CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Sexuality is a natural part of life and it is defined as the very essence of one’s humanity which includes one’s self–image, gender, physical looks and ability to reproduce, (Adegoke, 2013). Human sexuality is concerned with the way people experience and express themselves as sexual beings. On the other hand, sex education involves the process of acquiring knowledge and making up beliefs, values, and attitudes about intimacy, relationships, and identity. Afifi, et al (2008) state that dueto the influence of religion, cultural background and norms of many African societies especially parents most times find it difficult to teach their adolescents about sex, with the mind that such matter should not be discussed at home and that the child does not need such information until he or she is ready for marriage. Ahamd, (2014). Stated that most parents that understand sex education should be part of their responsibilities are afraid to provide sex education because of their unfamiliarity with teaching methods or lack of adequate knowledge. Most of the discussions about sex between parents and adolescents was more of giving do’s and don’ts without a proper explanation of critical issues that bother on proper understanding of adolescents sexual and reproductive challenges they encounter in their different developmental stages, (Akande and Akande , 2017).
The importance of effective sexuality education has been documented especially since 2016 in London, when the Department for Education Employment (DFEE, 2016), provided legislation to support secondary schools with guidance detailing the effective methods to teach sexuality education as a tool for promoting good practice. Sexuality education is a vital aspect of health education curriculum. It provides factual knowledge to assist parents and teachers, children and adolescents to avoid sex related problems. The knowledge also includes ways of helping children develop self-respect, sexual understanding, define the values of interpersonal relationships and strengthen communication skills in sex and education. This promotes a wholesome and stable sex life (WHO, 2018).
It is necessary for parents and teachers to 12 acquire scientific, social, and psychological understanding of the need for sexuality education. Such instructions, as was given, were traditionally left to a child’s parents, and often this was put off until just before a child’s marriage. As part of each country’s effort to reduce the incidence of teenage pregnancies, sexuality education was instituted, initially after strong opposition from parents and religious groups. Jorgensen (2016) maintains that contemporary adolescents in secondary schools in China have access to formal sexuality education but indirectly in their biology, home economics and social studies. They also acquire substantial knowledge about sex and love from literature, books, novels, media and the Internet. It would therefore be naïve for adults to object to instructional need for sexuality education for adolescents in schools. Sexuality education is taught informally, such as when someone receives information from a conversation with a parent, friend, religious leader, or through the media.
The sexual behaviour of adolescents in most cases is influenced by their orientations, and these issues of social control such as age of consent laws. In humans, mature sexual desires begin to appear with the onset of puberty, sexual expression can take the form of masturbation or sex with a partner. Human sexual behaviours encompass the search for a partner or partner’s emotional intimacy, and sexual contact (WHO, 2018). In Nigeria, the evolution of sexuality education and its introduction in Nigerians’ schools became apparent as there was an urgent need to address adolescents’ reproductive health, sexual rights, and sexuality issues (Adepoju, 2015). The increasing need for sexuality education is also premised on the increasing health risk of adolescents who constitute over 36% of the Nigerian population. By nature, adolescents are susceptible to unplanned sex, unprotected sex, sexual coercion, sexual violence, sexually transmitted diseases and HIV because they are uninformed or poorly informed about the implications of their reproductive behaviour and health risk especially from underage sexual practices and other anti-social practices.
The Nigerian government approved the inclusion for comprehensive sexuality education in Nigeria in August 2001 (Madunagu, 2015). Esu (2015) and Isangedighi (2015) noted that the teaching of sexuality education to adolescents has continued to pose as a problem in Nigeria because both literate and illiterate parents share the same cultural and religious beliefs. Both Christian and Islamic religion as well as some ethnic groups in Nigeria forbids the teaching of sexually related matters to adolescents who are not married because they believe that discussing sexuality related matters will make them promiscuous since they might want to experiment what is been told to them. However, Sipalan and Majawat (2016) in their survey indicated that students do not know how to protect themselves from sexual predators, reckless behaviour, and sexually transmitted diseases (STD), as they obtain inadequate information about sexuality in public schools, which generally only teach basic facts about reproduction in science courses. Sexuality education is very important to adolescents and our secondary schools is the place where young boys and girls are trained both in character and in learning (Herman, 2017) but suffice is to say that sex, abortion, teenage pregnancy, and other juvenile delinquent behaviours have made the above objective unrealistic considering the likelihood that adolescents in secondary schools in Benin City may not be an exception.
