A study to assess the effectiveness of a gender equality health education program on the knowledge of adolescents studying in selected schools at Vadodara, Gujarat,India

A study to assess the effectiveness of a gender equality health education program on the knowledge of adolescents studying in selected schools at Vadodara, Gujarat,India | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A study to assess the effectiveness of a gender equality health education program on the knowledge of adolescents studying in selected schools at Vadodara, Gujarat,India S. Karthika, Maulik Chhatrola, Jevil Suthar, Ayush Vyas, Pooja Dhaka This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7777918/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: Adolescence is a critical developmental phase during which attitudes toward gender roles, health, and social behaviors are shaped. A lack of awareness of gender equality, reproductive rights, and interpersonal relationships can lead to gender stereotypes and health challenges. This study aimed to (1) assess adolescents’ knowledge of gender equality before and after a health education program, and (2) evaluate the effectiveness of the program in improving their understanding. Methods: A pre experimental research design with one-group pretest and posttest approaches was adopted. A total of 100 adolescents from a selected school in Vadodara, Gujarat, were included through a structured questionnaire. The data were analysed via descriptive and inferential statistics. Results: The findings revealed a significant improvement in knowledge following the intervention. Poor knowledge levels decreased from 62% to 24%, whereas average knowledge increased from 35% to 73%. Gender, age, and region were found to have statistically significant associations with posttest knowledge scores (p < 0.001), whereas the primary source of information also had a significant effect (p = 0.007). Discussion: The statistical analysis (t = 22.47, p < 0.05) revealed a significant increase in the mean knowledge scores from 1.41 to 2.79. This suggests that even short, focused educational sessions can lead to substantial learning gains among adolescents. Conclusion: The gender equality health education program effectively enhanced adolescents’ knowledge and awareness, thereby contributing to reducing gender stereotypes and promoting positive gender-related attitudes. Gender equality health education adolescents reproductive rights knowledge improvement Figures Figure 1 INTRODUCTION Gender equality is a fundamental human right and a cornerstone of sustainable development and public health. Promoting gender equity is only about ensuring equal opportunities for all genders but also about fostering respect, safety, and well-being, especially among young individuals navigating their formative years. Adolescents, in particular, are at a critical developmental stage where values, beliefs, and behaviors begin to solidify. Providing them with accurate knowledge and positive attitudes toward gender equality through structured health education programs can significantly influence their long-term health, relationships, and social participation. ( 1 , 3 ) In many parts of India, including urban and semiurban regions such as Vadodara, gender-based disparities in education, health access, and social roles continue to exist despite legal and policy reforms. Stereotypes and sociocultural norms often reinforce traditional gender roles and contribute to inequalities in power dynamics, education, career opportunities, and health outcomes. Adolescents are especially vulnerable to internalizing these norms because of a lack of awareness, peer influence, and gaps in school curricula that do not adequately address gender-sensitive topics. Therefore, schools serve as crucial platforms for implementing gender-focused interventions that can lead to transformative changes in knowledge, attitudes, and behaviors. ( 2 , 9 ) Health education plays a pivotal role in shaping young people’s minds and guiding them toward informed decision-making and equitable social interaction. A gender equality health education program, when effectively designed and implemented, can increase students' understanding of gender roles, dispel myths and misconceptions, promote mutual respect, and prevent gender-based violence and discrimination. Such programs not only improve awareness but also create a supportive environment where both girls and boys can thrive without bias or prejudice. Integrating gender equality into health education aligns with broader national and international frameworks, including the National Education Policy of India and Sustainable Development Goal 5, which focuses on achieving gender equality and empowering all women and girls. ( 5 , 6 ) Despite increased advocacy, empirical data evaluating the impact of structured gender equality health education programs on the knowledge levels of adolescents in Indian school settings are scarce. Especially in cities such as Vadodara, there is a need for evidence-based studies that assess how such educational interventions influence students' understanding of gender issues. This becomes critical for policymakers, educators, and health professionals striving to implement meaningful and age-appropriate content in school health programs. The present study aims to assess the effectiveness of a gender equality health education program on the knowledge of adolescents studying in selected schools at Vadodara. By measuring changes in knowledge before and after the intervention, this study seeks to evaluate the program's impact and highlight its potential as a scalable model for broader implementation. Empowering adolescents with gender-sensitive knowledge through health education is a key step toward building a just and equitable society. This study represents an important contribution to the growing body of literature on gender equality and adolescent health education in India. METHODOLOGY A pre experimental one-group pretest and posttest design was used to measure the change in knowledge among the students after the educational intervention. A quantitative method was adopted to allow for accurate and objective assessment of knowledge improvement. The research took place in a chosen school in Vadodara, where the educational session was delivered in a real-world school setting. The target population consisted of adolescents enrolled in the selected school. A total of 100 students in the age group 13–18 year age group were chosen through simple random sampling, on the basis of their availability and eligibility. Data were collected via a structured questionnaire (self-developed) that had been validated by experts. This tool included multiple-choice questions focused on topics related to gender equality and health education. To ensure that the tool was both