Assess the knowledge regarding problems associated with puberty among adolescents’ girls with information booklet. A protocol for a one- group pre - test post-test research study

Assess the knowledge regarding problems associated with puberty among adolescents’ girls with information booklet. 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A protocol for a one- group pre - test post-test research study Sakshi Patil, Archana Teltumbade, Manjusha Mhakalkar This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7684974/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction: Background: Rapid changes in one's physical, emotional, and psychological makeup define adolescence, a crucial time in human development. During this time, girls begin to experience the physical and emotional changes that come with puberty. For teenagers to successfully and effectively navigate this time of life, it is essential that they comprehend these changes. Need of the study: Providing clear explanations about the physiological and emotional changes during puberty, educating about menstrual hygiene and self-care, addressing common myths and promoting factual understanding. Fostering communication between girls, parents, and educators. Aims and objectives of the study: To assess the knowledge regarding problems associated with puberty among adolescent girls and to provide an information booklet to enhance their understanding and address their concerns. Material and methodology: A pre-experimental one-group pre-test post-test research design will be conducted the study will include a total of 368 participants selected using a convenience sampling technique in the New English High School Wardha, Maharashtra, India, from January 2025 to June 2025. The study proposal (Ref. No. DMIHER(DU)/IEC/2025/411) has been approved by the Datta Meghe Institute of Higher Education and Research (DMIHER) (Deemed to be University), Institutional Ethical Committee (IEC). Result / Conclusion: The association between post-test knowledge scores and the participants' primary source of information. Although slight differences in mean scores were noted—ranging from 19.60 ± 2.30 for those informed by friends or peers to 19.90 ± 2.10 for those guided by mothers or female guardians—the association was not statistically significant ( F -value = 1.492, p -value = 0.221). This indicates that the primary source of information did not significantly influence the knowledge outcomes after the intervention. Adolescence Puberty Adolescent girls Menstruation Hormonal changes INTRODUCTION Adolescence is a critical transitional phase in human development, characterized by rapid physical, emotional, and psychological changes. For girls, this period marks the onset of puberty, which brings about significant bodily changes and emotional challenges. Understanding these changes is crucial for adolescents to navigate this stage of life healthily and confidently. However, many adolescent girls lack adequate knowledge about puberty, leading to misconceptions, anxiety, and sometimes improper health practices.(1) The physiological changes during puberty, such as the onset of menstruation, breast development, and growth spurts, are accompanied by emotional and social adjustments. These changes often raise questions and concerns among adolescents, which, if not addressed, can result in confusion and low self-esteem. Cultural taboos and lack of open communication about reproductive health further exacerbate the problem, leaving many girls unprepared for this significant life stage.(2) Providing accurate and accessible information is essential to empower adolescent girls. Educational tools, such as information booklets, can serve as valuable resources to enhance their understanding of puberty-related issues. These tools not only provide clarity on biological processes but also promote positive health behaviors and equip girls to handle puberty-related challenges with confidence.(3) This study aims to assess the knowledge levels of adolescent girls regarding the problems associated with puberty and to evaluate the effectiveness of an information booklet as an educational intervention. By addressing gaps in knowledge, the study seeks to contribute to the holistic development of adolescents, enabling them to embrace the changes of puberty with greater awareness and resilience.(4) Adolescence is a crucial stage of human development, marked by significant physical, emotional, and psychological changes. Puberty, a key aspect of this phase, brings about several transformations, including hormonal shifts, menstruation, and secondary sexual characteristics. While these changes are natural, they often come with challenges such as menstrual irregularities, hormonal imbalances, emotional instability, and body image concerns. Lack of proper knowledge and awareness about these issues can lead to anxiety, misconceptions, and poor reproductive health practices among adolescent girls.(5) Educational interventions play a vital role in equipping young girls with accurate and essential information regarding puberty-related problems. Providing structured and well-designed informational resources, such as booklets, can help bridge the knowledge gap, enhance awareness, and empower adolescent girls to manage puberty-related challenges effectively.(6) This study aims to assess the effectiveness of knowledge dissemination through an information booklet among adolescent girls regarding the problems associated with puberty. By evaluating their understanding before and after exposure to the booklet, this study seeks to determine its impact on improving awareness and promoting better health practices. The findings of this research could contribute to the development of educational strategies that ensure adolescent girls receive the necessary guidance and support during this transitional phase.(7) Adolescence is a critical developmental phase that marks the transition from childhood to adulthood. It is characterized by rapid physical, psychological, and emotional chang es, with puberty being a significant milestone. Puberty brings about various physiological transformations, including the development of secondary sexual characteristics, the onset of menstruation, hormonal fluctuations, and changes in body composition. While these changes are natural, they often pose several challenges for adolescent girls, including menstrual discomfort, acne, mood swings, and concerns about body image.(8) A lack of proper knowledge and awareness about these puberty-related changes can lead to fear, misconceptions, poor menstrual hygiene practices, and emotional distress among young girls. Many adolescents rely on peers, social media, or unverified sources for information, which may not always provide accurate or scientific guidance. Additionally, cultural taboos and inadequate sex education in many societies further contribute to misinformation and stigma surrounding puberty-related issues. Therefore, there is a pressing need for effective educational interventions to equip adolescent girls with the right knowledge to navigate puberty with confidence and informed decision-making.(9) One of the most effective ways to disseminate health-related information is through structured educational materials, such as information booklets. A well-designed booklet can serve as a reliable and accessible source of knowledge, addressing key aspects of puberty-related problems, including menstrual hygiene management, hormonal changes, emotional well-being, and self-care strategies. By providing scientifically accurate and age-appropriate content, information booklets can play a crucial role in enhancing awareness and promoting healthy behaviors among adolescent girls.(10) This study aims to assess the effectiveness of an information booklet in improving knowledge regarding the problems associated with puberty among adolescent girls. By evaluating their level of understanding before and after exposure to the booklet, the study seeks to determine whether such educational resources can contribute to better awareness, positive attitudes, and improved self-care practices during puberty. The findings of this research could provide valuable insights into the role of structured educational materials in adolescent health education and inform future interventions aimed at supporting young girls during this critical phase of development.(11) OBJECTIVES OF STUDY To evaluate the existing knowledge of adolescent girls regarding the problems associated with puberty, including physical, emotional, and social changes. To assess the effectiveness of the information booklet in improving the knowledge levels of adolescent girls regarding puberty-related problems. To associate the knowledge regarding problem associated with puberty among adolescents with selected demographic variables. Material And Methodology The present study adopted a pre-experimental, pre-post research design to assess the knowledge regarding problems associated with puberty among adolescent girls using an information booklet. Conducted in a selected school in Wardha district, the study employed a descriptive research approach, focusing on adolescent girls aged 10–19 years who met specific inclusion criteria. A sample of 80 participants was selected through non-probability convenient sampling. The independent variable was the information booklet, while the dependent variable was the participants’ knowledge level. A self-structured questionnaire was used as the primary data collection tool, divided into demographic details and a knowledge-based section. The content validity of the tool was ensured through expert review, and its reliability was confirmed with a coefficient of 0.8214 using the parallel form method. Data collection was carried out from 01/03/2025 to 31/03/2025, starting with a pre-test, followed by distribution of the booklet, and a post-test after one week. Ethical procedures, including informed consent and confidentiality, were maintained. Data analysis was conducted using both descriptive (mean, standard deviation, percentage) and inferential statistics (paired t-test, unpaired t-test, ANOVA) to determine the effectiveness of the intervention and the association of demographic variables with knowledge levels. Sample size calculation: The sample size will be calculated using the formula: Alpha (α)= 0.05 Beta (β)= 0.1 Proportion in group = 0.497 Proportion un group = 0.812 n = number of populations p = the population proportion Ratio of Group = 80 HYPOTHESIS: Null Hypothesis (H₀): There is no significant difference in the knowledge levels of adolescent girls regarding problems associated with puberty before and after the intervention using an information booklet.(31) Research Hypothesis (H₁): There is a significant improvement in the knowledge levels of adolescent girls regarding problems associated with puberty after the intervention using an information booklet.(32) Secondary Hypothesis: The information booklet is an effective educational tool in addressing misconceptions and promoting awareness of puberty-related issues among adolescent girls.