Dissertation

 

 

CHAPTER- 1 INTRODUCTION

Contents

Page No.

1.1 

Education

1.2 

Sex Education

1.3 

 Need Of The Study

1.4 

Polytechnic Students: An Over-view

1.5 

Engineering Students-An Over-view

1.6 

Objectives Of The Study

1.7 

Hypothesis

......

CHAPTER: 2 REVIEW OF RELATED LITERATURE 2.1 What Is Review of Related Literature 2.2 Studies Related To Sex Education 2.3 Review of Related Literature and Present Study

1

 

 

CHAPTER: 3 METHODS AND PROCEDURES 3.1 Method, Variables, Tools 3.2 Description of Tools 3.3 Statistical Tools Used CHAPTER: 4  RESULTS AND INTERPRETATION 4.1 Hypothesis No.1 4.2 Hypothesis No.2 4.3 Hypothesis No.3 4.4 Hypothesis No.4 4.5 Hypothesis No.5 CHAPTER: 5 5.1 Conclusions 5.2 Delimitation 5.3 Educational Implications and Suggestions 5.4 Summary 5.5 Bibliography 5.6 Appendix

2

 

 

CHAPTER-1

1.1 EDUCATION: The meaning and definition of the term education is a forward

rolling process gathering mass from the dynamic thoughts, in formal and informal manners. Education caters the changing needs of society, helps man to explore and acquire knowledge in diverse disciplines, on continuums of infinity. The term education is used in its narrow application i.e. learning and teaching  process in the formal setting of a school as well as in an informal setting of an unstructured environment of home and society where a child acquires learning through experience and observation. Redden defines education in a more comprehensive manner thus, ―Education is the

deliberate and systematic influence exerted by b y mature person upon the immature, through instruction, discipline and harmonious development of physical, intellectual, aesthetic, social and spiritual powers of the human being, according to individual and social needs and directed towards the union of the educand with his creator as the final end.‖  end.‖   ―Education is means for character formation and righteous living.‖— Swami Swami Dayanand. 

―Education is that which makes one‘s life in harmony with all existence and thus enables the mind to find out that ultimate truth which gives significance to life‖life‖ - Tagore.   Education is very powerful instrument which moulds the mind of the every human  being. It has three outcomes: Knowledge, attitude and practi practice. ce. Imparting Knowledge is not enough, need is to develop the wholesome attitude towards sex and sexuality among adolescents. To bring positive change in behaviour, it is also important to practise it in our real life. Our youth need guidance, counselling and awareness about the things t hings happening around them. Main function of the education should be to train the human minds to discriminate or distinguish between good and bad so that one can accept and reject the things accordingly. The responsibility of developing wholesome attitude lies on the

3

 

 

shoulders of the various components of society like family, school, colleges, religious groups and community. School can impart adolescent, clear information, illustrated with visual aids and the benefit of taking things over in a group for developing proper mindset and attitude.

1.2 SEX-EDUCATION: Education is preparation for life and sex education is a  part of this preparation. pr eparation. There is nothing to be secret above sex. In India this education

was given freely in ancient times. Dharma, Aratha, Kama, moksha were considered essential function of the house holder. The word ‗sex‘ must not be considered as somethin g vulgar, mortifying or humiliating. It is not only a means of reproduction but a part of character building. It is normal aspect of healthy life. Sex is woven into the physical and ethical progress of man. It is the part of the soul and fibre of mankind. According to M.A. Bigelow ―Sex education means all educational measures which, in any way, may help young people prepare to meet the problems of life that have their centre in the sex instinct, and incidentally come in some form into the experience of ever y normal human being‖. During the last three decades media- audio, visual and print, has been leading the young curious minds more often with misinformation mis information and wrong dos & don‘ts about sex. This in turn has led to rise in sex related crimes, delinquency, perversions and a variety of other behavioural maladjustment. These misconceptions should s hould be removed with the help of correct scientific knowledge and information about sex by means of sex education. Home is the best place and parents are the best teachers to impart this education. educat ion. The next  best place is school for developing the faculties of youth. Civilized societies have distinct norms which make them different from other societies. The culture of a society reflects its norms, reaction rea ction and attitudes. Indian society has been quite traditional. It is forbidden to talk about sex and sexuality. Due to globalisation and modernisation, the interaction of eastern and western weste rn cultures has taken  place. The values of traditional tr aditional Indian society societ y have started changing and our youth has started following western culture, so called discotheque culture, dancing in semi-clad dresses on the stage in social gathering. Even the school students have started indulging in 4

 

 

conversations including various aspects of Sex & Sexual behaviour. Everyday consequences and health problems related to HIV & AIDS are being projected in media. HIV & AIDS has become such an epidemic which has attracted the attention of one and all. Sex and Sexuality is becoming very open before the youth. They are very much  puzzled and don‘t even know how to deal with it. So to deal with the situation educationist and planners suggested educating the youth in relation to Sex and its  processes. Sex education is the process of acquiring information and forming attitudes and  belief about sex, sexual identity, relationship and intimacy. It is also about developing young people‘s skill so that they make right choice about their behaviour and feel confident about action on these choices. It is widely accepted that young people have a right to sex education because it is a mean to protect them against abuse, exploitation, unintended pregnancies, sexually transmitted diseases and HIV&AIDS. GOOD‟S DICTIONARY OF EDUCATION:  EDUCATION:  Sex education implies three meaning: (a) 

Education dealing with the processes and problem of reproduction.

(b) 

Education designed to provide the individual with understanding and control

of his impulse and behaviour. (c) 

Education dealing with the principles of individual and group problems

stemming from biological fact that there two basic type of human being- Male and Female Sex Education will not only include teaching of anatomy and physiology of sex organs but also the associated secondary secondar y sex characteristics developed during growth and development. It will also impart knowledge about changes that take place in the emotional make up related to sex thus determining individual responses to different life situations.

5

 

 

The overall aim of sex education is to ensure that a mature individual has first hand correct knowledge about sex sexuality. This in turn will promote development of an integrated personality. It will generate individual‘s capable of controlling fertility  behaviour, establishing stable sexual relationship with individuals of opposite sex based on mutual respect and concern for each other. It will also help to make correct adjustments towards difficult situations in life. Development of such personalities would immunize the individual against development of sexual deviations such as pre-marital and extra marital relations, sex-eve teasing, assaulting children, rape, delinquency, homosexuality, and pornography, guilt-complex leading to impotency, premature ejaculations, frigidity and behavioural maladjustment. In Indian conditions some people have the view that sex-education is unethical to Indian sensibilities and it would end-up corrupting the youth. They fell that teaching children about sexuality can break the notions of modesty and tear the moral fabric of the country. A large population of about 300 million mill ion young people are in the age group of twelve to twenty four and studies are showing the growing preference for pre-marital sex. In a survey in the year 2002, conducted by ―The Week‖ magazine on unmarried young Indians, 69% of man admitted to pre marital sex, compared to 38% of woman. In the 16-19 age group, 41% had pre-marital sex, while-27% were below 15years and 28% were 20years or older. 4.5millions people of the world are infected with AIDS. A IDS. INDIA has become worlds‘2nd largest hub of this disease after the South-Africa. Information about safe-sex should be accessible to every child. The syllabus needs to focus on education in line with Indians social fabric emphasizing health concern. Experts have identified critical characteristics of highly effective sex s ex education and HIV/AIDS prevention education programmes. It offers age and culturally appropriate sexual health information in a safe environment for participants.

