Teaching-learning mechanisms in consumer health education

A study of a special school program on cigarette smoking and health was undertaken in Niagara County, N.Y., to determine whether it produced effects on knowledge, attitudes, and behavior among teachers and parents as well as students and, if so, how these effects were accomplished. Data for parents, the subject of this report, were collected by questionnaire and interview before and after the program from selected parents of students in 36 junior high school classes assigned equally to experimental and control groups. The parents failed to show statistically significant modifications of either knowledge or attitudes after the program. They did, however, show a consistent and significant downward shift in numbers of reported tobacco users. This finding was true for both experimental and control groups, but the change was distinctly greater in the experimental group. Additionally, the changes were greater for urban than for rural parents and for parents with incomes of $10,000 or more than for those with lower incomes. The results for parents differed from those for students and teachers concerning knowledge and attitudes, but they were similar to those for teachers and unlike those for students concerning smoking behavior. The study findings suggest that teaching-learning mechanisms beyond the traditional superordinate-subordinate model may be operative, with pupils, parents, and teachers in roles quite different from what they are generally thought to be. Specifically, the students may serve as mediators of value change and behavior modification for both teachers and parents.