The Impact of a Structured Teaching Program on Adolescents' Knowledge of Family Life Education

Abstract

To evaluate the impact of a structured teaching program on teenagers' understanding of family life education in a chosen school in the Alappuzha District, a pre-experimental study was carried out. The study's goals were to determine the mean pretest and posttest knowledge scores of adolescents about family life education, the impact of a structured teaching program on adolescents' knowledge of family life education, and the relationship between the pretest knowledge score and specific socio-demographic factors. For the study, a single group pretest-posttest only design was chosen. Using a disproportionate stratified random sampling procedure, sixty teenagers were chosen. The Health Promotion model by Nola J. Pender (2006) served as the foundation for the conceptual framework. A systematic knowledge questionnaire served as the instrument. A structured training program was provided after sociodemographic performance and the pretest were evaluated. After seven days, a posttest was administered. Descriptive and inferential statistics were used to tabulate and evaluate the data. With a mean difference of 10.88, the mean posttest knowledge score of 22.08 with SD 4.02 was much greater than the mean pretest score of 11.2 with SD 3.68. With a degree of freedom 59, the computed t' value of 24.4 was significant at the p<0.01 level. Thus, the study found that a structured family life education program was successful in raising teenagers' level of understanding. The relationship between the pretest and a few chosen sociodemographic factors revealed that age (p<0.01), study class (p<0.05), and father's educational background (p<0.01) all had an impact on the pretest knowledge scores.