Socioeconomic Determinants of Adolescent Sexual and Reproductive Health (ASRH) Knowledge Among Students Aged 18years and Above Enrolled at East Gusa National High School
DOI:
https://doi.org/10.65339/ijsis.V1.I2.118Keywords:
Adolescent Sexual and Reproductive Health (ASRH), ASRH Knowledge, Capability Approach, Environmental Factors, Health Services, School-Based ASRH Education, Socioeconomic Factors, Sexually Transmitted Infections (STIs)Abstract
This study examined the socioeconomic, demographic, and environmental factors associated with Adolescent Sexual and Reproductive Health (ASRH) knowledge among students aged 18 years and above at East Gusa National High School during School Year 2025–2026. Anchored in the Capability Approach, the study employed a quantitative, cross-sectional design and total enumeration of 64 eligible students. Data were collected through a structured online questionnaire containing a 20-item ASRH knowledge assessment covering physical development, sexual health, sexually transmitted infections (STIs), health services, and social-behavioral aspects. Descriptive statistics and multiple linear regression using Ordinary Least Squares were applied. Overall, 64% of respondents demonstrated high ASRH knowledge, 20% moderate knowledge, and 16% low knowledge. STI knowledge recorded the highest domain mean, although knowledge gaps remained in selected concepts concerning puberty, responsible adolescent behavior, STIs, and peer influence. Socio-demographic factors explained 7.8% of overall ASRH knowledge variation and were not statistically significant, although age positively predicted STI knowledge and maternal education positively predicted social-behavioral knowledge. Environmental factors explained 43.5% of overall variation; school-based ASRH education and positive peer influence were positively associated with overall knowledge, while gadget use was negatively associated. The study recommends strengthening learner-centered ASRH education, trustworthy reproductive health information, parent-child communication, peer education, and collaboration with health institutions. The study aligns with SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals). Its sustainability impact relates to public health, educational, socioeconomic, community, and institutional sustainability by providing localized evidence to support informed ASRH education, services, and policy discussions.
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Copyright (c) 2026 Emmanuel B. Embate Jr. (Author)
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