understandable and reliable. In addition, the study considered several demographic characteristics, including age, gender, geographical region, sources of information, and influential individuals, to better understand the background factors affecting student knowledge. Inclusion criteria: School students aged between 13 and 18 years. Willing to participate and available for both assessments. Exclusion criteria: Under age of 13 years. Students who remain absent on the data collection days. A structured knowledge questionnaire (self-developed) on gender equality was used for data collection. ( 11 ) The tool was validated by subject experts and tested for reliability (Cronbach’s α = 0.82).It consists of 5 questions concerning demographic information and knowledge-based questions consisting of 20 multiple-choice questions assessing knowledge of gender equality related topics such as gender stereotypes, reproductive and sexual health, gender-specific roles and gender-based violence. The scoring criteria were categorized as poor (0–10), average (11–20), or good (21–30). The data collection process was carried out in three structured phases: • Phase 1 (Pre-test): A structured knowledge questionnaire (self-developed) was administered to a group of 100 adolescents from a selected school in Vadodara, Gujarat.( 11 ) This tool assesses participants’ initial understanding of key topics, including gender equality, gender roles, reproductive rights, and interpersonal relationships. In addition to knowledge, demographic data—such as age, gender, residential area (urban/rural), sources of information, and influential individuals—were also recorded. • Phase 2 (Intervention): All participants took part in a gender equality health education program designed to enhance their knowledge and awareness. The session included interactive components such as visual aids, group discussions, and participatory learning activities. The focus areas included gender equality, sexual and reproductive health, menstrual hygiene, and gender-based violence. The program was delivered in a single session lasting 60–90 minutes, with additional discussion time provided to encourage student engagement and reinforce key messages. • Phase 3 (Post-test): One week after the educational session, the same questionnaire was administered again to assess changes in knowledge. The comparison of pre and posttest scores was used to evaluate the effectiveness of the intervention. Ethical approval was obtained from the Institutional Ethics Committee (Approval No-PUIECHR/PIMSR/00/081734/8234). Written informed consent was obtained from all participants. Confidentiality and anonymity were maintained, and participants were informed about their right to withdraw from the study at any stage without academic penalty. The data were analysed via SPSS version 26. Descriptive statistics such as the mean, percentage, and standard deviation were used to summarize the data. Paired t-tests were employed to evaluate the effectiveness of the demonstration, and chi-square tests were used to identify associations between demographic variables and pretest knowledge scores. A p-value of less than 0.05 was considered statistically significant. RESULT This section outlines the key findings of the study derived from the data analysis. For clarity, the results are categorized into four subsections: Demographic characteristics of the participants Comparison of knowledge scores before and after the intervention Effectiveness of the educational session (mean, SD, and paired t-test) Associations between demographic factors and posttest knowledge levels These findings were used to evaluate whether the health education program had a significant effect on adolescents' understanding of gender equality. 1. Demographic characteristics of the Participants The study was conducted among 100 adolescents, aged between 13 and 18 years. The distribution of participants according to various demographic factors is detailed below: Table 1: Demographic profile of the participants (N = 100) Sr. No. Demographic Variables Items Frequency % 1 Age 13-14 50 50 15-18 50 50 2 Gender Male 56 56 Female 44 44 3 Which region do you live in? Urban 29 29 Rural 71 71 4 Who influences your views on gender roles the most? Parents 24 24 Teachers 12 12 Friends 29 29 Social media 35 35 5 What is your primary source of information regarding gender equality? Family 13 13 School 22 22 Social media 27 27 Books 9 9 Peer Groups 29 29 As denoted in Table 1, the sample had equal numbers of adolescents aged 13–14 and 15–18 years. A slightly greater proportion were male (56%), and the majority belonged to rural areas (71%). Social media (35%) and friends (29%) were the main influences on gender roles, whereas peer groups (29%) and social media (27%) were the primary sources of information on gender equality. 2. Knowledge score comparison (pretest vs. posttest) Participants' knowledge related to gender equality was assessed both before and after the health education program. The data show a notable improvement in scores after the intervention. Table 2: Knowledge score distribution before and after the intervention (N = 100) Knowledge Level Pre-Test Post- Test Frequency (%) Frequency (%) Poor 62 24 Average 35 73 Good 3 3 Excellent 0 0 Table 2 shows a significant improvement in knowledge following the educational intervention. The knowledge levels improved significantly postintervention. Poor knowledge decreased from 62% to 24%, whereas average knowledge increased from 35% to 73%. Good knowledge levels remained unchanged (3%). The distribution of pretest and posttest knowledge levels is illustrated in Figure 1. 3. Effectiveness of the Educational Session (Paired t-test Analysis) The paired t-test was used to evaluate the statistical significance of the change in knowledge scores before and after the educational session. The results of the paired t-test are presented in Table 3. Table 3: Mean, SD, and t-test results of knowledge scores (N = 100) Number of patients Mean SD Calculated “t” value “t” Value Tabulated df P= value Pre- Test 100 1.41 0.552 22.47 1.984 99 0.05 Post- Test 100 2.79 0.478 Table 3 shows that the mean pre-test score (1.41 ± 0.552) is much lower than the mean post-test score (2.79 ± 0.478). The calculated “t” value (22.47) is much greater than the tabulated “t” value (1.984) at df = 99 and p = 0.05 level of significance. Since the calculated t value > tabulated t value, the difference between pre-test and post-test scores is statistically significant. This indicates that the intervention or program implemented had a significant positive effect on participants’ scores. 