Purpose The purpose of this study was to develop an experience-based sex education program to improve adjustment to puberty in elementary school students in the upper grades and to verify its effectiveness.
Methods This study had a pretest-posttest nonequivalent control group design. The subjects of this study were a total of 95 sixth-graders in Y city (experimental group: 48, control group: 47). The measurement variables were sexual knowledge, body image, self-esteem, and satisfaction with life. Four sessions of the experience-based sex education program to improve adjustment to puberty, consisting of 40 minutes per session, were provided to the experimental group.
Results Children’s sexual knowledge, self-esteem, and satisfaction with life in the experimental group, which participated in the experience-based sexual education program to improve adjustment to puberty, showed a significant increase compared to the control group. However, there was no statistically significant difference in body image.
Conclusion This study presents the development of an experience-based sex education program for adjustment to puberty to overcome the shortcomings of existing sex education programs that are limited to sexual knowledge and attitudes, and also verified that the sexual knowledge, self-esteem, and life satisfaction of the elementary school students who were provided with the program improved meaningfully.
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초기 청소년 대상 부모참여 포괄적 성교육 프로그램이 참여자의 성지식, 성태도, 성관련 의사소통에 미치는 효과 연구* 유진 이, 은숙 조 Journal of Family Relations.2024; 29(1): 115. CrossRef
Purpose This study was describes the development and implementation a sex education program with a blended learning method for university students.
Methods Sixty-eight university students were recruited either to the experimental group (n=35) or the control group (n=33). This program was developed based on the analysis, design, development, implementation, and evaluation model. The analysis phase consisted of a literature review, focus group interview, expert consultations, and target group survey. In addition, learning objectives and structure were designed, and a printed text-book, presentation slides, cross-word puzzle, and debate topics were developed. In the implementation phase, the program was conducted 3 times over the course of 3 weeks. The evaluation phase involved verification of the effects of the program on sex-related knowledge, sexual autonomy, and justification of violence, as well as an assessment of satisfaction with the program.
Results The experimental group had significantly higher scores on sex-related knowledge (t=5.47, p<.001), sexual autonomy (t=2.40, p=.019), and justification of violence (t=2.52, p=.015) than the control group.
Conclusion The results indicate that this sex education program with blended learning was effective in meeting the needs of university students and can be widely used in this context.
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