ABSTRACT
An experimental study was conducted to assess the impact and suitability of nutritional education intervention [NEI] for the 5th and 6th graders at a girls' elementary school in Riyadh city. The NEI was launched in four classes through two sessions and two assessments with two months apart. The results show that at 1st assessment, the mean knowledge score of 6th grade intervention class was significantly higher than the control [t=13.986, p<0.001]. This score increased among all classes after the 2nd boostering session. The mean dietary self-efficacy [SE] score of the 5th grade control class and 6th grade intervention class at 1st assessment were significantly lower than their comparable classes. Three classes had a significant increase of SE score after the 2nd boostering session. The mean practice score at 1st assessment was inconsistent between intervention and control classes with higher scores among the 5th graders than the 6th graders. Only one class of the 6th graders showed increased mean practice score after the 2nd boostering session. Stepwise linear regression models revealed that exposure to NEI sessions was a major predictor of students' knowledge at 1st assessment [R[2] 345] and knowledge was a predictor of SE and practices scores [R[2].041 and .136]. SE was a predictor of students' dietary practices at both assessments [R[2].= 107 and 0.162]. The study recommends the replication of such a program among diverse school population to have more improvement in students' dietary knowledge, SE and practices