THE UNIVERSITY OF THE WEST INDIES
SCHOOL OF EDUCATION
FACULTY OF HUMANITIES AND EDUCATION
ST. AUGUSTINE
EDGC 6211
Health and Family Life Education
Sharla Ann Antoine
96730939
Lecturer: Dr. Madgerie Jameson
21st February, 2013
Assignment 1 – Situation Analysis
TABLE OF CONTENTS
Page
Introduction..................................................................................... 2
Background/context of institution...................................................... 3
Rationale for target group............................................................... 4
Description of instrument................................................................. 5
Procedures used for data collection............................................... 5
Analysis of data ............................................................................ .6
Priority listing of results............................................................... 7-10
Rationale for selection of problem to be addressed .................... 11
Cover letter for questionnaire..................................................... 12
Questionnaire.............................................................................. .. 13-16
INTRODUCTION
The HFLE theme explored in this project is sexuality and sexual health. There are many factors that contribute
to the sexual health and well-being of our youth. These factors include school, education, knowledge about
sexual health, attitude toward sex, influence from peers, family and the community. The adolescent stage of
development is a period where the individual is confronted with tasks where he/she explores many roles before
a direct path is determined. At this time, adequate support is needed from parents/guardians, other adults, and peers.
Not all teenagers know how to adequately cope with the changes taking place at this period. Many of them are
pressured into experimenting with sex, and the ones who are strong in their faith and beliefs successfully reject these pressures.
After the questionnaire was analysed, there were issues that came into the limelight. These include being involved in a
romantic relationship at the tender age of 14 and 15, the limited involvement of parents in their social lives, having sexual
intercourse and not using protection, indicating that abortion is an option for an unwanted pregnancy, and the lack of
knowledge pertaining to the implications involved in engaging in sexual relationships.
Although all these are important issues that must be addressed, the one that will be focused on is the lack of knowledge
about the consequences of engaging in sexual relationships. It was shocking that the majority of the students were
unaware of how engaging in sexual relations at this age could impact their lives. Most of them indicated that a simple
solution to an unwanted/unplanned pregnancy would be to have an abortion, without thinking about the effect on their
physical health, social life, education, and most importantly, the life of the unborn child. If the appropriate knowledge was
available, many of the other issues would be less prevalent. The availability of appropriate resources, knowledge, and
access to information is key living a healthy life.
BACKGROUND/ CONTEXT OF INSTITUTION
Central Secondary celebrated its 50th Anniversary this year, as it was established in 1963. It is a co-educational
secondary school and is situated in the Caroni District of Trinidad. During the first year of existence, classes were
held in a dilapidated wooden building, with a staff of seven and one hundred students. In the second year, the staff
and students moved to a newly constructed building one street away. Each year, subjects were added to the curriculum
and buildings were constructed to facilitate the increase of students and subjects. Presently, the physical infrastructure is
small when compared to other schools as it comprises of the Administrative office, staff room, classrooms, two science labs,
a library and a spacious playing field. To date there is no multi-purpose hall, so assemblies and school functions take place
on the grounds, sometimes under tents. The school has a population of approximately nine hundred (900) students from
Form one to Upper sixth form and a staff of fifty-five. Subjects are offered in the Departments of Science/Mathematics,
Business, Language Arts and Technical Vocational. The school is considered a prestige school by many and from
1997 to date, has received 66 scholarships. Academic scholarships, sports and cultural activities all contribute to the
success of the school.
Although the school has many positive qualities, there are ongoing issues among the student population. Although not
on a large scale, discipline problems and teenage pregnancy are two escalating issues in the school. It has been noted
that within the past few years, at least one female in the upper form (form 4,5,6) has gotten pregnant yearly, and is
therefore forced to temporarily put her education on hold. For the first time in fifty years, a Guidance Counsellor has
been positioned at the school. Although the Guidance Counsellor works only two days per week at this school, her
presence has greatly alleviated the work of teachers, as a trained professional is available to deal with issues of the students.
