Creating a Supportive School Environment to Improve Open

Communication on Reproductive Health among Class 10th students:

A Teacher- supported Approach
An
Action Research Report (2025–26)

Submitted to:
Director, SCERT Punjab

Submitted by:
Rajveer Kaur
Science Mistress
GHS Sema, Bathinda

Mentor:
Mr. Naresh Arora
Lect. DIET DEON

District Institute of Education & Training

Deon, Bathinda

1
 ACKNOWLEDGEMENT:

I am thankful to:

• Respected Director, SCERT, for the opportunity and resources they have
provided.

• Madam Satvinderpal Sidhu, Principal DIET DEON, for providing the

necessary facilities and resources that made this research possible.

• My mentor [Link] Arora for their expert guidance, constructive feedback,

and support throughout this research journey.

• Heads and Principals of G.H.S Poohli, PM Shri Govt. Girls High School
Nathana, PM Shri GSSS Gobindpura and G.H.S Bibiwala for providing
facilities and a supportive environment that made this research possible.

• Students of GHS Poohli, GHS Nathana, GSSS Gobindpura, and GHS

Bibiwala who participated in this research.

2
INDEX
● Topic Name Page No
 Acknowledgement 2
 Index 3-4
 Abbreviations 5
 Abstract 6
 Introduction 7
 Need and Importance 7
 Emergence of Problem 8
 Review of Related Literature 9
 Statement of Problem 10
 General Objectives 10
 Specific Objectives 10
 Possible Causes of Problem 11
 Hypothesis 11
 Delimitation of Study 12
 Sample of Study 12
 Sampling Method 13
 Tools 13
 Implementation of Action Research Plan 13
 Analysis of Data 14
 Scores and Bar graph 15-25
 Findings 26
 Discussion and Conclusion 26
 Reference 27
 Educational Benefits 28

3
 Topic Page No
● Suggestions for Further Research 28
● Teachers’ Questionnaire 29-30
● Pre-Test Questionnaire 31-32
● Post-Test Questionnaire 33-34
● Photographs 35-37
● Question Box 38-40

4
 ABBREVIATION:

STD = Sexually Transmitted disease.

KAP = Knowledge, Attitude & Practices
ARSHE = Adolescent reproductive sexual health education
RHE = Reproductive Health Education
AR = Action research.
NCERT= National Council of Education, Research and Training
PSEB= Punjab School Education Board
Govt= Government

5
 ABSTRACT:

Reproductive health is a vital component of overall well-being and plays a

significant role in promoting a healthy population and sustainable development.
The present study aimed to assess and improve Class 10th students’ knowledge
of reproductive physiology, contraception, menstrual health, and sexually
transmitted infections through a teacher-supported approach. A self-designed
pre-test was administered to 78 Class 10th students from four schools—GHS
Poohli, PM Shri GHS Nathana, PM Shri GSSS Gobindpura, and GHS Bibi
Wala—to assess their baseline understanding.
Following the pre-test, teachers played an active facilitative role in creating a
supportive, safe, and non-judgemental school environment that encouraged
open communication on sensitive reproductive health issues. Students were
motivated to express their doubts freely, including anonymously through a
question box. Teacher-guided interactive strategies such as storytelling, age-
appropriate explanations, and the use of visual aids were employed to enhance
engagement and clarity.
The post-test results revealed a significant improvement in students’ knowledge
compared to the pre-test scores, indicating the effectiveness of the teacher-
supported intervention. The findings highlight that teachers, when equipped
with supportive strategies and an empathetic approach, can play a crucial role in
improving open communication and awareness of reproductive health among
adolescents.

6
 INTRODUCTION:

―Every human being is the author of his own health and disease.‖

— Gautama Buddha

In our communities, it is often considered a taboo to speak openly about

reproductive health. This makes it difficult for students to access accurate
information about reproductive physiology, contraception, menstrual health, and
sexually transmitted diseases (STDs). Teaching the reproductive health chapter
in schools is most effective when it is approached scientifically with sensitivity,
interactive activities, and opportunities for student engagement and clarification.
Reproductive health awareness lays the foundation for a healthier and more
informed generation. It helps build respect for oneself and others and reduces
negative outcomes linked to ignorance and stigma.

