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RESEARCH ON STUDENTS' PERCEPTION TOWARDS SEX EDUCATION: A CASE

STUDY OF ADANSI ATOBIASE D/A JUNIOR HIGH SCHOOL IN THE ADANSI
SOUTH DISTRICT OF THE ASHANTI REGION OF GHANA

Research · October 2016

DOI: 10.13140/RG.2.2.21407.38560

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 RESEARCH ON STUDENTS’ PERCEPTION TOWARDS SEX EDUCATION:

A CASE STUDY OF ADANSI ATOBIASE D/A JUNIOR HIGH SCHOOL IN THE

ADANSI SOUTH DISTRICT OF THE ASHANTI REGION OF GHANA

BY

JUSTICE AGYEI AMPOFO

Email: [email protected]

OCTOBER, 2016
 ABSTRACT

The purpose of this study is to determine the perception of students of Adansi Atobiase D/A JHS

in the Adansi South District of the Ashanti Region of Ghana towards sexuality education. A

descriptive survey design was employed for the study. Data was collected using questionnaire.

All respondents responded to the questionnaire. The data were analysed using tables, frequencies

and percentages. The study found out that School-based sexuality education continues to be a

controversial topic in the area of public education. While adolescents need information to make

educated, healthy decisions about their own sexuality, where that information should come from

is a topic of much debate. Many believe that any information about sexuality should be provided

only by parents or family members, while others believe that sexuality education is a vital part of

the instruction students receive in school. The consequences of adolescent sexual activity are

serious, with the adolescent birth, abortion, and AIDS case rate all considerably higher among

adolescents in Junior High Schools in Ghana.

 DEDICATION

The work is dedicated to my mother (Hannah Owusu), grandmother (Mary Bonnah) and sister

(Abigail Nimo)
 CHAPTER ONE

INTRODUCTION

1.0. Background to the Study

According to WHO, Sexuality is a central aspect of being human throughout life and

encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy

and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs,

attitudes, values, behaviours, practices, and relationships. While sexuality can include all of these

dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the

interaction of biological, psychological, social, economic, political, ethical, legal, historical,

religious and spiritual factors (WHO, 2006). Collins (2008), argued that sexuality education

encompasses education about all aspects of sexuality including information about family

planning, reproduction, body image, sexual orientation, sexual pleasure, values, decision making,

communication, dating, relationships, sexually transmitted infections and how to avoid them, and

birth control methods

Adolescents‟ sexuality has become an issue of controversy between the family, school and the

church with each of the agents pointing accusing fingers at each other. Durojaiye (1972), Essen

(1994) in their studies revealed that the introduction of sex education in the school curriculum is

as a result of parents‟ refusal to give their adolescents the sexual information they require to help

them function well in the society. Parents on their part believe that adolescents‟ moral decadence

is an after effect of what they learn from school either through peer influences or from their

teachers who are meant to act as role models. They explained that since adolescents spend more
time at school than they do at home, the teaching of moral and ethical values should be

effectively thought at school rather than teach sex education. Ofohia, 1991; Omoegun, 2008;

Rodriguez, 2001; Ogunjimi, 2009) in their studies also revealed that adolescents sexual

permissiveness is the result of the technological development experienced within the society.

This school of thought holds the media and entertainment industry responsible for adolescents‟

moral decadence.

Effiom and Ejue (1998), Walker (2004), Akpan (1974), Zabin & Kiragu (1998) and Omoegun

(1998), in their various studies affirmed that the consequences of adolescents‟ permissiveness

towards sex are enormous. The consequences range from unwanted pregnancy, illegitimate

children; contact sexually transmitted diseases. These researchers affirm that many adolescents

meet their untimely death through abortion or AIDS. Some adolescents end up having problems

with their reproductive organs as a result of either wrong intake of drugs to forestall premarital

pregnancy or contacted STD without timely intervention treatment. Esu (1990) & Isangedighi

(1990) noted that the teaching of sex education to adolescents has continued to pose as a problem

in Ghana because both literate and illiterate parents share the same cultural and religious beliefs.

Both Christian and Islamic religion as well as Cross River State culture forbids the teaching of

sexually related matters to adolescents who are not married. These agents; the church and the

home believe that it is better for adolescents not to know anything about sex before marriage.

Adolescents should not practice what they know nothing about. This study attempted to define

sex education; explained the rational for the introduction of sex education by students and in the

school system. Most importantly, the study investigated student‟s perception of the introduction

of sex education in Kanvili Presby Junior High School in the Tamale Metropolis.
Adolescence can be described as the period between the latter stage of childhood and early stage

of adulthood (HFG, 2004). The World Health Organization (WHO,2008) suggested adolescence

to be a period between the ages 10 and 19 years or the second decade of life. Adolescents,

therefore, refer to boys and girls who fall within this age. Sex education is a lifelong process of

building a strong foundation for one‟s sexual health. It includes the course of developing

attitudes, beliefs and values and acquiring information, motivation, skills and critical awareness

to enhance one‟s sexual health and avoid negative sexual consequences.

Sex education involves more than sexual development and reproductive health; it encompasses

interpersonal relationships, affection, intimacy, body image, values and gender roles. Education

on sexuality can come from a wide range of sources including home, school, peers, media and

religious institutions. Of major importance is the sex education that takes place in the home.

Parents are a child‟s first source of sexual health learning. Daily occurrences in the home provide

opportunities for discussions on sexuality, making parents the primary sex educators of their

children (SIECUS 2001). This important role begins in infancy and as children go through each

stage of growth and development, parents can provide the vital education and guidance that is

needed to make healthy sexual choices.

Research has identified highly effective sex education relation to human immunodeficiency virus

(HIV) prevention programs that affects behaviour that achieves positive health impacts. Despite

the important role sex education plays in the adolescent life, for many parents all over Africa,

one of the challenges in child upbringing is answering a child‟s question about sex (Kiragu,

2001). Equally, a lot of children find it uncomfortable having a conversion about sex education

because the subject is a taboo in most homes. Indeed, students have traditionally not seen the
forefront of sexual socialization. The study therefore seeks to investigate students‟ perception

about sex education.

1.2. Statement of Problem

According to the Ghana Demographic and Health Survey (GDHS, 2003), 38.0% of girls and

19.3% of boys aged 15-19 years are sexually active. Contraceptive prevalence rate among

Ghanaian young women 15-19 years old was 13.0% (GSS, 2003). There is little information on

the extent to which Ghanaian adolescents suffer from STIs, especially HIV, abortion and

unwanted pregnancies.

The reported cases of HIV/AIDS among adolescents aged 10-19 as at December 2000 was 949.

This figure represents only about 40% of the actual number of cases. Infection among females

outnumbers that of males (female: male ratio 2:1) (Dowuona, 2005).

In the Kumasi Metropolis, majority of teenagers aged 13 – 19 years are in JHS. The schools

provide education on sexual development and sexual practices for students. However, the

students are exposed to varied environmental influences that could hamper positive sexual

attitudes. This environment includes the exposure to alcohol, drugs, smoking, and discos among

others. These exist and affect people living in cosmopolitan settings including the youth and

students in JHS for that matter.

Despite these efforts made by school administrators and tutors to educate students o sex

education, there has not been any significant evidence as to the knowledge levels of students on

sex and sexual practices coupled with the practices of safe sex amongst them. This study

therefore is intended to bring to fore the sexual behavioural practices and challenges amongst

JHS students in the Adansi Atobiase D/A JHS in the Adansi South District of the Ashanti Region
of Ghana taking cognizance of the nature of organization of sexual education and behavioural

change education in JHS.

1.3. Purpose of the Study

The purpose of this study is to determine the perception of students of Adansi Atobiase D/A JHS

in the Adansi South District of the Ashanti Region of Ghana towards sexuality education. The

study also assessed the extent to which the organization of sexual education for students in JHS

influences their behaviour regarding safe sex conduct against the risk of HIV/AIDS and STDs in

general.

1.4. Objective of the Study

The study sought to:

i. Determine the students attitude towards sex education

ii. Determine students‟ knowledge about sex education

iii. Challenges students faced on assessing information on sex education

iv. Determine the nature of sex education needed by the students

1.5. Research Questions

Subsequent to the specific objectives stated, the study seeks to answers the following questions.

i. What is the attitude of students at Adansi Atobiase D/A JHS in the Adansi South District

of the Ashanti Region of Ghana on sex education?

ii. What are the perceptions of the students about sex education offered to them?
 iii. What challenges do the students faced in assessing information on sex education?

iv. What is the nature of sex education needed by the students?

1.6. Significance of the Study

Throughout human history, sexuality has also been perceived as a threat to people‟s health:

untreatable STIs and unintended pregnancies were almost always grave risks associated with

sexual encounters. Sexuality education thus fulfils this highly needed function of sexual health

promotion.

This study will primarily serve as a baseline survey for further research on sexual education and

health. This study is also imperative for adolescent boys and girls as it will aid them to have

access to sexual health information, make informed decision that will guarantee them a reputable

future and acquire life skills to deal with sexuality and relationships in a satisfactory and

responsible manner.

Religious organizations, policy makers, educators, parents and community/opinion leaders will

find recommendations from this study useful as it will guide them in formulating effective

policies in favour of sex education in schools, intensify campaigns on the need to include sex

education in school curriculums, debunk any myths and misconceptions concerning sex

education in schools in African societies and facilitate equitable access to sexual and

reproductive health education. Sexual and reproductive health is nowadays also highly valued at

the global level. Three of the eight internationally accepted Millennium Development Goals

(MDG 3 on gender equality, MDG 5 on maternal health, and MDG 6 which includes HIV/AIDS)

are directly related to it.

Hence, this study will also serve as a panacea to the attainment of these universal development

goals. Data generated from this study will de informative to the government, non-government

and the public health system in planning and implementation of sustainable sexuality education

programs in schools.

