DNHE-4 Project Work.pdf

PROJECTWORK:NUTRITIONAND HEALTH
EDUCATION
SECTION 1
Doing Project Work 5
SECTION 2
Theme and Process Outlines 14
DNHE-4
PROJECT WORK
Indira Gandhi
National Open University
School of Continuing Education

Course Design
Prof.V.C. Kulandai Swamy
Vice-Chancellor
IGNOU
Block Preparation Team
Material Production
ShriArvind Kumar
Assistant Registrar (Publication)
School of Continuing Education
April, 2016 (Revised)
© Indira Gandhi National Open University, 2016
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Prof. H.P. Dikshit
Pro-Vice-Chancellor
IGNOU
Prof.A.B. Bose
Director
School of Continuing
Education, IGNOU
Prof. P.R. Reddy
Vice-Chancellor
Sri Padmavathi Mahila
VishwaVidyalayam
Tirupati
Mrs. Mary Mammen
CMS Hospital
Vellore
Dr. Mrs. S.R. Mudambi
MIDC Pimpri, Bhosari, Pune
Dr. Mehtab Bamji
National Institute of
Nutrition
Hyderabad
Mrs. Arvind Wadhwa
Lady Irwin College
New Delhi
Ms. Annu J. Thomas
Education
IGNOU, NewDelhi
Prof. B.N. Koul
Executive Director
STRIDE
New Delhi
Prof. Prabha Chawla
Education
IGNOU,NewDelhi
Ms. Deeksha Kapur
Education
IGNOU,NewDelhi
Project Design
Prof. P.R. Reddy (Editor)
Vice-Chancellor
Sri Padmavathi Mahila
VishwaVidyalayam
Tirupati
Ms. Annu J. Thomas
Education
IGNOU, NewDelhi
Course Revision
Prof. Deeksha Kapur
Discipline of Nutritional
Sciences
Education
IGNOU,NewDelhi
Ms. Rajshree
Ms. Kusum Bhatt
Consultant
Education
IGNOU,NewDelhi

PROJECT WORK : AN INTRODUCTION
Welcome to Course 4. You have so far studied several theoretical principles and
undertakenpracticalactivitiesas well. Now youshould be readyforthe excitement of
planning andimplementing your ownproject. Ifyou are alreadya communityeducator
you would haveseveralideas onthesubject. But for thoseofyou who arenot but hope
to undertake such a professionalventure, the project work willtake you step-by-step
through the process. We are sure you would have developed the skills you need to try
your hand at project work.
Beforeyoubegin,go throughthisdiscussionverycarefully. Ifyou haveanyproblemsor
queries you are welcome to correspond with us. To begin with let us talk about the
following points: How project work will help you and what are the procedures to
follow.
How Project WorkWill HelpYou?
We envisage that project work willgive you much needed field experience. This will
sharpen your skills and shape your attitudes.You willbe undertakingproject work in
consultationwitha counsellor allotted to you bythe Coordinator ofyour studycentre
aswellas arepresentative ofa voluntaryorganisation/institutionengagedincommunity
work. Thisinteractionwithyour counsellorandwithcommunityworkersandeducators
would be helpfulto you and wouldhelp to minimize your problems. Such experience
would also help you to gaincredibilityas a nutritionor healtheducator.
What Procedure to Follow?
The following process chart shows you the necessaryprocedure.
DNHE-4 : PROJECT EVALUATION
BLOCK 12, STUDENT EVALUATION DIVISION (SED)
INDIRAGANDHI NATIONALOPEN UNIVERSITY
IGNOU COMPLEX , MAIDAN GARHI, NEWDELHI - 110068
Contact the project counsellor and field guide allotted to you (your resource
persons).
Finalise your, project proposalbased ononeofthe themes I-Voranyother of
your choice and submit to studycentre coordinator after approvalby both
resource persons.
Send one copyofthe approved project proposalto us withthe signature of
the project counsellor (Use format giveninAnnexure 1).
Conduct your project work.
Prepare the project report (2 copies).
FillformgiveninAnnexure 3and submit one copyofthefinalprojectreport to
the coordinator ofyour studycentre.
Send the second copyoffinalproject report to us at the following address for
evaluationwiththe formgiveninAnnexure 2 completed.

The previous discussionhas takenyou quicklythroughthe steps youhave to complete.
Read it througha couple oftimes so that you are clearabout how to proceed. Ifat any
stage you feelin need ofour comments or suggestions please write to the following
address.
DNHE-4 : QUERIES
DISCIPLINE OFNUTRITIONAL SCIENCES
SCHOOL OF CONTINUING EDUCATION
IGNOU COMPLEX, MAIDAN GARHI, NEWDELHI-110 068
Now let us come to the topic ofhow muchtime you should spend on the project.
How to Manage Project Time?
As you are aware, this project work is worth8 credits or 240 studyhours. We suggest
you manageyour time according to the following guidelines.
Activity Time
(Hours)
Identificationofproject and 50
finalising project proposalinconsultation
with project counsellorand field guide
Planning andconducting project 150
work inthe field withperiodicreview by
project counsellorand field guide
Analysing observations/results 40
and writingthe project report
Total 240

5
SECTION 1 DOING PROJECT WORK
Structure
1.1 Projects: What TheyAreAbout
1.2 Preparing theProject Proposal
1.3 Planning andConducting the Project
1.4 Writing theProject Report
1.5 The Role ofthe Project Counsellor and the Field Guide
1.1 PROJECTS:WHATTHEYAREABOUT
What is a project? It’sa smallword but can meandifferent things to different people.
We have used the word to mean a type ofaction oriented research withplanning and
designing elements as well. The objective is not just to give you a feelofcommunity
work but also the abilityto analyse and evaluate your ownobservations.As you begin
project workandget involvedwiththemanyactivitiesitentails, youwillfindthat project
work developsspecialskills: it encouragesyou to think, discoversolutions to problems
and develops interpersonaland communicationskills. Taking yourowndecisions and
successfullycompletingaproject gives selfconfidence and asenseofachievement. For
us it is veryencouraging to feelthat you willbe going beyond the course materialwe
have supplied. Ina wayyou willbe “locating” your owninformation, organising and
analysing the materialand writing down your ownobservations and theresult ofyour
experiments withdifferent approaches, surveys, interviews or case studies.
Remember that people withfield experience canbe veryhelpful. So talk to community
workers in your locality. Theycan give you needed advice and practicalhints. This is
often much more usefulthan reading severalbooks or journals. Such an interaction
wouldgive youaninsight into theproblems andpossible solutionsincommunitywork.
You should view both the project counsellor and field guide as people who can help
you at everystage of your project. We willelaborate on their role in subsection 1.5.
You would most probablyneed their valuable assistance in choosing a suitable topic,
collecting informationand implementing a project. It is up to you to make thebest use
ofthis academic and field levelresource.
Now let us move on to a discussion ofthe steps involved in your project work.
Essentiallytheseare:
1) Preparationofthe project proposaland its finalisation
2) Planning andconducting the project
3) Analysing your observationsand drawing conclusions
4) Writing theproject report.
1.2 PREPARATION OFTHE PROJECT PROPOSAL
Quite simplya project proposalisa description ofwhat you hope to achieve and how
you intend to go about it. In other words it gives a brief idea of objectives and
methodology.

Project Work: Nutrition and
Health Education
6
Don’t rush over this stage. Taking time to think through the project earlyenough can
save youfrommuchanxietyandoverwork later.
While preparinga project proposalyoushould go through the following steps :
1) Go through thethemes I-V given inSection 2. Choose one whichyou think you
can handle.You can also select your own theme.
2) Decide, onthe area (city, village or town) you want to work in. You can consult
the field guide or project counsellor who may be able to put you intouch with a
communityor maysuggest aninstitution(suchas a schoolor college)or a clinic,
communitycentre.
3) Visit thelocality.Talk to theNutrition/Healthworkerinthearea inorderto identify
the majorproblems in relation to the theme selected.
4) Decide onthetarget group — whomwillyou be working withinthe community?
5) A. Think ofthe types ofnutrition/healthmessages you want to conveyand the
methods and media that could be used.
B. Alternativelywhomwouldyouliketosurveythroughinterviews/questionnaires
orwhichindividualswouldyouliketostudycloselyforcompilingcasestudies?
6) Take a decisionon approaches and strategies you would use to help you collect
information ordata (to use the technicalterm).
7) Now put down your project proposal. Do not write more than 500-600 words
using the format provided inAnnexure 1. Remember that your project proposal
should have the signatures of your project counsellor before you send it to the
coordinator ofyour studycentre. Send us a copyofthe formNOT the original.
We must emphasize that you should not be overambitious when taking on a project.
You must choose a project that you can handle and which will not be too difficult for
you. Don’t let it bother youifyourproject isnot earthshatteringormind boggling!Also
approach your project with an open mind. No one has allthe answers and everyone
has some problemsinthe initialstages. Don’t hesitate to discuss yourideas and doubts
with the project counsellor and field guide.
We earlier mentioned that you have to select one out ofthe five themes given. You are
also free to select your own theme if approved by the project counsellor and field
guide. The themes are:
Theme 1 :Assessing Message, Media and Methods
Theme 2 :Designing ParticipatoryApproaches
Theme 3 :Comparing Methods and Media
Theme 4 :Analysing Knowledge,Attitudesand Practices
Theme 5 : Using Case Studies
Here we are providing you a simple guide on how to prepare a proposal. We begin
with a review ofthe typicalparts of a project proposal. The parts are summarised as
follows:
 Title
 Introduction(includingstatementoftheproposedwork, PurposeandSignificance
ofwork)

