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T E M B Op i l O T s T u d y

IntroductionThis summary report on the pilot study conducted in Lagos, Nigeria provides findings based on the 3-week implementation period from June 5-26, 2015. Sections include Introduction, Methodology and Data Analysis. Research questions are answered in the Findings and Lessons Learned section, and research tools and forms are located in the appendices at the end of the report.

Purpose of Study: The purpose of the TEMBO project was to conduct a pilot study testing the feasibility of using text messaging as the primary method of implementing 15 activities from the Age 3 (Year 1) paper HIPPY curriculum.

Target Population: Forty-five children and their families who live in the poorest communities within Lagos State, Nigeria. The study also included 15 Home Educators from different communities in Lagos who were recruited by a local Non-Governmental Organization (NGO) Hope IV AIDS International, which is a small agency with strong ties to several communities and churches throughout Lagos State.

MethodologyThe pilot study included the following steps:

a) Recruiting Home Educators and family members who met certain criteria for the pilot study (Enrollment Sheets and Informed Consent Forms – Appendix 1, 2, 3).

b) Florida State HIPPY staff training Home Educators daily in person using the text messaging format to role play different activities.

c) Sending text instructions out to Home Educators and family members.

d) Home Educators role playing with families using text messaging.

e) Florida State HIPPY and TEMBO personnel observing, providing one-on-one coaching and technical assistance to Home Educators during their home visits with families.

f) Parents conducting HIPPY activities daily with their child in their home setting.

g) TEMBO team sending out a question relating to the day’s activity and parents answering the daily question and being rewarded with free minutes and texts for answering the question correctly.

h) Rewarding Home Educators with free text minutes for their parents’ correct responses.

summary findingsFrom a Three-Week Pilot Study in Lagos, Nigeria:

Text Messaging as a method of delivering the HIPPY Curriculum

July 2015

Prepared By:Ruby Joseph, MPA

HIPPY Researcher

Published by:Florida State HIPPY Training and Technical Assistance

ContentsIntroduction ......................................1

Methodology .....................................1

Data Analysis ....................................2

Findings and Lessons Learned........3

Conclusion ..................................... 10

Appendices1 Criteria for Enrolling .......................112a Home Educator Enrollment Form 122b Family Enrollment Form ..............133 Informed Consent Form .................144 Parent Feedback Form .....................155 Parent Satisfaction Survey ...............166 Training Evaluation Form ...............17

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Lagos, Nigeria Summary Findings


i) Daily feedback and reviews completed using parent feedback forms (Appendix 4) during training to help revise, correct, reiterate and reinforce specific implementation strategies and the Do’s and Don’ts of the program.

j) Team debriefing and meeting with Home Educators to modify strategies as needed to address any issues and challenges.

k) Conducting three parent satisfaction surveys (Appendix 5) after activities 5, 10, and 15.

Data AnalysisFour different sets of data were analyzed for this study:

1) Demographic and Statistical Data about the target communities and study participants.

2) Feasibility Data regarding the practicality of utilizing texting as the primary method of implementation.

3) Fidelity Data on the way Home Educators were performing their role play instructions.

4) Outcome data on program impact.

Demographic DataA review of secondary demographic data on Lagos was conducted to get an idea of how the communities in the study compared to other communities within Lagos state. Information from this analysis provided context for understanding the communities and families included in the pilot study.

A brief analysis of the 15 Home Educators and 45 families was conducted using information obtained from the enrollment/recruitment sheets (Appendix 2).

Feasibility DataOur analysis of the feasibility of using text format centered on the following:

1) Practicability of utilizing texting.

2) The target populations’ level of satisfaction and comfort using this methodology.

3) Identified and observed challenges and barriers of implementation.

Fidelity DataInformation on program fidelity was gathered in two ways:

1) During daily observations of home visits, TEMBO and Florida State HIPPY staff took field notes on Home Educators’ performances while role playing, and

2) During Home Educators’ feedback sessions held during daily trainings.

An evaluation of the effectiveness of trainings conducted by the Florida State HIPPY team was conducted (Appendix 5).

