Teaching Sexuality Education Research Articles

Attitude Of Secondary School Teachers Towards The Teaching Of Sex Education In Osogbo Local Government Area Of Osun State

The study was on the attitudes of secondary school teachers towards the teaching ofsex education, in Osogbo, the target population comprises all the secondary schools in Osogbo Local Government Area of Osun state. Ten secondary schools were randomly sampled and 20 teachers were randomly selected from each schools sampled as respondents. A questionnaire entitled “Attitude of Secondary School Teachers Towards the Teaching of Sex Education (ASSTTTSE)”, with psychometric properties of content validity and 0.81 reliability index. percentage-test and Analysis of variance (ANOVA) statistical method were used in analyzing the data collected. at 0.05 level of significance. The findings showed that there was no significant difference in respondents’ views about the attitudes of secondary school teachers towards sex education based on gender and school type, except on the bases of age. It was recommended among others that; Teachers should teach certain aspects of sexuality at schools that the students will be familiar with societal expectations of their future roles as Husband and wife.

SEX EDUCATION FOR 5th GRAPES IN THE ORIENTATION OF SCIENTIFIC RESEARCH

Teaching is research-oriented in accordance with the requirements to develop students’ competencies in Science subject. The appropriate level of research-oriented teaching for primary students is research drilling teaching. Based on the 4-step process of scientific research, the research has built a corresponding process of teaching sex education. In which, the students are put into a problem situation and create an opportunity for all students to actively participate in the lesson by proposing diverse questions and ideas. The lesson plan for “Puberty and puberty hygiene” of the “Humans and health” topic in Science subject 5 has been built and experimented with. The experimental results prove that the initial process and lesson plan have met the requirements of the Science curriculum. This is the basis for gradually forming and developing specific scientific competencies, general competencies and qualities for students in Science subject (2018).

The effectiveness of sex education intervention in Primary school teachers and health visitors in Cyprus

Introduction: The effectiveness of sex education programs depends,to a great extent, on the effectiveness of the instructor. The instructor’s education in the area is crucial to the success of the program. Aim: The purpose of this study was to evaluate the effectiveness of a sexeducationintervention to sex educators (school teachers and health visitors) in Primary Education in Cyprus and the investigation of the effectiveness of their cooperation in teaching the subject. Methodology: The sample of the educational intervention consisted of 18 people (12 health visitors and 6 primary school teachers).The research tools used were the semi-structured questionnaire, the Greek self-esteem measurement scale, the observation and the interview protocols.For the statistical analysis of the data, the statistical package of data analysis SPSS version 22 was used, namely the frequency distribution methods (cumulative frequency), t-test analysis for dependent samples and qualitative analysis of the interviews. Results: The results revealed that there were differences in the averages (means) before and after the educational intervention in the perceptions of the sample about the characteristics of the sex education instructor (20.27 / 23.00) and the level that the sample ranks itself in these characteristics (18.88 / 21.33), which were statistically significant (p = 0.40, p = 0.03 respectively). In addition, it was found that the majority of the sample wants to cooperate in the teaching of sex education. Conclusions: The findings suggest that the educational intervention applied was effective as it improved the perceptions, knowledge, skills, abilities and comfort of the sample in teaching sex education. In addition, for more effective teaching of sex education,the need for cooperation of teachers and health visitors was identified.Therefore, it can be assumed that both pre and in-service trainingin the area of sex education as well as encouragement of cooperation between professionals will improve the effectiveness of sex education programs in schools.

Teaching sexuality education to secondary students in Japan: reflections from Japanese health education teachers

ABSTRACT The purpose of this study was to describe in-service health education teachers’ experiences teaching sexuality education to students in secondary schools in Japan. The study was informed by the theory of teacher development. The methodology used in this study was qualitative and descriptive and adopted a case study design. Participants were five (four male and one female) in-service health education teachers with experience in sexuality education. Constant comparative method was used to analyse and interpret the data. Thematic analysis resulted in three themes: (a) the need to teach comprehensive sexuality education, (b) the pedagogical shift from face to face to online education, and (c) the importance of professional development in sexuality education. Experiences depicted by each theme indicate that Japanese health education teachers should be trained to support students from diverse academic, social, and cultural backgrounds in their sexuality education classes, enhancing both teaching and learning.

Gamifying Sexual Education for Adolescents in a Low-Tech Setting: Quasi-Experimental Design Study.

