Impact of Nutrition Education On University Students’ Fat Consumption

2009 ◽  
Vol 70 (4) ◽  
pp. 187-192 ◽  
Author(s):  
Teri E. Emrich ◽  
M.J. Patricia Mazier
Keyword(s):  
Nutrition Education ◽  
Saturated Fat ◽  
First Year ◽  
Science Students ◽  
Chi Square ◽  
First Year Students ◽  
Fat Consumption ◽  
Nutrition Course ◽  
University Science ◽  
Saturated Fat Intake

Purpose: University science students who have taken a nutrition course possess greater knowledge of fats than do those who have not; whether students apply this knowledge to their diet is unknown. We measured and compared science students' total and saturated fat intake in the first and fourth years, and evaluated whether taking a nutrition course influenced fat consumption. Methods: A sample of 269 first- and fourth-year science students at a small undergraduate university completed a survey with both demographic questions and a semi-quantitative food frequency questionnaire about fats in the diet. Data were analyzed using chi-square tests and independent-sample t-tests. Results: Fourth-year science students consumed fewer grams of total and saturated fat than did first-year science students (p<0.001). Science students who had taken a nutrition course consumed fewer grams of total and saturated fat than did those who had not (p<0.001). Conclusions: Taking a nutrition course may decrease first-year students’ fat consumption, which may improve diet quality and decrease the risk of chronic disease related to fat consumption.

University Science Students’: Knowledge of Fats

2007 ◽  
Vol 68 (3) ◽  
pp. 154-159 ◽  
Author(s):  
M.J. Patricia Mazier ◽  
Sheena L. McLeod
Keyword(s):  
Undergraduate Students ◽  
Nutrition Knowledge ◽  
Dietary Fats ◽  
First Year ◽  
Science Students ◽  
First Year Students ◽  
Nutrition Course ◽  
Different Types ◽  
University Science ◽  
Senior Students

Purpose: Students entering university often lack knowledge about fats; whether students gain such information during four years at university is unclear. Students’ knowledge of fat in the first and fourth years was measured and compared. The effect of a nutrition course on knowledge was also examined. Methods: A total of 215 science students at a small undergraduate university completed a 15-item, closed-ended questionnaire concerning knowledge of fats in the diet. Results: Fourth-year science students have greater nutrition knowledge of fats than do first-year science students (p<0.005). Given that the majority of first-year students reside on campus and the majority of fourth-year students reside off campus, the purchasing of food and preparation of meals may explain the senior students’ greater knowledge of fat. Students who have taken a nutrition course know more about fats than do those who have not (p<0.001). Conclusions: Taking even one course in nutrition greatly increases nutrition knowledge. Universities could encourage undergraduate students to take a basic nutrition course, which should emphasize the identification and understanding of different types of dietary fats.

scholarly journals Faith in Fat: A Multisite Examination of University Students’ Perceptions of Fat in the Diet

Nutrients ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 2560
Author(s):  
Matthew J. Landry ◽  
Jasmine M. Olvany ◽  
Megan P. Mueller ◽  
Tiffany Chen ◽  
Dana Ikeda ◽  
...  
Keyword(s):  
College Students ◽  
Nutrition Education ◽  
Food System ◽  
Saturated Fat ◽  
The United States ◽  
Vital Role ◽  
Dietary Guidelines ◽  
First Year Students ◽  
Unsaturated Fat ◽  
Fat Consumption

Despite recent relaxation of restrictions on dietary fat consumption in dietary guidelines, there remains a collective “fear of fat”. This study examined college students’ perceptions of health among foods with no fat relative to foods with different types of fats (unsaturated and saturated). Utilizing a multisite approach, this study collected data from college students at six university dining halls throughout the United States. Data were available on 533 students. Participants were 52% male and consisted largely of first-year students (43%). Across three meal types, the no-fat preparation option was chosen 73% of the time, the unsaturated fat option was selected 23% of the time, and the saturated fat option was chosen 4% of the time. Students chose the no-fat option for all meal types 44% of the time. Findings suggest that college students lack knowledge regarding the vital role played by the type and amount of fats within a healthy diet. Nutrition education and food system reforms are needed to help consumers understand that type of fat is more important than total amount of fat. Efforts across various sectors can encourage incorporating, rather than avoiding, fats within healthy dietary patterns.

