Influential Factors on Perception towards Teen-Sex
1. Introduction
My hypothesis is that there is a relationship between sex education and perceptions of teen-sex. An adequate amount of good quality sex education affects one's perception towards teen-sex. It means that teens can avoid sexually transmitted diseases, getting accidentally pregnant, and possibly having an abortion as a result. The importance of this research is to acknowledge the effect of sex education at public schools can prevent teens from unpleasant outcomes without proper sex education.
Literature Review
The individual's perception towards teen-sex has been changed, and teen-sex has been more casually discussed over time. The U.S. National Center for Health reported in the National Health Statistics from 2011 through 2015 that 42% of teen females aged between 15 and 19 had experienced sexual intercourse, and so did 44% of teen males. Meanwhile, 51% of teen females have had initial sexual intercourse, and so did 60% of teen males at the time of 1988 (US.gov, 2018). The data shows that the percentages of sexual intercourse for teens have been decreasing in the past three decades.
According to Kirby's research studies about the impact of schools and school programs upon adolescent sexual behavior, being in school can decrease sexual risk-taking behavior. The more female students complete compulsory school (i.e., especially, elementary school), the less the teens' birth rates become over the years. Additionally, teen dropouts are more likely to experience an earlier initial sexual intercourse than those who regularly attend school and tend to give birth at an earlier age (Kirby, 2002).
Regarding a survey that was conducted in 2011 through 2015, 2% of female teens and 7% of male teens had initial sexual intercourse with someone who was not their steady partner (US.gov, 2018). Walcott et al. report that one out of every four teenagers who have sex with someone would test positive in a sexually transmitted infection (STI) and one in four college students would contact an STI during their school time. The tendency of more teen population with STIs can then extend to HIV infection (Walcott et al., 2011). The "hookup" culture and casual sexual encounters that have no expectation of a continued relationship, all escalate the potential for sexual risk-taking behaviors in teenagers (Walcott et al., 2011).
When it comes to the percentage of teens who have used some method of contraception, the rate has increased from 98% of female teens in 2002 to 99% from 2011 through 2015. Overall, the percentages of risk-taking sexual intercourse among teens have decreased. However, a large number of teens have been engaging in risk-taking sexual intercourse and thus contacting STI as a result. Due to the fact that almost half of teens have experienced initial sexual intercourse at their school age, it is critical to address the relationships between the perceptions towards teen-sex, and other relevant factors (to these perceptions), such as sex education in public schools and education levels for the future research.
Critical gap
The research above does not discuss the factors that could affect an individual’s perception towards teen-sex and could lead the education recipient (the teenager) to protect one's health in the reality of one's life. This research paper will address the factors in whichteenager's sexual intercourse could be affected. The question that will be examined in this paper is as follows: Does sex education in public schools affect perception towards teen-sex? The following are the concepts used in the investigation:
Sex education in public schools
Teen-sex (Sex before marriage – teens 14 through 16)
Degree (Respondent's highest degree)
2. Hypothesis
Concepts Relation
The sex education programs provide students with practical information, which one may apply for one's daily life, as well as the knowledge about the biological mechanism. (e.g., the risks relevant to sexually transmitted diseases, getting accidentally pregnant, and possibly having an abortion as a result, and about contraception, such as condoms or birth control pills.) After learning about the risks of having sexual intercourse, the teen may want to extend the initial sexual intercourse. Thus, sex education in public schools could affect an individual's perception towards teen-sex.
Degree attainment could have an impact on teen-sex. The academic performance in school affects the student's perspective toward the career goal as well as one's academic mobility. When the student determines to pursue higher education or a robust occupation, one cannot take any risk in one's health or a financial setting. Therefore, the higher degree attainment could affect one's perception of teen-sex. For example, a person who has a college degree is more likely to disagree with teen-sex, compared with someone who has less than high school diploma.
Key Variables
Sex education in public schools
Teen-sex (Sex before marriage – teens 14 through 16)
Degree (Respondent's highest degree)
Dependent Variable
perceptions towards teen-sex
Independent Variables
Sex education in public schools.
Following the literature review, a positive relationship exists between the independent variable (i.e., sex education in public schools) and the dependent variable (i.e., perception towards teen-sex).
Relationship Between Variables
H0: There is no relationship between the sex education in public schools and the perceptions towards teen sex
H1: There is a relationship between the sex education in public schools and the perceptions towards teen-sex
H0: The degree attainment does not influence the perceptions towards teen-sex
H2: The degree attainment influences the perceptions towards teen-sex
3. Method and Data
Data will be collected to conduct the research, and statistical analysis will be shown on SPSS to analyze the relationship between the variables. The variable will be measured by using correlation, Pearson correlation coefficiency, ANOVA, and regression.
Data Analysis
The following descriptive statistics present the mean and the standard deviation for the relevant variables.
Descriptive Table
Descriptive Statistics
N
Mean
Std. Deviation
Is teen-sex wrong?
