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Bu araştırmada, yetişkinlerin öğrenme özelliklerini dikkate alarak geliştirilmiş bir nonformal beslenme eğitimi programının ilkokullarda görev yapan öğretmenlerin beslenme bilgilerine etkisinin ne olduğunun ve bu beslenme eğitimi programına yönelik katılımcı görüşlerini belirlemek amaçlanmıştır. Araştırma, nicel ve nitel tekniklerin yer aldığı çoklu/karma araştırma desenine göre modellendirilmiştir. Nicel araştırma desenlerinden deneysel kontrol gruplu ön ve son test desen kullanılmıştır. Deney grubundaki öğretmenlerin görüşlerinin tespiti için ise, nitel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu Amasya İl merkezinde bulunan kamuya bağlı 15 ilkokulda çeşitli branşlarda görev yapan öğretmenler (N=372) oluşturmuştur. Veri toplama aracı olarak, katılımcılara “Beslenme Bilgi Düzeyleri” başlıklı anket formu deneysel işlem öncesi ve sonrasında, yarı yapılandırılmış görüşme formu ise uygulama sonrası uygulanmıştır. Uygulama sonrası deney grubundan çalışmaya katılmaya istekli olan 15 öğretmen ile yarı yapılandırılmış görüşme formu kullanılarak odak grup görüşmesi yapılmıştır. Nicel verilerin analizinde, Ki-Kare Testi, Wilcoxon Testi ve Mann Whitney U Testi kullanılmıştır. Deney grubundaki öğretmenlerle yapılan görüşmelerden elde edilen nitel verilerin analizinde ise Betimsel Analiz Yöntemi kullanılmıştır. Araştırmanın sonuçları, non-formal beslenme eğitimi programının öğretmenlerin beslenme bilgisini geliştirdiğini ortaya koymuştur. Deney grubundaki öğretmenlerin ön test ve son test sonuçları arasında son test lehine anlamlı bir farklılık vardır [Z= -8.592; P<0.05]. Anlamlı farka ilişkin hesaplanan etki büyüklüğü 0.97 olup bu katsayının büyük etki büyüklüğüne sahip olduğu söylenebilir. Bilgi değişim puanları bakımından deney ve kontrol grupları arasında istatistiksel olarak anlamlı bir farklılık bulunmuştur [U= -2.816; p<0.05]. Deney grubundaki öğretmenlerin bilgi değişim puanı (5.5), kontrol grubundaki öğretmenlere (2.86) göre anlamlı derecede yüksek bulunmuştur. Program eğitime katılan öğretmenler tarafından beğenilmiş ve takdir edilmiştir. Beslenme eğitimi programlarına, öğetmenlerin yanı sıra öğrenci ve velilerinin de dahil edilmesi önerilebilir.
This study aims to determine what an informal nutrition education program developed taking into account the learning characteristics of adults has an impact on the nutritional information of teachers working in primary schools and their participating views on this nutrition education program. The research is modeled according to the multi-/karma research pattern in which quantum and quality techniques are included. Nicel research patterns have been used with experimental control group pre- and final test patterns. To identify the opinions of the teachers in the experiment group, the quality research method was used. The research work group was formed by teachers working in various branches (N=372) in 15 public-related primary schools located in the center of the province of Amasya. As a data collection tool, the survey form entitled "Food Information Levels" was applied to the participants before and after the experimental process, while the semi-configured interview form was applied after the application. After the application, a focus group interview was conducted using a semi-configured interview form with 15 teachers willing to participate in the study from the experimental group. In the analysis of Nicel data, Ki-Kare Test, Wilcoxon Test and Mann Whitney U Test were used. In the analysis of the quality data obtained from the conversations with the teachers in the experiment group, the visual analysis method was used. The research finds that the non-formal nutrition education program improves the nutrition knowledge of teachers. There is a significant difference between the pre-test and the final test results of the teachers in the experiment group [Z= -8.592; P<0.05]. The calculated effect size for the meaningful difference is 0.97 and it can be said that this factor has a large effect size. There was a statistically significant difference between experiment and control groups in terms of information exchange points [U= -2.816; p<0.05]. The knowledge exchange score of teachers in the experimental group (5.5) was significantly higher than the teachers in the control group (2.86) The program was appreciated and appreciated by the teachers who participated in the training. It may be recommended to include in the nutritional training programs, teachers as well as students and their guardians.
In this study, it was aimed to determine the effect of a non-formal nutrition education program developed on the nutritional knowledge of teachers working in primary schools by taking into consideration the learning characteristics of adults and to examine the participants’ opinions about this nutrition education program. The research was modeled according to the multiple / mixed research design including quantitative and qualitative techniques. In the quantitative research, pre and post test pattern with experimental control group was used. Qualitative research method was used to determine the opinions of the teachers in the experimental group. The study group of the research consisted of teachers (N = 372) working in various branches in 15 public schools in Amasya. Data was collected using two instruments: (a) Questionnaire (before and after the experiment) and (b) semi-structured interview form (after the experiment). A questionnaire was used to as pretest and post test. Chi-Square Test, Wilcoxon Test and Mann Whitney U Test were used in the analysis of quantitative data. After the application, a focus group interview was conducted with 15 teachers willing to participate in the study from the experimental group using semi-structured interview form. In the analysis of qualitative data obtained from the interviews with teachers in the experimental group, descriptive analysis method was used. The results of this study revealed that the non-formal nutrition education program improved teachers’ nutritional knowledge. There is a significant difference between the pre-test and ost-test results of the teachers in the experimental group [Z= -8.592; P<0.05]. The effect size calculated for the significant difference is 0.97 and it can be said that this coefficient has a large effect size. In the pretest and post-test, the scores of information were significantly different in both groups [U= -2.816; p<0.05]. It can be said that the increase in score was significantly higher the experimental group than the control group. This program, which is appreciated by the teachers participating in the training. Nutritional education should be recommended to students’ parents as well as teachers.
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