Care Administration, Oriental Institute of Technology *Correspondence author. E-mail:fl006@mail.oit.edu.tw

The Effect of Nutrition Education System for Elementary School Students in

Nutrition Knowledge

Yi-Horng Lai

1,*

Fen-Fen Huang

1

Hsieh-Hua Yang

1

Abstract

Objective: The purpose of this study was to introduce graphic presentation nutrition education system with parent participation to element school students in their health and physical education curriculum. Methods: The students were divided into four groups: control group, control group with parent participation, learning system group, and learning system group with parent participation. There were three extra variables in this study: learning system, parent participation, and gender. The research data (three exams score) was adopted before the course, in the middle of the course, and the finish of the course. The main data analysis methodology was latent growth modeling by Mplus 6.1 software. Results: The estimate of slope of learning system and parent participation were significant. Male elementary school students and female elementary school students were similar in the growth rate between each time. The relationship between initiation score and other exam scores were not significant. Conclusion: The using of learning system and parent participation were helpful for elementary school students learn more nutrition knowledge and health and physical education curriculum.

Keywords: Computer Assist Instruction (CAI), parent participation, nutrition knowledge

Introduction

Schools play an important role in students' health promotion and disease prevention, and to achieve and maintain good health should be established in the element school stage. The element school students create health knowledge, attitudes and behavior with teachers’ teaching (Ubbes, Cottrell, Ausherman, Black, Wilson, Gill, & Snider, 1999).

Since 2000, Ministry of Education started implementation of the Nine-Year Integrated Course, and “Health” and “Sports” two disciplines has been planned as health and physical education learning curriculum. The integration of information technology was a new study tools for nutrition education.

Computer tailored nutrition education may be more effective than traditional nutrition education because messages are tailored to individual behavior, needs and beliefs of subjects. Therefore, the messages are likely to be of more personal relevance and may have stronger motivational effects. Computer tailored nutrition education has been studied for different dietary behaviors, in different target populations, and in different settings. These years, some studies (Brug, Steenhuis, Assema, & Vries, 1996; Park, Yang, & Kim, 2011; Tyrovolasa, Tountasb, Polychronopoulosa, & Panagiotakos, 2012) have been published that assessed the impact of comprehensive computer tailored nutrition

(2)

interventions that were based on behavior change theory. Computer tailored nutrition education is more likely to be read, remembered, and experienced as personally relevant compared to standard materials. Furthermore, computer tailored nutrition education also appears to have a greater effect in motivating people to change their diet, their fat intake in particular, although at present no definite conclusions can be drawn.

The purpose of this study was to introduce the graphic presentation nutrition education informatics network (Computer Assist Instruction; CAI) with parent participation to element school students in their health and physical education curriculum.

The Information Technology and Nutrition Education

Computer tailored nutrition education is an innovative and promising tool to motivate people to make healthy dietary changes. It provides respondents with individualized feedback about their dietary behaviors, motivations, attitudes, norms, and skills and mimics the process of person-to-person dietary counseling. The available evidence indicates that computer tailored nutrition education is more effective in motivating people to make dietary changes than traditional nutrition information, especially for reduction of dietary fat. The effectiveness of computer tailoring has been attributed to the fact that individualized feedback commands greater attention, is processed more intensively, contains less redundant information, and is appreciated better than more general intervention materials. Interactive technology offers good opportunities for the application of computer tailored nutrition education, and a first controlled study of web-based computer tailoring shows promising results. However, using the web-based for interactive personalized nutrition education also presents new challenges (Brug, Oenema, & Campbell, 2003).

The results of Oenema, Brug, and Lechner’s study (2001) indicated that interactive, web-based computer-tailored nutrition education can lead to changes in determinants of behavior. Nutrition educators are encouraged to explore the opportunities and challenges of these new technologies to enhance their work (Kolasa, & Miller, 1996). Brug, Steenhuis, Assema, and Vries’s study (1996) indicated that computer-tailored nutrition information is a promising means of stimulating people to change their diet toward dietary recommendations.

