CHAPTER 1.0
INTRODUCTION
1.1 Background of Study
The issue of sex education has long been discussed and debated with several quarters urging
sex education to be implanted in schools to curb social ills like unwanted pregnancies,
dumping babies which have become rampant of late. Sex education is not only about the
mechanics of sex but also learning how to respect our bodies and one another.
Communication technology gives a lot of benefit to us, but there are irresponsible parties
abusing this facility to their own satisfaction. Many pornography videos on web sites have
resulted in young people addicted to these obscene materials. Obscene materials make the
existence of curiosity to the people to try something new in life. Formal sex education may
effectively reduce adolescent sexual risk behaviours when provided before sexual initiation.
Sex education was found to be particularly important for subgroups that are traditionally at
high risk for early initiation of sex and contracting sexually transmitted diseases (Lee, et.al,
1999).
1.2 Problem Statements
Nowadays there are a lot of social ills reported in daily news. Sex education is intended to
provide youth with information and skills needed to make healthy and informed decisions
about sex. Previously this was not considered serious, but lately it has become a hot issue
dealt with as contributing to social ills. Social ills also happen in University Malaysia Pahang
(UMP). Some of the problems that become rampant in UMP are couple that can lead to free
sex. Thus, by introducing sex education in the syllabus, Malaysia’s government hope that they
can curb this problem. However, there are so many perspectives about sex education among
Malaysian. There are people who agreed and also some disagree with this issue.
1
1.3 Objectives of Study
1.3.1 To investigate UMP students' knowledge and perception towards sex education
1.3.2 To find out the best syllabus should be included in Sex Education.
1.4 Research Questions
1.4.1 What is sex education?
1.4.2 What topic should be included in the sex education syllabus and its barriers?
1.4.3 Do UMP students' think sex education is relevant to Malaysian?
1.5 Definition of Terms Used in Research
Sex education is a broad term used to describe education about human sexual anatomy, sexual
reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights
and responsibilities, abstinence, contraception, and other aspects of human sexual behaviour.
Sex education may also be described as sexuality education, means that it encompasses
education about all aspects of sexuality, including family planning, reproduction (fertilization,
conception and development of the embryo and foetus, through to childbirth), plus
information about all aspects of one's sexuality including: body image, sexual orientation,
sexual pleasure, values, decision making, communication, dating, relationships, how to avoid
sexually transmitted
diseases
(STDs),
and
birth
control
methods
(Lee,
2001).
1.6 Summary of the Chapter
This report is divided into five chapters. There are introduction, review of literature,
methodology, discussion and finding and conclusions and recommendations. In introduction,
review about the background of study, problem statement, objectives, research questions,
definition of terms used, and the summary of chapter one.
2
CHAPTER 2.0
REVIEW OF LITERATURE
2.1 Introduction
In this chapter, there are three section based on the study of sex education. The elements in
this study are to find the perspective on sex education, the syllabus and barriers upon the
implementation of sex education and the comparison of the sex curriculum.
2.2 Definition and Knowledge on Sex Education
Sex education is a broad term used to describe education about human sexual anatomy, sexual
reproduction, sexual intercourse, reproductive health, emotional relations, reproductive
rights and responsibilities, abstinence, contraception, and other aspects of human sexual
behavior.
Based from the review, it can be said that sexual problems among adolescents can be
prevented with sexual education (Saito, et. al,1998) and because sex education is intended to
provide youth with the information and skills needed to make healthy and informed decisions
about sex (Mueller, 2008). (Saito et.al, 1998) claimed that in this current day, a lot of things
that are related to sex spread freely through media that invaded the whole family. The finding
shows that implicit content from media are uncontrolled. This phenomenon can influence
teenagers with social problems. Due to their curiosity to know something new, right guidance
and knowledge should be provided to them.
There are a lot of obstacles in order to introduce sex education schools. It is very hard
to convince people that reproductive health and sex education is important for adolescents and
it is believed that this kind of information can spoil their children (Pokharel, 2006). There is
no easy way to teach sex education amongst teenagers. Most of the teachers do not want to
deal with sensitive topics and feared censure by their colleagues and society. Some lacked the
3
skills to give such instruction. Many students also felt uncomfortable with the topic. The
challenge is to strengthen sex education, make it more appropriate for the students and ensure
that teachers are more comfortable and able to give instructions on the topic (Pokharel,
2006).
