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Evaluation techniques for the Healthy School project in Yugoslavia
Abstract
In preparation for the implementation of the Healthy School project in Yugoslavia, great attention was paid to evaluation
procedures and instruments. One of them was the ‘Draw and Write Investigation Technique’ suitable for monitoring changes in
pupils' knowledge during first four grades of elementary schooL The pupils (n=473) in first four grades were tested in three
cities: Belgrade, Novi Sad and Zajecar. The results were compared and tested by age, sex, residence, and type of health-promoting
measures mentioned. The results proved that the technique is sensitive enough to reveal expected differences in knowledge
acquired in school. The technique was accepted by teachers, health workers, and pupils as very attractive and interesting.
With some adaptations and modifications ‘Draw and Write Investi gation Technique’ will be used as a knowledge-change evaluation
instrument in the Healthy School project in Yugoslavia
... In recent years, the technique of "draw-explain" has been frequently used in the studies of various branches (Zivkovic, et al., 1994;McWhirter & Wetton, 1994;Macgregor & Currie, 1998;Backett-Milburn & McKie, 1999;Barraza, 1999;Dove at all, 1999;Alerby, 2000;Shepardson, 2002;Bowker, 2007;Ersoy & Türkkan, 2009;Özsoy, 2011;Dağlıoğlu, 2011;Sadık at.all 2011). In these studies which are mainly child-centered, the technique of "draw-explain" include the drawings of students and their explanations about them (Zivkovic et al., 1994;Backett-Milburn & McKie, 1999;Alerby, 2000;Shepardson, 2002;Shepardson, 2005). ...
... In recent years, the technique of "draw-explain" has been frequently used in the studies of various branches (Zivkovic, et al., 1994;McWhirter & Wetton, 1994;Macgregor & Currie, 1998;Backett-Milburn & McKie, 1999;Barraza, 1999;Dove at all, 1999;Alerby, 2000;Shepardson, 2002;Bowker, 2007;Ersoy & Türkkan, 2009;Özsoy, 2011;Dağlıoğlu, 2011;Sadık at.all 2011). In these studies which are mainly child-centered, the technique of "draw-explain" include the drawings of students and their explanations about them (Zivkovic et al., 1994;Backett-Milburn & McKie, 1999;Alerby, 2000;Shepardson, 2002;Shepardson, 2005). Standard papers and various crayons were distributed to the students before and after the application. ...
The research aimed at determining the changes in the visual perceptions of primary school students about the concept of "environmental pollution" through pictures. In the experimental study including 21 students, the data were collected through the technique of "draw-explain". The students participating in the research were asked to draw pictures concerning the "environmental pollution" at the beginning and end of the experiment and to explain their drawings. According to the results of the content analysis, the basic difference between the first and last drawings of students is that they included their solution proposals in the last drawings. The concepts of "recycling" and "filter" are particularly emphasized in the last drawings. Additionally, the basic elements with which students associate the environmental pollution both in the first and last drawings are human, factory, traffic, urbanisation and deforestation.
... Several recent publications demonstrate increased interest in the utilisation of the draw and write technique (Williams et al., 1989a, b;Zivkovic et al., 1994;McWhirter and Wetton, 1994;Oakley et al., 1995). Pridmore and Bendelow (1995) give an up-to-date critique of the method, as well as an account of the historical context in which the draw and write technique is placed, as the use of drawing, especially in childcentred research, has been documented in the psychological literature for many years. ...
... However, due to the overlap between the different categories and the Box 2 and 3 responses, and the equal weighting of multiple responses and a single response in one category, a purely descriptive analysis was considered to be appropriate. We would argue that it is advisable to avoid forcing the results from a draw and write investigation into a more rigorous quantitative analysis, involving cross-tabulations or significance testing, as Zivkovic et al. (1994) have done. As Dey (1993) says,`the more ambiguous and elastic our concepts, the less possible it is to quantify . . . ...
A draw and write scenario was devised in order to elicit the views of primary school pupils (ages 8–12) regarding the qualities
they would expect to see in a school which promotes health, and the qualities their own schools need to develop to become
more health promoting. The draw and write investigation was conducted in a sample of six primary schools in Lothian, Scotland.
These schools are located in both urban and rural environments, and cater for communities of different socioeconomic status.
