Estrategia didáctica para la prevención del embarazo temprano en estudiantes

Objective: To demonstrate that the formative project as a didactic strategy improves knowledge and attitude for the prevention of early pregnancy among Peruvian secondary school students. Methods: A quantitative study employing a positivist paradigm utilized a quasi-experimental design with two groups: experimental and control. The sample included 362 second-year high school students. Data was collected through a questionnaire of 13 questions on knowledge and a 15-item scale for attitudes towards early pregnancy prevention. The reliability of the instruments, assessed using the KR-20 coefficient and Cronbach's Alpha, yielded values of 0.810 and 0.875, respectively. The educational strategy, comprising 10 sessions, covered related topics. Statistical analysis was performed using the Student's T-test in SPSS v27 software, with a significance level of 0.05. Results: After the intervention, higher average scores in early pregnancy prevention knowledge were observed in the experimental group (Mean=9.2±1.9) compared to the control group (Mean=6.2±1.4). These differences were statistically significant (p=0.000). A similar pattern was found in attitudes towards early pregnancy prevention, with higher average scores in the experimental group (Mean=53.0±8.7) compared to the control group (Mean=45.2±8.8). These differences were also statistically significant (p=0.002). Conclusions: The educational strategy proved effective in significantly improving knowledge and attitudes towards early pregnancy prevention among high school students, highlighting the importance of comprehensive and proactive educational programs.