CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Due to the challenges facing the present generation of adolescents in

Nigeria with regards to teenage pregnancy, sexually transmitted diseases,

rape, incest, illicit abortion and a host of others form the bedrock for this

research. The world has evolved and need solution to these problems which

sexuality education seeks to address. A lot has been done with regards to

sexuality education in Nigeria as seen by various studies.

According to Federal ministry of education (Nigeria), “sexuality

education is a lifelong process of acquiring information and forming attitudes,

beliefs ,value about one’s identity, relationship and intimacy which encompasses

sexual development, reproductive health, interpersonal relationships, affection,

intimacy, body images and gender roles”. Sexuality behavior amongst young

people in Nigeria is seriously going through transformation from what it

was in the past. This transformation has been attributed to the effect of

modernization caused by industrialization , education, and exposure This has

increased the vulnerability of young people to sexual and reproductive health

1
problems. There is therefore the need for sexuality education amongst this

vulnerable group. It develops young people skills so that they make

informed choices. UNESCO (2009) puts sexuality education as an age-

appropriate, culturally relevant approach to teaching about sex and

relationships by providing scientifically relevant approach to teaching about

sex and relationships by providing scientifically accurate, realistic, non-

judgmental information. Over the years, the Nigerian curriculum has effected it in

subjects like Basic Science, Physical and Health Education, & Social Studies. With

its version of sexuality education called Family Life and HIV Education (FLHE)

curriculum. Historically, some aspects of sexuality education are first offered in the

family before any other influential factors like peer group, society, media, and

school. in form of stories, talks, literatures, and warnings.

Due to the importance of sexuality education and the neglect of certain

aspects, it is usually now preferred to be called Comprehensive Sexuality

Education (CSE) which addresses biological, socio-cultural, psychological and

spiritual dimensions of sexuality (Adrienne et al, 2007). Various definitions have

been given to sexuality over the years. Some regard sexuality only asexual

intercourse which is seen as a primitive view of it.

2
 National Cancer Institute Dictionary of Cancer Terms defines sexuality as a

person’s behavior, desires and attitudes related to sex and physical intimacy with

others. WHO (2006) tows the same line by giving sexuality as a central aspect to

being human which comprises sex, gender identities and roles, sexual orientation,

eroticism, pleasure, intimacy and reproduction. This goes to show that sexuality

goes beyond sexual intercourse but comprises of our entirety as being sexual

beings. Sexuality is also seen by some others as a person’s sexual preference like

homosexual, heterosexual, bisexual, lesbian, gay. Sexuality is inborn and can be

affected by factors like society, media, peer group, religion, family and school.

Weeks (2003), puts sexuality as the cultural way of living out our bodily pleasure.

Ikpe (2004) gave sexuality as the very essence of one’s humanity including one’s

self-image, being male or female, physical looks and reproductive capability, i.e.

sexuality is a natural part of life. Sexuality gives rise to the need for sexuality

education. There is a perceived benefit of early sexuality education on the sexual

behavior of adolescent. Adolescents have been seen to make better choices with

relation to their sexuality like abstinence, increased age of first intercourse, use of

contraceptives, with standing peer pressure, positive view of themselves. (P.R.A.,

2009:10-11).
3
1.2 Significance of the Study

Teenage get information about sex and sexuality from a wide range of

sources, including each other, their parents, teachers, through the media,

magazines, books and websites. Some of these sources give accurate

information while others do not. Myths and misconceptions about sex and

sexuality acquired by young people from wrong sources may be carried

throughout life and passed on to their own offspring. It has however been

documented that when young people are well informed, there is a delay in

the age of onset of sexual activities and increased use of preventive

measures against STD and pregnancy among those already sexually active.

This leads to an overall reduction in teenage pregnancies and sexually

transmitted diseases. It has been recorded that sexuality education influences

sexual behavior of students (Rice, 1995). The study was to investigate the claims

of the perceived benefit of sexuality education on the selected secondary school

adolescent in Osogbo Local Government Area of Osun state ranging from delayed

sex to positive self image.

This claim leads the researcher to embark on this project. Previous

surveys/research works are mostly concentrated on public school students but this
4
work examines the influence of FLHE curriculum on the sexuality education of

selected secondary school adolescent.

1.3 Purpose of the Study

Sexuality education has been entrenched in the Nigerian curriculum at all

levels (primary, secondary and tertiary institutions) to help cater for them myriad

of problems facing individual’s reproductive health and sexuality. This study seeks

to check the perceived benefit of FLHE (Nigeria’s version of sexuality education)

of selected secondary school adolescent within the Osogbo LGA of Osun state,

Nigeria. This will help to check the effects of FLHE on their sexual behavior and

offers recommendation(s) for improvement of sexuality education in Nigeria.

1.4 Research Questions

The following research questions are raised for this study:

1. Is there any benefit of sexuality education on the selected secondary school

adolescent?

2. Have the objectives of sexuality education being met in selected secondary

school adolescent?

3. Does gender affect the acceptance of sexuality education by selected

secondary school adolescent?

5
1.5 Scope of the Study

This research project is limited to selected secondary schools adolescent in

Osogbo area of Osogbo LGA, Osun state of Nigeria.The study was not able to

cover the entire State due to time and financial constraints. The study is limited to

students of randomly selected secondary schools (JSS2, JSS3 and SSS1 classes)

who have been engaged in the sexuality education curriculum in recent classes.

