2012 Evaluation Summary
2012 DATA SUMMARY
Health Rocks! Intermediate Level Curriculum Training
2012 Evaluation Summary State of Delaware
Prepared by the University of Nebraska-Lincoln Health Rocks! Evaluation Team January 29, 2013
A Sketch of 2012 Delaware Youth Participants
In Delaware, a total of 7,559 youth completed 10 hours or more training in Health Rocks! Of that total, 48.0% were boys and 44.2% were girls.
Youth participants were from all racial and ethnic groups. The majority of the participants self-reported as being Caucasian American (46.0%) and African American (28.1%). The rest were Hispanic/Latino (8.7%), Asian American (3.0%) and multi-racial (6.1%).
Youth participants varied in grade levels (from 4th grade to 10th grade), with majority coming from elementary school (51.3%), followed by middle school (33.7%), and lastly from high school (7.3%).
About one third of participants (28.8%) resided in urban areas (population above 50,000), 41.5% lived in suburban areas (population between 10,000 and 50,000), and 22.2% were from rural areas (population below 10,000).
2
Table 1.1: Demographic Information of Participants from Delaware Frequency Percent (%) Cumulative % Boys 3,627 48.0 48.0 Girls 3,341 44.2 92.2 Gender Unreported 591 7.8 100 4th and lower 5th 6th 7th 8th 9th 10th or higher Unreported
1,428 2,448 881 961 709 325 226 581
18.9 32.4 11.6 12.7 9.4 4.3 3.0 7.7
18.9 51.3 62.9 75.6 85.0 89.3 92.3 100
Race
Caucasian African/Black Native Asian Multi-Racial Unknown Unreported
3,478 2,123 41 229 462 75 1,151
46.0 28.1 0.6 3.0 6.1 1.0 15.2
46.0 74.1 74.7 77.7 83.8 84.8 100
Ethnicity
Hispanics Non-Hispanics Unreported
654 6,358 547
8.7 84.1 7.2
8.7 92.8 100
Urban Suburban Rural Unreported
2,175 3,135 1,682 567
28.8 41.5 22.2 7.5
28.8 70.3 92.5 100
Youth completing 10 hours of training
7,559
Grade
Residence
Total
Note: An additional 1,155 youth participated in programming but did not complete 10 hours of training. .
3
Training Evaluation Data for Delaware1 Percentage and Percentage Change Knowledge about Smoking and Other Drug Use Nine out of ten youth participants know that people who smoke or do drugs can have serious physical health (e.g. die from lung cancer), cognitive (e.g. have illusions), and relational consequences (e.g. ruin relationship with family and friends). Table 2.1: Percentages of Youth Who Reported “Agree” or “Strongly Agree” Knowledge %After %Before 94.8 84.8 Once you start smoking, it is hard to stop. Using drugs can ruin my relationships with my family and friends.
94.0
79.7
People who use drugs sometimes see or hear things that are not really there. People who smoke can die from lung cancer.
90.3
68.9
97.2
88.7
Skills in Managing Stress, Dealing with Peer Pressure and Making Positive Decisions Over 88% of youth participants were confident that they would be able to say “no” if other people, such as their friends or peers, offer them drugs. They would not choose drinking or smoking to deal with stress. In addition, over 89% of youth participants were confident that they would be able to deal with stress by using stress management skills, such as talking about it with someone they trust. Table 2.2: Percentages of Youth Who Reported “Agree” or “Strongly Agree” Skills %After %Before 88.6 71.2 If a friend wanted to try drugs, I can talk them out of it. When I feel stressed, I am able to talk about it with people I trust.
89.3
76.7
I am able to say “no” if others offered me cigarettes.
96.2
90.3
I do not have to drink or smoke even if some other young people do it.
