RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES

BANGALORE, KARNATAKA

SYNOPSIS PROFORMA FOR REGISTRATION OF

SUBJECT FOR DESSERTATION

MS. VIDHYA RANI K

1st YEAR [Link]. NURSING

OBSTETRIC AND GYNECOLOGICAL NURSING

YEAR 2025 – 2026

ST CLARET COLLEGE OF NURSING

NELAMAGALA TOWN,

BENGALURU – 562123

1
 RAJIV GANDHI UNIVERSITY OF HEALTH SCIENCES,

BENGALURU, KARNATAKA

SYNOPSIS PROFORMA FOR REGISTRATION OF

SUBJECT FOR DISSERTATION

1. NAME OF THE CANDIDATE MS. VIDHYA RANI K

AND ADDRESS
I YEAR M. SC. NURSING

ST. CLARET COLLEGE OF NURSING

NELAMAGALA TOWN

BENGALURU - 562123

2. NAME OF THE INSTITUTION ST. CLARET COLLEGE OF NURSING

I YEAR M. Sc. NURSING,

COURSE OF STUDY AND
3. OBSTETRIC AND GYNECOLOGICAL
SUBJECT
NURSING

DATE OF ADMISSION TO THE

4. 15/10/2025
COURSE

5. TITLE OF THE STUDY:

A STUDY TO EVALUATE THE EFFECTIVENESS OF

PLANNED TEACHING PROGRAMME ON KNOWLEDGE AND

ATTITUDE REGARDING SEX EDUCATION AMONG THE

DEGREE STUDENTS OF SELECTED DEGREE COLLEGES,

BENGALURU.”

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6 BRIEF RESUME OF THE INTENDED WORK.
6.1. INTRODUCTION

“Sex education, including its spiritual aspects, should be part of a broad

health and moral education from kindergarten through grade twelve, ideally

carried out harmoniously by parents and teachers.”

- Benjamin Spock

Sexuality is an integral part of one’s personality; it includes everything

about maleness or femaleness. That is thinking and behavioral reaction to

person1.

Sex is still a taboo subject in our society, because it is equated with just

a physical act or child birth. But sexuality includes the process of growing up,

puberty, adolescence, marital, Post marital sexual relationship, conception,

contraception, childbirth, menopause etc. 1

Early education on sex is a very sensitive subject that is still

considered a taboo in Indian Society and this topic is not discussed so

much so far. Even there is a growing recognition of the need to inculcate

responsible reproductive behavior among the adolescents. Thus before

formally introducing the topic of sex education, it is extremely important

to know the perception, of people, parents, teacher and school children

regarding sex education to avoid any adverse effects.2

Adolescents tend to discuss sexuality with friends and classmates. They

gather information from friends, servants, neighbors throughout prints,

electronic medias etc. Often this information is wrong and unscientific. This

often leads to anxiety, negative attitude, phobia and misconception etc. 3

Sex Education should be provided to all, but priority is given to

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adolescent because.2

1. They have a maximum sex drive.

2. They form a high risk group.

3. They are eager to get information because of the physical and

psychological changes.

4. Their common sources of information (and misinformation) are their

friends, blue films and pornographic literature etc.

5. They are easily influenced and therefore likely to go astray and land in

problems of STD / HIV infection, sexual abuse etc.

6. They are growing to be the responsible citizens of tomorrow

Parents are uncomfortable in talking about sexuality with children “you

don’t have to tell them, they know it all” is what the new age parents think

about their teens. Most parents in India are not aware of their role in imparting

sex education.3

A quarter to a third of India’s young people indulge pre marital sex, a new

study conducted by the National Institute of Health and Family Welfare and
10.
suppressed by India’s Health Ministry has said The lack of understanding

about sexual issues is more risky and more likely to lead young people to have

unwanted pregnancies, abortions and STD and sometimes sex related violence.

