1- MSc in General Psychology, Iran, Assaluyeh, International Center University, Psychiatry Department. 2- PhD in Psychology, Assistant Professor, Iran, Assaluyeh, International Center University, Psychiatry Department. 3- PhD Student in Health Education and Health Promotion, Iran, Tehran, Tarbiat Modarres University, Faculty of Medical Sciences.
Abstract: (295 Views)
Introduction: Education is one of the ways to increase awareness, and improve attitude and practice amongst students. Therefore, selecting effective educational methods is one of the main goals and objectives in educational planning. Objective: The main goal of this study was to compare the effects of the lecture education method and multimedia method on oral health behaviors of students in Tehran. Materials and Methods: The present research was a quasi-experimental study. The study population included third grade students of primary schools in Region 14 of the education department of Tehran. The sample included 90 students, who were chosen by random sampling. The data collection tool was a self-constructed questionnaire, which had 27 questions. Cronbach’s alpha was 0.8. Questionnaires were available both before and after training. For data analysis, the SPSS software version 24 was used. Independent t and Analysis of Variance (ANOVA) tests were used at 0.05 significance level. Results: Knowledge, attitude, and performance were improved immediately one month after the intervention in the lecture groups and the results were respectively 2.93 ± 0.25 and (3 ± 0.0 for knowledge, 2.930 ± 0.25 and 3 ± 0.0 for attitude, and 2.66 ± 0.58 and 2.30 ± 0.59 for performance, which were not statistically significant (P>0.05). In the multimedia groups, knowledge (3 ± 0.00), attitude (3 ± 0.00), and performance (2.90 ± 0.3) improved immediately after the intervention and also after 1 month, attitude (3 ± 0.00) and practice (3 ± 0.00) showed improvement once again, which was statistically significant (P<0.05). Comparing the results of the 2 multimedia and lecture groups, only 1 month after the intervention, showed that performance change rate was +0.57, which was statistically significant in the multimedia group (P<0.05). Immediately after the intervention in the multimedia group, knowledge (3 ± 0.00), attitude (3.00 ± 0.00) and performance (2.90 ± 0.3), and attitude (3 ± 0.00) and exercise ± 0.001 increased after one month, which was statistically significant (P<0.05) Discussion and Conclusion: The results showed that training was effective in promoting oral health behavior, and the type of training had an important role in this promotion. Therefore, the videos at all stages of educational methods were more effective than lectures.
Type of Study: Applicable |
Subject: Special Received: 2017/05/15 | Accepted: 2017/11/4 | Published: 2017/12/24
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