An intervention study of adopting a health action model to improve the effectiveness of disaster prevention learning of preschool senior class students

Abstract

This study investigates the effect of adopting the health action model (HAM) to improve disaster prevention learning among preschool senior class students. A quasi-experimental design with pre- and post-tests was used to track the extended effects. Convenient sampling selected 60 senior-class students from a private preschool in New Taipei City, divided into experimental and control groups. The HAM was incorporated into 5 earthquake prevention lessons. The effectiveness was assessed using a Checklist of Earthquake-Prevention Learning Effectiveness, analyzed by generalized estimating equations. Results showed significant positive effects of the intervention on earthquake-prevention knowledge (post-test: B = 0.41, p < .001; follow-up test: B = 0.23, p = .001), attitudes (post-test: B = 0.91, p < .001; follow-up test: B = 0.97, p < .001), skills (post-test: B = 1.10, p < .001; follow-up test: B = 1.09, p < .001), intentions (post-test: B = 0.88, p < .001; follow-up test: B = 0.85, p = .001), and behaviors (post-test: B = 0.71, p < .001; follow-up test: B = 0.61, p < .001), with effects lasting for at least 5 weeks. These findings suggest that the intervention significantly enhances earthquake-prevention knowledge, attitudes, skills, intentions, and behaviors, and can serve as a reference for designing preschool earthquake-prevention courses.