1. Shilka Babu B.S., Dakotah Forell B.S., Delaney Hettithantrige B.S., Jonathan Ray B.S.,
Dr. Dalia Meisha, Dr. Brian Hill, Dr. Dean Sutphin, Dr. Susan Meacham
Post-baccalaureate Program
Edward Via College of Osteopathic Medicine
CONCLUSION
INTRODUCTION
The Effect of Different Teaching Methods on Violence
and Sexual Abuse Education
METHODOLOGY
RESULTS
OBJECTIVE
TABLES AND FIGURES
REFERENCES
POPULATION OF INTEREST
Banyard, V. L., Moynihan, M. M., & Plante, E. G. (2007). Sexual
violence prevention through bystander education: An experimental
evaluation. Journal of Community Psychology, 35(4), 463-481.
Grossman, D. C., Neckerman, H. J., Koepsell, T. D., Liu, P. Y.,
Asher, K. N., Beland, K., ... & Rivara, F. P. (1997). Effectiveness of
a violence prevention curriculum among children in elementary
school: A randomized controlled trial.Jama, 277(20), 1605-1611.
The objective of our study is to
evaluate Dominican Republic
children’s understanding of
sexual abuse and violence
prevention change from before
to after an educational teaching
module using a pre- and post-
test. Our study is a cross
sectional study because we
collected data from children in
Veron, Dominican Republic.
The data source for results was
based on data collected between
January 5-6, 2015 via pre-tests
and post-tests completed by 7 to
20 year olds in Veron, Dominican
Republic.
*signifies statistical significance
A total of 31 participants ages 7-20
completed the pre- and post-tests along with
child assents and parental consents. The
female sample size was 17, with 14 males
completing the teaching module. The mean
age of students was 11.61 years with a
standard deviation ±3.04 years. Data was
analyzed using SPSS 22 to compare
percentage of correct answers before and
after the intervention exercise via paired t-
tests. The primary outcome yielded
insignificant data with a p-value of 0.60
when comparing DTM and a p-value of 0.39
when comparing ITM. However, the
secondary outcome yielded significant data
with a p-value of 0.03.
Sexual abuse and violence in tourist heavy countries such as the
Dominican Republic is a predominant problem. As a means of
prevention an educational module was conducted to provide
sexual abuse and violence prevention knowledge for children of
vulnerable communities such as Veron, Dominican Republic.
Although there are no known publications about bullying and
children in Veron, Dominican Republic, there is known studies
done by UNICEF investigating sexual abuse as a result of child
trafficking. UNICEF stated that it is not enough to just identify
and reduce traffickers there must be efforts to prevent and
protect victims of sexual abuse in trafficking.
The primary outcome regarding the DTM and ITM was statistically
insignificant. Determining which teaching method was best for the
children of the DR was inconclusive. There was significant
difference in knowledge of the children before and after the
teaching module based on the pre- and post- test scores. Future
recommendations include increasing the sample size to further
determine if the primary question would be significant with a larger
sample size.
Table 1: Demonstrative vs. Interactive Teaching
Mean SD N T-test value
Pre-Test Demonstrative 0.83 0.26 29 0.60
Pre-Test Interactive 0.79 0.41 29
Post-Test Demonstrative 0.89 0.23 31 0.39
Post-Test Interactive 0.84 0.37 31
Table 2: Pre-test vs. Post- test Percentage Correct
Mean SD N
Pre-test 3.28 1.07 29
Post-test 3.66 0.77 29
T-test value = 0.03*
Data was obtained from education modules about bullying and
sexual abuse prevention. The primary question was to determine
which teaching method had the greatest change in test score. Scores
from the pre- and post- tests were used to determine which teaching
method was best for learning about bullying and sexual abuse
prevention, demonstrative (DTM) and interactive teaching method
(ITM). The secondary question was to test that the teaching module
will have a significant impact on the change of scores from the pre-
and post-test scores. The same four questions were used in each test.
The first three questions tested the DTM:
1. What is a good way to keep yourself safe?
2. What should you do if someone hits you at school?
3. What should you do if someone steals from you at school?
The fourth question tested the ITM:
4. Which of the following is defined as sexual abuse?
The results from each test were coded and entered into the VCOM
Dominican Republic Database.