Abstract
A correspondence course in human sexuality is compared with traditional modes of sex education and evaluated in terms of its effectiveness in reaching and increasing sexual knowledge in adults a group which has been underrepresented in traditional sex education programs. Sex information pretest and posttest data are analyzed to assess change in sexual knowledge. The correspondence mode was found to be effective for both sexes for adults in rural and remote areas and for adults who were older and more educated as well as for young adult college students. Implications for sex education research and administration are discussed. Participants in the study were the first 100 students to take a human sexuality course through the Continuing Education and Extension Division of the University of Minnesota. Mean age at registration was 28.5 years (70% were over 25) and all participants enrolled in a course that granted undergraduate academic credits. 25% of the participants resided in rural areas. 26% of the sample had completed 4 or more years of college and the majority 68% were women. Recommendations include more innovative marketing methods for such education which appeal to men as well as women. Both men and women showed significant increases in sexual knowledge as a function of their correspondence study. This mode of study eliminates time and place limitations. The need for systematic assessment to identify successful sex education programs is stressed; however there are limitations in making conclusions based on the pretest and posttest results. Additional research is recommended to assess this study modes effect on sexual attitudes and behaviors as well as level of information to identify relative effectiveness of course components and to directly compare the success of sex education modes with differing student populations. Correspondence may have a high positive correlation with potentially personal private or confidential topics such as sex. A basic assumption in creating adult sex education programs is that sexual development and education is a lifelong process. (authors modified)
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