(33) INCLUSION AND EXCLUSION CRITERIA Inclusion Criteria: Adolescent girls aged 10–19 years. Girls who are willing to participate in the study. Those who can read and understand the language of the booklet. Where the language includes Hindi, English and Marathi. Exclusion Criteria: Girls with prior formal education on puberty or reproductive health. Those with medical conditions affecting their understanding or participation. PLAN FOR DATA ANALYSIS The data was coded, tabulated and analyzed data by using descriptive statistics and inferential statistics methods i.e., standard deviation, mean percentage. Student's paired 't' test is used to determine the significance of the difference at the 5% level of significance, and the tabulated 't' value is compared to the computed 't' value. The estimated p values are also compared against acceptable p values. With demographic variables associated with the attitude and anxiety regarding online learning among students was done by using one way ANOVA and independent t-test. Overall, the research study data was depicted in the form of tables and graphs. Table 3: Plan for data analysis Sr no. Data analysis Method Remarks 1 Descriptive statistics Mean, Standard deviation, Mean percentage Distribution of adolescent’s girls according to their demographic variables Assess knowledge regarding problems associated with puberty amonge adolescents’ girls with information booklet 2 Inferential statistics Paired “t” test Correlation between the effectiveness of Information booklet and level of knowledge adolescents’ girls from selected school. Unpaired “t” test and one way ANOVA Association of demographic variables with the post-test level of knowledge score STATISTICS GATHERING : Period of record collection: The data collection process was carried out in approximately 1 months of duration i.e., from 01/03/2025 to 31/03/2025. RESULT: Organization of Findings Section A : Distribution of participants with regard to selected socio-demographic variables. Section B: Assessment of existing knowledge regarding puberty-related problems (pre-test) and comparison with knowledge levels after the information booklet intervention (post-test). Section C : Evaluation of the effectiveness of the information booklet in improving knowledge regarding puberty-related problems. Section D : Association of post-test knowledge scores with selected demographic variables Section A: Socio-Demographic Variables (N = 80) This section presents the socio-demographic details of the 80 adolescent girls who participated in the study. The socio-demographic variables include age, education, type of family, monthly family income, residence area, and primary source of information. These factors are important in understanding the background of the participants and their access to information regarding puberty. Table 1 : Distribution of Participants by Age Group Age Group Frequency (F) Percentage (%) 10–12 years 15 18.75% 13–15 years 30 37.50% 16–18 years 25 31.25% Above 18 years 10 12.50% Table 1 presents the distribution of participants according to age group. The largest proportion belonged to the 13–15 years age group, comprising 30 (37.50%) participants, followed by 25 (31.25%) in the 16–18 years category. Participants aged 10–12 years made up 15 (18.75%), while the smallest group, 10 (12.50%), were above 18 years of age. This indicates that the majority of participants were adolescents between 13 and 18 years. Table 2 : Distribution of Participants by Education Level Education Level Frequency (F) Percentage (%) Primary (1–5th grade) 10 12.50% Middle school (6–8th grade) 15 18.75% High school (9–12th grade) 40 50.00% College and above 15 18.75% Table 2 shows the distribution of participants according to their education level. The majority, 40 (50.00%), were studying at the high school level (9–12th grade). This was followed by 15 (18.75%) participants each in the middle school (6–8th grade) and college and above categories. A smaller proportion, 10 (12.50%), were at the primary level (1–5th grade). This distribution suggests that half of the participants were adolescents in high school, reflecting a relatively educated study population. Table 3 : Distribution of Participants by Type of Family Type of Family Frequency (F) Percentage (%) Nuclear family 40 50.00% Joint family 25 31.25% Extended family 10 12.50% Single-parent family 5 6.25% Table 3 presents the distribution of participants based on their type of family. Half of the participants, 40 (50.00%), belonged to nuclear families, while 25 (31.25%) were from joint families. A smaller proportion lived in extended families, 10 (12.50%), and the least number, 5 (6.25%), were from single-parent families. This indicates that nuclear families were the most common family structure among the participants in the study. Table 4 : Distribution of Participants by Monthly Family Income Monthly Income Frequency (F) Percentage (%) Less than ₹10,000 20 25.00% ₹10,000–₹25,000 30 37.50% ₹25,000–₹50,000 20 25.00% More than ₹50,000 10 12.50% Table 4 displays the distribution of participants according to their monthly family income. The highest proportion of participants, 30 (37.50%), reported a monthly income between ₹10,000 and ₹25,000. This was followed by 20 (25.00%) participants each in the income brackets of less than ₹10,000 and ₹25,000–₹50,000. A smaller group, 10 (12.50%), reported earning more than ₹50,000 per month. These findings suggest that the majority of participants belonged to low- to middle-income households. Table 5 : Distribution of Participants by Residence Area Residence Area Frequency (F) Percentage (%) Urban area 30 37.50% Rural area 25 31.25% Semi-urban area 20 25.00% Remote area 5 6.25% Table 5 presents the distribution of participants based on their area of residence. The largest group, 30 (37.50%), resided in urban areas, followed by 25 (31.25%) from rural areas and 20 (25.00%) from semi-urban areas. A smaller portion, 5 (6.25%), lived in remote areas. This distribution indicates that the study population was predominantly urban and rural, with fewer participants from semi-urban and remote settings. Table 6 : Distribution of Participants by Primary Source of Information Source of Information Frequency (F) Percentage (%) Mother or female guardian 35 43.75% Teacher 20 25.00% Friends or peers 10 12.50% Books or the internet 15 18.75% Table 6 shows the distribution of participants based on their primary source of information. The most common source was the mother or female guardian, reported by 35 (43.75%) participants. This was followed by teachers at 20 (25.00%), books or the internet at 15 (18.75%), and friends or peers at 10 (12.50%). These findings indicate that family, particularly maternal figures, played a dominant role in shaping the participants' knowledge, while formal and informal educational sources also contributed. Section B : Knowledge Regarding Problems Associated with Puberty (N = 80) This section evaluates the pre-test and post-test knowledge of adolescent girls regarding the problems associated with puberty, including physical, emotional, and social changes. The knowledge levels are categorized as poor, satisfactory, good, and excellent, with pre-test and post-test data presented for comparison. Table 7 : Distribution of Participants by Knowledge Levels (Pre-Test vs Post-Test) Knowledge Level Pre-Test (n) Pre-Test (%) Post-Test (n) Post-Test (%) Poor 45 56.25% 0 0.00% Average 20 25.00% 15 18.75% Good 10 12.50% 45 56.25% Excellent 5 6.25% 20 25.00% Minimum Score 4 12 Maximum Score 16 24 Mean Score ± SD 6.50 ± 3.24 19.50 ± 2.30 Mean % Knowledge ± SD 27.08% ± 13.40 81.25% ± 9.58 Table 7 compares participants’ knowledge levels before and after the intervention. In the pre-test, the majority of participants—45 (56.25%)—had poor knowledge, with only 10 (12.50%) falling into the good category and 5 (6.25%) achieving excellent knowledge. Post-test results showed a significant shift, with 45 (56.25%) attaining good knowledge and 20 (25.00%) reaching the excellent level, while no participants remained in the poor category. The minimum and maximum scores increased from 4 and 16 in the pre-test to 12 and 24 in the post-test. The mean knowledge score rose notably from 6.50 ± 3.24 to 19.50 ± 2.30, and the mean percentage knowledge improved from 27.08% ± 13.40 to 81.25% ± 9.58. These findings indicate that the intervention had a substantial positive effect on improving participants’ knowledge levels. Section C :Effectiveness of the Information Booklet (N = 80) This section evaluates the effectiveness of the information booklet in improving the knowledge of adolescent girls regarding the problems associated with puberty. The effectiveness is assessed by comparing the pre-test and post-test knowledge scores. The mean difference, t-value, and p-value are used to assess the statistical significance of the changes in knowledge after the intervention. Table 8 : Effectiveness of the Information Booklet on Knowledge Scores (Pre-Test vs Post-Test) Assessment Mean Score ± SD Mean Difference t-value p-value Pre-Test 6.50 ± 3.24 13.00 ± 0.94 35.50 <0.0001 Post-Test 19.50 ± 2.30 Table 8 assesses the effectiveness of the information booklet by comparing pre-test and post-test knowledge scores. The mean knowledge score increased significantly from 6.50 ± 3.24 in the pre-test to 19.50 ± 2.30 in the post-test, resulting in a mean difference of 13.00 ± 0.94. This improvement was statistically highly significant, with a t -value of 35.50 and a p -value of <0.0001. These results clearly demonstrate that the information booklet was highly effective in enhancing participants’ knowledge. Section D: Association of Post-Test Knowledge Scores with Selected Demographic Variables (N = 80) This section examines the association between the post-test knowledge scores and selected demographic variables, including age, education, type of family, monthly family income, residence area, and primary source of information. The statistical technique used to assess these associations is one-way ANOVA. This will help identify if any of the demographic variables significantly influence the improvement in knowledge after the intervention. Table 9 : Association Between Post-Test Knowledge Scores and Age Age Group No. of Participants Mean Knowledge Score ± SD F-value p-value 10–12 years 15 19.20 ± 2.05 1.324 0.273 13–15 years 30 19.70 ± 2.20 16–18 years 25 19.60 ± 2.30 Above 18 years 10 19.90 ± 2.15 Table 9 presents the association between post-test knowledge scores and participants' age groups. While the mean knowledge scores were relatively similar across age categories—ranging from 19.20 ± 2.05 among 10–12 years to 19.90 ± 2.15 in those above 18 years—the association was not statistically significant ( F -value = 1.324, p -value = 0.273). This indicates that age did not have a meaningful influence on the knowledge outcomes following the intervention. Table 10 : Association Between Post-Test Knowledge Scores and Education Level Education Level No. of Participants Mean Knowledge Score ± SD F-value p-value Primary (1–5th grade) 10 19.00 ± 2.10 4.235 0.010 Middle school (6–8th grade) 15 19.60 ± 2.00 High school (9–12th grade) 40 19.80 ± 2.25 College and above 15 20.10 ± 2.35 Table 10 examines the association between post-test knowledge scores and participants’ education level. A statistically significant association was found, with an F -value of 4.235 and a p -value of 0.010. Participants with college-level education and above had the highest mean knowledge score of 20.10 ± 2.35, followed by those in high school at 19.80 ± 2.25 and middle school at 19.60 ± 2.00. Participants with primary education had the lowest mean score at 19.00 ± 2.10. These results suggest that higher educational attainment was associated with slightly better knowledge acquisition following the intervention. Table 11 : Association Between Post-Test Knowledge Scores and Type of Family Type of Family No. of Participants Mean Knowledge Score ± SD F-value p-value Nuclear family 40 19.70 ± 2.15 1.231 0.317 Joint family 25 19.80 ± 2.20 Extended family 10 19.20 ± 2.30 Single-parent family 5 19.50 ± 2.10 Table 11 presents the association between post-test knowledge scores and the type of family. Although minor variations were observed in the mean scores—ranging from 19.20 ± 2.30 in extended families to 19.80 ± 2.20 in joint families—the association was not statistically significant ( F -value = 1.231, p -value = 0.317). This indicates that the type of family structure did not significantly influence knowledge outcomes following the use of the information booklet. Table 12 : Association Between Post-Test Knowledge Scores and Monthly Family Income Monthly Income No. of Participants Mean Knowledge Score ± SD F-value p-value Less than ₹10,000 20 19.40 ± 2.30 2.121 0.035 ₹10,000–₹25,000 30 19.80 ± 2.15 ₹25,000–₹50,000 20 19.90 ± 2.00 More than ₹50,000 10 20.10 ± 2.10 Table 12 explores the association between post-test knowledge scores and monthly family income. A statistically significant association was observed, with an F -value of 2.121 and a p -value of 0.035. Participants from higher income groups demonstrated slightly better knowledge scores, with those earning more than ₹50,000 per month having the highest mean score of 20.10 ± 2.10. This was followed by participants earning ₹25,000–₹50,000 (19.90 ± 2.00) and ₹10,000–₹25,000 (19.80 ± 2.15), while the lowest mean score of 19.40 ± 2.30 was seen in the group earning less than ₹10,000. These findings suggest a positive association between higher income levels and improved knowledge acquisition. Table 13 : Association Between Post-Test Knowledge Scores and Residence Area Residence Area No. of Participants Mean Knowledge Score ± SD F-value p-value Urban area 30 19.90 ± 2.10 2.030 0.042 Rural area 25 19.60 ± 2.25 Semi-urban area 20 19.70 ± 2.15 Remote area 5 19.10 ± 2.30 Table 13 examines the association between post-test knowledge scores and participants’ area of residence. A statistically significant association was found, with an F -value of 2.030 and a p -value of 0.042. Participants from urban areas had the highest mean knowledge score of 19.90 ± 2.10, followed by those from semi-urban (19.70 ± 2.15) and rural (19.60 ± 2.25) areas. The lowest mean score, 19.10 ± 2.30, was observed among participants from remote areas. These findings suggest that participants from urban and semi-urban regions benefited slightly more from the intervention compared to those from more remote settings. Table 14 : Association Between Post-Test Knowledge Scores and Primary Source of Information Source of Information No. of Participants Mean Knowledge Score ± SD F-value p-value Mother or female guardian 35 19.90 ± 2.10 1.492 0.221 Teacher 20 19.80 ± 2.25 Friends or peers 10 19.60 ± 2.30 Books or the internet 15 19.70 ± 2.15 Table 14 presents the association between post-test knowledge scores and the participants' primary source of information. Although slight differences in mean scores were noted—ranging from 19.60 ± 2.30 for those informed by friends or peers to 19.90 ± 2.10 for those guided by mothers or female guardians—the association was not statistically significant ( F -value = 1.492, p -value = 0.221). This indicates that the primary source of information did not significantly influence the knowledge outcomes after the intervention. DISSCUSSION Assessing the knowledge regarding problems associated with puberty among adolescent girls using an information booklet is an essential step in addressing the gaps in understanding that many young girls experience during this critical stage of development. Puberty involves significant physical, emotional, and psychological changes, and the lack of adequate knowledge can often lead to confusion, anxiety, or the development of misconceptions. The use of an information booklet can serve as a valuable tool for educating girls about the biological processes involved in puberty, including menstruation, hormonal changes, and physical development such as breast growth and body hair. In addition to these biological aspects, the booklet can also address the emotional and mental health challenges that often accompany puberty, such as mood swings, body image concerns, and the social pressures that arise during adolescence. By providing clear, accessible, and accurate information, the booklet empowers adolescent girls to better understand and manage the changes they are experiencing.