Outcome DataOutcome data for this three week pilot study focused on whether or not parents felt that the project had helped them educate their children and whether they felt that their children had made educational progress as a result of the pilot. The data was gathered through (a) Parent Satisfaction Surveys completed after 5, 10 and 15 activities, and (b) Pre and post in-depth interviews of 12 parents. Data was analyzed to ascertain general trends and findings.

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Findings and Lessons Learned

Demographic Findings

Who are our study participants and which communities did they come from?

Targeted CommunitiesLagos is a port and the most populous city in Nigeria. The metropolitan area originated on islands, including Lagos Island, that were protected from the Atlantic Ocean by sand spits. The city has expanded onto the mainland west of the lagoon, with Ikeja, the capital of Lagos, and Agege over 25 miles northwest of Lagos Island. Lagos has a population estimated at 21 million in 2014, which makes it the largest city in Africa.1

Despite the hardship, every year more people move to Lagos. It is one of the world’s mega cities with a high crime rate and about 15 million people crammed into the steamy lagoons of southwest Nigeria.2 Two out of three Lagos residents live in a slum with no reliable access to clean drinking water, electricity, waste disposal – even roads.

As the city population swells by up to eight percent every year, the slums and their associated problems are growing. The Nigerian government estimates that Lagos will have expanded to 25 million residents by 2015.

The pilot study included nineteen different communities and neighborhoods in Lagos:

1. Agboyi Ketu2. Akesan, Alimosho3. Anifowoshe4. Apollo, Makoko5. Ayobo 6. Chisco, Lekki7. Gowon Estate, Egbeda8. Ijora, Badia9. Ikorodu10. Ilaje11. Mushin12. Papa-Ajao13. Oriumbare, Idimu14. Shasha, Idimu15. Surulere16. New Oka-Oba17. Somolu18. Fadeyi, Yaba19. Makoko, Yaba

Many of the communities included in the pilot study are among the poorest regions of the state and are characterized as “slums” in Lagos. The World Bank identified nine of Lagos’ largest slums, Agege, Ajegunle, Amukoko, Badia, Bariga, Ijeshatedo/Itire, Ilaje, Iwaya and Makoko, for upgrading with a US $200 million loan to improve drainage and solid waste management.2 This pilot study included three of these communities: Badia, Makoko and Ilaje with Makoko and Ilaje being well-known for their harsh living conditions with parts of their communities being submerged in water.

1 Lagos Population 2014 and Lagos Population 2015. Retrieved from http://worldpopulationreview.com/world-cities/lagos-population/ 2 Lagos, Nigeria, the mega-city of slums. Retrieved from http://www.irinews.org/report/60811/nigeria-lagos-the-mega-city-slums

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Targeted FamiliesRecruitment of families for the study was conducted by the 15 Home Educators each of whom worked with three different families. Comprehensive demographic data was obtained on the 45 families in the pilot study. A total of 39 (89%) children lived with both parents and 5 (11%) children did not. On average family household size was 6.5 individuals, with one family consisting of 30 people. Families in the study had an average of 2 children who were under the age of six.

Thirty-one parents (69%) were self-employed with many of them being traders of goods and commodities, or owning their own small businesses. Two parents were Chief Executive Officers of their own companies. In addition to being traders of goods and commodities, parents had other careers including a fashion designer, legal officer, graphic artist, seamstress, caterer, and tailor. Five parents (11%) were unemployed. In addition, nine parents (20%) who worked outside their homes were educators/teachers and one parent was a head teacher of a private school. The range of time parents had been in their profession ranged from 1 year to 25 years.

Families self-reported their monthly, weekly and daily incomes in nairas, the local currency, and these amounts were converted into dollars and annual salaries. With the exception of a few parents whose annual incomes were significantly above the poverty level, on average parents had an average annual salary of $4,963.

Many of the families were poor and lived in very small houses/apartments with limited space, therefore home visits were often conducted outside instead of inside the home. Despite the living conditions, after the initial home visits, parents appeared invested in the process of teaching their children and were eager to engage in daily role play activities.