The sexual education proposal should contained freedom, responsibility and
commitment, with the information working as a tool for both boys and girls in pondering
choices and taking the proper decisions. Sex education is intended to provide youth with the
information and skills needed to make healthy and informed decisions about sex.
2.2 The Syllabus and Barriers of Sex Education
Nowadays in Malaysia, sex education had become one of the hot issues that people keep
debating and discussing. But “the topic on sexuality has largely remained as a taboo subject in
Malaysia due to the multi-cultural and religious here in Malaysia. So, to avoid any
misconception and objection about the implementation of Sex Education, the aims of the
syllabus should be clear, does not violate the culture and religious believe in Malaysia and
also considerate all the parameters related to the education.
Family Health Education, as the title suggests, is focused on the family as a basic
institution. The stated aims of the curriculum are preserve the family institution for all time
and provide accurate and up-to-date knowledge about human sexuality in its biological,
psychological, socio-cultural and moral dimensions said Huang (1999).
The biological aspects of human reproduction, disease, and growth are extensively
also should be covered in this subject areas. As would be expected, these subjects are dealt
with from a scientific perspective. The religious and Malaysia custom should be considered
before preparing the syllabus.
4
There are many obstacles when it comes to implement new things such as sex
education. It was found in the review that Malaysia citizen too conservative and too sensitive
about the issue of sex education (Lee et.al, 1993) does not discuss much about the barriers
implementing sex education in this country. (Zulkifli, 2002) examined inter-ethnic, rural–
urban, multi-religion and sex differences in a Malaysian general population sample, this
research found that there is a relationship between social background and the awareness.
Different social backgrounds have the different point of view about sex education.
According to Huang (1999) the custom and Malaysian tradition is the main barrier in
implementing sex education. In our custom and tradition, sexual topics are a major
abstinence. Due to this abstinence to this issue, adolescents receive inadequate education,
guidance and services on reproductive health (Kippax, et.al, 2005). Therefore, it can be said
that the percentage of premarital sexual activity and others social ills seems to have increased
in Malaysia over the years (Ministry of Health Malaysia, 1999).
2.3 The Acceptance of Sex Education.
The type of sex education curriculum can be categorising into two that is ‘Comprehensive Sex
Education’ and ‘Abstinence Only’ education (Chris, 2002). The meaning of those terms is
stated below.
i.
Comprehensive Sex Education is the Sex education programs that teach about
abstinence and contraception. Comprehensive sex education includes discussions of
human anatomy, reproduction, and sexually transmitted diseases.
ii.
The Abstinence-Only Education type is a form of sex education that emphasizes
abstinence from sex, and often excludes many other types of sexual and reproductive
health education, particularly regarding birth control. This type of sex education
promotes sexual abstinence until marriage and avoids discussion of use of
contraceptives.
5
The Abstinence Only Education place a major emphasis on love, intimacy, and
commitment where young people are taught that human sexuality is not primarily physical,
but moral, emotional, and psychological in nature. Besides that, Abstinence-Only Education
tell youths that personal happiness, love, and intimacy are most likely to occur within the
commitment of a faithful marriage and that, in contrast, casual sex with multiple partners is
likely to undermine the natural process of bonding and intimacy stated (Martin, 2004).
In contrast, Comprehensive Sex Education programs only significant associated with
reduced risk of teen pregnancy, whether compared with no sex education or with abstinenceonly sex education, and were marginally associated with decreased likelihood of a teen
becoming sexually active compared with no sex education (Kohler, 2004). However both of
these curriculum types has its own advantages but Abstinence Only Education is the most
suitable education type to be implemented in Malaysia’s education structure (Chris, 2002).
2.4 Summary of the Chapter
Based on the review of the articles, there is a lot discussion amongst the people in the field.
