EFFECTIVENESS OF PLANNED TEACHING PROGRAMME ON �IMPORTANCE OF HEALTHY DIET AMONG ADOLESCENT GIRLS.

Mr.Akash preet singh saini; Mr. Akhilesh uniyal; Ms. Ekta negi; Ms. Ekta upadhayay; Ms. Divya bhandari; Ms. Geetanjali negi; Ms. Harsha chawla; Ms. Himani choudhary; Ms. Jaishree; Mr. Dipti sorte; Ms. Manoranjini

Volume : VI, Issue : IV, April - 2017

EFFECTIVENESS OF PLANNED TEACHING PROGRAMME ON �IMPORTANCE OF HEALTHY DIET AMONG ADOLESCENT GIRLS.

Mr. Akash Preet Singh Saini, Mr. Akhilesh Uniyal, Ms. Ekta Negi, Ms. Ekta Upadhayay, Ms. Divya Bhandari, Ms. Geetanjali Negi, Ms. Harsha Chawla, Ms. Himani Choudhary, Ms. Jaishree, Mr. Dipti Sorte, Ms. Manoranjini

Abstract :

A study to assess the effectiveness of planned teaching programme on �Importance of healthy diet among adolescent girls at selected college Dehradun. The objective of the study is to assess the level of knowledge of adolescent girls before planned teaching programme & after planned teaching programme & it measure the effectiveness of planned teaching programme & it also find the association between level of knowledge and selected demographic variables. Methodology includes quantitative research design, Pre experimental approach with one group pre-test post-test only design was used for study at Holy Angel Senior Secondary School, with non-randomized convenient sampling technique in 34 subjects. Results shows that all the adolescent girls (100%) were in the age group of [15-17 yrs.]. More than half of the girls 76.5% were belong to nuclear family, less than half of adolescent girl�s father 41.2% had passed graduation and adolescent girls mother 14.7% had passed graduation. Mean post-test knowledge score was apparently higher than present knowledge score and our obtained value was Pre-test knowledge 13.9% Post-test knowledge 18.20% Which was significantly significant at p<0.005 level mean of pretest knowledge was computed 13.91% and also post-test knowledge score was computed 18.20% which was higher than mean of pre-test. The study concluded that Mean post-test knowledge score was apparently higher than the pre-test knowledge scores. Mean of the pre-test knowledge was computed 13.91% and also post-test knowledge score was computed 18.20% which was higher than that of the mean of pre-test knowledge scores, Hence the score predicts the significant difference between the mean of pre-test and post-test at p<0.005. Therefore, there was no evidence to accept the null hypothesis. Hence the researchers reject the null hypothesis and alternative hypothesis was accepted indicating the gaining knowledge was not by chance but because of the intervention.