Effects of assistive technology–supported disease education on knowledge, attitude and at-risk behaviour of Hepatitis B among in-school adolescents with hearing impairment in Oyo State

Presenter Information

J.O. Odelola, Department of Health Education, The University of Ibadan; S.E. Olalekanmi, Oyo State Ministry of Women Affairs ad Social Inclusion, Agodi, Secretariat, Ibadan, Oyo State

Abstract

Purpose: This study aimed at evaluating the effects of assistive technology-supported disease education on the knowledge, attitude, and at-risk behaviour of Hepatitis B among in-school adolescents with hearing impairment in Oyo State, Nigeria. It also examined the moderating roles of gender and onset of impairment. The intervention was designed to address communication barriers and promote inclusive health literacy through the use of assistive and digital technologies. Methods: The study employed the Health Belief Model and the Theory of Planned Behaviour.A pretest–posttest control group quasi-experimental design using a 2 × 2 × 2 factorial matrix was adopted. Two special schools were randomly selected from twelve available schools for students with hearing impairment. A total of 123 adolescents with bilateral severe-to-profound sensorineural hearing loss identified through audiometric screening participated. The experimental group received an eight-week technology-supported disease education programme incorporating sign-language videos, a mobile learning application and visually engaging posters, while the control group received placebo. Data were collected using validated instruments for Knowledge of HBV (r = 0.79), Attitude towards HBV (r = 0.71) and At-Risk Behaviour (r = 0.88) and analysed with descriptive statistics and ANCOVA. Results: Findings revealed significant main effects of the intervention on knowledge (F(1,115) = 1205.228, p < .05, η²ₚ = .913), attitude (F(1,115) = 2856, p < .05, η²ₚ = .961) and at-risk behaviour (F(1,115) = 3865, p < .05, η²ₚ = .971). Participants exposed to the intervention demonstrated higher post-test mean scores for knowledge (M = 31.74) and attitude (M = 40.57) than those in the control group (M = 20.40 and M = 28.90, respectively). The mean at-risk behaviour score was significantly lower in the intervention group (M = 28.94) compared to the control group (M = 41.40). Gender had no significant effect across the variables, while onset of impairment significantly influenced at-risk behaviour (F(1,115) = 4.83, p < .05, η²ₚ = .040). A significant two-way interaction was found between treatment and onset of impairment on at-risk behaviour (F(1,115) = 5.47, p < .05, η²ₚ = .051), with no significant three-way interaction effects observed. Significance: The study demonstrates the transformative potential of user-centred assistive technologies in enhancing health literacy and behaviour change among adolescents with hearing impairment. Integrating digital learning tools and visual communication systems into health education effectively promotes understanding, participation and disease prevention practices. The results highlight the importance of inclusive, technology-driven health education in achieving equitable access and advancing global disability inclusion goals.

School

Nasuti College of Osteopathic Medicine

Submission Type

Paper

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