e-Bug Pack Evaluation 1 Quantitative Data Overview % % % - PowerPoint PPT Presentation

e-Bug Pack Evaluation 1

Quantitative Data Overview % % % Topics Correct Correct Improvement p value before after score Micro organisms 51 86 35 (30, 39) <0.001 Good and Bad Microbes 48 86 36 (32, 40) <0.001 Spread of Infection 79 90 10 (7, 13) <0.001 Treatment and Prevention 34 52 16 (11, 20) <0.001 2

Introduction to Microbes Quantitative data • Significant increase in student knowledge (<0.001) % Improvement Micro organisms: p Value (95% CI) Some microbes can make us ill 9 (3, 15) 0.004 3

Introduction to Microbes Teacher Comments • Size cartoon very good • White board materials very useful • Would like the entire pack download to be in PDF format as well as MS Word documents • Suggestions – Provide photos of microbes – Suggest to use playdoh or plasticine to make microbes 4

Introduction to Microbes Student Comments • How enjoyable did students find the activity? - 87 % of students questioned either liked or loved the activity • Student Likes • Student Dislikes – Practical activity (making / – When teacher did the work drawing) – Making the virus too difficult – Interesting facts – Making posters • What was the main thing they learned – 3 different type of microbes – Some can be useful and some harmful – They are different sizes – They are found everywhere 5

Our Suggestions • Add more images of microbes on the web • The worksheet questions should be more difficult • Add images of activities on web • Add recipe to make homemade playdough • Extension Activity – Students create an information sheet on THEIR own microbe 6

Good Microbes Teacher Comments • Extremely difficult to make yogurt in smaller junior schools • Have yogurt making as an extension or alternative activity • Have something with yeast as a main activity • Add videos of yeast action etc to teacher section on web • Allow students to enter results onto web based excel spread sheet 7

Good Microbes Student Comments • How enjoyable did students find the activity? - 84 % of students questioned liked or loved the activity • Student Likes • Student Dislikes – Making the yogurt – Writing – Tasting the yogurt – Knowing that you are eating microbes – Exciting – Fun • What was the main thing they learned – Our good bacteria help fight bad bacteria – Bacteria help aid digestion – How to sterilise – There are microbes in our food 8

Our Suggestions • Change main activity in pack to a yeast race activity • Keep yogurt on web as an alternative activity • Add videos on web of how the activity should work 9

Bad Microbes Teacher Comments • Add a practical activity • Add a wordsearch programme on the web so teachers can make their own word searches and crosswords • Add links to Introduction activity – When students make their own bad microbe 10

Bad Microbes Student Comments • How enjoyable did students find the activity? - 69 % of students questioned liked or loved the activity • Student Likes • Student Dislikes – Interesting – Microbe names – Fun – Too easy – Pictures – Knowing that there are microbes in your body – Teamwork – Naming illnesses • What was the main thing they learned – Some bad microbes that can cause illnesses – There are lots of different types of illnesses 11

Our Suggestions • Add a practical activity – Role playing or drama element? • Add links to Introduction activity – Suggest different ways in which teachers may wish to use the pack • Add a wordsearch programme on the web so teachers can make their own word searches and crosswords 12

Transfer of Infection Quantitative data • Significant increase in student knowledge (<0.001) % Improvement Micro organisms: p Value (95% CI) Bad microbes can spread from well cooked meat 5 (-6, 16) 0.40 Before eating 11 (3, 9) 0.01 after a bath -4 (-12, 5) 0.40 People should wash their hands Before helping to make a meal 6 (-1, 13) 0.12 After touching pets 6 (3, 9) 0.04 If people wash their hands they are less likely to get ill 5 (-1, 11) 0.12 Washing with soap and water removes more microbes 4 (-2, 11) 0.2 than washing with water alone Sneezing into a tissue stops more microbes spreading 10 (2, 17) 0.02 than sneezing into a hand 13

Hand Hygiene Teacher Comments • Add more images • Include why surgeons wash their hands • Include images of how we wash hands, to use on whiteboards 14

