scholarly journals Effects of Sanitary Pad Distribution and Reproductive Health Education on Primary School Attendance and Reproductive Health Knowledge and Attitudes in Kenya: A Cluster Randomized Controlled Trial

2020 ◽  
Author(s):  
Karen Austrian ◽  
Beth Kangwana ◽  
Eunice Muthengi ◽  
Erica Soler-Hampejsek
Keyword(s):  
Reproductive Health ◽  
Primary School ◽  
Self Efficacy ◽  
School Engagement ◽  
Primary Schools ◽  
Health Knowledge ◽  
School Attendance ◽  
Gender Norms ◽  
Analysis Of Covariance ◽  
Knowledge And Attitudes

Abstract Background: Adolescent girls’ risk of school dropout and reproductive health (RH) challenges may be exacerbated by girls’ attitudes toward their bodies and inability to manage their menstruation. We assessed effects of sanitary pad distribution and RH education on girls in primary grade 7 in Kilifi, Kenya.Methods: 140 primary schools were randomly assigned to one of four study arms: 1) control; 2) sanitary pad distribution; 3) RH education; or 4) both sanitary pad distribution and RH education. Outcomes were school attendance, school engagement, RH knowledge and attitudes, gender norms, and self-efficacy. For outcomes measured both at baseline and endline, difference-in-differences (DID) models were estimated and for outcomes without baseline data available, analysis of covariance models were used. Results: There was no evidence of an effect on primary school attendance on arm 2 (coefficient [coef] 0.37, 95% CI -0.73, 1.46), arm 3 (coef 0.14, 95% CI -0.99, 1.26) or arm 4 (coef 0.58, 95% CI -.37, 1.52). There was increased positive RH attitudes for girls in arm 3 (DID coef. 0.63, 95% CI 0.40-0.86) and arm 4 (DID coef. 0.85, 95% CI 0.64, -1.07). There was also an increase in RH knowledge, gender norms and self-efficacy in arms 3 and 4.Conclusions: The findings suggest that neither sanitary pad distribution nor RH education, on their own or together, were sufficient to improve primary school attendance. However, as the RH education intervention improved RH outcomes, the evidence suggests that sanitary pad distribution and RH education can be positioned in broader RH programming for girls. Trial Registration: ISRCTN, ISRCTN10894523. Registered 22 August 2017 - Retrospectively registered, http://www.isrctn.com/ISRCTN10894523

scholarly journals Effects of sanitary pad distribution and reproductive health education on upper primary school attendance and reproductive health knowledge and attitudes in Kenya: a cluster randomized controlled trial

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Karen Austrian ◽  
Beth Kangwana ◽  
Eunice Muthengi ◽  
Erica Soler-Hampejsek
Keyword(s):  
Randomized Controlled Trial ◽  
Reproductive Health ◽  
Primary School ◽  
School Attendance ◽  
Controlled Trial ◽  
Gender Norms ◽  
Primary Grade ◽  
Randomized Controlled ◽  
Knowledge And Attitudes ◽  
Cluster Randomized

Abstract Background Adolescent girls’ risk of school dropout and reproductive health (RH) challenges may be exacerbated by girls’ attitudes toward their bodies and inability to manage their menstruation. We assessed effects of sanitary pad distribution and RH education on girls in primary grade 7 in Kilifi, Kenya. Methods A cluster randomized controlled trial design was used. Eligible clusters were all non-boarding schools in three sub-counties in Kilifi County that had a minimum of 25 girls enrolled in primary grade 7. 140 primary schools, 35 per arm, were randomly assigned to one of four study arms: (1) control; (2) sanitary pad distribution; (3) RH education; or (4) both sanitary pad distribution and RH education. Outcomes were school attendance, school engagement, RH knowledge and attitudes, gender norms, and self-efficacy. For outcomes measured both at baseline and endline, difference-in-differences (DID) models were estimated and for outcomes without baseline data available, analysis of covariance models were used. Results The study enrolled 3489 randomly selected girls in primary grade 7, with a mean age of 14.4 (SD 1.5). Girls in arms 2 and 4 received on average 17.6 out of 20 packets of sanitary pads and girls in arms 3 and 4 participated on average in 21 out of 25 RH sessions. Ninety-four percent of the baseline sample was interviewed at the end of the intervention with no differential attrition by arm. There was no evidence of an effect on primary school attendance on arm 2 (coefficient [coef] 0.37, 95% CI − 0.73, 1.46), arm 3 (coef 0.14, 95% CI − 0.99, 1.26) or arm 4 (coef 0.58, 95% CI − .37, 1.52). There was increased positive RH attitudes for girls in arm 3 (DID coef. 0.63, 95% CI 0.40–0.86) and arm 4 (DID coef. 0.85, 95% CI 0.64, − 1.07). There was also an increase in RH knowledge, gender norms and self-efficacy in arms 3 and 4. Conclusions The findings suggest that neither sanitary pad distribution nor RH education, on their own or together, were sufficient to improve primary school attendance. However, as the RH education intervention improved RH outcomes, the evidence suggests that sanitary pad distribution and RH education can be positioned in broader RH programming for girls. Trial registration: ISRCTN, ISRCTN10894523. Registered 22 August 2017—Retrospectively registered, http://www.isrctn.com/ISRCTN10894523

