Effects of Socioeconomic Conditions on Adolescent Girls’ Menstrual Hygiene Management in Rural India

INTRODUCTION

Adolescents make up around 16 percent of the world's total population. Adolescence is a transitional period between childhood and maturity. Adolescence is a crucial and delicate stage of life. During this time, a lot of physical, mental, and social changes happen. India is a country of extremes, with significant wealth and poverty, as well as gender-related inequalities and significant differences in health and social indicators between girls and boys. 68 million of the 113 million teenage girls who attend over 1.4 million colleges see bad MHM habits and social taboos as barriers to school enrollment. The Indian government has launched a slew of state-level policies and initiatives that recognize the importance of MHM to girls' welfare, well-being, and educational achievements. Several independent MHM studies have been conducted across India, with the goal of learning more about the socio-economic, educational, and health issues that low MHM girls face. Girls throughout their adolescence are frequently unwilling to discuss this with their parents, friends, or anybody else. They are still hesitant to seek treatment for their menstrual irregularities. As a result, teenage females are unaware of scientific facts and sanitary health measures. Menstrual disorders are the most common gynecological problem among teenagers, and if left untreated, they can have a negative impact on their reproductive health in the future. Poor sanitation, unclean water, and a lack of personal hygiene put them at danger of developing a range of illnesses. Women will be protected from suffering by adequate menstrual hygiene, as well as right perspective and belief. Menstruation and menstrual hygiene are topics that most women learn about through their moms, sisters, and aunts. With greater awareness and safe menstruation habits, infections of the reproductive system and their effects may be prevented. Students would be encouraged to explore the links between knowledge, behavior, and enhanced human health in the ideal menstrual health education curriculum. It would also help to enhance the health of mothers.

This study targets 500 adolescent girls from rural areas of four Indian states. They are Tamilnadu, Uttar Pradesh, Maharashtra and Kerala.

SAMPLING

For this study, 500 adolescent girls were chosen at random as sample cases.

DATA COLLECTION

Primary data was collected on school grounds during school hours with the verbal permission of the respective school principal. The consent was sources etc.

PILOT STUDY

The pilot study was place in Tamil Nadu, Uttar Pradesh, Maharashtra, and Kerala's rural areas. The pilot analysis would help the researcher refine and improve the data collection technique so that it can be used to evaluate the feasibility of a proposed training curriculum on menstrual hygiene for adolescent girls.

55.2 percent of the respondents were between the ages of 14 and 15, 25.6 percent were between the ages of 12 and 13, and 19.2 percent of the respondents were between the ages of 16 and 17. The respondents have attained menarche between 12 -13 years; 24.2 %of the respondents attained menarche in the 14 - 15 years age and only 5.4 percent have attained menarche between 16 - 17 years. 76.4 percent of the girls were Hindu; 16.8 percent were Christians and only 6.8 percent were Muslims. According to the statistics in table 4.4, 78.2 percent of respondents lived in nuclear families, while only 21.8 percent lived in joint family systems. Table shows that the monthly income of 56.2 percent of the respondents was less than Rs.3000; 34.4 percent of the respondents‘ monthly income was less than Rs.5000 and only 9.4 percent of the respondents‘ monthly income was greater than Rs.5000. A mother‘s education plays an important role in the health of the girls. According to Table 4.6, 32.2 percent of the respondents' moms were educated, 25.2 percent had studied up to eighth grade, and 25.2 percent were illiterate. • Mean and SD of knowledge, attitude and practice about menarche and menstrual hygiene of the adolescent girls • Mean and SD of Knowledge of the Respondents on Menstrual Hygiene Table 1 shows that before the proposed instruction program, the respondents' mean score on menstrual hygiene knowledge was 5.27, with a standard deviation of 1.87. The mean score after the intended instructional program is 8.22, with a standard deviation of 1.18. The above analysis underlines the fact that the planned teaching program on menstrual hygienic practices was very effective in increasing the knowledge of the girls about menstrual practices and menstrual hygiene. of menses.

Table 2 reveals that before the intended teaching program, the respondents' mean attitude toward menstrual hygiene was 14.11 with a standard deviation of 3.67, and after the planned teaching program, the mean score was 30.33 with a standard deviation of 3.65. According to the findings, the implementation of a structured training program on sanitary practices resulted in a beneficial improvement in the attitudes of the girls regarding menstruation cleanliness.

Table 3 reveals that before the intended teaching program, the respondents' mean score of practice on menstrual hygiene was 6.99 with an SD of 1.71, and after the planned teaching program, the mean score was 9.18 with an SD of 0.86. After the implementation of a structured educational program on period hygiene, correct menstrual hygienic practices among schoolgirls have risen, according to this report. Based on these findings, it is advised that a similar sort of structured instruction program on menstrual hygiene be implemented at government girls schools where impoverished children learn.

The null hypothesis is rejected at the 0.05 level of significance since the P value is smaller than the table value. As a result, there is a substantial difference between the pretest and posttest, as well as KAP obtained on menstruation hygiene. It is also seen that the mean scores of the Knowledge, attitude and practice are higher after the posttest than the pre test scores. Hence, it is interpreted that the planned teaching program on menstrual hygiene was very effective in changing the Knowledge, attitude and Practice of menstrual hygiene among school girls in a desired direction.

Note: ** denotes significance at 0.05 percent level

Since P value is greater than the table value, null hypothesis is accepted at 0.05 level of significance. Hence we can assume that there is no significant difference between nuclear type of family and joint type of family and gain score of KAP.

usage of own toilets and public toilets and gain score of KAP. Based on the above t test, it is interpreted that neither the use of own toilets nor the use of public toilets has influenced the gain score on Knowledge, attitude and Practice.

• ANOVA for significant difference between the Age (in years) and gain score of KAP on menstrual hygiene Since P value is less than table value, null hypothesis is rejected at 0.05 level of significance therefore we can assume that there is a significant difference between the age and the gain score of attitude, practice and overall gain score of menstrual hygiene. Based on this data it is found that girls, when they grow older, they gain more knowledge on menstruation and maintains proper hygienic practices as their level of understanding becomes more rapid as they progress in age.

Since P value is greater than table value, null hypothesis is accepted at 0.05 level of significance with respect to Knowledge, attitude, Practice and overall score of KAP on menstrual hygiene. As a result, there is no significant relationship between religion and knowledge, attitude, or practice scores. Based on the data, it can be stated that religion has no effect on menstrual hygiene knowledge, attitude, or behavior. The maintenance of hygiene depends on the individual‘s perception and attitude towards health and health related facts. Hence, it is assumed that religion does not impose a change in maintaining menstrual hygienic practices.

In terms of menstrual hygiene knowledge, attitude, and practice, Table 10 shows that P value is greater than table value; null hypothesis is accepted at 0.05 level of significance. Hence there is no statistically significant difference between mother educational status and gain score of knowledge, attitude, and practice of menstrual hygiene. According to DMRT score, there is statistically a significant difference in attitude of mothers who were illiterate than the literate mothers who have studied up to higher secondary, high school, middle school and primary school.

hygiene. Girls should be taught how to maintain appropriate menstrual hygiene while at school by their teachers. Seminars, workshops, and conferences on menstrual health issues should be held by women's organizations and professional organizations involved in women's health care. Teachers would be able to address the practical aspect of menstrual management in the formal school environment if premenarcheal training was included in the secondary school curriculum.

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