Informed Health Choices

Effect of the Informed Health Choices secondary school intervention on the ability of lower secondary students in Kenya to think critically about health information and choices: Protocol for a cluster-randomized trial

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

PACTR

Registry ID

PACTR202204883917313

Enrollment

4000

Registered

2022-04-05

Start date

2022-04-27

Completion date

Unknown

Last updated

2026-08-03

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Education intervention

Interventions

Kenyan standard lower secondary school curriculum

Teaching critical thinking about health using the Informed Health Choices secondary school resources

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Schools that follow national curriculum for secondary school education in Kenya Schools that have electricity Schools that consent to participate Form one teachers selected by the principal Teachers that have a smartphone or/ laptops computer Teachers that teach any one subject related to health-related or critical thinking subjects: (home science, biology, physical education, English, or Business studies) Form one students

Exclusion criteria

Exclusion criteria: Schools that participated in the user testing or and piloting of the learning IHC resources Special needs schools International schools Schools located in sub-counties (districts) prone to floods and insecurity

Design outcomes

Primary

Measure	Time frame
The primary outcome measure is the difference between the intervention and control schools in the proportion of children with a passing score. Secondary outcome measures are:	—

Secondary

Measure	Time frame
• The mean difference in scores • The difference in the proportion of students with a score that indicates mastery of the nine Key Concepts. • The difference in the proportion of students that answer both questions correctly for each Key Concept • The difference in students’ intended behaviours and self-efficacy. • potential beneficial and adverse effects of the IHC digital learning resources secondary school intervention among students. • The difference in the proportion of teachers with a passing score and the first two secondary outcomes (the average score and the proportion of teachers with a score that indicates mastery of the nine Key Concepts). • The difference in scores on academic achievement measured using national examinations and end of term examination	—

Measure

Time frame

• The mean difference in scores • The difference in the proportion of students with a score that indicates mastery of the nine Key Concepts. • The difference in the proportion of students that answer both questions correctly for each Key Concept • The difference in students’ intended behaviours and self-efficacy. • potential beneficial and adverse effects of the IHC digital learning resources secondary school intervention among students. • The difference in the proportion of teachers with a passing score and the first two secondary outcomes (the average score and the proportion of teachers with a score that indicates mastery of the nine Key Concepts). • The difference in scores on academic achievement measured using national examinations and end of term examination

—

Countries

Kenya

Contacts

Public ContactMargaret Kaseje

Supervisor

mkaseje@gmail.com+254715021955

Outcome results

None listed

Source: PACTR (via WHO ICTRP) · Data processed: Aug 9, 2026