台北市實施和未實施學校午餐國小六年級學童營養 知識

台北市實施和未實施學校午餐國小六年級學童營養 知識 , 態度和飲食行為 之比較與相關因素的探討

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，來瞭解學校實施營養教 育之狀況。實施午餐國小為台北市自辦學 校午餐歷史最悠久之七所國小的 208 位學童 ( 以 SLP 組表示 ) 。未實施 午餐國小為 SLP 組鄰近隨機抽取之七所國小的 206 位學童 ( 以

NSLP 組表示 ) 。研究所需資料經由訪視各校，集體分發 / 收集問卷而成。經 統計分 析後，分別以學童和校長結果說明如下：

一、學童

1.SLP 組和 NSLP 組的 K 和 A 無差異，但 SLP 組的 P 比 NSLP 組好 (T=1.9996, p<0.05) 。

2. 當分析 SLP 組和 NSLP 組的 KAP 之間各別關係時， SLP 組的 K 和 A 有正相關 (r=0.27, p<0.001) ，而 K 和 P 無相關 (r=0.12, p=0.09) ， A 和 P 有正相關 (r=0.32, p<0.001) 。 NSLP 組的 KAP 彼此間均呈正相關 (kA : r=0.26, p<0.001; KP : r=0.33, p<0.001; AP : r=0.32,

p<0.001) 。

3. 當分析學童特質和 KAP 的關係時，特質如性別、自覺身高 ( 矮、適中、

高 ) 、自覺體重 ( 輕、適中、重 ) 、兄弟姐妹人數 ( 一位、二位、三位、四 位及四位以上 ) 、排行順序 ( 獨子、老大、中間、老么 ) 、父母教育程度

、對 K 的興趣 ( 沒興趣、無意見、有興趣 ) 、自評 K( 不好、普通、好 ) 、 營養教育，發現 SLP 組中，排行順序、營養教育與 K 有關 (F=4.74, p<0.01 ; F=6.70, p<0.05) 。 排行老大學童的 K 比排行中間者為佳，沒 有實施營養教育國小學童的 K 反而比有實施營養教育國小者為佳；性 別、對 K 的興趣與 A 有關 (F=4.77, p<0.05 ; F=5.54, p<0.01) ，女生的 A 比男生的為佳，對 K 有興趣學童的 A 比沒興趣者為佳；對 K 的興趣、

自評 K 、營養教育與 P 有關 (F=8.45, p<0.001 ; F=4.55, p<0.05 ; F=3.97, p<0.05 ) 。對 K 有興趣學童的 P 比無意見者為佳，

自評 K 好和普通的 學童的 P 皆比自評 K 不好者為佳

，有實施營養教育國小學童的 P 比沒 有實施營養 教育國小者為佳。在 NSLP 組中，自覺體重、兄弟姐妹人 數、父母教育程度與 K 有關 (F=3.18, p<0.05 ; F=4.28, p<0.01 ; F=12.05, p<0.001; F=12.38, p<0.001) ，認為自己體重較

台北市實施和未實施學校午餐國小六年級學童營養 知識 , 態度和飲食行為 之比較與相關因素的探討

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為佳；對 K 的興趣程度與 A 有關 (F=3.43, p<0.05) ，對 K 有興趣學童的 A 比無意見的者為佳；性別、排行順序、父母教育程度、對 K 的興趣、

自評 K 與 P 有關 (F=6.29, p<0.05 ; F=4.22, p<0.01 ; F=8.09, p<0.001

; F=12.17, p<0.001 ; F=12.22, p<0.001 ; F=3.71,

p<0.05) ，女生的 P 比男生 的為佳，排行老大學童的 P 比排行老 么的為佳，父母教育程度為大專 和研究所學童的 P

比未受教育和國中小、高中者為佳，母親教育程度

為高中學童的 P 也比未受教育者和國中小者為佳，對 K 有興趣學童的 P 比無意見和沒興趣者為佳，自評 K 好學童的 P 比自評 K 不好者為佳。

二、 校長

1. SLP 組和 NSLP 組實施營養教育的人員大都以教師、訓導主任、總務 主任、教務主任、衛生組長、護士等為主要成員，但 SLP 組有增加營 養師來共同負責。參與實施營養教育的人員方面，參與成員和負責規 劃營養教育的人員大致相同，但原本有營養師參與負責規劃營養教育 的兩所國小的營養師並沒有參與營養教育的施行。而在營養教育應由 誰來統籌負責方面，除一所表示應由午餐承辦人負責之外，其餘皆認 為應由營養師或營養專業人員負責。

2.SLP 組和 NSLP 組實施營養教育的教材來源以「本校自製」最多，其 次依序為「教育相關單位」、「衛生相關單位」和「別處購買」。實 施營養教育的方式以「壁報」最多，其次依序「教學」、「舉辦活動」，

再其次為「請專家學者演講」和「發行文宣刊物」。而在營養教育補 充和發展方面，以「請專家學者演講」、「師資」、「文宣刊物」、

「教學錄影帶」最多，其次依序「課外書籍」、「教育訓練」、「電 腦軟體」、「課外活動」、「教學觀摩」和「課本」。

3. 九所已實施營養教育的國小，有五所表示實施營養教育相當滿意，兩 所無意見，兩所不滿意。十四所國小中，有七所和五所分別認為實施 營養教育非常重要和重要，有兩所國小表示實施營養教育不重要。而 五所尚未實施營養教育的學校，其中除了一所表示未來視需要辦理營 養教育外，其餘皆表示有打算辦理營養教育。而學校中有關營養教育 的教材有十一所表示不足，三所表示還好。而圖書館內有關食物與營 養的資料方面，有六所表示很少，八所表示普通。

