14 Chapter 7

SEXUALITY EDUCATION:
PARENTS’ PERCEPTION AND ATTITUDE

This chapter presents the respondents‟ understanding on sexuality and
related issues. This section includes the analysis of respondents‟ awareness on
sexuality education, their perception towards sexuality contents, their opinion to
provide sexuality education at schools, their opinion about the persons by whom the
sexuality education to deliver, etc.,
Table No.7.1 Percentage distribution of the Respondent by

Awareness of Sexuality Education
Awareness of Respondents
Sexuality Education
Number Percentage
Heard about FLE/ Adolescence Education programme
Yes 277 52.4
No 252 47.6
Total 529 100.0
In the study area, the respondents were asked to state whether they heard
about Family Life Education (FLE) or adolescence education programme. Table 7.1
shows that little above half of the respondents reported that they ever heard about
family life education in their life time (52.4 percent) and the remaining proportion of
respondents stated that they „never heard about FLE with anyone‟. This data
suggested that among the study population the term family life education or
adolescence education programme was not much popular.
The respondents were asked to state at which age they heard the term family
life education. Of the 277 respondents who heard about FLE, 61 percent of them
heard the term FLE at the age of 10-15 years old and the remaining 39 percent of
the respondents stated that they heard the FLE at the age of 16-20 years old. The
respondents were further asked to report their source of FLE. About 40 percent of
142
the respondents received the term FLE from their schools and another 20 percent of
them stated that they received the message from their friends. The next major
source of FLE for the respondents was mass media (14.4 percent). The parents also
severed as their source of FLE for about 9 percent of the respondents. It can be
concluded that majority of the respondents heard the term FLE at their early age
and other than the school was the major sources for their knowledge on FLE.

Awareness of Sexuality Education
Awareness of Respondents
Sexuality Education Number Percentage
Age at which heard about FLE
10-15 169 61.0

16 -20 108 39.0
Source of FLE
At school 112 40.0
Friends 54 19.5
Media 40 14.4
Parents 24 8.7
Sisters / Brothers 10 3.6
Health workers 14 5.1
Others 23 8.3
Total 277 100.0
Linkage between SED Factors and the Respondents’ awareness about

Family Life Education
In this section, an attempt is made to study the effect of SED background
conditions of the respondents on their awareness of family life education which may
help to identify the differentials in their understanding caused by socio-economic
differentials. This will be more required input for the purpose of creating awareness
among the people and making the people to accept family life education.
Therefore, this analysis examines the effect of SED factors on the knowledge about
family life education.
143
Table No. 7.3 Percentage distribution of Respondents by
Awareness of Family Life Education with their Age
Heard about FLE/
Age of the Respondents Adolescence Education
Yes No Total
NS
Age
Less than 35 years 51.2 48.8 121
36 – 40 Years 49.7 50.3 197
41– 447years 55.5 44.5 211
Total 277 252 529
NS refers Non-Significant (Chi-square results – Heard about FLE and Age)
In an analysis of the role of age in the awareness of family life education,
table 7.3 shows that a significant proportion of respondents in each of the age
groups were aware of family life education, however the proportions having
awareness about the FLE were comparatively low in the young age groups (less
than 35 years; 51.2 percent) than the old age respondents (41-47 yrs; 55.9 percent).
It is quite contrast that the old age respondents much familiar with the term family
life education than the young population in the study area. The Chi-Square analysis
shows statistically insignificant association between respondents‟ age and their
awareness about family life education.
Diagram No. 7.1

Percentage distribution of Respondents by their
Awareness on Family Life Education with their Sex
70 Heard FLE Not heard FLE

61.8
60 53.6
46.4
50
38.2
40
30
20
10
0
Male Female
144
With respect to sex of the respondents, a glaring difference was witnessed.
More than three-fifth of the male respondents ever heard of family life education
(61.8 percent), whereas this proportion for female respondents was just 46.4 percent.
It indicates the prevalence of gender differentials in the study locations with respect
to their familiarity on sexuality education. The bi-variate analysis show a significant
association between the sex of the respondents and their level of awareness of FLE
(2 = 12.115 p=.001).

Awareness of Family Life Education with their Place of Residence
Heard about FLE/
Place of Residence Adolescence Education
Yes No Total
NS
Place of Residence
Rural 51.3 48.7 226
Urban 53.1 46.9 303
Total 277 252 529
NS Refers Non-Significant (Chi-square results – Heard about FLE and Residence)
Data on awareness of FLE by place of residence is presented in table 7.4. It
reveals the fact that a moderate difference was noticed between the urban and
the rural residents with respect to their familiarity on FLE. The respondents who reside
at urban locality were slightly more aware of FLE (53.5 percent) than the rural
resident respondents (51.3 percent). It is important to note that irrespective of their
place of residence, more than half of the respondents familiar with the term family
life education. The association between respondents‟ place of residence and their
level of awareness about FLE is found to be statistically insignificant.
In order to understand the social class influence on respondents‟ awareness
of family life education, religion and caste analysis is carried out and the same is
presented in the above table. Data on religious analysis reveals that a significant
proportion of respondents in each of Hindu (51.5 percent) and Muslim (50.9 percent)
145
religious categories not heard the term family life education. Majority of Christians
aware of FLE indicating the differentials in their familiarity attributed to respondents‟
religious categories. The association between the two factors seems to be
statistically significant at 1percent level.

Awareness of Family Life Education with their Social Class
Heard about FLE/

Social group of Respondents Adolescence Education
Yes No Total
Religion *** 9.471
Hindu 48.5 51.5 297
Muslim 49.1 50.9 110
Christian 64.8 35.2 122
Caste NS
SC 52.8 47.2 123
MBC 54.7 45.3 128
BC 51.8 48.2 218
FC 48.3 51.7 60
Total 277 252 529
***refers to significant at 1% level, NS refers Non-Significant
(Chi-square results – Heard about FLE and Social groups)
In an attempt to assess the role of respondents‟ caste structure on the
familiarity about family life education, table 7.5 shows that majority in each of the
caste categories of respondent aware about family life education except FC
category. The percentage of awareness about family life education was
comparatively high among MBC and SC category (54.7 percent and 52.8 percent
respectively) than the counterparts. The association between the two factors is not
found to be statistically significant.
146
Diagram No. 7.2
Awareness on Family Life Education with their Literacy level
Heard FLE Not heard
100%
42.7
80% 34.5
62.3 56.1
69.2
60%
40% 65.5 57.3

30.8 37.7 43.9
20%
0%
Litterate Primary Middle Secon Degree/Dip
Diagram 7.2 shows the influence of respondents‟ educational attainment with
their awareness of family life education. The diagram explains that a significant
proportion of respondents in each of the education attainment categories did not
aware of family life education. The proportion of respondents who aware of FLE was
increases, along with their level of education increases. In the study area, about 30
percent of the illiterates were aware of FLE, and this proportion was increased to 66
percent for secondary completed respondents. However, this proportion was little
decreased for the degree/diploma holders (58 percent). A significant association
between the level of education and their awareness of FLE is noticed by bivariate
analysis (2 = 23.988 p=.000).
The linkage between the respondents‟ occupational status and their
awareness about family life education is examined in the study area. The result
shows that majority of the respondents in each of the categories of govt. sector (67.4
percent), private sector employment (59.8 percent) and formers (58.3 percent)
heard of the term family life education. At the same time, more than half of the
respondents in each of the categories of not working (54.3 percent), wage labour
(53.5 percent) and self employed (52.1 percent) not aware of family life education.
147
Bivariate analysis shows a significant association between occupation of the persons
and awareness of FLE (2=12.317, p=.024).

Awareness of Family Life Education with their Occupation and Monthly Income
Economic Status of Heard about FLE/

Adolescence Education
Respondents
Yes No Total
Occupation* 12.317
Not Working 45.7 54.3 199
Govt. sector 67.4 32.6 46
Private sector 59.8 40.2 132
Self employed 47.9 52.1 73
Wage labour 46.5 53.5 43
Former 58.3 41.7 36
Total 277 252 529
Monthly Income*** 17.991
Up to 5000 37.8 62.2 111
5001 - 10000 48.7 51.3 156
10001 -20000 58.8 41.2 148
Above 20000 63.2 36.8 114
Total 277 252 529
***, * refers to significant at 1% and 10 %level respectively
(Chi-square results – Heard about FLE and Economic status)
In exploring the linkage between respondents‟ income level and the
familiarity of the term FLE, table 7.6 shows that the respondents having no
knowledge about family life education constitute majority in each of the low
monthly income categories, but the proportions of awareness were comparatively
high in the higher income categories. It is noticed that about 38 percent of the
respondents who had monthly income less than 5,000 rupees were heard about the
term FLE and this proportion was increased to 63.2 percent for the respondents who
had monthly income more than 20,000 rupees. The association between these two
factors is found to be statistically significant at 1% level (2=17.991, p=.000).
148
Diagram No. 7.3
Awareness on Family Life Education with their Exposure on Media
80
62.2
51.1
60 Less Exposed 48.1
40 Moderate
Exposed
20 Highly Exposed
0
Heard FLE
An attempt is made to analyse the influence of respondents‟ exposure on
mass media with their knowledge about family life education in the study area. The
result shows that while the respondents‟ exposure on mass media increases their
awareness about FLE also increase. Diagram 7.3 reveals that more than sixty percent
of the respondents who exposed to any one of the mass media heard about the
term FLE, whereas this proportion was less for moderately exposed people (48.1
percent) and less exposed population (51.1 percent). Chi-square test has also
established a statistical significance of association between the two factors at 1%
level (2=15.012, p=.001).
149
INFLUENCE OF DEGREE OF RELIGIOSITY ON AWARENESS OF FLE
In this section an attempt is made to assess the respondents‟ degree of
religiosity effect on respondents‟ awareness about family life education. As
described in the earlier discussion, the respondents‟ religious involvement was
classified in to three levels. In the study area, about two-third of the respondents who
have less involvement in religiosity activities heard about the term FLE (66.3 percent).
On the other hand, about 52 percent of the respondents who have highly involved
in religious activities never heard about the FLE. It can be stated that the
respondent‟s degree of religiosity have a negative impact on the respondent‟s
familiarity on family life education. The respondents‟ level of religious involvement
increases their awareness about family life education was decreases. Bivariate
analysis shows a significant association between occupation of the persons and
awareness of FLE at 5 percent level (2=8.834).

Awareness of Family Life Education with their degree of religiosity
Heard about FLE/
Degree of Religiosity Adolescence Education
Yes No Total
Religious Involvement Index** 8.834
Less Involvement 66.3 33.7 89
Moderate Involvement 48.1 51.9 258
High Involvement 52.2 47.8 182
** refers to significant at 5 %level
(Chi-square results – Heard about FLE and Degree of religiosity)
As explained in the earlier section, the religiousness measure index was
constructed based on five religiousness statements. This classification of religiousness
measure was analysed with the level of awareness of family life education and the
same is presented in the below table. It is quite contradictory to note that when the
respondents‟ devoutness increases their awareness of FLE level also increases.
150
Awareness of Family Life Education with their Degree of religiosity
Heard about FLE/
Yes No Total
Religiousness Measure Index*** 21.140
Less Religiousness 28.6 71.4 77
Moderate Religiousness 53.5 46.5 202
High Religiousness 59.2 40.8 169
Religious Trust Index NS
Less trust 55.2 44.8 145
High trust 51.5 48.5 363
NS
Religious Hope Index
Less Hope 53.4 46.6 221
High Hope 52.2 47.8 289
*** refers to significant at 1 %level, NS Non-significance
As expected the level of trust on religion enhances, the proportion of
respondents who never heard about the term FLE also increases. In the study area,
about 55 percent of the respondents who had less religious trust aware of family life
education in their life time. This percentage was reduced to 51.5 for the respondents
who had more trust on their respective religious values. The statistical analysis shows
an insignificant association between these two factors.
A similar trend is noticed to the analysis of religious hope index with proportion
of persons who heard the term FLE in the study locations. However, this difference
was very meager. Bi-variate analysis shows an insignificant association between the
level of religious hope and the awareness of FLE.
As described in the previous section, the respondents‟ religious commitment
index was constructed based on five statements. The index has two levels such as
less commitment level and high commitment level. The respondents‟ level of
religious commitment increases their awareness about the concept family life
151
education was decreases. Around 57 percent of the respondents were aware of FLE
in the less level of religious commitment category and this percentage further
declined to 50.6 among high level of religious commitment category. It can be
stated that the respondent‟s degree of religiosity have a negative impact on the
respondent‟s familiarity on family life education concept. The statistical analysis
shows an insignificant association between these two factors.

