Effectiveness of Structured Teaching Program on Knowledge Regarding Menstrual Irregularities among Adolescent Girls at a Selected School and College

Abstract

Aim: The aim of this article is to provide knowledge to the adolescent girls regarding menstrual irregularities.

Materials and Methods: An evaluative research approach with quasi experimental one group pre-test and post-test research design was used. The main objective of study was to evaluate the effectiveness of structured teaching program on menstrual irregularities among adolescent girls. A total 100 adolescent girls were selected by method of convenient sampling technique. Structured knowledge questionnaire was used as an instrument which consisted of two sections. Pre-test was conducted to assess the knowledge of adolescent girls regarding menstrual irregularities using structured knowledge questionnaire on day “1.” On the same day, structured teaching program was also administered to adolescent girls regarding menstrual irregularities. On 7th day, post-test was conducted to assess the gain in knowledge using the same structured knowledge questionnaire on the same sample.

Results: The pre-test mean score was 10.17 and posttest mean score was 20.8. Calculated “t” value is 28.27 at 99° of freedom which is higher than the tabulated value that is 1.66 at 5% level of significance. Hence, it was statistically interpreted that structured teaching program on menstrual irregularities was effective to improve the knowledge of adolescent girls regarding menstrual irregularities.

Conclusion: After imparting knowledge using structured teaching program, there is highly significant difference between the pre-test and post-test mean knowledge score