E. Mianowska, A. Kollajtis-Dolowy and W. Roszkowski
Edyta Mianowska, Anna Kollajtis-Dolowy
and Wojciech Roszkowski are in the Department of Human Nutrition, Warsaw
Agricultural
University, Warsaw, Poland.
We would like to apologize to our
readers.
We could not include certain characters in
Polish words
Food habits and behaviour are often formed early in life, and nutrition education of children can have a major role in ensuring appropriate dietary patterns and good health. In Poland, most children attend primary school, and the primary classroom is particularly well suited for teaching nutrition (Godlewska and Kierebiński, 1981; Grad, 1981; Proust, 1971). From February to April 1996, a nutrition education study to test the usefulness of educational materials was conducted in three randomly selected schools in Warsaw.
A total of 112 girls and 84 boys, aged 13 to 14 years, participated in four experimental lessons based on the FAO nutrition education package Get the best from your food . The package, developed by the FAO Food and Nutrition Division in 1995, consists of booklets for educators and teachers, leaflets for pupils and a poster. To aid the teacher and to improve the pupils' understanding, memory and practical use, a detailed conspectus and teaching aids were prepared at the Faculty of Human Nutrition of Warsaw Agricultural University.
The experimental lessons included the following subjects: nutrients and their main sources; nutritional requirements; maintaining proper body weight; and observing principles of hygiene. Pupils were asked eight questions before and after the lessons (Table 1).
Questiona |
Percentage of answers | |
Before experimental lessons |
After experimental lessons | |
1. Which nutrition components are decisive for product energy value? |
||
Carbohydrates and proteins |
20 |
12 |
Proteins and fats |
20 |
7 |
Fats and vitamins |
8 |
1 |
Vitamins and mineral components |
23 |
18 |
Carbohydrates and fats |
19 |
62 |
I don't know |
10 |
2 |
2. Which of the below-mentioned products is the best source of protein? |
||
Beans |
23 |
12 |
Potatoes |
4 |
2 |
Buckwheat |
7 |
8 |
Peas |
5 |
9 |
Chicken |
19 |
64 |
None of the listed products |
29 |
5 |
I don't know |
13 |
0 |
3. Which of the below-mentioned products is a source of polyunsaturated fatty acids (PUFA)? |
||
Sunflower oil |
21 |
68 |
Butter |
15 |
2 |
Milk |
21 |
11 |
Meat |
10 |
9 |
Yoghurt |
14 |
9 |
I don't know |
19 |
1 |
4. A source of dietary fibre is: |
||
Margarine |
9 |
6 |
Milk |
18 |
6 |
Buckwheat |
30 |
82 |
Yoghurt |
13 |
2 |
Sausage |
5 |
3 |
I don't know |
25 |
1 |
5. The best source of calcium and protein is: |
||
Butter |
6 |
3 |
Apples |
5 |
8 |
Milk |
72 |
76 |
Vegetable oil |
6 |
10 |
Margarine |
2 |
3 |
I don't know |
9 |
0 |
6. The best source of iron is: |
||
Milk |
13 |
5 |
Butter |
3 |
1.5 |
Apples |
13 |
6 |
Margarine |
9 |
5 |
Meat |
47 |
82 |
I don't know |
15 |
0.5 |
7. Overweight is caused by excessive consumption of: |
||
Fats and carbohydrates |
80 |
88 |
Dietary fibre and energy |
0 |
1 |
Calcium and fats |
14 |
9 |
Vitamin C and dietary fibre |
0.5 |
1 |
I don't know |
0.5 |
1 |
8. From the below-mentioned products (at least five) make a correct breakfast menu. |
5 |
0 |
Butter, brown bread, cabbage (leaves), jam, cheese, milk, roll, farm cheese, tea with lemon |
18b |
81b |
a Shading indicates correct answer.
b Percentage of good answers.
The research showed a low level of knowledge about basic food and nutrition topics among the pupils prior to the lessons, as found in previous papers about nutrition knowledge among young people (Kollajtis-Dolowy, 1994; Narojek and Kirschner, 1988). After the lessons based on the FAO education package, nutrition knowledge showed improvement, demonstrating the usefulness of the applied didactic method and the effectiveness of teaching. In an earlier nutrition education study conducted without the FAO nutrition education package (Warchol, 1995) children's knowledge improved less, perhaps because the children had fewer auxiliary materials at their disposal (Table 2).
Scope of question |
Increase in correct answers after lessonsa | ||
|
With the use of |
Without the use of | |
Sources of high-quality protein |
3.5 |
1.4 | |
Sources of PUFA |
3.2 |
1.5 | |
Sources of fibre |
2.8 |
2.7 | |
Sources of iron |
1.7 |
1.3 | |
Making a correct breakfast menu |
4.8 |
4.5 |
a 1.0 was taken as the level of knowledge
before classes.
b Selected results from Warchol, 1995.
The pupils using the FAO materials showed greater improvement than students participating in short lessons (six minutes) using conversation, a leaflet and video film (Kollajtis-Dolowy, 1996).