Data on 45 parents in the study, showed that 19 parents (42%) had a university education. Seven (16%) had either a Nigerian diploma, national diploma, a poly tech diploma or a diploma in public administration. One parent (2%) was in nursing school. Sixteen parents (36%) had a secondary school education; and 2 parents (5%) had an elementary school education.

Family Educa@on

Completed 4-‐year Degree

42% Nigerian/Na@onal

16%

Secondary School 36%

Elementary School

5%

Other 2%

n = 45

Family Employment

Self Employed

69%

Worked outside

the home 20%

Unemployed 11%

n = 45

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Home EducatorsFifteen Home Educators in the study were recruited by HOPE for AIDS International, the non-governmental partner for this project. Home Educators were generally from the same communities as the parents. Of the 15 Home Educators, 8 (53%) were self-employed, identifying themselves as proprietors or traders, a visionary, accountant, pastor, and a Chief Executive Officer. A total of 5 Home Educators (33%) who stated they worked outside their home had various careers including teachers, a director of nursery school and primary school, and a researcher. One (7%) of the Home Educators was a retired health educator and another Home Educator (7%) was a student. Home Educators reported their income in nairas. Converted to dollars, the average annual salary of the Home Educators was $4,096.

All of the Home Educators had a university education with 3 (20%) attending a university; nine (60%) had completed their college degree; and 3 (20%) had a masters degree.

Feasibility FindingsThe pilot study focused on studying whether text messaging was a viable way of delivering the HIPPY curriculum, and whether or not proceeding on a larger scale was advisable. Four research questions investigated in the feasibility study are summarized below.

Can the HIPPY curriculum be successfully delivered using a text message format?

The pilot study showed that converting the paper based HIPPY curriculum was very feasible. The 15 activities converted into text instructions were used to educate children in these communities as long as their parents had a feature phone and could read at a third grade level. Text messaging was used during trainings to demonstrate the role plays that Home Educators would later perform with their parents. Home Educators were able to deliver the HIPPY curriculum using this method and the text messages appeared to accurately portray the core essence of the paper-based HIPPY curriculum.

Most of the parents in the study had feature phones which allowed text messages to be sent and received. Field notes, observations, and feedback forms from parents showed that parents could read and carry out instructions using text messages received on their cell phones.

What are the specific challenges that affect implementation of the text based curriculum?

» Cell Phone Service Disruptions.

•Some cell service disruptions were experienced during the pilot.

•In outlying areas of Lagos, some residents did not receive, or experienced delays in receiving text messages. This issue will need to be explored further with the service provider to ensure potential problem areas are identified and solutions sought for addressing network issues. In the pilot study, this problem was alleviated by Home Educators forwarding text messages directly to their parents who had not received their text message.

Home Educators’ Employment

Home Educators’ Level of Education

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» Low battery and/or specific cell phone problems relating to parents and Home Educators.

» Lack of electricity was sometimes an issue for some families which impacted their ability to charge their cell phones.

» Longer instructions sent to parents/Home Educators who used feature phones (rather than smart phones) sometimes received these messages as multiple, poorly formatted texts. However, working proactively to shorten such instructions helped resolve this challenge.

What are some of the strengths of using text messaging?

Some of the strengths of using text messaging included the following:

» It eliminated the need for paper which reduces operational costs. This makes this methodology a much more viable option for organizations, agencies, and school districts that have limited budgets to support educational programs for low income families.

» Information was readily accessible via phone to the parents and Home Educators throughout the day.

» The use of text messaging encouraged more continuous communication and interaction between Home Educators and parents which was beneficial for implementing the study.

» Text messaging also facilitated ongoing communication between the TEMBO team and Home Educators and parents.

» Since parents already had the information on their cell, text messages helped parents prepare for the home visit before the actual home visit occurred. This made home visits more efficient and effective.

What is the level of acceptability of using this methodology for families, and Home Educators?

The level of acceptability of this methodology was very high among the Home Educators and family members. It was easier for families to read text messages after becoming familiar with the activities and the setup of the text instructions. Both the Home Educators and their family members appeared to read instructions and carry them out with relative ease. Although individuals with smart phones received the text messaging in a more user-friendly format, those who did not have smart phones did not appear to have that much difficulty reading the messages (See Appendix 4).