The sex education should have be introduce in school but there are a lot of barriers in
implementing it as there are inter-ethnic, rural–urban, multi-religion and sex differences in a
Malaysian general population. Also the syllabus of the education should be according to the
relevancies of the age of the students and suitable with the culture and faith in Malaysia. The
Abstinence Only education is the most effective type of education to be implemented. In all
the review articles stated all of them agreed that sex education can give benefits if the main
goal is educating or giving information. Current situation with the increasing of sexual
activities among youth and all the social ills, this make people become realise and increase the
awareness about the benefits of sexual education and its contribution to educate our young
generation.
6
CHAPTER 3:
METHODOLOGY
3.1 Introduction
This study and survey was conducted in University Malaysia Pahang (Campus Gambang
only). This study was conducted between weeks 5 to week 14. Whereby, the survey session
was organized within a week also in week 14. The selected students were given a set of
questionnaire which they need to answer. The data was then analyzed based on the answer by
the
respondents
through
the
given
set
of
questionnaire.
3.2 Sampling
The numbers of respondents for our survey are 60 people. The respondent is among the
undergraduate students of University Malaysia Pahang (UMP). They are consisting of the
students from 3 faculties in Gambang Campus either students taking diploma or degree
courses which from Faculty of Chemical and Natural Resources Engineering (FKKSA),
Faculty of Civil and Earth Resources (FKASA) and Faculty of Science and Technology
(FIST). The age range is between nineteen to twenty three years old. For this study, both male
and female was chosen equally to avoid bias or misconception. The distribution of total 60
respondents
is
clearly
shown
in
7
the
Table
3.1
below:
Faculty
2nd
Year 2nd
Year 3rd
Year 3rd
Year
(male)
(female)
(male)
(female)
Chemical Engineering (FKKSA)
5
5
5
5
Civil Engineering (FKASA)
5
5
5
5
Industry Science and Technology (FIST) 5
5
5
5
Table 3.1: Distribution of respondents based on the faculty, gender and year.
3.3 Data Collecting Instruments
The method of collecting is done by spreading questionnaires among the targeted
respondents. This questionnaire used both types of survey questionnaire, which is open-ended
and close-ended. The questionnaires was divided into 3 parts (Section A, B and C).
i.
Section A: consists of 5 questions that test their knowledge, awareness and opinion on
sex education.
ii.
Section B: consists of 5 questions which will discuss about the syllabus of sex
education and the barriers to introduce sex education in Malaysia.
iii.
Section C: consists of 5 questions that discussed the relevant of sex education in
Malaysian.
8
3.4 Data Analysis Procedure
After finish the survey, the entire question was examined and makes a data analysis using
statistical analysis method. There are few steps to analyze the data.
1) Each questionnaire paper in the survey was numbered from 1 to 60 in the following
order to make sure that the questionnaire can be identified easily.
2) Then, each type of closed-ended question is labelled as variable rank questions. For
objective questions, the answer will be study and the most frequent answer will be
determined. For subjective or opinion questions, their answer will be collected and
recorded.
3) All the data and answers obtained from the survey questionnaires are transferred and
arranged into summary sheets for example used Codebook method and then used
quantitative analysis using Microsoft Excel.
4) The next process was to count the frequency and calculate the percentage from the
data collected.
5) Finally, tabulate the information from the calculated data. If necessary, plot a suitable
graph, chart or other suitable method.
3.5 Summary of Chapter
In this chapter all the methodology and procedure in conducting this research being discussed.
The targeted respondents was clearly stated and selected randomly. The respondents were
equally divided by gender, year of study and faculty. The types of question asked also being
discussed. In this research, the types of questions used were open-ended and close-ended
questions. The method in analyzing data also from the respondents stated. The overall
methodology of this study was planned perfectly in order to achieve the research objectives.
9
CHAPTER 4.0
FINDINGS AND DISCUSSIONS
4.1 Introduction of the Chapter
In this chapter, we will review and discuss on our result and findings. The results and
discussion is briefly explained and analyzed throughout the chapter. This chapter is to analyze
the questionnaire. The entire question in this research is to answer the research questions and
to collect the data. All the data enables us to interpret the findings and results into simpler and
understandable graphs and charts. All the questionnaires were divided into 3 sections based
on research questions;
4.2. Research Question 1: What is Sex Education?
This section basically asks the respondents about their knowledge on sex education.