(64) The expected outcome of this intervention is an increase in knowledge, improved self-confidence, and reduced anxiety about puberty-related issues. However, challenges such as cultural taboos surrounding the discussion of puberty and varying literacy levels among participants can affect the effectiveness of this approach. To overcome these challenges, the booklet should be designed with culturally sensitive language and illustrations that are easy to understand, and follow-up support through discussions or counselling could be incorporated to ensure a more comprehensive understanding of the topic. Through this study, the impact of the information booklet in enhancing knowledge about puberty and its associated problems could provide valuable insights into how educational interventions can better support adolescent girls during this formative period.(65) Strength and Limitations Strengths: The study effectively uses a pre-test post-test design to measure the impact of an educational intervention, providing quantifiable insights into knowledge improvement among adolescent girls. It also benefits from a large sample size (368 participants) and ethical clearance, enhancing the credibility of its findings. Limitations: The study is limited by its one-group design, lacking a control group for comparison, which may affect the internal validity. Additionally, the use of convenience sampling restricts the generalizability of the results beyond the selected school setting. Conclusion The study demonstrated that the information booklet effectively improved knowledge regarding puberty-related problems among adolescent girls. While there were minor variations in post-test scores based on the primary source of prior information, these differences were not statistically significant. This suggests that educational interventions like booklets can be universally beneficial, regardless of initial knowledge sources. Declarations All participants were provided with detailed information about the purpose, procedures, potential risks, and benefits of the study titled “Assess the knowledge regarding problems associated with puberty among adolescent girls with information booklet: A one-group pre-test post-test research study.” Participation in the study was entirely voluntary, and participants were informed that they could withdraw at any time without any penalty or loss of benefits. Written informed consent was obtained from all participants (and from parents or legal guardians in the case of minors) prior to their inclusion in the study. Confidentiality and anonymity of all data collected were strictly maintained throughout the study. Conflict of Interest: The authors declare that there is no conflict of interests Approval of Institutional Ethical Review Board The study was involved 80 participants, and The study proposal (Ref. No. DMIHER(DU)/IEC/2025/411) has been approved by the Datta Meghe Institute of Higher Education and Research (DMIHER) (Deemed to be University), Institutional Ethical Committee (IEC). Funding: This study has not received any external funding. Author Contribution Ms. Sakshi Janardhan Patil1. :- Abstract Dr. Archana Teltumabade2.:- Tables Ms. Manjusha Mahakalkar 3. :- Graphs Acknowledgement: We thank Mayur Wanjari for supporting this study design and statistics plan. References Dhakal B. Knowledge and Attitude Regarding Pubertal Health among Adolescent Girls. J Nepal Health Res Counc. 2020 Jan 21;17(4):437–42. Breehl L, Caban O. Physiology, Puberty. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK534827/ Ziapour A, Sharma M, NeJhaddadgar N, Mardi A, Tavafian SS. Educational needs assessment among 10–14-year-old girls about puberty adolescent health of Ardebil. 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Knowledge, attitudes, and coping strategies regarding pubertal changes among adolescent girls: Risks and compliances for health promotion in puberty. J Educ Health Promot. 2019 Sep 30;8:176. (PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/356351348_ASSESS_THE_KNOWLEDGE_ON_PUBERTAL_CHANGES_AMONG_ADOLESCENT_GIRLS Rani M, Sheoran P, Kumar Y, Singh N. Evaluating the Effectiveness of Pubertal Preparedness Program in Terms of Knowledge and Attitude Regarding Pubertal Changes Among Pre-Adolescent Girls. J Fam Reprod Health. 2016 Sep;10(3):122–8. Adolescent Development - The Promise of Adolescence - NCBI Bookshelf [Internet]. [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK545476/ Adolescent Development - The Promise of Adolescence - NCBI Bookshelf [Internet]. [cited 2025 Jun 3]. 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Evaluating the Effectiveness of Pubertal Preparedness Program in Terms of Knowledge and Attitude Regarding Pubertal Changes Among Pre-Adolescent Girls. J Fam Reprod Health. 2016 Sep;10(3):122–8. Mohamadi S, Garkaz O, Mousavi SA, Keramat A, Goli S, Motaghi Z. The Effect of Motivational Interview on Puberty Knowledge and Practice among Adolescent Girls. Nurs Midwifery Stud. 2021 Mar;10(1):13. (PDF) Effectiveness of information booklet regarding knowledge of menstrual hygiene among higher secondary school girls. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/348273240_Effectiveness_of_information_booklet_regarding_knowledge_of_menstrual_hygiene_among_higher_secondary_school_girls (PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. 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Available from: https://link.springer.com/article/10.1007/s42380-024-00276-z Betsu BD, Medhanyie AA, Gebrehiwet TG, Wall LL. Menstrual hygiene management interventions and their effects on schoolgirls’ menstrual hygiene experiences in low and middle countries: A systematic review. PLOS ONE. 2024 Aug 22;19(8):e0302523. Puberty education & menstrual hygiene management - UNESCO Digital Library [Internet]. [cited 2025 Jun 3]. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000226792 Meenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519–24. Viner RM, Allen NB, Patton GC. Puberty, Developmental Processes, and Health Interventions. In: Bundy DAP, Silva N de, Horton S, Jamison DT, Patton GC, editors. Child and Adolescent Health and Development [Internet]. 3rd ed. Washington (DC): The International Bank for Reconstruction and Development / The World Bank; 2017 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK525269/ Mohammed S, Larsen-Reindorf RE. Menstrual knowledge, sociocultural restrictions, and barriers to menstrual hygiene management in Ghana: Evidence from a multi-method survey among adolescent schoolgirls and schoolboys. PLoS ONE. 2020 Oct 22;15(10):e0241106. Soni N, Soni J. A Study to assess the Effectiveness of Information Booklet on Knowledge regarding First aid and Safety Measure among Early Adolescent age (10 – 14 years) Children in selected schools at Udaipur. Int J Nurs Educ Res. 2021 Jul 1;9(3):328–30. R N V, Mahantshetti GJ, Baliga SS, Patil AJ. Effect of Health Education on Knowledge and Attitudes Toward Reproductive Health Among Pre-university Girls in an Urban Area. Cureus. 16(12):e76354. Taheri AM, Zarei F, Hidarnia A, Tavousi M. Effectiveness of a school-based educational intervention on oral health knowledge, attitudes, practices, and self-efficacy among female secondary school students: a randomized controlled trial. BMC Oral Health. 2025 Apr 24;25:625. Meenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519–24. (PDF) Assess the Knowledge on Pubertal Changes Among Adolescent Girls [Internet]. [cited 2025 Jun 3]. Available from: https://www.academia.edu/102000346/Assess_the_Knowledge_on_Pubertal_Changes_Among_Adolescent_Girls D IJP, W JA. A Descriptive Study to assess the knowledge regarding early Menarche among school going girls (9-11years) at Carmel Convent Hr. Sec. School, Kunjwani, Jammu. Int J Nurs Educ Res. 2022 May 5;10(2):109–12. Dasgupta A, Sarkar M. Menstrual Hygiene: How Hygienic is the Adolescent Girl? Indian J Community Med Off Publ Indian Assoc Prev Soc Med. 2008 Apr;33(2):77–80. Chandra-Mouli V, Patel SV. Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries. In: Bobel C, Winkler IT, Fahs B, Hasson KA, Kissling EA, Roberts TA, editors. The Palgrave Handbook of Critical Menstruation Studies [Internet]. Singapore: Palgrave Macmillan; 2020 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK565619/ Knowledge and practice of adolescent females about menstruation and menstruation hygiene visiting a public healthcare institute of Quetta, Pakistan | BMC Women’s Health | Full Text [Internet]. [cited 2025 Jun 3]. Available from: https://bmcwomenshealth.biomedcentral.com/articles/10.1186/s12905-019-0874-3 Kaur M. A Descriptive Study to Assess the Knowledge on Puberty Changes during Adolescence among the Adolescent Girls Studying in Selected Schools of District Ludhiana, Punjab. Int J Women Health Nurs. 2018 Mar 7;1(1):7–13. Delayed Onset of Puberty among Nepali Adolescents | Request PDF. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/273708574_Delayed_Onset_of_Puberty_among_Nepali_Adolescents Meenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519–24. Singh A, Chakrabarty M, Singh S, Chandra R, Chowdhury S, Singh A. Menstrual hygiene practices among adolescent women in rural India: a cross-sectional study. BMC Public Health. 2022 Nov 19;22:2126. Farid M, Barandouzi ZA, Valipour NS. Knowledge, attitudes, and coping strategies regarding pubertal changes among adolescent girls: Risks and compliances for health promotion in puberty. J Educ Health Promot. 2019 Sep 30;8:176. Uzoechi CA, Parsa AD, Mahmud I, Alasqah I, Kabir R. Menstruation among In-School Adolescent Girls and Its Literacy and Practices in Nigeria: A Systematic Review. Medicina (Mex). 2023 Nov 24;59(12):2073. PDQ Cancer Genetics Editorial Board. Genetics of Colorectal Cancer (PDQ®): Health Professional Version. In: PDQ Cancer Information Summaries [Internet]. Bethesda (MD): National Cancer Institute (US); 2002 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK126744/ Nguyen AMN, Camozzi M, Sommer M. Impacts of a puberty and period education intervention among 9- to 12-year-old girls in the New York metropolitan area: a randomized trial. BMC Public Health. 2025 Jan 7;25(1):55. Jadhav RV, Gaikwad V, Tomy S, Naik P. Effectiveness of Pamphlet on Menstrual Hygiene Management among Adolescent girl in selected school. Int J Nurs Educ Res. 2024 Mar 13;12(1):1–3. ResearchGate [Internet]. [cited 2025 Jun 3]. (PDF) The Efficacy of Pubertal Education Programme among Adolescent’s Girls: A Randomized Control Trial. Available from: https://www.researchgate.net/publication/373293142_The_Efficacy_of_Pubertal_Education_Programme_among_Adolescent's_Girls_A_Randomized_Control_Trial Akande OW, Muzigaba M, Igumbor EU, Elimian K, Bolarinwa OA, Musa OI, et al. The effectiveness of an m-Health intervention on the sexual and reproductive health of in-school adolescents: a cluster randomized controlled trial in Nigeria. Reprod Health. 