Hand Hygiene Student Comments • How enjoyable did students find the activity? - 86 % of students questioned liked or loved the activity • Student Likes • Student Dislikes – Seeing the microbes – Finishing the activity – Washing in hands – Putting germs on the hands • Would you wash your hands more often? – All students said YES • What was the main thing they learned – Its best to use warm soapy water to wash hands – Germs spread very easily 15

Our Suggestions • Decrease the number of worksheets / student handouts • Include more microbe images with the activity • Include images of a pre trialled version on the teacher section of the web – expected results • Include more alternative materials and methods – eg glitter glue, paint 16

Respiratory Hygiene Teacher Comments • Students really enjoyed this activity • No need for the graph paper • Suggestions – Use sugar paper and water as a less messy alternative – Use a super soaker and chalk in the playground – Show some results and ask children to think on the scenario 17

Respiratory Hygiene Student Comments • How enjoyable did students find the activity? - 100 % of students questioned liked or loved the activity • Student Likes • Student Dislikes – Practical activity – Waiting your turn – Sneezing – Writing your results – Measuring • Would you cover your mouth when you sneezed – ALL students said YES • What was the main thing they learned – Sneezes travel further than you think – Cover your mouth 18

Our Suggestions • Show some anticipated results on the web • Include more alternative suggestions for materials • Take out the graph paper 19

Food Hygiene Teacher Comments • Very time consuming to set up • Requires a lot of space that some smaller schools don’t have • Condense main activity to be more student friendly • Suggestions – Switch the main activity and the extension activity around 20

Food Hygiene Student Comments • How enjoyable did students find the activity? 100 % of students questioned rated the activity ≥3 on a scale of 1 - 5 - • Student Likes • Student Dislikes – Seeing the microbes – Listening to instructions – Preparing the food – Putting germs on chicken – Pretending to eat it • Would you wash your hands more before handling food? – ALL students said YES • What was the main thing they learned – Cook food properly – Wash hands often while preparing food 21

Our Suggestions • Simplify the layout of the main activity to be more student friendly Possibly • Use the extension activity as an alternative main activity? 22

Treatment and Prevention of Infection Quantitative data • Significant increase in student knowledge (<0.001) % Improvement Micro organisms: p Value (95% CI) Antibiotic will cure any illness 14 (3, 25) 0.01 Antibiotics kill our good microbes -10 (-17, -2) 0.04 Antibiotics help when you have a cough 12 (1, 22) 0.03 23

Antibiotic Use Teacher Comments • Require something for students to write down • Add a role play element • Provide activity with blank speech bubbles for their opinions • Link to photo story – Teacher can take pictures of her class and add them into the scenario 24

Antibiotic Use Student Comments • How enjoyable did students find the activity? - 64 % of students questioned liked the activity • Student Likes • Student Dislikes – Class discussions – Discussion – Role play – Writing – Pictures / comic strip • Would you use other peoples antibiotics – ALL students said NO • What was the main thing they learned – Don’t use other peoples antibiotics – All antibiotics are different – Look after yourself 25

Our Suggestions • Add speech bubbles online or in handouts so students can write down their own opinions • Extension activity – Use loop cards, follow me cards, or domino style games 26

Vaccines Teacher Comments • Least liked activity • Could refer back to introduction activity – Student make a vaccine with playdoh that interlocks with their bad microbe • Introduce a courtroom role play – Was Jenner a hero or a villain 27

Vaccines Student Comments • How enjoyable did students find the activity? - 36 % of students questioned liked this activity • Student Likes • Student Dislikes – Filling in story – Too much like literacy – Boring – Filling in the story and questionnaire • When should you get a vaccine – 50% students said before you are ill and 50% said during your illness • What was the main thing they learned – Jenner discovered vaccines – Vaccines teach your body how to fight the bad microbes 28

Our Suggestions • Rethink the entire activity • Use the courtroom role play • Add a cartoon showing how vaccines work • Emphasise WHEN we should get vaccinated • Possibly make playdoh vaccines to combat their own microbes made in previous lesson? 29