The schools covered were:

1. Muslim grammar school oke-Osun, Osogbo

2. Ata-oja school of science, Osogbo.

3. Saint Charles grammar school, Osogbo

4. Osogbo grammar school, Osogbo.

1.6 Definition of Terms

Adolescent: Transitional stage of physical and psychological development that

generally occurs during the period of puberty to legal adulthood.

Curriculum: This refers to all the learning experiences offered to a student.

Family Life and Health Education: This is the Nigerian version of sexuality

education that excludes contraceptives, masturbation, etc.

Gender: The categorizing of an individual as being male or female.

6
Benefit: The advantage or profit.

Perceived: Become aware or conscious of something.

Sexual behavior: These are actions that lead to reproduction and stimulation of

sexual organs for satisfaction without conception.

Sexuality: Integral part of who one is, believe, feel and response to others.

Sexuality education: The teaching and learning process that deals with sexuality.

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 CHAPTER TWO

LITERATURE REVIEW

Several studies have been carried out to evaluate the Perceived benefits of

early sexuality education on secondary school adolescent in Nigeria. Literature

pertinent to the study was reviewed and presented under various sub-headings that

cover the areas of conceptual, theoretical and empirical framework.

2.1 Meaning and Concept of Sexuality Education.

Sexuality education sometimes referred to as “sex education” could be

defined as the study of the characteristics of beings; male and female; such

characteristics make up the person’s sexuality (Burt, 2009). Leepson (2002) gave

sex education as instruction in various physiological, psychological and

sociological aspects of sexual response and reproduction. This goes to show that

sexuality education studies the general well being of an individual as well as their

interactions. Due to the challenges of the present time facing adolescents like

teenage pregnancy, STDs, rape, incest, etc., sexuality education has been included

into the school curriculum in various nations of the world. UNESCO has advanced

for the scale up of sexuality education offered in schools worldwide to be holistic

in its approach. This is necessary so as to inculcate the right perception of one’s

8
sexuality and relationship with others. Some form of sexuality education are bias

and only offer to learners some knowledge that is seen to be deemed fit which

could be due to physical, cultural or even religious factors. Various countries of the

world have formulated their form of sexuality education but sexual and

reproductive health is paramount to all. CSE entails the following: relationship,

values, attitudes and skills, culture, society and human rights, human development

sexual behaviour sexual and reproductive health according to UNESCO

International Guidance on Sexuality Education (2009)The above concepts are seen

as the foundation upon which sexuality education programs around the world are

built upon which Nigeria is not an exception.

Sexuality is a central aspect of being human throughout life (WHO,

2002). According to the World Health Organization (WHO) sexuality 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, behaviors, practices, roles and relationships.

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

(WHO, 2002) which often deals with issues such as whom one has sex with, in

what ways, why, under what circumstances and with what outcomes a person
9
engages in sex (NACC, 2002). Thus, sexuality pertains to the totality of being

human - being a female or male - and this suggests a multidimensional perspective

of the concept of sexuality which is shaped by biological, psychological,

economic, political, social, cultural and religious factors operating within a

particular culture in each society. Sexuality education is a process of learning about

how an individual can be comfortable about all aspects of being human. Sexuality

education can also be described as a process of providing information, skills and

services that enable persons adopt safe sexual behaviors including abstinence, non-

penetrative sex such as hugging, holding hands, as well as correct and consistent

use of condoms. Sexually healthy behaviors also include seeking care from trained

health workers during incidence of any reproductive morbidity such as sexually

transmitted infections (STI), unwanted pregnancy, and infertility. Although people

of all age groups can benefit from sexuality education, this paper pays particular

attention to sexuality education among young persons in Nigeria. The paper

justifies the need for sexuality education in young persons and provides evidence

of the benefits of sexuality education in this population.

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2.2 What is Sex?

Sex is one of the most common and overrated terms that is used today. To

ask 'what is sex' is necessary though as it can mean different things to different

people. If we talk of the process of sex, it is simply about people enjoying and

indulging in an intimate session with their partner, which can include foreplay,

cuddling sessions, kissing, hugging and penetration. For different kinds of sexual

orientations, sex is different. Whether you are straight, bisexual, gay, lesbian, and

pansexual. Different people have sex for different reasons-- for some engaging in

sexual activity stems from innate attraction and lust, while for others it is a way of

procreating. Similarly, some people may only enjoy physical intimacy with

someone they deeply love. Hence, what sex means to you may heavily depend on

what arouses you and what you like or dislike while engaging in any sexual

activity. Remember the act of sex may be defined as intercourse, but it is not

limited to "penetrative sex" or "coitus", rather it entails everything and anything

that feels sexual in nature.

If we look at the debilitating state of sex education in our country, the

mundane and obvious question, what is sex, becomes pertinent and the most

essential. Sex is an act of love, it is consensual and if either of the partners is not
11
willing to indulge in it, it is not sex; it is rape. There are many dynamics to

understand in sex, what it entails, all the questions that it arouses and about one’s

sexual interests. Many a times, especially in the amateur years, it can be difficult to

understand one’s feelings towards sex. Is it a subject that makes people

uncomfortable? People don’t know what they may enjoy in sex? Are they really

ready for sex? What is the right age to have sex the first time? Is sex painful? In an

attempt to answer questions that pertain to the subject, we look at the subject and

attempt answering all these questions. sex can mean different things to different

people. It can be affected by the brought up, beliefs, sexuality and even gender as

it is now a matter of study how men and women think of sex differently.

