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Journal articles on the topic "Sex role – Schools (Secondary) – Lesotho"
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Fru, Raymond N. "Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho." World Journal of Educational Research 2, no. 2 (November 30, 2015): 182. http://dx.doi.org/10.22158/wjer.v2n2p182.
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<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject. </em></p><p><em>Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher’s perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers’ understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.</em></p>
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Oladapo, Margaret M., and William R. Brieger. "Reproductive Knowledge, Attitudes and Behaviour of Secondary School Students in Akure, Nigeria." International Quarterly of Community Health Education 16, no. 4 (January 1997): 341–58. http://dx.doi.org/10.2190/l85j-x8cj-jlw3-cg6u.
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Adolescents are subject to many life changes as their secondary sexual characteristics emerge. Contrary to parents' and society's wishes, these young people are more sexually active then previous generations and thus at greater risk of unwanted pregnancies, sexually transmitted diseases, and related problems. Adolescents enrolled in school have the potential opportunity to learn ways to prevent these reproductive and sexual health problems, but there is concern whether schools are living up to this challenge. Therefore, this study was designed to learn whether adolescents in secondary school in the Ondo State capital of Akure have reproductive health education and are practicing healthy sexual behaviors. The study was based on a sample of six of the twenty-eight secondary schools in Akure that fell under the jurisdiction of the Ondo State Post-Primary Schools' Management Board. Focus was placed on pupils in the final years of both Junior Secondary School (JSS 3) and Senior Secondary School (SSS 3). Overall, 30 percent of the young people reported having sexual intercourse: 21 percent of females and 38 percent of males. Also 39 percent in SSS 3 reported having had sex compared to 21 percent in JSS 3. Forty percent of students in coeducational school compared to 19 percent in boy's school and 8 percent in girl's school had sex. Respondents averaged only 11 points on a 33-point scale of reproductive health knowledge. Students in the senior classes and those in single sex schools scored higher. The mass media was stated to be the major source of reproductive health knowledge; only one-third reported that they had actually talked with someone about their reproductive health concerns. Attitudes toward pre-marital sex were more favorable among male students, pupils in mixed sex schools and those whose parents had lower levels of education. These findings suggest not only that the schools must take a more active role in providing reproductive health education, but that this should be done in the junior secondary years before most pupils become sexually active.
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Toyin (Mrs) PhD, ADEYEMI Florence. "Interaction Effect of Sex on Cognitive Behaviour Therapy and Logotherapy in Reducing Risky Sexual Behaviours among School Adolescents." Journal of Psychology & Behavior Research 2, no. 2 (July 21, 2020): p19. http://dx.doi.org/10.22158/jpbr.v2n2p19.
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This study investigated the interaction effect of sex on cognitive behaviour therapy and logotherapy on risky sexual behaviours among adolescents, in public secondary schools in Benin metropolis, Edo State, Nigeria. The study adopted a quasi-experimental design, using pre-test—post-test, non-equivalent control grous. The population of the study comprised of SS II students in the Thirty-one (31) mixed public senior secondary schools in Benin Metropolis. The sample of the study consisted of one hundred and thirty-five (135) Senior Secondary Two (SSII) students. The study adapted the “Adolescent Sex Behaviour Inventory’’ developed by Friedrich (2004). The instrument was validated while the reliability coefficient of 0.926 was established. The collected data were analysed, using descriptive and inferential statistics. The findings of the study revealed that there is significant difference in the treatment interaction by sex in reducing risky sexual behaviours among school adolescents. Therefore, it was concluded that sex could play a role in the reduction of risky sexual behaviours among school adolescents. Based on the findings, it was recommended that school counsellors should encourage parents to give sex education early and discuss sex-related issues that are appropriate for their children in all stages to avoid the consequences of risky sexual behaviours.
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Mitchell, Kirstin R., Carrie Purcell, Ross Forsyth, Sarah Barry, Rachael Hunter, Sharon A. Simpson, Lisa McDaid, et al. "A peer-led intervention to promote sexual health in secondary schools: the STASH feasibility study." Public Health Research 8, no. 15 (November 2020): 1–152. http://dx.doi.org/10.3310/phr08150.
