Process Evaluation of FoodMASTER Middle Grades: An Integrative Approach to Nutrition Education in the Science Classroom

OBJECTIVE: Considering current adolescent obesity rates and the lack of previous intervention effects, our purpose was to utilize process evaluation techniques to help researchers identify intervention limitations for targeted programming. METHODS: During the 2013-2014 academic year, 9 8th grade science teachers implemented the FoodMASTER Middle Grades (FMM) science curriculum. Researchers used classroom observations, formative and summative written feedback, and structured interviews to inform the fidelity, dose received, dose delivered, and context of curricular implementation. RESULTS: Teachers reported that class size and time restraints were primary barriers to implementation. Primary facilitators included student enjoyment, standard alignment, ease of instructions, and professional development training experience. CONCLUSIONS: Overall, FMM was feasible for implementation in middle school science classrooms as an integrated science curriculum.