| Author: | Tsoi, Chung Lam |
| Title: | Blended learning versus traditional teaching of infection control in home and school environments : a comparison of primary students' achievement and satisfaction |
| Degree: | M.Sc. |
| Year: | 2013 |
| Subject: | Health education (Elementary) -- China -- Hong Kong. Infection -- Prevention. Hong Kong Polytechnic University -- Dissertations |
| Department: | Faculty of Health and Social Sciences |
| Pages: | xi, 102 leaves : color illustrations ; 30 cm |
| Language: | English |
| Abstract: | Introduction: Schools are places where children gather to learn and play. Because of the close contact children come into with each other at school, it is imperative that children learn good personal hygiene so that they do not spread, or catch infectious diseases to other people at school, e.g. teachers, fellow students, or even parents. Children, especially younger, primary school-aged children, may be too young to be self aware of the need for good personal hygiene, and current materials to teach this vulnerable age group is lacking. It is not known whether traditional classroom, lecture style teaching is more favourable, or whether 'blended' learning, utilising computer games as well as classroom learning would be more suitable to teach this age group better hygiene. Aim and Objectives: This project aimed to elucidate which teaching method, traditional, or blended learning can help students from primary 3 and 4 of local Hong Kong primary schools learn better personal health protection, and to find out the students' perceived satisfaction of the blended method used. Methods: Two local primary schools at Shatin and Tsing Yi, namely, the Shatin school and Tsing Yi school, were asked to participate in this randomised controlled trial. Teaching materials from the website of The Hong Kong Centre For Health Protection was adapted for use in classroom (traditional) learning. A software programme specifically designed for this project, in which students had to identify areas that require cleaning in computer-game based scenarios. Students (with signed informed consent from their parents) were randomised into one of two groups, either to receive traditional or blended learning. A survey on demographics was given to all students prior to the study start. A standardised multiple-choice style question paper was given to all students before and after the teaching intervention. Paired two-sample t-test was used to compare test scores within and between groups of students who underwent different methods of learning. Paired two-sample t-test was also used to compare scores of those students according to primary class (3 or 4) and gender. Students who underwent blended learning were also asked to rate their experience. Results: Results showed that those students who underwent blended learning scored higher in the post learning test than those who were given traditional learning (p= 0.0226). Those students who received traditional learning did not achieve different scores pre and post learning (p=0.2408). Students who underwent blended learning happy with their experience, and commented that they had thoroughly enjoyed using the programme for blended learning. Conclusion: Blended learning, with the use of games and graphics, could be included in the teaching materials of primary school aged children in the teaching of better personal hygiene. |
| Rights: | All rights reserved |
| Access: | restricted access |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| b2761752x.pdf | For All Users (off-campus access for PolyU Staff & Students only) | 2.2 MB | Adobe PDF | View/Open |
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