27 research outputs found
(The) effects of two educational approaches regarding drug use on the change of knowledge and attitudes among the girl's high school students
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μ΄ μμλ€. μ 2 μ€νκ΅°μμλ κ΅λ ¨μμ
μ€μ κ΅μ¬μ
μν΄ μ¬μ μ§λ¬Έμ§λ₯Ό μ‘°μ¬ν ν κ΅μ‘μ΄ μ€μ λμλ€. κ΅μ‘λ°©λ²μ slideλ₯Ό 보면μ κ΄λ ¨λ μ€λͺ
Tapeμ λ£κ³ λ ν slideμ λ΄μ©κ³Ό κ΄λ ¨λ κ΅λ ¨κ΅μ¬μ μ€λͺ
μ΄ μμκ³ , μ€λͺ
μ΄ λλ ν νμλ€μ μ§λ¬Έλ±μ λ°μ λ°μμ νμΈνλ κ΅μ‘μ μ€μ νμλ€.
μλ£μμ§μ 4μ 15μΌλΆν° 4μ 30μΌκΉμ§ 2μ£Όμ κ±Έμ³μ μ€μ λμλ€. μμ§λ μλ£λ μ 1 μ€νκ΅°μμ 104λΆμλλ° μλ΅μ΄ λΆμ±μ€ν μ€λ¬Έμ§λ₯Ό μ μΈν 100λΆλ₯Ό μ°κ΅¬μ μ¬μ©νμκ³ μ 2 μ€νκ΅°μμ 100λΆκ° νμλμ΄ μ΄λ₯Ό λͺ¨λ μ¬μ© νμμΌλ©°, μΆνμ‘°μ¬μμλ μ 1 μ€νκ΅°μμ 105λΆ, μ 2 μ€νκ΅°μμ 110λΆκ° νμ λμμΌλ μ¬μ μ μμ§λ μλ£μ κ³ μ λ²νΈκ° λ§λ κ²λ§μ μλ£μ²λ¦¬μ μ¬μ© νμ¬ μ΄ 400λΆκ° λΆμμμ μ¬μ© λμλ€.
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μ΄ μ°κ΅¬μ κ²°κ³Όλ λ€μκ³Ό κ°λ€.
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λ°λΌμ μ 1 κ°μ€μ μ§μ§λμλ€.
3. μ 2 κ°μ€ "κ΅μ‘μ λ°κΈ°μ μ λΉνμ¬ κ΅μ‘νμ νλμ μ μκ° λμ κ²μ΄λ€"μ μμ΄μλ κ΅μ‘μ μ νλ μ μμ νκ· μ΄ 57.6131μ΄μκ³ , κ΅μ‘ μ€μνμλ νκ· 59.7538λ‘ νλ μ μμ κ°μ μ΄ μ΄λ£¨μ΄μ§μΌλ‘μ¨ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄λ₯Ό 보μλ€(t=-4.84, p<.001). λ°λΌμ μ 2 κ°μ€λ μ§μ§λμλ€.
4. μ 3 κ°μ€μΈ "slideμ λ΄μ©μ κ΅μ¬κ° μ€λͺ
ν κ΅μ‘κ΅°μ΄ V.T.R.μμ²λ§μΌλ‘ κ΅μ‘λ°μ κ΅°λ³΄λ€ μ§μλ³νμ μ μκ° λμ κ²μ΄λ€"μμλ μ½λ¬Όμ¬μ©μ κ΄ν μ§μμ μ μμ μμ΄μ μ 1 μ€νκ΅°(V.T.R.μμ²)μ κ²½μ° κ΅μ‘μ Β·νμ μ§μμ μλ νκ· 7.5500μ μ΄ μ¦κ°λμκ³ , μ 2 μ€νκ΅°(slide κ΅μ‘)μ μμ΄μλ νκ· 7.7100μ μ΄ μ¦κ° λμλ€. κ·Έλ¬λ―λ‘ λ μ€νκ΅°μ νκ· μ μ°¨μ΄λ‘λ§ λ³Έλ€λ©΄ slideλ₯Ό κ΅μ¬κ° μ€λͺ
ν κ΅μ‘κ΅°μ΄ V.T.R.μ μμ²ν κ΅μ‘ κ΅°λ³΄λ€ μ§μμ ν₯μμ΄ μ‘°κΈ λ μμλ€κ³ ν μ μκ² λ€. κ·Έλ¬λ λ μ€νκ΅°μ μμ΄μ νκ· μ μ°¨μ΄λ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄λ₯Ό 보μ¬μ£Όκ³ μμ§ λͺ»νλ―λ‘(t=-1.12, p>.05) μ 3 κ°μ€μ μ§μ§λμ§ λͺ»νμλ€.