The Study Skills of First Year Education Students and Their Academic Performance

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
MARIA NANCY Q. CADOSALES
Keyword(s):  
Academic Performance ◽  
Study Skills ◽  
College Of Education ◽  
First Year ◽  
Note Taking ◽  
Chi Square ◽  
First Year Students ◽  
College Life ◽  
First Year College ◽  
First Year College Students

First year students take time to adjust to college life. A number of priorities are considered in order to survive in the tertiary level. One of which is complying with the academic requirements. The study described the study skills of the first year students in the College of Education, La Salle University, Ozamiz City, Philippines. The framework used in identifying the study skills of the first year students was adopted from Lucas and Corpuz (2007:4).These study skills were correlated to the students’ academic performance using Kendall’s Tau B, Chi-square, and Multiple Regression tests. There were 128 first year students who were taken as respondents of the study. The study reveals that the first year students have the skills in organizing and planning their work, preparing assignments or projects, and note-taking and reading. The students’ skills in organizing and planning one’s work; working with others and utilizing resources and feedback; note-taking and reading; and preparing an assignment/project correlate with their grades. The best predictor of students’ academic performance is note-taking and reading. First year college students need to develop the habit of studying their lessons, reading, and taking down notes to improve their academic performance.Keywords: Education, study skills, academic performance, descriptive design, Philippines

scholarly journals Relationship between Parent Involvement and Achievement in Mathematics of Higher Secondary First Year Students in the Coastal Area

2019 ◽  
Vol 8 (3) ◽  
pp. 5029-5033
Keyword(s):  
Parent Involvement ◽  
Coastal Area ◽  
Random Sampling ◽  
Sampling Technique ◽  
Survey Method ◽  
First Year ◽  
Chi Square ◽  
First Year Students ◽  
Achievement In Mathematics ◽  
Higher Secondary Education

Higher Secondary Education stage plays a very significant role in one’s life and is a basic stone on which one builds a beautiful castle of future higher education. The present study is to find out how parent involvement influences the achievement in Mathematics of higher secondary first year students in the coastal area of Kerala. The investigator adopted normative survey method for the study. A sample of 100 students of both Government and Aided Higher Secondary Schools was selected by random sampling technique. The statistical techniques such as Percentages and Chi-square employed. The result of the study can be made available to the parents of coastal area so that they can involve themselves in the learning process of their wards.

scholarly journals Dietary Changes Among First Year University Students: The Peer-to-Peer (P2P!) Nutrition Project

2015 ◽  
Vol 9 (1) ◽  
pp. 22-27 ◽  
Author(s):  
April Tallant ◽  
Brenda Marques ◽  
Nicole Martinez
Keyword(s):  
Motivational Interviewing ◽  
Nutrition Education ◽  
Self Efficacy ◽  
Saturated Fat ◽  
Peer To Peer ◽  
First Year ◽  
Education Group ◽  
Post Measure ◽  
Total Fat ◽  
First Year University

Research is lacking in whether college nutrition courses lead to dietary improvements. Literature indicates that behavioral theory-based interventions can lead to nutritional improvements and that motivational interviewing and peer teaching can be effective for student-learning, but interventions combining these findings is scarcely reported in the literature. The purpose of this study was to evaluate dietary and nutrition self-efficacy changes among first year students (n=35) throughout a semester enrolled in a first-year university personal nutrition seminar course; and to assess whether intervention method (motivational interviewing versus traditional nutrition education) delivered by peers, impacted kilocalories, total fat, saturated fat and nutrition self-efficacy as reported at the end of the semester. Students completed pre-and post-measures including three-day food records, diet analyses, and surveys, and were randomly assigned to meet with peer nutrition counselors (upper division nutrition majors) who conducted sessions using either motivational interviewing or traditional nutrition education. Paired t-tests showed decreases in kcals, total fat, and saturated fat for the motivational interviewing group from pre-to-post-measure, but differences were not statistically significant (P>.05). The traditional nutrition education group showed statistically significant decreases in kcals, total fat, and saturated fat (P<.05) from pre-to-post-measure. Differences in nutrition self-efficacy for the motivational interviewing group was statistically significant (P<.05), but was not for the traditional nutrition education group (P>.05) from pre-to-post-measure. When comparing statistically significant changes in diet and nutrition self-efficacy between the two intervention techniques, analysis of covariance showed no statistically significant differences in kilocalories, total fat, saturated fat or nutrition self-efficacy at post-measure (P>.05), therefore, intervention technique did not impact dietary or nutrition self-efficacy changes. Additionally, student perceptions of the peer-to-peer intervention used to attempt dietary change was evaluated. Positive perceptions of the peer-to-peer nutrition project indicated that the project is a viable teaching methodology and may be used by registered dietitians employed in various settings, particularly in other universities teaching similar types of nutrition courses. Results showed that incorporating peer-to-peer nutrition education in university courses may be effective in facilitating dietary changes and improved nutrition self-efficacy in college freshman.

scholarly journals Replacing foods high in saturated fat by low-saturated fat alternatives: a computer simulation of the potential effects on reduction of saturated fat consumption

2009 ◽  
Vol 102 (3) ◽  
pp. 478-483 ◽  
Author(s):  
Bilbo Schickenberg ◽  
Patricia van Assema ◽  
Johannes Brug ◽  
Janneke Verkaik-Kloosterman ◽  
Marga C. Ocké ◽  
...  
Keyword(s):  
Food Consumption ◽  
Saturated Fat ◽  
Fat Intake ◽  
Fat Consumption ◽  
Consumption Data ◽  
Food Consumption Data ◽  
Food Consumption Survey ◽  
Before And After ◽  
Saturated Fat Intake ◽  
Consumption Survey

