00000ctm a22000003a 4500 UP-1685523046126267405 Buklod 20131128160919.0 m o j ta 131128s2008 xx d r |||| u| (iLib)UPMNL-00013078636 UPM-CPH eng LG 996 2008 P9 T36 Tanchoco, Celeste C. A process evaluation of a school-based intervention program for healthy weight management kineti-kids program. 2008 233 leaves Thesis (DrPH Nutrition)--University of the Philippines, Manila Worldwide increase in the prevalence of obesity prompted the World Health Organization (WHO) to provide the global strategy on diet, physical activity, and health. Thus, existing school-based intervention programs are now formally launched and are continuously being implemented without any primacy to process evaluation. A process evaluation of the Kineti-Kids intervention program was then undertaken to improve the quality of nutrition education on the promotion of healthy lifestyle among schoolchildren who are vulnerable to future lifestyle diseases. The general objective of the study was to evaluate the different processes by which the Kineti-Kids Program components were carried out and the effects of training, classroom, and promotional activities on nutrition knowledge, behavior, nutritional status and physical activities of school children in four pilot schools in Manila for the School Year 2005. The study was participated in by 117 teachers, 448 schoolchildren, and 375 parents from two public and two private schools in Manila. The processes in the module development, training of teachers, and application of pedagogical procedures were evaluated against procedures or models with selected parameters. The four component processes of module development were reviewed using the Moscoso model and specific parameters in terms of how the modules evolved, content analysis, the reading and comprehension capacity level, and the teacher's review of the modules. The simplified measure of gobbledygook (SMOG) was used to estimate the readability value of the module, while a pretested questionnaire was utilized to measure the elements of attraction, comprehension, and acceptability. The Wolf model was applied in the teachers' training process evaluation where training needs assessment, training program content, management of training logistics, and evaluation of the training program (PPME) were considered. The process of classroom-based teaching and promotional activities components of the Kineti-Kids Program were compared with existing procedures as models. The effects of module utilization, training, classroom-based teaching and promotional activities on teachers, children and parents' individual perception, nutrition knowledge/awareness changes in behavior, nutritional status and physical activity levels were evaluated using checklists, scoring systems, and structured questionnaires. A series of acceptance criteria for the different program components was developed for inferential qualitative and quantitative results. The evaluation revealed that planning, preparation of draft, producing final module, presentation, and evaluation of the Kineti-Kid modules followed the Moscoso model for module development except for the needs assessment, planned revision, and process analysis documentation in all developed modules. The demographic characteristics, knowledge, and behavior of teachers were not also considered in the module development. Based on the acceptance criterion, the process evaluation of module development scored 85.71% only. The content analysis of the module in accordance with the Basic Education Curriculum (BEC) of the Philippine Elementary Learning Competencies of the Department of Education (DepEd) met the minimum acceptance criterion with a score of 8, while the SMOG formula readability of 11 to 11.6 equivalency score appropriate for college level was observed. The teachers' evaluation of the modules in general met the acceptance criterion for attractiveness, comprehensibility, persuasiveness as well as the perceived module acceptance among children with a score of more than 4. Less than 10% of the teachers in terms of the usefulness, timeliness, adequacy of information, and the meeting of set objectives of training. The teachers were not adequately satisfied with the content of the training, since needs assessment mechanics of teacher training prior to planning as well as training on the use of the modules were not undertaken. The training process evaluation scored 77% only. Almost all teachers (95%) gained knowledge and skills from the workshop, acquired innovative skills in teaching physical activities (92%) and nutrition (87%), yet their food choices and physical activities were not affected. The rubric score met the minimum acceptance criterion with the score ranged from 4.1 to 4.7. On the average, classroom activities on teaching nutrition and healthy lifestyle showed slight improvement in dietary intake, weight, behavior and attitudes but not on physical activity. The classroom evaluation process showed that more than half of the teachers utilized the nutrition modules where Science and HE modules has better utilization than PE and Makabayan. The promotional activities received a perfect score of 100% for program launch, published press releases, and developed print materials, but not on the expected awareness. Greater awareness to the Kineti-Kids Program was higher among parents (81.2% and among children (71%) in public schools than parents (68.1%) and children (64.3%) in private schools. The process evaluation identified certain strengths and weaknesses f the KK Program that can affect sustainability in general and can guide in remodeling the mechanics of operation. The processes utilized in the module development, teachers' training, module utilization and promotional activities met the minimum acceptance criterion based on the specific parameters of the used models. Needs assessment for module development and training, familiarity on the use of different modules, appropriateness of pedagogical approaches, and promotional materials were not totally considered in the program components as well as the characteristics of the teacher trainees, the schoolchildren and parents as stakeholders. Modified models for module development and other component parts of the Kineti-Kids Program are recommended to address the identified gaps and revision using practical and sensitive indicators that would allow a sustainable outcome in improving pedagogical methods aligned with learning opportunities, physical activities and lifestyle behavior. Nutrition Education. Obesity. FI UP UPMNL CPH LG 996 2008 P9 T36 Thesis