RATIONALE FOR TARGET GROUP SELECTED
The Theme I am working with is sexuality and sexual health which, I believe, should be emphasised from as early as
the preschool level. This is an area that deals with important, sensitive, yet necessary issues for the successful and
healthy development of our youth. The students were chosen to participate in this project via convenient sampling
and are all form three students aged 14 and 15 years. Also taken into consideration is the fact that this age group is
juggling with the developmental stages in their lives, while they are still developing physically, socially, cognitively,
emotionally and spiritually. They are curious and very keen on experimentation. Many have begun experimenting
with sex and alcohol use, and have limited, and incorrect information about their sexual health.
DESCRIPTION OF INSTRUMENT
A questionnaire was prepared and administered to a sample size of forty form three students. Both closed and open
type questions were used to seek information on sexuality and sexual health. The instructions were clearly stated and
they were assured that their responses would remain confidential. The closed form questions required the students to
tick one box for each statement and the open form questions were included so that the student was given the opportunity
to state information and express his/her opinion in his/her own words. This was necessary in order to elicit more ‘in depth’
information from the student on the topic. The time taken to complete the questionnaire was taken into consideration, so
although the questionnaire is four pages in length, there was not much writing required. The students took 15-20 minutes
to complete the questionnaire.
PROCEDURES USED FOR DATA COLLECTION
A variety of questions were asked in order to gain an understanding of the knowledge and health of the student.
Questions on peer relationships with same and opposite sex, romantic relationships, sexual relationships, views on
same-sex relationships, practicing safe sex, students’ level of maturity, sexual history, pressure to engage in sexual
intercourse, sexually transmitted diseases, pregnancy, mode of support and views on sex education were all included
in the questionnaire. The questionnaires were administered to the form three class after permission was granted by the
Principal. The students were informed that participation was voluntary and responses were confidential.
After the questionnaires were collected, they were all numbered and analysed. Total numbers were then tabulated
under the following headings – sex of student, numbers having sexual relations, numbers practicing safe sex,
knowledge on implications and consequences of engaging in sexual intercourse. The SPSS programme was
used to display graphs and compute tables.
ANALYSIS OF DATA
Forty students, 22 girls and 18 boys, completed the questionnaire. Many issues were noted after the data was analysed.
It was revealed that 20 (12 girls, 8 boys) students were in a romantic relationship, that is, having a boyfriend or girlfriend.
Out of those 20 students, 15 answered if the relationship was sexual or not. Out of the 15 who responded, 7 answered
yes, while 8 answered no, and 5 omitted that question. Of the 7 students, 2 (1 male, 1 female) indicated that they always
used protection, while 5 said they use protection sometimes.
The students had to indicate who they talk to or confide in concerning questions and problems encountered relating to
sexual health. The options were parents, teachers, peers and other. The majority of them listed peers, while the minority
indicated teachers. For other, which they had to specify who the person was, they listed boyfriend/girlfriend, pastor and
family doctor.
The results are listed in the following tables and charts below.
PRIORITY LISTING OF RESULTS
Data showing frequency for sex
Table 1
sex
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
male
18
45.0
45.0
45.0
female
22
55.0
55.0
100.0
Total
40
100.0
100.0
Figure 1 - Pie Chart showing frequency for sex
Figure 2 – Percentage of male and female students in a sexual relationship
Figure 3 – Bar chart showing admittance to being involved in a sexual relationship
Figure 4 – Bar chart showing the use of protection during sexual intercourse
Data showing who students confide in
Table 2
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
parents
7
17.5
17.5
17.5
teachers
5
12.5
12.5
30.0
peers
19
47.5
47.5
77.5
other
9
22.5
22.5
100.0
Total
40
100.0
100.0
Figure 5 – Table displaying who students confide in
RATIONALE FOR SELECTION OF PROBLEM TO BE ADDRESSED
At this institution, to my knowledge, there is only one yearly activity specifically for the form one girls. Nurses
from the Heath Centre come to the school during the first term of the form one year and discuss puberty,
adolescence and reproductive health with only the female students while the male students are kept occupied
elsewhere. Booklets with information are distributed to them. There are no other programmes or workshops
developed at the school to address knowledge about sexuality and sexual health. The name/title for my intervention is:
WISE UP - Worthy Information on Sex Education.
The idea emerged due to the responses from the questionnaire and the lack of, or limited information the students
have on the topic. The intention is to provide invaluable knowledge on sexual health and education. Knowledge
will be provided in the form of literature, diagrams, charts, games and activities.
