Evidence-Information Practice for Teaching Intervention on Junior School Students’ Food Safety Literacy

Journal article

Wu, Mei-Ying, Hong, Zuway-R, Lin, Huann-shyang and Hung, Jeng-Fung. (2022). Evidence-Information Practice for Teaching Intervention on Junior School Students’ Food Safety Literacy. Journal of Research in Education Sciences. 67(3), pp. 113-146. https://doi.org/10.6209/JORIES.202209_67(3).0004
AuthorsWu, Mei-Ying, Hong, Zuway-R, Lin, Huann-shyang and Hung, Jeng-Fung
Abstract

The purpose of this study was to first explore the current status and differences in food safety literacy, food safety attitudes, self-reported food safety behaviors, and health product use behaviors between the experimental and control groups, and then to analyze the current status of food safety literacy among junior high school students and the effectiveness of improving food safety literacy among junior high school students through evidence-informed practice (EIP) teaching intervention. During the pre-test phase, 467 ninth-grade students from a public junior high school in Kaohsiung City were selected to fill out the "Food Safety Literacy Situation Test", "Food Safety Attitude Scale" and "Food Safety Self-Reported Behavior Scale". After being tested and revised for reliability, validity and discrimination, they became formal research tools. Then, a quasi-experimental teaching method was used. This study used convenience sampling to select 53 students from the first author's class who implemented six weeks of EIP teaching in the health education class as the experimental group; the control group selected 51 ninth-grade students from another health education teacher who implemented six weeks of traditional storytelling teaching as the control group. All participating students filled out three research instruments before, after, and three months after the EIP teaching to understand the differences in food safety literacy, food safety attitudes, and self-reported food safety behaviors among junior high school students. Through correlation tests, independent sample t-tests and one-way covariance analysis, it was found that most junior high school students believed that a balanced diet, regular exercise and good hygiene habits can increase the body's resistance; the more junior high school students use health foods, the worse their food safety literacy. The results of this study show that EIP teaching can effectively improve the food safety literacy of junior high school students. This study recommends that EIP teaching be extended to other teaching sites and used as a reference for junior high schools to develop food safety literacy curriculum, teaching and assessment, and related research.

KeywordsFood safety literacy; Junior high school students; Situational Questions; Evidence-Informed Practical Teaching
Year01 Jan 2022
JournalJournal of Research in Education Sciences
Journal citation67 (3), pp. 113-146
PublisherNational Taiwan Normal University
ISSN2073-753X
Digital Object Identifier (DOI)https://doi.org/10.6209/JORIES.202209_67(3).0004
Web address (URL)https://www.airitilibrary.com/Article/Detail/2073753X-202209-202210280002-202210280002-113-146
Open accessPublished as non-open access
Research or scholarlyResearch
Page range113-146
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All rights reserved
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Controlled
Output statusPublished
Publication dates
OnlineOct 2021
Publication process dates
Accepted23 Oct 2021
Deposited24 Feb 2025
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© Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University.

Place of publicationTaiwan
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