1967
.96
.193
Sex education in public schools
1962
1.11
.309
R's highest education level
4507
.34
.475
Valid N (listwise)
1939
The Descriptive Statistics Table above shows the sample size for the research about whether the perception towards teen-sex can be affected by sex education in public schools, and an individual's degree attainment. The number of the observations for each sampling test was as follows: the perceptions towards teen-sex was 1967, sex education in public schools was 1962, and the highest education level was 4507.
Bivariate Relationship
Is teen-sex wrong? * Sex education in public schools Crosstabulation
Sex education in public schools
Total
Favor
Oppose
Is teen-sex wrong?
Not wrong at all
Count
73
3
76
% within Sex education in public schools
4.2%
1.4%
3.9%
Wrong
Count
1657
206
1863
% within Sex education in public schools
95.8%
98.6%
96.1%
Total
Count
1730
209
1939
% within Sex education in public schools
100.0%
100.0%
100.0%
Chi-Square Tests
Value
df
Asymptotic Significance (2-sided)
Exact Sig. (2-sided)
Exact Sig. (1-sided)
Pearson Chi-Square
3.838a
1
.050
Continuity Correctionb
3.135
1
.077
Likelihood Ratio
4.894
1
.027
Fisher's Exact Test
.057
.028
Linear-by-Linear Association
3.836
1
.050
N of Valid Cases
1939
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 8.19.
b. Computed only for a 2x2 table
The chi-square tests were run to examine the relationship between perception towards teen-sex and sex education in public schools. According to the crosstabulation table above, regardless of an individual’s preference of sex education in public schools, more than 95% of observations perceieve teen-sex as wrong. Individuals who favored sex-education answered “not wrong at all” at 4.2%, which is slightly larger than those who opposed sex-education at 1.4%. Regarding the chi-square table above, the p-value is 0.05 which means there is a statistically significant positive relationship between the variables, the perception towards teen-sex and sex education in public schools.
Correlation
To identify whether the dependent variable: the perspective towards teen-sex, and the independent variables: sex education in public school, and the respondent's highest degree, a Pearson's Correlation coefficient was tested.
Correlations
Is teen-sex wrong?
Sex education in public schools
R's highest education level
Is teen-sex wrong?
Pearson Correlation
1
.044
.048*
Sig. (2-tailed)
.050
.032
N
1967
1939
1967
Sex education in public schools
Pearson Correlation
.044
1
-.041
Sig. (2-tailed)
.050
.068
N
1939
1962
1962
R's highest education level
Pearson Correlation
.048*
-.041
1
Sig. (2-tailed)
.032
.068
N
1967
1962
4507
*. Correlation is significant at the 0.05 level (2-tailed).
Correlation between sex education in public schools and the perception towards teen-sex
In the SPSS data table above, sex education is the independent variable and perception towards teen-sex is the dependent variable. Pearson correlation coefficient can be calculated between those two variables. There was a significant positive correlation found between the perception towards teen-sex and sex education in public schools r = 0.44, p = 0.05 which is statistically significant. We reject the null hypothesis. Thus, the more an individual positively takes sex education (favors sex education), the more an individual percepts teen-sex as wrong.
Correlation between the respondent's degree attainment and the perception towards teen-sex
In the SPSS data table above, an individual’s highest education level is the independent variable and the perception towards teen-sex is the dependent variable. The Pearson Correlation Coefficient can be calculated between those two variables. There was a significant positive correlation found between the perception towards teen sex and an individual’s highest education level r = 0.048, p = 0.032 < 0.05 which is statistically significant. We reject the null hypothesis. Thus, the more an individual pursue higher education (more than junior college), the more an individual percepts teen-sex as wrong.
Correlation - Crosstabulation
Is teen-sex wrong? * Sex education in public schools * R's highest education level Crosstabulation
R's highest education level
Sex education in public schools
Total
Favor
Oppose
HS and less
Is teen-sex wrong?
Not wrong at all
Count
54
3
57
% within Sex education in public schools
5.0%
2.1%
4.7%
Wrong
Count
1027
141
1168
% within Sex education in public schools
95.0%
97.9%
95.3%
Total
Count
1081
144
1225
% within Sex education in public schools
100.0%
100.0%
100.0%
Junior college and more
Is teen-sex wrong?
Not wrong at all
Count
19
0
19
% within Sex education in public schools
2.9%
0.0%
2.7%
Wrong
Count
630
65
695
% within Sex education in public schools
97.1%
100.0%
97.3%
Total
Count
649
65
714
% within Sex education in public schools
100.0%
100.0%
100.0%
Total
Is teen-sex wrong?
Not wrong at all
Count
73
3
76
% within Sex education in public schools
4.2%
1.4%
3.9%
Wrong
Count
1657
206
1863
% within Sex education in public schools
95.8%
98.6%
96.1%
Total
Count
1730
209
1939
% within Sex education in public schools
100.0%
100.0%
100.0%
Regarind the data table examined through bivariate relationship between an individual’s perception towards teen-sex and sex education in public schools, 95.8% observations, who favored sex education, perceived teen-sex as “wrong.” On the other hand, the Crosstabulation table, whose variables are listed above, shows that 97.1% observations, who favored sex education and had a high education level, perceived teen-sex as “wrong.”
