e-Bug Pack Evaluation 1
Evaluation Process • Evaluation carried out in 3 countries Finland • Control and Intervention Schools Latvia Denmark Lithuania Ireland England England Poland • Junior and Senior Belgium Czech Rep. Slovakia Czech Rep. Schools France France Hungary Slovenia Croatia • Minimum of 151 students Spain Greece in each group 2
Regions Evaluated England London Gloucester Czech Republic Prague Ostrava France Bordeaux Nice 3
Primary Outcome • Knowledge Change – Baseline knowledge – Knowledge change – Knowledge retention • Variables – Teacher knowledge of microbiology – Class size – Region – Learning disability register 4
Secondary Outcome • Satisfaction – Teacher Questionnaires – Student Questionnaires – Focus groups 5
Knowledge Change Results • Variable did not have any effect on knowledge change at any of the time points • Exception Region 6
Introduction to Microbes • An Introduction – Make microbes out of paper cut outs and Arts & Crafts materials • Good Microbes – Yogurt Making Activity • Bad Microbes – Interactive Discussion 7
Introduction to Microbes Control Intervention Baseline Change Retention Baseline Change Retention 6.8 33.5 33.7 32.5 29.8 Gloucester 0 (-4.4, 18.0) (22.3, 44.7) (22.6, 44.9) (30.3, 34.7) (27.0, 32.6) London - - - - - - 8.1 24.3 26.5 7.0 30.0 32.5 Nice (-0.7, 16.9) (14.5, 34.1) (15.5, 37.4) (-0.8, 14.7) (22.3, 37.8) (24.3, 40.6) 9.3 29.1 31.5 13.2 36.4 36.2 Bordeaux (-0.6, 19.1) (18.8, 39.4) (21.3, 41.8) (2.2, 24.2) (24.2, 48.5) (23.8, 48.6) 3.5 14.1 13.4 6.0 26.4 28.4 Prague (-4.7, 11.7) (5.3, 22.9) (4.7, 22.0) (-2.4, 14.4) (18.0, 34.8) (19.9, 36.9) -0.7 2.1 11.6 4.7 30.8 29.1 Ostrava (-8.7, 7.3) (-6.2, 10.4) (3.6, 19.6) (-3.5, 12.8) (22.7, 39.0) (21.0, 37.3) 8
Introduction to Microbes Control Control e-Bug e-Bug Change Retention Change Retention Gloucester - - - - London Nice Bordeaux Prague Ostrava Significant improvement in knowledge across all regions No loss in student knowledge over time except Gloucester * 9
Spread of Infection • Hand Hygiene – Hand washing activity using UV gel/powder to represent microbes • Respiratory Hygiene – Sneezing Runway • Food Hygiene – Chicken salad activity using UV gel/powder to represent microbes on raw chicken 10
Spread of Infection Control Intervention Baseline Change Retention Baseline Change Retention 5.7 10.5 12.2 10.6 12.2 Gloucester 0 (-3.5, 14.9) (1.3, 19.8) (3.0, 21.4) (8.6, 12.6) (9.6, 14.8) London - - - - - - 2.8 -7.7 -2.1 -3.0 6.2 8.1 Nice (-4.7, 10.3) (-16.2, 0.8) (-11.7, 7.5) (-9.5, 3.4) (-0.3, 12.6) (1.2, 14.9) 1.8 11.5 12.4 5.0 15.5 11.9 Bordeaux (-6.3, 9.9) (3.0, 20.1) (3.9, 21.0) (-4.0, 14.0) (5.3, 25.7) (1.5, 22.3) 3.3 3.4 2.1 -3.8 9.4 6.9 Prague (-3.5, 10.1) (-4.1, 10.9) (-5.2, 9.4) (-10.9, 3.3) (2.4, 16.5) (-0.2, 14.1) -4.4 -5.3 -4.3 -2.7 8.6 10.7 Ostrava (-11.1, 2.2) (-12.3, 1.7) (-11.0, 2.4) (-9.5, 4.1) (1.8, 15.4) (3.9, 17.5) 11
Spread of Infection Control Control e-Bug e-Bug Change Retention Change Retention Gloucester London - - - - Nice Bordeaux Prague Ostrava Significant improvement in knowledge across all regions No loss in student knowledge over time 12
Treatment / Prevention of Infection • Vaccinations – Reading comprehension ‘The story of Edward Jenner’ • Antibiotic Use and Medicines – Comic Strip and classroom discussion 13
Treatment / Prevention of Infection Control Intervention Retention Baseline Change Retention Baseline Change 2.8 16.8 14.7 (3.5, 15.4 14.6 Gloucester 0 (-8.4, 14.1) (5.5, 28.1) 25.9) (12.6, 18.1) (11.1, 18.1) - London - - - - - 15.9 24.1 12.1 13.3 22.5 27.4 Nice (6.7, 25.0) (13.6, 34.6) (0.0, 24.3) (5.5, 21.1) (14.6, 30.3) (19.0, 35.9) 19.0 26.9 32.2 18.7 30.8 22.3 Bordeaux (9.1, 28.9) (16.4, 37.5) (21.6, 42.7) (7.8, 29.7) (18.1, 43.5) (9.3, 35.3) 14.0 19.8 24.4 16.9 29.8 26.0 Prague (5.7, 22.3) (10.5, 29.2) (15.4, 33.4) (8.2, 25.5) (21.2, 38.4) (17.3, 34.7) 12.4 10.1 10.3 9.5 28.3 20.0 Ostrava (4.3, 20.5) (1.4, 18.7) (2.1, 18.5) (1.2, 17.8) (19.9, 36.6) (11.7, 28.3) 14
Treatment / Prevention of Infection e-Bug Control Control e-Bug Retention Change Retention Change Gloucester - London - - - Nice Bordeaux Prague Ostrava Significant improvement in knowledge across all regions No loss in student knowledge over time except Gloucester 15
Knowledge Change Summary • Significant Improvement in all pack teaching areas over time • No reduction in student knowledge after a 6 week period • Control schools performed equally as well 16
Student Satisfaction 100% 80% 60% 40% 20% 0% Introduction Bad Food Good Vaccines Antibiotics Hand Respiratory Disliked OK Liked 17
Student Satisfaction • Likes – Interesting Facts – Interactive, fun activities – Team work – Seeing and naming the microbes – Characters • Dislikes – Waiting too long to take your turn – Some activities too difficult – When the teacher did the work – Finishing the activity! 18
Teacher Satisfaction • Junior Schools – 100% satisfaction in England and Czech Republic – 3/11 teachers in France said they would NOT use e-Bug in the future 19
Teacher Satisfaction • Teacher Likes – Interactive – Engaged students • Teacher dislikes – Too much photocopying – Some activities too advanced – Yogurt activity not suitable for practical reasons – Pages didn’t photocopy well – Not enough multimedia support 20
General Changes • Photocopying issues – Merged student handouts – Created handouts in MS PowerPoint – Changed the colour of the resource 21
General Changes • Multimedia Support – Films of activities – Added alternative activities to website – Included more posters etc on the website – Pack available in MS Word and PDF 22
General Changes • Other – Provide more alternative materials – Include more prompts and suggestions for teachers – Provide more animations – Introduce an Immunity Section 23
Specific Sectional Changes • Introduction – Changed arts and craft materials to playdough • Good and bad – Changed titles to USEFUL and HARMFUL microbes – Created a new ‘Yeast Races’ activity • Food Hygiene – Food Hygiene: Condensed main activity • Vaccinations – Vaccinations: Added a role play element 24
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