A Study to assess the effectiveness of Structured Teaching Programme on knowledge regarding Physiological changes during puberty among early adolescence girls in selected High School Satna (M.P.)
Sharanjit Kaur
Principal, Manoj Jain Memorial College of Nursing, Satna, Madhya Pradesh, India.
*Corresponding Author E-mail: sharanjitsiddhu@gmail.com
ABSTRACT:
Background: The word ‘Puberty’ is derived from the Latin word “Puberty” which means ‘age of womanhood’. It refers to the physical rather than behavioral changes which occur when the individual becomes sexually mature and is capable of producing off springs. Puberty is that time when the child turns sexual and the mind struggles to catch up. Until they are sexually mature children are known as pubescent or pubescent children. Puberty primarily refers to the maturational and hormonal and growth process that occurs when the reproductive organs begin to function and the secondary sexual characteristics develop puberty is a time during which the child moves through a series of significant natural, healthy changes. These physical, psychological and emotional changes signal child is moving from childhood to adolescent.18 Objectives: The present study aimed to assess the effectiveness of Structured Teaching Programmes on knowledge regarding physiological changes during puberty among early adolescent in selected high school, Satna and find out the association between pre-test level of knowledge regarding physiological changes during puberty among early adolescent girls with their selected demographic variable. Methodology: Pre-experimental one group Pre-test post-test design was selected for the study and by using convenient sampling technique 50 early adolescent girls from selected School Satna (M.P.) were selected as a study sample. The pre-test was conducted by using structured knowledge questionnaire and the same day planned teaching programme regarding physiological changes during puberty was administered. After 7day, Post test was conducted by using the same structed knowledge questionnaire for the same group of early adolescent girls to assess the effectiveness of structed teaching programme. Result: The mean score of post-test is 30.2 whereas the mean score of pre-test is 11. The test mean score has increased in the post-test. The calculated t-value is 61.7 which is significant. The result confirm that the STP significantly was effective in improving the knowledge on physiological changes during puberty among early adolescent girls.
KEYWORDS: Effectiveness, Physiological changes, Puberty, Structured teaching programme, Pre-adoloscent girls.
INTRODUCTION:
Puberty is the time when a child becomes sexual and their mind is trying to catch up. Until they reach sexual maturity, a child is called an adolescent or adolescent. Puberty primarily refers to the maturation, hormonal, and growth process that occurs when the reproductive organs begin to function and secondary sex characteristics develop. Puberty is a time when children undergo a series of important, natural, and healthy changes. These physical, psychological, and emotional changes mark a child's transition from childhood to adolescence.
Adolescence is a transition period from childhood to adulthood and characterized by a spurt in physical, emotional and mental growth with a change from complete dependence to relative independence. The journey from childhood to adolescence is very challenging. Between the ages of 10 to 17 years, there are major changes in physical, cognitive, social and moral development. Pre adolescence is the period of human development just proceeding adolescence, specifically the period between the approximate ages of 9 to 12 year girls begin their early adolescent growth spurt at about 10 years of age.1
According to WHO, the world now has more young people than ever before of the 7.2 billion people worldwide, over 3 billion are younger than 25 years, making up 42% of the world population. Around 1.2 billion of these young people are adolescents aged between 10 and 19 Years. The timing of the onset of puberty seems to be decreasing all over the world.1
According to NFHS: In India there are 243 million adolescents comprising nearly one fifth of total population (21.4%). the composition of the total population. From which nearly 12.1% belong to 10-14 age group and 9.7% are in the 15 -19 age group. Female adolescents comprise 46.9% and male adolescents 53.1% of the total population.2
NEED FOR THE STUDY:
During puberty growth is rapid, disorganized and confusing, compared to the relatively stable earlier period of childhood. It is a turbulent period of development, when changes of puberty occur significantly. When pubescent children are not informed of the changes that take place at puberty, it is traumatic to undergo these changes and may develop unfavorable attitudes towards these changes.2
