| Questions | Data sources | Tools/ procedures | Timing of data collection | Data analysis | Reporting |
Fidelity | 1. To what extent was information delivered to the school children as planned? | Teachers, school children, parents, interventionists | Observations with checklists | Interventionists weekly reports | Calculate scores based on the percentage school children reached. | Formative-informal feedback to interventionists weekly; summative-summarised by schools and overall |
Dose delivered | 2. How many units of each intervention was provided by the interventionists | Teachers, school children, parents, interventionists | Observations with checklists | Weekly reports | Narrative description of the procedures | Formative-informal feedback to interventionists weekly; summative-summarised by schools and overall |
Dose received | 3. To what extent did the recipients participate in the program? 4. Were they receptive? | Teachers, students, interventionists | Administration of brief satisfaction scales, face to face interviews and focus groups. | Focus groups and amount of learning materials delivered | Teachers and the school children response frequencies. | Formative-informal feedback to interventionists weekly; summative-summarised by schools and overall |
Reach | 5. What percentage of the children was made aware of the impact of food poisoning? | Interventionists. Teachers. | Writing reports of the headcount, sign-in sheets, names on a class roll/rosters. | Taken for each school in which awareness was raised. | Look at the number of children in each school participating in at least 40% of the awareness sessions. | Formative-informal feedback to interventionists weekly; summative-summarised by schools and overall |
Recruitment | 6. Which means were used to reach to the children and to retain them in the program? | Interventionists. | Interventionists document all awareness sessions | Administered at the end of each awareness session | Narrative description of the procedures | Formative-informal feedback to interventionists weekly; summative-summarised by schools and overall |
Context | 7. To what extent did the control group get exposed to the program? Did learning institutions allow common meeting time for awareness creation? And what were the barriers to the implementation? | School teachers, administration, staff and the students. | Interviews bearing open-ended questions that will address barriers to implementation | At the end of each awareness session | Themes identified through quantitative and qualitative analysis | Formative-informal feedback to interventionists weekly; summative-summarised by schools and overall |