This simulation study aimed to assess the change in saturated fat intake achieved by replacing one to three of the products contributing most to individual saturated fat intake by alternative products low in saturated fat. Food consumption data of 750 participants (aged 19–30 years) from a recent Dutch food consumption survey were used. For each participant, the three products (from different product groups) that contributed most to their saturated fat intake were ranked in order of diminishing contribution. These products were sequentially replaced by lower saturated fat alternatives that were available in Dutch supermarkets. Mean percentage energy (en%) from saturated fat and energy intake in kJ per d were calculated before and after each of the three replacements. Dutch cheese, meat (for dinner) and milk were the main contributors to saturated fat intake for most participants. Starting at a mean en% from saturated fat of 12·4, the three replacements together resulted in a mean reduction of 4·9 en% from saturated fat. The percentage of participants meeting the recommendation for saturated fat ( < 10 en%) increased from 23·3 % to 86·0 %. We conclude that the replacement of relatively few important high-saturated fat products by available lower-saturated fat alternatives can significantly reduce saturated fat intake and increase the proportion of individuals complying with recommended intake levels.

Fat Watch: A Nationwide Campaign in the Netherlands to Reduce Fat Intake—Process Evaluations

1998 ◽  
Vol 12 (2) ◽  
pp. 107-117 ◽  
Author(s):  
J. Cornelie J.F. Van Der Feen De Lille ◽  
Marijke Riedstra ◽  
Wendy Hardeman ◽  
Michel Wedel ◽  
Johannes Brug ◽  
...  
Keyword(s):  
Mass Media ◽  
The Netherlands ◽  
Nutrition Education ◽  
First Year ◽  
Media Messages ◽  
Intake Process ◽  
Fat Consumption ◽  
Second Year ◽  
Retail Organizations ◽  
Process Evaluations

Fat Watch was a four-year campaign carried out in cooperation with retailers and industry, aiming at a reduction of fat consumption by 10% among the Dutch population. Mass media and supermarkets were the main conveyers of the message. Supermarkets participated well in the first (53%) and in the third year (51%), but to a lesser extent in the second year (36%). Campaign awareness in the target group (household shoppers for food) was relatively high in the first year (60%), but dropped in the next two years (40% and 32%, respectively). Combined with prominent mass media messages and with promotional activities of food products by suppliers, supermarkets seem a good channel for dissemination of nutrition information. Fat Watch has proved that cooperation of governmental, industrial and retail organizations for several years with respect to nutrition education activities is possible in the Netherlands.

scholarly journals B. Ed. First Year Students’ Motives for Learning English

2021 ◽  
Vol 2 (3) ◽  
pp. 55-71
Author(s):  
Lok Raj Sharma
Keyword(s):  
Research Study ◽  
Survey Design ◽  
First Year ◽  
Cross Sectional Survey ◽  
Chi Square ◽  
Cross Sectional ◽  
First Year Students ◽  
Job Opportunities ◽  
Academic Year ◽  
Learning English

This research article attempts to evaluate B.Ed. first year students’ major motives for learning English A cross-sectional survey design was adopted to accomplish the research study. The twelve questions as a data collection tool were administered to the students across three campuses of Makawanpur District, Nepal in the Academic Year 2019-2020. The study showed that a large number of the students learnt English to have good job opportunities in the country, whereas the smallest number of students  learnt it to be tourist guides. The chi-square tests showed that there was statistically significant association between sex and the motives for learning it, whereas there was no statistically significant association between campuses and motives for learning it. The findings of the research study indicated that students learnt English for fulfilling differing purposes in their life. Their attitude towards learning English was found to be dissimilar.

scholarly journals Inventive Thinking 21st Century Skills Among Preparatory Course Science Students

2020 ◽  
Vol 35 (2) ◽  
pp. 145-170
Author(s):  
Punia Turiman ◽  
Kamisah Osman ◽  
Tengku Siti Meriam Tengku Wook
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Self Regulation ◽  
Higher Order Thinking ◽  
First Year ◽  
Science Students ◽  
First Year Students ◽  
School Location ◽  
Preparatory Course

Inventive thinking is one of the constructs in 21st century skills. The 21st century skills are the skills needed by future workforce in the new global economy that driven by knowledge, technology and innovation. Inventive thinking comprises of six elements which are flexibility, self-regulation, curiosity, creativity, risk taking and higher order thinking. This study aimed to measure the level of inventive thinking among preparatory course science students at two MARA colleges. Besides, this study has also examined the effect of gender and previous school location on the level of inventive thinking. This quantitative approach study employed 21st century skills instrument. Total of 240 respondents of first year students that attended to these colleges have answered the questionnaires. Findings revealed that the levels of all subconstructs in inventive thinking were high except for creativity that revealed a moderate level. Meanwhile, there were no effects of gender and former school location on the levels of inventive thinking. However, these findings have given insight that the level of creativity should be enhanced. Science students should master all subconstructs in inventive thinking in order to become great innovators who can contribute to the nation’s prosperity.

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