Effectiveness of a Structured Teaching Program on Knowledge of Healthy Food Habits Among Class 10th Students in a Selected Vadodara School: A Pre-Experimental Study

Introduction: Healthy food habits during adolescence are essential for growth, development, and preventing chronic diseases. Many adolescents lack proper nutrition due to limited awareness and socio-economic factors. Structured teaching programs are effective in improving nutrition knowledge and behaviors, particularly in India where undernutrition remains common among teens. Aim: The aim of this study is to assess the effectiveness of a structured teaching program on knowledge regarding healthy food habits among class 10th students in a selected school of Vadodara. Methodology: This pre-experimental study used a one-group pre-test and post-test design to evaluate the effectiveness of a structured teaching program on healthy food habits among 60 systematically randomly selected 10th-grade students in a Vadodara school. Data collection occurred in three phases: a pre-test to assess baseline knowledge, the teaching intervention delivered via slides and explanations on the same day, and a post-test conducted seven days later using the same questionnaire with additional items. Formal permission was obtained from school authorities, and informed consent was secured from participants, who cooperated fully. Data were analyzed using descriptive statistics and inferential tests (Chi-square, paired t-test) via SPSS 27. Ethical approval was granted by the Institutional Ethics Committee of Parul Institute of Nursing. Results: The study involved 60 class 10 students, predominantly aged 15–16 years (70%) with a slightly higher proportion of females (56.7%). Most attended private schools (60%) and lived in joint families (66.7%). Pre-test results showed that 66.7% had average knowledge of healthy food habits, while only 1.7% had excellent knowledge. After the structured teaching program, knowledge significantly improved: 33.3% achieved excellent scores and 56.7% good scores, with no student scoring poorly. The mean knowledge score increased from 13.45 (SD = 4.49) pre-test to 20.8 (SD = 3.84) post-test (t = 9.371, p < 0.001). Chi-square analysis revealed a significant association between receiving health education at school and baseline knowledge (p = 0.048), while other socio-demographic variables showed no significant association. Conclusion:The structured teaching program significantly improved healthy food habits knowledge among students, highlighting the importance of school-based nutrition education to promote healthy behaviors and reduce future health risks