Fidelity FindingsThe pilot study also sought to assess if the processes and procedures that the model outlined were being implemented in the way they were intended. The issue of model fidelity was particularly important because this was the first time that this new revised HIPPY model was being delivered to families.

Can the text message curriculum be delivered with fidelity?

The coaching and observations conducted by TEMBO and Florida State HIPPY staff suggest that the model can be delivered with fidelity. Field notes completed by TEMBO and Florida State HIPPY staff during role plays between Home Educators and parents served as training elements that were emphasized during daily trainings. For example, making sure that Home Educators made the family aware of when the actual role playing started, and who they were supposed to be during the role play, were key teaching points for each activity. Clarifying what needed to be verbalized or said, versus what needed to be physically demonstrated through actions, was another key part of ensuring that the activities were taught with fidelity. As the pilot study progressed with the daily trainings, feedback, and observations, the fidelity of implementing the model improved. Home Educators and parents knowledge of the curriculum and model increased, and they became

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more engaged in clarifying, and validating the efforts of other Home Educators role playing conducted during daily trainings. The coaching and technical assistance offered by TEMBO and Florida State HIPPY staff during and after the Home Educators’ role play with families, was also crucial to enhancing fidelity.

In general, there was consistency in the way Home Educators delivered the model to parents. However, five Home Educators emerged as leaders in the group of 15. These individuals delivered the curriculum with accuracy and confidence and were identified as lead Home Educators who will mentor and help train other Home Educators when the project is brought to scale and fully operational in Nigeria.

Were Home Educator trainings effective?

Home Educators’ feedback regarding the role play trainings conducted by Florida HIPPY state office staff using cell phones received very favorable results. Evaluation forms completed by Home Educators indicated that trainings were effective. An analysis of 10 role play activity trainings suggests that Home Educators regarded the trainings as a crucial part of their ability to implement the activities with fidelity. All 15 Home Educators (100%) expressed overall satisfaction with the trainings, and reported an increase in their educational knowledge. These participants felt that the trainings had helped teach them appropriate strategies that parents in the pilot study could use to instruct their children. They also expressed that the trainings had demonstrated that learning can be fun, and had helped them improve their parenting skills.

Specifically regarding the first 10 trainings, 14 of 15 (93%) Home Educators felt that the information was clear, and that the training was well organized. For training activities 1-9, the majority of Home Educators, 13 of 15 (86%) felt that the amount of time dedicated to training activities was adequate. These participants also felt the information obtained through trainings was very useful. For training Activity 10, 10 of 15 (67%) Home Educators felt there was adequate training time to cover this activity,

and that the information included in this training was useful. Five Home Educators did not answer these two questions for Activity 10. Most Home Educators (86%) indicated that they would recommend these trainings to others.

Family Outcome FindingsInformation on family outcomes was captured through parent surveys and observations by TEMBO and Florida State HIPPY staff. Parent satisfaction surveys were given after activity 5, 10, & 15. The answers to two basic questions were sought:

1. Did children show improvement in their knowledge and abilities after participating in the 15 activities?

2. What impact did the study have on families?

Children’s knowledge and abilities improved as a result of the project.

Testimonials from family members suggest that the pilot project helped parents teach their children.

» 100% of the parents either strongly agreed or agreed that their child benefited from this program.

» One parent suggests that, “It (HIPPY activities) helps my child to learn fast and easy.” Another parent confirmed that her child has benefited because she/he now invests in teaching that child.

» Others felt that the project has made them better teachers and as one parent concluded: “The project helped me to teach my child very well.”

Parents overwhelmingly reported on the positive impact that the program has had on the their parent-child relationship.

Many stated that because of the project they now interact better with their children.

» At two of the three time points (after activities 5 and 10), 100% of the parents felt that the program helped them interact with their children.

“HIPPY activities and role play with Home Educators has changed how I interact with my child.”

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The following statements reflect parents’ sentiments on the benefits to the relationship between parent and child:

» “It will help mold our children’s way of behaving.”

