Impact of Health Education on the Knowledge, Practice and Attitudes of Female Undergraduates of Adekunle Ajasin University, Akungba-Akoko towards Breast Cancer Preventive Practices
Arajulu Gbenga Abraham, James Success Odubia, Collins Gboyega Aribamikan, Ahmed Olamide Oseni, Adeleke Pamilerin Amos, Tosin Paulina Ohunyeye, Tolani A. Fagbohun
Asian Journal of Medicine and Health · pp. 79–96 · Published 24 Feb 2026
10.9734/ajmah/2026/v24i21356Abstract
Aims: To evaluate the effect of a structured health education programme on the knowledge, attitudes, and preventive practices regarding breast cancer among female undergraduates of Adekunle Ajasin University, Akungba-Akoko. Study Design: Quasi-experimental one-group pre-test and post-test design. Place and Duration of Study: Adekunle Ajasin University, Akungba-Akoko, Nigeria, between September and December 2020. Methodology: 60 female undergraduates drawn from six faculties were selected using proportionate stratified sampling. Data were collected using a semi-structured questionnaire incorporating Breast-CAM, Knowledge–Attitude–Practice (KAP) instruments, and the Breast Cancer Prevention Scale (BCPS). Descriptive statistics summarized variables. Bloom’s cut-off classified knowledge and attitudes, while mean scores assessed practices. Inferential analysis using SPSS version 25 included paired sample t-tests and McNemar tests to determine intervention effects at p = .05. Results: Respondents’ mean age was 23.28 ± 4.05 years. Knowledge scores improved significantly following the intervention (mean difference = −2.45, SD = 3.08), t(59) = −6.155, p = .001, 95% CI [−3.25, −1.65]. Preventive practice scores also showed significant improvement (mean difference = −3.00, SD = 3.91), t (59) = −5.950, p = .001, 95% CI [−4.01, −1.99]. McNemar test indicated a significant change in preventive practices (p =.035). However, no statistically significant effect was observed on attitudes toward breast cancer prevention (χ² = 2.690, df = 2, p =.261). Conclusion: Health education significantly enhanced breast cancer knowledge and preventive practices but did not produce significant attitudinal change. Institutionalized, theory-driven health education within university settings can strengthen preventive behaviors, though strategies targeting attitudinal transformation require further refinement.
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