= z .5 ., IlllllallllIIIIIZIlllllIlIIIIllllIlllllIIlIIIIIIIHIIIIIIIII 293 01523 9670 LIBRARY MICHIGAN STATE UNIVERSITY PLACE ll RETURN BOX to tomavo thIo checkout flom your record. TO AVOID FINES retum on or before date duo. DATE DUE DATE DUE DATE DUE “ mm 9 211? Iii.“ JJL—J- ___J| JLJ EL- I—T—TE—J MSU In An Affirmative Mew-l Opponunlly Immulon W1 “D'ALIIATITI'; SEEM-é”??? I}: Fi'IO'.-*IL'3’DT‘::C AQOUT $3.31 AFTER A SENIOR [£1331 SCHOOL “375}: “TTJ'ISATICEI UNIT by Shirley J. Brackett A raostv Submitted to the College of Home Economics of Fichigan State University of Agriculture and Applied Science for the degree of Department of home Wanagement and Child Development 1366 THIGH} Fags AthFBCtooooooooooootoo...coon-ooooo-ooooococoocoocoo... 10 ECKQOVIE§QFEBtS¢ooo0.00.0.0...cocoa-000000.900ocoooooooolilo Chapter: I. IntrOdUCtiofl 3&5 ObjeCt1V09-0GCQaIOOCOO.000.0 ‘- Kygotheses, sssumption, and Limitatione...... r“J I II. RG?1$W Of Litflratareoooooocouccouotooaoooooco 3. 30ntent......oo.............................. he TGQtinEQQOOQOOQOQQQooooocuoocooooco3.00.00... 5. III. FetEGUOIOEYOon.o000000.00.09.000000000330000. 5. Analysis Of nataoocooococooococo-oaoooo-oooo- ‘3. ?1ndings...........o......o..............o.o. 14. IT. Summary....occ.o..ao......................... ‘7. Suggestions for Farther EZtUdYooooo-ooooooooca 1:3. BibllcgrathQQQQQOoovoonogc.oono...ooooooaouooooccooooco 200 Appeadix I: “Suit of Sex Education to Become Better 3arents”.............o......... 22. AQQEHdlx 11: "grean8”00000.09OOOOOOOCOOOOOOOOOOO..00... 30. fippeaflix III: ”Sex Attitude Inventory”................. 32. ABSTRACT Evaluating Changes in Knowledge About Sex After a Senior High School Education Unit by Shirley J. Brackett This study was concerned with designing an evaluation device, on a senior high level, to measure changes in know- ledge about sex as a result of a sex education unit. Basic to the test construction was consideration of the objectives of the course content. They were as follows: 1. 2. 3. 5. 7. To deveIOp appreciation of normal homosexual and heterosexual devel- cpment. .To understand the facts surrounding the difference between male and fe- male reproductive systems and their functions. To understand the importance of healthy attitudes toward sex. To develop an appreciation for the concepts and attitudes surrounding sex which help create happier people, families, and societies. To understand the process of concep~ tion, pregnancy, and delivery. To develop an appreciation of basic rights and needs of infants. To develop an appreciation of the sexual responsibilities of the male to the female and the female to the male in their personality develop- ment, social roles, and future roles. 1. - 78 ‘ I . . 4 r 1 » 11. A preliminary sampling of fifty-five students was used to refine the evaluation device. The changes made in the device were based on an item analysis as well as recom- mendations of two Pamily Living instructors in Lincoln Park high School. The evaluation device was given before and after the teaching of the sex education unit. Since the true opinions of the reapondents were desired, anonymity was assured and only an indication of the sex of the student was required. The sampling in the pretest included two hundred twenty-seven students enrolled in eight Family Living classes at Lincoln Park High School during the spring semester of 1966. The post test was given to two hundred twenty-four students. Hypothesis one, "The evaluation device will show an increase in the scores of the senior high school students who take the unit on sex education," was supported by the results of the evaluation instrument. Hypothesis two, "The changes in knowledge of the senior high school boys will be greater than will the changes in knowledge of girls," was not supported by the study. ACKHCWLEDCVQNLS Harm thanks are extended to those who helped with this problem. Dr. hilliam Varshall was directly associated with the planning and execution of the study. Gratitude is also eXpreseed to Dr. Twyla Shear and Dr. Alice Thorpe who served on the guidance committee. A special vote of thanks goes to Mrs. Farilee Purse and fire. Annabelle Richards, Family Living teachers who were helpful in revising the test. Sincere appreciation is also given to the two hundred twenty-seven students who cooperated in the study. ry appreciation and affection are extended to my family for their encourazement. patience, and sacrifices. Vy pro- Ject became their project. Without people such as these, work projects of this nature would not be desired nor com- pleted. iii. ‘ Wm-.u-¢‘_- " - . CHAPTER I IETROUUCTIOH Sex education in the public schools is not a new con- cept. Education, always in a state of change, is consistently being reviewed and defended as to its scope and content. That there should be sex education in the schools of today is not the question. The question is: "hhat are we teaching?" To this