The Evaluation of Health Education Program (HEP) of 9 th Graders (original) (raw)
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The evaluation of Heathy School Program at junior high school receiving the National Adiwiyata
Jurnal Penelitian dan Evaluasi Pendidikan, 2020
The aimed of this research is to evaluate healthy school program at SMP N 2 Kalasan. A healthy school program are program issued by the ministry of education and culture. This program focuses on how schools are to develop a school movement that is healthy, safe, child-friendly and fun. In this study used the CIPP evaluation model, where the focus of the research is on the context, input, process, products of healthy school programs. The technique of collected data used observation, interviews and documentation studies. While for data validity used triangulation and data analysis techniques based on Miles and Bubberman models that used 4 steps, namely: data collection, data reduction, data presentation, data verification. The results showed: 1) from the aspect of context, the healthy school program at SMP N 2 Kalasan was a school appointed by the government because it was considered capable and appropriate, and have become an example of Adiwiyata Schools in Sleman districts and won t...
Health in School Program: From training processes to practice scenarios
Journal of Human Growth and Development, 2018
Introduction: The Health in School Program (PSE) is an intersectoral policy between the ministries of health and education with the perspective of integral attention (prevention, promotion and attention) to the health of children, adolescents and young people in basic public education, within the framework of schools and basic health units. It has five structural components to be developed by professionals, who need ongoing training to reach their goals and goals. Objective: To analyse the training process of PSE health and education professionals. Methods: Qualitative research, based on the theoretical framework of Paulo Freire, whose epistemological categories were compiled by Ecco (reading of the world, significant themes, dialogue, curiosity and problematization). Collection of data was conducted through an interview with 45 professionals and analysed. Results: The reading of the world in relation to the training was permeated with doubts regarding the work with the adolescents. Regarding the significant themes, they expressed an interest in studying some content for the particularities of this publication. The dialogue was encouraged in the transfer of the information and determinations established by management. As for the curiosity, the professionals pointed out uncertainties about the continuity of the actions of the programme and reported learning needs that were not contemplated. The problematization was not evident in the speeches. Conclusion: There are gaps in the professional formation in the PSE for an action that considers the promotion of health in adolescents.
The Development of a Secondary School Health Assessment Model
2016
The objective of this research was to: 1) involved a survey of information relating to secondary school health, 2) involved the construction of a model of health assessment and a handbook for using the model in secondary school, 3) develop an assessment model for secondary school. The research included 3 phases. (1) involved a survey of information relating to secondary school health, which was performed by analyzing the approach and reviewing the related literature. The phase also involved synthesizing the factors associated with health in secondary school. (2) involved the construction of a model of health assessment and a handbook for using the model in secondary school. (3) the health assessment model for secondary school was applied to large, medium, and small schools to evaluate the model’s validity. In addition, the assessment model was evaluated based on its utility, feasibility, propriety, and accuracy. The research findings suggested the following: 1) The health assessment...
The views of learners regarding a school-based health education programme
African Journal for Physical, Health Education, Recreation and Dance, 2009
The importance of schools as a setting for health promotion is increasingly being acknowledged. Part of this health promoting function includes curricular offerings to increase health awareness and to assist in ensuring that young adults are able to make informed decisions about their health. For these programmes to be successfully implemented and sustained there is a need to determine the views of the participants. This study aims to determine the views of learners regarding the impact of a school based health education programme relating to risk factors for chronic diseases of lifestyle. A questionnaire with three open ended questions was used to determine the views of the learners regarding the programme, what they would like to have changed and recommendations regarding the future of the programme. Information was recorded and coded by two independent reviewers. Themes were decided upon independently and agreed upon between the author and an independent reviewer. Focusing on the comments relating to what was good about the programme, three main themes emerged which included course structure, course content and personal development. The themes that emerged from what the students did not like about the programme included communication, group interaction/personal factors and feedback. The recommendations and suggestions were mostly positive and included focusing on the following aspects of the programme namely more interaction, content, links to other subjects and time. The opinions of participants provided valuable information during the evaluation process and the qualitative method allowed them to express their views.
