Influence of Health Education Teaching on the Behavior of Undergraduate Students of Ibrahim Badamasi Babangida University, Lapai
Chapter One
Objective of the study
The objective of this study is to examine the influence of health education teaching on the behavior of undergraduate students. Specifically, the study aims to achieve the following objectives:
- Assess the impact of health education teaching on the knowledge acquisition and awareness of undergraduate students regarding various health topics.
- Examine the effectiveness of health education teaching in promoting behavior change among undergraduate students, particularly in encouraging the adoption of positive health practices and discouraging risky behaviors.
- Investigate the influence of health education teaching on the promotion of healthy lifestyle choices among undergraduate students, including dietary habits, physical activity levels, sleep patterns, stress management, and substance abuse prevention.
- Evaluate the role of health education teaching in addressing mental health concerns among undergraduate students, including the provision of information on stress management techniques, coping strategies, and available mental health resources.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
INTRODUCTION
The World Health Organization defines health as a state of complete physical, mental and social well-being, not merely the absence of disease or infirmity (WHO 1958). This definition was an acknowledgement that health is more than non-disease. The word state was also criticized because health is dynamic and not static. This definition has since been altered from health as a ‘state’ to reflect health as a ‘resource’ (WHO 1986).
Health is the extent to which an individual or group is able, on the one hand, to realize aspirations and satisfy needs and on the other hand to change or cope with the environment. Health is seen as a resource for everyday life, not the objective of living, it is a positive concept emphasizing social and personal resources as well as physical capacities.
In the above definition of health, actualization and adaptation are important components. Health as a resource is supported by Gross and Harkavy (1980), they linked health with development (individual and national productivity).
Health Education – Definition and Goals
Tyler (1949) defines education as a process of changing the behaviour patterns of people. This is using behaviour in the broad sense to include thinking and feeling as well as overt action. Health education has been described as any planned activity, which promotes learning about illness or health so that there is some relatively permanent change in a person’s knowledge and ideas (Royle and Walsh, 1992). Health education involves the whole person throughout the entire life, regardless of how ill or well that person may be at any one time. It involves helping people to help themselves, either individually, in families, or in larger communities, by using a wide range of teaching techniques to achieve goals which often involve changing behaviours, attitudes and social circumstances (Royle and Walsh 1992).
Health education may be defined as a process with intellectual, psychological and social dimensions relating to activities which increase the abilities of people to make informed decisions affecting their personal, family and community well-being. This process, based on scientific principles, facilities, learning and behaviour change in both health personnel and consumers, including children and youth (Udoh, Fawole, Ajala Okafor, Nwana, 1987).
They further stated that goals of health education are those of medicine as a whole (curative and preventive), that is to reduce morbidity, mortality, and disability and more recently to reduce the cost of health care. Health education influences not only diseases but also rates of population growth, absenteeism from work and school, illegitimacy (unwanted children) and perhaps widowhood, thus it has a wide impact (Udoh, Fawole, Ajala Okafor, Nwana, 1987).
Theoretical framework
Health education is based on the theory that health behaviours can be changed. Behavioural change theories are used to explain and influence health behaviours of both individuals and social groups. One theory or a combination of theories may be used to influence health related behaviour (Murphy 2005).
At individual level, stages of change model and Health Belief model may be utilized. Stages of change model describe individual’s readiness to change or attempt to change toward healthy behaviours. Five distinct stages identified are: pre-contemplation, contemplation, decision, determination, action and maintenance. This is a circular model and not a linear model. The basic premise of this model is that behaviour change is a process and not an event, and that individuals are found at varying levels of motivation or readiness to change. Therefore, if health education is to be effective in changing negative health behaviours towards positive health behaviour, then health educators should design programmes that students in tertiary institutions at different points in the process of change can benefit and this should match to their stage at that time (Murphy 2005).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine a Influence of health education teaching on the behavior of undergraduate student. Selected students in Ibrahim Badamasi Babangida University, Lapai form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Influence of health education teaching on the behavior of undergraduate student of Ibrahim Badamasi Babangida University, Lapai. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing Influence of health education teaching on the behavior of undergraduate student
Summary
This study was on Influence of health education teaching on the behavior of undergraduate student of Ibrahim Badamasi Babangida University, Lapai. Three objectives were raised which included: Assess the impact of health education teaching on the knowledge acquisition and awareness of undergraduate students regarding various health topics, examine the effectiveness of health education teaching in promoting behavior change among undergraduate students, particularly in encouraging the adoption of positive health practices and discouraging risky behaviors, investigate the influence of health education teaching on the promotion of healthy lifestyle choices among undergraduate students, including dietary habits, physical activity levels, sleep patterns, stress management, and substance abuse prevention and evaluate the role of health education teaching in addressing mental health concerns among undergraduate students, including the provision of information on stress management techniques, coping strategies, and available mental health resources. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from Ibrahim Badamasi Babangida University, Lapai. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Health education teaching has a significant influence on the behavior of undergraduate students, playing a crucial role in promoting positive health outcomes and the adoption of healthier lifestyles. By providing students with accurate knowledge, shaping positive attitudes, and fostering behavior change, health education interventions empower students to make informed decisions regarding their health and well-being. The incorporation of comprehensive health education programs in undergraduate curricula is essential to create a culture of health among students and equip them with the necessary skills and resources for lifelong health promotion. By focusing on knowledge enhancement, attitude formation, behavior modification, peer influence, and empowerment, health education teaching can positively impact undergraduate students’ behaviors and contribute to improved health outcomes. Future research should continue to explore innovative strategies and evaluate the effectiveness of health education interventions in promoting behavior change among undergraduate students, with the ultimate goal of enhancing their overall well-being and quality of life.
Recommendations
Based on the influence of health education teaching on the behavior of undergraduate students, the following recommendations are proposed:
- Incorporate Comprehensive Health Education in Curricula: Educational institutions should prioritize the integration of comprehensive health education programs into undergraduate curricula. These programs should cover a wide range of health topics and employ evidence-based teaching strategies to promote knowledge acquisition, attitude formation, and behavior change among students.
- Provide Professional Development for Educators: Educators responsible for delivering health education should receive ongoing professional development and training to enhance their knowledge and skills. This will ensure they are equipped to effectively deliver health education content, engage students in active learning, and employ innovative teaching methods.
- Foster Collaborative Partnerships: Collaborative partnerships between educational institutions, health professionals, and community organizations can enhance the impact of health education teaching. By working together, these stakeholders can leverage their expertise and resources to develop comprehensive and contextually relevant health education programs for undergraduate students.
- Utilize Interactive Teaching Methods: Incorporate interactive teaching methods, such as group discussions, case studies, role-playing, and experiential learning activities. These methods encourage active engagement, critical thinking, and practical application of health knowledge, enhancing students’ understanding and retention of health information.
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