Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study
Plain Language Summary Peer education, such as sharing correct knowledge, skills, and behaviors, is encouraged for maintaining a healthy lifestyle in later life. The non-profit organization Class for Everyone conducted adolescent education in collaboration with a local NGO, the New Rural Children Fo...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2022-05-01
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| Series: | Reproductive Health |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12978-022-01418-6 |
| _version_ | 1811305072445882368 |
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| author | Keiko Ito Frida E. Madeni Yoko Shimpuku |
| author_facet | Keiko Ito Frida E. Madeni Yoko Shimpuku |
| author_sort | Keiko Ito |
| collection | DOAJ |
| description | Plain Language Summary Peer education, such as sharing correct knowledge, skills, and behaviors, is encouraged for maintaining a healthy lifestyle in later life. The non-profit organization Class for Everyone conducted adolescent education in collaboration with a local NGO, the New Rural Children Foundation, to prevent unwanted pregnancy and social isolation among adolescent girls. In secondary schools, the NGO members provided adolescent education led by peer educators. In this study, we conducted focus group discussions to understand how peer educators and other secondary school students perceived peer-based adolescent education. The study included 92 students (57 girls and 35 boys) from three urban and three rural secondary schools where peer education was being implemented. We used content analysis to merge the categories and subcategories. We found that students had both positive and negative perceptions about peer-based adolescent education. The participants felt that they gained more confidence through the peer education process. The peer educators were also successful in eliciting behavioral changes. Moreover, the students receiving peer education shared their sex-related knowledge with other peers as well. In conclusion, the peer education process helped students gain confidence in teaching their peers and elicit behavioral change. Adult supervision for peer educators is suggested. |
| first_indexed | 2024-04-13T08:19:55Z |
| format | Article |
| id | doaj.art-25ffe0f32521425c990e61893c0090e4 |
| institution | Directory Open Access Journal |
| issn | 1742-4755 |
| language | English |
| last_indexed | 2024-04-13T08:19:55Z |
| publishDate | 2022-05-01 |
| publisher | BMC |
| record_format | Article |
| series | Reproductive Health |
| spelling | doaj.art-25ffe0f32521425c990e61893c0090e42022-12-22T02:54:41ZengBMCReproductive Health1742-47552022-05-0119111410.1186/s12978-022-01418-6Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative studyKeiko Ito0Frida E. Madeni1Yoko Shimpuku2Kyoto University HospitalKorogwe Town CouncilGraduate School of Biomedical and Health Sciences, Hiroshima UniversityPlain Language Summary Peer education, such as sharing correct knowledge, skills, and behaviors, is encouraged for maintaining a healthy lifestyle in later life. The non-profit organization Class for Everyone conducted adolescent education in collaboration with a local NGO, the New Rural Children Foundation, to prevent unwanted pregnancy and social isolation among adolescent girls. In secondary schools, the NGO members provided adolescent education led by peer educators. In this study, we conducted focus group discussions to understand how peer educators and other secondary school students perceived peer-based adolescent education. The study included 92 students (57 girls and 35 boys) from three urban and three rural secondary schools where peer education was being implemented. We used content analysis to merge the categories and subcategories. We found that students had both positive and negative perceptions about peer-based adolescent education. The participants felt that they gained more confidence through the peer education process. The peer educators were also successful in eliciting behavioral changes. Moreover, the students receiving peer education shared their sex-related knowledge with other peers as well. In conclusion, the peer education process helped students gain confidence in teaching their peers and elicit behavioral change. Adult supervision for peer educators is suggested.https://doi.org/10.1186/s12978-022-01418-6Adolescent educationPeer educationFocus group discussion |
| spellingShingle | Keiko Ito Frida E. Madeni Yoko Shimpuku Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study Reproductive Health Adolescent education Peer education Focus group discussion |
| title | Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study |
| title_full | Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study |
| title_fullStr | Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study |
| title_full_unstemmed | Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study |
| title_short | Secondary school students’ and peer educators’ perceptions of adolescent education in rural Tanzania: a qualitative study |
| title_sort | secondary school students and peer educators perceptions of adolescent education in rural tanzania a qualitative study |
| topic | Adolescent education Peer education Focus group discussion |
| url | https://doi.org/10.1186/s12978-022-01418-6 |
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