4. Relationship between Demographic Factors and Posttest Knowledge To explore whether certain demographic variables influenced postintervention knowledge levels, chi-square analysis was conducted. The associations between demographic variables and posttest knowledge scores are summarized in Table 4. Table 4: Chi-square Test Results for the Association between Demographic Variables and Posttest Knowledge (N = 100) Sr. No. Demographic Variable Frequency (%) X 2 Value df Level of significance (p value) 1 13-14 50 -21.824 99 0.000 15-18 50 2 Male 56 -21.578 99 0.000 Female 44 3 Urban 29 -15.955 99 0.000 Rural 71 4 Parents 24 -0.317 99 0.752 Teachers 12 Friends 29 Social media 35 5 Family 13 2.760 99 0.007 School 22 Social media 27 Books 9 Peer Groups 29 Table 4 highlights significant associations between posttest knowledge scores and variables such as age, gender, and region (p < 0.001). However, the person influencing gender roles showed no significant association with knowledge gain. Interestingly, the source of information on gender equality was significantly related to posttest knowledge scores (p = 0.007), suggesting its impact on learning outcomes. DISCUSSION This study demonstrated that a structured health education session significantly improved adolescents' knowledge of gender equality. Before the intervention, most participants had poor or average understanding. The postintervention results clearly revealed a shift toward higher knowledge levels, confirming the effectiveness of the program. Statistical analysis (t = 22.47, p < 0.05) revealed a significant increase in mean knowledge scores from 1.41 to 2.79. This suggests that even short, focused educational sessions can lead to substantial learning gains among adolescents. (7,8) These findings align with previous research, which highlights that interactive and well-planned health education improves knowledge and shapes positive attitudes toward gender roles. The current study also revealed significant associations between knowledge improvement and factors such as age, gender, residence, and sources of information—especially peer groups and social media. Interestingly, influences such as parents and teachers did not significantly impact posttest knowledge, indicating to the need for more open discussions about gender within families and schools. (7) Overall, this study supports the integration of gender equality education into school curricula. Such initiatives are essential for shaping young minds, reducing gender bias, and promoting respectful social behavior early in life. (1,4) CONCLUSION This study demonstrated that a structured gender equality health education program significantly improved the knowledge of adolescents in selected schools at Vadodara. The marked shift from poor to average knowledge levels in the posttest highlights the effectiveness of a single, focused educational session. Statistical analysis confirmed a highly significant increase in knowledge scores, reinforcing the role of targeted interventions in promoting gender sensitivity among youth. Moreover, demographic factors such as age, gender, and residence were significantly associated with knowledge gains, underscoring the need for context-specific strategies. Social media and peer groups emerged as influential sources of information, suggesting the potential for leveraging these platforms in future programs. Integrating gender equality education within the school curriculum can cultivate respectful attitudes and reduce gender-based biases from an early age. (5,10) Overall, this study affirms the value of adolescent-focused educational initiatives in fostering equitable social norms and advancing public health goals related to gender equality. Abbreviations CSE Comprehensive Sexuality Education SDG Sustainable Development Goal SPSS Statistical Package for the Social Sciences WHO World Health Organization UNESCO United Nations Educational, Scientific and Cultural Organization Declarations Ethics approval and consent to participate Approval: All experimental protocols were approved by Parul University- Institutional Ethics Committee for Human Research (Approval No. PUIECHR/PIMSR/00/081734/8234) and also in accordance with the Declaration of Helsinki. Informed consent (for experiments involving humans or human tissue samples): An informed consent was obtained from all the participants and also for those whose age is less than 16 years from their parents or legal guardian before conducting the study. Consent for publication Not Applicable Availability of data and materials All data generated or analysed during this study are included in this published article [and its supplementary information files]. Competing Interests The authors declare that they have no competing interests related to the conduct or reporting of this research. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Authors' contributions K.S, devised the project, the main conceptual ideas, proof outline and wrote the manuscript M.C and J.S, worked on the technical details A.V and P.D, performed the numerical calculations for the suggested experiment. Acknowledgements The investigator sincerely thanks the school authorities, teachers, and students of the selected schools in Vadodara for their cooperation and participation. Heartfelt gratitude is extended to the research guide and faculty of Parul Institute of Nursing, Parul University, for their guidance and valuable suggestions. Special thanks are also due to the Ethical Review Committee for approving the study. Finally, the investigator appreciates the support and encouragement of family and friends throughout this research. References Shankar P, Sievers D, Sharma R. Evaluating the impact of a school-based youth-led health education program for adolescent females in Mumbai, India. Ann Glob Health. 2020;86(1):57. 10.5334/aogh.2791 . PMID: 32566485; PMCID: PMC7292104. Kågesten A, Chandra-Mouli V. Gender-transformative programmes: implications for research and action. Lancet Glob Health. 2020;8(2):e159-e160. 10.1016/S2214-109X(19)30528-5 . PMID. Greene M. Adolescence and gender equality in health. J Adolesc Health. 2020;66(1 Suppl):S1–2. 10.1016/j.jadohealth.2019.10.012 . Syed S. Introducing gender equity to adolescent school children: a mixed methods’ study. J Family Med Prim Care. 2017 Apr-Jun;6(2):254–8. 10.4103/2249-4863.220020 . PMID: 29302527; PMCID: PMC5749066. World Health Organization. Gender-transformative approaches in adolescent health programming. In: Global Accelerated Action for the Health of Adolescents (AA-HA!) Guidance – 2nd edition. Geneva: WHO. 2022 [cited 2025 Jul 21]. Section 5.2.8. Available from: https://www.who.int United Nations Educational, Scientific and Cultural Organization (UNESCO). Emerging evidence, lessons and practice in comprehensive sexuality education: A global review 2015 [Internet]. Paris: UNESCO. 2016 [cited 2025 Jul 21]. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000235406 Chandra-Mouli V, Lane C, Wong S. What does not work in adolescent sexual and reproductive health: a review of evidence on interventions commonly accepted as best practices. Glob Health Sci Pract. 