and, much material is available for the teacher in the senior high as well as in elementary school; however, the choice of what to teach is up to the individual teacher. There is a need for studies measuring the possible effects of the sex education classes upon the student's in- formation and attitudes (4,16). Educators agree that factual information is more adaptable to evaluation than testing for understanding relationships and attitudes. How- ever, one may assume that positive attitudes toward sex would be based upon adequate information. The purpose of this study was to compose a test which would test the student's acquisition of knowledge after a unit of sex education in a Family Living class at Lincoln Park High School. OBJECTIVE The objective of this study was to construct a brief evaluation device designed to measure changes in knowledge about sex. 1. ”7-7%,..-“ .— t In ’1'" ' "" " r1 '1 .. 1! .~ t \. Isl; OA‘LiLL‘) tile) The hypotheses of this study were: 1. The evaluation device will show an increase in the scores of the senior high school students who take the unit on sex education. The changes in knowledge of the senior high school boys will be greater than will the changes in knowledge of the girls. a33EVETION 0? TEIS ares? This study assumes the following: 1. 2. That the student's response to the instrument may be considered a valid measure of the student's knowledge. That positive attitudes about sex are fostered by adequate sex knowledge. LIVITATIOES OF THE STUDY although precautions were made for anonymity, some students might have answered as they felt they were eXpect- ed to respond, rather than expressing their true beliefs. CHAPTER II 39718? 0“ THE LITQRATUR? Sex education has been taught in high schools under various titles for over thirty-five years (7). The pioneer work in education for marriage was started in 1926 at Boston University by Dr. Ernest Groves. There has been an increase in the penularity of the subject recently, due to many cul- tural and educational changes (8, 11). however, teaching sex education in the schools should be considered as supplemental to home training. Kauy parents think they have a choice in teaching or not teaching sex education. According to Lester Kirkendall, one teaches some things about sex whether one is verbal or not. Sex education starts with birth and is a continuous process (10). To teach or not to teach sex education is a question that has had serious repercussions in some educational systems. however, surveys in 1951 revealed that four out of five adults believed that school should offer sex education and that three out of four adolescents thought it was needed (5). A number of studies have demonstrated that students are lacking in adequate information and that their attitudes need changing. Lee reports in one study that seventy-five percent of the students tested felt that fears of sex dis- cussion leading to "unwholesome experimentation" were decreasing. According to Lee, sex education is improving 3. A o , a ' I O r g . ~ . I , . I '7, . . , , . . .\ ‘ ) '. fl ; . 1 . . ‘ . U 4. in scope and teaching for attitudes is becoming a normal part of instruction (12). Another study by Behlmer indicates that ninety percent of the students felt the instruction had been helpful to them (4). CONTfiNT Early approaches to teaching sex education were concern- ed with pregnancy outside of marriage and venereal diseases. A better approach, according to Fanwiller, does not use scare tactics and shame, but rather refers to sex with re- spect and dignity for human personality, marriage, social pride, and responsibility (7). John Baker in his book 333 fducation in the Pith schools emphasizes balancing the con- tent of sex education courses among the sociological, physiological, and psychological aspects of sex in order to secure maximum benefits. Objectives should relate to the democratic expectations of social responsibility and self- realization (3). Barn states that "sexual delinquents prove to be people with a strong sense of personal unworthiness." Le contrasts this to the "self-confident, secure child who is at loose ends emotionally" (10). hanwiller states that in addition to these goals, one of the ultimate goals of sex education is the preservation of the family (7). In a study based on three hundred ninety-four question- naires returned by former high school students who had taken a course in Family Living, Behlmer reports that fifty-five percent said sex education ranked first in importance to them (4). A large majority stated that high school students lacked fundamentals of a good sex education, knowledge of the anatomy, psychology and physiology of the reproductive system, I.» th more iyporta4t, they VGFe lucnlflf 13 positive =ttltules and concepts about sex an} its groper perspective in life. The students also reported that school eds a pejor 353n¢j for segmenting tone lnstractisn, and felt that