e-Bug Pack Evaluation Senior Schools Warsaw, June 2008 e-Bug is funded by the European Commission DG-SANCO
Evaluation Process • The evaluation was carried out in 3 countries – France – Czech Republic – United Kingdom • Control and Intervention Schools • Junior and Senior Schools • Minimum of 151 students in each group
Evaluation Process Quantitative Data Qualitative Data • Teacher questionnaires • Baseline knowledge • Teacher focus groups • Knowledge change • Student questionnaires • Knowledge retention
Quantitative data Overview % % % Topics Correct Correct Improvement p value before after score Micro organisms 50 63 17 (14, 21) <0.001 Spread of Infection 68 83 19 (15, 23) <0.001 Treatment and Prevention 29 51 27 (23, 31) <0.001
Introduction to Microbes Quantitative Data • Significant increase in student knowledge (<0.001) Improvement scores (baseline vs change) by statement and topic for senior schools % Improvement Micro organisms: p Value (95% CI) Fungi can be used to make antibiotics 14 (2, 25) 0.02 Microbes are the cause of all illnesses 12 (1, 23) 0.04 Microbes can cause food poisoning 11 (1, 22) 0.03
Introduction to Microbes Teacher Comments 7 10 • Fact sheets – Images did not photocopy well – Too much information and too advanced • Main Activity – Quite childish although students seemed to like it • Suggestions – More electron microscope images – Classroom demonstration to explain relative sizes – string around classroom, glitter, balloons, etc • Extension activity – look at microbe types under microscope
Introduction to Microbes Student Comments • How enjoyable did students find the activity? 72 % of students questioned rated the activity ≥3 on a scale of 1 – 5 - - Average rating of 3 in France • Student Dislikes • Student Likes – Confusing – Practical activity – Too easy – Interesting facts – Childish – Whiteboard presentations and images – Complicated names – Game • What were the main things they learned? – There are 3 different types of microbes – Some can be useful and some harmful
Our suggestions – Make more ID cards of microbe – Make game of the microbe names – Fact sheets • Highlight key words • Make outline diagrams in pack and 3D on web • Condense to 1 student handout – Make the ‘size’ presentation into a practical
Good Microbes 7 10 Teacher Comments • The activity – Fun and interesting – Met all the learning outcomes • Suggestions – Make smaller quantities of yogurt – Remove the ‘add fruits etc to taste’, students cannot eat it – The sterile milk is NOT a proper control step, change to sterile yogurt and add a boiling step – Add the question – what is the purpose of a control?
Good Microbes Student Comments • How enjoyable did students find the activity? 90% of students questioned rated the activity ≥3 on a scale of 1 – 5 - - Average ranking of 4 in France • Student Likes • Student Dislikes - Practical activity helped - Teacher made the yogurt while understanding the students watched - Interesting and fun - Smell - Microscope work - No images - Memorable • What were the main things they learned - Microbes can be useful - There are good and bad microbes - Actual size of bacteria
Our Suggestions – Suggest teacher sterilizes equipment and makes a batch of yogurt in advance – Include images of extension activity – Add an alternative to view mould in blue cheese – Highlight the benefits of good microbes – Include ‘ what’s the purpose of a control?’ question
Bad Microbes 5 10 Teacher Comments • Main Activity – Liked the teacher sheets – Time-consuming • Suggestions – Use the map as a starting point • Extension activity – Too much reading, replace with research activity into MRSA or C. difficile
Bad Microbes Student Comments • How enjoyable did students find the activity? 67% of students questioned rated the activity ≥3 on a scale of 1 – 5 - - Average ranking of 4 in France • Student Likes • Student Dislikes – Researching the topics – Too much copying from board – Group work – No practical – Interesting and fun – Homework – Videos and images – Not enough time – Designing factsheets • What were the main things they learned – Geographic location and quantity of different diseases – How microbes can infect people – Diarrhoea can kill
Our Suggestions – Make student questionnaires shorter – Suggest activity as a group work activity – Include more images – Use examples more relevant to teenagers i.e. holiday destinations, STIs – Replace extension activity with research into MRSA or C. difficile
