Khadija Jamil (2014-VA-532)
Comparative Study To Assess The Effectiveness Of Various Nutritional Education Methods On Knowledge, Attitude And Practices Of School Going Children. - 2016. - 50p.;
Nutrition education is an essential component of nutrition intervention to improve dietary habits, food choices and to prevent nutritional deficiencies. During the developmental stage between 9-13 years the children experiences a period of remarkable physical, social-emotional, intellectual change and puberty begins to reshape their body. Poor dietary habits and lack of physical activity can be the main cause of poor nutritional status among school going children. Balanced diet has been promoted by health care professionals and food guide pyramid as a tool in relation to balanced diet. Along with basic energy and nutrients the concept of balance must be keep in mind. For proper growth and development and to prevent nutritional deficiencies it is important that children must adopt healthy eating patterns from the early stages of their life. The most important challenging task is to change attitude and modify the dietary behavior of children because most of the children do have information about healthy eating and proper nutrition. In order to change the unhealthy eating patterns of children to become permanent part of life style, nutrition education must provide to children by different nutrition education methods. The directive of the current research helped us to enhance the understanding of different nutritional educational methods and compared the results of three different nutritional education methods (audiovisual, brochure and oral) to improved students’ nutrition knowledge, attitude and dietary practices with the view of determining which method was the most effective. .
To compare the effectiveness of nutrition education methods data was collected from three different private schools of Lahore. The study sample consisted of 166 participants. The participants were divided into three groups. In Group 1 nutrition education lectures were
delivered through (audio visual), Group 2 nutrition education lectures were delivered through (brochures) and in Group 3 nutrition education lectures were delivered through (traditional oral method). Baseline data included weight, height, BMI and food frequency. The effects of various nutrition education methods on three groups were evaluated by using KAP questionnaire before and after nutrition education lectures delivered. Data were analyzed statistically through analysis of variance (ANOVA) and paired t test. Level of significance was defined as (p<0.05).
Study results demonstrated that majority of participants were normal weight with BMI 20.6±2.4 kg/m2. After three months, the post anthropometric measurements of students from different groups were indicating that the mean age, height and BMI from different schools were same when compared with baseline data. Dietary habits of the study participants in three groups (audiovisual, brochure, oral) were also assessed before and after nutrition education lectures were delivered. Analysis of food frequency questionnaire explored that few consumption of food items like milk, yogurt, chapatti, white bread, mutton increased with the passage of time which were statistically significant (p <0.05). The consumption of vegetables (potato and cabbage) and fruits (apple, guava and banana) were increased but they were not statistically significant (p>0.05).
The effect of three nutrition education methods (audiovisual, brochure and oral) revealed significant changes on knowledge, attitude and practices before and after nutrition education lectures in three groups. Of the three methods audiovisual, brochure, oral), the mean score of correct answers on knowledge, attitude and practices about balanced diet before nutrition education intervention was less as compared to post test. Although there was a significant changes on knowledge attitude and practices between three nutrition education methods, but the results of the present study revealed that the highest mean score of correct answers on knowledge, attitude and practices was seen in group 1 (audiovisual) than in group 3 (oral) and lastly in group 2 (brochure), indicating audiovisual as the most effective method to improve nutrition knowledge, attitude and practices of children on balanced diet.
The nutrition education lectures delivered through audiovisual method has shown to bring about an improvement in knowledge, attitude and practices on balanced diet as compared to other nutrition education methods (oral and brochures) used in the study. The present study demonstrated that after audiovisual, oral method was the second most effective to improve knowledge attitude and practices about balanced diet as compared to brochures.
Food and Nutrition
2596-T
Comparative Study To Assess The Effectiveness Of Various Nutritional Education Methods On Knowledge, Attitude And Practices Of School Going Children. - 2016. - 50p.;
Nutrition education is an essential component of nutrition intervention to improve dietary habits, food choices and to prevent nutritional deficiencies. During the developmental stage between 9-13 years the children experiences a period of remarkable physical, social-emotional, intellectual change and puberty begins to reshape their body. Poor dietary habits and lack of physical activity can be the main cause of poor nutritional status among school going children. Balanced diet has been promoted by health care professionals and food guide pyramid as a tool in relation to balanced diet. Along with basic energy and nutrients the concept of balance must be keep in mind. For proper growth and development and to prevent nutritional deficiencies it is important that children must adopt healthy eating patterns from the early stages of their life. The most important challenging task is to change attitude and modify the dietary behavior of children because most of the children do have information about healthy eating and proper nutrition. In order to change the unhealthy eating patterns of children to become permanent part of life style, nutrition education must provide to children by different nutrition education methods. The directive of the current research helped us to enhance the understanding of different nutritional educational methods and compared the results of three different nutritional education methods (audiovisual, brochure and oral) to improved students’ nutrition knowledge, attitude and dietary practices with the view of determining which method was the most effective. .
To compare the effectiveness of nutrition education methods data was collected from three different private schools of Lahore. The study sample consisted of 166 participants. The participants were divided into three groups. In Group 1 nutrition education lectures were
delivered through (audio visual), Group 2 nutrition education lectures were delivered through (brochures) and in Group 3 nutrition education lectures were delivered through (traditional oral method). Baseline data included weight, height, BMI and food frequency. The effects of various nutrition education methods on three groups were evaluated by using KAP questionnaire before and after nutrition education lectures delivered. Data were analyzed statistically through analysis of variance (ANOVA) and paired t test. Level of significance was defined as (p<0.05).
Study results demonstrated that majority of participants were normal weight with BMI 20.6±2.4 kg/m2. After three months, the post anthropometric measurements of students from different groups were indicating that the mean age, height and BMI from different schools were same when compared with baseline data. Dietary habits of the study participants in three groups (audiovisual, brochure, oral) were also assessed before and after nutrition education lectures were delivered. Analysis of food frequency questionnaire explored that few consumption of food items like milk, yogurt, chapatti, white bread, mutton increased with the passage of time which were statistically significant (p <0.05). The consumption of vegetables (potato and cabbage) and fruits (apple, guava and banana) were increased but they were not statistically significant (p>0.05).
The effect of three nutrition education methods (audiovisual, brochure and oral) revealed significant changes on knowledge, attitude and practices before and after nutrition education lectures in three groups. Of the three methods audiovisual, brochure, oral), the mean score of correct answers on knowledge, attitude and practices about balanced diet before nutrition education intervention was less as compared to post test. Although there was a significant changes on knowledge attitude and practices between three nutrition education methods, but the results of the present study revealed that the highest mean score of correct answers on knowledge, attitude and practices was seen in group 1 (audiovisual) than in group 3 (oral) and lastly in group 2 (brochure), indicating audiovisual as the most effective method to improve nutrition knowledge, attitude and practices of children on balanced diet.
The nutrition education lectures delivered through audiovisual method has shown to bring about an improvement in knowledge, attitude and practices on balanced diet as compared to other nutrition education methods (oral and brochures) used in the study. The present study demonstrated that after audiovisual, oral method was the second most effective to improve knowledge attitude and practices about balanced diet as compared to brochures.
Food and Nutrition
2596-T