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Effectiveness of an organized training module on proficiency regarding the POSH Act among students of a selected degree college in Bhopal
, Trivesh Goswami2, Lily Podder1, Shikha Dwivedi3, Shalini Kumari3, Saraswati Limbu3, Saritha Chaudhary3, Shambhavi3,, Shama3,, Seema3,
*Corresponding author: Rajratan, Department of Psychiatric Nursing, Nursing College, All India Institute of Medical Sciences Bhopal, Saket Nagar, Bhopal, Madhya Pradesh, 462020, India. ratanraj2@gmail.com
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Received: ,
Accepted: ,
How to cite this article: Rajratan, Goswami T, Podder L, Dwivedi S, Kumari S, Limbu S, et al. Effectiveness of an organized training module on proficiency regarding the POSH Act among students of a selected degree college in Bhopal. Future Health. doi: 10.25259/FH_6_2026
Abstract
Objective
Sexual harassment is a serious social and legal issue that affects individuals in workplaces and educational institutions, violating the fundamental rights to dignity, equality, and safety. It includes any unwelcome conduct of a sexual nature, such as physical advances, sexually colored remarks, requests for sexual favors, display of obscene material, or inappropriate verbal and non-verbal behavior that creates a hostile environment. The aim is to aware the degree college students regarding the Prevention of Sexual Harassment (POSH) Act through an organized training module. Despite the enactment of the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013, awareness regarding its provisions and grievance redressal mechanisms remains inadequate among students, leading to underreporting and ineffective implementation.
Material and Methods
A quantitative quasi-experimental pre-test post-test control group design was adopted to evaluate the effectiveness of an organized training module on POSH Act proficiency among undergraduate students of a selected degree college in Bhopal. A total of 320 students were selected using purposive sampling. Two groups were formed, the experimental (n = 160) and control (n = 160) groups. Data were collected using a self-structured questionnaire comprising socio-demographic variables and 21 questions assessing proficiency regarding the POSH Act. The experimental group received a structured training module covering key provisions, like what sexual harassment is, its types, preamble, what a workplace is, aggrieved women, internal complaints committee composition, complaint procedures, and penalties, etc., while the control group received no intervention. Data were analyzed using SPSS V.26, and the McNemar-Bowker Chi-square test was applied to determine effectiveness.
Results
At baseline, most participants demonstrated average proficiency levels. Following the intervention, the experimental group showed significant improvement, with 60% achieving high proficiency in the post-test and no participants remaining in the low category. The improvement was statistically significant (p <0.001), whereas no significant change was observed in the control group. No association was found between baseline proficiency and selected socio-demographic variables. The findings further indicate that structured legal education can bridge existing awareness gaps and strengthen students’ understanding of institutional reporting mechanisms. Early sensitization at the undergraduate level may contribute to long-term behavioral change and improved compliance with legal frameworks.
Conclusion
The organized training module significantly enhanced POSH Act proficiency among undergraduate students, indicating the need for structured and institutionalized awareness programs within higher education to promote safe and legally compliant academic environments.
Keywords
Organized training module
POSH act 2013
Proficiency
Sexual harassment
INTRODUCTION
The Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) Act, 2013 was enacted in India to safeguard women against sexual harassment and ensure a safe working environment.1,2 The Act prescribes preventive measures, complaint mechanisms, and the constitution of Internal Committees to address grievances effectively.3 Nevertheless, studies indicate that awareness of the Prevention of Sexual Harassment (POSH) Act among college students remains inadequate.4 Research on prevention, prohibition, and redressal aspects underscores the importance of institutional sensitization for effective implementation.5 Awareness and perception studies among undergraduate students reveal gaps in understanding key provisions and reporting mechanisms.6,7
Structured educational interventions have been shown to significantly improve knowledge regarding sexual harassment prevention.8 While legal awareness programs among college students have demonstrated measurable gains in knowledge levels.9 International organizations also emphasize that awareness and training initiatives are essential to prevent workplace harassment and promote safe environments.10 However, challenges in implementation and compliance continue to be reported across institutions.11,12 Studies in educational settings highlight variability in awareness levels and stress the need for preventive education and grievance redressal systems.13,14 Recent literature reviews confirm persistent gaps in institutional awareness despite legal mandates.15,16
Evidence from structured teaching programs supports the effectiveness of organized training strategies in enhancing knowledge and awareness among students.17 In this context, it becomes essential to assess baseline knowledge levels and evaluate the impact of structured training interventions. Therefore, the present study was undertaken to (i) assess the level of proficiency regarding the POSH Act, (ii) evaluate the effectiveness of an organized training module, and (iii) determine the association between selected socio-demographic variables and knowledge levels among students of a selected degree college.18-27
MATERIAL & METHODS
Study design and setting
A quantitative research approach was adopted using a quasi-experimental pre-test post-test control group design. The study was conducted among undergraduate students of a selected degree college affiliated with Barkatullah University, Bhopal, Madhya Pradesh. Participants were divided into experimental and control groups. On Day 1 (08.12.2025), both the experimental and control groups underwent the pre-test assessment. Following the pre-test, the experimental group received the intervention in the form of an organized training module on the POSH Act, 2013, whereas no intervention was administered to the control group during this phase of the study. Subsequently, the post-test assessment was conducted for both groups on the 7th day (15.01.2025) to evaluate the effectiveness of the organized training module on the POSH Act, 2013. Furthermore, on Day 8, the same intervention was provided to the control group for ethical considerations and to ensure equal benefit to all participants; however, this intervention was not included as part of the study objectives or outcome evaluation.
