Effectiveness on the dramatic educational intervention in sex education in elementary school: an example of students of higher-grade elementary school in Nantou County

• Main Authors: Ching-Yun Yang, 楊靜昀
• Other Authors: Chieh-Hsin Liu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/cf75jz

碩士 === 國立臺灣師範大學 === 健康促進與衛生教育學系在職進修碩士班 === 100 === The objective of this study was to utilize a dramatic educational intervention program designed and developed using student-centered teaching methods that combined with the theories of social cognition, health belief model and social support. We expected that the study would make exploration in the effectiveness of intervention program on life skills regarding sex knowledge, sexual attitudes and sexual health for students of high-grade elementary school students. A quasi-experimental research design is with pre-test, post-test and post-post-test to compare the differences between experimental and control groups after the intervention program. A total of 147 higher-grade elementary school students were included in 2011. Dramatic educational intervention was introduced to 85 students in the experimental group. The control group, including 62 students with similar socio-economic background and living in neighboring regions, received health and physical curriculum from grade 1 to grade 9. Pre-test questionnaires of the control group and experimental group were completed simultaneously before the experimental group received teaching intervention. Post-tests were made right after the 2-month intervention, while post-post-tests were evaluated at 6 weeks after the intervention. The overall effectiveness was therefore determined. To collect quantitative information about the effectiveness of intervention for the process and resultant outcomes, the assessment instruments consisted of semi-structured questionnaire used for the evaluation of process, learning experiences and structured questionnaire for teaching intervention. The results indicated that there were statistically significant differences （p<.001）and excellent effectiveness on improving sexual knowledge, sexual attitudes, sexual health and life skills of self-efficacy by using the teaching design of “dramatic educational intervention in sex education” that arranged the content of sex education in the drama. The students of experimental group had positive attitude towards the teaching process and dramatic content. They also agreed that there was a great help. Over 90% of students favored the teaching methods contributing to the understanding of sex related physiological and psychological knowledge, building of positive attitudes toward sex and enabling them to have greater confidence to achieve life skills in sexual health. This teaching model may be implemented on campus and used to replace traditional teaching methods by combining with art and the field of humanities as well as fitness programs.