BackgroundSexual education has become increasingly important as unhealthy sexual practices and subsequent health risks become more prevalent during adolescence. Traditional sex education teaching methodologies are limiting for digital natives exposed to various digital technologies. Harnessing the power of technology applications attractive to the younger generation may be a useful approach for teaching sex education.ObjectiveThe aim of this study was to improve sexual health knowledge and understanding of the problems associated with unhealthy sexual practices and address sexual and reproductive health challenges experienced in a low-tech setting.MethodsA participatory design approach was used to develop the digital gamified methodology. A sample of 120 secondary school students aged 11-15 were randomly assigned to either experimental or control group for each of the 3 teaching approaches: (1) gamified instruction (actual serious games [SG] in teaching); (2) gamification (GM; making nongames, such as game-like learning); and (3) traditional teaching (TT) methods.ResultsThe SG and GM approaches were more effective than TT methods in teaching sexual health education. Specifically, the average scores across groups demonstrated an increase of mean scores from the pre- to posttest (25.10 [SD 5.50] versus 75.86 [SD 13.16]; t119=41.252; P<.001 [2 tailed]). Analysis of variance indicated no significant differences across groups for pretest scores (F2,117=1.048, P=.35). Significant differences across groups were evident in the posttest scores. Students in the SG and GM groups had higher average scores than the TT group (F2,117=83.98; P<.001). Students reported increased learning motivation, attitude, know-how, and participation in learning (P<.001) when using SG and GM approaches.ConclusionsDigital health technologies (particularly teaching and learning through gamified instruction and other novel approaches) may improve sexual health education. These findings may also be applied by practitioners in health care settings and by researchers wishing to further the development of sex education.

Sex Ed Lessons from COVID-19

In the early months of the COVID-19 pandemic, the United States was brought to a virtual standstill. National, state, and local governments, as well as the private sector, took stark measures to stem new cases of COVID-19 and “flatten the curve.” Among these measures were the closure of in-person classes at schools and universities and reduced access to in-person health care services. During the summer of 2020, the authors conducted an open-ended online survey with a convenience sample of sexuality educators, asking about their professional experiences in teaching sexuality education during the height of the pandemic. This article summarizes eight major themes that surfaced from a systematic analysis of the survey data and the authors’ commentary and lists of tips for teaching sexuality education virtually. Despite a multitude of challenges presented by the pandemic, sexuality educators found innovative ways to reach youth and adults with information and skills needed to make healthy decisions about their sexual health, link them to services, and advocate on their behalf.

Exploring age-old Xhosa values in the teaching of sexuality education

Research demonstrates that teachers’ cultural perspectives influence how they teach sexuality education; however, it is not clear how this occurs. Therefore, in my study, I explored how Xhosa teachers’ cultural perspectives influenced their practice of teaching sexuality education to adolescent Xhosa learners. I purposively selected 9 female Xhosa teachers and took them through the photovoice process, adopting a critical paradigm and drawing on a participatory visual methodology in achieving this aim. The findings reveal 2 themes: on the one hand, the participants used the past as a lens by drawing on some age-old cultural values and adhering to a didactic model of teaching, and on the other, they shifted towards a new practice by innovating their teaching method and refocusing on a safe lifestyle. The participants stated that the values of assertiveness and passivity were necessary for girls to navigate their adolescent sexuality successfully, even though the 2 values seemed contradictory. This presents a dichotomous dynamic, calling for the scrutiny of the Xhosa culture as it relates to sexuality. This work has implications for teacher professional development and training, as innovative and participatory methods are appropriate for use within sexuality education.

Pendidikan Seks bagi Anak dan Remaja: Perspektif Psikologi Islam

There are still many people who think that sex education is taboo, forbidden, and even something that is disgusting to talk about, especially in children and adolescents. In general, the purpose of sex education should be able to prevent the occurrence of sexsual criminal acts. Such as sexsual harassment, pregnancy outside of marriage and even abortion. It is the same with the purpose of sex education in islam is to maintain the safety and honor and sanctity of our children in the midst of society. According to psychology introduce sex education as early as possible for the child is better. Islam actually had to explain about sex education in the Qur’an and Sunnah. Where explained that sex education is not something that is taboo and should start from young children. The important thing to remember when giving sex education is to be in accordance with the child’s age and level of intelligence. In this paper will be presented on several ways to teach sex education in accordance with Islamic psychology perspective.

