Effectiveness of Structured Teaching Programme on Knowledge Regarding Common Menstrual Irregularities Among Adolescent Girls

Abstract

Aim: A Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge Regarding Common Menstrual Irregularities Among Adolescent Girls Studying In Selected Senior Secondary Schools At Aurangabad. Objectives of the study: To assess the knowledge regarding common menstrual irregularities among adolescent girls studying in selected senior secondary schools before structured teaching programme. To prepare and administer structured teaching programme regarding common menstrual irregularities among adolescent girls studying in selected senior secondary schools. To assess the knowledge regarding common menstrual irregularities among adolescent girls studying in selected senior secondary schools after structured teaching programme. To evaluate the effectiveness of structured teaching programme on knowledge regarding common menstrual irregularities among adolescent girls studying in selected senior secondary schools. To find out the association between pre test knowledge score with selected demographic variables. Method: This pre experimental study was conducted to evaluate effectiveness structured teaching programme on knowledge regarding common menstrual irregularities among adolescent girls studying in selected senior secondary schools. Convenient sampling technique was used for the sample collection of 60 girls studying in Sudhakarao Naik Vidhyalaya senior secondary school, Aurangabad. The present study was evaluative in nature, conducted over a period of four weeks. The conceptual frame work used for the study was based on modified open system theory. Result: In pre test 21.66% [13] subjects had poor knowledge, 78.33% [47] subjects had average knowledge and none of them had good knowledge regarding common menstrual irregularities. In post test 51.66% [31] subjects had average knowledge and 48.33% [29] had good knowledge regarding common menstrual irregularities. The study proved that post knowledge score 20.93% was greater than mean pre test score 12.6. The mean difference between pre test score and post test score was 8.33. Paired t test score was paired t = 14.61* p<0.05 is significant at 0.05% level. Hence research hypothesis H1 was accepted. This indicated that the STP was effective in increasing the knowledge of adolescent girls studying in selected senior secondary schools regarding common menstrual irregularities.