Impact of School-based Nutrition Education on Eating Behaviour and Nutritional Knowledge among Adolescent Girls
Gunjan Verma
Department of Home Science, Baba Mastnath University, Rohtak, Haryana, India.
Ankita
*
Department of Home Science, University of Delhi, Delhi, India.
Ekta
Department of Home Science, Baba Mastnath University, Rohtak, Haryana, India.
*Author to whom correspondence should be addressed.
Abstract
Aim: To assess the effectiveness of nutrition education–based teaching methods on the nutritional knowledge and eating behaviour of adolescent girls.
Study Design: Interventional study with a pre- and post-evaluation design.
Place of Study: The study was conducted on females in adolescent age studying in government schools in rural and urban areas of district Jhajjar, Haryana.
Methodology: A quasi-experimental pre–post study with a control group was conducted among 400 adolescent girls (13–18 years) randomly selected from six government schools in District Jhajjar. Participants were equally allocated to control (n = 200) and intervention (n = 200) groups. Baseline and post-intervention data on nutrition knowledge and eating behaviour were collected using a structured questionnaire. A structured nutrition education intervention was implemented, focusing on age-specific nutritional requirements, healthy food choices and the development of appropriate eating habits during adolescence. Post-intervention assessments were conducted using the same tools to evaluate changes in nutritional knowledge and eating behaviour attributable to the intervention. Data were analysed to determine the effectiveness of the teaching methods in addressing nutritional challenges commonly observed during adolescence.
Results: Adolescence was identified as a nutritionally vulnerable period characterized by increased physiological demands, rapid growth, and changing dietary patterns. The intervention resulted in measurable improvements in nutrition-related awareness and positive shifts in eating behaviour among intervention group. Post-intervention, the intervention group demonstrated a significant improvement in nutrition knowledge and eating behaviour scores compared to the control group (p < 0.05), while no significant changes were observed in the control group. T-test was used to compare the means. Enhanced exposure to beneficial dietary cues and improved understanding of nutrient-dense, affordable food options were observed. The findings underscore the potential of structured nutrition education in mitigating undernutrition and unhealthy eating practices, which persist despite improvements in overall food availability.
Conclusion: Nutrition education–based interventions are effective non-pharmacological strategies for improving eating behaviour and supporting better nutritional outcomes among adolescent girls. Given the heightened nutritional demands during this critical developmental phase, early and targeted educational approaches are essential for establishing healthy dietary practices. Further longitudinal and large-scale studies are warranted to confirm the long-term sustainability and impact of such interventions.
Keywords: Adolescents, malnutrition, nutrition, education, nutritional status, eating behaviour