Need and Importance:

Reproductive education is crucial for developing healthy attitudes, preventing

misconceptions, and empowering young people to make informed choices about
their bodies and relationships. Reproductive health awareness is important to:

• Prevent misconceptions and myths

• Improve health outcomes

• Build social support and reduce stigma

Without proper reproductive health education, young students may turn to

unreliable sources and face embarrassment or misinformation.

7
Emergence of the Problem:

Students often lack adequate knowledge about reproductive health, which leads
to misconceptions, unsafe practices, and preventable health issues. Societal
stigma and cultural taboos make students feel shy, hesitant, and uncomfortable
discussing topics related to reproduction. As a result, many students remain
unfamiliar with the structure and functions of reproductive organs, the
menstrual cycle, contraception, and other fundamental aspects of reproductive
health.

In addition, students generally have limited awareness of the biological,

psychological, and emotional aspects of the opposite sex. This lack of
understanding often results in confusion, misconceptions, and the development
of unhealthy attitudes and beliefs. In many communities, open discussions about
reproduction and gender differences are considered inappropriate, forcing
students to depend on peers, social media, or the internet for information.
Unfortunately, these sources are often inaccurate, incomplete, or misleading,
which further strengthens myths and misunderstandings.

Moreover, teachers themselves sometimes hesitate to teach reproductive health

topics openly due to social pressure, lack of training, fear of criticism from
parents or the community, and personal discomfort with sensitive content. This
hesitation limits meaningful classroom discussions and reduces opportunities
for students to ask questions freely. Consequently, the absence of a supportive
and teacher-facilitated learning environment becomes a major barrier to
effective reproductive health education.

8
Review of Related Literature:
Many studies have highlighted that many adolescents globally lack
comprehensive reproductive health knowledge, particularly regarding STI,
contraception, and menstrual cycle.
*In Indonesia a large national survey found that young people who had open
communication about reproductive health had better HIV knowledge and fewer
stigmatising attitude toward people living with HIV. (PubMed).
*In Ethiopia multi cross-sectional studies in different towns found that parents -
adolescent communication on reproductive health was low. Reasons for this is
some barriers such as cultural taboos, shame, discomfort and belief that talking
may encourage sexual activity. However, communication did occur student’s
awareness of contraceptive methods increased- especially when discussions are
open and frequent.
• ARSH2 study (Kerala, India) compared KAP regarding reproductive health
between boys and girls aged 10–19. It found differences; for example, a higher
percentage of boys knew about condoms, while more girls were aware about
legal age of marriage, infertility responsibility, and reproductive biology.
(Published)
• A school-based intervention in Kerala using ARSH2 (Adolescent
Reproductive Sexual Health Education) package significantly improved
students’ knowledge. In pre-intervention, many students had poor knowledge,
but after post-intervention the poor-knowledge category dropped drastically for
both boys and girls. (Published)
• In urban Odisha (India), a cluster randomized trial demonstrated that school-
based sexual and reproductive health education increased knowledge, positive
attitudes, and better practices related to puberty, contraception, and STI.
(BioMed Central)
• Health literacy emerges as a crucial determinant of reproductive health
knowledge. Studies show that students with higher health literacy are more
aware of fertility issues and can better assess risks and make safe decisions.
(Published)
• Socially Assistive Robots (SARs) have also been explored in the Anna–
Nanna–Valenza study, where a robot acted as a non-judgmental facilitator for
sexual health education, and students felt more comfortable asking sensitive
questions to the robot than to a teacher.

9
• Game-based mobile learning (Alhamna et al.) has shown promise in increasing
adolescent health awareness and improving knowledge in an engaging way.
(arXiv)

Statement of the Problem:

Creating a Supportive School Environment to Improve Open Communication
on Reproductive Health among Class 10th students: A Teacher- supported
Approach

General Objectives:

• To increase knowledge and awareness about the human reproductive system.

• To develop skills for maintaining personal reproductive health.

• To support overall physical, mental, and social well-being.

Specific Objectives:

To increase knowledge and awareness about reproductive health, anatomy, and

physiology.

10
Possible Causes of the Problem:

• Reproduction is considered a taboo topic in society.

• Shame or embarrassment related to reproductive health.

• Lack of open communication.

• Lack of properly trained teachers.

• Poor parental communication.

• Gender inequality.

Hypothesis:

 This action research will improve students’ attitudes towards safe and healthy
reproductive health behaviour.
 This action research will correct myths and misconceptions about reproductive
health.
 This research will encourage open conversation about reproductive health.
 This research will help students understand the reproductive system, puberty,
menstruation, and pregnancy.

