Using a systematic conceptual model for a process evaluation of a middle school obesity risk-reduction nutrition curriculum intervention: choice, control & change

Abstract

Objective: To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, Choice, Control & Change, designed to promote dietary and physical activity behaviors that reduce obesity risk.

Design: A process evaluation study based on a systematic conceptual model.

Setting: Five middle schools in New York City.

Participants: Five hundred sixty-two students in 20 classes and their science teachers (n = 8).

Main outcome measures: Based on the model, teacher professional development, teacher implementation, and student reception were evaluated. Also measured were teacher characteristics, teachers' curriculum evaluation, and satisfaction with teaching the curriculum.

Analysis: Descriptive statistics and Spearman ρ correlation for quantitative analysis and content analysis for qualitative data were used.

Results: Mean score of the teacher professional development evaluation was 4.75 on a 5-point scale. Average teacher implementation rate was 73%, and the student reception rate was 69%. Ongoing teacher support was highly valued by teachers. Teacher satisfaction with teaching the curriculum was highly correlated with student satisfaction (P < .05). Teacher perception of amount of student work was negatively correlated with implementation and with student satisfaction (P < .05).

Conclusions and implications: Use of a systematic conceptual model and comprehensive process measures improves understanding of the implementation process and helps educators to better implement interventions as designed.

Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Figures

Figure 1

Conceptual model for the process evaluation of the Choice, Control, & Change curriculum