Implementing a student-centered stroke intervention and prevention education program; evaluating motivation,...

Area of Science:

• Health Education
• Pediatric Health
• Educational Psychology

Background:

• Stroke education outreach programs aim to impart crucial health knowledge to young populations.
• Understanding factors influencing learning, such as motivation and cognitive load, is vital for program effectiveness.

Purpose of the Study:

• To investigate the relationship between student motivation, cognitive load, perceived difficulty, and performance in a middle school stroke education program.
• To assess how different grade levels (6th, 7th, 8th) are affected by these factors.

Main Methods:

• Interactive instructional activities were used to measure cognitive and intrinsic load.
• Student performance was evaluated using a post-test assessing knowledge acquisition.
• Motivation was measured using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model questionnaire.
• Pearson's correlation was employed to analyze the relationship between motivation, cognitive load, difficulty, and performance.

Main Results:

• A significant positive correlation was found between motivation and performance (r=0.87, p=0.001).
• No significant differences in performance, cognitive load, or motivation were observed across 6th, 7th, and 8th graders.
• Relevance within the ARCS model scored highest (4.3), while attention and confidence scored lowest (3.9).

Conclusions:

• Novel and engaging activities are crucial for enhancing student motivation in stroke education programs.
• Increased student motivation is directly linked to improved learning performance in health outreach initiatives.
• Tailoring program content to enhance relevance, attention, and confidence may further optimize educational outcomes.