Nature and Extent of Nutrition Education Being Imparted to the Rural School Children by the Selected Stakeholders

 Ankit Pal^1, Lenin Venu², Satyapriya³, Ananda K R^*4, Alok Dube⁵

^{1, 2, 3} Research Scholar, Agricultural Extension, ICAR- Indian Agricultural Research Institute, New Delhi.

^{4, 5} Research Scholar, Agricultural Extension, ICAR- Indian Agricultural Research Institute, New Delhi.

 

ABSTRACT

With an emphasis on the responsibilities played by teachers, parents, and Anganwadi workers, this study intends to analyse the existing practises of nutrition teaching in rural schools in Bihar, India. An ex-post facto research design was used for the study, which was carried out in the Bihar district of Arwal. Teachers, parents, and Anganwadi staff made up the 240 participants who were drawn at random. Data collection was done using questionnaires, which were pretested for validity and reliability. As well as identifying any gaps or areas for improvement, the obtained data were analysed to ascertain the common tactics and methodology utilised by educators, parents, and Anganwadi staff in delivering nutrition education. According to the study, parents used a variety of tactics to promote healthy eating habits in their kids, including giving them choices, giving nutritious foods catchy names, and making food appealing to the eye. For nutrition teaching, teachers mostly used lectures, discussions, and visual aids like nutrition charts and posters.

However, there were still certain areas that required improvement, such as more active parental involvement, student involvement in cooking projects, and teaching children how to read food labels. The study gives suggestions and ideas to improve the calibre and scope of nutrition education programmes in rural Bihar and offers insightful analyses of the practises of nutrition education currently in use. This study adds to the creation of focused interventions and support systems for boosting nutrition instruction in rural schools by filling in information gaps and identifying areas for improvement.

Keywords: Nutrition education, Rural schools, Teaching materials, Teachers, Parents, Anganwadi workers. 

 

INTRODUCTION

It is impossible to exaggerate the value of nutrition education, particularly for the growth and development of children in rural regions. Understanding the type and scope of nutrition education being given to schoolchildren in Bihar, an Indian state noted for its primarily rural population, is of utmost importance. In this study, nutrition instruction in rural schools will be examined, with an emphasis on the responsibilities that teachers, parents, and Anganwadi workers play in this process. In order to encourage healthy eating habits, minimise malnutrition, and support general growth and development in children, nutrition education is essential. The need of education is even greater in rural communities when access to adequate healthcare and nutritional resources may be limited. To create effective methods for enhancing nutrition education among rural schoolchildren in Bihar, an evaluation of the current initiatives and the identification of potential gaps are important effective schools with pleasant school environments have made a big effort to connect with the families of their students in order to create outstanding cooperation. Maintain that for schools to be effective, there must be a strong and cooperative interaction between students, parents, teachers, and the community. (Sanders, 2009).

Teachers play a crucial role in determining how children learn in rural schools. They have the capacity to contribute significantly to the dissemination of nutrition information and the encouragement of wholesome eating practises. Designing targeted interventions and support systems requires a thorough understanding of how instructors integrate nutrition education into their curricula and the methods they use.

The eating habits and nutritional intake of a child are significantly influenced by parents as well. They are essential in preparing meals and setting up a setting that encourages healthy eating at home. We may learn more about the degree of awareness and engagement in families and pinpoint areas for development by examining the role of parents in nutrition education.  A child’s eating habits will continue to improve if the family models the improvements in behaviour and shares the same influences. (Epstein et al., 2001).

Additionally, community health workers known as Anganwadi workers who are in charge of offering fundamental nutrition and health services play a critical role in rural areas. They frequently collaborate closely with schools and families, offering assistance and direction on numerous facets of young children’s nutrition and health. It can be useful to discover chances for collaboration and increase the overall impact of such initiatives by evaluating the involvement and training of Anganwadi staff in providing nutrition education.