2024 Jan 13;21(1):6. Peterson BS, Trampush J, Maglione M, Bolshakova M, Brown M, Rozelle M, et al. List of Excluded and Background Studies. In: ADHD Diagnosis and Treatment in Children and Adolescents [Internet] [Internet]. Agency for Healthcare Research and Quality (US); 2024 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK603009/ (PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/356351348_ASSESS_THE_KNOWLEDGE_ON_PUBERTAL_CHANGES_AMONG_ADOLESCENT_GIRLS Shah V, Phillips-Howard P, Hennegan J, Cavill S, Sonko B, Sinjanka E, et al. Puberty health intervention to improve menstrual health and school attendance among adolescent girls in The Gambia: study methodology of a cluster-randomised controlled trial in rural Gambia (MEGAMBO TRIAL). Emerg Themes Epidemiol. 2022 Jul 16;19:6. Additional Declarations No competing interests reported. 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A protocol for a one- group pre - test post-test research study\u003c/p\u003e","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eAdolescence is a critical transitional phase in human development, characterized by rapid physical, emotional, and psychological changes. For girls, this period marks the onset of puberty, which brings about significant bodily changes and emotional challenges. Understanding these changes is crucial for adolescents to navigate this stage of life healthily and confidently. However, many adolescent girls lack adequate knowledge about puberty, leading to misconceptions, anxiety, and sometimes improper health practices.(1) The physiological changes during puberty, such as the onset of menstruation, breast development, and growth spurts, are accompanied by emotional and social adjustments. These changes often raise questions and concerns among adolescents, which, if not addressed, can result in confusion and low self-esteem. Cultural taboos and lack of open communication about reproductive health further exacerbate the problem, leaving many girls unprepared for this significant life stage.(2)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eProviding accurate and accessible information is essential to empower adolescent girls. Educational tools, such as information booklets, can serve as valuable resources to enhance their understanding of puberty-related issues. These tools not only provide clarity on biological processes but also promote positive health behaviors and equip girls to handle puberty-related challenges with confidence.(3)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThis study aims to assess the knowledge levels of adolescent girls regarding the problems associated with puberty and to evaluate the effectiveness of an information booklet as an educational intervention. By addressing gaps in knowledge, the study seeks to contribute to the holistic development of adolescents, enabling them to embrace the changes of puberty with greater awareness and resilience.(4)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eAdolescence is a crucial stage of human development, marked by significant physical, emotional, and psychological changes. Puberty, a key aspect of this phase, brings about several transformations, including hormonal shifts, menstruation, and secondary sexual characteristics. While these changes are natural, they often come with challenges such as menstrual irregularities, hormonal imbalances, emotional instability, and body image concerns. Lack of proper knowledge and awareness about these issues can lead to anxiety, misconceptions, and poor reproductive health practices among adolescent girls.(5)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eEducational interventions play a vital role in equipping young girls with accurate and essential information regarding puberty-related problems. Providing structured and well-designed informational resources, such as booklets, can help bridge the knowledge gap, enhance awareness, and empower adolescent girls to manage puberty-related challenges effectively.(6)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThis study aims to assess the effectiveness of knowledge dissemination through an information booklet among adolescent girls regarding the problems associated with puberty. By evaluating their understanding before and after exposure to the booklet, this study seeks to determine its impact on improving awareness and promoting better health practices. The findings of this research could contribute to the development of educational strategies that ensure adolescent girls receive the necessary guidance and support during this transitional phase.(7)\u0026nbsp;Adolescence is a critical developmental phase that marks the transition from childhood to adulthood. It is characterized by rapid physical, psychological, and emotional chang es, with puberty being a significant milestone. Puberty brings about various physiological transformations, including the development of secondary sexual characteristics, the onset of menstruation, hormonal fluctuations, and changes in body composition. While these changes are natural, they often pose several challenges for adolescent girls, including menstrual discomfort, acne, mood swings, and concerns about body image.(8)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eA lack of proper knowledge and awareness about these puberty-related changes can lead to fear, misconceptions, poor menstrual hygiene practices, and emotional distress among young girls. Many adolescents rely on peers, social media, or unverified sources for information, which may not always provide accurate or scientific guidance. Additionally, cultural taboos and inadequate sex education in many societies further contribute to misinformation and stigma surrounding puberty-related issues. Therefore, there is a pressing need for effective educational interventions to equip adolescent girls with the right knowledge to navigate puberty with confidence and informed decision-making.(9)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eOne of the most effective ways to disseminate health-related information is through structured educational materials, such as information booklets. A well-designed booklet can serve as a reliable and accessible source of knowledge, addressing key aspects of puberty-related problems, including menstrual hygiene management, hormonal changes, emotional well-being, and self-care strategies. By providing scientifically accurate and age-appropriate content, information booklets can play a crucial role in enhancing awareness and promoting healthy behaviors among adolescent girls.(10)\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThis study aims to assess the effectiveness of an information booklet in improving knowledge regarding the problems associated with puberty among adolescent girls. By evaluating their level of understanding before and after exposure to the booklet, the study seeks to determine whether such educational resources can contribute to better awareness, positive attitudes, and improved self-care practices during puberty. The findings of this research could provide valuable insights into the role of structured educational materials in adolescent health education and inform future interventions aimed at supporting young girls during this critical phase of development.(11)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOBJECTIVES OF STUDY\u003c/strong\u003e\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eTo evaluate the existing knowledge of adolescent girls regarding the problems associated with puberty, including physical, emotional, and social changes.\u003c/li\u003e\n \u003cli\u003eTo assess the effectiveness of the information booklet in improving the knowledge levels of adolescent girls regarding puberty-related problems.\u003c/li\u003e\n \u003cli\u003eTo associate the knowledge regarding problem associated with puberty among adolescents with selected demographic variables.\u0026nbsp;\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Material And Methodology","content":"\u003cp\u003eThe present study adopted a pre-experimental, pre-post research design to assess the knowledge regarding problems associated with puberty among adolescent girls using an information booklet. Conducted in a selected school in Wardha district, the study employed a descriptive research approach, focusing on adolescent girls aged 10\u0026ndash;19 years who met specific inclusion criteria. A sample of 80 participants was selected through non-probability convenient sampling. The independent variable was the information booklet, while the dependent variable was the participants\u0026rsquo; knowledge level. A self-structured questionnaire was used as the primary data collection tool, divided into demographic details and a knowledge-based section. The content validity of the tool was ensured through expert review, and its reliability was confirmed with a coefficient of 0.8214 using the parallel form method. Data collection was carried out from 01/03/2025 to 31/03/2025, starting with a pre-test, followed by distribution of the booklet, and a post-test after one week. Ethical procedures, including informed consent and confidentiality, were maintained. Data analysis was conducted using both descriptive (mean, standard deviation, percentage) and inferential statistics (paired t-test, unpaired t-test, ANOVA) to determine the effectiveness of the intervention and the association of demographic variables with knowledge levels.\u003c/p\u003e\n\u003cp\u003eSample size calculation: The sample size will be calculated using the formula:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cimg src=\"https://myfiles.space/user_files/58895_8739fc6c57c1c19a/58895_custom_files/img1758891745.png\" width=\"665\" height=\"183\"\u003e\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003cp\u003eAlpha (\u0026alpha;)= 0.05\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Beta (\u0026beta;)= 0.1\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Proportion in group = 0.497\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Proportion un group = 0.812\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; n = number of populations\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; p = the population proportion\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; Ratio of Group = 80\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eHYPOTHESIS:\u003c/strong\u003e\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003e\u003cstrong\u003eNull Hypothesis (H₀):\u0026nbsp;\u003c/strong\u003eThere is no significant difference in the knowledge levels of adolescent girls regarding problems associated with puberty before and after the intervention using an information booklet.(31)\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eResearch Hypothesis (H₁):\u0026nbsp;\u003c/strong\u003eThere is a significant improvement in the knowledge levels of adolescent girls regarding problems associated with puberty after the intervention using an information booklet.(32)\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSecondary Hypothesis:\u0026nbsp;\u003c/strong\u003eThe information booklet is an effective educational tool in addressing misconceptions and promoting awareness of puberty-related issues among adolescent girls.(33)\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eINCLUSION AND EXCLUSION CRITERIA\u003c/strong\u003e\u003c/p\u003e\n\u003cul type=\"disc\"\u003e\n \u003cli\u003e\u003cstrong\u003eInclusion Criteria:\u003c/strong\u003e\n \u003cul type=\"circle\"\u003e\n \u003cli\u003eAdolescent girls aged 10\u0026ndash;19 years.\u003c/li\u003e\n \u003cli\u003eGirls who are willing to participate in the study.\u003c/li\u003e\n \u003cli\u003eThose who can read and understand the language of the booklet. Where the language includes Hindi, English and Marathi.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eExclusion Criteria:\u003c/strong\u003e\n \u003cul type=\"circle\"\u003e\n \u003cli\u003eGirls with prior formal education on puberty or reproductive health.\u003c/li\u003e\n \u003cli\u003eThose with medical conditions affecting their understanding or participation.\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/li\u003e\n\u003c/ul\u003e\n\u003ch3\u003ePLAN FOR DATA ANALYSIS\u003c/h3\u003e\n\u003cp\u003eThe data was coded, tabulated and analyzed data by using descriptive statistics and inferential statistics methods i.e., standard deviation, mean percentage. Student\u0026apos;s paired \u0026apos;t\u0026apos; test is used to determine the significance of the difference at the 5% level of significance, and the tabulated \u0026apos;t\u0026apos; value is compared to the computed \u0026apos;t\u0026apos; value. The estimated p values are also compared against acceptable p values. With demographic variables associated with the attitude and anxiety regarding online learning among students was done by using one way ANOVA and independent t-test. Overall, the research study data was depicted in the form of tables and graphs.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3: Plan for data analysis\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 56px;\"\u003e\n \u003cp\u003eSr no.