Effect of Educational Intervention Based on Theory of Planned Behaviour on Physical Activity Intention among Secondary School Teachers of Nepal

Table 3

TPB constructs at baseline and follow-up among intervention and control groups.

Variables	Group	Baseline mean (SD)	Follow-up mean (SD)	value	Mean score difference baseline to follow-up	The difference-in-difference (improved %)
Knowledge	Control	8.02 (1.35)	7.93 (1.22)	0.726	-0.09
	Intervention	8.02 (1.36)	8.75 (1.30)	0.001	0.73	0.82 (10.22)
Attitude	Control	16.73 (2.03)	16.54 (2.27)	0.616	-0.19
	Intervention	16.06 (2.55)	17.17 (2.34)	0.014	1.11	1.3 (8.09)
Subjective norms	Control	11.66 (1.83)	11.52 (1.85)	0.690	-0.14
	Intervention	10.90 (1.59)	11.42 (1.36)	0.058	0.52	0.66 (6.06)
Perceived behavioural control	Control	12.14 (1.40)	11.89 (1.76)	0.370	-0.25
	Intervention	11.66 (1.67)	12.03 (1.54)	0.204	0.37	0.62 (5.32)
Intention	Control	15.23 (1.72)	15.59 (1.63)	0.237	0.36
	Intervention	14.76 (2.41)	16.50 (1.78)	<0.001	1.74	1.38 (9.35)