Immunization and child health materials development guide pdf

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Figure 35. Pretesting Pattern for One- and Two-Version Radio Spots For the second interview, record version B two times in succession with a small pause between each taping, followed by a long pause. Then record version A two times with a small pause between each taping, followed by a long pause. And finally, record both versions in B-A order. Test version B first, followed by version A, then play version B and version A so that the respondent can compare them. Reversing the order of pretesting each time helps eliminate any bias that pretesting always in the same order might create. b. Group Pretesting for Radio. As recommended earlier, don’t try to create radio programs unless you have the expertise. Instead, contract them out to professionals. However, you can and should pretest a radio script and draft program that have been written or produced by someone else. The best way to pretest a radio program is with groups. First, determine whether the radio program will be: • A one-time broadcast—that is, an individual broadcast and not part of a series of regularly scheduled radio programs; • Part of a regularly broadcast series of pre-recorded programs on a number of different topics; Page 77
• Part of a short series of programs prepared on a single topic, which will later be used as a series for training and dissemination, for example, a series of four radio programs on how to protect your child from various illnesses through vaccinations; or • A series of programs regularly broadcast live in the studio. In the first two cases, the pretesting of each individual program should follow the steps below. For the second two cases, pretesting all of the radio programs in a series is costly. In addition, the task is practically impossible if the programs are broadcast daily, even if they are prerecorded. What you should pretest here is not so much the comprehension of the message that a particular program transmits, but whether its format and structure are the most appropriate for transmitting an educational message in a comprehensible and convincing way. • If the program deals with several different messages, encourage the participants to name as many messages as possible. Then note the order in which the messages or topics are mentioned. Note also those messages that are least remembered or those that are not remembered at all. For example, if the program deals with which illnesses a child might be protected from through vaccinations, the questions of comprehension might include: – “What did the program say are the illnesses that your child can be protected from through vaccinations?” Write down the illnesses in the order that they are given. – “What did the program say you should do to get your child protected?” Write down the responses in the order that they are given. • If the program is a dramatization and uses characters, ask about the individual characters. – “Who are the characters you heard?” – “Who do you think (mention each character) is?” – If the character is a representation of an average individual from the intended population, ask, “Do you think that (mention the name of the character) is like people from here, and does she or he talk the way people from here talk?” If the answer is no, ask, “How is her or his speech different? How should s/he speak to become like, or sound like, people from here?” Organize and conduct a group pretest much in the way you would organize a focus group discussion. The pretest should include these components: • Invitation. When you invite people to the pretest, don’t tell them exactly what the radio program is about. When inviting parents to listen to a rough-cut radio program on various illnesses that can be prevented through vaccination, for instance, say you are developing a program about caring for your children. See how participants react to the program, and let them tell you what it’s about. Page 78
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Immunization and Child Health Mater
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immunization and child health mater
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Table of Contents Page A Letter fro
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Materials development is especially
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The Guide explores qualitative rese
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Step 1. Plan Your Project The first
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THE CREATIVE BRIEF 3 A creative bri
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Figure 1. Sample Materials Developm
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Step 2. Identify and Study Your Aud
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• Fieldworkers, traditional birth
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2. Define Your Audience by Stages o
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B. Determine Informational Needs of
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2. Decide Which Method Best Meets Y
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In-Depth: Effective Qualitative Res
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• Ask participants to imagine som
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Figure 11. Principles of Question D
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Figure 12. Tips for the Facilitator
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Figure 14. Example of Organizing FG
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immunization. Make sure the questio
Page 42 and 43: 3. Identify Patterns. As the facili
Page 44 and 45: SUMMARY OF FOCUS GROUP PHASES Phase
Page 46 and 47: Figure 17. Organizing Your Notes 22
Page 48 and 49: Step 3. Develop Messages
Page 50 and 51: A meeting with policy-makers may be
Page 52 and 53: Figure 18. Guidelines for Designing
Page 54 and 55: Step 4. Create Draft Materials Keep
Page 56 and 57: The artist can prepare more than on
Page 58 and 59: C. Video Materials Producing a vide
Page 60 and 61: VIDEO Same expert demonstrates Solo
Page 62 and 63: Special Advantages of the Web. The
Page 64 and 65: • Easy to Create. A single person
Page 66 and 67: MAKE AN INTERACTIVE, “BRANCHING
Page 68 and 69: - Get Outside Help, If You Need It.
Page 70 and 71: Step 5. Pretest and Revise Draft Ma
Page 72 and 73: B. Measuring Variables Pretesting m
Page 74 and 75: Figure 25. Drafts of an ORS Message
Page 76 and 77: Page 62
Page 78 and 79: In-Depth: Effective Pretesting 1. P
Page 80 and 81: Low-Literate Materials Pretest Form
Page 82 and 83: Using the Pretest Data Sheet. Use t
Page 84 and 85: A response to a picture is consider
Page 86 and 87: Figure 30. Sample Illustration, Pre
Page 88 and 89: Figure 32. Completed Print Material
Page 90 and 91: 8) Then, multiply the answer by 100
Page 94 and 95: • Introduction. Introduce yoursel
Page 96 and 97: • Written Pretest Questionnaire.
Page 98 and 99: Step 6. Produce Materials
Page 100 and 101: Economies of Scale. Often, the more
Page 104 and 105: Step 7. Distribute Materials and Tr
Page 106 and 107: Figure 36. Tips for Using Print Mat
Page 108 and 109: Step 8. Evaluate Materials
Page 110 and 111: Appendix 18 includes a sample evalu
Page 116 and 117: References AIDSCAP. How to Conduct
Page 118 and 119: Glossary of Acronyms AIDSCAP BCC BD
Page 120 and 121: PATH (Program for Appropriate Techn
Page 122 and 123: Appendices
Page 124 and 125: Appendix 1 Topic Guide for Focus Gr
Page 126 and 127: E. Closure 1. Review any patterns o
Page 128 and 129: Appendix 3 SMOG Readability Formula
Page 130 and 131: Leave Plenty of White Space. This m
Page 132 and 133: Use Simple Illustrations. Avoid ext
Page 134 and 135: Use Appropriate Illustrative Styles
Page 136 and 137: Appendix 5 Hiring Experts If you ha
Page 138 and 139: Sample Letter January 25, 2001 Dire
Page 140 and 141: Appendix 7 Video Camera Directions,
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22. Titles: (a) Cards, film, slides
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⇑ Clearly identify steps in a tec
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Appendix 10 Sample Questions for Pr
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Appendix 12 Pretest Data Sheet Pret
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Appendix 14 Group Pretest Answer Sh
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Appendix 16 Radio and Video Pretest
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Appendix 18 Evaluation Form Evaluat
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6. What was most useful about the G
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