Effects of Peer Education on Knowledge and Practice of Ninth –Grade Girl Students about Iron Deficiency and Use of Iron Supplements.

Abstract

Abstract: Background and Purpose: Informing adolescents about health issues have positive results on their peers. This study was conducted to assess the effects of educating female adolescent about iron deficiency and taking iron supplements on their peers. Materials and Methods: This experimental study was done in 885 female students (ninth grade) who were randomly selected from 10 schools in Tabriz, 2011-2012. The schools were randomly assigned into two groups. In one group the students were directly educated and in another the peers were educated regarding iron deficiency and taking iron supplements. The data was collected using a researcher made questionnaire containing demographic data and 18 questions to assess the knowledge, six questions to assess the students' performance and foo frequency question. Knowledge and performance of students' was measured at baseline and three months after the intervention and taking iron supplements. Individual scores ranged from 0-100. Data analysis was done using SPSS 18, independent and paired t tests. Results: The mean score of knowledge after training in peer education group increased from 50.1 to 69.7 and in the direct training group it increased from 54.5 to 70.5 (p<0.001 in both groups). The mean of performance in peer training group increased from 41.7 to 46.4 and in the direct teaching increased from 44.5 to 46.4 (p<0.05 in both groups). This study showed that peer training was more effective which revealed significant increase in the scores after the intervention (p<0.05). Conclusion: Peer education could be considered as an effective approach to increase students' knowledge and performance in iron deficiency and taking iron supplements. Unsatisfactory performance was seen after the intervention among both groups which indicates the need for further studies on the causes and enhancing the performance of female adolescent in reducing iron deficiency. Weekly frequency of consumption of food groups, cereals, vegetables, fruits and meat after the intervention, among direct instruction group was significantly higher than their counterparts, but this difference was not significant.