Awareness of Family Life Education with their Degree of religiosity
Heard about FLE/

Yes No Total
NS
Religious Commitment Index
Less commitment 56.6 43.4 258
High Commitment 50.6 49.4 233
NS
Religious Association Index
Less association 54.9 45.1 255
More association 52.8 47.2 233
NS
Religious Influence Index
Less influence 55.4 44.6 258
High Influence 51.1 48.9 227
NS refers Non-significance
Again, a negative linkage was established between religious association
index and the respondents‟ awareness on FLE. However, this linkage was very
marginal between the two levels of religious association index. When the person‟s
association with religious activities increases, their awareness about FLE was
decreases. It is also observed that about 55 percent of the respondents knew about
the term FLE who fall in the less religious influence category and this proportion was
further declined to 51.1 percent for the persons who fall in the high religious
influence category.
152
Diagram No. 7.4
Awareness on FLE with their Understanding on Sexuality
80 Less understanding Moderate High understanding

60.2
54.9
60
36.1
40
20
0
Heard FLE
The above diagram shows the association between the respondents‟
understanding on sexuality issues and their awareness of FLE. Among the low level of
understanding on sexuality category, nearly two-third of the respondents (63.9
percent) not heard the term FLE. This proportion was just 39.8 percent for the
respondents who had higher level of understanding on sexuality matters. It indicates
that the respondents‟ understanding level on sexuality was higher, their awareness
on FLE also higher. The bi-variate analysis shows a significant association between
the FLE awareness and level of sexuality understanding of the respondents (2 =
13.867 at 1% level).
The effect of selected background variables on awareness of family life
education was found through the logistic regression analysis. The odds ratio [exp (b)]
for each category of independent variable obtained from the analysis indicated the
odds of aware of FLE compared to the reference category during the reference
period, when the effect of all other variables was kept constant. The category with
odds ratio one was the reference category. In this analysis, the dependent variable
– aware of FLE have dichotomous values (not aware of FLE =0 and aware of FLE=1).
Table 7.10 presents the results of the logistic regression analysis which provide the
153
independent effects of different background variables on the awareness of the term
Family Life Education among the study population.
Table No. 7.10 Results of logistic regression for determinants of aware of Family Life Education
among the study population
95.0% C.I.for
Background
B S.E. Sig. Exp(B) EXP(B)
Conditions
Lower Upper
Age NS
> 35 yrs (R) .390 1.000
36-40 -.189 .263 .472 0.828 .494 1.387
41-47 .122 .277 .661 1.129 .656 1.945
Sex*
Male (R) 1.000
Female -.535 .301 .076 0.586 .325 1.057
Place of Residence NS
Rural (R) 1.000
Urban -.241 .214 .261 0.786 .517 1.196
Religion*
Hindu (R) .155 1.000
Muslim .094 .302 .756 1.099 .607 1.987
Christian .487 .256 .057 1.628 .986 2.687
Caste NS
SC (R) .477 1.000
MBC .188 .279 .501 1.207 .698 2.085
BC .136 .276 .622 1.146 .667 1.971
FC -.374 .383 .329 0.688 .325 1.457
Educational Level*
Illiterates (R) .006 1.000
Primary .488 .683 .475 1.629 .427 6.219
Middle .712 .666 .285 2.039 .553 7.519
Secondary 1.554 .682 .023 4.728 1.243 17.989
Degree/Diploma 1.160 .700 .098 3.191 .808 12.593
Occupation NS
Not working (R) .581 1.000
Public .214 .445 .631 1.239 .517 2.966
Private .016 .351 .964 1.016 .510 2.022
Self employment -.200 .347 .565 0.819 .415 1.617
Wage laborer -.211 .400 .598 0.810 .370 1.774
Formers .572 .417 .170 1.771 .782 4.011
Mass Media Exposure*
Less Exposure (R) .013 1.000
Moderate -.541 .263 .040 0.582 .347 .975
High Exposure .183 .291 .529 1.201 .679 2.123
Religious Involvement***
Less involvement (R) .004 1.000
154
Moderate -.912 .283 .001 0.402 .231 .699
High Involvement -.873 .312 .005 0.418 .226 .770
Understanding on Sexuality***
Less understanding (R) .002 1.000
Moderate .834 .269 .002 2.303 1.360 3.901
High 1.088 .319 .001 2.969 1.587 5.552
Constant -.539 .827 .515 .584
-2 log likelihood 651.140
***Sig. at 1% level, **Sig. at 5% level, * Sig. at 10% level; NS Not significant; (R) Reference category
The results of odds ratio discloses that the old aged respondents (41-47 years)
were about 1.12 times more likely to aware of the term FLE than the reference
category age group (> 35 yrs). The female respondents were about 59 percent less
likely to aware of FLE than the male respondents. Christians were about 1.63 times
more likely to aware of FLE than the Hindu respondents. The highly educated
respondents were more likely to aware of FLE than the less educated respondents.
The Secondary school completed respondents and Degree/Diploma holders were
about 4.72 and 3.19 times (respectively) more likely to aware of FLE than the illiterate
respondents. The highly mass media exposed respondents were about 1.20 times
more likely to aware of FLE concepts than the less exposed respondents. The
respondents who had high religious involvement were about 42 percent less likely to
aware of FLE than the respondents who had less religious involvement. The
respondents who fall in the high level of sexuality understanding were about 2.96
times more likely to aware of the term FLE than the respondents who had less
understanding on sexuality. Overall, the background variables such as sex, religion,
educational status, mass media exposure, religious involvement and level of
sexuality understanding had a strong effect on awareness of FLE in the study
locations.
155
In this section, the analysis is focused on the respondents who had received
the Family life education or Sexuality education in the study locations. During the
survey, the respondents were asked to state whether they received the FLE. Of the
529 respondents interviewed, 265 respondents reported that they received the FLE.

Ever received the Sexuality Education
Ever received Respondents

Sexuality Education
Number Percentage
Have you ever received any family life/ Adolescence
education
Yes 265 50.1
No 264 49.9
Total 529 100.0
If yes, where did you receive the Sexuality education
At school 113 42.6
NGO programme 23 8.7
Govt. Programme 18 6.8
Others 111 41.9
Total 265 100.0
Which standard FLE was taught
6-8 Standard 52 46.0
9-10 Standard 33 29.2
11-12 Standard 28 24.8
Total 113 100.0
Main source of information
Teacher 96 36.2
Friends 51 19.2
TV 41 15.5
Parents 33 12.5
Magazine 09 3.4
Health worker 10 3.8
Pornography material 03 1.1
Others 22 8.3
Total 265 100.0
156
In addition, the respondents were asked to report their sources of FLE
information. More than two-fifth of the respondents replied that their main source of
FLE information was schools (42.6 percent). It is quite interesting to observe that a
similar proportion of the respondents stated „others‟ as the next major sources of FLE.
It indicates that they were not sure about the sources of FLE information. Of the 113
respondents who stated that they received the FLE details from schools, 46 percent
of them said they received the FLE information during their 6-8 standards and
another one-fourth stated that they received the FLE details at the time of their
higher secondary class. Further, the respondents were inquired about the main
sources of FLE information. Out of the 265 respondents who received the FLE, more
than one-third of them said that they received the FLE details from their Teachers
(36.2 percent). The next highest proportion of respondents (19.2 percent) indicates
the Friends as their main sources of FLE details. TV and Parents were also played a
role in serving the FLE information to the respondents (15.5 and 12.5 percent
respectively). It can be concluded that only half of the respondents in the study
area received the FLE information and the main sources of information was their
Teachers.
157
OPINION TO INTRODUCE
FAMILY LIFE EDUCATION FOR STUDENTS
During the survey, the respondents were asked to state their opinion on „Is it
necessary to have sexuality education for students’. In the study locations, little less
than eighty percent of the respondents had the opinion that the family life
education or sexuality education is necessary to teach for the students. It is believed,
generally, that people are not in-favour of sexuality education. However, in the
study area majority of the study population had the opinion to introduce the family
life education to the students. It indicates the hesitation against the sexuality
education is decline in the society it may be due to the wake of new socio-cultural
progress.
Diagram No. 7.5

Opinion to introduce FLE for students
80
79.4
60
40 Not Necessary
Necessary
20 20.6
0
FLE for Students
Association between background characteristics and the Respondents’

Opinion on introduction of Family Life Education for students
An attempt is made to study the effect of background characteristics of the
respondents on their opinion to launch family life education for students which may
help to identify the differentials in their acceptance caused by socio-economic
differentials. This will be more required input for the purpose of creating
consciousness among the population and making the people to accept family life
education.
158
In an analysis of the influence of age towards the opinion of launching the
family life education at schools, table 7.12 shows that irrespective of age groups, a
major proportion of respondents had the opinion that it is necessary to have
sexuality education for students. However the proportion of persons who had
accepted to launch the sexuality education for students was comparatively high in
the 36-40 years age groups (82.7 percent) than the counterparts. It is quite
contradictory to note that more or less equal proportion of the old age respondents
(41-47 yrs) and young age respondents (> 35 yrs) in-favour of induction of family life
education to the students which was less than the middle age population (36-40 yrs)
in the study area. The association between respondents‟ age and their acceptance
towards introduce of family life education for students is found to be statistically
insignificant.

Opinion to introduce FLE for students with their Age and Sex
Respondents’ Demographic Opinion to

Characteristics introduce Total
FLE
Age NS
Less than 35 years 77.7 121
36 – 40 Years 82.7 197
41– 447years 77.3 211
Sex NS
Male 78.3 212
Female 80.1 317
Again, an interesting observation is made with regard to the opinion to
provide sexuality education in schools by sex of the respondents. In the study
locations, female respondents little more favour to introduce the sexuality education
for students (80.1 percent) than the male respondents (78.3 percent). It indicates
that the support of females towards sexuality education is higher than the males. The
159
relationship between sex of the respondents and their acceptance towards
introduction of family life education for students is statistically insignificant.

Opinion to introduce FLE for students with their Residence and Family type
Background condition of Opinion to
Respondents introduce Total
FLE
Place of Residence NS
Rural 82.7 226
Urban 76.9 303
Family Type*3.450
Nuclear system 81.3 400
Joint system 73.6 129
As expected the respondents who live in the joint family system not much
support to introduce the sexuality education for students. Data discloses that around
74 percent of the respondents who live in joint system had the opinion to launch the
sexuality education and this proportion was further increased to 81.3 percent for the
respondents living in nuclear family system. The association between family type of
respondents and their opinion towards introduction of family life education for
students is statistically significant at 10 percent level.

Opinion to introduce FLE for students with their Social Classification
Opinion to
Social Classification introduce Total
FLE
Religion * 7.019
Hindu 82.8 297
Muslim 70.9 110
Christian 78.7 122
Caste* 9.832
SC 83.7 123
MBC 82.8 128
BC 72.9 218
FC 86.7 60
160
In order to ascertain the social class influences on the respondents‟ opinion
towards introduce of family life education for students, religion and caste analysis is
carried out and the same is presented in table 7.14. Data on religious analysis reveals
that a considerable proportion of respondents in each of religious categories had
favour opinion on introduction of family life education for students (Hindu 82.8
percent; Muslim 70.9 percent; and Christian 78.7 percent). It can be stated that
among the religious groups, Muslims less favoured to teach sexuality education for
students. The association between the two factors seems to be statistically significant
at 10 percent level.
In an attempt to assess the role of respondents‟ caste structure on their
opinion towards introduce of family life education at schools, table 7.14 shows that
majority of the respondents in each of the caste categories favour of family life
education at schools except BC category. The percentage of persons who had the
favour opinion to launch the family life education was comparatively high among
FC (86.7 percent) and SC category (83.7 percent) than the counterparts. The
association between the two factors is found to be statistically significant at 10%
level.
Diagram No. 7.6

Opinion to introduce FLE for students with Literacy level
100 80.5 83.8 80.3

73.9
80
60
40
20
0
Iillterate/Prim Middle Secon Degree/Dip
161
The influence of respondents‟ educational attainment with their awareness of
family life education was assessed and the same is presented in the above diagram.
Diagram 7.6 did not show any major differences among the educational categories
with respect to their opinion to offer FLE for students. It means, irrespective of their
educational attainment, majority of them had the opinion that the students should
receive the sexuality education. However, a quite contradictory observation also
made that among the educational attainment categories, the degree/diploma
holders reported lowest proportion (73.8 percent). An insignificant association
between the level of education and their opinion to introduce sexuality education
for students is noticed by bivariate analysis.
The association between the respondents‟ occupational status and their
opinion about family life education for students is examined in the study area. The
result shows that majority of the respondents in each of the occupational categories
reported that it necessary to have family life education for students. However, the
proportion was ranged from 77.4 percent for „not working‟ category to 84.8 percent
for the „wage laborer/former‟ category respondents. Bivariate analysis shows an
insignificant association between occupation of the persons and their opinion on
sexuality education for students.