» “The mother is the best teacher.”

» “They (parents/caregivers) will have a better relationship with their wards (children).”

» “The program helps me to interact better with my child and now I know how to understand him better.”

» One parent suggested that the project has had a positive impact on her parenting style which has resulted in her child learning more. This parent stated, “I always (used to) shout at my child when he made a mistake, but since we started this program I stopped shouting at him and I see improvement.”

The program has made teaching fun.

Many suggested that they had fun participating in the learning activities.

» “It has helped me to discover how to teach my child in a more easy way and still have fun.”

» “It was fun…”

» “It was really fun for both the parent and the child!”

» “The Home Educators and HIPPY activities were interesting and my kid had fun while playing as I was teaching him.”

Parents felt that it was easy to perform HIPPY activities.

All the parents agreed that performing the HIPPY activities was actually easy.

» At all three time points, 100% of the parents agreed that educational activities are easy to follow.

Many parents made comments that validate that activities were easy for them to follow:

» “It is easy for me to role play first and I practice with the Home Educator as well.”

» “It is simple and well explained.”

» “It made teaching my child each activity easy to perform…”

» “It makes teaching/learning easier for every parent.”

Parents liked the way the role play with the Home Educators and the HIPPY activities were organized.

» 100% of the parents at all three time points agreed that the program was well organized. Parents comments included the following:

» “The Home Educator comes to you so the parent does not have to stress themselves.”

» “The Home Educator takes parents through step by step teaching them like a little child.”

» “The Home Educator teaches me how to teach my child by the way she explains the activities.”

The HIPPY program has taught me how to interact more with my child.”

Parents’ Percep@ons Regarding Curriculum Delivery and Program Impact

0 10 20 30 40 50 60 70 80 90 100

Improved Teaching

Benefit Child

Helps Interac@on

Agree Ac@vi@es Easy

Well Organized

Work Well in Community

Agree Difficult to Organize

Disagree Difficult to Organize

Recommend to a Friend

AXer 5 Ac@vi@es AXer 10 Ac@vi@es AXer 15 Ac@vi@es

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Parents appreciated role playing as a method of instruction and commented on the benefits of this teaching strategy. One parent commented, “The Home Educator teaches me how to teach my child. I really like how the Home Educator organized things. She taught me and I will also teach her back to see if I really understood.”

Others commented on the fact that Home Educators were a source of encouragement and support which they believed helped make them better teachers for their children.

There is a need for this project in other local communities and the likelihood of success is strong.

Parents overwhelmingly agreed that this project would work well in their communities on a larger scale.

» The percentage of parents who agreed that the program would work well in their community increased from 98% after activity 5 to 100% after activities 10 and 15.

The following are among the many reasons why parents felt this program would work well in their communities:

a) It would facilitate parent relationships and interactions with their children by bringing parents and their children together.

b) It would work well because most parents would like to have a better relationship with their children.

c) It would teach parents how to teach their children through role playing and Home Educators’ instructions.

d) It would be provided at a time when children learn more quickly (i.e., during their early years).

e) It would help children learn and grow closer to their mothers.

f) It would impact more parents who would benefit from this program just like the parents in the pilot study have benefited.

g) It would help parents improve their parenting skills.

Most parents felt that this program would not be difficult to organize in their communities.

» After Activity 15, 93% of parents either disagreed or strongly disagreed that HIPPY would be difficult to organize in their community.

» By the end of activity 15, only 6% of the parents agreed that it would be difficult to organize TEMBO in their community which represented a 7% decrease from after activities 5 and 10, when 13% of parents had agreed with this statement.

Parents indicated that they would recommend this project to their friends or relatives.

All participants who answered this question stated that they would recommend this program to a friend or relative.

» 100% of the parents at all three time points agreed that they would recommend TEMBO to a friend or relative.

The reason for recommending the program generally centered on the educational and interpersonal benefits of the program that were captured by many parents’ comments:

» “I have benefited a lot from this project so I will like my friends and relatives to be involved”

» “I am gradually becoming a teacher and would like for my friend/relative to get that too.”