7
 Methodology/ Descriptionofthe proposed planofwork
 List ofreferences
Let us know in detailabout these parts and focus on proposalwriting. We begin with
defining the points you need to consider while writing the title of your study in the
proposal.
Title
The title ofyour project work should be comprehensive enoughto indicate the nature
oftheproposed work. But, it should be concise andbrief. We must emphasizethat you
should not be overambitious when taking ona project. We must choosea project that
you canhandle and which willbe not be too difficult for you.
We earlier mentioned that you have to select one out ofthe five themes given above.
You are also free to select your own theme ifapproved by the project counselor and
the fieldguide. For example, ifyou chooseTheme 4:Analysing Knowledge,Attitudes
and Practices. Withinthis theme yourstudytitle canbe: “To assess knowledge, attitude
and practicesofmothers regarding infant feeding practices”.
You willfind the detailed discussion oneach ofthese themes in Section 2.
Introduction
The introduction ofyour proposal should begin with a capsule statement of what is
being proposed and then should proceed to introduce the subject/area/topic under
study. Thusthe introductionshould becomprehensibleand giveenoughbackground to
enableanyreader/expert to placeyourparticularworkincontextofcommonknowledge
and shouldshow how its solutionwilladvance the fieldor be important forsome other
work. State the importance ofyour project work also in this part ofyour proposal.
Remember, a good proposal begins with a clear idea of the goals/objectives of the
project. Objectives arewhat you intend to examine inyour fieldwork. For example, on
the topic mentioned above, your objectivescan be:
i) To assess the infant feeding practices;
ii) To assess the nutrition knowledge and attitudes ofthe mothers regarding infant
feeding, etc.
Methodology
This sectionis veryimportant because it indicates how you planto tackle your project
work. It willprovide your work planand describe the activitiesnecessaryto complete
your project.
You need to consider about the sub sections while writing the methodologyof your
project work:
 Subjects/ Sample/Locale: This sub section will decide on various aspects like
who will take part in the study (children, women, men etc.), what will be the
sample size, what willbe the inclusionor exclusioncriteria for the selection ofthe
subjects, how will you select the subjects, where will the study be conducted
(area) etc. You must discuss allthese aspects withyour counsellor inorder to get
a clear picture ofthe sample to be taken for the study.
Doing Project Work

Health Education
8
 Instruments: In this subsection you will highlight the techniques/ instruments/
tools you planto develop anduse for the collectionofdata related to your project
work. For example while studying the infant feeding practices what toolwould
you use?Would you design a questionnaire covering different aspects ofinfant
feeding onwhichdata willbecollected?Similarlyfor assessingthe -knowledge of
mothers would youuse a questionnaire?Likethis write about thetools you would
use to collect the data.Also tellabout the reason for theirselectionand reliability
ofthe tool.
 Procedure: In this part you willelaborate on the issues like how do you plan to
carryout thestudy, what activities willbe involved, what willbethe totalduration
ofthe studyetc.
Note: The method sectionshould complywiththe objectives ofyourstudy.You need
to definethe tools and methodsfor everyobjective that you desire to achievewithyour
study. This part may also include the statistical methods/data analysis procedures/
techniques.
Ethicalconsiderations, ifany, arealso includedhereinthemethodsectionoftheproposal.
List of References
It is important that at the end of the proposal you list the references, literature or a
bibliographyyou havereviewed so far indeveloping your plan foryour project work.
This sectionwillcontainanalphabeticallist ofallsourcematerialtowhichreferencehas
been made in the proposal.
Asample project proposal is attached atAnnexure 5 for your perusaland reference.
Read it carefullyand planyour project proposalaccordingly.
1.3 PLANNINGANDCONDUCTINGTHE PROJECT
Once you have your project proposalready, the next step is to prepare a detailed plan
of what you propose to do. Using a step-by-step approach is a must. Some key
questions that wouldhelp you withpreparation ofa planinclude:
 How manystages or phases would be necessary?
 Which tools and techniques need to be used?
 What steps would be required to finalise the tools and techniques? Is a pretest
going to be conducted?
 Who are the field levelfunctionariesand communityleaders who could help you?
How willyou get intouchwiththem?
 How many sessions would be required with communitymembers? How much
time would thesetake and how manypeople would be involved?
 When will community meetings be organised’— in the morning, afternoon or
evening? Remember that the convenience of the target group is all important.
Deciding ontimings with their help would be best to ensure fullparticipation.
 Where willthe“action” take place?Inthe panchayat building, inaschoolor health
centre?
 How about the localpolitics inthe communityor institutionthat might influence
your work?

9
 Where, when and how would the Voluntaryorganisations/Institutions to which
you are attached playa role inyour project work?
 What would be the best way to analyse the data you collect and arrive at
conclusions? Is a post test necessary? How would this be constructed?
 What assistancewouldbe givenbytheproject counsellorand fieldguide inproject
implementation?
These are ofcourse generalquestions — the list is by no means complete. You may
add severalmore as you thinkthroughthe theme andtopic ofyour project work. Think
ofthe specificplanning needs involved. This is veryimportant.
Now let’s cometo the steps involvedinconducting yourproject onceyour project plan
is prepared (in line with the approved project proposal).
STEP 1 : CONTACT COMMUNITYMEMBERSAND LEADERS, FIELD
LEVELFUNCTIONARIES/WORKERS TO IDENTIFY
PROBLEMS/SOLUTIONS RELATED TO A PARTICULAR
AREAIN NUTRITIONAND HEALTH EDUCATION
STEP 2 : COLLECT DATARELATEDTO THE BACKGROUND OFTHE
TARGET GROUPSELECTED
STEP 3 : SELECT AND FINALISE THE TOOLS AND TECHNIQUES
RELEVANTTOTHETHEMEANDTARGETGROUP(Seetheme
discussionin‘Section 2)
STEP 4 : CONDUCT PRE TESTS AND POST TESTS WHERE
MENTIONED (See theme discussionin Section 2)
STEP 5 : TABULATE DATACOLLECTED OR WRITE FULL DETAILS
OF OBSERVATIONS RECORDED
STEP 6 : USE STATISTICAL METHODSTOANALYSE DATAWHERE
APPLICABLE (SeeAnnexure 4 for details)
STEP 7 : LIST CONCLUSIONS/INFERENCES
STEP 8 : WRITE PROJECT REPORT
At eachstagetheguidance oftheproject counsellor and field guidewouldbe invaluable
foryou.
1.4 WRITINGTHEPROJECT REPORT
When you reachthe wonderfulstage ofhaving completed your project there willbe a
sense ofsatisfaction. The next stage—putting everything down on paper — can be
bothchallengingandexhausting.Youwouldfindthefollowingdiscussionusefulinwriting
your project report well.
Before beginningto write the report, you must first thinkabout how you wouldlike to
organise the report. Suggested headings/topics for different sections ofthe report are
summarised in Section2. Each ofthe five themes has been dealt withseparately. This
would help you to concentrate onthe one relevant to your work.
It would be ofgreat benefit to first collect the following materials and arrange themin
files.
 Approved project proposal
Doing Project Work

Health Education
10
 Descriptionofprocedures inselection ofsample
 List oftools and techniques used
 Description ofuseoftools and techniques
 Recordofmedia/aidsdeveloped e.g. photocopiesofflashcards, flipbooks, charts,
posters etc.
 Originaland Englishtranslation versions ofmaterials whenworking ina regional
language.
 Observations madeduring the course ofproject work (data organisedinthe form
oftablesare veryuseful).
 Analysis and conclusions made on the basis ofobservations.
You could labelthe files inanappropriate wayso that you can referto themwhenever
you need to do so.
Usuallythe project report begins witha page like this.
TITLE : In Capitals
YOUR : In Capitals
NAME
Aproject report submitted in partialfulfilment ofthe requirementsfor the
Diploma inNutritionand HealthEducation.
SchoolofContinuing Education
Indira GandhiNationalOpenUniversity
Year _____________________
After this page comes the list ofcontents.You could write this out on the same wayas
we write the structure of anyunit/section. Indicate page numbers corresponding to
eachsection/subsectionafter finaltyping.
Your next task is to present the major features ofyour project work inthe best manner
possible. Remember the 5 C’s and ask yourselfthe following questions in relation to
each.
1) CLARITY : Am I being as clear as possible? Could I use
diagrams, flow charts?
2) CONCISENESS : Am I being as brief as possible? Are my
sentences and paragraphs too long?
3) COMPREHENSIVENESS : Have I covered allthe points I wanted to talk
about?
4) CORRECTNESS : Is everypoint I make factuallycorrect?
5) CREATIVITY : HaveI presented the materialinas imaginative
and creative way as possible?
Sometimes you mayhave a problemwithjudging your own work. Here your project
counsellor and fieldguide canhelp you.You cculd also discuss yourinitialroughdrafts
withsupervisorystaffat the field levelwho have watched youdoing your work.