Opinion to introduce FLE for students with their Occupation and Monthly Income
Economic Status of Opinion to

Respondents introduce Total
FLE
Occupation NS
Not Working 77.4 199
Govt./ Private sector 78.1 178
Self employed 82.2 73
Wage labour / Former 84.8 79
162
Monthly Income NS
Up to 5000 81.1 111
5001 - 10000 78.2 156
10001 -20000 84.5 148
Above 20000 72.8 114
NS- Not significant
Table 7.15 shows the linkage between respondents‟ income level and their
opinion to provide of sexuality education for students. Again it is proved that
irrespective of their monthly income categories, most of the respondents had the
positive attitude to provide sexuality education for the students. It is quite interesting
to note that the proportion of persons who had positive opinion to offer sexuality
education for students was higher among the less than 5,000 rupees monthly income
category (81.1 percent) than the above 20,000 rupees category (72.8 percent). The
association between these two factors is found to be statistically insignificant.
Diagram No. 7.7

Opinion to introduce FLE for students with Media Exposure
100
Less Exposed
83.2 79.5
75.6
80 Moderate
60 Highly Exposed
40
20
0
FLE is necessary
An attempt is made to analyse the role of media exposure on their opinion to
offer family life education for the students in the study area. Generally mass media
exposure will have an optimistic influence on the respondents‟ opinion. However,
data on opinion towards launch of sexuality education for students shows pessimistic
results - while the respondents‟ exposure on mass media increases their opinion
163
towards introduce the sexuality education for student was decline. Out of 190
respondents who had less exposure to mass media, 83 percent of them favour to
introduce the sexuality education for the students whereas this proportion for the
highly media exposed population was around 76 percent. Chi-square test has also
established a statistical insignificance of association between the two factors.
This section made an attempt to assess the effect of respondents‟ degree of
religiosity on respondents‟ opinion towards to offer of family life education for
students. While the respondents‟ level of religious involvement increases, their
opinion to provide the family life education for the student was decreases. In the
study area, more than eighty percent of the respondents who fall in the less religious
involvement index had the positive attitude towards to launch of sexuality
education for the students (86.5 percent). This proportion was decline to 72 percent
for the persons who had high level of religious involvement. It can be stated that the
attitude towards launch of sexuality education for students. More and more religious
affinity or involvement may lead to have negative view of sexuality education. It is
evident from the Chi-square analysis that a significant association is noticed
between degree of religiosity and opinion to sexuality education for students
(2=8.906, at 10%level).
The classification of religiousness measure was analysed with the attitude of
respondents towards sexuality education for the students and the same is presented
in table 7.16. Again a similar interesting finding is noticed that when the respondents‟
devoutness increases their opinion towards launch of sexuality education for the
students was decreases. Among the high religiousness index, around three-fourth of
the respondents in-favour of instigate the sexuality education for students (74.6
164
percent), whereas, this proportion was more than eighty percent for the persons
who fall in the less religiousness index category (87.0 percent). Result on Chi-square
analysis shows a significant association between degree of religiousness and opinion
to offer sexuality education for students (2=4.880, at 10%level).

Opinion to introduce FLE for students with their Degree of religiosity
Opinion to
Degree of Religiosity introduce Total
FLE
Religious Involvement Index* 8.906
Less Involvement 86.5 89
Moderate Involvement 81.8 258
High Involvement 72.5 182
Religiousness Measure Index* 4.880
Less Religiousness 87.0 77
Moderate Religiousness 78.7 202
High Religiousness 74.6 169
Less trust 81.4 145
High trust 78.5 363
Religious Hope Index* 3.356
Less Hope 83.7 221
High Hope 77.2 289
Religious Commitment Index*** 12.171
Less commitment 85.7 258
High Commitment 73.0 233
Religious Association Index** 5.812
Less association 83.5 255
More association 74.7 233
Religious Influence Index** 5.273
Less influence 83.7 258
High Influence 75.7 227
***, **,*Refers to significant at 1% 5 % and 10%level
(Chi-square results – Opinion to introduce FLE and Degree of Religiosity) NS- Not significant
165
A similar trend is noticed for the analysis of religious trust index with proportion
of persons who had optimistic view on sexuality education for students in the study
locations. In the study area, about 81 percent of the respondents who had less
religious trust were in-favour of family life education for the students. This percentage
was declined to 78.5 for the respondents who had more trust on their respective
religious values. The statistical analysis shows an insignificant association between
these two factors.
As expected the level of hope on religion enhances, the proportion of
respondents who had positive opinion on sexuality education for students was
decline. However, this decline was around seven points from 83.7 percent among
less hope index population to 77.2 percent for the high hope index population. Bi-
variate analysis shows a significant association between the level of religious hope
and their opinion on sexuality education for students at 10 percent level.
It is evident from the data that majority of the respondents in-favour of
sexuality education for students, irrespective of their level of religious commitment.
However while the respondents‟ level of religious commitment increases their
opinion towards launch of sexuality education for the students was decline. This
decline was from 85.7 percent to 73.0 percent to the respective index categories. It
can be again proved that the respondent‟s degree of religiosity have an optimistic
influence on opinion to offer sexuality education for students. It is evident from the
Chi-square analysis that a significant association is noticed between the level of
religious commitment and their opinion on sexuality education for students
(2=12.171, p=.000).
Again, a positive linkage was established between religious association index
and the respondents‟ opinion towards launch of sexuality education for students. A
similar relationship was established for the religious influence index. When the
person‟s association with religious activities increases, their opinion about sexuality
166
education for students was decreases. It is observed that in both the cases, about 84
percent of the respondents in-favour of sexuality education for students who fall in
the less index category, this proportion was further reduced to 55 percent for the
persons who fall in the high index category. It is evident from the Chi-square analysis
that a significant association is noticed between degree of religiosity and their
opinion to provide sexuality education for students (2=5.812, at 10 percent level for
religious association index and 2=5.273, at 10 percent level for religious influence
index).
Diagram No. 7.8

Opinion to introduce FLE for students with Degree of Religiosity
Opinion on Sexuality Education

religiosity
degree of
High
80.3
82.4
religiosity
degree of
Low
87.5
0 10 20 30 40 50 60 70 80 90
In order to assess the overall effect of degree of religiosity about 24
statements related to religious practices/values were considered to develop degree
of religiosity index. The index has three levels such as low degree of religiosity,
moderate degree of religiosity and high degree of religiosity. The respondents‟ level
of degree of religiosity increases their opinion about the sexuality education for the
students was decreases. Diagram clearly shows that more than eighty percent of
the respondents who fall in the low degree of religiosity had the optimistic view on to
provide sexuality education for students and this proportion was declined to 70
percent for the persons who fall in the high degree of religiosity category.
167
Opinion to introduce FLE for students with their Sexuality perception index
Opinion to
Perception index on Sexuality introduce Total
FLE
NS
Sexuality Understanding
Less understanding 75.3 97
Moderate 79.3 319
High 83.2 113
Perception on Sexual relationship*** 11.631
Low perception 67.3 104
Moderate perception 81.9 287
High perception 83.3 138
*** Refers to significant at 1% level
(Chi-square results – Opinion to introduce FLE and Perception index on Sexuality) NS- Not significant
This table explains the influence of understanding of sexuality of the
respondents on their opinion to offer sexuality education for the students. While the
respondents‟ understanding on sexuality increases, their acceptance towards
sexuality education for the students was increases. Data shows that about three-
fourth of the respondents who fall in the less sexuality understanding index had the
opinion to introduce sexuality education for the students. This proportion was
increased to 79.3 percent among the moderate level and further increased to 83
percent for the persons who fall in the high level of understanding on sexuality.
Similarly while the respondents‟ perception on sexuality relationship increases
their approval of sexuality education for the students was also increases. About 67
percent of the respondents who fall in the low perception on sexual relationship
category agreed to launch the sexuality education for the students. This proportion
was increased along with their level of perception on sexual relationship increases –
83.3 percent for the high level of perception category. Bivariate analysis shows a
168
significant association between understanding of sexual relationship and their
opinion on sexuality education for the students (2=11.631, p=.000).
Table 7.18 presents the results of the logistic regression analysis which provide
the independent effects of different background variables on the respondents‟
opinion on sexuality education for the students in the study area.
Table No. 7.18 Results of logistic regression for determinants of acceptance of sexuality
education among the study population
95.0% C.I.for EXP(B)
SED Characteristics B S.E. Sig. Exp(B)
Lower Upper
Age NS
> 35 years (R) .245 1.000
36 – 40 Years .382 .317 .227 1.466 .788 2.727
41– 447years -.047 .321 .882 0.954 .509 1.788
NS
Sex
Male (R) 1.000
Female .194 .372 .601 1.215 .586 2.517
Religion NS
Hindu (R) .755 1.000
Muslim -.246 .350 .482 0.782 .394 1.553
Christian -.009 .310 .977 0.991 .540 1.819
Caste*
SC (R) .068 1.000
MBC -.030 .355 .932 0.970 .484 1.946
BC -.335 .335 .318 0.715 .371 1.380
FC .876 .497 .078 2.401 .907 6.360
Place of residence NS
Rural 1.000
Urban -.112 .259 .666 0.894 .538 1.485
NS
Family Type
Nuclear (R) 1.000
Joint -.387 .259 .135 0.679 .409 1.128
Educational NS
Illiterates/Primary (R) .315 1.000
Middle .332 .392 .397 1.394 .646 3.009
Secondary .147 .414 .723 1.158 .515 2.605
Degree/Diploma -.277 .441 .530 0.758 .320 1.798
NS
Occupation
Private/Public sector .471 .409 .250 1.601 .718 3.568
Self employed .500 .431 .246 1.649 .708 3.842
Wage/Formers .166 .417 .690 1.181 .522 2.675
169
Mass Media NS
Less exposure .505 1.000
Moderate -.077 .317 .808 0.926 .498 1.722
High -.367 .339 .279 0.693 .356 1.346
Degree of religiosity**
Low degree .013 1.000
Moderate -.369 .384 .336 0.691 .325 1.467
High -1.002 .408 .014 0.367 .165 .816
Sexuality Understanding NS
Less understanding .341 1.000
Moderate .321 .301 .286 1.379 .764 2.487
High .541 .373 .147 1.717 .826 3.568
Constant 1.551 .722 .032 4.716
-2 Log likelihood 499.236
The results indicated that the odds ratio of opinion of respondents towards to
offer sexuality education for the students compared to the reference category
during the reference period, when the effects of other variables were controlled. The
dependent variables were dichotomous in nature taking the value of one if it was
reported that a person had optimistic view on sexuality education for students
(yes=1; no=0). The explanatory variables included in this model were: age, sex, place
of residence, religion, caste, education, occupation, monthly income, family types,
media exposure, degree of religiosity and understanding of sexuality.
The odds ratio shows 36-40 years age population were about 1.4 times more
likely to have the optimistic view on sexuality education for the students than less
than 35 years age population. The analysis confirmed the sex differences observed
in the bivariate analysis with the lowest acceptance of sexuality education for
students among male respondents and highest acceptance of sexuality education
for students among female students. It is noticed from the odds ratio that Christians
(OR= 0.991) and Muslims (OR=0.782) were less likely to favour of introducing sexuality
education for students than the Hindus. Data shows that FC category persons were
about 2.4 times more likely to accept the sexuality education for the students than
170
the SC category population. And at the same time the odd ratio of BC (OR= 0.715)
and MBC (OR=0.970) respondents were less likely to favour of introducing sexuality
education for students than the SC population. As compared with nuclear family
system, respondents living in the joint family system were about 67 percent less likely
to favour of introducing sexuality education for students. Degree of religiosity had
significant negative effect on acceptance of sexuality education for the students.
The respondents who had high level of degree of religiosity were less likely to favour
of introducing sexuality education for students (OR=0.367) than the reference
category. It is inferred that the sexuality understanding index found to be an
important indicator and confirm positive association with acceptance of sexuality
education for the students. The respondents who had high level of understanding on
sexuality were about 1.7 times more likely to favour of introducing sexuality
education for students than the reference category. Overall, caste and degree of
religiosity of the respondents alone have shown some kind of statistical association
with the dependent variable with the respective reference categories.
171
PERCEPTION TOWARDS SEXUALITY EDUCATION
In order to assess the respondents‟ perception towards Family Life Education /
Sexuality Education few statements prepared and the same was posted to the
respondents during the survey. The results are discussed in the following section. In
the study locations, about thirty percent of the respondents agreed the statement
that „Any student that talks about sex is a bad student’. And at the same time
about one-fifth of them stated that they had no idea about the statement. It
indicates that about half of the respondents had incorrect information or majority of
them stick on the cultural stigma relating to sexuality.
Table No. 7.19 Percentage distribution of the Respondents by

Perception towards Family Life Education /Sexuality Education
Perception towards Family Life Respondents

Education / Sexuality Education
Number Percentage
Any student that talks about sex is a bad student
Agree 163 30.8
Disagree 262 49.5
No idea 104 19.7
Sexuality education should be taught in School
Agree 251 47.4
Disagree 178 33.6
No idea 100 18.9
Total 529 100.0
It is also interesting to note that a considerable proportion (47 percent) had
the opinion that the FLE/Sexuality education should taught at schools. However,
around one-third of the study population disapproved the statement that Sexuality
education should be taught in School and another little less than one-fifth the
respondents had no idea about the statement. Overall, more than half of the
respondents not agreed nor no idea about to teach the FLE/Sexuality education at
172
schools. It indicates that in the study locations, the respondents‟ opinion on teaching
of sexuality education in schools was not strongly emphasized.
It is also noticed from the table that more than half of the respondents (54.6
percent) agreed that the Students need Sexuality education so that they can grow
to become responsible adults. More or less equal proportion of respondents did not
agree the statement or „no idea‟ about the statement.