6

 

 

Sex education has clear goals for preventing HIV, sexually transmitted diseases and unwanted teen pregnancies. This type of education focus on specific health behaviour related to the goals, with clear messages about these behaviours. Some programmes address psychosocial risk and protective factors. This type of programmes respect community values and responds to community needs. In a society where the word ‗sex‘ brings an embarrassed smile on most faces along with an urge look away, the government and educator‘s recent efforts to bring some forbidden words out of the closet in the form of brand, new adolescent education  programme has led to a debate on press and concept of sex education in Indian schools. According to a WHO study one in every 10 children is sexually abused. Such incidents take place because parents shirk their responsibilities of educating their children against such abuses by elders. 1.3 NEED OF THE STUDY: The Indian society is undergoing a very fast change

under the influence of technology, industrialisation, education and western influences. Media is playing an important role in changing the values and attitudes of the society. The subject of sex was so far a taboo in our society. Open discussion related to sexual matters was considered to be immoral but today the attitude towards the sexual matters is changing. Sex education can play a vital role on combating AIDS and sexually transmitted diseases. One can see medical students at plus two level reading necessary details about the reproductive system. So there should be no hesitation in teaching the same to the students of all streams at the Secondary level. Information Technology revolution has contracted the world into a global village. In this area, Internet has become a major source of information. There are Cyber-Cafes in in urban and rural areas where youth spend hours surfing the internet. The children and the youth need to be cautioned about the danger of watching porn sites on the internet. Studies among college students have shown their involvement in sexual activities before marriage. The ever increasing trend and attitudes are alarming.

7

 

 

Therefore the students should be taught about the adverse effects of early sexual activity on their health and this is possible only if sex education will be provided in a scientific manner.  Now-a-days sex education in India is very much needed. Sex education is the education that enables the individual to grow up in such a way wa y that he enjoys his full life. In general a wholesome attitude towards sex education cannot be created until they are discussed openly. Discussions on Sex taboo in our society are considered something obscene or unholy. During adolescence, children get attracted towards the opposite sex. s ex. There is also a tendency to read books and view films meant for adults. Most parents shy to talk about sex education to their t heir children. Once students are in school, teachers are the guardian and sex education should be a part of the curriculum. There may be initial inhibition to focus on a subject but denying sex education to school children and youth is akin to shirking one‘s res ponsibilities. We need to understand that present day education lacks regular counselling  programmes. The counselling programmes will help and equip students, teachers and  parents to deal with the challenges in life. The sexuality in human development is of paramount importance and it is not something to be neglected, but to be discussed. The move of the C.B.S.E.to include the subject in Secondary School curriculum is a good step to teach student a healthy he althy living. The Programme school focus on giving guidelines concerning sexual morality and ethics along with its biological, psychological and socio cultural dimensions. Children need to learn to be comfortable with their own changing physique and to develop a healthy attitude for the opposite sex. The sex education programmes that are poorly researched hastily implemented and annoyingly short lived, contribute to confusion rather than clarity and will mislead people. Children do not get the right information on the right time.

8

 

 

Generally, there is a particular age when children become more curious to know something about sex. Unfortunately, they end up choosing the wrong path. The information they gather ends up misguiding them. There are many instances in the life of grownups and of adolescent boys and girls where lack of knowledge of the function of sex has caused much suffering. There are cases, in which in the appearance of the first menstrual flow among adolescent girls give a feel that they have some disease, some of them think that pregnancy will occur if they touch a man or kiss him or speak to him. Young boys get horrified on the experience of nuptial emissions. Many young stars and even grownups are found lorded in mental asylums as they think that the habit of masturbation is sinful and wish to kill themselves as they could not give up the habit and don‘t satisfy the urge with a women.  women.   Ignorance about such matters has ruined the life of so many young people, while some knowledge on the subject would have enabled these people on the functioning of sex. Even some of the teachers and parents have half backed knowledge about sex education. They feel shy while talking about matters related to sex. The teacher‘s attitude must be positive towards imparting sex education among students. To mould the mindset of the th e adolescent‘s teacher‘s role is important. Teacher is the architect of society; societ y; he or she can provide direction for tthe he growth and development of the students. Sex education includes a wide variety of sexuality related topic, such as human development, relationship, interpersonal skills, sexual expression, sexual health etc. The aim of sex education is to prevent unintended pregnancy and S.T.D. including H.I.V and AIDS. 1.4 POLYTECHNIC EDUCATION  –  AN   AN OVERVIEW: The rapid industrialisation

and globalization has developed an environment for free fr ee flow of information and technology te chnology through various fast and efficient means world over. This has led to shrinking or world,  bringing people from different culture and environment together, giving rise to a global village. A shift has been taking t aking place in India from closed eeconomy conomy to knowledge based and open economy since last few decades.   9

 

 

In order to cop up with challenges of handling new technologies, material and methods, we have to provide human resources having appropriate knowledge,  professional skills and attitude. Technical education system is one of the significant components of the human resource development and has grown pretty well during all these years and now it‘s time to consolidate and infuse quality aspects in this delivery system. Technical education plays an important role in the socio-economic development of the country in general, emancipation and empowerment of poor and disadvantaged. It is the backbone of a country for its infrastructure, industrial and economic development. Our technical education system provides the practical engineering education to students so as to groom up their personalities to such s uch a level that they create a mark not only in the growth and development of our own country but also make a remarkable and positive dent in developed knowledge economics of the world. The

polytechnic

education

caters

to

the

need

of

industry/government

departments/public sector undertakings defence/railways and all other employs by  providing skilled technicians supervisors and middle level technical trained man-power. In the coming year there is going to be greater demand for skilled s killed man-power, not only in the service sector but also in the core manufacturing industries. Indian technicians have already demonstrated their worth globally. Since, major part of Haryana Har yana falls in the NCR (National capital region) there is high potential of employment for diploma holders. At present there are 76 polytechnics(21 govt +4 govt aided+51 semi financing) in the approval intake of 24,545 in 30 disciplines of engineering and technology , Hotel-Management, Architecture, Art and crafts, Pharmacy and Para – Medical Medical and this is likely to be increased to 30,000. The government is very keen to expand Polytechnics in the state. The 11th  plan targets are to produce 50,000 Diploma holders annually.

10

 

 

(A) 

ELIGIBILITY FOR MATRIC BASED DIPLOMA CAREER:

Pass in 10th examination from board of school education, Haryana or equivalent examination from the recognised board/University.