5. μ 4 κ°μ€μΈ "slideμ λ΄μ©μ κ΅μ¬κ° μ€λͺ
ν κ΅μ‘κ΅°μ΄ V.T.R.μμ²λ§μΌλ‘ κ΅μ‘λ°μ κ΅°λ³΄λ€ νλ λ³νμ μ μκ° λμ κ²μ΄λ€"λ μ 1 μ€νκ΅°(V.T.R. κ΅μ‘)μμ κ΅μ‘ μ Β·νμ νκ· μ μ°¨μ΄κ° 1.4242μ΄λ©° μ 2 μ€νκ΅°(slide κ΅μ‘)μμλ 2.8500μΌλ‘ λ κ΅°μ νκ· μ μ°¨μ΄λ§μΌλ‘λ slideλ₯Ό κ΅μ¬κ° μ€λͺ
ν΄μ€ κ΅μ‘κ΅°μ΄ νλμ λ³ν μ μκ° λ μ¦κ°λ₯Ό 보μ΄κ³ μμΌλ λκ΅°μ νκ· μ°¨μ΄λ₯Ό κ²μ¦ν΄ λ³Έ κ²°κ³Ό ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄λ₯Ό λ³Ό μ μμλ€(t=-1.62, p>.05). λ°λΌμ μ 4 κ°μ€λ μ§μ§λμ§ λͺ»νμλ€.
κ²°λ‘ μ μΌλ‘ μ½λ¬Όμ κ΄νμ¬ μ μλ μλ£λ₯Ό μ΄μ©νμ¬ μμ
μ€μ ννμ¬μ§ κ΅μ‘μ΄ μ¬κ³ μμ μ½λ¬Όμ¬μ©μ κ΄ν μ§μκ³Ό νλμ μμ΄μ ν₯μμ κ°μ Έλ€ μ£Όμλ€. λν κ΅μ‘ λ°©λ²λ³ ν¨κ³Όμ λΉκ΅μμλ ν΅κ³μ μΌλ‘ μ μν μ°¨μ΄λ₯Ό 보μ΄μ§λ λͺ»νμμ§λ§ V.T.R.λ§μ μμ²ν μ§λ¨λ³΄λ€ slideλ₯Ό κ΅μ¬κ° μ€λͺ
ν μ§λ¨μμ μ½λ¬Όμ¬μ©μ κ΄ν μ§μκ³Ό νλμ ν₯μμ΄ λ μμλ€.
λ°λΌμ μ΄λ¬ν κ²°κ³Όλ₯Ό ν λλ‘ μ½λ¬Όμ¬μ©μ μμ΄μ μ¬λ°λ₯Έ κ²°μ μ λ΄λ¦΄ μ μμ λΏ μλλΌ μμ μ 건κ°μ μ€μ€λ‘ κ΄λ¦¬ν μλ μλ μ½λ¬Όκ΅μ‘μ΄ μ κ·μμ
μ€μ μ λμ μΌλ‘ 체κ³λ₯Ό κ°μΆμ΄ μ΄λ£¨μ΄μ§κΈ° μν΄μλ κ΅μ‘κ³Όμ μ΄ κ°μ λμ΄μΌ νλ©° νμμμ€μ λ§λ ν¨κ³Όμ μΈ κ΅
μ¬κ°λ° λ° κ΅μ¬λ€μ μ½λ¬Όμ λν μ¬κ΅μ‘μ΄ νμνλ€κ³ λ³Έλ€.
[μλ¬Έ]
This quasi-experimental study was designed to test the effects of educational approaches to the drug abuse and misuse on the students' knowledge and attitudes toward drug use behavior.
