The Role of ICTs in Sex Education: The need for a SexEd

App

Victoria Adebayo1 , Olaperi Yeside Sowunmi1 SanjayMisra1, Ravin Ahuja2, Robertas

Damaševičius3, Jonathan Oluranti1
1
Covenant University, Ota, Nigeria
2
Shri Vishwakarma Skill University, Gurgaon, India
3
Kaunas University of Technology, Kaunas, Lithuania,

vicadeb06@gmail.com
[sanjay.misra; olaperi.sowunmi]@covenantuniversity.edu.ng
robertas.damasevicius@ktu.lt

Abstract. Youths being in their formative years are extremely curious and ad-
venturous and would attempt to get answers to their questions at any cost and
from anywhere. This is also the case of sexually-related information. Studies
have shown that deficient sex education has led to inappropriate practic-
es/involvement among children and adolescents and subsequently, different so-
cial vices that are threatening to the society. However, with the advent and pro-
liferation of smart phones, tablets and other gadgets, coupled with the internet
technology, disseminating apt information or knowledge to youths and adoles-
cents have been made much easier. Research has shown that these vices are re-
duced when children/adolescents are exposed to comprehensive for-
mal/informal sex education. This research thus seeks to investigate the viability
of applying ICT, specifically a mobile application to proliferate correct infor-
mation to adolescents as a means of informal education. This is achieved by
studying relevant literature and administering questionnaires to students in 5
secondary institutions and 2 Universities. The results reflect their need for ade-
quate information and their readiness to engage such a platform. The frame-
work of such a mobile application is also presented.

Keywords: ICTs, Sexuality, Sex Education, Survey, Mobile Learning.

1 Introduction

Information and Communication Technologies (ICTs) are making dynamic changes

in the society. They are influencing all aspects of life ranging from automated diagno-
sis in the health sector [1], [2] to academic advice in the education sector [3]. The
advent of ICT in Education has opened many fronts and its effects are very visible in
our society today, providing students and educators with more opportunities for
adapting learning and teaching to individual needs. For example, technological inno-
vations such as expert systems have been used to guide students in the choice of a
2

course of study in the university [3]. ICTs have greatly and undoubtedly affected the
field of education and invariably, teaching, learning and research [4]. The society is
forcing schools to aptly respond to this technical innovation. The potentials of ICT
include increased access and improved relevance and quality of education in develop-
ing countries. ICTs are greatly facilitating the acquisition and absorption of
knowledge, offering developing countries unprecedented opportunities to enhance
educational systems, improve policy formulation and execution, and widen the range
of opportunities for business and the poor [5].
Sexuality in human can be said to be the ability and or capacity to have sensual ex-
periences and responses and this can possess biological, emotional, physical and or
spiritual aspects. Sexuality also informs on an individual’s sexual orientation which
may influence his or her interest for someone else. The physical and biological as-
pects of sexuality are majorly about how the human response/reproductive cycle func-
tions including the basic biological drive that exists in all species. These aspects also
deal with the bond found between individuals that can be expressed through feelings
or physical expressions of emotions of trust, care and love. Furthermore, sexuality
influences and is equally influenced by several factors in a society which includes
social, cultural, legal, political and philosophical aspects of societal life as it can be
used as determinants in issues of ethics, morality, and even religion. Sexuality in ado-
lescents is the stage of human which has to do with sexual feelings, sexual behaviors
and sexual developments in children whose age range is between nine and nineteen
years. This category of people are extremely curious, easily embrace new ideas, quick
to learn and apply knowledge.
Sex education is a broad term used to describe education about human sexual anat-
omy, sexual reproduction, sexual intercourse, and other aspects of human sexual be-
havior. Sex education also known as Sex Ed and sometimes called sexuality educa-
tion, Sexual and Reproductive Health (SHR) Education or sex and relationships edu-
cation, is said to be the process of forming attitudes and acquiring information and
beliefs about sex, sexual identity, sexual relationships, orientations and intimacy. It
also deals with assisting youths in developing skills which enable them to make or
reach informed choices about their sexuality that will make them feel confident and
competent enough to act on those choices. Sex Education has since become a global
phenomenon which cuts across not only youths or students in tertiary institutions but
even those in secondary and even elementary schools. According to the European
Expert Group on Sexuality Education [6], “sexuality education delivered within a safe
and enabling learning environment and alongside access to health services has a posi-
tive and life-long effect on the health and well-being of young people.” Sexuality
education should be tailored according to the age and developmental level of a child
[6].
In Nigeria, as in most African countries, the effects of technological developments
and advancement, the western culture and civilization can never be over-emphasized,
as these enable them to easily socialize or get involved in early social and / or sexual
relationships as dictated by some sexual orientations both at school and at home.
Consequently, issues like unwanted pregnancies, Sexually Transmitted Diseases
 3

