International Journal of Innovative Research in Health Science

Background: Anaemia continues to be a significant public health concern among adolescent girls, especially in developing regions. Factors such as increased physiological demands during growth, menstrual blood loss, and insufficient awareness about nutrition and prevention contribute to its high prevalence. Strengthening knowledge during adolescence is crucial to minimize both the immediate and future health complications associated with anaemia. Aim: This study aimed to evaluate the Impact of a Structured Teaching Programme on Knowledge of Anaemia Among Adolescent Girls. Methodology: The current research design used a pre-experimental and one-group pre-test/ post-test design. Eighty participants were selected at schools of choice through the convenience method of sampling. Data were gathered through a demographic profile and a structured questionnaire assessing knowledge on anaemia. Results: The pre-test findings demonstrated poor baseline knowledge among the participants. Following the implementation of the structured teaching programme, a marked increase in post-test knowledge scores was observed. Statistical analysis using a paired t-test revealed a significant difference between pre- and post-intervention scores (p < 0.05), indicating the effectiveness of the educational intervention. Conclusion: The study establishes that structured teaching programmes significantly enhance knowledge about anaemia among adolescent girls. Incorporating such educational interventions into regular school health curricula is recommended to foster early prevention and improve long-term health outcomes.