Experiential learning approaches (school/community gardens, cooking, food preparation) produce the largest effects on reducing food consumption and energy intake in primary school children¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experiential learning approaches reduced food consumption and energy intake with a mean effect size of Md = 1.31, within Hattie's Zone of Desired Effects. → Dudley 2015

Evidence¶

Dudley 2015¶

Dudley, D. A., Cotton, W. G., & Peralta, L. R. (2015). Teaching approaches and strategies that promote healthy eating in primary school children: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 12, 28. https://doi.org/10.1186/s12966-015-0182-8

q2 · i? · quant-synthesis · r2

Meta-analysis of three experiential learning studies (school/community gardens, cooking lessons, food preparation) reporting food consumption and energy intake outcomes; two reported p < .05 or better for at least one variable. The review reports a mean Cohen's d of Md = 1.31.

"Whilst there were only a small number of effect sizes that were able to be calculated based on the reporting method in these studies, the mean effect size was Md = 1.31 and within the Zone of Desired Effects."

Discussion¶

Related Claims¶

• Enhanced curriculum approaches alone show minimal effect on reducing food consumption or energy intake (Md = 0.12) but improve nutritional knowledge (Md = 0.75) and FV consumption or preference (Md = 0.45) — related
• Experiential learning approaches improve fruit and vegetable consumption or preference (Md = 0.68), within the Zone of Desired Effects — related
• Cooking, taste-testing, games, role-playing, and gardening had the greatest effects on nutrition outcomes in primary school children — a broader claim this one bears on
• School gardening showed large effects on knowledge, preferences, and consumption of fruits and vegetables in primary school children — related
• Evidence for effective experiential learning approaches is weaker for preschool children than for primary school children — related
• Experiential learning activities improve children's knowledge, attitudes, and behaviors towards healthy eating — a broader claim this one bears on
• Parental involvement approaches fall just below the Zone of Desired Effects for FV consumption or preference (Md = 0.39) and were never stand-alone — related