Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.3
, Sep
t
em
b
e
r
20
15, pp
. 94
~
1
00
I
S
SN
: 225
2-8
8
2
2
94
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Validity and Reliability of the
3-E Tool for Evaluating the
Curri
cul
u
m Support
Intervention
in Ugan
da
Milto
n
Mut
t
o
,
Imma
cula
te Muk
a
s
a
, Vict
or
Av
a
s
i, Charles Kilibo
,
Cha
r
les
Ka
mwesig
y
e
, Tom
Duku
The Pin
cer
Group Intern
ation
a
l Limited,
Box 724
55, Clo
c
k
Tower
,
Kampala, Ugan
da
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
May 16, 2015
Rev
i
sed
Ju
ly 20
, 20
15
Accepted Aug 12, 2015
This stud
y
determined ps
y
c
ho
metric
properties of 3-ET,
an
instrument
specifically
d
e
signed to track the effects of a curriculum support interven
tion
crea
ted to
enhan
ce th
e deliv
er
y
of the nat
i
onal
c
u
rriculum
in a
war zone in
Uganda. The in
strument
was
develop
e
d throug
h brain storm
and exp
e
rt
review b
e
fore
b
e
ing
com
m
itted
to stru
ctura
l
a
nd rel
i
abi
lit
y
te
sting using
Explorator
y
Factor analy
s
is (
E
FA).
Th
e 88 v
a
riables of 3
-
ET were r
e
duced
to 73; fiv
e
dis
t
in
ct s
ub-s
cal
es
em
erged.
S
ub-s
cale
1, m
eas
ured
cor
e
educ
at
ion
support function
s and services.
Sub-scal
e 2
,
assessed aesth
etics/efficiency
.
Sub-scale 3, fo
cused on barriers to st
akeholder participa
tion. Sub-scale 4
m
easured peac
e
f
ulness and gender sensitivi
t
y
of learning en
vironm
ents.
S
ub-s
cale 5
as
s
e
s
s
e
d pupil p
a
r
ticip
ation
.
3-
ET
has
a
ccep
tabl
e
s
t
ructur
al
validi
t
y
and
i
n
terna
l
consist
e
nce r
e
li
abil
it
y.
It c
a
n b
e
u
s
ed to t
e
st
effec
tiven
ess of
the REPLICA
in
terven
tion.
Its a
pplic
abili
t
y
in
ot
her conf
lic
t
and non-conf
lict cont
exts n
eeds r
e
view.
Keyword:
3-E
T
Assessm
ent
Co
nflict
Edu
catio
n
Em
ergency
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Milto
n
Mu
tto
,
The
Pincer Group
Internati
o
nal Lim
ited,
Tel:
2
5
6
(
312
) 2
6
5
10
6, 2
6
5
;
Cell
(
7
72)
8
500
22
,
Bo
x 724
55
, Clo
c
k To
w
e
r
,
K
a
m
p
ala, U
g
and
a
.
E-m
a
i
l: Mil
t
o
n
.m
u
tto
@g
m
a
i
l
.co
m
;
mmu
tto
@p
i
n
cerg
r
ou
p.o
r
g
1.
INTRODUCTION
In 2
0
05/
6, t
h
e
M
i
ni
st
ry
of Ed
ucat
i
on a
nd S
p
ort
s
i
n
t
r
o
duce
d
a new cur
r
i
c
u
l
um
sup
p
o
r
t
i
n
t
e
rve
n
t
i
o
n
b
r
and
e
d REPLICA-fo
r rev
italizin
g
ed
u
cation
,
p
a
rticip
atio
n
an
d learn
i
ng in
con
f
lict areas. Th
e i
n
terv
en
ti
on
en
tailed
in
trodu
ctio
n
o
f
p
e
ace ed
u
cation
,
p
s
ycho
so
cial su
ppo
rt, co
mmu
n
ity in
teg
r
ati
o
n, lead
ersh
i
p
an
d
go
ve
rna
n
ce t
r
a
i
ni
ng
,
pr
om
ot
ion
o
f
gi
rl
s’ e
d
ucat
i
o
n
an
d
us
e of
pe
rf
orm
i
ng art
s
i
n
l
ear
n
i
ng i
n
t
o
t
h
e f
o
rm
al
teaching a
n
d learni
ng progra
m
of the
a
ffect
ed sc
hools and school communitie
s.
Field anecdotes
a
n
d official
statistics had painted a grim
picture
of educa
tion pe
rform
a
nce in the war
z
one s
p
ecifically because of the wa
r
rel
a
t
e
d p
s
y
c
h
o
s
oci
a
l
an
d
phy
si
cal
pr
obl
em
s. The
regi
on
ha
d l
o
w
net
i
n
t
a
k
e
(N
IR
),
com
p
l
e
t
i
on an
d
pass
rat
e
s
of
2
5
-
5
0%,
2
3
-
3
5
%
, a
n
d
1-
24
% res
p
ect
i
v
el
y
[
1
]
an
d
wi
de
s
p
rea
d
Psy
c
h
o
-t
raum
a [2]
.
The learning centres that ha
d
been
c
r
eated
within the internally disp
laced ca
m
p
s to ens
u
re safety and
bet
t
e
r adm
i
ni
st
rat
i
on
of sc
h
ool
s
ha
d i
n
st
e
a
d face
d se
ve
ral
chal
l
e
n
g
es
t
h
at
di
rect
l
y
con
s
t
r
ai
ne
d t
e
achi
n
g,
learn
i
ng
and
stak
eho
l
d
e
r p
a
rticip
atio
n
in
ed
u
cation
and
u
lti
m
a
tel
y
th
e
ed
u
cation
a
l com
p
et
itiv
en
ess o
f
th
e
en
tire
reg
i
o
n
.
