Structured Health Education Intervention on Knowledge of Pubertal Changes among Rural School Going Adolescent Girls in India: A Quasi Experimental Study

Abstract

Aim: This study aimed to assess the impact of a structured educational intervention on the knowledge of rural school-going adolescent girls regarding pubertal changes. Puberty involves a complex interplay of hormonal, emotional, and physical changes, including breast development (thelarche), pubic hair growth (pubarche), genital maturation, voice modulation, accelerated linear growth, and the onset of menstruation (menarche).

Study design: A cross-sectional study design was employed, incorporating an educational intervention administered to the experimental group.

Place and duration of study: The study was conducted in the Nashik district of Maharashtra over a period of one year.

Methodology: A total of 240 adolescent girls aged 12 to 18 years was selected from five villages in Nashik district using purposive sampling. Data were collected using a pretested, self-structured interview schedule. The intervention, focused on pubertal and reproductive health awareness, included lectures, group discussions, and educational videos delivered over a three-month period in selected schools. Statistical analysis was conducted using paired t-tests to evaluate the effectiveness of the intervention.

Results: Baseline findings revealed inadequate knowledge among respondents regarding menstruation, male and female reproductive anatomy, the development of primary and secondary sexual characteristics, and both internal and external bodily changes during adolescence. Post-intervention analysis demonstrated a statistically significant improvement (p < 0.05) in knowledge levels among participants in the experimental group across all measured domains.

Conclusion: School-based educational interventions are effective in significantly enhancing the knowledge of adolescent girls regarding pubertal changes.