1

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






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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


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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 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.
Education is means for character formation and righteous living.Swami
Dayanand.
Education is that which makes ones life in harmony with all existence and thus
enables the mind to find out that ultimate truth which gives significance to life- Tagore.
Education is very powerful instrument which moulds the mind of the every human
being. It has three outcomes: Knowledge, attitude and practice. 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 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

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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. 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 something 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 every normal human being.
During the last three decades media- audio, visual and print, has been leading the
young curious minds more often with misinformation and wrong dos & donts 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 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. 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 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 cultures has taken
place. The values of traditional Indian society 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

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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 dont 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 peoples 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.
GOODS DICTIONARY OF 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 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.

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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 individuals 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 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.
INDIA has become worlds2
nd
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 education and
HIV/AIDS prevention education programmes. It offers age and culturally appropriate
sexual health information in a safe environment for participants.

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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 educators 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
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.

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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 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. There is also
a tendency to read books and view films meant for adults.
Most parents shy to talk about sex education to their 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 ones responsibilities.
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 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.

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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
dont satisfy the urge with a 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 teachers attitude must be positive towards imparting sex education among
students. To mould the mindset of the adolescents teachers role is important. Teacher is
the architect of society; he or she can provide direction for the 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 OVERVIEW: The rapid industrialisation
and globalization has developed an environment for free flow of information and technology
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 place in India from closed economy to knowledge based and
open economy since last few decades.

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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 its 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 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 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 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 ParaMedical and this is
likely to be increased to 30,000.
The government is very keen to expand Polytechnics in the state. The 11
th
plan
targets are to produce 50,000 Diploma holders annually.


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(A) ELIGIBILITY FOR MATRIC BASED DIPLOMA CAREER:
Pass in 10
th
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 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
th
standard of Haryana board of school education.
(ii) QUESTION PAPER OF DET: There will be a composite
question paper of one hour and forty 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.



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(D) ADMISSION FOR DIPLOMA (ENGINEERING)
PROGRAMS:
(Entry Qualification: 10
th
) Three year duration-- (semester based courses)
Sl. No. COURSES
01 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
09 Mechanical (Tool & Die) Engineering
10 Fashion Design


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(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 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 1
st
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 numbers of lecturers in one polytechnic college.

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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 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) is given for
every wrong answer. Thus on the basis of this test, 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

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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:
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 of child. Keeping this fact in mind the students of Technical Institutes

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are engaged in CoCurricular 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) ENGINNERING COLLEGES OF SIRSA DISTRICT:
(i) 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.
Courses offered: B.Tech, M.Tech and MBA

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Name of Course Disciplines No. of
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

M.Tech.
Computer Science and Engineering 18
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 Ones career start
, an independent Directorate is established to support students 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

18

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 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 26
th
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
the Course
Disciplines No. of Seats
Mechanical Engineering 60

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B.Tech.
Electronics & Communication Engineering 90
Computer Science Engineering 90
Electrical & Electronics Engineering 30
Information 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 the completion their courses. Training 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 and engineering
students towards sex education
1.6 OBJECTIVES OF THE STUDY
1. To study the attitude of Polytechnic and engineering college students towards
sex education.

20

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.
5. To study the attitude of rural and urban engineering college students towards
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.


21

(B) STATISTICAL TECHNIQUE
Mean, S.D. and t values were 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 REVIEW OF RELATED LITTERATURE
It is related to the review of literature on various aspects in relation with the
selected problem.
Chapter-3 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 RESULT AND INTERPRETATION
It is devoted to the analysis, interpretation and discussion of results.
Chapter-5 CONCLUSION, DELIMITATION, EDUCATIONAL
IMPLICATION AND SUGGESTIONS
Conclusion, limitation, educational implication and suggestions for the further
research are presented.



22

SUMMARY
BIBLIOGRAPHY
APPENDIX









23

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 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 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 nave 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 which he intend to take up a research problem. In order solve a
particular problem , a careful review of the research generals , books, dissertations,
theses and other sources of information related to the problem must be undertaken
after the problem has been selected by the researcher.

24

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 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 shapes the edge and attitudes that ultimately guide learners choices about
their sexual behaviour.
Stack (1994-2006) looking at learners in the context of social learning theory.
According to O 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 to them.
Gilbert and Bailis (Ndlangisa-1999:28) 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 that they cannot become pregnant if it
is their first intercourse, if they do not have orgasm and do not want to become
pregnant.

25

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
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) explained that the knowledge about sex education 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.

26

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.
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 media that
is resonating with their lives they pay 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 sexualactive. 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.
Cvlaclead (1999-4): Early pregnancy does have a disrupting effect on schooling
in females and they are also 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.

