Effects of interactive teaching on university students’ knowledge and attitude toward reproductive health: a pilot study in Jordan

Abstract

Background

Youths in Jordan lack knowledge related to reproductive health (RH). Interactive teaching methods showed positive results in enhancing health awareness and adopting healthy practices among students.

Objectives

The objective of this study was to examine the usefulness of interactive teaching in promoting health awareness of RH among nonmedical university students in Jordan.

Methods

We employed a quasi-experimental one group pretest and posttest design for a purposive sample of 210 students (18–24 years). Knowledge and attitudes regarding RH issues were assessed using a questionnaire developed by the researchers.

Results

A significant improvement in students’ knowledge and attitudes toward RH was evident. Female students had higher scores on knowledge than male students in the pretest; this difference was smaller in the posttest. Also, female students had significantly more positive attitudes toward RH in pretest than males, although this difference vanished in the posttest. Study results indicated that students benefit from study intervention regardless their gender.

Conclusion

Integrating RH into university’s curriculum coupled with interactive learning approach is a powerful way to promote RH awareness among youths.

Keywords:

• STIs
• young adult
• family planning
• premarital examination
• health promotion

Acknowledgments

The authors would like to thank the UNFPA and Royal Health Awareness Society (RHAS) in Jordan for the intensive training workshops provided to the researchers to effectively use the interactive learning methods in conducting health promotion course, without which the study could not have come to a successful conclusion. The study received funding from the RHAS in Jordan (Fund no. RHAS/16/OM/272) through the partnership with UNFPA. We would also like to acknowledge the academic support we received from Deanship of Academic Research at The Jordan University of Science and Technology.

Disclosure

The authors report no conflicts of interest in this work.