1. Award no. AID-663-F-13-00002, under APS No. 663-12-000001

2. 2 Child Parent Commu- nity

3. Hand- washing Sneezing Road Safety Microscope Water Purifying Doctor Visits Vaccination Malaria/TB Nutrition 3

4. 4

5. 5 Do Amharic-speaking Ethiopian kindergarten and first grade students gain health knowledge as a result of exposure to Tsehai Loves Learning- Healthy Whiz Kids content? Does impact differ with respect to gender and/or grade?

6. Distribution of Curricular Content across the 15 Episodes Tested 6

7. 7 GRADE GENDER REGION

8. At baseline, nearly three quarters of the children (73%) had seen the program and most could name at least one of three leading characters. 8

9. PART 1: Demographic Gender, Age, Grade, School, Interviewer, etc. PART 2: Introduction Program Familiarity / Knowledge of Tsehai Loves Learning Characters PART 3: Developmental Skills Check Figure Drawing Test PART 4 : Health Knowledge General Health/Hygiene Communicable Diseases Nutrition Road Safety 9

10. 1 2 3 4 10

11. 11 Interview 9 Week Viewing 15 Episodes HEALTH Content (one-two per week) Interview ExperimentalControl Interview 5 Week Viewing 14 Episodes LITERACY Content (one-three per week) Interview

12. Gains in Health Knowledge (Total Score) by Time and Group At post-test, INTERVENTION knowledge doubled At pre-test both groups demonstrated low levels of knowledge 26% 23% 54% 27% Only minimal change in CONTROL 12

13. Biggest knowledge gains in Hygiene and Road Safety At baseline, knowledge of Communicable Disease very minimal for both groups. 13 At post-test, four-fold improvement for INTERVENTION (from 4% to 16%)

14. KINDERGARTENFIRST GRADE 14 The program benefited all children in the intervention group but there was a trend toward having the greatest benefit for kindergarteners (t=1.87, p<.06).

15. 15 1. Mares, M. L., & Pan, Z. (2013). Effects of Sesame Street: A meta-analysis of children's learning in 15 countries. Journal of Applied Developmental Psychology, 34(3), 140-151. Media-based programs such as Tsehai Loves Learning can be effective learning tools Great need (evidenced by baseline data) Findings fit with those of others researchers (e.g., studies of Sesame Street 1 ) Cost-effective given program reach

16. 16 RESEARCH TEAM Dr. Charlotte Cole, Executive Director, Blue Butterfly Collaborative Nellie Gregorian, President, Fluent Research Craig Rosen, Senior Research Director, Fluent Research Semhar Zerabruk, Monitoring Evaluation Accountability and Learning Officer, Whiz Kids Workshop Mahlet Haileyesus, Program Associate, Whiz Kids Workshop Katie Cobb, Intern, Whiz Kids Workshop (San Diego State University) DIRECT QUESTIONS TO: Dr. Charlotte Cole, Executive Director, Blue Butterfly Collaborative charlotte.cole@bbutterfly.org

17. Whiz Kids Workshop, founded in 2005, is an Ethiopian-led and innovative social enterprise that focuses on improving the lives of children and youth through educational media. www.whizkidsworkshop.com Mission: To educate children and their families on a mass scale, through the creation and distribution of innovative, entertaining, culturally relevant media and materials.

18. We are a group of educators, producers, artists, and researchers who help production groups in low- and middle-income countries design, produce, and evaluate high-impact media for children to meet international development aims in education, health, and peace-building. bbutterfly.org Transformative children’s media for international development

19. 19

20. 20 Multi-level Models of Health Knowledge Outcomes in the Whole Sample Total Score HygieneDoctor Communicable Diseases Nutrition Road Safety Intercept.38***.45***.59***.14**.36***.80** Condition.26***.34***.17*.12*.09**.48* Pretest score.61***.53***.33***.46***.08.47*** * p <.05; ** p <.01; *** p <.000 Note: Values shown are regression weights for fixed effects. All analyses except for Nutrition are multi-level-modeling that controlled for the random effect of clustering of subjects within schools (using the following model for multivariate analysis: y i =β 0 + β 1 (condition i ) + β 2 (pretest score i ) + b 3 (school 1 ) + b 4 (school 2 ) + b 5 (school 3 ) + b 6 (school 4 ) +b 7 (school 5 ) + b 8 (school 6 ) + Ɛ i, where y i is the post test score, condition is a dummy variable indicating the intervention status, pretest score is the pre-intervention baseline score, and school 1 through school 6 are the random effect for schools within conditions, and Ɛ i is the random error term. The random effect of the schools variable is controlled but not reported in the models. For Nutrition, the mixed modeling procedure in SPSS did not converge and preliminary analyses showed no significant clustering of scores within schools for this outcome, so it was assessed using simple linear regression.

21. Cronbach’s alpha for TOTAL (20 items) α =.78 * Analyzed as a single item Subscale (& Reliability Coefficient)Raw Score Number of Items in Scale Scale Score: Correct Responses per Item HYGIENE (α=.74)0 to 31.5100-3.15 DOCTOR (α=.47)0 to 820-4 COMMUNICABLE DISEASES (α=.56) 0 to 13.540 to 3.375 ROAD SAFETY *0 to 3.51 NUTRITION (α=.17)0 to 930 to 3 21

22. Total effect size (Cohen’s d) was large. The general health/hygiene subscale had the strongest effect size of all the subscales (and was also the curricular domain most represented in the content). 22

23. 23  Examined at baseline to confirm developmental level comparability of the intervention and control groups  50 point evaluation scale  No group difference in mean scores: Intervention = 17.15 (SD 7.03) Control= 16.06 (SD 7.68) t=1.39, p<.17