DECLARATION I Rajesh Kumar a regular student of M.Ed.

Session Education), STUDY THE 2011-12, Patna (Department University, OF of Patna UNDER SEX

declare that the submitted dissertation A ATTITUDE STUDENT GRADUATE TOWARDS

EDUCATION is my own original work. This dissertation has been prepared by me under the guidance of Dr. Lalit Kumar, Senior Assistant Professor (Department of Education), Patna University, Patna.

Date:Place:-

Submitted by

Rajesh Kumar
M.Ed. Student Patna University,

Patna

SUPERVISORS CERTIFICATE This is to certify that Mr. Rajesh Kumar a regular student of M.Ed. Session 2011-12 of Department Patna of Education, A STUDY Patna his THE University, dissertation has completed

entitled

ATTITUDE OF UNDER GRADUATE STUDENT TOWARDS SEX EDUCATION under my supervision. This dissertation is his original piece of work. I have gone through it & I am satisfied with his work. I pray for his future success.

Date:Place:-

Supervisor
Dr. Lalit
Associate

Kumar
Professor
2

Department of Education Patna University, Patna

CERTIFICATE
I have the pleasure to certify that the dissertation A STUDY THE ATTITUDE OF UNDER GRADUATE STUDENT TOWARDS SEX EDUCATION of Mr. Rajesh Kumar a regular student of M.Ed. Sessions 2011-12 is his unpublished research work. This dissertation is prepared by him under the guidance of Dr. Lalit Kumar, Associate Professor, Department of Education, Patna University, Patna. This dissertation is an original piece of work. I recommended this for the valuation of the examiner for the degree of Master of Education.
3

Date: Dr. Kumar P.G. Education

H. O. D.
Ashutosh Department of

Patna University, Patna

ACKNOWLEDGEMENT
Trust in the Lord with all your heart, in all your ways acknowledges him, and he will make straight your paths, bless the Lord, O my soul and forget not all his benefits. First of all I thank almighty God for giving me the wisdom and strength to complete the herculean task of writing this work to the best of my ability.

It

is

my

privilege

to

take

the

opportunity to thanks all those who have directly and indirectly helped me in the completing of this present dissertation work. I would like to express my deep sense of gratitude to Dr. Ashutosh Sir H.O.D. of Department of Education, Patna University for providing me help for my entire studentship. My special thanks are extended with a deep sense of gratitude; I express my sincere and special thanks to Dr. Lalit Kumar, for providing the opportunity and subsequent constructive criticism, guidance and skillful suspension. I would like to express my heartiest gratitude to Miss. Vandana Kumari, Mrs. Mamta Kumari, Mrs. Hemlata Kumari, Mr. Lalan Kumar, Mrs. Rachna Nidhi, Mrs. Renu
5

Kumari, Mr. Ajay Kumar Sinha and Mr. Pankaj Kumar for their excellent cooperation, valuable suggestion and help at every step of my dissertation. I would like to convey my special thanks to Mr. Raj Kumar, Mr. Bipin, Mr. Dilip and Mr. Baidyanath, Librarians for their excellent co-operation. I have no work to express my feeling for happy and criticized moment and sweet memories given by gratitude and thanks to my friends who provide me friendly atmosphere. I devote my scared dealing to Merciful God the cause of all causes for blessing my life with such a nice family, teachers, friends and the beautiful world and all that in the most appropriate time for me.

I would like to convey my special thanks to Mr. he given his precious time to type my dissertation in critical situation.
Submitted by

Rajesh Kumar
M.Ed. Student Patna University, Patna

Chapter I Introduction
1.1 Importance of the Study 1.2 Statement of the problem 1.3 Definition of the Term Use 1.3.1 Attitude 1.3.2 Education 1.3.3 Sex education 1.3.4 Undergraduate 1.4 Objective of the Study 1.5 Hypothesis of the Study 1.6 Delimitations

Chapter I Introduction
1.1 Importance of Study:Education is that process of development which consist the passage of human being from infancy to maturity, the process whereby he adapts himself gradually in various ways to his physical, social, and spiritual environment. T. Raymont Education is derived from the Latin word

Educatum which mean to draw out to foster growth and to develop. Hence modern concept of education means to develop the inherent capacities of an individual in the social environment. The mind is a dynamic self adjusting and self learning force, which needs proper guidance for wholesome grow and development. Thus educations seek to develop the mind according to its own inherent capacity in a social environment. The role of education is very much important in the society of human beings in its varied dimension to the life. The education has different aspect to carry with the educational schedule. The development of maintenances of various allied aspects to the education may prove very much 9

importance because they have their own because they have their own purpose and identity to the concept of overall development of a child. Many educators feel anxious or tentative in tacking the topic of sex sexuality and sexual health. They may feel overwhelmed about where to start or conferred about what to teach and when to teach it. Planned Parenthood is here to help. As the nations oldest and most trusted provider of sexual health care and with a national network of sexuality educators. We can help you advocate for comprehensive medically accurate sexuality education in your school or program. We can also help you develop or choose a curriculum and implement it with confidence. Planned Parenthood believes that parents and guardians should be the primary sexuality educators of their children. As with other complex issues, many parents may need support, resources and expertise from schools and other organizations. It is important that young people receive age appropriate sexual health information and develop practical skills for keeping healthy. Educators can help families by providing culturally meaningful learning opportunities in safe and nonjudgmental environments so that young people can learn about sexuality in a healthy and positive context. Sexuality is an integral part of each persons identity. Learning about our sexuality and achieving sexual health and well being are lifelong process that begin at birth

10

and continue throughout our lives. Although parents and guardians are the primary sexuality educators of their children, childrens also receive messages about sexuality from many have more negative than positive impact. Schools and other community based organizations can be important partners with parents to provide young people accurate and developmentally appropriate sexuality education. The goals of comprehensive sexuality education are to help young people gain a positive view of sexuality and to provide them with developmentally appropriate knowledge and skills so that they can make healthy decisions about their sex lives now and in the future. Medically accurate sexuality education is an investment in our childrens future- their well- being. Our return on investment could be a generation of young people who have Hered more helpful messages about sexuality than the provocative media images and / or silences they currently witness. It could be a generation of women and men confer table in the in their own skin; able to make well informed responsible decisions, form healthy relationship; and take care of their bodies.

