Attitude Of Adolescent Toward Sex Education In Secondary School In Yenagoa Local Government Area Of Bayelsa State

Sex Education Project and Seminar Material

Attitude Of Adolescent Toward Sex Education In Secondary School In Yenagoa Local Government Area Of Bayelsa State


Abstract


This study focuses on the attitude of adolescent toward sex education in secondary school in Yenagoa local government area of Bayelsa state. The variable such as sex, sexual transmitted disease, contraceptives, indecent exposures, Abstinence was discussed. A total number of 200 respondents were randomly selected isecondary school in Yenagoa local government area of Bayelsa state. Questionnaire was used as major instrument in the study, four hypotheses were formulated in the study and the method used for data was simple percentage (%) for a clear presentation of section A and comparison of data while chi-square (X2) was used to test the hypothesis at alpha 0.05 level of significant. The study revealed that the secondary school students in Yenagoa local government area of Bayelsa state are aware of sex Education, that they have knowledge on sex Education and of course they have good attitude towards sex Education, they also have positive practice of sex Education. It was therefore recommended that the secondary schools should introduce sex Education to all levels in different faculties in the school and it should be made compulsory.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

The concept of sex education and its introduction in junior secondary schools has witnessed much controversy and misconceptions by many teachers, parents, society and students. The concept of sex education which is sometimes called sexuality education or sex and relationship education attracts a plethora of definitions from different people. According to Frimpong (2010), sex education is “the systematic attempt to promote the health awareness in the individual on matters of his/her sexual development, functioning, behaviour and attitudes through direct teaching”. Similarly, the Sexuality Information and Education Council of the United States (SIECUS) in Njoku (2008), sees sex education as “a planned process of education that fosters the acquisition of factual information, the formation of positive attitudes, beliefs and values as well as the development of skills to cope with the biological, psychological, socio-cultural, and spiritual aspects of human sexuality. From these definitions, it can be deduced that sex education is deliberate, planned and organized learning experience in the aspect of human sexuality which is intended to equip young people with the requisite skills and adequate knowledge which will enable them to develop positive attitude on sex-related issues as well as to make rational decisions in line with societal expectations. It is important to note that sex education was not just incorporated into social studies for knowledge acquisition but to help young people develop attitudes, values, goals and practices that are based on sound knowledge which will enable them to express their sexual and mating impulses in a manner that is socially and ethically acceptable as well as personally satisfying (Abdu 2006 and Okafor in Bozimo and Ikwumelu, 1999). The concept of sex education in Nigerian schools is not new in Nigeria. Adepoju (2005) and Abdu (2006) postulated that the traditional form of sex education and family life education has been in existence where kinship systems, age grade and coming–of–age ceremonies or initiation ceremonies where the youths were tutored about manhood and womanhood. It was purely biological and cultural, while various methods of contraceptives were just kept in the domain of married people and kept secret. Many young people were kept in the dark as they did not have an opportunity to be properly educated on family life and sex education because their training was on “dos and don’ts”. Traditionally, sex education was to be given to every child and adolescents by his/her immediate family but these practice has been eroded by the influence of modernization, western civilization, and collapsing family life; thereby leaving the young ones at the mercy of the wider society and other socializing agents who may not give accurate information that can assist the young ones in their transition to adulthood. This vacuum in the life of adolescents is what the school needed to fill through the teaching of sex education in social studies. The recognition of the above gap, as well as the risk in adolescents reproductive health who are prone to unplanned sex, unwanted pregnancy, unsafe abortion, sexual coercion, sexual violence, sexually transmitted infections (STIs) and even Human Immunodeficiency Virus (HIV) owing to lack of information or misinformation about the implications of their reproductive behaviour and health risks especially from under-age sexual practices and other anti-social practices, prompted the Federal government of Nigeria through the National Council on Education (NCE) to incorporate sexuality education into the national school curriculum in 1999 (Onwuzobe and Ekanem, 2009). This became necessary to prepare adolescents for their adult roles in line with the acceptable societal standard and to also empower young people to have greater control over their sexuality and reproductive life to their own benefit both socially and economically. It is also a means of safeguarding or protecting the youths against the consequences of sexual ignorance as well as preparing them for responsible life (Njoku, 2008). Since the family which is the primary agent of socialization where sex education ought to be taught seems not to help the adolescents in this regard, as issues that have to do with sexuality is oftentimes not discussed with them, owing to the belief that keeping them in perpetual ignorance about their sexuality will prevent them from immoral behaviour (Abdu, 2006), many adolescents have resorted to confiding in their friends and school mates who often mislead them knowingly or unknowingly (Udemezue, 2011). Apart from their friends, they also source information from the internet, television, pornographic films and materials which often mislead them and cause more havoc and confusion. In Nigeria, many studies have been conducted since the introduction of family life and sex education into the school curriculum to ascertain its acceptability and people’s perception of it. Given the foregoing, this study sought to assess the perception of students towards sex education in Nigeria.


