An interventional study of garden intervention in Dietary Habits, sponsored by Cornell University. Completed at 4 sites in United States. Open to participants aged 6 Years to 14 Years. Per ClinicalTrials.gov, last updated 2014-06-18.
Sponsored by Cornell University · Not applicable and Interventional
The purpose of this study is to determine whether school gardens influence children's dietary intake, nutritional knowledge, and other outcomes.
Schools in New York, Washington State, Iowa, and Arkansas were randomly assigned to receive school gardens and associated curriculum or to serve on the wait list control group that received gardens and curriculum at the end of the 2-year study. Baseline data were collected in Fall 2011. Garden interventions began in Spring 2012. Follow-up data were collected at 6, 12, 18 months following baseline data collection.
Cornell University is the lead sponsor of 96 studies on the registry; 18 are open to participants now.
Counted across the registry records on this site, refreshed daily.
Exclusion Criteria:
none.
Schools assigned to the garden intervention receive raised bed garden kits and access to a toolkit of garden-based curriculum
Behavioral: garden intervention
Wait-list control (no garden intervention + lessons) until end of the study.
The intervention includes raised bed garden kits for participating classes as well as access to garden-based curriculum.
change in fruit + vegetable intake at school
Children's lunch trays are photographed before and after lunch for 3 days at each wave of data collection. Digital Food Image Analysis software computes grams of fruit and grams of vegetables consumed for each pair of lunch tray photos.
Time frame: change from baseline to follow-up at 6, 12, 18 months
Garden Intervention Fidelity
fruit + vegetables planted, harvested; methods of fruit and vegetable distribution; and garden-based lessons delivered to the class are measures at each wave of data collection from Fall 2011 to Spring 2013.
Time frame: At 3 garden intervention time points -- 6, 12, 18 months after baseline
change fruit & vegetable consumption at home
Time frame: change from baseline (Fall 2011) to follow-up at 6 months, 12 months, 18 months.
change in Nutritional Knowledge
In the classroom, children complete a 7-item multiple choice questionnaire developed by the Healthy Gardens, Healthy Youth curriculum development team. The questionnaire includes items about plant science (e.g., Which part of the plant uses the sun's energy to make food? root, stem, leaf, flower) and nutrition (e.g., Which nutrient supplies our bodies with energy? fiber, carbohydrates, water, vitamins). Data represent the number of correct answers.
Time frame: change from baseline to follow-up at 6, 12, 18 months
change in Science Technology Engineering Math (STEM) self efficacy
In the classroom, children complete a 15-item questionnaire, derived from the Science Process Skills Inventory (SPSI) (Arnold \& Bourdeau, 2009) and the Iowa 4-H Science Youth Self-Assessment (Staker, 2011). Items include, for example: "I can do an experiment to answer a question" and "I can develop a plan for a good garden I want to plant" with response options "Disagree." "Not Sure." or "Agree" denoted 1, 2, or 3 respectively. The STEM self-efficacy score range is thus 15-45, with higher scores indicating that participant has stronger positive beliefs in their abilities to use STEM to solve problems.
Time frame: change from baseline (Fall 2011) to follow-up at 6, 12, 18 months.
This study is completed, as verified in May 2014. You cannot join it, but the record below documents what was studied.
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Cornell University