초록 ▼

Ⅳ. 연구결과 :
초등학생의 영양문제와 식습관을 해결하는 방안의 하나로 최근 대두되고 있는 아침결식율을 낮추기 위한 ‘아침 안 거르기’ 사업을 학교와 연계 개발하여 프로그램을 진행하고 그 효과를 평가한 결과는 다음과 같다.

1. 학생들의 아침식사 실천율은 매일 먹는 그룹이 실험군은 62.9%에서 69.6%로 7% 상승하였고, 전혀 먹지 않는 그룹은 11.2%에서 6.4%로 5% 감소하였다(p<0.001). 대조군의 경우 매일 먹는 그룹은 70.4%에서 70.2%로, 전혀 먹지 않는 그룹은 6.9%에서 6.5%로 나

Ⅳ. 연구결과 :
초등학생의 영양문제와 식습관을 해결하는 방안의 하나로 최근 대두되고 있는 아침결식율을 낮추기 위한 ‘아침 안 거르기’ 사업을 학교와 연계 개발하여 프로그램을 진행하고 그 효과를 평가한 결과는 다음과 같다.

1. 학생들의 아침식사 실천율은 매일 먹는 그룹이 실험군은 62.9%에서 69.6%로 7% 상승하였고, 전혀 먹지 않는 그룹은 11.2%에서 6.4%로 5% 감소하였다(p<0.001). 대조군의 경우 매일 먹는 그룹은 70.4%에서 70.2%로, 전혀 먹지 않는 그룹은 6.9%에서 6.5%로 나타났다(p<0.001).

2. 아침식사가 건강에 미치는 영향에 대한 인식률 변화는 큰 영향이 있다고 답한 그룹이 실험군은 60.1%에서 64.8% (p<0.001)로, 대조군은 64.8%에서 57.2%(p<0.001)로 각각 변화하였다. 일찍자기가 건강에 미치는 영향에 대한 인식률은 큰 영향이 있다고 답한 그룹이 실험군은 52.5%에서 70.7%(p<0.001), 대조군은 55.3%에서 60.2%로(p<0.001), 일찍 자기 실천에 대한 의지 변화는 11시 이전에 잘 계획이라는 그룹이 실험군은 31.9%에서 43.9%(p<0.001), 대조군은 35.5%에서 36.8%로 나타났다(p<0.001).

3. 부모의 인식률 변화는 가정 내에 컴퓨터 설치장소로 적합하다고 생각되는 장소로 실험군의 경우 학생 방은 28.0%에서 21.6%로 6.4%감소하였고, 마루나 거실은 61.3%에서 66.0%로 5%증가하였다(p<0.001). 반면 대조군의 경우 학생방은 28.8%에서 24.9%로 3.9% 감소, 마루나 거실은 63.4%에서65.9%로 2.5% 증가하여 실험군과 큰 차이를 보였다(p<0.001).

4. 자녀의 늦은 취침시간과 아침식사에 관한 인식률 변화는 늦은 취침이 아침식사에 영향이 있다는 군은 실험군의 경우 78.1%에서 82.7%로 4.6% 증가하였고(p<0.05), 대조군의 경우 82.2%에서 80.5%로 감소하여 나타났다(p<0.001).

5. 부모의 아침식사 실천율과 자녀의 아침식사 실천율과의 관계는 통계적으로 유의한 차이를 나타내었다.(사전 p<0.001, 사후 p<0.01) 자녀가 1주간 매일 아침식사를 하는 군의 비율을 부모의 아침식사 그룹에 따라 사전 사후 변화를 분석한 결과 아침식사 결식군은 35.2%에서 62.5%로, 주 1-3회 아침 식사군에서는 39.3%에서 66.0%로, 주 4-6회 식사군에서는 54.9%에서 80.0%로 개선효과가 큰 것으로 나타났다.

6. 아침식사여부에 따른 기초학습능력 차이를 알아보기 위한 평가에서는 아침식사군이 결식군 보다 높은 점수를 보였으며, 특히 정보처리항목에서 t-test 결과 통계적으로 유의한 결과를 보였다.(p<0.05)

7. 균형 있는 영양섭취 교육을 위한 영양성분표시에 관한 문항에서는 식품구매시 영양표시를 보고 구매한 경험이 없다는 군이 학생 실험군에서는 58.2%에서 40.4%로 감소하였고(p<0.001), 가공식품의 영양성분 표시를 본 경험이 있다가 학부모 실험군의 경우 82.1%에서 88.6%(p<0.001)로 증가하였다.