In terms of nutrition and education, school gardens can assist kids and their families in both rural and urban settings. As a platform for learning, school gardens should be viewed as a way to promote nutrition and education rather than as a way to produce vast amounts of food or money. Students can learn how to grow, care for, harvest, and prepare healthful seasonal vegetables in the classroom, the garden, the kitchen, the school cafeteria, and the home. The experience increases the school community’s environmental, social, and physical wellness while fostering a greater understanding of how the natural world sustains us. The concept is supported by links to backyard gardens, which also provide opportunity for the school and the community to exchange information and expertise. (FAO, 2010 and 2015).

This study aims to fill the knowledge gap about the type and scope of nutrition instruction provided to rural Bihar schoolchildren. Its goal is to shed light on current practises and point out potential areas for change by looking at the responsibilities of teachers, parents, and Anganwadi workers. The results of this study can help stakeholders, including policymakers, educators, and educators, establish comprehensive and successful programmes to support nutrition education and enhance the general wellbeing of rural schoolchildren in Bihar.

STATEMENT OF PROBLEM

In order to encourage healthy eating habits and prevent malnutrition among schoolchildren, nutrition education is essential. However, there is a dearth of thorough knowledge about the type and scope of nutrition education being provided to schoolchildren by teachers, parents, and Anganwadi workers in rural areas of Bihar where malnutrition rates are frighteningly high. The efficacy of the current programmes for nutrition education and the degree of cooperation amongst various stakeholders are still unknown.

PURPOSE OF THE STUDY

1. Assess the nature and extent of nutrition education being delivered to rural school children, including the curriculum, teaching materials, and instructional approaches employed by teachers, parents, and Anganwadi workers.

2. Provide recommendations and strategies to enhance the quality and reach of nutrition education programs in rural Bihar.

RESEARCH QUESTION

1.  To determine the nature and extent of nutrition education being imparted to the rural school children by the Parents?

2. To determine the nature and extent of nutrition education being imparted to the rural school children by the Teachers?

3. To determine the nature and extent of nutrition education being imparted to the rural school children by Anganwadi workers?

AREA OF THE STUDY

The research was conducted in the Arwal district of Bihar.

METHODOLOGY

The present study, with the main aim of determine the of nature and extent of nutrition education being imparted to the rural school children in Arwal district of Bihar was conducted adopting an ex-post facto research design. An ex-post factoresearch is a systematic empirical enquiry in which the researcher does not have direct control over the variables because their manifestations have already occurred or because they are inherently not manipulatable (Kerlinger, 1964).

Arwal district was purposively selected for the study.  There are five blocks in the district. Three blocks will be randomly selected. From each block a cluster of rural schools was randomly selected and from each school cluster 30 children were randomly selected. Besides this, 90 parents of these selected children will be randomly selected. In addition, 30 teachers will be selected from these 3 schools clusters. Further 30 Anganwadi workers will be randomly selected. Total sample size of the study was 240.

Reading articles and examining textbooks helped create a question (item) bank, which was then thoroughly examined with the assistance of subject-matter specialists. The purpose of the questions was to assess the type and quantity of nutrition instruction being provided to rural schoolchildren. There were 43 items made in total for the relevance test. A knowledgeable panel of judges reviewed the item statements to determine their applicability and chose those that would be tested in the final exam. The 43 items were presented to a panel of 30 judges who were experts in extension education with the request that they evaluate the application of each item. The judges were asked to react using a five-point scale with ratings of 5, 4, 3, and 1, highly relevant, relevant, undecided, less relevant, and not relevant. The relevancy score for each item was calculated by adding the ratings on the scale for each judge’s comments. Two types of tests—relevancy percentage and frequency—were computed from the data for each item. The choices were made from the items that satisfied the minimum parameters (Relevancy% > 70, Relevancy Weightage > 0, and Mean relevancy score > 3.0). There were 17 total items chosen for parents, 16 for Parents and Anganwadi workers. The target population’s knowledge, practises, and behaviours about nutrition were to be evaluated through the use of these questions. Each question had two options for answers: “yes” or “no,” allowing for a binary response.

A representative sample of teachers, parents, and Anganwadi workers in rural Bihar were given the questionnaire as part of the data collection procedure. The questionnaire was pretested on a small pilot sample before to the actual data collection in order to improve the reliability and validity of the results. This made it easier to spot any questions that had questions that were unclear or had problems, which were then fixed to make the questions accurate and clear.

