Evaluating Cancer Prevention Technology with Instructional Strategies

Abstract

The project tested the hypothesis that incorporating a youth cancer risk assessment(YCRA) software program with the “Right Choices” cancer prevention curriculum would increase student knowledge and enhance self-reported behavior related to cancer prevention. The hypothesis was tested using a two-factor hierarchical multivariate analysis of variance. The YCRA software program was tested for reliability and content validity resulting in a Pearson r of .88 and an 80 percent agreement level, respectively. A 60 - item assessment instrument designed to measure student knowledge (r = . 76, Cronbach = . 72) and self-reported behavior scores (r = . 75, Cronbach = . 72) was administered as a pre-test prior to program intervention. The knowledge portion only was administered again immediately following instruction. The behavior portion was readministered four weeks later. Fourteen secondary schools throughout Minnesota (approximately 1,200 10th graders) participated in the study. The data did not support the hypothesis that using software in instruction differentially affects learning. It was, however, not surprising that there was no significant change in student knowledge and behavior in this case. Often repeated efforts with varying types of programs are required before significant change occurs. Like many health assessments, the YCRA program's value may be in raising student consciousness about changes that are needed to decrease their risk to cancer.