الفهرس 
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Abstract
Background: Adolescence is a nutritional vulnerable time that requires special nutritional needs. In addition, in this age dietary habits are still developing which track into adulthood. Nutritional health education is one of the most important determinants of food choice that make adolescents choose healthy diet. Thus, it will likely prevent health problems such as overweight, obesity and the development of chronic diseases later in life. Therefore, the possibility of correcting eating habits can be done through health education. Educational strategies include traditional methods which include lecturing being passive learner and non traditional methods include computer based simulation. Aim: The purpose of this study was to assess the effect of applying different educational strategies on dietary habits of preparatory schools’ pupils. Study Design: Quasi- experimental design was used at two private preparatory schools located at Mansoura District in Dakahlia Governorate, Egypt. Total sample size was 74 adolescents (37 / each group), in addition to a group of seven professional experts who were academic staff members and had experience in health education and community health nursing. The study was conducted throughout four stages, which were preliminary assessment stage, development stage of the computer-based nutritional health education sessions, implementation of health education sessions, and evaluation of pupils satisfaction to health education sessions. Results: The study showed that 86.5% of pupils in both intervention groups had poor knowledge level about healthy diet and its components. However, traditional face-to-face and computer-based intervention resulted in improvement of knowledge level for both groups with the CBI group having the higher mean score than the TBI group. Regarding pupils’ dietary habits, the findings of the present study illustrated that (97.3%, 91.9%) of pupils in face to face and computer groups respectively showed unsatisfactory dietary habits. However, both interventions resulted in improvement of dietary habits for both groups with the TBI group having the higher mean score than the CBI group. In addition, the study revealed high satisfaction of pupils. Most of pupils in both groups mentioned that the design of health educational sessions was appropriate; the teaching methods were useful, facilitate learning process and help them to change their dietary habits. Conclusion: Both of educational strategies led to positive changes in preparatory school pupils’ healthy eating behaviors and nutritional knowledge. However, computer-based education has been shown to have a greater impact in nutritional knowledge than motivating pupils to adopt healthy dietary habits compared to traditional based education. The findings support the importance of providing pupils with nutrition knowledge to promote healthy dietary behaviors.