95.8
91.7
1
Results are based on 1,767 surveys returned by participants. 4
Other Assets Over 94% of youth participants reported high levels of social competency, volunteerism, self-confidence and strong values. Table 2.3: Percentages of Youth Who Reported “Agree” or “Strongly Agree” Assets %After %Before 96.1 91.7 It is important for me to stay focused on learning at school. 96.1 89.7 I need to think about how my choices will affect my future. 96.0 90.4 I have goals for myself. 94.0 89.4 I feel good about myself. 94.5 85.8 I would help other kids like me to stay away from alcohol or other drugs. Percentage Change for All 13 Indicators Youth participants reported consistent increase in knowledge about smoking, drinking and other drug use after training. Youth participants reported improvements on all the items. Specifically, Health Rocks! training helped youth learn skills in dealing with peer pressure and stress, making good decisions, and improving their self values. Table 2.4: Percentage Change After Training Items 1. Once you start smoking, it is hard to stop.
%After %Before
%Change
94.8
84.8
10.0
2. Using drugs can ruin my relationships with my family and friends. 3. People who use drugs sometimes see or hear things that are not really there. 4. People who smoke can die from lung cancer.
94.0
79.7
14.3
90.3
68.9
21.4
97.2
88.7
8.5
5. If a friend wanted to try drugs, I can talk them out of it. 6. When I feel stressed I am able to talk about it with people I trust. 7. I am able to say “no” if others offered me cigarettes. 8. I don’t have to drink or smoke even if some other young people do it. 9. It is important for me to stay focused on learning at school. 10. I need to think about how my choices will affect my future. 11. I have goals for myself. 12. I feel good about myself. 13. I would help other kids like me to stay away from alcohol or other drugs.
88.6
71.2
17.4
89.3
76.7
12.6
96.2
90.3
5.9
95.8
91.7
4.1
96.1
91.7
4.4
96.1
89.7
6.4
96.0 94.0 94.5
90.4 89.4 85.8
5.6 4.6 8.7
5
Pre-Post Comparison Average Scores (Means) on Sub-Scales Of Knowledge, Skills and Other Assets
Youth participants consistently reported significant increases across 13 items in all three categories (i.e., knowledge, skills, and assets) throughout the training.
Table 3.1: Repeated Measures t-tests and Means & Standard Deviations for Each Item After & Before Training After Before Training Training ITEMS M SD M SD t N Once you start smoking, it is hard to stop. Using drugs can ruin my relationships with my family and friends. People who use drugs sometimes see or hear things that are not really there. People who smoke can die from lung cancer. If a friend wanted to try drugs, I can talk them out of it. When I feel stressed I am able to talk about it with people I trust. I am able to say “no” if others offered me cigarettes. I do not have to drink or smoke even if some other young people do it. It is important for me to stay focused on learning at school. I need to think about how my choices will affect my future. I have goals for myself. I feel good about myself. I would help other kids like me to stay away from alcohol or other drugs.
3.68
0.63
3.29
0.85
19.82***
1,751
3.62
0.65
3.18
0.90
22.23***
1,744
3.42
0.75
2.91
0.93
23.41***
1,735
3.79
0.52
3.48
0.79
18.16***
1,743
3.39
0.76
2.96
0.91
20.55***
1,733
3.46
0.79
3.11
0.95
18.29***
1,743
3.78
0.56
3.56
0.77
14.29***
1,746
3.78
0.52
3.58
0.74
12.75***
1,749
3.78
0.55
3.58
0.72
12.81***
1,732
3.73
0.58
3.45
0.75
16.24***
1,740
3.76 3.66 3.65
0.57 0.66 0.63
3.56 3.48 3.35
0.75 0.79 0.83
13.13*** 12.34*** 18.01***
1,749 1,739 1,748
SUBSCALES 3.63 0.44 3.21 0.62 30.61*** 1,767 Knowledge 3.60 0.47 3.30 0.61 24.78*** 1,766 Skills 3.71 0.44 3.48 0.58 20.55*** 1,766 Assets Note: 1) Repeated measures t-test was used; *p < .05, **p < .01, ***p < .001 2) SD – Standard Deviation (average differences from the mean) 3) Response range was 1-5 with 5= strongly agree and 1 = strongly disagree, higher numbers reflect higher scores 6