1.7. Delimitation of Study

This study will be conducted at Adansi Atobiase D/A JHS in the Adansi South District of the

Ashanti Region of Ghana. The study focused only on teenagers of the school. Since this study is

designed to be a detailed review of the perception of students toward sex education in the school,

to make the study more complete, teachers' and students' views should be sought. However, a

critical analysis from all two sources would exceed the permissible scope of this study. So it

seems more appropriate to focus this study on students' perception

1.8. Limitation of the study

Time frame had become the major limitation in investigating the research study. The

accessibility of investigation was limited to questionnaire, with anticipation of gathering more

data from the students from various schools.

1.9. Definition of Key Terms

Schooling: Online dictionary-The process of teaching or being taught in school.

JHS: Junior High School; It is a high post primary school system in Ghana.
Perception: Perception is the ability of people in understanding the nature of something

(Turnbull, 2010). In this study, perception refers to the way students of Kanvili JHS in the

Northern Region of Ghana perceive sex education as a subject that will be taught in school

Sex Education : Sex education is defined as the systematic attempt to promote the healthy

awareness in the individual on matters of his or her sexual development, functioning, behaviour

and attitudes through direct teaching (Frimpong, 2010).Sexuality education covers the same

topics as sex education but also includes issues such as relationships, attitudes towards sexuality,

sexual roles, gender relations and the social pressures to be sexually active, and it provides

information about social, reproduction & h:alth services. It may also include training in

communication and decision-making skills (MDG 5 Watch, 2010).

Sexuality Education- “is a lifelong process of acquiring information and forming attitudes,

beliefs, and values about identity, relationships, and intimacy. It encompasses sexual

development, reproductive health, interpersonal relationships, affection, intimacy, body image,

and gender roles” (SIECUS, 1996, p. 6

1.10 Organization of the study

The study consists of five chapters. Chapter one focuses on introduction, which discusses the

background to the study, statement of problem, purpose of the study, objectives of the study,

research questions, significance of the study, delimitation, limitation, definition of terms and the

organisation of study. Chapter Two focuses on literature review while the Chapter Three deals

with the research methodology. Chapter Four concentrates on the presentation, analysis and

discussion of data. Chapter Five concentrates on summary, conclusions and recommendations.

 CHAPTER TWO

LITERATURE REVIEW

2.1 Sex Education

According to Joint United Nations Programme on HIV/AIDS (UNAIDS) (2009), effective sex

education can provide young generation with age appropriate, culturally relevant and

scientifically accurate information. Some adolescents found discussions about how to avoid

getting STDs, avoid pregnancy and information about condoms and other forms of birth control

to be very helpful (Neinstein, 200?). Despite all the positive aspects about sex education, it still

becomes a controversial issue which had attracts both opposition and support (UNAIDS, 2009).

They had argued on many aspects of sex education and not merely about the effects of sex

education but also on who should deliver, appropriate communication to be used and contents of

sex education.

Sex education is not just another subject that can be added in school curricular as it contain

issues that are of such central significance in the lives of young generation in future (Sieg, 2002).

Hence, this review of literature will look into the perceptions towards sex education, opinions

about who should deliver sex education and the factors that might influence their perceptions

towards sex education. All studies reviewed were obtained through the online news and online

databases such as Medline, Proquest, Springerlink and Science Direct.

Sex Education is defined as referring to formal programs of instruction on a wide range of issues

relating to human sexuality, including human sexual anatomy, sexual reproduction, sexual

intercourse, reproductive health, emotional relations, reproductive rights and responsibilities,

abstinence, contraception, and other aspects of human sexual behavior. Common avenues for sex
education are parents or caregivers, school programs, and public health campaigns. Since about

students, which is either in elementary, or middle school, these programs have used the programs

of sex education for most health educators start to teach young children about their body parts

and the differences of puberty among each of the children. This continues on through High

School; with about a semester only, but most educators do not think it is enough. Many parents

may also agree, but may be picky on what they want their child to know about sex. Because sex

education is a sensitive topic, and most teenagers get the wrong information through a friend, the

internet, or the television. In order to better understand the standards and differing views

concerning Sex Education, the following for questions will be answered:

1. What would parents prefer is taught in the Sex Education classes/programs?

2. Which of the following does a teenager know about already, abstinence or contraceptives?

3. If schools do provide sex education, what would be better for the student to know?

4. Is there a preferred grade that parents want taught in a sex education class?

The following review on literature will focus on these questions and will provide information

about Sex Education in the schools and how it affects adolescents and its effectiveness.

2.2 Which is more important to teenagers, abstinence, or contraceptives?

Abstinence is the practice of refraining from any kind of sexual activity for any kind of reason

being. Contraceptives are a form of birth control methods use to practice safe sex. Abstinence

Education is a teaching method taught by educators to either inform about safe sex,

contraceptives, and/or sex until marriage. These methods may be taught in many schools around

America and throughout the world. Educators and parents may hope that teenagers use

precautions regarding sexual intercourse. Teenagers may feel as though contraceptives may be
better for themselves to include being safe for any type of sexual activity. Parents may choose to

help out the teenagers, by providing them with contraceptives, but to exactly informing them on

the proper issues. The website StayTeen.Org (2012) claims that, “The most effective birth

control of all: Not having sex. It‟s the only „method‟ that can provide a 100% guarantee of no

pregnancy and no Sexually Transmitted Infections”, in order to help prevent these things among

teenagers. Since there are a lot of other different methods to help out teenagers understand what

they need to know about contraceptives, it is best to inform them about the many ways of either

getting pregnant or catching a Sexually Transmitted Disease. If you let the teenagers decide for

themselves, it may not be a good choice. With the many facts and information regarding

abstinence education, and/or contraceptives, having precautions may always be the best things

for young adults to know, but knowing the facts are much better to keep you and your partner

currently informed.

2.3 If schools do provide sex education, what would be better for the student to know?

The main subjects in Sex Education must include Abstinence Education, Pregnancy/and/or

STD/HIV prevention and Family Planning. According to Deborah Anne Dawson, author of “The

Effects of Sex Education on Adolescent Behavior”, (1986) she claims that “The age at which

formal contraceptive education is first provided has been declining.” In the book, certain age

groups have been receiving certain information at later ages in life all at which Dawson “feels

should be at an earlier age”. The organization, Advocates for Youth (2012), say that “Every hour

of every day, two American young people contract HIV, 96 become pregnant, and nearly 350

more contract a sexually transmitted disease (STD). This means that by the end of today, almost

50 young Americans contract HIV, almost 2500 will have become pregnant, and nearly 8500
more will contract a sexually transmitted disease.” Stating this kind of information should be

enough to tell educators what should be taught in the sex education classes in Ghana. Because

this is just a statistic among American teenagers, most teens may or may not believe this study.

Many will say this is just another fact put out there, but they really need to know the kind of

information that is put out there for them. Ignoring and knowing only as much as teenagers want

to know will put them in that spot of either becoming a young mom or dad, or have them be a

statistic and get a Sexually Transmitted Disease.

2.4 The Concept of Attitude

Attitudes have long been considered a central concept of social psychology. In fact, early writers

have defined social psychology as the scientific study of attitudes (e.g., Thomas & Znaniecki,

1918) and in 1954 Gordon Allport noted, "This concept is probably the most distinctive and

indispensable concept in contemporary American social psychology" (p. 43). As one may expect

of any concept that has received decades of attention, the concept of attitudes has changed over

the years (see Allport, 1954, for an early review).

The initial definitions were broad and encompassed cognitive, affective, motivational, and

behavioral components. For example, Allport (1935) defined an attitude as "a mental and neural

state of readiness, organized through experience, exerting a directive and dynamic influence

upon the individual's response to all objects and situations with which it is related" (p. 810). A

decade later, Krech and Crutchfield (1948) wrote, "An attitude can be defined as an enduring

organization of motivational, emotional, perceptual, and cognitive processes with respect to

some aspect of the individual's world" (p. 152). These definitions emphasized the enduring

nature of attitudes and their close relationship to individuals' behavior. Some sociologists (e.g.,
Fuson, 1942) and psychologists (e.g., Campbell, 1950) even defined attitudes simply in terms of

the probability that a person will show a specified behavior in a specified situation.

In subsequent decades, the attitude concept lost much of its breadth and was largely reduced to

its evaluative component. In the succinct words of Daryl Bem, "Attitudes are likes and dislikes"

(1970, p. 14). Along the way, many functions that were initially ascribed to attitudes have been

reassigned to other cognitive structures and the accumulating body of empirical findings drew

many of the classic assumptions into question.

A growing body of literature suggests that attitudes may be much less enduring and stable than

has traditionally been assumed. As we review below, self-reports of attitudes are highly context-

dependent and can be profoundly influenced by minor changes in question wording, question

format or question order. For some researchers, this malleability simply reflects measurement

error (e.g., Schuman & Presser, 1981): People presumably hold stable attitudes, yet their

assessment is subject to contextual influences. For other researchers, the same findings indicate

that all we assess in attitude measurement are evaluative judgments that respondents construct at

the time they are asked, based on whatever information happens to be accessible (e.g., Schwarz

& Strack, 1991). From this perspective, the traditional attitude concept may not be particularly

useful and we may learn more about human cognition and behavior from a detailed analysis of

the underlying judgmental processes. Other researchers have taken intermediate positions in an

attempt to maintain the traditional attitude concept. For example, Lord and Lepper (in press) and

Tourangeau and his colleagues (e.g., Tourangeau, 1992) equate attitudes with relatively stable

memory structures, but assume that individuals sample from these structures when they answer

attitude question. Hence, a stable attitude can result in variable attitude reports, depending on

which aspect of the knowledge structure (attitude) is accessed. Others (e.g., Wilson, 1998)
suggested that individuals may hold multiple attitudes about an object, accessing different ones

at different points in time.