(STDs), unsafe abortions, early child bearing, Sexually Transmitted Infections (STIs),
amongst many other social ills accompany the lives and futures of these youths.
Due to these factors and other obvious ones, there is need for the introduction and
implementation of sex education to these set of people especially when they are still
adolescents.

2 Literature Review

Formal curriculum–based sex education programs both in and out of school, as

stated in [7], is a good strategy to enhance proper sexual behaviors for young adults
and adolescents. [8] while quoting [9], stated that the sex maniac which resulted from
insufficient or wrong information about sex is the main cause of the general malaise
in the present Nigerian society. He further posited that the post – primary school age
which is ideally between the first 12 to 17 years of a child is both his/her most inquisi-
tive and impressionable years and hence should be well utilized and fed with right
information especially about their sexuality. [10] can be quoted as saying, in the opin-
ions of Pro – Sex Education in schools, youths will definitely always learn about their
sexuality at any cost which may turn out hazardous for them if they end up with mis-
information. Abiodun observed in his 1981 research that sex is being sold and bought
freely through pornographic and obscene materials which are made available with
impunity almost everywhere. There are several problems that arise along with this
sort of indiscriminate availability of wrong sex related information or materials and
these include the debut and/or continual existence of social ills like illegitimate chil-
dren, STDs (especially HIV/AIDS), abandoned babies, and several sex perverts.
Lack of precise knowledge and correct information about sex according to [11] is
responsible for sexual maladjustment and crimes in the society. They examined in
their paper, various reasons why sex education should be taught in Nigerian second-
ary schools and these include the fact that the youths will be greatly helped to inte-
grate responsible and constructive ideas about their sexuality into their everyday lives
and this will in turn prevent unwholesome situations or vices associated with sex like
promiscuity, unwanted pregnancies, abortion, rape, prostitution, among others. Van-
wesenbeeck et al. [12], also observed the limited access to good and youth-centered
sexual and reproductive health and right services. The authors noted the presence of
conflicting messages in the virtual world, i.e. over the internet.
In [13] an analysis on sex education in schools across Malaysia was carried out,
sexuality education issues were linked to almost if not all the social ills accounted for
in the country even as it is in many developing countries in the world. Increased
spread of STDs, pregnancies outside wedlock, abortion, strong desires to have part-
ners at early age, high rate of sexually active teens, baby dumping, or tendencies to
murder children at birth by mothers or couples who do not want them are some of the
prevalent problems in the society.
According to [13], most teenagers (especially the males) possess the tendencies to
be involved in illegal sex i.e. sex before wedlock mostly because they are curious to
4