Sampling technique
A purposive sampling technique was adopted to select undergraduate students who met the inclusive criteria.
Ethical consideration
Ethical approval was obtained from the Institutional Human Ethics Committee (IHEC) prior to data collection (Approval No: IHECS/aiimsbpl/July25/161 date: 23.08.2025).
Sample size and participants
The sample size was calculated using the McNemar test formula for paired proportions:
level of significance (α = 0.05, two-sided) and 80% power. Based on previous awareness studies and pilot observations, it was anticipated that the proportion of students with high proficiency would increase from 40% at pre-test to 60% at post-test. The expected discordant proportion for improvement (p01) was 0.20, and the discordant proportion in the opposite direction (p10) was 0.05. Substituting these values yielded a minimum required sample size of ∼140 participants in the intervention group. Considering the inclusion of a control group of equal size, the requirement for stable category distribution for non-parametric analysis, and a potential 10–15% non-response or incomplete data rate, the final sample size was inflated and rounded to 320 participants, with 160 students each in the experimental and control groups (allocation ratio 1:1). The selected sample size was therefore statistically justified and adequately powered to achieve the study objectives.
Data collection procedure
Data collection was conducted in two phases. In the first phase, pre-test was carried out for both the experimental and control groups using a self-structured questionnaire.
The tool consisted of two sections:
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Section A: Socio-demographic variables; it consists of demographic data of 07 items (age, gender, educational qualification, parents’ employment status, occupation, family income and previous exposure to POSH training.
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Section B: it consists of 21 self-structured multiple-choice questionnaire tp assess proficiency regarding the POSH Act, 2013. Data was collected by a self-report of proficiency questionnaire from subjects. Each correct response was awarded one mark, and incorrect responses were scored zero. The total score ranged from 0–21 grading with 0–7 is low score, 7–14 is average score, and 15-21 is high score. After the pre-test, the organized training module was administered to the experimental group, while the control group did not receive any intervention. Post-test assessment was conducted for both groups after completion of the intervention to measure changes in proficiency levels.
Intervention
An organized training module on the Sexual Harassment of Women at Workplace (Prevention, Prohibition and Redressal) POSH Act, 2013 was developed by the investigator, which was validated by experts, and the CVI values range from 0.909–1.00. The session was conducted using structured teaching methods and interactive discussion. The module included: Introduction and objectives of the POSH Act, Definition and forms of sexual harassment, Scope and applicability of the Act, Composition and role of the Internal Complaints Committee (ICC), Complaint procedure and timelines, Rights, duties, and penalties under the Act. prepared the intervention based on the literature and validated by experts.
Data analysis
Data were coded and entered into SPSS version 26 for analysis. Descriptive statistics such as frequency and percentage were used to summarize socio-demographic characteristics and proficiency levels. The McNemar-Bowker Chi-square test was applied to determine the effectiveness of the intervention within groups. The Mann-Whitney U test was used to compare the differences in proficiency scores between the experimental and control groups. Statistical significance was considered at p <0.05.
RESULTS
A total of 320 undergraduate students participated in the study, with 160 students each in the experimental and control groups.
