Effect of Project-based Learning on Learners’ Nutrition Knowledge in Secondary Schools in Central Uganda

In Uganda, the Nutrition and Food Technology (NFT) subject is taught to teach learners about healthy eating and lifestyle choices through active teaching methodologies such as project-based learning (PBL). This study aimed to improve nutrition knowledge among secondary school students in Uganda using PBL. The study was implemented using an embedded mixed methods design in which convergent parallel mixed methods design was nested within Solomon’s four-group, quasi-experimental design. The study showed that compared to the control group, PBL implemented following the PBLWorks model increases the nutrition knowledge of learners indicated by a significant increase in the diversity of foods on their meal plans (Mean difference = 1.16; U(115) = 954, p = < .001), the frequency of planned consumption of vitamin A-rich foods (Mean difference = 1.3; t(115) = 3.41, p = < .001), planned consumption of Haem iron-rich foods (Mean difference = 1.6; t(115) = 3.24, p = 0.002), NCD protect scores (Mean difference = 1.65; t(115) = 3.15, p = .000), and food consumption scores (Mean difference = 18.7; t(115) = 7.42, p = < .001). However, the study was limited to Kampala, so further research across the country is recommended.