PENYULUHAN DAN PELATIHAN KOMUNIKASI TENTANG PENDIDIKAN SEKS UNTUK ANAK USIA DINI

The rise of cases of violence against minors causes concern for parents. Sexual violence against children is not only perpetrated by people we do not know, but can occur from those closest to us. Therefore, it is very important for parents to teach sex education to their children from a young age. The objectives of this program were to provide information, understand, and provide experiences about sex education for children at PAUD Al-Ihsan Malang Regency with the parents as the target. This program ran through socialization and training where parents got information about communicating simple sex education for early childhood with materials: seven aspects of children's education in Islam and modern education, the concept of "where do I come from?", and apply simple sex education in daily life. This program had been successfully proven by the parents’ enthusiasm in asking questions, sharing experiences, discussing, and practicing communication

Attitude of Secondary School Teachers Towards the Teaching of Sex Education in Osogbo Local Government Area of Osun State

The study was on the attitudes of secondary school teachers towards the teaching of  sex education in Osogbo, the target population comprises all the secondary schools in Osogbo Local Government Area of Osun state. Ten secondary schools were randomly sampled and 20 teachers were randomly selected from each school sampled as respondents. A questionnaire entitled “Attitude of Secondary School Teachers Towards the Teaching of Sex Education (ASSTTTSE)”, with psychometric properties of content validity and 0.81 reliability index. percentage-test and Analysis of Variance (ANOVA) statistical method were used in analyzing the data collected at 0.05 level of significance. The findings showed that there was no significant difference in respondents’ views about the attitudes of secondary school teachers towards sex education based on gender and school type, except on the bases of age. It was recommended among others that; teachers should teach certain aspects of sexuality at schools that the students will be familiar with societal expectations of their future roles as husband and wife.

Disseminating Resources Online for Teaching Sex Education to People with Developmental Disabilities

Disseminating Resources Online for Teaching Sex Education to People with Developmental Disabilities

Meaningful teaching of sexuality education framed by culture: Xhosa secondary school teachers’ views

African women in the Xhosa culture used to hold powerful positions in the sexuality arena. That has since changed and in contemporary Xhosa culture, they take up submissive roles. This is especially so in the teaching of certain aspects of sexuality, as Xhosa women are not supposed to give guidance in the sexuality of their male learners. In this study, curriculum posters were created to explore Xhosa Life Orientation (LO), Life Sciences (LFSC) and Natural Sciences (NS) teachers’ views of the meaningful teaching of sexuality education to Xhosa learners. The research study is located within a critical paradigm, using a participatory visual methodology. Cultural-historical activity theory (CHAT) was used as a theoretical lens and the findings were contextualised in existing literature. Two themes were identified: 1) Shifting teacher positionality by revisiting pedagogical assumptions and taking ownership in the teaching of sexuality education and 2) Contextualising sexuality education in Xhosa culture through reconnecting to Xhosa values and appreciating cultural roots and practices. The findings indicated that Xhosa women teachers could reclaim their powerful position regarding sexuality when teaching sexuality education and that reflexivity is a critical attribute of a sexuality education teacher. The study has implications for teachers and curriculum developers to contextualise the curriculum in terms of learners’ biographies and to engage local and relevant knowledges critically in dealing with issues of sexuality, gender inequality as well as HIV and AIDS.

Reproductive Health Information and Practice among Female Undergraduates of Private Universities in Osun State, Nigeria

The research investigated the extent of awareness of reproductive health information and practice of female undergraduate in private universities in Osun State. The study employed the descriptive survey research design. The population for the study consisted of all the female undergraduates of private universities in Osun state. A total of 500 female undergraduates of private universities in Osun state formed the sample for this study. Proportionate sampling technique was used to assigned sample size to each of the three randomly selected universities to ensure fair representation. Simple random sampling technique was employed to select sampled size assigned to each of the selected universities. The instrument used to collect data was questionnaire titled “awareness of reproductive health information and reproductive health practice (APRHIQ). Data collected were analysed using frequency count, mean and standard deviation. The findings showed that young people are sexually active as majority have started engaging in sexual activities while still in secondary schools. The findings also indicated that awareness of reproductive health information is of a very low extent (45.6%) and reproductive health practice of female undergraduate is of a high extent (54.4%). The study concluded that Reproductive Health Information awareness is very low while reproductive health practice of female undergraduate of private universities in Osun state tends to be favourable. The study recommended that in order to avert the imminent threat of explosion of sexually transmitted diseases, there is urgent need to start teaching family life and sex education in schools right from elementary school. Keywords: I nformation Awareness; Reproductive Health Information; Undergraduate, Reproductive Health Practice DOI: 10.7176/JEP/12-16-09 Publication date: June 30 th 2021