11

Attitude:An attitude is a readiness to respond in such a way that behavior is given a certain direction. Travers An attitude is particular feeling about

something. It therefore involves a tendency to behave in a certain way in situations which involve that something, whether person, idea or object. It is partially rational and partially emotional and acquired, not inherent in an individual. Sorenson An attitude is a hypothetical construct that

represents an individuals degree of like or dislike for something. Attitudes are generally positive or negative view of a person, place, thing or event this is often referred to as the attitude object. People can also be conflicted or ambivalent toward an object either meaning positive or that they simultaneously possess negative

evaluation of people, objects, event activities ideas, or just about anything in your environment. In the opinion of, an attitude is the relatively stable overt behavior of a person which affects his status. Attitudes which are two social attitudes or values in the Thomasonian sense. The attitude is the status fixing behavior. This differentiates it from habit and vegetative processes as such, and totally ignores the hypothetical subjective states Which have formerly been 12

emphasized North has defined attitude as the totality of those states that lead to or point toward some particular activity of the organism. The attitude is, therefore, the dynamic element of human behavior, the motive of activity. For an attitude is a a susceptibility to certain kind of stimuli and readiness to respond repeatedly in a given way which are possible towards our world and the parts of it which impinge upon us. They develop on the ABC model (affect, behavior and cognition). The affective response is an emotional response that expresses an individuals degree of preference for an entity. The behavioral intention is a verbal indication or typical behavioral tendency of an individual. The cognitive response is a cognitive evaluation of the entity that constitutes an individuals beliefs about the object. Most attitudes are the result of either direct experience or observational learning from the environment.

13

Under Graduate:Under graduate education is an education level taken prior to gaining a first degree. Hence, in many subjects in many educational systems, undergraduate education is post-secondary education up to the level of a bachelors degree, such as in the United state, where a university entry level is known as undergraduate while students of higher degrees are known as graduate. In some other educational system and subjects, undergraduate education is post secondary education up to the level of a masters degree for example in some science and engineering courses in Britain and some medicine courses in Europe. In India it takes three or four years to complete a graduate degree. The three year undergraduate programme are mostly in the fields of arts, humanities, science etc, and the four year programs are mostly in the fields of technology engineering, pharmaceutical sciences agriculture etc. However, for medicine low and architecture, the period has been five years.

14

Sex Education:Sex education stands for protection presentation extension, improvement and development of the family based on accepted ethical ideas. Sex education is broad term used to describe education about human sexual anatomy, sexual reproduction, reproduction health,

emotional relation, reproductive rights and responsibility, other aspect of human sexual behavior common awareness for sex. Sex education as instruction in various

psychological and sociological aspect of sexual response and reproduction various aspect of sex education are to right in school depending on the age of students or what the children are able to comprehend a particular point of time. Sex education may be taught informally, such as someone receives information from conversations with a parent, friend, and religious leader or through the media. It may be also being delivered through sex education formal sex education where school or health care provides offer sex education. Today India sees sex as taboo. There are many myths about sex in general. In the many absence of related

15

information & circumstances, people do heinous acts like rape and the person becomes eligible for social exclusion. Sex education in schools and colleges are being ignored. As per government record sex education has been implemented at schools but its execution is still being put on paper. Usually sex related conversation among anybody is considered a crime in the home. Parents therefore avoid sex related information with their children. Interestingly the

gentlemen who considers taboos to information on sex topics that most fervent curiously about this.

History of sex education

International level:The idea that schools and the state have a responsibility to teach young people about sex is a peculiarity modern one. The rise of sex education to a regular place in the school curriculum in the United State and Western Europe is not, however, simply a story of modern enlightenment breaking through a heritage of repression and ignorance. Rather, the movements for sex education can be understood from several related angles; as part of larger struggles in the modern era over who determines the sexual morality of the coming generation; to view ADOLESCENCE- especially adolescent SEXUALITY- as uniquely dangerous; and as part of the broader historical

16

tendency for more and more realms of personal life to come under rational control. Prior to the twentieth century, sex education was even more haphazard, sex education become a significant part of the response to these twin anxieties. Founded in 1914 by the New York Physician Prince Morrow and the religious crusader Anna Garlin Spenser the American Social Hygiene Association (ASHA) quickly took the lead in recommending reforms to accomplish the twin goals of medical and moral improvement. Although the English movement for sex education grow out of similar anxieties and was led by a similar combination of medical and moral authorities, the French movement different in certain essential respects. After the carnage of World War I, French education linked sex education to the need for French families to bear more children to repopulate the state. Sex educators in the United state sometimes experimented with working through parents, churches, and public lectures, but they quickly tuned to the public schools. In the early twentieth century, public school attendance was exploding as compulsory education laws and changing structure of the economy pressured more students into the classrooms and kept them there longer. At the sometime, observers were becoming more conscious of youth as a period of life separate from adulthood with its own particular needs and dangers and this new conception of the

17

adolescent was widely popularized by the publication of G. STANLEY HALLS essential Adolescence in 1904. Trapped between the sexual awakening of PUBERTY and the legitimate sexual outlet of marriage, adolescents seemed particularly to need careful guidance and the public school could step in to give it to them where parents seemed to be failing. Not coincidently. promised to Moving their give sex missing to a the classroom audience. In the Jazz age of the 1920s, sex education made progress into the curriculum both in the United States and in France. American sex education typically took, place in high school biology classes, but leaders in the movement also faced for the first time a clear divergence between adult sexual ideals and societys expectations for youth. Up to early twentieth century, when sexual fulfillment was not considered a public or respectable ideal even for married adults, it was early for educators to condemn sex in their lessons. But in the 1920s as more Americans came to believe that sexual fulfillment was a crucial part of marriage, educators faced the dilemma of recognizing that sex was a positive force in marriage while at the same time needing to condemn its expression among the unmarried. Sex educators responded partly by reemphasizing the health dangers of sex outside of marriage, but also by incorporating the new ideals. Greatly concerned over the sexual freedom of the new youth in the 1920s and 1930s sex educators appealed to psychology and 18 educators captive

sociology for evidence that sexual experimentation before marriage endangered a youths chances for a fulfilling wedding life. After the discovery of penicillins uses in World War II lessened the danger of syphilis, ASHA and its allies focused more directly on the social aspects of sexuality and married life. Known by a variety of names, the new Family Life education represented by expansion of the educators mission, Instead of teaching mostly about sexual prohibitions. Family life educators attempted to instruct students in the positive satisfactions to be gained from a properly ordered family life. Lesson on child rearing, money management, wedding planning, DATING, and a wide variety of other daily tasks were intended to bring a new generation of American youth into conformity with white middle class norms.