Post-Response Comparison of Average Scores on Sub-Scales of Knowledge, Skills and Other Assets by Gender, Ethnicity, Race and Grade Level Gender After the training, girls on average reported higher gains in skills than boys. Boys and girls reported similar gains in knowledge and other assets. Table 4.1: Means & Standard Deviations by Gender for Subscales After Training Mean SD F df p-value Gender & Mean Knowledge 1.37 1-1729 0.24 Female 3.64 0.44 Male 3.62 0.44 Gender & Mean Skills Female Male
3.63 3.58
1-1729
0.02
1.23
1-1728
0.27
0.45 0.49
Gender & Mean Assets Female Male
5.40*
3.72 3.70
0.43 0.44
Note: ANOVA (F-test) was used; *p < .05, **p < .01, ***p < .001
Ethnicity After the training, Hispanic/ Latino youth on average reported higher gains in knowledge and skills than Non-Hispanic/ Non-Latino youth, but there were no significant differences in their reported gain of assets between the two groups. Table 4.2: Means & Standard Deviations by Ethnicity for Subscales After Training Mean SD F df p-value Ethnicity & Mean Knowledge 17.71 1-1724 0.00 Hispanic/ Latino 3.50 0.53 Non-Hispanic/ Non-Latino 3.68 0.42 Ethnicity & Mean Skills Hispanic/ Latino Non-Hispanic/ Non-Latino
3.54 3.61
0.55 0.46
Ethnicity & Mean Assets Hispanic/ Latino Non-Hispanic/ Non-Latino
3.66 3.72
0.51 0.43
4.05*
1-1724
0.04
3.06
1-1723
0.08
Note: ANOVA(F-test was used; *p < .05, **p < .01, ***p < .001;
7
Race
After the training, there were no significant racial differences in reported levels of knowledge, skills or assets.
Table 4.3: Means & Standard Deviations by Race for Subscales After Training Mean SD F df p-value Race & Mean Knowledge 0.87 5-1582 0.50 Caucasian American 3.65 0.43 African American/ Black 3.61 0.45 Native American 3.63 0.36 Asian American 3.62 0.45 Multi-Racial 3.67 0.41 Unknown 3.59 0.41 Race & Mean Skills Caucasian American African American/ Black Native American Asian American Multi-Racial Unknown Race & Mean Assets Caucasian American African American/ Black Native American Asian American Multi-Racial Unknown
3.64 3.56 3.60 3.65 3.60 3.51
2.07
5-1582
0.07
0.77
5-1581
0.57
0.44 0.51 0.42 0.44 0.45 0.59
3.73 3.72 3.73 3.73 3.73 3.61
0.42 0.43 0.42 0.41 0.41 0.56
Note: ANOVA (F-test) was used; *p < .05, **p < .01, ***p < .001;
8
Grade Level After the training, there were no significant differences in reported levels of knowledge, skills or assets between elementary and middle school youth. Table 4.4: Means & Standard Deviations by Grade Level for Subscales After Training Mean SD F df p-value Grade Level & Mean Knowledge 1.44 1-877 0.23 Elementary School 3.69 0.41 Middle School 3.65 0.44 High School ----Grade Level & Mean Skills Elementary School Middle School High School Grade Level & Mean Assets Elementary School Middle School High School
3.61 3.56 ---
2.11
1-877
0.15
0.03
1-877
0.88
0.52 0.48 ---
3.73 3.72 ---
0.40 0.41 ---
Note: ANOVA (F-test) was used; *p < .05, **p < .01, ***p < .001;
Youth Experiences Youth Satisfaction with Training
Over 91% of youth participants rated the training as interesting, and over 90% said that they learned a lot during the training. Above 98% of youth participants said the staff members were friendly, and over 94% said that they actively participated in the training activities.
Table 5.1: Percent Satisfaction Reported by Youth Participants
The training was interesting. The staff members were friendly. I learned a lot during the training. I actively participated in training activities.
9
Strongly disagree 3.0
Disagree
Agree
5.0
47.2
Strongly agree 44.7
0.09
1.2
20.3
77.6
2.5 2.0
7.1 3.8
33.6 34.1
56.9 60.1
Special thanks to the Delaware Health Rocks! Team for collecting the evaluation data!
Thanks to Xiaoyun Zhang, Anh Do, Shen Qin and Monique Williams, the Graduate Assistants for their hard work on the Health Rocks! evaluation.