 

DATA ANALYSIS AND PRESENTATION

Table 1 Nature and Extent of Nutrition Education Provided by the Parents (N=90)

Sl.no	Statement	f	%	Mean score	Rank
1	Do you allow your children to make choice between the healthy food?	54	60	0.60	VII
2	Do you use interesting names (word-play) for healthy food?	57	63.33	0.63	VI
3	Do you use red cherry, nuts, butter and cream on the food to make it very attractive?	84	93.33	0.93	I
4	Do you ever give the opportunity to children to help you in the kitchen?	69	76.66	0.76	III
5	Do you keep more healthy nutritious food rather than junk food in the almirah or fridge?	60	66.66	0.66	V
6	Do you give any rewards/ bait for eating healthy food?	63	70	0.70	IV
7	Do you tell the story of your children to encourage them to consume Bitter gourd, Bottle gourd, Pumpkin and other vegetables which don’t look good but very nutritious?	33	36.66	0.36	XII
8	Do you take the help of Tv programme (cartoon), Tv advertisement to aware your children about healthy food?	63	70	0.70	IV
9	Do you convince your children to keep fast on the eve of festivals?	24	26.66	0.26	XIV
10	When you go for trip with your children do you brings home made food with you?	36	40	0.40	XI
11	Does your children have breakfast, lunch and dinner with you?	27	30	0.30	XIII
12	Does your children watching Tv while eating food?	48	53.33	0.53	IX
13	Do you pray for God before eating food?	42	46.66	0.46	X
14	Do you give junk food in few quantities in order to force your children to eat more fruits, vegetables and dry products?	51	56.66	0.56	VIII
15	Do you stop your children when they eating more than enough?	51	56.66	0.56	VIII
16	While you making the healthy food do you pay attention on colour, appearance and taste of food?	60	66.66	0.66	V
17	Do you apply the tactic that if you finish your milk daily then we will go for fair?	75	83.33	0.83	II

 

According to the findings in table 1, a significant portion of parents (93.33%) admitted to using red cherries, nuts, butter, and cream on food to make it more aesthetically pleasing. This finding suggests that attempts have been made to increase the appeal of nutritious food. According to 83.33% of parents, the strategy of promising a trip to a fair if the child finishes their milk each day may encourage milk consumption. 

A sizable percentage of parents (76.66%) gave their kids the chance to assist in meal preparation, showing a favourable interest in this activity. In order to promote healthy eating among their children, a sizable portion of parents (70%) used TV shows and commercials.

 

Table 2 Nature and Extent of Nutrition Education Provided by the Teachers (N=30)                                                                                                                                    

Sl.no	Statements	f	%	Mean score	Rank
1	Do you use any Nutrition chart, poster or other visual tools to teach the students?	27	90	0.9	II
2	Do you take the help of books to teach the children about nutrition education?	26	86.66	0.86	III
3	Do you offer the various types of games to enhance the nutritional knowledge of the children?	24	80	0.80	V
4	Do you arrange any nutritional program or nutritional week to provide the nutrition education?	25	83.33	0.83	IV
5	Do you ever bring the students in the garden to aware them about nutritious food?	18	60	0.60	VII
6	Do you take the help of Anganwadi workers to provide the nutrition education of the students?	25	83.33	0.83	IV
7	Do you engage students with cooking projects?	16	53.33	0.53	IX
8	Do you ever arrange the meeting with parents of students to aware them about nutritious food?	17	56.66	0.56	VIII
9	Do you deliver lecture to teach the students?	28	93.33	0.93	I
10	Do you arrange any debates on the topic of healthy food among the children?	28	93.33	0.93	I
11	Do you provide any type of rewards/ Bait of children to consume the healthy food?	26	86.66	0.86	III
12	Do you give any type of punishment / threat, If student consume unhealthy food?	19	63.33	0.63	VI
13	Do you send the learning materials (related from nutrition) to parents to teach the children?	18	60	0.60	VII
14	Do you bring local chefs to your school to teach student about healthy eating practice and local foods?	25	83.33	0.83	IV
15	Do you teach the students that how to read food label so they have the skills to make healthy choices at the grocery store or home?	15	50	0.50	X
16	Do you apply taste-test method on the students to aware them about various nutritious food?	12	40	0.40	XI

 

Table 2 demonstrates the prevalence of lectures as a teaching strategy, with 93.33% of instructors using lectures to instruct students about nutrition. Similarly, 93.33% of teachers organised discussions among the students on issues related to healthy eating. 