(B) 

BASIS OF ADMISSIONS:

The admission to diploma course will be on the basis of Diploma Entrance Test ranks based on entrance merit of DET. For the candidate having higher marks in science will be placed at higher ranks. For the candidate having same marks in science, the candidate having higher marks in English will be placed pla ced at higher rank. For the candidate having same marks in English the senior in age will be placed at higher rank. (C) 

SYLLABUS AND SCHEMES FOR DET: (i) 

SYLLABUS: 10  standard of Haryana board of school education.

(ii) 

QUESTION PAPER OF DET: There will be a composite

th

question paper of one hour and forty fort y minute duration consisting of hundred objective type multiple choice questions of one mark each having equal distribution of English, aptitude and general awareness test, mathematics and science. (iii) 

Question booklet will be in both English and Hindi language with multiple choice questions.

(iv) 

Answer marked in more than one circle shall not be awarded any marks.

(v) 

 No separate intimation for counselling will be sent.

11

 

 

(D) 

ADMISSION

FOR

DIPLOMA

(ENGINEERING)

PROGRAMS:

(Entry Qualification: 10th) Three year duration-- (semester based courses)

Sl. No.

COURSES

01

Mechanical Mechanical Engineering

02

Computer Engineering

03

Electrical Engineering

O4

Civil Engineering

05

Agriculture Engineering

06

Electronics And Communication Engineering

07

Textile Technology

O8

Medical Laboratory Technology Technolog y

09

Mechanical Mechanical (Tool & Die) Engineering

10

Fashion Design

12

 

 

(E) 

FACULTY

POSITION

IN

GOVERNMENT

/

PRIVATE

POLYTECHNIC COLLEGES:

In one polytechnic college, the following faculty members are found based on  program of diploma courses running in that polytechnic college. 1. 

Diploma in computer science and engineering

2. 

Diploma in electronics and communication engineering

3. 

Diploma in civil engineering

4. 

Diploma in mechanical engineering

5. 

Diploma in electrical engineering

6. 

Business administration(Retail)

7. 

Business administration(accounts and audit)

In the above diploma courses are running r unning in one polytechnic college, the following faculty members are required in the first year. FACULTY MEMBERS:

Principle-1 Head of Department-1 Senior Lecturer-4 Lecturer-12 After 1st  year, Faculty and staff shall be appointed every year as per norms and Faculty policy of AICTE and state government. Therefore polytechnic college running for three years has sufficient suffici ent numbers of lecturers in one polytechnic college. 13

 

 

1.5 ENGINEERING EDUCATION- AN OVERVIEW: (A) TECHNICAL EDUCATION:

Keeping in view the commercialization and growing competition among the younger generations the students prefer the technical education to the conventional education. These days a lot of engineering colleges both and Private are opening, giving students the opportunities to exercise better career options. Now-a-days the globalization has converted the whole world into a small village. The Internet has opened a lot of new vistas for getting information. Human being is trying to live on moon and the internet revolution has given a new direction to the growth and development of country. Technical education is producing skilled man power for various industries. Even America claims that it is a developed nation thus more than 50% credit goes to the technocrats who are working in America. (B) ELIGIBILITY FOR ENGINEERING COLLEGES:  Any student who has

 passed (10+2) examination is eligible eli gible to appear in the Entrance test for admission. This exam is conducted every year after the completion of (10+2) exam by Haryana state counselling society, Panchkula. The exam contains objective paper and has 150 questions. (+4) marks are given for every correct answer and ( –  ( – 1) 1) is given for every wrong answer. Thus on the basis of this test, t est, merit is prepared for conducting the counselling of candidates. Various centres are prepared and competent staff is deputed for this purpose. Thus in online counselling, conducted by Haryana State counselling Society, candidates are required to fill in the choices of branches and the courses in which they want to take admission. The students who have already completed their polytechnic diplomas get special facility. For such students the counselling Society conducts special entrance exams.  Namely LEET i.e. Lateral Entry Exam Test. By getting good score in this exam the

14

 

 

students get exemption of one year in the degree i.e. they get admission directly in the 2 nd  year of B. Tech. (C) DIFFERENT COURSES OF ENGINEERING: ENGINEERING:

Sl.No.

Name of the Course

1. 

Mechanical Engineering

2. 

Computer Engineering

3. 

Electrical Engineering

4. 

Civil Engineering

5. 

Electronics and Communication. Engineering

6. 

Textiles Engineering

7. 

Medical Laboratory Technology.

8. 

Fashion designing

9. 

Information Technology

10. 

Food Technology.

(D) PLACEMENT: Most of the Engineering colleges have a placement cell in

which the institution has interaction with industries. Thus engineering Colleges invite the industries in their campus for conducting the interviews. Thus student get the job offers in their hand even before the completion of their studies. Sometimes the industries conduct week end classes to train the students according to the changed real day to day requirements. (E) Co-Curricular Activities:

According to Gandhiji, education is the ―All round development of the mind,  body and soul soul of child‖. Keeping this fact in mind the students of Technical Technical Institutes 15

 

 

are engaged in Co – C Curricular urricular activities during their off timings. During these activities the students work on their soft skills and corporate manners. Thus after  joining the technical institution the parents and guardian can remain tension free about the future life of their wardrooms.

There are 39 engineering colleges in Haryana. In which there are 30 Government colleges and 9 Private colleges. In Sirsa district, there are two engineering colleges; one is Chaudhary Devi Lal Memorial Government Engineering College and the other one is Jannayak Chaudhary Devi Lal Memorial College of Engineering on self finance basis. (F)  (i) 

ENGINNERING COLLEGES OF SIRSA DISTRICT: Jannayak Chaudhary Devi Lal Memorial College Engineering:

Established in the year 2002 by Jannayak Chaudhary Devi Lal Memorial Trust at Sirsa, the Jannayak Chaudhary Devi Lal Vidyapeeth is emerging rapidly as centre of excellence in learning and innovation, driven by social sensitivity state-of-art technology. It aims at being amongst the top educational institutes in the World, offering contemporary education, high quality research and training to suit the changing needs of the industry and society. Jannayak Chaudhary Devi Lal Memorial College of Engineering is located in the heart of the Jannayak Chaudhary Devi Lal Vidyapeeth spread over beautiful landscape of 130 acres. The campus is self contained and includes facilities like modern class rooms, tutorial rooms, library, computer labs, workshops, separate common rooms for the boys and girls, transports, faculty quarters, guest house, separate hostel for boys and girls, canteen, play ground and tennis court. The campus has a centrally located dispensary which is equipped with emergency needs. Approved By: All India Council for Technical Education (AICTE), New Delhi

and the Government of Haryana. Har yana.  Courses offered: B.Tech, M.Tech and MBA 

16

 

 

Name of Course

Disciplines Discipli nes

No. Seats

B.Tech.

Mechanical Engineering

60

Electronics and Communication Engineering

90

Computer Science and Engineering

90

Electrical and Electronics Engineering

30

Information Technology

60

Civil Engineering

60

Computer Science and Engineering

18

M.Tech. Electronics and Communication Engineering

MBA

....................

