教育视频干预提高了基础教育专业大学生对课堂早餐的看法。
Educational Video Intervention Improves Perceptions of Breakfast in the Classroom Among College Students in Elementary Education.
机构信息
Department of Nutrition, Dietetics, and Food Science, Brigham Young University, Provo, UT.
Department of Public Health, Brigham Young University, Provo, UT.
出版信息
J Nutr Educ Behav. 2023 Apr;55(4):304-310. doi: 10.1016/j.jneb.2023.01.005.
OBJECTIVE
Evaluate Elementary Education college students' familiarity and perceptions of Breakfast in the Classroom (BIC) before and after an educational video intervention.
METHODS
A 5-minute educational video was developed as an intervention in a pilot study. Quantitative data were collected from Elementary Education students using preintervention and postintervention surveys and analyzed using paired sample t tests (P < 0.001).
RESULTS
A total of 68 participants completed preintervention and postintervention surveys. Postintervention survey scores indicated that participants' perceptions of BIC improved after watching the video. Paired sample t tests also showed an increase in preference for BIC, familiarity with the 5 school breakfast service models, and confidence to implement BIC in future classrooms.
CONCLUSIONS AND IMPLICATIONS
An educational video intervention effectively improves Elementary Education students' perceptions of BIC. Elementary Education students who gain a positive perception of BIC may influence the program's success and ability to benefit students.
目的
在接受教育视频干预前后，评估师范大学生对课堂早餐（Breakfast in the Classroom，BIC）的熟悉程度和认知。
方法
作为一项试点研究的干预措施，我们开发了一个 5 分钟的教育视频。使用干预前后的调查问卷从师范大学生中收集定量数据，并使用配对样本 t 检验（P<0.001）进行分析。
结果
共有 68 名参与者完成了干预前后的调查。干预后调查结果表明，参与者在观看视频后对 BIC 的认知有所改善。配对样本 t 检验还表明，参与者对 BIC 的偏好度、对 5 种学校早餐服务模式的熟悉度以及在未来课堂中实施 BIC 的信心均有所提高。
结论和意义
教育视频干预措施可有效改善师范大学生对 BIC 的认知。对 BIC 有积极认知的师范大学生可能会影响该计划的成功和惠及学生的能力。
Zotero 插件