using instructional techniques to educate and persuade youth

Using Instructional Techniques to Educate and Persuade Youth ATV

Riders to Be Safe

Maria Brann, Ph.D.West Virginia University

Brandi N. Frisby, Ph.D.University of Kentucky

General Overview

• Graduate class engaged in experiential learning– Within the classroom– Within the community

• Instructional communication – In message development– In delivery– In evaluation

Beginning the Project

• The graduate students

• Experiential learning project

• Assessing the ATV problem

Assessment of the ATV Problem

• Emergency room visits 33% since 2001

• 44% of all accidents include a child under 12

• WV has highest death rates, averaging 45 deaths per year

• 92% of accidents are preventable

Experiential Learning –Graduate Students

• Exposure

• Participation

• Identification

• Internalization

• Dissemination

Dissemination Process

• Formative Research– Literature Search– 14 Focus Groups with 80 riders

• Theoretical Framework– Theory of Planned Behavior

• Knowledge, behavior, attitudes, intentions, norms, and perceived control

Target Audience

• 3 middle schools

• More than 100 middle school students (11-14 years old)

• Presented in Health/Physical Education courses

• Pre-test present and post-test post-test

Instructional Conceptsin Message Development

• Relevance

• Clarity

• Memorability

Instructional Concepts in Delivery

• Credibility

• Clarity

• Engaged Learner Philosophy

• Delivery Formats/Styles

• Immediacy

Assessing Learning Outcomes• Cognitive Learning

– Knowledge in 5 content areas– Overall perceived learning

• Affective Learning– Affect toward this course– Likelihood of taking another similar course

• Behavioral Learning– Self-reported riding behaviors– Communicating with others about safety

Learning Outcome Results• Cognitive Learning

– Knowledge increased from T1 to T2, one area remained significant at T3

– Students believed they learned a great deal

• Affective Learning– 85% reported that they liked the content, and 69%

reported they would like to take another course

• Behavioral Learning– No behavioral riding changes– Students reported that they were willing to (and did)

talk to others

Experiential Learning - Adolescents

• Exposure

• Participation

• Identification

• Internalization

• Dissemination

Extending Beyond the Classroom

• Community outreach through instruction• Community involvement to develop instruction• University collaboration to improve delivery and

messages• Extending beyond university and middle schools

– Media Recognition– Parents, Teachers, and Friends– Other Schools

Click here to see: Local News Clip

To Conclude• Experiential Learning

– With graduate students– With adolescents

• Utility of Instructional Communication– In message development– In message delivery– In learning outcome assessment

• Instruction in the Classroom and Beyond