TRAINING IN FAMILY GARDENS AND FOOD SECURITY EVALUATION OF AN EDUCATIONAL INTERVENTION IN A CHILDREN'S HOME

Authors

  • Carlos Alberto Cortés-Rodríguez Technological Institute of Higher Studies of Chicoloapan Author
  • Gladys Martínez-Gómez Department of Agricultural Preparatory School, Autonomous University of Chapingo, Texcoco, State of Mexico. Author
  • Gamaliel López-López Center for Economic, Social and Technological Research on Agroindustry and World Agriculture (CIESTAAM), Autonomous University of Chapingo, Texcoco, State of Mexico. Author
  • Aurelio Bastida-Tapia Department of Agricultural Preparatory School, Autonomous University of Chapingo, Texcoco, State of Mexico. Author
  • Ma. de Lourdes Aguilera-Peña Department of Agricultural Preparatory School, Autonomous University of Chapingo, Texcoco, State of Mexico. Author
  • Herón Verónica-Hernández Technological Higher Studies of Chicoloapan, Ejido de Chicoloapan, State of Mexico. Author

DOI:

https://doi.org/10.63121/b6vj6z63

Keywords:

aprendizaje, efecto de la intervención, muestra pareada, sostenibilidad

Abstract

Training in family gardens is an educational strategy that strengthens practical skills, supports food security, and promotes sustainable practices. In group homes, working in gardens is especially relevant for the cognitive development and well-being of vulnerable adolescents. The objective of this research was to evaluate the knowledge acquired from vegetable production training, in order to verify the learning achieved and assess the effect of the intervention. The study was conducted with 29 adolescents from the San Martín de Porres and Juan XXIII group homes, using a 13-question multiple-choice instrument administered before and after the training. Responses were coded dichotomously (1 = correct; 0 = incorrect) and analyzed using SPSS software. Statistical analysis included a paired-samples t-test to identify the overall effect of the intervention and McNemar 's test with continuity correction to analyze changes in learning for each question. The results showed a statistically significant increase in the participants' overall knowledge level (p < 0.01). Furthermore, eight questions showed a significant increase in the proportion of correct answers (p < 0.05), while five showed no relevant changes. These results demonstrate the effectiveness of the training as an educational tool and its usefulness in increasing students' knowledge of food security and sustainability in institutional contexts.

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Published

30-12-2025

Issue

Vol. 1 No. 3 (2025): SEPTEMBER-DECEMBER

Section

Articles