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dc.date.available
2025-02-20T11:32:56Z
dc.identifier.citation
Hermida, Maria Julia; Perez Santangelo, Agustin; Calero, Cecilia Ines; Sigman, Mariano; (2025): Learning by teaching approach improves dengue knowledge in teachers and parents. Consejo Nacional de Investigaciones Científicas y Técnicas. (dataset). http://hdl.handle.net/11336/254960
dc.identifier.uri
http://hdl.handle.net/11336/254960
dc.description.abstract
This dataset was created to conduct the project Learning by teaching approach improves dengue knowledge in teachers and parents, supported by Mundo Sano. The abstract of the project is below, including the hypotheses analyzed. There is narrow evidence on which strategies are most effective for disseminating information on dengue prevention. This is particularly relevant because social habits have a great prevention capacity for dengue. We investigated how effective are children as health educators, and how much they learn as they teach. We recruited 142 children and 97 parents in Argentina’s tropical area for two cluster randomized parallel trials. In Study 1, we compared the dynamics of dengue knowledge of 10-year-old children who—after receiving a dengue talk—1) listened to an unrelated topic; 2) read a booklet with information about dengue, 3) taught their parents about dengue, or 4) taught their parents about dengue, using the booklet. In Study 2, we assessed whether the parents’ dengue knowledge changed after interacting with their children, in comparison with parents learning about dengue from an expert or about an unrelated topic. Children that taught their parents what they learned, using a booklet, showed 2.53 more correct responses (95% CI [0.20, 4.85]; P = 0.027) than children who listened to an unrelated topic. This style of teaching also serves to effectively propagate knowledge: parents learned from their children the same as from an expert; and significantly more than parents who learned about an unrelated topic. Parents learned from their children even if they were taught with booklets (1.49, 95% CI [0.01, 2.96]; P = 0.048) or without (1.94, 95% CI [0.44, 3.44]; P = 0.006). Specifically, after being taught by their children, parents showed on average 1.49 (if they were taught with a booklet) and 1.94 (without booklet) more correct responses than parents that learned about an unrelated topic. The simple action of prompting children to teach consolidated their own knowledge and broadcasted it effectively to their parents. This strategy is a potential low to no-cost method for sharing information about dengue prevention.
dc.rights
info:eu-repo/semantics/restrictedAccess
dc.title
Learning by teaching approach improves dengue knowledge in teachers and parents
dc.type
dataset
dc.date.updated
2025-02-20T09:56:08Z
dc.description.fil
Fil: Hermida, Maria Julia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional de Hurlingham.; Argentina
dc.description.fil
Fil: Perez Santangelo, Agustin. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina
dc.description.fil
Fil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
dc.description.fil
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Torcuato Di Tella; Argentina
dc.rights.license
Protección de datos personales (Ley 25.326)
dc.datacite.PublicationYear
2025
dc.datacite.Creator
Hermida, Maria Julia
dc.datacite.Creator
Perez Santangelo, Agustin
dc.datacite.Creator
Calero, Cecilia Ines
dc.datacite.Creator
Sigman, Mariano
dc.datacite.affiliation
Consejo Nacional de Investigaciones Científicas y Técnicas
dc.datacite.affiliation
Universidad Nacional de Hurlingham.
