The intervention group received four weekly training sessions of health literacy education. Each educational session lasted an average of 50 minutes. The students were divided into four groups with an average of 25 students in each group.

The control group had no educational interaction with the researcher after the pre-test. The control group was administered the one-week and three-month posttest THLS-32 by the researcher simultaneously with the intervention group.

Health literacy education, consisting of four sessions, was given to the intervention group.

The level of health literacy was evaluated in four categories according to the score obtained: (0-25) points: inadequate health literacy, (> 25-33) points: problematic - limited health literacy, (> 33-42) points: adequate health literacy, and (> 42-50) points: excellent health literacy. The health literacy level of the students was determined and the intervention and control group was selected from among the students with insufficient and problematic-limited health literacy level.

The health literacy levels of the students who received and did not receive the intervention were compared. The level of health literacy was evaluated in four categories according to the score obtained: (0-25) points: inadequate health literacy, (> 25-33) points: problematic - limited health literacy, (> 33-42) points: adequate health literacy, and (> 42-50) points: excellent health literacy.

The health literacy levels of the students who received and did not receive the intervention were compared. The level of health literacy was evaluated in four categories according to the score obtained: (0-25) points: inadequate health literacy, (> 25-33) points: problematic - limited health literacy, (> 33-42) points: adequate health literacy, and (> 42-50) points: excellent health literacy.