The subjects for the first experimental group were a group of one hundred and four high school students enrolled in girls' high school located in Seoul and for the second experimental group, one hundred high school students.
For the first experimental group, the purpose of this study was clearly given by the teacher and a pre-test questionnaires were distributed. Directly after the collection of the pre-test questionnaires, audio-visual education (by V.T.R.) was
done without any intervention by the teacher. For the second experimental group,pre-test questionnaires were followed by a slide presentation education at program.
This group was allowed to watch the slide while listening to relevant an explanation through a tape-recorder and was given an explanation on the contents of the slides by the teacher. Students were allowed to ask questions to make sure that
they understood.
Data for this study were gathered from April 15th to April 30th, 1991. Even though one hundred and four subjects were chosen for the first experimental group, four subjects who did not completely fill in the questionnaier were excluded from the data analysis. For the second group, one hundred questionnaires were all included in the data analysis. For the post-test questionnaires, the one hundred and five questionnaires for the first experimental group, and the one hundred and ten questionnaires for the second group were collected However, the data were analyzed on the total member of questionnaires in which there was a complete set of pre-test and post-test questionnaires.
For the data analysis, quantities and percentages were used to examine the general characteristics and aspects and types of drug use. A Chi-square test was used to determine similarities between the experimtental group. A paired t-test was used to verify the hypothesis on knowledge and attitudes toward drug use after the
education on drug use for the experimental group. A t-test was used to verify the hypothesis given about knowledge and attitude toward drug use according to the two educational approaches.
The results of this study were as follows:
1. The drugs which were most used by students for three months(January lst to March 30th, 1991) were cold medicines(68%), digestants(60%), topical agents(40.5%) and analgesics(36.5%). On the other hand, the illegal use of drugs was limited to alcohol(16 students), stimulants(9 students), only one students used rubber cement.
2. The first hypothesis, "the scores on the knowledge scale of received education will be higher" was supported. After receiving education, the average score of the pre education was 29.1850, and that average score of post education was 36.8150.
The results showed the experimental group had more changes on the knowledge scale and there was a significant difference on the two groups(t=-11.88, p<.001). Therefore, this hypothesis was supported.
3. The second hypothesis, "the scores of the attitude scale of received education will be higher" was supported. After receiving education, the average score of the pre education was 57.6131, and that average score of post education was 59.7538.
The results showed the experimental group had more changes on the attitude scale and there was a significant difference on the two groups(t=-4.84, p<.001).
Therefore, this hypothesis was supported.
4. The third hypothesis, "the scores of the knowledge scale of the group which was given a teacher's explanation on the content of the slide presentation will be higer than the group educated only through the video presentation" was not supported. There was an increase in the average of 7.7100 in the scores of the
knowledge scale for the first experimental group(V.T.R. education) and there was an increase in the average of 7.7100 in the scores of the knowledge scale for the second experimental group. According to the difference in the average score, it can
be said that there was more improvement in the second experimental group than in the first experimental group. However, there was no significant difference between the two average scores. Therefore, this hypothesis was not supported. ( t=-1.12,
p>.05)
5. The fourth hypothesis, "the scores of the attitude scale of the experimental group which was given a teacher's explanation on the content of the slide presentation will be higher than that of the experimental group which was educated only through the video presentation" was not supported. The difference in the average score was 1.4242 for the first experimental group (V.T.R. education), and the difference in the average score was 2.8500 for the second experimental group(slide education). According to the differences of average scores, the second experimental group showed more change in the attitude scale. However, there was no
significant difference between the average scores( t=-1.62, p>.05). Therefore, the fourth hypothesis was not supported.
According to these results, the educationnal aids on drug use are said to be effective enough to improve the knowledge and attitudes toward drug use, however the aids only caused a meaningful change only in the knowledge of drug use. As far
as the effects of the different educational approaches are concerned, the first experimental group(V.T.R. education) showed more improvement than the second group(slide education) in knowledge and attitude toward drug use. Although V.T.R.
education can be said to be more effective, but it is clear that the intervention of the teacher during the regular classes can improve the education effects.
