Effect of an Educational Intervention on Menstrual Hygiene Knowledge and associated determinants among Female University Students in Uganda

Abstract

Menstrual hygiene management is an important public health concern among young women, but there is a paucity of evidence on theory-based interventions at the university level. This study aimed at determining the effect of an educational Intervention on menstrual hygiene knowledge and associated determinants among female university students in Uganda. A quasi-experimental design based on Social Cognitive Theory and Health Promotion Model was used between October-December, 2025. We surveyed 436 participants from Campus A (Intervention group) and Campus B (Control Group). Propensity Score Matching, Difference-in-Differences approach and logistic regression analysis were done. The statistical significance level was p < 0.05. A theory-based educational intervention significantly enhanced knowledge and reduced sociocultural barriers. Campus A students displayed a significant improvement in their knowledge (baseline: 5.61 +- 0.99; endline: 6.00 +- 0.91; DiD = 0.807, p < 0.001) and less sociocultural barriers (DiD = 0.422, p = 0.001). While the hygiene practices of menstruation were better in both groups, the extra impact of the intervention on practices was not significant (DiD = 0.000, p = 1.000). The translation of knowledge into practice was not significant implying that there might be other interventions needed in addition to the educational intervention. Findings imply that education is necessary but not sufficient for changing menstrual hygiene practices among the study participants.