國小學童營養教育介入效果研究
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Date
1999-05-??
Authors
劉貴雲
Journal Title
Journal ISSN
Volume Title
Publisher
健康促進與衛生與衛生教育學系
Department of Health Promotion and Health Education
Department of Health Promotion and Health Education
Abstract
本研究之目的在於探討運用「社會學習教學技巧」與「一般教學技巧」對學童飲 食認知、飲食自我效能及飲食行為（蔬菜水果、低營養密度點心及含糖飲料攝取）的影響， 並比較二種教學技巧在營養教學上之差異性。本研究採「不等的前測一後測控制組設計」， 以四年級四個班級 105 名學童為對象。 實驗組接受採用示範、技能訓練、自我控制及增強 的社會學習教學技巧；對照組則接受一般的教學方法（講述、問答、小組討論爭）所設計的 教學活動。在教學介入前，二組接受前測，經過四週教學（八個單元）結束後進行後測（立 即效果），八週後再實施後後測（短期效果）。以卡方考驗、考驗及多元迴歸分析進行資料 處理， 所得重要結果如下：1. 社會學習教學技巧能立即增進學童的飲食認知、飲食自我效 能及蔬菜水果的拆取，同時低營養密度點心的攝取頻率也降低；經過八週後，飲食認知、蔬 菜水果及低營養密度點心攝取的介入短期效果仍持續。 2. 一般教學技巧能立即增進對照組 學童的飲食認知，經過八週後，介入的短期效果仍持續。 3. 由教學後的立即影響來看，社 會學習教學技巧對增加受試者飲食自我效能、蔬菜水果攝取及減少含糖飲料攝取的教學成效 頗著優於一般教學技巧；經過八週後，社會學習教學技巧的營養教育效果在飲食自我效能及 蔬菜水果攝取上仍有顯著性的效果。
There were two purposes in this study. First of all, to explore the effect of nutrition instruction, using the social learning-oriented teaching techniques (experimental group, E) and traditional teaching techniques (control group, C), on improving the dietary knowledge, dietary self-efficacy and dietary behavior(vegetable& fruit consumption, low nutrient density snack foods and sugar-contained soft drinks frequency). Secondary, to compare difference in dietary knowledge, dietary self-efficacy and dietary behavior between E and C. A non-equivalent control group design was used in this study. One hundred and five 4th graders were selected as the sample. The E group, was treated with eight sessions of nutrition instruction (using social learning-oriented teaching techniques '@ modeling, contracting, skill training, self-monitoring and reinforcement). The C group was treated with traditional teaching technique. The effect of intervention was assessed by questionnaires and 3-day dietary report immediately after eight sessions (posttest) and follow-up (post posttest) evaluation in the next eight weeks. The date was analyzed by �� test, paired t-test and multiple regression analysis. The major findings were as follows: 1. Social learning-oriented teaching techniques can immediately increase student's dietary knowledge, dietary self- efficacy, vegetable & fruit consumption and decrease low nutrient density snack foods intake. At eight-week follow-up test, the dietary knowledge score, vegetable & fruit consumption showed significantly higher than of pre-test, the frequency of sugar-contained soft drink intake significantly lower than of pre-test. 2. Traditional teaching techniques increased student's dietary knowledge and the intervention effect still lasted for eight weeks. 3. Social learning-oriented teaching techniques had significant effect on improving student's dietary self-efficacy, vegetable & fruit consumption and decreasing frequency of sugar-contained soft drink
There were two purposes in this study. First of all, to explore the effect of nutrition instruction, using the social learning-oriented teaching techniques (experimental group, E) and traditional teaching techniques (control group, C), on improving the dietary knowledge, dietary self-efficacy and dietary behavior(vegetable& fruit consumption, low nutrient density snack foods and sugar-contained soft drinks frequency). Secondary, to compare difference in dietary knowledge, dietary self-efficacy and dietary behavior between E and C. A non-equivalent control group design was used in this study. One hundred and five 4th graders were selected as the sample. The E group, was treated with eight sessions of nutrition instruction (using social learning-oriented teaching techniques '@ modeling, contracting, skill training, self-monitoring and reinforcement). The C group was treated with traditional teaching technique. The effect of intervention was assessed by questionnaires and 3-day dietary report immediately after eight sessions (posttest) and follow-up (post posttest) evaluation in the next eight weeks. The date was analyzed by �� test, paired t-test and multiple regression analysis. The major findings were as follows: 1. Social learning-oriented teaching techniques can immediately increase student's dietary knowledge, dietary self- efficacy, vegetable & fruit consumption and decrease low nutrient density snack foods intake. At eight-week follow-up test, the dietary knowledge score, vegetable & fruit consumption showed significantly higher than of pre-test, the frequency of sugar-contained soft drink intake significantly lower than of pre-test. 2. Traditional teaching techniques increased student's dietary knowledge and the intervention effect still lasted for eight weeks. 3. Social learning-oriented teaching techniques had significant effect on improving student's dietary self-efficacy, vegetable & fruit consumption and decreasing frequency of sugar-contained soft drink