Integration of Nutrition into the Mathematics Curriculum of Primary Schools in Khyber Pakhtunkhwa: A Quasi-Experimental Study
Integration of Nutrition into the Mathematics Curriculum of Primary School
DOI:
https://doi.org/10.54393/df.v6i4.185Keywords:
Malnutrition, Primary School Curriculum, Nutrition Integration, MathematicsAbstract
Malnutrition and unsuitable dietary habits remain an issue of high priority among the primary school students in Khyber Pakhtunkhwa (KP), Pakistan. Children in this region often lack adequate awareness about healthy eating patterns, and schools rarely integrate nutrition concepts into academic subjects. Objectives: To assess not only the role of nutrition education as a supplement in regular curricula (mathematics) but also their learning outcomes (mathematical and nutrition-related knowledge). Methods: A quasi-experimental design was implemented with a total of 240 participants (grades 3–5, ages 8–11 years) in eight primary schools (four interventions, four controls). The intervention group was exposed to mathematics with built-in nutrition material for 12 weeks, whereas the control group pursued the normal curriculum. Validated scales of mathematics achievement and nutrition knowledge were used in conducting pre- and post-tests. The data were analyzed with paired and independent t-tests. Results: The data did not show any differences between groups in terms of baseline. Nevertheless, after the intervention, analysis showed that both mathematics performance (mean change: 14.2 ± 5.1 in intervention vs. 5.1 ± 4.9 in control, p<0.001) and nutrition knowledge (mean change: 12.6 ± 4.3 in intervention vs. 2.3 ± 3.8 in control, p<0.001) had improved significantly. Conclusions: The inclusion of nutrition concepts into the mathematics curriculum was also a significant contributor to improvement in mathematics and nutrition awareness following the implementation of the concept in KP primary school students.
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