11
The basic elements of a project report usually include the following in one form or
another:
 INTRODUCTION
 METHODOLOGY
 OBSERVATIONS
 RESULTSAND DISCUSSION
 CONCLUSIONS
There are some variations introduced from one theme to another as you willfind on
reading Section 2. You can also make changes in consultation with your project
counsellor/fieldguide.
Now let’s take a quick look at what we mean whenwe use the terms given earlier, in
the context ofa project report.
INTRODUCTION : Descriptionoftheexistingproblemandthetarget
group; Description ofwhat the project aims to
achieveandwhyit isbeingundertakenfromyour
point of view as well as the community’s. The
introduction should end with a list of aims and
objectives ofthe specific project.
METHODOLOGY : Description ofthe wayin whichthe project was
conducted including important aspects suchas:
— identificationofproblemarea
— identificationoftarget group
— designoftools
— use oftechniques
— timing ofproject work
If any modifications became necessary (in
comparison withprocedures given in approved
project proposal) thesemust be highlighted and
reasonsgivenfor thesame. Pleasedo not hesitate
to give this information. It is good to make
changesiftheywillhelpto achieve better results.
OBSERVATIONS : Descriptionofwhat actuallyhappened whenthe
project was conducted. This could be extended
to assessmentofgroupactivityconductedbyyou
or othermembers ofthe group belonging to the
community.Itcouldalso involvecommentsgiven
byfield levelstaffor functionaries.
RESULTS AND DISCUSSION : Description of the facts you have learned in
relationtothethemeyouidentifiedandthespecific
topic withinthe theme that you selected. Ifyou
feelthattheresults you obtainedwere influenced
Doing Project Work

Health Education
12
bysomespecialfactorsthesemustbediscussed
indetail.Similarlytherewouldbe-somefeatures
youmightwanttoexplainorhighlightThisisthe
place in the project report to do this.
CONCLUSIONS : Description of relevance of your project to
planning/implementation/evaluationofanutrition
andhealtheducationprogramme.Arethereany
general recommendations emerging from your
work?
1.5 ROLE OF THE PROJECT COUNSELLOR AND
THE FIELD GUIDE
Let’s begin by asking you:What do you expect from the project counsellor and field
guide? You can jot down these expectations here.
Realisingyourexpectationswoulddependuponyourowninitiative.Instrictlyacademic
termstheprojectcounsellorguidesyouindevisingandformulatingtheprojectdepending
onthefeasibility.Itisthefieldguidewhocantellyouhowfeasibleyourprojectis:Can
itbedoneornot?Wouldtheextensionunitoftheinstitutionorvoluntaryorganisation
be able to help or not? Remember to check out all subject related points with the
projectcounsellorandallimplementationdetailswithyourfieldguide.
The following figure gives you an idea of how you should interact with both resource
persons.
YOU
PROJECT
COUNSELLOR
FIELD
GUIDE

13
Notice that you must start theprocess and maintain it. The dotted lines indicate that in
some situationstheproject counselloror fieldguide maycontact you.However, do not
expect thistohappenroutinely. Itisalso possiblethatinsomecasestheproject counsellor
would be in close touch withthe field guide.Againthis is not alwaysgoing to happen.
You may have to work out a way if you need them to meet in order to discuss a
particularmatter.
You shouldrealise that actually“doing the project” is your task. To get themost out of
these experts, you must take the initiative in asking questions, organising your own
activities.
If you have any problemwith identifying a suitable project counsellor or field guide
write to or meet the Coordinator ofyour studycentre.
Doing Project Work

SECTION2 THEMEANDPROCESSOUTLINES
Structure
2.1 Introducing the Themes and Related Processes
2.2 Theme 1 :Assessing Message, Media and Methods
2.3 Theme 2 :Designing ParticipatoryApproaches
2.4 Theme 3 :Comparing Methods and Media
2.5 Theme 4 :Analysing Knowledge,Attitudesand Practices
2.6 Theme 5 : Using Case Studies
2.7 An Overview ofThemes and Processes
2.1 INTRODUCING THE THEMES AND RELATED
PROCESSES
Inthe last sectionyou went througha generaldiscussiononthe procedures involved in
yourproject work. Inthis sectionwe willdiscuss fiveexciting themes you canwork on.
Our aimis to tellyou themajor concepts related to each theme and giveyou anoutline
ofthe processes in a step-by-step form.You must remember that theprocess we have
mentioned inrelation to each theme mayneed modification depending on the specific
topic you select and the situationin the field. Credit willbe givento the originalityand
creativity you show in dealing with problems and arriving at solutions ifpossible. So
don’t be hesitant about discussing this aspect inyour project report.
Now coming to some major points that must be emphasized. In your field work you
willfindyourselfworking at differentlevels as showninthe following figure.
Depending on the theme and the specific topic you select related to that theme, you^
may decide to work with individuals, families of a particular type (e.g. low income
families), other socialgroups such as mahila mandals or youth clubs. Focussing on a
target groupis crucial.
The next step is to identifyand analyse a particular problemthat is ofnutrition/health
14

significance and whichyou would like toconcentrateonfor the purposeofyour project
work.Atthisstagecommunityworkers,supervisorsoffieldlevelfunctionaries,community
leaders cangivevaluable information. But nevermake up your mindwithout talking to
a few members of the target group. And always remember that you have to win the
trust ofpeople before theywilltellyou the facts.
So, whatever the theme you select, your first two steps would be:
1. Identifythetarget group
2. Analyse the problemofsignificance inthe communityparticularlyfor the target
group
This willlead you to discoveryour aims and objectivesas wellas decideonimportant
aspects such as
— What to communicate
(The Message)
— Howto communicate
(Media and Methods)
— Whento communicate
(Timing and Schedule)
— How oftento communicate
(Repetitionofmessage)
We are, of course, assuming that we know the answer to the question: Who will
communicate?The answerisYOU. So select a topic whichyou canhandle and which
you arecomfortable with.
Before you actually go through the themes you must first be acquainted with three
important terms. These are:
 population
 sample and sampling
 pre-test and post-test
In our context, we willuse the termpopulation to refer to allmembers ofa particular
group ofpeople. Asample is a much smaller group ofpeople drawn fromthe larger
population. Every’ effort has to be made to ensure that this sample represents the
larger populationi.e. it has the majorcharacteristics and reflects thecompositionofthe
population.
Now how do we select a sample?We may decide to choose individuals randomlyso
as to avoid anybias or prejudice on our part. This is calledsimple random sampling.
Sucha methodisusefulifthemembersofa largegrouparequitesimilarinmost respects
e.g. age, sex,socio-economicbackground, educationalbackground. Onthe otherhand,
inalarge group whichisnot homogenous wemight have to first decideoncategorising
people in a manner useful for the purpose of our projects (such as on the basis of
income) and thenselect members fromeach category. Thisis calledstratified random
sampling.
Ofcourseit must be obviousto you that wewould go inforsampling onlyifthe group
we want to work with is very large and we cannot contact everybody. Otherwise it
Theme and Process
Outlines
15

Health Education
16
might bepossible for us to cover allmembers ofa group with 10-15members. Coming
to the next set ofterms — pre- and post-tests.Apre-test means a studyofanyaspect
before we initiate action in the community. Once we decide on the target group and
what we want to do, for example, we can conduct a pre-test with a few individuals
belonging to the target group. Orifwe are tryingto see ifattitudes have changed after
ouraction/programmewewouldobviouslyinterviewpeople oradministeratest before
(pre-test) and after (post-test) the programme. In the second case we are using pre
and post tests inorder to see ifour action/programmehas made a difference. There are
ways in whichwe can find out whether it canbe due to chance factors. You willfind a
description of these tools in a statistics book or a book on research methodology.
Annexure 4 gives you a simple descriptionofsome statisticaltoolsand techniques you
might need whenyou analyse the data you have collected.
Now let us begin our discussion on themes 1 to 5 and the step-by-step process for
each.
2.2 THEME 1 : ASSESSING MESSAGE, MEDIA
ANDMETHODS
InCourse 3you have beenintroducedto various concepts andprinciples which would
help youto:
 develop and formulate the message
 select one mediumor a combinationofmedia
 design the particular methodology in order to convey the message through the
selected media
As we mentionedearlier you have to identifya target group andthe particular problem
you would be tackling. The next steps are outlined in thefollowing process chart:
THEME 1 : PROCESS CHART
 Identifya message / messages relevant to the target group andthe problemarea
 Develop the message into the forminwhich you would like to communicate it
such as
a lecture
flash cards/flip books
posters
demonstrationsession
theatre/roleplay/simulation
 Select your samplefromthe target group
 Present your messageinthe finalformto a few individuals fromamong the larger
population ofthe target group (pretestingthe message)
 Make modifications inyour presentation based on assessment ofthe response.
Note carefully the points raised by members of the target group – even their
expressions, gestures, silence/pauses.
 Finalise messagecontent and presentation
 Deliver the message to the sample and assess the response

17
An examplewillhelp to makethings clearer.
Theme : Assessing Message, Media and Methods
Topic : Preventing Dehydration due to Diarrhoea in Infants and Young
Children
Target group : Mothers upto 35 years ofage belonging to low income families
Message areas identified :
 Diarrhoea management in mild cases.
 Need for hospitalizationin severe cases.
 Differentiating between mild, moderate and severe cases.
Messages
 In mild diarrhoea prepare ORS and give to the child frequently.
 Continue to breast feed and offer clear and fresh liquid foods suchas soups, dal
water, coconut water.
 Iftheconditiondoes not improvetake the child to hospital/nearbymedicalcentre.
Continue givingORS/other liquid upto thetime ofadmissionofthe child.
Possible responses of target group :
“It’s not easyto prepare ORS”
“We don’t have the moneyto buyfueland then waste it on boiling water.”
“How canwefeed the child during diarrhoea?And ifwe give more water, won’t
the diarrhoea increase?”
“Are you trying to saywe don’t prepare food for our children in a clean way?”
Ifyou lookat responses suchasthese, eachhighlights possible flawsinpresentationof
a message and anattempt has to be made to overcome them. We must also remember
that the messagemaybewellformulatedbut the audience maybe unconvinced because
ofexistingprejudices, superstitions, negative attitudes.It is also worthmentioning that a
group interaction is quite a personal experience. Is there anything you should do to
improve thewayyou handle agroup?Tryto learnfrompeople withalot ofexperience
inthefield.
Andonefinalpoint:anticipateresponsesand beprepared tohandle themconstructively
inredesigningand reformulating the content ofthe message orits presentation.
Your project report on this theme shouldbe organised as follows(took up sub-section
1.3 in Section1 for generaldetails)
1. Introduction
2. Objectives
3. Methodologyregarding planofaction, sampling andtools and techniques
4. Observation/collection ofdata
5. Analysis ofdata
6. Conclusion
Theme and Process
Outlines

