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In 2012, the Kids University for Cooking Foundation BV has developed a nutrition education programme called 'Kokkerelli Learning Street'. This innovative programme aims to teach primary school students from study years 5-8 where food comes from, how it is processed, and how it can be used for the preparation of a healthy meal.
The Kokkerelli Learning Street is offered to primary school children in the region of Venlo, the Netherlands. The present study will investigate the effects of the Kokkerelli Learning Street on several determinants of children's fruit and vegetable intake. Based on the literature and the aims of the Learning Street, five relevant determinants are selected: (i) knowledge; (ii) taste preferences; (iii) intention; (iv) skills; and (v) attitude.
Using child-reported questionnaires, the present study aims to answer the following key questions:
What are the short-term and longer-term effects of the Kokkerelli Learning Street on children's:
In 2012, the Kids University for Cooking Foundation BV has developed a nutrition education programme called 'Kokkerelli Learning Street'. This innovative programme aims to teach primary school students aged 8-12 years (study years 5-8) where food comes from, how it is processed, and how it can be used for the preparation of a healthy meal. The theoretical foundation of the Learning Street is based on the EnRG framework, which states that behaviour is influenced both by conscious and unconscious processes. These processes can (in)directly be influenced by environmental factors. In addition, several behavioural and personal factors are thought to moderate the causal path.
The Kokkerelli Learning Street is offered to primary school children in the region of Venlo, the Netherlands. It involves education based on concepts of the Self-Determination Theory, active learning, and imagineering (e.g., self-experience in an interactive environment, rather than conventional education). The present study will investigate the effects of the Kokkerelli Learning Street on several determinants of children's fruit and vegetable intake. Based on the EnRG framework, other literature and the aims of the Learning Street, five relevant determinants are selected: (i) knowledge; (ii) taste preferences; (iii) intention; (iv) skills; and (v) attitude.
Using child-reported questionnaires, the present study aims to answer the following key questions:
What are the short-term and longer-term effects of the Kokkerelli Learning Street on children's:
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Kokkerelli Learning Street | Experimental | The classes included in this group will participate in the Kokkerelli Learning Street; a school-based nutrition education programme included classroom-based lessons, a visit to a grower's farm and a cooking workshop. |
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| Control group | No Intervention | The classes included in this group will not participate in the Kokkerelli Learning Street and will continue with their regular curriculum. |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Kokkerelli Learning Street | Behavioral | The Kokkerelli Learning Street focusses on one specific food product (kale, tomato, asparagus, pepper, strawberry, blue berry, mushroom, carrot, or leek) and consists of multiple components:
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| Measure | Description | Time Frame |
|---|---|---|
| Change From Baseline Fruit and Vegetable Knowledge at 3 Months After the Evaluation Lesson | Knowledge will be assessed by six knowledge questions in the child questionnaire. A total knowledge score based on the number of correct answers will be calculated. The minimum score that can be obtained is 0, indicating low knowledge. The maximum score that can be obtained is 6, indicating high knowledge. | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
| Change From Baseline Intention to Consume Fruit and Vegetables at Three Months After the Evaluation Lesson | Questions assessing intention will concern participants' plans to consume or cook a meal containing the specific food product in the future and will be assessed on a scale from 1='I don't know' to 6='yes I will'. A mean score will be calculated to assess intention. The minimum score that can be obtained is 0, indicating low intention. The maximum score that can be obtained is 6, indicating high intention. | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
| Change From Baseline Attitude Towards Fruit and Vegetable (Consumption) at 3 Months After the Evaluation Lesson | Questions for attitude ('How much do you think the target behaviours are clever/interesting and nice/cool/tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude. | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
| Change From Baseline Taste Preferences for Fruit and Vegetables at 3 Months After the Evaluation Lesson | Three questions will be used for taste preferences (e.g., 'What do you think about the taste of the food product?') (scale from 1='never tried' to 6='I like it very much'). A mean score will be calculated to assess taste preferences. |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Affiliation | Role |
|---|---|---|
| Marla Hahnraths, MSc | PhD candidate | Principal Investigator |
| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Kids University for Cooking | Venlo | Limburg | 5928 RC | Netherlands |
It is not our intention to share individual participant data with other researchers.
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Participants were children in study years five and six (internationally comparable to grades three and four; aged 8-10 years) from primary schools in Northern Limburg, the Netherlands. Researchers and employees of Kids University for Cooking informed the children and parents about the study both orally and via information brochures (containing information about the study's purpose, procedures, and data handling). Informed consent was obtained from all parents of the participating children.
