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Table 2 Community perspectives on students engaged as malaria education and change agents among households with school-going children, rural settings of Jimma zone, Ethiopia (n = 451)

From: Effectiveness of peer-learning assisted primary school students educating the rural community on insecticide-treated nets utilization in Jimma-zone Ethiopia

Category of views: students were

Elaborative malaria message or action in terms of ITN

Standardized Mean ± SD

Credible sources of malaria messages

Students are knowledgeable, and working closely with the HEWs on malaria

64.30 ± 8.73

Reminders of messages and actions

Every family member should sleep under ITN every night

56.70 ± 7.45

Support providers whenever needed

Mending holes or hanging ITNs on beds

47.80 ± 5.60

Role model for actions

For washing ITN regularly (3 months)

39.33 ± 3.33

Monitor for actions

Following whether or not ITNs were utilized properly and as intended

32.00 ± 2.50

Norm setter for actions

Students were mostly observed while sleeping under ITNs at any season

22.33 ± 1.33

Overall engagement as educator

The summed pool of the above concepts

43.74 ± 4.26

  1. HEWs: Health Extension Workers i.e. community based health workers