s knowledge, attitudes, and behavior Jacobs and Wolf found inconsistent findings in all areas. The most striking problem found involves the inadequate and inconsistent definition of terms. "Programs with different goals, structures, lengths, delivery agents, and theoretical underpinnings often are referred to as sex education. For example, abstinence-oriented programs, AIDS prevention programs, programs that emphasize contraception, and programs that only cover physiological topics are all considered sex education courses." (1995). Another problem found involves the use of self-report, retrospective data. For example " one method used to measure effects of sex education has subjects complete surveys asking whether or not they participated in sex education courses. These data are then compared with self-report data on knowledge, attitudes, and behavior"(Jacobs and Wolf, 1995). This may be a problem because as we have learned subjects' perc
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