2015;3(3):333–40. 10.9745/GHSP-D-15-00126 . PMID: 26374788; PMCID: PMC4570010. Haberland N, Rogow D. Sexuality education: emerging trends in evidence and practice. J Adolescent Health. 2015;56(1 Suppl):S15–21. 10.1016/j.jadohealth.2014.08.013 . PMID: 25528976. Mmari K, Sabherwal S. A global study of adolescents’ lived experiences around gender norms. J Adolesc Health. 2013;52(4 Suppl):S5–6. 10.1016/j.jadohealth.2012.10.276 . United Nations Educational, Scientific and Cultural Organization (UNESCO). International technical guidance on sexuality education: An evidence-informed approach [Internet]. Paris: UNESCO. 2018 [cited 2025 Jul 21]. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000260770 Karthika S, et.al. A structured knowledge questionnaire on gender equality [Unpublished questionnaire]. Vadodara, India: Parul University; 2025. Additional Declarations No competing interests reported. Supplementary Files Tool.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7777918","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":549713022,"identity":"5208a80e-bfe6-48d1-b761-a82f309588cc","order_by":0,"name":"S. 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Gujarat,India","fulltext":[{"header":"INTRODUCTION","content":"\u003cp\u003eGender equality is a fundamental human right and a cornerstone of sustainable development and public health. Promoting gender equity is only about ensuring equal opportunities for all genders but also about fostering respect, safety, and well-being, especially among young individuals navigating their formative years. Adolescents, in particular, are at a critical developmental stage where values, beliefs, and behaviors begin to solidify. Providing them with accurate knowledge and positive attitudes toward gender equality through structured health education programs can significantly influence their long-term health, relationships, and social participation. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eIn many parts of India, including urban and semiurban regions such as Vadodara, gender-based disparities in education, health access, and social roles continue to exist despite legal and policy reforms. Stereotypes and sociocultural norms often reinforce traditional gender roles and contribute to inequalities in power dynamics, education, career opportunities, and health outcomes. Adolescents are especially vulnerable to internalizing these norms because of a lack of awareness, peer influence, and gaps in school curricula that do not adequately address gender-sensitive topics. Therefore, schools serve as crucial platforms for implementing gender-focused interventions that can lead to transformative changes in knowledge, attitudes, and behaviors. (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eHealth education plays a pivotal role in shaping young people\u0026rsquo;s minds and guiding them toward informed decision-making and equitable social interaction. A gender equality health education program, when effectively designed and implemented, can increase students' understanding of gender roles, dispel myths and misconceptions, promote mutual respect, and prevent gender-based violence and discrimination. Such programs not only improve awareness but also create a supportive environment where both girls and boys can thrive without bias or prejudice. Integrating gender equality into health education aligns with broader national and international frameworks, including the National Education Policy of India and Sustainable Development Goal 5, which focuses on achieving gender equality and empowering all women and girls. (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eDespite increased advocacy, empirical data evaluating the impact of structured gender equality health education programs on the knowledge levels of adolescents in Indian school settings are scarce. Especially in cities such as Vadodara, there is a need for evidence-based studies that assess how such educational interventions influence students' understanding of gender issues. This becomes critical for policymakers, educators, and health professionals striving to implement meaningful and age-appropriate content in school health programs.\u003c/p\u003e\u003cp\u003eThe present study aims to assess the effectiveness of a gender equality health education program on the knowledge of adolescents studying in selected schools at Vadodara. By measuring changes in knowledge before and after the intervention, this study seeks to evaluate the program's impact and highlight its potential as a scalable model for broader implementation. Empowering adolescents with gender-sensitive knowledge through health education is a key step toward building a just and equitable society. This study represents an important contribution to the growing body of literature on gender equality and adolescent health education in India.\u003c/p\u003e"},{"header":"METHODOLOGY","content":"\u003cp\u003eA pre experimental one-group pretest and posttest design was used to measure the change in knowledge among the students after the educational intervention. A quantitative method was adopted to allow for accurate and objective assessment of knowledge improvement. The research took place in a chosen school in Vadodara, where the educational session was delivered in a real-world school setting. The target population consisted of adolescents enrolled in the selected school. A total of 100 students in the age group 13\u0026ndash;18 year age group were chosen through simple random sampling, on the basis of their availability and eligibility.\u003c/p\u003e\u003cp\u003eData were collected via a structured questionnaire (self-developed) that had been validated by experts. This tool included multiple-choice questions focused on topics related to gender equality and health education. To ensure that the tool was both understandable and reliable. In addition, the study considered several demographic characteristics, including age, gender, geographical region, sources of information, and influential individuals, to better understand the background factors affecting student knowledge.\u003c/p\u003e\u003cp\u003eInclusion criteria:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eSchool students aged between 13 and 18 years.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eWilling to participate and available for both assessments.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eExclusion criteria:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eUnder age of 13 years.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eStudents who remain absent on the data collection days.