2.4.1 Components of Attitude

Attitudes are a hypothetical construct, invented by researchers to account for a body of

phenomena. Ideally one cannot observe attitudes directly but infer them from individuals' self-

reports and behavior. Accordingly, the processes underlying self-reports of attitudes are of

central importance to our inferences about the nature of attitudes. Empirically, attitude

measurement is highly context dependent and minor changes in question wording, format, or

order can have a profound impact on the obtained reports (for reviews see Schuman & Presser,

1981; Schwarz & Sudman, 1992; Sudman, Bradburn, & Schwarz, 1996; Tourangeau & Rasinski,

1988).

The underlying dynamics are increasingly well understood and reflect an intricate interplay of

cognitive and communicative processes. Answering an attitude question entails several tasks

(Strack & Martin, 1987; Tourangeau, 1984): Respondents (a) need to interpret the question to

determine the attitude object and evaluative dimension the researcher has in mind. Next, they (b)

need to retrieve relevant information from memory. In most cases, a previously formed judgment

that meets the specifics of the question will not be accessible and they have to draw on

information that seems relevant to the question at hand. Relevant information includes features

of the attitude object, the respondent's apparent affective response to the object, as well as

information about the respondent's own behavior with regard to the object. Based on this

information, respondents (c) need to compute a judgment. Having formed a judgment, they (d)

can rarely report it in their own words but need to map it onto a set of response alternatives

provided by the researcher. Finally, (e) respondents may want to edit their private judgment
before they communicate it to the researcher for reasons of social desirability and self-

presentation. Performance at each of these steps is context dependent, yet this context

dependency has differential implications for the notion that people hold enduring attitudes.

2.5 Empirical Review

Researchers in the area of sexuality agree that access to information about sexuality is an

important part of healthy sexual development (McKee et al. 2010; Halstead and Reiss 2003a;

Carmody 2009; Allen 2001). This project is interested in establishing the best way to reach

young people with information about sexuality.

It is clear that today‟s young people are sexually active at an earlier age than previous

generations and that a majority of them become sexually active before high school graduation

(Wellings et al., 1995; Lindsay et al., 1999). However, the sexual activities of today‟s young

people differ from those of earlier generations, in that teenagers today are likely to have multiple

partners, and are frequently in short-term relationships or with partners that are not well known

to them (Feldman et al., 1999).

The numbers of teenagers who engage in early sexual relations has increased and sexual activity

in teenagers could be viewed as a normal developmental behaviour. The age at marriage is

increasing while the age at which puberty begins is decreasing so that the current age range for

attainment of puberty is 9 to 14 years for boys and 8 to 13 for girls.

The widening gap between the age at which puberty begins and the normal age of marriage

increases the possibility of adolescents engaging in premarital sexual activity (Roque &

Gubhaju, 2001). As a result of high rates of sexual activity and high risk behaviours teenagers

are exposed to unwanted outcomes, including sexually transmitted infections, unintended

pregnancy and its consequences (WHO,1998; Edgardh, 2000; Diclemente et al., 2001; Vundule

et al., 2001). While many people view teenagers‟ behaviour as risk taking, teenagers do not

necessarily view themselves as at risk. Instead, many teenagers hold the unrealistic view that

they are unique and invulnerable and they under-estimate the negative consequences of risk

taking (Hockaday et al., 2000).

A number of studies in the USA, the country with the highest percentage of teenage pregnancy in

the Western developed world, have reported high rates of teenage sexual relationships. Many

American teenagers are faced with the consequences of sexual risk taking, especially from

unprotected sexual intercourse. For example, Jaccard et al. (2013) in a study of 751 unmarried

black teenagers aged 14 to 17 years found that 57% of respondents engaged in sexual intercourse

(65% of male teenagers, and 50% of female teenagers), with 58% of them not using condoms at

first intercourse. Similarly, a study by Hacker et al. (2014) that considered 1000 10th and 11th

graders in Boston found 72% of male teenagers and 54% of female teenagers had sexual

intercourse and only 35% of sexually active respondents reported the use of a contraceptive

every time

It is based on the aforesaid facts this study seek to find out the attitudes of students towards sex

education.

2.6 Adolescent Attitude towards Sex Education

An attitude is a learned predisposition to respond favourably or unfavourably toward some

attitude object. (J. Dan Rothwell, 2004). Attitudes could be defined as the thoughts and feelings

that encourage someone to act as if she/he likes or dislikes something. An attitude is "a relatively

enduring organization of beliefs, feelings, and behavioural tendencies towards socially

significant objects, groups, events or symbols" (Hogg & Vaughan 2005, p. 150). Psychologists
define attitudes as a learned tendency to evaluate things in a certain way. This can include

evaluations of people, issues, objects or events. Such evaluations are often positive or negative,

but they can also be uncertain at times. For example, you might have mixed feelings about a

particular person or issue. The belief component consists of what a researcher also suggest that

there are several different components that make up attitudes.

i. An Emotional Component: How the object, person, issue or event makes you feel.

ii. A Cognitive Component: Your thoughts and beliefs about the subject.

iii. A Behavioural Component: How the attitude influences your behaviour.

Attitudes can also be explicit and implicit. Explicit attitudes are those that we are consciously

aware of and that clearly influence our behaviours and beliefs. Implicit attitudes are unconscious,

but still have an effect on our beliefs and behaviours.

Attitudes form directly as a result of experience. They may emerge due to direct personal

experience, or they may result from observation. Social roles and social norms can have a strong

influence on attitudes. Social roles relate to how people are expected to behave in a particular

role or context. Social norms involve society's rules for what behaviours are considered

appropriate.

Operant conditioning can also be used to influence how attitudes develop. Imagine a young man

who has just started smoking. Whenever he lights up a cigarette, people complain, chastise him

and ask him to leave their vicinity. This negative feedback from those around him eventually

causes him to develop an unfavorable opinion of smoking and he decides to give up the habit.

Finally, people also learn attitudes by observing the people around them. When someone you

admire greatly espouses a particular attitude, you are more likely to develop the same beliefs. For
example, children spend a great deal of time observing the attitudes of their parents and usually

begin to demonstrate similar outlooks.

2.7 Knowledge of adolescent on sex education

Adolescents who have the training from schools and societies and who are able to control

themselves from the use of drugs and alcohol could less likely be at risk of STDs and for that

matter the relation between school instruction and organization of sexual and reproductive health

issues influences the knowledge level of students thereby affecting their behaviour relative to

better and safer sex practices that limit their vulnerability to HIV/AIDS, adolescent pregnancies

and other STI‟s (Henry J. Kaiser Family Foundation et al, 2004).

Knowledge about sexual behaviour and education would result from exposure through tuition

and guidance from the schools coupled with support from other community or social

organizations such as churches. Sex education refers to the systematic attempt to promote the

healthy awareness in the individual on matters of his or her sexual development, functioning,

behaviour and attitudes through direct teaching. With effective home and school sexuality

education, young people are provided the factual information they need so that they can make

their sexual decisions wisely and knowledgably. Although most adults- and most adolescents-

favour sex education in the schools, the content of such programmes is controversial, especially

if they are perceived to condone or encourage teenage sexuality. Adequate knowledge would

consequently lead to healthy sexual life of the adolescent into adulthood whereas poor or

inadequate knowledge would result in making the adolescent expose to bad sexual influences

including multiple sexual partners, alcoholism and drug addictions (Clark, Jackson & Allen-

Taylor., 2002).
In a study by Henry J. Kaiser Family Foundation, and Kennedy School of Government, 2004,

Parents and other adults overwhelmingly support making sexuality education part of junior high

and high school curricula. In addition, many parents believe that sexuality education can help

young people make responsible decisions about sexual behaviour and sexual health. In the study

93% of parents of junior high school students and 91% of parents of high school students believe

it is very or somewhat important to have sexuality education as part of the school curriculum. In

contrast, only 4% of parents of junior high school students and 6% of parents of high school

students believe sexuality education should not be taught in school. 92% of parents of junior high

school students and 93% of parents of high school students whose child has had, or is currently

in, sexuality education believe that this class will be very or somewhat helpful to their child.7%

of parents of junior high school students and 72% of parents of high school students believe that

sexuality education is very or somewhat effective in helping teens avoid HIV/AIDS and other

sexually transmitted diseases; 73% of parents of junior high school students and 66% of parents

of high school students believe it is very or somewhat effective in helping teens to avoid

pregnancy; and 71% of parents of junior high school students and 68% of parents of high school

students believe it is very or somewhat effective in helping teens make responsible decisions

about sex.88% of parents of junior high school students and 80% of parents of high school

students believe that sexuality education in school makes it easier for them to talk to their

children about sexuality issues.

2.8 Adolescent’s Accessibility to Sex Education

Positive attitude toward safe sex practices could prevent STDs and HIV/AIDS among sexually

active adolescents (Brabin et al., 2011) coupled with the support of their parents. Unfortunately,

parents although keen to help their children, still do not communicate adequately with them
about safe sex, mainly due to the fact that many parents feel inadequate to the task (Dejong et al.,

2007), and therefore are often embarrassed and uncomfortable to approach their children with the

topic (BBC News, 2000). In recent times, children have turned particularly to more formal

sources of sexual health education such as school-based lessons (Clark, Jackson & Allen-Taylor.,

2002).

Concerning sources of sex information to adolescents, the studies by Ramsey, (1989),

Thornburg, (1981) and Harris and Davis, (1982) are consistent with each other. A greater

proportion of their information was obtained from peers, literature, parents (particularly mothers)

and school (teachers). Some information was also received from experience, physicians and the

church. Boys were more dependent on peers and the girls on parents for their sex information.

The fathers were an insignificant source of information for both boys and girls.

