Assessing potential "far transfer" of learning: protocol for development and evaluation of questionnaire items [Version 1, awaiting peer review]

Background

The value of a formal education is limited if people are unable to use or “transfer” what they learn in school to other contexts. However, there is uncertainty about how to achieve and evaluate transfer of learning, especially “far” transfer. Intended transfer of learning from an intervention is an intended increase in transfer outcomes attributed to the intervention in a randomised trial. To help assess potential far transfer of learning (far transfer effects) from an intervention intended to improve critical thinking about health choices—the Informed Health Choices (IHC) secondary school intervention—we are developing and evaluating (validating) questionnaire items (questions or tasks). In a separate, subsequent study, we will conduct a quantitative evaluation of the items. We will use the items developed in this study to measure outcomes in the 1-year-follow-up assessments of randomised trials of the IHC secondary school intervention in Kenya, Rwanda, and Uganda. In a separate, subsequent study, we will conduct a quantitative evaluation of the items.

Objectives

1. Identify intended transfer of learning (intended transfer effects, or increases in transfer outcomes) caused by the IHC secondary school intervention, by developing a model
2. Prioritise potential outcomes included in the model for the 1-year-follow-up assessments of the trials of the intervention
3. Develop and evaluate questionnaire items for measuring potential effects included in the model, focusing on the prioritised outcomes

Methods

The overarching steps of this study are 1) developing a model of potential transfer of learning from the intervention; 2) prioritising outcomes included in the model; 3) brainstorming and drafting questionnaire items; and 4) conducting a qualitative evaluation of the items. 

Results

Results of the study will include:

• a model of intended transfer of learning (intended transfer effects, or increases in transfer outcomes) from the IHC secondary school intervention,
• a set of outcomes included in the model prioritised for the trials of the intervention, and
• measures of potential transfer of learning that have been qualitatively evaluated.

Discussion

An important limitation of the study is that any measure of skill developed will be intervention-inherent when used in the trials.