Read across the rows
The results compare two groups six months after the program. Both groups attended well (88% and 84%), scored high on the post-test (90% and 86%), and performed the exercises correctly in return demonstration (94% and 88%). Learning was clearly achieved. The difference appears in behavior: only 6% of the women caring for grandchildren exercise at home at least three times a week, compared with 38% of the others. Both groups learned the exercises, but caregivers rarely practiced at home.
Knowledge and skill do not guarantee behavior
The program reached its knowledge and skill outcomes but not its behavior outcome. Neither group met the target of at least 60% exercising at home. This gap is common in health education: people can know what to do and be able to do it, yet still not do it because of barriers in daily life. For the caregivers, likely barriers include lack of time, constant supervision of children, and putting the family's needs first. The next program cycle should explore these barriers, for example through a focus group, and adapt the plan, perhaps with short routines that can be done while minding children or exercises that include the grandchildren.
| Measure | Caregivers (16) | Non-caregivers (24) | Target |
|---|
| Attendance | 88% | 84% | – |
| Post-test | 90% | 86% | – |
| Return demonstration | 94% | 88% | – |
| Exercising at home | 6% | 38% | 60% |
Why the other conclusions are wrong
Saying the program already lowered fracture risk goes beyond the data: no falls, fractures, or bone measurements were collected, and the behavior target was not met. Saying caregivers attended less and learned less contradicts the numbers; they attended more and scored higher. Saying the non-caregivers reached the behavior target misreads 38% as success when the target was 60%; they did better than caregivers but fell well short.
Evaluation levels
This item illustrates levels of outcome: participation (attendance), learning (knowledge and skill), behavior change, and finally health impact (fewer falls and fractures). Each level must be measured separately, and success at one level does not prove success at the next.
Exam takeaway
Watch out In data interpretation items, choose the conclusion that the numbers directly support. High knowledge and skill with low practice points to barriers, not to a learning failure.