\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eData analysis\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eMethod\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 290px;\"\u003e\n \u003cp\u003eRemarks\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 56px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eDescriptive statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eMean, Standard deviation, Mean percentage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 290px;\"\u003e\n \u003cp\u003eDistribution of adolescent\u0026rsquo;s girls according to their demographic variables\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 290px;\"\u003e\n \u003cp\u003eAssess knowledge regarding problems associated with puberty amonge adolescents\u0026rsquo; girls with information booklet\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 56px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003eInferential statistics\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003ePaired \u0026ldquo;t\u0026rdquo; test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 290px;\"\u003e\n \u003cp\u003eCorrelation between the effectiveness of Information booklet and level of knowledge adolescents\u0026rsquo; girls from selected school.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 151px;\"\u003e\n \u003cp\u003eUnpaired \u0026ldquo;t\u0026rdquo; test and one way ANOVA\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 290px;\"\u003e\n \u003cp\u003eAssociation of demographic variables with the post-test level of knowledge score\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSTATISTICS GATHERING :\u003c/strong\u003ePeriod of record collection: The data collection process was carried out in approximately 1 months of duration i.e., from 01/03/2025 to 31/03/2025.\u003c/p\u003e"},{"header":"RESULT: Organization of Findings","content":"\u003cul type=\"disc\"\u003e\n \u003cli\u003e\u003cstrong\u003eSection A\u003c/strong\u003e: Distribution of participants with regard to selected socio-demographic variables.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSection B:\u003c/strong\u003e Assessment of existing knowledge regarding puberty-related problems (pre-test) and comparison with knowledge levels after the information booklet intervention (post-test).\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSection C\u003c/strong\u003e: Evaluation of the effectiveness of the information booklet in improving knowledge regarding puberty-related problems.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eSection D\u003c/strong\u003e: Association of post-test knowledge scores with selected demographic variables\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e\u003cstrong\u003eSection A: Socio-Demographic Variables (N = 80)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis section presents the socio-demographic details of the 80 adolescent girls who participated in the study. The socio-demographic variables include age, education, type of family, monthly family income, residence area, and primary source of information. These factors are important in understanding the background of the participants and their access to information regarding puberty.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e: Distribution of Participants by Age Group\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"495\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (F)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u0026ndash;12 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18.75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e13\u0026ndash;15 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e37.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16\u0026ndash;18 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e31.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAbove 18 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 1 presents the distribution of participants according to age group. The largest proportion belonged to the 13\u0026ndash;15 years age group, comprising 30 (37.50%) participants, followed by 25 (31.25%) in the 16\u0026ndash;18 years category. Participants aged 10\u0026ndash;12 years made up 15 (18.75%), while the smallest group, 10 (12.50%), were above 18 years of age. This indicates that the majority of participants were adolescents between 13 and 18 years.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u003c/strong\u003e: Distribution of Participants by Education Level\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"495\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducation Level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (F)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePrimary (1\u0026ndash;5th grade)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMiddle school (6\u0026ndash;8th grade)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18.75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHigh school (9\u0026ndash;12th grade)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e50.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCollege and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18.75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 2 shows the distribution of participants according to their education level. The majority, 40 (50.00%), were studying at the high school level (9\u0026ndash;12th grade). This was followed by 15 (18.75%) participants each in the middle school (6\u0026ndash;8th grade) and college and above categories. A smaller proportion, 10 (12.50%), were at the primary level (1\u0026ndash;5th grade). This distribution suggests that half of the participants were adolescents in high school, reflecting a relatively educated study population.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 3\u003c/strong\u003e: Distribution of Participants by Type of Family\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"493\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eType of Family\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (F)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNuclear family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e50.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eJoint family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e31.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExtended family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSingle-parent family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3 presents the distribution of participants based on their type of family. Half of the participants, 40 (50.00%), belonged to nuclear families, while 25 (31.25%) were from joint families. A smaller proportion lived in extended families, 10 (12.50%), and the least number, 5 (6.25%), were from single-parent families. This indicates that nuclear families were the most common family structure among the participants in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 4\u003c/strong\u003e: Distribution of Participants by Monthly Family Income\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"487\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMonthly Income\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (F)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eLess than ₹10,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e₹10,000\u0026ndash;₹25,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e37.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e₹25,000\u0026ndash;₹50,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMore than ₹50,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 4 displays the distribution of participants according to their monthly family income. The highest proportion of participants, 30 (37.50%), reported a monthly income between ₹10,000 and ₹25,000. This was followed by 20 (25.00%) participants each in the income brackets of less than ₹10,000 and ₹25,000\u0026ndash;₹50,000. A smaller group, 10 (12.50%), reported earning more than ₹50,000 per month. These findings suggest that the majority of participants belonged to low- to middle-income households.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 5\u003c/strong\u003e: Distribution of Participants by Residence Area\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"485\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eResidence Area\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (F)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUrban area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e37.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRural area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e31.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSemi-urban area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRemote area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 5 presents the distribution of participants based on their area of residence. The largest group, 30 (37.50%), resided in urban areas, followed by 25 (31.25%) from rural areas and 20 (25.00%) from semi-urban areas. A smaller portion, 5 (6.25%), lived in remote areas. This distribution indicates that the study population was predominantly urban and rural, with fewer participants from semi-urban and remote settings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 6\u003c/strong\u003e: Distribution of Participants by Primary Source of Information\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"488\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSource of Information\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eFrequency (F)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePercentage (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMother or female guardian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e43.75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTeacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFriends or peers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBooks or the internet\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18.75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 6 shows the distribution of participants based on their primary source of information. The most common source was the mother or female guardian, reported by 35 (43.75%) participants. This was followed by teachers at 20 (25.00%), books or the internet at 15 (18.75%), and friends or peers at 10 (12.50%). These findings indicate that family, particularly maternal figures, played a dominant role in shaping the participants\u0026apos; knowledge, while formal and informal educational sources also contributed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSection B\u003c/strong\u003e: \u003cstrong\u003eKnowledge Regarding Problems Associated with Puberty (N = 80)\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThis section evaluates the pre-test and post-test knowledge of adolescent girls regarding the problems associated with puberty, including physical, emotional, and social changes. The knowledge levels are categorized as poor, satisfactory, good, and excellent, with pre-test and post-test data presented for comparison.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 7\u003c/strong\u003e: Distribution of Participants by Knowledge Levels (Pre-Test vs Post-Test)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eKnowledge Level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-Test (n)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePre-Test (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-Test (n)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-Test (%)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePoor\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e56.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAverage\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18.75%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eGood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e12.50%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e45\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e56.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExcellent\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6.25%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25.00%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMinimum Score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMaximum Score\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e6.50 \u0026plusmn; 3.