CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Sexuality education is defined as an age-appropriate, culturally relevant

approach to teaching about sex and relationship by providing scientifically

accurate, realistic, non-judgment information. Sexuality education provides

opportunities to explore one’s own values and attitudes and to build

decision-making, communication and risk reduction skills about many

aspects of sexuality. (UNESCO, 2009). Billy, Brewster and Grady (1994)

defined sex education as something, which shapes the knowledge and

attitudes that ultimately guide learner’s choice about their sexual behavior.

Sexuality is often broadly defined as the social construction of a biological

drive, WHO (2002), which often deals with issues such as who one has sex

with, in what ways, why, under what circumstances and with what

outcome a person engages in sex, NACC (2002). Thus, sexuality pertains to

the totality of being human being a female or a male and this suggests a

multidimensional perspective of the concept of sexuality which is shaped by

biological, psychological, economic, political, social, cultural and religious

1
factors operating within the particular context of young persons in each

society. Sex education, which is sometimes called sexuality education or

sex and relationships education, is the process of acquiring information and

forming attitudes and beliefs about sex, sexuality identify relationships and

intimacy. Sex education is also about developing young people’s skills so

that they make informed choice. It is widely accepted that young people

have a right to sex education. This is because it is a means by which they

are helped to protect themselves against abuse, exploitation, unintended

pregnancies, sexually transmitted disease and HIV/AIDS. It is also argued

that providing sex education helps to meet young people’s right to

information about matters that affect them, their right to have their needs

met and to helped them enjoy their sexuality and the relationships that

they form. Indeed, there are more than one billion young people in the

world today. They represent 20% of the global population-the vast

majority of who will become sexually active adults. Far few young people

will receive anything approaching adequate preparation for adult sexual

health and well-being, UNESCO (2007). Sex is probably one area of life

about which we know so little and whatever little happen to know about

sex in bits and pieces through sources like friends, acquaintances and

2
cheap sex books, Kumar (1993). It is indeed ironical that while sex is such

an important in our life, parents, elder and teachers hardly play any

significant role in providing scientific knowledge.

Since talking about sex is a taboo in the society for instance, the

adolescents cannot freely approach his/her parents for guidance. Also,

those who seek guidance from parents are not satisfied because the latter

try to evade discussion or are able to give satisfactory answers. A few of

them try to gather information through books, films or from friends, but a

majority does not have access to such information. Many at times, the

adolescent receives wrong information and those myth and misconceptions

are carried throughout their lifetime. Therefore, there is a need to provide

adolescents with information so as to enable them to cope better with

these changes. Though there is a need to educate the adolescents on sex

education, parents oppose such educational programs due to the fear that

imparting sex education would lead to experimentation with sex.

According to the International Planned Parenthood Federation (IPPF),

every year at least 111 million of new cases of STIs occur among young

people aged between 10 and 24, and up to 4.4 million girls aged 15 to 19

seek abortions, most of which are unsafe. According to UNAIDS, 45

3
percent of new HIV infections occur among people between 15 and 24

years old, young people get information about sex and sexuality from

internet. Indeed research such as shown that, there is a widening

repertoire of sexual acts such as masturbatory displays for others via

webcams and oral sex “games” that are believed to have become part of

what teenagers regularly do in their lives, Wilson (2004); teens are easy

victims for adult predators who have ready access to them, especially via

the internet, CBC News (2008); and dramatic increases in sexually

transmitted infections are a growing threat to the sexual and reproductive

health of our youth, Pearce (2008); there is also a persistent interest in age

of first intercourse among teens and the sense that this is happening much

earlier than in the recent past.

It is obvious that as sexual maturity arrives, sex urges naturally increase.

The adolescents required help to realize that they are experiencing normal

feelings and urges. For this reason, however, the educational curriculum in

Nigeria includes sexuality education as integral learning experiences for the

youths. Regrettable, the current trends in sexuality education tend to be

amorous due to devote so much attention to the distribution of condom

than teaching the adolescences the implications of pre-marital sexual

4
activities. This increased sex urge if not properly managed is crisis itself.

Some probably due to peer pressure get entrapped in pre-marital sex,

recreational sex, aggressive sex, teenage pregnancy, abortion, child

abandonment, elopement, and other anti-social behaviors.

1.2 STATEMENT OF THE PROBLEM

Unequivocally, sexual immoralities among teenagers in secondary schools

has predominantly escalated into various degrees ranging from, kissing in

the public places, caressing and fondling of breast, touching or ticking of

private parts and extreme hugging. These practices are against the norms

and values of the society, which tantamount to uncleanness.

Pornographic materials common everywhere, which includes calendar,

movies, magazine and even internet. And many parents are not aware of

all these. Therefore, the role and function of parents are questioned. What

attitude should they have towards preparing their children on this matter of

Sexuality education and what factors influences their attitude to this issue.

In Southwest, Nigeria, there seems to be high rates of sexual immoralities

among the youths. Sexual immorality as a social menace has become a

5
cankerworm which has eaten deep into the fabrics of the society and hence

the youths are at risk of sexual and other relative problems due to lack of

knowledge on sex education. It appears enough information has not been

presented to students on sex education as in other areas of education in

the Southwest, Nigeria. Sexual ignorance then seems to be the causes of

many social problems such as unwanted pregnancies, illegal abortion,

abandoning of unwanted babies, rape, unplanned marriages, divorce and

the HIV/AIDS scourge that has become a daily occurrence in the society.

1.3 PURPOSE OF THE STUDY

This study is designed to evaluate the knowledge and attitude of students

on sex related matters in Aba educational zone. Therefore, the specific

objective of study will be:

 To ascertain whether sex education is taught in secondary schools in

Aba education zone.

 To determine student’s attitude to the teaching of sexuality education

in secondary schools.

6
  To ascertain the influence of sex, religion and education on student’s

attitude to sexuality education.

 To find out the level of misconception to sexuality education in the

communities of Aba Educational zone.

 To find out what parents perceive as appropriate topics in secondary

schools curricular.

1.4 RESEARCH QUESTION

1. What is the student’s attitude to the teaching of sexuality education

in secondary schools?

2. What do parents perceive as appropriate topic in school-based

sexuality?

3. What is the influence of sex, religion and education on student’s

attitude to sexuality education?

4. What are the needs for sexuality education in secondary schools in

Nigeria?

7
1.5 SIGNIFICANCE OF THE STUDY

The research will undoubtedly contribute to knowledge, in assisting the

students to understand the importance of sexuality education. The study

will equally assist the government in creating a curriculum that will meet

the need of students’ desired sexuality education. The study will also erase

any stigma that parent or any other people may have with regard to

sexuality education.

The research work will also prepare the students for adulthood by helping

them to be aware of the danger that exists in pornographic materials. The

outcomes as well as the findings of the work will create the parent-child

relationship, preserving the structure of the family unit. It would also make

possible the suiting of the instruction to the child’s individual needs,

sometimes the parents would understand better than someone who has

not lived with a child. The study will equally enable parents to become

familiar with the best attitude to adopt towards sexuality education.

Parents will also be assisted to become aware of their own attitudes, both

8
positive and negative and understands what influence this can have on

their own perception of sexuality education.

