Implementation of the “unplugged” school-based prevention programme in Nigeria: Results of process evaluation

Abstract

Process evaluation can improve the quality of program implementation and the achievement of program outcomes. This paper aims to describe the fidelity of implementation of the school-based prevention program 'Unplugged' in Nigeria, i.e., the degree to which the intervention was delivered as intended, and the satisfaction of teachers and students. The program aims to prevent tobacco, alcohol, and substance use and consists of 12 standardized units, one-hour each, delivered by class teachers. Sixteen schools implemented the program. Eleven schools, 33 classes, 27 teachers, 993 students provided process evaluation data. Eighty-two percent of classes implemented the entire program, with lower rates of activities implementation at the beginning and at the end of the program. Each unit took on average 55 minutes. More than 90% of teachers perceived high students' interest for units 1, 4, 5, 8, and 9, high interactivity for units 1, 2, 8, and 9, and declared high comfort in implementing most units. About 80% of teachers reported an improvement in knowledge, teaching skills, and relationships with students due to the program. More than 75% of students declared the program changed their way of seeing themselves, was helpful to answer questions about themselves, and improved their relationships with mates and teachers. About 95% of students reported an increase in knowledge of the consequences of substance use. Students declared Unplugged educative, informative, helpful, impacting on change, interesting and suggested the program should be spread to other schools.