60

Affiliated to: Kurukshetra University, Kurukshetra   TRAINING AND PLACEMENT: At JCD Vidyapeeth

the need for a

reasonable but lucrative job by an individual student of any stream of education is well understood. And to take care of this most important aspect of One‘s career start , an independent Directorate is established to support support students on on 24 7 basis at JCD Vidyapeeth. Since its inception, the need and requirement of training and Development of the students on latest technologies of respective domain and

17

of

 

 

subsequently preparing them for good career options through campus interview is much emphasized. To achieve the desired goals the Directorate of Training and Placement at JCD Vidyapeeth is exerting on mainly training, development, and current awareness and finally placing the competent and eligible students in National and International organization through campus interviews. Participation in job fairs, entrepreneurship skill

development

camps,

workshops,

seminars,

other

national

technical

competitions give a confidence to students for their better career options. (ii) Chaudhary Chaudhary Devi Lal Memorial college of Engineering: Chaudhary Devi

Lal Memorial college of engineering, Panniwala, Motta was established by Govt. of Haryana to facilitate and promote studies and research in emerging area of engineering. Education with focus on new frontiers of technology, and achieve excellence connected field. It was formally inaugurated on 26th  Sep 2003. It is named after Ch Devi Lal. The former Deputy Prime Minister of India. The college is situated over a sprawling area of about 45 acres. The campus is laid out with picturesque landscape, numerous buildings of various sizes and road network. It presents spectacles a harmony in architecture and natural beauty. There is one Teaching block, Store, 40 Residential houses, new buildings in the form of college library, Water works. All these courses are designed by taking into consideration the special needs of the market and industry. Emphasis is laid of the  both theoretical and practical training for exposing students to the latest developments in the various areas of science and technology.

Name

of

Disciplines

No. of Seats

the Course

Mechanical Engineering

18

60

 

 

B.Tech.

Electronics & Communication Engineering

90

Computer Science Engineering

90

Electrical & Electronics Engineering

30

Information Informatio n Technology

60

Civil Engineering

TRAINING AND PLACEMENT: All courses on the campus one Technical

and Professional in nature. Students get on-the-job. Summer training that helps to get  placement after a fter the t he completion their courses. Training Tr aining and placements cells keep a constant liaison with the potential employers/industries and provide necessary guidance to the students. A training and placements council headed by Director Principal has been set up which helps different departments in preparing training and placements Broachers and folders for dissemination to the institute in Public and Private sector for  placement of students.

Statement of the Problem:

―A comparative study of attitude of polytechnic students students and engineering students towards sex education‖  education‖   1.6 OBJECTIVES OF THE STUDY

1.  To study the attitude of Polytechnic and engineering college colle ge students towards sex education.

19

 

 

2.  To study the attitude of male and female polytechnic college students towards sex education. 3.  To study the attitude of male and female engineering college students towards sex education. 4.  To study the attitudes of rural and urban polytechnic college students towards sex education. colle ge students towards 5.  To study the attitude of rural and urban engineering college sex education.  1.7 HYPOTHESIS

1. There is no significant difference in attitude towards sex education between Polytechnic students and Engineering students 2. There is no significant difference in attitude towards sex education between male and female Polytechnic students. 3. There is no significant difference in attitude towards sex education between male and female Engineering college students. 4. There is no significant difference in attitude towards sex education between rural and urban polytechnic students. 5. There is no significant difference in attitude towards sex education between rural and urban engineering college students. (A) COLLEGES:

1. J.C.D College of Polytechnic, Sirsa. 2. J.C.D. College of Engineering, Sirsa.

20

 

 

(B) STATISTICAL TECHNIQUE

Mean, S.D. and ―t‖ values were calculated.  calculated.   (C) ORGANIZATION OF THE REPORT

The dissertation is divided into five chapters. Chapter-1-INTRODUCTION

Chapter-1 comprises of the problems in sex education, statement of the problem, need and significance of the study, objectives of the problem, hypothesis and delimitation of the problem. Chapter-2 Chapter2 REVIEW OF RELATED LITTERATURE

It is related to the review of literature on various aspects in relation with the selected problem. Chapter-3 Chapter3 METHOD AND PROCEDURE

Entitled method and procedure comprises of the details regarding sample, tools and sources, method of data collection and statistical analysis of data.   Chapter-4 Chapter4 RESULT AND INTERPRETATION

It is devoted to the analysis, interpretation and discussion of results. Chapter-5

CONCLUSION,

DELIMITATION,

EDUCATIONAL

IMPLICATION IMPLICATI ON AND A ND SUGGESTIONS

Conclusion, limitation, educational implication and suggestions for the further research are presented.

21

 

 

SUMMARY BIBLIOGRAPHY APPENDIX

22

 

 

CHAPTER-2 REVIEW OF RELATED LITERATURE 

In the research methodology ‗literature‘, refers to the knowledge of a particular area of investigation of any discipline, which include theoretical, practical and its research studies. ‗Review‘ means to t o organize the knowledge of the specific area of research to involve an edifice of knowledge to show that present study would be an addition to this field. Research in any field implies a step ahead in the exploration of the unknown, which is darkness. Any researcher to be able to this step should be adequately prepared for it. Once such preparation is gathering of knowledge of what has already been done in the given field. A step s tep towards unknown can only be taken after the review of literature and researches done in that area. Any research without such a review is like a building without foundation. Brog  (1928) suggested, ―The literature in any field forms the foundation

upon which all future will be built, if we fail to build the foundation of knowledge  provided by the review of literature, out work is likely to be shallow and naïve and we often duplicate someone else.‖ The review of the literature is the gate pass for the research work to be done by a researcher. It guides the researcher in the research to be undertaken and helps to avoid the duplication of research. The physicians must remain acquainted with the latest knowledge, innovations and discoveries in the field of medicine to treat the  patient. Accordingly, the successful lawyer must also remain well informed with cases to quote that case for further reference solve of the case at hand. In the same way in the field of education also, a researcher need to acquaint himself with the latest knowledge. Information about what has been done in the  particular area from f rom which he intend to take tak e up a research resear ch problem. In order solve a  particular problem , a careful review of the research generals , books, dissertations, dissertations, theses and other sources of information related to the problem must be undertaken after the problem has been selected by the researcher.

23

 

 

Related literature provides us a clear picture of the problem under research. The review of literature has two phases. First, it includes identifying all the relevant material, I published in the problem area and in secondary phase, is for the researcher and the readers. For the researcher, it establishes the document in the field and the readers. For the researcher, it establishes est ablishes the document in the field and for the readers it provides a summary of thinking and researchers necessary for them to undertake a given study. The review of the related literature is considered essential for many reasons. It helps to identify the unanswered questions in concern fields on one hand and in the locating the specific issue, requiring immediate and pointed attentions by the researcher in avoiding unnecessary duplication of efforts and focussing and relevant aspects of the issue under reference. Billy Brewster and Grady   (1994-38) defined Sex-education as something

which whi ch shapes the edge and attitudes that ultimately guide learner‘s choices about their sexual behaviour.  (1994-2006) looking at learners in the context of social learning theory. Stack  (1994-2006) According to O‟ Regan 2001:11 Regan 2001:11 South-African educators who are concerned about sexuality education are faced with challenges of intoning learners about sexuality and empower them personally to make wise choices and stick stic k to them. Gilbert and Bailis (Ndlangisa-1999:28) (Ndlangisa-1999:28) highlighted highlighted that 75 of the mothers and 50% of the Fathers have discussed Pregnancy with their children. Only 15% of the mothers and 8% of the fathers had ever mentioned sexual intercourses as an antecedent to Pregnancy. This shows that Parents avoid some topics that are involved in sex-education. As a result many adolescent learners think t hink that they cannot become pregnant if it is their first intercourse, if they do not have orgasm and do not want to become  pregnant.

