Abstract
The purpose of the Healthy Challenges Project (HCP) was to increase health instruction in grades 3–12 via teacher training in problem-based learning (PBL), resources, and incentives to instruct students on tobacco prevention. The HCP provided teacher training, incentives to encourage participation, and funding to purchase classroom health education materials. Teachers were trained to use the PBL teaching technique to increase critical thinking skills and depth of inquiry among students. This study utilized a repeated measures quasi-experimental design. Subjects included 53 participating teachers and 42 nonparticipating (comparison) teachers. Analysis of variance results determined six variables that were significantly different for participating versus nonparticipating teachers. These were ratings of passive student participation; perceptions of other teacher support; positive feelings about teaching health; feeling that “my teaching method was effective”; preparation time for class, and time students spent working in small groups. Results suggest that PBL teacher training combined with incentives can increase and improve health education classroom instruction.
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