The effects of theory-based computer-assisted instruction on HIV/AIDS related knowledge, attitudes, and behavioral intentions of ninth and tenth-grade students in Indiana
Abstract
Adolescents are a population at continued risk for contracting the human immunodeficiency virus (HIV) and therefore, acquired immune deficiency syndrome (AIDS). Progress has been made with regard to increasing the knowledge of HIV/AIDS among this population, but questions remain as to the most effective means to modify attitudes and risk behaviors. Purpose. The purpose of this study was to evaluate the effectiveness of theory-based (Health Belief Model) computer-assisted instruction (CAI) on HIV/AIDS related knowledge, attitudes, and behavioral intentions of ninth and tenth grade students in Indiana. Two versions of CAI were employed. Version one (HIV CAI) conceptualized the Health Belief Model (HBM) constructs of perceived susceptibility and seriousness. Version two (Standard CAI) did not have this conceptualization but provided general information. Method. One-hundred and ninety students were divided into four, non-randomized groups of pretest/HBM, pretest/Standard, HBM, and Standard to accommodate a Solomon design, controlling for pretest effects and CAI version. The process consisted of: (1) administration of the pretest, (2) students received the CAI intervention, and (3) administration of the posttest. There was a week to ten day period in between each stage of the process. Results. Repeated analysis of variance (MANOVA) of mean pre and posttest scores of the Pretest/HBM group and the Pretest/Standard group, indicated that there were significant mean score increases in knowledge. Analysis of variance testing across the four groups of posttest mean knowledge scores also revealed statistical significance. Student-Newman-Keuls procedure indicated that the pretest/standard group was different from the others. Additionally, analysis of variance revealed differences between the four groups of posttest mean scores for perceived susceptibility, with Student-Newman-Keuls indicating that the HBM group was different from the standard group and the pretest/standard group. Summary. Both the HBM CAI and the standard CAI increased knowledge levels from pre to posttest, with the HBM CAI increasing knowledge scores significantly more than the standard CAI. Additionally, the HBM CAI influenced perceptions of susceptibility to HIV/AIDS significantly more than the standard CAI.
Degree
Ph.D.
Advisors
Hyner, Purdue University.
Subject Area
Health education|Secondary education
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