A sexual act can involve many things besides vaginal sex and may not

include vaginal sex at all. It involves everything and anything that feels sexual in

nature, such as hugging, kissing, any touch that is sexual in nature, anal

intercourse, oral sex, stripping in front of someone, so on and so forth. However,

the act of sex by definition refers to the act of penetration, the intercourse.

However, many LGBT activists are fighting against this definition as it is

heteronormative.

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2.2.1 Types of sex

As said above, sex in itself is merely about the intercourse, the act of

penetration. However, when we look at the types of sex, we usually mean the types

of sexual activities, which can be of the following types.

2.2.2 Vaginal sex

This is the heteronormative, straight sex, where a man penetrates his penis

into the vagina of a woman. This is the most common type of sex as the majority

of Indian population falls into the straight category. Although studies are claiming

that all the women are either bisexual or gay but not straight, but the

acknowledgment of the same is still very less.

2.2.3 Oral sex

This refers to the act of stimulating the sexual organs of the partner orally,

by swallowing or licking them. Oral sexual activity is not dependent on a particular

sexual orientation and can be practised by partners of any sexual interest.

2.2.4 Anal sex

It refers to penetrating a partner into their anus. Usually, anal sex is

stereotyped for gay men, however, more and more women are also indulging in
13
anal sex. The chances of infection in anal sex are higher and it carries multiple

other risks with it.

2.2.5 Mutual masturbation

This form of sex does not involve penetration. It involves masturbating in

front of your partner or helping him masturbates. This is the safest form of sexual

activity as the risk of STDs, pregnancy or infections are non-existent.

2.3 Health Benefit of Sex

Sex has numerous health benefits. They are listed below:

2.3.1 Sex strengthens the immune system

If people are sexually healthy and active, they will need lesser and lesser

sick leaves. This is because sex is really helpful in boosting the immunity and the

frequency of falling sick due to colds and coughs will decline. This is because

when people have sex, there will be higher levels of antibodies in the body.

Controls high blood pressure

This may sound the most bohemian piece of advice that people has Heard .

Research has suggested a link between regular sexual activity with lower blood

pressure. A study showed that sex particularly, and not even masturbation, helped

in lowering the systolic blood pressure.

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2.3.2 Sex helps boost libido

The more sex people have, the more awesome it gets as it boosts their sexual

libido. Particularly for women, when they have more sex, they have better vaginal

lubrication, more elasticity and a boosted blood flow in their vaginal parts which

makes sex better for them.Sex helps women in better bladder control

Incontinence affects 30 per cent of women at some point in their lives. If

they indulge in sex regularly, they can control their incontinence as it will work out

their pelvic muscles. They are primarily strengthened by orgasms as when women

orgasm, there are contractions in those muscles, which strengthen them in the

process.

2.3.3 Sex burns calories.

This is because sex is an amazing form of exercise. Some positions which

are difficult and require strength can burn up to 300 calories! Generally, it is

believed that sex for a minute will burn five calories. This means a half an hour

session can burn about 150 calories.

2.3.4 Sex improves cardiovascular health.

A regular sexual activity will keep the hormones oestrogen and testosterone

in control. When they are maintained in the right balance in the body, the chances
15
of osteoporosis and heart disease are lowered. A study proved that when a man has

sex twice a week, it reduced his chances of dying by a heart attack by half when

compared to men who had sex very rarely.

2.3.6 Sex reduces the risk of prostate cancer.

A study showed that men who ejaculated over 20 times a month, that is

more than 5 times a week, were less likely to suffer from prostate cancer. This isn’t

necessarily about sex though; the ejaculation could be a result of masturbation or

even nocturnal emission.

2.3.7 Sex can block pain

That is, after orgasm. Orgasm is known as a natural pain blocker or killer as

it releases a hormone that can raise the threshold of pain. In fact, only if the

vaginally stimulate, it can also block the pain and reduce menstrual cramps,

headaches, leg pain and even arthritic pain. Sex reduces stress. Sex produces the

feel-good hormones in the body, hence, reducing stress and releasing anxiety. It

can even boost the intimacy within partner and help increase self-esteem.

2.3.8 Sex leads to better sleep

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 When people orgasm, the hormone called prolactin is released in your body.

It can significantly relax and help doze off as soon after sex. It can build intimacy

within partner

2.3.9 Sex is a very strong means of bonding with partner.

Studies have shown that how after a couple has sex, their dependence on

each other, their trust factor and intimacy boost up !they often say that sex is not

the long-term solution. Well, it may not be one but what if all people need right

now is a short-term fix. There are many, many troublesome situations which sex

can successfully help you get rid of.

2.4 What is sexuality?

Sexuality is about sexual feelings, thoughts, attractions and behaviours

towards other people. A person can find other people physically, sexually or

emotionally attractive, all these are part of sexuality. Sexuality is diverse and

personal, and it is an important part of who you are. Discovering your sexuality

can be a very liberating, exciting and positive experience. Some people experience

discrimination due to their sexuality. Sexuality is the way people experience and

express themselves sexually. Sexuality also involves biological, psychological,

17
physical, erotic, emotional, social, or spiritual feelings and behaviors. Because it is

a broad term, which has varied with historical contexts over time, it lacks a precise

definition. The biological and physical aspects of sexuality largely concern the

human reproductive functions, including the human sexual response cycle.

Someone's sexual orientation is their pattern of sexual interest in the opposite or

same sex. Physical and emotional aspects of sexuality include bonds between

individuals that are expressed through profound feelings or physical manifestations

of love, trust, and care. Social aspects deal with the effects of human society on

one's sexuality, while spirituality concerns an individual's spiritual connection with

others. Sexuality also affects and is affected by cultural, political, legal,

philosophical, moral, ethical, and religious aspects of life.

