Using a non-equivalent control group design, we collected data from 1,950 children (kindergarten to sixth grade) in the fall of 1998 and in the spring of 1999. Five schools served as experimental sites and two schools served as control sites. Data related to health knowledge and health behavior were collected at pre-and post-test time. In addition, process data were collected using classroom observations, questionnaires, and teacher interviews. ANCOVA suggested few differences between the control and experimental groups at post-test time regarding knowledge scores, with the majority of the post-test score explained by pre-test score rather than treatment group or grade level. The curriculum accounted for only 1% of the post-test score. Results of the chi-square analyses varied by behavior and age group studied, however there was no consistent pattern found in the analysis (e.g., the experimental group did not consistently behave in a healthier manner than the control group). Process data suggested that the teachers were not teaching the total curriculum, and, that different teachers emphasized different aspects of the curriculum. We conclude from these data that the curriculum, as implemented, had little effect on health behavior or knowledge. For the curriculum to reach its potential effectiveness, greater emphasis must be placed on ensuring that teachers implement the program as planned.
Learning Objectives: At the completion of this presentation, attendees well be able to: 1)identify outcome measures used to evaluate the program 2)describe process procedures used to evaluate the program 3)discuss preliminary findings from study 4)identify recommendations to improve program delivery
Keywords: Children, School Health
Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: None
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.