24

 

 

Pillani and Roy (1996-112) indicated in their study that the traditional parental restrictions imposed on teenagers engender conservative attitudes towards sex-education. The extra familial variables such as academic self esteem and middle economic class position produced liberal attitudes towards sex. Adolescents who were able to discuss sex-education freely and openly with their parents are less likely l ikely to be involved in sex than those who do not communicate with their parents. Baron and Byme(1994:546) Hyder and delamator (1997-370) noted that parents say that sex-education promotes promiscuity. Teenage pregnancy or AIDS should take place at home and church. According to Halonen and santrock (1996-420) there are individuals who  bejewel that sex education should be provided solely by parents. The people usually  believe that teaching adolescents about birth control is simply giving them a license to have sex and to be promiscuous. Sapire(1986-419) found that there is no evidence that sex education leads to an increase in sexual activity. Several authors

(Sapire 1986-425) dlangisa maintain

that the best sex education is given at home that is secured by love and respect. In contrast to this idea one survey found that 86% of United states adult favour sex education at schools. They favour sex education for 12 years old and favour teaching them about a number of very explicit topics including AIDS and others sexually transmitted diseases, birth-control, pre-marital sex, abortion and homo-sexuality.  Nokwe (1991-21) (1991-21) explained that that the knowledge knowledge about sex education depends depends on the attitudes of teachers who will be responsible in teaching situation and on the attitudes of parent who plays vital part in the informal education of the learners. De.Hart and Birkimer (1997-12) found out in their study that some members of the general public believe that heterosexual sex does not pose risk for HIV.

25

 

 

According to Ndlangisa (1999-26) teachers cannot advise children on sexuality issues because they were not exposed to sex education at their homes and their training did not include the subject. Stein berg (1996-442) noted that experts recommend that sex education  programmes include clear information about how to obtain and use contraceptives. contrac eptives. He further said that studies show that increasing adolescents. Knowledge about sex education has a little impact positive or negative on their sexual behaviour. Small, Luster(1994-183), Gibbons, Richter, Wiley and Stiles(1986-534) in their studies found out that adolescents endorsed more strongly the quantities of having a lot of money, being fun , being sex, and being good looking in their descriptions of the opposite sex ideal person. Sapire (1986-417): Teen look for people or situations like them in the t he media that is resonating with their lives they pay pa y their values. Teens are more likely to be sexually active if they perceive that many of their  peers are more likely to sexual actions. The influence of gender, age and grades on attitudes towards sex education is highly related to the likelihood of an adolescent being sexual –  sexual – active. active. An ecological risk focussed approach suggests that the risk factors for males and females are experiences.

Small and Luster (1994-183): The young teenage mothers who by lack of sex education become pregnant early their infants had malnutrition than the infant of older teenage mothers. C‘vlaclead (1999-4): (1999-4): Early pregnancy does have a disrupting effect on schooling in females and they are also al so excluded from the participation in church activities. Stack (1994-206) stated in his study that pre-marital sex is lowered by rural residence. Possibly due to greater difficulty in finding sex partners because of low  population density. 26

 

 

Halonen and Santrock (1996-422): The boys and girls are sexually inactive acquire early and fewer than half of them engage in unprotected sex. Hyder and De Larnater (1997-581) sex-education in the schools should begin at least when children are 12 years old in sixth or seventh grades.The boys and girls are a re sexually active quite early by 9 th grade. Macleod (1999-9): Both females and males demonstrated a significant increase in their level of sexual knowledge after being exposed to programme presented by FAMSA. Black learners, rural adolescent have greater sexual knowledge than their urban counterparts with age as a co-variant.  Ndlangisa (1999-90) 51% adolescents needed information from teachers and  parents were chosen by 34% adolescents. Lost adolescents warn someone who is knowledge and unembarrassed to give sex education at schools and formal sex education should not be given in schools without parental knowledge and co-operation. Easter Thumburaj J.S, Satish Kumar S.K, Advin A, performed a comparative study on sex education in the view of students of madras. Conclusions:

1.  Students of public schools (61.65%) starts discussing sex education at the age of 16-19 years while Private school children (55.84% ) discusses sex education 2 years before in comparison to Public school children. 2.  Students of both Public and Private schools feel that talking about sex education is the medium of gaining knowledge about sex education. 3.  Students of both schools think that the right age for the knowledge of sex education is 16-20years.

27

 

 

4.  According to the students of both the schools sex education is important for all students. 5.  According to them sex education must be involved in the curriculum or syllabus any school or college. 6.  81.44% of students of public school and 68.76% students of private school clarified that sex education in the curriculum gives the knowledge about sex rather than to be provocative. Mamta health centre (2004-2008) gives the importance of contraceptives for the family planning and for the prevention of S.T.D. i.e. sexually transmitted diseases. Times of India (April 26, 2009) in the given article, the statement was SEX-EDUCATION IS IMPORTANT, WHY? According to this article, in 2005-2006, the international population scientific centre (I.I.P.S) and macro international made ‗a survey for the welfare of ―National Family health survey‖. According to them 1.  12% women in the total are of 16-19 age groups. 2.  One out of six ladies belonging to the age group of 15-19 starts giving to  baby. 3.  According to Dr. Sunil Mehra, The Director of Mamta health centre, In India there is a great need of sex-education, because in India no. of child marriages is increasing day by day. As a result sexual relationship or harassment is increasing. 4.  According to government survey 40% infection or AIDS is found in age group of 15-19 years, which is a great of symbol of danger. 5.  According to a survey by the Government of India and Ministry of women and child development, 2007, 53.2% child performs more than one type of

28

 

 

sexual relationship. According to the survey, most of the sexual criminals are children. A survey done by India reports that each e ach one out of 4 girls in age-group of 18-30 years have pre marital affairs and involved sexually before marriage. Most of the AIDs infected person belongs to the age-group age- group of 15-29 years. Health and Family welfare ministry, Government of India in a survey of 6 important cities found that most of the prostitutes are below 15 years. Magazine (Jan 26,2011) in one of the printed article: The president of Prasar Bharati and Padamshree winner writer/editor Mrinal Pandey found that while working for sex-education and AIDs or dreadful diseases, the most problematic thing was ―the lack of sexual-Dictionary sexual -Dictionary‖‖ in Hindi .  . 

