A Mixed-Method Study to Assess the Effectiveness of a Structured Teaching Program on Knowledge Regarding Pubertal Changes and to Explore the Coping Strategies Among Adolescent Girls in Selected School of District Mandi, Himachal Pradesh (2024–2025)

Abstract

Introduction: Puberty marks a crucial developmental stage characterized by profound physical, emotional, and psychological transitions. Inadequate knowledge and support during this period may lead to confusion, ineffective coping, and a negative self-image among adolescent girls. The aim of the study was to assess knowledge regarding pubertal changes, assess the effectiveness of structured-teaching program on knowledge regarding pubertal changes and to explore the coping strategies among adolescent girls. Methodology: A mixed-method approach with a convergent parallel design adopted. A pre-experimental design was used for the quantitative study to assess the effectiveness of a Structured Teaching Program (STP) regarding knowledge about pubertal changes with a pre-experimental design. A sample of 123 adolescent girls selected through stratified random sampling in a one-group pre-test post-test design. For the qualitative study, a phenomenological design was used to explore the coping strategies of 17 adolescent girls by purposive sampling. The study was carried out at Govt. Girls Sen. Sec. School Bhangrotu, Mandi, H.P. the tools used for data collection were socio-demographic profile, self-structured knowledge questionnaire to assess the knowledge regarding pubertal changes and semi structured interview questionnaire to explore the coping strategies. Results-Quantitative results demonstrated a statistically significant improvement in knowledge after the intervention (mean score increased from 10.74 to 19.61, p< 0.001), with 44.7% attaining adequate knowledge post-intervention compared to none in the pre-test. Certain socio-demographic variables like age (p=0.002), dietary habits (p=0.039), and age at first menstrual period (p=0.001) were significantly associated with the pre-test knowledge scores. Qualitative analysis was done by narrative, thematic and descriptive analysis which revealed nine key themes. The themes highlighted that adolescent girls experienced various visible physical changes like acne and breast growth along with strong emotional reactions such as fear and embarrassment. Emotional support was primarily sought from mother and friends. Peer pressure and body image insecurities led to embarrassment or crying in the participants, yet there was a gradual acceptance regarding these changes. Mothers play a pivotal role as primary educators and emotional anchors for adolescent girls, recognizing their guidance in menstrual hygiene and preparedness. The empowering role of education helped the adolescent girls understand and navigate pubertal changes. The majority felt prepared to face these transitions due to receiving important, accurate information, which also helped dispel misconceptions. Conclusion-The study concluded that the STP significantly enhanced knowledge and fostered positive coping strategies, underscoring the importance of structured education and supportive communication during puberty.