We also ask them about their perspective towards sex education in school. This section is very
important in analysis because the impression of the respondents is the key in investigating
their acceptance on sex education in schools
4.2.1: Definition of Sex Education
DEFINITION OF SEX EDUCATION
20
C
A
31
B
B
C
9
A
0
5
10
15
20
Figure 4.1: Definition of Sex Education
10
25
30
35
The bar chart above (Figure 4.1) illustrated the answer from the definition of sex
education. This purpose of this question is to analyse the understanding true meaning on sex
education. Based on the chart, the most agreed answer is B which indicates the information
about sex and sexual relationship, emotional relations, reproductive rights and
responsibilities, abstinence, contraception and of sexual interaction. More than half
respondents chose this answer with 31 of them (51.67%). It is also agreed (Mueller et.al,
2008) that sex education related to sexual interaction and also the emotional part. The least
answer chose by respondents was A, the knowledge of the functional, structural and
behavioural aspects of human reproduction. Only 9 (15%) of them agree with the answer.
This was supported by (Saito, 1998) about the behavioural aspect in sexual relationship.
Based on the data, 20 (33.33%) of the respondents chose to answer C, the study on human
sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional
relations. Hence, it is clear that most of the respondents agreed that definition of sex
education not only about sexually relationships, it is also support emotional relationship,
responsibilities and sexual interaction.
4.2.2: The Implementation of Sex Education
THE IMPLEMENTATION OF SEX EDUCATION
20
Yes ,fully
40
Figure 4.2: The Implementation of Sex Education
11
Yes but partially
Not at all
Sex education in schools seems to be one of the hottest issues in our country. The respondents
were asked about the implementation of sex education in schools .The results obtained was
showed in above pie chart (Figure 4.2). Basically, the purpose of this question is to observe
the exposure of students with sex education. They were given three choices for this close
ended type of question. Majority said that sex education had already being implemented in
our country but it is only partially. About 40 of them (66.67%) said so. This showed that they
have some understanding and exposure about sex education. There are some topics in syllabus
that are either directly or indirectly, formally or informally related to sex education is being
taught in any subject in our education system, for example in Biology. However, there were
20 of the respondents (33.33%) said that Malaysia had implemented the sex education in
syllabus fully. Basically, all respondents agreed that our country had implemented sex
education. Thus statement also agreed that Malaysia is one of the Asian countries that
indirectly implemented sex education (Saito, 1998).
4.2.3: The Awareness on Sex Education
THE AWARENESS ON SEX
EDUCATION
Sexually transmitted
Diseased
14
Campaign
26
Uncontrolled Social ills
4
Baby dumping
16
Figure 4.3: The Awareness on Sex Education
12
The respondents were asked about their awareness on sex education. The donut chart above
(Figure 4.3) shows the statistic. There were 4 choices given. Most of the respondents that are
26 of them (43.33%) chose baby dumping as the reason why citizens care about sex
education. This due to the increasing cases related to this problem. (Mueller et.al, 2008) stated
that people nowadays aware about the problem of baby dumping. The second highest is
uncontrolled social ills with 16 of them (26.67%). (Pokharel, 2006) explained that sex
education should be implemented in order to curb social ills. The lowest one is through
campaign. Only 4 of them chose it (6.67%). There were 14 respondents (23.33%) said that
due to increasing of sexually transmitted diseases had make people aware about sex
education. As conclusion, baby dumping is the serious cases in our country.
4.3 Research Question 2: What is the Best Sex Education Syllabus and Barriers to
Implement It?
This section is to discuss the finding related to the research question which is to determine the
best sex education syllabus and the barriers faced by Malaysia to implement the sex
education.. The question asked to the respondents is all about their opinion and suggestion for
the most suitable stage to introduce the sex education in Malaysia’s education institutions.
They were also given a chance to suggest the best sex education syllabus. They were also
being asked about the factors that become barriers to introduce sex education in Malaysia. All
the data were summarize in the graph and chart form. Below is the finding of this section.
