Mi-Ran Park; Sook-Bae Kim

doi:10.5720/kjcn.2018.23.1.13

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Research Article
Effects of Nutrition Education Using Dietary Guidebook in Higher Grade Elementary Students of Jeonbuk Area: Mi-Ran Park, Sook-Bae Kim; Korean Journal of Community Nutrition 2018;23(1):13-27.
DOI: https://doi.org/10.5720/kjcn.2018.23.1.13
Published online: February 28, 2018

¹⁾Graduate School of Education, Chonbuk National University, Jeonju, Korea.

²⁾Department of Food Science & Human Nutrition, Research Institute of Human Ecology, Chonbuk National University, Jeonju, Korea.

Corresponding author: Sook-Bae Kim. Chonbuk National University 567, Baekje-daero, Deokjin-gu, Jeonju 54896, Korea. Tel: (063) 270-3823, Fax: (063) 270-3854, sbkim@jbnu.ac.kr

• Received: February 10, 2018 • Revised: February 20, 2018 • Accepted: February 20, 2018

This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Abstract
REFERENCES

Abstract

Objectives
This study was conducted to examine the effects of nutrition education with a dietary guidebook for children on dietary attitude, nutrition knowledge and nutrient intakes.
Methods
The subjects were 54 higher grade elementary students (27 educated vs. 27 non-educated). The educated group was provided individual and/or group lessons (40 min/lesson/week, 4 week) using a dietary guidebook of Children developed by The Korean Society of Community Nutrition (KSCN) & Korean Food and Drug Administration (KFDA). The contents were Balanced Diet, Smart Food Choices, Cooking a Healthy Snack and Building a Healthy Body. We examined the differences in nutrition knowledge, dietary attitudes and dietary intake between the educated group and non-educated group.
Results
After education, the educated group improved dietary attitude, nutrition knowledge and qualitative nutrient intakes compared to the non-educated group. Specifically, among dietary attitudes, ‘taking a meal with salty and spicy food’ increased, while among nutrition knowledge, ‘functions of protein’, ‘functions of fat’, ‘foods with carbohydrates’, ‘foods with fat’, ‘foods with vitamins’, and ‘foods with minerals’ were increased. Nutrition adequacy ratio (NAR) scores for vitamin C, iron, and zinc were increased.
Conclusions
Nutrition education using a dietary guidebook for children developed by the KSCN & KFDA had positive effects on nutrition knowledge and qualitative nutrient intakes. These findings suggest that nutrition education focused on personalized daily energy and nutrient requirements may improve dietary attitude and quantitative nutrient intakes of children.
Keywords: nutrition education; nutrition knowledge; e-book; elementary school student; dietary intake

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Fig. 1

Dietary guidebook used for nutrition education

Table 1

Contents and tools of nutrition education

Table 2

General characteristics of the subjects

1) N (%)

Table 3

Height, weight and obesity index of the subjects

1) Mean ± S.D

2) Body Mass Index = weight (kg) / height (m²)

< 18.5: under weight, 18.5~22.9: normal, 23~24.9: over weight, ≥25: obese

3) N (%)

NS: Not Significant

Table 4

Effects on dietary attitudes of the subjects

1) Mean ± S.D

^*: p<0.05, ^**: p<0.01 by t-test

(R) denotes a negatively phrased and reversely scored item

NS: Not Significant

Score: seldom, 1; often, 2; frequent, 3; always, 4

2) by ANCOVA test

Table 5

Effects on type and frequency of meal and snack

1) N (%)

^*: p<0.05 by chi-square test

NS: Not Significant

Table 6

Effects on nutrition knowledge of the subjects

1) Mean ± S.D

^*: p<0.05, ^**: p<0.01 by t-test

NS: Not Significant

Score: non-corrected, 0; corrected, 1

Table 7

Effects on energy, protein, and fiber intake of the subjects

1) N (%)

EAR: Estimated Average Requirement

EER: Estimated Energy Requirement

RNI: Recommended Nutrient Intake

AI: Adequate Intake

NS: Not Significant

Table 8

Effects on vitamin and mineral intake of the subjects

1) N (%), ^*: p<0.05 by chi-square test

2) by ANCOVA test

EAR: Estimated Average Requirement

RNI: Recommended Nutrient Intake

UL: Tolerable Upper Intake Level

AI: Adequate Intake

Goal: population nutrient intake goal

NS: Not Significan

Table 9

Effects on NAR and MAR of the subjects

1) NAR: nutrition adequacy ration

2) MAR: mean adequacy ration

3) Mean ± S.D, ^*: p<0.05 by t-test

NS: Not Significant

Figure & Data

REFERENCES

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Effects of Nutrition Education Using Dietary Guidebook in Higher Grade Elementary Students of Jeonbuk Area

