CHAPTER 4 PRESENTATION OF RESULTS
4.2 SECTION ONE: QUANTITATIVE APPROACH
4.2.3 School Climate/Environment and Ethos of school
This section deals with the variables making up the school climate (otherwise referred to as school environment and ethos), largely represented in the key constructs of EHM theory, which is the WHO guideline for the establishment of a HPS. Learners’
response with regard to the existence of these variables in their schools, the frequency distribution, descriptive and inferential tests are presented. The final model in a univariate and multivariate tests, as well as a factor analysis, were performed and the results of the final models and factor loadings are presented.
4.2.3.1 Learner’s perception of school environment and their involvement in activities
Table 4.5 presents the frequency distribution of learner’s perceptions of their school environmental health services and their involvement in selected school activities, such as local events and the beautification of schools. On the positive side, safe clean water availability in schools was reported by more than 90% of respondents. Students’
involvement in local events, presence of health topics in the curriculum, presence of garbage disposal services and presence of enough toilets, were reported by 85.7%, 84.9%, 84.9%, 74.5%, 65.9%, and 59.4% of the participants, respectively. Adequate maintenance of school grounds and student’s involvement in beautifying school were negatively reported by the participants, (59.2% and 65.9%, respectively).
Table 4.5: Frequency distribution of learners’ perceptions of their school environment and their involvement in activities
No %
Curriculum has health topics Yes 691 84.9
No 123 15.1
59 Educator/learner involve in local
events
Yes 701 85.7
No 117 14.3
Enough toilets Yes 625 74.5
No 214 25.5
Safe clean water Yes 754 91.6
No 69 8.4
Garbage disposal Yes 699 84.9
No 124 15.1
Learners involved in beautifying school
Yes 280 34.1
No 543 65.9
School features support
learning Yes 491 59.4
No 336 40.6
Ground maintained Yes 336 40.8
No 488 59.2
4.2.3.2 The risk of school environmental factors for Alcohol
In the univariate model test, curriculum contained health related activities (OR: 0.98 95% CI: 0.7-1.5), have garbage disposal system at school (OR: 1.5 95% CI: 1.0-2.2), student takes part in beautifying the school (OR: 1.5; 95% CI: 1.1-1.9) and (OR: 1.3;
95%CI: 0.9-1.7) physical feature of the school support learning (Table 4.6).
Table 4.6: The odds ratios about school’s climate for alcohol use
____________________________________________________________________________________
Univariate Logistic Regression
Multivariate Logistic Regression OR (95%CI) p-value OR (95%CI) p-value _____________________________ __________ _______ _________ _____
No 0.98(0.7-1.5) 0.052* - -
Educator/learners participate
in local events Yes Ref
No 1.2(0.8-1.8) 0.396
Enough toilet Yes Ref
No 0.9(0.6-1.2) 0.509
Safe clean water Yes Ref
No 0.9(0.5-1.5) 0.648
Garbage disposal Yes Ref Ref
No 1.5(1.0-2.2) 0.039** 1.6(1.1-2.3) 0.029**
Beautifying the school Yes Ref Ref
No 1.5(1.1-1.9) 0.016** 1.5(1.1-2.0) 0.011**
60
School features Yes Ref
No 1.3(0.9-1.7) 0.108 - -
Ground maintained Yes Ref
No 1.1(0.9-1.5) 0.373
Hosmer-Lemeshow 0.9974
*˂0,05; **˂0.1; ***˂0.00
In the multivariate model, only two items were significant which indicates the following results: have garbage disposal system at school (OR: 1.6 95% CI: 1.1-2.3), student take part in beautifying the school (OR: 1.5; 95% CI: 1.1-2.0).
4.2.3.3 Principal Component Analysis (PCA) of school health, curriculum issues and learner involvement in learning
The researcher performed a Principal Component Analysis (PCA) in order to determine which school health services, curriculum issues and learners’ involvement factors contributed to learners’ alcohol use. First, a descriptive statistic was performed to establish the frequency of the reported variables comprising the three domains.
Students participating actively in learning was reported by 88.5% of the participants, followed by curriculum issue (78.7%), while students taking part in decision making was reported by 71.1% of the participants. Absence of screening services, unavailability of first aid kits and training in schools, as well as unsafe keeping of student records, were reported by most learners (81.5%, 73.2% and 73.1%, respectively). An almost equal number of students said referrals are linked to services within the community, see Table 4.7. The descriptive statistics analysis was followed by rotated factor loading of these and other variables.
Table 4.7: Descriptive Statistics of School curriculum issues and services ________________________________________________________________
Variable Valid N %
Student take part in decision making
About their learning Yes 584 71.1 No 237 28.9 Student active participation in learning Yes 728 88.5 No 95 11.5
61 Curriculum is interesting engaging and
relevant Yes 646 78.7 No 175 21.3 Sufficient time is allocated to health in
the overall curriculum Yes 405 49.2 No 419 50.8 First aid kit is available,
Yes 219 26.8 No 598 73.2 Screening services are provided Yes 152 18.5 No 672 81.6 Learners records are kept safe at school Yes 221 26.9 No 600 73.1 Counselling services is available at school Yes 397 48.1 No 428 51.9 Healthy locally grown food is available at
School Yes 427 52.0 No 394 48.0 Referrals linked to service within community Yes 413 50.3 No 408 49.7
4.2.3.4 Rotated Factor loading of school health services, curriculum and learner involvement
Exploratory factor analyses were performed on the 11 items representing curriculum issues and services at school and yielded five (5) factors with eigenvalue greater than 1 which, together, accounted for 63.5% of the variance. The Kaiser-Meyer-Olkin (KMO) measure for the model was 0.6117. Inspection of the component matrix found that 10 items had loading values greater than the cut-off point of 0.5 suggested by Kaiser (1974). The results obtained from the factor loading matrix are presented in Table 4.8 below.
Table 4.8: Rotated factor loading for measures of school climate from the PCA Context Factors
Factor 1 Factor 2 Factor 3 Factor 4 Factor 5
Student take part in decision making
and their learning 0.7683 0.7683 -0.0320 0.1793 -0.0670
Student actively participate in their own learning
- 0.0306 0.5389 -0.0639 -0.4593 0.3043
-0.1820 0.4422 0.6688 0.1167 0.0531
62 Curriculum is interesting, engaging and
relevant
Sufficient time is allocated to health in the overall curriculum
0.2006 -0.2405 0.7754 -0.0746 0.1302
Treatment of minor ailments 0.7856 -0.0816 0.0977 0.0119 -0.0022
First aid kit is available and training is provided
0.6699 0.1123 -0.0801 -0.0115 0.1032
Screening services are provided 0.5984 0.0248 0.2483 0.2703 -0.0170
Learners records are kept safe at school
0.6139 0.1611 -0.0422 0.2837 0.1555
Counselling services is available at school
0.1049 0.0301 0.1481 0.0437 0.8462
Healthy locally grown food is available at school
0.0928 0.0920 -0.0177 0.8698 0.0797
Referrals link to service within community
0.3373 0.3373 0.3561 -0.1283 -0.4478
__________________________________________________________________
Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy = 0.6117
Factor loading one had four (4) items which was labelled Health related services, Factor two had two (2) items and labelled Students involvement in learning and Factor three also had two (2) items, labelled Curriculum issues.