While the students were aware of key topics such as energy, protein, fats, micronutrients, and dietary fibre, they were confused about food sources and their understanding was sometimes incomplete and inaccurate. Research at the Department of Human Nutrition, Warsaw Agricultural University, showed that more than 30 percent of pupils viewed carbohydrates as the component of food that determines a product's energy value (Kollajtis-Dolowy, 1994; Narojek, Woroszylska and Kirschner, 1993). However, they did not include fats as sources of energy, although fats give roughly twice as much energy as carbohydrates. In this study, knowledge of energy sources was relatively low. Approximately 25 percent of the pupils thought that vitamins and minerals were included in this group. Such results indicate that the pupils did not understand the notion of energy value and confused it with nutritional value.
When pupils were asked about foods that cause people to become overweight, 75 percent of the pupils gave correct answers before the lessons. The responses about weight gain have not been confirmed in other studies (Narojek, Woroszylska and Kirschner, 1993).
Many pupils said that they had not heard about dietary fibre, its role and sources. Only one third of the pupils could accurately name a source of dietary fibre. Lack of knowledge of fibre may explain why average consumption of fibre in Poland is very low, about 14 g per day (Gronowska-Senger, 1995), in comparison with United States and World Health Organization recommended intake levels of 25 to 40 g per day. After the lesson, the number of correct answers to the question about dietary fibre increased to 102 (52 percent).
In previous research, a low level of knowledge on polyunsaturated fatty acids (PUFA) was also shown; 21 percent of pupils incorrectly believed that milk was a source of PUFA (Kollajtis-Dolowy, 1994; Warchol, 1995). In the present study the knowledge of PUFA was low before the lessons (one fifth gave good answers), but the number of correct answers improved by 98 (50 percent) after the lessons.
As regards the best sources of iron, apples were chosen by about one third of the pupils, probably because fruit and vegetables are often said to be main sources of minerals (including iron) and the pupils related this information to all products of the group. Milk was listed as a source of iron by 25 pupils (13 percent).
The pupils found the question about creating a proper breakfast menu very difficult. Only 35 pupils could pick the components of a good breakfast prior to the lessons. Pupils thought that combining milk with fruit or vegetables in the meal was improper (Kollajtis-Dolowy, 1994). After the classes, 159 pupils managed to create an appropriate breakfast menu. This large increase may be explained by the pupils' relatively high interest in information that they need to use in their everyday lives.
The results were analysed to determine whether there were differences in pupil's knowledge based on sex, parents' education and participation in meal preparation. When heads of households have higher educational levels, nutrition knowledge is increased and the meals in the home become more rational and diversified (Grad, 1991). This study and previous research suggest that children's knowledge on nutrition comes from the home more often than from the school (Narojek and Kirschner, 1988; Narojek et al., 1973).
In most Polish families the mother decides what foods the family will eat and prepares the meals. Prior research had confirmed a relation between mothers' educational level and children's knowledge on nutrition (Narojek, 1993; Narojek and Kirschner, 1988; Narojek, Woroszylska and Kirschner, 1993). Little association was found between the pupils' nutrition knowledge and the educational level of fathers. In this study, the majority of the children's parents had secondary or university education (Table 3). Considering that children with less-educated parents have less information on proper nutrition at home, the task of providing nutrition education should be undertaken by the school (Narojek and Kirschner, 1988).
Educational level |
Mother |
Father |
Elementary |
40 |
53 |
Secondary |
26 |
15 |
University |
34 |
32 |
All but 25 of the children declared that they helped in meal preparations at home. There was an association between accurate knowledge of nutrition and the sex of the pupils, as found elsewhere (Kollajtis-Dolowy, 1994; Kollajtis-Dolowy, 1996; Narojek and Kirschner, 1988). Girls did better on the final test. This result may be related to the association between gender and meal preparation, as girls participate in food preparation more often than boys. There was no association between the father's education and the pupil's involvement in preparation of meals.
According to the students, the most interesting lesson was that on nutrients and their main sources. At the same time, this was the most difficult topic. The pupils said they obtained new information during lessons on maintaining proper body weight, nutritional requirements and observing principles of hygiene. The children found the Get the best from your food leaflet to be an interesting and useful set of information on food and nutrition in everyday life. They also found the numerous drawings illustrating its contents advantageous.
All teachers thought the lessons and materials were well prepared from the perspective of methodology and subject matter. They found the materials comprehensive and clear and thought they had an appropriate level of detail. The proposed education aids proved useful and sufficient in terms of quantity. It was suggested that two sessions were insufficient to teach the material regarding the role and sources of nutrients. They also suggested that the materials could include more practical elements, e.g. making menus. The teachers found that the educational materials were effective in teaching nutrition. They thought there was a need for lessons on similar topics especially for younger children (e.g. ten-year-olds). According to the teachers, recognition of the importance of nutrition has increased in recent years, and this was proved by the increased interest of young people in the subject.
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1The authors thank the staff, teachers and pupils of schools No. 163, 310 and 212 who participated in this study.