The realities that a large population about 300 million young people (2005) in

the age group of 12-24, and studies are shown their growing performance for

premarital sex.4

A survey conducted on 2002 by the week magazine among unmarried

young Indians showed that 69% of men admitted to pre marital sex, compound

to 38 percent of women. Teenagers have the highest rates of sexually transmitted

4
diseases (STD) of any age group with one in four young people contracting as

STD by the age of [Link] including HIV can damage teenagers health and

reproductive ability, and there is still no cure for AIDS.5

The advent of HIV/AIDS has suddenly brought this issue to center stage.

In India there are an estimated amount of 2.5 Million people infected

with HIV and if has been estimated that by year 2010. Majority of infected

would be in age group of 15 – 35 years. ie., prime productive year. Since

sexual transmission remains the commonest mode of transmission of

HIV/STD and other several related diseases it is both important and urgent

to provide sex education in maintaining personal life safe and with

dignity. So it is essential to include sex education to teach in school

curriculum2.

A study was conducted on values – based sexuality education. The teenage

pregnancy rate remains high and more and more people are infected with

sexually transmitted diseases and AIDS. The most sex education is limited to

anatomy and sexual abstinence. Most people approved of sexuality education in

the schools including contraceptive information. Youth armed with knowledge

about sex tend to delay first intercourse and use of contraceptives.8

In Delhi study showed that, a majority of school teacher did not want sex

education to include topics like abortion premarital sex and masturbation etc 7.

In Maharastra study revealed that most teachers did not want to talk about

sex or students sexual behavior they stressed moral issues8.

The investigator believes that the problem of illegitimate pregnancy,

abortion, STI’s, sexual abuse, violence and exploitation are highly prevalent in

India, due to lack of sex education among adolescents.

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 Sex education is a broader concept, but the investigator has selected only

the areas of conception and contraception, because the knowledge of normal

anatomy and physiology of reproductive organs fertilization and contraception

is important to prevent teenage pregnancy, STI’s , abortion , sexual abuse etc.9

6.2 NEED FOR THE STUDY

Sex education is about biology and the sexual act with need to be clarified.

Sex education looks at the total persona or understanding of our bodies of our

motions of intimacy in relationship, our evolution as sexual beings and our

safety from sexual abuse and maintaining reproductive health.6

“Sex education is important because sexual phobia affect the physical,

emotional and academic growth of the child” argues Dr. Padmini Prasad noted

gynecologist and sexologist. She spoke to Deccan Herald about the need for sex

education in schools and colleges.7

A study was done on “Reproductive health knowledge, attitude and

practices of Iranian college students”. The sample sizes were 1111 university

students. The data collection method was a questionnaire , with 43 closed

questions of 664 students answering questions about reproductive health

behavior , 54 (8%) reported having sexual intercourse before marriage, 16% of

males and 0.6% of females . 48% of them had used condoms . This study

stresses there is a lack on RCH knowledge among youth, this can be

compensated through sex education10

A study was conducted reduction in sexual risk behaviors among college

students following a comprehensive health education intervention. A non

randomized controlled trial with 341 students who had received a

6
comprehensive health education intervention was compared with 227 students

who were not enrolled in the seminar. The result of the study showed that men

in the seminar reported increased sex abstinence but no change in consistent

use; the women in the intervention group reported no changes in sexual

abstinence but an increase in condom use. The women who had not received the

intervention reported never using a condom.11

A study was conducted to assess parents’, teachers and students’

knowledge about sex education and their level of acceptance of its introduction

in to the school curriculum. Sample size was 1000. (400 students, 400 parents

and 200 teachers). The result of the study showed that all the teachers and

parents and 60 % of the students had heard of sex education. A majority of

parents (92 %) teachers (90 %) and students (78 %).supported its introduction in

to the school curriculum and believed that it would prevent unwanted

pregnancies, enhance healthy relationship between opposite sex, prevent

transmission of HIV infections and STD’s. 154 of the respondents opposed the

introduction of sex education.12

A study was conducted on “sexual behavior patterns relating to HIV /AIDS

and sexually transmitted diseases among college students”. Aim of study was to

assess knowledge of college students on sexuality. The sample size was 1000

boys and girls from 10 colleges of Delhi. Method of study was self administered

questionnaire. The result of study concluded that 105 students had prior sexual

exposure, out of which 9 students had experienced by age 14; the age of first

sexual conduct ranged from 15 to 20 yrs for 89 students 36 students had more

than one sexual partner. The largest number of sexual partner reported by one

student was 19. 5 students claimed to have engaged in same gender sex and 8

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were bisexual. The study concludes that current sex education program lacks in

