There were a total of 23 response open ended items, by students of which 13 items

represented factual knowledge, 4 items represented procedural knowledge and 6 items represented insights.

This section summaries the results in terms of right and wrong responses by the students following intervention by the three instructional methods namely lecture, small group discussion and 'mixed' method. The results of the study are presented in table format. Table 2 shows the effects of intervention in general. Table 3 shows the effect on different type of knowledge. Table 4 shows the categorization of response. Table 5 shows the item distribution . Table 6 shows the process of instructional delivery . Table 7 shows the feedback from observers. Table 8 shows the session evaluation from students. Table 9 shows the suggestions from students. Each table is followed by brief explanation of the main findings. The details are given in the respective sections of the appendices at the end of the document. Questionnaires for the Pre-test & Post-test are given below (detail in Appendix B).

- Severe dehydration

- Some dehydration

- No dehydration

10. List the name of fluids to prevent dehydration.

11. List conditions when to take the diarrohea patient to the health institution.

12. List the steps of preparing Jeevan Jal.

13. How much tea glass of Jeevan Jal do you need to give to a Child under 2 years of age after passing each loose stool?

14. How much tea glass of Jeevan Jal do you need to give to a child who is between the age of 2 to 10 years after passing each loose stool?

15. How much tea glass of Jeevan Jal do you need to give to a child who is 11 years old or above after passing each loose stool?

16. List measures in the prevention of diarrhoea .In preventive measures include six sub answers according to the given content in the classroom such as

16a. Improve weaning practice

16b. Use safe water

16c. Hand washing practice

16d. Use of Latrine

16e. Measles Immunization

16f. Breast feeding

In table one the pre-post test results of the three methods are compared. Comparison of pre test – post test result in lecture group shows that in all 23 items (100%) number of wrong responses following intervention have significantly decreased and the number of right responses have increased.

Table 3 shows that lecture is the most effective method to learn factual knowledge, whereas, 'mixed' method and SGD are effective to learn procedural knowledge and insight knowledge respectively. The questionnaire has different types of questions relating to different type of knowledge in Table 3.

Lecture method was the most effective. Following intervention all 17 students in the lecture group correctly responded to item no1

Table:3.1

In Table 4 an overview is given of the numbers on the right hand side of this table has been derived through calculating the difference between Post–and Pretest results in terms of the total number of right responses following the intervention.

Each item is categorized on the basis of types of knowledge.

Table 4 shows that out of a total number of 23 items in the Pre and Post test questionnaire, in 9 items representing the factual knowledge students who underwent the lecture intervention scored the highest correct responses; in 1 item representing the procedural knowledge student who underwent the 'mixed' intervention scored the highest correct responses; while in 2 items representing insight, the group discussion and the 'mixed' groups scored the highest correct responses.

The evidence shows that response to the question numbers 1, 3, 4,5,7,8,9a, 9b, 9c, 10,and 11, demonstrates lecture methods to be the most effective compared to other two methods. Students from lecture group scored the highest numbers. Hence lecture seems to be the most effective method compared to the other two methods to learn the factual knowledge. As all these items represent the factual knowledge.

Responses to the items numbers 15,16c and 16d demonstrate that the SGD is the most effective method compared to be other methods. Item number 15 represents the procedural knowledge whereas item numbers 16c and 16d represent the insight.

Responses to item numbers 12,13,14,16a, 16b, 16e and 16f demonstrate that the students from the lecture coupled with small group discussion ('mixed' group) scored the highest. Item numbers 12,13,14 represent the procedural knowledge, whereas item numbers 16a, 16b, 16c and 16f represent the insight.

Table 5 shows that in 9 items the lecture method is most significantly effective for gaining factual knowledge. In 1 item the small group discussion method is most significantly effective for gaining insight, whereas, in 2 items 'Mixed' method is most significantly effective for learning both the procedural knowledge as well as the insight. In the remaining 11 items, there is no significant difference in the number of correct responses through intervention by the three methods.