A Knowledge Assessment Following Nutrition and Food Labeling Instruction with College Students


DESIGN A pre-post-post- test design was used to evaluate differences in students' knowledge before and after instruction. SUBJECTS A sample of 84 students who were present for all lectures regarding nutrition and food labeling and tests were selected from a total of 223 students enrolled in a mandatory wellness class in a major Southeastern U.S.A. urban university. INTERVENTION The pre-test was followed by three one hour nutrition lectures, one of which was devoted to a study of food labeling. A post-test followed the third lecture, and a second post-test was given six weeks later. STATISTICAL ANALYSES Knowledge test scores were analyzed by using repeated measures analysis of variance. Demographic information was analyzed by using the chi-squared statistics. The SPSS computer program was used for data analysis. RESULTS The sample group had a fair knowledge of the food label prior to the study as indicated by the pre-test scores. Significant changes in knowledge occurred following instruction although knowledge was not retained for six weeks. The only variable to be related to significant change in knowledge was race. CONCLUSION Although students had knowledge of food labeling prior to instruction, limitations were present. More than a one-hour educational lecture may be needed to increase knowledge. © 1995 American Dietetic Association.

Publication Title

Journal of the American Dietetic Association