the firnlfir year was the best tire far teaching set adventicn. Lemctcr, numerous 3tudle5 Fees recon sale} innorgurktlh; so! Hinn*t13fl from kindergarten through high etéecl :4? ethara have as_- seated its incorporatioi in such subject areas as science, physital education, and hose assassins yort Junior 833 39.10% high school years. secnrdinf persons planning school health curriculune at tie stste level recusmenj hath the continuous process and the inclusion 21th other subjects, but suggest that this be supfilcncntei by a semester of direct health instruction in the junior and senior lie? school (9). There is a need to evaluate the results of such instruc- tiou. Arny states hat testing should eucluate according to kaoaledge, understanding, and appreCiation of the objectives of the course (2). The results of instruction are not dif- ficult to measure when knoaledae is the outcome sought. The problem in evaluating health teaching arises because the principal aim is to develop or improve health attitudes and actions (14). There are some published teats ccverine sex education, one of these beinfi the tax Knowledge Inventory published in North Carolina. Eithin this are a few questions regarding attitudes; however, the majority of questions measure know- ledge of anatomy and vocabulary. It is Stressed the "1,‘( IT 6. of knowledge" does not indicate a poor adjustment. (1). There seem to be differences in the attitudes of boys and girls regarding sex. some of these differences may be the result of role differentations and culturization processes, while some may be a result of direct teaching. Girls prob- ably have a better opportunity than boys to acquire factual information and well-founded attitudes from parents. The onset of menstruation in girls lays a natural groundwork for discussion of sex. however, boys are apt to be overlooked by parents as needing any foundation, leaving it up to the boy to aCQuire knowledge on his own (7). Educators have pointed out the value of careful pre- testing and appraisal in terms of specific objectives for functional evaluation. Hilbur Clark measured the Opinions and sexual readiness resulting from participation in a mar- riage course at the university of Southern California. From his study it appeared that there was a change in the pretest and retest scores of students enrolled in the marriage course as compared to a control group enrolled in history. The judgment of "opinions" was made subjectively by Clark and the teacher. Clark stated that more studies of this nature were needed to evaluate scientifically the results in the formation of wholesome attitudes and the acquiring of essential infor- mation (15). Army reviewed Frances Schieder's work in family rela- tionships which indicated that little change occurred unless this was a major objective of the teacher (2). Guidelines were suggested by Arny for testing attitudes. Among these were: tests should not be use! for grading purposes. and students should be encouraged to ansher honestly. The type 7. of questioning used is an important consideration, and answer sheets should be devised and used when possible. JLJITLK III E’JI‘IICLC’LCGY In setting up this study, a search was made for published tests on sex attitudes and knowledge. Lovever, as none seened suitable for the coarse content upon which students were being tested, it was decided to compose a test of sex knowledge aeoropriate to the objectives of the course. The test was then to be administered before the sex education unit was taught and again after the unit was completed. Rasic to planning this problem was the writer's concern with fostering positive sex attitudes for high school students. It was assumed that positive sex attitudes were fostered by adequate sex knowledge. In constructing the test, several guidelines suggested by Arny were used (2). It was decided to use a multiple choice statement with four possible choices, the answers to be ranked and scored. The most positive foil was given four points wills the least positive received only one. The decision as to relative rank in each foil was made with the assistance of two other Family Living teachers. A trial test of fifty—three students was conducted for the purpose of item discrimination and test refinement. The test was then revised. The statements used were based on the objectives of the sex education.course. (See Appendix I for unit content.) 8. These objectives were: 1. To develop an appreciation of norsel homosexual and heterosexual develoyment. 2. To understand the facts surrounding the differ- ences letween male and female reproductive systees and their functions. 3. To understand the importance of healthy attitudes toward sex. 4. To develoo an appreciation for the concrete concepts and attitudes surrounding sex that help create hospier people, families, life, and societies. 5. To understand the process of conception, pregnancy, and delivery. 