» “I have already benefited from the program and see the interest in my child to learn more.”

» “It will help other mothers as it has helped me.”

» “I would recommend this program so that parents will benefit and be happy.”

» “I will recommend this to my friend because it will help the child communicate well and have a strong foundation for reading and writing.”

“I have benefited a lot from this project so I will like my friends and relatives to be involved”

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The program will benefit poor parents who do not have resources to educate their children.

Some poor, uneducated children in the communities will be able to learn to read and write through this program.

» One parent explained that TEMBO helped “…Because some of my friends don’t have the power to send their children to school.”

Additional FeedbackParents expressed their desire for the project to extend throughout Nigeria and many were pleased about the opportunity that the project provides for parents to be the first teachers of their children. Some parents expressed their appreciation for being able to participate in their child’s learning and have a better understanding of their child’s abilities. A parent expressed her desire to ensure that this project reaches very poor people who can benefit the most from it.

ConclusionBased on the three-week pilot study conducted in Lagos in 19 different communities, one can conclude that delivering the HIPPY curriculum using the text messaging format works. The TEMBO model is feasible, and can be implemented with fidelity. To ensure success, carefully selected Home Educators must be identified, properly trained, and coached.

Preliminary results from self reports of 45 parents indicate that the model has a positive impact on the child’s learning and education, and promotes better parenting skills and interactions between parent and child. Family members consistently reported that they would recommend this program to their friends and relatives and felt that organizing this project in other local communities would not be difficult. These results further suggest that parents saw the value in TEMBO and felt that it would be easy to implement

and would work well in their communities. Parents identified several program benefits and continuously expressed positive sentiments about the educational activities throughout implementation.

With regard to using text messaging as the primary mode of curriculum delivery, Home Educators and family members appeared to adjust quite well after they became familiar with the text messaging format. On feedback forms, parents generally rated using texting as being “easy” or “very easy” for the 15 activities.

Resolving network and provider system issues seems to be the main potential challenge impacting the scalability of this project. Some further exploration as to the reasons for transmission problems in certain areas, and further testing to see how widespread and often these disruptions occur may be needed to assess the depth and scope of these issues. Working closely with service providers, and avoiding areas that are known to experience network service problems might be two ways of addressing this issue.

The pilot study showed a level of excitement and willingness to expand this program throughout the country. The use of text messaging as the means of delivering the HIPPY curriculum is not only feasible, but provides a critical service needed to help poor children in Lagos. For these children, this educational service might be the only way they can get some form of preschool educational support.

For More InformationFlorida State HIPPY programs

Mary Lindsey, PhD, [email protected]

Nigerian Pilot Study/HIPPY Research Ruby Joseph, MPA, [email protected]

TEMBO Project Phil Michaels, MBA, [email protected]

Parents expressed their desire for the project to extend throughout Nigeria

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APPENDIX 1


Appendix 1 Criteria for Enrolling in the TEMBO Pilot Study

Family Criteria

» Reside in a poor community in Lagos State

» Have at least one child who is 3 years old

» Have an identified primary caregiver (mother/father/grandparent/aunt/uncle) who will be responsible for teaching the child and carrying out the HIPPY activities

» Primary Caregiver must be readily accessible to the targeted child (i.e. live in the home with the child, have access for most of the day)

» Primary Caregiver must be willing to be part of the pilot study and able (literate-able to read at least at a 3rd grade level (basic level). This will ensure that the primary caregiver has the ability to read, understand and conduct the necessary HIPPY activities related to the curriculum

» Primary caregiver must be willing to allow the Home Educator and a TEMBO team member or USF team staff to observe them when they are working with the Home Educator

» Parent/Caregiver must have a cell phone that has texting capabilities

•Be able to text

•Be able to receive text

•Has top up capability

» Parent/Caregiver must be using TEMBO-Specified Local Provider (TSLP) service provider

Home Educators CriteriaThe Home Educator must

» Live and be familiar with a poor community within Lagos State

» Familiar with the community that he/she will be working in

» Identified individual referred by Hope for HIV/AIDS International should have strong community ties

