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Published on: February 19, 2021
Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food-Based
Virginia C Stage1, Kathryn M Kolasa2, Sebastián R Díaz3
1Department of Nutrition Science, College of Allied Health Sciences, East Carolina University, 4310J Health Sciences Building, Greenville, NC 27858.
Background:
Explore associations between nutrition, science, and mathematics knowledge to provide evidence that integrating food/nutrition education in the fourth-grade curriculum may support gains in academic knowledge.
Methods:
Secondary analysis of a quasi-experimental study. Sample included 438 students in 34 fourth-grade classrooms across North Carolina and Ohio; mean age 10 years old; gender (I = 53.2% female; C = 51.6% female). Dependent variable = post-test-nutrition knowledge; independent variables = baseline-nutrition knowledge, and post-test science and mathematics knowledge. Analyses included descriptive statistics and multiple linear regression.
Results:
The hypothesized model predicted post-nutrition knowledge (F(437) = 149.4, p < .001; Adjusted R = .51). All independent variables were significant predictors with positive association.
Conclusions:
Science and mathematics knowledge were predictive of nutrition knowledge indicating use of an integrative science and mathematics curriculum to improve academic knowledge may also simultaneously improve nutrition knowledge among fourth-grade students. Teachers can benefit from integration by meeting multiple academic standards, efficiently using limited classroom time, and increasing nutrition education provided in the classroom.
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