29

 

 

CHAPTER-3 METHODS AND PROCEDURE

“Technique is to research what method is to technique.” ..........Robertt Hush. ..........Rober

Research is not a haphazard task; it requires one to proceed in a definite direction among well defined lines. A thing done haphazard manner may be labelled anything  but research is a purposive, scientific and pointed deliberation planning and  procedure for study is deemed essential if it is to saved from becoming a head of  jumbled ideas picked up from here, there or anywhere. In the words of Annon, taking a specific pin pointed problem and trying to find a solution in scientific manner is research. In any scientific investigation the accuracy and reliability of result depends upon the accuracy and reliability of data. The sanctity of data is the sheet anchor of any research project, as it is the data the research owes to success. After the selection, definition and statement of the problem, the research worker has to decide about method, procedure and technique to be used for collecting, analyzing and interpreting the data needed for the study. Hence the present chapter deals with the methods of investigation, tools and technique employed for the collection of the data. 3.1 METHOD

 Normative survey method will be applied app lied in the present study ―A comparative study of attitude of Polytechnic and engineering students towards sex education.‖  education.‖   3.2 VARIABLES a. Independent Variables; Attitude towards sex education.

30

 

 

b. Dependent variables; Polytechnic and engineering college students are

taken as dependent variables. 3.3 SAMPLE

The sample of 200 students (100 Polytechnic and 100 engineering students) will  be drawn by the method of random sampling from 2 colleges of polytechnic and engineering Institutes of Sirsa, Haryana.

31

 

 

200 Students of polytechnic and engineering colleges

100 Polytechnic Students

50Male

25 Urban

100 Engineering Students

50Female

25 Rural

50Male

25 Urban 25 Rural

50Female

25 Urban 25 Rural

25 Urban 25

Rural Sl.no.

Name of the

Male

Female

Total

College

01

JCD College

Rural

Urban

Rural

Urban

25

25

25

25

100

25

25

25

25

100

50

50

50

50

200

of Polytechnic 02

JCD College of Engineering

03

Grand Total

32

 

 

3.4 TOOLS:

The selection of suitable tool is a vital important for collection of data in any research work. Following tool of research was employed for data collection in the  present study: Attitude Scale Towards Sex Education (A.S.T.S.E) by Dr.Smt Usha Mishra 3.5 DESCRIPTION OF TOOLS: (a) A Visit to the Institution:

The investigator went to J.C.D College of engineering and J.C.D college of Polytechnic Sirsa. The Principal of the concerned college were contacted for the  purpose in advance. advance. The whole plan of the administration of the test was settled with them. After meeting personally with the Principal, the investigator got a particular date and time for administration of the test to J.C.D Polytechnic and engineering college in Sirsa. The time for work was sought during the working hours of the college. (b) Sitting Arrangement: Arrangement:

First of all, investigator reached to Polytechnic and Engineering College earlier than the scheduled time and met the principal. Sitting arrangement was made in a separate room.

(C) Instructions for Administration:

The following steps were taken for the proper administration of the test: (i) 

The subject was made to feel at home by providing a quite congenial environment and establishing a proper rapport. He was made to realise that it was not a testing or examination for ascertaining

33

 

 

something good or bad about him/her bit to know his/her attitude towards sex education. The subject was to t o show his view by putting a tick mark for the statements. (ii) 

The subject was asked to read carefully all the instructions about the test and he was also helped to understand the way of responding to all the test items.

(iii) 

He was allowed to respond freely to all the test items. It was well assured that he had responded to all these t hese items. It was also examined that he had not written anything on the test booklet or damaged it in any other way. After closing of the test booklets were taken back from the subject.

(D) Scoring: The scoring was done with the help of the scoring key in the

following manner;

Sl. No.

Response Category

Positive Item

Negative Item

01.

Strongly Agree

05

01

02.

Agree

04

02

03.

Indefinite

03

03

04.

Disagree

02

04

05.

Strongly Disagree

01

05

34

 

 

Maximum Score

160

Minimum Score

32

(E) Final Draft of the Scale:

The final draft of the scale considered of 32 items in which 16 items were related rel ated to positive attitude and 16 items were related with negative attitude towards sex education. Serial number of positive and negative items is given

Sl. No.

Symbol

01

Types of Items

Serial No. of Items

Positive Items

1,2,6,7,8,11,15,16,20,21,2 1,2,6,7,8,11,15,16,20,21,22,26,27,28,31 2,26,27,28,31,3 ,3 2

02

Negative Items

3,4,5,9,10,12,13,14,17,18, 3,4,5,9,10,12,13,14,17,18,19, 19, 23,24,25,29,30

(F) Reliability:

Reliability of the test was computed by split half method using Spearman Brown  prophecy formula and by test-retest te st-retest method after an interval of one and six months. The values are reported.

35

 

 

N (

Reliability

Method

Split Half

370

0.86

Test retest(1 month)

50

0.82

Test retest (6 months)

50

0.80

G) Validity:

The items of the scale have been critically criticall y 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 context and face validity. (H) Norms:

 Norms of the scale were developed on a sample of 400 undergraduate students of Allahabad city. Mean, S.D and Stanine Scores were calculated to facilitate the interpretation of raw scores. Showing the range of Scores, Stanine grade and Interpretation. Sl.No.

Sore Range

01.

Above 129

Stanine Grade

Interpretation Interpretation

Very High Attitude towards Sex Education 09

120-129

36

 

 

02.

110-119

08

High

Attitude

towards

Sex

Education

03.

100-109

07

90-99

06

Moderate

Attitude

towards

Sex

Education

04.

05.

80-89

05

70-79

04

60-69

03

50-59

02

40-49

01

Low Attitude towards Sex Education

Very Low Attitude towards Sex Education

Below 40

3.6 STATISTICAL TOOLS USED:

The obtained data was submitted to further statistical analysis. The investigator has followed the short cut method for computing the mean. The formula is given  below; MEAN = AM+∑

  

Where; AM = Assumed Mean. 37

 

 

F = Frequency given in the test. X = Deviation. Ci = Class interval. N = No. of cases.

In this way investigator has to find out the mean in different factors i.e. rural & urban polytechnic college students, (male/female) of the rural and urban polytechnic college and engineering college students, male/female of the rural and urban in the  present study. Further the investigator has also to be able to find out the standard deviation of all the groups in the test by using the alternative alter native method which is given below;

  ∑)  √ (∑ 

S.D= Ci

Where; Ci = Class interval  Fd = Frequency Distribution  N=No. of Cases  After the mean and S.D. has been calculated to find out the significance of difference between the groups, the data are analysed statistically for the mean, standard deviations and its values. The degree of freedom for tabulated value was calculated by the Formula [(N1+N2)-2].

38

 

 

CHAPTER-4 RESULT AND INTERPRETATION

The raw scores collected so far have no meaning without proper interpretation and analysis. It is quite important to get a meaningful picture out of the data collected so far. Analysis of data means studying the tabulated material in order to determine inherent facts and meaning. It involving breaking down existing complex factors into simple parts and putting the pasts together in new arrangement for the purpose of interpretation of data and presentation of obtained result related to the objectives. HYPOTHESIS No-1: There is no significant difference in the attitude of Polytechnic and engineering college students towards sex education.

