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Phase I

OBJECTIVE
To assess barriers to successful completion of food manager certification by under-educated and limited English proficient food service personnel in Massachusetts (MA), Rhode Island (RI), and Connecticut (CT) schools.

METHODS
Quantitative and qualitative methods were used to collect information about participants, the exam, and educational materials.

Quantitative Measures
Food Safety Surveys I and II gathered information about demographics and experience in food service, assessed food safety practices, and obtained feedback on course materials. Additional data were collected using the following measures:

  • Test for Adult Basic Education (TABE) - indicated reading ability by grade equivalent
  • Kolb Learning Style Inventory (LSI) - assessed participants' dominant learning style preferences
  • The National Registry of Food Safety Professionals (NRFSP) Cafeteria Food Manager Certification Exam scores – assessed knowledge of food safety

Qualitative Measures

  • Cognitive interviews conducted with selected participants provided feedback on comprehension, relevance, and usability of course materials and exam questions.

RESULTS - QUANTITATIVE
Twelve certification courses were held in MA, RI and CT for food service personnel in Child and Adult Care Food Programs (CACFP).  A total of 172 individuals participated in Phase I.

Demographics
Examination of data from the CACFP personnel surveyed in Phase I revealed the following demographics:

  • female (88.9%)
  • White (61.4%)
  • English-speaking (79.1%)
  • between 30-49 years old (60.5%)
  • most (82.2%) identified themselves as food workers, 8.9% as managers or supervisors

Exam Outcomes

  • A total of 45 (28.8%) of participants failed the exam.

Reading Ability

  • TABE data revealed that the mean reading level of those who failed the exam was a grade equivalent of 4.3, compared to grade equivalent of 9.6 for those who passed the exam.

Learning Style Preference
The Kolb LSI revealed that of those who failed the exam:

  • 61.9% prefer to learn by observing a situation from many different points of view (Divergers).
  • 28.6% prefer to learn through abstract ideas and concepts (Assimilators).
  • Fewer than 10% prefer to learn through problem solving (Convergers) or prefer to learn by getting actively involved (Accomodators).

RESULTS - QUALITATIVE
Cognitive interviews with 37 participants provided insight into how participants viewed themselves. Key themes emerging from these data included:

  • poor self-concept
  • marginalized
  • devalued
  • feelings of inadequacy due to lack of education

Interview data also revealed that participants found exam items to be:

  • unclear or confusing
  • lacking in detail
  • not relevant to their jobs
  • inconsistent with instructional materials

As a result of these findings, recommendations for exam changes included the following:

  • shorten word length
  • simplify language and vocabulary
  • eliminate the word “or” from response options
  • be consistent with use of terms

These findings were used to inform the construction of revised exam questions and educational materials in Phase II.

 

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