Department of Human Kinetics and Health Education, Ekiti State University, Ado Ekiti, Ekiti, Nigeria.
J Nutr Educ Behav. 2021 Mar;53(3):204-210. doi: 10.1016/j.jneb.2020.11.001. Epub 2020 Dec 23.
To determine the effectiveness of healthy eating songs (HES) in improving adolescents' healthy eating knowledge, attitude, and practice.
Pretest-posttest quasi-experimental nonequivalent group design. Students from 2 of the selected schools (n = 37 and n = 35) received nutrition education using conventional classroom instruction and HES, whereas the other 2 (n = 30 and n = 31) received theirs using conventional classroom instruction only.
Ibadan, Nigeria.
A total of 133 students selected from 4 junior secondary schools participated in the study.
Changes in healthy eating knowledge, attitude, and practice at the school level.
Independent t tests were used for analyzing summary data, whereas the linear mixed model was used to analyze the fixed effects of predictor variables at P < 0.05.
Nutrition education had a significant effect on knowledge (F = 65.7, P < 0.001), attitude (F = 85.2, P < 0.001), and practice (F = 131.5, P < 0.001). Improvement in knowledge, attitude, and practice was observed in both groups. However, the intervention group performed better than the comparison group in knowledge (95% confidence interval [CI], -0.1 to 2.8), attitude (95% CI, 1.7-9.7), and practice (95% CI, 2.8-5.8). Geographical location had a significant effect on knowledge (F = 7.1, P = 0.005). Interaction effect of treatment and geographical location was significant on knowledge and attitude of students.
The use of HES may be an effective way of improving adolescents' healthy eating knowledge, attitude, and practice. However, testing culturally appropriate HES in more diverse audiences is warranted.
确定健康饮食歌曲（HES）在提高青少年健康饮食知识、态度和实践方面的有效性。
前测-后测准实验非等同组设计。从 2 所选定学校的学生（n=37 和 n=35）接受了使用传统课堂教学和 HES 的营养教育，而另外 2 所学校的学生（n=30 和 n=31）仅接受了传统课堂教学。
尼日利亚伊巴丹。
共有 133 名学生从 4 所初中参加了这项研究。
学校层面健康饮食知识、态度和实践的变化。
采用独立 t 检验分析汇总数据，采用线性混合模型分析预测变量的固定效应，P 值均<0.05。
营养教育对知识（F=65.7，P<0.001）、态度（F=85.2，P<0.001）和实践（F=131.5，P<0.001）有显著影响。两组学生的知识、态度和实践均有改善，但干预组在知识（95%置信区间[CI]，-0.1 至 2.8）、态度（95%CI，1.7-9.7）和实践（95%CI，2.8-5.8）方面的表现优于对照组。地理位置对知识有显著影响（F=7.1，P=0.005）。治疗和地理位置的交互作用对学生的知识和态度有显著影响。
使用 HES 可能是提高青少年健康饮食知识、态度和实践的有效方法。然而，需要在更多样化的受众中测试文化上合适的 HES。