Bensley, Anderson, Brusk, Mercer, and Rivas’s study (2011) support Internet nutrition education as a viable alternative to traditional nutrition education for increasing fruit and vegetable consumption in some women, infants, and children clients. Besides, nutrition education through the u-health service resulted in positive effects on the risk factors for metabolic syndrome, nutrient intake, and dietary habits (Park, Yang, & Kim, 2011). In Tyrovolasa, Tountasb, Polychronopoulosa, and Panagiotakos’s study (2012), Active nutritional policy and enhancement of nutritional services within the public health care system may contribute to improved health and quality of life among older populations. The food guidance system provides the basis for the food guidance presented in the American Red Cross nutrition course, “Better Eating for Better Health”, and in “Dietary Guidelines and Your Diet”, a series of bulletins developed by USDA to help consumers use the Dietary Guidelines (Cronin, Shaw, Krebs-Smith, Marsland, & Light, 1987).

The Parent Participation and Nutrition Education

Niemeiera, Hektnerb, and Enger’s study (2012) suggested that weight‐related health interventions that require parent participation more effectively reduce body mass indexes of child and adolescent participants. In addition, longer

(3)

interventions that include parent participation appear to have greater success. Suggestions for future research and related interventions are provided. Parents who participated in the intervention increased the scores on the nutrition knowledge test, and there also was a significant association between degree of family involvement, higher grain servings, and lower cholesterol intake (Hopper, Munoz, Gruber, MacConnie, Schonfeldt, & Shunk, 1996).

Methods

This study focused on elementary school students. There were four groups in this study, and one group was one class. The four groups were: control group, control group with parent participation, learning system group, and learning system group with parent participation. The research framework was as Figure 1.

The Latent Growth Model of this study was as Figure 2. Learning system group was the group (class) that applied the graphic presentation nutrition education system in the four-week nutrition education of health and physical education curriculum. This course was one times a week in four week.

Learning system group with parent participation was the group (class) that applied the graphic presentation nutrition education system in the four-week nutrition education of health and physical education curriculum. The parents would have the guide book and parents’ feedback of this graphic presentation nutrition education system. Students should do nutrition education homework by graphic presentation nutrition education system with parents.

Control group was the group (class) did the four-week nutrition education of health and physical education curriculum by tradition method in campus. This group didn’t involve the graphic presentation nutrition education system in the course. Control group with parent participation was the group (class) did the four-week nutrition education of health and physical education curriculum by tradition method in campus. The parents would have the traditional guide book and parents’ feedback. Students should do nutrition education homework by tradition method with parents.

The 3 exam scores (T1, T2, and T3) was adopted before the course, in the middle of the course, and the finish of the course. The assessment questionnaire of these exams was based on the learning material of the four-week nutrition education of health and physical education curriculum by Chu (2007).

Figure 1. Research Framework of This Study

Nutrition Knowledge

Learning System

Parent Participation

(4)

Figure 2 The Latent Growth Model of the Effect of Nutrition Education System for Elementary School Students in Nutrition Knowledge

Research Data

There are 124 elementary school students in this study. The data in this study was collected by Y.Y. Chu for the research: The nutrition education information system (Research Project ID is NSC93-2516-S-034-001). This research was finished at July, 31, 2005. The data in this study was obtained from Survey Research Data Archive (SRDA) (Chu, 2007). A total of 124 Linong elementary school students’ feedbacks were collected (Table 1).

There were four groups in this study: control group (learning system=0, parent participation=0), control group with parent participation (learning system=0, parent participation=1), learning system group (learning system=1, parent participation=0), and learning system group with parent participation (learning system=1, parent participation=1). The 3 exam scores of nutrition knowledge (T1, T2, & T3) were obtain on 3 time points after learning system been used.