Annals of Applied Sport Science
Background. This study aims to develop a Health Education assessment module in the classroom for lower primary students. Methods. This study aims to identify the effectiveness of the health education assessment module for lower primary students by implementing it in the classroom-based assessment. The methodology design used in this study is the design and development research (DDR). The paper focused on the third phase of the design, which is an assessment of the module. The instrument used in this phase is the quasi-experimental to identify the effectiveness of assessment material, the assessment module for lower primary students in classroom-based assessment. Sixty yearone students were used as a control group and experimental group for this study. Pre and post-tests are given to determine the effectiveness of the Health Education assessment module. The data of this study has been analyzed using ANCOVA. Results. Research findings show the effectiveness of the stated module in increasing lower primary students' knowledge of Health Education subjects. Based on the findings, there was a significant difference between the experimental group (mean = 84.1, standard deviation = .605) and the control group (mean = 50.61, standard deviation = .605). The mean difference between the two groups was 34 points scale, with a 95% confidence interval range. Also, the effect of size between groups is high, with the statistical value of eta squared 2 = 0.952. Conclusion. Therefore, based on the findings of this study, the Health Education assessment module that has been developed effectively improves students' knowledge in the context of this study.
Health education helps students to promote their mental, social and physical well-being. Health educators follow a specific curriculum for health promotion in the high schools of Turkey. This study compared Turkish national high school health education curriculum (HEC) which is delivered at grade 9 with the health education curriculum analysis tool (HECAT) used in the United States. Recommendations for possible new K-12 health education curriculum and for existing and further grade 9 curricula to improve was also given. Content analysis was used as a research method. In this research, an appraisal strength table was created which was adapted from HECAT in order to compare the curricula. Only 45 objectives in the national curriculum were found compatible with 1802 expectations of HECAT (correspondence rates: 6% for all grades and 7% for grades 9-12). Furthermore, the most represented level according to Bloom's revised taxonomy cognitive domains was understanding, whereas applying was minimum represented level in HEC. The findings also indicate that health education delivery grades and contents should be expanded immediately in Turkey same as in the U.S. due to several reasons emerged recent years on health. Moreover, this research suggests to form Turkish national health education standards (TNHES) for K-12 education and draft TNHES were shared in this study.
School Health Program: A Course Analysis
Saúde e Pesquisa, 2015
This article analyzes the Health at School Program from the Brazilian Ministry of Health and Education through the legislation and guidance materials available on their websites. The study was done in the municipalities of the state of Paraná in order to identify those who had joined the program. To scale the deployment of the latter, an empirical research was held in two municipalities of the state in 2012. Interviews were conducted with program managers through visits to the Health and Education departments of the municipalities. The results showed that the program, despite having suffered from some initial resistance, has been kept functioning by the networks of schools, with the participation of the education and health sectors. The program proved to be an interesting policy to promote sectorial integration towards an implementation of integrated public policies. This program was considered relevant insofar as promoting integration between the health and education sectors leads to significant changes in the relation between both parties.
Development and Application of the Student Test Used in the School Health Education Evaluation
Journal of School Health, 1985
To accurately assess the hcalth knowledge, attitudes, and practices of students in grades four-seven. the staff of the School Health Education Evaluation (SHEE) project devoted extensive effort to identify a test appropriate for such assessment. An extensive literature review failed to produce an instrument sufficiently comprehensive or psychometrically sound that could be employed. In this paper, the philosophic orientation and the detailed processes followed in developing a noncumculum specific. psychometrically sound evaluation instrument for use in the study is described. Included are the bascs for the test framework, test objective development, test item review, the various mmures constructed using the test blueprint, student performance on the test battery. the psychometric qualities of the test, and suggestions for appropriate use of the final test in other school health education settings.
International Journal of Academic Research in Progressive Education and Development, 2022
This quantitative research was conducted to determine the effectiveness of assessment module for Health Education subject. It was tested by comparing the posttest score using summative assessment between control and experimental group. The design used in this research is one shot case study. A total of 194 Year 4 students were randomly selected stratified as the study sample which is 95 students from control group 99 students from experimental group. The summative test was used to determine the effectiveness of Health Education Assessment Module (MoPPK). During the learning process, two groups students were given two types of assessment module separately which is the MoPPK and the PBS that was developed by curriculum development section (BPK). Data were analyzed using dependent t test to state the mean difference between control and experimental group. The result shows a higher percentage of student achievement in summative test for the treatment group compare to the control group. Furthermore, independent sample t-test showed that there was a significant difference in the mean score of the summative test between the PBS control group (M = 62.64, SD = 15.79), and the MoPPK treatment group (M = 87.86, SD = 7.93). Hence, this clearly shows that the effectiveness of the MoPPK assessment module is stimulating and the content of the assessment is comprehensive by covering all the topics studied in the subject of Health Education.