learn and try new things, “catch fun”, and express their feelings to their partners, as a
result of trying out wrong information communicated through the mass media, pre-
cisely, pornography. A lot of pre – marital pregnancy issues were discovered to have
stemmed from lack of information on the reproductive system or preventive measures
on getting pregnant when they do not want to.
Moreover, research conducted by Bell et al. [14] shows the prevalence and con-
cern of adolescent pregnancy in Papua New Guinea. According to the authors, “there
is high adolescent fertility, high early child bearing and high maternal mortality ratio,
and evidence of high rates of unintended pregnancy and abortion among young wom-
en”. It was also observed that there are no youth-specific sexual related programmes
to guide the adolescents.
Charmaraman et al. [15], asserts in their research that an understanding of the
knowledge that supports sexual behaviors in adolescents may heighten the quality of
results that interventions for early adolescent sexual risk-taking behaviors will gener-
ate.
In the research conducted by Robinson et al. [16], findings show parents to be in
support of sexual education for young children due to its importance and relevance, as
they believe it enables their health and wellbeing. Amongst other reasons, they be-
lieve it is necessary for children and young people to get adequate sex education in
order to counteract the sexual narratives they encounter on several media platforms, to
build their understanding of respect in relationships, to keep them safe, reduce risky
decisions on their sexuality and correct the misinformation they get from their
friends. The believe it helps to counter the wrong knowledge of sex being dirty and
shameful.
Receipt of sex education, with or without the inclusion of abstinence and birth con-
trol was discovered to be responsible for delays in initiation to sex for male and fe-
male teenagers when compared with sex initiation amongst teenagers who have had
no type of prior sex education [17], [18]. Moreover, sex education was discovered to
reduce the odds of being initiated to sex by age 15 across all quartiles of community
characteristics in [19]. The authors insist that school-based sex education brings about
outstanding results in reducing the risk of unprotected/illegitimate sexual activities
and STIs in early adulthood.
These research findings underpin the need and obvious effectiveness of introducing
sex education programs or measures in secondary and post-secondary schools across
the world. Since research has shown that these vices are reduced when chil-
dren/adolescents are exposed to formal/informal sex education, there is a need to fill
their yearnings up with the right information via the right channel using a ubiquitous
means. Winter et al. [20] in their work on the need to include body image content in
sexuality education recommended the need to use innovative technology in sex educa-
tion. Kirkendall and Libby [21], also mentioned the need for the adaptation of techno-
logical development in the way sex education is taught.
Moreover, Ezer et al. [22] opined that sexual education for adolescents is effective
when it is informed by the youths thus, it is good to investigate their views.
This study therefore wants to investigate factors inhibiting or promoting the teach-
ing and learning of sex education, explore the feasibility of an ICT based intervention
 5

and provide a preliminary design of a proposed mobile app. Different propositions

have been made on the suitability of ICT based intervention to engage learning, but
no research has investigated its viability in this context. Even though speculations
have been made on the potential impact of ICT intervention in enhancing sex educa-
tion amongst teenagers, no empirical finding backs up this argument, thus, this re-
search conducts a study to assert this assumption. In addition, various sex education
apps exist in several market stores, but are only built to satisfy the curiosity of teenag-
ers without engaging adequate education-based principles. Some only dwell on an
individual aspect of the discourse, passing information that is not culturally accepta-
ble, or in a manner not exquisite enough, as such the framework of an extensive and
all-encompassing SexED mobile app is presented.

3 Methodology

A descriptive survey was engaged for the research, this is because it is suitable to
obtaining the opinions of a sample population. The research instrument used is a
questionnaire. The questionnaire was designed and thereafter validated by an expert
for clarity and suitability; refinements based on the expert’s judgement were thereaf-
ter incorporated. The instrument was administered in five secondary schools and two
universities in Lagos and Ogun States of Nigeria. Out of over 70 questionnaires dis-
tributed to potential respondents, the 49 gathered were used in this research. The re-
search instrument first inquired of general background information, then subsequent
questions elicited respondent’s opinions with respect to subject of discourse required
for the research.

