Spiritual_Wellness_Holistic_Health_and_the_Practic

Problem - Based Learning 175
TABLE 17.3
Instructional Methodologies’ Impact on Stages 1 and
2, Pre/Post Analysis-t-test for Dependent Samples,
All Groups*
Group t df p
Lecture 2.204 17 0.0416**
Problem-Based Learning 3.051 8 0.0158**
Distance Learning 1.732 3 0.1817
*missing data pairwise deleted
**significance level p 0.050
lecture group and variations in pre and post membership in “ stage 3 ” groups lay
within the distance learning sample, post hoc analysis utilizing Scheffe ’ s Test for multiple
comparisons identified no clear indication of where the differences in “age 25 ”
arose. However, the post hoc analysis relevant to percent “ stage 3 ” seemed to confirm
that, in both pre and post intervention cases, the differences originated from within the
distance learning sample.
With the lack of statistical significance in other demographic variables, the rationale
for these variations is difficult to identify and may be only due to the randomness
of student course selection chronology. Speculatively, however, the attractiveness and/
or convenience of non - traditional instructional methodologies to older students might
contribute to these results and be worthy of additional investigation. A pre/post comparison
of instructional methodology ’ s impact on students ’ identified as initially in
stages 1 or 2 (Table 17.3 ) demonstrated a mean percent change reduction of 88.58 percent
of students in “ precontemplation ” and “ contemplation ” and resulted in statistically
significant changes with both the lecture recitation and problem - based learning
methodologies.
These findings appear to result from the impact of varied activities and strategies
comprising the “ processes of change ” (Prochaska, DiClemente et al., 1994). Successful
transition through differing stages results from engaging in activities appropriate to
position (Bowen, Meischke, and Tomoyasu, 1994; Green et al., 1994). For example,
providing awareness expanding information about the frequency and impact of health
issues, in “ precontemplation, ” may be a more appropriate approach than focusing on
behavioral strategies for implementing and sustaining alterations. Conversely, for
individuals in “ action ” or “ maintenance, ” activities focusing on behavioral needs such
as controlling environment and/or stimuli should yield greater success than efforts
directed toward expanding cognitive foundations (Bowen et al., 1994; Green et al.,
1994). While all processes are important, the initial need in altering behavior is to gain