6. To develop an appreciation of the sexual reaponsibil- ities of the male to the female and the female to the male in their personality develooment, social roles, and future life. 7. To develop an appreciation of basic rights and needs of infants. The test consisted of thirty-five statements, each with four respone,s. The wording and phrasing of the stateseuts and the responses were carefully selected, ranked, and scored from one to four points. On the test itself, the order of choices was scrambled so that the students were not share of the ranking nor scoring procedure. The highest score possible was one hundred forty points, indicatina hie er factual knowledge uoon which positive atti- tuies could be hosed. To obtain the data needed, an answer sheet has devised. The student was identified on the instru- ment by his sex and a nuuber used for comparison of the student's scores on the pretest and post test. The students of eight Family Living classes attending Lincoln Park High ”chool duri g the Spring semester of 1955 participated in this study. There were two hundred twenty- seven students taking the pretest and two hundred twenty-four “'9 10 taking the host test. £1.'.».'-3ae.v.Y.)I3 Cr? Til? 33‘1”“ This study was designei to evaluate cnan¢es in knowledge about sex evaluate for a senior high school sex education unit. In such Changes, a pretest given prior to the sex edu- cation unit and a post test given folloking the unit were compared. By examining the mean scores of the male on; female pretest groups as well as the male and female post test groups, one could determine if a change occurred as well as the direction of the change. A more detailed analysis of change was made by exemining the number of correct responses for each item enfi calculating the percentage data for the pre and post tests. fiech.of the thirty-five statements nae planned to test learning' of a particular idea or concept. Follosing are the thirty-five statements together vith toe possible responses. The last tiat was response in each item indicates the idea or concept sought in tke testing. On the actual.test. these items were scrambled. 1a 3. I believe the main purpose of sex in earrisge is ... (1) to release physical tension, (2) for pleasure, (3) for having children, (A) for communication between the couple. I ot:;ined afieqaste inforweticn of sex and repro- duction from ... (1) friends, (?) recommended literature, (3) psrente, (A) classes in sex. I think ore-meritel 3.x does the greatest harm to the ... (1) brain, (2) bodYs (3) reputation, (4) emotions. ' I think the best fctn‘etion for young people regarding sex is ... (1) sexual expczience, (2) biolo:ical 5. 0% 11, 12. 14. 11.. inforwation, (3) attitudes, (A) attitudes baaei on facts. whatever I do concerning my sex life is of importance to ... (1) myself, (2) my sexual partner and we, (3) close frienie, (4) our families. Children should be toli about sex information ... (1) as soon as ruberty begins, (2) when parents sproach the subject, (3) before school begins or at school age, (4) when they ask. I believe children should live in a family situation because of ... (1) economic security, (2) physical care, (3) love of child, (4) a foundation for personality. I think children from happy homes are likely to have ... (1) unhappy childhood, (2) unhappy future marriage, (3) happy future marriage, (A) happy childhood. I think when a wife finds her husband has engaged in adultery they should ... (1) try to forget, (2) seoarate. (3 divorce, (4) seek counseling. Looturnal emissions (wet dreams) are the result of .. (1) low morals, (2) sex relations, (3) emotional tensions, (4) sexual stimulation. Venstruation is blooi released from a girl's beg; pcrioiicelly teceuse ... (1) no sexual intercourse, (2) bed blooi, (3) excess blood, (4) conception doesn't take place. The most satisfying intercourse should take clace when sale and female ... (1) are satisfied 6 aonally, (2) have separate climax, (3) have climax together, (4) both desire partner's satie- fECtlono ’ 4.- The biological urge in men is usually more strongly aroused by ... (1) the romantic setting, (2) love of a girl, (5) suggestive dress, (4) suggestive behavior. The female ovum is capable of being fertilized ... (1) any time, (2) during sterility. (3) during fertility, (4) midway in menstrual cycle. a)", A la. I tbink a poroon's ability to love another adequately depenie uoon one's first loving ... (1) opposite sex friends, (2) some sex friends, (3) parente, (a) self. Yesturbetion is 2 person hoodling the sexual areas of the body. I think ... (1) no one does this, (3) 3 few do thifi. (3) a lot of people do this, (4) everyone 6099 this. I believe moot homosexuals ... (1) are born that way, (2) can be recognizefl by their looks. (3) can be recognized by behavior, (4) have been conditioned by environment. ' During the teenage years young people become iotor- eetoi in sex because ... (1) low morals, (2) ignor- ance, (3) conformity, (4) secretion of hormones. when sexual maturity starts at puberty ... (1) the boys develop footer then th, girls, (2) both develop at the same rate. (3) the girls develop footer than the boys, (4) variations occur among indiviiuals. During the first year of life a baby needs comoanion- ehlp of ... (1) no one, (2) someone to care for physical needs, (3) both mother and father, (a) all the family. A beoy’s birth rights should include ... (1 cation, (P) finances, (3) to be loved, (A wantei and phySically well. ) edu- \ I to be I believe picking up a email baby who isn't cr;iog ... (1) will Spoil him, (2) ruin parents routine, (I) is emotionally healthy for baby, (4) is emotico- elly healthy for baby and parents. I think human oereonality starts developing ... (I) wneo a child starts talking, (?) at one year old, (3) at birth, (fl) before birth. I think breast feefling babies is ... (1) repulsive, (2) harmful to mothers figures, (3) good for babies hezltt, (h) before birth. I think a boy would control the emotional climate of a date because he ... (1) is socially inferior, (2) has religious reasons, (3) respects girl, (Al‘ reSpects self. u-V 29. 30. 31. 3?. 33. 35. 13. The girl should control the emotional climate of the date because of ... (1) pregnancy, (2) venereal disease, (3) reputation, (A) self-respect. I think healthy sex relations eXpressed only in marriage contribute most to the ... (1) society, (2) community, (3) family unity, (4) self-respect. I think the main reason that young people indulge in petting is ... (1) testing partner, (2) showing affection, (3) a preliminary for intercourse, (4) substitute for intercourse. I believe girls who get pregnant before marriage do so because of ... (1) low morals, (2) fear of losing boyfriend, (3) ignorance of preventatives, (4) get- ting even with someone. I am convinced that labor and delivery for a mother would be ... (1) very painful, (2) slightly painful, (3) fatiguing, (4) fatiguing but painless. Conception takes place when Sperm unites with the ovum in the ... (1) ovary, (2) vagina, (3) uterus, (A) fallopian tube. The baby's heart starts beating at ... (1) seven months, (2) five months, (3) eight weeks, (A) four weeks. A doctor's first check up of a woman's health for pregnancy should be ... (1) at birth, (2) about four months after pregnancy, (3) about two months after pregnancy, (h) before conception. The deveIOping baby is nourished from the mother through the ... (1) bag of waters, (2) mother's blood stream, (3) uterus, (4) placenta and cord. Birthmarks on babies are a result of ... (I) mother's fright, (2) mother's diet, (3) bag of waters, (4) pigmentation changes. The mean scores were used to evaluate knowledge changes as a result of a sex education unit. Listed below are the mean scores of the pretest and the post test. The scores iniicate an increase in knowledge in male end female creeps with an increase of 11.19 points in the total scores from " pretest to post test. ”J14 VL~§LJ dfCtr Preteet 95.53 101.65 100.34 'ast test 133.72 113.34 lll.a3 Difference 11.12 11.65 11.3) Following are the percentages for the correct reasonees on the pre and post tests. The percentages indicate the change from the pretest to the post test for the male and female groups. 15. W } I“ ’ « ._, I AL} All 's'v-s n 1‘ M... ~ .\ .94. w I.» «u a!) .111 '7“! n 1- ‘1‘ e? ? W"; correct - :3 e p .- Percent: Correct Item 7‘3 '3).- .31. 1 77 ..a. AU. 1 .a so 91 ..J 4.). . 9“ ’0 n‘. .J ....3 .5 . ..er fix: .. 9 23 65 1:43;; \o‘ O b “m4; ..J-v ..;O In”. 0. ...V :1” Fl.) 4 AJ .. A: P 9 1 , J .....U ......n. .. n... ...J .5 :2 O 2.1 cl. ON. I). .4.d.uqy .Sacinr: 1 O 0 O O n! Mi. Q; an. 1 1J3 v..\ I‘ I ....» («U :3 .....v I3. 4-... 7.. .3 ...; O n). 90 73 I.“ M t. - .O 9 as 103 4.... . all... 47). a). O a!» 14 rah... 1‘. <3 0 0 Site 11 7.. 2 U4 . If .v’ o 1"". 1‘5. 17’. r3 ...: .0 .5»... 55 ...? .r... {.9 Jud I.” 1 .J .f.a... ..J . .0 a an) on.) I p «.7 \J).— and I] 7 «4/ law 1 .5 :4 c... :u. 2 ...». \J. 94. «J ‘4). 5.1.0.»; 93 3 «J. r) 3 3.. 3. m) I4 1...”... flu. 11 .2/ ad 51.2 ...) 1- ‘1 F". .4' Q 1 ..D «.-., Q}, .I. E . O C . O _. W4. “J 1.. if..." a) al. A». ...: rd ac J ft. ... 19 C J P3 1.. flu Ad 1.4 CL 0 . .1. Ad fir. In. .. n J. .0) ).n.. ..n 4b.... eravfi I 5 .0 J .6 2 91.0 9 o... 2 119. 3.. Sr} ".7.sz 27 34 53 33 4;} 79 75 «J .. .u. ..e ...» 1., ...}... 4;... r... ....4. . v.1. VI. K). 2 i a) an ...x. 3 cm. 1) a... .1 6 ..J x... I .. .0 “...... 1.90446 3 S oz 107 ‘8! 3” DJ. ..J. A1.) 5.4 3... 1! .39 ‘3 O O C O O O C ...I... .4. Q .... 3. .93 b. E a: P. .7). 3 1..., 1.x. ...). 119 1 9 "2 l" I ”I 6 7 a- x.” 11;) an. axn ’Q-J . .- \~) 1 C 1 x J ~..:-; :n m e u: - O O C O O O 0 O O O O O O in! \H ‘J U \,.1 Lu! 9.) m a.) :‘0 h.) a) a.) a.) {n r.) .... 