重庆市万州区小学生减糖知识干预效果评价

Evaluation of Intervention Effect on Knowledge of Sugar Reduction Among Primary School Students in Wanzhou District,Chongqing

目的评价小学生减糖干预活动的效果,为开展学龄儿童减糖工作提供科学依据。方法选择5所小学的四、五、六年级学生作为干预对象,开展为期1学期的干预活动,同时选择3所条件相当的小学四、五、六年级学生作为对照组。干预组实施健康教育为主的干预活动,对照组不主动实施任何形式干预活动。评估干预前后学生的减糖知识知晓情况,并使用倍差法分析干预的效果。结果干预前,干预组和对照组学生减糖知识得分分别为(5.72±1.75)分和(5.57±1.80)分,差异无统计学意义(t=3.184,P=0.074);干预后,干预组和对照组学生减糖知识得分分别为(6.94±1.45)分和(5.90±1.86)分,差异有统计学意义(t=297.591,P<0.00)。倍差法分析结果显示,干预净效应使减糖知识的知晓总分增加了0.842(0.743~0.941)分,差异有统计学意义(P<0.05);在调整年级、性别后,干预净效应使减糖知识的知晓总分增加了0.877(0.778~0.976)分,差异有统计学意义(P<0.05)。结论对小学生采取干预可有效提高其对减糖知识的认知情况。

Objective To evaluate the effect of sugar reduction intervention on primary school students,so as to provide the scientific basis for sugar reduction of school-age children.Methods Students in grades 4,5 and 6 of 5 primary schools were selected as the intervention objects to carry out intervention activities for one semester,and students in grades 4,5 and 6 of 3 primary schools with equivalent conditions were selected as the control group.The intervention group was given health education based intervention activities,and the control group did not take the initiative to implement any form of intervention activities.The awareness of students’sugar reduction knowledge before and after the intervention was evaluated,and the effect of the intervention measures was analyzed by Difference in Differences(DID).Results Before the intervention,the scores of sugar reduction knowledge awareness of students in the intervention group and the control group were(5.72±1.75)and(5.57±1.80),respectively,with no significant difference(t=3.184,P=0.074);after the intervention,the scores of sugar reduction knowledge of students in the intervention group and the control group were(6.94±1.45)and(5.90±1.86),respectively,with significant difference(t=297.591,P<0.00).The results of DID showed that the net effect of intervention increased the total score of sugar reduction knowledge by 0.842(0.743-0.941),and the difference was statistically significant(P<0.05);after adjusting the grade and gender,the net effect of intervention increased the total score of sugar reduction knowledge by 0.877(0.778-0.976),and the difference was statistically significant(P<0.05).Conclusion Intervention for primary school students can effectively improve their cognition of sugar reduction knowledge.