Table 3.
Descriptive and independent bivariate analysis of barriers to DPA with overall implementation fidelity, school and classroom levels
| Barrier | Overall % school administratorsa (n)b | Bivariate associations at school levelc | Overall % Teachersa (n)b | Bivariate associations at classroom leveld | ||
|---|---|---|---|---|---|---|
| OR (95 % CI) | p-value | OR (95 % CI) | p-value | |||
| Competing curriculum priorities | ||||||
| Disagree/strongly disagree | 15.1 (30) | 3.63 (1.31–10.02) | 0.013 | 12.2 (35) | 5.54 (2.29–13.38) | <0.0005 |
| Neutral | 8.5 (17) | 2.46 (0.77–7.88) | 0.131 | 9.4 (27) | 2.71 (1.14–6.41) | 0.024 |
| Agree/strongly agree | 76.4 (152) | R | R | 78.5 (226) | R | R |
| Lack of time | ||||||
| Disagree/strongly disagree | 26.7 (54) | 5.75 (2.51–13.19) | <0.0005 | 14.7 (43) | 7.23 (3.02–17.31) | <0.0005 |
| Neutral | 11.9 (24) | 2.00 (0.80–5.02) | 0.140 | 6.5 (19) | 2.58 (0.95–7.03) | 0.064 |
| Agree/strongly agree | 61.4 (124) | R | R | 78.8 (230) | R | R |
| Lack of teacher readiness | ||||||
| Disagree/strongly disagree | 32.8 (66) | 4.22 (2.00–8.90) | <0.0005 | 38.2 (108) | 2.16 (1.25–3.73) | 0.006 |
| Neutral | 19.9 (40) | 1.034 (0.49–2.18) | 0.925 | 20.8 (59) | 0.97 (0.50–1.86) | 0.923 |
| Agree/strongly agree | 47.3 (95) | R | R | 41.0 (116) | R | R |
| Lack of space | ||||||
| Disagree/strongly disagree | 58.4 (118) | 2.43 (1.29–4.58) | 0.006 | 23.8 (69) | 3.15 (1.72–5.74) | <0.0005 |
| Neutral | 10.4 (21) | 1.30 (0.47–3.59) | 0.608 | 13.1 (38) | 1.72 (0.83–3.57) | 0.146 |
| Agree/strongly agree | 31.2 (63) | R | R | 63.1 (183) | R | R |
| Bad weather | ||||||
| Disagree/strongly disagree | 49.8 (101) | 2.13 (1.11–4.09) | 0.023 | 38.7 (111) | 3.03 (1.70–5.42) | <0.0005 |
| Neutral | 19.7 (40) | 2.07 (0.90–4.76) | 0.088 | 25.8 (74) | 1.17 (0.62–2.21) | 0.629 |
| Agree/strongly agree | 30.5 (62) | R | R | 35.5 (102) | R | R |
| Students’ reluctance to participate | ||||||
| Disagree/strongly disagree | 55.0 (111) | 0.93 (0.48–1.82) | 0.833 | 51.4 (146) | 1.56 (0.90–2.71) | 0.113 |
| Neutral | 17.8 (36) | 0.88 (0.37–2.11) | 0.779 | 17.3 (49) | 0.87 (0.42–1.82) | 0.711 |
| Agree/strongly agree | 27.2 (55) | R | R | 31.3 (89) | R | R |
| Lack of equipment | ||||||
| Disagree/strongly disagree | 68.0 (138) | 1.82 (0.85–3.87) | 0.122 | 41.4 (120) | 2.39 (1.41–4.04) | 0.001 |
| Neutral | 14.8 (30) | 1.64 (0.60–4.48) | 0.338 | 15.9 (46) | 1.09 (0.54–2.21) | 0.814 |
| Agree/strongly agree | 17.2 (35) | R | R | 42.8 (124) | R | R |
| Lack of resources | ||||||
| Disagree/strongly disagree | 59.2 (119) | 1.85 (0.83–4.12) | 0.131 | 38.7 (111) | 3.73 (2.08–6.69) | <0.0005 |
| Neutral | 25.4 (51) | 1.36 (0.55–3.36) | 0.507 | 23.7 (68) | 0.94 (0.49–1.81) | 0.855 |
| Agree/strongly agree | 15.4 (31) | R | R | 37.6 (108) | R | R |
| Lack of school board support | ||||||
| Disagree/strongly disagree | 48.0 (96) | 2.11 (0.89–4.99) | 0.091 | 31.7 (91) | 4.19 (2.24–7.83) | <0.0005 |
| Neutral | 38.0 (76) | 1.02 (0.43–2.44) | 0.965 | 34.1 (98) | 1.66 (0.92–2.98) | 0.093 |
| Agree/strongly agree | 14.0 (28) | R | R | 34.1 (98) | R | R |
| Lack of amenities | ||||||
| Disagree/strongly disagree | 72.0 (144) | 1.70 (0.73–3.94) | 0.217 | 56.3 (162) | 3.22 (1.67–6.22) | 0.001 |
| Neutral | 15.0 (30) | 1.64 (0.56 – 4.79) | 0.369 | 23.3 (67) | 1.62 (0.76–3.48) | 0.214 |
| Agree/strongly agree | 13.0 (26) | R | R | 20.5 (59) | R | R |
| Lack of parent/guardian support | ||||||
| Disagree/strongly disagree | 60.2 (118) | 1.95 (0.75–5.07) | 0.171 | 50.7 (142) | 1.28 (0.64–2.55) | 0.483 |
| Neutral | 29.6 (58) | 1.24 (0.45–2.45) | 0.680 | 32.9 (92) | 0.64 (0.30–1.33) | 0.227 |
| Agree/strongly agree | 10.2 (20) | R | R | 16.4 (46) | R | R |
aPercentage totals may not equal 100 % due to rounding
bCount totals (n) may not equal total sample (n = 209 for school administrators; n = 307 for teachers), and differ between variables, due to missing values
cBivariate analysis at school level conducted using logistic regression
dBivariate analysis at classroom level conducted using generalized linear mixed models to adjust for school-level clustering effects
RReference category