两种教学方法对尼日利亚埃努古州在校青少年性健康知识的影响

Makata N.E., Agbapuonwu N.E., Ilo I.C., Obasi S.C., Chinweuba A.U., Agu M.C.
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引用次数: 0

摘要

这项准实验研究旨在确定讲座和苏格拉底式提问教学方法对尼日利亚埃努古州在校青少年平均性健康知识获得的影响。采用多阶段抽样方法,从16510名高中生中抽取了8个完整班级的310名高中二年级学生。采用50项性健康知识测试,对学生的性健康知识进行测试。学生t检验和方差分析用于检验α=0.05的假设。采用讲授法和苏格拉底式提问法教学的学生的性健康知识平均获得量得分存在显著差异(讲授x=9.25>苏格拉底式提问x=7.25;p<0.01)平均性健康知识获得分数(x̄=11.75)高于城市地区(x̃=7.50)。与得分为x \772=7.25的农村受试者相比,接受苏格拉底式提问的城市受试者的平均性健康信息获得分数略高,为x \771=7.26。讲座是提高学生性健康知识的有效教学方法。健康教育工作者应该使用讲座的方法来指导青少年的健康。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of Two Teaching Methods on Sexual Health Knowledge of In-School Adolescents in Enugu State, Nigeria
This quasi experimental study was designed to determine the effect of lecture and Socratic questioning teaching methods on mean sexual health knowledge gain of in-school adolescents in Enugu State, Nigeria. A sample of 310 senior secondary-two students in eight intact classes were drawn from 16,510 senior in-school adolescents using multi-stage sampling. Sexual health knowledge test comprising 50 items was used to test students’ knowledge of sexual health. Student t-test and ANOVA were used to test the hypotheses at α=0.05. There was significant difference in the mean sexual health knowledge gain scores of students taught with lecture and Socratic questioning methods (lecture x̄=9.25 > Socratic questioning x̄=7.25; p<0.01). There was statistically significant difference in the mean sexual health knowledge gain of students in urban and rural schools (P<0.001). Students in rural areas taught with lecture method had higher mean sexual health knowledge gain score (x̄=11.75) than those in the urban areas (x̄ = 7.50). Urban subjects taught with Socratic questioning had slightly higher mean sexual health knowledge gain score of x̄=7.26 compared to their rural counterparts that scored x̄=7.25. Lecture remains effective teaching method for improving sexual health knowledge of students. Health educators should use lecture methods for adolescents’ health instructions.
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