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Level of Implementation of Skss Education Methods for Students

Table 2.5 . Level of implementation of reproductive health education methods for students



Method

Frequent

Sometimes

Not yet implemented


Medium

SL

%

SL

%

SL

%

1. Presentation

17

42.5

21

52.5

2

5.0

2.38

2. Group discussion

16

40.0

19

47.5

5

12.5

2.28

3. Role play

13

32.5

21

52.5

6

15.0

2.18

4. Games

11

27.5

22

55.0

7

17.5

2.10

5. Problem Solving

12

30.0

24

60.0

4

10.0

2.20

6. Brainstorming

15

37.5

22

55.0

3

7.5

2.30

Average score







2.24

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Level of Implementation of Skss Education Methods for Students


The most frequently used method is the presentation method, with 42.5 teachers regularly using it in their teaching process. Through presentations, teachers convey knowledge about reproductive health to students, thereby helping them change their behavior. We also raise the question of whether using presentations to impart knowledge to students, which they can completely learn on their own in books, newspapers, and websites, is the effectiveness of the presentation really effective. Talking about this issue, Ms. TTA - the school principal is also very concerned: "Reproductive health education is a very necessary issue for secondary school students - the age group that is transitioning from adolescence, childhood to young adulthood, however, currently at Nguyen Hien Secondary School, the number of teachers who do not have in-depth expertise in this issue is still high. Therefore, the experience of imparting knowledge to students is not good. On the other hand, due to the influence of traditional concepts, teachers sometimes avoid and are reluctant to talk about this issue, so the effectiveness of reproductive health education is not really of good quality. She also expressed her opinion that reproductive health education for students will be highly effective if the organization of reproductive health education for students is scientific, because the knowledge students learn in school is systematic and scientific, not fragmented and unsystematic as when they learn on their own.

In addition, some methods have not been seriously invested in by teachers to be put into teaching, although these methods have been confirmed by many researchers to bring high educational efficiency in many different fields. These are methods such as group discussion (22.5), games (17.5), role-playing (15), problem solving (12.5),... Therefore, the innovation of educational methods to improve the quality of reproductive health education for students at Nguyen Hien Secondary School needs to be seriously discussed.

* Forms of reproductive health education for students

To study the current status of using reproductive health education methods for students, we asked the question: Do teachers regularly use the following methods to educate reproductive health for students? The results are as follows:

The survey results of teachers show that the forms of reproductive health education: Through exchanges and conversations with students; Through organizing extracurricular activities for students; Through the subjects they are in charge of; Through homeroom class meetings are carried out with an above average frequency (> 53), in which the form through exchanges and conversations with students has the highest frequency (75.1%); followed by the form through organizing extracurricular activities for students (60.7%).

Table 2.6. Frequency of use of reproductive health education forms for students



Form

Frequent

Sometimes

Not yet implemented


Medium

SL

%

SL

%

SL

%

1. Integrating and mainstreaming reproductive health education for students into subjects

22

55.0

15

37.5

3

7.5

2.48

2. Integrating reproductive health education for students into the content of extracurricular educational activities

20

50.0

14

35.0

6

15.0

2.35

3. Through direct exchange and consultation with students

21

52.5

17

42.5

2

5.0

2.48

4. Organize contests to learn about reproductive health

10

25.0

20

50.0

10

25.0

2.00

5. Invite medical and psychological experts to talk and discuss with students

11

27.5

17

42.5

12

30.0

1.98

Average score







2.26

The survey results show that teachers use forms to educate reproductive health at an average level with 2.26 points.

The most frequently used form is Direct exchange and consultation with students with 2.48 points. Students at this age have many changes, especially in terms of physical changes, emotional development, etc., so direct exchange and consultation with them helps them answer questions and concerns that they do not know who to ask, even their parents. However, although this form is used frequently, it only stops at the level of students asking questions and teachers answering, so the effectiveness is not very high.

Also ranked number 1 is the content of Integrating and integrating reproductive health education for students into subjects. Most of the teachers surveyed said that although the current textbook program has integrated reproductive health education content. However, with the special importance of reproductive health education for adolescents during puberty, teachers all believe that reproductive health education content should be a separate content in subjects such as Biology and Civic Education, not just combined and integrated into other content in these subjects. This needs to aim for fundamental changes right from the stage of building the textbook program, raising awareness for teachers, those working in education in general and reproductive health in particular.

Ranked second is the content of Integrating Reproductive Health Education for students into the content of extracurricular educational activities. This form is also evaluated at a high level with 2.35 points. Nguyen Hien Secondary School has coordinated with the City's Department of Population - Family Planning to organize propaganda and extracurricular activities with a focus on students. The content of the extracurricular activities is propaganda about reproductive health knowledge, adolescents, marriage and family law and gender equality. However, the number of lessons

Extracurricular activities outside of class time are also very limited. The number of extracurricular activities is only about 4 periods per school year (total time 180 minutes per year). Content Inviting medical and psychological experts to talk and exchange with students is the least used form with 1.98 points. Direct exchange and consultation between teachers and students, students with each other is good, it needs to be encouraged more. However, due to some difficulties, especially the financial problem of inviting psychologists and experts to talk with students, this form is the least used among the above educational forms.

2.4. Current status of management of reproductive health education activities for students of Nguyen Hien secondary school, Nha Trang city, Khanh Hoa

2.4.1. Current status of reproductive health education planning for students

Before carrying out any activity, planning will guide the entire activity to take place smoothly and effectively. Specific planning will allow the principal to manage the activity in the right direction, accurately determine the resources (human resources, facilities, funding) and time, space... needed to complete the goals. In addition, a good plan also provides solutions and backup plans for situations that may occur during the implementation process, thereby helping the principal become proactive, creative, and not surprised by any complicated situations.