Busari (2016) opined that adolescents and young people generally differ in their sophistication, ability to search and appraise information. Therefore, many adolescents and young people may end up with inadequate or deficient knowledge about what sexuality really mean if the information obtained is not accurate or adequate Indeed, sex education does not mean instructing adolescents in sexual techniques or acts, rather it entails giving the necessary facts, information or knowledge about sex and encouraging questions and discussions , (Busari, 2016).
According to Collins et al (2016), sex education helps in preparing adolescents to have responsible attitudes and behaviour towards sex for a harmonious sexual life. Its goal is to help students make wise, important, responsible and informed decisions by providing them with accurate, current and appropriate knowledge, with regard to their age, on human sexuality and the consequences of sexual activities. Sexuality education is also meant to help students develop a moral consciousness, respect for themselves and for others. It also helps students practice abstinence before marriage which stands as the best protection against sexually transmitted diseases and unwanted pregnancies among adolescents, (Busari, 2016). Adolescence can be seen as the transitional period from childhood to adulthood in which major changes that are physiological, psychological and intellectual take place, (Alford, 2018).
1.2 Statement of the Problem
Most recent studies on sex education for adolescents and young students in sub-Sahara Africa were tilted towards assessing knowledge and attitude of teachers and parents on who should give the sex education and what should be the right timing of sex education for these young students, (Alford, 2018). Many studies have shown that changes and development in adolescence make the adolescent students inquisitive as to know what is going on within and around them, therefore they seek for information from sources made available to them. This has become a societal problem when the information gotten are inadequate and inappropriate as to what they really need to know about sexuality, and this leads to the increase in incidences of inappropriate sexual behaviours, unplanned sex, unwanted sex, unwanted pregnancies, unsafe abortion, sexual coercion, sexual violence and sexually transmitted diseases.Therefore, there is need to assess the knowledge and attitude of sex education among secondary school students in Ahoada LGA in Rivers State.
1.3 Objectives of the Study
The primary objective of the study is to examine the secondary school attitude towards sex education while the followings are specific objectives.
- To measure the level of knowledge about sex among secondary school students in Ahoada LGA in Rivers State.
- To examine the attitude towards sex education a sex among secondary school students in Ahoada LGA in Rivers State.
- To determine the sources of sex education received by s sex among secondary school students in Ahoada LGA in Rivers State.
1.4 Research Questions
- What is the level of knowledge about sex among secondary school students in Ahoada LGA in Rivers State?
- What is the attitude towards sex education a sex among secondary school students in Ahoada LGA in Rivers State?
- What are the sources of sex education received by s sex among secondary school students in Ahoada LGA in Rivers State?
1.5 Significance of the Study
The outcomes of this research will have far-reaching implications for multiple stakeholders.
- Researchers and Academicians: The findings of this study will provide new insights into sex education contributing to the existing body of knowledge. By offering a fresh perspective on attitude of secondary school students towards sex education, this research will serve as a foundation for future studies, opening up new avenues for exploration and inquiry.
- Policy Makers and Government Agencies: The results of this study will provide evidence-based recommendations that can inform policy formulation and decision-making. In particular, it will assist in public health and educational system administration by offering practical solutions and strategies for increasing sex knowledge
- Industry Practitioners: For professionals working in public health and schools this study offers actionable insights that can be implemented to improve knowledge about dangers of unplanned sex. By adopting the recommendations from this research, industry practitioners can enhance efficiency, reduce costs, or achieve better outcomes in Ahoada LGA.
- Students and Educators: Educational institutions can also benefit from this study by incorporating its findings into their curricula. This will help students gain a deeper understanding of attitude of secondary school students towards sex education equipping them with the knowledge and skills necessary to address similar challenges in their future careers.
1.6 Scope of the Study
The study is delimited to the study of attitude towards sex education in secondary schools students in Ahoada East Local Government of Rivers State. The period for this study is 2023/2024 academic session.