________________________________________________________________________
For any questions, please contact Dr. Yan Ruth Xia at 402-472-6552 or [email protected], Dr. Maria de Guzman at 402-472-9154 or [email protected]
10
Health Rocks! Intermediate Level Curriculum Training
2012 Evaluation Summary State of Delaware
Prepared by the University of Nebraska-Lincoln Health Rocks! Evaluation Team January 29, 2013
A Sketch of 2012 Delaware Youth Participants
In Delaware, a total of 7,559 youth completed 10 hours or more training in Health Rocks! Of that total, 48.0% were boys and 44.2% were girls.
Youth participants were from all racial and ethnic groups. The majority of the participants self-reported as being Caucasian American (46.0%) and African American (28.1%). The rest were Hispanic/Latino (8.7%), Asian American (3.0%) and multi-racial (6.1%).
Youth participants varied in grade levels (from 4th grade to 10th grade), with majority coming from elementary school (51.3%), followed by middle school (33.7%), and lastly from high school (7.3%).
About one third of participants (28.8%) resided in urban areas (population above 50,000), 41.5% lived in suburban areas (population between 10,000 and 50,000), and 22.2% were from rural areas (population below 10,000).
2
Table 1.1: Demographic Information of Participants from Delaware Frequency Percent (%) Cumulative % Boys 3,627 48.0 48.0 Girls 3,341 44.2 92.2 Gender Unreported 591 7.8 100 4th and lower 5th 6th 7th 8th 9th 10th or higher Unreported
1,428 2,448 881 961 709 325 226 581
18.9 32.4 11.6 12.7 9.4 4.3 3.0 7.7
18.9 51.3 62.9 75.6 85.0 89.3 92.3 100
Race
Caucasian African/Black Native Asian Multi-Racial Unknown Unreported
3,478 2,123 41 229 462 75 1,151
46.0 28.1 0.6 3.0 6.1 1.0 15.2
46.0 74.1 74.7 77.7 83.8 84.8 100
Ethnicity
Hispanics Non-Hispanics Unreported
654 6,358 547
8.7 84.1 7.2
8.7 92.8 100
Urban Suburban Rural Unreported
2,175 3,135 1,682 567
28.8 41.5 22.2 7.5
28.8 70.3 92.5 100
Youth completing 10 hours of training
7,559
Grade
Residence
Total
Note: An additional 1,155 youth participated in programming but did not complete 10 hours of training. .
3
Training Evaluation Data for Delaware1 Percentage and Percentage Change Knowledge about Smoking and Other Drug Use Nine out of ten youth participants know that people who smoke or do drugs can have serious physical health (e.g. die from lung cancer), cognitive (e.g. have illusions), and relational consequences (e.g. ruin relationship with family and friends). Table 2.1: Percentages of Youth Who Reported “Agree” or “Strongly Agree” Knowledge %After %Before 94.8 84.8 Once you start smoking, it is hard to stop. Using drugs can ruin my relationships with my family and friends.
94.0
79.7
People who use drugs sometimes see or hear things that are not really there. People who smoke can die from lung cancer.
90.3
68.9
97.2
88.7
Skills in Managing Stress, Dealing with Peer Pressure and Making Positive Decisions Over 88% of youth participants were confident that they would be able to say “no” if other people, such as their friends or peers, offer them drugs. They would not choose drinking or smoking to deal with stress. In addition, over 89% of youth participants were confident that they would be able to deal with stress by using stress management skills, such as talking about it with someone they trust. Table 2.2: Percentages of Youth Who Reported “Agree” or “Strongly Agree” Skills %After %Before 88.6 71.2 If a friend wanted to try drugs, I can talk them out of it. When I feel stressed, I am able to talk about it with people I trust.
89.3
76.7
I am able to say “no” if others offered me cigarettes.
96.2
90.3
I do not have to drink or smoke even if some other young people do it.
95.8
91.7
1
Results are based on 1,767 surveys returned by participants. 4
Other Assets Over 94% of youth participants reported high levels of social competency, volunteerism, self-confidence and strong values. Table 2.3: Percentages of Youth Who Reported “Agree” or “Strongly Agree” Assets %After %Before 96.1 91.7 It is important for me to stay focused on learning at school. 96.1 89.7 I need to think about how my choices will affect my future. 96.0 90.4 I have goals for myself. 94.0 89.4 I feel good about myself. 94.5 85.8 I would help other kids like me to stay away from alcohol or other drugs. Percentage Change for All 13 Indicators Youth participants reported consistent increase in knowledge about smoking, drinking and other drug use after training. Youth participants reported improvements on all the items. Specifically, Health Rocks! training helped youth learn skills in dealing with peer pressure and stress, making good decisions, and improving their self values. Table 2.4: Percentage Change After Training Items 1. Once you start smoking, it is hard to stop.