scholarly journals Effects of sanitary pad distribution and reproductive health education on primary school attendance and reproductive health knowledge and attitudes in Kenya: a cluster randomized controlled trial

2021 ◽  
Author(s):  
Karen Austrian ◽  
Beth Kangwana ◽  
Eunice N. Muthengi ◽  
Erica Soler-Hampejsek
Keyword(s):  
Randomized Controlled Trial ◽  
Health Education ◽  
Reproductive Health ◽  
Primary School ◽  
School Attendance ◽  
Controlled Trial ◽  
Primary Grade ◽  
Randomized Controlled ◽  
Knowledge And Attitudes ◽  
Cluster Randomized

Abstract Background: Adolescent girls’ risk of school dropout and reproductive health (RH) challenges may be exacerbated by girls’ attitudes toward their bodies and inability to manage their menstruation. We assessed effects of sanitary pad distribution and RH education on girls in primary grade 7 in Kilifi, Kenya in 2017-18.Methods: A cluster randomized controlled trial design was used. Eligible clusters were all non-boarding schools in three sub-counties in Kilifi County that had a minimum of 25 girls enrolled in primary grade 7. 140 primary schools, 35 per arm, were randomly assigned to one of four study arms: 1) control (standard government provision of pads and health education); 2) sanitary pad distribution; 3) RH education; or 4) both sanitary pad distribution and RH education. Outcomes were school attendance, school engagement, RH knowledge and attitudes, gender norms, and self-efficacy. For outcomes measured both at baseline and endline, difference-in-differences (DID) models were estimated and for outcomes without baseline data available, analysis of covariance models were used. Results: The study enrolled 3,489 randomly selected girls in primary grade 7. Girls in arms 2 and 4 received on average 17.5 out of 20 packets of sanitary pads and girls in arms 3 and 4 participated on average in 21 out of 25 RH sessions. Ninety-four percent of the baseline sample was interviewed at the end of the intervention with no differential attrition by arm. There was no evidence of an effect on primary school attendance on arm 2 (coefficient [coef] 0.37, 95% CI -0.73, 1.46), arm 3 (coef 0.14, 95% CI -0.99, 1.26) or arm 4 (coef 0.58, 95% CI -.37, 1.52). There was increased positive RH attitudes for girls in arm 3 (DID coef. 0.63, 95% CI 0.40, 0.86) and arm 4 (DID coef. 0.85, 95% CI 0.64, -1.07). There was also an increase in RH knowledge, gender norms and self-efficacy in arms 3 and 4.Conclusions: The findings suggest that neither sanitary pad distribution nor RH education, on their own or together, were sufficient to improve primary school attendance. However, as the RH education intervention improved RH outcomes, the evidence suggests that sanitary pad distribution and RH education can be positioned in broader RH programming for girls. Trial Registration: ISRCTN, ISRCTN10894523. Registered 22 August 2017 - Retrospectively registered, http://www.isrctn.com/ISRCTN10894523

scholarly journals School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

2021 ◽  
Author(s):  
Rose Jummai MUSA ◽  
Adeyemi Abiodun ADEYINKA
Keyword(s):  
Primary School ◽  
School Environment ◽  
Primary Schools ◽  
Language Skills ◽  
Analysis Of Covariance ◽  
Control Group ◽  
School Location ◽  
Montessori Method ◽  
Edo State ◽  
Primary School Pupils

The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

scholarly journals EFFECT OF PEER EDUCATION MODEL ON KNOWLEDGE AND SELF-EFFICACY OF CHILDREN IN THE PREVENTION OF PHYSICAL SEXUAL VIOLENCE

2018 ◽  
Vol 4 (1) ◽  
pp. 51-57 ◽  
Author(s):  
Rufaida Nur Fitriana ◽  
Chriswardani Suryawati ◽  
Zubaidah Zubaidah
Keyword(s):  
Primary School ◽  
Sexual Violence ◽  
School Children ◽  
Self Efficacy ◽  
Primary Schools ◽  
Peer Education ◽  
Intervention Group ◽  
Primary School Children ◽  
School Aged Children ◽  
Significant Difference