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| ID | Title | Description |
|---|---|---|
| FG000 | Intervention Group | The classes included in this group participate in the Kokkerelli Learning Street; a school-based nutrition education programme included classroom-based lessons, a visit to a grower's farm and a cooking workshop. Kokkerelli Learning Street: The Kokkerelli Learning Street focusses on one specific food product (kale, tomato, asparagus, pepper, strawberry, blue berry, mushroom, carrot, or leek) and consists of multiple components:
|
| FG001 | Control group | The school classes included in the control group were chosen from a pool of primary schools already participating in another research project on the effects of school-based health-promoting initiatives on children's health and well-being (no publications on this study are available as the study is still ongoing). From this pool, classes from schools that were not (planning on) implementing nutrition-related and/or physical activity (PA)-related health-promoting initiatives in the context of this project were eligible to be included in the control group of the present study. |
| Title | Milestones | Reasons Not Completed | |||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Overall Study |
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| ID | Title | Description |
|---|---|---|
| BG000 | Intervention Group | The classes included in this group participate in the Kokkerelli Learning Street; a school-based nutrition education programme included classroom-based lessons, a visit to a grower's farm and a cooking workshop. Kokkerelli Learning Street: The Kokkerelli Learning Street focusses on one specific food product (kale, tomato, asparagus, pepper, strawberry, blue berry, mushroom, carrot, or leek) and consists of multiple components:
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| Units | Counts |
|---|---|
| Participants |
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| Title | Description | Population Description | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Denominator Units Selected | Denominators | Classes |
|---|---|---|---|---|---|---|---|---|---|
| Age, Continuous | Mean |
| Type | Title | Description | Population Description | Reporting Status | Anticipated Posting Date | Parameter Type | Dispersion Type | Unit of Measure | Calculate Percentage | Time Frame | Units Analyzed | Denominator Units Selected | Arm/Group Information | Denominators | Classes | Analyses | |||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Primary | Change From Baseline Fruit and Vegetable Knowledge at 3 Months After the Evaluation Lesson | Knowledge will be assessed by six knowledge questions in the child questionnaire. A total knowledge score based on the number of correct answers will be calculated. The minimum score that can be obtained is 0, indicating low knowledge. The maximum score that can be obtained is 6, indicating high knowledge. | Posted | Mean | Standard Deviation | score on a scale | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
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Adverse effects were monitored at three time points: Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson.
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| ID | Title | Description | Deaths (Affected) | Deaths (At Risk) | Serious Events (Affected) | Serious Events (At Risk) | Other Events (Affected) | Other Events (At Risk) |
|---|---|---|---|---|---|---|---|---|
| EG000 | Intervention Group | The classes included in this group participate in the Kokkerelli Learning Street; a school-based nutrition education programme included classroom-based lessons, a visit to a grower's farm and a cooking workshop. Kokkerelli Learning Street: The Kokkerelli Learning Street focusses on one specific food product (kale, tomato, asparagus, pepper, strawberry, blue berry, mushroom, carrot, or leek) and consists of multiple components:
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| Title | Organization | Phone | Extension | |
|---|---|---|---|---|
| Marla Hahnraths, MSc | Maastricht University | 433882184 | 0031 | mth.hahnraths@maastrichtuniversity.nl |
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| Type | Includes Protocol | Includes SAP | Includes ICF | Document Label | Document Date | Document Uploaded Date | Document File Name |
|---|---|---|---|---|---|---|---|
| Prot_SAP_ICF | Yes | Yes | Yes | Study Protocol, Statistical Analysis Plan, and Informed Consent Form | Jan 14, 2020 | Sep 23, 2025 | Prot_SAP_ICF_000.pdf |
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The study will consist of one intervention group (several primary school classes that participate in the Kokkerelli Learning Street) and one control group (several primary school classes that don't participate in the Kokkerelli Learning Street and continue with their regular curriculum).
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| Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
| Change From Baseline Attitude Towards Healthy Food Products at 3 Months After the Evaluation Lesson | Questions for attitude ('How much do you think the target behaviours are clever, interesting, nice, cool, and tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude. | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
| BG001 | Control Group | The school classes included in the control group were chosen from a pool of primary schools already participating in another research project on the effects of school-based health-promoting initiatives on children's health and well-being (no publications on this study are available as the study is still ongoing). From this pool, classes from schools that were not (planning on) implementing nutrition-related and/or physical activity (PA)-related health-promoting initiatives in the context of this project were eligible to be included in the control group of the present study. |
| BG002 | Total | Total of all reporting groups |
| years |
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| Sex: Female, Male | Count of Participants | Participants |
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| Race/Ethnicity, Customized | Count of Participants | Participants |
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| Knowledge (mean correct) | The children's knowledge was assessed by six true/false questions based on the information provided in the learning street. A correct answer was scored as 1; an incorrect answer was scored as 0. A mean summary score of the number of correct answers was computed by dividing the number of correct answers by the total number of items that were answered (mean summary score could range from 0 (low knowledge) to 6 (high knowledge)). | Mean | Standard Deviation | score on a scale |
