scholarly journals Primary school students’ poetic malaria messages from Jimma zone, Oromia, Ethiopia: a qualitative content analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yohannes Kebede ◽  
Abdu Hayder ◽  
Kasahun Girma ◽  
Fira Abamecha ◽  
Guda Alemayehu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Drug Use ◽  
Primary School ◽  
Qualitative Content Analysis ◽  
Signs And Symptoms ◽  
Primary School Students ◽  
School Students ◽  
Jimma Zone ◽  
Itn Use ◽  
Prevention Methods

Abstract Background The engagement of schools in malaria control is an emerging strategy. Little is known about the involvement of students in the development of malaria messages. This study evaluated the message content of primary school students’ malaria poems. Methods A qualitative content analysis was conducted to explore malaria messages conveyed in poems produced by students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of the Jimma Zone. Data were analyzed using Atlas.ti version 7.1.4 software. The message contents were quantified in terms of frequency, and including metaphors, presented using central themes, categories, and supportive quotations. Results A total of 602 malarial contents were generated, and organized into 21 categories under five central themes. 1) Malaria-related knowledge (causation and modes of transmission, mosquito breeding and biting behavior, signs and symptoms, care for insecticide-treated nets (ITNs), and prevention methods), 2) Perceived threats from malaria, 3)The effectiveness of prevention methods (i.e., related to the adaption of ITNs, environmental cleaning, indoor residual spray (IRS), treatment for fever, and drug adherence practices), 4) Misconceptions, beliefs, and malpractices regarding the cause of malaria and drug use) and 5) Direct calls to the adopt ITN, IRS, clean surroundings, treatment, and drug use. The most commonly conveyed message contents were about the severity of malaria, distinguishable signs and symptoms, calls for community participation for malaria elimination, knowledge of preventive methods, and effectiveness of ITN use. Metaphoric expressions (war and death) were used to convey messages about the severity and the need to manage the prognosis of malaria through the active ITN use, which itself was metaphorically represented as ‘a trap’ to mosquitoes. Conclusions The poetic analysis indicated that the students developed and disseminated rich malarial messages, especially on malarial knowledge, and perceptions, beliefs, norms and practices of the local community to prevent and control malaria. Therefore, primary school students can be a source of information and would effectively communicate knowledge, perceptions, and promote malaria related practices, particularly in rural settings.

scholarly journals Primary school students’ poetic malaria messages in Ethiopia: A qualitative content analysis

2020 ◽  
Author(s):  
Yohannes Kebede ◽  
Abdu Hayder ◽  
Kasahun Girma ◽  
Fira Abamecha ◽  
Guda Alemayehu ◽  
...  
Keyword(s):  
Content Analysis ◽  
Drug Use ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Content Analysis ◽  
Signs And Symptoms ◽  
Insecticide Treated Nets ◽  
Primary School Students ◽  
School Students ◽  
Environmental Cleaning

Abstract Background: Engagement of schools in malaria control is an emerging strategy. Little is known about involvement of students on malaria message developments. This study evaluated message contents of primary school students’ malaria poems.Methods: A qualitative content analysis was conducted to explore malaria messages conveyed in poems produced by students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of Jimma Zone. Data were analysed using Atlas.ti version 7.1.4 software. Message contents and metaphors were presented using central themes and categories in supportive quotations. Finally, message contents were quantified in frequency. Results: The ages of the poetic students ranged from 12 to19 years old. A total of 602 specific malaria contents generated. The contents were put into 21 categories under five central themes. Contents about malaria-related knowledge include causation and modes of transmission, mosquito breeding and biting, signs and symptoms, caring for insecticide-treated nets (ITNs), and ways of prevention. The poems conveyed the perception of threats from malaria. Effectiveness of prevention methods was profoundly reported related to adaption of ITNs, environmental cleaning, indoor residual spray (IRS), treatment for fever, and drug adherence practices. Misconceptions, beliefs, and malpractices were mentioned in the poems pertaining to causes and drug-use. Direct calls were present to adopt ITN, IRS, clean surroundings, treatment, and drug use. Message about the severity of malaria, distinguishable signs and symptoms, manifest calls to community participation towards malaria elimination, knowledge of preventive ways, and effectiveness of ITN use were the most commonly conveyed contents. Metaphoric expressions (war and death) were used to convey messages about severity and the need to manage the prognosis of malaria through active ITN utilization, which itself was metaphorically represented ‘a trap’ to mosquitoes. Conclusion: Poetic content analysis indicated that students in primary schools are considerable malaria messages source, particularly in rural settings. Involving students in malaria programs would effectively communicate knowledge, perceptions, and promote practices by using local metaphors that set learning contexts.

