Abstract:
BACKGROUND : A theory-based contextual nutrition education manual (NEM) may
enhance effective teaching of nutrition in schools. School nutrition education should lead
to the realization of such benefits as improved health, scholarly achievement leading to
manpower development and consequently the nation’s development. The purpose of
the study was to develop a contextual NEM for teachers of Grade 5 and 6 learners in the
Bronkhorstspruit district, South Africa, and to assess teachers’ perception on the use of
the manual for teaching nutrition.
METHODS : This descriptive case study used an interpretivist paradigm. The study
involved teachers (N = 6) who taught nutrition in Life Skills (LS) and Natural Science
and Technology (NST) in a randomly selected primary school in the Bronkhorstspruit
district. Findings from a nutrition education needs assessment were integrated with the
constructs of the Social cognitive theory (SCT) and the Meaningful learning model (MLM)
and the existing curriculum of the Department of Basic Education (DoBE) to develop a
contextual NEM. Themanual was used by the teachers to teach nutrition to Grades 5 and
6 learners during the 2015 academic year as a pilot project. A focus group discussion
(FDG) was conducted with teachers to gauge their perceptions of the usefulness of the
NEM. Data were analyzed using the thematic approach of the framework method for
qualitative research.
RESULTS : Teachers described the NEM as rich in information, easy to use and perceived
the supporting materials and activities as being effective. The goal setting activities
contained in the NEM were deemed to be ineffective. Teachers felt that they did not
have enough time to teach all the important things that the learners needed to know.
CONCLUSION : Teachers perceived the NEM as helpful toward improving their
nutrition teaching skills.The NEM template may furthermore guide teachers in planning
theory-based nutrition lessons.
