Effect of health belief model on flood-risk educational approach among elementary school children in Malaysia

Jàmbá: Journal of Disaster Risk Studies

Field Value
Title Effect of health belief model on flood-risk educational approach among elementary school children in Malaysia
Creator Azmi, Ezza S. How, Vivien Abdul Rahman, Haliza
Subject Disaster Management; Health Education; health belief model; flood-risk reduction; knowledge transfer; school children.
Description Worsening climatic conditions can subsequently lead to the frequent occurrence of unpredictable natural disasters. The early-life educational approach is one of the non-structural mitigations in disaster management, which are the most effective efforts to promote early-life disaster awareness and enhance the knowledge transfer in disaster risk education. By using the health belief model (HBM), this study aims to examine the effectiveness of HBM on the flood-risk reduction (FRR) educational intervention by looking into the perceived susceptibility, severity, benefit and self-efficacy among elementary school children in Malaysia. This study utilised the one-group pre-test–post-test design by recruiting 224 elementary school children in the pre-FRR educational intervention programme, and 205 who undertook a post-intervention programme a month later. This study showed that the FRR educational intervention significantly improved (p 0.001) the overall HBM components during the post-intervention, particularly in: (1) FRR knowledge, (2) perceived susceptibility, (3) perceived severity and (4) perceived benefits. The one-way analysis of covariance test showed that knowledge transfer intervention is effective to improve all the HBM components that include (1) FRR knowledge, F(38,127) = 2.517; (2) perceived susceptibility, F(6,191) = 6.957; (3) perceived severity, F(20,163) = 2.944; (4) perceived benefits, F(25,153) = 2.342 and (5) self-efficacy, F(7,189) = 12.526. The impact of integrating HBM into knowledge transfer intervention was seen to be effective and provide a positive knowledge enhancement among learners. Therefore, it is crucial to implement a consistent and sustainable educational intervention to harness formal education for community resilience at an early age.
Publisher AOSIS
Contributor Research Management Center, University Putra Malaysia
Date 2021-07-30
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — One-group pretest-posttest design
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/jamba.v13i1.1102
Source Jàmbá: Journal of Disaster Risk Studies; Vol 13, No 1 (2021); 6 pages 1996-1421 2072-845X
Language eng
Relation https://jamba.org.za/index.php/jamba/article/view/1102/2000 https://jamba.org.za/index.php/jamba/article/view/1102/2001 https://jamba.org.za/index.php/jamba/article/view/1102/2002 https://jamba.org.za/index.php/jamba/article/view/1102/2003
Coverage Asia; Malaysia — School Children
Rights Copyright (c) 2021 Ezza S. Azmi, Vivien How, Haliza Abdul Rahman https://creativecommons.org/licenses/by/4.0