Kokkerelli Learning Street Effect Evaluation
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 226
- 试验地点
- 2
- 主要终点
- Change From Baseline Fruit and Vegetable Knowledge at 3 Months After the Evaluation Lesson
研究概览
简要总结
In 2012, the Kids University for Cooking Foundation BV has developed a nutrition education programme called 'Kokkerelli Learning Street'. This innovative programme aims to teach primary school students from study years 5-8 where food comes from, how it is processed, and how it can be used for the preparation of a healthy meal.
The Kokkerelli Learning Street is offered to primary school children in the region of Venlo, the Netherlands. The present study will investigate the effects of the Kokkerelli Learning Street on several determinants of children's fruit and vegetable intake. Based on the literature and the aims of the Learning Street, five relevant determinants are selected: (i) knowledge; (ii) taste preferences; (iii) intention; (iv) skills; and (v) attitude.
Using child-reported questionnaires, the present study aims to answer the following key questions:
What are the short-term and longer-term effects of the Kokkerelli Learning Street on children's:
- Knowledge regarding fruit and vegetable consumption?
- Intentions regarding fruit and vegetable consumption?
- Attitude regarding fruit and vegetable consumption?
- Liking of fruit and vegetables?
- Skills regarding fruit and vegetable preparation?
- Fruit and vegetable intake?
详细描述
In 2012, the Kids University for Cooking Foundation BV has developed a nutrition education programme called 'Kokkerelli Learning Street'. This innovative programme aims to teach primary school students aged 8-12 years (study years 5-8) where food comes from, how it is processed, and how it can be used for the preparation of a healthy meal. The theoretical foundation of the Learning Street is based on the EnRG framework, which states that behaviour is influenced both by conscious and unconscious processes. These processes can (in)directly be influenced by environmental factors. In addition, several behavioural and personal factors are thought to moderate the causal path.
The Kokkerelli Learning Street is offered to primary school children in the region of Venlo, the Netherlands. It involves education based on concepts of the Self-Determination Theory, active learning, and imagineering (e.g., self-experience in an interactive environment, rather than conventional education). The present study will investigate the effects of the Kokkerelli Learning Street on several determinants of children's fruit and vegetable intake. Based on the EnRG framework, other literature and the aims of the Learning Street, five relevant determinants are selected: (i) knowledge; (ii) taste preferences; (iii) intention; (iv) skills; and (v) attitude.
Using child-reported questionnaires, the present study aims to answer the following key questions:
What are the short-term and longer-term effects of the Kokkerelli Learning Street on children's:
- Knowledge regarding fruit and vegetable consumption?
- Intentions regarding fruit and vegetable consumption?
- Attitude regarding fruit and vegetable consumption?
- Liking of fruit and vegetables?
- Skills regarding fruit and vegetable preparation?
- Fruit and vegetable intake?
研究设计
- 研究类型
- Interventional
- 分配方式
- Non Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
入排标准
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Student of study years five to eight of one of the predetermined primary schools
排除标准
- •School classes who already participated in the Kokkerelli Learning Street during previous school years
结局指标
主要结局
Change From Baseline Fruit and Vegetable Knowledge at 3 Months After the Evaluation Lesson
时间窗: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson
Knowledge will be assessed by six knowledge questions in the child questionnaire. A total knowledge score based on the number of correct answers will be calculated. The minimum score that can be obtained is 0, indicating low knowledge. The maximum score that can be obtained is 6, indicating high knowledge.
Change From Baseline Intention to Consume Fruit and Vegetables at Three Months After the Evaluation Lesson
时间窗: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson
Questions assessing intention will concern participants' plans to consume or cook a meal containing the specific food product in the future and will be assessed on a scale from 1='I don't know' to 6='yes I will'. A mean score will be calculated to assess intention. The minimum score that can be obtained is 0, indicating low intention. The maximum score that can be obtained is 6, indicating high intention.
Change From Baseline Attitude Towards Fruit and Vegetable (Consumption) at 3 Months After the Evaluation Lesson
时间窗: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson
Questions for attitude ('How much do you think the target behaviours are clever/interesting and nice/cool/tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude.
Change From Baseline Taste Preferences for Fruit and Vegetables at 3 Months After the Evaluation Lesson
时间窗: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson
Three questions will be used for taste preferences (e.g., 'What do you think about the taste of the food product?') (scale from 1='never tried' to 6='I like it very much'). A mean score will be calculated to assess taste preferences.
Change From Baseline Attitude Towards Healthy Food Products at 3 Months After the Evaluation Lesson
时间窗: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson
Questions for attitude ('How much do you think the target behaviours are clever, interesting, nice, cool, and tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude.
次要结局
未报告次要终点