This study was descriptive research to identify the the health literacy levels of fifth and sixth grade elementary school students, as well as identify factors that affect these. The study sample comprised 331 fifth and sixth graders in nine elementary schools located in various cities and counties ...
This study was descriptive research to identify the the health literacy levels of fifth and sixth grade elementary school students, as well as identify factors that affect these. The study sample comprised 331 fifth and sixth graders in nine elementary schools located in various cities and counties of Gyeongsangnam-do province. Linguistic health literacy was measured with 42 health-related words derived from fifth-grade textbook 'Health in Daily Life', developed the researcher. Numeracy section of functional health literacy was measured with modified used Korean Health Literacy Assessment Tool (KHLAT) by Lee Eun Joo & Kim Soo-hyun(2008). Reading comprehension section of functional health literacy was measured with questions asking about a snack boxes and newspaper articles on Vitamin D, developed the researcher. Data collection was conducted from June 15, 2013 to July 15, 2013. The survey was handed out to and completed by learners at randomly selected schools in Gyeongsangnam-do province, after permission was obtained from principals and teachers at the respective schools. The researchers explained the purpose of the study to the learners; learners who agreed to participate in the study signed the consent forms. The data were analyzed t-test, ANOVA, Scheffe test and Cronbach'α with PASW (SPSS ver. 20.0) program. The following is a summary of the findings of the study. 1. Those subjects consisted of 185 (55.9%) boys and 146 (44.1%) girls , 169 (51.1%) of the learners were in the fifth grade, while 162 (48.9%) were in the sixth grade. 2. The mean score on the linguistic health literacy test was 24.02 ± 7.16 point out of a total of 42 point (57.2% of the questions were answered correctly). The accident prevention and emergency treatment section yielded the highest score at 4.32 ± 1.34 point (72.0% of the questions were answered correctly). The society and health section yielded the lowest score at 2.51 ± 1.43 point (41.8% of the questions were answered correctly). Linguistic health literacy levels differed according to the learners' grade levels (t = -4.945, p < .001) and academic performance (F = 27.896, p < .001). 3. The mean score on the functional health literacy test was 9.27 ± 2.30 point out of 12 point (77.3% of the questions were answered correctly). The mean score on the mathematical section was 4.73 ± 1.49 point out of 6 point (78.8% of the questions were answered correctly). The mean score on the critical reading section was 4.54 ± 1.34 point out of 6 point (75.7% of the questions were answered correctly). Functional health literacy levels differed according to the learners' gender (t = -1.999, p = .046), grade levels (t = -2.704, p = .007), and academic performance (F = 22.134, p < .001). In conclusion, the current study found that linguistic health literacy among fifth and sixth grade elementary school students was considerably low. Moreover, the results showed that their functional health literacy levels were not significant enough to enable them to make appropriate health-related decisions. Therefore, it is important to develop educational strategies aimed at increasing learners’ health literacy levels, thus, enabling them to make proper use of health-related information in daily life. In particular, given the fact that health literacy is determined by academic performance, it is necessary to reinforce the health literacy education of underperforming students. There is a need for further studies on multiple factors affecting the health literacy of elementary-school learners.
This study was descriptive research to identify the the health literacy levels of fifth and sixth grade elementary school students, as well as identify factors that affect these. The study sample comprised 331 fifth and sixth graders in nine elementary schools located in various cities and counties of Gyeongsangnam-do province. Linguistic health literacy was measured with 42 health-related words derived from fifth-grade textbook 'Health in Daily Life', developed the researcher. Numeracy section of functional health literacy was measured with modified used Korean Health Literacy Assessment Tool (KHLAT) by Lee Eun Joo & Kim Soo-hyun(2008). Reading comprehension section of functional health literacy was measured with questions asking about a snack boxes and newspaper articles on Vitamin D, developed the researcher. Data collection was conducted from June 15, 2013 to July 15, 2013. The survey was handed out to and completed by learners at randomly selected schools in Gyeongsangnam-do province, after permission was obtained from principals and teachers at the respective schools. The researchers explained the purpose of the study to the learners; learners who agreed to participate in the study signed the consent forms. The data were analyzed t-test, ANOVA, Scheffe test and Cronbach'α with PASW (SPSS ver. 20.0) program. The following is a summary of the findings of the study. 1. Those subjects consisted of 185 (55.9%) boys and 146 (44.1%) girls , 169 (51.1%) of the learners were in the fifth grade, while 162 (48.9%) were in the sixth grade. 2. The mean score on the linguistic health literacy test was 24.02 ± 7.16 point out of a total of 42 point (57.2% of the questions were answered correctly). The accident prevention and emergency treatment section yielded the highest score at 4.32 ± 1.34 point (72.0% of the questions were answered correctly). The society and health section yielded the lowest score at 2.51 ± 1.43 point (41.8% of the questions were answered correctly). Linguistic health literacy levels differed according to the learners' grade levels (t = -4.945, p < .001) and academic performance (F = 27.896, p < .001). 3. The mean score on the functional health literacy test was 9.27 ± 2.30 point out of 12 point (77.3% of the questions were answered correctly). The mean score on the mathematical section was 4.73 ± 1.49 point out of 6 point (78.8% of the questions were answered correctly). The mean score on the critical reading section was 4.54 ± 1.34 point out of 6 point (75.7% of the questions were answered correctly). Functional health literacy levels differed according to the learners' gender (t = -1.999, p = .046), grade levels (t = -2.704, p = .007), and academic performance (F = 22.134, p < .001). In conclusion, the current study found that linguistic health literacy among fifth and sixth grade elementary school students was considerably low. Moreover, the results showed that their functional health literacy levels were not significant enough to enable them to make appropriate health-related decisions. Therefore, it is important to develop educational strategies aimed at increasing learners’ health literacy levels, thus, enabling them to make proper use of health-related information in daily life. In particular, given the fact that health literacy is determined by academic performance, it is necessary to reinforce the health literacy education of underperforming students. There is a need for further studies on multiple factors affecting the health literacy of elementary-school learners.
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#건강정보문해력 초등학교 5 6학년
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