11
Delimitation of the Study:

• This action research is limited to Grade 10th students.

• This action research is conducted at four different schools:

*[Link] School Poohli

*PM Shri Govt High School Nathana

*PM Shri GSSS Gobindpura

*Govt High School Bibiwala

Sample of the Study:

• A total of 78 students of Class 10th from four different schools were enrolled
in this action research.

Number of students enrolled Name of school

20 GHS Poohli

20 PM Shri GGHS Nathana

20 PM Shri GSSS Gobindpura

18 GHS Bibiwala

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Sampling Method:

Students were selected randomly from each school to ensure fairness in this
action research.

Tools:

For monitoring knowledge, self-designed questionnaires were used as both pre-

test and post-test. Visual aids such as diagrams and models of reproductive
organs were used. Some real-life examples were used to increase understanding
of students about reproductive health.

Implementation of Action Research Plan:

During preliminary interactions structured questionnaire administered to

teachers from different schools to understand their comfort level with RHE. The
responses indicated noticeable discomfort among teachers, mainly due to lack
of training.

After discussing with other teachers about their hesitation a pre-planned lesson
and language shared with them .With the help of teachers of respective schools
a self-designed pre-test was conducted among students of Class 10th from four
different schools to measure their knowledge, awareness, and behaviour about
reproductive health (RH).Before delivering the RH lecture, some ground rules
such as respect, no judgement, and confidentiality were set by teachers to ensure
that students felt comfortable to ask any question.

To overcome initial discomfort and to promote open communication, some

activities such as speaking anatomical terms aloud to normalise vocabulary and
group discussion were used. To ease the tension, some Visual aids such as
diagrams and models of reproductive organs were used.

An anonymous question box was provided so that students could write any
question or query on a given paper slip. After the lecture, a self-designed post-
test was administered to analyse the change in knowledge regarding
reproductive health (RH).

This lecture also increased teacher’s confidence and comfort discussing RH

topic.

13
Action Research Design (Flow Diagram Explanation):

Pre-test

Baseline knowledge, attitude, and practice

(Measure what participants know or do before intervention)

Intervention
(Lecture / Activities)

Health education, counselling, and demonstration

Post-test
(Outcome / Change)

Measure improvement after intervention

14
 Analysis of Data:
Self-designed pre-test and post-test were administered in four different schools.
The scores of these tests are shown in tables and bar graphs.

Table 1: Score of Pre-test in G.H.S. Poohli

(Total Students = 20)
Grade Marks Range Number of Students
A Above 17 0
B 13–17 0
C 9–12 1
D 5–8 6
E 0–4 13
Total 20

Average Pre-test Score = 3.8

Table 2: Score of Post-test in G.H.S. Poohli

(Total Students = 20)
Grade Number of Students
A 5
B 8
C 5
D 2
E 0
Total 20

Average Post-test Score = 14.7

15
Table:3 Pre-test score of PM Shri GGH School, Nathana
(Total students = 20)
Grade No. of Students

A 0

B 0

C 0

D 11

E 9

Total 20

Average score = 4

Table:4 Post-test score of PM Shri GGHS, Nathana

Grade No. of Students
A 5
B 8
C 5
D 2
E 0
Total 20

Average score = 14.35

16
Table:5 Pre-test score of PM Shri GSSS, Gobindpura
(Total students = 20)
Grade No. of Students

A 0

B 0

C 0

D 8

E 12

Total 20

Average score = 3.2

Table:6 Post-test score of PM Shri GSSS, Gobindpura

(Total Students:20)
Grade No. of Students
A 5
B 6

C 8

D 1

E 0

Total 20

Average score = 13.8

17
Table 7: Pre-test score of GHS Bibiwala
(Total students = 18)
Grade No. of Students
A 2
B 1
C 2
D 10
E 3
Total 18

Average score = 7.8

Table 8: Post-test score of GHS Bibiwala

(Total students = 18)
Grade No. of Students
A 2
B 5
C 8
D 3
E 0
Total 18

Average score = 12.6

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Table 9: Overall average of Pre-test of all 78 students
Grade No. of Students
A 2
B 1
C 3
D 35
E 37
Total 78