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Background Young people report higher levels of unsafe sex and have higher rates of sexually transmitted infections than any other age group. Schools are well placed to facilitate early intervention, but more effective approaches are required. Peer-led approaches can augment school-based education, but often fail to capitalise on mechanisms of social influence. The potential of using social media in sexual health has not been tested in school settings. Objectives Finalise the design of the Sexually Transmitted infections And Sexual Health (STASH) intervention; assess the recruitment and retention of peer supporters, and acceptability to participants and stakeholders; assess the fidelity and reach, in addition to the barriers to and facilitators of, implementation; refine programme theory; understand the potential of social media; determine design parameters for a future randomised controlled trial, including economic evaluation; and establish whether or not progression criteria were met. Design This was a feasibility study comprising intervention development and refinement of the STASH pilot and non-randomised feasibility trial in six schools. Control data were provided by students in the year above the intervention group. Setting Secondary schools in Scotland. Participants Students aged 14–16 years, teachers and intervention delivery partners. Interventions The STASH intervention was adapted from A Stop Smoking In Schools Trial (ASSIST) (an effective peer-led smoking intervention). Based on diffusion of innovation theory, the STASH study involves peer nomination to identify the most influential students, with the aim of recruiting and training 15% of the year group as peer supporters. The peer supporters deliver sexual health messages to friends in their year group via conversations and use of Facebook (www.facebook.com; Facebook, Inc., Menlo Park, CA, USA) to share varied content from a curated set of web-based resources. Peer supporters are given support themselves via follow-up sessions and via trainer membership of Facebook groups. Main outcome measures The primary outcome was whether or not progression criteria were met in relation to intervention acceptability and feasibility. The study also piloted indicative primary outcomes for a full-scale evaluation. Data sources Peer supporter questionnaire; observations of activities; interviews with trainers, teachers, peer supporters and students; monitoring log of peer supporter activities (including on Facebook and meeting attendance); questionnaire to control year group (baseline characteristics, social networks, mediators and sexual health outcomes); baseline and follow-up questionnaire (approximately 6 months later) for intervention year group. Results A total of 104 students were trained as peer supporters (just over half of those nominated for the role by their peers). Role retention was very high (97%). Of 611 students completing the follow-up questionnaire, 58% reported exposure to STASH study activities. Intervention acceptability was high among students and stakeholders. Activities were delivered with good fidelity. The peer supporters were active, representative of their year group and well connected within their social network. Carefully managed social media use by peer supporters augmented conversations. A primary outcome of ‘always safer sex’ was identified, measured as no sex or always condom use for vaginal or anal sex in the last 6 months. The intervention cost £42 per student. Six progression criteria were met. A seventh criterion (regarding uptake of role by peer supporters) was not. Limitations Small feasibility study that cannot comment on effectiveness. Conclusions The STASH intervention is feasible and acceptable within the context of Scottish secondary schools. The results support continuation to a full-scale evaluation. Future work Small-scale improvements to the intervention, refinement to programme theory and funding sought for full-scale evaluation. Trial registration Current Controlled Trials ISRCTN97369178. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 8, No. 15. See the NIHR Journals Library website for further project information.
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Omariba, Alice, Bernard Lawrence Ong’amo, and Samson Rosana Ondigi. "EXTENT OF USE OF BIOLOGY INSTRUCTIONAL RESOURCES AND EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN SIAYA COUNTY – KENYA." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 118–41. http://dx.doi.org/10.31686/ijier.vol5.iss7.723.
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This study sought to find out the extent of use of biology teaching and learning resources and how it affects students’ academic performance. The study was carried out in public secondary schools in Siaya County. The researcher used a sample of twenty-three schools drawn from ninety two public secondary schools selected through stratified random sampling. Teacher respondents were purposively or randomly sampled. Purposive sampling was used to choose the most experienced biology teacher from two or more teachers teaching form two classes. Where there existed more than one long serving and experienced teachers teaching form two classes, random sampling was employed to pick one of them for interview. Student respondents were chosen through random sampling in single sex schools and stratified random sampling in mixed schools. Head teachers from each of the sampled schools were selected for personal interview. The data were collected using questionnaires, checklists, observation schedules and interview guides. Observation schedules were used by the researcher to ascertain use of resources by teachers and learners and the resultant tests used to determine the score differences in achievement between classes frequently taught using resources and those rarely taught using resources. Interviews with head teachers were used to countercheck the information given by teachers and students on utilization of resources. The findings of the study established that audio-visual resources were least usedin schools. The resources were mainly bought by the headteachers. The researcher’s assessment during live lesson teaching using observation schedules showed that students frequently taught using resources performed better than those rarely taught using the resources. The research also established that frequent use of resources was not the only factor determining high student’s academic performance but other factors like teacher’s qualification, pedagogy, attitudes and students’ entry behaviour also played a role in realizing improved academic performance in students.
