Instructional Units of Death Education: the Impact of Amount of Classroom Time on Changes in Death Attitudes

The present study sought to provide a better understanding of the impact instructional time devoted to death education had on death attitudes. The study incorporates a three‐group experimental research design with repeated measures. Three experimental groups of college students randomly were assigned to one of three short units of death education. The groups varied in terms of the amount of instructional time they were given. One group received three class sessions of death education, while the other two groups received six and nine classes, respectively. Only in the group that received nine class sessions of death education were death attitudes changed significantly. Such changes occurred on one dimension of death attitudes. Results suggest that very brief units of death education are not effective in changing attitudes. When attitude change is deemed important, the most rational length of time to devote to death education is roughly nine class sessions. Even then, attitudes related to death may be affected only partially.