0 U1#WJTO'*()\J p 10. Irey 313321VIEATIOE3 333 ?E?CENTBG€% FOR PALE SCORES Pearesr roar reef ICTAL vane 37 Téreb V533 9‘ ’1 D H 0 (T) " end ‘4 9 Correct Correct Eercente o Reasonse Resnonse '¢ 27 31 2' :7 2+1 ‘9 ‘4" 3-7 in -, 73 #35 a? 453 9 c: 13 1%, h” 555 39 efii 35 #31 35 30 21 :4: 13 '1, 77 v3; 7A :1; 42 435 63 6?: ’3 567 70 635 *3 be; SO 5%? 23 3x; 41 A5 $3 22; 25 23, 13 2o; 47 523 53 675 7O 77; 2- 333 no 4&1 14 165 99 e2; '- r 1’ 2‘ jP- 7 L‘ 3;.“ "a 3) ..2‘ J 35 “3% as 633 3? 41 I z“; 63 ; ’é' 2‘ 45 17 1'7: 53 #32 b5 7;; 7 5? 13 111 69 71? 7o 77: f c x ' -. v 2...!) 5\/ a 1) I"! .0 34 33? 3e 3%; 19 213 E6 234 0 OS 10 11: 1A 153 he as; 16 183 55 qsé 3 371 33 3e; 61 70a 73 is, *4 . “fl ('4 71 ,f 73 CHAPTER IV SURVARY AED COHCLQSIOSS An instrument was designed for testing changes in sex knowledge as a result of a sex education unit for high school students. A pretest was given prior to the presentation of the unit as Lincoln Park High School. It involved two hundred twenty-seven students in eight Family Living classes. Upon completion of the unit. the instrument was given again to two hundred twenty-four of the students in the classes. Since the analysis or the data collected involved comparisons between males and females in the group. the respondent's sex was indicated on the instrument. HYPOTHESES Hypothesis one stated "the evaluation device will show an increase in the scores of the senior high school student who takes the sex education unit." This was supported by the analysis of the mean scores of the students tested. The mean score of the group pretest was 100.04 while the group post test mean was 111.43. It was further supported by examination or the change in percentages and of correct re- in the pretest and post test scores. Hypothesis two, "the scores of the senior high school boys will show a greater increase than will the scores of the girls," was not supported by the evidence. The mean 17. T3 13. scores of the female groups were 101.56 for the pretest and 113.3& for the post test scores, a gain of 11.68 points. The mean of the male groups were 98.50 for the pretest scores and 109.72 for the post test scores. a gain of 11.12 points. Thus, the increase in scores was approximately the same; however. the male scores were lower than the female scores on both the pre and post tests. SUGGESTIONS FOR FC’RTHER S I}? This study gave evidence that a positive change of know- ledge about sex can and does occur in a senior sex education class. The male scores rose approximately the some as the female scores from the pretest to the post test; however. it was interesting to observe the obvious gap in the total scores of the males and females. _ There are several recommendations for improvement of testing. Using the pretest and the post test is highly recommended as a means to measure change. However. this testing instrument is limited for other's usage because it is based directly on a specific course.~ Although help in ranking the test items was received from other Family Living teachers, it was the writer's re- sponsibility to determine the values given each of the foils. It was difficult to be objective in ranking the items; there- fore, some ranks and items might be criticized. The wording, although considered elementary enough by the writer. might have been confusing to the student. A different method of questioning is therefore recommended rather than the multiple choice procedure used on this test. A rating scale where the student could mark a neutral answer or one of naivete would 19. probably give a different picture in the scores and, there- fore, effect the final result. Although the sample for this study was adequate, some variables other than the gender of the person examined might have been used to advantage. The age of the student, his family background, as well as many other factors all contribute to the student's philosophy and knowledge about sex. It might be interesting to compare scores using such variables. It is hoped that others will continue to explore and test general knowledge about sex in order that courses may incorporate those learnings most needed for the promotion of positive attitudes on the part of high school students. 2. 3. 7. 9. 10. 11. 12. BIBLIOGRAPHY Adams, Clifford R. Rex Knowledge Inventorszamily L153 Rublicetions. 1950. Army, Clara Brown. Evaluation in Home Economics. Appleton- Oentury-Crofts, Inc.. 1954. p. 360. Baker, John Newton. Sex Education in High Schools. Emerson Books, Inc., 1943, p. 210. Beblmer, Reuben. "Family Life Education Survey." 1; fierriegg and Family Living. Vol. 23, p. 299. Calderwood, Deryek. "Differences in the Sex Questions of Adolescent Boys and Girls.” J. Marriage and Family LiVan. it'OVo 1953, V01. 25. p0 4920 Fink, Kenneth. "Public Thinks Sex Education Course Should Be Taught in Schools.” J. Social Hygiene. 