Evaluating delivery techniques in school sex education

Riley, Joanne Patricia (1997) Evaluating delivery techniques in school sex education. University of Southampton, Doctoral Thesis.

Abstract

It was the intention of this PhD to evaluate two current delivery methods in sex education, using various evaluation approaches.

A literature review was carried out to investigate the current theory and trends in delivery approaches, and findings from other evaluation studies. Experiential learning techniques were advocated in the literature, and it is suggested that health education generally should consider these techniques more. The literature also supported educational theory, suggesting that pupils' current knowledge and experiences should be considered, and that any intervention should use this information as a starting point. The 'empty vessel' approach to learning, as in the transmission model does not enable sex education to relate to young people. Looking at how the interventions met the needs of young people's lifestyles and experiences was an important issue in the evaluations.

Both of the interventions studied were based on experiential techniques and involved substantial input from young people, enabling them to bring to the session their ideas and experiences. The interventions were:

Caught in the Act: A theatre in education group who delivered plays based on HIV/AIDS and related issues. The theatre company toured schools in Salisbury and delivered the play to a range of year groups.

Off the Record: A counselling service for young people, that visits schools and runs 'group' sessions on sex education and other topics that young people want to talk about. Off the Record visited secondary schools in Portsmouth and nearby areas.

Both evaluations revealed that the interactive nature of the delivery techniques were welcomed by the young people. From their responses it appeared to make the learning more relevant and also made the young people feel more valued. This latter point is very important in sex education as developing self esteem is an essential element. Therefore, the findings support the theories suggested in the literature. Being given the chance to participate seemed to engage the young people. Many responses indicated that this helped more relevant issues to be discussed. A number of participants also implied that issues had been 'clarified', intimating that they had not been fully understood from other approaches. This study, like many others, found that the influence of the intervention was greater on knowledge than attitude, although the latter did appear to be affected, especially for younger pupils.

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