Interest in sexual activity typically increases when an individual reaches

puberty. Although no single theory on the cause of sexual orientation has yet

gained widespread support, there is considerably more evidence supporting

nonsocial causes of sexual orientation than social ones, especially for males.

Hypothesized social causes are supported by only weak evidence, distorted by

numerous confounding factors. This is further supported by cross-cultural

18
evidence, because cultures that are tolerant of homosexuality do not have

significantly higher rates of it.

Evolutionary perspectives on human coupling, reproduction and

reproduction strategies, and social learning theory provide further views of

sexuality. Sociocultural aspects of sexuality include historical developments and

religious beliefs. Some cultures have been described as sexually repressive. The

study of sexuality also includes human identity within social groups, sexually

transmitted infections (STIs/STDs), and birth control methods.

2.4.1 Types of sexuality

Sometimes, it can take time to figure out the sexuality that fits a person best.

And the sexuality can change over time. A person might be drawn to men or to

women, to both or to neither. And while there are common terms to describe

different types of sexuality.

2.4.2 Heterosexual and homosexual

Most people are attracted to the opposite sex – boys who like girls, and

women who like men, for example. These people are heterosexual, or ‘straight’.

Some people are attracted to the same sex. These people are homosexual. Around

19
10 per cent of young Australians experience same-sex attraction, most during

puberty.

2.4.3 Lesbian

‘Lesbian’ is the common term for people who identify as women and are

same-sex attracted. ‘Gay’ is the most common term for people who identify as men

and are same-sex attracted, although women identifying as lesbian also sometimes

use this word.

2.4.4 Bisexual

Sexuality can be more complicated than being straight or gay. Some people

are attracted to both men and women, and are known as bisexual. Bisexual does

not mean the attraction is evenly weighted – a person may have stronger feelings

for one gender than another. And this can vary depending on who they meet. There

are different kinds of bisexuality. Some people who are attracted to men and

women still consider themselves to be mainly straight or gay. Or they might have

sexual feelings towards both genders but only have intercourse with one. Other

people see sexual attraction as more grey than black and white. These people find

everyday labels too rigid. Some prefer to identify as ‘queer’. And others use the

term ‘pan’, or ‘pansexual’, to show they are attracted to different kinds of people
20
no matter what their gender, identity or expression. There are many differences

between individuals, so bisexuality is a general term only.

2.4.5 Asexual

A person who identifies as asexual (‘ace’ for short) is someone who does not

experience, or experiences very little, sexual attraction. Asexuality is not a choice,

like abstinence (where someone chooses not to have sex with anyone, whether they

are attracted to them or not). Asexuality is a sexual orientation, like homosexuality

or heterosexuality. Some people may strongly identify with being asexual, except

for a few infrequent experiences of sexual attraction (grey-asexuality). Some

people feel sexual attraction only after they develop a strong emotional bond with

someone (this is known as demisexuality). Other people experience asexuality in a

range of other ways.

2.5what is Sex Education?

Sex education is high quality teaching and learning about a broad variety of

topics related to sex and sexuality. It explores values and beliefs about those topics

and helps people gain the skills that are needed to navigate relationships with self,

partners, and community, and manage one’s own sexual health. Sex education may

take place in schools, at home, in community settings, or online. Sex education is

21
the provision of information about bodily development, sex, sexuality, and

relationships, along with skills-building to help young people communicate about

and make informed decisions regarding sex and their sexual health(bridge 2014).

Sex education should occur throughout a student’s grade levels, with information

appropriate to students’ development and cultural background. It should include

information about puberty and reproduction, abstinence, contraception and

condoms, relationships, sexual violence prevention, body image, gender identity

and sexual orientation (bridge 2014). It should be taught by trained teachers. Sex

education should be informed by evidence of what works best to prevent

unintended pregnancy and sexually transmitted infections, but it should also

respect young people’s right to complete and honest information. Sex education

should treat sexual development as a normal, natural part of human development.

Planned Parenthood believes that parents play a critical and central role in

providing sex education. There are sex education resources for parents.

Comprehensive sex education refers to K-12 programs that cover a broad range of

topics related to:

1. Human development, including puberty, anatomy, sexual orientation, and

gender identity
22
 2. Relationships, including self, family, friendships, romantic relationships, and

health care providers

3. Personal skills, including communication, boundary setting, negotiation, and

decision-making

4. Sexual behavior, including the full spectrum of ways people choose to be, or

not be, sexual beings

5. Sexual health, including sexually transmitted infections, birth control,

pregnancy, and abortion.

6. Society and culture, including media literacy, shame and stigma, and how

power, identity, and oppression impact sexual wellness and reproductive

freedom

2.6 Importance of Sex Education.

Teenagers exhibit sexual behaviors and developmental traits that put them at

risk for Sexually Transmitted Diseases (STDs). Because young people explore

sexually and because of the repercussions of indiscriminate sexual activities on the

youth, sex education programs oriented toward enlightenment and proper

instruction about sex and sexuality are needed (Esere , 2008; Remafedi, 1999).