In fact, adolescents reported obtaining sexual information, not from adult family members, but

primarily from media, schools, and peers. In the same studies by Ramsey, 1989); Thornburg,

(1981)& Harris and Davis, (1982), they showed that, although some mothers and adolescent girls

reported communicating about menstruation, most parental communication consisted of vague

warnings not to "play" with boys or girls, without explaining what this euphemism means. Other

studies coming from East Africa (Kenya, Uganda, Tanzania), Nigeria, and India also confirm the

same problem (PR, 1995). Daughters, in particular, reported stronger relationship with mothers

than fathers. The fathers were an insignificant source of information for both boys and girls. Fox

and Inazu, (1980), found from various studies in USA that, parents were either ignorant

themselves, embarrassed to discuss sexual topics, afraid that knowledge will lead to

experimentation or set negative example at home. Sathe, (1992) observed that, parents were

uncomfortable about imparting sex education to their daughters. To them, sex education should
be imparted to girls only after attaining menarche. Kodagoda, (1986) found out in another study

in Sri Lanka that, some mothers were reluctant to talk about sex to their daughters as they found

it embarrassing to discuss these issues. Some felt their children would become smart and may

experiment with sex. Another group was of the opinion that such information could be got from

friends, elder sister and sister-in-laws rather than the mothers

2.8.1 Education on Safe Sex Practice

A study in Nigeria on attitude of Secondary School Students toward Sex Education revealed that

availability of condoms in school does not increase sexual activity but rather increase condom

usage (Entonu & Agwale., 2007).

Abstinence is defined as not having any kind of sex (oral, anal or vaginal). With perfect use,

abstinence is effective in preventing pregnancy and sexually transmitted disease. It has no

medical or hormonal side effect and does not cost anything. Abstinence is a way to postpone

taking the physical and educational risks that may come with sexual relationships until you feel

you are ready to handle them.

A condom is polyurethane or latex sheath (rubber) that covers the penis and collects semen, thus

preventing sperm from entering a woman‟s vagina. With typical use 15 women in 100 become

pregnant in one year. In the study by Entonu & Agwale., (2007) only 18% and 27% of

adolescent males and females who have had sexual intercourse mentioned they use condoms in

their maiden sexual encounter. In addition, consistent contraceptive use was recorded among just

24% and 20% among males and females respectively with reference to their current

relationships.
Reducing the number of sexual partners, especially the number of concurrent partners can also

have an effect in the reduction of HIV among adolescent. Given the extremely high rates of HIV

infection among commercial sex workers, a reduction in the number of men who have

unprotected sexual contact with prostitutes and bar girls can be important in bringing the

epidemic under control. Overall, these strategies could make an important contribution to

reducing the spread of HIV, although they would not be, by themselves a complete solution

(Blanc & Way., 1998).

2.9 Challenges students faced in assessing Sex Education

Although many school offer sex education programs, the time that youth are exposed to the

curriculum is limited. “Youth in JHS receive an average of six and a half hours of sex education

a year, and less than 10 % of all youth receive a comprehensive sex education” (Campos, 2002,

p. 21). Schools fail to expose youth to sexual education for a longer time due to a number of

reasons.

First, there is an assumption that exposing youth to the curriculum may increase their sexual

activity. Second, there is a strong need and support to teach the primary academics first and

foremost, rather than spending a great deal of time on health. Third, teachers have a low comfort

level teaching the curriculum; this can be due to a variety of reasons. Even though youth spend

minimal time in the classroom learning about sexual education, they are still learning and

exposed to it from parents, peers, media, and personal experiences. David Campos, the author of

Sex, Youth, and Sex Education (2002), stated that supporters like McIlhaney, believe that

abstinence-only sex education programs are accomplishing very little to decrease the number of

youth who have to contend with an unplanned pregnancy. Research from New Jersey suggested

that in an eleven-year period of comprehensive sex education, the rate of youth pregnancy
occurring among unwed couples increased from 67.6% to 84%. According to research by the

World Health Organization:

2.10 The Kind of Sex Education needed by students

Research conducted by the World Health Organization recommended that sexual education

programs include lessons on safer sexual behavior, along with abstinence, rather than just

abstinence. Abstinence-only programs do increase the knowledge of youth and change their

behavior to a certain extent; however, these changes can be short.

Comprehensive sex education supporters are not necessarily joyful or complacent about the

current facts but instead are cautiously optimistic when studies suggests that the rate of sex

among youth has decreased, the rate of youth using contraceptives is up, and births to youth have

decreased. (Campos, 2002, p. 10)

Supporters of comprehensive sex education programs believe that abstinence-only programs use

scare tactics and unscientific approaches to keep youth from engaging in sexual behavior. Even

though abstinence education programs are more accepted by schools, it seems that there are still

high percentages of young teens who become pregnant. According to the American Foundation

for AIDS Research (2005, n.p.), abstinence programs are taught more in the schools because “no

highly effective sex education or HIV prevention education program is eligible for federal

funding because mandates prohibit educating youth about the benefits of condoms and

contraception.” Despite this statement, contraceptive use has been shown to lower the rate of

pregnancies among teens. It seems important for young people to learn about contraceptives if

they decide to engage in sexual behavior because that would help them avoid unintended

pregnancies and STDs. Another concern is, how can you teach an abstinence-based sexual
education program to teens who have already engaged in sexually active behavior and choose to

keep engaging in that behavior? Hacker (2000) postulated that teens who choose abstinence want

adults to support their decision to refrain from sexual activity, while sexually active teens prefer

better access to contraception. The question that needs to be addressed is, how do teens

get their information about contraception if the schools will not provide a comprehensive sexual

education program?

Some examples of erroneous or misleading information found in the curricula review include

those in a program called Family Accountability Communication Teen Sexuality, known

ironically as facts (Nation‟s Health, 2004, p. 23). This program, which is funded, is used in

numerous states and uses threats and scare tactics to get adolescents to abstain from sex. For

example, when describing premarital sex, the facts handbook stated, “there are always risks

associated with it, even dangerous life-threatening risks such as HIV/AIDS.

Although these programs do have their flaws, they are also commended because they involve

parents and stress that family communication is a crucial piece to success. “Some of the

falsehoods being spread in abstinence-only programs are that five percent to ten percent of

women who have legal abortions become sterile and that HIV can be transmitted via sweat and

tears” (Nation‟s Health, 2004, p. 23).

Presently, the two main curriculums taught in the schools in Ghana are abstinence-only-until-

marriage and a comprehensive approach. Most schools teach and advocate for abstinence-only-

until-marriage, which is partially funded by the state.

2.11 Student Perceptions of Sexuality Education

The following will cover various studies that have examined the thoughts and feelings of

students towards the sexuality education they received. Eisenberg and Wagenaar (1997)

interviewed Minnesota students on their views regarding school-based sexuality education. Six

focus groups were conducted with 29 participants (24 female and 5 male) in the Minneapolis/St.

Paul area. Some general themes in the responses given by students were: More material should

be covered regarding sexuality education to adequately answer questions all students might have;

sexuality education should be required for all students; and students are more prepared to learn

information about sexuality than schools are prepared to teach it. Students also identified several

topics that they felt should be covered in an ideal sexuality education course.

Participants indicated that information about preventing unwanted pregnancy and STDs was

something they wanted covered in-depth in sexuality education. While they recognized

abstinence as one option, all students expressed a need for more information on contraception.

Students also wanted information about issues of sexual violence included, such as incest, rape,

and sexual harassment. Another topic students included in the ideal sexuality education class was

information regarding referral resources outside the school. Participants also expressed a need

for parent involvement in the classroom as well as at home. However, students also expressed

discomfort in talking about sexuality with their parents, so another topic students wanted

included in sexuality education was advice on communicating with their parents about the

subject. The participants favored a comprehensive approach to sexuality education that, in

addition to the topics already discussed, covered social and emotional aspects of sexuality, along

with values-related discussions. As far as the timing of sexuality education instruction, students

expressed the need to start early, as they felt their schools‟ programs began too late. Students
also felt that teachers should be specially trained before teaching sexuality education courses, as

many of the participants received instruction from physical education teachers and were not

comfortable getting information from coaches.

The need for openness and honesty within the sexuality education class, as well as a non-

judgmental atmosphere was also discussed. Students did not want an instructor who wasn‟t

straightforward with them or who spent time lecturing rather than talking with students. Students

also felt that including guest speakers with relevant, real life experiences would be an effective

instructional technique. Three suggestions the students had for relating to teenagers were:

Respecting personal decisions, providing younger guest speakers closer to the age of students,

and avoiding unrealistic videos or materials that offend the common sense of students. The

authors also pointed out that it is important to take into consideration that their research only

identified student perceptions and opinions. It does not indicate whether or not the topics and

methods of instruction preferred by students would actually make an effective sexuality

education curriculum.

Lupton and Tulloch (1996) also conducted focus group discussions with groups of high school

students in Australia, a country already noted for its approach to HIV/AIDS education policy.

138 students participated (65 females, 73 males) in 17 single-sex discussion groups. This study

was conducted prior to the study on the Health Promoting Schools model in Australia by

Mitchell, Ollis, and Watson (2000). As in previous research (Eisenberg & Wagenaar, 1997), the

students who participated in this study also indicated that they wanted openness and honesty in

their sexuality education instruction. Students indicated a tendency for teachers to “beat around

the bush” rather than provide direct information. Participants also indicated that they felt their

teachers lacked the training necessary to present the material, relying too much on textbooks.
Embarrassment on the part students, teachers, and parents when discussing sexuality also was a

common theme with these focus groups. Teachers who were embarrassed while teaching about

sexual issues led to a more tense rather than open atmosphere for the students. Students also

were reluctant to talk about sexuality with their parents because of their own embarrassment as

well as their parents‟ discomfort with the topic. Both male and female students reported that

times when they didn‟t feel tension or embarrassment when discussing sexuality were when

outside professionals in the field, such as sexual health counselors, came in to discuss issues with

them.