There were three extra variables in this study: learning system, parent participation, and gender, and they all were binary variables. Learning System=1 means using the learning system; Learning System=0 means not using the learning system. Parent Participation=1 means learning with parent participation, and Parent Participation=0 means learning without parent participation. Gender=1 means male students, and Gender=0 means female students.

There were 59 female students (47.58%) and 65 male students (52.42). There were 17 male students and 14 female students in control group; there were 16 male students and 15 female students in control group with parent participation; there were 17 male students and 14 female students in learning system group; and there were 16 male students and 15 female students in learning system group with parent participation. Each group all were 31 students (See Table 1).

ICEPT

SLOPE

T1

T2

T3

1

1

1

0

1

2

(5)

Table 1 Data Summarize of the Research

Geographic Frequency Percent (%)

Gender Female 59 47.58

Male 65 52.42

Group Control Group 31 25.00

Control Group with Parent Participation 31 25.00

Learning System Group 31 25.00

Learning System Group with Parent Participation 31 25.00

Total 124 100.00

Data Analysis

The main data analysis methodology was latent growth modeling by Mplus 6.1 software. Latent growth modeling is a statistical technique used in the structural equation modeling framework to estimate growth trajectory. It is a longitudinal analysis technique to estimate growth over a period of time.

Latent Growth Model represent repeated measures of dependent variables as a function of time and other measures. The relative standing of an individual at a specific time point is modeled as a function of an underlying process, the parameter values of which vary randomly across individuals. Latent Growth Curve Methodology can be used to investigate systematic change, or growth, and inter individual variability in this change. A special topic of interest is the correlation of the growth parameters, the so-called initial status and growth rate, as well as their relation with time varying and time invariant covariates (Preacher, Wichman, MacCallum, & Briggs, 2012).

Results

The relationship between times and the average of exams score was as Figure 3. It could find

that the score were higher with time.

(6)

About the model fit information of this study, Chi-Square Test of model fit was 57.296(df=4), RMSEA was 0.328, and CFI was 0.626. The estimate of the effect of learning system, parent participation, and gender were as Table 2 and Table 3. The estimate of using of learning system, parent participation, and gender with intercept were not significant. The 4 group (control group, control group with parent participation, learning system group, and learning system group with parent participation) in this study were similar in initial time.

The estimates of fixed and random parameter for latent growth curve of this study were as Table 2. It could been find that the estimate of intercept mean and slope mean were 3.060 (p-value <0.000) and 1.777 (p-value <0.000). But the estimate of relationship between intercept and slope was -0.004, P-Value was 0.972. The relationship between intercept and slope was not significant. It mean the scores were higher than next time. Besides, no matter the ignition score were high or low, students all can got more score at next time.

Table 2 Fixed and random parameter estimates for latent growth curve of this study.

Estimate S.E. P-Value

Intercept Mean 3.060 0.166 <0.000

Variance 0.134 0.208 0.519

Slope Mean 1.777 0.098 0.007

Variance 0.029 0.090 0.750

With Table 3, it could be find that the estimate of slope of learning system and parent participation were significant (P-value<0.05). The relationship between gender and slope was not significant. The estimate of slope of factor of learning system was 0.385, and the estimate of slope of factor of parent participation was 0.429. The growth rate of each exam time was positive with the using of learning system and parent participation. The score of elementary school students that learning with nutrition education information system was higher than those elementary school students that learning without nutrition education information system 0.385 points in each growth time. The score of elementary school students that learning with parent participation was higher than those elementary school students that learning without parent participation 0.429 points in each growth time. Male elementary school students and female elementary school students were similar in slope (the growth rate between each time).

Table 3 The effect of learning system, parent participation, and gender.