Number Percentage
Students need Sexuality education so that they can grow to
become responsible adults
Agree 289 54.6
Disagree 122 23.1
No idea 118 22.3
Total 529 100.0
Data on perception of sexuality education reveals that around one-fourth of
the respondents clearly stated that sexuality education should not teach the
functions of organs and another one-quarter of the study population had no opinion
with respect to teach about functions of sex organ during FLE.


Education / Sexuality Education Number Percentage
It is necessary to teach about the functions of Sex organs
Agree 263 49.7
Disagree 137 25.9
No idea 129 24.4
How to have a healthy relationship with the opposite sex
should be discussed in Sexuality education lesson
Agree 222 42.0
Disagree 171 32.3
No idea 136 25.7
173
How to prevent pregnancy should be taught during
Sexuality education lesson
Agree 220 41.6
Disagree 166 31.4
No idea 136 25.7
Sexuality education should also majorly
involve abstinence
Agree 189 35.7
Disagree 177 33.5
No idea 163 30.8
Total 529 100.0
In the study locations, little more than two-fifth of the respondents (42.0
percent) had the positive opinion on „how to have a healthy relationship with the
opposite sex should be discussed in Sexuality education’. And at the same time,
about one-third of the respondents totally disagree this statement. Another one-forth
declared that they had no idea about the statement.
It is discloses from the table that about 32 percent of the study population
had the opinion that sexuality education should not teach about pregnancy
prevention methods. However about 42 percent of the respondents were agreed
this statement. Data discloses that more than one-third of the respondents
understood that the sexuality education involve abstinence (35.7 percent) however
another one-third reported that it did not involve abstinence. Overall, it can be
observed that a majority of the study population did not have any precise thoughts
about the content of family life education.
Among the study population, little less than one-third of them opinioned that
the sexuality education refers to only to sexual behaviour (32.1 percent) and about
23 percent of the respondents did not have any idea about this statement. By and
large, more than half of the respondents in the study locations had inaccurate
knowledge on the sexuality education/Family life education.
174

Number Percentage
Sexuality education refers only to sexual behaviour (sexual
intercourse)
Agree 170 32.1
Disagree 235 44.4
No idea 124 23.4
Schools should not teach Sexuality education because it is
against my religious’ principle
Agree 141 26.7
Disagree 260 49.1
No idea 128 24.2
Learning about Sexuality education will encourage students
to have premarital sex
Agree 169 31.9
Disagree 231 43.7
No idea 129 24.4
Total 529 100.0
Another wrong notion prevails among the study population that about 32
percent of the respondents believed that the Learning about Sexuality education
will encourage students to have premarital sex and 24 percent of them had „no
idea‟ about this statement. And at the same time, about 44 percent of the
respondents strongly disagreed that the sexuality education will not promote
students to have premarital sex. Data reveals that half of the respondents had strong
perception that teaching of sexuality education in schools not against their religious
values. And at the same time, about half of the study population in the study
locations either agreed nor had „no idea that teaching sexuality education in
schools is against my religious’ principle. The above analysis clearly shows that a
significant proportion of respondents in the study area have wrong perception on
FLE.
175
Diagram 7.9 presents the respondents‟ perception on method of teaching
sexuality education/family life education. Of the 529 respondents, only 145
respondents (27.4 percent) had accepted the statement A (Sexuality education
class should be a combination of boys and girls in one class) and a significant
proportion of respondents (45.7 percent) had the perception that sexuality
education class should not be a combination of boys and girls in one class.
Diagram No. 7.9

Perception towards method of teaching of Sexuality Education
50 45.7
Agree
40.6
Disagree
40 No idea
30.2
27.4 26.8
30 29.1
20
10
0
Statemnt A Statament B
Another statement B „sexuality education class should be taught separately
for boys and girls’ was posted to the respondents and their opinion are presented in
the diagram. Among the study population about two-fifth of them had the opinion
that the sexuality education should be taught separately for boys and girls.
However, thirty percent of the respondents disagreed with this statement and
another thirty percent had no idea about the statement. Overall, a significant
proportion of respondents were opinioned that the sexuality education should not
teach in a separate class.
Composite Index as a measure of the level of perception on sexuality
education: In order to assess the study population‟s overall perception on sexuality
education, a composite index on perception of sexuality education was developed.
176
Totally 9 statements relating to sexuality education were used to measure the
perception about sexuality education. The statements were listed in the below table.
Statement 1 Any student that talks about sex is a bad student

Statement 2 Sexuality education should be taught in School
Statement 3 Sexuality education refers only to sexual behavior (sexual intercourse)
Statement 4 It is necessary to teach about the functions of Sex organs
Statement 5 Students need Sexuality education so that they can grow to become
responsible adults
Statement 6 Schools should not teach Sexuality education because it is against my

religious’ principle
Statement 7 Learning about Sexuality education will encourage students to have

premarital sex
Statement 8 How to have a healthy relationship with the opposite sex should be
discussed in Sexuality education lesson
Statement 9 How to prevent pregnancy should be taught during Sexuality

education lesson
Perception level index was developed based on sexuality education related
statements (1-9). There were two answers (agree and disagree) structured for each
statement, which were given scores 1 and 0 respectively. The total score obtained
by each respondent was ranging from 0 to 9 which can be classified into 3
categories as “low level of perception on sexuality education (1-3)”, “moderate
level of perception (4-5)” and “high level of perception (6-9)”. The respondents are
classified into three categories. The respondents who had positive or correct answer
for any of the 6-9 statements were grouped as „high level perception on sexuality
education group‟ and the respondents who had the positive or correct answer for
any of the 1-3 statements were groped as „low level perception on sexuality
education‟.
It is witnessed from the diagram that of the total 529 respondents, more than
one-fourth of them had low level of perception on sexuality education –
177
respondents agreed or had correct understanding with at least any of the 1-3
statements.
Diagram No. 7.10

Percentage distribution of Respondents by
Sexuality Education Perception Index
23.6
28.5
Low level
Moderate
High level
47.8
At the same time around 24 percent of the respondents agreed with any of
the 6-9 statements – high level of perception. It can be concluded that a majority of
the study population had either moderate or low level of perception on sexuality
education. Otherwise the study population had poor understanding on sexuality
education.
Cross-classification of level of Perception on Sexuality Education with selected

background conditions of respondents
This section deals with analysis of the linkage between socio-economic,
demographic characteristics and the degree of religiosity of respondents with their
perception about sexuality education/family life education.
Table 7.23 shows that when the respondents‟ age increases their level of
perception on sexuality education was also increases. The proportion of low level of
perception for the young age respondents (less than 35 yrs) was 27.3 percent and
this proportion of old age respondents (45-47 yrs) was 32.2 percent. It is also
witnessed that the proportion of high level of perception was slightly higher for
178
young respondents (less than 35 years - 25.6 percent) than the old age respondents
(45-47yrs – 21.3 percent). However, the relationship between age of the respondents
and the level of perception on sexuality education is statistically insignificant.
Overall the analysis indicates that among the study population the young
respondents were little more understanding about sexuality education than the old
age respondents.

Level of Perception on Sexuality Education with their Age and Sex
Characteristics of Level of Perception towards FLE/

Sexuality Education
Respondents
Low Moderate High Total
NS
Age
Less than 35 yrs 27.3 47.1 25.6 121
35-40 25.4 49.7 24.9 197
45-47 32.2 46.4 21.3 211
NS
Sex
Male 31.6 47.2 21.2 212
Female 26.5 48.3 25.2 317
NS- Not significant
With respect to sex of the respondents, it is quite interesting to note that the
female respondents somewhat higher understanding on sexuality education than
the male respondents. In the study area, around one-fourth of the female
respondents were fall in the high level of perception index and this proportion for
male was just about 21 percent. This relationship is found to be statistically
insignificant.
Data on level of perception on sexuality education by residence did not show
any major differences particularly with respect to proportion of person fall in the high
level of perception category. With respect to proportion of respondents who fall in
the low level of perception, rural residents reported slightly more than the urban
179
residents (30.1 and 27.4 percent respectively). The relationship between the
respondents‟ residence and the level of perception on sexuality education is
statistically insignificant. Overall the analysis indicates that the urban residents were
little more accurate perception on sexuality education than the rural habitants.

Level of Perception on Sexuality Education with their
Place of residence and Family type

Sexuality Education
Respondents
NS
Place of Residence
Rural 30.1 46.0 23.9 226
urban 27.4 49.2 23.4 303
Family Type*** 12.356
Nuclear 24.8 49.5 25.8 400
Joint 40.3 42.6 17.7 129
***Refers to significant at 1% level (Chi-square results – Level of Perception towards FLE/ Sexuality
Education and Characteristics of Respondents) NS- Not significant
The respondents live in the nuclear type of family had more understanding
about sexuality education than the counterpart. The proportion of respondents who
fall in the higher level of perception was moderately high (25.8 percent) than the
respondents live in joint family system (17.7 percent). It is also evident that a higher
proportion of joint family respondents seen in the low level perception than the
nuclear family respondents. Statistical analysis shows a significant association
between the level of sexuality education perception and type of family (2=12.356,
p=.002).
The influence of religion on the level of perception of sexuality education is
empirically evident from the diagram that Hindus stood at top, followed by Christians
with respect to the proportion of high level perception (24.6 and 23.0 percent
respectively). Muslims recorded the lowest among the religious group with respect to
the proportion of high level perception (21.8 percent). It is also observed that
180
Muslims had the highest proportion of respondents in the low level of perception on
sexuality education (41.8 percent) than the counterparts. Chi-square test has also
established a statistical significance of association between the two factors at 1%
level (2=14.390, p=.006).
Diagram No. 7.11

Level of Perception on Sexuality Education with their Religion
45 41.8 Low level

40 High level
35
30 26.6
23.0
25
24.6 21.8 21.3
20
15
10
5
0
Hindu Muslim Christian

Level of Perception on Sexuality Education with their Caste

Sexuality Education
Respondents
Caste** 15.080
SC 19.5 60.2 20.3 123
MBC 27.3 43.0 29.7 128
BC 33.9 45.4 20.6 218
FC 30.0 41.7 28.3 60
**Refers to significant at 5% level (Chi-square results – Level of Perception towards FLE/ Sexuality
Education and Caste)
Caste wise analysis of the respondents‟ perception on sexuality education is
presented in table 7.25. The result reveals that SC and MBC categories study
population understand more about sexuality education than the counterparts –
majority of the respondents fall either in moderate or high level perception groups.
With respect to the proportion of respondents who had higher level of perception,
181
MBC group stood at top with 29.7 percent followed by FC category population (28.3
percent). The bi-variate analysis show a significant association between the level of
perception on sexuality education and caste of the respondents (2 = 15.080
p=.020).
Diagram No. 7.12

Level of Perception on Sexuality Education with Educational status
35 Low level
High level
30
28.9 22.3
25
18.3
20
23.0
15
10
5
30.4 30.4 23.2 30.6
0
Illterates/Prim Middle Second Degree/Dip
In an attempt to examine the relationship between educational attainment
of the respondents and their level of perception about sexuality education, diagram
7.12 shows that when the respondents‟ educational status increases, the proportion
of respondents who fall in the higher level of perception was also increases. Among
the illiterates/primary level of education completed respondents, about 18 percent
of them had high level of perception towards sexuality education and this
proportion was increased to 28.9 percent for secondary level of education
completed respondents and 22.3 percent for degree/diploma holders in the study
area. The association between educational status of respondents and their level of
perception about sexuality education is statistically insignificant. It can be stated
that the educational attainment of the respondents had a positive relationship with
their level of perception on sexuality education.
182
Occupation and Monthly income

Sexuality Education
Respondents
Occupation* 14.598
Not working 39.1 39.9 31.2 199
Public/ Private 35.8 32.4 33.6 178
Self employed 17.2 12.6 12.0 73
Former/Wage labourer 7.9 15.0 23.2 79
Monthly Income* 12.629
Up to 5000 22.5 54.1 23.4 111
5001 - 10000 34.0 50.0 16.0 156
10001 -20000 27.7 46.6 25.7 148
Above 20000 28.1 40.4 31.6 114
*Refers to significant at 10% level (Chi-square results – Level of Perception towards FLE/ Sexuality
Education and Occupation, Monthly Income)
Table 7.26 presents the percentage distribution of respondents by their level
of perception on sexuality education with their occupational status and monthly
income. Data shows that among the study population who fall in the high level of
perception, the respondents working in the private or public sector stood at top with
33.6 percent. It is surprise to note that around 32 percent of the not working
category respondents had higher level of perception. It is also observed that the
persons engaged in self-employment reported the lowest proportion among the
high level perception category. Chi-square results show significant association
between the two factors at 10 percent level.
Monthly income and level of perception on sexuality education data shows a
positive association. The respondents‟ level of perception increases along with their
monthly income. Little less than one-third of the respondents who had above 20,000
rupees as monthly income fall in the high level of perception category whereas this
183
proportion was 23.4 percent for the respondents who had 5,000 rupees as monthly
income. This linkage is found to be statistically significant at 10 percent level.