Average score = 4.7

Table 10:Overall Average of Post-test of all 78 students

Grade No. of Students
A 17
B 27
C 26
D 8
E 0
Total 78

Average score = 13.36

19
 1. Bar Graph of Pre-test Scores of GHS POOHLI

[Link] Graph of Post-test Scores of GHS POOHLI

20
 [Link] Graph of Pre-test score of PM Shri GGHS Nathana

12
0
10
0
8
No of students

6
11
9
4

0 0 0 0
A B C D E
Grade

4. Bar graph of Post test score of PM Shri GGHS Nathana

9

6
No of students

0
A B C D E
Grade

21
[Link] graph of pre-test score of PM Shri GSSS Gobindpura
14

12

10
No of students

0
A B C D E
Grade

[Link] graph of post test score of PM Shri GSSS Gobindpura

9

6
No of students

0
A B C D E
Grade

22
 [Link] graph of pre-test score of GHS Bibiwala
12

10

8
No of students

0
A B C D E
Grade

[Link] graph of post test score of GHS Bibiwala

6
No of students

0
A B Grade
C D E

23
 Overall bar graph of Pre-test score of 78 students
40

35

30
No of students

25

20

15

10

0
A B C D E
Grade

Overall bar graph of post test score of 78 students

30

25
No of students

20

15

10

0
A B C D E
Grade

24
Comparative analysis bar graph of pre-test and post test
scores
40

35

30

25
No. of Students

20
Pre-Test
Post-Test
15

10

0
A B C D E
Grade

25
Findings:
After data analysis, it is obvious that knowledge of students improves with
action research.
Average score of all schools changed from pre-test to post-test.
School Name Average Score in Pre-test Average Score in Post-test

GHS Poohli 4.7 14.7

PM Shri GHS Nathana 4.0 14.35

PM Shri GSSS Gobindpura 3.2 13.8

GHS Bibiwala 7.8 12.6

Overall Average 4.9 13.8

Discussion and Conclusion:

This AR study aimed to assess and improve knowledge, attitudes and
practices related to RH among the students of class 10 [Link] the
intervention such as health education sessions, discussions there was a
noticeable improvement in students’ knowledge and attitude towards
reproductive health. Increased awareness and empowered the students to
make more informed decisions and encouraged healthier behaviour.
Attitude toward reproductive health are often influenced by family beliefs,
cultural norms and societal expectations. This AR aimed to creating safe and
supportive environment encouraged open communication and responsible
decision-making students.

26
References:
● Anna-Maria Velentza , socially assistive robot interaction promotion in
sexual health: Group and individual studies - robot interaction Activities
promoting disclosure, learning and positive attitude.
● Britanica. Com (human reproductive system / Diagram)
● PubMed. [Link].
● arxiv. Org
● NCERT text book class 10th
● PSEB text book

27
 Educational Benefits of research:
● This action research provides information about Puberty, body changes,
Pregnancy, STD
● The action research encourages students to analyse gender norms, health
inequities.
● This AR helps to teach essential life Skills such as Communication, body
autonomy.

Suggestions for further research:

After realising benefits of this research, it is suggested to imply on all school
students of grade 10th and also grade 9th.

28
 Teacher questionnaire
(You can choose more than one option)

Teacher name ……………………………………………………….

School name …………………………………………………………..
1: How would you rate your knowledge of reproductive health topics?

 Very good
 Good
 Fair
 Poor
 Very poor

2: which topic are you familiar with?

•puberty and body change

•menstrual health

•human reproduction

•contraception

•STI

3: Do you think reproductive health education is important for students?

•Yes

•no

•not sure

4: At what age do you think reproductive health education should begin?

•At upper primary

•At secondary

•only at higher education

•not at all in school

29
5: Reproductive health education helps student make responsible decision, Are you...

•strongly agree

•agree

•neutral

•disagree

•strongly disagree

6: How comfortable are you teaching reproductive health topics?

•Very comfortable

•comfortable

•somewhat uncomfortable

•very uncomfortable

7: What makes you uncomfortable? (if)

•lack of training

•cultural or religious concern

•fear of parent’s reaction

•personal believes

8: Have you received any special training in reproductive health education ?

•yes

•no

9: what challenges do you think School face in implementing reproductive health

education?
………………………………………………………………………………………………………………………………………………

10: Do you have any suggestions for improving reproductive health education in schools?

…………………………………………………………………………………………………………………………………………….

