Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 95-98).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 95-98). Also available in print.

Education is an ongoing process and it is never 'complete' in anyone's life. Sex education is relevant in Junior Secondary Schools (JSS) in Botswana. The study was under taken to investigate the influence of sex education on the sexual behaviour of JSS learners. Adolescents today are faced with challenges and they need support to face these challenges. The study was guided by the following research objectives: What constitutes the nature and characteristics of sex education? What is the attitude of learners towards sex education? What is the effect of sex education on learners? And what strategies can be put in place to improve sex education? Three schools were purposely selected for the study. From the population of 1550 learners, 55 were sampled, from 145 teachers, 25 were sampled and from 75 parents 9 were sampled. The quantitative approach through survey method was used in collecting data through questionnaires. Qualitative approach was used to collect data. Interviews were recorded manually and later coded, grouped and finally analysed. The following findings were shown by the study. Sex education should be included in the curriculum. Sex education does influence the behaviour of learners. Sex education is an important aspect in one's life. Modern technology should be used for sex education. Trained personnel are required in schools. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2011

published_or_final_version / Education / Master / Master of Arts in Education

As sexualities educators, we rarely examine the broader social context our sexualities are shaped within, nor do we often give meaningful instruction to students on how to come to terms with emotions and desire or choosing and being good partners. Some of the ways we 'do' masculinity, femininity and gender in this culture can compromise our ability to fully engage in loving relationships with our selves and others. Teaching sexualities as transformational learning, critical theory challenges us to do better, both as individuals and as a society aware of and resisting oppression. Instead of teaching as though the body and spirit can thrive independently of one another, an authentic sexualities education would address the many dimensions of human experience, including morality, physicality and emotionality.

Thesis (D. Min.)--Southwestern Baptist Theological Seminary, 1993. / Includes bibliographical references (leaves 201-207).

Thesis (B.A.)--Haverford College, Dept. of Political Science, 2009. / Includes bibliographical references.

No description available.

The purpose of this study was to collect information on relevant sexuality education content for adolescents by assessing students' interests and perceived needs. Subjects in this study were middle school students. Two methods of data collection were employed, therefore, this study was conducted in two phases. In the first phase, questionnaires were completed by 224 sixth, seventh, and eighth grade students of the Greater Albany School District. Responses from the Student Sexuality Education Questionnaire (SSEQ) revealed sexuality topics of importance based on interest and perceived need. Subsequent to identifying sexuality topics of importance, statistical analyses were performed on each sexuality topic. Kruskal-Wallis analyses determined that five sexuality topics (of 23 listed in the SSEQ) were significant between sixth, seventh, and eighth grade students. Seventeen topics tested statistically significant when female and male responses were submitted to Mann-Whitney analyses. Differences between grade levels and sexes were identified for three topics in both tests of significance. These topics were female reproductive system, male reproductive system, and dating. In the second phase of this study, semi-structured interviews were conducted with 31 students who completed the SSEQ. Student consent, grade level, and sex were criteria used in selecting the Phase II sample. Students' responses to Interview Guide questions were tape-recorded, transcribed, and content analyzed. An analysis of the transcripts revealed similarities and differences between Phase I and II data. In both phases, students reported that AIDS, STD's, preventing STD's, preventing pregnancy, and sexual abuse were most important to learn about in school. Additional data that emerged during the interview process related to preferred sources and grade levels for sexuality education. Students generated a list of suggestions for relevant sexuality education. Their suggestions were summarized. A synthesis of Phase I and II results led to recommendations for school administrators and educators. Recommendations were also provided for future research. / Graduation date: 1992

Thesis (B.A.)--Haverford College, Dept. of Anthropology, 2004. / Includes bibliographical references.