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Assessing the Efficacy of In-Person STD Education: Impact on Knowledge Retention among College Students

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Abstract
  • This research study is intended to determine whether an in-preson teaching intervention with a generational peer impacts knowledge retention among undergraduate students at Saint Peter's University. The instrument that was utilized for this study was the Sexually Transmitted Disease Knowledge Questionnaire. The instrument was employed both before and after the in-person teaching intervention. The findings suggest that an in-person teaching intervention regarding STDs improves knowledge retention. The results of a paired samples t-test indicated that the number of correct answers after the in-person teaching intervention (M = 22.45, SD = 4.02) was significantly higher than before they participated in the in-person teaching intervention (M = 15.00, SD = 7.08), t(30) = 8.38, p <.001, Cohen's d = 1.50. The consensus from this research study is that an in-person teaching intervention with a generational peer does positively impact knowledge retention, which can help undergraduate students make informed sexual health decisions, decreasing the transmission of STDs.
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  • 05/14/2024
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