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e19.50 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean % Knowledge \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e27.08% \u0026plusmn; 13.40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e81.25% \u0026plusmn; 9.58\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 7 compares participants\u0026rsquo; knowledge levels before and after the intervention. In the pre-test, the majority of participants\u0026mdash;45 (56.25%)\u0026mdash;had poor knowledge, with only 10 (12.50%) falling into the good category and 5 (6.25%) achieving excellent knowledge. Post-test results showed a significant shift, with 45 (56.25%) attaining good knowledge and 20 (25.00%) reaching the excellent level, while no participants remained in the poor category. The minimum and maximum scores increased from 4 and 16 in the pre-test to 12 and 24 in the post-test. The mean knowledge score rose notably from 6.50 \u0026plusmn; 3.24 to 19.50 \u0026plusmn; 2.30, and the mean percentage knowledge improved from 27.08% \u0026plusmn; 13.40 to 81.25% \u0026plusmn; 9.58. These findings indicate that the intervention had a substantial positive effect on improving participants\u0026rsquo; knowledge levels.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSection C :Effectiveness of the Information Booklet (N = 80)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis section evaluates the effectiveness of the information booklet in improving the knowledge of adolescent girls regarding the problems associated with puberty. The effectiveness is assessed by comparing the pre-test and post-test knowledge scores. The mean difference, t-value, and p-value are used to assess the statistical significance of the changes in knowledge after the intervention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 8\u003c/strong\u003e: Effectiveness of the Information Booklet on Knowledge Scores (Pre-Test vs Post-Test)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"507\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAssessment\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Difference\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003et-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePre-Test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6.50 \u0026plusmn; 3.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e13.00 \u0026plusmn; 0.94\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e35.50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e\u0026lt;0.0001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePost-Test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.50 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 8 assesses the effectiveness of the information booklet by comparing pre-test and post-test knowledge scores. The mean knowledge score increased significantly from 6.50 \u0026plusmn; 3.24 in the pre-test to 19.50 \u0026plusmn; 2.30 in the post-test, resulting in a mean difference of 13.00 \u0026plusmn; 0.94. This improvement was statistically highly significant, with a \u003cem\u003et\u003c/em\u003e-value of 35.50 and a \u003cem\u003ep\u003c/em\u003e-value of \u0026lt;0.0001. These results clearly demonstrate that the information booklet was highly effective in enhancing participants\u0026rsquo; knowledge.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSection D:\u003c/strong\u003e \u003cstrong\u003eAssociation of Post-Test Knowledge Scores with Selected Demographic Variables (N = 80)\u003c/strong\u003e This section examines the association between the post-test knowledge scores and selected demographic variables, including age, education, type of family, monthly family income, residence area, and primary source of information. The statistical technique used to assess these associations is one-way ANOVA. This will help identify if any of the demographic variables significantly influence the improvement in knowledge after the intervention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 9\u003c/strong\u003e: Association Between Post-Test Knowledge Scores and Age\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eAge Group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Participants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Knowledge Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u0026ndash;12 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.20 \u0026plusmn; 2.05\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e1.324\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.273\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e13\u0026ndash;15 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.70 \u0026plusmn; 2.20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16\u0026ndash;18 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.60 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAbove 18 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.90 \u0026plusmn; 2.15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 9 presents the association between post-test knowledge scores and participants\u0026apos; age groups. While the mean knowledge scores were relatively similar across age categories\u0026mdash;ranging from 19.20 \u0026plusmn; 2.05 among 10\u0026ndash;12 years to 19.90 \u0026plusmn; 2.15 in those above 18 years\u0026mdash;the association was not statistically significant (\u003cem\u003eF\u003c/em\u003e-value = 1.324, \u003cem\u003ep\u003c/em\u003e-value = 0.273). This indicates that age did not have a meaningful influence on the knowledge outcomes following the intervention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 10\u003c/strong\u003e: Association Between Post-Test Knowledge Scores and Education Level\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducation Level\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Participants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Knowledge Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePrimary (1\u0026ndash;5th grade)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.00 \u0026plusmn; 2.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e4.235\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.010\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMiddle school (6\u0026ndash;8th grade)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.60 \u0026plusmn; 2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHigh school (9\u0026ndash;12th grade)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.80 \u0026plusmn; 2.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCollege and above\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20.10 \u0026plusmn; 2.35\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 10 examines the association between post-test knowledge scores and participants\u0026rsquo; education level. A statistically significant association was found, with an \u003cem\u003eF\u003c/em\u003e-value of 4.235 and a \u003cem\u003ep\u003c/em\u003e-value of 0.010. Participants with college-level education and above had the highest mean knowledge score of 20.10 \u0026plusmn; 2.35, followed by those in high school at 19.80 \u0026plusmn; 2.25 and middle school at 19.60 \u0026plusmn; 2.00. Participants with primary education had the lowest mean score at 19.00 \u0026plusmn; 2.10. These results suggest that higher educational attainment was associated with slightly better knowledge acquisition following the intervention.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 11\u003c/strong\u003e: Association Between Post-Test Knowledge Scores and Type of Family\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eType of Family\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Participants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Knowledge Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNuclear family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.70 \u0026plusmn; 2.15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e1.231\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.317\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eJoint family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.80 \u0026plusmn; 2.20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExtended family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.20 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSingle-parent family\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.50 \u0026plusmn; 2.10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 11 presents the association between post-test knowledge scores and the type of family. Although minor variations were observed in the mean scores\u0026mdash;ranging from 19.20 \u0026plusmn; 2.30 in extended families to 19.80 \u0026plusmn; 2.20 in joint families\u0026mdash;the association was not statistically significant (\u003cem\u003eF\u003c/em\u003e-value = 1.231, \u003cem\u003ep\u003c/em\u003e-value = 0.317). This indicates that the type of family structure did not significantly influence knowledge outcomes following the use of the information booklet.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 12\u003c/strong\u003e: Association Between Post-Test Knowledge Scores and Monthly Family Income\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMonthly Income\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Participants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Knowledge Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eLess than ₹10,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.40 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e2.121\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.035\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e₹10,000\u0026ndash;₹25,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.80 \u0026plusmn; 2.15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e₹25,000\u0026ndash;₹50,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.90 \u0026plusmn; 2.00\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMore than ₹50,000\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20.10 \u0026plusmn; 2.10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 12 explores the association between post-test knowledge scores and monthly family income. A statistically significant association was observed, with an \u003cem\u003eF\u003c/em\u003e-value of 2.121 and a \u003cem\u003ep\u003c/em\u003e-value of 0.035. Participants from higher income groups demonstrated slightly better knowledge scores, with those earning more than ₹50,000 per month having the highest mean score of 20.10 \u0026plusmn; 2.10. This was followed by participants earning ₹25,000\u0026ndash;₹50,000 (19.90 \u0026plusmn; 2.00) and ₹10,000\u0026ndash;₹25,000 (19.80 \u0026plusmn; 2.15), while the lowest mean score of 19.40 \u0026plusmn; 2.30 was seen in the group earning less than ₹10,000. These findings suggest a positive association between higher income levels and improved knowledge acquisition.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 13\u003c/strong\u003e: Association Between Post-Test Knowledge Scores and Residence Area\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eResidence Area\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Participants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Knowledge Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUrban area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.90 \u0026plusmn; 2.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e2.030\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.042\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRural area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.60 \u0026plusmn; 2.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSemi-urban area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.70 \u0026plusmn; 2.15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRemote area\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.10 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 13 examines the association between post-test knowledge scores and participants\u0026rsquo; area of residence. A statistically significant association was found, with an \u003cem\u003eF\u003c/em\u003e-value of 2.030 and a \u003cem\u003ep\u003c/em\u003e-value of 0.042. Participants from urban areas had the highest mean knowledge score of 19.90 \u0026plusmn; 2.10, followed by those from semi-urban (19.70 \u0026plusmn; 2.15) and rural (19.60 \u0026plusmn; 2.25) areas. The lowest mean score, 19.10 \u0026plusmn; 2.30, was observed among participants from remote areas. These findings suggest that participants from urban and semi-urban regions benefited slightly more from the intervention compared to those from more remote settings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 14\u003c/strong\u003e: Association Between Post-Test Knowledge Scores and Primary Source of Information\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eSource of Information\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eNo. of Participants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eMean Knowledge Score \u0026plusmn; SD\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003eF-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u003cstrong\u003ep-value\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMother or female guardian\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e35\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.90 \u0026plusmn; 2.10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e1.492\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd rowspan=\"4\" valign=\"top\"\u003e\n \u003cp\u003e0.221\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eTeacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.80 \u0026plusmn; 2.25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFriends or peers\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.60 \u0026plusmn; 2.30\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBooks or the internet\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e19.70 \u0026plusmn; 2.15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 14 presents the association between post-test knowledge scores and the participants\u0026apos; primary source of information. Although slight differences in mean scores were noted\u0026mdash;ranging from 19.60 \u0026plusmn; 2.30 for those informed by friends or peers to 19.90 \u0026plusmn; 2.10 for those guided by mothers or female guardians\u0026mdash;the association was not statistically significant (\u003cem\u003eF\u003c/em\u003e-value = 1.492, \u003cem\u003ep\u003c/em\u003e-value = 0.221). This indicates that the primary source of information did not significantly influence the knowledge outcomes after the intervention.