1.2 Statement of the Problem

The teaching of sex education in our society is very important for both male and students, but the topic have not been viewed from the right perspective as it ought to be in school cases of sexual experiment, free married sex, early marriage, unwanted pregnancy, distortion, abortion, and termination of unwanted pregnancies, distortion, about sex from parents, elders, brothers and sisters are becoming so rampant among our female and male students.

However , what the students know or think about sex is what they have been taught by their mother, many of the students are shy when it comes to discussion on sex. Also, many parent have not even taught their female children anything about sex, as many of these students learn t whatever they know about sex from their friends or street aunties. Therefore, the problem of this study is how the researcher intends to inculcate the important of sex education programmes in the Nigeria.


1.3 Objective of the Study

The primary objective of the study is as follows:

  1. To examine the students level of knowledge of sex education.
  2. To find out if sex education are been taught in the selected secondary schools.
  3. To examine the appropriate quarters responsible for teaching sex education in Nigeria
  4. To examine how to improve and sensitize females in Nigeria about sex education.

1.4 Research Questions

The following questions have been prepared for the study

  1. What is the extent of students level of knowledge of sex education?
  2. Is sex education been thought in the selected secondary schools?
  3. Who are the appropriate persons responsible for teaching sex education in Nigeria?
  4. How can sex education be improve among females in Nigeria?

1.5 Research hypotheses

The following hypothesis have been formulated for the study

  • H01: students level of knowledge of sex education is low.
  • H02: sex education is not been thought in the selected secondary schools
  • H03: there are no appropriate persons responsible for teaching sex education in Nigeria?
  • H04: sex education cannot be improve among females in Nigeria.

1.6 Significance of the Study

This study will examine perception of students towards sex education in Nigeria.

The study will be of benefit to non- governmental organization as it will broaden their knowledge on the need to improve and educate girls on sex education, especially the females in the rural areas.

This study is also significant to the ministry of education, as they will be encouraged to include sex education in the school curriculum.

This study will also be of benefit to the academic community as it will contribute to the existing literature and also be a guide to student who wants to expand on the current research on sex education


1.7 Scope of the Study

This study will examine perception of students towards sex education in Nigeria. The study will also, examine the students level of knowledge of sex education. The study will further, find out if sex education are been thought in the selected secondary schools. More so, the study will examine the appropriate quarters responsible for teaching sex education in Nigeria. Lastly , the study will examine how to improve and sensitize females in Nigeria about sex education..


1.8 Limitation of the Study

This study was constrained by a number of factors which are as follows:

  • Just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data
  • Financial constraint , was faced by the researcher ,in getting relevant materials and in printing and collation of questionnaires
  • Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

1.9 Definition of Terms

Sex Education:

The provision of information about bodily development, sex, sexuality, and relationships, along with skills-building to help young people communicate about and make informed decisions regarding sex and their sexual health.

Sexuality:

The feelings and activities connected with a person’s sexual desires.

Abortion:

The deliberate ending of a pregnancy at an early stage.

Contraception:

The practice of preventing a woman from becoming pregnant.

Infertility:

Inability of an individual to produce children.

Teenager:

A young person between ages of 13 to 19 years old


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

  • Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusion and Recommendation

5.1 Summary

In this study, our focus was to examine the attitude of adolescent toward sex education in secondary school in Yenagoa local government area of Bayelsa state using selected secondary schools in Yenagoa local government area of Bayelsa state as a case study. The study specifically was aimed at highlighting students level of knowledge of sex education. The study also, find out if sex education are been thought in the selected secondary schools.

Furthermore, the study examine the appropriate quarters responsible for teaching sex education in Nigeria. Lastly, the study examine how to improve and sensitize females in Nigeria about sex education. A total of 200 responses were validated from the enrolled participants where all respondent are drawn from student of the selected schools.


5.2 Conclusion

Based on the finding of this study, the following conclusions were made:

  1. Teachers are the appropriate person to teach sex education
  2. Parents are the appropriate person to teaching sex education
  3. Community leaders are the appropriate person to teach sex education

5.3 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Sex education should be part of school curriculum at all school levels (primary – tertiary)
  2. Parents and guidance are the primary agents of socialization they should develop good communication skills with their children, and openly inform them Abstinence plus education should be adopted at all levels of education
  3. Universities and colleges of education should begin offering courses in sexology to produce specially trained teachers and social workers for public schools.
  4. Restrictions or ban should be placed on the sales of pornographic material by law enforcement agencies.
  5. Special web security and restrictions should be placed on pornographic websites
  6. Parental control on internet use should be imposed by parents to their wards
  7. Law enforcement agencies, religious bodies and parents should also teach and impose descents dressing and behaviors on youth to prevent rape, sexual molestation and harassment.

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