The purpose of the study was to establish whether nutrition education would increase high school student consumption of fruits and vegetables, increase knowledge and self-efficacy, and advance students through the stages of change. Additionally, factors that influence intake were studied.
Students (n=260) enrolled in Health and Nutrition & Wellness classes were randomly assigned to intervention or control by class. Intervention consisted of 1 ½ hours for five days of fruit and vegetable focused education. Students completed pre- and post-surveys.
Results showed that fruit and vegetable intake did not change in intervention classes but significantly decreased (p<0.0484) in control classes. Knowledge significantly increased (p<0.0151) in intervention classes. No changes in self-efficacy or stage of change were observed.
Nutrition education must be meaningful for students. Duration and reinforcement are important for education to be successful. Using short surveys or focus groups may be more appropriate ways to collect data with this group.
","abstract_html":"<p>The purpose of the study was to establish whether nutrition education would increase high school student consumption of fruits and vegetables, increase knowledge and self-efficacy, and advance students through the stages of change. Additionally, factors that influence intake were studied.</p> <p>Students (n=260) enrolled in Health and Nutrition & Wellness classes were randomly assigned to intervention or control by class. Intervention consisted of 1 ½ hours for five days of fruit and vegetable focused education. Students completed pre- and post-surveys.</p> <p>Results showed that fruit and vegetable intake did not change in intervention classes but significantly decreased (p<0.0484) in control classes. Knowledge significantly increased (p<0.0151) in intervention classes. No changes in self-efficacy or stage of change were observed.</p> <p>Nutrition education must be meaningful for students. Duration and reinforcement are important for education to be successful. Using short surveys or focus groups may be more appropriate ways to collect data with this group.</p>","abstract_has_math":false,"creators":["Larson, Rebecca"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Open Access Thesis","degree_discipline":"Health Sciences","degree_department":null,"school":null,"contributors":["Alice Jo Rainville, PhD, RD Chair","George Liepa, PhD","Joann Burnett, MS, RD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-01-01T08:00:00Z","date_published":"2008-01-01T08:00:00Z","updated_at":"2026-07-24T02:16:30Z","subjects":["Nutrition Study and teaching (Secondary)","Teenagers Nutrition Attitudes","Nutrition"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/199","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Alice Jo Rainville, PhD, RD Chair","George Liepa, PhD","Joann Burnett, MS, RD"]},{"key":"dc:creator","label":"Author","values":["Larson, Rebecca"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Health Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Nutrition Study and teaching (Secondary)","Teenagers Nutrition Attitudes","Nutrition"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/199"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of the study was to establish whether nutrition education would increase high school student consumption of fruits and vegetables, increase knowledge and self-efficacy, and advance students through the stages of change. Additionally, factors that influence intake were studied.
Students (n=260) enrolled in Health and Nutrition & Wellness classes were randomly assigned to intervention or control by class. Intervention consisted of 1 ½ hours for five days of fruit and vegetable focused education. Students completed pre- and post-surveys.
Results showed that fruit and vegetable intake did not change in intervention classes but significantly decreased (p<0.0484) in control classes. Knowledge significantly increased (p<0.0151) in intervention classes. No changes in self-efficacy or stage of change were observed.
Nutrition education must be meaningful for students. Duration and reinforcement are important for education to be successful. Using short surveys or focus groups may be more appropriate ways to collect data with this group.
"]},{"key":"dc:title","label":"Title","values":["A school-based approach to increasing fruit and vegetable intake of high school students"]}]}],"canonical_facts":{"dc:contributor":["Alice Jo Rainville, PhD, RD Chair","George Liepa, PhD","Joann Burnett, MS, RD"],"dc:creator":["Larson, Rebecca"],"dc:description.abstract":["The purpose of the study was to establish whether nutrition education would increase high school student consumption of fruits and vegetables, increase knowledge and self-efficacy, and advance students through the stages of change. Additionally, factors that influence intake were studied.
Students (n=260) enrolled in Health and Nutrition & Wellness classes were randomly assigned to intervention or control by class. Intervention consisted of 1 ½ hours for five days of fruit and vegetable focused education. Students completed pre- and post-surveys.
Results showed that fruit and vegetable intake did not change in intervention classes but significantly decreased (p<0.0484) in control classes. Knowledge significantly increased (p<0.0151) in intervention classes. No changes in self-efficacy or stage of change were observed.
Nutrition education must be meaningful for students. Duration and reinforcement are important for education to be successful. Using short surveys or focus groups may be more appropriate ways to collect data with this group.
"],"dc:identifier":["https://commons.emich.edu/theses/199"],"dc:subject":["Nutrition Study and teaching (Secondary)","Teenagers Nutrition Attitudes","Nutrition"],"dc:title":["A school-based approach to increasing fruit and vegetable intake of high school students"],"thesis:degree_discipline":["Health Sciences"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:16:30Z"}