Improving Primary School Students’ Capacities as Health Promoting Actors
Bibliographic record
Abstract
This study was aimed at strengthening primary school children’s capacities as ‘health-promoting actors’. A participatory action research (PAR) design was implemented in five semi-rural primary schools in Mahasarakham Province. Selected students were identified as health promoting targets and planned for changing themselves by following a health promoting plan with the participatory action of their families and their schools. Quantitative data and qualitative data were collected and analyzed. The qualitative results indicated that to attain the goals of HPS it is important that using student capabilities to generate ways to solve their health-related problems becomes a fundamental strategy such as students communicating with health promotion strategies from the school through the families, building a stronger relationship between teachers-families-students, and students’ capability as ‘health promoting actors’. The possible roles for school teachers and health personnel assisting HPS program can revealed in quantitative analysis. Results showed that the student’s knowledge of health promoting school significantly decreased from before the training course (P < 0.001) The mean score of HPS knowledge after experiment was higher than before the experiment which are the HPS training scores (M = 9.5319, SD = 1.62) was significantly higher than before attending (M = 8.4681, SD = 1.52; t = - 6.173, p = < 0.001) HPS course. The result of this study using Home Visit can increase the participatory actions among Primary School students, teachers, family members. It can lead to more benefits in individual self efficacy and the development of healthcare among societies. Key words : Capacity building; Health promoting actors; Health promoting schools; Participatory action research; Primary school; Mahasarakham
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".