The influence of preservice instruction regarding health education methods on the health content taught by elementary school classroom teachers in Indiana

This study examined whether receiving preservice instruction regarding elementary health education methods affects the health instruction provided by elementary school classroom teachers in Indiana. The study determined the (a) scope of health education content areas presented, (b) extent to which each health content area was covered, (c) teachers' perceptions of content areas most important to students, and (d) amount of time spent teaching health. Using a researcher-constructed self-report questionnaire, 800 3rd, 4th, and 5th grade teachers in Indiana were randomly selected to complete the questionnaire. Prior to administration, a panel of experts reviewed the questionnaire for content validity, and a pilot administration was conducted. A total of 391 participants responded to the survey, providing a response rate of 48.88%. Twenty-eight participants were unable to complete the questionanaire because they were not responsible for health instruction, leaving an effective sample of 772. Of the 772 randomly selected participants, 358 usable questionnaires were returned yielding a response rate of 47.02%. Analysis of variance indicated a statistically significant difference among participants in the mean number of the 10 health content areas taught, in the depth of coverage of all content areas except Community & Environmental Health, and in the mean number of health lessons taught per week and minutes spent teaching health per week. A Bonferroni adjustment was used for all significant findings to determine the specific differences among groups. Pair-wise comparisons indicated that participants completing both a health education and a physical education methods course taught a greater number of health content areas and more topics in eight of the 10 health content areas than did participants who did not complete preservice instruction regarding health education methods. They also delivered more minutes of health instruction per week. No significant differences were indicated for teachers' perceptions about the importance of the 10 health content areas to students. The results suggest quantity of exposure to health-related content and teaching methods is a significant influencing factor on the health instruction provided by elementary teachers.