Virginia C Stage1, Kathryn M Kolasa2, Sebastián R Díaz3, Melani W Duffrin4. 1. Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, 4310J Health Sciences Building, Greenville, NC 27858. 2. Department of Family Medicine, Department of Pediatrics, Brody School of Medicine, East Carolina University, Greenville, NC 27858. 3. 203 West Main Street, Bruceton Mills, WV 26525-7113. 4. Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, Greenville, NC 27858.
Abstract
BACKGROUND: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. METHODS: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. RESULTS: The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association. CONCLUSIONS: Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.
BACKGROUND: Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge. METHODS: Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression. RESULTS: The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association. CONCLUSIONS: Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.
Authors: Melani W Duffrin; Jana Hovland; Virginia Carraway-Stage; Sara McLeod; Christopher Duffrin; Sharon Phillips; David Rivera; Diana Saum; George Johanson; Annette Graham; Tammy Lee; Michael Bosse; Darlene Berryman Journal: J Food Sci Educ Date: 2010-04
Authors: Ashley T Roseno; Virginia G Carraway-Stage; Callan Hoerdeman; Sebastián R Díaz; Geist Eugene; Melani W Duffrin Journal: Sch Sci Math Date: 2015-01-05
Authors: India J Ornelas; Kassia Rudd; Sonia Bishop; Desiree Deschenie; Emily Brown; Kevin Lombard; Shirley A A Beresford Journal: Health Behav Policy Rev Date: 2021-05-01