M.S. in Teaching
Interdisciplinary and Inclusive Education
College of Education
Academic achievement; Kindergarten; School children--Food
Pre-Elementary, Early Childhood, Kindergarten Teacher Education
The purpose of this study was to investigate the relationship between the effects of nutrition on student achievement. The subjects were a transitional kindergarten class, ages 5-6, who took part in a 3-week experimental study.
Each week the subjects were instructed to perform a cognitive task directly following a treatment. Week 1, the cognitive task was performed following a nutritional snack; week 2, the cognitive task was performed following a non-nutritional snack; and week 3, a cognitive task was performed without any snack at all.
The results indicated that the findings for each week were not statistically significant: F (1,13)=213.86, p < .000. The snacks or lack thereof, did not have any affect on the ability of the students to complete cognitive tasks. The highest mean of scores, although not enough to make the week statistically significant, occurred week 3 when the cognitive task was performed after no snack at all.
The findings are not congruent with research on the effects of nutrition and cognitive development. Research shows that proper nutrition yields the highest level of child development, both mentally and physically.
Limitations which may have threatened the internal validity of the experiment, and implications for future research are discussed.
Terista, Stephanie Lynn, "Nutrition and student achievement in kindergarten students: an experimental study" (2000). Theses and Dissertations. 1750.