Health Education Strategies and Nutritional Knowledge in Selected Public Junior High Schools in the Division of Quezon City: Basis for an Intervention Program

Abstract

This study assessed health education strategies and nutritional knowledge in selected public junior high schools in the Division of Quezon City as the basis for an intervention program. Health education strategies were examined in terms of planning and development, implementation, instructional resources and materials, monitoring and evaluation, and stakeholder involvement and support. Nutritional knowledge was assessed through food groups and nutrient functions, balanced diet and meal planning, nutritional labels and food choices, health effects of poor nutrition, and healthy eating practices and lifestyle. A quantitative descriptive-correlational design was employed. The respondents were 754 school heads, teachers, health personnel, and learners from six public secondary schools in Districts 1, 2, and 5 of Quezon City. Data were gathered through a validated researcher-made questionnaire and analyzed using frequency, percentage, weighted mean, one-way analysis of variance, Tukey’s honestly significant difference test, and Pearson product-moment correlation. Findings showed that health education strategies were Highly Evident, while learners were Highly Knowledgeable in nutrition. Significant differences were found in all dimensions of health education strategies, particularly between learners and the adult respondent groups. All dimensions of health education strategies were significantly related to all areas of nutritional knowledge. Challenges were moderately encountered, especially limited instructional time, inadequate materials, weak stakeholder coordination, and learners’ established eating habits. The proposed HEALTHY Plate Project was rated Highly Acceptable and may serve as a practical school-based intervention for strengthening nutrition instruction, stakeholder participation, and healthy lifestyle practices.