The study will help parents to become more approachable to their

teenagers in matter of sexual health. The above expectations are

guaranteed as the outcomes of the findings will be brought back to the

people who supplied the responses to the questions, mainly parents from

schools, ranging from primary to tertiary institutions as well as student

themselves. This will actually bring parents and children together as

parents will be assisted to see reason why they need to come closer to

their wards and discuss issue of sexuality education with them without any

fear of intimidation.

By applying the outcome of the research findings, the parents will be able

to better understand their own perception of sexuality and to evaluate their

level of comfort with the issue. The parent will learn about the important of

a positive attitude, promoting discussion, and exchange between parents

and adolescents. They will also learn the importance and the purpose of

their own role as sexual health educator.

9
1.6 SCOPE OF THE STUDY

Owning to difficult terrain and inaccessibility as a result of poor road

network, it will be difficult for the researchers to go all nooks and cranny of

the community, as a result of that, the researcher will be restricted to

some selected location within the community. Taken into consideration that

places contain people of various background from all works of life, and also

contains both modern and traditional society with all types of religions in

the community, and also due to the time constraint and limited resources

on the part of the researcher, therefore, the researcher believed that this

selected places with its environs would give the desirable outcomes as far

as parents attitude is concerned.

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 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 THEORETICAL FRAMEWORK

This section deals with some theories relevant to the study such as social

learning theory of Bandura, A. (1977) and Sigmund Freud’s psycho-

sexuality theory of (1905).

2.1.1 THE SOCIAL LEARNING THEORY OF BANDURA, A. (1977)

The Social learning theory was propounded by Bandura in 1977 that people

learn from one another through observation, imitation and modeling. The

theory has often been called a bridge between behaviorist and cognitive

learning theories because it encompasses attention memory and

motivation. People learn through observing other’s behaviour, attitude, and

outcomes of those behaviours. According to him, most human behaviour is

learned through observation, modeling and imitation. In observing others,

one forms an idea of how new behaviours are performed and coded

information which serves as a guide for his action. Bandura’s social

11
learning theory explains human behaviour in terms of continuous reciprocal

interaction between cognitive, behavioural, and environmental influences.

Negative sexuality influences are part of environmental behaviours that

affect adolescents in schools. In the context of this study, this theory is

relevant because students learn by observing behaviour and discussing

outcomes. In schools, students discuss about their sexuality activities

through interaction with one another or mode of their behaviour. The

relevance of this theory to teachers is that they can use the social learning

theory with a behaviour intervention plan in the area of appropriate

communication skills, teacher’s personality building skills and their basic

knowledge of human anatomy to correct adolescent’s negative behaviour

on sexuality.

2.1.2 THE FREUD PSYCHO-SEXUALI THEORY IN (1905).

Freud described five distinct stages of psycho-sexuality development of

human personality. These are oral stage which starts from first day – 18

months when a child uses his mouth to suck, eat and chew. The second

stage is anal stage which starts from 18 months to 31/2 years when a child

12
derives pleasure from anus by retention expulsion control, and toilet

training. The third stage is phallic oedipal which start from 31/2 – 5 years,

a period when a child develops genital organ and body curiosity about self.

The fourth stage is the latency stage which starts from 6 – 12 years, when

sensory motor pleasure develops, a period when peer group interaction

develops. The fifth stage is a genital stage which starts from 12 years and

above. It is the age of puberty when heterosexuality contacts and

productiveness develops.

The relevance of this theory to the study is that each stage of human

development has its own sexuality characteristics to observe. Informal

sexuality education is necessary at early stage in human development to

educate children on sexuality challenges. On the other hand, formal

sexuality education is necessary between the ages of 12 and above to give

factual information on positive and negative implications of sexuality.

2.2 HISTORY OF SEXUALITY EDUCATION

A 2005 conference on the history of sex education concluded that the

history of sex education is still relatively unexplored. Sex, relationship and

13
HIV education material and policy are culturally and historically contingent.

In other words, their content and focus are shifting rather fixed and are

indicative of preoccupation that are particular to time and place.

Adunola Adepoju (2005) opines that, sexuality education came into being

in different countries at various times. The revolution of the 1800s

contributed immensely to the debate of sexual pleasure as an ethical

substance which continued to be governed by relations of force, struggle

and establishment of dominion. The first six to seven decades of the

century, saw both males and females beginning to question the concept of

virginity and male dominance. Brucess and Greenberg (1994) revealed

that, between 35 and 45 percent of females and 55-65 percent of males

engaged in sexual relationship before marriage at that time.

Julian B. Carter (2001) in the Journal of the History of Sexuality pointed

that, it is easy to miss this ambivalence about sexual knowledge because

sex educators have exhibited so little ambivalence in their discussions of

sexual activity. The chief massage of almost all twentieth-century sex

education amounts to “just say No”. Thus, the history of sex education can

be seen as the story of shifting strategies aimed at discouraging people

from having sex outside of marriage.

14
Karolina Widestorn (Swedish doctor) saw the need to educate the young

especially the girls about sexual hygiene as a way of informing and

protecting them from sexually transmitted diseases such as gonorrhea and

syphilis which were found to be very common during that period. To her,

the idea was that, “if girls got to know in good time how pregnancy came

about and how sexually transmitted diseases spread, they would be better

able to protect themselves.

Despite all the positive potentials of sexuality education, the major

challenges were what form sexuality should take and at what level it

should be introduced in the schools. There was also; the problem of

methodology. Sexuality education was seen as the gospel of the flesh that

could lead to sexual espionage, egoism and revelry among the young.

In Bularia for instance, sexuality education was introduced in the 1970s

and in the 1980s, a discipline called ‘in the world of intimacy’ wised

optionally in high schools. Yet a 1997 study found that up to then, there

was a general absence of sexuality education in Bulgarian schools.

Moreover, then study approved and used optionally in high schools. Yet a

1997 study found that, up to then, there was a general absence of

sexuality education in Bulgarian schools. Moreover, the study stated that

15
adolescents’ sexual knowledge is still obtained in the streets (Okoloyski

1997 as cited in IPPF 2006). In like manner, information about sexuality

was forbidden by a low that was passed in 1920 and remained in place

until the 1960s in France. In 1967, a new law authorized contraception and

the prevision of general information about sexuality. In 1973, a; higher

council on sexual information, birth control and family education (CSIS)

was created and in 1973, the first regulations concerning sexual

information were introduced, stating that anatomy and physiology of

human reproduction should be taught in secondary schools within Biology

lessons (IPPF).

Unequivocally, the UK provides a useful example of a country where the

history of sex education is gradually being documented. Little attention

appears to have been paid to the topics in the school setting prior to the

second world war.

However, the period following 1945 appears to have witnessed an increase

in school sex education with a strong emphasis on the prevention of

gonorrhea. Throughout the 1950s and 1960s the focus appears to have

been on non-human reproduction. The location of sex education within

biology allowed for a gradual shift in emphasis to human reproduction.

16
However, with biology perceived to be a more suitable subject for girls

than boys, fewer boys received sex education.

