Perceived performance of peer learning and education approach on malaria prevention and contro and its associated factors through school communities in jimma zone, ethiopia 2020: peer educators perspectives

Abstract

Malaria still bears the largest burden of morbidity and most important public health issues causing health, economic and social crisis. Schools are considered to be the natural hub for community services to promote healthy practices. Supporting evidences suggested that schools based interventions have a multiplier effect in that school students reach out and influence their families, friends and neighbors to adopt health practices. Perceived performance of such intervention on malaria is not examined yet. Objectives: To determine perceived performance of peer learning and education approach on malaria prevention and control and its associated factors through schools communities in Jimma Zone, southwest Ethiopia 2020 Methods: Various educational and capacity building interventions were done in 75 rural primary schools in Jimma, for intensive schools participation in malaria prevention communications. Post-intervention cross-sectional study design using both quantitative and qualitative methods was conducted from April 02 to Jun 08 2020. A total of 404 randomly selected trained peer educators from 75 schools were participated. Interviewer- administered structured questionnaire was used to collect the data. Means and proportions were calculated as part of descriptive statistics. Multiple linear regression models were conducted to identify independent factors associated with outcome variable [perceived performance of peer learning and education approach on malaria prevention]. Level of statistical significance was considered at p- value less than 0.05. Nine in-depth-interviews were conducted with selected lead peer educators. Analysis of qualitative data was supported by Atlas ti7 software and findings were used to interpret and explain findings of quantitative study. Results: Four hundred and one (99.2%) of the respondents completed the interview. The mean score of knowledge on essential malaria action was 0.6474 (SD=0.1753), and Attitude towards malaria preventive measures was 38.5387(SD=6.86033). The mean score of the perceived performance was 44.31(SD=6.13) which were above expected mean level with the range of 11-55. Feasibility (β= 0.253, 95% CI = [0.313, 0.682]), and appropriateness (β= 0.163, 95% CI = [0.099, 0.442]) were significantly associated with perceived performance. Self efficacy, risk perception about malaria, experience of eager to share and learn from each other‟s and favorite more than one subject were significantly associated with perceived performance of PLEA with (β= 0.097, CI = [0.017, 0.242]), (β= 0.143, CI = [0.071, 0.233]), (β= 0.207, CI = [0.308, 0.826]) and (β= 0.075, CI = [0.084, 2.511]) at 95% respectively. Peer learning and education approach Perceived effectiveness (acceptance and appropriateness) was observed. Conclusion: Overall; the finding indicated that, Considerable high level of perceived performance of peer learning and education approach on malaria prevention and control in school. Certainly considering Feasibility and appropriateness of peer learning and education approach in school would be enhance students‟ perceived performance of peer learning and education approach on malaria prevention. Again Self efficacy, risk perception about malaria, sharing Experience and controlling challenge promote members for better performances of PLEA in school.