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