By the 1970s sex education was changing and beginning to provide more

complete accounts of human reproduction together with teaching about

contraception and learning about relationships. The influence of feminist

thinking meant that, by the 1980s at least some secondary education

curricula included consideration of gender. Also, interest in participatory

methods of teaching and learning meant that the notion of skills began to

feature in sex education. Nonetheless, for the majority of young people,

their experience of sex education continued to be too little, too late. A

number of issues coincided during the 1980s to make sex education a

contested political issue, not least of which was recognition of the

importance of education of education about HIV and disputes about how

this should be done in the classroom.

While the situation in the UK shares many similarities with the USA, the

situation in the Netherlands-a much closer neighbor-is quite different. In

the Netherland, sex education has not been politicized and this may, at

least in part, explain their more education has not been publicized and this

may, at least in part, explain their more coherent and rational approach to

17
the topic. It may also partly explain why their teenage pregnancy rate is

lower than of either the UK or the USA.

Globally, since the late 1960s the United Nation populations fund (UNPFA)

has been a key player in promoting the concept and practice of population

education. By the 1980s, around 80 countries were implementing

population education programs in schools. The main goals of education

were to promote the linkages between population dynamics and

development, to improve family welfare and to reduce adolescent

pregnancy. The 1994 international conference on population and

development created a paradigm shift in terms of goals and a

correspondent move away from fertility reduction towards greater access

to reproductive health services and family planning in the context of

human rights and women’s empowerment. This has been since reflected in

population education, which has gone on place greater emphasis on sex

education, HIV prevention and the promotion of gender equality and

equity. In many countries, the HIV epidemic has justified the introduction

of sex education.

In Africa, some countries began with population education before shifting

the focus towards family life and sex education. For example, the

18
government of Uganda, with assistance from UNFPA and UNESCO,

introduce population education in the formal education system in 1988.

Since then the program has shifted to address reproductive health more

explicitly, as well as HIV and AIDS. In the 1990s, Nigeria, with technical

assistance from the sexuality. Information and education council of the

united states (SIECUS) develop and implemented a comprehensive

sexuality education curriculum. More recently, an electronic resource 18

based on the Nigerian family life and HIV and aids education (FLHE)

curriculum has been made available online.

Sex education has had a long history in Latin America and the Caribbean

developing from a biological approach in the 1960s to STL prevention in

the 1980s, to consolidation in the 1990s with formative objectives and

competencies for the exercise of health, free, responsible and enjoyable

relationships. Sex education now include information about sexual and

reproductive health and the promotion of attitudes and values for

practicing gender equity. While the majority of country or region _ specific

material considered for this review concerns sub _ Saharan Africa, a useful

overview of school-based HIV and AIDS education in the Asia –pacific

region was conducted by smith and kippax et al. (2003), while all the

19
country surveyed appeared to have sexual and reproductive health

education at some stage in the school career, the content tended to focus

on the biology of reproduction within an overall context of married life and

there was notable reluctance to discuss sexual and drug-related HIV

transmission. In Asia, HIV and AIDS and sexual relationship are rarely

discussed at primary school level, with the notable expectations of Papua

New Guinea and Cambodia, where discussion of condoms was included.

This was despite the fact that, in some countries, the majority of children

would not progress to secondary school. The authors also note that when

cross ministerial policy support exists for primary education on HIV and

AIDS, and where this is implemented alongside community-based

education of adults (generating local support for school-based education),

primary curricular can be introduced successfully. They conclude that there

is a need to reassess the age at which education on sexual and

reproductive health is provided and the content of the education with the

mode of its delivery.

The need to inform young people about the causes and consequences of

uncontrolled rapid population growth in Nigeria has become paramount

20
hence the National Population policy of 1988 which was recently revised

and officially launched in February 2005.

The evolution of sexuality education and its introduction in Nigeria schools

came about when it became apparent that there was, as there is an urgent

need to address adolescents’ reproductive health, reproductive rights and

sexually issues. The need to prepare the adolescents for their adulthood

roles that conform to contemporary life styles has become paramount and

success was seen to depend greatly on basic education and information on

health care and positive relationship provided the adolescents. In tune with

Karolina Widerstorm, such education could empower young women to have

a greater control over their sexuality and reproduction to the benefit of

social and economic aspects of their lives. It also has the potential to

respond to overall life situation on the adolescents, address their holistic

well-being and help them achieve their full potential. The success of the

efforts to prevent the spread of HIV/AIDS in Nigeria lies in strong political

support and the continued strong commitment team work and skillfulness

of prevention teams of donor agencies, NGOS and project such as.

The vision Project and the African Regional Sexuality Resource Centre

Housed under the Action Health Incorporated in Nigeria.

21
In recent times, the Action Health Incorporated (AHI) has been in the

formalin of NGOs complementing government’s efforts in raising awareness

about adolescent health issues and setting a new direction for adolescent

sexuality education in Nigeria by building lessons from the past success

and constraints, and appreciating the present potentials of sexuality

education in strengthening national development efforts for a brighter

future. AHI has viewed sexuality education as an educational process

which provides for an articulated and practical study of the various

dimensions of human sexuality with the aim of developing in the individual

a more rational attitude and responsible behavior towards improving the

quality of life of the individual now and in the future. To borrow the words

of International Planned Parenthood Federation (IPPF) it is, “an education

process designed to assist young people in their physical, social, emotional

and moral development as they prepare for adulthood, marriage,

parenthood and ageing, as well as their social relationship in the socio-

cultural context of family and society” IPPF (1987).

22
2.3 NEEDS AND ENTITLEMENT FOR SEXUALITY EDUCATION

Like animals, humans have needs… but we also have drives, or desires,

which we can choose to act upon or to not act upon. Since not all drives

are needs, we can channel them in a healthy way because they do not

mean a difference between life and death-often out mistake is in confusing

needs (which we must satisfy) and drives (which we must like to satisfy).

(which we would like to satisfy).

One drive we obviously share with animals is the drive for sex, the mating

instinct. However, animals have no choice but to mate when they are in

heat (fertile). Their sexuality is centered on their reproductive organs.

Human behavior is controlled in the mind, a mind that can think, evaluate,

and decide. We humans can think and decide whether or not we will act on

our sexual drive. We don’t have to follow our impulses. We can look at the

consequence, think about the future, and use our minds to decide how we

should act. (LIZ Jackson University of Illinois at Urban-Champaign).

Young people’s need for sex education is evidenced by their typically early

initiation of sexual activity, the often involuntary context within which they

have sexual intercourse, high risk sexual behaviors and the inadequate

23
levels of knowledge of means of protecting their sexual health. The extent

and context of sexual behaviors is a firm indicator of the need for sex

education as well as for counseling information and services related to

sexual and reproductive health. Apart from behaviors, information on the

extent of knowledge and accuracy of knowledge about risks to sexual

health and about means of preventing unhealthy or desired outcomes are

important indicators of young people’s need for information to help them

make choice and to engage in safe and healthy behavior. Such measures

of behavior and knowledge can also be relevant and valid indicator of the

effectiveness of sex education interventions. The context with which young

people live and key characteristics such as school attendance and literacy

are important considerations in providing information and in evaluating

interventions (Susheela Singh et al).

