Design and evaluate a community-based dietary intervention to improve adolescent nutrition literacy

Thesis Abstract

Urban adolescents face increasing nutritional challenges characterized by poor dietary choices and limited nutrition literacy, which contribute to rising incidences of diet-related illnesses such as obesity, diabetes, and cardiovascular diseases. Despite the recognition of the importance of nutrition education, existing interventions often lack contextual relevance and community engagement, leading to suboptimal outcomes. This study aims to design, implement, and evaluate a community-based dietary intervention tailored to improve nutrition literacy among adolescents aged 13 to 19 years in a metropolitan setting. The specific objectives include assessing baseline nutrition knowledge, developing culturally appropriate educational modules grounded in the Social Cognitive Theory and the Health Belief Model, and evaluating the intervention's effect on adolescents’ nutrition literacy, dietary behaviors, and related health outcomes. Employing a mixed-methods quasi-experimental design, the study was conducted in two demographically comparable urban communities, with a total sample size of 300 adolescents randomly assigned to intervention and control groups (150 each). Data collection instruments comprised a validated Nutrition Literacy Questionnaire (NLQ), dietary intake assessments using 24-hour recall and Food Frequency Questionnaires (FFQ), and focus group discussion guides. Prior to intervention implementation, baseline data were collected, and follow-up assessments were conducted immediately post-intervention and three months later to evaluate sustainability. The intervention involved eight weekly participatory workshops, community peer-led sessions, and distribution of educational materials, all tailored to the adolescents’ cultural context. The validity and reliability of data collection tools were established through pilot testing and Cronbach’s alpha coefficients exceeding 0.80. Quantitative data were analyzed using descriptive statistics, paired samples t-tests, ANCOVA for post-intervention comparisons, and multiple regression analysis to identify predictors of nutrition literacy improvement. Qualitative data from focus groups were subjected to thematic analysis to elucidate contextual factors and participant perceptions. It is anticipated that, compared to the control group, adolescents in the intervention arm will show statistically significant improvements in nutrition literacy scores (p < 0.001), healthier dietary patterns, and increased engagement with nutrition information. The intervention is also expected to enhance adolescents’ self-efficacy and modify health-belief constructs associated with healthy eating behaviors. This study contributes to the growing body of knowledge on community-based health promotion by demonstrating the effectiveness of culturally adapted, participatory strategies in enhancing adolescent nutrition literacy. It provides empirical evidence supporting the integration of behavioral theories into intervention design and highlights the importance of community involvement in sustaining dietary behavior change among youth populations. The findings will inform policymakers, educators, and health practitioners in developing scalable, contextually relevant nutrition education programs. The main conclusion underscores that targeted, theory-driven, community engagement approaches significantly improve adolescents’ nutrition literacy and dietary choices. It recommends scaling up such interventions across diverse settings with ongoing community participation and tailored communication strategies. Further research is suggested to explore long-term health outcomes and the integration of digital tools to complement community-based efforts, ultimately aiming to reduce the burden of diet-related health disparities within adolescent populations.