The Kaiser Family Foundation (1996) conducted a survey of American teens regarding sexual

issues, revealing important information about what teens feel they need to know about sex and

who they would listen to in order to gain that information. Seventy-six percent of those who

responded indicated that the average teen knows enough about how females get pregnant, but

58% say that teens do not have enough information regarding different kinds of birth control and

how to use them. Forty-seven percent of teens surveyed said that they needed more information

on the subject of preventing AIDS as well as other STDs. This percentage includes teens who

have had sex and those who haven‟t. Students surveyed also expressed a need for more

information about situations that teens face that often involve or lead to sex, such as drug and

alcohol use and peer pressure. Girls especially felt pressure to have sex from boyfriends.

The Kaiser Family Foundation (1996) survey also asked students about where they get

information about sexual issues. Forty percent of participants indicated that they get a lot of

information from teachers, school nurses, and sex education classes, and 36% indicated they get

a lot of information from parents. While 55% of teens considered their parents a reliable

information source, only 46% have talked to parents about birth control and 55% say they have
talked with them about STDs. Both of these topics were areas that students indicated a need for

more information in.

The consequences of unintended pregnancy were also underestimated by students. Ninety-four

percent indicated they felt they could complete high school after having a child, while in reality;

only 70 % of teen mothers do so. Fifty-one percent said that they would marry the mother or

father of their child, when 81% of teen births are to unmarried mothers.

Woodcock, Stenner, and Ingham (1992) talked to 100 students regarding the sexuality education

that they received. Responses were collected through small group discussions and individual

appointments for those who volunteered to do so. Comments made by the participants were

grouped under six categories of responses: receiving and missing sex education, reported quality,

timing, classroom contexts, mixed versus single sex classes, and techniques. Of the 100, only

eight indicated not receiving any sexuality education. Seven of the eight were females and of

those seven, four began intercourse before age 16, three reported seven or more partners, and

four reported not using any method of contraception in their first sexual experience. While seven

is too small a number to draw conclusions from, these seven women indicate a pattern worthy of

further study. Comments regarding the quality of education received included remarks that it was

positive due to having parents who had not discussed topics related to sexuality with them.

Instead of criticizing sexuality education completely, many students indicated the content was

lacking in certain areas. Students commented on the focus on anatomy and reproduction rather

than more in-depth issues related to sexuality, like interpersonal relationships. A female

participant stated that they were told not to do things, but no explanations as to why these

behaviors should be avoided were given.

Some students discussed contraceptive information, saying that they were told about different

methods, but not given instruction in how to use them or their effectiveness. The authors also

reported that comments in the quality category seemed to show a pattern along gender lines.

Females tended to express a need for more relational instruction, rather than just biological,

where males tended to criticize material as being too basic or not providing enough information

on contraception. Under the category of timing of sexuality education, almost 90% who

commented on the topic felt that instruction came too late. Those who indicated that the timing

was right often qualified their responses by saying the time was right for them personally, but

perhaps not for everyone. A frequent comment regarding the classroom context of sexuality

education was that there was frequent giggling and other disruptive classroom behavior, along

with embarrassment on the part of the teacher. The authors also found an overlap between those

who said that sexuality education came too late for them and those who participated in disruptive

behavior in the classroom. A theme that arose in discussing same sex versus mixed sex sexuality

education classrooms was that the views of the male students often prevailed, and females felt

social pressure to conform to male ideas about sexual pleasure.

The most frequent teaching method cited by students in the sample was video. Many students

saw this as an easy way out for embarrassed teachers who did not feel prepared to teach the

subject. Students frequently criticized the use of videos without follow up discussion, and many

of the videos were viewed as laughable or insulting to the students‟ level of understanding about

sexuality.
2.10 Summary

This chapter covered information relevant to several areas of sexuality education. Characteristics

of effective programs along with national standards were discussed, leading to an endorsement of

abstinence-plus sexuality education. Abstinence-only education raises several ethical concerns

that were addressed in this chapter. Evaluations of several sexuality education programs were

presented, and the chapter concluded with a discussion of the viewpoints of different groups of

people who are important to the success of school-based sexuality education.

 CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter focuses primarily on the techniques used and the methodology employed in

collecting data for the study. It gives a description of how data was collected. It discusses the

design, the population, sample and sampling procedure, data collection techniques and

instruments used in analysing data.

3.1 Research Design

The study was intended to explore the attitudes of students on Sex Education in Junior High

Schools and to explore the attitudes of students on Sex Education the descriptive survey design

was employed. A survey is a study that is done by collecting information that will determine or

demonstrate relationships and describe situations as they exist. It is done without any prior

experiment to know things to manipulate. It is done without influence or interference on any

variable to be studied as suggested by Bickman and Rog (1998)

Bickman and Rog (1998) explain that descriptive study can answer questions such as what is or

what was. The descriptive survey design was chosen because it gives the researchers the

opportunity to use both quantitative and qualitative data in order to find data and characteristics

about the population or phenomenon that is being studied. That is it can provide a very

multifaceted approach such as case study, observation or survey and thus gives several angles on

the information to be collected. Another advantage is that information can be collected from
individuals, personal accounts and from written data which can remove the barriers of strict

academic approaches and researchers can witness how people experience an event. However,

confidentiality is a problem with descriptive survey approach. That is participant may not

always give true answers to questions and some may refuse to answer any questions that they feil

are too personal or difficult. Again questions presented by researchers are predetermine and

prescriptive and they may be tempted to choose the information that will conform to their

hypothesis and ignore the rest.

The study sought to examine the situation as it was and did not to change or modify the situation

under investigation. A descriptive survey was considered appropriate for the study because it

allowed the use of questionnaires for the study to seek information from a broad section of

students in Adansi Atobiase D/A JHS in the Adansi South District of the Ashanti Region of

Ghana to make generalizations.

3.2 Study Area

The focus of this study was on the attitudes of students towards sex education. The researcher is

interested to find out whether sex education is being given to students of Adansi Atobiase D/A

JHS in the Adansi South District of the Ashanti Region of Ghana a. The location of the study is

in the Adansi South District of the Ashanti Region of Ghana (New Edubiase).

Adansi South District is in the Ashanti Region and is a district of the Kumasi metropolis, the

attitudes of students on sex education of the area is very low and this needs to be seriously

investigated into.
3. The Population

The target population according to Burns and Grove (1997) is the entire aggregation of

respondents that meet the designated set of criteria. The target population for the study was all

the JHS students in the Adansi Atobiase D/A JHS in the Adansi South District of the Ashanti

Region of Ghana who are considered as having lack of knowledge in sex education and they

numbered about 500. Students are the main target for the study and need to be studied.

3.3 Sample Size and Sampling Technique

Kusi (2012) explains that „it is imperative for you to determine an aspect of population to be

involved in your study‟. A study may entail a large population unlike others with small

population. In such situation, a portion of the entire population may be selected for study and this

is what is termed as sample. The sample population of this particular study stood at 100 students.

This sample size was chosen for the researcher to be able to manage them and also to avoid

superficial perspective on the side of the researcher.

The cluster and purposive sampling technique were employed in selecting the respondents for

the study. Agyedu, Donkor and Obeng (2010, pg. 101) explain that „sometimes, sample random

sampling becomes tremendously complex and costly for large and scattered population. Cluster

sampling could become the answer to such to such a problem‟. The cluster sampling technique

involve dividing the population into segments and random sample of these clusters are selected.

All the observation in the selected clusters is included in the sample. The cluster sampling

technique was used because the researcher could not get a complete list the members of a

population to be studied but could get a complete list of groups (Burns and Grove, 1997)
The cluster sampling method to the researcher was less expensive as compared to the sample

random sampling. However there was a probability of sampling error which could be expressed

in the ratio between the numbers of subject in the cluster study and the number of subject in an

equally randomly sampled uncluttered study (Bickman and Rog, 1998).

In all, only one school was selected for the study and hundred students were selected for the

study. The purposive sampling was used to select respondents from the clusters. The purposive

sampling was selected to reflect the purposive of the study. According to Pollit and Hunger

(1993), it is a type of non-probability sampling technique with the units that are investigated

based on judgement of the researcher.

Agyedu et „al (2010) also explains that the purposive sampling is used when the researcher

identifies characteristics of the population of interest and select the elements or subjects with

those characteristics. Thus the sample is chosen arbitrary on the basis of some characteristics

possessed by the subject and deemed important for the research.

The selection of the sample size was done based on students with fair and lacking knowledge on

sex education. List of selected students were alphabetically arranged and sampled by using table

of random numbers. Hundred students were selected; there were 42 males and 58 females

3.5 Instruments for Data Collection

The researcher used questionnaire in collecting data for the research. A questionnaire is a

research instrument consisting of series of questions for the purpose of a survey or statistical

study. The structured questionnaire type was used. Kusi (2012) explains that a structured
questionnaire is a data collection instrument which contains predetermined standard questions or

items meant to collect numerical data that can be subject to statistical analyses. He explains that

the questions are close ended and answers outlined, which gives respondents the opportunity to

respond to sample questionnaire questions

The questionnaire was arranged in only one section. The pupils responded to questions on

biographical data, attitudes towards sex education, challenges faced in assessing sex education

and sex education needed students. With the structured questionnaire, the respondents felt more

comfortable responding to pre-determined responses than items that require them to express their

views and feelings. However the instrument did not allow the researcher to explore the feelings

and experience of participants (Kusi 2012).

On the whole the pupils responded to fifty questions which were Likert-scale type. However,

there were few open ended questions which allowed participants to share their views that were

not captured. This was to combat the negative side of the structured questionnaire.