Th
e m
a
in
ch
all
e
n
g
e
s in
cl
u
d
e
d ov
ercrowd
i
ng
, filth
y learn
i
ng env
i
ro
n
m
en
ts, en
tren
ch
ed cultu
re
of
vi
ol
e
n
ce a
n
d a
d
m
i
ni
st
rat
i
ve
pr
obl
em
s. Ot
he
rs
were t
r
aum
a
, apat
hy
and
u
n
cert
a
i
n
t
y
am
ong t
eac
h
e
rs a
n
d
learn
e
rs [3
]-[4],
ov
er-stretched
an
d
d
e
graded
facilities;
ap
ath
e
tic, un
sup
portiv
e
an
d dysfun
c
tio
n
a
l
sch
o
o
l
–
comm
unities,
and t
r
aum
a
tis
ed hu
m
a
n resources. M
o
re
ove
r the
schoo
l-c
o
mm
unity interface
ha
d be
e
n
d
i
str
e
ssed
b
y
w
a
r
i
n
stig
ated su
sp
icion
an
d mistr
u
st.
G
over
n
m
e
n
t
w
a
s co
n
c
ern
e
d about th
e poo
r acad
e
m
i
c
p
e
rform
a
n
ce, th
e lack
o
f
t
r
ain
e
d
staff an
d p
r
ed
ic
tab
ility
in
th
e war zo
n
e
. Th
e REPLICA
p
r
og
ram was
t
h
eref
o
r
e de
vel
ope
d as a cur
r
i
cul
u
m
supp
ort
m
a
t
e
ri
al
. It
w
a
s
m
odel
l
e
d ar
ou
n
d
t
h
e rec
o
m
m
e
ndat
i
ons
of t
h
e
Int
e
r
n
at
i
o
nal
Net
w
or
k
f
o
r Ed
ucat
i
on
i
n
Em
ergenc
y
(I
NEE
)
w
h
i
c
h
had
rec
o
m
m
e
nde
d am
on
g
ot
he
rs t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Va
lid
ity and
Rea
lib
ility o
f
th
e 3-E Too
l
fo
r Eva
l
ua
tin
g th
e
Cu
rricu
l
u
m Sup
po
rt
.... (Milto
n Mu
tto
)
95
pri
o
ri
t
i
zat
i
on
of c
o
m
m
uni
t
y
part
i
c
i
p
at
i
on
and t
h
e
use o
f
l
o
cal
reso
u
r
ces;
part
ne
rs
hi
ps an
d i
n
t
e
r
-
s
ect
ori
a
l
linkage
s; effec
tive teaching a
n
d learning t
h
rough c
u
rr
icul
um
, training, instructio
n a
n
d a
ssessm
ent reform
s;
adm
i
ni
st
rat
i
on and m
a
nagem
e
nt
of h
u
m
a
n resou
r
ces
, and
p
o
l
i
c
y
form
ul
at
ion
,
pl
an
ni
n
g
, i
m
pl
em
ent
a
t
i
on, and
co
ord
i
n
a
tion
in th
e
d
e
liv
er
y
of edu
catio
n services in
su
ch settin
g
s
[
5
]-[6
].
It was
post
ulated that RE
PLICA
would lead t
o
si
gn
ifican
t im
p
r
ov
em
en
ts in
sch
o
o
l
lev
e
l
adm
i
nistration; aesthetics, stakeholde
r pa
rticipation; peace
fulness &
ge
nder
sensitivity of schools, and learne
r
p
a
rticip
ation
in
co
-curricu
lar activ
ities co
n
s
equ
e
n
t
up
on
ex
po
su
re to
the in
terv
en
tio
n
u
lti
m
a
tel
y
tran
slatin
g
in
to
b
e
tter
Net
In
tak
e
, Co
m
p
letio
n
and
Pass Rates. In
o
r
d
e
r to
t
r
ack
t
h
e h
ypo
th
esized effects and
assess
pr
o
g
ram
effect
i
v
eness
,
t
h
e 3-
FT t
ool
(i
e Ev
al
uat
i
ng E
duca
t
i
on i
n
Em
ergency
Tool
) wa
s t
h
eref
ore cre
a
t
e
d
t
h
r
o
u
g
h
a
m
u
lt
i
-
st
age and
p
a
rt
i
c
i
p
at
ory
p
r
ocess. T
h
e i
n
s
t
rum
e
nt
was pi
l
o
t
e
d i
n
30 n
one
pr
oject
p
r
im
ary
sch
ool
s
bef
o
re
bei
n
g
depl
oy
ed i
n
t
h
e 6
8
1
of
t
h
e 1
,
8
0
0
p
r
oj
ect
scho
ol
s.
Th
e 68
1 sc
h
ool
s
had
bee
n
sam
p
l
e
d t
o
p
a
rticip
ate in
an
inb
u
ilt im
p
act track
ing
st
u
d
y
.
Data fo
r 2
7
0
o
f
t
h
e 681
sch
o
o
l
s were rando
m
l
y ex
tracted
usi
n
g S
T
A
T
A
rel
ease 1
1
f
o
r
pu
r
poses
o
f
t
h
e
cu
rre
nt
st
u
d
y
.
