# Analyzing the comparative effectiveness of educational methods to foster children’s dengue knowledge

## TL;DR

This study compared different educational methods to teach children about dengue and found that all methods were similarly effective, with success depending on specific factors like the concepts taught.

## Contribution

The study provides empirical evidence comparing educational interventions for dengue knowledge in children, highlighting the role of contextual factors over method superiority.

## Key findings

- All three educational interventions improved dengue knowledge immediately after the intervention.
- Children retained about two dengue concepts one month after the intervention.
- Each method was more effective in teaching specific dengue concepts.

## Abstract

Education about dengue disease is fundamental for its prevention. However, the most effective methods for delivering this knowledge in schools remain unclear. In this study, we compared two widely used educational interventions on their effectiveness in increasing dengue knowledge. A cluster-randomized controlled trial, with pre- and post-evaluations was applied. Three hundred ninety 10-year-old children from primary schools in a low-socioeconomic status area of Argentina that is endemic for dengue, were assigned to one of three groups: workshop, an abbreviated workshop, or direct instruction. Dengue knowledge was assessed with a questionnaire before, immediately after the intervention, and one month later. Teacher effect, concepts taught, duration of intervention, and baseline knowledge were controlled for. A Generalized Linear Mixed Model indicated that the three interventions were equally effective in improving dengue knowledge, both immediately after the intervention (children learned 3 dengue concepts) and one month later (children retained 2 dengue concepts). However, each intervention is more effective in teaching some concepts in particular. Our results, among the very few comparing educational interventions in dengue knowledge, suggest that the optimal approach depends more on contextual factors (e.g., specific concepts taught) than on the inherent superiority of either method.