Students who Learn More Healthy Sex Education Material Can Refuse

Learning considered Healthy sex education could alienate students of free sex. But teachers are reminded not to make the exam for this lesson. Students who learn the value of sex education because it still can not refuse sex, rather than students who are studying for the material.

Like the subjects in general, in sex education lessons in the United States also conducted a test to determine students' level of understanding about sex. But sex education provision in the test turned out to produce students who are less prepared to handle sexual situations.

In the United States, Healthy sex education included in the curriculum to be taught in schools, especially for students grades 7 through 12. Some schools even teach it since grade 4 or 5.

Researchers from Ohio State University collected data from 5,000 students in 32 secondary schools over the Appalachians. Researchers compared students who study sex education in order to answer exam questions with students learning sex education to understand the material because it is important for student life.

Research to be published in the Journal of Research on Adolescence surveyed students prior to grade 9 health classes. Students are then surveyed again four and six weeks after completing the last class, and given questionnaires about a year later when the students are there at the end of grade 10.

Surveys show that students learn Healthy sex education because it focuses on the test was poorly prepared reject or solicitation of sexual desire after taking the class. While students in the class that focuses on mastery of the material feel more able to refuse to have sex after classes.

The students in a class that focuses on mastery of the material looks better than other students on a variety of measures, including waiting for the right not to have sex, communication with parents about sex, and sexual knowledge related to health.

"Focus on the test does not help students make healthy choices. In health education, knowledge is not the most important results. What we want to do is change behavior, and testing is not the way to achieving it," said Eric Anderman, lead researcher and professor of psychology education at Ohio State University as reported by LiveScience, Thursday (11/17/2011).

Anderman also argues that the test causes students to focus on how to get good grades, not on the importance of information being taught.