Evaluating the effectiveness of animation-supported menstrual education for students in a boarding secondary school

Adolescent girls experience various difficulties in managing the menstrual process and require support for healthy self-management. The study aimed to evaluate the effectiveness of animation-assisted menstrual education provided to boarding secondary school students. The study used a quasi-experimental one-group pretest-posttest design involving female students in Türkiye between May 1, 2023, and January 1, 2024. The sample comprised 43 students who met the inclusion criteria and provided parental consent. The data were collected using a Personal Information Form and a Knowledge Test. Institutional permission and ethics committee approval were obtained before the study. Students received animation-supported menstruation training sessions lasting approximately 30 minutes, conducted once a week for four weeks. The data were analyzed using descriptive statistics, paired two-sample t-tests, the McNemar test, linear regression, and analysis of covariance (ANCOVA). The analysis results indicated a statistically significant difference between the students' mean pretest and posttest knowledge scores (<i>p</i> < .001). Specifically, the mean knowledge score increased from 11.88 at pretest to 18.28 at posttest. The findings suggest that animation-supported menstrual education significantly increased students' knowledge levels.