| Abstrakt: |
The purpose of this study was to determine empirically if using a specific instructional model for the development of a linear self‐instructional, primary health education program to teach pregnant women about the characteristics and care of newborn infants resulted in an effective educational product. Ninety‐nine pregnant women were randomly assigned to one of two groups (experimental and control) and were pretested on their knowledge of the characteristics and care of newborns. Based on the scores obtained on the pretest, the subjects were divided into three knowledge level groups (high, medium, and low). All subjects in the experimental groups received an instructional program on the characteristics and care of newborns which consisted of four programmed instruction booklets and an accompanying set of color slides. When the instructional program had been completed, the experimental subjects were posttested. The subjects in the control group received no treatment between the pretest and posttest occasions. The average time interval between pretest and posttest occasions for both the experimental and control groups was five days. The results indicated that the instructional program was highly effective. It had the effect of raising the subjects’ level of content knowledge to criterion regardless of their level of entering behavior. The findings of the study indicated that the use of Glaser's modified teaching model for the development of a linear, self‐instructional primary health education program resulted in an effective instructional product. Subjects’ responses to the instructional program were strongly positive. This, combined with a zero attrition rate, seemed to indicate that the use of this type of approach in a specific primary health education program can be highly motivating. [ABSTRACT FROM PUBLISHER] |
