Background & Aim: Adolescents have important role in building the societies. Some deficits were observed in students&apos knowledge regarding puberty health. This study aimed to compare the effect of two educational methods (lecture-educational package) on girl students&apos knowledge about puberty health.

Methods & Materials: In this interventional study, 200 students were randomly selected through a multi stage sampling method. Data were collected using a questionnaire. One group received a self-learning educational package and the other group took part in two lecture sessions which totally lasted about four hours. The post test was taken 6 weeks later. Data analysis was performed using Descriptive and inferential statistics.

Results: Results of this study showed that after intervention, both groups&apos knowledge mean scores increased significantly. Also the average of package group&aposs score after the education was more than the other group&aposs score (P<0.001). The difference in knowledge mean scores before and after the intervention was significantly higher in the package group than in the lecture one. The comparison of scores in both groups before and after the education was significantly different (P<0.001).

Conclusion: Both educational methods can be considered to be effective in promoting students&apos knowledge however, the educational package was more effective than the lecture.

Background & Aim: Micronutrients deficiency is one of the most common health problems among adolescents. Theory based educational interventions which address learners&apos preferences are among the solutions for the matter in hand. The aim of this study was to determine the effectiveness of the Transtheoretical model (TTM) based educational package on vitamin intake in female adolescents in Tehran.

Methods & Materials: A randomized community trial was applied. Study samples were consisted of 80 female students from two middle schools of Tehran, district 17^th. They were selected using a cluster-random sampling method and were randomly assigned to the intervention (n=40) and control groups (n=40). The intervention group received a TTM-based educational package. Changes in vitamin intake were assessed using standard food frequency & 24-recall questionnaires.

Results: Based on pre-test results, intake of vitamin B2, B6, B9, B12, and C were lower than Dietary Reference Intake (DRI) in both groups. Based on the post-test data, a significant increase occurred in the mean score of vitamin intake in the intervention group comparing with the control group and also with the intervention group at pretest (P<0.05).

Conclusion: TTM-based educational package could be effective in improving vitamin intake in urban female adolescents.