dc.datacite.affiliation
Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria
dc.datacite.affiliation
Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación
dc.datacite.affiliation
Consejo Nacional de Investigaciones Científicas y Técnicas
dc.datacite.affiliation
Universidad Torcuato Di Tella
dc.datacite.affiliation
Consejo Nacional de Investigaciones Científicas y Técnicas
dc.datacite.affiliation
Universidad Torcuato Di Tella
dc.datacite.publisher
Consejo Nacional de Investigaciones Científicas y Técnicas
dc.datacite.subject
Otras Psicología
dc.datacite.subject
Psicología
dc.datacite.subject
CIENCIAS SOCIALES
dc.datacite.date
2018/2018
dc.datacite.DateType
Recolectado
dc.datacite.language
spa
dc.datacite.version
1.0
dc.datacite.description
Participants. In Study 1, we recruited 142 fourth graders (10 years old; 68 females, 1 unreported gender) and 57 parents (77% mothers, 13% fathers, and 10% caregivers). Parents gave their written consent (as well as children’s) to participate in the study. Study 2 included 97 parents (85% mothers, 9% fathers, and 6% caregivers) of fourth grade children. Fifty-seven parents (the ones in Tutoring and Tutoring with booklet groups) were the same as in Study 1. Forty-one new parents were recruited and randomly assigned to two new groups: Unrelated Topic and Expert. They gave their written consent to participate. Studies 1 (protocol no 683) and 2 (protocol no 435) were authorized by the Ethical Committee of the Centro de Educación Médica e Investigaciones Clínicas Norberto Quirno. Participants’ recruitment and research activities were conducted in six suburban public schools from Puerto Iguazú (Argentina), a city endemic for dengue. Schools were predominately attended by low socioeconomic level population (59% of parents have low level of work, or they were directly unemployed). Evidence showed that low socioeconomic populations usually have less knowledge about dengue and showed fewer preventive practices; thus they are a main focus of dengue interventions.35 Also, according to schools’ authorities, children or parents had not received any dengue talk before. Instruments. To evaluate dengue knowledge, we designed a 22-item True–False test about dengue (Supplemental Table 1, Supplemental Material). It was based on a questionnaire used in a previous study with similar population,36 but it was adapted to this sample by an interdisciplinary team of experts in mosquito-borne diseases and in children’s learning. The test evaluated the following contents: mosquito (i.e., physical appearance, life cycle, places where it lives, and moments in which it bites); prevention (i.e., actions to control breeding sites and bites); transmission (i.e., how it spreads); and symptoms (i.e., symptoms and actions that should be taken when symptoms appear). Because we wanted to avoid as much as possible the learning effect produced just by the repetition of the same test, we designed three versions of the same True–False test. All versions have the same items but paraphrased and in random order. The number of true and false correct answers was similar (12 true, 10 false) in all versions. Children (in Study 1) and parents (in Study 2) were randomly given one of the three versions of the True–False test, a pen and 10 minutes to answer the test. For each participant, the version given at each time was different. Importantly, no feedback about answers was given. Procedure. Study 1. We conducted a clustered randomized parallel trial (intended allocation ratio 1:1) to assess whether the learning by teaching approach increased dengue knowledge in children (acquired in a school talk). First, children were evaluated for their level of dengue knowledge before the talk (baseline). After that, all children received the talk from an expert (a health educator with 2 years of experience giving dengue talks in schools). It lasted about half an hour (X = 00:32:47, SD = 00:10:04) and included mainly theoretical content regarding the mosquito and dengue prevention, transmission, and symptoms. Also, a mosquito larva (inside a test tube), big pictures of mosquito, and drawings of dengue symptoms were shown. The talk had an interactive format: children were encouraged to ask questions during the lecture. The teacher officially in charge of each classroom as well as two assistants of researchers were present during the talk. Researcher’ assistants oversaw that all information that was asked in baseline-T3 was mentioned in the talk. If the expert forgot some content, assistants would remind her to say it, to make sure the talks were consistent across schools and that the 22 concepts about dengue evaluated in the outcome were given in the talk. When the talk finished, children were evaluated again (T1) and were subsequently assigned to one of four groups: Control (C): Children stayed in the classroom talking about an unrelated topic (instruction: “Tell me what you have been doing in school last week”; researcher’s assistants conducted the discussion in the whole group to any other topic than dengue) Booklet (B): Children stayed in the classroom reading a dengue booklet individually (instruction: “Here you have a booklet, let’s read it!”) Tutoring (T): In a silent part of the school, children taught their parents what they had learned in the talk (instruction: “Have you seen that you’ve learned a lot about dengue from the talk? Your mother/father wasn’t in the talk, so we thought you could explain to her/him what you have learned. Will you help us?”) Tutoring with booklet (TB): In