Health Education
18
IMPORTANT: Remember to give full details. It is necessary to attach
materials you have prepared in order to communicate the
message/messages e.g. photocopies of flip charts, of or
pamphlets. These willbe essentialfortheevaluator and the
reviewcommittee.Ifyousubmit photographs,those;which
highlightyourroleandyourinteractionwithliftgroupwould
beofgreatuse. Obviouslyyoumaybetheregionallanguage
in group interactions. In such you must attach an English
translation ofthe originalas wellas the originalversion in
the regionallanguage.
2.3 THEME 2:DESIGNINGPARTICIPATORY
APPROACHES
What do we mean bythe terms “participatory” and “non-participatory”? Ina sense it
relates to how much we allow the target group we are working with to shape our
programme or action. Participatoryapproaches basicallystate “we are working with
people to accomplish what they want to do. We are only helpers who help to make
things happen and provide guidance if necessary”. Non-participatory process and
approaches take a top-down view and the underlying philosophy is “we know
everything—you don’t knowanything. We willdecideonwhat is to be done, you just
followinstructions”.
It isgraduallybeingrealisedthatwecanrelyonthecommunityto findtheirownanswers
once we provide a starting point with scientifically correct information and full
explanation.
Thisusuallyprovidesanucleusforanimateddiscussionandargument.Whileacommunity
member maynot know how exactlya particular disease example, he orshe mayknow
ofsome naturalremedies for it. Considerable research has alreadybeen conducted in
India onthe use ofparticipatorymethods. It would be usefulto utilise thisin designing
and implementing nutrition and health education programmes. However, in such
programmes there would be a lot ofinformation we mayneed to convey and share.
This makes it a trulytwo-wayprocess ofexchange and sharing.
Workingonthisthemeshould helpyouto formulate aparticipatoryapproachto dealing
witha particularproblem. Inaddition to identifying the target group and problemyou
cango throughthe following steps.
 Discuss the problemwithmembers ofthe target group individuallyandthenas a
group (ifthe group is large, work witha sample).
 Let the group assess the degree ofthe probleminthecommunityand document
cases oraffected individuals.
 Help the group ifnecessaryto arrive at a planofaction.
 Suggest ways inwhich the group canwork on their plan inthe communityand
whichagencies can help them.
 Assess the adequacy of the individual and the group work sessions and note
improvementsneededinyourowninteractionswithgroupmembers. Aftergoing
throughaself-assessment, invite comments fromthe target group.

19
To explain thesepoints, let us useanexample. Suppose you have identified vitaminA
deficiencyas a problemaffecting the preschoolers in a particular village.You find that
the preschoolers are not attending a preschoolor child care centre in the village.As a
result there is no common place for meeting the children. You thendecide to involve
both mothers as well as children first in separate sessions and then together. After
describing the symptoms ofvitaminAdeficiencyyou maydecide to ask the mothers to
list the names ofchildren whomtheyknow who appear to have vitaminAdeficiency;
whichlocalitytheylive in; their age, sexand socialbackground. The mothers canthen
be asked to prepare a map ofthe village showing where the affected childrenlive. This
would given you an idea of which families are affected most in relation to their
socioeconomicbackgroundsincehousingpatternsinavillageoftenreflectsocialposition
in terms ofclass and caste.
Next you could work with the group explaining the common reasons for vitaminA
deficiency. Fromthis the group could evolve simple strategies. You would ofcourse
give themthe freedomto decide ona plan ofaction. Then you maybeable to suggest
outside agencies who canhelp. Thenyou would have to look backat how satisfactory
the participatoryapproach was. Questions like the following would be usefulin self
assessment:
— Did I manage to convey the necessary information in a natural and convincing
manner? Ifnot, why? ,
— Was thegroup interactionsmooth?Who dominatedthe discussions?Who got left
out? Why?
— Was theplanofactiondevelopedcomprehensive and reflecting theviews ofmost
group members?Isit feasible and scientificallyonthe right lines?
The same questions can be asked to group members as wellto get their assessment of
the process. Were theysatisfied? Do theythink theycan implement the plan ofaction
they have devised? What kind of support would they expect from you? Is such
expectationjustified?
For writing theproject report the following headingswould be useful:
1) Introduction
2) Objectives
3) MethodologyofEvolvingParticipatoryApproachand DetailsofSampling, Tools
andTechniques
4) Observations ofGroup interaction
5) SelfAssessment ofthe Process
6) GroupAssessment ofthe Process
7) Analysis ofSelfand GroupAssessment Responses
8) Conclusions
IMPORTANT: Recording variousfeatures ofthe groupinteractionis very
crucial, If possible ask people who are field level
functionaries to observe the interaction and write their
impressions aswell.Your analysis andconclusions should
center around your experience with the participatory
approachandhoweffectivethisprocesshasbeeninarriving
at group decisions. Would you rate the participatory
approach as giving better results than ifyou had decided
on a plan ofaction onyour own?
Theme and Process
Outlines

Health Education
20
2.4 THEME 3 :COMPARINGMETHODSAND
MEDIA
Course 3 has introduced you to several methods and media used in nutrition/health
education. Selecting an appropriate method/media is very important in ensuring a
successfulproject.Theselectionofmethodsandmedia is conditionedbyseveralfactors
suchas:
 availabilityofequipment and trained personnel
 relevance to message
 suitabilityfortarget group
 availabilityoffinancialsupport
It wouldbeusefulto Firstlist yourrequirementsandthenlist themediumorcombinations
of media you are thinking of using for delivering a particular message to the target
group. You then have to make a finalchoice. Inother words you have to compare the
methods and media.
As for the previous two themes, first identifyyour target group and the problemarea.
Thenfollow the steps listed inthis process chart.
 Select a simple message related to the problemarea ofyour target group
 From your list of the possible media you can use, select two media/media
combinations
 Formulate thesame message using thetwo media/media combinations
 Tryout bothmedia withtwo samplegroupsAandB— one withAandthe Other
withB
 Assess the response ofthe groupsAand B
 Analyse theresponsesandformanopiniononwhichmedium/mediacombination
you would like to use.
There is one crucialpoint we must remember during sampling,
SAMPLE
Group A Group B
Ashould beequivalent to B innumber and compositionbased onage, sex, background.
We haveto remember that weare assuming that groupsAand B are so similar that any
differencesweobserveinthe response ofthe groupsis actuallydueto mediadifferences
and notyour presentationstyle orvariations betweenthe groups.So we have totryour
best to keep the groups as similar as possible.
Also do not give too muchofa gap betweenyoursessions with GroupAand Group B.
This isbecause members ofGroupAmight interact withmembers ofGroup Band this
maychange the attitude of the second group with whichyou work. So you can take
morning andafternoonsessions withthetwo groups.

21
You also have to take special care that you do not varythe content of the message.
That must remainthe same whatever the media you use. Do not add ordelete anypart
of your presentation or any material you use. Be careful about the method you use
when you work with a particular medium. When you are comparing media you must
use eachmediumcorrectly. So lookup the theoryblocks in Course 3 related to using
media inasuitable way. For writingthe project report the followingheadings would be
useful:
1) Introduction
2) Objectives
3) Methodology
4) Observations ofGroup InteractioninGroupsAand B
5) SelfAssessment and GroupAssessment ofthe Process
6) Analysis ofSelfand GroupAssessment Responses
7) Conclusion
IMPORTANT: Your analysisofthe interactionwithgroupsAand Bshould lead
you toa finaldecisiononwhichmedia would bemost suitable. Select onlyasample
message e.g. eat green leafy vegetables, keep your eyes healthy or keep clean,
avoid disease. The more complicated the message you select the more difficult
your experiment would come.
You would be more confident of your decision if you invite other trained people to
observe your interactions with both groups.Also be careful to listen to suggestions
made bymembers ofGroupsAand B themselves.
2.5 THEME 4 :ANALYSINGKNOWLEDGE,
ATTITUDESANDPRACTICES
Finding out about people’s knowledge, attitudes and practices is usefulboth in
 designing a nutritionor health educationprogrammeas wellas
 evaluatinga nutritionor healtheducationprogramme
The first is a formofpre-test whereas the second is a post-test.
Before we go anyfurther, what exactlydo we mean by KAPor knowledge, attitudes
and practices? Let’s illustrate using statements indicating people who have acquired
knowledge/changed attitudes/changed practices.
Knowledge : Cooking causes nutrient loses. However proper cooking and pre-
preparation cancut downlosses.
Attitude : Mycooking practicescanbe improved byadopting these practices.
Practice : In order to limit cooking losses ofnutrients I do .......................
To simplifythingsforyou, thisthemehasbeenlimitedto findingout people’sknowledge,
attitudes and practices in relation to anintervention launched bysomeone else in the
communitye.g. aT.V. programme or radioprogrammeonfamilyplanningor anutrition
and healthcamporganisedbya voluntaryorganisation. Inother words youcanuse this
as a sort ofpost-test.
Theme and Process
Outlines

Health Education
22
The following process chart would beusefulfor you inplanning your work:
 Identifyaninterventionthat has alreadybeencarried out inyourarea ofwork—
village/town/city. Chooseone whichyou yourselfare familiar with.
 Find out whomthe interventionwas aimedat andselect a samplefromthat target
group(Selectonlyindividualswho wereexposed to theintervention).Also select
a controlgroup(people not exposed to the interventionbut similarto those who
were exposed in age, sex compositionand background)
 Designaquestionnaireorinterviewscheduleto helpyouingaininginformationin
a systematic manner.
 Use the tool you have designed with the sample group to find out about
knowledge, attitudesandpracticesinrelationto theinterventioninthecommunity.
 Assess the effectivenessofthe intervention and group opinionas well.
 Suggest improvements ormodifications ifany.
You may have worked with questionnaires and interview schedules. Basically the
difference betweenthe two can be summarised thus:
A questionnaire is a list of questions with spaces marked out for answers, if
administered to a person. Such a person must ofcoursebe literate in orderto fill
ina questionnaire.
Aninterviewschedulelists the possiblequestions whichtheinterviewercould ask
the personbeing interviewed.
In actualpractice the questionnaire is oftenused like an interview schedule and is also
administered inthis wayto a non-literate person.
Questionnaires or interview schedules caninclude open-endedor closed questions
e.g. A) How often do you breast feed your babyin a day?
3 times 4 times 6 times any other (please specify)
B) Comment ontheopinions regardingfoodto be giventoaninfant at theageof
6 months.
As youwould have realised bynow (A) is aclosed ended questionthoughsome scope
is givenfor the respondent to specifyan option different fromthose listed. (B)is open
ended. The personcan respond in anyway he or she likes.
However analysing open ended questions is much more difficult because people may
come up with many different kinds of answers and you are left with the task of
categorising the answersand making sense ofthe data. So you shoulduse openended
questions where you expect wide variation in people’s responses whichyou cannot
predict.As indicated inAyoucanalso designclosed questions withsome scopefor the
individualadding additionaldetail. In this wayyou may be able to get more specific
answers. However, there is no goldenrule you can follow. Looking at questionnaires
and interview schedulesprepared byothers cangive you a betteridea.Also remember
to let knowledgeable people in the field look through your tools. You can then make
modifications ifyoufeeltheyhave made a valid point. It is best ifyoupretest your tool
with a few members ofthe target group so that you are sure about the wording ofthe
questions.