19

National Level (In India)

Too many people think that neither sex education nor AIDS education is compatible with their notion of Indian culture. Dr. Balaji NCERT advisor 10 December 2005, The Supreme Court on 16 November this year decided that sex education in schools cannot be brought under the ambit of fundamental rights by making it a part of the right to education We cannot make it (sex education) a fundamental right. A bench comprising justice Ruma Pal and Justice A.R. Lakshman said while dealing with a public interest Litigation, which had suggested making sex education in school compulsory. The NGO, Nari Raksha Samiti, has submitted that sex education in school curricula could play a role in checking the rise in rape cases. Though agreeing with the suggestion. The bench said it cannot be given the status of a fundamental right on the same footing as the right to education itself. A couple of year ago, Ram Chandra Purbey, the former primary education minister for the state of Bihar, exclaimed the following; Our society is not an open one. Inclusion of sex education in the syllabus can also have an adverse effect. This statement clearly indicates government attitudes on the issue of sex education and the misconstructed notion of unpleasant effects of people having sex every possible corner. Dangerously enough, there is no

20

consensus in India over introducing sex and reproductive health education in the school and college syllabus. Such findings reveals a continuing denial in government speak about the reality in our society. Central and State Government are taking a moralistic position on this issue and have refused to recognize the magnitude of the problem. Ignorance and sex can be a troubling and sometimes deadly mix for young people and people living under suffocation societal demands. In the midst of all this, non-governmental

organizations have been trying to produce and distribute their own guidebooks to address what they see missing in the school syllabus on sex education, but their effort have met with opposition. Sex education is also a means to respect a

partner, a wife a husband, a boyfriend, a girlfriend, and a means to respect sexual preferences, it is also a means to question, and understand the existence of assault and sexual violence in our country and to increase gender equality. The lack of understanding about sexual issue is more risky, and more likely to lead young people to have unwanted pregnancies abortions and STDs and sometimes sex related violence. There are so many crucial issues at hand, which could be saved and cured by means of sex education. Back in 1993, a survey of 35 sex education projects conducted by the World Health Organization (WHO) 21

showed that sex education in schools did not encourage young people to have sex at an earlier age or more frequently. Rather importantly, the survey showed that early sex education delays the stat of sexual activity, reduces sexual activity among young people and encourages there already sexually active to have refer sex. Furthermore, the WHO published a review of 1050 scientific article on sex education programmes. According to Dr. Balaji, advisor to the National Council of Education Research and Training (NCERT), the NCERT has so for been playing it safe because of the explosiveness of the issue of sex education, which cannot be separated from AIDS education. Too many people think that neither is compatible with their notion of Indian culture. Dr. Balaji adds that India has come a long way from the day in 1993 when he was nearly assaulted by the principal of a government school in Madhya Pradesh where he and his team were attempting to introduce a course in sex education. In the meantime, as the AIDS epidemic spreads, the battle against it is mired by a lack of consensus on the extent of the pandemic, the Right Strategy to combat it, and how to deal frankly with sexuality. In early 2003 the Indian Health Minister Sushma Swaraj told the press that the countrys AIDS program had to focus on sexual abstinence and faith rather than just condoms. Horrifyingly most individuals are tested for HIV without their consent and

22

knowledge because of the stigma attached to the disease not many willingly undergo tests or talk about their trauma.

23

1.2 Statement of the problem:To Undergraduate education Study the Attitude towards of sex

student

1.3 Definition of the Term Used:1.3.1 Attitude:An attitude is particular feeling about something. It therefore involves a tendency to behave in a certain way in situations which involve that something, whether person, idea or object. It is partially rational and partially emotional and acquired, not inherent in an individual. Sorenson 1.3.2 Education:in its widest sense includes all the

Education

influences which act upon an individual during his passage from cradle to the grave. -Dumvile Education means enabling the mind to find out the ultimate truth making its own and giving expression to it. -Tagore 1.3.3 Sex Education:-

24

Information about sex and sexual relationships that adults teach to young people, especially in school subjects is known as sex education. -Macmillan Dictionary 1.3.4 Under graduate:-

A college or University about who has not received a bachelors or similar degree is called Undergraduate . -The American heritage Dictionary A person studying in a university for a first degree sometimes shortened to undergraduate . -Collins English Dictionary

1.4 Objective of the Study:1. To study the attitude of under graduate students towards sex education. 2. To study the attitude of B.E. Girls and B.C.A. Girls towards sex education. 3. To study the attitude of B.E. Girls and B.C.A. Boys towards sex education. 4. To study the attitude of B.E. Boys and B.C.A. Girls towards sex education. 5. To study the attitude of B.E. Boys and B.C.A. Boys towards sex education.

1.5 Hypothesis of the Study:25

Hypothesis Any supposition which we make in order to Endeavour to deduce conclusions in accordance with facts which are known to be real under the idea that if the conclusions to the hypothesis leads are known truths the hypothesis itself either must be or at least likely to be true. J.S. Mill

Ho1 There Ho2 There Ho3 There Ho4 There Ho5 There

will be no significant difference in the attitude of

undergraduate students towards sex education. will be no significant difference in the attitude of

B.E. Girls and B.C.A. Girls towards sex education. will be no significant difference in the attitude of

B.E. Girls and B.C.A. Boys towards sex education. will be no significant difference in the attitude of

B.E. Boys and B.C.A. Girls towards sex education. will be no significant difference in the attitude of

B.E. Boys and B.C.A. Boys towards sex education.

1.6 Delimitations:The present study was undertaken in order to study the attitude towards sex education in undergraduate students.

26

1. 2.

The research is delimited for Bilaspur District only. The Kota. research is delimited for the students of

undergraduate of Dr. C.V. Raman University Kargi Road

3.

Undergraduate Student of B.E. and B.C.A. Branch of Dr. C. V. Raman University Kota, are selected.

27

28

Chapter -II Study of Related Research Literature

2.1 Introduction 2.2 Research literature on International Level 2.3 Research literature on National level

29

Chapter -II Study of Related Research Literature

2.1 Introduction:Research takes advantages of the knowledge which has accumulated in the part as a result of constant human Endeavour. A careful review of the research Journals, books dissertation and other sources of informations on the problem to be investigated is one of the important steps in the planning of any research study. The review of related literature gives the

researcher an understanding of the research methodology which refers to the way the study is to be conducted. It help the researcher to know about the tools and instruments which proved to be useful and promising in the preview studies. The advantage of the related literature is also to provide insight into the statistical method through which validity of result is to be established. Reviewing the related literature is to know about the recommendation of previous researchers listed in their studies for further research.

30

2.2 Research literature on International Level:-

Emer

Smyth (2010)-Single sex Education: What does research tell us?

Finding:1. There appears to be very little consensus on whether single-sex education is advantageous to girls or boys academic achievement. However, there does appear to be at least tentative evidence that attitudes to subject areas may becomes more gender stereotyped in a coeducational setting. 2. Secondly it is difficult to systematically compare single sex and co-educational schools or classes. In many countries single sex schools are highly selective in their social and ability even in countries with a larger number of single sex schools. The two schools sectors differ in their intake.