Ex
pl
orat
ory
F
act
or a
n
al
y
s
i
s
(EF
A
)
was
us
ed t
o
re
duce t
h
e
88
va
ri
abl
e
s of
t
h
e
ori
g
i
n
al
3-ET
t
o
a
sm
al
l
e
r num
ber o
f
c
o
nst
r
uct
s
[
7
]
(T
hom
pso
n
et
al
.,
1
9
9
6
)
:
t
h
i
s
a
p
p
r
oac
h
has
bee
n
use
d
i
n
ot
he
r
val
i
d
at
i
on
st
udi
es
[8]
-
[
1
4
]
. To Ke
rl
i
n
ge
r (
1
9
7
9
),
EF
A
has bee
n
s
h
o
w
n t
o
be
o
n
e
of t
h
e m
o
st
powe
r
f
u
l
m
e
t
hods f
o
r
redu
cing
v
a
riab
le co
m
p
lex
ity to
g
r
eater si
m
p
l
i
city
[15]. McLeod et al., (1977) a
r
gue
s
that the em
e
r
ge
nt
fact
or
s m
a
y act
u
al
l
y
be used
as vari
a
b
l
e
s i
n
fu
rt
he
r anal
y
s
i
s
[1
6]
. Kai
s
e
r
cri
t
e
ri
on
[
17]
-
[
18]
an
d c
o
n
f
i
r
m
a
t
o
ry
scree plots [19] were used to
select
t
h
e fact
ors an
d rot
a
t
e
d f
act
or l
o
a
d
t
h
re
shol
ds o
f
0.
3
0
,
was appl
i
e
d as
basi
s
fo
r i
t
e
m
ret
e
nt
i
on. C
h
r
o
nbac
h
’s al
pha c
o
e
f
fi
ci
ent
o
f
0
.
70 was ad
op
ted
as th
resho
l
d
for in
tern
al con
s
isten
c
e
reliability acceptance. Interpretation
of Pea
r
son r c
o
efficients
was
ba
se
d
on Cohe
n’s re
commendation [19]
that coe
fficient
s
of
0.10
-0.29 are
sm
all, 0.30
-0
.49
ar
e m
e
d
i
u
m
an
d 0.50-
1 ar
e
large. STAT release 11 was
use
d
fo
r dat
a
anal
y
s
i
s
. Thi
s
paper
di
scus
s
e
s fi
ndi
ngs
of
t
h
e st
ruct
ural
val
i
d
i
t
y
and i
n
t
e
rnal
co
nsi
s
t
e
ncy
reliab
ility an
alysis.
2.
R
E
SEARC
H M
ETHOD
2.
1. Set
t
i
n
g
The
ori
g
i
n
al
d
a
t
a
were c
o
l
l
ect
ed fr
om
sel
ected sc
ho
ol
s i
n
t
h
e N
o
rt
her
n
a
n
d N
o
rt
h East
e
r
n re
gi
o
n
s
o
f
Uga
n
da. T
h
i
s
r
e
gi
o
n
ha
d
had
war si
nce 1
9
8
6
and al
l
t
h
e sc
h
ool
s
were a
ffec
t
ed. T
h
e ad
ve
r
s
e effect
s
of t
h
e wa
r
on t
h
e l
o
cal
ed
ucat
i
onal
out
c
o
m
e
s had m
o
t
i
vat
e
d t
h
e i
n
t
r
o
duct
i
o
n
of t
h
e
R
E
PLIC
A pr
o
g
ram
by
t
h
e Ugan
da
n
educat
i
o
n m
i
ni
st
ry
. T
h
e
pri
m
ary
dat
a
were
collected
from
the prim
ary
sc
ho
ol
s-eac
h o
f
t
h
e 13
pa
rt
i
c
i
p
at
i
n
g
districts was re
prese
n
ted. All the soci
al
servi
ces i
n
t
h
e t
a
rget
ed regi
o
n
ha
d
been
dest
r
o
y
e
d
duri
ng t
h
e wa
r
and
a
large proport
i
on of
the population ha
d
be
en
rele
gated
i
n
to internal dis
p
lacem
ent
ca
mps. T
h
e
data for t
h
e
current study were
collected betw
een
Janu
ar
y and
Mar
c
h 20
07
.
2.
2. Desi
gn
Thi
s
st
udy
em
pl
oy
ed
a c
r
os
s-
sect
i
onal
desi
g
n
.
2.
3. Sam
p
l
e
a
nd
s
a
mpl
i
n
g
s
t
ra
teg
y
The
ori
g
i
n
al
d
a
t
a
were c
o
l
l
e
ct
ed f
r
om
68
1
sch
ool
s
.
T
h
e
sch
ool
sel
ect
i
o
n
had
bee
n
d
o
n
e
by
t
h
e
M
i
ni
st
ry
of
E
ducat
i
o
n a
n
d
Sp
ort
s
(M
oE
S
)
f
o
r
p
u
r
p
oses
of
t
r
ac
ki
n
g
i
n
t
e
r
v
ent
i
o
n i
m
pact
. T
h
e
pr
o
cess o
f
selectio
n
was
m
u
l
ti-stag
ed
an
d b
lind
e
d
.
Di
strict Edu
cation
Officials, in
co
nsu
ltatio
n with
th
e Core
Prim
ar
y
Teacher Colle
ges, ha
d
submitted lists
of schools t
o
the
Education Minist
ry in response t
o
a
pre-define
d
i
n
cl
usi
o
n an
d
excl
usi
on c
r
i
t
e
ri
a t
h
at
had
be
en de
vel
o
pe
d by
t
h
e p
r
o
j
ect
st
aff. T
h
ese
pr
im
ary
li
st
s of sch
ool
s
were t
h
e
n
u
s
ed
by
t
h
e
M
o
E
S
t
o
d
r
aw
a st
rat
i
fi
ed
ran
d
o
m
sam
p
l
e
of 6
9
8
sc
ho
ol
s.
