Table 4. Bivariate and multivariate regression analysis of factors associated with correct interpretation of positive, negative and invalid results among the 4,186 interpreted self-test results by 322 participants.
| Characteristic | Correct interpretation of positive self-test | Correct interpretation of negative self-test | Correct interpretation of invalid self-test | |||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| n (%) | Total (N = 1932) |
cOR [95% CI] | P* | aOR [95% CI] | P** | n (%) | Total (N = 1610) |
cOR [95% CI] | P* | aOR [95% CI] | P** | n (%) | Total (N = 644) |
cOR [95% CI] | P* | aOR [95% CI] | P** | |
| Educational levelμ | ||||||||||||||||||
| Low | 234 (73.6) | 318 | 0.3 [0.1–0.8] | < 0.0001 | 0.01 [0.00–0.02] | < 0.0001 | 220 (83.0) | 265 | 0.5 [0.2–1.2] | < 0.0001 | 0.6 [0.1–1.2] | 0.083 | 90 (84.9) | 106 | 0.4 [0.2–0.7] | 0.006 | 0.5 [0.2–0.8] | 0.003 |
| Middle | 810 (95.1) | 852 | 0.6 [0.2–0.8] | < 0.0001 | 0.01 [0.00–0.02] | < 0.0001 | 590 (83.1) | 710 | 0.4 [0.2–0.7] | < 0.0001 | 0.4 [0.1–1.1] | 0.063 | 221 (77.8) | 284 | 1.2 [0.5–2.6] | 0.006 | 0.9 [0.4–2.4] | 0.257 |
| High | 762 (100) | 762 | NA | < 0.0001 | Reference | 620 (97.6) | 635 | 8.4 [2.5–28.1] | < 0.0001 | Reference | 230 (90.6) | 254 | 2.6 [1.3–5.2] | 0.006 | Reference | |||
| Language used | ||||||||||||||||||
| French | 888 (93.7) | 948 | 11.4 [1.5–89.6] | 0.002 | Reference | 760 (96.2) | 790 | 3.9 [1.7–8.9] | < 0.0001 | Reference | 288 (91.1) | 316 | 2.7 [1.4–5.1] | < 0.001 | Reference | |||
| Lingala | 294 (89.1) | 330 | 0.2 [0.06–0.6] | 0.002 | 0.4 [0.1–1.9] | 0.231 | 205 (74.5) | 275 | 0.3 [0.1–0.7] | < 0.0001 | 1.3 [0.4–3.8] | 0.654 | 71 (64.5) | 110 | 0.2 [0.1–0.5] | < 0.001 | 0.4 [0.2–1.0] | 0.063 |
| Swahili | 624 (95.4) | 654 | 0.7 [0.2–2.3] | 0.002 | 1.2 [0.1–14.9] | 0.817 | 465 (85.3) | 545 | 0.6 [0.3–1.2] | < 0.0001 | 1.3 [0.4–4.2] | 0.654 | 182 (83.5) | 218 | 1.0 [0.6–1.9] | < 0.001 | 1.3 [0.5–3.6] | 0.614 |
| Understanding of instructions for use£ | ||||||||||||||||||
| Yes | 1500 (97.7) | 1536 | 4.2 [1.2–13.4] | 0.017 | 2.5 [0.7–8.9] | 0.171 | 1180 (92.2) | 1280 | 3.7 [1.8–7.8] | < 0.0001 | 1.8 [0.8–3.9] | 0.097 | 454 (88.7) | 512 | 4.8 [2.5–8.9] | < 0.001 | 1.8 [0.9–3.8] | 0.103 |
| No | 306 (77.3) | 396 | Reference | - | Reference | 250 (75.8) | 330 | Reference | - | Reference | 87 (65.9) | 132 | Reference | - | Reference | |||
* P-value calculated using Pearson’s χ2 test or Fisher’s exact test;
** P-value calculated using regression analysis;
μ Educational level was categorized according to the educational system of the Democratic Republic of the Congo, as follows: (i) low: unschooled or attending primary school; (ii) middle: attending college or technical school; and (iii) high: attending Bachelor’s or graduate degree;
£ The correct answers to a minimum of five questions were considered to have understood the instructions for use.
OR: adjusted odds ratios; cOR: crude odds ratios; CI: confidence interval; N: Total size; NA: not applicable; P: P-value.