Comparisions of nutrition knowledge, attitude and dietary practices of 6 th grade students of elementary schools with and without school lunch

program in Taipei

 The purpose of the study was to compare nutrition knowledge(K), attitude(A) and dietary

practices(P) of 6th grade students in elementary

schools with and without school lunch program in Taipei. Schools with school lunch program are designated as

SLP group and those without school lunch program

are designated as NSLP group. Four hundreds and forty four 6th grade students participated in the study: 208 students came from sev en elementary schools with school lunch

program (SLP group) while 206 stu dents were from

seven elementary schools without school lunch program (NSLP group) which were randomly selected from those located near elementary schools with SLP. Questionnaires for

students and principals were developed to collect data for the study. Each school was visited and questionnaires for students were administered to the students of one

class selected randomly. Questionnaires for principals were mailed and returned in self-addressed envelop. After analyses, the results of the study were as follows : 1. Students

(1) No significant differences in K and A between SLP and NSLP groups; but P in SLP group was better than that

in NSLP group (T=1.9996, p<0.05).

(2) In SLP group, there was a positive correlation between K and A (r=0.27, p<0.001) , no correlation between K

and P (r=0.11, p=0.09) , a positive correlation

between K and A (r=0.32, p<0.01, p<0.001) . In NSLP group, there was a positive correlation in K & A, K & P, and A & P (KA : r=0.26, p<0.001 ; KP : r=0.33, p<0.001

; AP : r=0.31, p<0.001) .

(3) Student characteristics selected in the study included sex,

Comparisions of nutrition knowledge, attitude and dietary practices of 6 th grade students of elementary schools with and without school lunch

program in Taipei

 height, weight, height, the number of brothers and sisters, birth order, degree of interest in

nutrition knowledge, self-evaluated K and nutrition education.

In SLP group, birth order and nutrition education had significant influence on K

(F=4.74, p<0.01 ; F=6.70, p<0.05). K of those whose birth order were the first order was better than that of

those who were not. K of those who were not on

nutrition education program was better than that of those who were on . Sex and the degree of interest in K had significant influence on A (F=4.77,

p<0.05 ; F=5.54, p<0.01). Boys&apos;&apos; A was better

than girls&apos;&apos;. A of the students who were interested in K was better than that of those who were not. Self-

evaluated K and nutrition education had

significant influenced on P (F=8.45, p<0.001 ; F=4.55,p<0.05 ; F=3.97, p<0.05). P of the students interested

in K was better than that of those not. P of the

students who evaluated their K as good was better than that of those evaluated themselves as bad P of students on nutrition education program was better than that of those

on no nutrition education program. In NSLP

group, the number of brothers and sisters and education level of parents had significant influence in K (F=3.18, p<0.05 ; F=4.28, p<0.01 ; F=12.05, p<0.001 ; F=12.38, p<0.001). K

of those who had two brothers and sisters was

better than that of those who had four brothers and sisters.

K of the students whose parents were better educated was better

that those whose parents were less-educated.

Comparisions of nutrition knowledge, attitude and dietary practices of 6 th grade students of elementary schools with and without school lunch

program in Taipei

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Degree of interest in K had significant

influence on A (F=3.43, p<0.05). A of the students interested in K was better than that of those of no interest. Sex, birth order, the education level of parents , degree of interest in K, and self-evaluated knowledge had significant influence on P (F=6.29, p<0.05 ; F=4.22, p<0.01 ; F=8.09, p<0.001 ; F=12.17, p<0.001 ; F=12.22, p< 0.001

; F=3.71, p<0.05). Boys&apos;&apos; P was better than girls&apos;&apos;. P of the students with first birth order was better than that of those with the last. P of the students whose parents were higher educated than that of those whose parents were less educated. P of the students interested in K was better than that of those of no

interest. P of those who evaluated their K as

good was better than that of those evaluated their K as bad.

2. Principals

(1) According to the principals&apos;&apos; response, Most of nutrition education planners were teachers, deans of students,

prefects of students, chiefs of general affairs,

chiefs of public health and nurses in both SLP and NSLP groups.

Two dietitians involved in nutrition education planning in SLP group. Nutrition educators were almost the

same as nutrition education planers. But no dietitians were nutrition educators in SLP group. Most of principals thought that dietitians should take charge of nutrition education.

(2) Most of teaching materials for nutrition education were homemade, or from Ministry of Education, Ministry of Health or purchased. The ways of

carrying out nutrition education were posters, teaching in the class room, holding variety of activities or

events, inviting nutritionists or professional experts to give seminar and publishing nutrition-related issues. Most principals suggested that supplementation and

development of nutrition education be in the

direction of training teachers to teach nutrition, promoting publications of nutrition information, making video tapes, making computer software , holding variety of activities, education and training.

(3) Of nine elementary schools where nutrition education were conducted, five principals felt satisfactory, two

were neutral, five were not satisfactory, Of fourteen elementary schools, seven principals thought that nutrition education as very important, five though that nutrition education as important, two thought

nutrition education as not very important, Of five elementary schools where nutrition education were not conducted, their principals expressed that they planed to conduct nutrition education in the future. Regarding the teaching materials for nutrition education, eleven principals felt inadequacy, three expressed not bad. As to information on foods and nutrition in the

library, six principals felt few and eight expressed "ordinary",

which meant no more and no less.