Transfer of Infection Quantitative Data • Significant increase in student knowledge (<0.001) Improvement scores (baseline vs change) by statement and topic for senior schools % Improvement Micro organisms: P Value (95% CI) Fungi can be used to make antibiotics 14 (2, 25) 0.02 Microbes are the cause of all illnesses 12 (1, 23) 0.04 Microbes can cause food poisoning 11 (1, 22) 0.03
Hand Hygiene 6 10 Teacher Comments • Main activity – Students enjoyed the activity and the teachers enjoyed teaching this lesson – Didn’t work very well in the ‘all girls’ school as their hands were unbelievably clean to begin with (girls also unwilling to take part) • Suggestions – Prompt the students to touch surfaces etc prior to starting the activity – Glitter glue worked better than the Glo gel – Stronger UV light works better or darken the room before showing the results
Hand Hygiene Student Comments • How enjoyable did students find the activity? 78% of students questioned rated the activity ≥3 on a scale of 1 – 5 - - Average rank of 4 in France • • Student Likes Student Dislikes – Visualise the microbes – Seeing how dirty our hands are – Seeing how microbes grow on – Too much class discussion the agar – Interactive – Seeing how and why to wash hands properly • What were the main things they learned – How to stop germs spreading – How and why to wash hands – Microbes are always there
Our Suggestions – Replace photos with coloured agar to make it easier to visualise – Simplify the questions – Take out graph paper and condense to 1 worksheet – Suggest activity begins with Glo gel and use photos of colonies for graphing work
Respiratory Hygiene 6 10 Teacher Comments • Main lesson – Popular activity with students – Chain of Infection sheets did not photocopy well – Presentation needs to be more interactive • Suggestions – Extra prompt to make sure squeezy bottle works – Use of specific terms requested in the UK curriculum » Dependant and Independent variable
Respiratory Hygiene Student Comments • How enjoyable did students find the activity? 94% of students questioned rated the activity ≥3 on a scale of 1 - 5 - • • Student Likes Student Dislikes – Fun practical activity – Teacher did everything – Visualise the spread of infection – Repetitive – Situation that was relevant to – Graphs were boring them as young people – Copying from board – Got to learn the causes AND prevention of infection • What were the main things they learned – How infection can spread – How to prevent infection from spreading – Chain of Infection
Our Suggestions – Delete diagram on SW1 as teachers didn’t feel there was any need for it – Introduce a global activity aspect? – Take out graph paper from pack as this is generally supplied by schools
Sexual Transmission 7 Teacher Comments 10 • General comments – Students enjoyed the activity and were genuinely interested – Area that is difficult to teach but very relevant • Main activity – Prompt teachers to choose someone who won’t be picked on if they are the initial carrier – Add extra prompt to ensure students mix outside their own group • Extension Activity – Cartoons very childish and almost spoilt the activity – Student discussions were interesting and informative – Dialogues can be changed on the web – not good!!!
Sexual Transmission Student Comments • How enjoyable did students find the activity? 100% of students questioned rated the activity ≥3 on a scale of 1 – 5 - - Activity rank of 5 in France • Student Likes • Student Dislikes – Talked to as grown ups – Slightly embarrassing – Finally explained WHY its – Stories were too basic important to have safe sex – Practical was disturbing – Showed HOW to be safe – Fun and memorable • What were the main things they learned – How STIs can be transmitted – How to protect yourself – To get regular testing if sexually active
Our Suggestions – Suggest activity be carried out in smaller groups of 15 students – Modify the online images so dialogues cannot be changed – Suggest teachers may wish to bring in other teacher or a doctor to carry out the test to make it more realistic – Demonstrate how to put on a condom?
Treatment and Infection Quantitative Data • Significant increase in student knowledge (<0.001) Improvement scores (baseline vs change) by statement and topic for senior schools Micro organisms: % Improvement p Value (95% CI) Vaccines help protect people against viral 8 (-1, 18) 0.09 infections only
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