「真愛要等待」教學效果研究－－針對國二學生兩性交往為基礎的性教育課程計劃

An evaluation of Sex Can Wait: A heterosexual relationship-based sexuality education program for 8th grade students

本研究旨在發展一套符合九年一貫教改理念的教學模式及多元化評量方式，藉由IVAC approach設計「真愛要等待」單元，對國二學生進行教學實驗，並探討教學介入對學生性現況的覺察度、性知識、性態度、拒絕婚前性行為技巧之自我效能、同儕社會支持度、拒絕婚前性行為之行為意向等影響。本研究採不相等實驗對照組設計，立意取樣台北縣丹鳳、積穗、安康、江翠四所國中二年級某班學生為實驗對象，接受每週1次，每次100分鐘，連續6週共實施6單元之教學介入；期中以觀察法及過程評量進行教學效果之評估，並以四校二年級之另一班級為對照組，教學結束後進行後測以各項資料的收集，以評估學生之各項改變。研究結果發現，接受「真愛要等待」教學介入的學生在「性社會現況之覺察程度」、「性知識」、「性態度」、「拒絕婚前性行為技巧之自我效能」「同儕社會支持」的得分均顯著優於對照組學生；實驗組學生對此教學之內容與教法大致均「喜歡」，且認為六單元的教學活動均對他們「有幫助」；實驗教學之教師對於其教學持滿意態度，且認為「真愛要等待」的課程安排具有正面功能；學生學習紀錄簿中之內容分析，可觀察學生「運用科技與資訊」、「主動探索與研究」、「規劃組織與實踐」、「獨立思考與解決問題」、「尊重」、「關懷」、「了解自我」及「欣賞」及「生涯規劃」之能力。建議相關研究加強教師課程觀察的部份，以增加日後實施多元評量之能力，且本計劃為求教學品質一致，安排教師工作坊之研習，以提昇教師教學的能力。

The purpose of the study is to develop a sexuality education instructional program and a multi-evaluation inventory for eighth graders. The heterosexual relationship-based sexuality education instructional program is developed through the integration of several current theoretical frameworks. The instructional model is based on IVAC approach and draws from the theory of behavioral change. The goal of the instructional program is to determine if the instructional model is effective in promoting students' sexual knowledge, sexual attitude, postponing sexual behavior involvement skills, self efficiency, peer social support and postponing sexual behavioral intention. The subject population investigated in this project consists of two classes of eighth grade students. In the experimental design, six-unit, twelve-hour instruction program, Sex Can Wait, is developed and multi-evaluation instrument, pretest and posttest inventories are administered to eighth graders both in treatment and comparison groups. Four health educators will co-teach the experimental group and develop a multi-evaluation inventory to collect both qualitative and quantitative data. The results showed that the scores of the students' sexual knowledge, sexual attitude, postponing sexual behavior involvement skills, self-efficacy and peer social support of the experimental groups were significantly higher than those control groups after the intervention. The students of the experimental groups reported that they enjoyed the activities and learned a lot from the intervention courses.