13
4.3.1 Stage to Teach Sex Education
STAGE TO TEACH SEX EDUCATION
KINDERGARTEN
10
PRIMARY
SCHOOL(STANDARD1-3)
9
5
PRIMARY
SCHOOL(STANDARD4-6)
SECONDARY
SCHOOL(FORM1-3)
16
SECONDARY
SCHOOL(FORM4-5)
20
Figure 4.4: Stage to Teach Sex Education
Figure 4.4 shows the result for which stages should sex education be taught in school. The
results found that Primary School (Standard 4 to 6) got the highest result where Primary
School (Standard 1 to 3) show the lowest.
Total of 20 respondents (33.33%) think that during Primary School (Standard 4 to 6) is
the most suitable stage for introducing the sex education, followed by Secondary School
(Form 1 to 3) with 16 respondents (26.67%), 10 respondents (16.67%) choose Secondary
School (Form 4 to 5), then 9 respondents (15%) choose Kindergarten and only 5 respondents
(8.33%) choose Primary School (Standard 1 to 3).
Many of the respondents choose Primary School (Standard 4 to 6) as they think during
this stage, the students thinking and mind set is matured enough to accept the concept of sex
education and they can differentiate between right and wrong. Some respondents also think
during kindergarten is the suitable stage as they think children should be introduced to this
kind of education since they were young. (Lester et.al, 2006) stated in his survey that the
teenagers need more comprehensive sex education at an earlier age, delivered by individuals
who are expert in the subject and comfortable in its delivery.
14
4.3.2 Sex Education Syllabus
SEX EDUCATION SYLLABUS
45
42
44
42
39
V12
NUMBER OF RESPONDENTS
40
33
35
30
V13
V14
30
25
V15
21
20
16
V16
17
16
V17
15
V18
10
V19
5
V20
0
V21
V12
V13
V14
V15
V16
V17
V18
V19
V20
V21
VARIABLES
Figure 4.5: Sex Education Syllabus
V12
The definition and introduction of sexual education
V13
The importance and consequences of sex education.
V14
Family as a basic institution, family relationship and responsibility
V15
Human growth and development
V16
Human sexuality in biological, physiological, socio-cultural & moral
V17
Reproduction
V18
Sexual relations, practice and technique
V19
Diseases prevention and control
V20
Family planning
V21
Sexual base on religious perspective
Table 4.1: List of syllabus
15
The respondents were asked about their opinion what should be included in sex education
syllabus. Based on the Figure 4.5, we can see the result. It was found that topic V13 has the
highest frequency while V17 and V18 where both have the lowest frequency.
Total of 44 answers (14.67%) choose V13, 42 answers choose V12 and V16 (14%). 39
answers (13%) prefer V19 to be in the syllabus, 33 answers (11%) pick V21 while 30 answers
(10%) suggested V14 to be in syllabus. There also 21 answers (7%) choose V15, 17 answers
(5.67%) choose V20 and only 16 answers choose both V17 and V18 which consists of
(5.33%) each.
From the result, the respondents had suggested the topics the think is suitable for the
sex education syllabus in Malaysia. Topic V13 is the most chosen because the respondents
think that knowing the importance and consequences of sex education can reduce the social
ills that become rampant lately such as babies dumping.
As the title suggests, sex education should focused on the family as a basic institution
(Ministry of Education Malaysia, 1995). The stated aims of the curriculum are preserve the
family institution for all time and provide accurate and up-to-date knowledge about human
sexuality in its biological, psychological, socio-cultural and moral dimensions.
4.3.3 Barriers to Introduce Sex Education
BARRIERS TO INTRODUCE SEX EDUCATION
1
2
RELIGION
3 2
3
MIND SET
ABSTINENT OF CULTURE
AWARENESS
31
10
GENDER
8
LACK OF PROFESSIONAL &
MATERIALS
Figure 4.6: The Barriers to Introduce Sex Education
16
Figure 4.6 shows the opinion of the respondents of what they think the barriers to introducing
sex education in Malaysia. Based on the data obtain, most of the respondents think that the
people’s mind set and perception is the main barrier, while the gender is the least.