Knowledge and Attitude of Teachers Regarding Sexuality Education in Public Secondary Schools: The Case of Muleba District

With increase of health-related risk behavior among adolescence (students), a comprehensive sexual health education in schools has remained a solution to reduce these cases and challenges among youth. However, effectiveness of sexuality education in schools depends more on attitude and knowledge of teachers who impart knowledge and experience to students. With regard to that, this study aimed at assessing knowledge and attitude of teachers regarding sexuality education in public secondary schools. Muleba District was used as a study area. A cross-sectional design was used to guide a researcher in collecting data from 158 teachers using a close-ended questionnaire. The study findings showed positive attitude among teachers regarding key issues on sexuality education such as willingness to teach sexuality education. However, local cultural norms and beliefs distract their intention of teaching students about their sexuality and lack of formal training on sexuality matters increases teachers` anxiety and lower their confidence in handling various topics concerning sexuality education. This study recommends that short trainings on sexuality matters should be provided to teachers to increase their skills and confidence; and harmful cultural norms in local areas should be discouraged to ensure effectiveness of sexuality education in schools

The Sex Education Method in Agrarian Communities

The purpose of this study was to describe how an agrarian society provides sex education. This research was conducted based on the assumption that parents need to teach sex education to early childhood, even though it is taboo, but in a good way. This research is qualitative research with an ethnographic research type. The results showed that 1) The community uses fiqh (rituals of worship) learning methods to cover genitalia and teach the culture of shame from an early age. 2) people are still taboo to mention genitals directly so that they use other terms that are considered not to stimulate crime and are more polite, namely to refer to the penis as sunik, gentog and anu, while for the vagina is replaced with the term memek, iwak kebo and anu. 3) people still use the circumcision method for women even though WHO has stated it is prohibited. This study recommends the government and community leaders to continue to carry out sex education for children with the correct method according to health, religious, and human rights laws.

Teachers’ personal experiences of sexual initiation motivating their sexuality education messages in secondary schools in Kampala, Uganda

ABSTRACT Little is known about how teachers’ personal sexual experiences influence their motivations and practices when teaching sexuality education. Cultural schema theory was used to explore teachers’ personal experience of the onset of sexual activity and explain how sexuality education teaching is influenced by such experiences. In-depth interviews were conducted with 40 secondary school teachers in Kampala, Uganda. The interviews were transcribed verbatim and analysed using principles of grounded theory. Findings show that while teachers’ personal experience of sexual initiation did not directly align with the content of their messages, due to the centrality and evocative function of these schemas these experiences strengthened teachers’ motivation to teach sexuality education because they enabled them to empathise with students. The study concludes that teachers’ personal experiences of sexual initiation provide intrinsic motivation for teaching sexuality education. The inclusion of dialogues and activities which encourage self-reflexivity in teacher education and training may improve the delivery of sex, sexuality and relationships education.

Changes in Sexuality Education Teacher Training Since the Release of the Australian Curriculum

Teachers need training to provide high-quality sexuality education to adolescents. The recent release of a new Australian health curriculum provides a timely opportunity to examine the experiences of Australian sexuality education teachers since the release of this curriculum. Australian teachers who had taught sexuality education since the 2015 release of the national health curriculum (N = 239) participated in this cross-sectional survey between 2017 and 2018. Survey items investigated teaching and training experiences; comfort with, and hours spent teaching, sexuality education; and the topics taught. Analyses included comparative means, correlations, and a standard multiple regression. Half of the sample taught health while the other half taught seven other subjects. Teachers who had received any training or professional development had higher scores on having had the “right” training (all ps < 0.005) and spent more hours on delivery of sexuality education (p ≤ 0.001); 10–20 h or more of training was more strongly affirmed as useful. Earlier training or professional development increased overall comfort, and comfort was the biggest predictor of increased content delivered (beta = − 0.278, p = 0.001). Training after new curricular requirements only aided comfort around “new material,” specifically, gender and sexual diversity (p = 0.007). This study confirms that the amount and types of training received, perceived usefulness of that training, comfort delivering various parts of the curriculum, and the time spent in the classroom delivering sexuality education all support the delivery of high-quality sexuality education in schools. Results indicate that any Australian teacher could be required to teach sexuality education. Therefore, universities should supply pre-service teacher training in sexuality education across all degree programs. Education leaders should supply early professional development for new sexuality education teachers to enhance overall comfort, and subsequent professional development focused on “new material” or updates.