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003cp\u003eA structured knowledge questionnaire (self-developed) on gender equality was used for data collection. (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e)\u003c/p\u003e\u003cp\u003eThe tool was validated by subject experts and tested for reliability (Cronbach\u0026rsquo;s α\u0026thinsp;=\u0026thinsp;0.82).It consists of 5 questions concerning demographic information and knowledge-based questions consisting of 20 multiple-choice questions assessing knowledge of gender equality related topics such as gender stereotypes, reproductive and sexual health, gender-specific roles and gender-based violence. The scoring criteria were categorized as poor (0\u0026ndash;10), average (11\u0026ndash;20), or good (21\u0026ndash;30).\u003c/p\u003e\u003cp\u003eThe data collection process was carried out in three structured phases:\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e\u0026bull; Phase 1 (Pre-test):\u003c/h2\u003e\u003cp\u003eA structured knowledge questionnaire (self-developed) was administered to a group of 100 adolescents from a selected school in Vadodara, Gujarat.(\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e) This tool assesses participants\u0026rsquo; initial understanding of key topics, including gender equality, gender roles, reproductive rights, and interpersonal relationships. In addition to knowledge, demographic data\u0026mdash;such as age, gender, residential area (urban/rural), sources of information, and influential individuals\u0026mdash;were also recorded.\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003e• Phase 2 (Intervention):\u003c/h3\u003e\n\u003cp\u003eAll participants took part in a gender equality health education program designed to enhance their knowledge and awareness. The session included interactive components such as visual aids, group discussions, and participatory learning activities. The focus areas included gender equality, sexual and reproductive health, menstrual hygiene, and gender-based violence. The program was delivered in a single session lasting 60\u0026ndash;90 minutes, with additional discussion time provided to encourage student engagement and reinforce key messages.\u003c/p\u003e\n\u003ch3\u003e• Phase 3 (Post-test):\u003c/h3\u003e\n\u003cp\u003eOne week after the educational session, the same questionnaire was administered again to assess changes in knowledge. The comparison of pre and posttest scores was used to evaluate the effectiveness of the intervention.\u003c/p\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e was obtained from the Institutional Ethics Committee (Approval No-PUIECHR/PIMSR/00/081734/8234). Written informed consent was obtained \u0026nbsp;from all participants. Confidentiality and anonymity were maintained, and participants were informed about their right to withdraw from the study at any stage without academic penalty.\u0026nbsp;\u003c/p\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe data were analysed via SPSS version 26. Descriptive statistics such as the \u0026nbsp;mean, percentage, and standard deviation were used to summarize the data. Paired t-tests were employed to evaluate the effectiveness of the demonstration, and chi-square tests were used to identify associations between demographic variables and pretest knowledge scores. A p-value of less than 0.05 was considered statistically significant.\u003c/p\u003e"},{"header":"RESULT","content":"\u003cp\u003eThis section outlines the key findings of the study derived from the data analysis. For clarity, the results are categorized into four subsections:\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eDemographic characteristics of the participants\u003c/li\u003e\n \u003cli\u003eComparison of knowledge scores before and after the intervention\u003c/li\u003e\n \u003cli\u003eEffectiveness of the educational session (mean, SD, and paired t-test)\u003c/li\u003e\n \u003cli\u003eAssociations between demographic factors and posttest knowledge levels\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003eThese findings were used to evaluate whether the health education program had a significant effect on adolescents' understanding of gender equality.\u003c/p\u003e\n\u003cp\u003e1. Demographic characteristics of the Participants\u003c/p\u003e\n\u003cp\u003eThe study was conducted among 100 adolescents, aged between 13 and 18 years. The distribution of participants according to various demographic factors is detailed below:\u003c/p\u003e\n\u003cp\u003eTable 1: Demographic profile of the participants (N = 100)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003eSr. No.\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eDemographic Variables\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eItems\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eFrequency\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e%\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003e1\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003eAge\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e13-14\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e50\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e50\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e15-18\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e50\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e50\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003e2\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003eGender\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eMale\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e56\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e56\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eFemale\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e44\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e44\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003e3\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003eWhich region do you live in?\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eUrban\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eRural\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e71\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e71\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\"\u003e4\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"4\"\u003eWho influences your views on gender roles the most?\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eParents\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e24\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e24\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eTeachers\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e12\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e12\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eFriends\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eSocial media\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e35\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e35\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\"\u003e5\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"5\"\u003eWhat is your primary source of information regarding gender equality?