The need to focus attention on various aspects of the development of

adolescents and youth, particularly their sexual and reproductive health, is

a global health, is global phenomenon. This has been highlighted by

several by several international conventions ICPD (1994) CEDAW (1979)

and agreements, have expressed strong commitment. Young people all

over the world are growing up in an increasingly complex environment that

24
requires them to take tougher decisions, often without adequate

preparation. Although it is generally known that the period of adolescence

is a phase in life when young people are particularly vulnerable to many

risks, especially in relation to their sexuality, they often lack access to

adequate information, counseling and services on issues crucial to their

development needs.

With the negative effects of modernization and a multiplicity of other

factors which tend to reduce the ability of families to effectively educate

and take care of their young ones, there is an urgent need for

governments, non-governmental organizations and the civil society to

implement effective intervention strategies that will promote the well-being

of young people. There is need for stakeholders to provide relevant life

skills education to address specific development problems being faced by

young people particularly those of sexuality and reproductive health.

(Understanding Human Sexuality Seminar Series 2000). In revised

guideline, the American Academy of Pediatrics has recommended that

teenagers receive counseling to postpone sexual activity and also

information and access to contraception, including over the counter

emergency contraception without a prescription (Pediatrics 2005). The

25
academy’s 60,000 members provide primary care to infants, children, and

teenagers up to the age of 18 or 21.

Jonathan Klein, chairman of the committee that drew up the guideline,

explained that the new report was a routine update to consider newer

options such as emergency contraception, not a reaction to the Bush

administration’s programs promoting abstinence until marriage and

monogamy thereafter. The report says that teenage pregnancy poses

medical and psychosocial complications, and that children of very young

mothers do not do as well as those of adult women. Although sexual

activity and teen pregnancy rates have declined, they remain a concern.

More than 45% and of girls and 48% of boys at high school (aged 13 or 14

to 17 or 18) have had sexual intercourse. The average age of first

intercourse is 17 for girls and 16 for boys but about a quarter of teenagers

report having had intercourse by age 15. Every year, 900,000 teenage girls

become pregnant. Half of teenager’s pregnancies are within six months of

first intercourse. More than 40% of adolescent girls become pregnant at

least once before the age of 20 although most pregnancies are in

teenagers aged 18 and 19. Education about HIV and sexually transmitted

disease has lead more teenagers to use barrier contraceptive, but only
26
63% reported having used a condom the last time they had intercourse.

Birth to teenagers aged 15 to 19 in the US are far higher than in other

industrialized countries: 61 per 1000 in the US, compared with 41 in

Canada, 33 in the United Kingdom, eight in the Netherlands, and four in

Japan.

Dr Klein, of the University of Rochester School of Medicine, New York, said

that the abstinence program, which costs up to $87.5m (€50.4m; €73.3m)

a year and is shared by the Federal government and the states, “was not

based on medical or health information.” He told the BMJ, “The academy

believes young people and families ought to have access to comprehensive

reproductive health information.” A report to the Federal Department of

Health and Human Services in June showed that abstinence programs

increased teenager’s awareness of abstinence but did not decrease

teenager sexual activity, pregnancy, or infection with sexually transmitted

disease.

27
2.6 ADOLESCENT SEXUALITY

Adolescent sexuality refers to sexual feeling behavior and development in

adolescent and is a stage of human sexuality. Sexuality is often a vital

aspect of teenagers’ life (Lynn, 2000). The sexual behavior of adolescent is

in most cases influenced by their cultures norms and their sexual

orientation, and the issues of social control and such as age of consent

laws.

In humans, mature sexual desire usually begins to appear with the onset of

puberty. Sexual expression can take the form of masturbation or sex with a

partner. Sexual interests among adolescent, like adults, can vary greatly.

Sexual activity in general is associated with a number of risks, including

sexually transmitted disease including HIV/AID and unwanted pregnancy.

This is considered particularly true for adolescent, as most are deemed

emotionally immature (Chapman 2000) and are not financially self-

sufficient.

28
2.7 SEXUALITY EDUCATION AND TEENAGE PREGNANCY

Adolescent girls become fertile following the menarche (first menstrual

period), which occurs in the united states at an average age of 12.5,

although it can vary widely between different girls. After menarche, sexual

intercourse (especially without contraception) can lead to pregnancy

teenage may then miscarry, have an abortion, or to carry the child to the

full term.

Unplanned pregnancy represents a traumatic interruption to the lifestyles

of young parent. They are suddenly forced into the realities and decisions

of adulthood, with which they are generally unprepared and ill-equipped to

cope strategy and action plan 2002-2007.

Pregnant teenagers face many of same obstetrics issues as women in their

20s and 30s. However, there are additional medicinal concerns for younger

mothers. Particularly those under 15 and those living in developing

countries; for example, obstetrics fistula is a particular issue for young

mother in poorer regions. For mothers between 15 and 19, age in itself is

not risk factor, but additional risk may be associated with socioeconomic

29
factors; for instance, teenagers are less likely than women over 20 to

receive early parent care (Makinson 1985).

Worldwide, rate teenage births widely; for example, sub-Saharan African

has a high proportion of teenage mothers whereas mother’s industrialized

Asian countries such as South Korea and Japan have very low rates

(UNFPA, state of world population 2003). Teenage pregnancy in developed

countries is, usually outside of marriage, and carries a social stigma

teenage mother and their children in developed countries shows lower

educational levels, higher rate of poverty, and their poorer life outcomes

compound with older mothers and their children. In developing world,

teenage pregnancy is usually within marriage and does not carry such a

stigma (population council, 2004).

It is pertinent to note that, young people’s concerns about confidentiality

can result in their reluctance to seek information and advice and to use

contraceptive services. They may fear that if they consult a doctor their

parents may be informed. Even if they know that their discussion with a

doctor or a nurse will be treated in confidence, they may worry that their

anonymity within the clinical setting may not be respected by others who

30
are attending, or by administrative or support staff (teenage pregnancy

and parenthood strategy and action plan 2002-2007).

2.8 LEGAL ASPECT OF ADOLESCENTS’ SEXUAL ACTIVITY

Sexual conduct between adults and adolescents younger than the local age

of consent is illegal, and in some Muslim countries any kind of sexual

activity outside marriage is prohibited. Sexual intercourse between

adolescents with age difference within 2-3 years is not prohibited under

law in many countries around the world. The average age of consent is 16

(Lynn, 2000), but this varies from being age 13 is Spain, age 16 across

Canada, and age 16-18 in the United States. The age of consent in

particular jurisdictions is typically the same as the age of majority or

several years younger. The age at which one can legally marry is also

sometimes different from the legal age of consent.

Sexual relations with a person under the age of consent are generally a

criminal offence in the jurisdiction in which the crime was committed, with

punishments ranging from token fines to life imprisonment. Many different

terms exist for the changes laid and include statutory rape, illegal carnal

31
knowledge, or corruption of a minor. In some cases, sexuality activity with

someone above the legal age is consent but beneath the age of majority

can be punishable under laws against contributing to the delinquency of

minor.

2.9 ATTITUDES OF STUDENTS AND PARENTS TOWARDS THE

TEACHING OF SEX EDUCATION.

Newspapers, periodicals, journals and magazines often carry sensational

stories of teenage sex escapades, pregnancies, sexually transmitted

disease like gonorrhea, syphilis and herps (Oikeh 1981), Abegboyega,

1968, Momodu, 1988 and Fabiyi, 1995. Most recently (relatively) but more

dangerous are the reported cases of acquired immune deficiency

syndrome, while the report of pregnant students by school authorities were

also common (Momodu 1998).

