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Table 2 Teacher patterns of implementation and post-implementation perceptions, program ownership, perceived student benefit, and comfort level in teaching intervention curriculum

From: Factors influencing implementation dose and fidelity thereof and related student outcomes of an evidence-based national HIV prevention program

   Clusters  
Variables Overall High Implementation Group Moderate Implementation Group Low Implementation Group χ 2 p
Cluster sizes   31.7% 52.8% 15.6%   
Importance of HIV prevention for grade 6 youth in general       
Somewhat important/not at all 10.3% 5.1% 13.6% 11.1% 2.81 0.2460
Very important 89.7% 94.9% 86.4% 88.9%   
Importance of Focus on Youth for grade 6 youth in your school       
Somewhat important/not at all 17.8% 3.5% 20.9% 40.0% 17.20 0.0002
Very important 82.2% 96.5% 79.1% 60.0%   
Having other priorities (than teaching FOYC)       
No 64.3% 84.1% 57.1% 48.4% 16.56 0.0003
Yes 35.7% 15.9% 42.9% 51.6%   
Perceived benefits of FOY curriculum for grade 6 students       
Somewhat/not at all 23.7% 6.8% 25.0% 57.7% 26.04 <0.0001
Very much 76.3% 93.2% 75.0% 42.3%   
FOY curriculum is a Bahamian curriculum       
Somewhat/not at all 41.0% 27.6% 41.0% 72.0% 14.25 0.0008
Very much 59.0% 72.4% 59.0% 28.0%   
Compared to the time spent teaching reading skills in grade six, the time spent teaching FOYC was:       
Less important 17.7% 10.2% 22.7% 18.2% 3.82 0.1482
About the same/more important 82.3% 89.8% 77.3% 81.8%   
Student engagement in core activities (range 1–3 points)a 2.85 (0.23) 2.87 (0.21) 2.87 (0.19) 2.79 (0.29) 1.82 0.1648
Comfort level in teaching core activities (range 1–3 points)a 2.82 (0.24) 2.87 (0.16) 2.83 (0.24) 2.74 (0.30) 3.13 0.0459
  1. Note: aF test was used.