Submission ID 130781
| Issue/Objective | Despite widespread implementation of school-based health education, translating knowledge into sustained behavior change remains a global challenge. In many low- and middle-income contexts, including Morocco, health education is often delivered through educator-centered approaches that limit student engagement and reduce intervention effectiveness. Communication quality is a critical yet underexplored mechanism linking health education to learning and behavioral outcomes. This study aims to analyze educator-student communication patterns and identify strategies that enhance engagement and knowledge acquisition, contributing to more effective and equitable health education interventions. |
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| Methodology/Approach | This exploratory quantitative study was conducted in Moroccan primary schools with 135 students aged 7-12 across diverse settings. Health education sessions were delivered using the Moroccan Transtheoretical Model (MTM). Verbal interactions were audio-recorded, transcribed, and analyzed using the Roter Interaction Analysis System (RIAS), with culturally adapted coding categories. A total of 1,221 utterances were categorized into instrumental and affective communication behaviors. Data were analyzed using Atlas.ti and SPSS. Pre- and post-tests assessed students' knowledge acquisition across five health topics. |
| Results | Interactive communication patterns were significantly associated with improved student engagement and learning outcomes. Sessions incorporating open-ended questioning, scaffolding, and participatory dialogue (e.g., stress management, handwashing) showed higher student participation (up to 54%) and greater knowledge gains (p < 0.001). In contrast, directive, information-heavy sessions limited interaction and engagement. Educators dominated instrumental communication (52%), while students contributed substantially to informational exchanges (69%) when participatory strategies were used. Smaller class sizes and older age groups were associated with more balanced and effective interactions. Findings demonstrate that communication quality directly influences learning outcomes. |
| Discussion/Conclusion | This study highlights communication as a key lever for translating health education into measurable impact. Integrating interaction analysis into program design and educator training can strengthen intervention effectiveness, particularly in resource-constrained settings. Scaling up communication-focused training, promoting participatory pedagogies, and adapting strategies to context and developmental stages can enhance equity and outcomes in school-based health programs. These findings contribute to global efforts to move from evidence to action by providing practical, scalable tools to improve health education effectiveness. |
| Presenters and Affiliations | Khadija DAOUDI university hassan 1st settat Khadija DAOUDI university hassan 1st settat Abdellah Gantare university hassan 1st settat |