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Bronikowski, Michal, Malgorzata Bronikowska, Ida Laudańska-Krzemińska, Adam Kantanista, Besnik Morina, and Shemsedin Vehapi. "PE Teacher and Classmate Support in Level of Physical Activity: The Role of Sex and BMI Status in Adolescents from Kosovo." BioMed Research International 2015 (2015): 1–8. http://dx.doi.org/10.1155/2015/290349.
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The aim of this paper is to examine the role of physical education (PE) teacher and classmate support in relation to sex and BMI status in adolescents’ physical activity (PA) in Kosovo. A Classmate and Teacher Support Scale (with additional questions) was used on a cross-sectional sample of 608 girls and 620 boys aged 15–18, randomly selected from secondary schools of seven major municipalities in Kosovo. PA level was determined with a Physical Activity Screening Measure questionnaire. Descriptive statistics and a three-way ANOVA, along with Tukey’s HSD post hoc test, were employed. The findings showed the levels of teacher and classmate support to be important factors in stimulating adolescents’ PA. It was found that boys with normal weight, high support from teachers, and medium or high support from classmates were more physically active, compared with girls.
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Tismer, K. G. "Psychological Aspects of Temporal Dominance during Adolescence." Psychological Reports 61, no. 2 (October 1987): 647–54. http://dx.doi.org/10.2466/pr0.1987.61.2.647.
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To evaluate several assumptions regarding the development of time orientation during adolescence the circles test was administered to different age groups ( M = 13.8 yr.; M = 17.7 yr.; M = 23.3 yr.). Data for this cross-sectional analysis were collected from a sample of 962 German male and female adolescents (secondary modern and vocational schools, teachers' college). The findings show an effect of age, but not of sex-role influences on temporal dominance; especially the data yielded a decrease of future dominance and an increase in present dominance during adolescence. An interpretation for these results may be found in Lewin's 1946 theory of the “reality-irreality” dimension of time perspective.
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Pearce, Margo E., Kate Jongbloed, Sherri Pooyak, Wenecwtsin M. Christian, Maaxswxw Gibuu (White Wolf) Mary Teegee, Nadine R. Caron, Victoria Thomas, et al. "The Cedar Project: exploring the role of colonial harms and childhood maltreatment on HIV and hepatitis C infection in a cohort study involving young Indigenous people who use drugs in two Canadian cities." BMJ Open 11, no. 7 (July 2021): e042545. http://dx.doi.org/10.1136/bmjopen-2020-042545.
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ObjectivesThis study examined associations between childhood maltreatment, colonial harms and sex/drug-related risks for HIV and hepatitis C virus (HCV) infection among young Indigenous people who use drugs.DesignThe Cedar Project is a cohort involving young Indigenous people who use drugs in British Columbia (BC), Canada. Indigenous collaborators, collectively known as the Cedar Project Partnership, govern the entire research process.SettingVancouver is a large city on the traditional territory of the Coast Salish peoples. Prince George is a mid-sized city, on the traditional territory of Lheidli T’enneh First Nation.Participants420 participants completed the Childhood Trauma Questionnaire and returned for follow-up from 2003 to 2016.Primary/secondary outcome measuresPrimary outcomes were HIV and HCV infection over the study period. Secondary outcomes included sex and substance use-related risks.ResultsPrevalence of childhood maltreatment was 92.6% experienced any maltreatment; 73.4% experienced emotional abuse; 62.6% experienced physical abuse; 60.3% experienced sexual abuse; 69.5% experienced emotional neglect and 79.1% experienced physical neglect. We observed significant associations between childhood maltreatment and apprehensions into residential schools and foster care. All maltreatment types were associated with higher odds of sex/substance use-related risks; sexual abuse was associated with higher odds of HCV infection (adjusted OR: 1.67; 95% CI 1.05 to 2.66; p=0.031).ConclusionsFindings reflect high prevalence of childhood maltreatment and their associations with HIV/HCV risk and HCV infection. Public health prevention and treatment initiatives must be trauma informed and culturally safe to support healing, health, and well-being.