» Adult must be 18+

» Read and write at a third grade level

» Must be able to identify 3 families (with a child that is 3 years old) that are willing to participate in the pilot study and work with the Home Educator and the TEMBO team

» Have a cell phone with texting capabilities

•Be able to receive and text messages

•Capacity top up their minutes capacity

» Home Educator must be using TEMBO-Specified Local Provider (TSLP) Service provider

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APPENDIX 2


Appendix 2a TEMBO Pilot Study Home Educator Enrollment Form

1. Home Educator Name:

2. Age:

3. Cell Telephone Number:

4. Did you have to switch subscribers? Yes No

5. If yes, who was your previous subscriber:

6. How many times a week do you normally top up?

7. Average amount per top up?

8. How much do you earn? (Please specify whether it is monthly, weekly, daily, etc.)

9. How are you typically paid? (cash, check, direct deposit, mobile payment etc.)

10. Home Address/Community:

11. Occupation of Primary Caregiver (check all that apply)

Work outside the home

Self-employed (trader, have their own business etc.)

Unemployed

Retired

Other

12. If employed – Organization/Agency Name:

13. Job Title:

14. Length of Time with the Organization/Agency:

15. Highest Education level:

Primary School:

Secondary School:

College or University:

Other:

16. Name of Parents and Cell numbers

Name Cell Number

Parent 1:

Parent 2:

Parent 3:

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APPENDIX 2


Appendix 2b TEMBO Pilot Study Family Enrollment Form

1. Parent’s Name: (Please Print)

2. Parent’s Age:

3. Child’s Name (Please Print):

4. Child’s Age* Years Months

5. Parent’s Cell Number:

6. Did you have to switch service subscriber? Yes No

7. If yes, who was your previous subscriber

8. How many times a week do you normally top up?

9. Average amount per top up?

10. Name of the community the family resides in:

11. Number of children aged birth to 6 years that live in the home:

12. Total number of people (adults and children living in the home)

13. Are both parents living in the home? Yes No

14. Occupation of Primary Caregiver (the parent/caregiver who will be working with the child (check all that apply) Work outside the home

Self-employed (trader, have their own business etc.)

Unemployed

15. If employed — Organization/Agency Name:

16. Job Title:

17. Length of Time with the Organization/Agency:

18. How much do you earn?

19. How often do you get paid? (Specify whether it is monthly, weekly, daily)

20. Highest Education level

Primary School:

Secondary School:

College or University:

Other:

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APPENDIX 3


Appendix 3 Informed Consent: Agreement to Participate in TEMBO Pilot Project

What the project is about? » To see if the paper-based HIPPY Year 1 Curriculum

can be delivered using text messaging.

How many people will be involved in the project? » 60 people – 15 Home Educators (from the three

communities) and 45 parents (with a 3-years old child)

Where will the project be done? » In Lagos, Nigeria in between 1 to 3 low-income

communities identified by a local Non-Governmental Organization (NGO) (Hope For AIDS)

What the project involve? » The Project involves training 15 Home Educators who

will train 45 parents to deliver 15 different activities from the HIPPY 3 curriculum to their 3 year old child.

What will I have to do? » Home Educator•Receive training on the HIPPY Curriculum using

text messaging and train three parents on the 15 HIPPY activities (Beginning June 6- June 26, 2015).

•Provide feedback on the training and on the experience of training parents on the 15 activities using text messaging, verbal or written format

» Parent•Receive training from a Home Educator on how to

conduct 15 HIPPY activities 15 days.•Perform 15 HIPPY activities daily with my 3 year

old child after receiving training•Provide feedback on role play training, experience

when conducting activities with my child, and my other feedback using texts, verbal or written format to the project team

How will I benefit from the Project? » Home Educators and parents are trained

on Year 1 HIPPY Curriculum » Home Educators receive $3 a day based on

3 child/family case load) and training » Home Educators receive phone credits for

families who successfully complete quiz questions

» Parents receive a book on the curriculum (Where’s Spot)

» Parents and Home Educators receive free text messaging so they conduct activities in the project

» Parents will receive 108 nairas for as credit for successful completing their quiz questions which includes reimbursement for any texts sent at the request of TEMBO.