Dailard

Cynthia (2001)- Sex Education: politicians, parents Teacher and Teens.

Finding:31

1.

Reports the result of a survey fielded in 1998 by the centers for disease control and prevention principals in 36 states and 10 localities and health education teacher in 35 states and 10 localities to determine the content of health education courses. HIV/AIDS education professional preparation of health educators and parent and community involvement in school health education.

2.

Present findings from telephone interviews of 313 principals 1001 sexuality education teacher and 1501 Students- parent pairs about their experience which and attitude towards sexuality education.

Esere ,Mary Ogechi-

Effect

of

sex

education

programme on at risk sexual behavior of schoolgoing adolescents in Ilorin, Nigeria. Finding:1. When the treatment (intervention) group was compared with the control group in an intention to treat analysis, there were significant differences in at risk. Sexual behavior of the two groups. Those in the intervention group reported less at-risk sexual behaviors than their counterparts in the control group. 2. The treatment group evaluated the intervention

programme positively and their lack of behavioral effect on the control group could be linked to differential quality of delivery of intervention. 32

2.3 Research literature on National Level:-

Shetty Dr. Padma ,Kowli Dr. Shobha & Patil Vodula (2001):Attitude of mother towards sex education

Mr.

of

Adolescent Girls

Finding:1. The participants felt that girls should be financially independent to face any crisis of life. 2. 3. Girls can earn money by taking tuition at home. The participants were reluctant to send their daughter to work as they felt it was not safe. They felt that as for as possible the girls should try to earn money at home. In circumstances where there was no alternative, the girls could go out to seek a job.

Singh V. and Kaur H. (2009) -Hue and cry over inclusion of sex education in school curriculum. Finding:1. A clear and continuously reinforced message about sexual behavior and risk reduction.

33

2.

Dealing with pear and other social pressures on young people; providing opportunities to practice communication negotiation and assertion skills.

3.

Uses a variety of approaches to teaching and learning that involve and engage young people and help them to personalize the information.

Naran Shiela (2001)-

Evaluation of a sex education

programme for Indian adolescents. Finding:1. 51.6 % of the experimental group and 46% of the control group discussed periods with parents. 2. Communication with regard to pregnancy also ranked high for both groups: 54.8% of the experimented and 46% for the control group had spoken to their parents in this regard. 3. Birth control discussion remarked ranked low for both groups 35.5% per the experimental group and 19.2% for the control group.

34

35

36

Chapter III Research Methodology

3.0 Research Methodology 3.1 3.2 3.3

3.4 3.5 3.6 3.7

Population Sample Research Variable

Tools Used for Research Description of Research Tools Data Collection Statistical techniques followed

37

Chapter III

Research Methodology
3.0 Research Methodology
Research design is a mapping strategy. It is essentially a statement of the object of the inquiry and the strategies for collecting the evidences analyzing the evidences and reposting the fundings. - Kerlinger The system of collecting data for research projects is known as research methodology. The data may be collected for either theoretical or practical research for example management research many be strategically conceptualized along with operational planning methods and change management. Some important factors in research methodology include validity of research data. Ethers and the reliability of measures most of your work is finished by the time you finish the analysis of your data. Formulating of research question along with

sampling weather probable or non probable is followed by measurement that includes surveys and scaling. This is followed by research design, which may be either experimental or quasi-experimental.

38

3.1 Population :A population refers to any collection of specific group of human being or of non-human entities such as objects educational institutions, time, units, geographical, areas, some statisticians call it universe.

Population selection:Data were collected during the month of Nov of academic Session 2011-12. 1. 2. The research is delimited for Bilaspur district only. The research is delimited 120 students of

undergraduate of Road Kota. 3.

Dr. C.V. Raman University Kargi

Undergraduate student of B.E. and B.C.A. branch students are selected.

3.2 Sampling:-

SAMPLE

39

Sampling is the process by which a relatively objects or events is selected and analysed in order to find out something about entire population from which it was selected. It helps to reduce expenditure, save time and energy permit measurement of greater scope or produce greater precision and accuracy. Sampling procedures provide generalization on the basis of a relatively small proportion of the population is called a sample. For the purpose of present study 120 students of Dr. C.V. Raman University is selected in which 30 boys and 30 girls from B.E. and 30 boy from B.C.A. was selected.

3.3 Research Variables:A variable is any feature or aspect of an event function or process that by its presence and nature, affects some other event or process which is being studies. Bugelski Independent Variables Dependent Variables Intervening Variables :::Attitude Sex education Undergraduate Students

3.4 Tools Used for Research:-

40

Research tools are administrated on the sample subjects for collecting evidence or data. It should provide objective data for interpretation of result achieved in the study. The data may be obtained by administering

questionnaires, testing, personal observation, interviews and may other techniques of collecting qualitative and

quantative evidences. Following tools is used for present study. The Attitude towards sex education the purpose of this test is to measure the attitude B.E. towards and sex B.C.A. education student. of The

undergraduate

students

inventory has been constructed and standardized by Usha Mishra.

Description of Research Tools:The questionnaire is an instrument that is widely used by educational workers to obtain facts about current conditions and practices and to make inquiries concerning attitudes and opinions. - Dallen, Von Attitude standardized by scale towards sex education is

Dr. (Smt.) Usha Mishra, Reader

Department of Education, University of Allahabad, Allahabad. 41

This inventory is 32 items. 16 are positive type items and 16 are negative type items.

3.5 Scoring Procedure:Researcher selected Likert type questionnaire its scoring weight is 5,4,3,2,1 for Strongly Agree, Agree, Indefinite, Disagree strongly Disagree for the statement of positive items. On other hand scoring weight is 1,2,3,4,5 are used for strongly Agree, Agree, Indefinite, Disagree, Strongly Disagree for the Statement of negative items. An individuals score on a particular attitude scale is the sum of his rating on all items.

Reliability:Reliability of the test was computed by split-half method noing spearmen Brown prophecy formula and by test-retest method after an interval of one and six months. The values are reported. Table 3.1 Method Split half Test Retest (1 Month) N 370 50 50 42 Reliability .86 .82 .80

Test Retest (6 Month)

Validity:A measurement procedure is valid in so for as is correlates with some measurement of process in the job for which it is being used as a predicator. - Thorndike The items of the scale have been critically examined by 25 examined by 25 experts in the field of education. The opinion of these judges with respect to the relevancy of items confirmed that the scale has content and face validity.

3.6 Data Collection :Firstly researcher contact to the head of the selected department, which is mention in sample.

Department of B.E. and B.C.A. form Dr. C. V. Raman University, Kota are selected. Researcher get agreement letter from the Head of the both Department for collecting data. After that establishment of rapport is done by researcher and questionnaire of ATTITUDE SCALE

TOWARDS SEX EDUCATION is distributed after formal instruction. Researcher mention that this is likert type

43

questionnaire, there are 32 statement is given in format and you will be to put your view by this mark, There is no limitation of time but fill up it as much as possible.