The
cu
r
r
ent
st
udy
em
pl
oy
s
reco
rd
s
of a
ra
nd
om
sam
p
l
e
o
f
27
0
of
t
h
e
6
8
1
sc
h
ool
s.
2.
4. St
ati
s
ti
cal
an
al
ysi
s
The ass
e
ssed
p
s
y
c
hom
et
ri
c pr
ope
rt
i
e
s o
f
3-
E
T
we
re:
(a
)
in
t
e
rn
al
factorial stru
cture i.e. the con
s
tru
c
ts
un
de
rl
y
i
ng
t
h
e wi
de
-ar
r
ay
o
f
R
E
PLIC
A pr
o
g
ram
i
ndi
cat
o
r
s and t
h
e e
x
tent to
whic
h they m
easure the
s
p
ecific
di
m
e
nsi
ons
of
ed
ucat
i
o
n
re
vi
t
a
l
i
zat
i
on. F
act
or
ret
e
n
tion w
a
s
b
a
sed
on
K
a
iser
C
r
iter
i
on
, an
d confir
m
e
d
t
h
r
o
u
g
h
scree
pl
ot
s si
nce
Ka
i
s
er C
r
i
t
e
ri
on
t
e
nds t
o
o
v
eresti
m
a
te
th
e n
u
m
b
er o
f
reliable factors.
Varim
a
x
ro
tation
was
perfo
r
m
e
d
to
determin
e stru
ctu
r
e
p
a
rsim
o
ny.
(b) In
tern
al co
n
s
isten
c
y reliab
ility
i.e. in
tern
al
co
nsisten
c
y of ite
m
s
in
th
e e
m
erg
e
n
t
factors,
were te
sted u
s
ing
Cron
b
a
ch
’s
Alph
a. Variab
les
with
ro
tated
facto
r
lo
ad
ing
s
<0
.30
were
rem
o
v
e
d
;
in
each case, reliab
ilit
y tests were
run
.
Th
is series
of fact
o
r
an
alyses and
reliab
ility
tests
co
n
tinu
e
d
u
n
t
il al
l v
a
riab
les h
a
d
at least
o
n
e
>0
.3
0
ro
t
a
ted
facto
r
lo
ad
ing
and
reliab
ility
co
eff
i
cien
ts stab
ilized
: th
is ap
pro
ach
h
a
s been
w
i
d
e
ly u
s
ed
in
th
e liter
a
tu
r
e
[7
],[1
0
]-[1
2
]
. To
test w
h
et
h
e
r
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
4,
No
. 3,
Se
pt
em
ber
2
0
1
5
:
94
– 10
0
96
sub-scales m
e
a
s
ure
d
distinct aspects of E
ducational re
vi
t
a
l
i
zat
i
on, i
ndi
vi
d
u
al
scal
e score
s
were sum
m
ed an
d
their relatedne
ss were a
ssess
ed usi
ng
Pears
on c
o
rrelati
on
t
e
st
s. No
n-
si
g
n
i
fi
cant
cor
r
el
at
i
ons
were c
o
ns
i
d
ere
d
i
ndi
cat
i
o
ns of
uni
que
ness
.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
3.
1 S
a
mpl
e
ch
arac
teri
sti
c
s
Dat
a
fr
om
a rand
om
sam
p
l
e
of
2
70
p
r
i
m
ary
sch
ool
s
fr
o
m
Nort
her
n
a
nd ea
st
er
n U
g
anda
we
re
analysed.
3.
2 Ps
ych
o
me
t
r
i
c
proper
ti
es
of
asse
ssmen
t
to
ol
Th
e 88
v
a
riab
l
e
s o
f
3-ET,
were redu
ced
th
rou
g
h
ex
p
l
oratory facto
r
an
alysis to
7
3
.
Th
e [1
5
]
o
m
itte
d
vari
a
b
l
e
s were:
si
gn
post
c
ove
r
e
d by
g
r
ass
or
bus
h;
Di
s
p
l
a
y
of Sc
h
ool
m
a
p hi
ghl
i
g
ht
i
n
g
sur
r
o
u
ndi
n
g
ba
rri
ers
t
o
gi
rl
s’ e
d
uca
t
i
on;
R
ecor
d
o
f
sol
u
t
i
ons
o
r
way
s
o
f
m
i
nim
i
zi
ng t
h
e im
pact
o
f
ab
ove
bar
r
i
e
rs;
Lat
r
i
n
es wi
t
h
locka
b
le doors or an e
n
clos
ure
;
Co
mments on schem
e
s
of work and lesson plan fr
om
Head teacher; Endorse
d
Teachers’ atte
nda
nce
book; Visi
on of the s
c
hool visi
bly displayed; Teac
hing and learni
ng
going on at
tim
e
o
f
v
i
sit; P.1 teach
i
ng
& learn
i
ng
d
o
n
e
in Lo
cal Lang
u
a
g
e
;
Clear p
a
t
h
lead
ing
t
o
th
e sch
o
o
l; Each
class h
a
s
a
class
teacher; Existence of
s
a
nitation
pre
f
e
c
t; Evidence of childre
n’s ac
tive
participati
on i
n
class; Sc
hedule
for cleani
n
g the school; and
Mova
ble sc
hool signpost.
The retained
variables we
re
clustere
d i
n
fi
ve distinct s
u
b-scales (
as s
u
mm
ari
z
e
d
i
n
t
abl
e
1)
. Sub-
scal
e (fact
o
r
1
)
,
wi
t
h
2
0
i
t
e
m
s
ha
d r
o
t
a
t
e
d
f
act
or l
o
a
d
s
ra
n
g
i
n
g b
e
t
w
ee
n
0.