The University of the West Indies
School of Education
Faculty of Humanities and Education
Dear Student,
My name is Ms. Antoine and I invite you to participate in this questionnaire, which should take approximately 20 minutes of your time. Participation from you is completely voluntary and I ensure that your responses will be confidential.
I am enrolled as a student of the University of the West Indies pursuing a Masters in Education. One of my courses this semester, Health and Family Life Education (HFLE), entitles me to collect information from you on the topic of sexuality and sexual health. Some of the topics or issues raised may be sensitive to some of you, but I encourage you to answer honestly. Your honesty will enlighten me on your health problems, particularly those issues pertaining to your sexuality and sexual health.
Thank you for your time and assistance.
S. Antoine
Please complete this questionnaire by placing a tick in the boxes (tick only one box for each statement), and writing your responses in the spaces provided. Please answer all questions. Do not discuss your answers with your peers when answering the questions. Your responses will remain confidential.
1. What is your sex? □ Male Female
2. What is your age?
□ 11-14 yrs □ 15-16yrs □ 17-18 yrs □ above 18 yrs
3. What form level are you in?
□ Form 3 □ Form 4 □ Form 5 □ Form 6
4. Do you have close relationships with members of the same sex?
□ yes □ no
5. Do you have close relationships with members of the opposite sex?
□ yes □ no
6. Do you discuss your peer relationships with your parents?
□ always □ sometimes □ never
7. Are you currently in a romantic relationship?
□ yes □ no
8. If your answer is yes to number 7, is the relationship sexual?
□ yes □ no
9. Is the sexual relationship with a male or female?
□ male □ female
10. Do you support same-sex relationships?
□ yes □ no
11. If you are in a sexual relationship, do you practice safe sex by using protection?
□ always □ sometimes □ never
12. Do you think that you are mature enough to be engaging in sexual relationships?
□ yes □ no
13. What do you think is an appropriate age to begin a sexual relationship?
□ 11-14 yrs □ 15-17 yrs □ above 18 yrs □ I don’t know
14. Do you think that persons should wait until after marriage to have sexual relations?
□ yes □ no
If yes, state your reasons.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
If no, state your reasons.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
15. How many sexual partners have you ever had?
□ none □ 1-2 □ 3-4 □ more than 4
16. Have you ever been pressured to have sex?
□ yes □ no
17. Do you think about sexually transmitted diseases?
□ always □ sometimes □ never
18. Have you ever been tested for a sexually transmitted disease?
□ yes □ no
19. Concerning your sexual health, who do you confide in?
(select more than one if necessary)
□ parents □ teachers □ peers □ other (specify) __________________
20. Do you know the implications involved in or consequences of having a sexual relationship?
□ yes □ no
21. If yes, state them.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
22. On the topic of sexuality and sexual health, what are your concerns?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
23. How would you deal with the issue of an unwanted / unplanned pregnancy?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
24. If you found out that you had a sexually transmitted disease, what would you do?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
25. Do you think that sex education should be taught in schools?
□ yes □ no
If yes, give your reasons.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
peer review
Sharla
The Intervention rationale is adequate. You should outline your time plan and the breakdown as suggested in the rubric. In terms of theories I suggested previously Bandura and Bronfenbrenner. You can also go into Piaget focusing on concrete into formal operations stage where they are better able to process abstraction. The concept of risk can be considered to be an abstract value. Erikson can also be included here in terms of outlining the probable developmental stages of the students before they reached to this level.
Sorry I took so long. I was trying to do some further reading on the issue before I commented.
Some of the questions are very intrusive maybe for future reference they could have been somewhat more open-ended but I guess time was a factor here.
Derrick Byam
The Intervention rationale is adequate. You should outline your time plan and the breakdown as suggested in the rubric. In terms of theories I suggested previously Bandura and Bronfenbrenner. You can also go into Piaget focusing on concrete into formal operations stage where they are better able to process abstraction. The concept of risk can be considered to be an abstract value. Erikson can also be included here in terms of outlining the probable developmental stages of the students before they reached to this level.
Sorry I took so long. I was trying to do some further reading on the issue before I commented.
Some of the questions are very intrusive maybe for future reference they could have been somewhat more open-ended but I guess time was a factor here.
Derrick Byam