International Journal of Applied Research
Vol. 1, Issue 12, Part J (2015)
Effectiveness of structured teaching programme on knowledge regarding pubertal changes among pre-adolescent girls
Introduction: The journey from childhood to adolescence is very challenging. Between the ages of 10 and 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 and 12 years. Girls begin their pre-adolescent growth spurt at about 10 years of age and boys at about 12 years. Most of the problems derive from the widespread ignorance of the body changes and natural process which occur during puberty. Methodology: Pre-experimental study was undertaken to assess the knowledge regarding pubertal changes among pre-adolescent girls in KNR government high school at Nellore District. The sample size was 60 preadolescent girls and the non probability convenience sampling technique was used for selection of subjects. Standard questionnaire was used to assess knowledge regarding pubertal changes and classified based on the overall percentage obtained by the preadolescent girls. strong>Results: The findings of the study revealed that effectiveness of structured teaching programme on knowledge regarding pubertal changes among 60 pre-adolescent girls,in pretest, 43 (71.6%) had inadequate knowledge and 17 (28.4%) had moderately adequate knowledge. Whereas in posttest 34 (56.7%) had moderately adequate knowledge, 15 (25%) had inadequate knowledge and 11 (18.3%) had adequaternknowledge.source of health information had significant association with the knowledge regarding pubertal changes. Conclusion: The structured teaching programme is found to be effective in knowledge regarding pubertal changes in pre-adolescent girls.
How to cite this article:
L Anusha, Radhika M, Indira S. Effectiveness of structured teaching programme on knowledge regarding pubertal changes among pre-adolescent girls. Int J Appl Res 2015;1(12):679-682.