Self-Assessment Questions (SAQs) for Study Session 6

Now that you have completed this study session, you can assess how well you have achieved its Learning Outcomes by answering these questions. Write your answers in your Study Diary and discuss them with your Tutor at the next Study Support Meeting. You can check your answers with the Notes on the Self-Assessment Questions at the end of this Module.

SAQ 6.1  (tests Learning Outcomes 6.1 and 6.2)

Imagine that you are teaching a postnatal mother on appropriate techniques of breastfeeding, including the correct position and attachment of her baby. How would you apply the following characteristics of learning as you plan and conduct your teaching session with the mother?

  • Learning is self-active.
  • Learning is purposive.


As you have seen in this study session, learning-by-doing is a key aspect of self-active learning, so in the case of a breast feeding mother: If you want to teach a mother about proper position and attachment for breastfeeding, it is good first to demonstrate the correct position to the mother. You can then test whether she has learnt this correctly by asking her to demonstrate the proper positioning and attachment back to you. You should encourage her to practice it until she gets it right. This should continuously be accompanied by your comments and positive encouragement and feedback on her level of achievement.

For breastfeeding mothers, this type of learning is purposive because each mother will really want to make sure that their baby is getting the right amount of breastmilk to help it grow and develop properly.

Correct positioning and attachment for breastfeeding is taught in the Postnatal Care Module.

SAQ 6.2  (tests Learning Outcome 6.3)

Read again the principles of learning. Make a list of three ways in which you could help people to learn how they could use their insecticide treated bed nets (ITNs) in the correct way.


You could try role play, so people can really see how using their ITNs is done correctly. You could hold a competition for who can attach a net best and fastest to keep people interested, but at the same time emphasising, that there is no point in doing it fast if you don’t do it properly. You could photograph people under an ITN that has been attached correctly, and pin up photos to show how it is done.

SAQ 6.3  (tests Learning Outcome 6.4)

Imagine that you are teaching a group of mothers about oral rehydration salts (ORS) preparation. How would you apply the principles of adult learning in planning and conducting your health education sessions?


The sequence is first observe, then add other senses like listening, ask questions like why and how, imitate, repeat, ask others to observe, and finally be able to do it. So firstly you get them to observe you and listen to you as you prepare and administer oral rehydration salts. Then you encourage people to ask questions. Then ask people to try it out for themselves (that is, imitate you), and repeat this several times. Then they can either ask you to watch them do the preparation and administration for themselves, or they can ask each other, and by this time they will have learned and should be able to do it.

SAQ 6.4  (tests Learning Outcome 6.5)

Suppose that you are planning to teach various groups of the community in different settings and during different seasons of the year. Based on the local situation in your community, try to list the most common factors that may influence the effectiveness of your teaching, using the following broad categories of factors to organise your answers:

  • Physiological factors
  • Psychological factors
  • Environmental factors.


We list below factors which have been mentioned in this study session. It is not a total list, and depending on your circumstances and environment you may have encountered others too.

Physiological factors

  • How people feel
  • Their physical health
  • Their levels of fatigue and the time and day of learning
  • The quality of the food and drink they have consumed
  • Their age
  • The conditions they are learning in.

Psychological factors

You will know from your own study that if you are anxious or worried you will not be able to learn very efficiently. Psychological factors also certainly do influence the learning process.

  • Tensions and anxiety may inhibit learning
  • Mental ill-health, or mental tension and conflict, all hamper learning.
  • A related factor, absence of motivation, prevents learning
  • Motivation can energise, select and direct positive behaviour
  • Lack of purpose prevents learning.

Environmental factors

Learning is hampered by:

  • Distraction
  • Noise
  • Poor illumination
  • Bad ventilation
  • Overcrowding
  • Inconvenient seating arrangements.

Summary of Study Session 6