complete information. There is need of stretched sex education to be

implemented to prevent risk in young youths .13

A study was conducted on sexual behavior in young people. The study

showed that the median age at the first intercourse in UK h as dropped from 16-

14 years for females and 15 – 13 years for males. Nearly half of young women

and over half of young men who have intercourse before the age of 16 years

have unprotected sex. Two thirds of young people consider themselves

inadequately prepared at first intercourse. 14

A study was done on Sexual behavior and sex education among Irish

school going teenagers. The sample size was 2754 pupils. The method of study

was an anonymous self administered questionnaire. Result of the study showed

that 72% reported having used a condom at first intercourse but of 475 pupils

who had sexual intercourse regularly only 67% used condoms used all the time

and 33% using them sometimes or never.15

A study done on the, Impact of a course on human sexuality and

adolescents. The sample size was 392 students with 13-15 years of age. The

result of the study showed that 55-70% students have learnt about sex from

friends, 30% from movies, 15% from text books and only 10% from parents.16

Commonly schools and college are considered as the main hub for creating

awareness about sex education. A study denoted that teacher, and parents,

acts as a source of providing sex knowledge. Looking at the above study

it is clear that children have to be given sex education in school and that

should be given by teachers. Sex education in schools aims at helping the

growth of positive feelings among children about sex. Teachers are the

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role models for students. So teachers are more effective person to teach sex

education. Sex education should be a part of school curriculum as well. It

is both important and necessary that sex education is to be taught in

school curriculum.16

The investigator was motivated to take PUC students as a population for

the study, because the sex education is not included in their curriculum. When

the Degree students learn they can impart sex education to their peer group.

Even it can be utilized in their own personal life also. Thus sex education can be

utilized by all. Teachers are the best source to give information about sex

education rather than any other professionals as the subject is very delicate to

talk by parents or others. Hence all these factors motivated investigator to

undertake the study.

6.3 REVIEW OF LITERATURE

Review of literature provides the current theoretical and scientific

knowledge about a particular problem. It help to gain insight into the research
problem and to be familiar with existing studies. Through the review, the
researcher generates a picture of awareness of knowledge and attitude regarding
sex education
Section I: Literature related to Knowledge and attitude regarding sex

education among students

Section II: Literature related to the effectiveness of planned teaching

programme

Section I: Literature related to Knowledge and attitude regarding sex

education among students

A cross-sectional study was conducted to identify the level of

knowledge and attitude about sex, sexually transmitted infections (STIs)

9
especially HIV/AIDS and their prevention in adolescents at various secondary

schools of Dhankuta district involving 200 adolescent students aged between 13

to19 years. Collected data was entered in Microsoft excel and analysed. Results

of the study reveals that, regarding safe sex, most of the students (26%) believe

that safe sex is having sex with single partner only and about 13% percent of

them had no idea about safe sex. Most of them (94%) think that HIV/AIDs can

be transmitted from one person to another person from unsafe sexual contact.

Most of the students (93%) believe that avoiding sex with multiple partners

could prevent from getting HIV/AIDs. Study concluded that, the perception

about sexually transmitted diseases varies among school students. Some still

had misconception regarding the route and cause of transmission of STI.17

A cross sectional survey was conducted to assess Knowledge, attitudes,

and resources of sex education among female adolescents in public and private

schools in Central Saudi Arabia. Female adolescents between 11 and 21 years of

age were invited to participate in the survey. Five classes of intermediate and

secondary levels were randomly selected from 2 schools in Riyadh city. A total

of 417 female students were included into the sample. Students were asked to

answer a self-administrated questionnaire. Results of the study revealed that

Forty-two percent of the participants reported that they discussed sexual matters

