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Table 3 Participating schools’ characteristics and contextual factors based on socioeconomic and geographic settings

From: Do the implementation processes of a school-based daily physical activity (DPA) program vary according to the socioeconomic context of the schools? a realist evaluation of the Active at school program

 

% of all schools

% of schools by socioeconomic setting

% of schools by geographic setting

Contextual factors

 

High SES

Middle SES

Low SES

Rural

Urban

(N = 389)

(N = 89)

(N = 159)

(N = 141)

(N = 125)

(N = 264)

Socioeconomic

 High SES

22.7

-

-

-

11.7

27.8**

 Middle SES

41.4

-

-

-

47.5

38.6

 Low SES

35.9

-

-

-

40.8

33.6

Geographic

Rural

32.5

16.3a

36.3b

36.0b**

-

-

Urban

67.5

83.7a

63.7b

64.0b**

-

-

School size

 Number of students,

 mean (SD)

317 (181)

398 (189) a

310 (169) b

276 (175) b***

187 (117)

375 (177)***

School-team resistance to the program

 No resistance

53.2

49.5

53.4

55.8

65.6

47.5***

 Yes, from a minority

 of members

41.6

44.1

41.6

40.1

27.3

48.2***

 Yes, from about

 half the team

3.2

3.2

3.7

2.0

4.7

2.5

 Yes, from a majority

 of members

2.0

3.2

1.2

2.0

2.3

1.8

Resources allocated

 Amount ($) per student

 in YEAR 1, mean (SD)

59.07 (31.25)

52.46 (31.75)

60.46 (32.63)

59.79 (25.98)

72.61 (38.96)

52.78 (24.59)***

Staff turnover

 Large turnover (≥ 25%)

 of homeroom teachers

19.3

19.2

15.0

23.4

14.2

21.8

 Large turnover (≥ 25%)

 of PE teachers

33.5

34.6

36.4

29.7

35.4

32.6

  1. SES  socioeconomic status, N  number of participants, SD  standard deviation. * indicates a significant difference (p-value < 0.05) between groups; ** indicates a significant difference (p-value < 0.01) between groups; *** indicates a significant difference (p-value < 0.001) between groups. In the case of differences according to socioeconomic settings, values on the same line with different superscripts (a, b) differ significantly at p < 0.05.