Table 2.7. Assessment of teachers and staff on the current status of planning reproductive health education for students


Content

Level of implementation


Medium

Frequent

Sometimes

Not yet implemented

SL

Average

SL

Average

SL

Average

1. Develop a general reproductive health education plan for the whole school


18


45.0


19


47.5


3


7.5


2.38

2. Develop a reproductive health education plan for each class


15


37.5


22


55.0


3


4.0


2.30

3. Develop a reproductive health education plan for students that is integrated and incorporated into the learning content of cultural subjects outside of class hours.


13


32.5


22


55.0


5


12.5


2.20

4. Develop a reproductive health education plan associated with moral and lifestyle training


16


40.0


22


55.0


2


4.0


2.35

5. Train teachers to develop reproductive health education activity plans for each class.


12


30.0


25


62.5


3


7.5


2.23

Average score







2.30


Based on the average score in table 2.6, it shows that: with 5 contents of the survey on building the HĐTN plan, all received average evaluation opinions (undecided level) with an average score of 2.30 points:

Content: Building a general reproductive health education plan for the whole school, which was rated as good by teachers with a score of 2.38 points. We studied the reproductive health education plan for the whole school year at Nguyen Hien Secondary School and found that,

The plan stated the purpose and requirements of reproductive health education activities, tasks, content, organization, time, location and budget estimates for implementing the plan. We discussed with some teachers and were informed that reproductive health education plans for students are developed from the beginning of the school year based on legal documents and school year tasks. The principal often assigns a vice principal or himself to develop a reproductive health education plan in addition to the school's general plan. This plan is developed and completed by the school's Pedagogical Council and disseminated to teachers and staff. Ms. NTA commented on the plans: "The reproductive health education plan for students is closely monitored and developed by the school management staff from the beginning of each school year and is meticulously and specifically designed for each month. Therefore, it brings effectiveness to reproductive health education activities".

Contents 2, 3, 4, 5 are rated at an average level ranging from

2.20 to 2.35 points.

The content of the plan for developing reproductive health education for students is integrated and integrated with the content of learning cultural subjects outside of class hours, which is assessed to be implemented at the lowest level with 2.20 points. As for the form of reproductive health education for students, we highly appreciate the form of direct exchange, conversation, and consultation with students. Teachers find it easier to approach students in a more intimate and sharing way than in formal, public lessons in class. This requires a review of the current curriculum in the direction of integrating and integrating reproductive health education through cultural subjects, whether it is appropriate or not, and whether it is really effective.

Mr. VHV commented: "In the content of the reproductive health education plan, the content of integrating reproductive health education activities with the curriculum of official cultural subjects is not clearly stated, but only stated in a very general way that it is coordinated with related subjects such as biology and civic education to implement reproductive health education content."

The content of the Training on building a plan for reproductive health education activities for teachers also received a low score of 2.23 points. Learning about this content, we found that homeroom teachers are the ones who are directly responsible for making plans for each class and reporting to the school leaders. In order to build a plan for reproductive health education activities for each class, a requirement is that teachers must be trained in skills to build reproductive health education activities. In the recent past, the Department of Education and Training of Nha Trang City has organized training courses and teachers have actively participated. However, due to funding issues, these training courses are not held regularly, the training content mainly improves teachers' knowledge about reproductive health and reproductive health education, there is no class to guide teachers on skills to effectively organize reproductive health education activities for students.

When studying the homeroom teacher's plans for planning reproductive health education for each grade, the common limitation of the plans that we found was that some of the contents of the plans were not complete, and teachers were working on and supplementing the plans to make them closer to the reality of reproductive health education activities. In particular, there were cases where teachers in preparing plans for the semester and school year still copied the reproductive health education plans of the previous school year.

Thus, the problem is that there must be measures to direct and train teachers in planning and organizing reproductive health education activities and in organizing reproductive health education activities for teachers.

2.4.2. Current status of organizing and implementing the reproductive health education plan for students

To learn about the organization and implementation of the reproductive health education plan for students, we sought teachers' opinions on the implementation of reproductive health education activities for students at Nguyen Hien Secondary School. The results are as follows:

Table 2.8. Current status of organizing and implementing the reproductive health education plan for students



Content

Frequent

Sometimes

Not yet implemented


Medium

SL

Average

SL

Average

SL

Average

1. Establish a Steering Committee to direct reproductive health education activities for students.


17


42.5


23


57.5


0


0.0


2.43

2. Closely coordinate with Youth Union organizations and other educational forces to organize reproductive health education activities for students.


18


45.0


20


50.0


2


5.0


2.40

3. Personnel arrangement, assignment of management responsibilities


16


40.0


20


50.0


4


10.0


2.30

4. Organize training for forces participating in organizing reproductive health education activities for students.


14


35.0


17


42.5


9


22.5


2.13

5. Organize seminars, exchanges, and learn from experiences with other schools.


12


30.0


20


50.0


8


20.0


2.10

Average score







2.27


The survey results show that the contents of organizing and implementing the Youth Union activities are carried out at an average level with 2.25 points. The most frequently carried out content is the establishment of a Steering Committee and its activities in developing reproductive health education for students with 2.43 points; Close coordination with Youth Union organizations and other educational forces to organize reproductive health education activities for students is also a frequently carried out activity with 2.40 points. These are certain advantages for reproductive health education to be widely disseminated among students, thereby forming students' cognitive capacity as well as behavioral control.

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