Iakingba (1971) claimed that nearly one million adolescents aged 15-19

years become pregnant in the United States of America yearly and about

30,000 pregnancies occur out of wedlock and are unintended. Although up

to date statistics were not available about the situation in Nigeria, there is

32
no doubt that hundreds of Nigerians teenage girls roam about the streets

of Nigerian’s urban center’s offering themselves to various men for

economic gains. These sex escapades often result in pregnancies,

venerated disease and at some other times, fatal abortion.

What are the causes of this social phenomenon? Trefor (1975) feels that

sexual resolution in its current advanced state is characterized by demand

for new forms of sexual freedom from repressive codes and style of

Victorianism, societal, religious and legal expression. Momodu (1988) was

of the opinion that victims are mainly teenagers from secondary schools

which are scattered throughout the nooks and crannies of the country.

Adegboyega (1986) pointed out that school girls and boys in the cities had

been known to commit horribleacts in their bid to get rid of pregnancies.

He contended that their activities had always been influence by what they

had seen on television and cinema screens or read about on the pages of

romance or pornographic materials.

Obviously the current general economic depression according to Ogunjimi

(1989) had forced so many ladies including house-wives and single parents

into trading their bodies for money (commercial sex workers). This

according to him is being done to either supplement their meager financial

33
resources or as a survival strategy. Egwu (1985) pointed out that some

parents have because of poverty made use of their teenage daughters to

make money winning and randy men.

REVIEW OF EMPIRICAL STUDIES

This section deals with related studies carried out by other researchers.

Akpama (2003) carried out a study on parental perception of teaching

sexuality education to adolescents in secondary schools in Cross River

State of Nigeria. This study was an ex-post facto research, design, to

determine parental perception of the teaching of introducing sexuality

education to adolescents in secondary schools in Cross River State, as the

area of study. Population of the study comprised 400 parents. Two null

hypotheses were formulated on the basis of the identified major

independent variables of nature of parental perception and parental literacy

status. A 15item questionnaire instrument was developed, validated and

tested for reliability. It was then administered to 400 respondents (parents

200 male, 200 female) from 20 churches in the entire state (7 churches

from central, 7 from south and 6 from north senatorial districts). The

34
researcher sampled all the 400 parents. Data was analyzed using mean

and standard deviation, while the hypotheses was tested using

independent t-test. Results revealed that parental perception of the

teaching of sexuality education to adolescents in secondary schools is

significantly negative; no significant difference exists between literate and

illiterate parents in their perception of the teaching of sexuality education

to adolescents in secondary schools. It was concluded that parental

perception of the teaching of sexuality education to adolescents in

secondary schools is generally negative in Cross River State. The relevance

of the study to the present study is based on non-impact of sexuality

education to adolescents and requires teacher’s in-service training for

effective teaching of human sexuality. Eze (2006) carried out a study on

sex education in post primary school and its implication for the holistic

maturation of students in Nsukka Education zone. Descriptive survey

research design was used. The population of study was 41,392. A Sample

of 540 students from 54 secondary schools in the zone was used for the

study. The authors made use of structured questionnaire with 25 item

instrument for data collection aimed at addressing the three research

35
questions. Percentage was used in data analysis, while the three

hypotheses were tested with t-test statistics.

The findings revealed that sex education is important to help the child to

equip him/herself with appropriate knowledge, information and skills that

would enable him/her develop positive attitude on human sexuality.

The findings also revealed that sex education is important because it

enables the child to acquire information on positive attitudes and beliefs

about sex, sex identity, relationship and intimacy. The study revealed that

although home/family is the natural setting for sex education, but parents

are not equipped enough to teach their children about sex.

The relevance of the study to the present study is that since home/family

as natural setting for teaching sexuality education has failed, school has

become the last option. In other to teach sexuality education properly in

the school, teachers ought to be re-trained in order to teach sexuality

education effectively.

Ezugworie (2002) carried out a study of in-service training needs of

secondary school principals in skills of institutional supervisory behaviour

with special focus on the technical, interpersonal, conceptual and

36
diagnostic aspects of supervisory behavior in Enugu State Nigeria. The

study employed a descriptive survey research design. The sample for the

study compromised all the two hundred and sixty-two secondary school

principals within the six education zone of Enugu State. Seven research

questions and three null hypotheses guided the study. Data for the study

was collected using a Supervisory Skill In-service Training Needs

Assessment Scale (SSINAS). Research questions were answered

descriptively on individual item basis using mean and standard deviation,

while the hypotheses were tested using one way classification ANOVA.

The result of data analysis revealed that secondary school principals

needed in-service training in all aspects of skills of instructional supervisory

behaviour. The males, however, needed more of conceptual and diagnostic

skills for instructional supervisory behaviour than their female counterparts.

The in-service training needs of males differ significantly from those of the

female principals.

The study also revealed that job experience is of great influence in the in-

service training needs of principals in skills of instructional supervisory

behaviour. In-service training needs decreases with years of experience on

the job. Principals with first degree in education have less in-service
37
training needs in skills of instructional supervisory behaviour than those

principals with only diploma or higher degrees in education. Based on

those findings, the researcher recommended that in-service training on the

technical, conceptual, interpersonal and diagnostic aspects of skills of

instructional supervisory behaviour be organized for secondary school’s

principals.

The study is relevant to the present study because effective teaching

depends on acquisition of necessary skills. Sexuality education being anew

subject and a sensitive one, requires in-service training for effective

teaching.

38
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter deals with how the researcher carried out the research. It

describes the population and sample of the study, researcher instrument

used and the method of data collection. These are explained under the

following headings. Research design, population and sampling, research

instrument, data collection and data analysis.

3.1 RESEARCH DESIGN

This research work adopted the survey design. The research was carried

out among randomly selected parents in Aba Education Zone community.

Information was gathered through the administration of questionnaire

forms which were personally administered to the parents by the

researcher. The questionnaire was administrated in Aba Education Zone.

39
3.2 AREA OF STUDY

This research work was carryout in Aba metropolis. A city in the

southeastern part of Nigeria and the commercial center of Abia State. Upon

the creation of Abia State in 1991, Aba was divided into two local

government areas namely: Aba South and Aba North. Aba South is the

main city center and the heartbeat of Abia State.

3.3 POPULATION OF THE STUDY

The targeted population for the study, consists of all the students in the

area, but due to limitations a sample of persons were chosen for the study

from designated locations within the commercial citiy of Abia.

3.4 SAMPLE AND SAMPLING TECHNIQUE

The sample of the study comprised of all the students in the area which

two hundred and fifty persons were chosen. They were randomly selected

from the commercial city of the state proportionately, sampling altogether

from the selected population making up the sample size.

40
3.5 INSTRUMENT FOR DATA COLLECTION

The major instrument used in carrying out this study is the questionnaire;

the content was structured in the form of questions to be answered by

respondents. They are structured to meet the aims of the study.

3.6 VALIDATION OF THE INSTRUMENT

The questionnaire was self-developed by the researcher and approved by

the project supervisor and the department.