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| Intention (mean score) | Two questions were used to assess intention, concerning participants' plans to consume or cook a meal containing the FV product, and were assessed on a five-point Likert scale from 1 = "no, I do not want to" to 5 = "yes I want to" with an additional answer option "I do not know". Mean intention was calculated by adding the scores of the questions that were answered and dividing them by the amount of answered questions (mean summary score could range from 1 (low intention) to 5 (high intention)). | Mean | Standard Deviation | score on a scale |
|
| Taste preferences (mean score) | Three questions were developed regarding taste preferences (e.g., "What do you think about the taste of the FV product?") (five-point Likert scale from 1 = "I do not like it" to 5 = "I like it very much", with an additional answer option "never tried"). Mean taste preferences were calculated by adding the scores of the questions that were answered and dividing them by the amount of answered questions (mean summary score could range from 1 (low taste preferences) to 5 (high taste preferences)). | Mean | Standard Deviation | score on a scale |
|
| Attitude towards addressed FV product (mean score) | Two questions and scales for attitude ("How much do you think the target behaviors are clever, interesting, nice, cool, and tasty?") were used as described by Ajzen and Fishbein and previously used in comparable research. From these questions, a mean summary score for (1 attitude towards FV product assessed in questionnaire and (2 general attitude towards healthy products were calculated by adding scores of the answered questions and dividing them by the amount of answered questions. For both attitude scores, mean summary score could range from 1 (negative attitude) to 5 (positive attitude). | Mean | Standard Deviation | score on a scale |
|
| General attitude towards healthy food (mean score) | Two questions and scales for attitude ("How much do you think the target behaviors are clever, interesting, nice, cool, and tasty?") were used as described by Ajzen and Fishbein and previously used in comparable research. From these questions, a mean summary score for (1 attitude towards FV product assessed in questionnaire and (2 general attitude towards healthy products were calculated by adding scores of the answered questions and dividing them by the amount of answered questions. For both attitude scores, mean summary score could range from 1 (negative attitude) to 5 (positive attitude). | Mean | Standard Deviation | score on a scale |
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| OG001 | Control group | The school classes included in the control group were chosen from a pool of primary schools already participating in another research project on the effects of school-based health-promoting initiatives on children's health and well-being (no publications on this study are available as the study is still ongoing). From this pool, classes from schools that were not (planning on) implementing nutrition-related and/or physical activity (PA)-related health-promoting initiatives in the context of this project were eligible to be included in the control group of the present study. |
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| Primary | Change From Baseline Intention to Consume Fruit and Vegetables at Three Months After the Evaluation Lesson | Questions assessing intention will concern participants' plans to consume or cook a meal containing the specific food product in the future and will be assessed on a scale from 1='I don't know' to 6='yes I will'. A mean score will be calculated to assess intention. The minimum score that can be obtained is 0, indicating low intention. The maximum score that can be obtained is 6, indicating high intention. | Posted | Mean | Standard Deviation | score on a scale | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
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| Primary | Change From Baseline Attitude Towards Fruit and Vegetable (Consumption) at 3 Months After the Evaluation Lesson | Questions for attitude ('How much do you think the target behaviours are clever/interesting and nice/cool/tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude. | Posted | Mean | Standard Deviation | score on a scale | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
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| Primary | Change From Baseline Taste Preferences for Fruit and Vegetables at 3 Months After the Evaluation Lesson | Three questions will be used for taste preferences (e.g., 'What do you think about the taste of the food product?') (scale from 1='never tried' to 6='I like it very much'). A mean score will be calculated to assess taste preferences. | Posted | Mean | Standard Deviation | score on a scale | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
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| Primary | Change From Baseline Attitude Towards Healthy Food Products at 3 Months After the Evaluation Lesson | Questions for attitude ('How much do you think the target behaviours are clever, interesting, nice, cool, and tasty?') will be used as described by Ajzen and Fishbein and as previously used in comparable research. They will have response options ranging from 1='no, not at all' to 5='yes, totally'. A mean score will be calculated to assess attitude. | Posted | Mean | Standard Deviation | score on a scale | Baseline, directly after the evaluation lesson (approximately three weeks after baseline), three months after the evaluation lesson |
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| 0 |
| 61 |
| 0 |
| 61 |
| 0 |
| 61 |
| EG001 | Control group | The school classes included in the control group were chosen from a pool of primary schools already participating in another research project on the effects of school-based health-promoting initiatives on children's health and well-being (no publications on this study are available as the study is still ongoing). From this pool, classes from schools that were not (planning on) implementing nutrition-related and/or physical activity (PA)-related health-promoting initiatives in the context of this project were eligible to be included in the control group of the present study. | 0 | 165 | 0 | 165 | 0 | 165 |
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| Regression, Linear |
A three-level linear mixed model analysis, with classes as third level, participants as second level, and measurements as first level, was used. |
| 0.33 |
| Other |
Statistical analysis at T2 (three months after evaluation lesson).
| Regression, Linear |
A three-level linear mixed model analysis, with classes as third level, participants as second level, and measurements as first level, was used. |
| 0.84 |
| Other |
Statistical analysis at T2 (three months after evaluation lesson).
| Regression, Linear |
A three-level linear mixed model analysis, with classes as third level, participants as second level, and measurements as first level, was used. |
| 0.16 |
| Other |
| Regression, Linear |
A three-level linear mixed model analysis, with classes as third level, participants as second level, and measurements as first level, was used. |
| 0.19 |
| Other |