The investigator wanted to study the attitude of polytechnic and engineering college students towards sex education. For this, investigator has calculated the mean, S.D. and‗t‘ value. The result is shown below:  below:   TABLE No. - 4.1

Mean, S.D, and ‗t‘ value of polytechnic and engineering college students towards sex education:

39

 

 

Sl.

Name of College/

No.

variable

N

M

S.D

 

„t‟

Level

Val

significance

of

ue

01.

Polytechnic

100

126

5.6

99

Significant

College Students

at

0.05

0.01 level. 9.8 02.

Engineering

100

135

7.2

7

College Students

INTERPRETATION

It is observed from table No. 4.1 that mean of polytechnic and engineering college students towards sex education is 126 & 135 and S.D. are 5.6 & 7.2 respectively. The calculated ‗t‘ value is 9.87 at 198 d  f, which is more than table value at 0.05 & 0.01level of significance. Therefore the hypothesis no-1 is rejected and it is declared that there is significant difference between the attitude of Polytechnic and Engineering college students towards sex education. It is also analysed that the mean value of engineering college students is more than polytechnic college students, so the attitude of engineering college students is far better than polytechnic college students.

40

&

 

 

HYPOTHESIS NO-2; There is no significant difference between the attitudes of male and female Polytechnic college students towards sex education.

The investigator wanted to study the attitude of male and female Polytechnic college students towards sex education. For this, investigator has calculated the mean, S.D. and ‗t‘ value. The result is shown below;

TABLE No. - 4.2

Mean, S.D, and ‗t‘ value of polytechnic college students towards sex education:

Sl.

Name

of

No

variable

01.

Polytechnic

College/

College

N

50

S.D 

M

124

 

„t‟

Level

Value

significance

6.8

Significant

Students(male)

at 98

02.

Polytechnic

College

50

118

9.87

0.05

0.01 level.

5.1

Students(female)

INTERPRETATION;

It is observed from table no 4.1, that mean of male and female polytechnic college students are 124 and 118 and their S.D.are 6.8 and 5.1 respectively. The

41

of

&

 

 

calculated ‗t‘ value is 5 at 0.98 dt, which is more than the table value at .05 and .01 level of significance. Therefore the hypothesis no.2 is rejected and it is declared that there is significant difference between the attitude of male and female of polytechnic college students towards sex education. It is also analysed that the mean value of male polytechnic college students is more than the female polytechnic students, so the attitude of male polytechnic students is better than the female polytechnic students towards sex education. HYPOTHESIS NO-3 There is no significant difference between the attitude of male and female students of engineering college towards sex education.  

The investigator wanted to study the attitude of male and female engineering students towards sex education. For this, investigator has calculated the mean, S.D. and ‗t‘ value. The The result is shown below;

42

 

 

TABLE NO-4.3

Mean, S.D, and ‗t‘ value of male and female engineering college students towards sex education:

Sl.

Name

No.

College/

of

N

M S.D.

variable

 (de gree

„t‟

Level

Value

significance

of

of freedo m)

01.

Engineering

50

133.12

6.91

Significant

College

0.05

Students(ma

level.

le)

02.

6.40

Engineering

50

125.31

5.23

98

College Students(fe male)

INTERPRETATION;

It is observed from the table no.4.3, that mean value of male and female engineering students are 133.11 and 125.31 and their S.D. are 6.91 and 5.23 respectively. Then the calculated ‗t‘value is 6.40 at 98df, which which is more than the table value at .05 and .01 level of significance. Therefore the hypothesis no. 3 is rejected and it is declared that there is significant difference between the attitude of male and female engineering students towards sex education.

43

&

at 0.01

 

 

It is also analysed that mean value of male engineering students is more than female engineering students. So the attitude of male engineering students is better than the attitude of female engineering students towards sex education. HYPOTHESIS NO-4 There is no significant difference difference between the attitudes of rural and urban polytechnic college students towards sex education.

The investigator wanted to study the attitude of rural and urban polytechnic college students towards sex education. For this, investigation has calculated the mean value, S.D. and and ‗t‘ value. The result is given below;  below;   TABLE -4.4

Mean, S.D, and ‗t‘ value of rural and urban polytechnic college students towards sex education:

Sl.

Name of College/

No.

variable

N

 

M

„t‟

Level of significance

Valu

S.D.

e

01.

Polytechnic College

50

Students(rural)

5.1

Significant at 0.05 &

119.0

0.01 level. 98

02.

Polytechnic College Students(urban)

50 125.8

6.23

44

5.97

 

 

INTERPRETATION:

It is observed from the table 4.4 that mean value of rural polytechnic and urban  polytechnic students are 119 and 125.8 125.8 and their S.D. are 5.1 an and d 6.23.

The calculated‗t‘ value is 5.97 at 98 df, which is significant at both levels of significance. Therefore the hypothesis no.4 is rejected and it is declared that there is a significant difference between the attitude of rural and urban polytechnic college students towards sex education. It is also analysed that the mean value of urban is more than rural so they have  better attitude towards sex education. HYPOTHESIS – NO NO -5;  There is no significant difference between attitudes of rural and urban engineering college students towards sex education.

The investigator wanted to study the attitude of rural and urban engineering college students towards sex education. For this, investigator has calculated the mean, S.D. and ‗t‘ value . The result is given below;  below;  

45

 

 

TABLE -4.5 

Sl.

Name

No.

College/

of

N

M

S.D

 

„t‟

Level of significance

Value

.

variable

01.

Engineering

50

130.0

4.8

98

Significant at 0.05 &

College

0.01 level. 5.38

Students(rural)

02.

Engineering

50

College

135.6

5.6

98

2

Students(urban)

INTERPRETATION;

It is observed from table 4.5 that mean of rural engineering students and urban engineering students are120.0 and 135.6 and their S.D/ are 4.8 and 5.62 respectively. The calculated ‗t‘ value is 5.38 at 98df, which is more than the table value at .05 and .01 level of significance. Therefore hypothesis no -5 is rejected and it is declared that there is a significant difference between the attitudes of rural and urban engineering students towards sex education.

46

 

 

It is also analysed that the mean value of urban engineering students is more than the rural engineering students. Thus urban engineering students have better attitude than rural engineering college students towards sex education. CHAPTER -5 CONCLUSION, DELIMITATIONS, DELIMITATIONS, EDUCATIONAL-IMPLICATIONS EDUCATIONAL-IMPLICATIONS AND SUGGESTIONS

The work reported in the forgoing chapters was undertaken with the view to comparative study of polytechnic and engineering students towards sex education, J.C.D. College of polytechnic and J.C.D College of engineering students took to ok part in this comparative study. The conclusions drawn are given in this chapter. These conclusions are generalized to the extent of the representatives of the sample and methodology employed in the study. These conclusions may summarize here in accordance with the objectives; 1.  To study the comparison of polytechnic and engineering students sex education. 2.  To study the comparison of male and female polytechnic college students towards sex education. 3.  To study the comparison of male and female engineering students towards sex education. 4.  To study the comparison of occupational rural and urban polytechnic and engineering college students towards sex education. CONCLUSIONS:

1.  The engineering college students have better attitude than the  polytechnic college students towards sex education.

47

 

 

2.  Male students have better attitude than female students towards sex education. 3.  Urban students have better attitude than rural students towards sex education. DELIMITATION:

The present study was conducted under certain limitations: 1. 

