Effectiveness of a Culinary Class on Food Literacy and Eating Behaviours of Francophone High School Students

NCT04605224 | Completed

• 1 other identifier: 1920-002
• Study Type: observational
• Target: 1,003
• Locations: 1 country
• Sites: 1

Brief Summary

As the frequency of meals taken outside the home increases, children and youth have less opportunities to develop their food and cooking skills. Consequently, poor food literacy can increase dependence on highly processed foods which generally contain high amounts of calories, fat, sugar and sodium. Past studies have shown positive impacts of culinary-based interventions on adolescents' nutrition knowledge, attitudes, eating behaviours and cooking skills. However, most of these interventions were led outside of the school context, which limits their reach. Since adolescents spend most of their waking hours in school, providing culinary classes in school may be an effective way of promoting adolescents' food literacy. Therefore, the aim of this quasi-experimental study was to assess the effectiveness of an optional culinary class on high school students' food literacy and eating behaviours. Specifically, data were collected among students from five francophone high schools who were enrolled in a culinary class. These students were compared to those who were enrolled in a social studies class. Both classes were 55-70 minutes in duration and were provided five times per week over a full 18-week semester. Data on students' food literacy and eating behaviours were collected via questionnaires during the first and last week of the semester.

Conditions

Eating Behavior; Fruit and Vegetable Intake

Keywords

School; Cooking class; Culinary class; Food literacy; Cooking skills; Food skills

Outcome Measures

Primary Outcomes (4)

• Change from baseline in cooking skills at the end of the school semester

  The validated 14-item cooking skills question assesses how good students feel they are at performing each cooking skill on a scale from 1 (very poor) to 7 (very good) with the option "Never/rarely do it" (0) given as an option. Change is measured by the difference between the total score (0 to 98) obtained at the end of the semester (18 weeks) minus the total score obtained at baseline.

  Baseline and Week 18

• Change from baseline in food skills at the end of the school semester

  The validated 12-item food skills question assesses how good students feel they are at performing each food skill on a scale from 1 (very poor) to 7 (very good) with the option "Never/rarely do it" (0) given as an option. Change is measured by the difference between the total score (0 to 84) obtained at the end of the semester (18 weeks) minus the total score obtained at baseline.

  Baseline and Week 18

• Change from baseline in eating behaviours at the end of the school semester

  Eating behaviours were measured using two separate questions. The first question, based on the NB Student Wellness Survey, assessed how often students consumed breakfast in the previous week (0 pt = never to 7 pt = 7 times). The second question was based on a previously validated questionnaire. This question assessed how often students did 6 different eating related behaviours. Response options ranged from "never or rarely" (0 pt) to "every day" (3 pts), for a maximum total score of 18 points. These two questions were combined to provide a total score ranging from 0 to 25 points. Change is measured by the difference between the total score (0 to 25) obtained at the end of the semester (18 weeks) minus the total score obtained at baseline.

  Baseline and Week 18

• Change from baseline in fruit and vegetable intake at the end of the school semester

  Intake was measured using 7 items of a previously validated questionnaire. One question assessed how many servings of vegetables and how many servings of fruit they usually eat each day. Response options ranged from "I don't eat vegetables/fruit" (0 pt) to "more than 5 servings per day" (5 pts). Another question assessed whether students had eaten or were planning on eating various types of foods at breakfast, lunch or snack that day. One point was given every time a vegetable or fruit product was checked, for a maximum of 9 points. A third question assessed whether they had consumed the listed fruit or vegetable the previous day. Scores ranged from 0 to 4 points. The sum of these questions provided a total possible score of 25 points. Change is measured by the difference between the total score (0 to 25) obtained at the end of the semester (18 weeks) minus the total score obtained at baseline.

  Baseline and Week 18

Study Arms (2)

Culinary class (intervention group)

The culinary class is 55-70 minutes in duration and is offered daily, Monday to Friday, over an 18-week semester (September 2019 to January 2020).

Behavioral: Culinary class

Social studies class (control group)

The social studies class is 55-70 minutes in duration and is offered daily, Monday to Friday, over an 18-week semester (September 2019 to January 2020).

Interventions

Culinary class BEHAVIORAL

This hands-on, optional course teaches students how to measure and weigh ingredients, read and follow recipes, apply various food preparation, cooking and assembly techniques, as well as prepare meals, as per the provincial curriculum

Also known as: Cuisine professionnelle

Culinary class (intervention group)

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)
• Sampling Method: Non-Probability Sample

Study Population

Participants are students enrolled in the Culinary class or Social Studies class in the fall of 2019, in the 5 recruited francophone high schools in the province of New Brunswick, Canada.

You may qualify if:

• Be enrolled in either the culinary class or social studies class in the fall semester of 2019

You may not qualify if:

• None

Sponsors & Collaborators

• Universite de Moncton: lead

Study Sites (1)

Universite de Moncton

Moncton, New Brunswick, E1A 3E9, Canada

Location

Related Publications (2)

• Lavelle F, McGowan L, Hollywood L, Surgenor D, McCloat A, Mooney E, Caraher M, Raats M, Dean M. The development and validation of measures to assess cooking skills and food skills. Int J Behav Nutr Phys Act. 2017 Sep 2;14(1):118. doi: 10.1186/s12966-017-0575-y.

  PMID: 28865452 BACKGROUND

• Wilson AM, Magarey AM, Mastersson N. Reliability and relative validity of a child nutrition questionnaire to simultaneously assess dietary patterns associated with positive energy balance and food behaviours, attitudes, knowledge and environments associated with healthy eating. Int J Behav Nutr Phys Act. 2008 Jan 29;5:5. doi: 10.1186/1479-5868-5-5.

  PMID: 18226268 BACKGROUND

MeSH Terms

Conditions

Feeding Behavior

Condition Hierarchy (Ancestors)

Behavior, Animal; Behavior

Study Officials

• Stephanie A Ward, PhD, RD

  Universite de Moncton

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: observational
• Observational Model: CASE CONTROL
• Time Perspective: PROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Adjunct Professor

Study Record Dates

• First Submitted: October 21, 2020
• First Posted: October 27, 2020
• Study Start: September 10, 2019
• Primary Completion: January 31, 2020
• Study Completion: January 31, 2020
• Last Updated: October 28, 2020

Record last verified: 2020-10

Locations

CA (1)