23
The important point you must remember is that a questionnaire or interview schedule
must proceed fromsimple and impersonal questions to more complicated personal
ones. Never plungeinto a topic straightaway. So start with questionsrelated to name,
address, educationalbackground, socialbackground. Thenbeginwithquestions related
to topic. This is particularlyimportant when discussing topics whichmaybe sensitive
e.g. familyplanning.
Your project report on this theme should be organised as follows :
1) Introduction
2) Objectives
3) Methodology
4) DescriptionofIntervention
5) Observation/Collection ofData
6) Analysis ofData
7) Conclusion.
IMPORTANT : Knowledge, attitude and practice (KAP) studies are
employed inseveralspheres. The underlying assumption is
that a person when exposed to a given message first gains
knowledge about the topic. Then comes the stage ofhis or
her attitudesbeing shaped bythe knowledge gained. Finally
attitudesaretranslatedinto action—inotherwordspractice.
So yourquestionnaire/interviewscheduleshouldbefocussed
onfinding out the leveloftheperson— knowledge/positive
attitude/actionorpractice. Carefullynotingtheresponsesand
reactionofthe target group is important.Itis also crucial to
assess whether changes in KAP patterns of the group
were caused by the intervention or other factors. This is
why a controlgroup is required. Questions have to be
skillfully constructed to gather the maximum information.
2.6 THEME 5 :USING CASE STUDIES
Case studies, as you know, are used to studya case in depth.A“case” may mean an
individual, a familyor a community. It may also refer to an event depending on what
constitutes the simplest unit ofstudyand analysis.
Why and how do we use case studies? This theme encourages you to work on cases
related to anytopic innutrition andhealtheducationand throughyour experience find
answers to thequestions mentioned earlier.
Afew examples would make things clearer.
EXAMPLE A) Community X has a veryhigh incidence offluorosis. Water levelof
fluoride is excessive. The communitynow has startedusing defluoridationprocedures
at home. Insucha caseyou could explore thechainofevents inthe communityleading
themto adopt this procedure.
EXAMPLE B) FamilyXis poor. Theonlybreadearneristhe father earninga pittance
as a landless labourer. Two young childreninthe familyare illbecause ofmalnutrition
Theme and Process
Outlines

Health Education
24
and infection. The case studies ofthese childrencanbeoutlined inorder to focus onthe
factors relatedto povertyand itsrelationship to malnutrition and associated infection.
Suchacasecanhelpyouanalysehowpovertyislinkedto bothmalnutritionandinfection
and also how malnutrition and infection maybe related to eachother. Tackling such
cases throughnutritionandhealtheducationhasitssignificance, but theneedto combine
it withimmediate food supplementationandmedicationis obvious.
EXAMPLE C) You can studya nutritionor health education programme as a case.
What were the successes/failures? Why did this happen? What lessons can be learnt
fromthe experience?
These examples have listed possible use ofcase studies as wellasdifferent contexts in
which theycanbe used. You canthink ofseveralother examples as well.
Constructing a good case study requires a lot of effort on your part. It demands
considerable personal involvement in studying the case. Building a close interaction
withcommunitymembers/functionaries/individualsisvitalinordertoget factuallycorrect
information. The chances of your own biases and prejudices influencing the way in
which you view a case is much morewiththis technique.
For the purpose ofworking onthis theme, select two case studies ofindividuals or one
case studyofan event orchain ofevents suchas a programme. The following process
chart wouldguide you in formulatingcase studies.
 Identifyone or more cases according to guidelines previously mentioned. The
cases must relate to nutrition-and health education and must therefore center
around problemareasin the communityyouare working with.
 Collect data oncases byusing detailed observations and/or interviews.
 Construct the case study/case studies.
 Analysethecasestudy/studiesinorderto drawconclusionsparticularlyinrelation
to,planning,organisingorimplementingnutritionandhealtheducationcampaigns/
programmes. Ifthere is more than onecase study, compare the case studies and
again draw conclusionsonsimilarities and differences.
In theprocess chart we have mentioned that you have to construct a case study. What
do wemeanbythis?Constructingacase studyinvolveswriting out first anoutline ofthe
mainpoints youhave discovered about thecase andhow youobtained this information.
Thenyou should cover allthese points in running prose so that the case “comes alive”
somewhat like a story. Richness of detail distinguishes a good case study. Careful
attention must also be paid to ensuringthat the informationis accurateand reflects the
views ofthe people concerned and not your own.
For our purposes, learning from a case is vital. It is not easyto draw inferences from
case studies. You would need to read what you have constructed several times and
discussissueswithotherpeopleparticularlylocalfieldlevelfunctionaries.Thereisalways
the danger that you are misinterpreting informationor you maynot be fullyaware of
localpracticesandcustoms. Evenwhile writingthe case studythis exercisecanbe very
useful.
Now, how would you organise the project report for this theme? Here is a suggested
guideline.

25
1) Introduction
2) Objectives
3) Methodology
4) DescriptionofCase study/studies
5) Analysis
6) Conclusion
IMPORTANT : Remember to do only one case study ofa programme and
two case studies ofindividuals. It would help you to draw a
flow chart inorder to look at a chain ofevents inbriefand in
order to look at relationships betweenpeople, familieswithin
thecommunity. Mapping the geographicalareainwhichyou
are working andthe localfacilities available (suchas a health
centre) maybeusefulincertaincases.Youcouldinvolvelocal
community members in this task so that it is as accurate as
possible. Checking facts and figures with field level
functionariesis important throughout the process.
2.7 AN OVERVIEW OFTHEMESAND PROCESSES
The previous discussionhas introduced you to the five major themeswe have selected.
For eachtheme we have given a process chart to help you in organising work and to
aid in your discussions with both project counsellor and field guide. We had earlier
mentioned that youcould select your owntheme. This is a challengingtask and would
require extra effort on your part. Be sure to discuss details ofthe theme beforehand
withyourproject counsellor/field guide.
Topics you could select for anythemewould be dependent on thecommunity, you are
working withand your own interestsand aptitude. Some suggestedtopics include:
 Preventionofnutritionaldeficiencies
 Personalhygiene
 Management ofdiarrhoea
 Infant feeding
 Traditionalfoodsforpregnant andlactatingwomenandtheirnutritionalsignificance
 Preventingworminfestationand treatment
 Choice offamilyplanning measures
 Relationship betweennutritionandinfection
The list is given only to give examples of possible topics. The actual choice of topic
would bedetermined byseveralfactors. Remember also to considerthe constraints on
yourtimeandthe financialresourcesavailable to you aswell. Do not picka topicwhich
would betoo expensive to dealwithor whichwouldmake too heavydemandsonyour
time.
Theme and Process
Outlines

Health Education
26
The followingflow chart gives you anoverview ofthemesand processes
DECIDE ON THE THEME
DECIDE ON TOPIC RELATED TO THEME
CONSTRUCTTOOLSAND USE TECHNIQUES TO
DEALWITHTHE THEME
CHECKAND RECHECK
COMPLETE PROJECT WORKAND WRITE REPORT
Steps 1-3 must correspond with your approved project proposal.
The following list ofannexures would serve as a handyguide
ANNEXURE 1 : FormforApprovalofProject Proposal
ANNEXURE 2 : Form for Submission of Project Report to the School of
ContinuingEducation
ANNEXURE 3 : Form for Submission to Coordinator ofStudy Centre with
Project Details
ANNEXURE 4 : BASIC STATISTICALTOOLS
1)
2)
3)
4)
5)

27
ANNEXURE 1
[To be filled in duplicate. Give the originalto your StudyCentre Coordinator.
Send a copy to IGNOU]
FormforApprovalofProject Proposal
SECTIONA:BACKGROUND INFORMATION
Name :
Enrollment No. :
StudyCentre :
Address :
Name and Designation
ofProject Counsellor :
ofField Guide :
TITLE OF PROJECT
THEMESELECTED :
1 2 3 4 5
Anyother
NAME OF PLACE
WHERE PROJECT
IS TO BE CONDUCTED :
STATEWHERE
PLACE IS LOCATED

SECTION B: PROJECT PROPOSAL
(Write in clear legible hand; it is preferable to give a typed version. Length
should not exceed 500-600 words).
28

SECTION C : APPROVALOFPROJECT
COUNSELLOR
I certifythat I have examined the project proposalsubmitted bythe candidate
Mr./Mrs.//Miss ________________________________________________
and found it to be satisfactory.
____________________
Signature ofProject Counsellor
Date :
Place :
29

ANNEXURE 2
[To be filled ia duplicate.Attachthe originalto the first copyofthe project report and
send to IGNOU;attachthe secondto the second copyofyour project report and give/
send to your studycentre coordinator]
Formfor SubmissionofFinalProject Report to SchoolofContinuing Education
SECTIONA: BACKGROUND INFORMATION
Name :
Enrollment No. :
ofProject Counsellor :
ofField Guide :
TITLE OF PROJECT :
THEMESELECTED :
1 2 3 4 5
Anyother (please specify)
NAME OF PLACE
WHERE PROJECT
WAS CONDUCTED :
STATEWHERE
PLACE IS LOCATED :
Date ofApproval
ofProject Proposal :
Date ofSubmission of
Project Proposal
(Approved and Duly
Signed) to StudyCentre
Coordinator :
Date ofDespatch of
Project Proposal
(Approved and Signed)
to SchoolofContinuing
Education, IGNOU :
30

