Change in Adolescent Nutrition Knowledge and Self-Efficacy Following Education and Activity Intervention

Abstract

Objective: To evaluate the effectiveness of an in-class lecture and hands-on activity intervention on the nutrition knowledge and self-efficacy of adolescents attending high school health classes. Design: Three nutrition-related surveys and questionnaires were completed by adolescents before and after a 15- to 20-minute presentation-style lecture, group discussion, and hands-on shopping and meal planning activity. Setting: A public high school in up-state New York. Analysis: Pre- and post-survey results were compared and analyzed using paired t-tests and the nonparametric Wilcoxon Signed-Rank Test. General observations of data trends were also considered. Results: All three assessment tools showed statistically significant improvements from pre- to post-intervention. However, the level of impact demonstrated ranges from minimal in the knowledge scores (Cohen’s d-value of 0.321, 95% confidence) to moderate in the case of self-efficacy (Cohen’s d-value of 0.545, 95% confidence) and health literacy (Z = -2.679, p = 0.007). Conclusions: In-class nutrition interventions can positively influence the nutrition knowledge survey scores, self-efficacy questionnaire ratings, and health literacy scores of adolescents. Social Cognitive Theory-based nutrition interventions using knowledge and skill building methodologies are effective in a high school setting and can be expanded beyond the research realm into health class teaching techniques