1951, Vol. 37' DD. 69-630 / Fishbein, Vorrie, ¥.D., Burgess. Ernest H.. Ph.D. Sue- ceesful_¥arriage. Doubleday and Company, 1955, pp. 352-377. Bern. Roger. "where does your child learn about Sex?" Rotter Hogan and Garden. March, 1961, Vol. 39. p. 108. Kilander. Holger, F. "The Concentrated Health Course." J. Health Pegs. 33. Jan. 2, 1947. Vol. 18. Kirkendall, Lester A., Fh.D. "Helping Parents Become Better Sex Educators." The International Journal of Sexoloex. February, 1954. Landis, J. T. ”The Challenge of Marriage and Family Life Education." J. Varriage and Family life. 1957. V01. ‘9’ p. 2&7. Lee, Vargie Robinson. "Current Trends in Family Life Education." J. Marriage and Family Living. Aug. 1956, {'01. ‘4. KO. 3' p. 203. Luckery, Eleanor, and newbeok, Gerhard. ”What Are We Doing in Harriege Education?" J. Ferriaqg_end Familx 11VIHFo HOV. 19559 P. 3530 20. 21. 14. Foes, Bernice. "Guidepoete for Evaluation Health Classes. J. Health Phys. Ed. Rec. Yarch 12, 1952, Vol. 23, p. 157. 15. Peterson. James A. Education for werrlage. flew York: Charles Scrifner's Bone, 1956. p. 409-411. 16. Underwood, Benton J. filementarzfiStetistice. Appleton- Century-Crofte, Inc., 1954. pp. 217-229. N APPSLEDIX I “V 9 i3“ Juan-taut. :La bmt mtJQVE’lQ 80:11:: people are crude, ignorant, and undavclopcd. 311‘ Li:‘:\‘¢:3.l€~ of" Thirfifislei Ah<.I‘-.1"' 3:627" “ 1 He, .3 ,. v“- . ., .. . .-. ,. .-f - J .'..I , - ,-. . I'-l-~~ 1.61"?“ 3H,- s'..?:r L’f-d'i-n IN? MI? I‘VI'M‘ ..I - -H "‘ :-‘f")(.. mate L t - at..y.l. They think thaE sex is funny, sometrlng to joke about or tell smutty stories about. (I L.» x.) OAK? 01’} T} ezuwt Eevel l :ck unnervpnlnu3ly the neon x01tcment which theil sexuel natimr "1‘3 tJ3m. From such an attinude disease of bod3, damage to are ‘3 an. 303 more self13h_ gratificat101- Pearl.» 31~-e 3.: ad harm to 13p3t3t14 on frequentl3 "33Ults. 133 were people ‘ - these lower levels are main-divorce courts will be fL 13:3'1;I g30pla. an under‘tlnu.xg of the place oi the 33.3 incuur 1n no-.t“. Ihe third level is the level of sc13311f10 knowlrflue in which in maxi develnnmcut, in love and in Lb e cre;.ion of a ho"? 333131 3 gutaroaLad in sex.bc- L,‘ I." .‘r I 11' ts \- Tl‘l‘ l '1‘v‘.\.‘ t'. 'J I f 1);; r3 3 I 113-.- -) ‘. )v'v'I' flit. 3 Onywhis 13 {13:33 35 Jf femilyr mlafionships The moze we put love enduarr1333 33 LL- 3333 of understanding and reverence the more happy hone; L531: All ‘W . . I r . . . n . I . . . n t I. . \3 n . . r . .. I . . I . . ..1. III . . ., .. . . ... 1f. . . . A I , 1 . v _ 1 .I I. x. . » a I . .... . (I v I A, L . . _ . .I . . s v 3‘4 . . a . .1 . 1. .. I I .t I A ..IAI . . I 3. I»! a . . . I o .. n .. . 3 I . . v v . fi . ‘ v. _ u; 1,. I\ p . ,« . . . . ..\ . . . .y .. a i . . .r . I . . Y. .. I . . I .3 . ... . . _ . .I . II. ) . . . 0' ' ~ ~ I . a . I .I . _ . . I D . J I . . 1 . M » ) . 1 . . . .I‘ .I . 2' . . l . v. . . . i . F. . I 1 v1 , . _ a . t I I. . II . .. .u _ x I » I ; “U ' \ t . ‘ . ‘ . ‘ l .I .v \ ' '- . , ' ' , ‘ ’ J I . fi L v t _ I ‘ fl . - . , ‘ . W ‘ . ‘ ‘ o k . L , .0 I I . , | .\ V ' , I‘ . I I ~ I V I . ' J ‘ ‘ \ . b I I ‘ ‘ ’ I I ‘ l I . v I y I i V ‘ | ' . . . I l I . 7‘ > v I . K . I . ~ I "\ ‘ I ,\.; \ ,_,.. . \. .. I x ,I I -! ,. . u r~ ’I \.. \ a x o 28. . I . . . N . .I. - .'_ 1* \ . . I I I .. I I :L 4' \ , \. \ I, s v .\J III. .I . . . . . ”1 Or .I . ,v . I. _ , .. . L .I . . \n’ ... . y I. I. o. . o. . . In II . ‘ ‘ d I < _ . I I . . . II ~ . .....I I t . 3.9 l o O . , I , w Ll. I . L 1' . I I ..IK. » \ _ . IIF. . . V \II c 1 I ... I. . ..u 1 L . ..- ., . ,. I n 4 _ . . . . ‘.'1 , A, . . .I . , , ..Lw . I r , . . .I. V. .. ... m 1 \ . IJ .,II‘ an!. _. . a \x. l . r \ 1 I.’ .I v. v . 29. 3‘13. b3 7:: Veans were determined with the aid of a calculator using the ungrouped data. Therefore, the formula V 2 T! was used. :~ 5 N n. Femflle :reteSt...oo.ooooooooooooooo-otoooooooooom 23 H .b ‘ J 5U ?emale POSt TGStooooooooo000.00.00.0000000000000y = 23 k ‘5 N E? (D F a- M u \A \H O KN Ik Vale PretQSt.ouocooto...coo.cooocoaooooooooaoooov fl ' '03 a u an E: {H I; ¥ H = 93.60 Yale FOSt Test.................o.....o..........y = i; u 0 0 so .1» M H 109.72 TOtal Group Pretestoooo-oooooooooocouo00.00.0000? = O F a N '0 t0 '4 d «J ”'1 30. 31. Tatal Group POBt Testooooooooooooooooooocoooocoog V C N 2&960 234 11.39 SIT III ‘ “SF? AP: In»? .- o -‘ o 7'" \.‘ l 3 , 5‘141‘. \ D (J _. V + u y \_I -§ 5 1 EL.) 7.31 x. 1 .L ‘. U3£3tl I r‘flan (- pa; ‘1 _ \ In: 1 1' '- r A) d? y 1r.~ - 'v“¢ '..~1 \r .2. I)! 8T8 , peo'l I I 0 K or $313.12 In 7. Iaticwz L's .-.. ,Li“ _,.., - .. I A. )4,!.-\ .) ‘5 ‘n (I. J QlQr'PJ-lt‘e u'~.'¢ ‘fi 1. ‘1 ! .- no. I n. ,6 ‘. I.I C is 7:) .1- x lif. .33 x.- Q ...: TAX? a'$,( -.I, .' ..1 .,. ‘.:.J...3.. , ,5 L_\ ‘.r < - "-f\l~ t-‘x'-. V ‘ o ' \ ‘- u. h-i511( - I .5 ..L {-3 >3 . a ' l C- (. hegins h 1 h/ u \f_." v 3. «a! '. “C ‘1 'L'InI I 1 I ' J L:r.l ' s) ‘J.‘_ L Q? T A ..- (HI: \ . ,I. It 333 '\c‘ I l A (-.' ‘0' arumt— 3.. v 11 - . 1, W: H33! .1. ... ‘1 ‘31? C .use oroa .3 1 b‘C’C L n W .3. .. ‘i J \ P» ”u": ’ A ! ‘V ‘ ’f - ‘,4 .. I unomic w .Iw 'f a l E 0-11 ,.I. '1 gm.“ r‘; 32. ' ..