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Author(s): Patricia Tamunoibi Miller, Ph.D..

Volume/Issue: Volume 4 , Issue 1 (2024)

Abstract:

This study investigates the impact of biblically-oriented sex education on secondary school students’ academic performance, focusing on gender-based differences. The research contributes to the debate on integrating religious beliefs into sex education programs and investigates if there are disparities between male and female students. A mixed-methods research design is used, with a sample of secondary school students assessed through test scores, GPA, and attendance records. Surveys and interviews are conducted to gather students’ perceptions, attitudes, and experiences about the sex education approaches. The study suggests that biblically-oriented sex education significantly impacts students’ academic performance, with varying effects among male and female students. Female students benefit more academically from this approach, as it aligns with their religious beliefs and values, potentially reducing stress and anxiety associated with conflicting worldviews. Male students respond subtly, some exhibiting increased academic performance and others seeing no change. The study also highlights the role of cultural and familial factors in shaping students’ perceptions of biblically-oriented sex education. It emphasises the need for an approach that acknowledges the diversity of student backgrounds and beliefs. The research provides valuable insights into the potential benefits and limitations of biblically-oriented sex education, contributing to the ongoing dialogue on religion’s role in education.

Keywords:

Biblically-Oriented, Sex Education, Secondary School Students, Academic Performance, Gender-Based

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