Abstract:
Music as a potential prevention strategy can play a pivotal role in developing behavioural
changes and creating awareness about malaria and malaria prevention. The study was conducted
in a moderate-risk malaria district in sub-Saharan Africa. A comparative analysis and pre-and
post-intervention evaluation of three teaching intervention methods to teach and educate young
children about malaria, e.g., song intervention, drama intervention, and song-and-drama combination,
was evaluated. Data were collected by means of pre-and post-intervention interviews with
Grade 3 primary school children and teachers, as well as a post-intervention questionnaire with
teachers, parents, guardians, and caregivers. The purpose of the study was to investigate knowledge
gains on malaria in relation to malaria awareness interventions. The results revealed that the songonly
intervention was the most effective learning intervention strategy in this population and that
behavioural changes and knowledge growth occurred regarding malaria and malaria prevention
in this population. Independent of the teaching styles of each teacher in teaching the song to the
children, the findings established that culturally and age-appropriate songs contributed to increasing
children’s knowledge growth regarding sustainable malaria prevention.