Media Exposure
Level of Perception towards FLE/
NS
Media Exposure Sexuality Education
Less Exposed 23.2 53.2 23.7 190
Moderately exposed 34.2 43.8 21.9 146
Highly exposed 29.5 45.6 24.9 193
NS- Not Significant
An attempt is made to analysis the influence of media exposure on the
perception level of sexuality education of the respondents in the study area. Data
shows a marginal increase in the level of perception while the respondents‟
exposure on media increases. Table 7.27 reveals that among the less exposed
respondents, about 24 percent of them were had the high level of perception,
whereas this proportion was marginally increased to 25 percent for highly exposed
population (51.1 percent). Chi-square test has established a statistical insignificant
association between the two factors. It can be stated that the media exposure was
not effectively influenced on the level of perception on sexuality education among
the study population.
184
DEGREE OF RELIGIOSITY AND PERCEPTION ON SEXUALITY EDUCATION
In this section an attempt is made to assess the influence of respondents‟
degree of religiosity on respondents‟ perception about sexuality education. The
respondents‟ degree of religiosity was measured by different indices such as religious
involvement index, religiousness measure index, religious trust index, religious hope
index, religious commitment index, religious association index and religious influence
index.

Level of Perception on Sexuality Education with their degree of religiosity

Degree of Religiosity Sexuality Education
Religious Involvement Index* 9.496
Less Involvement 20.2 56.2 23.6 89
Moderate Involvement 27.1 45.7 27.1 258
High Involvement 34.6 46.7 18.7 182
* Refers to significant at 10% level (Chi-square results – Level of Perception towards FLE/ Sexuality
Education and Degree of Religiosity)
As described in the earlier discussion, the respondents‟ religious involvement
was classified the respondents in to three levels viz less, moderate and high religious
involvement. In the study area, among the respondents who had less involvement in
religious activities, little less than one-fourth of them fall in the high level of
perception index (23.6 percent). On the other hand, this proportion was about 18.7
percent for the respondents who have highly involved in religious activities. It
indicates that the respondents‟ level of religious involvement increases their
perception towards sexuality education was decreases. It can be stated that the
perception on sexuality education/family life education. Bivariate analysis shows a
185
significant association between religious involvement index and their perception
towards sexuality education (2=9.496, p=.046).
As explained in the earlier section, the religiousness measure index was
developed based on five religiousness related statements. This classification of
religiousness index was analysed with the level of perception on sexuality education
and the same is presented in table 7.29.

Level of Perception on Sexuality Education with their Degree of religiosity

Religiousness Index*** 17.848
Less Religiousness 16.9 45.5 37.7 77
Moderate Religiousness 26.2 51.5 22.3 202
High Religiousness 37.3 43.8 18.9 169
NS
Religious Trust Index
Less trust 31.0 44.1 24.8 145
High trust 27.8 49.0 23.1 363
NS
Religious Hope Index
Less Hope 26.7 45.2 28.1 221
High Hope 29.4 50.2 20.4 289
*** Refers to significant at 1% level (Chi-square results – Level of Perception towards FLE/ Sexuality
Education and Degree of Religiosity) NS- Not Significant
It is witnessed from the table that the respondents‟ religiousness increases
from less level to high level, their perception was decreased. As expected when the
devoutness of the respondents towards their respective religion was high, their
perception on sexuality education was less. The proportion of persons in the high
level perception was decreased from 37.7 percent for the less religiousness people
to 18.9 percent for the respondents who had high level of religiousness. A significant
association between religiousness measure index and person‟s level of perception
on sexuality index is observed through bivariate analysis (2=17.848, p=.001).
186
In this study, the religious trust was measured with five statements and this
index was examined with the respondents‟ perception on sexuality education. As
expected the level of trust on religion enhances, the proportion of respondents who
had higher level of perception about sexuality education was decreases. However
this decrease was very marginal and the statistical analysis shows an insignificant
association between these two factors. In the study area, around 25 percent of the
respondents who had less religious trust had high perception on sexuality education
and this proportion was slightly reduced to 23.1 percent for the respondents who
had more trust on their respective religious values.
A similar trend is noticed to the analysis of religious hope index with proportion
of persons who had high level of perception on sexuality education in the study
locations. However, this difference was reasonably higher. Among the less hope
persons, about 28 percent of them had high level of perception on sexuality
education. Whereas, this proportion was reduced to 20.4 percent for the
respondents who fall in high hope index. Bi-variate analysis shows an insignificant
association between the level of religious hope and their level of perception on
sexuality education.
As described in the previous section, the respondents‟ religious commitment
index has two levels such as less commitment level and high commitment level. A
quite contradictory result was noticed from table 7.30 that the respondents‟ level of
religious commitment was not influenced on their perception towards sexuality
education. Around 23 percent of the respondents fall in the high perception level of
sexuality education irrespective of their level of religious commitment. An
insignificant association between level of perception on sexuality education and the
person‟s level of religious commitment is witnessed through bivariate analysis.
187
In the study area, a negative association was witnessed between religious
association index and the respondents‟ perception on sexuality education. When
the person‟s association with religious activities increases, their perception about
sexuality education was decreases. It is observed that about 28 percent of the
respondents who fall in the less religious associate category had high level of
perception on sexuality education and this proportion was further reduced to 17.6
percent for the persons who fall in the high religious associate category. It can be
stated that the respondent‟s religious associate have a negative impact on the
respondent‟s perception on sexuality education/family life education. This linkage is
found to be statistically significant at 5 percent level.

Level of Perception on Sexuality Education with their Degree of religiosity

NS
Less commitment 25.6 51.6 22.9 258
High Commitment 33.3 43.8 23.2 233
Religious Association Index* 7.239
Less association 26.7 45.5 27.8 255
More association 30.0 52.4 17.6 233
Religious Influence Index NS
Less influence 27.1 47.7 25.2 258
High Influence 30.0 48.9 21.1 227
Degree of Religiosity (1-25)** 11.458
Low degree of religiosity 18.8 46.3 35.0 80
Moderate degree 27.5 50.4 22.2 284
High degree of religiosity 35.2 44.2 20.6 165
** Refers to significant at 5% level (Chi-square results – Level of Perception towards FLE/ Sexuality
Education and Degree of Religiosity) NS- Not Significant
188
A similar trend is witnessed for the religious influence index analysis with
respondents‟ level of perception on sexuality education. When the respondents‟
religious influence was less, their perception towards sexuality education was high
(25.2 percent). The respondents‟ religious influence increases, their perception
towards sexuality education was reduced (21.1 percent). However, the bivariate
analysis shows an insignificant association between level of perception on sexuality
education and the person‟s level of religious influences.
Diagram No. 7.13

Level of Perception on Sexuality education with their
Perception on Sexual relationship
Less sexual relationship perception

40 Moderate
High
35
34.8
30
25 21.6
20
14.4
15
10
0
High perception on Sexuality Education
It is noticed from the diagram that when the respondents‟ perception level on
sexual relationship increases their level of perception towards sexuality education
also increases. This increase was from 14.4 percent among the less perception on
sexual relationship category to 34.8 percent for the persons who fall in the high
perception on sexual relationship. Bivariate analysis shows a significant association
between two factors (2=31.331, p=.000).
189
PARENTS’ PERCEPTION ON
SEXUALITY EDUCATION CURRICULUM CONTENT
This section examines the respondents‟ perception towards the topics to be
included in the sexuality education programme. Of the total 529 respondents, 420
respondents had the opinion to offer sexuality education in schools. Hence, this
section of analysis was covered only the 420 respondents who agreed to induct the
sexuality education at school curriculum. During the survey the respondents were
asked to declare whether the following topics to be included in the sexuality
education programme or not included. The list of topics covers 34 different
theme/areas. These topics were classified into three groups such as Social values
and relationship, Adolescence period‟s changes and issues and
Protection/precaution issues
S.No. SEXUALITY EDUCATION THEMES

Social values and relationship
1 Social relationship
2 Positive friendships
3 Education about attraction
4 Healthy intimate relationships
5 Family/ individual values and moral beliefs on sexuality
6 Values of sexual abstinence until marriage
7 Parenting responsibilities
Adolescence period’s changes and issues
8 Emotional development
9 Sex Drive or Sexual feelings in childhood and adolescence
10 Changes that take place in the body during adolescence
11 Physical, Emotional and Psychological Changes During Puberty
12 Reproductive parts of male and female bodies and their functions
13 Physiology of Menstruation
14 Pregnancy and birth
15 Abortion
16 Ejaculation and wet dreams
17 Masturbation
Protection/precaution issues
190
18 Importance of contraception
19 Education about personal safety (prevention of sexual abuse)
20 Pre-marital sex and teenage pregnancies
21 How to deal with emotional issues and consequences of sex
22 How to deal with pressure to have sex
23 Effect of peer pressure on sex activity
24 How to talk with parents about sex and relationship
25 Importance of safe sex
26 Effect of sexual harassment
27 Education about sexual problems and concerns
28 HIV/AIDS
29 RTIs/STIs
30 How to get tested for HIV/AIDS and other STDs
31 Education about abstinence
32 Same-Sex behavior (Homosexuality, lesbianism)
33 Positive communication with family
34 Role of media on sexuality
Table 7.31 discloses that among the seven „Social values and relationship‟
related topics about 88.3 percent of them accepted to teach the „Social
relationship‟ in the sexuality education programme. „Family/ individual values and
moral beliefs on sexuality‟ and „Values of sexual abstinence until marriage‟ were the
least preferred topics among the „Social values and relationship‟ related topics
(around 68 percent each).
In order to measure the respondents‟ overall perception towards the „Social
values and relationship‟ related topics a composite index was developed. Level of
acceptance of Social values and relationship index was developed with seven
statements. There were three answers (not approved, approve, and no idea)
structured for each statement which were given score as 0, 1, 2 respectively.
Respondent‟s agreement with each of the seven statements was considered
‟completely approved‟ agreement with at least any of the statements was known
as ‟partially approved‟ and disagreement with all the statements was grouped as
„completely disapproved‟ the sexuality education topics.
191
Opinion on topics related Social values and relationship
Topics on Social values and Not

relationship Approval No idea Total
approval
Social relationship 88.3 5.0 6.7 420

Positive friendships 84.3 6.9 8.8 420
Education about attraction 80.5 11.7 7.9 420
Healthy intimate relationships 78.8 11.2 10.0 420
Parenting responsibilities 74.3 13.3 12.4 420
Values of sexual abstinence 68.1 21.0 11.0 420
until marriage
Family/ individual values and
67.6 20.0 12.4 420
moral beliefs on sexuality
Social values and relationship Index
Respondents percentage
Complete disapproved 33 7.9
Partially approved 160 38.1
Completely approved 227 54.0
Of the 420 respondents who had the opinion to induct the sexuality
education for the students, 54.0 percent of them had completely approved all the
seven „Social values and relationship‟ related topics and just 8 percent of them
completely disapproved all the seven themes to include in the sexuality education
curriculum. The remaining 38 percent of the respondents partially approved to
incorporate any of the seven themes in the sexuality education programme.
With respect to topics related to „Adolescence period‟s changes and issues‟,
majority of the respondents accepted to teach „Emotional developments (79.8
percent) in the sexuality education programme. The next highest proportion of
respondents approved the „Physical, Emotional and Psychological changes during
Puberty‟ as an important theme to include in the sexuality curriculum (72.1 percent).
192
Opinion on topics related Adolescence period’s changes and issues
Topics on Adolescence period’s Not

changes and issues Approval No idea Total
approval
Emotional development 79.8 9.0 11.2 420