SECTION B : CERTIFICATE OFPROJECT
CONSELLORAND FIELD GUIDE
We certifythat the candidate Mr/Mrs/Miss _________________________________
hasplannedand conductedthe project entitled_______________________________
________________________________________________________________
under our guidance and supervision and that the report submitted herewith was the
result ofbonafideworkdonebythecandidate in____________from_____________to
(place) (time period)
_____________.
Date : Signature ofProject Counsellor
Place:
Signature ofField Guide
SECTION C : COMMENTS OFCANDIDATE ON
PROJECT WORK
(In about 100-200 words express your opinion on the project work you undertook
emphasizingthemost important conclusions youreached and the skillsyoulearnt from
the project work)
Date :
Place : Signature ofCandidate
31

ANNEXURE 3
[To be filled and Submitted to the Coordinator ofYour Study Centre at the time of
Submission ofYour Project Report]
Formfor Submissionto Coordinator ofStudyCentrewith Project Details
1. Name :
2. Enrollment No. :
3. Address :
4. Name andAddress of
Project Counsellor :
5. Name andAddress of
Field Guide :
6. Date ofSubmission of
Approved Project Proposal
to StudyCentre :
7. Date ofDespatch/
SubmissionofFinal
Project Report to :
(A) StudyCentre
(B) IGNOU
8. Title ofproject :
9. Place where Project
was Conducted :
10. State inIndia where
Place is Located :
11. Institutionand/or
VoluntaryOrganisation
Involved :
(Give name and address)
12. Comments onProject Work
and SupervisionbyProject
Counsellor andField Guide
Date :
Place: Signature ofCandidate
32

ANNEXURE 4
BASIC STATISTICALTOOLS
FREQUENCY
Number oftimes a given event takes place
e.g. number oftimes a given personin a group speaks. Let’s labeleach person 1, 2, 3
...we canthen construct a frequencytable as follows:
Person No. of times the person speaks in
group interaction of½ hourduration
1 2 11
2 1 1
3 0
4 3 111
5 4 1111
6 5 1111
You would makemarks as shown inthe figure which correspond to the frequency. In
other words you could construct atallychart as isevident fromthe figure. Is there any
other informationyou can get fromthe table?Yes, that’s right. You can find out who
dominated group discussions — inthiscase 6 did. Howdid you find thisout?Reading
out themaximumfrequencyofspeaking ofcourse.
MODE
Now that we’ve talked about frequencydata we can talk about the mode. The mode
of a series of measures is defined as that measure having maximum frequency of
occurrence. In the previous case the so-called “measure” was in fact a person in a
group.Itcouldalsobethenumberofchildrenwholikedaparticulardishinananganwadi.
In these cases we are constructing tallycharts for the frequencyofa qualitative event.
Now let’s takethe example ofaquantitative series ofnumbers suchas the following:
2, 3, 4, 4, 4, 5, 6, 7, 7, 8, 8, 9, 9, 9, 9, 10, 10, 11
You would notice that the number 4 repeats thrice and the number 9 four times. You
would also notice that both 4 and 9 have a greater frequency than the numbers
immediatelynext to themi.e. 3 and 5 and 8 and 10 respectively. Sucha distribution of
numbers issaid to have more thanone mode i.e. it is bimodal/multimodal.
AVERAGE OR MEAN
 Add up allobservations (in numbers)
 Write downthe total
 Divide this total by number of observations or number of cases or number of
measures
e.g. suppose we have 9 scores on a pretest conducted on a group ofruralwomen
4 3 6 10 5 8 4 3 2
Theme and Process
Outlines
33

Health Education
34
Then the averageor mean would be calculated as follows:
4 + 3 + 6 + 10 + 5 + 8 + 4 + 3 + 2 = 45
Now divide 45 by 9. The answer is 5. So the mean is 5.
Now lets put this informula form.
ΣX
X=
n
Here X = mean
ΣX = sumofallX’s i.e. adding up allvalues ofX to arrive at the sum
n = number ofcases or measures
Now think ofa situation where you are working witha group of46women. Using the
abovemethod wouldbe difficult, wouldn’t it?To makeit easieryoucould first construct
a table as follows.
X Score Frequency (f)
10 2
9 1
8 17
7 8
6 15
5 3
Total 46
The mean inthis case would be
ΣfX
X=
Σf
So you could add another column to the above table.
X Score f fX
10 2 20
9 1 9
8 17 136
7 8 56
6 15 90
5 3 15
Total Σf = 46 ΣfX = 326
We have so far looked at a situation where the class intervalwidth = 1
e.g. 10–9 = 1, 9–8 = 1, 7–6 = 1 and 6–5 = 1

35
However there may be a situation where each number or score in a series is not
represented i.e. does not occur. It would thenbe convenient to divide a seriesofscores
into ranges
e.g. 10 – 8
7 – 5
4 – 2
1 – 0
Youwould noticethat theclass widthinthis case is2. Now construct atableas follows.
X Score f Midpoint of class f X
interval
10 – 8 2 9 18
7 – 5 4 6 24
4 – 2 7 3 21
1 – 0 2 0.5 1
15 64
X=
ΣfX
Σf
=
64
15
STANDARD DEVIATION
The next question that is ofgreat interest to us is: how much variabilityexists in the
data?Themost commonlyused measureof“dispersion” is thestandard deviation.You
could describe thestandard deviationas akind ofaverage ofthedistances ofindividual
measures fromthe true mean. Theformula is
Standard Deviation(s) =
2
Σx
n
Where x = X–X
n = no. ofmeasures
Do not confuse X and x. Canyou think ofa reason why we square the members and
then find out the square root? The reason is that (X–X ) can be negative. However
when we square this difference, the quantity becomes positive and of course square
roots ofpositivenumbers are positive.
Let’s take a simple example.
2 5 7 7 10 11
This is a set ofsixscores on a test (ΣX = 42;Mean or X =7) The deviationsfromdie
mean and their squares maybe expressed as:
Theme and Process
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Health Education
36
–5 –2 0 0 + 3 + 4  = 0
25 4 0 0 9 1  = 54
S =
2
Σx
n
=
54
6
= 9
= 3
This means the set of scores we worked with has a standard deviation of 3 units of
measurement about the meanvalue of7.
Now how wouldwe calculate standard deviationinthe case ofdataarranged as ranges
i.e. grouped data? Look at the following table.
Weight Midpoint of
X – A
u =
C
Frequency fu fu2
(kg) Class X
60-62 61 –2 5 –10 20
63-65 64 –1. 18 –18 18
66-68 A 67 0 42 0 0
69-71 70 1 27 27 27
72-74 73 2 8 16 32
 f =100  fu = 15  fu2
= 97
2
2
fu fu
S=C –
f f
 
 
 
 
 
=
2
97 15
3 –
100 100
 
 
 
= 0.9475 = 2.92 kg
Here S = Standard deviation
C = Class interval
 = Sum
A = Average or Mean that we assume e.g. in this case we have assumed
that the mean is 67.
Have youbeenable to appreciatethe importance ofcalculatingthe standard deviation?
Consider the following examples of8numbers each:

37
(A) Arithmeticmean = X =
ΣX
N
=
12 6 7 3 15 10 18 5
8
      
=
76
8
= 9.5
S =
 
       
   
   
2 2 2 2
2 2
2
2 2
12 – 9.5 6 – 9.5 7 – 9.5 3– 9.5
15 – 9.5 10 – 9.5
X–X 18 – 9.5 5 – 9.5
N 8
  
  
 