31 respondents (51.67%) stated that the major barrier to introduce sex education in
Malaysia is the mindset of the peoples’ itself. Followed by 10 respondents (16.67%) who
think abstinent of the culture and tradition is the factor. 8 respondents (13.33%) think that
religion is the factor, 3 respondents (5%) think that lack of materials and 3 respondents (5%)
professionals is the factor. A few respondents think age and awareness is the factor which
consists of only 2 respondents (3.33%) each. And only a respondent (1.67%) think the gender
is the factor that becomes the problem to introduce the sex education.
Due to abstinence to our custom and tradition of this issue, adolescents receive
inadequate education, guidance and services on reproductive health (Smith et.al, 2005). In the
other hand (Huang, 1999) said that the introduction of sex and sexual health education has
met strong resistance from parents and religious leaders. For those political leaders who
support sex education, they are fearful of the religious repercussions entailed.
4.4 Research Question 3: Do University Malaysia Pahang Students' Think Sex
Education is Relevant to Malaysian?
This section is to discuss the finding whether University Malaysia Pahang students’ thinking
either sexual education is relevant and can be accepted by Malaysian or not. They were also
asked whether the sex education should be taught in school. As we know, Malaysia is Islamic
based country and also multi religious, so the respondents also are asked from the aspect of
religion and faith.
17
4.4.1 Should Sex Education Be Taught In School
SHOULD SEX EDUCATION BE TAUGHT IN SCHOOL
34
NUMBER OF RESPONDENTS
35
30
Strongly agree
25
20
Agree
16
Disagree
15
10
Strongly disagree
6
4
5
0
Figure 4.7: Should Sex Education be taught In School
The students were asked in a scale of agreement question. Figure 4.15 shows the results of the
questions asked, whether the students agree or not with the statement that the sex education
should be taught in Malaysia. From the graph, there are 34(56%) students who agreed with
the statement. There 16(27%) who strongly agree with the statement. This is followed by 6
(10%) of the students who strongly disagree and 4(7%) who were strongly disagree with the
statement of introducing the sex education in school.
From this data, we can say that most of the students really want for the sex education
to be introduced in school. This is mainly because of the social problems nowadays is cause
from the lack of education from the school. Furthermore this education may create awareness
amongst the student about the problems persists from the social problems nowadays. By
looking for the critical social illness nowadays, it is possible that they should agree with the
statement given to introduce sex education in school started from primary school. Hence, the
students mostly agree with if the sex education is introduced in Malaysia.
18
4.4.2 Acceptance of Sex Education by Malaysian
Acceptance of Sex Education by Malaysian
No
Yes
No
Yes
0
10
20
30
40
50
60
Figure 4.8: Acceptance of Sex Education by Malaysian
The chart above illustrates the answers from the respondents about the sex education, whether
it can be accepted by Malaysian cultures or not. Based on the chart above, there are 51 (85%)
students who agree that sex education can be accepted by the different cultures in Malaysia.
However there are about 9 (15%) students who deny that the sex education can be accepted
by the cultures.
The number of student who answer ‘Yes’ for the question maybe thought that the sex
education will surely insert the abstinence value besides the syllabus given that will surely
prevent the social illness from persisting in this country. However the students that give the
answer ‘No’ for the question might see that the cultures, especially the Islamic cultures might
against this introduction of the sex education because of some reason.
19
4.4.3 Sex Education Oppose Religious Beliefs
SEX EDUCATION OPPOSE RELIGIOUS BELIEFS
15
Yes
No
45
Figure 4.9: Sex Education Oppose Religious Belief
The graph above (Figure 4.19) illustrates the answers that had been given by the student. The
students were asked whether the sex education will oppose the religious belief in Malaysia.
Based on the data collected there are 45(75%) of the respondents answer ‘Yes’ for that
question. The students who answered ‘No’ for the question are only 15(25%).
Thus, it can be said that the sex education that the government want to implement it
nowadays will be surely opposed by the religion scholar in Malaysia. This is because, all
religion belief that the sex education is not a best solution to control the social problems. The
religious belief usually practice and promote the total abstinences and prevention from the
beginning of the problems, as always said prevention is better than cure. Besides that, there
are also respondents that answered ‘No’ for the question. This is mainly based of their
understanding of the religion in themselves. Also, they also thought that the sex education that
is going to be implemented is not opposing to their religion. However, all that can be said, all
the respondents are answering based on the questions on behalf of the belief of their religious.
