PA status among high school students in Arba Minch and Jinka towns, Southern Ethiopia, 2021.

PA status among high school students in Arba Minch and Jinka towns, Southern Ethiopia, 2021.</p

Family-related factors among high school students from Arba Minch and Jinka towns, Southern Ethiopia, 2021.

Family-related factors among high school students from Arba Minch and Jinka towns, Southern Ethiopia, 2021.</p

Factors associated with PA among high school students from Arba Minch and Jinka towns, Southern Ethiopia, 2021.

Factors associated with PA among high school students from Arba Minch and Jinka towns, Southern Ethiopia, 2021.</p

Individual characteristics and behaviors of high school students from Arba Minch and Jinka towns, Southern Ethiopia, 2021.

Individual characteristics and behaviors of high school students from Arba Minch and Jinka towns, Southern Ethiopia, 2021.</p

School environment and peer related factors among high school students in Arba Minch and Jinka towns, Southern Ethiopia, 2021.

School environment and peer related factors among high school students in Arba Minch and Jinka towns, Southern Ethiopia, 2021.</p

Summary of PA among school adolescents at Arba Minch and Jinka towns, Southern Ethiopia, 2021.

Summary of PA among school adolescents at Arba Minch and Jinka towns, Southern Ethiopia, 2021.</p

The raw data supporting the finding.

BackgroundAdolescents physical activity is associated with current and future health benefits, reduction of cardio-vascular risk factors, improved bone mineral density, and mental health. The aim of the current study is to assess physical activity status and its factors among adolescents in Arba Minch and Jinka towns, Southern Ethiopia.MethodsThe study was conducted on 1255 randomly selected schools adolescents of Arba Minch and Jinka town by employing a mixed method. The qualitative data was obtained by Focus Group Discussion. Multiple linear regressions were done to identify factors affecting physical activity. Codes, sub-categories, and main categories were derived from the transcripts and presented in narrative ways to describe adolescent student’s perception on physical activity, its barriers and facilitators by comparing with quantitative findings.ResultsThe mean physical activity level was 2.08 (95% CI: 2.04–2.12). A student’s self-perception about being physically active, being a member of a sport or fitness team, and engaging in after-school activity to earn money, being older, sex, a self-perception of being healthy, higher levels of vegetable and fruit consumption, having someone who encouraged physical activity, perceiving one’s family as being active, self-perception of not being overweight and attending schools that have a sports/playground were factors associated with physical activity. The qualitative finding showed a related finding. Poor awareness on the recommended physical activity, benefits of physical activity, lack of interest, restrictions from family members, peers and the community, uncomfortable environment were barriers to physical activity.Conclusion and recommendationThe physical activity level of adolescents was low. Age, sex, a positive self-perception about PA and general health, and perception about one’s family PA, healthy eating practice, and the presence of role model were associated factors. Lack of self-motivation, interest and family restrictions were barriers to physical activity. PA promotion should be made by incorporating PA into school health programs and strengthening the existing school curriculum.</div

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IntroductionCurriculum-based sexual and reproductive health education (CBSRHE) is one of the preventive strategies targeting youth in higher institutions to protect them from sexual and reproductive health problems, despite never assessing the effect in Ethiopia. Therefore, this study aimed to assess the effect of CBSRHE on knowledge and attitude about SRH services to have safer sexual behaviors among first-year students of Arba Minch University.MethodWe conducted a quasi-experimental study among purposively selected campuses. The campuses were allocated to (i) an intervention arm consisting of curriculum-based sexual and reproductive health, or (ii) a control arm for those who were free from intervention. Data was collected, at baseline and immediately after the intervention ended by using a structured self-administered questionnaire. To compare differences in the change from baseline to post-intervention between the two arms we use the chi-square test and independent-samples t-test. To see the effect of the CBSRHE by controlling the effect confounding inverse probability-weighted analysis was conducted.ResultA total of 832 and 820 students participated in a baseline and post-test respectively. The proportion of youth who practice receptive penetrative sex decreases from 40.9% to 28.3% in the intervention arm compared to 37.6% to 37.3% in the non-intervention arm between baseline and end line, with statistically significant differences between groups. However, there are statistically significant differences between the intervention and control groups in terms of changes in contraception utilization (X2 = 1.21; P>0.05). Furthermore, there were significant improvements in knowledge and attitude among the intervention arm a comprehensive knowledge of HIV/AIDS (ATE = 0.22,95% CI, 0.14 to 0.29; p Conclusion and recommendationIt was found that there was a significant difference in knowledge and attitude toward a disk sexual behaviors among r one student. This implies that the educational authority o the country can gain through the adoption of courses to all universities across the country, besides doing further comparative studies to determine the long-term effect of the course supported with models and/or theories like the theory of change.</div

Effect of curriculum-based sexual and reproductive health education on students’ knowledge and attitude among first-year Arba Minch University students, Arba Minch, Ethiopia, 2019.

Effect of curriculum-based sexual and reproductive health education on students’ knowledge and attitude among first-year Arba Minch University students, Arba Minch, Ethiopia, 2019.</p

Differences in Sexual behaviors before and after intervention among first-year students of Arba Minch University during the pre and post-exposure period, 2019.

Differences in Sexual behaviors before and after intervention among first-year students of Arba Minch University during the pre and post-exposure period, 2019.</p