Hence comes the urgent necessity of the re-education of teachers about effective teaching methods and drug use so that the right decision can be made by students about drug use and health maintenance. Meaningful drug education can be done during
the regular classes.restrictio
Development and effectiveness of school-based obesity management program for high school girls
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[μλ¬Έ]In this study, a school-based obesity management program for high school girls, which was integrated with behavioral modification, diet and exercise therapy and was easily applicable through school life was developed. The effectiveness of the developed program was verified through nonequivalent control group pretest-posttest design.The developed program, which went through the intervention feasibility check, was tested for 12 weeks ο½ from March 18, 2006 to June 10, 2006 - through extra curricular activities of school. 23 subjects of the test group were selected from obese high school girls of coed high schools in Seoul. Before and after the test, their obesity indexes such as BMI, Fat free mass percentage, waist to hip ratio, muscle mass were measured. Psychological indicators such as dietary self-efficacy, physical activity self-efficacy and self esteem were also checked through questionaires. The number of the control group was 22 and the individual counseling was only conducted for this group based on the test result before and after the test.1. The developed programThis school-based obesity management program for high school girls, based on "School-based obese adolescent management guideline of CCD" applied five steps of behavioral modification (self monitoring for Step 1, stimulus control for Step 2, reinforcement for Step 3, social support for Step 4, recognition of changed oneself for Step 5), and Traffic Light Diet of Epstein and diet analysis with Can-Pro 2.0 for diet program and jump rope and stretching for exercise.2. Evaluation of the program effectivenessThe statistical analysis was conducted after the test with the use of SPSS Windows 12.0 program to evaluate the effectiveness of the developed program.The result of verifying Hypothesis 1, "The obesity index of the test group to which the School-based Obesity Management Program for High School Girls was practiced will significantly increase compared to the control group", is this:BMI ody Mass Index showed statistically significant decrease in the test group (t = 5.861, p = .000), but did not show statistically significant decrease in the control group (t = .438, p = .666). Thus two groups showed statistically significant difference in decrease of BMI ody Mass Index (t = 2.725, p = .009) between before and after the test.(t = .438, p = .666). Fat percentage showed statistically significant decrease in the test group in the test group (t = 3.941, p = .000), but showed little change in the control group. Thus two groups showed statistically significant difference in decrease of fat percentage (t = 2.319, p = .025) between before and after the test. Fat free mass showed statistically significant increase in the test group (t = -1.997 p = .050), but showed little change in the control group. Thus two groups showed statistically significant difference in increase of Fat free mass (t = -2.257, p = .029) between before and after the test. Muscle mass showed statistically significant increase in the test group in the test group (t = -2.091, p = .042), but rather showed decrease in the control group (t = .751, p = .462). Thus two groups showed statistically significant difference in increase of muscle mass (t = -2.084, p = .043) between before and after the test. WHR (Waist to hip ratio) was equally improved by 0.01% in both the test and the control group, but neither of them showed statistically significant decrease (t = .272, p = .787) before and after the test.The result of verifying Hypothesis 2, "The psychological index of test group to which the School-based Obesity Management Program for High School Girls was practiced will significantly increase compared to the control group", is this:Dietary self-efficacy showed statistically significant increase in the test group (t = -3.661 , p = .000), but did not show statistically significant increase in the control group (t = -1.142, p = 0.271). Thus two groups showed statistically significant difference in increase of dietary self-efficacy (t = 2.427, p = .019) between before and after the test. Physical activity self efficacy showed statistically significant increase in the test group (t = -3.315, p = .000), but did not show statistically significant increase in the control group (t = -.502, p = .631). Thus two groups showed statistically significant difference in increase of physical activity self efficacy (t = -3.201, p = .003) between before and after the test. Self esteem increased .90 points in the test group (t = -.214, p = .842), but rather showed statistically significant decrease in the control group (t = 2.531, p = .023). Thus there was a statistically significant difference in increase of self esteem between two groups (t = -2.209, p = .033) before and after the test.The result of this study, as above, shows that the school-based obesity management program, integrated with diet, exercise and behavioral modification, decreased the obesity index of weight, BMI, fat percentage, muscle mass, and increased the psychological indicators of dietary self-efficacy, physical activity self efficacy and self esteem. Therefore, this study provided the ground that the obesity problem can be controlled for obese high school girls through an integrated school program of diet, exercise and behavioral modification.prohibitio