3.7 Statistical techniques followed:It presents research work Researcher used

following statistic because all sample is large according to hypothesis. i. ii.

iii.

Mean SD SED t-Test

iv.

Hypothesis 1. There will be no significant difference in the attitude of undergraduate students towards sex education.

Mean
SD SED
t-Test

i.

Mean

44

Mean =
Here:= x= f= N= Sum off mid point Frequency Total Number

ii.

Standard Deviation :-

SD () Here: = = x= f= N= iii.

Sign of standard deviation Sum off Deviation of mid point Frequency Total Number

Standard Error Deviation

SED =
Here :=SD of 1st group =SD of 2nd group 45

N1= Total of Sample one N2= Total of Sample two

iv. t-Test
Computation of t-value for Large sample group i.e. 60 Students B.E. and 60 Student B.C.A.

Here:M1 M2 = = Mean of Data No 1 Mean of Data No 1 Standard Error Deviation

SED =

2. There will be no significant difference in the attitude of B.E. Girls and B.C.A. Girls towards sex education.

Mean
SD

46

SED
t-Test

i.

Mean

Mean =
Here:= x= f= N= Sum off mid point Frequency Total Number

ii.

Standard Deviation :-

SD ()

Here: = = x= f= N= iii. Sign of standard deviation Sum off Deviation of mid point Frequency Total Number

Standard Error Deviation

47

SED =
Here :=SD of 1st group =SD of 2nd group N1= Total of Sample one N2= Total of Sample two

iv. t-Test
Computation of t-value for Large sample group i.e. 30 B.E. Girls and 30 B.C.A. Girls.

Here:M1 = Mean of Data No 1

48

M2

Mean of Data No 1 Standard Error Deviation

SED = 3.

There will be no significant difference in the attitude of B.E. Girls and B.C.A. Boys towards sex education.
Mean
SD SED
t-Test

i.

Mean

Mean =
Here:= x= f= N= Sum off mid point Frequency Total Number

ii.

Standard Deviation :-

SD ()

49

Here: = = x= f= N= iii. Sign of standard deviation Sum off Deviation of mid point Frequency Total Number

Standard Error Deviation

SED =
Here :=SD of 1st group =SD of 2nd group N1= Total of Sample one N2= Total of Sample two

iv. t-Test
Computation of t-value for Large sample group i.e. 30 B.E. Girls and 30 B.C.A. Boys.

50

Here:M1 M2 = = Mean of Data No 1 Mean of Data No 1 Standard Error Deviation

SED = 4.

There will be no significant difference in the attitude of B.E. Boys and B.C.A. Girls towards sex education.

Mean
SD SED
t-Test

i.

Mean

Mean =
Here:= Sum off

51

x= f= N=

mid point Frequency Total Number

ii.

Standard Deviation :-

SD ()

Here: = = x= f= N= iii. Sign of standard deviation Sum off Deviation of mid point Frequency Total Number

Standard Error Deviation

SED =
Here :=SD of 1st group =SD of 2nd group N1= Total of Sample one N2= Total of Sample two

52

iv. t-Test
Computation of t-value for Large sample group i.e. 30 B.E. Boys and 30 B.C.A. Girls.

Here:M1 M2 = = Mean of Data No 1 Mean of Data No 1 Standard Error Deviation

SED =

5.

There will be no significant difference in the attitude of B.E. Boys and B.C.A. Boys towards sex education.
Mean
SD SED

53

t-Test

i.

Mean

Mean =
Here:= x= f= N= Sum off mid point Frequency Total Number

ii.

Standard Deviation :-

SD ()

Here: = Sign of standard deviation = Sum off x = Deviation of mid point f= Frequency

N= Total Number
iii.

Standard Error Deviation

54

SED =
Here :=SD of 1st group =SD of 2nd group N1= Total of Sample one N2= Total of Sample two

iv. t-Test
Computation of t-value for Large sample group i.e. 30 B.E. Boys and 30 B.C.A. Boys.

Here:55

M1 M2

= =

Mean of Data No 1 Mean of Data No 1 Standard Error Deviation

SED =

56

57

Chapter IV Analysis and Interpretation of Data

4.1 Analysis and Interpretation of Data 4.2 Test of Hypothesis

58

Chapter IV Analysis and Interpretation of Data

In one sense, interpretation in concerned with relationship with the collected data partially overlapping analysis interpretation also extends beyond the data of the study to include the result of other research theory and hypothesis. - William Emony

4.1 Analysis and Interpretation of Data:Researcher often find data analysis the most enjoyable part of carrying out any study, since after all of the hard work and waiting they get the chance to find out the answers. If the data do not provide a answers, that presents yet another opportunity for creativity! So analyzing the data and interpreting the result are the reward for the work of collecting the data. Data do not, however, speak of themselves. They reveal what the analyst can detect. So when the new investigator, attempting to collect this reward, finds him alone with the dataset and no idea how to proceed, the feeling may be one more of anxiety than of eager anticipation. As with most other aspects of a study, analysis and interpretation of the study should relate to the study 59

objectives and research questions one often helpful strategy is to being by imagining or even out liming the manuscripts to be written from the data. The usual analysis approach is to being with descriptive analysis, to explore and gain a feel for the data. The analyst then turns to address specific questions from the study aims or hypothesis, from findings questions from studies reported in the literature, and from patterns suggested by the descriptive analyses. Before analysis being in earnest, though, a considerable amount of preparatory work must usually be carried out.

4.2 Analysis and Interpretation of Data:Ho1 There will be no significant difference in the attitude of undergraduate students towards sex education. Table No. - 1
S.N o. Stude nt No nt
14.7 4 11.9 6 1.7 3 1.92 11 8

of Mea n

SD

SED

ttest Valu e

df

Significan ce Level

Hypothes is

Stude

1. 2.

B.E. B.C.A.

60 60

113.5 116.8 3

0.05=1.98 Accepted 0.01=2.62

60

Chart Graph 1

Attitude of B.E. And B.C.A. Student towards Sex Education

B.E. Student B.C.A. Student

61

62

Interpretation of the Data:It was found from Table No1 that there is no significant difference found in the attitude of undergraduate students towards sex education. Because above calculated mean, SD, SED, and ttest supported hypothesis, here the calculated t is 1.92 which is less than the tabulated value of df 118, 0.05=1.98 and 0.01=2.62 hence, hypothesis is accepted.