with their friends. Only 15.8% discussed these matters with their parents

(mothers). Interestingly, 17.3% discussed sexual matters with the domestic

helper. Most (61%) reported that their teachers had negative attitudes toward

questions related to sexual issues. Only 33.3%, 37.9% and 14.5% knew that

syphilis, gonorrhea, and hepatitis B, are sexually transmitted diseases. No

significant differences were found between students in private schools and

10
public schools. Study concluded that formal sexual education should be

introduced in the curriculum of the schools within the context of our religion

and culture. Parents and teachers should be more open to discuss sexual issues

with their children and students.18

A cross sectional study was conducted to assess Determinants of sexual

health knowledge in adolescent girls in schools of Riyadh-Saudi [Link]

hundred and nineteen Saudi female students belonging to intermediate and

secondary grades were randomly selected from four public and private girl

schools. 255 (69.8%) students were ≤15 years and 164 (39.2%) were >15 years.

A self-administered structured questionnaire comprising of socio-demographic

information, role of parents and teachers, availability of school curriculum on

sexual health was used. Sexual health knowledge was assessed through

questions on identification of physical changes during puberty for ≤15 years and

separate questions on sexually transmitted infections for >15 years. Results of

the study reveals that, 54% of ≤15 years and 70.7% of >15 years had poor

sexual health knowledge. Multivariate analysis found determinants for poor

sexual health education in ≤15 years are: lower education level of both parents

(OR 10.87; 95% CI 2.44-48.38), second birth order or more (OR 2.32; 95% CI

1.24-4.33) and absence of school curriculum on sexual health (OR 0.56; 95% CI

0.33-0.95). Determinants for >15 years of age are : mothers with low literacy

(OR 3.08, 95% CI 1.42-6.71), as for sources of poor sexual knowledge : parents

(OR 10.10; 95% CI 2.70-37.74), schools (OR 6.95; 95% CI 1.95-24.78) maids

(OR 4.57; 95% CI 1.26-16.59) and media (OR 5.12; 95% CI 1.29-20.07) were

statistically significant factors. Study concluded that, Government agencies with

collaboration of all stake holders should develop policies and programs for

11
implementing and evaluating integrated and comprehensive sexual educational

programs for adolescents in Saudi Arabia.19

A descriptive survey was conducted to assess sexual behaviour,

knowledge and attitudes to sexuality among adolescent school girls in Transkei.

Total 1072 respondents were participated in the study and self administered

questionnaire was used to collect data. The results of the study reveals that, Of

the 1072 respondents, 74.6% were already sexually experienced, and 21.0%

were not. The majority of sexually experienced girls (SEGs) and sexually

inexperienced girls (SIGs) were living with both their parents. There were no

religious differences between the two groups of girls. The age of SEGs at first

coitus correlated positively with the age of menarche, and the age at the first

date, suggesting that sexual maturation and onset of dating were possible risk

factors for initiation of sexual activity. Contraceptive use was low, and a third

of SEGs had been pregnant at least once. The knowledge of reproductive

biology among both groups of girls was generally poor, although SEGs were

significantly more knowledgeable than SIGs. The majority of girls in both

groups did not approve of premarital sex, and adolescent pregnancy. Study

concluded that, , there is a high level of unprotected sexual activity among

school girls in Transkei. The risk factors for this include early sexual

maturation, early onset of dating, and poor knowledge of reproductive biology

and contraceptives.20

A cross sectional survey was conducted to assess Exposure to and

opinions towards sex education among adolescent students in Mumbai. A self-

administered questionnaire was developed and piloted for the purpose of this

study, with some questions adapted from previously utilised questionnaires. The

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study sample comprised of 427 participants (median age 16, range 15-20, 31%

male), their demographics characteristics are included in table . The majority of

students were Hindu (71.7%; n = 306). Among others 13.1% (n = 56) were

Muslim, 7% (n = 30) Jain, 3.5% (n = 15) Buddhist and 2.1% (n = 9) Christian.

