本研究主要目的在探討「同儕避孕教學設計」介入對避孕知識、避孕態度、避孕自我效能、避孕行為意向的成效，採用不等組實驗組、對照組前後測設計。立意取樣中部某私立高中一年級女生二班為實驗組，另一所私立高中二班為對照組，共141人參與研究，其中實驗組64人，對照組77人。實驗組為同儕避孕教學設計，而對照組為一般避孕教學，研究結果如下：(一) 實驗組在教學介入前後之「避孕知識」、「避孕態度」、「避孕自我效能」、「避孕行為意向」得分均達統計上顯著差異；而對照組在教學介入前後僅「避孕知識」、「避孕自我效能」達顯著差異。(二) 以兩組前測為共變項進行共變數分析之後，實驗組後測之「避孕知識」、「避孕態度」、「避孕行為意向」分數顯著高於對照組後測之分數；而實驗組後測之「避孕自我效能」分數與對照組後測之分數無顯著差異。 因此，同儕避孕教學介入，對於高中一年級女生在避孕知識、避孕態度、避孕自我效能、避孕行為意向的得分皆可提升，而其中避孕知識、避孕態度、避孕行為意向的得分顯著高於一般避孕教學設計，值得推廣於高中之健康與護理課程。

This study examines how the intervention of peer contraceptive education influences contraceptive knowledge, contraceptive attitude, contraceptive self-efficacy and contraceptive behavior intention. This study adopted the “Unequal Group Pre-Test/Post-Test Design”. Purposive sampling was used to choose two private high schools in central Taiwan, with a class of first year female students from one school comprising the experimental group, and a similar class from the other school comprising the control group. A total of 141 subjects were involved in the study, with 64 in the experimental group and 77 in the control group. The intervention design of the experimental group was peer contraceptive education. The intervention design of control group was general contraceptive education. The results were as follows: The scores of contraceptive knowledge, contraceptive attitude, contraceptive self-efficacy and contraceptive behavior intention in the pre- and post- test results for the experimental group following intervention demonstrated statistical significance. Furthermore, the scores of contraceptive knowledge and contraceptive self-efficacy in the pre- and post- test results following intervention achieved significance for the control group. After performing ANCOVA with the pre-test results of the two groups as the covariate, the post-test scores of contraceptive knowledge? contraceptive attitude?and contraceptive behavior intention?for the experimental group were significantly higher than the post-test results for the same items in the control group, but the scores of contraceptive self-efficacy?in the experimental group did not differ significantly for the same item from the control group. Therefore, the intervention of peer contraceptive education clearly improved first year high school female students?contraceptive knowledge, contraceptive attitude, contraceptive self-efficacy and contraceptive behavior intention. Notably, contraceptive knowledge, contraceptive attitude and contraceptive behavior intention scored better than general contraceptive education, and thus peer contraceptive education is worth recommending for use in high school health and nursing curriculums.