Acceptability of a Comprehensive Sex Education Self-Study Website for Teaching Reproductive Health: A Pilot Study Among College Students and Obstetrics and Gynecology Resident Physicians.

IntroductionThere is a growing interest among adolescents to obtain sexual health information online, which could be helpful in rural areas where adolescents face unique obstacles to contraception access, and medically accurate sex education is not mandated.AimThis study piloted a comprehensive sex education self-study website among undergraduate students and resident physicians to assess the accuracy and feasibility for future use in younger adolescents.MethodsA sex education website developed by a board-certified obstetrician-gynecologist (OBGYN) was piloted among a group of OBGYN resident physicians and undergraduates from West Virginia. Groups were chosen to assess the accuracy of information and acceptability for use in younger adolescents. The 30-minute curriculum was a series of short videos (2–4 minutes each) covering anatomy, physiology, sexuality, gender identity, relationship health, contraception, and sexually transmitted infection prevention. Data were obtained on subjects’ past experience and perception of sex education. Subjects also evaluated the website for usefulness and accuracy.OutcomesMain outcomes included a Likert scale assessment of each curriculum session’s usefulness, accuracy, and how easy it was to follow.Results24 subjects (14 undergraduates and 10 physicians) participated during September and October of 2019. All except for 1 subject had sex education taught in school; 11 (45.8%) reported it to be “low quality”; 23 (95.8%) reported being taught in a classroom. Individual website video sessions were reported to be highly accurate, very easy to follow, and very useful. All subjects (100%) felt that high school adolescents would be interested in the self-study website.ConclusionsA self-study website was successfully tested and found to be a well-accepted way to teach sex education among this pilot group. Future work involves testing this tool among younger adolescent subjects.Yoost J, Ruley M, Durfee L. Acceptability of a Comprehensive Sex Education Self-Study Website for Teaching Reproductive Health: A Pilot Study Among College Students and Obstetrics and Gynecology Resident Physicians. Sex Med 2021;9:100302.

Liberation through science: Karl Evang as sex educator.

Karl Evang's (1902-1981) efforts with regard to sex education in Norway are well documented, in particular his work in the interwar period, as an initiator and co-editor of Populært Tidsskrift for Seksuell Oplysning (Popular Journal for Sex Education) (1932-1935). This article takes Evang's work in the 1930s as its starting point, but emphasises his role in promoting sex education in schools after the war. The main sources for the article are Evang's popular science texts on sex education as well as archive material that shows Evang's role in school policy. Searches have also been conducted in newspaper databases and in the journal. The text builds on research on Populært Tidsskrift and on the teaching of sex education in Norwegian schools undertaken by the author of this article. Karl Evang worked to promote sex education in Norway. His professional and ideological efforts in this regard in the interwar period are well documented, but he was also committed to this cause as Norway's director general of health in the post-war years. Evang regarded the teaching in schools as a particularly important tool for health-promoting knowledge about sexuality in the population, and he helped to place sex education in schools on the agenda after the war. Through his professional and political networks, he was perhaps the most important driver of sex education in Norway, in the decades before as well as after the war.

Parents’, Students’ and Teachers’ Understanding of Sexuality Education

School-based sexuality education is regarded as an effective way to increase young people's understanding of sexually transmitted infections including human immunodeficiency virus infection, unintended pregnancies, abortion, violence, infertility, gender, sexual orientation, etc. This article identifies different perspectives of comprehensive sexuality education in our school's strategy of teaching sexuality education especially from parents, students and teachers, and to identify the need for CSE in the Nepalese context. This paper has used primary data of qualitative nature. The data were collected from a school's students where twenty students from grade nine, ten mothers of the students, and three HPE teachers from different schools were selected for study purpose. The collected data were analyzed following thematic approach. Based on the study, the curriculum was not found sufficient for providing sexuality education. Topics related to human rights, gender equality, and sexual and gender diversity were not addressed sufficiently. The teaching method was found to be heavily lecture-based, while the class environment was not comfortable for many students. Data show that providing school-based comprehensive sexuality education can be challenging. Teachers need adequate training to revise their sexual attitude and biases, highlight gender and sexual rights, and promote instruction that makes use of students' critical thinking skills.