\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eFamily\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e13\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e13\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eSchool\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e22\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e22\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eSocial media\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e27\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e27\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eBooks\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e9\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e9\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003ePeer Groups\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAs denoted in Table 1, the sample had equal numbers of adolescents aged 13–14 and 15–18 years. A slightly greater proportion were male (56%), and the majority belonged to rural areas (71%). Social media (35%) and friends (29%) were the main influences on gender roles, whereas peer groups (29%) and social media (27%) were the primary sources of information on gender equality.\u003c/p\u003e\n\u003cp\u003e\u003cbr\u003e\u0026nbsp;2. Knowledge score comparison (pretest vs. posttest)\u003c/p\u003e\n\u003cp\u003eParticipants' knowledge related to gender equality was assessed both before and after the health education program. The data show a notable improvement in scores after the intervention.\u003c/p\u003e\n\u003cp\u003eTable 2: Knowledge score distribution before and after the intervention (N = 100)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003eKnowledge Level\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003ePre-Test\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003ePost- Test\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eFrequency (%)\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eFrequency (%)\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003ePoor\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e62\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e24\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eAverage\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e35\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e73\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eGood\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e3\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e3\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eExcellent\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e0\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e0\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 2 shows a significant improvement in knowledge following the educational intervention. The knowledge levels improved significantly postintervention. Poor knowledge decreased from 62% to 24%, whereas average knowledge increased from 35% to 73%. Good knowledge levels remained unchanged (3%).\u003c/p\u003e\n\u003cp\u003eThe distribution of pretest and posttest knowledge levels is illustrated in Figure 1.\u003c/p\u003e\n\u003cp\u003e3. Effectiveness of the Educational Session (Paired t-test Analysis)\u003c/p\u003e\n\u003cp\u003eThe paired t-test was used to evaluate the statistical significance of the change in knowledge scores before and after the educational session.\u003c/p\u003e\n\u003cp\u003eThe results of the paired t-test are presented in Table 3.\u003c/p\u003e\n\u003cp\u003eTable 3: Mean, SD, and t-test results of knowledge scores (N = 100)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003e\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eNumber of patients\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eMean\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eSD\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eCalculated “t” value\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e“t” Value\u003cbr\u003eTabulated\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003edf\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eP= value\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003ePre- Test\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e100\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e1.41\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e0.552\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e22.47\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e1.984\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e99\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e0.05\u0026nbsp;\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003ePost- Test\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e100\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e2.79\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e0.478\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 3 shows that the mean pre-test score (1.41 ± 0.552) is much lower than the mean post-test score (2.79 ± 0.478). The calculated “t” value (22.47) is much greater than the tabulated “t” value (1.984) at df = 99 and p = 0.05 level of significance. Since the calculated \u003cem\u003et\u003c/em\u003e value \u0026gt; tabulated \u003cem\u003et\u003c/em\u003e value, the difference between pre-test and post-test scores is statistically significant. This indicates that the intervention or program implemented had a significant positive effect on participants’ scores.\u003c/p\u003e\n\u003cp\u003e4. Relationship between Demographic Factors and Posttest Knowledge\u003c/p\u003e\n\u003cp\u003eTo explore whether certain demographic variables influenced postintervention knowledge levels, chi-square analysis was conducted.\u003c/p\u003e\n\u003cp\u003eThe associations between demographic variables and posttest knowledge scores are summarized in Table 4.\u003c/p\u003e\n\u003cp\u003eTable 4: Chi-square Test Results for the Association between Demographic Variables and Posttest Knowledge (N = 100)\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd\u003eSr. No.