-... Idl- w F... b; (I I) -L. H UI ;_.J U I LniLk vhon a wife Timon hey husband has ongsned in Adultery tony uhouldvju l divorce 2 senarate 3, try to forget it A seek counseling Nocturnal emissions {wet dreams) are the result/cf ”Jo l~ low morals " / 23 sex relations 2 / 3” emotional tensions If f 4: sexual stimulation I; / ' ‘ / Menstruation is blood released from a girl's body periodically becausegao - no sexual intercourse had blood excess blood conception doesn‘t take place I; I0 swww The most satisfying inbercourso should take place khen male and femaleIIoc 1. both desire partner's satisfaction " 20 have climsxztogether ,/~’ 39 have separate climax an are satisfyieo personally ' lhe biologicial urge in men iszusually more strongly aroused by use 1} the romantic setting ’ BI love of a girl Bu suggestive dress LI sug‘estivs behcwior -~~ female ovum is capable of being fertilizedoooo midwa; in menstrual c3619 during fertility during sterility anyLiJne >-3 :r (a G .1 @me H d" hink a person‘s ability to love another adequatelydepends upon onefs first .‘ILcWJ'Ing,--..III,o " OppOBiLe sex friends sane sex friends parents e1 ‘1 $‘ $.53 F‘J i", '"D U Masturbation is a person handling the sexual areas of the body, I think.oo 3.0 no one does this 1 ‘2c a few do this L3“ a lot of people do this J’s every one_does this I \ f I. 33. F“! \0 ’30 p4,“... 17A 5“: r. w p :“4 )“4 x») 3‘. ') If». During ya... ‘— I «‘9 __I i...) .‘Q {‘4 k)! '1 ') v.) V Y s :‘Ll‘-/:.: [?":“, O I U. 01);??? l. I» z... .Lbf‘: Can be recon ‘ ‘ (354111 I)? I'QC'JI’W 0: ”...? lflfir‘f“ ii'q L“. 4 II\JI' ..1 ‘31”... .3 ‘1‘)"; IMO—{r .1”qu 5.gnorsnce conforni secretio V - v “a -n of hoth dovelon J I During the lst .b ‘ '7 :. ~U '. I L9 rvIc; h)}~‘ 1 RI 7 d t}i:1k huran psi sonalit Ch iii! 1 Lb no one someone hotrh .HC’U educatio finances to be 10 to be 'uir-ll‘K } Vill M26311 :1 to care for he? n ved wonLed wcifinp up a 3:3 or ally heI:ithy h: salthy l)'lr3.1_‘l ionoo o; o h“ a , . .. {‘l- EI‘V r the Teenay‘o :y’HI-J‘S k;0‘)Ll '7‘,‘(JY’ hormones at 5:) the gi.“:s osvelop $11.. ‘ a ’7‘, one boys develop fasL s rats ph331cal need. 'nd father all the iaMLly and h .- b} “s birth. rights ‘ 4 0 young .10 5 people or than irl should include” hysical rents rOULine Spoil him at st 1 year old birth ‘00} are l)‘ LY‘f}: AIJ ~ in 101' ‘38 .0, . )3 m latiullli' good -or babies I” good Lon bahies Lo mo" Pepuls iv e n {Tifif‘Iil S \ hahies well 130:1; ('1 (I ‘l tL'Id {no bh‘dr‘s health 37’!) \I ’. b 1'3 . ,ifigire 31+. (:‘.1V Lt ')I'1?{‘I’: {11; LPoo“ L) -4 S and pare It?!) I-” 3 starts develOping” talking innere estod Zhen a sevurl HA,hI,I} K‘7”t* do pul ert3‘IUJI 1;:ticns on; nzr smonfi individuals cister than boys 11. baby who isn't on, 1:15 . . I, , I for baly for bah} rtts 00¢) -eds tlze companionship of '- 1;- . " " . «iii ' -33. -L ‘i 2 v.4” -3) ' 11‘11'.‘ w 3 r,_1.: ~ *;'~ 4 his - £3 -E iril: 30f "jg; 'a ‘0 - ' q . .. . , . .-, d in geizg 1x1. rflImLfl "" w: ' j ) .L‘KF‘SIH t a}; ET'LI‘ * N a“ I. -- -‘ . ’ 5:,“ ‘S‘ifrbl'jrc 43:5; :.r\;~‘}‘__‘f_ ‘7' [*|‘_ v: ‘ '-: .- —‘: ,‘V J ' ‘1 ’ ' ' 0 - a " D ' . ' ;-_ : __ :g 0- id? bib; ;Ecu u Iunv cl tn» LWOLKOHaL cliumta 0; Lu“ dar beauhae 0330” l“ 'reqninnI 2V V“? V - | ‘ I 3. ~ may» a. . “I I ,. ,. .- hu saii r3fipept ”N " a" ‘-3 "v.1 -. 4-... .— . --.,2 , ~ _,,-‘ , . v', .. a i vflldn hmaith, 33x ‘vldliwns exprwraau July in mhfil&fi€ cunLribate was: . J-L. .. t‘,) ‘J’ ‘r L5 'J l ' .f‘" _- -. .1 1 E‘s-2'1“. '\_3.‘r_3\‘ J u I“ V“¢_ . ., '- i" 3 I (£11.. a; ‘ J 0“ u I! w CQTHUS ‘1 LY . .I,‘ 4 . :‘I. he IOClBLg » a) ... J— I J- ‘ “ f- . ‘ _" n g‘ U1 . 7 -q _ .. .0 O ' Eu, Lhink uhe main ransom LAal young pégop LU inuuige in pettshg 130003 {i\lk\ tail“. T PI ‘5‘ ‘ }{1.5{:’fl 3-K» R) H P“? 3 8h: Wing affeCLion o a pre iimlr'“y for interc urge ~“ i ' r' V - I. . N,‘ 'I‘ o substitutg to; l.‘1L€£COU 33 'Is 19:31:) +1 ioa 35. ”?, I heiiva girld who get pregnant before marriage do so bec3use of,oc la geiiing GVQB with sgmgnna 23 ignozirce of Dfl°VedL8al"“ 3: fser r3? lIsing boyirienf ga 10% murals 333 I an convificed than? water and dc} .iverg for a mother would beacoe 10 very painful 2, 9.1igth Lly painful 30 aviwu*“y A0 fatiruing bu' pa:inless 31, Corce~ti0n takes place when aperm unites with t.e ovum in the coop 1° ovary 2o vagina 3o uterus 4° fallopian tube 323 ?he baoéx es heéth starts beating atguoo l, A weeks 23 8 weeks 30 5 month3 Au 7 moniha ?30 A doctorEg first check up of a wcman's health for pregnancy should becnou l” at birth 20 “boat b manths Ever pregnancy 3‘ abmut 9 mn vzzihs after pregnancy ‘ v .‘ J 4“ t «I a x x u - “r .. v~ ~ « ‘ 7 ‘ " i ' ’ i “ _’ I\ " \' .t)‘ I h “ ‘ ‘lrJ ‘Zik ‘ _ k‘ T4 ‘kz .‘ilijjjkll "~ 6 1\ 'll"-‘.- 7‘ "‘Wr'. i(\ V.‘;' is“. ‘2 -1": .1.- La CL T’..-1A-J L .-. .. v 3.1"? T‘tlS mo mars t:-:-c..<..v:~. :3 Urcem bag of Mahars ithnarkg on bLDlQS are a result ofoo” moth~rs fr moth 3 bag 0.: water pigmentation changes mm 36. “‘ifijfiflifi‘g‘flwflumflmwflwgmES