Relationship between Types of Sex Education and
High Risk Sexual Behavior
Hypothesis:
Andrea M. Anderson & Kaitlyn Harlander
Advised by: Susan Wolfgram, Ph.D. Method:
1. A positive correlation would be found between individuals
having participated in a sex education class and not participating
in high risk sexual behavior.
2. A positive correlation would be found between individuals
who received no sex education or abstinence-only training and
high risk sexual behavior.
University of Wisconsin-Stout
Research Question:
What is the relationship between sex education or abstinenceonly training during adolescence and high risk sexual behavior in
early adulthood?
Purpose:
1. Examine the relationship between sex education and
abstinence-only training during adolescence and high risk sexual
behavior in young adulthood.
2. To develop a reliable survey instrument to measure the
relationship between sex education and abstinence-only
training.
3. Collect data that indicates whether sex education or
abstinence-only training programs were most productive in
preventing high risk sexual behavior..
Results:
2 Respondents of the 45 surveyed had received abstinenceonly training, making it difficult to compare groups based on
having received sex education or abstinence-only training.
Strong support that individuals who have had sex education
would be less likely to participate in high risk sexual behavior
with significant correlations in 9/10 variables @ p< 0.01 ; see
table.
Reliability Analysis::Cronbach’s Alpha :0.906.
Theoretical Framework:
Family Ecological Theory (Chibucos, Leite, &Weis,2005)
Assumes that individuals develop and change due to
environmental interactions.
As applied to this study, predicts that an individual’s
perception and ability to make decisions about their sexual
practices is influenced by experiences and interactions with their
teachers, families, and friends in different systems. As well as
that those individuals who had sex education or abstinence-only
training would have more knowledge and experience in making
healthy decisions concerning their sexual practices
Literature Review:
Kirby and Laris (2009) Found several characteristics of sex
education programs that enable their success as well as
indicating some of the possible limits to abstinence-only training
on changing sexual behavior.
Denny and Young (2006) Supported that an abstinence-only
sex education program was more successful than a regular
health class with a sex education component because the Sex
Can Wait curriculum more thoroughly engaged and informed
students.
Somers and Surmann (2005) Found that limited sex education
in high school and learning from any source later in life predicted
more sexual activity.
Zanis (2005) indicated that Sexual Safety Awareness
Curriculum (SSAC) did not reduce sexual activity in sexually
active adolescents.
Participants: 45 male and female college students from a
university in Northwestern Wisconsin
Research Design: non-random pilot study, cross-sectional,
purposive sampling design.
Data Collection Instrument:
IRB approved, informed by literature & theory, implied consent.
Self administered surveys with one independent variable, two
demographic questions, and ten closed ended questions based
on the Lickert Scale.
Procedure:
Administered surveys to male and female college students in
general education courses. Explained implied consent and
confidentiality.
Data Analysis Plan:
Cleaned & coded surveys, analyzed data using Statistical
Package for the Social Sciences (SPSS),frequencies, crosstabulations, mean-comparisons, independent t-tests, and a
reliability analysis: Cronbach’s Alpha
*After deciding to not compare groups, cross- tabulations
and mean comparisons were not used.
Pearson Correlation Matrix
Demographic Variables:
GEN (gender)
AGE (age)
Independent Variables:
Received sex education
Received abstinence-only training
Received neither sex education or abstinence-only training
Dependant Variables:
REP (I understand how the male and female reproductive
systems work.)
PRE (I know how to prevent pregnancy.)
STD (I know how to prevent sexually transmitted diseases.)
HIV (I know how to protect myself against HIV.)
CON (I understand how to use a condom.)
UNS (I know the risks of unprotected sex.)
MSP (I understand the risks associated with having multiple sex
partners.)
VAL (I know my values relating to sex.).
COM (I understand how to communicate my feelings or concerns
about sex to my partner.)
SRD (My sex education class or abstinence-only training
adequately prepared me to make sexually responsible decisions.)
Implications:
Sex education adequately prepares individuals to make
sexually responsible decisions.
Implications for educators, curriculum writers, board of
education members, community members, and parents are to
continue teaching sex education
Future Research:
Large random national sample supplemented with qualitative
interviews, sample should focus on the influence of family and
the media on reproductive/sexual knowledge and values in
relation to sexual behaviors as well as the relation of race and
ethnicity on these, and compare male and female experiential
differences.
Conclusion:
Sex education does an effective job of preparing individuals to
make sexually responsible decisions
Further studies and more information about abstinence-only
training is needed.
As Family Ecological Theory asserts, everything individuals
learn in each aspect of their life affects who they are, their
values, and the decisions they make. It is imperative in the world
today that youth understand their bodies and can protect
themselves against risk and unwanted parenthood; without the
necessary tools available to them, they cannot be prepared for
this.