30
 Pre-Test Questionnaire
SCHOOL NAME: ____
Student name: ____…………………………… Roll No.: ____ DATE: ____

1.ਭਾਤਾ ਅਤ੃ ਪ਩ਤਾ ਪ ਿੱਚੋਂ ਪਿਸ ਦ੃ ਗੁ ਣ ਸੂ ਤਯ ਇਹ ਪਨਯਧਾਪਯਤ ਿਯਦ੃ ਹਨ ਪਿ ਹੋਣ ਾਰਾ ਫਿੱਚਾ ਰੜਿਾ ਜਾਾਂ
ਰੜਿੀ ਹੋ ੃ਗੀ?

A. ਪ਩ਤਾ B.ਭਾਤਾ

B. ਦੋ ਾਾਂਦ੃ D.ਦੋ ਾਾਂ ਪ ਿੱਚੋਂ ਪਿਸ੃ ਦ੃ ੀ ਨਹੀ ਾਂ

2.ਇਹਨਾਾਂ ਪ ਿੱਚੋਂ ਪਿਹੜਾ ਨਯ ਜਨਣ ਩ਰਣਾਰੀ ਦਾ ਅੰਗ ਨਹੀ ਾਂ ਹ੅?

A. ੀਯਜਥ੅ਰੀ B.਩ਤਾਰੂ

C. ਸੁ ਿਯਾਣੂ ਪਹਣੀ D.ਮੋਨੀ

3. ਗਯਬਧਾਯਨ ਯੋਿਣ ਰਈ ਰੂ ਩ ਜਾਾਂ ਿਾ਩ਯਟੀ ਪਿਸ ਦ੃ ਸਯੀਯ ਅੰਦਯ ਸਥਾਪ਩ਤ ਿੀਤੀ ਜਾਾਂਦੀ ਹ੅ ?
A. ਨਯ ਦ੃ B.ਭਾਦਾ ਦ੃

C.ਨਯ ਅਤ੃ ਭਾਦਾ ਦੋ ਾਾਂ ਦ੃ D.ਪਿਸ੃ਦ੃ ੀ ਨਹੀ ਾਂ

4. ਿੰਡੋਭ ਦੀ ਯਤੋਂ ਪਿਉ ਾਂ ਿੀਤੀ ਜਾਾਂਦੀ ਹ੅ ?

A. ਸੰਤਾਨ ਩ਰਾ਩ਤੀ ਰਈ

B.ਗਯਬਧਾਯਨ ਯੁਿਣ ਰਈ

C. ਪਰੰ ਗੀ ਪਿਪਯਆ ਾਾਂ ਨਾਰ ਹੋਣ ਾਰੀਆਾਂ ਪਫਭਾਯੀਆਾਂ ਯੋਿਣ ਰਈ

D. B ਅਤ੃ C ਦੋ ੃

5. ਩੅ਦਾ ਹੋ਋ ਸੁ ਿਯਾਨੂੰ ਭੂਤਯ ਭਸਾਨ੃ ਤਿੱਿ ਪਿਸ ਭਾਯਗ ਯਾਹੀ ਾਂ ਆਉਦ੃
ਾਂ ਹਨ ?

A.ਸੁ ਿਯਾਨੂੰ ਪਹਣੀ B. ਭੂਤਯ ਪਹਣੀ

C. ਩ਤਾਰੂ D.਩ਯੋਸਟ੃ਟਗਰਥ
ੰ ੀ

6. ਭਨੁਿੱ ਖ ਪ ਿੱਚ ਪਨਸ੃ਚਨ ਸਬ ਤੋਂ ਩ਪਹਰਾਾਂ ਪਿਿੱਥ੃ ਸੁ ਯੂ ਹੁੰਦਾ ਹ੅ ?

A. ਅੰਡਿੋਸ B. ਫਿੱਚ੃ਦਾਨੀ

C. ਪ੅ਰੋ਩ੀਅਨਪਟਊਫ D. ਪ਩ਤਾਚ

7. ਨਯ ਪ ਿੱਚ ਩ਯੋੜ ਅ ਸਥਾ ਦੌਯਾਨ ਆਉਣ ਾਰੀਆਾਂ ਤਫਦੀਰੀਆਾਂ ਦਾ ਿਾਯਨ ਪਿਹੜਾ ਹਾਯਭੋਨ ਹੁੰਦਾ ਹ੅ ?

