Assessing and evaluating the Dangerous Decibels classroom programme
Eranthi C. Liyanaduwa Kankanamge, Ravi Reddy, David WelchObjective:
To develop an improved tool with which to assess the efficacy of the Dangerous Decibels (DD) programme, delivered as a training programme. The theoretical foundations for the tool were the capabilities, opportunities, motivation-behaviour (COM-B) model, and a separate set of scales was included at the level of individual components of the programme.
Design:
The research was conducted in three phases: draft questionnaire design, Delphi review, and pilot testing.
Setting:
Primary schools in the Auckland region, Aotearoa New Zealand.
Method:
The Dangerous Decibels Assessment (DDA) questionnaire was developed. A Delphi review was conducted to assess readability, face validity, and content validity. The questionnaire was tested for age appropriateness and intelligibility using a small sample of children (
Results:
The questionnaire achieved a consensus of >78% for readability, >78% face validity, and 100% content validity. Component and overall scores for the DDA improved significantly after the DD training programme, as did the overall score on the original assessment questionnaire. Most scales achieved acceptable internal consistency (Cronbach’s alpha value of > .7).
Conclusion:
The DDA can be used to evaluate the efficacy of the DD programme in terms of its component parts and overall. It will be useful for evaluating the future efficacy of DD training.