4 Results and Discussion

This section discusses the result of the survey that was conducted and its implications.
A total of about 49 respondents were involved. They were adolescents from the age of
13 and above, comprising majorly of males – 85% and 15% females.
The responses indicated that adequate information on sex education is lacking, ex-
cept for information on the need to have protected sex.
In responding to the question of whether they would love sex education to be
taught or not, 67.9% responded in the affirmative, with 46.7% stating that they would
love to learn more than they currently do, this indicates the need for purposeful effort
in their education. With respect to whether adequate education will prevent sexual
harassment and premature relations, 54.5% believe so, 64.1% believe it would delay
teens involvement in sexual activity while 83.3% agree that it would be good to learn
about it at an early age.
In responding to the question of how they have learnt about sex, as seen in Fig. 1
80% have learnt about it only through word of mouth from their parents, school and
friends; 15.6% have learnt it from the mass media, including the television, magazine
and movies while only 4.4% have learnt it through a computer-based medium. This is
in sync with the findings reported in [23] that the peer network and mass media were
6

significant sources of information on sex education. 56.1% believe they have even
learnt more negative content via the internet. Only 21.7% have come across a mobile
app that teaches sex education and an alarming percentage of 78.3% have not some
across such app as shown in Fig.2. whereas, 53.1% are ready to learn from such a
medium.

Fig. 1. How you learnt about sex-education

The results show that there is no adequate sex education, the adolescents are learn-
ing more from the mass media and ‘word of mouth’. This confirms that they might be
getting misinformed by learning from their peers.
Less than a quarter of the sample population has come across a mobile application
that teaches on sex education, this further proves that the platform of ICT has not
been adequately engaged to educate them. Instead, some have gotten misinformed
through pornographic and illicit materials on the internet. Though some sexual educa-
tion apps exist, they are not within the reach of the respondents, and the platform
needs to be adequately exploited.
A mobile application to tutor adolescents on sex education will be highly patron-
ized, because over 50% of the population are willing and eager to engage the plat-
form to learn. Adequate knowledge on this issue will also have a good ripple effect,
reducing marital crises that have been greatly attributed to inappropriate sexual be-
havior.
 7

Fig. 2. Have you come across a mobile sex education app?

5 Proposed Framework

The Unified Modeling Language is used to provide a preliminary design of a pro-

posed mobile application as an ICT-based intervention as shown in Fig. 3, the use
case diagram of the system. The system has 3 actors namely: the parent, the teachers
and the adolescents. The teachers or online counsellors can give feedback to the ado-
lescents, while the adolescents can post questions or view archived resources. The
parents can also post questions that the require the counsellors to provide answer to.

Generally, the proposed application is expected to:

• Make appropriate sexual education resources available to adolescents in their con-

venience/ privacy
• Answer their questions based on different categories including health, emotional,
religious perspectives and legal rights.
• Provide an extension ability to reach out to virtual sex education experts who give
answers (to be archived) to posted questions not answerable in real time
• Possess social media integration such as the read, watch and share functionalities
8

Fig. 3. A use case diagram for the proposed app

6 Conclusion and Future Work

From the findings in this research, there is obviously a need for a Sexual Education
learning application. The adolescents responded in the affirmative that they need to be
taught more about sexual education, because they are getting the wrong information
from other sources. Only a very few percentage of the respondents have gotten proper
knowledge of the subject from a computer-based source. They however opined that
getting accurate information on sexual related issues would prevent and reduce the
rate of sexual harassment as well as mitigate premature sexual relation.
They asserted that they have barely come across such a mobile application that
teaches on sex education, and are very willing to learn from such a platform, as they
believe it will be highly effective due to its flexibility, privacy and freedom to ask
probing personal questions without being picked upon.
We therefore make a proposal for a mobile app for adolescents to learn about their
sexuality and for guardians to learn how to pass on the information to others. The
application will also address cultural and religious perspectives of the subject that are
peculiar to the African context. It would incorporate access to live global sex educa-
 9

tion experts for personal chats, questions and counselling, while restricting ac-cess to
contents based on the appropriate ages.
Having identified this need, a future work would be to fully implement the mobile
application on a platform with a large audience base. Also, the application will be
validated, compared with existing apps, and a usability evaluation will be carried out
with a sample population of the adolescents, teacher/counsellors and their parents.

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