How will information be used? » Data gathered from this project will help

determine if using text messaging to deliver HIPPY 3 curriculum is a feasible option

» Feedback information and general findings from conducting the project will be included in presentations and/or to explore feasibility of using texting to deliver 15 HIPPY activities

» No personal information of families will be used in any data analysis, reports or presentations

I understand and agree to Participate in the project. My participation is voluntary. I understand that I can choose to not participate at any time during the June 5- June 26 period.

Check One Home Educator Parent

Name:

Signature: Date:

Witnessed By TEMBO Member:

Name:

Signature: Date:

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APPENDIX 4


Appendix 4 TEMBO Parent Feedback Form

Parent Number Parent’s Name:

Home Educators must complete the feedback table the day after they have role played with the parent and the parent has completed the learning activity with their child. Complete the table before beginning the next role play activity.

Very easy Easy Fair Difficult Very difficult

1. How easy was it to understand and follow the Home Educator’s instructions?

A B C D E

2. How easy was it to understand the text messaging instructions?

A B C D E

3. How easy was it to teach your child (complete the HIPPY learning activities with your child)?

A B C D E

Home Educator should put parent’s letter responses in the appropriate box in table below.

Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Question 1

Question 2

Question 3

Activity 6 Activity 7 Activity 8 Activity 9 Activity 10

Question 1

Question 2

Question 3

Activity 11 Activity 12 Activity 13 Activity 14 Activity 15

Question 1

Question 2

Question 3

16


APPENDIX 5


Appendix 5 TEMBO Parent Satisfaction Survey

Circle you’re the response that best reflects what you think/believe.

Strongly Agree Agree Disagree

Strongly Disagree

1. This project has helped me learn different ways to teach my child.

A B C D

2. My child has benefited a lot from this experience. A B C D3. I believe this project has changed how I interact with my child

for the better.A B C D

4. Performing the HIPPY activities was challenging/difficult. A B C D5. Performing the HIPPY activities was easy. A B C D6. I liked the way the HIPPY activities and role play with the

Home Educators was organized. Explain your answer: Why?

A B C D

7. This program would work well in my community. Explain your answer: Why?

A B C D

8. This program would be difficult to organize in my community. Explain your answer: Why?

A B C D

9. I would recommend this program to a friend or relative in my community. Explain your answer: Why?

A B C D

10. Additional Comments or Feedback.

17


APPENDIX 6


Appendix 6 TEMBO/HIPPY Project Training Evaluation

June 6-12, 2015 • Lagos, Nigeria • Hosted By Hope For AIDS International

DAY 1 – HIPPY ACTIVITY 1 Strongly Agree Agree Disagree Strongly Disagree

1. The information was clear and well organized

2. The amount of time was adequate

3. This information is useful to me

4. I will recommend this training to others

5. Overall, I would rate this session as: Very Good

Good

Fair

Needs Improvement

HIPPY MOCK HOME VISITS Strongly Agree Agree Disagree Strongly Disagree






Good

Fair

Needs Improvement

Day 2 – HIPPY ACTIVITY 1 cont’d Strongly Agree Agree Disagree Strongly Disagree






Good

Fair

Needs Improvement

Day 3 – HIPPY ACTIVITY 2 Strongly Agree Agree Disagree Strongly Disagree






Good

Fair

Needs Improvement

18


APPENDIX 6








Good

Fair

Needs Improvement







Good

Fair

Needs Improvement







Good

Fair

Needs Improvement

Overall Satisfaction1. Overall, how satisfied are you with this training (Activities 1-5)?

Very satisfied Satisfied Somewhat Satisfied Not Satisfied At All

2. What was the most important thing you learned from participating in this training?

3. As a result of this training, my knowledge about the various topics covered during the training has increased.

Strongly Agree Agree Disagree Strongly Disagree

4. If you checked the “needs improvement” for any of the training sections above, please describe any improvements you would like to see for that section.

summary findings - hippyresearchcenter.org · target population: forty-five children and their...

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