Puberty is the time of change for every adolescent girl. Due to lack of knowledge regarding Puberty, the adolescent girls go through the physiological and emotional stresses and malpractices. In Indian society most of the girls do not get adequate knowledge about their own bodies, physiological changes and about menstruation. If we are providing accurate knowledge to the pre-adolescent girls it will be helpful for them at the time of puberty.3
In India the adolescent girls acquire knowledge regarding the pubertal changes from their mother or from friends. The amount and degree of information that a girl can obtain depends upon the education and her understanding regarding pubertal changes. Puberty and adolescents can be a wild ride for girls, especially when their first period arrives. In many cultures the onset of puberty is a hugely significant life transition and a focus for all sorts of celebration and rituals majority of girls usually a lack of scientific knowledge physiological changes. There are reluctant to discuss this embracing topic with their care provide and often hesitate to sick health regarding physiological problem from external sources. That is the main reason why girls should be educated in preadolescence periods.2
An experimental study was conducted by Nagre Sanjay et al (2022) on “Effectiveness of planned teaching programme on knowledge regarding the pubertal changes among the girls in selected primary school of rural area in Aurangabad district”. The non-probability convenience sampling technique was used to select sample and 50 girls were selected as sample and questionnaire was used to collect data. The study result showed that in pretest 28 (56%) participants had poor knowledge, 22 (44%) subjects had average knowledge and none of them participants had good knowledge regarding pubertal changes. In post -test, 30 (60%) participants had average knowledge, 20 (40%) percent participants had good knowledge and none of them participants had poor knowledge regarding pubertal changes. The study proved that the mean post- test knowledge is score 19.32 was greater than mean pre -test knowledge 9.68 the mean difference between pretest and post test score was 9.6. Paired knowledge score is 13.71 was significant at 0.05%. The study finding concluded and supported that the effectiveness of planned teaching programme in increasing the knowledge regarding changes among the girls of selected primary school of rural area in Aurangabad district.4
An experiment study was conducted by Siva Subramanian N. et. al (2022) on “Effectiveness of structure teaching program on knowledge regarding early puberty among girls at Visnagar city. The purposive sampling technique was used to select sample and 60 girls were selected as sample and the questionnaire was used to collect data. The study result showed that the pretest observational score 11.5% and post test score 44.38%. The majority of pre-adolescent girls 75% had below average and 25% of girls had average level knowledge. The study concluded that structure teaching program can improve the level of knowledge of girls regarding early puberty.5
A descriptive study conducted by Leelavathi, Padmaja (2019) “To assess the level of anxiety and coping strategy regarding pubertal changes among preadolescents in a selected school of Tiupati”. Purposive sampling technique was used to select the sample and 110 preadolescent girls were selected as the sample. The results of the study revealed that 49.1% (54) had mild anxiety, 42.7% (47) had moderate anxiety and 8.2% (9) had severe anxiety and 38.2% (42) had poor coping strategy, 50.0% (5) had good strategy and 11.8% (18) had very good coping strategy. The results of the study concluded that most preadolescent girls had mild anxiety levels and moderate adequate coping strategies and that there was a need for an education program in a school regarding pubertal changes.6
PROBLEM STATEMENT:
A study to assess the effectiveness of Structured Teaching Programmes on knowledge regarding physiological changes during puberty among early adolescence girls in selected high school Satna.
OBJECTIVE:
1. To assess the level of knowledge regarding the physiological changes during puberty among early adolescent girls in selected high school, Satna.
2. To determine the effectiveness of Structured Teaching Programmes on knowledge regarding physiological changes during puberty among early adolescent in selected high school, Satna.
3. To find out the association between pre test level of knowledge regarding physiological changes during puberty among early adolescent girls with their selected demographic variable.
RESEARCH HYPOTHESES:
H1: There will be a significant difference between pre and post test knowledge score regarding physiological changes.
H2: There will be a significant association between the pre-test knowledge level of early adolescent girls regarding physiological changes during puberty with their selected demographic variables.