31
1
62 a
n
d
0.
75
4
0
2
,
wi
t
h
i
n
t
e
rnal
co
nsisten
c
y rel
i
ab
ility co
efficien
t o
f
0.878
8. It m
easu
r
ed
co
re edu
cation
su
ppo
rt
fun
c
tion
s
.
Sub
-
scale (facto
r)
2, as
sesse
d aes
thetics/efficiency of
service delivery. It
h
a
d
2
1
ite
m
s
with
ro
tated
facto
r
load
s
rang
ing
b
e
t
w
een
0
.
3
723
3
and
0.81
262
, and
intern
al con
s
isten
c
y reliab
ility
co
efficien
t of 0
.
8
821
.
Sub
-
scale 3
,
fo
cu
sed
o
n
b
a
rriers to
stakeh
o
l
d
e
r
p
a
rtici
p
atio
n
i
n
th
e
deliv
ery o
f
b
a
si
c ed
u
cation
serv
ices. It
h
a
d
15
ite
m
s
, with
ro
tated
facto
r
l
o
ad
s
ran
g
i
n
g
b
e
tw
een 0
.
3416
1
an
d
0.78
808
, an
d
in
t
e
rn
al con
s
istency reliab
ility
c
o
efficien
t of 0
.
8
867.
Sub-scale 4
measure
d
peacefulness an
d
ge
nde
r se
nsitivity of learning
e
nvi
ronm
ents. It ha
d
9 ite
m
s
, wit
h
ro
tated
fact
o
r
l
o
ads rang
ing
betw
een
0. 31
38
8
an
d
0
.
8
7415
, and
in
tern
al co
nsisten
c
y reliab
ility
co
efficien
t o
f
0
.
8
045
. Sub
-
scale 5
m
easu
r
ed p
u
p
il p
a
rticip
atio
n
in
co
-c
urri
cu
lar activ
ities. It h
a
d
8 ite
m
s
, with
ro
tated
facto
r
lo
ad
s rang
ing
b
e
tween
0
.
38
48
7 and 0.774
41
, and
sub
-
sc
ale in
tern
al
consisten
c
y reliabilit
y co
efficient of
0.
81
2
6
(see t
a
bl
e 1)
. Int
e
r
-
f
act
or Pea
r
so
n
cor
r
el
at
i
on c
o
e
ffi
ci
ent
s
ra
n
g
e
d
bet
w
ee
n f
r
o
m
0.32
1
5
t
o
0
.
45
0
4
(
as
p
r
esen
ted
in
tab
l
e 2
)
.
The fi
n
d
i
n
gs sh
o
w
3-
ET t
o
have s
o
un
d psy
c
h
o
m
e
tri
c
pr
ope
rt
i
e
s, speci
fi
cal
l
y
st
ruct
u
r
e,
in
tern
al con
s
ist
e
n
c
y reliab
ility
an
d
su
b-scale d
i
stin
ctiv
en
ess as ev
id
en
ced
b
y
th
e ro
tated
facto
r
l
o
ad
i
n
g
s
(th
a
t
ran
g
e
d
bet
w
ee
n 0.
3
1
an
d 0
.
87
), C
r
o
nbac
h
’s al
ph
a coe
ffi
ci
ent
s
(t
hat
ra
nge
d b
e
t
w
ee
n
0.8
0
a
nd
0.
8
8
)
,
an
d
Pears
on c
o
rrel
a
t
i
on c
o
ef
fi
ci
ent
s
(t
h
a
t
ra
ng
ed bet
w
ee
n 0
.
3
2
an
d
0.
4
5
)
.
The i
n
t
e
r
p
re
t
a
t
i
on o
f
[
P
ea
rso
n
]
cor
r
el
at
i
o
n
coe
ffi
ci
ent
s
i
n
t
h
e
cur
r
ent
st
u
d
y
was gui
de
d by
C
ohe
n’
s
rec
o
m
m
e
ndat
i
o
n
.
From
t
h
e fi
n
d
i
ngs
,
3-E
T
cl
earl
y
con
s
i
s
t
s
o
f
fi
ve
di
stinct sub-scales; the
fi
rs
t sub-scale measure
s
core
education s
u
pport functions and se
rvices; s
u
b-scale/factor
2, aesthetics/ efficiency; sub-scale 3, ba
rri
ers to
st
akeh
ol
de
r pa
rt
i
c
i
p
at
i
on i
n
basi
c ed
ucat
i
o
n ser
v
i
ces;
su
b-scal
e
4 peac
eful
ness a
nd
gen
d
e
r
sensi
t
i
vi
t
y
o
f
learn
i
ng
env
i
ron
m
en
ts an
d sub
-
scale
5 pup
il p
a
rticip
atio
n in
co
-cu
r
ricu
lar activ
ities. Th
e in
ter-factor
Pearson
cor
r
el
at
i
on coe
ffi
ci
ent
s
we
re m
e
di
um
,
i
.
e. rangi
ng
bet
w
ee
n 0.
32
1
5
an
d 0.
4
5
0
4
. T
h
e em
er
gi
n
g
su
b-scal
e
s
of 3
-
ET are consist
e
nt with the c
o
re iss
u
es addressed by
the si
x com
p
onents
of the RE
PLICA program
na
m
e
ly;
school-base
d
form
al peace education,
psychos
ocial
s
u
pport, c
o
mmunity integr
ation, leade
r
shi
p
and
go
ve
rna
n
ce, p
r
om
ot
i
on of g
i
rl
s
educat
i
on and use of pe
rf
orm
i
ng
art
s
i
n
l
earni
ng
.
