The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use
Tudor Griffith Jones, University of Florida, United States
University of Florida . Awarded
The purpose of this study was to determine the effect of video-based science instruction and accompanying activity-based instruction on the knowledge, attitudes, and behavioral intentions of high school students' use of seat belts. Secondarily, the purpose was to determine order effects and interactions between the two treatments used in the study: video-based instruction and hands-on activity-based instruction. The study used Ajzen and Fishbein's theory of reasoned action to investigate the factors influencing high school students' behavioral intentions regarding seat belt use.
This study used a pretest-posttest-posttest treatment design. Data were collected on 194 students in high school introductory biology and chemistry classes in Gainesville, Florida. Ten intact high school science classes (eight treatment and two control) took pretests and posttests measuring physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to and after participating in the two treatments. The treatment group students participated in at least 500 minutes of instructional time divided among five lessons over 10 instructional days. All participants were pretested on physics knowledge, attitudes, and behavioral intentions toward seat belt use prior to two treatments. Treatment A was defined as participating in one 50-minute video-based instructional lesson. Treatment B was defined as participating in four hands-on science activities regarding crash-related physics concepts.
Cronbach's coefficient alpha was used for analysis of the researcher-designed instruments, and ANOVA was used to analyze the data. The results of the analyses (p < .004) revealed that students who participated in either treatment showed significant differences in knowledge gains on 75% of the test items. The sequence of treatments did not produce significant differences in groups' posttest 2 knowledge mean scores. Combining the treatments resulted in higher mean knowledge scores than either treatment did individually. Participating in video-based instruction initially produced significant changes in students' attitudes but these changes were not maintained after students completed the activity-based instruction. Each treatment and the combined treatments resulted in significantly greater (p < .05) positive shifts in behavioral intentions regarding seat belts use. The treatment sequence did not result in significantly greater (p < .05) positive shifts in behavioral intentions regarding seat belt use.
The results of this study indicate that video-based instruction and activity-based instruction can positively change knowledge and behavioral intentions related to seat belt use, thereby potentially saving the lives of young adults.
Jones, T.G. The effects of video-based and activity-based instruction on high school students' knowledge, attitudes, and behavioral intentions related to seat belt use. Ph.D. thesis, University of Florida.
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