Research Approach: The quantitative evaluative approach was used in the present study.
The Research Design: Pre-experimental one group pre test post test design.
Setting of the Study: Shiv Jyoti School Satna (M.P.).
Sample and Sampling technique: 50 early adolescent girls were selected by Convenient sampling technique
Variables:
Dependent Variables: Knowledge of early adolescent girls regarding physiological changes during puberty.
Independent Variable: Structure teaching programme regarding physiological changes during puberty.
Description of tool:
Part I: Demographic data
Part II: structure knowledge questionnaire regarding puberty changes during adolescence.
Content validity of tool: 5 experts, comprising 4 nursing educators from different specialty and one statistican, established content validity of the tools.
Reliability of the tool: A pre-test of the instrument is conducted to check the clarity of the items, permission is obtained from the competent authorities, and a pre-test of the knowledge questionnaire and performance form of selected personal information is conducted. The experiment was conducted on 5 teenage girls studying at Maa Mira Convent School, Satne.The r value is 0.95 and the result is significant at p at 0.05%
Data collection: The pre test was conducted by using structured knowledge questionnaire and the same day planned teaching programme regarding physiological changes during puberty was administered. After 7 day, Post test was conducted by using the same structed knowledge questionnaire for the same group of early adolescent girls to assess the effectiveness of structed teaching programme.
Analysis and interpretation: The collected data were analyzed in term of both descriptive and inferential statistics.
RESULTS:
Table 1: Analysis of demographic variables of adolescent girls.
|
S. No. |
Demographic variables |
Frequency |
Percentage |
|
1. |
Age (yrs) |
||
|
12-13 Years |
22 |
44 |
|
|
13-14 Years |
27 |
54 |
|
|
14-15 Years |
1 |
2 |
|
|
2. |
Residential area |
||
|
Urban |
27 |
54 |
|
|
Rural |
23 |
46 |
|
|
3. |
Educational status of mother |
||
|
Illiterate |
2 |
4 |
|
|
Primary |
14 |
28 |
|
|
Secondary |
7 |
14 |
|
|
Graduate |
26 |
52 |
|
|
Post graduate |
1 |
2 |
|
|
4. |
Educational status of Father |
||
|
Illiterate |
3 |
6 |
|
|
Primary |
14 |
28 |
|
|
Secondary |
5 |
10 |
|
|
Graduate |
20 |
40 |
|
|
Post graduate |
8 |
16 |
|
|
5. |
Type of Family |
||
|
Joint |
21 |
42 |
|
|
Nuclear |
29 |
58 |
|
|
6. |
Source of information |
||
|
Mother |
29 |
58 |
|
|
Friends and relatives |
8 |
16 |
|
|
Mass Media |
7 |
14 |
|
|
No information |
6 |
12 |
|
|
Parameter |
Mean |
S. D. |
SEM |
Range |
Mean% |
t – value |
Result |
|
Pre-test |
11 |
2.4 |
0.34 |
7-15 |
32.4 |
61.7* |
Sig P<0.05 |
|
Post-test |
30.2 |
2.03 |
0.29 |
26-33 |
88.8 |
||
|
Improvement |
19.2 |
0.4 |
|
|
|
The mean score is increased in the post test. The mean in the post test is 30.2 whereas the mean in the pre test is 11. The variation is decreased in post test when compared to pre test.SD in the post test is 2.03 and in the pre test is 2.4. The mean improvement is 19.2. Though it was seen that the post test knowledge score was more than the pre-test knowledge score, it is essential to put it under statistical significance. So suitably the paired‘t’-test was chosen and worked out. The calculated t - value is 61.7 which is significant.
