اثربخشی بسته آموزشی سواد سلامت بر ارتقای سلامت در دانش‌آموزان دبیرستانی

سید محمدعلی  میری; منیژه فیروزی; رضوان حکیم زاده; محمد   حاتمی; فاطمه  نصرتی

Authors

seyed Mohammad Ali Miri PhD Student in Health Psychology, Department of Psychology, Caspian Campus, University of Tehran, Tehran, Iran Author https://orcid.org/0000-0001-6121-7850
Manijeh Firoozi Department of Psychology, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Corresponding author https://orcid.org/0000-0003-1368-7545
Rezvan Hakimzadeh Department of Curriculum and Instruction, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Author https://orcid.org/0000-0002-3182-9319
Mohammad Hatami Department of Psychology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran Author https://orcid.org/0000-0002-8870-287X
Fatimah Nosrati Department of Exceptional Children Education, Faculty of Psychology and Education, University of Tehran, Tehran, Iran Author https://orcid.org/0000-0003-4735-7210

Keywords:

Health literacy, health education, high school students, adolescent health, school-based education, , quasi-experimental study

Abstract

The present study aimed to investigate the effectiveness of a health literacy educational package in improving the knowledge, attitude, and practical skill components of health among high school students. This quantitative study employed a quasi-experimental pretest-posttest-follow-up design with an experimental group and a control group. The statistical population consisted of upper-secondary high school students in Rasht during the 2025–2026 academic year. Thirty eligible students were selected and assigned to an experimental group and a control group, with 15 participants in each group. The experimental group received a structured six-session health literacy educational package, whereas the control group received no comparable intervention during the study period. Data were collected at pretest, posttest, and a two-month follow-up using a health literacy assessment adapted for adolescent students. Mixed repeated-measures analysis of variance was used to analyze the data. The Greenhouse-Geisser correction was applied when the assumption of sphericity was violated, and Bonferroni pairwise comparisons were conducted using SPSS version 24. Mixed ANOVA indicated a significant time-by-group interaction for the knowledge component (F = 8.44, p < .001, η² = .21), the attitude component (F = 5.59, p = .02, η² = .15), and the practical skill component (F = 9.05, p = .001, η² = .22). Significant between-group effects were also observed for knowledge (F = 6.39, p = .02, η² = .17), attitude (F = 4.20, p = .04, η² = .13), and practical skills (F = 5.98, p = .02, η² = .16). Bonferroni comparisons showed significant differences between pretest and posttest and between pretest and follow-up for all three components, whereas posttest and follow-up scores did not differ significantly. The health literacy educational package significantly improved the knowledge, attitude, and practical skill components of health among high school students, and the intervention effects were maintained at the two-month follow-up; therefore, structured health literacy education may be an effective strategy for school-based adolescent health promotion.

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