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1
e-Bug Pack Evaluation
2
Evaluation Process
Ireland England
France
Spain
Finland
Greece
Poland
Denmark
Belgium
Czech Rep.
Slovenia
Latvia
Lithuania
Hungary
Slovakia
Croatia
England
France
Czech Rep.
• Control and Intervention
Schools
• Junior and Senior
Schools
• Minimum of 151 students
in each group
• Evaluation carried out in
3 countries
3
Regions Evaluated
England
Czech Republic
France
Gloucester London
Bordeaux
Nice
Prague Ostrava
4
Primary Outcome
• Knowledge Change
– Baseline knowledge
– Knowledge change
– Knowledge retention
• Variables
– Teacher knowledge of microbiology
– Class size
– Region
– Learning disability register
5
Secondary Outcome
• Satisfaction
– Teacher Questionnaires
– Student Questionnaires
– Focus groups
6
Knowledge Change Results
• Variable did not have any effect on
knowledge change at any of the time points
• Exception Region
7
Introduction to Microbes
• An Introduction
– Make microbes out of paper cut
outs and Arts & Crafts
materials
• Good Microbes
– Yogurt Making Activity
• Bad Microbes
– Interactive Discussion
8
Introduction to Microbes
Control Intervention
Baseline Change Retention Baseline Change Retention
Gloucester 6.8
(-4.4, 18.0)
33.5
(22.3, 44.7)
33.7
(22.6, 44.9) 0
32.5
(30.3, 34.7)
29.8
(27.0, 32.6)
London - - - - - -
Nice 8.1
(-0.7, 16.9)
24.3
(14.5, 34.1)
26.5
(15.5, 37.4)
7.0
(-0.8, 14.7)
30.0
(22.3, 37.8)
32.5
(24.3, 40.6)
Bordeaux 9.3
(-0.6, 19.1)
29.1
(18.8, 39.4)
31.5
(21.3, 41.8)
13.2
(2.2, 24.2)
36.4
(24.2, 48.5)
36.2
(23.8, 48.6)
Prague 3.5
(-4.7, 11.7)
14.1
(5.3, 22.9)
13.4
(4.7, 22.0)
6.0
(-2.4, 14.4)
26.4
(18.0, 34.8)
28.4
(19.9, 36.9)
Ostrava -0.7
(-8.7, 7.3)
2.1
(-6.2, 10.4)
11.6
(3.6, 19.6)
4.7
(-3.5, 12.8)
30.8
(22.7, 39.0)
29.1
(21.0, 37.3)
9
Introduction to Microbes
Control
Change
Control
Retention
e-Bug
Change
e-Bug
Retention
Gloucester
London - - - -
Nice
Bordeaux
Prague
Ostrava
Significant improvement in knowledge across all regions
No loss in student knowledge over time except Gloucester*
10
Spread of Infection
• Hand Hygiene
– Hand washing activity using UV
gel/powder to represent microbes
• Respiratory Hygiene
– Sneezing Runway
• Food Hygiene
– Chicken salad activity using UV
gel/powder to represent microbes
on raw chicken
11
Spread of Infection
Control Intervention
Baseline Change Retention Baseline Change Retention
Gloucester 5.7
(-3.5, 14.9)
10.5
(1.3, 19.8)
12.2
(3.0, 21.4) 0
10.6
(8.6, 12.6)
12.2
(9.6, 14.8)
London - - - - - -
Nice 2.8
(-4.7, 10.3)
-7.7
(-16.2, 0.8)
-2.1
(-11.7, 7.5)
-3.0
(-9.5, 3.4)
6.2
(-0.3, 12.6)
8.1
(1.2, 14.9)
Bordeaux 1.8
(-6.3, 9.9)
11.5
(3.0, 20.1)
12.4
(3.9, 21.0)
5.0
(-4.0, 14.0)
15.5
(5.3, 25.7)
11.9
(1.5, 22.3)
Prague 3.3
(-3.5, 10.1)
3.4
(-4.1, 10.9)
2.1
(-5.2, 9.4)
-3.8
(-10.9, 3.3)
9.4
(2.4, 16.5)
6.9
(-0.2, 14.1)
Ostrava -4.4
(-11.1, 2.2)
-5.3
(-12.3, 1.7)
-4.3
(-11.0, 2.4)
-2.7
(-9.5, 4.1)
8.6
(1.8, 15.4)
10.7
(3.9, 17.5)
12
Spread of Infection
Control
Change
Control
Retention
e-Bug
Change
e-Bug
Retention
Gloucester
London - - - -
Nice
Bordeaux
Prague
Ostrava
