Assessing Nutrition Misconceptions and The Impact of Nutrition Probe-Based Learning Among College Students Enrolled in A Non-Majors Introductory Biology Course

Abstract

Nutrition misconceptions among college students can negatively influence dietary behaviors and limit the effectiveness of nutrition education. This study examined the prevalence of misconceptions about carbohydrates, proteins, and fats and evaluated the effectiveness of nutrition probe-based learning in promoting conceptual change among undergraduate students enrolled in a non-majors introductory biology course at a Historically Black College and University (HBCU). A quantitative quasi-experimental pretest-posttest control group design was employed with 228 students, including a comparison group (n = 89) and a treatment group (n = 139). Data were collected using a researcher-developed Nutrition Knowledge and Misconception Survey featuring two-tier and three-tier multiple-choice items with a modified Certainty of Response Index (CRI) to distinguish misconceptions from knowledge deficits. The treatment group participated in six nutrition probes and exit-ticket activities, whereas the comparison group received traditional lecture-based instruction. Descriptive statistics identified common misconceptions, while Wilcoxon Signed-Rank and McNemar tests assessed pretest-posttest changes. Results revealed persistent misconceptions across all three macronutrients, particularly regarding carbohydrate sources and metabolism, protein functions, and healthy fat sources. Significant improvements were observed in protein misconceptions within the treatment group (Z = -2.668, p = .008) and fat misconceptions within the comparison group (Z = -3.051, p = .002), whereas carbohydrate misconceptions showed no significant change. McNemar analysis further confirmed a significant reduction in protein misconceptions following the intervention (χ² = 7.11, p < .05), while changes in carbohydrate and fat misconceptions were not statistically significant. These findings indicate that nutrition probe-based learning is effective for improving conceptual understanding of selected nutrition topics, particularly protein-related concepts, and supports the integration of diagnostic formative assessments and conceptual change strategies into introductory biology curricula to strengthen nutrition literacy and promote healthier dietary decision-making.

Keywords: Nutrition misconceptions; nutrition education; nutrition probes; conceptual change; introductory biology; Historically Black Colleges and Universities (HBCUs); carbohydrates; proteins; fats; Certainty of Response Index (CRI); formative assessment.

DOI: 10.7176/FSQM/127-04

Publication date: July 28^th 2026