{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/35300"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/35300","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"The use of e-learning to increase adolescent health literacy","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This quasi-experimental study examined the mean difference scores between experimental and comparison students on a Nutrition Questionnaire's pre-test and post-test. The Nutrition Questionnaire consisted of three parts: (1) 5 demographic questions (i.e., age, school name, grade, gender, ethnicity), (2) a question asking whether students had been exposed to educational material on nutrition before they took the Nutritional Questionnaire, (3) 13 Theory of Planned Behavior (TPB) questions, and (4) 18 nutrition knowledge questions. The Nutrition Questionnaire was designed to measure two things: the change in each student's knowledge and health literacy regarding nutrition and whether students' behavioral intentions towards eating more nutritiously changed over time. Students who completed at least three of the 18 knowledge questions on the pre-test and post-test were included in the study. Similarly, students who completed at least three of the 13 Theory of Planned Behavior questions on the pre-test and post-test were included in the study. Significant differences were found between 1) the means of the pre-test and post-test scores for the experimental group on the 18 knowledge questions, 2) the amount of change from the mean pre-test score to the mean post-test score of the experimental group versus the comparison group on the 13 Theory of Planned Behavior questions, and 3) the means of the pre-test and the post-test scores for the experimental group on the 13 Theory of Planned Behavior questions. However, these results must be viewed with caution given the comparison group's small sample size (n=11).","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This quasi-experimental study examined the mean difference scores between experimental and comparison students on a Nutrition Questionnaire's pre-test and post-test. The Nutrition Questionnaire consisted of three parts: (1) 5 demographic questions (i.e., age, school name, grade, gender, ethnicity), (2) a question asking whether students had been exposed to educational material on nutrition before they took the Nutritional Questionnaire, (3) 13 Theory of Planned Behavior (TPB) questions, and (4) 18 nutrition knowledge questions. The Nutrition Questionnaire was designed to measure two things: the change in each student's knowledge and health literacy regarding nutrition and whether students' behavioral intentions towards eating more nutritiously changed over time. Students who completed at least three of the 18 knowledge questions on the pre-test and post-test were included in the study. Similarly, students who completed at least three of the 13 Theory of Planned Behavior questions on the pre-test and post-test were included in the study. Significant differences were found between 1) the means of the pre-test and post-test scores for the experimental group on the 18 knowledge questions, 2) the amount of change from the mean pre-test score to the mean post-test score of the experimental group versus the comparison group on the 13 Theory of Planned Behavior questions, and 3) the means of the pre-test and the post-test scores for the experimental group on the 13 Theory of Planned Behavior questions. However, these results must be viewed with caution given the comparison group's small sample size (n=11).","abstract_has_math":false,"creators":["Birks, Kristin M."],"institution":"University of Missouri--Columbia","degree_name":"Ph. 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Students who completed at least three of the 18 knowledge questions on the pre-test and post-test were included in the study. Similarly, students who completed at least three of the 13 Theory of Planned Behavior questions on the pre-test and post-test were included in the study. Significant differences were found between 1) the means of the pre-test and post-test scores for the experimental group on the 18 knowledge questions, 2) the amount of change from the mean pre-test score to the mean post-test score of the experimental group versus the comparison group on the 13 Theory of Planned Behavior questions, and 3) the means of the pre-test and the post-test scores for the experimental group on the 13 Theory of Planned Behavior questions. 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Students who completed at least three of the 18 knowledge questions on the pre-test and post-test were included in the study. Similarly, students who completed at least three of the 13 Theory of Planned Behavior questions on the pre-test and post-test were included in the study. Significant differences were found between 1) the means of the pre-test and post-test scores for the experimental group on the 18 knowledge questions, 2) the amount of change from the mean pre-test score to the mean post-test score of the experimental group versus the comparison group on the 13 Theory of Planned Behavior questions, and 3) the means of the pre-test and the post-test scores for the experimental group on the 13 Theory of Planned Behavior questions. 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