So it can be said that the sex education oppose the religious belief in Malaysia especially the
Islamic religion.
20
4.5 Summary of the Chapter
In this chapter, all the finding from the questionnaire was analyzed. All the result obtained is
then reviewed and discussed. All the research questions also answered.
Research Question 1 is to define the meaning of sex education and respondents
knowledge related to sex education. The meaning of sex education based on the answer of
respondents, sex education is defined as information about sex and sexual relationship,
emotional relationship, reproductive rights and responsibilities, abstinence, contraception and
sexual interaction. Also found that majority of respondents know about sex education and
already have the knowledge.
Research Question 2 is to determine the best syllabus and the barriers to introduce sex
education in Malaysia. As suggested by respondents, the best 5 topics should be included in
the syllabus is The importance and consequences of sex education, The definition and
introduction of sexual education, Human sexuality in biological, physiological, socio-cultural
& moral, Diseases prevention and control and Sexual base on religious perspective. The most
factors for the barriers are the mindset of Malaysian that is too conservative and too sensitive.
Research Question 3 in the other hand is to determine the Malaysia’s acceptance
toward sex education. Most of respondents can accepts sex education and think it is relevant
and can be an alternative ways to curb social ills as long it does not violate the religious and
customs in Malaysia.
In conclusion, as the research question is well answered. We also achieve the aims of
the reseach.
21
CHAPTER 5:
CONCLUSION AND RECOMMENDATION
5.0 Introduction
This chapter provides the overall results from every research question. It summaries the
information and data gained from the investigation that was completed. Besides that, this
study also aims to give some relevant suggestions and recommendations to the problems
faced by UMP students relating to social ills. It is hoped that the recommendations that are
suggested will eventually increase the knowledge and awareness on sex education among
UMP students.
5.2 Conclusion
In this section, all three research questions will be concluded through the questionnaire that
answered by all 60 respondents. All the answers have been discussed more in this chapter.
5.2.1 Research Question 1: What is sex education?
In this research question, basically the objectives were to analyse the precise definition of sex
education and understanding the concept of sex education. This last chapter wanted to
conclude the finding from the research. Based on the answer by the respondents, it can be
said that sex education is to educate the students about sexual relationship, emotional
relations, reproductive rights and responsibilities, abstinence, contraception and of sexual
interaction. Henceforth, this showed that most of the respondents know the concept of sex
education but it was insufficient and sometimes contains wrong facts. Due to the research
question to measure the understanding of sex education subject, the respondents have been
asked about the implementation of this subject in Malaysia. The objective was achieved when
most of them agreed that sex education in Malaysia have been implemented in syllabus but it
22
was only partially. This is true because there are certain topic that teach in syllabus are relate
to sex education such as in topics of Human Reproduction and Human Growth in Biology.
According to the awareness among the respondents toward sex education, most of them
agreed that the increasing cases of baby dumping are the most factors that make them aware
about the topic of sex education. Some of the respondents also said that increasing in social
ills report had made them aware about sex education. As conclusion, a lot of students had
been exposed to sex education either in formal or informal ways and most of them aware
about it.
5.2.2 Research Question 2: What is the Best Sex Education Syllabus and Barriers to
Implement It?
From this research question, we can come out with the best sex education syllabus suggested
by the respondents based on the priority, benefits and can satisfy all parties. They were also
giving the opinion about the barriers that unable government to introduce the sex education
into the educational system. The best five topics suggested by the respondents that they think
should be in the syllabus is ‘The definition and introduction of sexual education’, ‘The
importance and consequences of sex education’, ‘Human sexuality in biological,
physiological, socio-cultural & moral’, ‘Diseases prevention and control’ and ‘Sexual base on
religious perspective’. The syllabus should suitable and appropriate with the age or stages to
introduce this type of education. Results also shown the most of the respondents agreed that
the best stage to introduce sex education is in the Primary School during Standard 4 to
Standard 6 which in the age range of 10 to 12 years old. This research also wants to determine
the barriers to implement the sex education in Malaysia. The respondents think that the main
barriers are the negative perception or mind thinking of our society that cannot accept this
type of education due to some reasons. Possibly this barrier also due to the different believes
in religious and also the customs of Malaysia.
