Comparing skills-based and lecture-based education on female adolescents’ knowledge, attitudes, and practices regarding menstrual health in puberty: A quasi-experimental study

Abstract

BACKGROUND: Improving the health knowledge, attitudes, and practices (KAP) of female adolescents during puberty is essential for their well-being, empowerment, and prospects. To compare the effects of skills-based versus lecture-based education on KAP regarding menstrual health among adolescent girls in Gujarat, India. MATERIALS AND METHODS: A quasi-experimental study with 100 girls aged 12–16 years assigned to skills-based (n = 50) or lecture-based (n = 50) 8-week puberty education programs. KAP was assessed at baseline, post-intervention, and 2-month follow-up using validated questionnaires. RESULTS: The skills-based group showed significantly greater improvements in knowledge (P < 0.001), attitudes (P < 0.001), and practices (P = 0.006) from baseline to post-intervention compared to the lecture group. These improvements were sustained at 2-month follow-up (knowledge (P < 0.001), attitudes (P < 0.001), and practices (P = 0.04)). Qualitative feedback highlighted increased enjoyment, engagement, and confidence in applying skills in the skills-based group. CONCLUSIONS: Skills-based menstrual health education was more effective than traditional lecturing for improving KAP among adolescent girls. Interactive learning equips girls with transferable skills for managing menstruation safely and with dignity. Schools should implement skills-focused curricula during puberty.

Keywords

• female adolescents
• lecture-based learning
• menstrual health
• puberty education
• skills-based learning