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Adebayo, Ayodeji M., Ezidinma J. Ajuonu, and Benson O. Betiku. "Family functionality and parental characteristics as determinants of sexual decision-making of in-school youths in a semi-urban area of Southwest Nigeria." International Journal of Adolescent Medicine and Health 28, no. 4 (November 1, 2016): 413–18. http://dx.doi.org/10.1515/ijamh-2015-0029.
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Abstract Background: Though research findings have indicated that family characteristics have a bearing on sexual behavior, there is a paucity of published literature on the role of family functionality and parental characteristics on adolescent sexual decision-making. This study was designed to assess the role of family function and parental influence on sexual behavior of in-school youths in secondary schools in a sub-urban area of Southwest Nigeria. Methods: A descriptive cross-sectional study was conducted among secondary school students using semi-structured interviewer-assisted questionnaire. Information was obtained on the sexual behavior and parent-child characteristics. Family functionality was assessed using family APGAR standardized instrument. Association was established using χ2-test for qualitative variables and t-test for quantitative variables at p=0.05. Results: Mean age of respondents was 14.8±2.2 years. Majority were from monogamous family setting (70.7%) and lived with their families (75.6%). About a quarter (26.8%) was from dysfunctional families and 9.2% had ever had sexual intercourse. Recent sexual engagement in the preceding 1 month was reported (47.4%). The mean score for parental monitoring, father-child communication, mother-child communication, and parental disapproval of sex were 10.4±2.2, 9.3±2.3, 9.8±2.4, and 10.4±2.3, respectively. There was a significant association between parental monitoring (t=3.9, p≤0.001), mother-child communication (t=3.03, p=0.003), and parental disapproval of sex (t=5, p≤0.001); and sexual experience. Conclusion: This study showed that parental influence had a vital role in the sexual behavior of young persons. Advocacy and health education interventions are needed among parents regarding their role in the sexual behavior of in-school youths.
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Nworgu, K. O. "Mass media and the premarital sexual behaviour of the adolescents in Imo State, Nigeria." Revista Brasileira de Gestão Ambiental e Sustentabilidade 7, no. 17 (2020): 1257–70. http://dx.doi.org/10.21438/rbgas(2020)071716.
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The authors set to investigate the influence of the Mass Media on adolescents' knowledge of and behavior towards sex and sexuality, especially, regarding early sex, the use of contraceptives and condoms. The participants were drawn from five secondary schools in Owerri Municipality, the Capital of Imo State, Nigeria. The simple size included 100 respondents made up of males and females between the ages of 10 and 19 years drawn from simple random sampling. Questionnaire containing semi-structured (close-ended) questions. Interview sessions involving media workers form select radio, television and newspaper houses in Owerri were conducted. Three research questions and one hypothesis were used to straighten the study. Results showed the respondents mean age for first sex is 17.8 years. The findings show that the media did not have very significant influence at 0.05 on adolescents' sexual behavior, especially, as regards, having first sex experience. This result is explained by the fact that most the respondents lived in boarding hostels and may not have access to media, while in school. It was recommended the influence of family members, including parents and peer groups should be given priority attention when adolescent sexual behavior is discussed, especially, in Nigeria where extended family members play a vital role in the socialization of the adolescents.
Dissertations / Theses on the topic "Sex role – Schools (Secondary) – Lesotho"
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Yu, Kwan-mei. "Women technical teachers in Hong Kong secondary schools : Chinese feminine values and equal gender roles /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22143282.
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Wong, Kit-kwan Heidi. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinese secondary schools in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553379.
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Wong, Kit-kwan Heidi, and 黃潔君. "Sex-role stereotypes and academic subject preferences among Form 3 boys and girls in co-educational and single-sex Anglo-Chinesesecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956889.
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Yu, Kwan-mei, and 余君美. "Women technical teachers in Hong Kong secondary schools: Chinese feminine values and equal gender roles." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31962117.
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Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phs4281.pdf.
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Mosaase, Mpho. "The perceptions and attitudes of boys and girls towards schoolgirl pregnancy at 'Mampota High School in Berea, Lesotho." Thesis, 2004. http://hdl.handle.net/10413/3166.
