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Table 4 Changes from baseline to follow-up for students in Forms 1 through 3

From: Participatory science and innovation for improved sanitation and hygiene: process and outcome evaluation of project SHINE, a school-based intervention in Rural Tanzania

 

Baseline (Mean, SD)a

Follow-up (Mean, SD)

Difference

p c

Knowledge, Attitudes & Practices

 Knowledge: hygiene b

6.07 (1.59)

6.03 (1.57)

t(1,1662) = 0.5

0.614

 Perceived severity of worm infection

3.56 (1.36)

3.63 (1.36)

t(1,1642) = −0.9

0.330

 Perceived importance of washing

2.03 (0.99)

2.15 (1.19)

t(1,1657) = −2.3

0.021

 Frequency of washing

3.91 (0.87)

3.85 (0.91)

t(1,1672) = 1.2

0.224

 Frequency of unhygienic behaviour

4.50 (0.73)

4.37 (0.81)

t(1,1651) = 3.6

<0.001

Self-efficacy

 Self-efficacy to wash

4.32 (1.01)

4.27 (1.00)

t(1,1647) = 0.9

0.347

 Intention to wash

4.37 (0.99)

4.36 (0.98)

t(1,1652) = 0.3

0.759

 Intention to use toilet

3.78 (1.52)

4.01 (1.42)

t(1,1635 = −3.0

0.003

Science interest and motivation

 Pros towards science

4.62 (0.58)

4.60 (0.64)

t(1,1667) = 0.7

0.504

 Cons towards science

2.04 (1.06)

2.20 (1.15)

t(1,1651) = −2.9

0.003

Communication

 Communication: hygiene

4.11 (0.80)

4.08 (0.84)

t(1,1658) = 0.6

0.547

 Student Engagement Classroom

4.39 (0.91)

4.40 (0.90)

t(1,1667) = 0.2

0.842

 Student Engagement Community

3.96 (1.13)

4.15 (1.06)

t(1,1661) = −3.6

<0.001

  1. a Mean scores from a 5 point Likert scale with 5 indicating higher agreement
  2. b Variable dichotomised and summed for an 8 point scale
  3. c Statistically significant values (<0.05) are in bold