Preliminary Study of the Impact of an After School Gardening and Nutrition Program on Children's Nutrition Knowledge, Fruit and Vegetable Preference, and Self-efficacy of Gardening and Eating Fruits and Vegetables

Abstract

Two age appropriate curricula for third through fifth graders, Professor Popcorn (PP) and Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared for their effectiveness in teaching nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruits and vegetables as part of an after school learning program. Eighteen third through fifth graders participated in an eight lesson summer program (11 in PP, 7 in JMG), and eleven fourth graders participated in JMG during the fall. Knowledge, preference and self-efficacy measures were obtained at baseline and at the end of the program. There were no significant differences in these variables between the participants in PP and JMG at end-program. One interesting finding, however, was the change in gardening self-efficacy of the summer JMG group compared to the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P = 0.063) while that of the fall JMG group decreased (P = 0.012) from baseline to end-program. Further investigations examining the role seasons have in the outcome of a garden-enhanced nutrition program and the activities of gardening occurring at different times throughout the growing season are suggested. In addition, further research should examine the amount of classroom time versus gardening time that is needed to make a garden-enhanced nutrition program more effective in an after school learning program.