23
i. Sex education enhances young people’s understanding and improves their

attitudes about sexual and reproductive health and behavior.

ii. Sexuality education, whether in or out of the classroom, does not increase

the incidence of sexual activity, sexual risk-taking behavior, or STI/HIV

infection rates among young people.

iii. When school-based programs are supplemented with the engagement of

parents and teachers, training institutes, and youth-friendly services,

sexuality education has the greatest impact.

iv. Some teenagers lack the necessary communication and assertiveness skills

to negotiate safer sex situations, some adolescents find it difficult to resist

unwanted sex or feel forced to exchange sex for money, a Comprehensive

sexuality education (CSE) would help them understand consent, acceptance,

tolerance., and also help them understand rape and its consequences

(Maduakonam, 2001; Nwabuisi, 2004; Ayoade, 2006).

v. If more girls are educated about their sexuality, they will be more informed

about contraception, which will help minimize the number of unwanted

births.

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 vi. It helps to increase abstinence until they get older.Abstinence means not

having sex for a long time until the marriage. Sex education motivates

teenagers not to have sex at an early age. Early age sex can make many

complications.

vii. It also helps to build their boundaries against sexual activities.

Providing Sex education to teenagers helps to recognize the difference

between right or wrong.

viii. Condoms & contraception while having sex.It also includes complete

knowledge about the use of contraception while having sex. It promotes which

contraception is best to use for teenagers.

ix. It also keeps youngsters safe from sexual abuse or sexual violence.Sex

Education gives enough knowledge about sexual behavior to keep teens

away from sexual abuse or sexual violence.

x. It also reduces the number of sexual partners & to understand consentThe

education motivates teens to take good & desired decisions about their

sexual partners & also helps to understand all about consent.

xi. Reducing the young age pregnancy rates & transfer of STIs.

2.7 Adolescent
25
 It is the transitional phase of growth. According to world health organization

(WHO) Adolescence is the phase of life between childhood and adulthood, from

ages 10 to 19.i It is a unique stage of human development and an important time

for laying the foundations of good health. Adolescents experience rapid physical,

cognitive and psychosocial growth. This affects how they feel, think, make

decisions, and interact with the world around them. Despite being thought of as a

healthy stage of life, there is significant death, illness and injury in the adolescent

years. Much of this is preventable or treatable. During this phase, adolescents

establish patterns of behaviour – for instance, related to diet, physical activity,

substance use, and sexual activity – that can protect their health and the health of

others around them, or put their health at risk now and in the future. To grow and

develop in good health, adolescents need information, including age-appropriate

comprehensive sexuality education; opportunities to develop life skills; health

services that are acceptable, equitable, appropriate and effective; and safe and

supportive environments. They also need opportunities to meaningfully participate

in the design and delivery of interventions to improve and maintain their health.

Expanding such opportunities is key to responding to adolescents’ specific needs

and rights.
26
 During adolescence, issues of emotional (if not physical) separation from

parents arise. While this sense of separation is a necessary step in the establishment

of personal values, the transition to self-sufficiency forces an array of adjustments

upon many adolescents. Furthermore, teenagers seldom have clear roles of their

own in society but instead occupy an ambiguous period between childhood and

adulthood. These issues most often define adolescence in Western cultures, and the

response to them partly determines the nature of an individual’s adult years. Also

during adolescence, the individual experiences an upsurge of sexual feelings

following the latent sexuality of childhood. It is during adolescence that the

individual learns to control and direct sexual urges.

2.8 Benefit of Sex education

Adolescents and youths are known to explore their sexuality during these

years due to the physical changes that occurred in them. Nigeria is a populous

nation of over 170 million people and having a high population of youths.

According to Adepoju (2005), study showed that a high percentage of Nigerian

youths favour abstinence, 25% - 50% are sexually active. In his study, 25% of girls

interviewed revealed that their first sexual intercourse was by coercion and rape.

80% of unsafe abortion complications recorded in hospitals in Nigeria was from

27
teenagers. Despite the problems that betide the Nigerian young people, sexual and

reproductive health issues were not considered serious until recent times due to the

prevailing circumstances of rape, incest, premarital sex, STDs, sexual violence and

unwanted pregnancies. The Nigerian media are filled with sensational stories of

sexual and reproductive health t of young people. In an article of The Sun

newspaper entitled “Nigeria Children… Endangered”, various rape cases were

reported showing the increased abuse of children in Nigeria. Some of the acts of

rape were carried out by young people. There is also an increased glamorization of

sex by the media in recent years without stating the risk involved in careless sexual

intercourse. This is corroborated by AHI publications of factors influencing sexual

activity of young people which includes: earlier sexual maturation, peer group and

adult’s pressure, socio-economic problems, sex glamorization by mass media,

permissive attitude of boy sexual activities (male promiscuity), high value on child

bearing by the society, early and late marriage. This has led to the increased rate of

sexual involvement by youths who are most times not prepared for it. Sex matters

are still treated as a secret matter despite the daunting realities of it being practiced

by young people from whom it is kept. No wonder a state like Benue had the

highest HIV infection rate among young people in previous years.Homosexuals,

28
bisexuals, heterosexuals, etc. can be found among the Nigerian young people who

tend to explore their sexual composition at this stage of their lives.

2.9 Benefit of sexuality education

In an attempt to address the unmet sexuality education needs of young

persons, several governmental, non-governmental agencies and individuals have

implemented various programmes targeting different categories of young persons

including secondary school students, physically challenged youths, apprentices,

and hawkers across the country. The outcome of some of these programmes have

been well evaluated and published others have not. Surveys confirm that

participation in sexuality education programmes increased young person’s comfort

level to discuss sexuality-related issues. For example, the number of participants in

a rural school-based peer-led sexuality education programme in Oyo state who had

discussed a reproductive health issue with someone rose significantly from 182

persons at baseline to 382 at follow-up (Ajuwon, 2000). Female hawkers trained as

peer educators in Ibadan counseled and (or) informed 428 persons on sexuality-

related issues (Ajuwon et al, 2003). This is an important benefit given the fact that

discussion of sexuality issues is generally considered a taboo subject in Nigeria.