Categorisation of the children's responses revealed that the majority of pupils from all the schools considered issues relating
to healthy eating, the school environment and exercise as being vital elements of a healthy school. There was inter-school
variation in the richness of data produced and range of responses given. The scenario was also capable of detecting intea-school
similarities and differences in response. We conclude that this draw and write investigation could be utilised to ascertain
pupils' opinions on the qualities schools need to possess and develop to promote health. These views, in turn, could help
to inform the development of the Health Promoting School concept.
... Since its development in the 1980s, the draw-and-write methodology has become a central technique for eliciting children's perceptions and understandings to assist in the development and evaluation of school curricula (MacGregor et al., 1998;Williams et al., 1989;Zivkovic et al., 1994), health interventions (Gabhainn and Kelleher, 2002;Pion et al., 1997) and studies of children's cognitive development (Mouratidi et al., 2016). ...
Objective
Using the draw-and-write methodology, this study examined cross-cultural similarities and differences in children’s perceptions of health.
Design
Cross-sectional design.
Setting
One public elementary school in the USA and in Guatemala.
Method
The total sample included 161 children 9–10 years of age, 80 in the USA and 81 in Guatemala. Children in each setting were asked to draw-and-write responses to two prompts regarding things that make someone healthy/unhealthy. Responses were coded for the presence of themes for each topic, and statistical tests were performed to test for significant differences by gender and country.
Results
Food is central to children’s perceptions of healthy and unhealthy in both locations, as over 90% of children overall depicted food items for both topics. Fruit, in particular, constitutes the majority of depictions for healthy items in both countries, followed by vegetables. In terms of differences, children in the USA were more likely to depict drinking water and exercise as things that make someone healthy and fast food as being unhealthy. Guatemalan children, in contrast, were more likely to depict hygiene and the environment as both healthy and unhealthy.
Conclusion
There are more cross-cultural similarities than differences in children’s perceptions of health. While similarities derive from the centrality of food in perceptions of health, differences in perceptions of health emerge from unique national health conditions and initiatives, local socio-ecological contexts and school curricula.
... The technique is open ended, but increasingly focuses on the issue under consideration (Figure 1). The technique was devised as a tool for curriculum development (Williams et al., 1989a,b) and is increasingly used in research into children's perceptions of health issues (Coombes, 1991; McWhirter, 1993; Box and Landman 1994; McWhirter and Wetton, 1994; Zivkovic, 1994; Oakley et al., 1995; Wetton and McWhirter, 1998). Since the teaching materials to be evaluated were based on an earlier survey of pupils' perceptions of the effects of the sun on skin, it seemed appropriate to carry out a before and after study 205 of the effectiveness of the curriculum using the same technique. ...
Eleven schools in the south of England took part in a trial of `Safe in the Sun', a curriculum programme for primary school
aged pupils. Case study methodology and the `draw and write' technique were combined to evaluate changes in pupils' perceptions
of the effects of the sun on their skin. Teachers were free to use the materials, consisting of a teacher's handbook and video,
as they wished. Pupils in all schools showed higher levels of awareness of sun-safety measures in post-intervention studies
compared with the levels recorded 4 months earlier. Chi-square analysis revealed that those pupils whose teachers had used
the materials as recommended by the authors had significant increases in awareness and knowledge about keeping safe in the
sun, compared with other levels of intervention. More pupils also appeared able to transfer their awareness to the context
of the school playground, although the differences were not significant for any level of intervention. The discussion focuses
on the value of the `draw and write' technique as a tool for illuminative evaluation, on the factors which contributed to
the pupils increased awareness of sun safety and on the importance of a whole school approach to sun safety.
‘Draw and write’ has become widely used by practitioners and researchers to ‘start where children are’ in their understanding of health and health-related behaviours. Concepts underpinning health are often abstract and complex. It is easy to assume that young children know little about health, or that what they know is ‘wrong’. The draw and write technique can illuminate what sense children and young people make of constructs such as ‘health’ and ‘risk’ as well as their understanding of causes of ill health such as cancer and asthma. The findings can be used to plan and evaluate health education and promotion interventions which meet the needs of children. This paper describes some of the early work using draw and write, and some more recent studies. It also reflects on criticisms of the technique and the important ethical, practical and research issues which arise from its use in classroom-based research.
A questionnaire was designed to assess teenagers' knowledge, habits and beliefs in a variety of health education topics. 1,418 (74%) fourth year secondary school pupils participated. The results on smoking, alcohol, drugs, diet and exercise are presented, together with teenagers' own suggestions for improvements in the methods of acquisition of health education messages. A change of emphasis is necessary and an advisory role for the school health service is suggested.