The primary purpose of this study was to test experimentally the relative effectiveness of two educational approaches to preventive health education in bringing about health-related behavioral change (i.e., changes in knowledge about hypertension, beliefs about hypertension, health locus of control, and number of health protective behaviors practiced). Secondary purposes were to determine the relationships between (1) the health-related behavioral changes that occurred and selected demographic/socioeconomic and lifestyle profile characteristics and (2) posttest knowledge, beliefs, and health locus of control and posttest number of health protective behaviors practiced.

The target population was confined to 25 to 45-year-old male industrial workers who were "at risk" for hypertension. A quasi-experimental research design was used. Volunteers at two separate worksites formed the experimental groups: Group I, using a formal information dissemination educational approach, and Group II, using an informal problem-solving approach. The control group, at a third industrial worksite, received no treatment.

Research instruments included six structured questionnaires used as pretest and posttest. Statistical procedures were simple frequency distributions, mean pretest/posttest scores, one-way ANOVA plus the Scheffe procedure in cases where relationships were significant; two-way ANOVA; and a Pearson's Product-Moment Correlation analysis.

The major conclusions were: (1) the problem solving group exhibited significantly more health-related behavioral change in knowledge and number of health protective behaviors practiced; (2) no relationship was indicated between the health-related behavioral changes that occurred and selected demographic/socioeconomic and lifestyle profile characteristics; and (3) posttest knowledge about hypertension and posttest number of health protective behaviors practiced were related. Use of groups to alter lifestyles may be one approach where further studies are needed.