Surveying Student Interest, Priority, and Knowledge for the Purpose of 
Health Lesson Planning
Copyright, 2002, Sandra Owen

Description of the Matrix:

Cells within the Health Topic Identification Matrix represent student ranking as to interest, degree of importance, and how much the student already knows about each of the health topics. Topic areas may be selected from several sources, including the standard ten health content areas (Allensworth, 1994), the six youth risk, and protective behaviors targeted by the Centers for Disease Control adn Prevention (Kann et. al, 1995), or state/local instructional objectives information provided by state or local health departments. The language used to list the health topics can be adapted to be age and stage effectively completed by kindergartners receiving assistance from older students. 

A range of values is assigned for both interest and importance rankings. The value of one is assigned for the highest rating while the value for the lowest rating is determined by the number of health topics listed in the matrix. Therefore, if a particular matrix included ten health topics, the lowest rating would be assigned a valued of ten. Students rate their perceived level of knowledge using a three item response Likert scale including the responses, "a lot", "a little", or "none". Selected health topics are listed alphabetically in the far right hand column. 

The tabulation matrix form (see Table2) can be adapted for use as the student survey instrument (see Table1). For the purpose for providing an example, only three health topics are identified below. When the process is used for the purpose of planning health lessons, a more extensive list of topics is suggested. Prior to completing the matrix, students would need to receive instructions on the interest and degree of importance rating scales as well as the Likert scale. Providing and example case within the matrix is helpful for students. 

Table 1: Health Topic Identification Matrix Adapted for Student Survey Instrument

Health Topic	How interesting? 1 = Highest ranking 3 = Lowest ranking	How important? 1 = Highest ranking 3 = Lowest ranking	How much do you know about it? (Circle ONLY ONE)	Final Ranking of Health Topics (To be completed  by teacher)
Purchasing safe and healthful products	Student response: Example:   2	Student response: Example:   1	Example: , little, or none
Refusing to use tobacco, alcohol, or other drugs	How interesting? Student response: _____________	How important? Student response: _____________	You know? Student response: Lot, little, or none
Understanding my growth and  development	Student response: _____________	Student response: _____________	Student response: Lot, little, or none

 Table 2: Example of Health Topic Tabulation Matrix from Third Graders Attending and Urban
              Private School

Steps for Data Calculation and Analysis:

Interpreting the Tabulation Matrix for Health Topic Identification:

The first step in interpreting the matrix includes placing health topics within one of three categories as determined by the weighted score for the health topic.

The second step in interpreting the matrix includes reviewing the initial placement of health topics into the three categories to determine if any revision is required. In the example above, a large spread occurs between the weighted score for  "Promoting a Safe and Healthy Environment (6)" and "Refusing to Use Tobacco, Alcohol, and Other Drugs (20)". Since early experimentation with tobacco, alcohol, or other drugs can occur as early as fourth grade, this topic was retained in Category One as prevention education. The first and third topics appearing in Category Three are skills more appropriately placed in fourth or fifth grade while the second topic may lend itself to inclusion within the health education sequence.

Practice Data: Student Interest Survey

Category Placement from Student Interest Data