Ho2 There will be no significant difference in the attitude of B.E. Girls and B.C.A. Girls towards sex education. Table No. - 2
S.N o. Stude nt No nt
B.E. Girls B.C.A. Girls 16.9 3 9.92 2.5 3 1.09 58 0.01=2.66

of Mea n

SD

SED

ttest Valu e

df

Significan ce Level

Hypothes is

Stude

1. 2.

30 30

109.5 112.2 6

0.05=2.00 Accepted

63

Chart Graph 2

Attitude of B.E. Girls And B.C.A. Girls towards Sex Education

B.E. Girls B.C.A. Girls

64

65

Interpretation of the Data:There is no significant difference in the attitude of B.E. Girls and B.C.A. Girls towards sex education. Because above calculated mean, SD, SED, and ttest supported hypothesis, here the calculated t is 1.09 which is less than the tabulated value of df 58, 0.05=2.00 and 0.01=2.66 Hence, hypothesis is Accepted.

Ho3 There will be no significant difference in the attitude of B.E. Girls and B.C.A. Boys towards sex education. Table No. - 3
S.N o. Stude nt No nt
B.E. Girls B.C.A. Boys 16.9 3 12.2 0 2.6 9 4.08 58 0.01=2.66

of Mea n

SD

SED

ttest Valu e

df

Significan ce Level

Hypothes is

Stude

1. 2.

30 30

109.5 120.5

0.05=2.00 Rejected

66

Chart Graph 3

Attitude of B.E. Girls And B.C.A. Boys towards Sex Education

B.E. Girls B.C.A. Boys

67

Interpretation of the Data:It was found from table No. 3 that there is significant difference in the attitude of B.E. Girls and B.C.A. Boys towards sex education. Because above calculated mean, SD, S ED, and ttest does not supported hypothesis, here the calculated t is 4.08 which is more than the tabulated value of df 58, 0.05=2.00 and 0.01=2.66 Hence, hypothesis is Rejected. Ho4 There will be no significant difference in the attitude of B.E. Boys and B.C.A. Girls towards sex education. Table No. - 4
S.N o. Stude nt No nt
B.E. Boys B.C.A. Girls 10.9 3 9.92 1.9 0 3.12 58 0.01=2.66

of Mea n

SD

SED

ttest Valu e

df

Significan ce Level

Hypothes is

Stude

1. 2.

30 30

118.2 112.2 6

0.05=2.00 Rejected

68

Chart Graph 4

Attitude of B.E. Boys And B.C.A. Girls towards Sex Education

B.E. Boys B.C.A. Girls

69

Interpretation of the Data:It was found from table No. 4 that there is significant difference in the attitude of B.E. Boys and B.C.A. Girls towards sex education. Because above calculated mean, SD, S ED, and ttest does not favor hypothesis, here the calculated t is 3.12 which is More than the tabulated value of df 58, 0.05=2.00 and 0.01=2.66. Hence, hypothesis is rejected.

Ho5 There will be no significant difference in the attitude of B.E. Boys sex education. Table No. - 5
S.N o. Stude nt No nt
B.E. Boys B.C.A. Boys 10.9 3 12.2 0 2.1 1 1.92 58 0.01=2.66

and B.C.A. Boys towards

of Mea n

SD

SED

ttest Valu e

df

Significan ce Level

Hypothes is

Stude

1. 2.

30 30

118.2 120.5

0.05=2.00 Accepted

70

Chart Graph 5 Attitude of B.E. Boys And B.C.A. Boys towards Sex Education

B.E. Boys B.C.A. Boys

71

Interpretation of the Data:-

It was found from table No.5 that there is significant difference in the attitude of B.E. Boys and B.C.A. Boys towards sex education. Because above calculated mean, SD, S ED, and ttest Supported hypothesis, here the calculated t is 1.92 which is Less than the tabulated value of df 58, 0.05=2.00 and 0.01=2.66. Hence, hypothesis is accepted.

72

73

Chapter V
Main Findings & Educational Implications

5.1 Main Finding 5.2 Educational Implication 5.3 Future action or Scope for further Study

74

Chapter V
Conclusion & suggestion

5.1Main Finding of Hypothesis:Ho1 There will be no significant difference in the

attitude of undergraduate students towards sex education.

Finding :Above Hypothesis I is accepted. There is no significant difference found in the attitude of undergraduate students towards sex education. Because students of both department is aware towards sex education. They are aware and curious towards gaining knowledge about sex education. It is clear that they are getting some special and essential sex education information and guidance not only themselves but also from their parent and teacher is responsible to educate them in proper way. Hence result clarify that students of both department score high marks. This is sign that students of both department highly expose to the environment where they get the knowledge of sex education.

75

Ho2 There will be no significant difference in the attitude of BE Girls and B.C.A. Girls towards sex education. Finding:Above hypothesis - II is accepted. There is no significant difference found in the attitude of BE Girls and B.C.A. Girls towards sex education, because students of both departments are aware towards sex education. They are aware and curious towards gaining knowledge about sex education. It is clear that they are getting some special and essential sex education information but also from their parent and teacher is responsible to educate them in proper way. Hence of both result clarify are that girls exposed of to both the

department score high marks. This is sign, that students departments highly environment where they get the knowledge of sex education. Ho3 There will be no significant difference in the attitude of BE Girls and B.C.A. Boys towards sex education.

76

Finding:Above hypothesis- III is rejected. There is no significant difference found in the attitude of B.E. Girls and B.C.A Boys towards sex education. On the basis of data boys obtained more marks than girls. Marks clarify that boys of B.C.A. are aware for gaining knowledge of sex education from various sources like cell phone, internal chatting TV, Friends, parent and Teachers. It seems that girls of B.E. are not as aware as boys of B.C.A. because it clarified by the obtained marks is less in comparison of boys marks. It is clear those girls of B.E. less expose to the environment where they get the knowledge of sex education. Ho4 There will be no significant difference in the attitude of BE Boys and B.C.A. Girls towards sex education. Finding:Above hypothesis- IV is rejected. There is significant difference found in the attitude of B.E. boys and B.C.A. Girls towards sex education. On the basis of data boys obtained more marks than girls. The marks clarify that boys of BE are aware for gaining knowledge of sex education from various sources like cell phone, internet, TV, friends, parent and Teacher.

77

It seems that girls of B.C.A. is not as aware as boys of BE because it clarified by the obtained marks. It shows that girls are less expose to the environment where they get the knowledge of sex education. Ho5 There will be no significant difference in the attitude of BE Boys and B.C.A. Boys towards sex education. Finding:Above hypothesis V is accepted. There is no significant difference found in the attitude of B.E. and B.C.A. Boys towards sex education, because they are aware and curious towards gaining knowledge about sex education. It is clear that they are getting some and essential sex education information but also from their parent and teacher is responsible to educate them in proper way. Hence of both result clarify are that girls exposed of to both the

department score high marks. This is sign that students departments highly environment where they get the knowledge of sex education.

