Evaluation of High School Textbooks in Terms of Attention to Food and Nutrition Literacy Factors

Paragraph 6 of the General Policies on Population lays emphasis on the promotion of nutrition literacy within society. The present study aims to evaluate high school textbooks in terms of attention to the food and nutrition literacy factors. The research method here is content analysis. The statistical population incorporates all textbooks of the high school cycle. No sampling has been done for this research, in which the entire population has been surveyed. The measuring tool is the content analysis checklist developed by the researcher. The validity of the tool is determined using the face and content validity method and expert opinions while its reliability has been measured at 96% using the Scott's Pi statistic. The results have been examined using descriptive analysis indicators while the Chi-squared test has been used to compare the frequency of food and nutrition literacy factors in the three disciplines of humanities, natural sciences and mathematics. They showed that attention to the food and nutrition literacy factors in high school textbooks is far from enough with some factors having been neglected in the books. The findings of this research also showed that the frequency of food and nutrition literacy factors in the humanities’ textbooks was significantly lower than in the natural sciences and mathematics textbooks.