Vegetable Education Program Positively Affects Factors Associated With Vegetable Consumption Among Australian Primary (Elementary) Schoolchildren

Abstract

Objective: To measure the effectiveness of a new sensory education program for Australian primary (elementary) schoolchildren (Vegetable Education Resource to Increase Children's Acceptance and Liking [VERTICAL]) designed to increase vegetable enjoyment and positively predispose to vegetable consumption. Methods: Pretest and posttest (collected 2 weeks after intervention) survey data (n = 299) on cognitive, attitudinal, and behavioral factors associated with vegetable consumption were compared between the intervention (which followed VERTICAL, a program consisting of five 1-hour teacher-led interventions) and control students (aged 8−12 years) from Sydney primary schools. Results: The VERTICAL intervention increased knowledge about vegetables and the senses (P = .002), the ability to verbalize sensations (P < .001), vegetable acceptance (P = .007), and willingness to try vegetables (P = .05). Middle primary students gained more positive attitudes toward vegetable consumption (P = .009). Moreover, VERTICAL had no effect on food neophobia, perceived norms of teacher and peers, emotions, behavioral intentions, and vegetables tried. Conclusions and Implications: Behavioral change was achieved through VERTICAL in a short intervention, supporting further development and validation.

Effect of Experiential Vegetable Education Program on Mediating Factors of Vegetable Consumption in Australian Primary School Students: A Cluster-Randomized Controlled Trial

“…The classroom intervention in both intervention arms was a teacher-led vegetable education program VERTICAL designed to positively prime children towards vegetable consumption by increasing enjoyment and willingness to consume vegetables. A pilot version of the program is described elsewhere [ 33 ] and results from a student and teacher evaluation were used to further develop the program [ 33 , 34 ]. A description of VERTICAL can be found in Appendix A .…”

“…Inclusion criteria for participating schools were: (1) government (public) primary school, and (2) school located in one of ten selected areas in Greater Sydney or Greater Adelaide. Schools were excluded from participation if they could not accommodate computerized data collection or had been previously involved in trialing the vegetable education program [ 34 ]. There were no specific eligibility criteria for teachers other than willingness to take part.…”

“…Students in year 3–6 self-completed the questionnaire at their own pace, with the teacher present to answer any questions. The survey questionnaire took a maximum of 15 min to complete and was essentially a shorter version of a previously used questionnaire [ 34 ].…”

“…Sample size was calculated based on a change in student behavioural intention outcomes with a small effect size of 0.15 based on comparable studies [ 32 , 34 ]. With a power of 0.95, alpha = 0.05 and using a repeated exposure ANOVA with 3 treatment groups, an overall sample size of 531 students was needed (GPower 3.1.9.2).…”

“…A prototype version of VERTICAL was developed and showed positive changes in mediating factors associated with children’s vegetable consumption in a matched-control schools pilot study [ 33 , 34 ]. These changes included: increases in knowledge about vegetables and the senses, students’ verbalization skills around vegetable sensory properties, vegetable acceptance and willingness to try vegetables [ 34 ]. The program was evaluated favourably by teachers; however, preparation effort was seen as considerable [ 33 ].…”