\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eDemographic Variable\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eFrequency (%)\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eX\u003csup\u003e2\u003c/sup\u003e\u003cbr\u003eValue\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003edf\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eLevel of significance (p value)\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003e1\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e13-14\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e50\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e-21.824\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e99\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e0.000\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003e15-18\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e50\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003e2\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eMale\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e56\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e-21.578\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e99\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e0.000\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eFemale\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e44\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\"\u003e3\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eUrban\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e-15.955\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e99\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"2\"\u003e0.000\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eRural\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e71\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\"\u003e4\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eParents\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e24\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"4\"\u003e-0.317\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"4\"\u003e99\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"4\"\u003e0.752\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eTeachers\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e12\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eFriends\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eSocial media\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e35\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\"\u003e5\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003eFamily\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e13\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"5\"\u003e2.760\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"5\"\u003e99\u003cbr\u003e\u003c/td\u003e\n \u003ctd rowspan=\"5\"\u003e0.007\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eSchool\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e22\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eSocial media\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e27\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003eBooks\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e9\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd\u003ePeer Groups\u003cbr\u003e\u003c/td\u003e\n \u003ctd\u003e29\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eTable 4 highlights significant associations between posttest knowledge scores and variables such as age, gender, and region (p \u0026lt; 0.001). However, the person influencing gender roles showed no significant association with knowledge gain. Interestingly, the source of information on gender equality was significantly related to posttest knowledge scores (p = 0.007), suggesting its impact on learning outcomes.\u003c/p\u003e"},{"header":"DISCUSSION","content":"\u003cp\u003eThis study demonstrated that a structured health education session significantly improved adolescents\u0026apos; knowledge of gender equality. Before the intervention, most participants had poor or average understanding. The postintervention results clearly revealed a shift toward higher knowledge levels, confirming the effectiveness of the program. Statistical analysis (t = 22.47, p \u0026lt; 0.05) revealed a significant increase in mean knowledge scores from 1.41 to 2.79. This suggests that even short, focused educational sessions can lead to substantial learning gains among adolescents. (7,8)\u003c/p\u003e\n\u003cp\u003eThese findings align with previous research, which highlights that interactive and well-planned health education improves knowledge and shapes positive attitudes toward gender roles. The current study also revealed significant associations between knowledge improvement and factors such as age, gender, residence, and sources of information\u0026mdash;especially peer groups and social media. Interestingly, influences such as parents and teachers did not significantly impact posttest knowledge, indicating to the need for more open discussions about gender within families and schools.\u0026nbsp;(7)\u003c/p\u003e\n\u003cp\u003eOverall, this study supports the integration of gender equality education into school curricula. Such initiatives are essential for shaping young minds, reducing gender bias, and promoting respectful social behavior early in life. (1,4)\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThis study demonstrated that a structured gender equality health education program significantly improved the knowledge of adolescents in selected schools at Vadodara. The marked shift from poor to average knowledge levels in the posttest highlights the effectiveness of a single, focused educational session. Statistical analysis confirmed a highly significant increase in knowledge scores, reinforcing the role of targeted interventions in promoting gender sensitivity among youth. Moreover, demographic factors such as age, gender, and residence were significantly associated with knowledge gains, underscoring the need for context-specific strategies. Social media and peer groups emerged as influential sources of information, suggesting the potential for leveraging these platforms in future programs. Integrating gender equality education within the school curriculum can cultivate respectful attitudes and reduce gender-based biases from an early age. (5,10)\u003c/p\u003e\n\u003cp\u003eOverall, this study affirms the value of adolescent-focused educational initiatives in fostering equitable social norms and advancing public health goals related to gender equality.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eCSE\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eComprehensive Sexuality Education\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eSDG\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eSustainable Development Goal\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eSPSS\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eStatistical Package for the Social Sciences\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eWHO\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eWorld Health Organization\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv class=\"DefinitionListEntry\"\u003e\u003cdiv class=\"Term\"\u003eUNESCO\u003c/div\u003e\u003cdiv class=\"Description\"\u003e\u003cp\u003eUnited Nations Educational, Scientific and Cultural Organization\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eApproval: All experimental protocols were approved by Parul University- Institutional Ethics Committee for Human Research (Approval No. PUIECHR/PIMSR/00/081734/8234) and also in accordance with the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003eInformed consent (for experiments involving humans or human tissue samples): An informed consent was obtained from all the participants and also for those whose age is less than 16 years \u0026nbsp;from their parents or legal guardian before conducting the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;Consent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot Applicable\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;Availability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll data generated or analysed during this study are included in this published article [and its supplementary information files].