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5.2.3 Research Question 3: Do University Malaysia Pahang Students' Think Sex
Education is Relevant to Malaysian?
In the research questions that had been discussed from the data that had been taken from all of
the respondents from the University Malaysia Pahang (UMP), all that we can say is the
Malaysian is that the approach to implement the sex education in school might not been
rejected hardly by the people as long as it does not violate the ethics and the good manners of
the cultures in Malaysia. However the religion beliefs, especially the Islamic belief might not
accept this because of some reasons. Not just because concerned about the effect that will
happened like AIDS and HIV, this implementation also will make more sins to be execute by
the students as they know how to prevent the pregnancy with the contraceptive and so on.
Hence based on this research, we could say that the religion abstinence education that had
been implemented should be combined with the new sex education approaches, as it will not
destroy the manners and etiquette of the people in the world.
5.3 Recommendation
Due to the rising of social ill cases in our country, thus it must be curbing through the
implementation of sex education. There are some room of improvement for youngster to
growth the better future. Hence, the important of sex education must understand by all level
of citizen. Sex education has become crucial topic and should be improve and explain to the
Malaysian. One of the most important medium to improve awareness on sex education is
through awareness campaigns.
Campaign is the most effective way to educate people about the benefit from sex
education. Through campaign, people will be introducing to the definition of sex education.
This campaign must be involved by both government and other organizations. Moreover,
involvement of all parties will show the effort of the citizen in order to curb social ills in our
country.
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In University Malaysia Pahang situation, the campaign seems to be the best ways to
increase the awareness of the students towards sex education. The campaign should include
the talks, symposiums and exhibitions. The campaign should include the benefits of sex
education, the pros and cons, and about the social ills that become rampant lately. In national
campaign, involvement of mass media can be effective. This is because; mass media plays an
important role in educating and giving information. This information can be conveying
through public services advertisements, drama, documentary, talk shows and others.
Others tools in managing sex education in our syllabus based on religious view and
give special courses to teachers. This basically gives more about moral value in order to make
our generation live as a good mankind. Religious view focus on how to be a good man and
avoid social ills. For those teachers that will be teaching sex education in schools, they must
attend special courses in order to sharpen their skills. The teaching tools, curriculum structure
and expertise should be able to achieve the aim.
Another recommendation, the responsibility to educate and giving information should
be started from home. Parent need to take initiatives to introduce the topics of sexual
education to their children. The parents also must be open minded and give clear explanation
if they were asked about the sex education.
As conclusion, based on the above statement, it is possible to implement sex education
if it not violates our custom and the curriculum structure is good enough to curb social ills in
Malaysia.
5.4 Limitation of Study
During the research, there were a lot of obstacles had been experienced. Those
problems faced throughout the study as some respondents do not give cooperation. Some of
the respondents do not answer the question properly. This make the data from questionnaire is
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not valid. So, as the ways to get better data and finding, this uncompleted questionnaire is
rejected and replaced by other respondents. To avoid this situation occur in the future, before
distribute the questionnaire, pick the respondents which is really committed and can give full
of cooperation.
Another limitation is lack of information. This is due to several factors which are the
number of respondents and the limited scope of study. To overcome this situation, the number
of respondents should be more. The scope of study should be wider, maybe involving
University Malaysia Pahang staff’s that already married, so we can also have the opinion of
this class of community which perhaps have different view and thinking. So the results will be
varies and better. This is also due to the small number of questions. The number of questions
should be added so the information needed is enough.
5.5 Summary of the Chapter
In conclusion, this research achieves the objective of the study. From this research, many
were agree sex education can be an alternative way to curb social ills in Malaysia. The
recommendation to increase the people’s awareness also suggested. The problem faced during
finishing this research also being discussed. All the suggestions to overcome the problem are
also suggested to get better quality of research.
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Pokharel, S., Kulczycki, A., & Shakya, S. (2006). School-based sex education in Asian:
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