Insights into Educator-Learner Communication via the Roter Interaction Analysis System to Improve Health Education in Moroccan Elementary School
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| Title: | Insights into Educator-Learner Communication via the Roter Interaction Analysis System to Improve Health Education in Moroccan Elementary School |
|---|---|
| Language: | English |
| Authors: | Khadija Daoudi (ORCID |
| Source: | Journal of School Health. 2025 95(10):846-854. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Teacher Student Relationship, Interpersonal Communication, Interaction, Educational Improvement, Health Education, Elementary Schools, Elementary School Teachers, Elementary School Students, Foreign Countries, Interaction Process Analysis, Discourse Analysis, Stress Management, Hygiene, Scaffolding (Teaching Technique), Emotional Response, Small Classes, Age Differences, Learner Engagement, Class Size, Cognitive Development, Mental Health |
| Geographic Terms: | Morocco |
| DOI: | 10.1111/josh.70056 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Effective health education fosters lifelong well-being, but traditional educator-centered methods in Morocco may limit student engagement and comprehension. Understanding educator-student communication is key to designing early interventions that enhance learning. Methods: This exploratory quantitative study analyzed health education sessions in Moroccan elementary schools using the Roter Interaction Analysis System (RIAS). Data from 135 students (ages 7-12) were collected via audio recordings, coded in AtlasTi, and analyzed in SPSS to assess communication patterns and learning outcomes. Results: Analysis of 1221 utterances showed interactive sessions (e.g., Stress Management, Handwashing) significantly boosted engagement and post-test gains (p < 0.001), while directive teaching limited participation. Educators using simplification, open-ended questions, and scaffolding enhanced involvement. Word frequency analysis revealed educators' instructional focus and students' emotional-cognitive responses. Smaller classes and older students had higher engagement. Pre/post-test results confirmed significant knowledge gains (p < 0.001), highlighting communication's impact on learning. Implications for School Health Policy, Practice, and Equity: Findings underscore the need for educator training on interactive strategies and adapting teaching methods based on class size and cognitive development. Strengthening communication practices can enhance health education effectiveness and equity. Conclusion: Implementing teacher training modules on communication and piloting small-group, topic-specific sessions (e.g., on hygiene and mental health) can directly improve learning outcomes and equity in school-based health education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482290 |
| Database: | ERIC |
| Abstract: | Background: Effective health education fosters lifelong well-being, but traditional educator-centered methods in Morocco may limit student engagement and comprehension. Understanding educator-student communication is key to designing early interventions that enhance learning. Methods: This exploratory quantitative study analyzed health education sessions in Moroccan elementary schools using the Roter Interaction Analysis System (RIAS). Data from 135 students (ages 7-12) were collected via audio recordings, coded in AtlasTi, and analyzed in SPSS to assess communication patterns and learning outcomes. Results: Analysis of 1221 utterances showed interactive sessions (e.g., Stress Management, Handwashing) significantly boosted engagement and post-test gains (p < 0.001), while directive teaching limited participation. Educators using simplification, open-ended questions, and scaffolding enhanced involvement. Word frequency analysis revealed educators' instructional focus and students' emotional-cognitive responses. Smaller classes and older students had higher engagement. Pre/post-test results confirmed significant knowledge gains (p < 0.001), highlighting communication's impact on learning. Implications for School Health Policy, Practice, and Equity: Findings underscore the need for educator training on interactive strategies and adapting teaching methods based on class size and cognitive development. Strengthening communication practices can enhance health education effectiveness and equity. Conclusion: Implementing teacher training modules on communication and piloting small-group, topic-specific sessions (e.g., on hygiene and mental health) can directly improve learning outcomes and equity in school-based health education. |
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| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70056 |