%After %Before
%Change
94.8
84.8
10.0
2. Using drugs can ruin my relationships with my family and friends. 3. People who use drugs sometimes see or hear things that are not really there. 4. People who smoke can die from lung cancer.
94.0
79.7
14.3
90.3
68.9
21.4
97.2
88.7
8.5
5. If a friend wanted to try drugs, I can talk them out of it. 6. When I feel stressed I am able to talk about it with people I trust. 7. I am able to say “no” if others offered me cigarettes. 8. I don’t have to drink or smoke even if some other young people do it. 9. It is important for me to stay focused on learning at school. 10. I need to think about how my choices will affect my future. 11. I have goals for myself. 12. I feel good about myself. 13. I would help other kids like me to stay away from alcohol or other drugs.
88.6
71.2
17.4
89.3
76.7
12.6
96.2
90.3
5.9
95.8
91.7
4.1
96.1
91.7
4.4
96.1
89.7
6.4
96.0 94.0 94.5
90.4 89.4 85.8
5.6 4.6 8.7
5
Pre-Post Comparison Average Scores (Means) on Sub-Scales Of Knowledge, Skills and Other Assets
Youth participants consistently reported significant increases across 13 items in all three categories (i.e., knowledge, skills, and assets) throughout the training.
Table 3.1: Repeated Measures t-tests and Means & Standard Deviations for Each Item After & Before Training After Before Training Training ITEMS M SD M SD t N Once you start smoking, it is hard to stop. Using drugs can ruin my relationships with my family and friends. People who use drugs sometimes see or hear things that are not really there. People who smoke can die from lung cancer. If a friend wanted to try drugs, I can talk them out of it. When I feel stressed I am able to talk about it with people I trust. I am able to say “no” if others offered me cigarettes. I do not have to drink or smoke even if some other young people do it. It is important for me to stay focused on learning at school. I need to think about how my choices will affect my future. I have goals for myself. I feel good about myself. I would help other kids like me to stay away from alcohol or other drugs.
3.68
0.63
3.29
0.85
19.82***
1,751
3.62
0.65
3.18
0.90
22.23***
1,744
3.42
0.75
2.91
0.93
23.41***
1,735
3.79
0.52
3.48
0.79
18.16***
1,743
3.39
0.76
2.96
0.91
20.55***
1,733
3.46
0.79
3.11
0.95
18.29***
1,743
3.78
0.56
3.56
0.77
14.29***
1,746
3.78
0.52
3.58
0.74
12.75***
1,749
3.78
0.55
3.58
0.72
12.81***
1,732
3.73
0.58
3.45
0.75
16.24***
1,740
3.76 3.66 3.65
0.57 0.66 0.63
3.56 3.48 3.35
0.75 0.79 0.83
13.13*** 12.34*** 18.01***
1,749 1,739 1,748
SUBSCALES 3.63 0.44 3.21 0.62 30.61*** 1,767 Knowledge 3.60 0.47 3.30 0.61 24.78*** 1,766 Skills 3.71 0.44 3.48 0.58 20.55*** 1,766 Assets Note: 1) Repeated measures t-test was used; *p < .05, **p < .01, ***p < .001 2) SD – Standard Deviation (average differences from the mean) 3) Response range was 1-5 with 5= strongly agree and 1 = strongly disagree, higher numbers reflect higher scores 6
Post-Response Comparison of Average Scores on Sub-Scales of Knowledge, Skills and Other Assets by Gender, Ethnicity, Race and Grade Level Gender After the training, girls on average reported higher gains in skills than boys. Boys and girls reported similar gains in knowledge and other assets. Table 4.1: Means & Standard Deviations by Gender for Subscales After Training Mean SD F df p-value Gender & Mean Knowledge 1.37 1-1729 0.24 Female 3.64 0.44 Male 3.62 0.44 Gender & Mean Skills Female Male
3.63 3.58
1-1729
0.02
1.23
1-1728
0.27
0.45 0.49