= 23.75 = 4.87
(B) Mean =
9 3 8 8 9 8 9 18
X
8
      

=
72
9
8

S =
 
2
X–X
N

=
           
   
2 2 2 2 2 2
2 2
9 – 9 3– 9 8 – 9 8 – 9 9 – 9 8 – 9
9 – 9 18 – 9
8
     

= 15 = 3.87
Compare the standard deviations obtained in (A) and (B) examples. In the case ofB
each individualnumber is closer to the mean than in the case ofA. Inother words the
variationfromthemean is low whenstandarddeviation is low.
POPULATIONSAND SAMPLES
A population includes all the individualpersons, objects, events or other items that
exist. The term“universe” is also used for a population.
Forvariousreasons—limitationsoftime, availablefundsandthelike—researchworkers
rarelystudytotalpopulations but rathersamples drawnfromthese populations. Often
the studyofawhole populationis impractical—evenimpossible. Forexample, canyou
studyallthe ruralwomen in a State?You maynot have the time or resources to do it.
So you may select a group of women froma particular village. Now on the basis of
your studyofthis group what conclusions can you drawabout the ruralwomenin that
Theme and Process
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38
particular State? Theanswer would, ofcourse, depend onhow closelythe sample you
have drawnfromthe populationrepresents the populationas a whole.
Now how do we tryto ensure that a sample isrepresentative ?It isnot usuallypossible
to make sure that a sample is identical inits characteristics with itsparent population
but it is often possible to draw samples which are matched to the populationon some
relevant variables. These are known as stratified samples. For example, if we knew
that the populationconsists ofequalnumbersofmenand womenthenwecould stratify
our sample according to sexinthe same proportions.
This process ofstratification maybe thought ofas using the known characteristics of
the population as the basis ofdrawing a relevant sample.
The term“stratification”or“stratified sampling”is usedbecause therelevant population
informationusuallyconcernsproportionsofcasesindifferent levelsorstrataofavariable
such as age, class, education or income.
Whether a sample is stratified or not, we have the basic problem of selecting a
representativesample. There aretwo basicprinciples involved intechniquesofsampling
which are acceptable. These are:
a) avoid allsourcesofbias in sampling
b) select sufficient cases so that chance variations do not make the sampling
unrepresentative.
We canuse simple randomsampling byselecting people, objects or events according
to tables ofrandom numbers. Each possible instance in the population is assigned a
number and is used in the sampleifits number arises as we move onthrough the table
ofrandomnumbers. Simple randomsampling gives eachinstance anequalprobability
ofselectionand it also gives allcombinations ofinstances an equalchance.
The next technique we will discuss is called proportionate stratified sampling. Ifwe
stratifyour sampleto have equalnumberedsexgroups we are removing the chance of
anyrandomsamplecombinationsthat wouldleadto a samplecomposedofforexample,
allmen.
Systematic sampling can be used if we have a list. We can then pick up “every tenth
person on the list”. Of course, this method would be useless unless the list itself is
representative ofthe populationor isanenumerationoftheentire population.
STATISTICALDECISIONS
As you would have gathered fromour previous discussion, we studysamples froma
population inorder to make decisions about the population itself. Such decisions are
called statisticaldecisions. For example, we maywish to decide onthebasis ofsample
data whetheranewserumis reallyeffective incuring adisease,whetheroneeducational
procedure is better than another and so on.
STATISTICALHYPOTHESES
In attempting to reachdecisions, it isusefulto make assumptions orguesses about the
populations involved. Such assumptions, which may or may not be true are called
statisticalhypotheses.Anullhypothesis isformulated for the solepurpose ofrejecting
or nullifyingit e.g. ifwe want to decide whetherone procedure is betterthananother,
we formulate the hypothesis that there is no difference betweenthe procedures (i.e.,
any observed differences are merely due to fluctuations in sampling from the same
population). Suchhypotheses are oftencalled nullhypotheses.

39
TESTS OFHYPOTHESESAND SIGNIFICANCE
Ifwe suppose that a particular hypothesis is true we find that the resultsobserved in a
randomsample differ markedlyfromthoseexpected under the hypothesison the basis
ofpure chance. Using sampling theory, wewould saythat theobserved differences are
significant and we would be inclined to reject the hypothesis (or at least not accept it)
on the basis ofevidence obtained.
Procedures which enable us to decide whether to accept or reject hypotheses or to
determinewhetherobservedsamplesdiffersignificantlyfromexpectedresults are called
tests ofhypotheses or tests ofsignificance.
TESTS OF SIGNIFICANCE INVOLVING SAMPLE DIFFERENCES
Z =
1 2
1 2
X –X
σx –x
Where 1
X , 2
X are sample means oflarge samples
1
σ , 2
σ are sample standard deviations
   
2 2
1 2 1 1 2 2
σx –x = σ /N + σ /N
This formulacanhelp us decide onthenullhypothesis versusalternative hypothesis (i.e.
significance ofanobserved difference) at anappropriatelevelofsignificance.
Now what is levelofsignificance? The levelofsignificance tells usthe confidence we
canhave inrejecting a hypothesis.This is read offfromtables.Alevelofsignificance of
0.05 or 0.01 is commonly used. What does this mean? If, for example, a 0.05 or 5%
levelofsignificance is chosen indesigning a test ofhypothesis, then there are about 5
chances in100 that we would reject the hypothesis whenit should be acceptedi.e. we
are about 95%confident that we have made the right decision.
For Z scores the range ofaccepting a hypothesis is –1.96 to + 1.96 and for rejecting
the hypothesis the score should be outside this range. In the latter case we would
conclude that such an event could happen with a probabilityofonly 0.05 ifthe given
hypotheses were true. We would then saythat this Z score differed significantlyfrom
what would be accepted under the hypothesis and would be inclined to reject the
hypothesis. Wecanthensaythat the hypothesis isrejectedat a 0.05 levelofsignificance
or that the Z score ofthe given sample is significant at a 0.05 levelofsignificance.
SMALLSAMPLESAND THE “t” TEST
Ifsample size is less than30 we use the the t test
X – μ X – μ
t= N–1=
S S/ N
Sample size = N Population mean = μ
Sample mean= X
Sample standard deviation = S
 
Ŝ= N/ N–1 s
Theme and Process
Outlines

Health Education
40
The ‘t test’ for independent sets of scores
Suppose you are working with two groups — the members of both groups being
chosen at random and you give both groups a test and note the scores. In such a
situation the scores ofGroupAand Group B are not in anywayrelated to each other.
So the two sets ofscores are independent ofeach other.
In this case you would first have to calculate a figure fromyour results. This figure is
called ‘t’.Thenyou wouldhaveto look up thefigure frompublishedtablesina statistics
book to find the probabilityofgetting such a figure purelybychance.
The formula fort is this:
t =    
1 2
2 2
1 1 2 2 1 2
1 2 1 2
x –x
x –x + x –x n +n
n +n –2 n n
 
It looksquite complicated does’nt it?As a matter offact, ifyou go step-by-step it’s not
so difficult. Thesteps are as follows:
1) Calculate the mean ofGroup 1. This is 1
x
2) Subtract eachscore inGroup 1fromthe means andsquare what you get. Eachof
these is  
2
1 1
x –x .
3) Add them up. This is  
2
1 1
x –x
 . It is the sum of the squared deviations for
Group 1.
4) Do the same for Group 2. Thus is  
2
2 2
x –x
 .
5) Add together the sums of squared deviations for Groups 1 and 2. This is
   
2 2
1 1 2 2
x –x + x –x
  .
6) Add together the number ofcases inGroup 1 (n1
) andthe number in Group2 (n2
)
and then subtract 2. This is n1
+ n2
– 2.
7) Divide the result ofStep 5 bythe result ofStep 6and take the square root. This is
   
2 2
1 1 2 2
1 2
x –x + x –x
n +n –2
 
8) Add n1
+ n2
.
9) Multiplyn1
byn2
.
10) Divide the result ofStep 8 bythe result ofStep 9and take the square root. This is
1 2
1 2
n +n
n n .
11) Multiplythe result ofStep 7 bythe result ofStep 10.
12) Subtract the meanofGroup 2 fromthe mean ofGroup 1. This is 1 2
x –x
13) Divide the result ofStep 12 bythe result ofStep 11, and that’s the value oft.
Let’s tryout these steps usinganexample.

41
Scores of Scores of
Group 1 Group 2
(x1
) (x1
– 1
x ) (x1
– 1
x )2
(x2
) (x2
– 2
x ) (x2
– 1
x )2
2 –3 9 3 –4 16
3 –2 4 5 –2 4
4 –1 1 6 –1 1
5 0 0 7 0 0
5 0 0 7 0 0
7 2 4 8 1 1
9 4 16 8 1 1
Total = 35 34 9 2 4
10 3 9
Total = 63 36
1
x = 35  7 = 5
2
x = 63  9 = 7
t =
5–7
34+36 7 9
7+9–2 7 9


=
–2 –2
5 0.254
70 16
14 63

=
–2 –2
2.236 0.504 1.127


= 1.775
For finding out whetherthis t valueis significant or not youwould have to lookup the t
tables ina statistics book. To do this you need to know the degrees offreedom. This is
(the totalnumber ofpersons — 2) or (n1
+ n2
– 2). Inthe example we have just studied
n1
+ n2
–2 = 7 + 9 – 2 = 14.
The largerthe value oft, the more the chancethat the differences betweenGroup 1 and
Group 2 are not due to chance but due to the factor being studied.
The minus sign of the t value in this case can be ignored. Just consider the absolute
value i.e. 1.775.
Theme and Process
Outlines

Health Education
42
The “t Test” for dependent sets of scores
Suppose you did a pre-test on a group of slum children. Then you conducted an
education programme for themand thenyou give themthe same test again as a post-
test. Youcould calculate the t value as follows:
d
d
t=
S
n –1
Where
d = difference betweentwo scores
d = meanofthese differences
Sd = Standard deviationofthe difference
n = number ofpairs
Let’s tryto understand this betterusing anexample
Scores of Pro-test Difference
Group 1 Scores Called
(x1
) (x2
) (x2
–x1
)  
d–d  
2
d–d
2 4 2 0.4 0.16
4 4 0 –1.6 2.56
5 6 1 0.6 0.36
5 4 –1 –2.6 6.76
7 8 1 –0.6 0.36
9 11 2 0.4 0.16
9 13 4 2.4 5.76
10 11 1 –0.6 0.36
10 10 0 –1.6 2.56
10 12 2 0.4 0.16
11 13 2 0.4 0.16
12 15 3 1.4 1.96
14 18 4 2.4 5.76
15 19 4 2.4 5.76
17 16 –1 –2.6 6.76
Total = 24 Total = 39.6

43
24
d= 1.6
15
 d
39.6
S 2.64
15
 
= 1.625
1.6 1.6
t
1.625 1.625
15 –1 14
 
 
 
 
1.6 1.6
3.685
1.625 0.434
3.742
  
 
 
 
The degrees offreedomin this case are the number ofpairs minus 1 or 15–1 = 14.
THE 2
χ (CHI-SQUARED) TEST.
.
As inthe case ofthe t test you have to calculate a value called 2
χ and thenyouuse this
figure to find out whether the results you have obtained are due to chance.
Let’s take an example. Two groups,Aand B, consist of100 people eachwho have a
certain disease.Aserumis given to GroupAbut none to Group B (whichis called the
control group). Otherwise the two groups are treated identically. It is found that in
GroupAand B, 75 and 65 people, respectively recover from the disease. These are
the observedresults which can be summarised as follows:
Recover Do not recover Total
GroupA(using serum) 75 25 100
Group B(not using serum) 65 35 100
Total 140 60 200
Now suppose the serum had no effect what would be the results we could expect ?
Look at the following table:
Total 140 60 200
To calculatethese value to the following steps.
GroupA(recover) = Totalwho recover ×
Total in Group A
Total Number in Groups A and B
100
=140 × 70
200