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This study explores perceptions and attitudes of boys and girls towards schoolgirl
pregnancy at 'Mampota high School in Lesotho. No policy exists in Lesotho concerning
school girl pregnancy. While Lesotho espouses democratic rights to all, pregnant
schoolgirls continue to be excluded from the school system. In this era this does not only
discriminate but also impinges on one of the fundamental rights of girls, the right to
education. Pregnant girls continue to drop out of school because of the negative
perceptions and attitudes of teachers and other students even in countries where expulsion
is outlawed. Although these attitudes reflect myths and stereotypes, they are not illusions.
They remain powerful and are a major driving force behind pregnant girls dropouts. They
reinforce the stereotypical construction of gender and work to marginalise and
disempower young girls. These perceptions and attitudes sentence girls to a life of
subservience and reduce their life chances both economically and socially.
Focus group interviews and questionnaires were used examine the attitudes of boys and
girls towards schoolgirl pregnancy at MHS. The findings suggest that both boys and girls
construct gender in ways that discriminate against pregnant schoolgirls, but girls as more
prejudiced than boys towards pregnant schoolgirls. A good sign emerging from the study
is that not all boys and girls take this position and this points to the possibility of making
the school a safer place for pregnant school girls.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
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Moletsane, Mamorakane. "Girls and science in the Lesotho secondary schools : a study of the reasons for low participation rates by girls in the Mohale's Hoek district." Thesis, 2002. http://hdl.handle.net/10413/3408.
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It has been discovered that in many countries, both locally and internationally, girls have low participation rates in science at secondary school level. This thesis examines the factors that underscore the persistence of girls' low participation rates in schools. The major reason for this examination is to establish ways in which secondary school teachers, interested individuals or groups of people, and the ministry of education in Lesotho can manage this problem. Kelly (1981) argues that causes of girls' negative attitudes towards science are multifaceted. Thus, in attempting to understand these causes and to develop strategies to manage this behaviour, a single approach, which focuses on student-teacher classroom interaction, was considered. This thesis therefore, seeks to investigate the responses of girls and science teachers in schools with least numbers of girls having opted for science in the last five years. Due to less numbers of science teachers in schools, I involved in this study, all those found in schools surveyed. To survey girls' responses to this problem, I drew a random sample of both those who have opted for, and those who have opted out of science. I then used a self-administered questionnaire as the research instrument for this study. Basing myself on my judgement's analysis, I therefore concluded that gender discrimination is the major source of girls' negative attitudes towards science in Lesotho, the country that condones female subordination. The unfavourable learning atmosphere that male teachers create for girls in science lessons, such as, the harassment, the harshness, deprivation of opportunity to participate in class, to use the laboratory equipment and other ways and means of ill-treating and frustrating girls are all a result of male domination. A number of recommendations to manage this problem have therefore been proposed.Thesis (M.Ed.)-University of Natal, Durban, 2002.
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"A study on the self-concept and sex-role orientation of students of single-sex and co-educational secondary schools." Chinese University of Hong Kong, 1994. http://library.cuhk.edu.hk/record=b5895380.
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by Leung Wing-man Winnie.Include questionnaire in Chinese.
Thesis (M.Phil.)--Chinese University of Hong Kong, 1994.
Includes bibliographical references (leaves 153-165).
