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Volume 13, Issue 1 (2025)
Health Educ Health Promot 2025, 13(1): 139-145 |
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History
Received: 2025/01/16 | Accepted: 2025/02/18 | Published: 2025/03/1
Received: 2025/01/16 | Accepted: 2025/02/18 | Published: 2025/03/1
How to cite this article
Veriza E, Abbasiah A, Nopindra A, Widdefrita W. Impact of Educational Interventions on Students’ Cognitive, Affective, and Psychomotor Abilities in Detecting Breast Cancer Risk in Jambi. Health Educ Health Promot 2025; 13 (1) :139-145
URL: http://hehp.modares.ac.ir/article-4-79039-en.html
URL: http://hehp.modares.ac.ir/article-4-79039-en.html
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1- Department of Health Promotion, Health Polytechnic of Jambi, Jambi, Indonesia
Abstract (981 Views)
Aims: This study aimed to explore how personal factors, attitudes, competencies, and school involvement influence students’ capacity to recognize the risks associated with breast cancer symptoms and signs through participation in the SADARI breast self-examination education program.
Materials & Methods: This cross-sectional study was conducted with 70 students from two high schools in Jambi City. The participants were selected proportionally and assigned to two groups; an intervention group (n=35) and a control group (n=35). Data were collected directly using structured questionnaires and skill assessments. The data were analyzed statistically using paired t-tests and independent t-tests.
Findings: The intervention group exhibited significant enhancements in knowledge, attitudes, skills, and school role scores following the implementation of the program. Specifically, mean knowledge scores increased from 52.0±4.7 to 69.7±9.8, attitudes improved from 52.2±4.9 to 71.1±11.0, and skills rose from 56.0±9.1 to 73.1±11.1 (p<0.0001). A comparative analysis of post-intervention results between the intervention and control groups revealed significant differences (p<0.0001). This finding highlights the effectiveness of the educational program in enhancing students’ ability to recognize risk factors related to breast cancer.
Conclusion: The SADARI educational program successfully improves students’ knowledge, attitudes, skills, and the support they receive from their schools.
Materials & Methods: This cross-sectional study was conducted with 70 students from two high schools in Jambi City. The participants were selected proportionally and assigned to two groups; an intervention group (n=35) and a control group (n=35). Data were collected directly using structured questionnaires and skill assessments. The data were analyzed statistically using paired t-tests and independent t-tests.
Findings: The intervention group exhibited significant enhancements in knowledge, attitudes, skills, and school role scores following the implementation of the program. Specifically, mean knowledge scores increased from 52.0±4.7 to 69.7±9.8, attitudes improved from 52.2±4.9 to 71.1±11.0, and skills rose from 56.0±9.1 to 73.1±11.1 (p<0.0001). A comparative analysis of post-intervention results between the intervention and control groups revealed significant differences (p<0.0001). This finding highlights the effectiveness of the educational program in enhancing students’ ability to recognize risk factors related to breast cancer.
Conclusion: The SADARI educational program successfully improves students’ knowledge, attitudes, skills, and the support they receive from their schools.
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