4. Discussion
The findings indicated that the intervention program significantly improved adolescents' SRH life skills in the study areas and that life skills intervention packages were an interactive educational model to shape attitudes and develop SRH life skills. In this present study, both individual-level factors and behavioral-level factors predicted significant improvements in life skills development than environmental-level factors. This implied that, once adolescents had been trained in school-linked life skills intervention, their SRH life skills had been greatly influenced by factors that operate at the individual and behavioral level. The results of this study showed that school-linked life skill intervention improved adolescents' life skills with increased self-awareness, safe and informed decision-making, identifying their vision, abilities, and goals, understanding others' feelings, and possessing skills to deal with SRH issues through interactive learning and communicative skills. These results are in line with school-based study programs in Thailand (The statement, “Our research showed that individual-level and behavioral-level factors had predicted more improvement in life skills development than environmental-level factors,” suggests that the government could focus more on individual- and behavioral-level factors. Moreover, the finding demonstrated that life skills in the trial and control arms had a negative mean difference. However, after the intervention, the mean differences in life skills between the intervention and control arms significantly improved. The mean difference showed that the intervention program had significantly changed the intervention arm.Moreover, the mean difference within the trial arms was higher in pre-trial outcomes with significant positive changes. The Pearson chi-squared analysis revealed that significant association between the outcome variable and school-linked SRH life skills intervention. Compared to the control arm, adolescents in the intervention clusters developed proper life skills. This result implied that school-linked SRH life skills intervention was significantly correlated with appropriate SRH life skills development. This suggestion was communicated with proposals and school-linked life skills intervention trial studies (In the end study, the proportion of adolescents with life skills increased from 370 (47.9%) to 382 (50.3%). The change in proportion was 2.4% and may look small. However, the arithmetic means at baseline of 0.56 increased to 0.64 at the end-line. This finding aligns with the results of Magalhaes et al. (