The remainder (n = 10) reported their religion as Sikh, Zoroastrian, Sindhi,

Dawoodi Bohra or having no religious affiliation. The results of the study

reveals that,the majority of students stated 'school' as the most important source

of their knowledge regarding contraception and sexual health). However, whilst

school was the most common source of information for females (72.2%; n =

213. p < 0.001), males reported 'friends' as being the source where the majority

of their knowledge comes from (50%; n = 66). Almost two thirds of students

(61.6%; n = 263) had previously had sex education lessons at school. Study

concluded that, school-based sex education improves awareness of risk and

knowledge of risk reduction strategies, increases self-effectiveness and intention

to practice safer sex, and delays rather than hastens the onset of sexual

activity.21

A prospective cross-sectional survey was conducted amongst 500

commerce students of the K.P.B. Hinduja College of Commerce from

December 2012 to March 2013. A total 445 samples were included in the study

and self administered questionnaire was used to collect data. 68% of the males

and none of the females had more than one sexual partner. The results of the

study reveals that, 22% males and none of the females reported having sex with

a casual partner, that is, a person who is neither their live-in partner,

boyfriend/girlfriend or fiancé. 21% males and 12% females (p=0.1) reported

having used a contraceptive method during a sexual encounter(s) in the last six

13
months. 14% of males and 21% of females (p=0.2) reported being forced to

have sex and None reported a premarital pregnancy. Study concludes that,

Sexuality education must be a continuous process and regular assessment of the

student’s knowledge, attitudes and practices is necessary to understand where

the emphasis has to be laid.22

A pre-post-intervention study was conducted to assess the knowledge

about sexual health among male students of junior colleges of an urban area and

to evaluate the change in their knowledge after imparting sexual health

education. All 245 male students of 11 th standard of all three educational

streams of two junior colleges were included in the study. The data analysis was

performed using Statistical Package for Social Sciences 18. Results of the study

reveals that, science students had "adequate" knowledge about sexual health

when compared to arts and commerce students (P = 0.004). Students whose

parents were unskilled and semiskilled by occupation had "inadequate"

knowledge about sexual health when compared with students whose parents

were skilled by occupation (P < 0.05). Education of parents had positive effect

on the knowledge about sexual health of students (P = 0.062). In posttest, the

knowledge about sexual health of students was found to have increased

significantly when compared to pretest. The mean posttest score was 12.61

(standard deviation [SD] 3.12), which was significantly higher than the mean

pretest score of 6.34 (SD 3.23) (P< 0.001). Students from nuclear families had

"adequate" knowledge about sexual health when compared to students from

joint families (P = 0.158) study conclus with imparting knowledge about sexual

health in adolescent age will be beneficial to the students in avoiding risky

sexual behavior. Such educational programs must be given due importance to

14
achieve desirable behavior change among them.23

A 50 question survey was administered to 362 junior high school

students in order to determine the level of sexual education. The objectives were

to determine the themes of most interest to the students, to establish the precise

participation of the school in sexual education, to define quality in teachers and

to find possible differences in knowledge and attitudes according to school

grade and sex. The results of the study reveals that, sexual attitudes among

students did not differ according to school grade. The percentage of responses

about sexuality and reproduction that corresponded to materials in the

curriculum was low; eighth grade students showed superior knowledge about

theory, ninth grade students were superior in knowledge of more practical

aspects. The principal sources of sexual education in this group were parents

and teachers, 81% of the students reported having received some sexual

education in the school, 51.4% as part of natural sciences course material and

12% as part of the eight grade course in social and human relations. Study

concludes that, a strategy of presenting progressively more complex materials

of sexual education by grade in order to influence not only sexual attitudes but

preventive sexual practices as well.24

A study was conducted to compare the knowledge about sexuality

among adolescents coming from private and public schools, with and without

sexual education programs at Temuco, Chile. A structured anonymous inquiry,

containing multiple choice and open questions, was applied to a sample of 229

adolescents attending seventh and eighth grade of junior school, in private and

public schools. Results of the study reveals that, eleven percent of adolescents

had already their first sexual intercourse at a mean age of 12.2 +/- 2.4 years old.