Korean J Community Nutr. 2018;23(1):13-27. Published online February 28, 2018

DOI: https://doi.org/10.5720/kjcn.2018.23.1.13

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Effects of Nutrition Education Using Dietary Guidebook in Higher Grade Elementary Students of Jeonbuk Area

Fig. 1 Dietary guidebook used for nutrition education

Fig. 1

Effects of Nutrition Education Using Dietary Guidebook in Higher Grade Elementary Students of Jeonbuk Area

Table 1

Contents and tools of nutrition education

Table 2

General characteristics of the subjects

1) N (%)

Table 3

Height, weight and obesity index of the subjects

1) Mean ± S.D

2) Body Mass Index = weight (kg) / height (m²)

< 18.5: under weight, 18.5~22.9: normal, 23~24.9: over weight, ≥25: obese

3) N (%)

NS: Not Significant

Table 4

Effects on dietary attitudes of the subjects

1) Mean ± S.D

^*: p<0.05, ^**: p<0.01 by t-test

(R) denotes a negatively phrased and reversely scored item

NS: Not Significant

Score: seldom, 1; often, 2; frequent, 3; always, 4

2) by ANCOVA test

Table 5

Effects on type and frequency of meal and snack

1) N (%)

^*: p<0.05 by chi-square test

NS: Not Significant

Table 6

Effects on nutrition knowledge of the subjects

1) Mean ± S.D

^*: p<0.05, ^**: p<0.01 by t-test

NS: Not Significant

Score: non-corrected, 0; corrected, 1

Table 7

Effects on energy, protein, and fiber intake of the subjects

1) N (%)

EAR: Estimated Average Requirement

EER: Estimated Energy Requirement

RNI: Recommended Nutrient Intake

AI: Adequate Intake

NS: Not Significant

Table 8

Effects on vitamin and mineral intake of the subjects

1) N (%), ^*: p<0.05 by chi-square test

2) by ANCOVA test

EAR: Estimated Average Requirement

RNI: Recommended Nutrient Intake

UL: Tolerable Upper Intake Level

AI: Adequate Intake

Goal: population nutrient intake goal

NS: Not Significan

Table 9

Effects on NAR and MAR of the subjects

1) NAR: nutrition adequacy ration

2) MAR: mean adequacy ration

3) Mean ± S.D, ^*: p<0.05 by t-test

NS: Not Significant

Table 1 Contents and tools of nutrition education

Table 2 General characteristics of the subjects

1) N (%)

Table 3 Height, weight and obesity index of the subjects

1) Mean ± S.D

2) Body Mass Index = weight (kg) / height (m²)

< 18.5: under weight, 18.5~22.9: normal, 23~24.9: over weight, ≥25: obese

3) N (%)

NS: Not Significant

Table 4 Effects on dietary attitudes of the subjects

1) Mean ± S.D

^*: p<0.05, ^**: p<0.01 by t-test

(R) denotes a negatively phrased and reversely scored item

NS: Not Significant

Score: seldom, 1; often, 2; frequent, 3; always, 4

2) by ANCOVA test

Table 5 Effects on type and frequency of meal and snack

1) N (%)

^*: p<0.05 by chi-square test

NS: Not Significant

Table 6 Effects on nutrition knowledge of the subjects

1) Mean ± S.D

^*: p<0.05, ^**: p<0.01 by t-test

NS: Not Significant

Score: non-corrected, 0; corrected, 1

Table 7 Effects on energy, protein, and fiber intake of the subjects

1) N (%)

EAR: Estimated Average Requirement

EER: Estimated Energy Requirement

RNI: Recommended Nutrient Intake

AI: Adequate Intake

NS: Not Significant

Table 8 Effects on vitamin and mineral intake of the subjects

1) N (%), ^*: p<0.05 by chi-square test

2) by ANCOVA test

EAR: Estimated Average Requirement

RNI: Recommended Nutrient Intake

UL: Tolerable Upper Intake Level

AI: Adequate Intake

Goal: population nutrient intake goal

NS: Not Significan

Table 9 Effects on NAR and MAR of the subjects

1) NAR: nutrition adequacy ration

2) MAR: mean adequacy ration

3) Mean ± S.D, ^*: p<0.05 by t-test

NS: Not Significant