EFFECT OF HEALTH EDUCATION LEARNING MANAGEMENT USING COGNITIVE COACHING APPROACH AND BRAINSTORMING ON FOOD LITERACY OF VOCATIONAL CERTIFICATE PROGRAM STUDENTS
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Abstract
This research aims to 1) compare the mean scores of food literacy before and after the experiment of experimental and control group students, and 2) compare the mean scores of food literacy after the experiment between experimental and control group students. The samples were first-year diploma students using a simple random sampling method to assign two sample classrooms to the experimental and control groups. The experimental group managed to learn health education by using the concept of cognitive coaching approach and brainstorming. The control group received regular health education. The duration of the research was 8 weeks, 1 lesson per week, 50 minutes per lesson on Thursday, and total 8 weeks. The research instruments were 1) a learning management plan, 2) a food knowledge test, 3) a food awareness test, and 4) a food skills questionnaire. The consistency index was 1.19, 0.73, 0.88, and 0.89, and the reliability was 0.81, 0.82, and 0.84, respectively. The data were analyzed by means, standard deviation, and t-test. The results showed that 1) the mean scores of food literacy on food knowledge, awareness, and skills of the experimental group after the experiment were significantly higher than before at the .05 level, and 2) the mean scores of food literacy on knowledge, awareness, and skills after the experiment of the experimental group was significantly higher than the control group at the .05 level.
Conclusion: Health education learning management using a cognitive coaching approach and brainstorming concepts affect students' food literacy in high vocational programs.
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