Table 1 presents the association between selected socio-demographic variables and pre-test POSH proficiency levels among students. No statistically significant association was observed between baseline proficiency and age group, gender, educational qualification, parents’ employment status, family monthly income, or previous exposure to POSH training (p >0.05 for all). Occupation was not analyzed, as all participants were students. These findings indicate that pre-intervention POSH knowledge levels were independent of socio-demographic characteristics.
| Variables | Low (0 –7), n (%) | Average (8 –14), n (%) | High (15 –21) n (%) | χ2 / Fisher exact (df), p value |
|---|---|---|---|---|
| Age group | ||||
| 18–25 years | 17 (5.4) | 159 (50.3) | 140 (44.3) | Fisher’s exact p = 0.226 |
| 26–35 years | 0 (0.0) | 4 (100.0) | 0 (0.0) | |
| Sex | ||||
| Male | 12 (6.8) | 91 (51.7) | 73 (41.5) | 2.18 (2), 0.337 |
| Female | 5 (3.5) | 72 (50.0) | 67 (46.5) | |
| Educational qualification | ||||
| Medico | 7 (6.2) | 57 (50.4) | 49 (43.4) | Fisher’s exact p = 0.356 |
| Non-medico | 6 (7.1) | 35 (41.2) | 44 (51.8) | |
| Technical | 0 (0.0) | 10 (71.4) | 4 (28.6) | |
| Other | 4 (3.7) | 60 (56.1) | 43 (40.2) | |
| Parents’ employment status | ||||
| Both employed | 7 (16.7) | 19 (45.2) | 16 (38.1) | 14.73 (8), 0.065 |
| Both unemployed | 1 (2.4) | 22 (52.4) | 19 (45.2) | |
| One employed | 9 (4.5) | 102 (50.7) | 90 (44.8) | |
| Not applicable | 0 (0.0) | 19 (55.9) | 15 (44.1) | |
| Occupation | ||||
| Student | 17 (5.3) | 163 (50.9) | 140 (43.8) | Constant (test not applicable) |
| Family monthly income | ||||
| < ₹10,000 | 2 (3.1) | 30 (46.9) | 32 (50.0) | 4.61 (6), 0.595 |
| ₹10,001–₹30,000 | 8 (7.4) | 54 (50.0) | 46 (42.6) | |
| ₹30,001–₹50,000 | 4 (5.6) | 42 (58.3) | 26 (36.1) | |
| > ₹50,000 | 3 (3.9) | 37 (48.7) | 36 (47.4) | |
| Previous exposure to POSH training | ||||
| Yes (college/university) | 5 (8.8) | 24 (42.1) | 28 (49.1) | Fisher’s exact p = 0.294 |
| Yes (workplace) | 0 (0.0) | 3 (50.0) | 3 (50.0) | |
| Yes (online) | 1 (4.2) | 17 (70.8) | 6 (25.0) | |
| No | 11 (4.7) | 119 (51.1) | 103 (44.2) | |
POSH: Prevention of Sexual Harassment.
Table 2 shows that the pre-test comparison of knowledge scores between groups showed that the median POSH knowledge score in the experimental group was 15 (IQR: 12–18), while in the control group it was 14 (IQR: 12–15). As shown in Table 3, the difference was statistically significant on Mann-Whitney U testing (U = 15300, p = 0.002), indicating a slightly higher baseline knowledge level in the experimental group. Following the intervention, post-test comparison demonstrated an improvement in the experimental group. The median post-test score increased to 15 (IQR: 14–18), whereas the control group had a median score of 14 (IQR: 12–15).
| Variable | Control (n = 160) Median (Q1 –Q3) | Experimental (n = 160) Median(Q1 –Q3) | Mann-Whitney U, p value |
|---|---|---|---|
| Pre-test total score | 14 (12–15) | 15 (12–18) | 15300, 0.002** |
| Post-test total score | 14 (12–15) | 15 (14–18) | 19284, <0.001* |
*= significant, **= non significant, POSH: Prevention of Sexual Harassment.
| Proficiency level (n = 160) | Pre/post test | Low (%) | Average (%) | High (%) | χ2 (df), p value |
|---|---|---|---|---|---|
| Control | Pre-test | 84 (52.5) | 48 (30.0) | 28 (17.5) | 10.74(2), 0.004* |
| Experiment | Pre-test | 59 (36.88) | 60 (37.5) | 41 (25.63) | |
| Control | Post-test | 69 (43.13) | 60 (37.5) | 31 (19.38) |
20.24(2), <0.001* |
| Experiment | Post-test | 13 (8.13) | 84 (52.5) | 63 (39.38) |
*= significant, **= non significant, POSH: Prevention of Sexual Harassment.
As presented in Table 3, the difference between groups was highly statistically significant (U = 19284, p <0.001). Within-group comparison of proficiency levels in the experimental group revealed a statistically significant shift from pre-test to post-test. The McNemar-Bowker Chi-square test indicated a significant upward transition in POSH knowledge proficiency following the intervention (χ2 = 112.6, p <0.001). No comparable significant shift was observed in the control group. These findings demonstrate a statistically significant improvement in POSH Act knowledge among students who received the organized training module.
DISCUSSION
The present study was conducted to assess the level of proficiency regarding the POSH Act among students of a selected degree college, to evaluate the effectiveness of an organized training module in improving knowledge, and to determine the association between selected socio-demographic variables and baseline knowledge levels.