Significant improvement in knowledge across all regions
No loss in student knowledge over time
13
Treatment / Prevention of Infection
• Vaccinations
– Reading comprehension
‘The story of Edward Jenner’
• Antibiotic Use and
Medicines
– Comic Strip and classroom
discussion
14
Control Intervention
Baseline Change Retention Baseline Change Retention
Gloucester 2.8
(-8.4, 14.1)
16.8
(5.5, 28.1)
14.7 (3.5,
25.9) 0
15.4
(12.6, 18.1)
14.6
(11.1, 18.1)
London - - - - - -
Nice 15.9
(6.7, 25.0)
24.1
(13.6, 34.6)
12.1
(0.0, 24.3)
13.3
(5.5, 21.1)
22.5
(14.6, 30.3)
27.4
(19.0, 35.9)
Bordeaux 19.0
(9.1, 28.9)
26.9
(16.4, 37.5)
32.2
(21.6, 42.7)
18.7
(7.8, 29.7)
30.8
(18.1, 43.5)
22.3
(9.3, 35.3)
Prague 14.0
(5.7, 22.3)
19.8
(10.5, 29.2)
24.4
(15.4, 33.4)
16.9
(8.2, 25.5)
29.8
(21.2, 38.4)
26.0
(17.3, 34.7)
Ostrava 12.4
(4.3, 20.5)
10.1
(1.4, 18.7)
10.3
(2.1, 18.5)
9.5
(1.2, 17.8)
28.3
(19.9, 36.6)
20.0
(11.7, 28.3)
Treatment / Prevention of Infection
15
Control
Change
Control
Retention
e-Bug
Change
e-Bug
Retention
Gloucester
London - - - -
Nice
Bordeaux
Prague
Ostrava
Significant improvement in knowledge across all regions
No loss in student knowledge over time except Gloucester
Treatment / Prevention of Infection
16
Knowledge Change Summary
• Significant Improvement in all pack
teaching areas over time
• No reduction in student knowledge after a
6 week period
• Control schools performed equally as well
17
Student Satisfaction
0%
20%
40%
60%
80%
100%
Intro
duct
ion
Goo
dBad
Han
d
Res
pira
tory
Food
Vac
cines
Ant
ibio
tics
Disliked OK Liked
18
Student Satisfaction
• Likes – Interesting Facts
– Interactive, fun activities
– Team work
– Seeing and naming the microbes
– Characters
• Dislikes – Waiting too long to take your turn
– Some activities too difficult
– When the teacher did the work
– Finishing the activity!
19
Teacher Satisfaction
• Junior Schools
– 100% satisfaction in
England and Czech
Republic
– 3/11 teachers in France
said they would NOT
use e-Bug in the future
20
Teacher Satisfaction
• Teacher Likes
– Interactive
– Engaged students
• Teacher dislikes
– Too much photocopying
– Some activities too advanced
– Yogurt activity not suitable for practical reasons
– Pages didn’t photocopy well
– Not enough multimedia support
21
General Changes
• Photocopying issues
– Merged student handouts
– Created handouts in MS PowerPoint
– Changed the colour of the resource
22
General Changes
• Multimedia Support
– Films of activities
– Added alternative activities to website
– Included more posters etc on the website
– Pack available in MS Word and PDF
23
General Changes
• Other
– Provide more alternative materials
– Include more prompts and suggestions for
teachers
– Provide more animations
– Introduce an Immunity Section
24
Specific Sectional Changes
• Introduction
– Changed arts and craft materials to playdough
• Good and bad
– Changed titles to USEFUL and HARMFUL
microbes
– Created a new ‘Yeast Races’ activity
• Food Hygiene
– Food Hygiene: Condensed main activity
• Vaccinations
– Vaccinations: Added a role play element
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