Physical, Emotional and
Psychological Changes during 72.1 16.9 11.0 420
Puberty
Changes that take place in the
70.7 16.2 13.1 420
body during adolescence
Reproductive parts of male and
female bodies and their 70.0 17.9 12.1 420
functions
Physiology of Menstruation 68.3 21.2 10.5 420
Sex Drive or Sexual feelings in 67.4 21.4 11.2 420
childhood and adolescence
Pregnancy and birth 67.9 21.0 11.2 420
Abortion 67.1 20.0 12.9 420
Ejaculation and wet dreams 64.3 18.1 17.6 420
Masturbation 64.5 20.2 15.2 420
Adolescence period’s changes and issues Index
Respondents percentage
Around 70 percent of the respondents agreed to include the topics such as
„Changes that take place in the body during adolescence‟ and „Reproductive parts
of male and female bodies and their functions‟. Significant proportions of the
respondents approved the remaining the listed topics, however, the topics
„Ejaculation and wet dreams‟ and „Masturbation‟ was accepted by around 64
percent of the study population. It is also noticed that around one-fifth of the
parents‟ had the opinion that it is not necessary to teach about „Physiology of
Menstruation‟, „Sex drive or Sexual feelings in childhood and adolescence period‟,
„Pregnancy and birth‟ and „Abortion‟ to the students. As explained in the earlier
193
„Social values and relationship‟ topic, a composite index was also developed for the
topic „Adolescence period‟s changes and issues‟. Data shows that only 9 percent of
the study population was completely disagreed with all the themes mentioned in
the „Adolescence period‟s changes and issues‟ caption to include in the sexuality
education programme. And about 51 percent of the respondents completely
agreed to incorporate all the 10 themes in the curriculum.

Opinion on topics related to Protection/precaution issues
Topics on Protection/precaution Not
Approval No idea Total
issues approval
Positive communication with family 78.3 11.7 10.0 420
HIV/AIDS 75.5 14.0 10.5 420
How to get tested for HIV/AIDS and
73.8 11.0 15.2 420
other STDs
RTIs/STIs 73.3 12.4 14.3 420
Importance of contraception 70.2 15.2 14.5 420
Education about sexual abuse 69.5 18.8 11.7 420
Effect of sexual harassment 69.5 19.0 11.4 420
Education about sexual problems
69.8 18.6 11.7 420
and concerns
Education about abstinence 68.8 16.7 14.5 420
Role of media on sexuality 68.6 17.9 13.6 420
How to deal with emotional issues
65.0 22.6 12.4 420
and consequences of sex
Same-Sex behavior 65.0 20.5 14.5
Importance of safe sex 64.8 23.8 11.4 420
Pre-marital sex and teenage
63.3 22.6 14.0 420
pregnancies
How to talk with parents about sex
62.9 24.3 12.9 420
and relationship
Effect of peer pressure on sex
62.9 24.3 12.9 420
activity
How to deal with pressure to have
61.4 23.4 14.2 420
sex
Protection/precaution issues Index Respondents percentage
194
Another 17 topics were listed under the heading of „Protection/precaution
issues‟ and the respondents were asked to state their opinion to include theses
topics into the sexuality education programme. The responses are presented in table
7.33. It shows that next to „Positive communication with family‟ topic (78.3 percent),
majority of the study population indicated the HIV/AIDS related topics (around 75
percent for each topic) as the main theme to include in the sexuality education
curriculum. The topic „How to deal with pressure to have sex‟ was listed as least
priority topic to include in the sexuality education programme by the respondents
(61.4 percent). It is evident from the composite index data that little less than half of
the respondents completely agreed to accept all the 17 themes to include in the
sexuality curriculum (49.3 percent) and at the same time around 9 percent of the
study populations completely disagree with these themes.
It is very obvious from the analysis that the parents given priority to teach
social values and relationship topics (54.0 percent), then to the topics concern with
adolescence issues (51.4 percent) and to the precaution and prevention topics
(49.3 percent) in the study area.
Diagram 7.14 presents the respondents‟ opinion to approval of all 34 listed
themes to include in the sexuality education programme. It is observed that about
47 percent of the study population given optimistic opinion to include all the 34
different themes in the sexuality education. However 45.2 percent of the
respondents agreed to include any of the listed 34 themes in the curriculum. The
remaining 8 percent of the respondents totally disagreed to include these topics in
the sexuality education programme. It can be concluded that overwhelming
majority of the respondents either totally or partially agreed to all the 34 sexuality
related themes to include in the sexuality education curriculum.
195
Diagram No. 7.14
Opinion Index on topics related to Sexuality education programme
Cmpletely
Disapproved
7.6
Completely
approved
47.1
Partially
approved 45.2
Association between background characteristics and the Respondents’

Opinion to approve Sexuality Education themes for the curriculum
In this section an attempt is made to assess the influence of socio-economic,
demographic and degree of religiosity variables on the respondents‟ opinion
towards the topics to include in the sexuality education curriculum.
The analysis of respondents‟ age and sex influences on their opinion towards
sexuality education themes is presented in table 7.34. It shows that the young age
population was more optimistic view on the sexuality themes to include in the
curriculum than the old age population. More specifically with the approval of all
the 34 themes, little above half of the young population in each category (51.1
percent in > 35yrs; 52.1 percent in 36-40 yrs) agreed to include all the 34 sexuality
themes in the curriculum. This proportion for the old age respondents (41-47 age
group) was just 39.9 percent. However, the proportion of overall approval of the
themes (partially or completely) was slightly high among the old age population
than the young population. The association between respondents‟ age and their
approval towards sexuality education themes is found to be statistically significant at
10 percent level.
196
Opinion index on sexuality education topics with their Age and Sex
Opinion index on sexuality
Respondents’ Demographic education topics Total
Characteristics Not Approved Approved
approved any one topic all 34 topics
Age * 8.294
Less than 35 years 8.5 40.4 51.1 94
36 – 40 Years 8.6 39.9 52.1 163
41– 47years 6.1 54.0 39.9 163
Sex*** 24.066
Male 7.2 59.6 33.1 166
Female 7.9 35.8 56.3 254
***, * Refers to significant at 1% and 10 level (Chi-square results – Level of Perception towards FLE/
Sexuality Education and Respondents‟ Demographic Characteristics)
A quite interesting result is noticed with respect to opinion towards sexuality
themes by sex of the respondents. More female respondents supported to approval
of all the 34 sexuality themes for framing of sexuality curriculum (56.3 percent) than
the male respondents (33.1 percent). It indicates that the females more in-favour of
introduce sexuality education programme than the males in the study area. The
relationship between sex of the respondents and their approval towards sexuality
education themes is statistically significant at 1 percent level (2 =24.066).

Opinion index on sexuality education topics with their Residence and Family type
Opinion index on sexuality education
Respondents’ Residence and topics Total
Family type Approved Approved
Not approved
any one topic all 34 topics
NS
Place of Residence
Rural 8.6 43.9 47.6 187
Urban 6.9 46.4 46.8 233
NS
Family Type
Nuclear system 7.1 43.7 49.2 325
Joint system 9.5 50.5 40.0 95
NS- Not Significant
197
It is quite interesting to note from table 7.35 that more or less an equal
proportions of respondents in the rural and urban area approved all the 34 sexuality
themes to include in the sexuality education (47.6 and 46.8 percent respectively).
This relationship is found to be statistically insignificant.
A predictable result is noticed from the analysis of respondents‟ type of family
and their opinion towards acceptance of sexuality themes. The respondents who
live in the nuclear family system were support more than the respondents live in the
joint family system with respect to agree all the 34 sexuality themes. Data discloses
that around 40.0 percent of the respondents who live in joint system had the opinion
to approve all the 34 topics for the sexuality education programme and this
proportion was further increased to 49.2 percent for the respondents living in nuclear
family system. The association between family type and their opinion towards
approval of the themes is statistically insignificant.

Opinion index on sexuality education topics with their Residence and Family type
Social Classification of topics Total
Respondents Approved Approved
Not approved
Religion NS
Hindu 6.5 44.3 49.2 246
Muslim 9.0 43.6 47.7 78
Christian 9.4 49.0 41.7 96
Caste** 15.299
SC 6.8 45.6 47.6 103
MBC 8.5 34.9 56.6 106
BC 8.8 44.7 46.5 159
FC 3.8 67.3 28.8 52
**Refers to significant at 5% level (Chi-square results – Opinion index on sexuality education topics and
Social Classification of Respondents) NS- Not Significant
198
To identify the social class influences on the respondents‟ opinion towards
approval of all the 34 topics for the sexuality education programme, religion and
caste analysis was carried out and the same is presented in table 7.36. Religious
data discloses that slightly a higher proportion of Hindu (49.2 percent) and Muslim
respondents (47.7 percent) approved all the 34 sexuality themes than the Christians.
The association between the two factors seems to be statistically insignificant.
Table 7.36 also shows the role of respondents‟ caste structure on their opinion
towards approval of all the 34 topics. The percentage of respondents who
approved all the 34 sexuality themes for the curriculum was comparatively high
among MBC (56.6 percent) than the counterparts. The FC population recorded the
lowest proportion among the study population (28.8 percent). Bivariate analysis
shows a significant association between caste of respondents and their opinion
towards approval of all the 34 topics for the sexuality education programme
(2=15.299) at 5 percent level.
In an attempt to analyse the influence of respondents‟ educational
attainment with their acceptance of all the 34 sexuality themes, table 7.37 shows an
inverse association between the variables.

Opinion index on sexuality education topics with their Educational Status
Educational status of topics Total
Respondents Approved Approved all
Not approved
any one topic 34 topics
Literacy Level*** 38.877
Illiterates/Primary 12.1 18.2 69.7 66

Middle 10.5 46.8 42.7 124
Secondary 3.5 42.1 54.4 114
Degree/Diploma 6.0 62.1 31.9 116
***Refers to significant at 1% level (Chi-square results – Opinion index on sexuality education topics and
Literacy level)
199
While the respondents‟ educational status increases their tendency to
approve of all the 34 sexuality themes was decreases. Among illiterates/primary
category about 69.7 percent of the respondents agreed to include all the 34
sexuality themes, whereas this proportion was decline to 42.7 percent for the
respondents who had completed middle schools and it further declined to 31.9
percent for the degree/diploma holders. It may be the reason that the highly
educated people may have pessimistic view on sexuality education that it will
encourage students to involve in sexual behaviour. Bivariate analysis shows a
significant association between educational status of the persons and their opinion
towards acceptance of all the 34themes on sexuality education (2=38.877, p=.000).

Opinion index on sexuality education topics with their Economic Condition
topics Total
Economic condition
Approved Approved
Not approved
Occupation*** 37.019
Not Working 8.4 38.3 53.2 154
Govt./ Private sector 6.5 61.9 31.7 139
Self employed 11.7 48.3 40.0 60
Wage labour / Former 4.5 23.9 71.6 67
Monthly Income*** 41.978
Up to 5000 12.2 22.2 65.6 90
5001 - 10000 12.3 40.2 47.5 122
10001 -20000 2.4 61.6 36.0 125
Above 20000 3.6 53.0 43.4 83
Economic condition)
Among the study population, the association between the respondents‟
occupational status and their opinion towards approval of all the 34 sexuality
themes was examined. It is quite surprise to note that a major proportion of
respondents who have engaged in wage labour/formers agreed all the 34 sexuality
200
topics to include in the sexuality education curriculum (71.6 percent) and about 53.2
percent of the „not working‟ category people also approved the 34 themes. This
proportion for the white color job people (govt/private sector) was just 31.7 percent.
It can be stated that the lower section people more in-favour of sexuality education
than the counterparts. Bivariate analysis shows a significant association between
occupation of the persons and their opinion towards acceptance of all the 34
sexuality themes (2=37.019, p=.000).
Data in table 7.38 shows the linkage between respondents‟ income level and
their opinion towards acceptance of all the 34 sexuality themes. Again it is proved
that the higher income group populations less favour to all the 34 sexuality themes
than the lesser income group respondents. It is obvious that the proportion of
persons who had positive opinion towards acceptance of all the 34 sexuality themes
to include in the sexuality education was higher among less than 5,000 rupees
monthly income category (65.6 percent) than the above 20,000 rupees category
(43.4 percent). The association between these two factors is found to be statistically
significant at 1 percent level (2=41.978, p=.000).