Theme and Process
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Health Education
44
100
=60 × 30
200

Group B (recover) = Totalwho recover ×
Total in Group B
Total in Groups A and B
100
=140 × 70
200

Group B (do not recover) =Total who do not recover ×
Total in Group B
Total in Groups A and B
100
=60 × 30
200

Now how do we calculate 2
χ ? Here are the tables once again:
OBSERVEDRESULTS
Total 140 60 200
EXPECTEDRESULTS
Total 140 60 200
 
2
2 O – E
χ =
E

where O = observed result
E = expected result
so 2
χ =
       
2 2 2 2
75–70 65–70 25–30 35–30
70 70 30 30
  
For finding thedegrees offreedomthisis the formula:
(number ofrows – 1) (number ofcolumns – 1)
The table we have looked at is a 2 × 2 table (see position marked with dark lines).So
the degree offreedomis 1.A2 × 3 table maylook like these results ofa surveyofTV
viewing.
GroupA(do not recover) = Totalwho do not recover ×
Total in Group A
Total number in Groups A and B

45
Educational level
No Schooling Reached Reached
% class 1-3 class 4 or over
% %
Viewed at least 14 22 32
once inprevious week
Did not view at 86 78 68
allinprevious week
Total 100 100 100
What would be the degree offreedomin this case?
(2 – 1) × (3 – 1) = 1 × 2 = 2
And what would 2
χ be?Look at thefollowing table.
O E O – E (O – E)2
 
2
O – E
E
15 22.4 –7.4 54.76 2.445
17 15.5 1.5 2.25 0.145
16 10.1 5.9 34.81 3.447
95 87.6 7.4 54.76 0.625
59 60.5 –1.5 2.25 0.037
34 39.9 –5.9 34.81 0.872
2
χ = 7.571
Inthis appendixyou have beenintroducedto various types ofstatisticaltests you
mayfind useful. Please refer to statisticaltables in anystandard statistics book.
We have not reproduced themhere.
Theme and Process
Outlines

Health Education
46
ANNEXURE 5
SampleProjectProposal
TITLEOFTHESTUDY:TOASSESSTHEKNOWLEDGE,ATTITUDES
ANDPRACTICES OFMOTHERSREGARDINGINFANTFEEDING
PRACTICES
Introduction
Child is thechiefvictimofinterplayofnutrition, socioeconomic and healthfactors that
causemalnutrition. The riseofmalnutritioninchildrenduring thefirst two yearsoflifeis
indicative ofpoor infant feeding practices.Infant and young childrenhas beenengaging
theattentionofscientists and plannerssincelong forthe verysimplereasonthat growth
rate in the life of human beings is maximum during the early years of life and infant
feedingpracticescomprising ofboththebreastfeedingaswellascomplementaryfeeding
have a major role indetermining thenutritionalstatusofchild. Poorfeedingpracticesin
infancyandearlychildhoodresults inmalnutrition, contribute to impairedcognitive and
socialdevelopment, poorschoolperformance and reduced productivityin later life.
Adequate nutrition is essential for children’s health and development. Exclusive
breastfeedingisveryimportantinfirstsixmonthsoflife. Breastmilkprovidesimmunologic
protectionagainstdeathfrominfectiousdiseases,suchasdiarrhoea,respiratoryinfections,
pneumonia and meningitis.Proper andtimelyinitiationofcomplementaryfeedingalong
withbreastfeedinghelpsthechildto meetthehighernutritionaldemandsaftersixmonths.
Goodnutritionduringthisperiodofrapidgrowthisvitaltoensurethat theinfant develops
bothphysicallyandmentallytothefullestpotential.Poorfeedingpracticesareamajorthreat
tosocialand economic development. Nutritionalcounselling is requiredto improve the
infant feeding practices.
Keeping all this in mind the study is proposed to be conducted to assess mother’s
knowledge regardinginfant feeding and to assess the attitude andpracticestowardsthe
recommended feeding practices.
Significanceofthestudy:
In India lot ofthe customs and practices have their effect over health including infant
feeding practices. By assessing the knowledge, attitude and practices of mothers
regarding their child’s feeding, an overview can be obtained about the areas which
need modifications and hence specific interventionstrategies can be made to correct
the same.
Objectives ofthe study:
Theproposedobjectivesofthisstudyareasfollows:
i) To assess the infant feeding practices;
ii) To assess the nutrition knowledge and attitudes of the mothers regarding infant
feeding.
Methodology:
Studyarea:The studywillbeconducted at NebSarai, NewDelhi.
Study subjects: The study will be conducted on mothers of children between 0-2
years ofage, attendingAanganwadicenterat Neb Sarai.Anorallyexpressed consent
willbe takenbythe participating mothers.

47
Sample size: Atotalof25 mothers willbe interviewed who willbe randomlyselected.
Toolsandtechniques:
I. Infant Feeding Practices (IFP):
IFPwillbeassessedbyastructuredquestionnairedesignedbasedonthefeedingpractices
relatedto:
 Earlyandexclusive breastfeeding
 Value ofcolostrumand time whenintroduced
 Frequencyoffeeding
 Initiationofcomplementaryfeeding
 Typeofcomplementaryfoodgiven(Traditionalfood/commercialfood/Instant infant
foods/Modified familymeals)
 Feeding duringand after illness
 Cleanliness andhygieneissuesrelatedto breastfeedingandcomplementaryfeeding
 Misconceptions about infant feeding
Subject responses shall be obtained through a questionnaire designed for the aspects
mentionedabove.Sample questionnaireis attached after the end ofthe proposal.
II. Knowledge and attitude:
Knowledge andattitude ofmothers willalso be assessed bydesigning a questionnaire.
Questionnaire willincludequestions covering different aspects relatedto infant feeding
practices, suchas:
 Duration and frequencyofexclusive breastfeeding
 Importance ofcolostrumand time to start colostrum
 Time to start complementaryfeeding
 Type of complementary food given to child (consistency/nutrient
density/traditionalandmodified familyfoods)
 Immunisation ofchild against various diseases (Awareness about importance of
immunization, knowledgeand followup ofimmunisationschedule)
 Hygiene andcleanliness during breastfeeding andcomplementaryfeeding
 Dietarypracticesoflactating mothers
 Misconceptions about infant feeding
 Artificialfeedingother than breastfeed
 Utilisationofavailablenutritionand healthservices
The questions inthe knowledge questionnairewillbe close ended i.e. inmultiple choice
format.AttitudewillbeassessedusingaLikert scalewithresponsesrangingfromstrongly
agree to stronglydisagree on a five point scale. Scoring shallbe inarange of+2 to –2.
Illiterate mothers willbe askedto answerthe questions orallyandthe questionnairewill
befilledbased ontheir givenanswers.Appropriate statisticaltools(calculationofmean,
percentage etc.) willbe used for the analysis ofthe collected data.
Theme and Process
Outlines

Health Education
48
References:
i) NationalGuidelineson Infant andYoungChild Feeding. MinistryofWomenand
Child Development (Food and Nutrition Board) Government of India 2006.
Availableat:http://wcd.nic.in/nationalguidelines.pdf
ii) Anand, R.K.; Kumta, N.B.; Kushwaha, K.P. & Gupta.A. The Science ofInfant
Feeding. Jaypee BrothersMedicalPublishers. New Delhi. First Edition 2002.
iii) KapilU. andVerma D.;Breast-feedingpractices inscheduled castecommunityin
Haryana State; (1994) Indian Pediatric, 31, p. 1227-1232.

49
Questionnaire related to knowledge, attitude
and practices regarding infant feeding
Infant feeding practices Questionnaire:
1. How old was the infant when youstarted breast feeding?
a) Withinfewhours ofdelivery
b) After two days
c) After three days
d) After five days
2. How did you feed the babythe first few days after birth?
a) Nothingwas given
b) Colostrums
c) Cow/buffalo/goat milk
d) Sweetened water syrup
e) Anyother (specify)
3. How long did you /do you intend to breast feedyour child?
a) 0-3 months
b) 4-6 months
c) 7-9 months
d) 13-18 months
e) More than2 years
4. At what age did you introduce complementaryfoods?
a) 3-4 months
b) At 6 months
c) 7-9 months
d) 10-12 months
e) After 1 year
5. What was the first food given?
a) Pureed fruits
b) Pureed vegetables
c) Porridge
d) Cerealpulse preparation
e) Anyother (specify)
Prepare similarquestionsfor other itemsincluded inyour proposalunderinfant feeding
practices. This is onlya sampleto show you how to designquestionnaire.

Health Education
50
Knowledge Questionnaire:
1. For the first 6 months oflife, infant should be given:
a) Onlybreast milk
b) Breast milkplus other milk
c) Breast milkplusghutti
d) No breast milk
e) Don’t know
2. To ensure goodhealth, what is theright age to introducecomplementaryfoods in
the diet ofinfants suggest?
a) 3-4 months
b) At 6 months
c) 8-10 months
d) After 1 year
e) Don’t know
3. To ensure good health, how manytimes during the day, child should be fed?
a) 4-5 times
b) Once
c) 2-3 times
d) No food to be given
e) Don’t know
Prepare similar questions for other itemsincluded in your proposalunder knowledge
section. Thisis onlya sampleto show you how to design questionnaire.
Attitude Questionnaire:
1. Exclusive breastfeedingfor 6 months after birthis:
-2 -1 0 +1 +2
Very Desirable Undesirable ............. Desirable Very Desirable
2. Starting complementaryfeeding after 6 monthsofage is:
-2 -1 0 +1 +2
Very Desirable Undesirable ............. Desirable Very Desirable
3. For me improvingmychild feeding practiceswould meanto givevarietyoffoods
to mychildren.
-2 -1 0 +1 +2
Strongly Disagree Disagree ............. Agree Strongly Agree
Preparesimilarquestionsforotheritemsincludedinyourproposalunderattitudesection.
This isonlya sample to show you how to design questionnaire.

DNHE-4 Project Work.pdf

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