An Evaluation of Teaching Methods and Preventing Childhood Obesity Donna S. Reed

1. . An Evaluation of Teaching Methods and Preventing Childhood Obesity Donna S. Reed Eastern Illinois University Cynthia Barnes-Boyd, RN, PhD, FAAN & Daylan Dufelmeier University of Illinois at Chicago Summer Research Opportunities Program at the University of Illinois at Chicago • Didactic Teaching Method • (Method 1) • Sample • A convenience sample of 65 participants ranging between the ages of five and thirteen were selected from the Chicago Park District summer camp. • Materials • An OrganWise Guys character curriculum. • Demonstration posters that displayed eight organs and foods that the organs need in order to stay healthy. • Handouts that reflected the lesson. • Procedure • Three lessons were conducted for approximately thirty minutes followed by a three question posttest. • The participants were required to stand to indicate a post-test question was true, and remain seated to indicate a post-test question was false. • The lessons were concluded by a thirty minute physical activity that reiterated the lesson plan. • Technology-Assisted Teaching Method • (Method 2) • Sample • A convenience sample of 49 participants ranging between the ages of five and ten were selected from the Chicago Park District summer camp. • Materials • An OrganWise Guys character curriculum. • An electronic display of eight organs and foods that the organs need in order to stay healthy. • Handouts that reflected the lesson. • Notebook software and projector that displayed content on an interactive board called a Smart Board. • The posttest was given using Senteo (a handheld device in which records the answers). • Procedure • Three lessons were conducted for approximately thirty minutes followed by a three question posttest. • The participants used the Senteo to record their answers to posttest questions. • The lessons were concluded by a thirty minute physical activity that reiterated the lessonplan. Problem Childhood obesity has become an epidemic in the US, causing many children to also suffer from other health concerns such as type-two diabetes and cardiovascular disease. The focus of prevention has been teaching children nutrition and physical education information, but there is not a lot of research that addresses children’s retention of information based on methods of teaching. Research Question In a comparison of technology assisted versus traditional conventional teaching methods, which method of instruction has the greatest impact on short term knowledge retention among children participating in a nutrition education program? Results Graphs Graphs • Post-Test Sample Questions • There are only three OrganWise Club rules. • Milk is a GLOW food that makes out skin healthy. • Foods we eat help give our brain energy to think. • Saturated fat comes from foods like meat and eggs.  • Saturated fat is bad for your heart.  • Ice cream is a healthy snack. • Soluble fiber dissolves in water and is found in oatmeal. • Fiber helps our bodies take out the garbage. • Broccoli and corn are insoluble types of fiber.   • Discussion • This study demonstrated that while children learned from both methods, more information was retained when a traditional method was used. • Although both methods successfully engaged children, the technology appeared to distract children which could have impacted their ability to retain information. • Additional time may be required to increase a child’s familiarity and skill in using the post-test equipment before evaluating knowledge retention. Acknowledgments A special thanks to the Summer Research Opportunities Program at the University at Chicago for providing funding and support to make this research possible. I would also like to thank Dr. Cynthia Barnes-Boyd, Daylan Dufelmeier, Anastasia McGee, Ebony Burnside, Janine Lewis, CPHP Staff, Chicago Park District, and Fellow SROP Scholars