3.6 Validity and Reliability of Questionnaire.

Validity and reliability in research is the degree of stability exhibited when measurement is

repeated under identical conditions. Research validity refers to whether the researcher actually

measured what was supposed to measure and not something else. Reliability means that

responses to the questionnaire were consistent Steiner & Norman, 1989). The researcher took the

following steps in order to ensure the validity of the data. The questionnaire was based on

information obtained from literature review. This was to ensure that it was a representation of

student‟s sex education (Polit & Hunger, 1993). The questions were formulated in simple

language for easy understanding. The researcher gave to colleagues to scrutinise to ensure the
validity. The colleagues added some questions and certain aspects of the questionnaire were

rephrased for clarity. This helped clarity portions where participants did not understand.

There was also a pilot test conducted to ensure the reliability of instruments at Adansi Atobiase

Roman Catholic Junior High School. Five students were selected for the pilot exercise. R/C

Junior High School was closer for the pilot study because it is close to the to the study area with

the participants having similar characteristics as those in the study area. The responses in the

pilot helped to modify certain aspects of the questionnaire before they were administered in the

main study.

3.7 Data Collection Procedure

The researcher visited the school and briefed the teachers and students on the purpose of the

study and its educational implications. They were allowed some time to raise questions about the

areas they could not understand. After the discussion, the questionnaires were distributed to

them. The pupils answered the questionnaire the same day which ensured objectivity. On the

whole the researcher spent one week for the collection of the data. All respondents responded to

the questionnaire.

3.8 Data Analysis Procedure

After collecting the data, it was first edited (Kusi 2012). The edited questionnaires were

organised. The work was organised under sex education practices, challenges students faced in

assessing sex education and sex education needed by students. It was then coded. The researcher

used table and percentages in analysing the data. These statistical instruments were used because

they allow data to be organised for further analysis. It also allows large amounts of raw data to

be sorted and reorganised in a neat format. It also allows a dialogue between the test and the
exact numbers in the result. Again, the different group classification allows comparison and

better understanding of data. However, it is not the best to use in showing trend or relationship

between variables (Agyedu et al 2011)

3.9 Ethical Consideration

To make the study ethical, the rights to self-determination, anonymity and confidentiality and

informed consent were observed, (Kusi, 2012). Written permission to conduct the study was

sought form the Department of Psychology and Education. The respondents were informed of

their right to voluntarily participate or decline. They were informed about the purpose of the

study and were assured of not reporting any aspect of the information they provided in a way that

will identify them. They were assured that there were no potential risks involved in the process.

3.10 Summary

In this chapter the procedure used in arriving at the population, the design, instrumentation and

administration of the questionnaire and data analysis has been discussed. The chapter also

discussed how validity and reliability was checked. The ethical consideration of the study was

also discussed. The next chapter discusses the data analysis and interpretation of results.
 CHAPTER FOUR

PRESENTATION, ANALYSIS AND DISCUSSION OF DATA

4.1 Section B: Analysis of Data in Relation to the Research Questions

A survey using a Likert scale questionnaire was employed to establish the perception and attitude

of students toward sexuality education as well as the level of knowledge of them about sexuality

education in Adansi Atobiase Junior High School.

Research Question One and Two

What are the knowledge and perception of the students about sex education?

The perception and knowledge of students toward sexuality issues were assessed by asking them

to indicate whether they agreed or disagreed with certain statements as shown in table 1 below.

Table 1: The perceptions of the student’s attitudes and knowledge about sex education

Students’ knowledge and perception on SA A U D SD TOTAL

sexuality practices (100%)

1. Sex education is not given enough 12 31 - 3 4 50

emphasis in schools (24%) (62% (6%) (8%) 100%

2. Are you always satisfied with the sex 2 12 6 14 16 50

education given? (4%) (24%) (12%) (28%) (32%) (100%)

3. Have you learnt more about sex 17 13 1 14 5 50

education (34%) (26%) (2%) (28%) (10%) (100%)

 4. Have you ever discussed sex with 4 3 4 23 16 50

your parents, brothers/sisters (8%) (6%) (8%) (46%) (32%) (100%)

5. Sex education is an important aspect 24 23 1 1 1 50

of one‟s life (48%) (46%) (2%) (2%) (2%) (100%)

6. Sex education is not a waste of time 17 18 1 7 7 50

(34% (36%) (2%) (14%) (14%) (100%)

7. Sex education is overemphasized in 8 8 2 14 18 50

the community (16%) (16%) (4%) (28%) (36%) (100%)

8. Parents should not be involved in 7 7 5 12 19 50

sexuality education (14%) (14%) (10%) (24%) (38%) (100%)

9. Sex education helps students make 21 15 1 7 6 50

informed decisions about sexual (42%) (30%) (2%) (14%) (12%) (100%)

behaviour

From table 1 majority of respondents (students) 43 (86%) agreed sexuality education is not given

enough emphasis in junior high schools whiles 7(14%) disagreed to the fact that sexuality

education is given more emphasis in junior high schools.

Also majority of the students 30(60%) disagreed to the fact that they are not satisfied with the

sex education given to them at school whiles 14(28%) agreed that they are satisfied with the sex

education given to them at Adansi Atobiase JHS. Also 6(12%) were uncertain about the sex

education given to them at school.

Moreover 30(60%) of the students agreed that they have learnt more about sex education whiles

19(38%) disagreed that they have no idea about sex education.

In addition majority of the respondents 39(78%) disagreed that their parents do not discussed sex

education with their parents whiles 7(14%) agreed that their parents discussed sex education with

them at home followed by 4(8%) which were uncertain about whether their parents discussed sex

education with them or not.

Again the respondents were asked whether sex education is important or not. Majority of them

47(94%) agreed that sex education is very important in one‟s life whiles 2(4%) disagreed that

sex education is of no relevance and 1 (2%) were uncertain whether sex education is important or

not.

Majority of the respondent 35(70%) agreed to the fact sex education is not a waste of time whiles

14(64%) disagreed that it is a waste of time.

Majority of the respondents 32(%) also disagreed to the sex education is over emphasized at the

society whiles 16 (32%) agreed that it is overemphasized at the community and 2(4%) were

uncertain.

It is also shown from the below table that majority of the respondents 31 (62%) disagreed to the

statement that parents should not be involved in sex education whiles 14(28%) agreed that

parents should not involve themselves in sex education.

Last but not the least from table 1, majority of the respondents 36(72%) agreed that sex

education helped students to make informed decisions about sexual behavior whiles 13 (26%)

disagreed.
Perception and Knowledge of adolescent on sex education

Most expressed their view that sex education is not given enough emphasis in junior high

schools and also they indicated that they are not satisfied with the sex education that is been

given in school.

This conclusion is consistent with a study conducted by the organization, Advocates for Youth

(2012). They expressed that every adults of schooling going age needs sex education in his or her

life. According to Joint United Nations Programme on HIV/AIDS (UNAIDS) (2009), effective

sex education can provide young generation with age appropriate, culturally relevant and

scientifically accurate information. Some adolescents found discussions about how to avoid

getting STDs, avoid pregnancy and information about condoms and other forms of birth control

to be very helpful (Neinstein, 200?). Despite all the positive aspects about sex education, it still

becomes a controversial issue which had attracts both opposition and support (UNAIDS, 2009).

They had argued on many aspects of sex education and not merely about the sex education not

given enough emphasis on junior high schools.

Also the respondents expressed that they know more about sex education even though it is not

given enough emphasis in school.

Concerning sources of sex information to adolescents on sex education, the studies by Ramsey,

(1989), Thornburg, (1981) and Harris and Davis, (1982) are consistent with each other. A greater

asserted that proportion of sex education information learnt by students were not given by

parents, family members and also from teachers but was obtained from peers. Some information

was also received from experience, physicians and the church. Boys were more dependent on
peers and the girls on parents for their sex information. The fathers were an insignificant source

of information for both boys and girls on sex education.

Again the respondent reported that their parents do not discussed sex education with them and at

hence they have little knowledge with respect to sex education. This conclusion is consistent in a

study by Henry J. Kaiser Family Foundation, and Kennedy School of Government (2004). They

asserted that Parents and other adults overwhelmingly support making sexuality education part of

junior high and high school curricula. In addition, many parents do not believe that sexuality

education can help young people make responsible decisions about sexual behaviour and sexual

health (Dejong et al., 2007). Sathe, (1992) observed that, parents were uncomfortable about

imparting sex education to their daughters. To them, sex education should be imparted to girls

only after attaining menarche. Kodagoda, (1986) found out in another study in Sri Lanka that,

some mothers were reluctant to talk about sex to their daughters as they found it embarrassing to

discuss these issues. Some felt their children would become smart and may experiment with sex.

Another group was of the opinion that such information could be got from friends, elder sister

and sister-in-laws rather than the mothers

In a study by Poulsen et al, (2010), found that parents thought that talking about sexuality to their

children encourages sex hence they will not talk about it at all.

The belief that discussing sexuality with children will lead to early sexual experimentation is

documented by several other studies

In addition to the aforesaid the respondents also indicated that sex education should be given

enough emphasise on homes and schools since it helps adolescents to make informed decisions

about their sexual behaviors. This conclusion is consistent with a study by (Clark, Jackson &

Allen-Taylor., 2002). Who found that Knowledge about sexual behaviour and education would

result from exposure through tuition and guidance from the schools coupled with support from

other community or social organizations. Tailor (2010) also asserted that although most adults

and most adolescents favour sex education in the schools, the content of such programmes is

controversial, especially if they are perceived to condone or encourage teenage sexuality.