A.ਟ੅ਸਟੋਸਪਟਯੋਨ B. ਌ਸਟਯੋਜਨ

C. ਇੰਸੁਰੀਨ D.ਇਹਸਾਯ੃

31
8.ਭਾਦਾ ਪ ਿੱਚ ਩ਯੋੜ ਅ ਸਥਾ ਦੌਯਾਨ ਆਉਣ ਾਰੀਆਾਂ ਤਫਦੀਰੀਆਾਂ ਦਾ ਿਾਯਨ ਪਿਹੜਾ ਹਾਯਭੋਨ ਹੁੰਦਾ ਹ੅ ?

A.ਟ੅ਸਟੋਸਟਯੋਨ B. ਌ਸਟਯੋਜਨ

C.ਇੰਸੁਪਰਨ D. ਇਹਸਾਯ੃

9. ਅੰਡ੃ ਨੂੰ ਅੰਡਿੋਸ ਤੋਂ ਫਿੱਚਦ

੃ ਾਨੀ ਤਿੱਿ ਪਿਹੜਾ ਭਾਯਗ ਰ੅ ਿ੃ ਜਾਾਂਦਾ ਹ੅ ?

A.ਭੂਤਯ ਪਹਣੀ B.ਅੰਡ ਹਣੀ

C.ਸਯਪ ਸ D.ਮੋਨੀ

10.ਨਯ ਪ ਿੱਚ ਸੁ ਿਯਾਨੂੰ ਪਿਹੜਾ ਅੰਗ ਩੅ਦਾ ਿਯਦਾ ਹ੅ ?……………………..

11. ਸਯੀਯਿ ਸਫੰਧਾਾਂ ਦੌਯਾਨ ਪਿਸ੃ ਾਇਯਸ ਨਾਰ ਹੋਣ ਾਰੀ ਿੋਈ ਇਿੱਿ ਪਫਭਾਯੀ ਦਿੱਸੋ ?…………………

12.ਗਯਬਅ ਸਥਾ ਪ ਿੱਚ ਔਰ ਦਾ ਿੀ ਿੰਭ ਹੁੰਦਾ ਹ੅ ?………………………………………………

13. ਌ਭਨੀਉਪਟ ਿਤਯਰ ਦਾ ਿੀ ਿੰਭ ਹੁੰਦਾ ਹ੅?………………………………………………….

14.ਪਿਸੋਯ ਅ
ਸਥਾ ਦ੃ ਸੁ ਯੂ ਪ ਿੱਚ ਰੜਪਿਆਾਂ ਦ੃ ਸਯੀਯ ਚ ਆਉਣ ਾਰ੃ ਦੋ ਫਦਰਾਅ ਦਿੱਸੋ ?
…………………………………………………………………………….

15. ਸੁ ਿਯਾਣੂ ਦ੃ ਉਤ਩ਾਦਨ ਰਈ ਰੋ ੜੀਦਾ ਜਯੂਯੀ ਤਾ਩ਭਾਨ ਆਭ ਸਯੀਯ ਦ੃ ਤਾ਩ਭਾਨ ਤੋਂ........ ਹੁੰਦਾ ਹ੅ ।
16.ਸੁ ਿਯਾਣੂਆਾਂ ਦੀ ਩ੂਛ ਇਸ ਦੀ............ ਪ ਿੱਚ ਭਦਦ ਿਯਦ੃ ਹਨ।

17. ਭਾਦਾ ਦ੃ ਦੋ ੄ ਅੰਡਿੋਸਾਾਂ ਪ ਿੱਚੋਂ ਹਯ ਭਹੀਨ੃......... ਅੰਡ੃ ਪਨਿਰਦ੃ ਹਨ ।

18.ਭਨੁਿੱ ਖ ਪ ਿੱਚ ਸੁ ਿਯਾਨੂੰ ਅਤ੃ ਅੰਡ੃ ਦ੃ ਭ੃ਰ ਤੋਂ ਫਣ੃ ਮੁ ਗਭਜ ਨੂੰ ਿੀ ਆਖਦ੃ ਹਨ।…………………………

19.ਇਿੱਿ ਪ ਸ੃ਸ ਯਚਨਾ ਪਜਸ ਦੁਆਯਾ ਬਯੂਨ ਨੂੰ ਭਾਾਂ ਦ੃ ਰਹੂ ਤੋਂ ਩ੋਸਣ ਪਭਰਦਾ ਹ੅ ਉਸਨੂੰ ਿੀ ਆਖਦ੃ ਹਨ ?
……………..

