ArticlePublic health in practice (Oxford, England)2026
Literacy-sensitive sexual and reproductive health education for adolescents in Ghana: Evidence from a school-based quasi-experimental study.
Article in Public health in practice (Oxford, England), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objectives: This study examined how the complexity and format of sexual and reproductive health (SRH) education materials influence adolescents' functional SRH literacy and its implications for literacy-sensitive SRH education. Study design: Quasi-experimental study design. Methods: This school-based quasi-experimental study was conducted among 317 adolescents aged 11-15 years (grades 7-8) in the Effutu Municipality. Schools were cluster-assigned to standard text, simplified text, picture-enhanced text, or comparison conditions. Participants engaged in six weekly guided reading and facilitated discussion sessions. Data were analyzed using SPSS 26.0 and STATA 17.0, applying regression-based difference-in-differences (DiD) and fixed-effects models. Results: Of the 317 adolescents assessed at baseline, 249 completed the intervention. The DiD results showed significant improvements in functional SRH literacy for simplified text (12.28 points; 95% CI: 6.79-17.77; p = 0.001) and picture-enhanced text (10.26 points; 95% CI: 4.37-16.14; p = 0.001), while the standard text showed no significant change. The fixed-effects estimates confirmed similar gains for the simplified (13.87 points; 95% CI: 7.33-20.42; p = 0.001) and picture-enhanced materials (13.06 points; 95% CI: 6.94-19.17; p = 0.001). Although pictorial supports improved textual comprehension, their contribution to numeracy-related literacy was limited and, in some school contexts, elicited sociocultural resistance. Conclusion: The findings illustrate the pedagogical value of simplifying SRH educational materials and support literacy-sensitive school-based health promotion strategies. They also emphasize the need to consider sociocultural context when designing and implementing age-appropriate SRH education, particularly in underserved settings.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.