5.2Education Implication:-

78

We must implement or include a curriculum review to include a good Sex education topic which includes the overall package of:-

Inculcating the value of self worth among its student so the they have a high regard of themselves and so they can have self confidence and say no to sexual predators and to those who lure them.

They should have a sense of moral values to know the value of life itself. They should have sex education which include not only knowing the anatomy of body parts but how to take care and protect themselves, and other issues regarding personal hygiene.

The importance of knowing the consequences of physically abusing themselves and engaging in sexual risky behaviors should be part of the curriculum too, like early pregnancy, they might die it they are still baby themselves. Not necessarily how to use protection as this might have the wrong idea to have sex as long as you use contraception but at least they know that they have options. Now this is a controversial topic, so parents should be involved as well to help to come up with agreeable topics to include in the curriculum.

Consultation with parents is a good idea to come up with a better idea on how to come up with a subject 79

matter agreeable to both the parents and school officials. This can be included in the subject social studies or physical education subjects.

The government can have a share too in this endeavor by shelling out money out of the taxes from the parents of these youth. Instead of investing in other areas, they should invest in the youth, because they are still the future of the motherland. The present system of higher education does not serve the purpose for which it has been started. In general education itself has become so profitable a business that quality is lost in the increase of quantity of professional institutions with quota system and politicization adding fuel to the fire of spoil system, thereby increasing unemployment of graduates without quick relief to mitigate their sufferings in the job market of the country. So, the drawbacks of the higher education system underscore the need for reforms to make it worthwhile and beneficial to all concerned.

80

5.3Suggestion for further studies :1. Effective sex Education: The need of adolescence and the responsibility of teacher and parent. 2. Sex Education by teacher and parent: A way to absterge the developing carnality in adolescents. 3. Sex education in Adolescence by teacher and parent: A paretic education for developing carnal abstinences among adolescents. 4. Sex Education and sexual awareness in adolescence by teachers and parent as a need of these days. 5. A study on sex education for adolescence by teachers and parents.

81

82

Chapter VI
Summary
1. 2. 3. 4. 5. 6. 7. 8. 9. Introduction Statement of Problem Significance of study Objective of study Hypothesis of study Delimitation of study Methodology Population Sample

10. Research variables 11. Tools used 12. Statistical technique followed 13. Conclusion 14. Suggestion 15. Suggestion for further study

83

84

Chapter VI Summary
6.1Introduction
Education is a process in which and by which knowledge character and behavior of the young are shape and molded.

Prof. Drover Education is an inseparable part of mans life. The advantage of education cannot be simply counted on fingertips. It should suffice here to say that education brings up people like a mother does guides as father does and provides happiness as a wife does. It enables us to glow our proficiency and skill all round and solves our problems and it makes our life cultured. Sex education stands for protection

presentation extension, improvement and development of the family based on accepted ethical ideas. Sex education is board term used to describe education about human sexual anatomy sexual reproduction, reproductive health, emotional relation, reproductive rights and responsibility and other aspect of human sexual behavior common awareness for sex.

85

Sex psychological

education and

as

instruction aspects

in of

various sexual

sociological

response and reproduction. Various aspect of sex education are to right in school depending on the age of students or what the children are able to comprehend a particular point in time. Sex education may be taught informally, such as someone receives information from conversation with a parent, friend, religious leader or through the media. It may be also being delivered through sex education, formal sex education when school or health care provides offer sex education.

6.2

Statement of Problem
To Study the Attitude of

Undergraduate towards sex education

6.3 Significance of Study

Education is that process of development which consist the passage of human being from infancy to maturity, the process whereby he adapts himself gradually in various ways to his physical, social, and spiritual environment. Sex education stands for protection presentation extension, improvement and development of the family based on accepted ethical ideas. Sex education is broad term used to describe education about human sexual anatomy, sexual reproduction, reproduction health,

86

emotional relation, reproductive rights and responsibility, other aspect of human sexual behavior common awareness for sex. Sex education as instruction in various

psychological and sociological aspect of sexual response and reproduction various aspect of sex education are to right in school depending on the age of students or what the children are able to comprehend a particular point of time.

6.4 Objectives of study

1. To study the attitude of undergraduate students toward sex education. To study the attitude of B.E. Girls and B.C.A. Girls towards sex education. To study the attitude of B.E. Girls and B.C.A. boys towards sex education. To study the attitude of B.E. Boys and B.C.A. Girls towards sex education. To study the attitude of B.E. Boys and B.C.A. Boys towards sex education.

2.

3.

4.

5.

6.5Hypothesis of the Study:-

DR . C.V. RAMAN UNIVERSITY

87

60 B.E.STUDENT S 30 BOYS 30 GIRLS

60 BCA STUDENTS

30 BOYS

30 GIRLS

3 2

1.

There will be no significant difference in the attitude of undergraduate students towards sex education.

2.

There will be no significant difference in the attitude of B.E. Girls and B.C.A. Girls towards sex education.

3.

There will be no significant difference in the attitude of B.E. Girls and B.C.A. Boys towards sex education.

4.

There will be no significant difference in the attitude of B.E. Boys and B.C.A. Girls towards sex education.

5.

There will be no significant difference in the attitude of B.E. Boys and B.C.A. Boys towards sex education.

6.6 Delimitations of the study

The present study was undertaken in order to study the attitude towards sex education in undergraduate students. 88

1. 2.

The research is delimited for Bilaspur district only. The Kota research is delimited for the students of

undergraduate of Dr.C.V.Raman University Kargi Road

3.

Undergraduate students of B.E and B.C.A. branch student are selected.

6.7 Methodology
Survey. Method is applied.

6.8 Population
The present study was undertaken in order to study the attitude towards sex education in undergraduate students. 1. The research is delimited for Bilaspur district only. 2. The research is delimited for the students of undergraduate of Dr. C.V.Raman University Kargi road Kota. 3. Undergraduate students of B.E and B.C.A. branch students are selected.

6.9 Samples
For the purpose of present study 120 students of Dr.C.V.Raman University is selected in which 30 boys and 30 girls form B.E. and 30 boys and 30 girls form B.C.A. was selected.

Sample
Dr.C.V.RAMAN 89 UNIVERSITY

60 B.E. STUDENTS 30 BOYS 30 GIRLS

60 BCA STUDENTS 30 BOYS 30 GIRLS

6.10

Research variables

Independent variables: - Attitude Dependent variables: - Sex education Intervening variables:-Under graduate students

6.11

Tools used
Attitude towards sex education the purpose

of this test is to measure the attitude towards sex education of undergraduate B.E. students and B.C.A.. The inventory has been constructed and standardized by Usha Mishra, this scale consisted 32 items in which 16 items are positive attitude and 16 items are negative attitude.