\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests related to the conduct or reporting of this research.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cbr\u003e\u0026nbsp;Funding \u0026nbsp; \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003cbr\u003e\u0026nbsp;Authors' contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eK.S, devised the project, the main conceptual ideas, proof outline and wrote the manuscript\u003c/p\u003e\n\u003cp\u003eM.C and J.S, worked on the technical details\u003c/p\u003e\n\u003cp\u003eA.V and P.D, performed the numerical calculations for the suggested experiment.\u003cbr\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003cbr\u003e\u003c/strong\u003eThe investigator sincerely thanks the school authorities, teachers, and students of the selected schools in Vadodara for their cooperation and participation. Heartfelt gratitude is extended to the research guide and faculty of Parul Institute of Nursing, Parul University, for their guidance and valuable suggestions. Special thanks are also due to the Ethical Review Committee for approving the study. Finally, the investigator appreciates the support and encouragement of family and friends throughout this research.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eShankar P, Sievers D, Sharma R. Evaluating the impact of a school-based youth-led health education program for adolescent females in Mumbai, India. Ann Glob Health. 2020;86(1):57. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.5334/aogh.2791\u003c/span\u003e\u003cspan address=\"10.5334/aogh.2791\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. PMID: 32566485; PMCID: PMC7292104.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eK\u0026aring;gesten A, Chandra-Mouli V. 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PMID: 25528976.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eMmari K, Sabherwal S. A global study of adolescents\u0026rsquo; lived experiences around gender norms. J Adolesc Health. 2013;52(4 Suppl):S5\u0026ndash;6. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1016/j.jadohealth.2012.10.276\u003c/span\u003e\u003cspan address=\"10.1016/j.jadohealth.2012.10.276\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eUnited Nations Educational, Scientific and Cultural Organization (UNESCO). International technical guidance on sexuality education: An evidence-informed approach [Internet]. Paris: UNESCO. 2018 [cited 2025 Jul 21]. Available from: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://unesdoc.unesco.org/ark:/48223/pf0000260770\u003c/span\u003e\u003cspan address=\"https://unesdoc.unesco.org/ark:/48223/pf0000260770\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eKarthika S, et.al. \u003cem\u003eA structured knowledge questionnaire on gender equality\u003c/em\u003e [Unpublished questionnaire]. Vadodara, India: Parul University; 2025.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"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":"Gender equality, health education, adolescents, reproductive rights, knowledge improvement","lastPublishedDoi":"10.21203/rs.3.rs-7777918/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7777918/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction:\u003c/strong\u003e\u003cbr\u003e\nAdolescence is a critical developmental phase during which attitudes toward gender roles, health, and social behaviors are shaped. A lack of awareness of gender equality, reproductive rights, and interpersonal relationships can lead to gender stereotypes and health challenges. This study aimed to (1) assess adolescents’ knowledge of gender equality before and after a health education program, and (2) evaluate the effectiveness of the program in improving their understanding.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods:\u003c/strong\u003e\u003cbr\u003e\nA pre experimental research design with one-group pretest and posttest approaches was adopted. A total of 100 adolescents from a selected school in Vadodara, Gujarat, were included through a structured questionnaire. The data were analysed via descriptive and inferential statistics.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e\u003cbr\u003e\nThe findings revealed a significant improvement in knowledge following the intervention. Poor knowledge levels decreased from 62% to 24%, whereas average knowledge increased from 35% to 73%. Gender, age, and region were found to have statistically significant associations with posttest knowledge scores (p \u0026lt; 0.001), whereas the primary source of information also had a significant effect (p = 0.007).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDiscussion:\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe statistical analysis (t = 22.47, p \u0026lt; 0.05) revealed a significant increase in the mean knowledge scores from 1.41 to 2.79. This suggests that even short, focused educational sessions can lead to substantial learning gains among adolescents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion:\u003c/strong\u003e\u003cbr\u003e\nThe gender equality health education program effectively enhanced adolescents’ knowledge and awareness, thereby contributing to reducing gender stereotypes and promoting positive gender-related attitudes.\u003c/p\u003e","manuscriptTitle":"A study to assess the effectiveness of a gender equality health education program on the knowledge of adolescents studying in selected schools at Vadodara, Gujarat,India","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-25 08:50:48","doi":"10.21203/rs.3.rs-7777918/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":"68e97a6f-3a13-4db7-9c40-1bfc98e0780f","owner":[],"postedDate":"November 25th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-03-25T08:42:12+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-25 08:50:48","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7777918","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7777918","identity":"rs-7777918","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}