3.7 RELIABILITY OF THE INSTRUMENT

Pre-test, post-test reliability tests were used in establishing the reliability of

the instrument.

3.8 ADMINISTRATION OF THE INSTRUMENT

The questionnaire will be administered on face to face basis to the

respondents and will be collected immediately after giving their responses.

41
3.9 METHODS AND TECHNIQUES FOR DATA ANALYSIS

The responses of the healthcare workers were analysed using the

Spearman’s Rank Correlation to discover the strength of their responses

based on the hypotheses; which is tested on the level of significance of the

relationship.

The Spearman’s Rank Formula

6 ∑ d2
R s=1−( )
n3−n

Where d = difference in ranks

n = number of pairs (variables)

The Spearman’s Correlation Coefficient, represented by Rs, is a

nonparametric measure of the strength and direction of the association

that exists between two ranked variables. It determines the degree to

which a relationship is monotonic, whether there is a monotonic

component of the association between two continuous or ordered

variables.

Using, the scale of correlation to determine the relationship

42
 +1 0 -1

Perfect positive correlation No correlation perfect negative correlation

43
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

This chapter presents the analysis of the data obtained in the study and

how they were used in providing answers to the research questions.

Relevant interpretations were given to the results leading to the provision

of evidence in support of responses to the research questions.

4.1 RESEARCH QUESTION ONE

What is the student’s attitude to the teaching of sexuality education in

secondary schools?

Table 1

Number of respondents = 250

S/N ITEMS YES RAN NO RANK d d^2

K
1. Students feel comfortable with sex 112 1 138 2.5 2 4
education.
2. Students are attractive during sex 235 4 15 1 3 9
education classes.
3. Sex education classes are 150 3 100 2 1 1
interactive.
4. Students have little knowledge of 120 2 130 3 -1 1
sex education.

44
 ∑ d 2 = 20

The table shows the number of responses and ranking of the respondents

(population) on the Student’s attitude to the teaching of sexuality

education in secondary schools.

According to the response of the respondents indicated in the table above,

it shows the response on the items; Students are attentive during sex

education classes (with the population of 235 (yes), while 15 respondents

disagreed).

Meanwhile, item 1 (Students feel comfortable with sex education) with the

population of 112 (agreed) while 138 respondents disagreed to this item;

item 4 (students have little knowledge of sex education) has a population

of 120 on the “Yes” pane and 130 on the “No” pane, so as item 3 (sex

education classes are interactive) has a population of 150 on the “Yes”

pane and 100 on the “No” pane.

4.2 RESEARCH QUESTION TWO

What do parents perceive as appropriate topic in school-based sexuality?

45
Table 2

Number of respondents = 250

S/N ITEMS YES RANK NO RANK d d^2

1. Puberty and reproduction 185 3.5 65 3.5 0 0

education
2. STD, HIV and AIDS 215 1.5 35 5.5 -4 16

3. Pregnancy and parental care 185 3.5 65 3.5 0 0

4. Friendship, dating and sexual 100 5 150 2 3 9

orientation
5. Sexual anatomy and physiology 83 6 167 1 5 25

6. Virginity and sexual abstinence 215 1.5 35 5.5 -4 16

∑ d 2 = 66

The table shows the number of responses and ranking of the respondents

(population) on the appropriate topics in school-based sexuality that

parents perceive.

According to the response of the respondents indicated in the table above,

it shows the response on the items; Item 2 (Puberty and reproduction

education) and item 6 (Virginity and sexual abstinence) are even (with the

population of 215 (agreed) while 35 respondents disagreed to this item).

46
Item 1 and item 3; Erodes purchasing power (has the same population of

185 (yes) each, while 65 respondents disagreed) each, while on item 4

(friendship, dating and sexual orientation) has a population of 100 on the

“Yes” pane and 150 on the “No” pane, item 5 (sexual anatomy and

physiology) has a population of 83 on the “Yes” pane and 167 on the “No”

pane.

4.3 RESEARCH QUESTION THREE

What is the influence of sex, religion and education on student’s attitude to

sexuality education?

Table 3

Number of respondents = 250

S/N ITEMS YES RANK NO RANK d d^2

1. Sex education nurtures positive 216 2 34 4 -2 4

attitudes and values and healthy
lifestyle.
2. Sex education sends accurate 103 3 147 3 0 0
information and enhance social
impact on students.
3. Sex education is a method of 78 5 172 1 4 16
teaching students ethics and
values.
4. Sex education teaches students 101 4 149 2 2 4

47
 how to abstain from sex.
5. Sex education discussions create a 225 1 25 5 -4 16
room for open communication
among parents and other
households.
∑ d 2 = 40

The table shows the number of responses and ranking of the respondents

(population) on the influence of sex, religious and education on student’s

attitude to sex education.

According to the response of the respondents indicated in the table above,

it shows the response on the items; Item 5 (Sex education discussions

create a room for open communication among parents and other

households) with the population of 225 (agreed) while 25 respondents

disagreed to this item.

Item 1; Sex education nurtures positive attitudes and values and healthy

lifestyle (has the population of 216 (yes), while 34 respondents disagreed),

Sex education sends accurate information and enhance social impact on

students (with the population of 103 (Yes), while 147 respondents said

No), item 4 (Sex education teaches students how to abstain from sex) has

a population of 101 on the “Yes” pane and 149 on the “No” pane, item 3

48
(Sex education is a method of teaching students ethics and values) has a

population of 78 on the “Yes” pane and 172 on the “No” pane.

4.4 RESEARCH QUESTION FOUR

What are the needs for sexuality education in secondary schools in Nigeria?

Table 4

Number of respondents = 250

S/N ITEMS YES RANK NO RANK d d^2

1. Sex education promotes human 155 1 95 5 -4 16

growth and development.
2. Sex education enhances self- 200 4 50 2 2 4
control and sexuality abstinence.
3. Sex education will help reduce the 173 2 77 4 -2 4
high rate of school dropouts.
4. Sex education will reduce the level 194 3 56 3 0 0
of teenage pregnancy and abortion
in the society.
5. Sex education will reduce the 240 5 10 1 4 16
number of cases of STD among
teenagers.
∑ d 2 = 40

The table shows the number of responses and ranking of the respondents

(population) on the needs for sexuality education in secondary schools in

Nigeria.

49
According to the response of the respondents indicated in the table above,

it shows the response on the items; Item 5 (Sex education will reduce the

number of cases of STD among teenagers) has the highest number of Yes

with the population of 240 (agreed) while 10 respondents disagreed to this

item).

Item 2; Sex education enhances self-control and sexuality abstinence (has

the population of 200 (yes), while 50 respondents disagreed), Item 4: Sex

education will reduce the level of teenage pregnancy and abortion in the

society (with the population of 194 (Yes), while 56 respondents said No),

item 3 (Sex education will help reduce the high rate of school dropouts)

has a population of 173 on the “Yes” pane and 77 on the “No” pane, item 1

(Sex education promotes human growth and development) has a

population of 155 on the “Yes” pane and 95 on the “No” pane.

50
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

The purpose of this study was to designed to evaluate the knowledge and

attitude of students on sex related matters in Aba educational zone; the

study has objectives which will be summarized and concluded in this

chapter.