scholarly journals Effects of Sequences of Cognitions on Group Performance Over Time

2017 ◽  
Vol 48 (2) ◽  
pp. 131-164 ◽  
Author(s):  
Inge Molenaar ◽  
Ming Ming Chiu
Keyword(s):  
Content Analysis ◽  
Discourse Analysis ◽  
Primary School ◽  
Group Performance ◽  
Past Research ◽  
Primary School Students ◽  
School Students ◽  
New Ideas ◽  
High Level ◽  
Over Time

Extending past research showing that sequences of low cognitions (low-level processing of information) and high cognitions (high-level processing of information through questions and elaborations) influence the likelihoods of subsequent high and low cognitions, this study examines whether sequences of cognitions are related to group performance over time; 54 primary school students (18 triads) discussed and wrote an essay about living in another country (32,375 turns of talk). Content analysis and statistical discourse analysis showed that within each lesson, groups with more low cognitions or more sequences of low cognition followed by high cognition added more essay words. Groups with more high cognitions, sequences of low cognition followed by low cognition, or sequences of high cognition followed by an action followed by low cognition, showed different words and sequences, suggestive of new ideas. The links between cognition sequences and group performance over time can inform facilitation and assessment of student discussions.

scholarly journals Effectiveness of school based social and behavior change communication interventions in improving use of insecticide treated nets among primary school students in rural Ethiopia: A quasi-experimental design

2020 ◽  
Author(s):  
Fira Abamecha Ababulgu ◽  
Lakew Abebe Gebretsadik ◽  
Zewdie Birhanu Koricha ◽  
Morankar Sudhakar ◽  
Yohannes Kebede Lemu ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Behavior Change ◽  
Primary School ◽  
Insecticide Treated Nets ◽  
Primary School Students ◽  
School Students ◽  
Change Communication ◽  
Itn Use ◽  
Quasi Experimental ◽  
And Behavior

Abstract Background: Unequivocally; malaria becomes major health problems among school children. Evidences of coordinated school engaged social and behavior change communication (SBCC) strategy is required to curb the disease; thus keeping momuntem to malaria eliemination. This study examined effectiveness of schools engaged SBCC approach on use of insecticide treated nets (ITNs) among primary school students in malaria endemic settings of Ethiopia.Methods: The school-community engaged SBCC intervention involving various educational and capacity building activities was implemented from Oct.2016 to Sept.2018 in 75 rural schools of Jimma to promote malaria preventive practices both at schools and community levels. A quasi-experimental evaluation design was employed enrolling 798 randomly sampled primary school students (399 interventions and 399 controls). Data were collected using structured questionnaires by interveirwers and analyzed using SPSS 26 Amoss software. Propensity score matching (PSM) technique was applied to create approparite matching. Chi-square and general linear model was conducted to estimate the average effects of the intervention for dichotomous and continous outcomes respectively.Finally; multivariable logistic regression modelling was done to indentify predictors of ITN use. P-value < 5% was considered for statistical significance. Results: Effects of the interventions were observed on all measured psychographic dimensions with self-efficacy (β =25.87, 95% CI: 22.77-28.97) and perception of malaria threat (β =6.38, 95% CI: 4.08-8.68) showing highest and lowest effects respectively. Importantly; a difference of 39% (95% CI: 32.18-45.91) was observed with respect to ITN use between intervention and control groups. Multivarible logistic regression showed access to one and more ITN per two family members was associated to ITN use (AOR=1.76, 95% CI: 1.01-3.07). Similarily; unit increase in self-efficacy (β=0.101, 95% CI: 1.22-2.32), multidimesional knowledge (β=0.04, 95% CI: 1.01-1.06) and family support (β=0.04, 95% CI: 1.02-1.06) improve use of ITN by 10%, 4%, and 4% respectively.Conclusion: This study suggested that SBCC impelemetation that draw on combination of various interpersonal communication and stakeholders’ engagement approaches were effective promoting sustained malaria preventive behaviours in school going children. Indeed; it’s important to account for message contents and communication methods targeted to influence knowledge, risk perceptions and behavioral skills combined with family supports, access to ITNs and beyond

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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