Table 3: Section III: Association Between the Demographic Variables and Pre-Test Knowledge of Early Adolescent Girls Regarding Physiological Changes During Puberty. n =50
|
S. no. |
Demographic Variables |
χ2 |
Df |
p-value |
|
|
|
1. |
Age (in years): |
11.2 |
2 |
0.003** |
Significant |
|
|
2. |
Residential area |
12.2 |
1 |
0.000*** |
Significant |
|
|
3. |
Educational status of mother |
|
|
|
significant |
|
|
4 |
Educational status of father |
6.1 |
4 |
0.2 (NS) |
Non - significant |
|
|
5. |
Type of family |
3.5 |
1 |
0.06 (NS) |
Non - significant |
|
|
6. |
Source of information |
18.7 |
3 |
0.000*** |
Significant |
NS is non significant, ** is p<0.05 and***-P<0.001, Highly significant
The above table shows that the association of pre-test level of knowledge with selected demographic variables like age, educational status of mother and father, place of residence, type of family and source of information. The table shows that there was a significant association between pretest knowledge level and their age, residential area, educational status of mother, and source of information.
DISCUSSION:
To determine the effectiveness of structured teaching programme or knowledge regarding physiological changes during puberty among early adolescent girls in selected school Satna.
The results of the post test of this study showed that the overall score of the post test was 30.2 with a mean of 2.03 and a mean score of 88.8. This indicates that the knowledge of the young people regarding the physiological changes during puberty has improved and thus hypothesis H1 is accepted.
The descriptive study was conducted by Ms. Sodhi Kaur Jaspreet, Prof. Walia GK, Ms. Kaur Jaspreet (2017) at selected Doraha School in Punjab to assess the psychosocial stress felt by adolescent girls due to pubertal changes. A systematic sampling technique was used to select the sample, 60 adolescent girls were selected, and data was collected using a rating scale. The study found that the majority of the 60 adolescent girls (50) had moderate psychosocial stress, 1.6% had mild psychosocial stress, 33.3% had high levels of psychosocial stress, and 15% had high levels of psychosocial stress. The study finding concluded that all adolescent girls were having some level of psycho socialist among which maximum were having moderate level of stress has there is a felt requirement for creating awareness about managing is stress so as to enhance their quality of life.7
CONCLUSION:
The pre-test showed that of early adolescent girls regarding physiological changes during puberty was inadequate in all areas. It indicate the importance of frequent in service education programme to update the knowledge regarding physiological changes.
After the administration of STP the post test score showed an increased in knowledge, hence it was concluded that STP was an effective method to improve knowledge.
1. Anusha L, M Radhika, S. On pubertal changes among pre adolscent girls. International Journal of Applied Research. 2015; 1(2): 679-682 available on, https://www.allresearchjournal.com.
2. Mahalakshmi M. Structure teaching program on knowledge and attitude regarding pubertal changes. 2019: 1-8
3. M.M. Singh, Devi R Gupta S. S. Awareness and her seeking behaviour, National Library of Medicines. 1999: 18-23 available on https://pubmed.ncbi.nlm.nih.gov.
4. Nagre Sanjay, Pavan kudale. Pubertal changes among the girls, Asian Journal of Nursing Education and Research. 2022; 12(1). available on https://ajner.com.
5. Sivasubramanian N, Bhoomi Leuva. Early puberty among girls, international general of current science research and review. 2022; 5(9): 3622-3626 available on https://ijcsrr.org.
6. Leelavathi A Padama. On anxiety and coping strategies regarding pubertal changes. International Journals of Nursing Education. 2019; 11(4): 1-3 available on https://medicopublication.com.
7. Sodhi Kaur Jaspreet, Walia GK. To Assess perceived psychosocial stress among adolescent girls. IOSR Journal of Nursing and Health Science. 2017; 6(5): 12-14 available on https://www.iosrjournals.org.
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Received on 30.09.2024 Revised on 23.10.2024 Accepted on 08.11.2024 Published on 16.12.2024 Available online on December 31, 2024 Int. J. Nursing Education and Research. 2024;12(4):269-273. DOI: 10.52711/2454-2660.2024.00057 ©A and V Publications All right reserved
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