The opportunity for open discussion of sexuality issues is also advantageous

29
because it helps many young people clarify doubts and misconceptions they have

about sexuality.

2.10 Perceived Self- Efficacy to Adopt Safer Sex Practices

Perceived self-efficacy (PSE) is someone’s perception of his/her ability to

carry out a behavior. Bandura (1969) developed this concept and it has been

increasingly applied in several surveys to gauge the extent to which young persons

have the ability or confidence to adopt safer sexual behaviors including abstinence,

purchase of condom, distribution of condoms, and use of condoms. According to

this theory the higher a person’s PSE to adopt safer sexual behavior the higher the

probability that he/she will actually put into practice such behavior. Thus,

intervention programmes must stress not only the cognitive aspect of learning but

also boost young persons’ confidence to perform safer sex practices. Studies show

that programme beneficiaries have acquired higher PSE to adopt safer sex practices

including use of contraceptive and to adopt abstinence and use of condoms

(Brieger et al, 2001; Ajuwon, 2000). For example, PSE scores with regard to

condom use among students participating in a sexuality education programme in

rural schools in Oyo state rose from 10 at baseline to 13 at follow-up. The scores of

their counterparts who did not receive sexuality education declined from 11.1
30
baseline to 10.9 at follow-up (Ajuwon 2000). Similarly, PSE scores of

experimental high school students involved in the WAYI project were superior

(3.27) to those of their counterparts who were in the control group (2.17) (Brieger

et al, 2001).

Sexual behavior, one of the significant benefits of sexuality education is its

positive effects on sexual behavior of young persons. Some of the positive

behaviors attributable to sexuality education included reduction in number of

sexual partners; increase in use of condoms (Oladepo et al, 2004; Ajuwon, 2000;

Fawole et al, 1999; Osowole, 1998). Out of school youths who participated in a

community-based sexuality education programme in Oyo state reported significant

increase in use of condom from 14% at baseline to 25% at follow-up (Oladepo et

al, 2004). Students who received sexuality education implemented by both peer

educators and teachers reported significant increase in use

2.11 Change in Attitude

Another benefit of sexuality education among young person’s is positive

change in attitude towards use of contraceptives and to persons living with

HIV/AIDS (PLWHA). As shown in the study by Fawole among high school

students in Ibadan, more programme beneficiaries (79%) expressed positive

31
attitudes towards PLWA after exposure to sexuality education than control group

(14%). Sexual behavior of the significant benefits of sexuality education is its

positive effects on sexual behavior of young persons. Some of the positive

behaviors attributable to sexuality education included reduction in number of

sexual partners; increase in use of condoms (Oladepo et al, 2004; Ajuwon, 2000;

Fawole et al, 1999; Osowole, 1998). Out of school youths who participated in a

community-based sexuality education programme in Oyo state reported significant

increase in use of condom from 14% at baseline to 25% at follow-up (Oladepo et

al, 2004). Students who received sexuality education implemented by both peer

educators and teachers reported significant increase in use of condom.

2.12 The Need for Sexuality Education.

Secondary Schools are pivotal to the dissemination of information with

regards to sexuality education due to the fact that students spend a great length of

time at school which serves as an agent of socialization. Over the years, due to the

inability of government to cater for the educational needs of the entire Nigerian

populace, individuals or group of individuals have opened schools either at the

primary, secondary and tertiary level. The number of private educational

institutions especially at the primary and secondary level outnumbers government

32
institutions. The school has been seen through the ages as a good source of getting

proper information like sexuality education, which many parents shy away from

offering their children.

This has even been improved by the implementation of FLHE which is a

well structured form of sexuality education put together for the encouragement of

better sexual and reproductive practices. Some private schools are of international

standards (i.e. offer foreign curriculums) while some only use the national

curriculum and others mix both foreign and national curriculum. These schools are

free to operate after being duly approved. There exist so many private schools in

Nigeria that are not approved. They tend to pay high school fees and have class

population of 20-30 students. This makes it easier for private schools to be a

medium for the passing of sexuality education to their students through normal

class activities, seminars, extra-curricular activities, media, visitations, etc. The

government regularizes these institutions by inspecting them periodically for them

to meet a set standard through the SMOE. The adolescent years can be very

challenging especially in these days where they are being exposed to early sexual

practices. This has necessitated the need for sexuality education which the school

serves as a medium for carrying out in the proper way.

33
 Curriculums implemented by the government including the FLHE used for

sexuality education are utilized by the private schools and shows their relevance to

the implementation of sexuality education. They are most times not accorded due

respect by government officials but are highly important due to the number of

students whose educational needs are being catered for. This is the reason why

they should not be overlooked in the implementation of the FLHE curriculum.

Secondary schools play a beneficial role of helping the government to carry out the

responsibility of educating her citizens. Selected Secondary schools are generally

referred to as independent schools. ICEF Monitor (2014) estimated that 43.6% of

children in urban areas of Nigeria attend private schools. As at 2014. For a country

like Nigeria to achieve the aims of sexuality education, the selected schools are

needed to help accomplish them.