Estimate S.E. P-Value

Intercept Learning System 0.136 0.168 0.419

Parent Participation 0.183 0.169 0.279

Gender 0.010 0.162 0.953

Slope Learning System 0.385 0.100 <0.000

Parent Participation 0.429 0.100 <0.000

(7)

Conclusions

In recent years, computer applications have emerged as viable means of gathering and disseminating nutrition information. Both stand-alone and on-line applications are being used to provide information on and training in nutrition education for the public, paraprofessionals, and professionals. While the using of on-line communication applications such as multimedia, electronic discussion groups, and list-servs are just emerging as important tools among nutrition educators, the exponential growth of the Internet and the World Wide Web (WWW) are making these technologies more and more accessible. Nutrition educators are encouraged to explore the opportunities and challenges of these new technologies to enhance their work.

The using of learning system was helpful for elementary school students learn more nutrition knowledge, and this result was the same as Brug, Oenema, and Campbell (2003), Oenema, Brug, and Lechner (2001), Brug, Steenhuis, Assema, and Vries (1996), Park, Yang, and Kim (2011), Tyrovolasa, Tountasb, Polychronopoulosa, and Panagiotakos (2012). Parent participation was helpful for elementary school students learn more nutrition knowledge, and this result was the same as Niemeiera, Hektnerb, and Enger (2012) and Hopper, Munoz, Gruber, MacConnie, Schonfeldt, and Shunk (1996). No matter male students or female student, the result of nutrition knowledge learning was similar. Besides, the initiation score not affect the result of learning later.

Finally, the learning of nutrition knowledge will be cultivated by both of the using of CAI (such as graphic presentation nutrition education system) and parent participation. Teachers could enhance the result of health education with computer learning system and parent support. CAI could be used as assistant teaching materials of nutrition education. Students could study with CAI on internet by themselves. CAI could reduce the time and expense of resource actual-food practicing. Furthermore CAI can also improve learning efficiency of school-children to achieve balance dietary behavior.

Acknowledgements

This study is based in part on data from the Survey Research Data Archive (SRDA) provided by the Academia Sinica. The interpretation and conclusions contained herein do not represent those of Survey Research Data Archive (SRDA) or Academia Sinica.

References

1. Bensley, R.J., Anderson, J.V., Brusk, J.J., Mercer, N., & Rivas,J. (2011). Impact of Internet vs Traditional Special Supplemental Nutrition Program for Women, Infants, and Children Nutrition Education on Fruit and Vegetable Intake. Journal of the American Dietetic Association, 111(5), p749–755.

2. Brug, J., Oenema, A., & Campbell, M. (2003). Past, present, and future of computer-tailored nutrition education.

The American Journal of Clinical Nutrition, 77(4), p1028-1034.

3. Brug, J., Steenhuis, I., Assema, P.V., & Vries, H.D. (1996). The Impact of a Computer-Tailored Nutrition Intervention. Preventive Medicine, 25, p236-242.

4. Chu, Y.Y. (2007). The Graphic Presentation Nutrition Education Informatics Network. The Survey Research Data

(8)

5. Cronin, F.J., Shaw, A.M., Krebs-Smith, S.M., Marsland, P.M., & Light, L. (1987). Developing a food guidance system to implement the dietary guidelines. Journal of Nutrition Education, 19(6), p281–302.

6. Hopper, C.A., Munoz, K.D., Gruber, M.B., MacConnie, S., Schonfeldt, B.S., & Shunk, T. (1996). A School-Based Cardiovascular Exercise and Nutrition Program With Parent Participation: An Evaluation Study. Children's Health

Care, 25(3), p221-235.

7. Kolasa, K.M., & Miller, M.G. (1996). New Developments in NutritionEducation Using Computer Technology.

Journal of Nutrition Education, 28(1), p7-14.

8. Niemeiera, B.S., Hektnerb, J.M., & Enger, K.B. (2012). Parentparticipation in weight-related health interventions for children and adolescents: A systematic review and meta-analysis. Preventive Medicine, 55(1), p3-13.