According to the table above, 0.0% observations, who opposed sex education and had a high education level, perceived teen-sex as “not wrong at all.” It means no one agrees with teen-sex, regarding individuals with high education levels. Thus, the results indicate that the null hypothesis, H0: The degree attainment does not influence the perceptions towards teen-sex, is rejected.
Variables Entered/Removeda
Model
Variables Entered
Variables Removed
Method
1
R's highest education level, Sex education in public schoolsb
.
Enter
a. Dependent Variable: Is teen-sex wrong?
b. All requested variables entered.
The above table shows all the variables that were entered. i.e. R's highest education level, and Sex education in public schools.
Multi Regression
Model Summary
Model
R
R Square
Adjusted R Square
Std. Error of the Estimate
1
.068a
.005
.004
.194
a. Predictors: (Constant), R's highest education level, Sex education in public schools
R2 = 0.005 equal to 0.5%
The values of the coefficient determination (R2) is 0.005. It means that the independent variable (sex education in public schools) can be a cause of the dependent variable (an individual’s perception towards teen-sex) at 0.5%. Thus, 0.5% variation in an individual’s perception towards teen-sex can be explained by sex education in public schools.
ANOVAa
Model
Sum of Squares
df
Mean Square
F
Sig.
1
Regression
.337
2
.169
4.493
.011b
Residual
72.684
1936
.038
Total
73.021
1938
a. Dependent Variable: Is teen-sex wrong?
b. Predictors: (Constant), R's highest education level, Sex education in public schools
F (2, 1936) = 4.49, p = 0.011 < 0.05
The ANOVA table shows that p-value is less than 0.05. There was a significant effect of sex-education in public schools on an individual’s perception towards sex-education. The regression model reveals that p-value is less than 0.05 which is statistically significant at 95%. Thus, the 95% confidence in the model to account for an individual’s perception towards teen-sex.
Coefficientsa
Model
Unstandardized Coefficients
Standardized Coefficients
t
Sig.
B
Std. Error
Beta
1
(Constant)
.921
.017
54.786
.000
Sex education in public schools
.029
.014
.047
2.054
.040
R's highest education level
.021
.009
.051
2.266
.024
a. Dependent Variable: Is teen-sex wrong?
Coefficients tables above examined an individual’s perception towards teen-sex as the dependent variable, and sex education in public schools, and an individual’s highest education level as the independent variables. The data indicates both independent variables are significant elements which have an impact on an individual’s perception towards teen-sex.
b0 = 0.921 ; p < 0.05
b1 = 0.029 ; p < 0.05
b0 = 0.921
The b0 shows the value of constant, in Coeffiients table above.
b1 = 0.029 ; p < 0.05
This value shows that an individual’s positive attitudes toward learning the sex education materials in public schools can stimulate an individual’s perception towards teen-sex as disagree. The p-value of sex education in public schools is 0.04 < 0.05, which means there is a statistically significant relationship between those two variables, the perception towards teen-sex and sex education in public schools. Thus, H1: There is a relationship between the sex education in public schools and the perceptions towards teen-sex, is valid.
b2 = 0.021 ; p < 0.05
This value shows that an individual with a higher education level (i.e., junior college or more) is more likely to disagree with teen-sex, with a 95% level of confidence. The p-value of an individual’s highest degree is 0.024 < 0.05, which means there is a statistically significant relationship between those two variables, the perception towards teen-sex and an individual’s highest education level.
Analysis
The result illustrates H1: There is a relationship between the sex education in public schools and the perceptions towards teen-sex, will be accepted. Additionally, H2: The degree attainment influences the perceptions towards teen-sex, will be accepted. The higher the education level is, the more an individual disagree with teen-sex.
4. Conclusion
Based on the data bove, we have conluded that sex education in public schools strengthens an individual's disagreement towards teen-sex. As students recieve more sex education, an individual's peception towads teen-sex turns opposite from agree to disagree. In addition, there is a positive relationship among the perception towards teen-sex and an individual’s highest education level. The higher the level of education an individual has, the more likely an individual is to disagree with teen-sex.
Implications and Further Research
This research suggests that an individual’s perception towards teen-sex can be affected by other independent variables. In addition to the factors listed above (sex education in public schools and highest education level), socio-economic status can be examined as a wealthy level is relevant to academic mobility. To test fairly as observations can answer whether they agree or disagree with teen-sex, the categorical scale need have options to answer, such as “not necessarily wrong,” instead of being given only “not wrong at all.”
Limitation of research
The data about an individual’s perception towards teen-sex was taken with limited options to answer: always wrong, almost always wrong, sometimes wrong, and not wrong at all. Three out of four answering options are categorized as “wrong.” It can lead observations to a biased or negative image towards teen-sex.
Secondary data is used from the given SPSS dataset.
References
U.S. Department of Health & Human Services. (2018, June 22). Over Half of U.S. Teens Have Had Sexual Intercourse by Age 18, New Report Shows. Retrieved September 15, 2020, from https://www.cdc.gov/nchs/pressroom/nchs_press_releases/2017/201706_NSFG.htm