Impact of Collaborative Learning on Adolescents’ Knowledge, Attitudes, and Practices Regarding Sexually Transmitted Diseases and Their Prevention

Abstract Background: Adolescents, particularly those aged 15–24, account for nearly half of new sexually transmitted disease (STD) cases globally. Limited awareness and persistent misconceptions highlight the need for effective, adolescent-friendly education. This study evaluated the effectiveness of a structured collaborative learning intervention in enhancing STD-related knowledge, attitudes, and preventive intentions among college-going adolescents. Methods: A quasi-experimental, one-group pretest/posttest study was conducted among 80 adolescents (aged 18–19) enrolled in a college at Kolhapur, India. The sample size was calculated based on the expected medium effect size ( d = 0.5), α = 0.05, power = 0.80. Participants were selected using simple random sampling (lottery method) from eligible students meeting the inclusion criteria. A 2-day interactive workshop based on social constructivist principles was implemented. Activities included group discussions, peer-led presentations, role-plays, and games. Validated and pilot-tested instruments assessed knowledge (30-item questionnaire, α = 0.82), attitudes (15-item Likert scale, α = 0.79), and intended practices (10-item checklist, α = 0.76) at baseline and 4 weeks postintervention. Paired t -tests, effect sizes, and Chi-square analyses were used to assess outcomes and demographic influences. Results: Mean knowledge scores increased significantly from 9.58 ± 2.30 to 15.23 ± 3.41 ( P < 0.001, Cohen’s d = 1.89, 95% confidence interval [CI]: 1.52–2.26). Positive attitudes rose from 21.3% to 78.8% postintervention ( P < 0.001, Cohen’s d = 1.34, 95% CI: 1.02–1.66). Preventive practice intentions improved from 3.62 ± 1.38 to 6.85 ± 1.92 ( P < 0.001, Cohen’s d = 1.98, 95% CI: 1.60–2.36). Moderate correlations were observed between knowledge and attitude changes ( r = 0.35, P = 0.002) and knowledge and practice changes ( r = 0.41, P < 0.001). All demographic subgroups benefited significantly, though improvements varied by baseline characteristics. Conclusions: The collaborative learning model significantly improved adolescent understanding and attitudes toward STDs, with implications for preventive behavior. While this preliminary study shows promise, randomized controlled trials with longer follow-up periods are needed to establish causal relationships and measure sustained behavioral outcomes.