Opinion index on sexuality education topics with their Media exposure
topics Total
Mass Media
Approved Approved
Not approved
Media Exposure*** 57.143

Less Exposed 7.0 23.4 69.6 158
Moderately exposed 7.8 52.6 39.7
Highly exposed 8.2 63.0 28.8 146
Mass Media)
An attempt is made to analyse the role of mass media exposure on their
opinion towards acceptance of all the 34 sexuality topics to include in the sexuality
201
education in the study area. Generally mass media exposures have an optimistic
influence on the respondents‟ opinion. However, data on opinion towards approval
of all the 34 sexuality themes shows a negative scenario. While the respondents‟
exposure on mass media increases from lees to high, their opinion towards
acceptance of all the 34 themes decline from 69.6 percent to 28.8 percent
respectively. Chi-square test has established a statistical significance of association
between the two factors (2=57.143, p=.000).
In this section, an investigation is made to examine the effect of respondents‟
degree of religiosity on respondents‟ opinion towards approval of all the 34 sexuality
themes to incorporate in the sexuality education curriculum.
The respondents‟ level of religious involvement increases their opinion to
accept all the 34 sexuality themes were decreases. In the study area, more than half
of the respondents who fall in the less religious involvement index had the positive
attitude towards the acceptance of all the 34 sexuality themes (61.0 percent). This
proportion was decline to 46.0 percent for the persons who had moderate level of
religious involvement and it was further declined to 40.9 percent for the persons who
had high level of religious involvement. It can be stated that the respondent‟s
degree of religiosity have a negative impact on the respondent‟s attitude towards
acceptance of all the 34 sexuality themes. It is evident from the Chi-square analysis
that a significant association is noticed between degree of religiosity and opinion
towards approval of sexuality theme (2=8.436, at 10%level).
The classification of religiousness measure was analysed with the opinion of
respondents towards approval of all the 34 sexuality topics and the same is
presented in table 7.40 Again a similar finding is noticed that when the respondents‟
devoutness increases their opinion towards approval of all 34 sexuality themes in the
sexuality education programme was decreases. Among the high religiousness index,
more than two-fifth of the respondents in-favour of all the 34 sexuality topics (43.7
202
percent), whereas, this proportion was about 58 percent for the persons who fall in
the less religiousness index category. Result on Chi-square analysis shows a significant
association between degree of religiousness and opinion towards approval of
sexuality theme (2=7.882, at 10%level).

Opinion index on sexuality education topics with their Degree of Religiosity
topics Total
Degree of Religiosity Approved
Approved
Not approved all the
any one topic
34topics
Religious Involvement Index*8.436
Less Involvement 6.5 32.5 61.0 77
Moderate Involvement 8.1 46.0 46.0 211
High Involvement 7.6 51.5 40.9 132
Religiousness Measure Index* 7.882
Less Religiousness 1.5 40.3 58.2 67
Moderate Religiousness 5.7 51.6 42.8 159
High Religiousness 8.7 47.6 43.7 126
Less trust 8.5 49.2 42.4 118
High trust 7.4 45.3 47.4 285
Religious Hope Index *8.294
Less Hope 7.6 43.8 48.6 185
High Hope 8.1 47.5 44.4 223
NS
Less commitment 6.8 44.8 48.4 221
High Commitment 10.0 47.1 42.9 170
NS
Religious Association Index
Less association 8.5 42.3 49.3 213
More association 6.9 48.3 44.8 174
Religious Influence Index NS
Less influence 8.8 50.5 40.7 216
High Influence 7.0 42.7 50.3 171
*Refers to significant at 10% level (Chi-square results – Opinion index on sexuality education topics and
Degree of Religiosity) NS- Not Significant
203
A quite contradictory result is noticed for the analysis of religious trust index
with proportion of persons who had approved all the 34 sexuality themes in the study
locations. In the study area, about 42.4 percent of the respondents who had less
religious trust were in-favour to approve all the 34 sexuality topics. This percentage
was increased to 47.4 for the respondents who had more trust on their respective
religious values. The statistical analysis shows an insignificant association between
these two factors.
As expected the level of hope on religion enhances, the proportion of
respondents who had agreed all the 34 sexuality topics was declined. However, a
marginal decline was witnessed from 48.6 percent among less hope index
population to 44.4 percent for the high hope index population. Bi-variate analysis
shows a significant association between two variables at 10 percent level.
Again a similar kind of influence is noticed that when the respondents‟
religious commitment increases their opinion towards approval of all 34 sexuality
themes in the sexuality education programme was decreases. Among the high
religious commitment index, little more than two-fifth of the respondents (42.9
percent) agreed to include all the 34 sexuality topics in the sexuality education
curriculum, whereas, this proportion was 48.4 percent for the persons who fall in the
less religious commitment index category. Result on Chi-square analysis shows an
insignificant association between degree of religious commitment and opinion
towards approval of sexuality themes.
It is evident from the data that while the respondents‟ level of religious
association increases their opinion towards acceptance of all the 34 topics for the
sexuality education programme was declined. This decline was from 49.3 percent
among the less association index to 44.8 percent to the high religious association
204
index categories. It can be again proved that the respondent‟s degree of religiosity
have a negative influence on approval of sexuality themes. It is evident from the
Chi-square analysis that an insignificant association is noticed between the level of
religious association and their opinion towards approval of sexuality themes.
As like religious trust index, the religious influence index also witnessed a
positive linkage with the respondents‟ opinion towards approval of all the 34
sexuality themes. It is observed that about 40.7 percent of the respondent‟s in-favour
of include all the 34 sexuality themes who fall in the less index category, this
proportion was further increased to 38.85 percent for the persons who fall in the high
index category (50.3 percent). It is evident from the Chi-square analysis that an
insignificant association is noticed between two factors.
Diagram No. 7.15

Opinion index on sexuality education topics with their Degree of Religiosity
60 Moderate
44.9
50
40 Low Degree High Degree

55.7 46.6
30
20
10
0
All 34 topics
In order to assess the overall effect of degree of religiosity on statements
related to religious practices/values, degree of religiosity index was developed. The
index has three levels such as low degree of religiosity, moderate degree of
religiosity and high degree of religiosity. The respondents‟ level of degree of
religiosity increases their opinion towards approval of all the 34 sexuality topics for
the sexuality education was decreases. Diagram 7.15 clearly shows that about more
than half of the respondents who fall in the low degree of religiosity had the
205
optimistic view on all the 34 sexuality themes for sexuality education (55.7 percent)
and this proportion was declined to 46.6 percent for the persons who fall in the high
degree of religiosity category. Result on Chi-square analysis shows a significant
association between degree of religiosity and opinion towards approval of sexuality
theme (2=10.185, at 10%level).
Table 7.41 explains the influence of understanding of sexuality of the
respondents on their opinion towards approval of all the 34 sexuality themes in the
sexuality education programme. While the respondents‟ understanding on sexuality
increases, their acceptance towards sexuality themes was also increases. Data
shows that about 20.5 percent of the respondents who fall in the less sexuality
understanding index agreed to include all the 34 sexuality topics in the sexuality
education programme. This proportion was increased to 47.8 percent for the
moderate level and it further increased to 66 percent for the persons who fall in the
high level of understanding on sexuality. It is evident from the Chi-square analysis
that an insignificant association is noticed between understanding of sexuality and
opinion towards approval of sexuality theme (2=37.521, at 1%level).

Opinion index on sexuality education topics with their Perception on Sexuality
topics Total
Perception on Sexuality
Approved Approved all
Not approved
any one topic 34 topics
Sexuality Understanding*** 37.521

Less understanding 16.4 63.0 20.5 73
Moderate 6.3 45.8 47.8 253
High 4.3 29.8 66.0 94
Perception on Sexual relationship***33.837
Low perception 10.0 67.1 22.9 70
Moderate perception 8.5 46.4 45.1 235
High perception 4.3 29.6 66.1 115
*** Refers to significant at 1% level (Chi-square results – Opinion index on sexuality education topics and
perception on sexuality)
206
Similarly while the respondents‟ perception on sexuality relationship increases
their approval of sexuality themes for sexuality curriculum was also increases. About
22.9 percent of the respondents who fall in the low perception on sexual relationship
category agreed to include all the 34 topics in the sexuality education. This
proportion was increased along with their level of perception on sexual relationship
increases – 66.1 percent for the high level of perception category. Bivariate analysis
shows a significant association between understanding of sexual relationship and
their approval of sexuality themes (2=33.837, p=.000).
Table No. 7.42 Results of logistic regression for determinants of approval of sexuality themes
for the sexuality education curriculum on among the study population
95.0% C.I.for EXP(B)

B S.E. Sig. Exp(B)
Lower Upper
Age*
> 35 years (R) .097 1.000
36 – 40 Years .742 .392 .059 2.099 .974 4.527
41– 47years .181 .412 .660 1.198 .535 2.687
Sex
Male (R) 1.000
Female .401 .444 .367 1.493 .625 3.566
Religion
Hindu (R) .819 1.000
Muslim .199 .429 .642 1.220 .527 2.827
Christian -.103 .384 .789 0.902 .425 1.916
Caste
SC (R) .176 1.000
MBC .797 .421 .058 2.219 .972 5.067
BC .086 .408 .833 1.090 .490 2.423
FC -.017 .516 .973 .983 .357 2.703
Place of residence
Rural (R) 1.000
Urban -.227 .325 .485 0.797 .422 1.506
Family Type
Nuclear (R) 1.000
Joint .195 .343 .570 1.215 .620 2.381
Educational Level
Illiterate/Prim (R) .164 1.000
Middle -.935 .491 .057 0.393 .150 1.027
Secondary -.369 .539 .494 0.691 .240 1.990
Degree/Diploma -.744 .567 .189 0.475 .156 1.443
207
Occupation
Public/Private .302 .481 .530 1.353 .527 3.471
Self employed .303 .501 .545 1.354 .508 3.611
Former/wage .838 .497 .092 2.312 .872 6.129
Mass Media***
Less Exposed (R) .000 1.000
Moderate -1.280 .379 .001 0.278 .132 .585
High -1.571 .416 .000 0.208 .092 .470
Sexuality understanding index***
Less understanding (R) .000 1.000
Moderate 1.078 .427 .012 2.940 1.273 6.790
High 2.167 .505 .000 8.729 3.247 23.465
Perception on Sexual relationship index*
Low perception (R) .101 1.000
Moderate .474 .420 .259 1.606 .706 3.655
High perception .990 .480 .039 2.690 1.051 6.889
Religious Involvement Index
Less Involvement (R) .716 1.000
Moderate .119 .435 .784 1.126 .480 2.642
High Involvement .349 .488 .475 1.417 .545 3.688
Religiousness Measure Index
Less Religiousness (R) .165 1.000
Moderate -.664 .400 .097 0.515 .235 1.127
High Religiousness -.206 .427 .629 0.814 .352 1.879
Less commitment (R) 1.000
High Commitment .007 .297 .980 1.007 .562 1.805
Constant -.969 1.031 .347 .380
-2Log likelihood 339.828
The results of the logistic regression analysis which provide the independent
effects of different background variables on the respondents‟ approval to include
the sexuality themes in the curriculum is presented in table 7.42. The results indicate
the approval of all the 34 listed sexuality themes for the sexuality education
programme compared to the reference category during the reference period,
when the effects of other variables were controlled. The dependent variables were
dichotomous in nature taking the value of one if it was reported that a respondent
agreed to include all the 34 listed sexuality topics (approved all the 34 topics=1;
208
approved any of the topics=0). The explanatory variables included in this model
were: age, sex, place of residence, religion, caste, education, occupation, monthly
income, family types, media exposure, degree of religiosity and understanding of
sexuality. (Since the „not approved‟ category had very meagre proportion, it was
included in the „approve of any topic category‟).
It is evident from the odds ratio shows that the respondents who fall in the 36-
40 years and 41-47 age population were respectively about 2.1 times and 1.2 times
more likely to approve all the listed 34 sexuality themes than the reference category
(less than 35 years age population). The analysis confirmed the sex differences that
the female respondents were about 1.5 times more likely to approve all the listed 34
sexuality themes than the male respondents. Data on odds ratio reveals that
Christians (OR= 0.902) were less likely to favour of include all the listed 34 sexuality
topics than the Hindus. Data shows that MBC and BC categories persons were
respectively about 2.2 times and 1.1 times more likely to agreed to include all the 34
topics than the SC category population. The FC category persons were about less
likely to favour to accept all the 34 topics (OR=0.983) than the reference category.
As compared with nuclear family system, respondents living in the joint family system
were about 1.2 times more likely to approve all the 34 sexuality themes. Data on
odds ratio reveals that highly media exposed respondents (OR= 0.208) were less
likely to favour of include all the listed 34 sexuality topics than the less media
exposed people.
Degree of religiosity had significant negative effect on acceptance of all the
listed 34 sexuality themes for the curriculum. The respondents who had high level of
religiousness were less likely to favour to accept all the 34 topics (OR=0.814) than the
reference category. It is inferred that the sexuality understanding index found to be
209
an important indicator and confirm positive association with acceptance of all the
34 listed sexuality themes to include in the sexuality education curriculum. The
respondents who had high level of understanding on sexuality were about 8.7 times
more likely to approve all the 34 sexuality topics than the reference category.
Similarly the perception on sexual relationship index also found to be an important
indicator and confirm positive association with acceptance of all the 34 listed
sexuality themes to include in the sexuality education curriculum. The respondents
who had high level of perception on sexual relationship were about 2.7 times more
likely to approve all the 34 sexuality topics than the reference category. Overall, the
media exposure, religiosity commitment index, sexuality understanding index and
perception on sexual relationship index of the respondents were shown a statistical
association with the dependent variable with the respective reference categories
and it is also noticed that the socio-economic and demographic variables not
shown any kind of significant association.
210
PARENTS’ ATTITUDE TOWRADS
TEACHING OF SEXUALITY EDUCATION
In this section an effort is made to understand the parents‟ attitude towards
teaching of sexuality education for students. This analysis is focusing only to the
respondents who had the favored opinion to induct the sexuality education for the
students (420 respondents). During the survey many questions related to teaching
aspects were asked to the respondents and their responses were analysed in the
following section.
Table No.7.43 Percentage distribution of Respondents by