These
s
u
b-scal
es
are
therefore a
p
propriate a
n
d can
be
use
d
to trac
k th
e
hy
pot
hesi
zed e
ffect
s
of
t
h
e R
E
P
L
IC
A i
n
t
e
r
v
ent
i
o
n.
Th
e
p
r
o
c
ed
ures u
s
ed
i
n
th
e
cu
rren
t st
ru
ct
ural
v
a
lid
ation
an
d reliab
ility testin
g
are st
an
d
a
rd
an
d
com
p
arabl
e
t
o
t
hose
use
d
i
n
ot
her si
m
i
lar st
u
d
i
e
s:
pa
rt
i
c
ul
arl
y
fact
or a
nd
va
ri
ab
l
e
ret
e
nt
i
on c
r
i
t
e
ri
a,
Cronbac
h
’s alpha coe
fficient thres
h
ol
d an
d b
a
si
s for i
n
t
e
rp
r
e
t
i
ng Pears
o
n cor
r
el
at
i
on c
o
e
ffi
ci
ent
s
. Thi
s
st
udy
was funded
by The Pincer
Gr
o
u
p
In
tern
ati
o
nal
Li
m
ited
.
3.
3 L
i
mi
t
a
ti
o
n
A k
e
y li
m
i
tatio
n
o
f
o
u
r stud
y is th
e fact th
at
th
e au
tho
r
s
d
i
d n
o
t
exp
l
o
r
e the p
r
ed
ictiv
e
v
a
lid
ity o
f
3
-
ET; th
ey d
i
d
no
t also ev
al
u
a
te its
app
licab
ility in
no
n-war zo
n
e
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Va
lid
ity and
Rea
lib
ility o
f
th
e 3-E Too
l
fo
r Eva
l
ua
tin
g th
e
Cu
rricu
l
u
m Sup
po
rt
.... (Milto
n Mu
tto
)
97
Table 1. Sub-s
cale
struct
ure
with
ro
tated facto
r
l
o
ad
i
n
g
Variable
Ro
ta
ted Fa
cto
r
Loading
Cronbach’s
alpha (
α
)
Fa
cto
r
1
1
E
x
istence of 2 r
ubbish pits
0.
3439
0.
8788
2
I
ndications of r
e
gu
lar
bur
ning of r
ubb
ish
0.
3116
2
3 Clean
Co
m
pound
0.
3395
2
4 Clean
T
o
ilets
0.
3139
7
5 T
a
lking
Classes
0.
6560
7
6
Display of ti
m
e
ta
bles in
r
e
spective classr
oo
m
s
0.
4668
8
7
Head teacher’s pla
n
for lesson superv
ision
0.4910
5
8
Display
e
d char
ts
in P.
1 in L
o
cal
L
a
n
guage
0.
6655
5
9
Display
e
d charts
i
n
P.1 according to the
m
es
0.6394
1
10
M
e
ssages on outer
walls of the buildings
0.
5009
3
11
Existence of a Gui
d
ance &
Counselling roo
m
0.5971
9
12
Resting place in the G
&
C roo
m
0.6930
9
13
Display
e
d
m
e
ssages in the G&
C r
o
o
m
0.
6556
4
14
Recor
d
of cases handled under
G&
C
0.
6847
1
15
Availability
of G
&
C
m
a
te
rials
0.6838
3
16
I
ndications of use
of G&
C
m
a
ter
i
als
0.
7135
4
17
A roo
m
for girls
to uses as
a w
a
shing facility
(bathroo
m
)
0.7540
2
18
Changin
g
r
o
o
m
for
gir
l
s
0.
6826
6
19
W
a
ter
for
washing hands after
visiting the T
o
ilet
0.
3243
8
20
I
ndications of r
e
gu
lar
hand washing
0.
4047
Fa
cto
r
2
1
Pr
oper
l
y
fixed sch
ool Signpo
st
0.
6626
9
0.
8821
2
Clear
wor
d
s on school sign
post
0.
7193
5
3
Schem
e
s of wor
k
s
i
gned and stam
ped
0.
7932
3
4
L
e
sson plans signe
d and stam
ped
0.
8126
2
5
Co
m
m
ents of schem
e
s of wor
k
and lesson plans
0.
7807
7
6
Availability
of files
0.7869
7
Accessibility
of files
0.7799
9
8
L
a
belling of files
0.
7521
4
9
Cur
r
e
nt tim
e
table
display
e
d in office
0.
5508
3
10
Display
of pupil enr
o
lm
ent figur
es
0.
4259
5
11
E
v
idence of pupil
enr
o
lm
ent and analy
s
is
0.
4508
6
12
School M
i
ssion vis
i
bly
display
e
d
0.
3754
1
13
UPE a
ccountability
display
e
d in
H/Teacher's office
0.5095
5
14
T
a
lking
of
fice/s
0.
3723
3
15
Record of analy
s
is of
teachers' attend
ance
0.4953
3
16
E
x
istence of 'subje
c
t leader
s or heads'
0.
5352
8
17
Existence of
staf
f
co
mm
itt
ee or
T
eac
her in charge of
sa
nitation
0.50177
18
L
i
st of PT
A
co
m
m
ittee
m
e
m
b
er
s display
e
d
0.
5543
4
19
L
i
st of SM
C co
m
m
ittee
m
e
m
b
er
s
display
e
d
0.
4888
2
20
M
i
nutes of PT
A
m
eetings
0.
