Graduate Thesis Or Dissertation
 

A comparison of three alcohol education instructional approaches on the attitudes and knowledge of college students

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  • Alcohol use/abuse among college students is a serious concern for higher education. Despite efforts to address this problem student use/abuse of alcohol continues. The purpose of this study was to determine which of three alcohol education instructional approaches more significantly impacted students' attitudes regarding the acceptance of alcohol use/abuse. Three hypotheses were tested to determine the impact on students' knowledge about alcohol, attitudes toward the use/abuse of alcohol and the relationship between knowledge and attitude. A review of the literature found there were three instructional approaches most commonly used in college alcohol education programs: responsible drinking, values clarification and disease concept. Three alcohol education programs were developed, each with an identical information component, but with a different motivational component which focused on either responsible drinking, values clarification or disease concept. A sample of 543 first term, freshmen, residence hall students was drawn from three regional colleges in Southern Oregon and Northern California, resulting in 267 usable questionnaires. To measure student knowledge and attitudes an instrument consisting of demographic questions, questions from a portion of the Claydon College Drinking Questionnaire and the Torabi-Veenker Alcohol Attitude Scale was administered at the end of each program. A 3 by 3 by 2 randomized blocks design was used in this study. The dependent variable was "instructional approach". The two independent sequential blocking variables were "college" and "sex". Three professional alcohol and drug counselors were trained and presented a different alcohol education program at each college so a complete crossing over of the instructor influence among all treatment groups was attained. Analysis of variance determined that there was no significant difference among the three instructional approaches regarding students' knowledge about alcohol. Analysis of variance determined that there was a significant difference among the three instructional approaches regarding students' attitudes, with the values clarification approach resulting in significantly less accepting attitudes for women regarding alcohol use/abuse. There was no significant correlation between knowledge about alcohol and attitudes toward alcohol use/abuse.
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