Effect of an Educational Intervention on Menstrual Hygiene Knowledge and associated determinants among Female University Students in Uganda
Abstract:
Menstrual hygiene management is an important public
health concern among young women, but there is a paucity of evidence on
theory-based interventions at the university level. This study aimed at determining the effect of an
educational Intervention on menstrual hygiene knowledge and associated
determinants among female university students in Uganda. A quasi-experimental design based on Social
Cognitive Theory and Health Promotion Model was used between October-December, 2025. We surveyed 436 participants from Campus A (Intervention group) and
Campus B (Control Group). Propensity Score Matching, Difference-in-Differences
approach and logistic regression analysis were done. The statistical significance level was p <
0.05. A theory-based educational intervention
significantly enhanced knowledge and reduced sociocultural barriers. Campus A students displayed a significant improvement in their
knowledge (baseline: 5.61 +- 0.99; endline: 6.00 +- 0.91; DiD = 0.807, p <
0.001) and less sociocultural barriers (DiD = 0.422, p = 0.001). While the hygiene
practices of menstruation were better in both groups, the extra impact of the
intervention on practices was not significant (DiD = 0.000, p = 1.000). The
translation of knowledge into practice was not significant implying that there might
be other interventions needed in addition to the educational intervention.
Findings imply that education is necessary but not sufficient for changing
menstrual hygiene practices among the study participants.
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