Gender & Mean Assets Female Male
5.40*
3.72 3.70
0.43 0.44
Note: ANOVA (F-test) was used; *p < .05, **p < .01, ***p < .001
Ethnicity After the training, Hispanic/ Latino youth on average reported higher gains in knowledge and skills than Non-Hispanic/ Non-Latino youth, but there were no significant differences in their reported gain of assets between the two groups. Table 4.2: Means & Standard Deviations by Ethnicity for Subscales After Training Mean SD F df p-value Ethnicity & Mean Knowledge 17.71 1-1724 0.00 Hispanic/ Latino 3.50 0.53 Non-Hispanic/ Non-Latino 3.68 0.42 Ethnicity & Mean Skills Hispanic/ Latino Non-Hispanic/ Non-Latino
3.54 3.61
0.55 0.46
Ethnicity & Mean Assets Hispanic/ Latino Non-Hispanic/ Non-Latino
3.66 3.72
0.51 0.43
4.05*
1-1724
0.04
3.06
1-1723
0.08
Note: ANOVA(F-test was used; *p < .05, **p < .01, ***p < .001;
7
Race
After the training, there were no significant racial differences in reported levels of knowledge, skills or assets.
Table 4.3: Means & Standard Deviations by Race for Subscales After Training Mean SD F df p-value Race & Mean Knowledge 0.87 5-1582 0.50 Caucasian American 3.65 0.43 African American/ Black 3.61 0.45 Native American 3.63 0.36 Asian American 3.62 0.45 Multi-Racial 3.67 0.41 Unknown 3.59 0.41 Race & Mean Skills Caucasian American African American/ Black Native American Asian American Multi-Racial Unknown Race & Mean Assets Caucasian American African American/ Black Native American Asian American Multi-Racial Unknown
3.64 3.56 3.60 3.65 3.60 3.51
2.07
5-1582
0.07
0.77
5-1581
0.57
0.44 0.51 0.42 0.44 0.45 0.59
3.73 3.72 3.73 3.73 3.73 3.61
0.42 0.43 0.42 0.41 0.41 0.56
Note: ANOVA (F-test) was used; *p < .05, **p < .01, ***p < .001;
8
Grade Level After the training, there were no significant differences in reported levels of knowledge, skills or assets between elementary and middle school youth. Table 4.4: Means & Standard Deviations by Grade Level for Subscales After Training Mean SD F df p-value Grade Level & Mean Knowledge 1.44 1-877 0.23 Elementary School 3.69 0.41 Middle School 3.65 0.44 High School ----Grade Level & Mean Skills Elementary School Middle School High School Grade Level & Mean Assets Elementary School Middle School High School
3.61 3.56 ---
2.11
1-877
0.15
0.03
1-877
0.88
0.52 0.48 ---
3.73 3.72 ---
0.40 0.41 ---
Note: ANOVA (F-test) was used; *p < .05, **p < .01, ***p < .001;
Youth Experiences Youth Satisfaction with Training
Over 91% of youth participants rated the training as interesting, and over 90% said that they learned a lot during the training. Above 98% of youth participants said the staff members were friendly, and over 94% said that they actively participated in the training activities.
Table 5.1: Percent Satisfaction Reported by Youth Participants
The training was interesting. The staff members were friendly. I learned a lot during the training. I actively participated in training activities.
9
Strongly disagree 3.0
Disagree
Agree
5.0
47.2
Strongly agree 44.7
0.09
1.2
20.3
77.6
2.5 2.0
7.1 3.8
33.6 34.1
56.9 60.1
Special thanks to the Delaware Health Rocks! Team for collecting the evaluation data!
Thanks to Xiaoyun Zhang, Anh Do, Shen Qin and Monique Williams, the Graduate Assistants for their hard work on the Health Rocks! evaluation.
________________________________________________________________________
For any questions, please contact Dr. Yan Ruth Xia at 402-472-6552 or [email protected], Dr. Maria de Guzman at 402-472-9154 or [email protected]
10