Adequate knowledge would consequently lead to healthy sexual life of the adolescent into

adulthood whereas poor or inadequate knowledge would result in making the adolescent expose

to bad sexual influences including multiple sexual partners, alcoholism and drug addictions

Henry J. Kaiser Family Foundation (2004) also added that Adolescents who have the training

from schools and societies and who are able to control themselves from the use of drugs and

alcohol could less likely be at risk of STDs and for that matter the relation between school

instruction and organization of sexual and reproductive health issues influences the knowledge

level of students thereby affecting their behaviour relative to better and safer sex practices that

limit their vulnerability to HIV/AIDS, adolescent pregnancies and other STI‟s.

Moreover the respondents agreed that sex education is very important to adolescents because it

helped them to control their sexual behaviours. Researchers in the area of sexuality agree that

access to information about sexuality is an important part of healthy sexual development (McKee

et al. 2010; Halstead and Reiss 2003a; Carmody 2009; Allen 2001). This project is interested in

establishing the best way to reach young people with information about sex education. A study

conducted by (Wellings et al., 1995; Lindsay et al., 1999) clearly incicated that today‟s young
people are sexually active at an earlier age than previous generations and that a majority of them

become sexually active when they get to junior high school. Also Feldman (1999) also added

that, the sexual activities of today‟s young people differ from those of earlier generations, in that

teenagers today are likely to have multiple partners, and are frequently in short-term

relationships or with partners that are not well known to them.

The numbers of teenagers who engage in early sexual relations has increased and sexual activity

in teenagers could be viewed as a normal developmental behaviour and hence they need sex

education (Roque & Gubhaju, 2001).

Research Question Three

What challenges do the students faced in assessing information on sex education?

The challenges students faced in assessing information on sex education issues was were

assessed by asking them to indicate the challenges they faced in assessing information on sex

education.

Students expressed their view on themes by indicating that sex education is not a subject that is

added to their school curricular and as such they find it difficult in assessing information

pertaining to it. They indicated that it is very important to them. This conclusion was supported

by a research conducted by Sieg, (2002) who found out that sex education contain issues that are

of such central significance in the lives of young generation in future, and hence it is very

important for students to have knowledge about sex education

Also the respondents expressed their view that teachers and parents failed to educate them on the

following in order to know the information about sex education.

1. Adolescence and sexual relationships and their outcomes to life of a student

2. To guide and advise them to concentrate on studies rather than involving in sexual

relationships

3. To give them support in time they face sexual related problems

4. To teach them the right and appropriate time for healthy reproduction

5. To explain to them the advantages and disadvantages of sexual relationships at their teen

ages

6. To teach them to respect both sexes

7. To discuss with them life experiences

All the above views expressed by students are not given by parents, teachers, churches and

family members and hence it has been a challenge for students to get a lot of information about

sex education in order to make informed decisions about sexuality.

According to Joint United Nations Programme on HIV/AIDS (UNAIDS) (2009), effective sex

education can provide young generation with age appropriate, culturally relevant and

scientifically accurate information. Some adolescents found discussions about how to avoid

getting STDs, avoid pregnancy and information about condoms and other forms of birth control

to be very helpful (Neinstein, 200?). Despite all the positive aspects about sex education, it still

becomes a controversial issue which had attracts both opposition and support (UNAIDS, 2009).

They had argued on many aspects of sex education and not merely about the effects of sex
education but also on attitudes and perception of students toward sex education, who should

deliver, appropriate communication to be used and contents of sex education to the student.

Although many school offer sex education programs, the time that youth are exposed to the

curriculum is limited. “Youth in JHS receive an average of six and a half hours of sex education

a year, and less than 10 % of all youth receive a comprehensive sex education” (Campos, 2002,

p. 21). Schools fail to expose youth to sexual education for a longer time due to a number of

reasons.

First, there is an assumption that exposing youth to the curriculum may increase their sexual

activity. Second, there is a strong need and support to teach the primary academics first and

foremost, rather than spending a great deal of time on health. Third, teachers have a low comfort

level teaching the curriculum; this can be due to a variety of reasons. Even though youth spend

minimal time in the classroom learning about sexual education, they are still learning and

exposed to it from parents, peers, media, and personal experiences. David Campos, the author of

Sex, Youth, and Sex Education (2002), stated that supporters like McIlhaney, believe that

abstinence-only sex education programs are accomplishing very little to decrease the number of

youth who have to contend with an unplanned pregnancy. Research from New Jersey suggested

that in an eleven-year period of comprehensive sex education, the rate of youth pregnancy

occurring among unwed couples increased from 67.6% to 84%. According to research by the

World Health Organization:

Research Question Four

What is the nature of sex education needed by the students?

The nature of education issues needed by students was assessed by asking them to indicate

whether they agreed or disagreed with certain statements as shown in table 2 bellow

Table 2: Knowledge of students on contraceptives

STATEMENT SA A U D SD TOTAL

1. Boys are responsible for using 17 3 3 13 14 50

contraception (34%) (6%) (6%) (26%) (28%) 100%

2. Girls are responsible for using 14 13 3 2 18 50

contraception (28%) (26%) (6%) (4%) (36%) (100%)

3. Both boys and girls are 12 14 1 11 12 50

responsible for using (24%) (28%) (2%) (22%) (24%) (100%)

contraception

4. Is good for students carrying 16 14 6 2 12 50

condoms (32%) (28%) (12%) (4%) (24%) (100%)

5. Having sex as students brings 23 17 4 4 2 50

about crisis pregnancies (46%) (34%) (8%) (8%) (4%) (100%)

6. Do you think that you have 3 2 6 24 15 50

enough knowledge about (6%) (4%) (12%) (48%) (30%) (100%)

contraceptives

7. It is easy to get 3 13 18 2 14 50

contraceptives? (6%) (26%) (36%) (4%) (28%) (100%)

8. You feel happy when going to 7 1 11 17 14 50

a doctor, nurse, or pharmacy (14%) (2%) (22%) (34%) (28%) (100%)

 for contraceptives?

9. You know how contraceptives 2 4 15 16 13 50

work (4%) (8%) (30%) (32%) (26%) (100%)

10. You know of condom 14 20 3 2 11 50

(28%) (40%) (6%) (4%) (22%) (100%)

11. You worry about getting 29 17 - 2 2 50

pregnant/impregnating (58%) (34%) (4%) (4%) (100%)

somebody

12. Your parents will be happy 4 1 4 14 27 50

when you impregnate a girl (8%) (2%) (8%) (28%) (54%) (100%)

13. Is not good to have sex as a 30 20 - - - 50

student. (60%) (40%) (100%)

From table 2 it is shown majority of the respondents 27(54%) disagreed that boys are

responsible for using contraceptives whiles 20(40%) agreed that boys are responsible for using

contraceptives and 3 (6%) were uncertain about the use of contraceptives by boys.

Again majority of the respondents 27 (54%) agreed that girls are responsible for using

contraceptives whiles 20 (40%) disagreed that girls are not responsible for using contraceptives

and 3(6%) uncertain about the use of contraceptive by girls.

In addition to the above majority of the respondent 36 (72%) expressed that both boys and girls

are responsible for using contraceptives.

Also from table 4 majority of the respondents 30(60%) expressed that is good to be carrying

condoms whiles 15 (30%) disagreed to the statement and 5(10%) were uncertain about it.

Furthermore it is shown by majority of the respondents 40 (80%) that having sex as a student

brings about crisis of pregnancies whiles 6(12%) disagreed to the statement and 4 (8%) were

uncertain about it.

Moreover it is shown from table 1 that majority of the respondents 39 (78%) reported that they

have no idea or knowledge about the use of contraceptives whiles 5 (10%) reported that they

have knowledge about contraceptives and 6(12%) were uncertain.

Also from table 4 majority of the respondents 18 (36%) were uncertain about how easy to get

contraceptives whiles 16 (32%) each reported that is easy and not easy to get contraceptives as a

student.

Majority of the respondents 29 (58%) also reported that they do not know contraceptives work

whiles 15 (30%) were uncertain about it and 6(12%) reported that they know how it works.

Again from table 1 majority of the respondents 31 (62%) disagreed that they feel happy when

they are going to doctors, nurses or pharmacy for contraceptives whiles 11 (22%) were uncertain

and 8 (16%) agreed. Again from table 4 majority of the respondents 46 (92%) agreed that they

feel worried about getting pregnant or impregnating somebody whiles 4(8%) disagreed.

Also from table 4 majority of the respondents 41 (82%) who were boys disagreed that their

parents will be happy when they impregnate a girl whiles 5 (10%) agreed and 4(8%) were

uncertain. Lastly from table 4 majority of respondents 50 (100%) agreed that is not good to have

sex as a students
4.3 Discussion

From table 2 it is expressed by majority of the respondents that they do not know about

contraceptives and hence they would find it difficult to get it. This is in consistent with a research

conducted by the World Health Organization (2010) who recommended that sexual education

programs include lessons on safer sexual behavior, along with abstinence, rather than just

abstinence should be given to students.

According to the American Foundation for AIDS Research (2005) abstinence programs are

taught more in the junior high schools in Ghana because “no highly effective sex education or

HIV prevention education program is eligible for funding because mandates prohibit educating

youth about the benefits of condoms and contraception.” Despite this statement, contraceptive

use has been shown to lower the rate of pregnancies among teens. It seems important for young

people to learn about contraceptives if they decide to engage in sexual behavior because that

would help them avoid unintended pregnancies and STDs.

Also Hacker (2000) postulated that teens who choose abstinence want adults to support their

decision to refrain from unwanted pregnancies and hence all stakeholders who matters in sex

education should educate students on sexuality issues.

The respondents also expressed that contraceptives are used by both girls and boys. This

conclusion is consistent with a research conducted by Entonu & Agwale., (2007) who postulated

that adolescent males and females who have had sexual intercourse use condoms in their maiden
sexual encounter. In addition, consistent contraceptive was used by both males and females

respectively with reference to their current relationships.