6.12

Statistical technique FOLLOWED

Statistical treatment of data is analysis by

Mean, Standard deviation, Standard Error Deviation tTest.

6.13

Conclusion
90

Student

of

both

departments

is

aware

towards sex education and they are aware and curious towards gaining knowledge about sex education. It is clear that they are getting some special and essential sex education information and guidance. But girl of both department have not healthy environment towards sex education. On the basis of data collection boys obtained more marks than girls. It is clear that girls are less expose to the environment where they get the knowledge of sex education.

6.14

Suggestion

How parents communicate:Research suggests that parents generally arent very confident about discussing sexual issues with their children. Along the way, a lot of young people miss out on valuable information. Common findings from the research include:

Fathers tend to avoid taking part in sex education discussions. When fathers do talk to their children about sex, they limit the conversation to less intimate issues. Mothers fathers. are more likely to talk about intimate,

emotional and psychological aspects of sex than

91

Mothers talk more about sex to their daughters than their sons. Parents tend to leave boys in the dark about female sexual issues such as menstruation. Parents may assume the school system will take care of their childs sex education, and so choose to say nothing.

Parents tend to show embarrassed or awkward body language when talking to their child about sex: for example, avoiding eye contact.

How children react Younger children may be curious and interested when parents talk about sexual issues. Older children, particularly teenagers, tend to be a less willing audience. Research findings include:

An older child may feel like they know it all and that their parents couldnt possibly teach them anything. The child can feel as embarrassed and awkward as their parents, and may prefer not to talk about sex with them at all.

If parents dont ever broach the subject of sex, the child tends to assume the parents dont want to talk about it - so the child never bothers to ask.

92

Successful communication Families that talk openly about sexual issues share certain traits, which include:

The parents are good listeners. The parents provide truthful answers to the childs questions.

The child is allowed to have opinions about sexual issues and voice them without fear of getting yelled at or punished.

The child feels listened to understood and supported by their parents.

Preparing yourself

Learn as much as you can Have back-up information. Practice Make it a regular topic Plan ahead Aim for a friendly chat

Getting started

Keep it casual Try to maintain eye contact Use the cues around you 93

Use your own experience Explain your values

When communication is too difficult Sometimes, talking about sex seems impossible. The parent may be too embarrassed or the child may refuse to listen. Suggestions include:

Keep at it, from time to time. Try different approaches. Talking over the phone may be easier. Find out what sort of sex education topics are covered in school classes. Your child may be more inclined to talk to you about sex if you bring up topics that havent been already covered.

Get age-appropriate sex education materials, such as books and videos, and leave them in your childs bedroom. Check out Family Planning Victorias website for some great book suggestions.

Perhaps your child is interested in talking about sex, but not with you. Consider asking a trusted relative or friend to talk to your child instead.

Things to remember

Issues your older child or teenager is keen to Here you talk about include puberty, menstruation, reproduction, sexually transmitted diseases, contraception,

94

unplanned pregnancy, abortion, homosexuality and premarital sex.

Sex education is an ongoing process short and frequent conversations are better than the big, one-off talk.

Parents and children find it easier to discuss sex if theyre preoccupied with another task, such as washing the car or walking the dog.

95

6.15
1.

Suggestion for further studies

Effective sex Education: The need of adolescence and the responsibility of teacher and parent.

2.

Sex Education by teacher and parent: A way to absterge the developing carnality in adolescents.

3.

Sex education in Adolescence by teacher and parent: A paretic education for developing carnal abstinences among adolescents.

4.

Sex Education and sexual awareness in adolescence by teachers and parent as a need of these days.

5.

A study on sex education for adolescence by teachers and parents.

96

97

REFERENCES
Books
Psychology Bhargava. Mahesh, Modern psychology and Human life. 2006, p.218 Hall, and G. its Stanley. Relations Adolescence: to Its Physiology,

Anthropology, Sociology, Sex, Crime, Religion, and education, New York: D, Appleton.1904 Kretshmer, Quoted by Kenneth Walker, The Physiology of Sex, Penguin Books, Middlesex, 1949 Mangal. S.K, Educational Psychology PHI Learning PVT Limited New Delhi 2011.p.590 Shankar. Uday, problem Children, Atma Ram, Delhi, 1958 Sindhu.I.S, Philosophical and Historical basis of Education 2005,p.1 Truker.T.F and Pout, Muriel, Sex Education in Schools, 2nd ed., Gerald Howe, London, 1937. Walker. Kenneth, The physiology of sex Penguin Books, Middlesex 1949

New Paper and Article

Bigelow, Macmillan. Sex-Education: A Series of Lectures Concerning Sex in Its Relation to Human Life. New York: Macmillan.1916

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Chen. Constance M. The Sex Side of Life: Mary Ware Dennetts Pioneering Battle for Birth Control and Sex Education. New York: Free press.1996

Hall, G. Stanley. 1904. Adolescence: Its Psychology and its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and education, New York: D, Appleton.

Harilal, J. R. J. (1993). An investigation into the Need for Sex Education for Indian Secondary School Pupils (Master of Education in Psychology of Education) South Africa: UNISA.

Irvine, Janice. 2002. Talk About Sex: The Battles Over Sex Education in the United States. Berkeley: University of California Press.

Kretshmer. Kenneth Walker, the Physiology of Sex, Penguin Books, Middlesex, 1949. Moran, Jeffery P. 2000. Teaching Sex: The Shaping of Adolescence in the Twentieth Century. Cambridge, MA: Harvard University Press.

Tucker, T. F. and Pout, Muriel , Sex Education in Schools, 2nd ed., Gerald Howe, London, 1937

Journals
Anand.A, (1993) India: Introduction of sex education. Lancet, 8854: 207, May 08. Central Chronicle Sep15.2011

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Diorio, J. A. & Munro, J. A (2000). Doing Harm in the Name of Protection: Menstruation as a Topic for Sex Education Gender & Education. Gender & Education. Vol. 12. Issue 3.

Haffner, D. S (2001). AIDS and Sexuality Education. Theory into Practice. Vol. XXVII. No. 3pp. 198-202. Stewart, Mary Lynn.(1999)Science is Always Chaste: Sex Education and Sexual Initiation in France. 1880s-1930s Journal of Contemporary History. 381-395.

Computer-generated Reference Material

Internet Wikipedia Manderson, L., Bennett, L.R. & Sheldrake , M. (1999). Sex, social Institutions and Social Structure: Anthropological contributions to the Study of Sexuality. Retrieved from the World Wide Web on the 6 th March 2001. www.answers.com www.google .com

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