5.1 SUMMARY OF FINDINGS

From data collected from the respondents, it can be concluded that the

respondents have positive attitude towards sexuality education because

large percentage of the respondents agreed to have sexuality education

taught in secondary schools in order to help children and adolescents

prepared for adulthood, to avoid unwanted pregnancies, to guild against

sexually transmitted diseases, and HIV/AIDS, and also to eliminate fear

and anxiety that are related to individual development and adjustment.

It can also be concluded that sexuality education is no respecter of any

sex, cut across religious beliefs, and it is what parents from different

educational background sought after. Also from the study, it can be

concluded that topics like dating, family planning, contraceptives and

51
abortion should not be at secondary school level, while sexual abstinence,

reproductive health, sexually transmitted disease puberty, reproduction, etc

should be taught. It can also be concluded that sex, religion and

educational background have relationship with students’ attitude education.

5.2 RECOMMENDATIONS

Based on the research findings the following are the recommendation;

teachers/parents should be the prime sex educator because they the most

influential force in a teen’s life, they should work to create a health, stable

home characterized by warmth, open communication and clear

expectations. At the same time, teachers should model a healthy lifestyle

and positive choice. Parent should know that they children are watching

them, there is need for parents themselves to have the knowledge of sex

education because sexuality education could engage parents and enable

them to recognize the role as the primary sex educators.

Sexuality education program should be design in such a way it could

acknowledge that girls face unique risks compared to boys when it comes

to early sexually engagement. While it may seem daunting be see

52
correlations between family behaviors years ago and sexual activity in your

children today the news is positive. Teens to listen and want to listen to

their parents, which is the more reason why parents should stand on their

feet to impart sexuality education to their children.

It should be noted however that parents are not the only one concern in

this issue of sexuality education, the children are concerned, the teachers

are concerned, and the government as well as different stakeholder e.g.

broadcasters, newscaster, journalists, author of books on sexuality

education etc. all of these have these have their role to play in assisting

the adolescents to understand themselves in the society in matter of

sexuality education.

It is recommended that the adolescent ask questions about their sexual life

from their parents, and relate freely when it comes to the matter of

sexuality education. The parents on the other hand should be ready at all

time to answer questions that their children ask on sexuality activities.

There should be open communication between the parents and the

children concerning sexuality education.

53
The teachers and the stakeholders should promote an understanding of the

need for sexuality education programs by raising an awareness of salient

sexual and reproductive health issues and concerns affecting children and

young people. They should also provide a clear understanding of what

sexuality education comprises, what it is intended to do, and what is the

possible outcomes. The appropriate to young people’s culture,

developmental age and sexual experiences, teachers should also include

homework assignment to increase communication with parent or other

adults.

The government through ministry of education should designs a curriculum

capable of enlighten and orientate the adolescents on the importance of

sexuality education. Government should also sponsor and implement

program on sexuality education that reach large number of young people.

The community should cooperate with school in given the best sexuality

education to the adolescents.

Finally, it is recommended that those who may want to carry out research

on the topics should find out the attitude other teachers, the children

themselves to sexuality education. Also, it is advisable if research can be

54
carried out to determine the influence one’s occupation or discipline on

sexuality education.

5.4. CONCLUSION

The research work was embarked upon in order to evaluate student’s

knowledge and attitude towards sex related matters in secondary schools,

to find out parent’s attitude towards the introduction of school based

sexuality education as a subject in the secondary school in the state and

which topics the parents feel are appropriate to include in school-based

sexuality education in the secondary schools and also to determine

whether sex, religion and level of education have influence on parents

attitude to sexuality education.

Two hundred and fifty students were selected randomly from different

locations in Aba Education Zone data were gathered through the

administration questionnaire forms and the data were analyzed using

Spearman. The study showed that large number of students have positive

attitude to sexuality education in the area, and they agreed that sexuality

education should be included as a subject in secondary schools’ curriculum.

55
Also, the findings indicate that the sex of the parents, their religion and

their education background have no influence on their attitude to sexuality

education, furthermore, many of the parents selected wants some topics to

be included like puberty, reproduction, HIV/AIDS, sexuality transmitted

disease, sexual abstinences etc. while many of them frowned at topics like

masturbation dating abortion, family planning and contraceptives.

5.5 SUGGESTION AND FURTHER STUDIES

The research suggest that further studies could be carried out in the

following areas:

 Importance of including sex education in secondary school

curriculum.

 The role of religion and school in controlling sex abuse and rape in

the society.

56
 REFERENCES

Allan Guttmacher Institute (1999), Policy Analysis on Reproduction

Health Issues, 120 Street, 21st Floor New York NY1005. www.agi-

usa.org.

Ashley, M. (2003), Primary School Boy’s Identify Formation and the

Male Role Model: An Exploration of Sexuality Identity and

Gender Identify in the UK Through Attachment.

Atkinson, M. (1998), Hot Debates and Difficult Labors; Sexuality

Education in Queensland Australia SIECUS Report, June/July, 11 -

13.

Biddlecom A.E. (2007), Protecting The Next Generation in Sub-

Saharan Africa: Learning from Adolescents to Prevent HIV and

Unintended Pregnancy. New York Guttmacher Institute.

Diorio, J.A. (1994), Conceptions of Sex Education. in (Ed) Husen, T.

International Encyclopedia of Education, Oxford: Elsevier Science

LTD.

57
Diorio J.A. and Munro, J.A. (2000), Doing Harm in the Name of

Protection Menstruation as a Topics for Sex Education

Gender and Education, 12 (3)347-365.

Diorio J.A. and Munro, J.A (2003), What Does Puberty Means to

Adolescents? Teaching and Learning About Bodily Development

Sex Education, 3 (2,) 119-131.

Fisher, W.A. (1997), Theory-Based Framework for Intervention and

Evaluation in Fisher, STD/HIV Prevention the Canadian

Journal of Human Sexuality; 6 (2), 105-111.

Fisher, J.D. (1998), Understanding and Promoting Sexual and

Reproductive Health Behavior. Theory and Method Review of

Sex Research.

Grunseit, A. (1997), Impact of HIV and Sexual Health Education on

the Sexual Behaviour of Young People: A Review Up-data,

UNAIDS.

58
Harrison, L. and Hillier, L. (1999), What Should be the Subject of Sex

Education? Discourse: Student in the Cultural Politics of

Education, 20 (2) 279-288.

Kirby, D (2001), Emerging Answers Research Findings on Programs

to Reduce Teen Pregnancy: Washington, DC Theory Sex

Education, 3 (3), 257-270.

Kirby, D., Short, L. (1994), School-Based Programs to Reduce Sexual

Risk Review of Effectiveness; Public Health Reports.

Wall Alkinson, M. (1998), Hot Debates and Difficult Labours: Sexuality

Education in Queensland, Australia, SIECUS Report, June/July, 11-

13 Education Reconsidered SEICUS Report, 27 (6) 24-27.

59
 APPENDIX A

Department of Public Health Administration,

Imo State University,

Owerri,

Imo State.

10th December, 2021.

Dear Respondents,

The purpose of this questionnaire is to investigate on the Knowledge and

Attitude of Secondary school Students towards sex related matters in Aba

Educational Zone.

You are expected to tick either “Yes” or “No” option in the available boxes

provided. You are please requested to complete this checklist and return to

me as soon as possible. This information given to you should be treated

confidentially.

