The Effects of a Digital Enhanced-learning Program on Teenage Pregnancy Prevention Practices Among Middle School Girls in a Community

Abstract

Female students are at risk of teenage pregnancy because they are at an age characterized by physical and emotional changes, which makes them curious and inclined to explore new experience, particularly related to sexuality. In addition, adolescents frequently use social media and have greater access to online content. Therefore, promoting learning through digital media is crucial for improving knowledge and preventive behaviors regarding teenage pregnancy. This quasi-experimental study aims to examine the effects of a digital enhanced-learning program on teenage pregnancy prevention practices among middle school girls in a community. The participants consisted of 34 lower secondary school students aged 13-15, randomly assigned into an experimental or a control group, with 17 students in each group. The research tools included a digital media-based learning enhancement program on adolescent pregnancy prevention, which was designed using Bloom's concept. Digital media used in the program included video clips, simulated scenarios, and questionnaires assessing skills for refusing sexual advances and suitable pregnancy prevention practices. Data analysis was performed using descriptive statistics, paired sample t-test, and independent t-test.

The study findings revealed that the experimental group had a statistically significant higher mean score for pregnancy prevention practices after participating in the program (M = 28.82, SD = 1.46) compared to before the program (M = 20.11, SD = 3.75) (t = 9.126, p < .001). Additionally, after the program, the experimental group had a significantly higher mean score (M = 28.82, SD = 1.46) than the control group which received standard care (M = 14.64, SD = 2.97) (t = 5.084, p < 0.001).

This study demonstrates that a digital enhanced-learning program can effectively promote pregnancy prevention behaviors among adolescents by significantly improving participants’ knowledge, awareness, and critical thinking regarding sexuality education. Furthermore, it can be adapted for use in organizing educational activities or developing sexuality education curricula in schools and communities, in ways that are appropriate to the current adolescent context.