Enhancing Undergraduate Students’ Quantitative Literacy and Attitudes Towards Research Through a Scaffolded Food Choice Research Project

Abstract

Objective

To determine if a Food Choice Research Project (FCRP) improves undergraduates’ quantitative literacy skills and attitudes toward conducting original research.

Use of Theory or Research

The FCRP is a project-based learning assignment, challenging students to identify dietary-related opportunities for improvement in the undergraduate population. Aligned with Vygotsky’s Zone of Proximal Development, activities were strategically scaffolded.

Target Audience

Undergraduate students (n=50) at a public university enrolled in a 200-level general education course exploring influences on food choice and eating behavior, structured using the McLeroy Social Ecological Model.

Course/Curriculum Description

Students develop a proposal for a cross-sectional survey using a nationally-representative survey as their foundation [i.e., International Food Information Council’s Food and Health Survey (FaHS)]. Students choose a theme and replicate relevant FaHS questions and responses for their survey. Following their recruitment and survey administration plan, they survey 20 students, analyze and summarize their results, and propose possible interventions in a final report. Throughout the multi-week assignment, the instructor models complex steps and provides practice opportunities with feedback. In-class workshops with engaging process-oriented activities (e.g., BINGO worksheet for project tasks) and structured report templates aid progress.

Evaluation Methods

Thematic analysis of pre- and post-FCRP reflection responses assessed shifts in research attitudes. Students rated their ability to quantitatively examine food choice/eating behavior. A standardized rubric measured students’ demonstration of quantitative literacy skills on the final report.

Results

Initially, students reported anxiety about research, citing past stressful experiences. However, 97% agreed/strongly agreed that the FCRP enhanced their quantitative research skills and 85% earned ³ C on the final report. Students expressed a positive shift in perceptions towards research, noting improved understanding of research tasks. While acknowledging challenges (e.g., data analysis, procrastination), they reported increased research-related confidence and appreciation.

Conclusions

Scaffolded survey research enhances undergraduate quantitative literacy by leveraging existing food and nutrition surveys. This approach enables sustainable data collection on diet-related behaviors and fosters data-informed, student-driven intervention ideas that can be expanded upon in future courses or internships.

Funding

None