Acknowledgements --- p.i
Abstract --- p.ii
Table of Contents --- p.iv
List of Tables --- p.viii
List of Figure --- p.x
Chapter CHAPTER ONE --- INTRODUCTION
Chapter 1.1 --- Background of the Problem --- p.1
Chapter 1.2 --- Purpose of the Study --- p.4
Chapter 1.3 --- Significance of the Study --- p.6
Chapter CHAPTER TWO --- LITERATURE REVIEW
Chapter 2.1 --- Single-sex vs. Co-educational Schooling --- p.9
Chapter 2.2 --- Self-concept --- p.13
Chapter 2.2.1. --- Definition of Self-concept --- p.15
Chapter 2.2.2 --- Structure of Self-concept --- p.17
Chapter 2.2.3 --- Sex Effects in Self-concept --- p.20
Chapter 2.3 --- Sex-role Orientation --- p.23
Chapter 2.3.1 --- Definitions --- p.23
Chapter 2.3.2 --- Development of Sex-role Orientation --- p.25
Chapter (a) --- Family --- p.25
Chapter (b) --- School --- p.26
Chapter 2.3.3 --- Structure of Sex-role Orientation --- p.29
Chapter 2.3.4 --- Effects of Sex-role Orientation --- p.31
Chapter 2.4 --- "Single-sex vs. Co-educational schooling, Self-concept, and Sex-role Orientation" --- p.34
Chapter 2.4.1 --- Self-concept and Single-sex vs. Co-educational School- ing --- p.35
Chapter 2.4.2 --- Sex-role Orientation and Single-sex vs. Coeducational Schooling --- p.37
Chapter 2.4.3 --- Self-concept and Sex-role Orientation --- p.39
Chapter 2.4.4 --- "Sex-role Orientation, Self-concept, Single-sex vs Co-educational Schooling" --- p.40
Chapter 2.5 --- Summary --- p.43
Chapter CHAPTER THREE --- METHODOLOGY
Chapter 3.1 --- Definitions --- p.46
Chapter 3.1.1 --- School Type --- p.46
Chapter 3.1.2 --- Self-concept --- p.46
Chapter 3.1.3 --- Sex-role Orientation --- p.48
Chapter 3.1.4 --- Academic Achievement --- p.48
Chapter 3.1.5 --- Family Socio-Economic Status --- p.49
Chapter 3.1.6 --- Social Exchange with Opposite Sex Peers --- p.49
Chapter 3.2 --- Research Hypotheses --- p.50
Chapter 3.3 --- Instruments --- p.53
Chapter 3.3.1 --- Pilot Study --- p.55
Chapter 3.3.2 --- Main Study --- p.57
Chapter 3.4 --- Subjects --- p.58
Chapter 3.5 --- Procedures --- p.61
Chapter 3.6 --- Limitations --- p.61
Chapter 3.7 --- Data Analysis --- p.62
Chapter 3.7.1 --- School Type and Sex-role Type effects on Self-concepts --- p.62
Chapter 3.7.2. --- School Type effect on Sex-role Type Distribution --- p.63
Chapter 3.7.3 --- School Type effect on Social Contact with Opposite Sex Peers --- p.63
Chapter CHAPTER FOUR --- RESULTS
Chapter 4.1 --- School Type and Sex-role Type effects on Self-concepts --- p.65
Chapter 4.1.1 --- General self-concept --- p.66
Chapter 4.1.2 --- Mathematics self-concept --- p.70
Chapter 4.1.3 --- Verbal self-concepts --- p.74
Verbal-Chinese self-concept --- p.74
Verbal-English self-concept --- p.78
Summary on Verbal self-concepts --- p.82
Chapter 4.1.4 --- Social self-concepts --- p.83
Relations with Opposite Sex Peers --- p.83
Relations with Same Sex Peers --- p.87
Relations with Parents --- p.90
Summary on Social self-concepts --- p.94
Chapter 4.1.5 --- Physical self-concepts --- p.96
Physical Abilities self-concept --- p.96
Physical Appearance self-concept --- p.100
Summary on Physical self-concepts --- p.104
Chapter 4.1.6 --- Summary --- p.105
Chapter 4.2 --- School Type and Sex-role Type Distribution --- p.107
Chapter 4.3 --- School Type and Contact with Opposite Sex Peers --- p.111
Contact with Opposite Sex Peers in Activities Unrelated to School --- p.112
Leisure --- p.114
Intensity of Social Contact --- p.115
Closeness with Opposite Sex Peers --- p.116
Summary --- p.118
Chapter 4.4 --- Summary of Results --- p.119
Chapter CHAPTER FIVE --- DISCUSSION
Chapter 5.1 --- Singléؤsex Schooling vs Co-education: Different domains of self-concept --- p.121
Chapter 5.1.1 --- General self-concept --- p.122
Chapter 5.1.2 --- Mathematics self-concept --- p.123
Chapter 5.1.3 --- Verbal self-concepts --- p.126
Chapter 5.1.4 --- Social self-concepts --- p.127
Chapter 5.1.5 --- Physical self-concepts --- p.130
Chapter 5.1.6 --- Summary --- p.133
Chapter 5.2 --- Single-sex Schooling vs Co-education: Sex-role Orientation --- p.135
Chapter 5.3 --- Single-sex Schooling vs Co-education: Social Contact with Opposite Sex Peers --- p.136
Chapter 5.4 --- Self-concepts: its relation to Sex-role Type --- p.139
Chapter 5.5 --- "School Type, Sex-role Type and Self-concept" --- p.140
Chapter 5.6 --- Summary --- p.142
Chapter CHAPTER SIX --- CONCLUSION
Chapter 6.1 --- Summary of Findings --- p.145
Chapter 6.2 --- Implications of Findings --- p.148
Chapter 6.2.1 --- School Type --- p.148
Chapter 6.2.2 --- Sex-role Type --- p.150
Chapter 6.3 --- Directions for Future Research --- p.151
REFERENCES --- p.153
APPENDICES --- p.166
Chapter A --- Bem Sex Role Inventory --- p.166
Chapter B --- Self Description Questionnaire --- p.168
Chapter C --- Pilot Questionnaire --- p.173
Chapter D --- Final Questionnaire --- p.182
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Vethe, Calson Bhekithemba. "The role of life orientation in addressing HIV/AIDS in Kwa-zulu Natal secondary schools." Thesis, 2011. http://hdl.handle.net/10500/4432.