4305
4
21
M
i
nutes of SM
C
m
e
etings
0.
5256
4
Evaluation Warning : The document was created with Spire.PDF for Python.
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22
IJER
E
V
o
l
.
4,
No
. 3,
Se
pt
em
ber
2
0
1
5
:
94
– 10
0
98
Fa
cto
r
3
1
Display
e
d plan for
School im
p
r
ovem
e
nt
-
0
.
38762
0.
8867
2
Record of activities acco
m
p
lished as
per School Im
prov
e
m
ent plan
-0.47535
3
E
x
istence of a work plan fo
r
co
m
m
unity
involvem
e
nt
-
0
.
60638
4
Display
of the above wor
k
plan
-
0
.
64014
5
Record of activities acco
m
p
lished by
the co
m
m
unit
y
-0.63186
6
W
o
rk plan for co
m
m
unit
y
sensitizatio
n activities
-0.65007
7
Display
of the above wor
k
plan
-
0
.
75615
8
Record of activities acco
m
p
lished (u
nder sensitization)
-0.6423
9
List of co
m
m
unity outreach activities
-0.6804
10
W
o
rk plan for co
m
m
unit
y
outreach
ac
tivities
-0.73919
11
Display
of the above wor
k
plan
-
0
.
78808
12
Record of acco
m
p
l
i
shed co
m
m
unity
o
u
treach activities
-0.70579
13
A plan for
Public E
ngagem
e
nt
-
0
.
45746
14
Record of activities acco
m
p
lished under Public Engagem
e
nt
-0.4913
15
Recor
d
of depar
t
m
e
ntal
m
e
etings held
-
0
.
34161
Fa
cto
r
4
1
E
x
istence of a Peace Club
0.
8741
5
0.
8075
2
Existence of a Com
m
i
t
t
ee for Pe
ace
Club
0.8685
3
3
Activity
Pl
an for P
eace Club
0.7456
1
4
Record of acco
m
p
l
i
shed
peace club a
c
tivities
0.6853
3
5
Aspects/values of peace in
corporated in Sche
m
e
s
of
work &
l
e
sson Plans
0.5157
6
6
E
x
istence of a co
m
m
ittee for
GEM
Club
0.
7053
6
7
Activity
Plan for
GE
M Club
0.
7694
4
8
Record of acco
m
p
l
i
shed
GEM
club activities
0.5261
7
9
Gir
l
s' latr
ines separ
a
te fr
o
m
bo
y
s
' latrines
0.
3138
8
Fa
cto
r
5
1
Functional PAL
S
club
0.
7744
1
0.
8126
2
A teacher in charg
e
of PALS
0.5124
5
3
A work plan for P
A
LS a
c
tivities
0.5690
5
4
E
x
istence of a pr
actice schedule
0.
5625
5
5
A book/file o
f
activities acco
m
p
lishe
d by
PA
LS club/s
0.4888
1
6
Availability
of acc
essories
for perform
i
ng
arts
0.6809
9
7
Record of work acco
m
p
lished under
class
Supervision by
the School Lea
d
er
0.3848
7
8
Co
m
positions and cr
eations on RE
PLI
C
A
0.
3562
6
Table 2. Pair wise
correla
tion
of the s
u
bscale
s
/ factors
#
Factor 1
Factor 2
Factor 3
Factor 4
Factor 1
Factor 2
Factor 3
Factor 4
Factor 5
0.
4452
0.
4504
0.
3624
0.
4424
0.
44
0.
361
0.
3758
0.
3215
0.
4472
0.
3202
4.
CO
NCL
USI
O
N
3-E
T
ha
s acce
ptable structural valid
ity and internal consi
s
tence reliab
ili
ty. It can t
h
ere
f
ore
be
used
to
test th
e effectiv
en
ess
o
f
t
h
e REPLICA
in
terv
en
tion
.
It
s ap
p
licab
ility in
o
t
h
e
r con
f
l
i
ct an
d
no
n-con
f
lict
conte
x
ts m
a
y need s
p
ecific
re
view.
Evaluation Warning : The document was created with Spire.PDF for Python.
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2-8
8
2
2
Va
lid
ity and
Rea
lib
ility o
f
th
e 3-E Too
l
fo
r Eva
l
ua
tin
g th
e
Cu
rricu
l
u
m Sup
po
rt
.... (Milto
n Mu
tto
)
99
ACKNOWLE
DGE
M
ENTS
We
would like
to acknowle
d
ge the
c
o
ntribution
of t
h
e sc
hool a
d
m
i
ni
strators
, teache
r
s a
nd
field
data
col
l
ect
ors i
n
pr
ovi
di
n
g
t
h
e
d
a
t
a
t
h
at
wa
s
used
t
o
pr
o
duce
t
h
i
s
m
a
nuscri
p
t
.
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NC
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tt R
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e
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ts
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nger D
E
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A
Y
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iklich R
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alidit
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y of L
i
f
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ti
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is”,
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dge N
., Ra
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S
N
., Thom
as
K
H
., F
e
lic
iano
BY
., N
i
r N
., R
i
c
h
ard S
M
., J
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roa
n
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A
., Eta S
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.
,
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,
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il,
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. 1
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.
[14]
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,
HF
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l R
e
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al Approa
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rdt and
Winston, 1979.
[15]
McLeod, JM.,
Brown, JD., Becker,
LB., “Wate
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Public Opinio
n
Quarterly,
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l. 4
1
, pp
. 181-195
,
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[16]
Brown, MW., “
A
comparison of
fa
c
t
or anal
yt
i
c
t
echniqu
es
”,
Ps
c
hometr
i
ka,
vol.
