Students' figurative communication of malaria messages, belief, norms, and practices in Oromia, Ethiopia: A qualitative content analysis approach.

BACKGROUND: School engagement is an emerging strategy and proven potent vehicles for social and behavioral change communication (SBCC) intervention to prevent and control malaria. Little was known about the figurative speeches used in the malaria messages disseminated and communicated by school students. Therefore, this study evaluated the figurative speeches used in the poems to convey messages related to malarial perceptions, beliefs, norms and practices to prevent and control malaria. METHODS: A qualitative content analysis was conducted to explore the figurative speeches used in malaria messages conveyed in poems produced by primary school students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of Jimma Zone. Data were analyzed using ATLAS.ti version 7.1.4 software. The figurative speeches were presented using central themes and categories supported with quotations. RESULTS: The predominantly used figurative speeches were simile, metaphor, personification and hyperbole. Simile was used to express the nature of anopheles mosquito, and sign and symptoms of malaria. The metaphor was used to express malaria, severity/seriousness of malaria and Insecticide-Treated Net (ITN); and also to express the relationship between persons ITN malpractice and its effect on their health. Personification was used to express the nature of anopheles mosquito and malaria. Finally, hyperbole was used to express nature of anopheles mosquito, severity of malaria and exaggerated effect of ITN and Indoor Residual Spraying (IRS). CONCLUSIONS: The students conveyed messages related to malarial perceptions, beliefs, norms and practices of the local community to prevent and control malaria through different types of figurative speeches. Therefore, conceptualizing the local norms, beliefs, values, perception and practices, and expressing in different figurative speeches to convey messages and convince the local community might be important to bring the desired or intended behavioral change.

Primary school students' poetic malaria messages from Jimma zone, Oromia, Ethiopia: a qualitative content analysis.

BACKGROUND: The engagement of schools in malaria control is an emerging strategy. Little is known about the involvement of students in the development of malaria messages. This study evaluated the message content of primary school students' malaria poems. METHODS: A qualitative content analysis was conducted to explore malaria messages conveyed in poems produced by students. Twenty poems were purposively selected from twenty schools across rural villages in five districts of the Jimma Zone. Data were analyzed using Atlas.ti version 7.1.4 software. The message contents were quantified in terms of frequency, and including metaphors, presented using central themes, categories, and supportive quotations. RESULTS: A total of 602 malarial contents were generated, and organized into 21 categories under five central themes. 1) Malaria-related knowledge (causation and modes of transmission, mosquito breeding and biting behavior, signs and symptoms, care for insecticide-treated nets (ITNs), and prevention methods), 2) Perceived threats from malaria, 3)The effectiveness of prevention methods (i.e., related to the adaption of ITNs, environmental cleaning, indoor residual spray (IRS), treatment for fever, and drug adherence practices), 4) Misconceptions, beliefs, and malpractices regarding the cause of malaria and drug use) and 5) Direct calls to the adopt ITN, IRS, clean surroundings, treatment, and drug use. The most commonly conveyed message contents were about the severity of malaria, distinguishable signs and symptoms, calls for community participation for malaria elimination, knowledge of preventive methods, and effectiveness of ITN use. Metaphoric expressions (war and death) were used to convey messages about the severity and the need to manage the prognosis of malaria through the active ITN use, which itself was metaphorically represented as 'a trap' to mosquitoes. CONCLUSIONS: The poetic analysis indicated that the students developed and disseminated rich malarial messages, especially on malarial knowledge, and perceptions, beliefs, norms and practices of the local community to prevent and control malaria. Therefore, primary school students can be a source of information and would effectively communicate knowledge, perceptions, and promote malaria related practices, particularly in rural settings.