Thanks in anticipation of your cooperation.

Wamuo Esther
(Researcher)

60
Please fill in the spaces and tick on the appropriate box that corresponds
with your response.

Section A: Personal Data

Background of the respondents

1. Sex: male ( ) female ( )

2. Marital status: single ( ) married ( ) widower ( )

separated/divorced ( )

3. Level of education: informal education ( ) primary education ()

secondary education ( ) tertiary education ( )

4. Religion; Christianity ( ) Muslim ( ) traditional ( )

others ( )

Section B: Questionnaires

1. What is the student’s attitude to the teaching of sexuality education

in secondary schools?

61
S/N ITEMS YES NO

1. Students feel comfortable with sex education.

2. Students are attractive during sex education classes.

3. Sex education classes are interactive.

4. Students have little knowledge of sex education.

2. What do parents perceive as appropriate topic in school-based

sexuality?

S/N ITEMS YES NO

1. Puberty and reproduction education

2. STD, HIV and AIDS

3. Pregnancy and parental care

4. Friendship, dating and sexual orientation

5. Sexual anatomy and physiology

6. Virginity and sexual abstinence

3. What is the influence of sex, religion and education on student’s

attitude to sexuality education?

S/N ITEMS YES NO

1. Sex education nurtures positive attitudes and values and

healthy lifestyle.
2. Sex education sends accurate information and enhance social
impact on students.

62
3. Sex education is a method of teaching students ethics and
values.
4. Sex education teaches students how to abstain from sex.
5. Sex education discussions create a room for open
communication among parents and other households.

4. What are the needs for sexuality education in secondary schools in

Nigeria?

S/N ITEMS YES NO

1. Sex education promotes human growth and development.
2. Sex education enhances self-control and sexuality abstinence.
3. Sex education will help reduce the high rate of school
dropouts.
4. Sex education will reduce the level of teenage pregnancy and
abortion in the society.
5. Sex education will reduce the number of cases of STD among
teenagers.

63
 APPENDIX B

Number of respondents = 250

4.1 RESEARCH QUESTION ONE

What is the student’s attitude to the teaching of sexuality education in

secondary schools?

Table 1

S/N ITEMS YES RAN NO RANK d d^2

K
1. Students feel comfortable with sex 112 1 138 2.5 2 4
education.
2. Students are attractive during sex 235 4 15 1 3 9
education classes.
3. Sex education classes are 150 3 100 2 1 1
interactive.
4. Students have little knowledge of 120 2 130 3 -1 1
sex education.
∑ d 2 = 20

From the table data, using the Spearman’s Rank Formula

6 ∑ d2 6∗20
R s=1−( 3
) ¿ 1−( 3
)
n −n 4 −4

120
R s=1− R s=1−2=−1
60

64
Considering the scale of correlation to determine the relationship

+1 0 -1

Perfect positive correlation No correlation perfect negative correlation

The Rs is a perfect negative correlation, then checking for the significance

of the relationship; using the degree of freedom calculated as (n – 2)

where n = no of variables/ items

∴ degree of freedom = 4 – 2 = 2

Using the spearman’s correlation graph, it proves that the hypothesis is

acceptable based on the significance level of the correlation.

65
4.2 RESEARCH QUESTION TWO

What do parents perceive as appropriate topic in school-based sexuality?

Table 2

S/N ITEMS YES RANK NO RANK d d^2

1. Puberty and reproduction 185 3.5 65 3.5 0 0

education
2. STD, HIV and AIDS 215 1.5 35 5.5 -4 16

3. Pregnancy and parental care 185 3.5 65 3.5 0 0

4. Friendship, dating and sexual 100 5 150 2 3 9

orientation
5. Sexual anatomy and physiology 83 6 167 1 5 25

6. Virginity and sexual abstinence 215 1.5 35 5.5 -4 16

∑ d 2 = 66

From the table data, using the Spearman’s Rank Formula

6∑ d
2
6∗66
R s=1−( 3
) ¿ 1−( 3
)
n −n 6 −6

396
R s=1− R s=1−1.88=−0.88
210

Considering the scale of correlation to determine the relationship

+1 0 -1

66
 Perfect positive correlation No correlation perfect negative correlation

The Rs is a narrowly perfect negative correlation, then checking for the

significance of the relationship; using the degree of freedom calculated as

(n – 2) where n = no of variables/ items

∴ degree of freedom = 6 – 2 = 4.

Using the spearman’s correlation graph, it proves that the hypothesis is

acceptable based on the significance level of the correlation.

4.3 RESEARCH QUESTION THREE

67
What is the influence of sex, religion and education on student’s attitude to

sexuality education?

Table 3

S/N ITEMS YES RANK NO RANK d d^2

1. Sex education nurtures positive 216 2 34 4 -2 4

attitudes and values and healthy
lifestyle.
2. Sex education sends accurate 103 3 147 3 0 0
information and enhance social
impact on students.
3. Sex education is a method of 78 5 172 1 4 16
teaching students ethics and
values.
4. Sex education teaches students 101 4 149 2 2 4
how to abstain from sex.
5. Sex education discussions create a 225 1 25 5 -4 16
room for open communication
among parents and other
households.
∑ d 2 = 40

From the table data, using the Spearman’s Rank Formula

6 ∑ d2 6∗40
R s=1−( 3
) ¿ 1−( 3
)
n −n 5 −5

240
R s=1− R s=1−2=−1
120

Considering the scale of correlation to determine the relationship

+1 0 -1

68
 Perfect positive correlation No correlation perfect negative correlation

The Rs is a narrowly perfect negative correlation, then checking for the

significance of the relationship; using the degree of freedom calculated as

(n – 2) where n = no of variables/ items

∴ degree of freedom = 5 – 2 = 3.

Using the spearman’s correlation graph, it proves that the hypothesis is

acceptable based on the significance level of the correlation.

69
4.4 RESEARCH QUESTION FOUR

What are the needs for sexuality education in secondary schools in Nigeria?

Table 4

S/N ITEMS YES RANK NO RANK d d^2

1. Sex education promotes human 155 1 95 5 -4 16

growth and development.
2. Sex education enhances self- 200 4 50 2 2 4
control and sexuality abstinence.
3. Sex education will help reduce the 173 2 77 4 -2 4
high rate of school dropouts.
4. Sex education will reduce the level 194 3 56 3 0 0
of teenage pregnancy and abortion
in the society.
5. Sex education will reduce the 240 5 10 1 4 16
number of cases of STD among
teenagers.
∑ d 2 = 40

From the table data, using the Spearman’s Rank Formula

6 ∑ d2 6∗40
R s=1−( 3
) ¿ 1−( 3
)
n −n 5 −5

240
R s=1− R s=1−2=−1
120

Considering the scale of correlation to determine the relationship

+1 0 -1

70
 Perfect positive correlation No correlation perfect negative correlation

The Rs is a narrowly perfect negative correlation, then checking for the

significance of the relationship; using the degree of freedom calculated as

(n – 2) where n = no of variables/ items

∴ degree of freedom = 5 – 2 = 3.

Using the spearman’s correlation graph, it proves that the hypothesis is

acceptable based on the significance level of the correlation.

71