The Impact of Sexual Health Education Course on University Students' Sexual Myths and Sexual Health Knowledge

Abstract

This research was conducted to determine the impact of sexual health education course on university students' sexual myths and sexual health knowledge. The intervention group of the experimental study, using a pre-test post-test control group design, consisted of 149 university students who had a sexual health education course in their curriculum. The control group, on the other hand, consisted of 156 participants who did not have a sexual health education course in their curriculum. Participants in the intervention group received 2 hours of sexual health education per week for 15 weeks as part of the course curriculum, while no intervention was provided to the control group. Pre-tests and post-tests were administered simultaneously to both the intervention and control groups. Data collection instruments included a Personal Information Form, Sexual Myths Scale (SMS), and Sexual Health Knowledge Test (SHKT). The study data were analyzed using SPSS 24.0 software. In addition to descriptive statistical methods, Pearson Chi-Square test, Pearson Product-Moment Correlation analysis, and tests for the significance of differences between two means for dependent and independent groups were used to test intergroup differences. The results were evaluated at a significance level of p<0.05 within a 95% confidence interval. It was found that the mean SMS total score for students in the intervention group, who attended the Sexual Health Course, was 92.10±12.56 in the pre-test, while it was 98.84±11.40 for students in the control group, and the difference between the groups was statistically significant (p<0.05). In the post-test, the students in the intervention group had an mean SMS total score of 48.16±13.48, while the students in the control group had an mean score of 91.48±10.62, and the difference between the groups was statistically significant (p<0.05). The mean SMS total score for students in the intervention group decreased from 92.10±12.56 in the pre-test to 48.16±13.48 in the post-test, and the difference was statistically significant (p<0.05). The mean SMS score for students in the control group decreased from 98.84±11.40 in the pre-test to 91.48±10.62 in the post-test, and the difference was statistically significant (p<0.05). The decrease in mean SMS total and sub-dimension scores was higher for students in the intervention group compared to the control group (p<0.05). It can be concluded that sexual health education is effective in reducing participants' sexual myths and increasing their sexual health knowledge.

Keywords

• Sexual health education
• sexual myths
• sexual knowledge

Cinsel Sağlık Eğitimi Dersinin Üniversite Öğrencilerinin Cinsel Mitleri ve Cinsel Sağlık Bilgisi Üzerine Etkisi

Abstract

Araştırma, cinsel sağlık eğitimi dersinin üniversite öğrencilerinin cinsel mitlerine ve cinsel sağlık bilgi düzeylerine etkisini belirlemek amacıyla yapıldı. Ön test-son test kontrol gruplu deneysel tasarım tipindeki araştırmanın müdahale grubunu müfredatları içerisinde cinsel sağlık eğitimi dersi olan 149 üniversite öğrencisi oluşturmuştur. Araştırmanın kontrol grubunu ise müfredatları içerisinde cinsel sağlık eğitimi dersi olmayan 156 katılımcı oluşturdu. Müdahale grubunu oluşturan katılımcılara cinsel sağlık eğitimi dersi kapsamında 15 hafta boyunca haftada 2 saat eğitim verildi. Kontrol grubuna herhangi bir müdahalede bulunulmadı. Müdahale ve kontrol grubuna eşzamanlı olarak ön test ve son test uygulandı. Veri toplama araçları olarak Kişisel Bilgi Formu, Cinsel Mitler Ölçeği (SMS) ve Cinsel Sağlık Bilgi Testi (SHKT) kullanıldı. Çalışma verileri, SPSS 24.0 programında analiz edildi. Araştırmanın verileri değerlendirilirken tanımlayıcı istatistiksel yöntemlerin yanı sıra, gruplar arası farklılığı test etmek için Pearson Ki-kare testi, Pearson Çarpım Moment Korelasyon analizi, bağımlı ve bağımsız gruplara iki ortalama arasındaki farkın önemlilik testi kullanıldı. Sonuçlar %95’lik güven aralığında, anlamlılık p<0.05 düzeyinde değerlendirildi. Cinsel sağlık dersine katılan müdahale grubunu oluşturan öğrencilerin ön testte SMS toplam puan ortalamasının 92.10±12.56 iken kontrol grubunu oluşturan öğrencilerin 98.84±11.40 olduğu, gruplar arasındaki farkın istatistiksel olarak önemli olduğu bulundu (p<0.05). Müdahale grubunda yer alan öğrencilerin son testte SMS toplam puan ortalamasının 48.16±13.48 iken kontrol grubunda yer alan öğrencilerin 91.48±10.62 olduğu, gruplar arasındaki farkın istatistiksel olarak önemli olduğu belirlendi (p<0.05). Müdahale grubunu oluşturan öğrencilerin SMS toplam puan ortalaması ön testte 92.10±12.56, son testte 48.16±13.48; aradaki farkın istatistiksel olarak önemli olduğu saptandı (p<0,05). Kontrol grubunu oluşturan öğrencilerin 98.84±11.40 olan ön test SMS puan ortalamasının son testte 91.48±10.62 olduğu, aradaki farkın istatistiksel olarak önemli olduğu belirlendi (p<0.05). Müdahale grubunu oluşturan öğrencilerin SMS toplam ve alt boyut fark ortalamalarındaki azalma miktarı kontrol grubu öğrencilere göre daha yüksek bulundu (p<0.05). Cinsel sağlık eğitiminin, katılımcıların cinsel mitlerinin azaltılmasında ve cinsel sağlık bilgi düzeyinin artırılmasında etkili olduğu söylenebilir.

Keywords

• Cinsel sağlık eğitimi
• cinsel mit
• cinsel bilgi

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