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Original ArticleOpen Access
Gender Roles, Physical and Sexual Violence Prevention in Primary Extend to Secondary School in Samutsakorn Province, Thailand
Chamroonsawasdi K 
,
Suparp J ,
Kittipichai W ,
Khajornchaikul P
,
Suparp J ,
Kittipichai W ,
Khajornchaikul P Objective: To enhance positive attitude and life skills on gender roles to prevent physical and sexual violence.
Material and Method: A whole school-based participatory learning program using a quasi-experimental
study with pre and post test design was conducted among 2 schools during June-September, 2005. The
experimental group, were 134 students in a primary school and 179 students in a secondary school. While the
control group, were 122 students in a primary school and 95 students in sa econdary school.
Results: Means score of attitude toward gender roles before implementation in the experimental group was
significantly lower than the control group (p < 0.05). After implementation, the means score in the experimental
group was not significantly different from the control group (p > 0.05). Means paired different score (afterbefore)
between the two groups was significantly different (p = 0.002).
Conclusion: A whole school-based program on gender roles and violence prevention is suitable for youths
and should be merged as school curricula and expanded as a nationwide program at all level of education.
Gender equity should be taught at an early childhood. Parental involvement in school-based activities should
be negotiated.
Keywords: Gender roles, Violence prevention
Material and Method: A whole school-based participatory learning program using a quasi-experimental
study with pre and post test design was conducted among 2 schools during June-September, 2005. The
experimental group, were 134 students in a primary school and 179 students in a secondary school. While the
control group, were 122 students in a primary school and 95 students in sa econdary school.
Results: Means score of attitude toward gender roles before implementation in the experimental group was
significantly lower than the control group (p < 0.05). After implementation, the means score in the experimental
group was not significantly different from the control group (p > 0.05). Means paired different score (afterbefore)
between the two groups was significantly different (p = 0.002).
Conclusion: A whole school-based program on gender roles and violence prevention is suitable for youths
and should be merged as school curricula and expanded as a nationwide program at all level of education.
Gender equity should be taught at an early childhood. Parental involvement in school-based activities should
be negotiated.
Keywords: Gender roles, Violence prevention
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