Influence of a School-Based Cooking Course on Students’ Food Preferences, Cooking Skills, and Confidence
Publication: Canadian Journal of Dietetic Practice and Research
1 February 2017
Abstract
A quasi-experimental study was conducted to evaluate the influence of Project CHEF, a hands-on cooking and tasting program offered in Vancouver public schools, on students’ food preferences, cooking skills, and confidence. Grade 4 and 5 students in an intervention group (n = 68) and a comparison group (n = 32) completed a survey at baseline and 2 to 3 weeks later. Students who participated in Project CHEF reported an increased familiarity and preference for the foods introduced through the program. This was statistically significant (P ≤ 0.05) for broccoli, swiss chard, carrots, and quinoa. A higher percentage of students exposed to Project CHEF reported a statistically significant increase (P ≤ 0.05) in: cutting vegetables and fruit (97% vs 81%), measuring ingredients (67% vs 44%), using a knife (94% vs 82%), and making a balanced meal on their own (69% vs 34%). They also reported a statistically significant increase (P ≤ 0.05) in confidence making the recipes introduced in the program: fruit salad (85% vs 81%), minestrone soup (25% vs 10%), and vegetable tofu stir fry (39% vs 26%). Involving students in hands-on cooking and tasting programs can increase their preferences for unpopular or unfamiliar foods and provide them with the skills and cooking confidence they need to prepare balanced meals.
Résumé
Une étude quasi expérimentale a été menée pour évaluer l’influence du projet CHEF, un programme pratique de cuisine et de dégustation offert dans les écoles publiques de Vancouver, sur les préférences alimentaires, les compétences culinaires et la confiance des élèves. Des élèves de 4e et de 5e année dans un groupe d’intervention (n = 68) et un groupe de comparaison (n = 32) ont répondu à un sondage au début du programme et de deux à trois semaines plus tard. Les élèves ayant participé au projet CHEF ont signalé une connaissance accrue des aliments présentés durant le programme ainsi qu’une préférence accrue pour ces derniers. Ces accroissements étaient statistiquement significatifs (P ≤ 0,05) pour le brocoli, la bette à cardes, les carottes et le quinoa. Un pourcentage accru d’élèves exposés au projet CHEF ont signalé une augmentation statistiquement significative (P ≤ 0,05) de leurs compétences pour : couper des légumes et des fruits (97 % vs 81 %), mesurer des ingrédients (67 % vs 44 %), utiliser un couteau (94 % vs 82 %) et cuisiner un repas équilibré par eux-mêmes (69 % vs 34 %). Ils ont aussi signalé une augmentation statistiquement significative (P ≤ 0,05) de la confiance en leur capacité de réaliser des recettes présentées durant le programme : salade de fruits (85 % vs 81 %), soupe minestrone (25 % vs 10 %) et sauté de tofu aux légumes (39 % vs 26 %). Faire participer des élèves à des programmes pratiques de cuisine et de dégustation peut accroître leur préférence pour les aliments impopulaires ou moins courants et leur transmettre des compétences et la confiance dont ils ont besoin pour préparer des repas équilibrés.
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Source of financial support: This study was conducted as a CAPSTONE project for the University of Massachusetts MPH in Nutrition program and did not receive any funding or financial incentives.
Conflicts of interest: The authors declare that they have no competing interests.
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Published In
Canadian Journal of Dietetic Practice and Research
Volume 78 • Number 1 • March 2017
Pages: 37 - 41
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Version of record online: 1 February 2017
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© 2017.
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RolaZahr and LindiweSibeko. 2017. Influence of a School-Based Cooking Course on Students’ Food Preferences, Cooking Skills, and Confidence. Canadian Journal of Dietetic Practice and Research.
78(1): 37-41. https://doi.org/10.3148/cjdpr-2016-030
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