2.13 Agencies for Sexuality Education

Various agencies are saddled with the responsibility of offering sexuality

education. Oganwu (2004) is of the opinion that parents, schools, community and

healthcare professionals play a role in sexual health education and promotion.The

current issues affecting sexuality and reproductive health need to be tackled first

from the home by parents who serve as the first role models to the children.
34
Adolescents and youths will most times replicate the sexual behaviour practiced in

their families. Byers et al (2003) is of the opinion that sexual health matters should

be a shared responsibility between parents and youths. The school is another great

source of sexuality education to their students as they offer age relevant

information to them which helps them to make the right choices with relation to

the benefits of early sexuality education. Guidance and counseling services are

usually offered at schools about sexual matters.

Healthcare professionals are sometimes brought to teach the students or the

students could be taken to special seminars which will offer them sex education.

The mass media provides sexual education both in the print and electronic form.

Programs, articles, resources on sexual education have been made to offer sexual

education to the Nigerian populace. Religious groups and communities also

enlighten their members to know the dangers involved in unhealthy sexual

practices that affect them negatively. This has greatly helped over the years

especially in advocacy against the spread of HIV/AIDS which has indeed being a

challenge for Nigeria.

35
2.14 Theories of Sexuality Education

Theory of Planned Behaviour/Reasoned Action will form the theoretical

frame work. This theory has been found to be pertinent to sexuality education with

relation to sexual behaviour. Theory of reasoned action was formulated by Ajzen

and Fishbein in 1980. This resulted from attitude research from the Expectancy

Value Models. They tried to estimate the discrepancy between attitude and

behaviour. It was later discovered that behaviour is not totally voluntary and under

control, which led to the addition of perceived behavioural control. This gave rise

to the Theory of Planned Behaviour (TPB).

The influence of FLHE on the benefits of early sexuality education of

students emanates from their intention (reason for carrying out an action). Usually

behaviour do not emanate on its own but from intentions. Intentions for having

various sexual behaviours could arise from attitudes held towards the behaviour

which comes from behavioural beliefs gotten from individual’s belief about

consequences of particular behaviour. Subjective norm held by students are gotten

from people in authority (parents, peers, teachers, etc.) to individual students are

known to be greatly influenced by others especially during adolescence which is

the period of formation of the sexual norms they will most likely adhere to even as
36
adults. Perceived behavioural control which stems from control beliefs

(individual’s beliefs of factors that help or hinder performance of the behaviour)

leads to intentions for having some sexual behaviour. Low socio-economic factors

have also being known to be a factor for adolescents engaging in sexual practices.

TPB is a theory that predicts deliberate behaviour. One’s sexual behaviour is

usually deliberate and planned. This theory takes the notion that a person’s

behaviour is determined by his/her intention to perform the behaviour and that this

intention is in turn a function of his/her attitude towards the behaviour. Intention is

determined by three factors:

1) Person’s attitude towards a specific behaviour

2) Person’s subjective norms

3) Perceived behavioural control (all with relation to sexual behaviour)

The three factors listed above leads to intention, by interplaying each other which

in turn leads to behaviour.

Theory of Planned Behaviour Source:Ajzen, I. (1991)Its application in the

use of sexuality (FLHE) curriculum shows that attitudes of the students combined

with their subjective norm and perceived behavioural control will lead their

intention which in turn gives rise to their sexual behaviour.Though for issues like
37
rape, sexual abuse, the victims do not have such intention for sexual intercourse

but are forced into it. This is a limitation to the theory but it holds for perpetrators

of such dastardly acts. FLHE curriculum puts students in an enlightened position to

influence their intentions which in turn will affect the sexual behaviour.

2.15 Summary of Review of Related Literature.

Experts from the reviewed literature have shown that sexuality education or

FLHE curriculum (from the Nigerian perspective) was developed to educate

students about their sexual and reproductive health as well as give them the right

information about HIV transmission, AIDS disease. This knowledge will help to

influence the sexual behaviour of students not minding the schools they attend. The

conceptual framework on this study were centered around sexuality and sexuality

education, sexual behaviour of Nigerian youths, schools in Nigeria, FLHE, private

schools in Nigeria. From the reviewed literature, there is no better time to build on

the successes already achieved by FLHE curriculum so that young people may

have a promising future and make better decisions with regards to their self-worth,

sexual behaviour, sexual and reproductive health. Theory of Planned Behaviour

which showed the reasons for certain behaviour in individuals formed the

theoretical framework for this research paper. Empirical studies showed the
38
significance of sexuality education on adolescents both in Nigeria and other parts

of the world. The sexual behaviour these students were significantly affected by

sexuality education though there were challenges for the implementation of the

FLHE curriculum ranging from funding, paucity of trained FLHE teachers, societal

norms, etc.

According to the WHO, sex education should be imparted on the children

who are 12 years and above. It is estimated that 34 percent of the HIV infected

persons are in the age group of 12 to 19. However, like all ideologies, sex

education in schools too has its own pros and cons. by indicating the weaknesses as

well as the strengths of the existing research a meta-analysis can be a helpful aid

for channeling future primary research in a direction that might improve the quality

of empirical evidence and expand the theoretical understanding in a given field

(Eagly and Wood, 1994). Research in sex education could be greatly improved if

more efforts were directed to test interventions utilizing randomized controlled

trials, measuring intervening variables and by a more careful and detailed reporting

of the results. Unless efforts are made to improve on the quality of the research that

is being conducted, decisions about future interventions will continue to be based

39
on a common sense and intuitive approach as to `what might work' rather than on

solid empirical evidence

Due to few research works of perceived benefit of early sexuality education

on the sexual behaviour of the secondary school adolescent necessitated the

carrying out of this study on selected schools in Osogbo area of Osun state.

