eBug Pack Evaluation

1
e-Bug Pack Evaluation

• Senior Schools

London, September 2009
e-Bug is funded by the European Commission
DG-SANCO
2
Evaluation Process

• Knowledge Change
• Questionnaires
• Teacher Satisfaction
• Questionnaires
• Focus Groups
• Student Satisfaction
• Questionnaires
• Focus Groups

3
Evaluation Process

• 3 main sections of the pack
• Introduction to Microbes
• Transfer of Infection
• Treatment and Prevention of Infection

• Confounding variables
• Teacher knowledge of microbiology
• Class size
• Region
• Learning disability register
• Variables did not have any effect on knowledge
  change at any of the time points
• Exception Region

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Introduction to Microbes

• Introduction
• Guess Who style group game
• Good Microbes
• Yogurt Making Activity
• Bad Microbes
• Research a disease from a specific country

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Introduction to microbes
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Introduction to Microbes
Knowledge improvement in all regions although not
at significant levels in London and Prague No
loss in student knowledge over time
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Spread of Infection

• Hand Hygiene
• Shaking hands and hand prints on agar plates
• Respiratory Hygiene
• Sneezing Party
• Sexually Transmitted Infections
• Test-tube transmission

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Spread of Infection
9
Spread of Infection
correct at baseline
Knowledge Improvement across all
regions Significant levels for Gloucester,
Bordeaux and Ostrava No loss in student knowledge
over time
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Treatment and Prevention of Infection

• Antibiotic Use and Medicine
• Harrys Story (read story and draw conclusions
  from graphs)
• Vaccinations
• Research activity into Measles in Africa and UK

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Treatment and Prevention of Infection
12
Treatment and Prevention of Infection
correct at baseline
Knowledge improvement across all
areas Significant levels for Gloucester, Nice and
Ostrava No loss in student knowledge over time
except Ostrava
13
Summarise Findings

• Consistent knowledge improvement for Ostrava (CZ)
  and Gloucester (ENG)
• Treatment of Infection
• 3 regions demonstrated improvement
• baseline knowledge was very high
• Treatment and Prevention of Infection
• 3 regions demonstrated improvement
• Baseline knowledge was very low
• Activities may not be suitable

14
Student Satisfaction
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Student Satisfaction

• Likes
• Interesting, fun, interactive, memorable
  activities
• Group work
• Being able to see the microbes (pictures
  growth)
• Engaging topics relevant to them
• Dislikes
• No practical
• Antibiotic activity was repetitive
• Too much class discussion
• Complicated microbe names

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Teacher Satisfaction

• 100 satisfaction in England and Czech Republic
• 1 teacher in France said they would not use e-Bug
  in the future

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Teacher Satisfaction

• Teacher Likes
• Engaged students
• Fun
• Teacher sheets
• Help with difficult to teach topics
• Teacher Dislikes
• Not enough scientific information
• Not enough multimedia
• Time consuming

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General Changes

• Photocopying issues
• As junior pack
• Multimedia Support
• As junior pack
• Other
• As junior pack

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Specific Changes

• Introduction to Microbes
• Changed main activity to top trumps style card
  game
• Good and Bad
• Changed titles to USEFUL and HARMFUL microbes
• Changed harmful activity where students look for
  similarities and difference in disease relevant
  to themselves

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Specific Changes

• Hand Hygiene
• Provide answer sheets for schools who cannot grow
  microbes in classroom
• Respiratory Hygiene
• Add an alternative activity to include sneeze on
  your sleeve message
• Sexual Transmission
• Use starch and iodine instead of HCl
  phenylalanine

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Specific Changes

• Vaccines
• Created new interactive infected activity
• Antibiotics
• Created new practical experimentation activity
  using HCl and indicator dyes

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Conclusion

• A lot of changes made to both the junior and
  senior school resources
• Full working website with support materials
• Future evaluation required
• Assess final e-Bug resource
• Uptake in each country

23
Thank you

• France and the Czech Republic
• Statistician Mr Neville Verlander
• Teachers and Students who took part