20. ਭਾਦਾ ਮੁ ਗਭਿ ਦਾ ਨਾਭ ਦਿੱਸੋ ?……………………………

21.ਨਯ ਮੁ ਗਭਿ ਦਾ ਨਾਭ ਦਿੱਸ?ੋ ………………………………
22.ਬਯੂਣ ਨੌ ਭਹੀਨ੃ ਰਈ ਭਾਾਂ ਦ੃ ਸਯੀਯ ਅੰਦਯ ਪਿਸ ਅੰਗ ਪ ਿੱਚ ਩ਰਦਾ ਹ੅ ?………………………

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Post test
Name…………………………… School name……………………………
Roll No……………… Date…………………………..

ਾਂ ਹ੅?
਩ਰ.1. ਪਿਸੋਯ ਅ ਸਥਾ ਦੌਯਾਨ ਅ ਾਜ ਬਾਯੀ ਹੋਣਾ ਇਹ ਫਦਰਾਅ ਪਿਸ ਪ ਚ ਆਉਦਾ

ੳ) ਭੁੰਪਡਆ ਚ' ਅ) ਿੁ ੜੀਆ ਚ'

ੲ) ਦੋ ਾ ਚ' ਸ) ਪਿਸ੃ ਪ ਚੋਂ ਨਹੀ ਾਂ

ਾਂ ਹ੅?
਩ਰ.2. ਭਾਦਾ ਦ੃ ਭਾਪਸਿ ਚਿੱਿਯ ਪ ਿੱਚ ਪਿੰਨ੃ ਪਦਨਹਾ ਫਾਅਦ Ovulation period ਆਉਦਾ

ੳ) 10 ਪਦਨਾਾਂ ਫਾਅਦ ਅ) 14 ਪਦਨਾਾਂ ਫਾਅਦ

ੲ) 4 ਪਦਨਾਾਂ ਫਾਅਦ ਸ) 28 ਪਦਨਾਾਂ ਫਾਅਦ

਩ਰ.3 Artificial ਗਯਬਧਾਯਨ ਦੀ ਪ ਧੀ ਪਿਹੜੀ ਹ੅?

1) SUZI 2) IVF
3) ZIFT 4) GIFT

਩ਰ.4. ਪ਩ਤਾ ਪ ਿੱਚ ਪਿਹੜ੃ ਿਰੋਭ੅ਸਭ

੅ ਜ਼ ਹੁੰਦ੃ ਹਨ?
a) XX b) X or y
c) XY d) XXX

਩ਰ.5. ਗਯਬਧਾਯਨ ਨਾ ਹੋਣ ਦਾ ਿਾਯਨ ਨਹੀ ਾਂ ਹੋ ਸਿਦਾ ਹ੅?

ੳ) ਸੁ ਿਯਾਣੂਆ ਦੀ ਿਭੀ ਅ) ਫਿੱਚ੃ ਦਾਨੀ ਦਾ ਿਭਜੋਯ ਹੋਣਾ

ੲ) ਅੰਡਾਨਾਫਣਨਾ ਸ) 1 ਪ੅ਰੋ਩ੀਅਨ ਪਟਊਫ ਦਾ ਫੰਦ

਩ਰ.6. ਭਾਦਾ ਜਨਣ ਅੰਗ ਦਾ ਸਬ ਤੋਂ ਫਾਹਯੀ ਪਹਿੱਸਾ ਪਿਹੜਾ ਹੁੰਦਾ ਹ੅ ?

ੳ) ਩ਤਾਰੂ ਅ) ਫਿੱਚ੃ਦਾਨੀ

ੲ) ਜ੃ਠੀ ਸ) ਅੰਡ੃ਦਾਨੀ

਩ਰ.7. ਪਨਸ੃ਚਨ ਤੋਂ ਩ਪਹਰਾ ਅੰਡਾ ਪ੅ਰੋ਩ੀਅਨ ਪਟਊਫਾ ਪ ਿੱਚ ਪਿੰਨਾ ਸਭਾ ਯੁਿਦਾ ਹ੅?

