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Avoiding type III errors in health education program evaluations: a case study.

C E Basch, E M Sliepcevich, R S Gold

    Health Education Quarterly
    |January 1, 1985
    PubMed
    Summary
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    Evaluating a school health education curriculum showed positive learning effects but varied implementation. No significant link was found between implementation fidelity and student knowledge gains, highlighting the need to measure program execution.

    Area of Science:

    • Health Education
    • Program Evaluation
    • Educational Psychology

    Background:

    • Program evaluation requires monitoring implementation to ensure accurate assessment.
    • Inadequate implementation can lead to Type III errors, misinterpreting program effectiveness.
    • School health education programs need rigorous evaluation of both content delivery and learning outcomes.

    Purpose of the Study:

    • To analyze the implementation of a school health education curriculum.
    • To assess cognitive learning outcomes attributable to the curriculum.
    • To examine the relationship between classroom implementation fidelity and student knowledge changes.

    Main Methods:

    • Quasi-experimental design with a curriculum group (n=101) and a comparison group (n=84).

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  • Data collection included pre/post knowledge tests, daily implementation monitoring, and teacher/principal questionnaires.
  • Analysis involved descriptive statistics, significance tests, and qualitative assessment procedures.

    • Main Results:

    • The curriculum positively impacted student learning.
    • Significant variation in curriculum implementation fidelity was observed across classrooms.
    • No statistically significant relationship was found between implementation fidelity and cognitive outcomes.
    • Comparison classes received some health instruction, compromising their control status.

    Conclusions:

    • Measuring program implementation is crucial for accurate evaluation.
    • Variability in implementation necessitates formative evaluation strategies.
    • Further research is needed to develop robust implementation measures in health education.