a silent part of the school, children taught their parents what they have learned in the talk, and a booklet was provided (the same instruction as for T, plus the following indication: “Here you a have a booklet for you to use in the explanation”). All groups executed the activities, simultaneously, for 15 minutes approximately, in different places of the school. After completing the assigned activity, children were evaluated once again (T2). Baseline, T1, and T2 evaluations were taken on the same day. After T2, all children received the booklet. Finally, one month later, children were evaluated a last time (T3). In order not to disturb educative activities, one of the groups in which children would teach parents (T or TB) and one of the groups where they would not interact with their parents (C or B) were randomly assigned to each school. Assignments of groups to schools were made by researchers before contacting schools’ authorities. Inside each school, children whose parents did not come to school, were assigned to C or B; and children whose parents came to school were allocated in T or TB. Because we did not find differences in the baseline among schools or between groups, data from all children were analyzed together. No school or child was aware of their intervention assignment. Study 2. In a clustered randomized parallel trial (intended allocation ratio 1:1), we assessed knowledge about dengue in parents who learned from their children (with and without visual support), in comparison with parents learning from an expert or about an unrelated topic. First, parents were evaluated in their baseline level of dengue knowledge (baseline). After that, they were assigned to one of the following groups: T: Parents were taught by their children. Children taught what they had learned in the talk. TB: Parents were taught by their children what children had learned in the talk and a booklet was provided. UT: Parents received an intestinal parasites talk from an expert. E: Parents received a dengue talk from an expert. Verbal interactions between children and parents in group T and TB were audio recorded (Mp3 format). To measure the number of concepts that were mentioned by the child during the parent–child interaction, these audios were coded by an assistant (blind to the study hypotheses) who assigned one point per each of the 22 dengue concepts mentioned (the 22 dengue concepts evaluated were the same 22 concepts of the outcome). The dengue and intestinal parasites talks were given simultaneously, in different classrooms of each school, and lasted the same time. They had the same structure: definition of the vector (mosquito or parasite), contagion, symptoms, and prevention of infection. After receiving the talks or interaction with children, parents were evaluated one more time (post score) on their dengue knowledge. All activities were carried out in the same day, one following the other, in different rooms of the school. Assignments to T or TB groups followed Study 1 procedures; assignment to U and E group was made by researchers (shuffling names) before talks. No parent was aware of intervention assignment. Data analysis. All analyses were conducted in R software37,38 considering α = 0.05 as the level of statistical significance. Raw data for all participants, which includes anonymized data collected during trials and analytic code, are available in https://osf.io/a629y/?view_only=dc47a00275aa4c1ebe7789ce1c325654. We calculated the minimum sample size to achieve a power level of at least 0.80 using simulations (simr package) in Study 1; and Cohen’s method in Study 2. The minimum sample sizes were N = 120 and N = 84, respectively. To ensure a basic test comprehension and motivation to complete it, we excluded data points with less than a 33% of correct responses. A data point is the score obtained by one subject, in one study group, at each time point (baseline, T1, T2, or T3). In Study 1, to test the learning by teaching effect, we compared performance by group in time using a Linear Mixed Model with a baseline covariate. The dependent variable was Score. We included our two factors of interest (time and group), their interaction, and the baseline measurements as fixed effects factors into the model. Case (i.e., subjects’ ID) was included as a random effects factor for the intercept. In Study 2, to test whether parents can learn about dengue from their children, we compared parents’ post score by group using a Linear Model with a baseline covariate. The dependent variable was post score. We included our factor of interest (group), and the baseline measurements as fixed effects factors into the model. Case (i.e., subjects’ ID) was included as a random effects factor for the intercept. Finally, to ensure that post score in parents was indeed reflecting what they had learned from their children, we ran a Linear Model with a baseline covariate; the dependent variable was mention.
dc.datacite.DescriptionType
Métodos
dc.datacite.FundingReference
No dispone
dc.datacite.FunderName
FUNDACIÓN MUNDO SANO
dc.relationtype.isSourceOf
11336/166291
dc.subject.keyword
LEARNING
dc.subject.keyword
TEACHING
dc.subject.keyword
DENGUE
dc.subject.keyword
EDUCATION
dc.datacite.resourceTypeGeneral
dataset
dc.conicet.datoinvestigacionid
24944
dc.datacite.awardTitle
Learning by teaching approach improves dengue knowledge in teachers and parents
dc.datacite.geolocation
Argentina > Misiones > Iguazú > Puerto Iguazú
dc.datacite.formatedDate
2018
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