15
Of these, 96% came from public schools. An overall analysis of tests, disclosed

a 53% of correct answers to the inquiry. Adolescents coming from private

schools had a better performance than those coming from public schools.

Sexual attitudes were not influenced by sexual education programs. Study

concluded that, adolescents coming from private schools have a better sexual

knowledge level and more conservative attitudes towards sexuality. Overall

knowledge is inadequate albeit overvalued. These teenagers are high risk group

for unwanted pregnancies and sexually transmitted diseases and require

efficient sexual education programs.25

Section II: Literature related to the effectiveness of planned teaching

programme

Quasi experimental one group pre-test and post-test research design

study was conducted regarding sexual health among sixty young male adults in

were selected by using non probability convenient sampling. After the pretest

planned teaching programme (PTP) on sexual health was implemented among

young male adults and on 15th day of PTP post-test was done by using the same

tools. Results: During the pre-test majority (91.7%) of males had inadequate

knowledge regarding sexual health. The mean knowledge score was

significantly (p<0.001) increased from pretest (9.80±1.7) to post test

(24.10±2.19) where the mean difference was 14.30. The demographic variables

like age, education and marital status had significant (p<0.05) association with

the post-test knowledge score. Conclusions: Most of the male adults had

inadequate knowledge and none had adequate knowledge regarding sexual

health. The PTP was highly effective in increasing the knowledge score among

young males. Educational intervention programs must be given due importance,

16
which will help the adult males to take care of their own health and protect

themselves from the risk of STDs etc.26

A experimental study was conducted to assess the need and demonstrate

the impact of sex education among adolescent school children. The impact of

sex education workshop was tested by analysing pre- and postintervention

questionnaire. The results of the study reveals that, the felt need of sex

education increased considerably and the knowledge regarding contraceptives

increased from manifolds after the intervention. There was significant increase

in knowledge about menstrual hygiene, sexually transmitted diseases, etc, after

sex education workshop. This study concludes that there is intense need of sex

education and it has significant impact on knowledge of adolescent school

children.27

6.3 STATEMENT OF THE PROBLEM :

“A study to evaluate the effectiveness of planned teaching programme

(PTP) on knowledge and attitude regarding sex education among the

degree students of selected degree colleges, Bangalore.”

6.4 OBJECTIVES OF THE STUDY

1. To assess the knowledge regarding sex education among the degree

students of selected degree colleges.

2. To assess the attitude regarding sex education among the degree students of

selected degree colleges.

3. To find out an association between knowledge regarding sex education

among the degree students of selected degree colleges and with their

selected socio demographic variables.

17
4. To find out an association between attitude regarding sex education among

the degree students of selected degree colleges and with their selected

socio demographic variables.

6.5 OPERATIONAL DEFINITIONS

 Planned Teaching Programme: it refers to systematic teaching strategy to

provide information and improve knowledge and positive attitude of

Degree students regarding sex education

 Knowledge: Knowledge refers to the correct response of the Degree

students to the questions included in the structured knowledge schedule

regarding sex education and expressed in terms of knowledge scores.

 Attitude: It refers to the general feeling or a frame of reference around

which Degree students organizes knowledge toward sex education, which

is measured in terms of expressed responses of Degree students to

structured attitude schedule.

 Sex Education: It refers to instruction on issues relating to human

sexuality, including human sexual anatomy, sexual reproduction, sexual

activity, reproductive health, emotional relations, reproductive rights and

responsibilities, sexual abstinence, and birth control.

 Effectiveness: It refers to the significant gain in post test knowledge scores

and attitude scores of Degree students at 0.05 level regarding sex

education.

 Degree Students: In this study it refers to students who are attending the I

year, 2nd Year and 3rd year degree at selected degree colleges at Bangalore.

6.6 HYPOTHESES
H1: The mean post test knowledge scores of degree students on sex

18
 education, who have undergone the Planned teaching program will be

significantly higher than their mean pre-test knowledge scores.

H2: The mean post test attitude scores of degree students on sex education,

who have undergone the Planned teaching program will be significantly

higher than their mean pre-test attitude scores.