27

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
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.

28

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

29

sexual relationship. According to the survey, most of the sexual criminals are
children.
A survey done by India reports that each 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 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 in Hindi .



30

CHAPTER-3
METHODS AND PROCEDURE
Technique is to research what method is to technique.
..........Robert Hush.
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 in the present study A comparative
study of attitude of Polytechnic and engineering students towards sex education.
3.2 VARIABLES
a. Independent Variables; Attitude towards sex education.

31

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.


32

200 Students of polytechnic and engineering colleges


100 Polytechnic Students 100 Engineering Students



50Male 50Female 50Male 50Female

25 Urban 25 Rural 25 Urban 25 Rural 25 Urban 25 Rural 25 Urban 25
Rural
Sl.no. Name of the
College
Male Female Total
Rural Urban Rural Urban
01 JCD College
of
Polytechnic
25 25 25 25 100
02 JCD College
of
Engineering
25 25 25 25 100
03 Grand Total 50 50 50 50 200



33

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. 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:
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

34

something good or bad about him/her bit to know his/her attitude
towards sex education. The subject was to 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 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

35

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
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 Types of Items Serial No. of Items
01 Positive Items 1,2,6,7,8,11,15,16,20,21,22,26,27,28,31,3
2
02 Negative Items 3,4,5,9,10,12,13,14,17,18,19,
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 method after an interval of one and six months.
The values are reported.


36



(





G) Validity:
The items of the scale have been critically 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 Stanine Grade Interpretation
01. Above 129
09
Very High Attitude towards Sex
Education
120-129

Method
N Reliability
Split Half 370 0.86
Test retest(1 month) 50 0.82
Test retest (6 months) 50 0.80

37

02. 110-119 08 High Attitude towards Sex
Education
100-109 07
03. 90-99 06 Moderate Attitude towards Sex
Education
80-89 05
70-79 04
04. 60-69 03 Low Attitude towards Sex Education
50-59 02
05. 40-49 01 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.

38

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 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].




39


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. andt value. The result is shown below:
TABLE No. - 4.1
Mean, S.D, and t value of polytechnic and engineering college students
towards sex education:




40

Sl.
No.
Name of College/
variable
N M S.D t
Val
ue
Level of
significance
01. Polytechnic
College Students
100 126 5.6 99

9.8
7
Significant
at 0.05 &
0.01 level.
02. Engineering
College Students
100 135 7.2

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 df, 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.




41

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.
No
Name of College/
variable
N M S.D t
Value
Level of
significance
01. Polytechnic College
Students(male)
50 124 6.8
98

9.87
Significant
at 0.05 &
0.01 level.
02. Polytechnic College
Students(female)
50 118 5.1


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

42

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 result is shown below;





43

TABLE NO-4.3
Mean, S.D, and t value of male and female engineering college students towards sex
education:
Sl.
No.
Name of
College/
variable
N M
S.D.
(de
gree
of
freedo
m)
t
Value
Level of
significance
01. Engineering
College
Students(ma
le)
50 133.12 6.91


98


6.40
Significant at
0.05 & 0.01
level.
02. Engineering
College
Students(fe
male)
50 125.31 5.23
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 tvalue is 6.40 at 98df, 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.

44

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 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 t value. The result is given below;
TABLE -4.4
Mean, S.D, and t value of rural and urban polytechnic college students towards sex
education:
Sl.
No.
Name of College/
variable
N M
S.D.
t
Valu
e
Level of significance
01. Polytechnic College
Students(rural)
50
119.0
5.1



98


5.97
Significant at 0.05 &
0.01 level.
02. Polytechnic College
Students(urban)
50
125.8

6.23




45

INTERPRETATION:
It is observed from the table 4.4 that mean value of rural polytechnic and urban
polytechnic students are 119 and 125.8 and their S.D. are 5.1 and 6.23.
The calculatedt 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 -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;




46


TABLE -4.5
Sl.
No.
Name of
College/
variable
N M S.D
.
t
Value
Level of significance
01. Engineering
College
Students(rural)
50 130.0 4.8 98
5.38
Significant at 0.05 &
0.01 level.
02. Engineering
College
Students(urban)
50 135.6 5.6
2
98



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.

47

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, 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 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.

48

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 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.

49

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 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.


50

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, 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 AND
ENGINEERINNG STUDENTS TOWARDS SEX EDUCATION

51

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.

52

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.
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 controlling the experimental, extraneous variance of the
problem under investigation.
METHOD;
Normative survey method will be applied in the present study.
A comparative study of attitude of polytechnic and engineering students towards sex
education

53

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 research 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 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. May be studied.

54

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.