Background: The rate of incidence of physical assault on school children increases from year to year. Efforts to prevent child sexual violence can be done through school-based education with student empowerment.Objective: To identify the effect of education by peers on the knowledge and self-efficacy of primary school children in preventing sexual violence in Grabag Sub-district, Magelang regency.Methods: This study was a quasi experimental study with pretest and posttest non-equivalent control groups. A total of 84 school-aged children were purposively recruited from two different primary schools. Each group consisted of 42 respondents. Children's Knowledge of Abuse Questionnaire-Revised III (CKAQ-RIII) instrument was used to measure knowledge and self-efficacy questionnaire was measured for self-efficacy. Data were analyzed using Wilcoxon and Chi-square testResults: The study showed that a statistically significant difference both in the variables of knowledge (P=0.008) and self-efficacy (p=0.000) in the intervention group after given peer education treatment.Conclusion: Educational interventions by peers can improve the knowledge and self-efficacy of primary school-aged children in preventing sexual violence. Peer education can be used as an effort to prevent sexual violence in children through school empowerment programs. 

scholarly journals Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

2021 ◽  
Vol 13 (17) ◽  
pp. 9830
Author(s):  
Erica Gobbi ◽  
Maurizio Bertollo ◽  
Alessandra Colangelo ◽  
Attilio Carraro ◽  
Selenia di Fronso
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Work Engagement ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Online Teaching ◽  
Analysis Of Covariance ◽  
Classroom Teachers ◽  
Digital Competence ◽  
Online Questionnaire

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. A total of 622 classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, using a factorial design with two time categories (before vs. during the lockdown) and three age categories (≤40 vs. 41–50 vs. ≥51 years). The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values (p < 0.001). The analysis yielded a significant multivariate main effect by time (p < 0.001) and by time × age categories (p = 0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE (p < 0.001) and WE (p < 0.001), with a reduction in both values from before to during the lockdown. A Bonferroni post hoc pairwise comparison showed teachers’ SE-PE significantly decreased in all age categories (p < 0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.

scholarly journals Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

2021 ◽  
Author(s):  
Erica Gobbi ◽  
Maurizio Bertollo ◽  
Alessandra Colangelo ◽  
Attilio Carraro ◽  
Selenia di Fronso
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Work Engagement ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Online Teaching ◽  
Analysis Of Covariance ◽  
Classroom Teachers ◽  
Digital Competence ◽  
Online Questionnaire

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. Six-hundred-twenty-two classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, with a two-time (before vs. during the lockdown) and three age-categories (&le;40 vs. 41-50 vs. &ge;51 years) factorial design. The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers&rsquo; SE-PE and WE values (p&amp;lt;0.001). The analysis yielded a significant multivariate main effect by time (p&amp;lt; 0.001) and by time &times; age-categories (p=0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers&rsquo; SE-PE (p&amp;lt;0.001) and WE (p &amp;lt; 0.001), with a reduction of both values from before to during the lockdown. A Bonferroni post hoc pairwise comparisons showed teachers&rsquo; SE-PE significantly decreased in all age categories (p&amp;lt;0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers&rsquo; self-efficacy and WE are essential to master the challenges of PE teaching.

scholarly journals Evaluation of visual math literacy self efficacy perception with visual mathematics accomplishment

2013 ◽  
Vol 3 (3) ◽  
pp. 27-40 ◽  
Author(s):  
Murat Duran ◽  
Mehmet Bekdemir
Keyword(s):  
Primary School ◽  
Mixed Method ◽  
Self Efficacy ◽  
Primary Schools ◽  
Interview Protocol ◽  
Qualitative And Quantitative ◽  
Purposeful Sampling ◽  
Math Literacy ◽  
Qualitative Part ◽  
The Relationship

The aim of this study is to determine the relationship between visual math literacy self-efficacy perceptions and visual mathematics accomplishments of primary school 7th grade students. The explanatory design of mixed method, that allows use of qualitative and quantitative data together, was employed in the study. The quantitative part of the study carried out on 467 randomly selected students studying on 7th grade of 12 primary schools in the second semester of 2010-2011 academic terms in a city of the Eastern Anatolia region of Turkey. The qualitative part of the study was conducted on 60 students that were chosen with purposeful sampling methodology from a primary school in the same city in the same semester and 7th grade students. According to the results of the study; there is a positive directional, medium and significant correlation between visual math literacy self-efficacy perception and visual mathematics accomplishment. Furthermore, the visual math literacy self efficacy perception is meaningfully a predictor for the visual mathematics accomplishment. As it was expressed by the most of the students who responded interview protocol, these statistical results mesh with the review like "being visual math literate increase accomplishment in visual math".

scholarly journals Student’s Perception towards Subject Teachers: A Contributing Factors for School Attendance