Attitude towards teaching of sexuality education
Respondent
Statements
Number Percent
Sexuality education should be made a compulsory subject in
school
Agree 291 69.3
Disagree 114 37.1
No Idea 15 3.6
Total 420 100.0
Of the 420 parents who agreed to teach sexuality education for students
during the survey more than two-third of the parents (69.3 percent) agreed to teach
the sexuality education as a compulsory subject in the school and a very meager
proportion reported that they had „no idea‟ about the statement. It is very clear that
in the study area little more than one-third of them totally rejected the statement
that sexuality education should not made a compulsory subject in the school (37.1
percent).
It is more obvious from the data that more than two-third of the parents (63.8
percent) agreed to teach the sexuality education as a subject in 8-10th standard
classes (not as a compulsory subject). And about 44 percent of the parents had the
211
opinion that the sexuality education may teach at secondary level classes and
another 42 percent of the parents opinioned that the sexuality education should
teach at the college.

Attitude on teaching of sexuality education
Sexuality education Respondent

should be taught at Number Percent
8, 9, and 10 Standard 268 63.8
11 and 12 Standard 186 44.3
College level 178 42.4
Total 420 100.0
It can be concluded that the parents who have approved to teach the
sexuality education for their children had the opinion that sexuality education should
teach at their middle level of schooling or at their earlier adolescence period.

Respondent
Sexuality education
Number Percent
Sexuality education will be a platform to provide correct and factual
information to school students on sexual health and relationship
Agree 266 63.3
Parent are in the best position to teach sex related
issues to their children
Agree 204 48.6
Government should employ better trained personnel
to teach Sexuality education at schools
Agree 229 54.5
It is the responsibility of the school to teach sex
education to the students
Agree 229 54.5
TOTAL 420 100.0
It is witnessed from the table 7.45 that more than sixty percent of the parents
in the study area accepted the statement „sexuality education will be a platform to
provide correct and factual information to school students on sexual health and
212
relationship‟ (63.8 percent). It is also interested to note that only 37 percent of the
parents had the opinion that the sexuality education should taught secretly. About
49 percent of the respondents had the opinion that „Parents are in the best position
to teach sex related issues to their children‟. And at the same time about 55 percent
of the parents had the opinion that „It is the responsibility of the school to teach sex
education to the students. A similar proportion of parents viewed that „Government
should employ better trained personnel to teach Sexuality education at schools‟. It
can be concluded that the parents had a strong opinion to teach sexuality
education to students at school but did not have any concrete idea about the
person by whom it should be delivered.

Respondent
Sexuality education
Number Percent
Sexuality education should be taught
along with other subjects in schools
Agree 178 42.4
with Social Science lesson
Agree 173 41.2
with Science lesson
Agree 237 56.4
as a separate subject in schools
Agree 122 29.0
secretly
Agree 156 37.1
TOTAL 420 100.0
The respondents were asked to mention the subject in which the sexuality
education contents to be included. It is stated that little above two-fifth of the
parents proposed the Social Science subject (41.2) as the ideal subject to include
213
the sexuality education contents. A considerable proportion of respondents had
chosen the Science subject as apt subject to include the sexuality education
contents (56.4 percent). It is also notice from the table about 71 percent of the
respondents was strongly emphasized that the sexuality education should not teach
as separate subject. And at the same around 37 percent of the parents had the
opinion that the sexuality education should taught secretly. Overall, it can be
observed that the parents have little confused or not had any pertinent idea to
propose the exact subject in which the sexuality education contents to be included.

Respondent
Sexuality education
Number Percent
Teaching of Sexuality education in schools expose
children to sex more
Agree 210 50.0
Sexuality education will be a platform to provide
correct and factual information to school students on
sexual health and relationship
Agree 272 64.8
Teaching of Sexuality education in school reduces
the rate of abortion in the society
Agree 198 47.1
Use social media to provide health education and life-skills
information
Agree 253 60.2
Data on parents‟ attitude towards sexuality education discloses that half of
the parents had the opinion that the teaching of sexuality in schools will provide
more expose on sex among the children. And at the same time, little less than two-
third of the respondents (64.8 percent) strongly believed that „sexuality education
will be a platform to provide correct and factual information to school students on
sexual health and relationship‟. It is also seen from the table that just 47 percent of
the parents opinioned that the „teaching of sexuality education in school reduces
214
the rate of abortion in the society‟. In the study area, about three-fifth of the
respondents had the opinion that the media is a main source to provide health
education and life-skills information in the society.
Diagram No. 7.16

Biology Health edu

70 Science Doctor
62.3 56.7 Trainners Parents PET Counsellor
55.7 53.3
60 53.1 52.4 51.2 50.5
50
40
30
20
10
0
Provider
With respect the source by which the sexuality matters disseminate to the
students at schools, the parents‟ not had any clear vision. However, about 62
percent of the parents selected the Biology teacher as the sexuality education
provider. More or less equal proportion of respondents had the same opinion about
each of listed providers. Again the analysis shows that the respondents not in a
position to choose the right person to provide the sexuality education at schools.
Table 7.48 presents the percentage distribution of respondents by their
opinion on the components of sexuality education. Again, this analysis is focus on
the respondents who had in-favor opinion to induct the sexuality education
curriculum. Data shows that the respondents given priority to the following
components to be included in the sexuality education programme - Social aspects,
Relationship and Personality Identify. It is followed by gender role and sex role
aspects. Though around three-fourth of the respondents agreed to include violence,
Reproduction and child birth and Sexual health and sexual rights components, these
215
were the least preference components among the sexuality components. It can be
concluded that the respondents given major attention to the socio-cultural aspects
than the sexual aspects.
Table No.7.48 Percentage distribution of Respondents by

Opinion on Component of sexuality education
Respondents
Components of
Sexuality
Agree Not agree No Idea
Education
Number Percent Number Percent Number Percent
Social aspects 343 81.7 33 7.9 44 10.5
Relationship 334 79.5 33 7.9 53 12.6
Personality Identify 333 79.3 40 9.5 47 11.2
Sex Roles 323 76.9 40 9.5 57 13.6
Gender roles 320 76.2 50 11.9 50 11.9
Reproduction and
316 75.2 53 12.6 51 12.1
child birth
Sexual health and
315 75.0 53 12.6 52 12.4
sexual rights
Violence 313 74.5 55 13.1 52 12.4
Again this following analysis focuses to all the interviewed respondents to
understand their attitude towards sexuality education programme. Table 7.49
present the percentage distribution of respondents by their opinion about the age
at which children should receive the sexuality education.

Respondent
Sexuality education
Number Percent
Age at which children should receive Sexuality education
Less than 15 years 109 20.6
15 -19 years 258 48.8
20 and above years 24 4.5
Not report 138 26.1
Total 529 100.0
216
Data discloses that a considerable proportion of respondents had the opinion
that the sexuality education should teach at the age of 15-19 years (48.8 percent)
and another one-fifth of them stated that it should teach before they reach the age
of 15 years. Another interesting observation made from the table that little above
one-fourth of the respondents not had any idea about the age at which the
sexuality education should teach.

Respondent
Sexuality education
Number Percent
Appropriate persons to give Sexuality education
Teacher 162 30.6
Parents 137 25.9
Experts 70 13.2
Friends 40 7.6
Brother /sister 10 1.9
Youth club 05 0.9
Health care provider 10 1.9
DK 81 15.3
During the survey the respondents were asked to state the right person by
which the sexuality education should teach to the children. About 30 percent of the
respondents believed that teacher is right person to teach the sexuality education
and another one-fourth preferred the Parents. Another about 13 percent favored to
Experts. A very meager proportion of respondents selected to all other categories.
At the same time about 15 percent of the respondents had no idea about this
matter. Therefore the data again proved that the respondents in the study area not
had any clear-cut perception about the persons by which the sexuality education
should teach to the children.
217
Attitude towards teaching of sexuality education
Respondent
Statements
Number Percent
Comprehensive Sexuality education is Western concept, it will not
suitable to Indian culture
Agree 82 15.5
Disagree 435 82.2
No Idea 12 2.3
Total 529 100.0
Out of 529 respondents interviewed in the study locations, just about 16
percent of the respondents had the opinion that sexuality education is Western
concept and it will not suitable to Indian culture. Overwhelming of the respondents
believed that the sexuality education is suitable to Indian culture. It can be
concluded that the mindset of the present generation is ready to accept the
sexuality education in the academic curriculum.
218

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SEXUALITY EDUCATION:

PARENTS’ PERCEPTION AND ATTITUDE

Table No.7.1 Percentage distribution of the Respondent by

Yes 277 52.4

adolescence education programme was not much popular.

Table No.7.2 Percentage distribution of the Respondent by

10-15 169 61.0

Linkage between SED Factors and the Respondents’ awareness about

In this section, an attempt is made to study the effect of SED background

help to identify the differentials in their understanding caused by socio-economic

family life education.

In an analysis of the role of age in the awareness of family life education,

shows statistically insignificant association between respondents‟ age and their

awareness about family life education.

Diagram No. 7.1

70 Heard FLE Not heard FLE

to their familiarity on sexuality education. The bi-variate analysis show a significant

(2 = 12.115 p=.001).

Table No. 7.4 Percentage distribution of Respondents by

Data on awareness of FLE by place of residence is presented in table 7.4. It

resident respondents (51.3 percent). It is important to note that irrespective of their

level of awareness about FLE is found to be statistically insignificant.

In order to understand the social class influence on respondents‟ awareness

aware of FLE indicating the differentials in their familiarity attributed to respondents‟

religious categories. The association between the two factors seems to be

statistically significant at 1percent level.

Table No. 7.5 Percentage distribution of Respondents by

Heard about FLE/

In an attempt to assess the role of respondents‟ caste structure on the

caste categories of respondent aware about family life education except FC

category. The percentage of awareness about family life education was

found to be statistically significant.

Heard FLE Not heard

40% 65.5 57.3

Diagram 7.2 shows the influence of respondents‟ educational attainment with

proportion of respondents in each of the education attainment categories did not

decreased for the degree/diploma holders (58 percent). A significant association

analysis (2 = 23.988 p=.000).

The linkage between the respondents‟ occupational status and their

and awareness of FLE (2=12.317, p=.024).

Table No. 7.6 Percentage distribution of Respondents by

Economic Status of Heard about FLE/

In exploring the linkage between respondents‟ income level and the

monthly income categories, but the proportions of awareness were comparatively

factors is found to be statistically significant at 1% level (2=17.991, p=.000).

An attempt is made to analyse the influence of respondents‟ exposure on

established a statistical significance of association between the two factors at 1%

level (2=15.012, p=.001).

In this section an attempt is made to assess the respondents‟ degree of

religiosity effect on respondents‟ awareness about family life education. As

described in the earlier discussion, the respondents‟ religious involvement was

respondent‟s degree of religiosity have a negative impact on the respondent‟s

familiarity on family life education. The respondents‟ level of religious involvement

analysis shows a significant association between occupation of the persons and

awareness of FLE at 5 percent level (2=8.834).

Table No. 7.7 Percentage distribution of Respondents by

As explained in the earlier section, the religiousness measure index was

constructed based on five religiousness statements. This classification of religiousness