\u003c/p\u003e"},{"header":"DISSCUSSION ","content":"\u003cp\u003eAssessing the knowledge regarding problems associated with puberty among adolescent girls using an information booklet is an essential step in addressing the gaps in understanding that many young girls experience during this critical stage of development. Puberty involves significant physical, emotional, and psychological changes, and the lack of adequate knowledge can often lead to confusion, anxiety, or the development of misconceptions. The use of an information booklet can serve as a valuable tool for educating girls about the biological processes involved in puberty, including menstruation, hormonal changes, and physical development such as breast growth and body hair. In addition to these biological aspects, the booklet can also address the emotional and mental health challenges that often accompany puberty, such as mood swings, body image concerns, and the social pressures that arise during adolescence. By providing clear, accessible, and accurate information, the booklet empowers adolescent girls to better understand and manage the changes they are experiencing.(64) \u0026nbsp;The expected outcome of this intervention is an increase in knowledge, improved self-confidence, and reduced anxiety about puberty-related issues. However, challenges such as cultural taboos surrounding the discussion of puberty and varying literacy levels among participants can affect the effectiveness of this approach. To overcome these challenges, the booklet should be designed with culturally sensitive language and illustrations that are easy to understand, and follow-up support through discussions or counselling could be incorporated to ensure a more comprehensive understanding of the topic. Through this study, the impact of the information booklet in enhancing knowledge about puberty and its associated problems could provide valuable insights into how educational interventions can better support adolescent girls during this formative period.(65)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStrength and Limitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eStrengths:\u003c/strong\u003e The study effectively uses a pre-test post-test design to measure the impact of an educational intervention, providing quantifiable insights into knowledge improvement among adolescent girls. It also benefits from a large sample size (368 participants) and ethical clearance, enhancing the credibility of its findings.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations:\u003c/strong\u003e The study is limited by its one-group design, lacking a control group for comparison, which may affect the internal validity. Additionally, the use of convenience sampling restricts the generalizability of the results beyond the selected school setting.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe study demonstrated that the information booklet effectively improved knowledge regarding puberty-related problems among adolescent girls. While there were minor variations in post-test scores based on the primary source of prior information, these differences were not statistically significant. This suggests that educational interventions like booklets can be universally beneficial, regardless of initial knowledge sources.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003eAll participants were provided with detailed information about the purpose, procedures, potential risks, and benefits of the study titled \u0026ldquo;Assess the knowledge regarding problems associated with puberty among adolescent girls with information booklet: A one-group pre-test post-test research study.\u0026rdquo; Participation in the study was entirely voluntary, and participants were informed that they could withdraw at any time without any penalty or loss of benefits. Written informed consent was obtained from all participants (and from parents or legal guardians in the case of minors) prior to their inclusion in the study. Confidentiality and anonymity of all data collected were strictly maintained throughout the study.\u003c/span\u003e\u003c/p\u003e\u003ch2\u003eConflict of Interest:\u003c/h2\u003e\n\u003cp\u003eThe authors declare that there is no conflict of interests\u003c/p\u003e\n\u003ch2\u003eApproval of Institutional Ethical Review Board\u003c/h2\u003e\n\u003cp\u003eThe study was involved 80 participants, and The study proposal (Ref. No. DMIHER(DU)/IEC/2025/411) has been approved by the Datta Meghe Institute of Higher Education and Research (DMIHER) (Deemed to be University), Institutional Ethical Committee (IEC).\u003c/p\u003e\n\u003ch2\u003eFunding:\u003c/h2\u003e\n\u003cp\u003eThis study has not received any external funding.\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eMs. Sakshi Janardhan Patil1. :- Abstract Dr. Archana Teltumabade2.:- Tables Ms. Manjusha Mahakalkar 3. :- Graphs\u003c/p\u003e\n\u003ch2\u003eAcknowledgement:\u003c/h2\u003e\n\u003cp\u003eWe thank Mayur Wanjari for supporting this study design and statistics plan.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eDhakal B. Knowledge and Attitude Regarding Pubertal Health among Adolescent Girls. J Nepal Health Res Counc. 2020 Jan 21;17(4):437\u0026ndash;42.\u003c/li\u003e\n \u003cli\u003eBreehl L, Caban O. Physiology, Puberty. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2025 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK534827/\u003c/li\u003e\n \u003cli\u003eZiapour A, Sharma M, NeJhaddadgar N, Mardi A, Tavafian SS. Educational needs assessment among 10\u0026ndash;14-year-old girls about puberty adolescent health of Ardebil. Arch Public Health. 2020 Feb 3;78:5.\u003c/li\u003e\n \u003cli\u003e(PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/356351348_ASSESS_THE_KNOWLEDGE_ON_PUBERTAL_CHANGES_AMONG_ADOLESCENT_GIRLS\u003c/li\u003e\n \u003cli\u003eNational Academies of Sciences E, Division H and M, Education D of B and SS and, Board on Children Y, Applications C on the N and S behavioral S of AD and I, Backes EP, et al. Adolescent Development. In: The Promise of Adolescence: Realizing Opportunity for All Youth [Internet]. National Academies Press (US); 2019 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK545476/\u003c/li\u003e\n \u003cli\u003eViner RM, Allen NB, Patton GC. Puberty, Developmental Processes, and Health Interventions. In: Bundy DAP, Silva N de, Horton S, Jamison DT, Patton GC, editors. Child and Adolescent Health and Development [Internet]. 3rd ed. Washington (DC): The International Bank for Reconstruction and Development / The World Bank; 2017 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK525269/\u003c/li\u003e\n \u003cli\u003e(PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/356351348_ASSESS_THE_KNOWLEDGE_ON_PUBERTAL_CHANGES_AMONG_ADOLESCENT_GIRLS\u003c/li\u003e\n \u003cli\u003eViner RM, Allen NB, Patton GC. Puberty, Developmental Processes, and Health Interventions. In: Bundy DAP, Silva N de, Horton S, Jamison DT, Patton GC, editors. Child and Adolescent Health and Development [Internet]. 3rd ed. Washington (DC): The International Bank for Reconstruction and Development / The World Bank; 2017 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK525269/\u003c/li\u003e\n \u003cli\u003eCoast E, Lattof SR, Strong J. Puberty and menstruation knowledge among young adolescents in low- and middle-income countries: a scoping review. Int J Public Health. 2019;64(2):293\u0026ndash;304.\u003c/li\u003e\n \u003cli\u003eChandra-Mouli V, Patel SV. Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries. In: Bobel C, Winkler IT, Fahs B, Hasson KA, Kissling EA, Roberts TA, editors. The Palgrave Handbook of Critical Menstruation Studies [Internet]. Singapore: Palgrave Macmillan; 2020 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK565619/\u003c/li\u003e\n \u003cli\u003eFarid M, Barandouzi ZA, Valipour NS. Knowledge, attitudes, and coping strategies regarding pubertal changes among adolescent girls: Risks and compliances for health promotion in puberty. J Educ Health Promot. 2019 Sep 30;8:176.\u003c/li\u003e\n \u003cli\u003eNational Academies of Sciences E, Division H and M, Education D of B and SS and, Board on Children Y, Applications C on the N and S behavioral S of AD and I, Backes EP, et al. Adolescent Development. In: The Promise of Adolescence: Realizing Opportunity for All Youth [Internet]. National Academies Press (US); 2019 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK545476/\u003c/li\u003e\n \u003cli\u003eYogesh M, Trivedi N, Shah V, Lakhtaria M, Ladani H, Trivedi D. Comparing skills-based and lecture-based education on female adolescents\u0026rsquo; knowledge, attitudes, and practices regarding menstrual health in puberty: A quasi-experimental study. J Educ Health Promot. 2024 Oct 28;13:386.\u003c/li\u003e\n \u003cli\u003eMohd. Tohit NF, Haque M. Forbidden Conversations: A Comprehensive Exploration of Taboos in Sexual and Reproductive Health. Cureus. 16(8):e66723.\u003c/li\u003e\n \u003cli\u003e(PDF) Bridging education-employment gap through curriculum innovation in higher education [Internet]. [cited 2025 Jun 3]. Available from: https://www.researchgate.net/publication/384365378_Bridging_education-employment_gap_through_curriculum_innovation_in_higher_education\u003c/li\u003e\n \u003cli\u003eRani M, Sheoran P, Kumar Y, Singh N. Evaluating the Effectiveness of Pubertal Preparedness Program in Terms of Knowledge and Attitude Regarding Pubertal Changes Among Pre-Adolescent Girls. 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In: The Promise of Adolescence: Realizing Opportunity for All Youth [Internet]. National Academies Press (US); 2019 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK545475/\u003c/li\u003e\n \u003cli\u003eNational Academies of Sciences E, Education D of B and SS and, Board on Children Y, Children C on S the P of Y, Breiner H, Ford M, et al. Targeted Interventions Supporting Parents of Children with Special Needs, Parents Facing Special Adversities, and Parents Involved with Child Welfare Services. In: Parenting Matters: Supporting Parents of Children Ages 0-8 [Internet]. National Academies Press (US); 2016 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK402018/\u003c/li\u003e\n \u003cli\u003eBetsu BD, Medhanyie AA, Gebrehiwet TG, Wall LL. Menstrual hygiene management interventions and their effects on schoolgirls\u0026rsquo; menstrual hygiene experiences in low and middle countries: A systematic review. 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Available from: https://www.ncbi.nlm.nih.gov/books/NBK545476/\u003c/li\u003e\n \u003cli\u003eAdolescent Development - The Promise of Adolescence - NCBI Bookshelf [Internet]. [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK545476/\u003c/li\u003e\n \u003cli\u003ePuberty and sexuality education using a learning and teaching theoretical framework | Request PDF. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/309144689_Puberty_and_sexuality_education_using_a_learning_and_teaching_theoretical_framework\u003c/li\u003e\n \u003cli\u003eMeenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519\u0026ndash;24.\u003c/li\u003e\n \u003cli\u003eRani M, Sheoran P, Kumar Y, Singh N. Evaluating the Effectiveness of Pubertal Preparedness Program in Terms of Knowledge and Attitude Regarding Pubertal Changes Among Pre-Adolescent Girls. J Fam Reprod Health. 2016 Sep;10(3):122\u0026ndash;8.\u003c/li\u003e\n \u003cli\u003eCoast E, Lattof SR, Strong J. Puberty and menstruation knowledge among young adolescents in low- and middle-income countries: a scoping review. Int J Public Health. 