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The Department of Education is promoting HIV/AIDS education programmes in the public schools of South Africa, particularly through the subject Life Orientation. Therefore, this study investigates the role of Life Orientation in addressing HIV/AIDS in KwaZulu-Natal secondary schools.
Different role-players were evaluated to ascertain their attitudes and beliefs about Life Orientation and HIV/AIDS. The examination of different role-players was undertaken to establish the significance of their attitudes and beliefs on the success or failure of the Life Orientation based sex and HIV education programmes in the schools.
An attempt was also made to find a relevant definition of the subject Life Orientation that contains the meaning and the purpose of the subject. Teachers were found to be uncertain about an appropriate definition that carries the meaning of Life Orientation; hence they tend to define it by its components such as Life skills, physical education, decision-making, HIV education and others.
The study also sought to establish the impact of sex education embedded in Life Orientation on the fight against HIV/AIDS. Sex education was examined to determine whether it encourages or reduces youth sexual activities.
In order for teachers to be able to use Life Orientation content to drive sex and HIV education programmes, it had to be ascertained if they were informed or not about HIV/AIDS. The questionnaire carried out an extensive assessment of teachers’ knowledge, attitudes and their personal stance on HIV/AIDS. This study established that training of teachers in both Life Orientation and HIV/AIDS provides them with knowledge which enables them to positively handle sex and HIV education programmes in the classroom. It was for this reason that the study made recommendations with regard to training and support programmes to ensure that teachers are adequately equipped for effective implementation of the subject Life Orientation in the National Curriculum Statement.Educational Studies
D. Ed. (Curriculum Studies)
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Scott, Margaret (Margaret Mary). "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott." 2000. http://hdl.handle.net/2440/19740.
Full textAbstract:
Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
Books on the topic "Sex role – Schools (Secondary) – Lesotho"
1
Mahony, Pat. Schools for the boys?: Co-education reassessed. London: Hutchinson in association with the Explorations in Feminism Collective, 1985.
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2
Collective, Explorations in Feminism, ed. Schools for the boys?: Co-education reassessed. London: Hutchinson, 1985.
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3
Tina, Rae, ed. Creating gender-fair schools and classrooms: Engendering social justice : 14-19. London: Paul Chapman Publishing, 2007.
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4
Mahony, Pat. Schools for the Boys?: Co-Education Reassessed. Taylor & Francis Group, 2014.
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5
Mahony, Pat. Schools for the Boys?: Co-Education Reassessed. Taylor & Francis Group, 2011.
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6
Mahoney, Pat. Schools for the Boys: Co-Education Reassessed (Explorations in Feminism Series). Hutchinson Educational, 1985.
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7
Mahoney, Pat. Schools for the Boys: Co-Education Reassessed (Explorations in Feminism Series). Hutchinson Educational, 1985.
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8
Rae, Tina, and Lynn Raphael Reed. Creating Gender-Fair Schools, Classrooms and Colleges: Engendering Social Justice For 14 to 19 year olds (Lucky Duck Books). Paul Chapman Educational Publishing, 2007.
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