The Effects of an Educational Intervention Based on Poetry, Game, and Problem-Solving Skills on Promoting Nutritional Knowledge and Behavior in Iranian Primary School Students

Ameneh Shirin; Hamid Joveini; Masoumeh Hashemian; Akram Kooshki; Mohammad Hassan Rakhshani; Nader Sharifi; Alireza Rohban

doi:10.18502/jnfs.v7i4.11059

Ameneh Shirin Department of Health Education and Health Promotion, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran
Hamid Joveini Department of Health Education and Health Promotion, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran
Masoumeh Hashemian Department of Health Education and Health Promotion, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran
Akram Kooshki Department of Biochemistry and Nutrition, School of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran;
Mohammad Hassan Rakhshani Department of Biostatistics and Epidemiology, School of Health, Iranian Research Center on Healthy Aging, Sabzevar University of Medical Sciences, Sabzevar, Iran
Nader Sharifi Department of Public Health, Khomein University of Medical Sciences, Khomein, Iran.
Alireza Rohban Department of Health Education and Health Promotion, School of Health, Sabzevar University of Medical Sciences, Sabzevar, Iran

DOI: https://doi.org/10.18502/jnfs.v7i4.11059

Keywords: Nutritional knowledge; Nutritional behavior; Educational poetry; Problem-solving, Primary students

Abstract

Background: Current educational techniques may have a few effects on dietary habits and food preferences in adolescents, so by designing an educational attractive program, nutritional knowledge can be significantly enhanced. This study aims to investigate the effect of a structured educational intervention based on poetry, game, and problem-solving skills on promoting nutritional knowledge, and behavior in primary school students.

Methods: This experimental study was conducted on 120 primary school students aged 10-12 years in Sabzevar, Iran, in 2019. The participants were selected through multi-stage random sampling and divided into experimental (EG, n=60) and control (CG, n=60) groups. The data collection tool was a researcher-made questionnaire consisting of three sections (demographic characteristics, nutritional knowledge section, and nutritional behavior section). The validity and reliability of the questionnaire were checked and confirmed. The educational program, including educational poems, a "road to health" game, and problem-solving skills, was designed. The EG received a self-directed educational program. Both groups completed the questionnaires before and one month after the intervention.

Results: After the intervention, the mean scores of nutritional knowledge and nutritional behaviors significantly improved in the EG compared to the CG (P < 0.05). Moreover, after the intervention, the mean score of nutritional behavior in the EG significantly improved compared to before the intervention (P < 0.05). The highest percentage in mean scores in the food pyramid groups was related to the consumption of vegetables (27%), consumption of milk and dairy products (26%), non-consumption of low-value snacks (13%), and non-consumption of sugar and candy (11%), respectively.

Conclusion: The educational program based on poetry, game, and problem-solving skills can be practical, attractive, and cost-effective for promoting nutritional knowledge and behavior in adolescents.