Again from table 4 majority of the respondent indicated that is not good to have sex by students

and they would be worried about getting pregnant / impregnating somebody because getting

pregnant or impregnated by somebody brings about many problems

This is consistent with a study conducted in Ghana by Ghana by Kumi-Kyereme et al, (2000),

show that young people are reluctant to discuss sexuality with their parents since they tend to

prefer to discuss these issues with their friends, because they feel shy, and also because they may

fear physical punishment for discussing sexuality . The fear of physical punishment or blame

was even said to deter reporting to parents that unwanted sex had occurred.
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.0 Introduction

This chapter deals with the summary of the findings. In addition, recommendations have been

made to various groups on ways of assisting students to know much about sex education.

5.1 Summary

The objectives of the study were to:

v. Determine students‟ knowledge about sex education

vi. Determine the students attitude towards sex education

vii. Challenges students faced on assessing information on sex education

viii. Determine the nature of sex education needed by the students

5.2 Research Procedure

The study was to identify the attitudes and perception of junior high school students on sex

education. This was done by first looking at the attitudes and perception of students towards sex

education and followed by challenges students faced on assessing information on sex education.

Finally, the natures of sex education needed by the student‟s s are discussed.

In order to achieve this objective, the study made use of descriptive survey research design by

way of administering research questionnaire. The data collected was subjected to statistical

analyses so that valid deduction could be made out of it.

The first and second objectives was to determine the attitudes and perception of students towards

sex education and at the end of the study, majority of the students agreed sexuality education is

not given enough emphasis in Adansi Atobiase JHS at Adansi South District of the Ashanti

Region of Ghana.

Also majority of the students pointed out that they are not satisfied with the sex education given

to them at school. Moreover the students agreed that they have learnt more about sex education

through their friends (peers)

In addition the students indicated both parents and teachers do not discussed sex education with

them and hence it becomes difficult for them to make informed decisions regarding sexual

behaviour. They also expressed that sex education is not overemphasized in the community. Also

the students expressed that sex education is very important in one‟s life and hence is not waste of

time to study it by students. Furthermore the respondents agreed that parents and teachers must

be involved in sex education so that they help students to make informed decisions about sexual

behavior. The study found differences in the views and perceptions of students towards sex

education

The third objective was to determine the challenges students faced in assessing information on

sex education. The study found that the students lack information on the following

1. Adolescence and sexual relationships and their outcomes to life of a student

2. to concentrate on studies rather than involving in sexual relationships

3. The right and appropriate time for healthy reproduction

4. The advantages and disadvantages of sexual relationships at their teen ages

5. Life experiences from people who has made it in life.

 6. Parents do not give support to their children in time they face sexual related problems

All the above views was expressed by students that they are not given information on by parents,

teachers, churches and family members and hence it has been a challenge for students to get a lot

of information about sex education in order to make an informed decisions about sexuality.

The third objective was to determine the nature of sex education information needed by students

The study found that majority of students in junior high schools in Ghana they do not know

about contraceptives and hence they would find it difficult to get it. This is in consistent with a

research conducted by the World Health Organization (2010) who recommended that sexual

education programs include lessons on safer sexual behavior, along with abstinence, rather than

just abstinence should be given to students.

According to the American Foundation for AIDS Research (2005) abstinence programs are

taught more in the junior high schools in Ghana because “no highly effective sex education or

HIV prevention education program is eligible for funding because mandates prohibit educating

youth about the benefits of condoms and contraception.” Despite this statement, contraceptive

use has been shown to lower the rate of pregnancies among teens. It seems important for young

people to learn about contraceptives if they decide to engage in sexual behavior because that

would help them avoid unintended pregnancies and STDs.

Also Hacker (2000) postulated that teens who choose abstinence want adults to support their

decision to refrain from unwanted pregnancies and hence all stakeholders who matters in sex

education should educate students on sexuality issues.

The respondents also expressed that contraceptives are used by both girls and boys. This

conclusion is consistent with a research conducted by Entonu & Agwale., (2007) who postulated

that adolescent males and females who have had sexual intercourse use condoms in their maiden

sexual encounter. In addition, consistent contraceptive was used by both males and females

respectively with reference to their current relationships.

The study also found that is not good to have sex by students and they would be worried about

getting pregnant / impregnating somebody because getting pregnant or impregnated by

somebody brings about many problems

This is consistent with a study conducted in Ghana by Ghana by Kumi-Kyereme et al, (2000),

show that young people are reluctant to discuss sexuality with their parents since they tend to

prefer to discuss these issues with their friends, because they feel shy, and also because they may

fear physical punishment for discussing sexuality . The fear of physical punishment or blame

was even said to deter reporting to parents that unwanted sex had occurred.

5.3 Major Findings

The importance of training teachers to assist students on issues of sex education is of great

importance. The responses from teachers indicate mixed attitudes towards students‟ sexual
relationships. In the first place, observation shows that all (100%) teachers suggested for

provision of sex education to students. This shows that teachers have positive attitude towards

students‟ wellbeing by especially emphasizing on educating students. Mkumbo & Tungaraza

(2007) assert that according to studies, sex education may bring more benefits to students and the

community in general. Sex education in schools is very important as all respondents

acknowledged this.

Provision of sex education to students was viewed as very essential to make them understand the

benefit and detriment of sexual activity. However Mkumbo & Tungaraza (2007) assert that Sex

and Relationships Education (SRE) is not part of the school curriculum in Ghana, implying that

its potential in addressing young people‟s sexual health problems has not been tapped. On a

second note, teachers‟ knowledge of sex education is an issue to be dealt with accordingly.

Teachers want their students to be given sex education, but they, themselves, are not well

equipped with the necessary tools to do so. Thus, there are no programmes for sex education to

students and this may support what Mkumbo (2010) asserts, though teachers may be committed

to providing sex education in schools, they are currently incapacitated to do so by the low status

given to sex education in the school curriculum

Additionally, the study found that, due to the lack of information on sex education by teachers

and parents, students are likely to be engaged in sexual behaviors that can lead to teenage

pregnancies
5.4 Conclusions and Recommendations

Following from the findings and conclusions of this study, the researcher strongly recommends

that the government of Ghana, through the Ministry of Education and the Ghana Education

Service should adjust to the demands of contemporary times and introduce guidance and

counselling as imperatives in the education of Ghanaian students especially at the basic school

level. Guidance and Counselling units at the various schools should also be well-staffed with

people who know what the field is about.

It can be concluded from the finding of the stud that junior high school students lack knowledge

about sex education. Given that, most students are not given parental and teachers‟ guidance,

they may face difficulties and problems in making sexual decisions due to ignorance, and this

may result to conflicts between adolescents and adults on sexual matters.

Therefore, the Ministry of Education has to devise some purposive initiatives to train competent

teachers to provide sex education as a standalone subject and not incorporating it in academic

subjects. Life skills education, counselling skills, and sexual reproductive health education

should be given due importance in schools so as to help students.

Special sex education programmes are needed in schools so as to familiarize sex and sexuality

matters and neutralize the misconceptions and sensitivity held over sex education for students

In addition, there should be well established help and support system or counselling and

guidance units in schools. For the sake of the wellbeing of students, these are essential to be

established in schools so that students can be helped to achieve their educational goals and reach

their full potential instead of being expelled from schools when discovered involving in sexual
relationships. The GES needs to provide school counsellors, who are recognised and competent

in counselling and guidance to help students achieve their educational goals.

Lastly with all the cultural restrictions on public discussions of sexual matters, there is a need for

people to change their attitudes towards students‟ sexual relationships. These can be achieved

only through the provision of effective sex education that caters for all community members in

the society. School curriculum for all levels of education (primary, junior and secondary schools

as well as teachers‟ colleges or universities) in Ghana should include sex education. Community

outreach seminars and projects on sex and health education need to be designed and

implemented to help achieve this. This can help teachers, parents and the community at large

acquires the necessary knowledge and skills to do away with the challenges of sex and sexuality

matters encountered by students.

One of the main conclusions that can be drawn from the review of relevant literature is that

abstinence plus curriculums should be the preferred route for schools who wish to provide

effective school based sexuality education with a solid research base.

However, there are many roadblocks to this approach, including financial incentives for

abstinence only programs and pressure from parents and community members to provide

abstinence only education. Students also favor non-conventional teaching techniques, which

many teachers may not feel comfortable with, or perceive barriers to providing.

The following are recommendations for schools wishing to provide quality sexuality education

as well as for further research:

1. It is recommended that schools provide training for teachers who will be providing sexuality

education instruction so teachers have adequate knowledge to draw from without relying too

much on instructional materials, as well as addressing their own feelings of embarrassment.

2. It is recommended that schools engage in some form of evaluation of their sexuality education

program. This does not have to be a formal investigation. Students can be asked through

informal in-class surveys or other means of providing feedback regarding the instruction they

have received. This would allow schools to make changes to make their programs more

responsive to the needs of students.

3. It is recommended that schools develop ways to include parents and perhaps the community in

providing sexuality education to students. Communication between parents and children

regarding sexuality is very important, yet both parents and children often feel uncomfortable

discussing the topic with each other. Information for both students and parents regarding

communicating about sexuality can be very beneficial to both groups. The community can be

included in providing sexuality education by bringing in guest speakers and providing

information about local resources available to students. .

5.4 Recommendation for further Research

It is recommended that further evaluations be done on the attitudes and perceptions of students

on sex education.

If possible, it is recommended that further research be done on the attitudes and sexual behavior

of those who never received any form of sexuality education. Woodcock, Stenner, and Ingham
(1992) found a high rate of sexual activity among seven women in their sample who had never

received sexuality education. While sexuality education has since become more prevalent, there

still may be students who never received any instruction due to parental opt-out or absence.

These students would be difficult to find, but they might provide valuable information regarding

the effects of no education about sexuality.

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