EFFECTS OF HEALTH EDUCATION LEARNING ACTIVITIES USING SCENARIO - BASED LEARNING AND COACHING ON LEARNING ACHIEVEMENT AND HEALTH INFORMATION LITERACY OF ELEMENTARY SCHOOL STUDENTS
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Abstract
Purpose: To compare mean scores of learning achievement and health information literacy before and after implementation of an experimental group and a control group, and to compare mean scores of learning achievement and health information literacy after implementation between the experimental group and the control group. Methods: The subjects were 70 fourth grade-students, divided equally into two groups: 35 of the experimental group was assigned to study under the health education learning activities using scenario-based learning and coaching and 35 of the control group was assigned to study under the health education learning with the conventional teaching method. The research instruments comprised of 8 health education lesson plans using scenario-based learning and coaching with an IOC of 0.98 and the data collection instruments included learning achievements of knowledge, attitude, practice, and health information literacy with an IOC of 0.96, 0.95, 0.95, and 0.95, reliabilities of 0.70, 0.77, 0.80 and 0.75 respectively the duration of the experiment was 8 weeks. Data were analyzed by mean ( ), standard deviation (S.D.) and t-test (Pair-Sample t-test, Independent-Sample t-test) Results: The research findings were as follows: The mean scores of the learning achievements of knowledge, attitude, practice, and health information literacy of the experimental group students after learning were significantly higher than that before learning at .05 level, and the mean scores of the learning achievement and health information literacy of the experimental group students after learning were significantly higher than that of the control group students at .05 level. Conclusion: health education learning activities using scenario-based learning and coaching of fourth-grade students were higher than health education learning with the conventional teaching method.
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