Faleke Mary Abidemi^*, Adeware Oluwaseyi Gabriel**, Igbokoyi Adeyemi Victor***, Oparaeke M.I and Odu M.A

Dept. of Human Kinetics and Health Education,

Tai Solarin University of Education, Ogun State

^**De Potter College of Health Technology, Oru-Ijebu, Ogun State

^*** Dept. of Dental Therapy, Ogun State Polytechnic of Health and Allied Sciences.

^**** Dept.of Human Kinectic and Health Education, Sikiru Adetona College of Education, Science and Technology, Omu-Ajose

Abstract

Despite increasing health challenges facing adolescents in Nigeria, limited research exists on the effectiveness of school-based health education programmes in semi-urban areas like Ijebu Ode, Ogun State. This study examined the effectiveness of school health education programmes in enhancing health knowledge and behaviours among adolescents in Ijebu Ode secondary schools. Using a quantitative approach, data was collected from 299 adolescents through multi-stage sampling procedures. Four hypotheses were tested at 0.05 significance level using regression analysis, independent t-tests, and ANOVA.Data analysis revealed that health programme components (nutrition education, physical activity instruction, and mental health awareness) significantly predicted health knowledge outcomes (F(3,295) = 3.113, p = .027), accounting for 3.1% of the variance (R² = 0.031). Physical activity instruction emerged as the strongest positive contributor (β = 0.489), while nutrition education (β = -0.129) and mental health awareness (β = -0.233) showed unexpected negative associations. Independent t-test analysis demonstrated significant superiority of integrated curriculum approaches over extracurricular delivery methods (t = 14.148, p < 0.05). Analysis of programme quality levels revealed significant differences in health behaviour scores (F = 28.45, p < .001), with post-hoc analysis indicating significant differences between low-quality and higher-quality implementations. Multiple barriers were identified, including a shortage of qualified health educators, funding constraints, and curriculum integration challenges. Key facilitators included administrative support and parental involvement. The need for the critical importance of programme quality, structural integration within the curriculum, and contextual adaptation for successful implementation in Nigerian secondary schools were highlighted.