2017 ◽  
Vol 7 (2) ◽  
pp. 117
Author(s):  
Daxesh S. Chauhan ◽  
S.D. Mishra
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
School Attendance ◽  
Pearson Correlation ◽  
Study Data ◽  
Contributing Factors ◽  
Right To Education ◽  
Chi Square ◽  
Chi Square Test ◽  
Education Act

<div><p><em>This paper based on study of SMCs’ awareness about Right to Education Act 2009.As per 86<sup>th</sup> amendment of the Indian constitution Right to Education Act 2009 is considered inseparable parts of children’s right. In RTE act there are special provisions for appointment of qualified subject’s teachers, and about pupils’ teachers’ ratio of Primary school. For germination of small plants require sufficient air, water, sunlight &amp; adequate fertilizer without its plant can’t germinate. In same way  children also want to germinate and developed themselves so  that they can admitted in primary school .Appointment of various subject teacher play a role of fertilizer in germination and development of children. In this study data were collected by means of a questionnaire on SMCs’ members of various primary schools of Anand district and analysed through SPSS using exploratory cum descriptive statistics. Present study found that participants (SMCs’) were neither satisfied nor unsatisfied with appointment of subject teachers and their teaching methods. Chi-square test and karl-pearson correlation helped to find out the relation between the variables. During statistics analysis researcher found very significant relationship between appointment of subject teachers, teachers completed curriculum within specific period, teachers’ motivation and child feel happy to go to schools. </em></p></div>

scholarly journals Effect of Intelligence Mindsets on Math Achievement for Chinese Primary School Students: Math Self-Efficacy and Failure Beliefs as Mediators

2021 ◽  
Vol 12 ◽  
Author(s):  
Aoxue Su ◽  
Shuya Wan ◽  
Wei He ◽  
Lianchun Dong
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Primary Schools ◽  
Math Achievement ◽  
Educational Practice ◽  
Primary School Students ◽  
School Students ◽  
Mediating Role ◽  
Underlying Mechanisms ◽  
The Relationship

This study examined the relationship of intelligence mindsets to math achievement for primary school students in the Chinese educational context, as well as the mediating function of math self-efficacy and failure beliefs in this relationship. Participants included 466 fifth graders (231 boys and 235 girls) from two Chinese primary schools. Results indicated that boys had significantly higher mean levels of growth mindsets and math self-efficacy than girls, whereas boys had no statistically significant differences to girls on failure beliefs and math grade. Further, intelligence mindsets had a significant positive effect on math achievement, and failure beliefs and math self-efficacy played a full mediating role in the relationship between intelligence mindsets and math achievement. Moreover, intelligence mindsets affected math achievement through the chain mediating role of failure beliefs and math self-efficacy. These above findings contribute to advance our knowledge about the underlying mechanisms through which intelligence mindsets affect math achievement, which are of great significance to students' growth and current educational practice.

scholarly journals The Relationship Between Knowledge and Attitudes About Reproductive Health with Adolescent Sexual Behavior at Ponorogo in 2017

2019 ◽  
Vol 1 (5) ◽  
pp. 114
Author(s):  
Esti Sugiyorini
Keyword(s):  
Sexual Behavior ◽  
Reproductive Health ◽  
Health Knowledge ◽  
Unwanted Pregnancy ◽  
Fisher Exact Test ◽  
Adolescent Sexual Behavior ◽  
Cross Sectional ◽  
Exact Test ◽  
Knowledge And Attitudes ◽  
The Relationship

Introduction: Reproductive health is a state of overall health related to the reproductive system. Adolescent group is the group that have most of risk in reproductive health, because there is a very large of physical change, that is maturation of reproductive organs and functions. Adolescents begin to feel a sexual urge and are attracted to other geneder so they are have risk of unwanted pregnancy, abortion and HIV / AIDS. The purpose of this study is to find out of knowledge and attitudes about reproductive health and its relationship with sexual behavior in adolescents. Methods: This research was cross sectional study. Population’s study were all of 1st grade students of Senior High School Sooko 1 Ponorogo (70 students) with 60 studets for sample. The sampling technique used was simple random sampling. The instrument in this study was a questionnaire. Data were collected by giving questionnaires and interviews to the sample group. Data were analyzed with Fisher exact test. Results: Fisher Exact Test was showed p> 0.05 for the relationship between reproductive health knowledge and sexual behavior of students and and the Fisher Exact Test was also showed p> 0.05 for the relationship between sexual behavior and students' attitudes toward reproductive health. Conclusion: There did not have relationship between knowledge of reproductive health with sexual behavior and also did not have relationship between sexual behavior with reproductive health attitudes in students. Keywords: knowledge; attitudes; sexual behavior; reproductive health; adolescents

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