|Title:||Need and preference of sexuality education from teacher and student perspectives|
|Subject:||Hong Kong Polytechnic University -- Dissertations.|
Sex instruction -- China -- Hong Kong.
Sex instruction for teenagers -- China -- Hong Kong.
|Department:||School of Nursing|
|Pages:||x, 102 leaves : ill. ; 30 cm.|
|Abstract:||Background: Sexuality education has been implemented in Hong Kong for decades, previous survey results have revealed that the effectiveness of sexuality education is in doubt. To enhance the effectiveness of sexuality education, previous studies suggested to consider perceived adolescents' sexuality learning needs and preferences from both students' and teachers' perspectives. However, not much study had been done on this issue in Hong Kong. With better understanding of the perceived needs and preferences and its differences between students' and teachers' perspectives, health care professionals can consider different interventions to promote adolescence sexuality health in school. Aim and objectives: The aim of this study is to explore adolescents' learning need and preference in sexuality education as perceived by teachers and school adolescents. It examines and compares the adolescents' sexuality learning needs and preferences between teachers and students perspectives. Preferred channels of adolescent's sexuality learning as perceived by students are also identified. Study design and method: A quantitative exploratory design using structured questionnaire. Purposive sample of two hundred and four students and ninety four teachers were invited in six mixed gender secondary schools to complete the self-administered questionnaire. Result: Two hundred and four students (58.3% male, 41.7% female) and ninety four teachers (42.6% male, 57.4% female) were recruited. Teachers perceived personal skills as most important adolescents' sexuality learning needs and preferences. Students perceived sexual health topics as higher needs to be learned. Students preferred to obtain those personal skills concepts such as values and decision making from schools. Fourteen out of thirty six topics were identified to be statistically difference in needs between teachers' and students' perspectives (p<0.05). They were mainly related to relationships, personal skills and sexual behaviors. For the differences in perceived preferences, seven topics (body image, families, friendship, love, dating, reproductive system health and sexuality and religion) were found to be statistically difference between teachers' and students' perspectives (p<0.05), most of them were related to relationships. Thirty seven percent of the teachers had low self-rating on professional preparation on sexuality education. Seventy five percent of teachers felt comfortable in teaching sexuality education to adolescents. The scores commented by the students and teachers on the current adolescents' sexuality learning in Hong Kong were low (teachers' means = 4.53, SD= 1.36, n=94; students means= 5.16, SD=1.55, n=204). Students acquired sexuality knowledge from schools. Internet and mass media, peers, families and books were also found to be students' preferred channels of sexuality learning. Conclusion: This study identified the significant differences in needs and preferences of sexuality learning from teachers and students perspectives. The findings are useful for the review of the curriculum of the current sexuality education and to design and implement appropriate teaching and learning strategies of enhancing the effective sexuality education in Hong Kong. Implications to the adequacy of training and support to teachers were addressed. Further research studies for the understanding of the in-depth relationships were recommended.|
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