2019;64(2):293\u0026ndash;304.\u003c/li\u003e\n \u003cli\u003eRani M, Sheoran P, Kumar Y, Singh N. Evaluating the Effectiveness of Pubertal Preparedness Program in Terms of Knowledge and Attitude Regarding Pubertal Changes Among Pre-Adolescent Girls. J Fam Reprod Health. 2016 Sep;10(3):122\u0026ndash;8.\u003c/li\u003e\n \u003cli\u003eMohamadi S, Garkaz O, Mousavi SA, Keramat A, Goli S, Motaghi Z. The Effect of Motivational Interview on Puberty Knowledge and Practice among Adolescent Girls. Nurs Midwifery Stud. 2021 Mar;10(1):13.\u003c/li\u003e\n \u003cli\u003e(PDF) Effectiveness of information booklet regarding knowledge of menstrual hygiene among higher secondary school girls. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/348273240_Effectiveness_of_information_booklet_regarding_knowledge_of_menstrual_hygiene_among_higher_secondary_school_girls\u003c/li\u003e\n \u003cli\u003e(PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/356351348_ASSESS_THE_KNOWLEDGE_ON_PUBERTAL_CHANGES_AMONG_ADOLESCENT_GIRLS\u003c/li\u003e\n \u003cli\u003eNational Academies of Sciences E, Division H and M, Education D of B and SS and, Board on Children Y, Applications C on the N and S behavioral S of AD and I, Backes EP, et al. Adolescent Development. In: The Promise of Adolescence: Realizing Opportunity for All Youth [Internet]. National Academies Press (US); 2019 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK545476/\u003c/li\u003e\n \u003cli\u003eManimaran S, Ramanathan R, Subramanian S. Investigating Menstrual Hygiene Behaviors: Analysis of Demographic and Social Factors Among Adolescent School Girls. Cureus. 16(10):e70799.\u003c/li\u003e\n \u003cli\u003eImpact Assessment of an Educational Intervention Programme Using a Serious Game on Cyberviolence against Women and Girls | International Journal of Bullying Prevention [Internet]. [cited 2025 Jun 3]. Available from: https://link.springer.com/article/10.1007/s42380-024-00276-z\u003c/li\u003e\n \u003cli\u003eBetsu BD, Medhanyie AA, Gebrehiwet TG, Wall LL. Menstrual hygiene management interventions and their effects on schoolgirls\u0026rsquo; menstrual hygiene experiences in low and middle countries: A systematic review. PLOS ONE. 2024 Aug 22;19(8):e0302523.\u003c/li\u003e\n \u003cli\u003ePuberty education \u0026amp; menstrual hygiene management - UNESCO Digital Library [Internet]. [cited 2025 Jun 3]. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000226792\u003c/li\u003e\n \u003cli\u003eMeenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519\u0026ndash;24.\u003c/li\u003e\n \u003cli\u003eViner RM, Allen NB, Patton GC. Puberty, Developmental Processes, and Health Interventions. In: Bundy DAP, Silva N de, Horton S, Jamison DT, Patton GC, editors. Child and Adolescent Health and Development [Internet]. 3rd ed. Washington (DC): The International Bank for Reconstruction and Development / The World Bank; 2017 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK525269/\u003c/li\u003e\n \u003cli\u003eMohammed S, Larsen-Reindorf RE. Menstrual knowledge, sociocultural restrictions, and barriers to menstrual hygiene management in Ghana: Evidence from a multi-method survey among adolescent schoolgirls and schoolboys. PLoS ONE. 2020 Oct 22;15(10):e0241106.\u003c/li\u003e\n \u003cli\u003eSoni N, Soni J. A Study to assess the Effectiveness of Information Booklet on Knowledge regarding First aid and Safety Measure among Early Adolescent age (10 \u0026ndash; 14 years) Children in selected schools at Udaipur. Int J Nurs Educ Res. 2021 Jul 1;9(3):328\u0026ndash;30.\u003c/li\u003e\n \u003cli\u003eR N V, Mahantshetti GJ, Baliga SS, Patil AJ. Effect of Health Education on Knowledge and Attitudes Toward Reproductive Health Among Pre-university Girls in an Urban Area. Cureus. 16(12):e76354.\u003c/li\u003e\n \u003cli\u003eTaheri AM, Zarei F, Hidarnia A, Tavousi M. Effectiveness of a school-based educational intervention on oral health knowledge, attitudes, practices, and self-efficacy among female secondary school students: a randomized controlled trial. BMC Oral Health. 2025 Apr 24;25:625.\u003c/li\u003e\n \u003cli\u003eMeenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519\u0026ndash;24.\u003c/li\u003e\n \u003cli\u003e(PDF) Assess the Knowledge on Pubertal Changes Among Adolescent Girls [Internet]. [cited 2025 Jun 3]. Available from: https://www.academia.edu/102000346/Assess_the_Knowledge_on_Pubertal_Changes_Among_Adolescent_Girls\u003c/li\u003e\n \u003cli\u003eD IJP, W JA. A Descriptive Study to assess the knowledge regarding early Menarche among school going girls (9-11years) at Carmel Convent Hr. Sec. School, Kunjwani, Jammu. Int J Nurs Educ Res. 2022 May 5;10(2):109\u0026ndash;12.\u003c/li\u003e\n \u003cli\u003eDasgupta A, Sarkar M. Menstrual Hygiene: How Hygienic is the Adolescent Girl? Indian J Community Med Off Publ Indian Assoc Prev Soc Med. 2008 Apr;33(2):77\u0026ndash;80.\u003c/li\u003e\n \u003cli\u003eChandra-Mouli V, Patel SV. Mapping the Knowledge and Understanding of Menarche, Menstrual Hygiene and Menstrual Health Among Adolescent Girls in Low- and Middle-Income Countries. In: Bobel C, Winkler IT, Fahs B, Hasson KA, Kissling EA, Roberts TA, editors. The Palgrave Handbook of Critical Menstruation Studies [Internet]. Singapore: Palgrave Macmillan; 2020 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK565619/\u003c/li\u003e\n \u003cli\u003eKnowledge and practice of adolescent females about menstruation and menstruation hygiene visiting a public healthcare institute of Quetta, Pakistan | BMC Women\u0026rsquo;s Health | Full Text [Internet]. [cited 2025 Jun 3]. Available from: https://bmcwomenshealth.biomedcentral.com/articles/10.1186/s12905-019-0874-3\u003c/li\u003e\n \u003cli\u003eKaur M. A Descriptive Study to Assess the Knowledge on Puberty Changes during Adolescence among the Adolescent Girls Studying in Selected Schools of District Ludhiana, Punjab. Int J Women Health Nurs. 2018 Mar 7;1(1):7\u0026ndash;13.\u003c/li\u003e\n \u003cli\u003eDelayed Onset of Puberty among Nepali Adolescents | Request PDF. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/273708574_Delayed_Onset_of_Puberty_among_Nepali_Adolescents\u003c/li\u003e\n \u003cli\u003eMeenakshy S, B SN, Santhakumari D. Effect of Structured Teaching Programme on Knowledge regarding Puberty among Pre-Adolescent Girls. Asian J Nurs Educ Res. 2018 Nov 26;8(4):519\u0026ndash;24.\u003c/li\u003e\n \u003cli\u003eSingh A, Chakrabarty M, Singh S, Chandra R, Chowdhury S, Singh A. Menstrual hygiene practices among adolescent women in rural India: a cross-sectional study. BMC Public Health. 2022 Nov 19;22:2126.\u003c/li\u003e\n \u003cli\u003eFarid M, Barandouzi ZA, Valipour NS. Knowledge, attitudes, and coping strategies regarding pubertal changes among adolescent girls: Risks and compliances for health promotion in puberty. J Educ Health Promot. 2019 Sep 30;8:176.\u003c/li\u003e\n \u003cli\u003eUzoechi CA, Parsa AD, Mahmud I, Alasqah I, Kabir R. Menstruation among In-School Adolescent Girls and Its Literacy and Practices in Nigeria: A Systematic Review. Medicina (Mex). 2023 Nov 24;59(12):2073.\u003c/li\u003e\n \u003cli\u003ePDQ Cancer Genetics Editorial Board. Genetics of Colorectal Cancer (PDQ\u0026reg;): Health Professional Version. In: PDQ Cancer Information Summaries [Internet]. Bethesda (MD): National Cancer Institute (US); 2002 [cited 2025 Jun 3]. Available from: http://www.ncbi.nlm.nih.gov/books/NBK126744/\u003c/li\u003e\n \u003cli\u003eNguyen AMN, Camozzi M, Sommer M. Impacts of a puberty and period education intervention among 9- to 12-year-old girls in the New York metropolitan area: a randomized trial. BMC Public Health. 2025 Jan 7;25(1):55.\u003c/li\u003e\n \u003cli\u003eJadhav RV, Gaikwad V, Tomy S, Naik P. Effectiveness of Pamphlet on Menstrual Hygiene Management among Adolescent girl in selected school. Int J Nurs Educ Res. 2024 Mar 13;12(1):1\u0026ndash;3.\u003c/li\u003e\n \u003cli\u003eResearchGate [Internet]. [cited 2025 Jun 3]. (PDF) The Efficacy of Pubertal Education Programme among Adolescent\u0026rsquo;s Girls: A Randomized Control Trial. Available from: https://www.researchgate.net/publication/373293142_The_Efficacy_of_Pubertal_Education_Programme_among_Adolescent\u0026apos;s_Girls_A_Randomized_Control_Trial\u003c/li\u003e\n \u003cli\u003eAkande OW, Muzigaba M, Igumbor EU, Elimian K, Bolarinwa OA, Musa OI, et al. The effectiveness of an m-Health intervention on the sexual and reproductive health of in-school adolescents: a cluster randomized controlled trial in Nigeria. Reprod Health. 2024 Jan 13;21(1):6.\u003c/li\u003e\n \u003cli\u003ePeterson BS, Trampush J, Maglione M, Bolshakova M, Brown M, Rozelle M, et al. List of Excluded and Background Studies. In: ADHD Diagnosis and Treatment in Children and Adolescents [Internet] [Internet]. Agency for Healthcare Research and Quality (US); 2024 [cited 2025 Jun 3]. Available from: https://www.ncbi.nlm.nih.gov/books/NBK603009/\u003c/li\u003e\n \u003cli\u003e(PDF) ASSESS THE KNOWLEDGE ON PUBERTAL CHANGES AMONG ADOLESCENT GIRLS. ResearchGate [Internet]. [cited 2025 Jun 3]; Available from: https://www.researchgate.net/publication/356351348_ASSESS_THE_KNOWLEDGE_ON_PUBERTAL_CHANGES_AMONG_ADOLESCENT_GIRLS\u003c/li\u003e\n \u003cli\u003eShah V, Phillips-Howard P, Hennegan J, Cavill S, Sonko B, Sinjanka E, et al. Puberty health intervention to improve menstrual health and school attendance among adolescent girls in The Gambia: study methodology of a cluster-randomised controlled trial in rural Gambia (MEGAMBO TRIAL). Emerg Themes Epidemiol. 2022 Jul 16;19:6.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Adolescence, Puberty, Adolescent girls, Menstruation, Hormonal changes","lastPublishedDoi":"10.21203/rs.3.rs-7684974/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7684974/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction: Background:\u003c/strong\u003e Rapid changes in one's physical, emotional, and psychological makeup define adolescence, a crucial time in human development. During this time, girls begin to experience the physical and emotional changes that come with puberty. For teenagers to successfully and effectively navigate this time of life, it is essential that they comprehend these changes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eNeed of the study: \u003c/strong\u003eProviding clear explanations about the physiological and emotional changes during puberty, educating about menstrual hygiene and self-care, addressing common myths and promoting factual understanding. Fostering communication between girls, parents, and educators.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAims and objectives of the study: \u003c/strong\u003eTo assess the knowledge regarding problems associated with puberty among adolescent girls and to provide an information booklet to enhance their understanding and address their concerns.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMaterial and\u003c/strong\u003e \u003cstrong\u003emethodology: \u003c/strong\u003eA pre-experimental one-group pre-test post-test research design will be conducted the study will include a total of 368 participants selected using a convenience sampling technique in the New English High School Wardha, Maharashtra, India, from January 2025 to June 2025. The study proposal (Ref. No. DMIHER(DU)/IEC/2025/411) has been approved by the Datta Meghe Institute of Higher Education and Research (DMIHER) (Deemed to be University), Institutional Ethical Committee (IEC).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResult\u003c/strong\u003e/\u003cstrong\u003eConclusion: \u003c/strong\u003eThe association between post-test knowledge scores and the participants' primary source of information. Although slight differences in mean scores were noted—ranging from 19.60 ± 2.30 for those informed by friends or peers to 19.90 ± 2.10 for those guided by mothers or female guardians—the association was not statistically significant (\u003cem\u003eF\u003c/em\u003e-value = 1.492, \u003cem\u003ep\u003c/em\u003e-value = 0.221). This indicates that the primary source of information did not significantly influence the knowledge outcomes after the intervention.\u003c/p\u003e","manuscriptTitle":"Assess the knowledge regarding problems associated with puberty among adolescents’ girls with information booklet. A protocol for a one- group pre - test post-test research study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-26 13:09:14","doi":"10.21203/rs.3.rs-7684974/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"ac1e613c-167c-434f-b7b5-225390a19252","owner":[],"postedDate":"September 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-10-11T14:08:57+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-26 13:09:14","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7684974","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7684974","identity":"rs-7684974","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}