Evaluation
Design Template for CDC HSTA Project: Using Pedometers to Increase Activity
Levels in WV School Children: A HSTA Initiative 2003-2004 CDC-HSTA Project
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Research Question and Type of Question (question types: Descriptive,
Relational, Causal) Research Design: Quasi
Experimental |
Data Source (e.g., survey, body measurement,
pedometer, focus group; specify pre & post if relevant) |
Sampling Method (random, convenience, purposive) |
Sample Size |
Analysis (statistical tests/measures--e.g.,
mean, frequency, correlation, paired t-test—or other method, e.g., inductive
analysis) |
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What is the impact of
giving students pedometers? (Descriptive) Will
the intervention result in a statistically significant increase in walking
over the four weeks in the entire group? (Causal) Will
there be a statistically significant difference in the step count change
between the group that does not receive the educational handouts and the
group that does receive these handouts? (Causal) Will the pedometers have a
statistically significant impact on the entire group’s Self-Efficacy for
exercise? (Causal) Will the pedometers have a
statistically significant impact on the entire group’s Outcome Expectations
for exercise? (Causal) |
Pedometers, Log sheets, Qualitative feedback Pedometers, Log sheets Pedometers, Log sheets Self Efficacy for Exercise
Survey (Pre/Post Assessment) Outcome Expectations for
Exercise Survey (Pre/Post Assessment) |
Convenience Convenience Convenience Convenience Convenience |
150-200 |
Descriptive Statistics,
Visual graphs of steps per week, Grouping of themes in qualitative data Descriptive Statistics;
Repeated measures ANOVA Repeated measures ANOVA Paired T-Test Paired T-Test |
|
Research Question and Type of Question (question types: Descriptive,
Relational, Causal) |
Data Source (e.g., survey, body measurement,
pedometer, focus group; specify pre & post if relevant) |
Sampling Method (random, convenience, purposive) |
Sample Size |
Analysis (statistical tests/measures--e.g.,
mean, frequency, correlation, paired t-test—or other method, e.g., inductive
analysis) |
|
Will the pedometers have a
statistically significant impact on the entire group’s perceived barriers to
exercise? (Causal) What will the learning experience for students conducting the research be like? (Descriptive) |
Barriers to Exercise
Survey (Pre/Post Assessment) Spring Symposium |
Convenience Convenience |
150-200 5 HSTA clubs |
Paired T-Test Reflections on the project
through their presentations |