Social learning versus traditional teaching in an elementary school cardiovascular health promotion program

Kerry J. Stewart, Colleen M. Seemans, Linda D. McFarland, John J. Weinhofer

Research output: Contribution to journalArticle

Abstract

One class of students from the third, fourth, and fifth grade classes was chosen from each of 10 Baltimore, Maryland, schools to participate in a study comparing a social learning approach to a traditional approach to cardiovascular health promotion. After a baseline screening to measure nutrition knowledge, food consumption, and some biometrics, the 742 students were randomly assigned by classroom to the social learning or traditional approach. Improvements in knowledge and food consumption and drops in total cholesterol were seen for classes using both approaches, with a slightly greater decrease in high-fat food consumption for the social learning classes and a slightly higher drop in cholesterol for the traditional classes.

Original languageEnglish (US)
Pages (from-to)194-197
Number of pages4
JournalAmerican Journal of Health Promotion
Volume11
Issue number3
DOIs
StatePublished - Jan 1 1997

ASJC Scopus subject areas

  • Health(social science)
  • Public Health, Environmental and Occupational Health

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