Knowledge and Attitude Outcomes Related to Different Instructional Techniques in Lead-Based Paint Abatement Training

Abstract

Lead poisoning remains the most serious environmental disease affecting American children under the age of 6. Federal regulations for training workers for lead-based paint abatement are designed to institute a primary prevention approach to solving this problem. This research compared knowledge and attitude outcomes for two different methods for this training. Two classes of trainees (n = 46) each participated in a 4-hour lecture format training on the subject areas specified by the regulations. Two additional classes (n = 44) of trainees each participated in an interactive, student-centered training on the same subject areas. A pretest/posttest study design was used. The pretest analysis of knowledge did not show significant differences between groups. Posttest differences, however, were significant, with the participatory group having a higher mean score. Attitude was measured with a dichotomous variable (“concerned” or “not concerned” about lead poisoning prevention). Although the number of trainees who were “concerned” increased among the lecture participants, the increase was not statistically significant. Among the participatory trainees, however, the increase in the number of students who were “concerned” after the training was statistically significant.