연구결과 실험군의 경우 일주일 동안 아침을 전혀 먹지 않는 학생이 감소하고 매일 아침을 먹는 학생이 유의적으로 증가하여 아동의 아침식사 행동변화와 인식률 변화에 도움이 된 것으로 나타났다.

Abstract ▼

Good nutrition can improve an intellectual, social and emotional capabilities of children (age 6~12) by developing the foundation of growth. As the project to solve the nutrition problem and to improve the eating habit of elementary school students, the program of Having breakfast was developed and

Good nutrition can improve an intellectual, social and emotional capabilities of children (age 6~12) by developing the foundation of growth. As the project to solve the nutrition problem and to improve the eating habit of elementary school students, the program of Having breakfast was developed and executed to decrease the rate of students who didn't have breakfast in connection with schools. Then, it's effects were evaluated. This study was done with 5 steps for 6 months from April to September in 2003 for total 1026 fifth graders (testing group: 451 students, control group: 675 students) of four elementary schools located in Gangbuk-gu, Seoul in Korea. To evaluate the effects of the program, the survey was conducted in advance with questionnaire (testing group 428 students and 416 parents, control group 656 students and 589 parents) and after the program (testing group 427 students and 368 parents, control group 608 students and 558 parents). With survey results, a change of behavior and rate of recognition was analyzed.

The results of the study are summarized as follows.

1. In terms of a practice rate of students having breakfast, in the testing group, the rate of students who always having breakfast showed the increase of 7% from 62.9% to 69.6%. However, the rate of students who didn't have breakfast showed the decrease of 5% from 11.2% to 6.4% (p<0.001). In the control group, the rate of students who always having breakfast showed the decrease of the practice rate from 70.4% to 70.2%. The students who didn't have breakfast, showed the decrease from 6.9% to 6.5% (p<0.001).

2. Among the rate of students who answered that the breakfast had a good effort, on the health had change after the program. The testing group showed the decrease from 64.8% to 60.1%(p<0.001) on the knowledge. The control group showed the decrease from 64.8% to 57.2%(p<0.001).

3. The rate of students who answering that an early-sleeping had good effort on the health had changed. The testing group showed the increase from 52.5% to 70.7%(p<0.001). The control group also showed the increase from 55.3% to 60.2% (p<0.001). In terms of the change of will on the early-sleeping, the rate of students who intended to sleep before 11 o'clock had changed. The testing group showed the increase from 31.9% to 43.9%(p<0.001). The control group showed the increase from 35.5% to 36.8% (p<0.001).

4. There were statistically significant difference between the parent's breakfast habit and children's breakfast habit(in advance - p<0.001, after the fact - p<0.01). As the result of analyzing the rate of students who having breakfast everyday for 1 week, in advance and after the program according to the parents who having breakfast, the rate of students who didn't have breakfast showed the increase from 35.2% to 62.5%. Also, there was the improvement from 39.3% to 66.0% in the rate of students who having breakfast 1-3 times a week, and there was the improvement from 54.9% to 80.0% in the rate of students who having breakfast 4-6 times a week.

5. In terms of the proper place for the computer installation in the house, the testing group showed the decrease of 6.4% from 28.0% to 21.6% in the children's room. For a living room or sitting room, there was the increase of 5% from 61.3% to 66.0% (p<0.001). On the other hand, in the control group, there was the decrease of 3.9% from 28.8% to 24.9% in children's room, but there was the increase of 2.5% from 63.4% to 65.9% in living room or sitting room. It showed the significant difference between the testing group and control group (p<0.001).

6. In terms of the change of recognition rate on the children's late sleeping and breakfast, as the group answering that it affected children's breakfast habit, the testing group showed the increase of 4.2% from 78.1% to 82.7% (p<0.05), but the control group showed the decrease from 82.2% to 80.5% (p<0.001).

7. In terms of the evaluation to examine the difference of basic studying capability based on breakfast habit, students who having breakfast showed the higher score than students who didn't have breakfast.

8. Among the groups answered "I have looked the nutrition labeling when I bought the food", the testing group decreased from 58.2% to 40.4% (p<0.001), the control group also showed the decreased from 64% to 53.6%(p<0.001). In the evaluation on the nutrition, among groups answered that Sodium(Na) was a component to be attended when selecting snacks, the testing group showed the increase from 31.7% to 56.3%, and the control group showed the increase from 15.9% to 23.0%. There was the significant difference between two groups.

Finally, in the testing group, students who didn't have breakfast decreased but students who having breakfast significantly increased. It indicated that the having breakfast was helpful to the change of behavior and rate of recognition.