The present study was made only on the polytechnic and engineering college students.

2. 

The present study was made on the polytechnic and engineering college students of Sirsa district only.

3. 

Assessment of attitude towards sex education is limited to scale  prepared by Dr. Usha Mishra.

4. 

The study was limited to the students of JCD Polytechnic and JCD Engineering college of Sirsa district.

5.  The study was limited to one variable i.e. attitude towards sex education. The study therefore cannot claim comprehensiveness. Its conclusions conclusi ons may not  be universally true and valid. SUGGESTIONS FOR FURTHER RESEAECH:

1.  Attitude of another variables like adjustment, college environment etc. May be studied. 2.  Same research may be done on other school or college levels. 3.  This research may be carried out on large samples.

48

 

 

4.  Attitude towards sex education can be compared with other variables like intelligence, interest and maturity etc. 5.  Large study may be conducted on state and national level.

 

6. This study can be done for adolescent students of higher education also. 7.  The result could have been dependable and better if the sample from whole Haryana were also included in this research. EDUCATIONAL IMPLICATIONS:

Like health education, sex education is also important in the life of every student, more precisely to every human being. Lack of sex knowledge has caused many  problems and suffering in the lives of adolescents adolescents and adults. Lack of knowledge about sex may lead to many psychological problems i.e. insanity and suicidal tendencies. The result of this study may be implemented for following objectives: 1.  To develop normal and wholesome attitudes and ideals among the students, in relation to sex education. 2.  To develop desirable habits, behaviour and conduct in students in accordance with such attitudes.

 

3. To acquire knowledge and understanding of matters, related to attitude of adolescent students towards sex education. 4.  To correct and alleviate some of the common worries and misconceptions in the field of sex adjustment. 5.  To contribute to the emotional and social growth of the students so that they can function as a matured member of the society.

49

 

 

SUMMARY

Sex-education is indeed, one of the requirements that should be fulfilling by each and every developing nation like India. Sex education can control the Population  – level, level, helpful in prevention of AIDs like dreadful diseases, S.T.D(sexually

transmitted

diseases),

different

types

of

exploitation,

Prostitution, sex eve-teasing assaults on children, rape, delinquency, homosexuality, pornography, frigidity and behavioural adjustment. Sex education deals with the processes and problem of reproduction, designed to  provide the individual with understanding and control of his impulses and  behaviour. Education dealing with the principles of individual and group  problems stemming from the biological fact that these are two basic type of human being male and female. It also includes teaching of anatomy and physiology of sex organs but also the associated secondary sex characteristics developed during growth and development. It will also impart knowledge about changes that take place in the emotional make up related to sex thus determining individual responses to different life situations. It will generate individuals capable of controlling its fertility behaviour establishing stable social relationship with individuals of opposite sex based on mutual respect to each other. It will also help to make correct adjustment towards difficult situations in life. The overall aim of sex education is to ensure that a mature individual has first and correct knowledge about sex and security. This in turn will promote development of a well integrated personality. STATEMENT OF THE PROBLEM;

―A

COMPARATIVE

STUDY

OF

POLYTECHNIC

ENGINEERINNG STUDENTS TOWARDS SEX EDUCATION‖  EDUCATION‖ 

50

AND

 

 

OBJECTIVES; 1.  To study the comparison of the attitude of polytechnic and engineering college students towards sex education.  

 

2. To study the comparison of the attitude of male and female polytechnic college students towards sex education.   3.  To study the comparison of the attitude of male and female engineering students towards sex education.  4.  To study the comparison of the attitude of rural and urban polytechnic students towards sex education. 

5.  To study the comparison of the attitude of rural and urban engineering students towards sex education 

HYPOTHESIS; 1.  There is no significant difference between the attitude of polytechnic and engineering college students towards sex education.  2.  There is no significant difference between the attitude of male and female  polytechnic college students towards sex education.  3.  There is no significant difference between the attitude of male and female engineering students towards sex education.  4.  There is no significant difference between the attitude of rural and urban  polytechnic students towards sex education.  5.  There is no significant difference between the attitude of rural and urban engineering students towards sex education.  51

 

 

DELIMITATIONS; Present study has a number of specifications but due to the shortage of time and resources the investigator has to delimit the present study considering the objectives and hypothesis taken in the study. It is delimited as under; 1.  The present study was made only on polytechnic and engineering students.  2.  The present study was only on polytechnic and engineering colleges of Sirsa district only. onl y.  3.  Only polytechnic and engineering students instead of other college students were taken for the investigation.  4.  Assessment of sex education is limited to those subjects only which are prepared by Dr. Usha Mishra.  5.  The samples are restricted to Sirsa district only.  6.  The study therefore cannot claim for comprehensiveness. Its conclusions may not be universally valid.  DESIGN OF THE STUDY; Design of study is an essential part of a research project.Design provides a picture of what and how to do work before starting it. In any research project, design provides a researcher a blue print of research, dictates the  boundaries of project and help in i n controlling controllin g the experimental, extraneous variance of the  problem under investigation. METHOD;  Normative survey method will be applied in the present present study. ―A comparative study of attitude of polytechnic and engineering engin eering students towards sex education‖   education‖

52

 

 

SAMPLE; The sample of 200 students, 100 polytechnic and 100 engineering students will be drawn by the method of random sampling from 2 colleges of polytechnic and engineering institutes of Sirsa, J.C.D,Haryana. TOOLS; The selection of suitable tool is a vital important for collection of data in any rresearch esearch work. Following tool of research was employed for data collection in the present study. 1.  Attitude scale towards sex education(ASTSE) by Dr.Smt Usha Mishra.  CONCLUSIONS; On the basis of analysis, the conclusions are ar e generalising to the extent of the representatives   of the sample and the methodology employed in the study. These conclusions may summarise here in accordance with the objective; 1. The attitude of engineering college students is better than the polytechnic college students towards sex education. 2. The attitude of male polytechnic students is better than the female polytechnic students towards sex education. 3. The attitude of male engineering students is better than the female engineering students towards sex education. 4. The attitude of urban polytechnic students is better than rural polytechnic students towards sex education. 5. The attitude of urban engineering students is better than the rural engineering students towards sex education. SUGGESTIONS FOR FURTHER RESEARCH :

1.  Attitude of another variables like adjustment, college environment etc. etc . May be studied. 53

 

 

2.  Same research may be done on other school or college levels. 3.  This research may be carried out on large samples. 4.  Attitude towards sex education can be compared with other variables like intelligence, interest and maturity etc. 5.  Large study may be conducted on state and national level. 6.  This study can be done for adolescent students of higher education also. 7.  The result could have been dependable and better if the sample from whole Haryana were also included in this research.

54