EFFECTS OF COMPETENCY – BASED AND SELF-REGULATED LEARNING ON HEALTH EDUCATION LEARNING ACHIEVEMENT AND DEPRESSION LITERACY OF SECONDARY STUDENTS
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Abstract
Purposes: To implementation of the competency – based and self – regulation learning program the average scores of learning achievement and depression literacy before and after the experiment among students in the experimental group and the control group, and to compare the average scores of learning achievement and depression literacy after the experiment among students in the experimental group and the control group. Methods: The sample was 52 from eleventh grade students and the group random sampling method was used. In total, 52 students were equally divided into an experimental group that received competency-based and self-direction and a control group that received normal learning. The research instruments were comprised of 8 health education lesson plans using competency-based and self-regulation learning and the data collection instruments included learning achievement in the areas of knowledge, attitude, practice and a depression literacy test. Data were analyzed using the average, standard deviation, and t - test. Results: The average of learning achievement and depression literacy of the experimental group after the implementation was significantly higher than before the experiment at the 0.05 level, and the average learning achievement and depression literacy scores in the experimental group were higher than that of in the control group, p<0.05. Conclusion: Health education learning management using competency-based and self-regulation learning effect to learning achievement and depression literacy of eleventh - grade students outcomes were higher than normal health education learning.
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