Evaluating a School-Based Intervention: A Methodology for Assessing the Impact of Comprehensive Sexuality Education on Gender-Equitable Attitudes Among Adolescent Boys in Kigali, Rwanda

Gender-inequitable attitudes among adolescent boys are a significant driver of adverse sexual and reproductive health outcomes. While school-based comprehensive sexuality education (CSE) is a potential strategy for promoting equitable norms, robust methodologies for evaluating its specific impact on boys' attitudes in sub-Saharan African contexts are required. This methodology article details a protocol for assessing the impact of a school-based CSE curriculum on gender-equitable attitudes among adolescent boys (13-17 years) in Kigali, Rwanda. Its primary objective is to describe a mixed-methods, quasi-experimental design for measuring attitudinal change in this population. The proposed methodology employs a quasi-experimental, pre-test/post-test design with a comparison group. A sample of boys from secondary schools implementing a standardised CSE curriculum will be compared to a matched sample from schools following the national curriculum only. Quantitative data will be collected using a validated Gender-Equitable Men (GEM) scale survey. Qualitative data will be gathered through focus group discussions to explore contextual factors influencing attitudinal shifts. Analysis will involve statistical comparison of scale scores and thematic analysis of qualitative transcripts. As a methodology article, no empirical results from the described study are presented. However, pilot testing of the GEM scale indicated a high level of internal consistency (Cronbach's alpha >0.85). The qualitative topic guide successfully elicited nuanced discussions on masculinity and gender norms. The outlined methodology provides a rigorous and contextually adapted framework for evaluating the impact of CSE on gender attitudes among adolescent boys in Rwanda. It addresses a notable gap in evaluation approaches within adolescent sexual and reproductive health. Researchers evaluating similar interventions in comparable settings are encouraged to adapt this mixed-methods design. Emphasis should be placed on ensuring culturally appropriate measurement tools and securing adequate engagement from school authorities and participants. comprehensive sexuality education, gender-equitable attitudes, adolescent boys, quasi-experimental design, mixed-methods, Rwanda, sub-Saharan Africa. This article contributes a detailed methodological framework to the field of adolescent health research, offering a structured approach for assessing the influence of school-based CSE programmes on gender norms among boys in a sub-Saharan African context.