33, pp
. 267-334
, 1968.
[17]
Catel
l
RB
., J
a
s
p
er J
.
,
“
A
gener
a
l P
l
as
m
ode for
factor
ana
l
yti
c
e
x
ercis
e
s
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”,
Multivar
iate Beha
vioral
Research Monog
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vol. 3, pp. 1-212, 1967.
[18]
Linn R
L
., “A Monte C
a
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ychomet
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ka,
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[19]
Cohen J.,
“
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tat
i
stica
l
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th
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a
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ora
l
sc
ienc
es”, 2nd
e
d
, Hillsda
le
: L
a
wrence
Erlb
au
m
Associates, 1988
.
BIOGRAP
HI
ES OF
AUTH
ORS
Dr. Milton Mu
tto is
a violen
ce pr
evention,
project management, research
, program
development,
and monitoring
and
evalu
a
tio
n
s
p
eci
alis
t
wi
th adv
a
nced
tr
aining
in
Epidem
iolog
y
, Biostatist
i
cs,
Gl
oba
l Health, Sociolog
y
and Ph
y
s
i
cal Reh
a
bil
i
t
a
tio
n. He is a
founding board members of the
Mentor VIP pro
g
ra
m of WHO.
He is also a me
mber of the
Violence prev
en
tion Alliance of the WHO and of
the Globa
l foru
m
for Child welf
are. H
e
i
s
Co-author of the UNICEF/WHO
world report on
Child Injur
y
Pr
evention and of the Africa
Report on Violence
and Health. Milton has b
een
par
t
of the Global alliance working
towards a UN tr
eaty
of Small arms and Light
weapons. He was the Principle Investigato
r
of the 5
y
ear
USAID/GOU Peace Education Proj
ect
in over
1500
schools in Northern and
Eastern Ugand
a
. He has extensiv
e knowledge of t
h
e decen
tra
liz
ati
on governanc
e
sy
stem
in
Uganda. He also
coordinat
e
d m
u
lti countr
y
studi
es on the health
burden of sm
all
arm
s
. He
has
ext
e
ns
ive
ex
perien
ce work
in
g in co
nfli
ct s
e
t
tings
in
the Hor
n
of Afric
a
and
Uganda
with specia
l
int
e
rest in loc
a
l inno
vations th
at addr
ess perennial pr
oblems caused b
y
conflict
and vio
l
enc
e
in
differen
t
com
m
u
nities
.
Mil
t
on wa
s the Prin
cipl
e In
vestigato
r
of
this
stud
y.
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.
4,
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. 3,
Se
pt
em
ber
2
0
1
5
:
94
– 10
0
10
0
Ms Immaculate Mukasa is
an
Economist and
M & E sp
ecialis
t; she is
a Self-driven,
Management Sp
ecialist with graduate
train
i
ng in
Economic Policy
and
Planning
,
training
in Public Administration
an
d management and bachel
ors training in
Economics.
Immaculate is
experienced in
strategi
c management in co
mpetitive NGO settings,
Administration and Procurement
and logistics manage
m
e
nt.
S
h
e a
l
s
o
has
expe
rien
ce in
th
e
m
a
nagem
e
nt of
Staff welf
are
sch
e
m
e
s. Im
m
acula
te was
a
co-inv
e
s
tigator
in
this st
ud
y.
Mr. Victor Ava
s
i is an Educat
ionist with vast
experien
ce in
intern
ation
a
l an
d local
educational institutions. He is a r
e
gister
ed
Ugand
a
n educ
ator (P
hys
i
cs
, M
a
them
at
ics
,
pe
ace
education, perfo
rming arts an
d
information
technolog
y
)
inter
e
sted
in en
trepr
e
neurship
among Ugandan
educators. Immaculate wa
s a
co
-investig
ator in this
stud
y
.
Mr. Kilibo h
a
s 15
y
ears’ post-qu
alification wo
rking experience micr
ofin
ance, Accounting,
training
,
and p
r
oject plann
i
ng
& manage
m
e
nt. M
r
. Ki
libo
als
o
has
an
exce
llen
t
understanding o
f
Uganda’s financial s
y
stem a
nd especially
the microfinance s
ub-sector.
Charles h
a
s had
a num
ber of
spe
c
ia
lised
train
i
ng
courses both
lo
cal
l
y
and
int
e
rn
ation
a
ll
y.
Im
m
aculate
was
a co-
i
nvestig
ator
in
this stud
y.
M
r
Charles
Kam
w
es
ig
y
e
is
an
ed
ucat
ionis
t
with 1
0
years
of t
e
a
c
hi
ng experi
enc
e
.
He is
b
y
all m
eans, a tr
a
n
sform
a
tional le
ader. Ch
arles le
ads the team
in
the Soroti Fiel
d office
.
Im
m
aculate
was
a co-
i
nvestig
ator
in
this stud
y.
Mr. Tom Duku a leadership and governan
ce
train
e
r with specific interest
in
resear
ch,
community
dev
e
lopment, public
engagement
and
M & E. He
is
a Financial Man
a
gement
Specia
list with
graduat
e
tra
i
ni
ng in Busine
s
s
Adm
i
nis
t
ration
,
s
p
eci
ali
zed
tr
aining in
Accounting and
other non-cer
tif
ied professiona
l courses including fi
nancial management
for cha
r
it
y
organ
i
za
tions
.
Im
m
aculat
e
was
a
co-in
v
es
tigato
r
in
th
is
s
t
ud
y.
Evaluation Warning : The document was created with Spire.PDF for Python.