ੳ) 2-4ਘੰਟ੃ ਅ) 12-27 ਘੰਟ੃

ੲ) 5-7 ਘੰਟ੃ ਸ) 4-5 ਪਦਨ

਩ਰ.8. ਪਨਸ੃ਚਨ ਤੋਂ ਫਾਅਦ ਪਨਸਪਚਤ ਅੰਡਾ (ਬਯੂਣ) ਪਿੰਨ੃ ਸਭ੄ ਰਈ ਪ੅ਰੋ਩ੀਅਨ ਪਟਊਫ ਚ ਯਪਹੰਦਾ ਹ੅?

ੳ) 3-4 ਪਦਨ ਅ) 3-4 ਘੰਟ੃

ੲ) 1-2 ਪਦਨ ਾਂ ਹ੅?

ਸ) ਉਸ੃ ਪਦਨ ਫਾਹਯ ਆਉਦਾ

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਩ਰ.9. ਭਨੁਿੱ ਖ ਪ ਿੱਚ ਪਨਸ੃ਚਨ ਸਬ ਤੋਂ ਩ਪਹਰਾ ਪਿਥ੃ ਸੁ ਯੂ ਹੁੰਦਾ ਹ੅ ?

ੳ) ਅੰਡਿੋਸ ਅ) ਫਿੱਚ੃ਦਾਨੀ

ੲ) ਪ਩ਤਾ ਚ ਸ) ਪ੅ਰੋ਩ੀਅਨ ਪਟਊਫ ਚ'

਩ਰ.10. ਅੰਡ੃ ਨੂੰ ਅੰਡਿੋਸ ਤੋਂ ਫਿੱਚ੃ਦਾਨੀ ਤਿੱਿ ਰ੅ ਿ੃ ਜਾਾਂਦੀਆ ਹਨ ?

ੳ) ਭੂਤਯ ਪਹਣੀ ਅ) ਪ੅ਰ਩ੀਅਨ ਪਟਊਫਾ

ੲ) ਸਯਪ ਿਸ ਸ) ਜ੃ਠੀ

਩ਰ.15. ਪਭਰਾਣ ਿਯੋ (11-15)

1) ਨਯਮੁ ਗਭਿ ਭਾਦਾ ਜਣਨ ਅੰਗ

2) ਭਾਦਾ ਮੁ ਗਭਿ ਩ਤਾਰੂ

3) ਮੋਨੀ ਸੁ ਿਯਾਣੂ

4) ਸੁ ਿਯਾਣੂ ਮੁ ਗਭਜ਼

5) ਬਯੂਣ ਅੰਡਾਣੂ

16. ਭਾਦਾ ਸਯੀਯ ਪ ਚ …………… ਅੰਡ੃ਦਾਨੀਆ ਅਤ੃ …………… ਫਿੱਚ੃ਦਾਨੀ ਹੁੰਦੀ ਹ੅।

17. ਬਯੂਣ ਫਣਨ ਰਈ ………………ਅਤ੃ ………………… ਦਾ ਸੁ ਭ੃ਰ ਹੋਣਾ ਜਯੂਯੀਹ੅।

18. ਸਯੀਯਿ ਸਫੰਧ ਫਣਾਉਣ ਨਾਰ ਾਇਯਰ ਹੋਣ ਾਰੀ ਇਿੱਿ ਪਫਭਾਯੀ ਦਿੱਸ।ੋ ………………..

19. ਸੁ ਿਯਾਣੂ ਭਾਦਾ ਦ੃ ਸਯੀਯ ਦ੃ ਅੰਦਯ ਜਾਣ ਤੋਂ ਫਾਅਦ ਤਿੱਿ ਪਿੰਨ੃ ਸਭ੄ ਰਈ ਜੀ ਤ ਯਪਹ ਸਿਦ੃
ਹਨ।…………

20. ਗਯਬਧਾਯਨ ਯੋਿਣ ਰਈ ਨਯ ਦ੃ ਸਯੀਯ ਅੰਦਯ ਪਿਹੜਾ ਆ਩ਯ੃ਸਨ ਿੀਤਾ ਜਾਦਾ ਹ੅।……………

21. ਬਯੂਣ ਨੂੰ ਭਾਾਂ ਦ੃ ਸਯੀਯ ਅੰਦਯ ……………………… ਯਾਾਂਹੀ ਩ੋਸਣ ਪਭਰਦਾ ਹ੅।

22. ਗਯਬਧਾਯਨ ਯੋਿਣ ਰਈ ਿੋਈ ਇਿੱਿ ਪ ਧੀ ਦਿੱਸ।ੋ ………………………

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QUESTIONS FROM ANONYMOUS BOX:

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