9. Oenema, A., Brug, J., & Lechner, L. (2001). Web-based tailored nutrition education: results of a randomized controlled trial. Health Education Research, 16(6), p647-660.

10. Park, S.Y., Yang, Y.J., & Kim, Y. (2011). Effects of Nutrition Education Using a Ubiquitous Healthcare (u-Health) Service on Metabolic Syndrome in Male Workers. Korean Journal of Nutrition, 44(3), p231-242.

11. Preacher, K.J., Wichman, A.J., MacCallum, R.C., & Briggs, N.E. (2012). Latent Growth Curve Modeling. Structural

Equation Modeling: A Multidisciplinary Journal, 19(1), p152-155.

12. Tyrovolasa, S., Tountasb, Y., Polychronopoulosa, E., & Panagiotakos, D. (2012). A parametric model of the role of nutritional services within the health care system, in relation to cardiovascular disease risk among older individuals.

International Journal of Cardiology, 155(1), p110–114.

13. Ubbes, V.A., Cottrell, R.R., Ausherman, J.A., Black, J.M., Wilson, P.C., & Snider, J. (1999). Professional Preparation of Elementary Teachers in Ohio: Status of K-6 Health Education. Journal of School Health, 69(1), p17-21.

(9)

1亞東技術學院醫務管理系 *通訊作者:賴宜弘 E-mail:fl006@mail.oit.edu.tw

營養教育互動系統對國小學生健康知識學習之影響

賴宜弘

1,*

黃芬芬

1

楊雪華

1

摘要

目標:本研究目的為探討營養教育資訊系統和配合家長參與介入國小五年級學童健康與體育課程之學習結 果。方法:研究分四組:家長參與之資訊網組、資訊網組、家長參與之控制組、控制組。與課程開始前進行一 次測驗,開使後進行兩次測驗,共三次測驗。利用潛在成長模型,以橫貫面探討教育資訊系統、家長參與與性 別對小學生健康教育學習成果影響。結果:隨著課程的進行,所有的學生三次測驗成績呈上升的狀態。由研究 結果發現,營養教育互動系統的使用與家長參與對於國小學生在健康知識的學習成果有顯著正向影響。性別對 於國小學生在健康知識的學習成果無顯著影響,而學生健康知識在開始的表現與日後的學習解果並無顯著的關 係。結論:電腦輔助學習系統的使用與家長參與,對於國小學生在健康知識是有幫助的。日後相關課程可藉由 教學系統與家長支持提升學生的學習成果。 關鍵詞:電腦輔助教學、家長參與、營養知識

(10)

數據

Figure 1. Research Framework of This Study
Figure 2    The Latent Growth Model of the Effect of Nutrition Education System for Elementary School Students in  Nutrition Knowledge
Table 1    Data Summarize of the Research
Table 3    The effect of learning system, parent participation, and gender.

參考文獻

相關文件

Briefing Seminar for School Leaders of WiFi 900 Schools... Coherent Development of IT in Education Strategies and Curriculum Reform for Fostering Students’ Life-long Learning

• To consider the purpose of the task-based approach and the inductive approach in the learning and teaching of grammar at the secondary level.. • To take part in demonstrations

 Provide education and training for teachers and school faculty regarding the knowledge about Internet safety, awareness, and strategies of cyberbullying (Tangen &amp;

• Centre for Food Safety, Food and Environmental Hygiene Department – Report of study on sodium content in local foods. • Centre for Food Safety, Food and Environment

• The Tolerable Upper Intake level (UL) is the highest nutrient intake value that is likely to pose no risk of adverse health effects for individuals in a given age and gender

background To understand the level of health literacy and risk behavior of Hong Kong secondary school students so as to provide relevant public health education Survey duration

The academic achievement of math of high-grade elementary school students is significant related to their SES and the self-concept in math, but is non-related to their

This article mainly discusses the cognition and attitude of traffic safety education toward the elementary school teacher in Taichung. Six aspects are analyzed within this research,