Effect of Instructional Intervention with Videos on Avoiding Food Waste on Students’ Cooking Learning Effectiveness

The purpose of this study was to investigate the effect of instructional intervention using videos about avoiding food waste on students' cooking learning effectiveness. A quasi-experimental research method was used in the study. The results of the study showed that the learning effectiveness of the experimental group was significantly better than that of the control group. The test results of the scales showed that the experimental group performed better in the posttests for all three scales than the pretests, while the control group only performed better in the two scales of cooking learning self-efficacy and cooking efficiency learning. The sustainable food literacy scale did not achieve a significant effect, indicating that the instructional intervention of food waste avoidance was effective in developing the sustainable food literacy of the students in the experimental group.