90% of educators said they instruct children about nutrition using charts, posters, or other visual aids. 86.66% of teachers who addressed the topic indicated using books as a resource for nutrition instruction. 86.66% of teachers said they offered incentives or rewards to entice kids to eat healthy.

Only 40% of teachers used the taste-test technique to inform students about different nutrient-dense foods. Lessons on how to read food labels so that consumers can make healthy choices at the grocery store or at home were only cited by 50% of teachers.

 

Table 3 Nature and Extent of Nutrition Education Provided by the Anganwadi Workers (N=30)       

S.no	Statements	f	%	Mean score	Rank
1	Do you use any Nutrition chart, poster or other visual tools to teach the students?	30	100	1	I
2	Do you take the help of books to teach the children about nutrition education?	30	100	1	I
3	Do you offer the various types of games to enhance the nutritional knowledge of the children?	29	96.66	0.96	II
4	Do you arrange any nutritional program or nutritional week to provide the nutrition education?	17	56.66	0.56	VII
5	Do you ever bring the students in the garden to aware them about nutritious food?	12	40	0.40	X
6	Do you take the help of Anganwadi workers to provide the nutrition education of the students?	24	80	0.80	V
7	Do you engage students with cooking projects?	13	43.33	0.43	IX
8	Do you ever arrange the meeting with parents of students to aware them about nutritious food?	29	96.66	0.96	II
9	Do you deliver lecture to teach the students?	30	100	1	I
10	Do you arrange any debates on the topic of healthy food among the children?	25	83.33	0.83	IV
11	Do you provide any type of rewards/ Bait of children to consume the healthy food?	24	80	0.80	V
12	Do you give any type of punishment / threat, if student consume unhealthy food?	15	50	0.50	VIII
13	Do you send the learning materials (related from nutrition) to parents to teach the children?	19	63.33	0.63	VI
14	Do you bring local chefs to your school to teach student about healthy eating practice and local foods?	27	90	0.90	III
15	Do you teach the students that how to read food label so they have the skills to make healthy choices at the grocery store or home?	12	40	0.40	X
16	Do you apply taste-test method on the students to aware them about various nutritious food?	12	40	0.40	X

 

Table 3 reveals that (100%) of the Anganwadi staff members claimed to have taught the pupils about nutrition using charts, posters, or other visual aids. Similarly, 100% of the employees said they used books to teach kids about nutrition education. All of the employees (100%) stated that they gave lectures to pupils about nutrition. 

Ninety-six percent (96%) of the staff reported using different games to improve the kids’ dietary awareness. Organising meetings with parents to spread awareness of nutrient-dense foods was reported by a sizable majority of employees (96.66%). 90% of the staff members indicated that the school invited local chefs to teach kids about good eating habits and regional foods.

 

DISCUSSION OF THE RESULT

The eating habits and nutritional awareness of children are greatly influenced by parents. The findings show that parents use a variety of methods to teach their children about nutrition. Parents frequently use techniques like letting kids make choices, giving nutritious food intriguing names, and making food look appealing. These procedures show a sincere effort to involve kids and make eating well interesting to them. The less frequent use of storytelling and persuading kids to keep fasts on festival eves, however, raises the possibility that these strategies may not be generally acknowledged or prioritised by parents. Similar studies from the FAO (2010, 2015) imply that the home, kitchen, cafeteria at school, and garden are all educational settings where children can learn how to domesticate, care for, harvest, and prepare healthful seasonal vegetables.