At baseline, the majority of students demonstrated an average level of knowledge regarding the POSH Act, indicating moderate awareness prior to intervention. Similar findings of limited awareness among college students have been reported in a study conducted in Chennai.5 Research assessing undergraduate students has also documented an inadequate understanding of the provisions and mechanisms of the POSH Act before structured sensitization programs.7 A study conducted among students in Punjab further observed that awareness levels were not comprehensive despite statutory mandates.28 A review of literature on workplace sexual harassment has emphasized the persistence of knowledge gaps across institutional settings.29 These findings suggest that while students may have general familiarity with the concept of sexual harassment, they often lack detailed knowledge of legal definitions, reporting procedures, and grievance redressal mechanisms.
The present study demonstrated a statistically significant improvement in knowledge among students who received the organized training module, confirming the effectiveness of a structured educational intervention. Similar improvements following structured teaching programs have been documented among women employees, where planned instruction significantly enhanced knowledge levels.10 Studies evaluating legal awareness programs among college students have also reported significant gains in knowledge after educational interventions.11 Evidence from structured educational programs further supports that systematic teaching strategies effectively improve knowledge outcomes.30,31 The POSH Act mandates awareness programs as preventive measures to ensure safe working environments.2 International organizations have emphasized structured training as a key strategy for preventing sexual harassment and promoting respectful institutional cultures.13 These findings collectively reinforce that organized training modules play a crucial role in strengthening implementation and enhancing institutional compliance. With regard to the association between socio-demographic variables and baseline knowledge, the present study found no statistically significant association between knowledge levels and variables such as age, gender, or course of study. This indicates that awareness gaps were uniformly distributed across demographic categories in the study population. Similar findings have been reported in a study assessing awareness among working women, where knowledge levels were not significantly associated with demographic characteristics.3 These findings suggest that deficiencies in POSH-related knowledge are systemic rather than subgroup-specific, highlighting the need for universal sensitization initiatives.
Overall, the findings of the present study indicate that baseline knowledge regarding the POSH Act was moderate, structured training significantly enhanced proficiency levels, and socio-demographic variables did not significantly influence awareness. The results highlight the importance of integrating comprehensive and routine POSH awareness programs within higher educational institutions to strengthen legal literacy, promote accountability, and foster safer academic environments.
Limitations and recommendations
The present study may be subject to response bias, as data were collected using a self-structured questionnaire. The study limits the generalizability, given the sensitive nature of the topic related to sexual harassment and legal awareness, i.e., the POSH Act; participants may have provided socially desirable responses rather than reflecting their actual level of knowledge. This tendency could have influenced the accuracy of the reported findings. The quasi-experimental pre-test and post-test design restricts causal inferences, as data were collected at a single point in time. The use of a self-structured instrument to measure outcomes may also introduce measurement bias; these methodological considerations highlight the need for future research employing longitudinal studies and generalizability of findings.
CONCLUSION
Sexual harassment remains a critical concern in workplaces and educational institutions, affecting dignity, equality, and safety. The present study highlights the existing gaps in knowledge regarding the POSH Act, 2013, among participants at baseline, indicating the need for structured awareness initiatives. The significant improvement observed in the post-test scores of the experimental group demonstrates that the structured teaching program was effective in enhancing knowledge regarding the provisions, prevention strategies, complaint mechanisms, and redressal procedures under the POSH Act. The absence of significant improvement in the control group further confirms that the gain in knowledge was attributable to the intervention rather than external factors or repeated testing effects.
Acknowledgment
A heartfelt gratitude to all experts for their insights as they were instrumental in shaping the direction of this study and a sincere gratitude to Barkatullah University for granting the permission to conduct the study. Their suggestions had always been in time to help achieve this goal.
Author contribution
R: Intro, literature, discussion, analysis; TG:Posh Intervention; LP:Posh intervention, literature; SD: Methodology; SK: Introduction, literature; SL: Conceptual frame work, analysis; SC: Methodology; S:Literature, discussion; S: Discussion, recommendation; S: Analysis, posh intervention.
Ethical approval
The research/study approved by the Institutional Review Board at AIIMS BHOPAL, number IHECS/AIMSBPL/July25/161, dated 23 August 2025.
Declaration of patient consent
Patient’s consent not required as there are no patients in this study.
Financial support and sponsorship
Nil.
Conflicts of interest
Dr. Lilly Podder is on the Editorial Board of the Journal.
Use of artificial intelligence (AI)-assisted technology for manuscript preparation
The authors confirm that there was no use of artificial intelligence (AI)-assisted technology for assisting in the writing or editing of the manuscript and no images were manipulated using AI.
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