H3: The levels of knowledge and attitude of degree students regarding sex

education will be significantly associated with their selected personal

variables viz. age, gender, religion, year of study, education of their

parents, exposure to mass media, related educative seminar attended

previously at school or elsewhere.

6.7 ASSUMPTIONS

1. Degree students may have some knowledge regarding sexual behavior

2. The Physical and social environments may differ among Degree students

and it may have impact on their knowledge and attitude regarding sexual

behavior.

6.8 DELIMITATION
1. The study is delimited to Degree students who are studying in selected PU

colleges at Bangalore.

6.9 PROJECTED OUTCOMES

 The findings of the study will throw a light on Degree students’

knowledge regarding sex education.

7 MATERIALS AND METHOD

7.1 SOURCES OF DATA
Primary source : Degree students

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Secondary sources : Students records maintained at selected the degree

colleges, Bangalore.

Research approach : Evaluative research approach

Research design : Quasi experimental design

Research setting : Selected Degree colleges, Bangalore.

Population : 1st , 2nd and 3rd Year Degree students

Sample size : 60

Inclusion Criteria:

 Students studying in 1st , 2nd and 3rd year of degree college

 Those students of degree colleges who are willing to participate in the

study.

 Who can read, write and speak English.

Exclusion Criteria:

 Students who are not willing to participate in the study.

 Those students who are sick. at the time of data collection

7.2 METHOD OF DATA COLLECTION.

Sampling technique : Non -probability, convenient sampling

Instrument : Structured knowledge and Attitude schedule

Section I: Personal profile to collect the sample personal variables

Section II: Structured Knowledge questionnaire to assess the level of

knowledge among degree students.

Section III: Structured attitude scale to assess the level of attitude

among Degree students.

20
 Steps of data collection

Step I : The investigator obtain prior permission from respective authority

to

conduct the study.

Step II : Selection of subjects by using non –probability, convenient

sampling

Step III : Investigator introduces herself to the degree students and notifies

about her aims, objectives and steps of the study and takes written

consent

Step IV : Obtains data by using structured knowledge and attitude schedule.

Step V : Data will be analyzed and interpreted by using descriptive and

inferential statistics .

7.3 Does the study require any interventions or investigations to be

conducted on patients or other humans or animals? If so please describe
briefly.
YES
7.4 Has permission obtained from your institution?
YES.
7.5 Has ethical clearance been obtained from your institution?
YES.

8 LIST OF REFERENCES

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education in National capital territory of Delhi, Indian Journal of

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3. Park K. Test book of preventive and social medicine, 18 th [Link] :

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 New Delhi;2009.p.619-647

4. Gulani KK. Community health nursing principles and [Link],

publishing house: New Delhi; 2005. P. 298

5. John T, Russell viner. Sexual health, contraception and teen age

[Link]

Medical journal, 2(330) ; 12th Mar; 2005.373-7

6. [Link], [Link], Perception of teachers regarding sex education in

National Capitol Territory of Delhi: Indian J Pediatr; 66(4)1999 July.p.527

– 31.

7. Verma .R.K, Sureenders, Guruswamy.M., What do school children and

teachers in a Rural Maharashtra think of AIDS and sex?, Health transit Rev.

7 suppl; 1997;481-6.

8. Maharaj.P, Clenad.J, Condoms become the norm in the sexual culture Of

college students in Durban, South Africa, Repord health matters, 14(28),

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Sept – Nov; 888-97.

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college students in the United States and the Netherlands, Am J Haealth

behave, 29(2) 2005 Mar- Apr, 172-82.

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11. Machele E, Newell J, Sexual behaviour and sex eduation in Irish school

going Teenagers, Int.J STP, AIDS 1997 Jun; 8 (6)

12. Turner Jc, Korpita E, Mohn LA, Hill WP, Reduction in sexual behaviour

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intervention. J Am coll health, 1993 Mar; 4(5) 187-93.

13. Andre T, Dietsch C, Cheng.Y, Sourses of sex education as a function of

sex, coital activity and type of information contemp education psychol,

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