Exploring the Associations Among Nutrition, Science, and Mathematics Knowledge for an Integrative, Food‐Based Curriculum

• Published in: The Journal of school health 2018-01, Vol.88 (1), p.15-22
• Main Authors: Stage, Virginia C., Kolasa, Kathryn M., Díaz, Sebastián R., Duffrin, Melani W.
• Format: Article
• Language: English
• Subjects: Academic standards; Child; Classrooms; Company business planning; Curricula; Curriculum; Dependent variables; Educational aspects; Educational Change; Educational programs; Elementary School Curriculum; Elementary schools; Feeding Behavior; Female; Food; Food Preferences - psychology; Grade 4; Health Education - methods; Health Promotion - methods; Humans; Hypothesis Testing; Independent variables; integration; Knowledge; Knowledge Level; Linear Models; Male; Mathematics; Mathematics Curriculum; Multiple Regression Analysis; North Carolina; Nutrition; Nutrition education; Nutrition Instruction; nutrition knowledge; Nutritional Status; Ohio; Planning; Predictor Variables; Quasi-experimental methods; Quasiexperimental Design; Regression (Statistics); Science; Sciences; Secondary analysis; Self Efficacy; Statistical Analysis; Students - psychology; Students - statistics & numerical data; Surveys and Questionnaires; Teachers; Tests; Time on Task; United States
• ISSN: 0022-4391; 1746-1561
• DOI: 10.1111/josh.12576

ABSTRACT 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.