The results also provide insight into the practises now used by teachers, who are also very important in nutrition instruction. The findings demonstrate how nutrition education is delivered through a variety of resources, including visual aids, books, games, and programmes. This result is consistent with Kim and Kim’s (2014) study that there were differences in the goals, topics, delivery methods, and effective strategies used in nutrition education for kids. In terms of nutrition education, the needs of teachers and parents were very different.

These strategies show off a thorough and engaging teaching strategy. But there is still opportunity for development in some areas. For instance, only a small portion of teachers assign cooking projects to their pupils, despite the fact that this might give them excellent hands-on experience. To improve the efficacy of nutrition education, additional emphasis can be placed on engaging parents and teaching kids how to read food labels.

The research on nutrition education given by Anganwadi personnel reveals a wide range of methods. The usage of nutrition charts, posters, books, and lectures shows that nutrition education is delivered in an organised manner. Additionally, efforts to give hands-on and interactive learning opportunities are indicated by the planning of nutritional programmes, participation in cooking projects, and involvement of local chefs. Although less frequently reported, setting up parent meetings and using taste-testing techniques both point to possible areas for improvement in the overall nutrition education programme. This result is in line with Murlidharan’s (1984) assertion that the majority of parents are unable to provide their children with much stimulation due to their own limitations. Therefore, if we want these kids to succeed in adulthood, compensating schooling for them seems to be crucial.

 

CONCLUSION

With a focus on the responsibilities played by teachers, parents, and Anganwadi workers, this research study sought to analyse the existing practises of nutrition teaching in rural Bihar schools. The findings showed that parents use a variety of tactics to encourage their kids to eat well. However, certain customs were less widespread, such as fasting on the eves of festivals or promoting the eating of healthy vegetables through storytelling. These results underline the necessity of focused initiatives to improve parental nutrition education procedures. It was discovered that teachers use a variety of teaching techniques to impart nutrition knowledge, including the use of visual aids, books, games, and debates. By offering fundamental nutrition and health services, Anganwadi workers have a big impact in rural communities.

It is important to highlight that while this study was carried out in the Bihar district of Arwal, it is possible that the conclusions cannot be applied to other areas. Gaining a more thorough grasp of nutrition education practises in rural India might benefit from additional research in various districts and states.

RECOMMENDATION

1. To persuade educators and Anganwadi workers to keep using these tools, and to equip them with additional resources to increase their efficiency.

2. Teachers and Anganwadi staff members must to be encouraged to include such activities in their curricula and make use of regional resources, such planning field trips to area gardens or inviting local chefs, to generate interesting learning opportunities.

3. By offering training courses and chances for professional growth, you can provide them the abilities and information they need to conduct nutrition education successfully.

4. It is advised to incorporate nutrition principles across many courses and situations to create a thorough approach to nutrition teaching.

 

REFRENCE

Epstein LH, Gordy CC, Raynor HA. (2001). Increasing fruit and vegetable intake and decreasing fat and sugar intake in families at risk for childhood obesity. Obesity research (serial on the Internet).;9(3):171–8.

Food and Agriculture Organization of the United Nations (FAO) (2010). A new deal for school gardens. FAO: Rome. http://www. fao.org/docrep/013/i1689e/i1689e00.pdf.

Food and Agriculture Organization of the United Nations (FAO), Swensson LFJ. (2015). Institutional Procurement of Food from Smallholder Farmers: The Case of Brazil. FAO: Rome. http://www.fao.org/3/a-bc569e.pdf.

Kerlinger, F.M. Foundations of behavioral research. New York: Holt, Rinehart, & Winstron, 1964.

Kim, N.H. and Kim, M.H. (2014). The Comparison of Perceptions and Needs for Nutrition Education between Early Childhood Teachers and Parents. The Korean Journal of Food and Nutrition, 27(1):66–74. Retrieved on 04.12.2021 from https://doi.org/10.9799/KSFAN.2014.27.1.066

Murlidharan,R.(1984).Preschool Education: Profile of Child in India. Report of Early Childhood Education. National Institute of Public Cooperation and Child Development, NIPCCD New Delhi.

Sanders, M. G. & Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Corwin: A SAGE Company.

 

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