40
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter presents the population, sampling procedure, instruments used,

validity of the instruments used, administration of questionnaires and method of

data analysis.

3.1 Study Area

The research area covered was the geographical expression known as

Osogbo LGA of Osun State, located in the south western of the Federal Republic

of Nigeria. Osogbo the capital of Osun lies on coordinates 7°46′ North 4°34′East

with an area of 47kmsq. Osogbo city seats the Headquarters of both Osogbo Local

Government Area (situated at Oke Baale Area of the city) and Olorunda Local

Government Area (situated at Igbonna Area of the city). It is some 88 kilometers

by road northeast of Ibadan. It is also 108 kilometres by road south of Ilorin(kwara

state) and 108 kilometres northwest of Akure. Osogbo shares boundaries with

Ikirun, Ilesa, Ede, Egbedore, Ogbomosho and Iragbiji and is easily accessible from

any part of the state because of its central nature. It is about 48 km from Ife, 32 km

from Ilesa, 46 km from Iwo, 48 km from Ikire and 46 km from Ila-Orangun; The

city had a population of about 771,515 people and an approximate land area of
41
2875 km2, the postal code of the area is 230. There are Two (2) Local Government

in Osogbo.

The target population was among school adolescent from four government

school in Osogbo LGA of Osun State.

3.2 Advocacy and community entry

To enter the community, the Researcher follows the community entry

process which is;

i ) collect information and map out the community

ii ) Conduct a stake Holder analysis

iii ) Interact with key stakeholder identified

The community entry process helps in observing and establishing protocol as

well as assisting in meeting project objective and to gain support. It ensures the

objectives of the research are achieved.

3.3 Population of the Study

The population for this study consists of all selected secondary school

adolescent in JSS2, JSS3 and SS1 classes of Osogbo Local Government within

Osun State. About 150 students of 4 selected schools in Osogbo area of Osogbo

LGA were selected.

42
3.4 Research Design

The researcher utilizes descriptive research method which is found suitable

for this research work due to the fact that survey would be carried out among

school adolescent in selected secondary school students in JSS2, JSS3 and SS1

classes. The study is majorly descriptive as it assesses the perceived benefit of

sexuality education (FLHE) on the sexual behavior of the selected secondary

school students. This study was done by administering questionnaires to students

who have been taught some aspects of the FLHE curriculum to determine the

benefit on their sexual behavior.

Previous studies were majorly carried out on public secondary schools.

This study assesses for students of selected schools who have had some experience

of the FLHE curriculum. The knowledge of the students with regards to their

sexual and reproductive health is also assessed.

3.5 Inclusion criteria

Inclusion criteria are the attribute of subject that are essential for their

selection to participate

I) age from 14-20 inclusive

43
 ii) ability to speak and read English correctly to contribute to the data collection

required for the research

iii ) capable of providing inform concept

iv ) quantitative study with students

v ) surveys

vi ) quantitative questionnaire study

vii ) All ethnic groups

3.6 Exclusion criteria

Exclusion criteria are the responses of subject that require their removal as

subject.

i) Peer reviewed journals

ii) Grounded theory

iii) Quantitative study with teachers

iv) Frequent alcohol or recreation drug use

v) Any serious medical or psychological disorder likely to preclude completion

of the trier.

44
3.7 Sample and Sampling Techniques

This study was limited to 4 randomly selected secondary schools in Osogbo

area of Osogbo LGA of Osun state The purposive sampling technique was adopted

for selecting students. The secondary schools were randomly selected from schools

scattered around the Osogbo area. The schools were: Thus the sample of this study

consisted of 150 students randomly selected from JSS2, JSS3 and SS1 classes from

the selected schools.

3.8 Research Instrument

The instrument for this study was structured questionnaire. This was chosen

because it is easily used for quantitative data analysis. It is very efficient when

properly constructed for drawing conclusions on posed research questions and

analysis. Only a set of questionnaire were designed to get response from the

students. The questionnaires were divided into 2 parts.

Part A consisted of personal data of the respondents while

Part B was used to assess the perceived impact of early sexuality education

(FLHE) of selected secondary school students. Rating scales are utilized for the

part B of the questionnaire.

45
3.8.1 Validity and Reliability of the instrument

Experts in educational research were consulted to check the validity and the

reliability of the questionnaire constructed before the final approval by my research

supervisor. The experts examined the clarity and appropriateness of the

questionnaire items to ascertain whether they aligned with the objective of the

study. The modifications and corrections made by these experts were put into the

final production of the instrument for data collection for the study.

3.8.2 Pretesting of the instrument

The Researcher had tried out the instrument to class jss2, Jss3 and ss1

A pretest was given at the first meeting with the principals and the class teacher

before given questionnaire. The pretest was conducted to know how far the

students respond to the research question. The pretest was conducted on February

27th 2023.

3.9 Data collection

Some of the questionnaires were administered personally while the others

were administered by proxy after permission was sought from the selected school

principals and class teachers. In this research, the Researcher uses structure

questionnaire as data collecting method and also the instrument .The questions
46
were set as explicitly as possible for easy response by the students taking into

cognizance of their mental ability.

3.10 Method of Data Analysis

Copies of the questionnaire that were returned was properly cross checked

for completeness of information. The collected data were analyzed using statistical

method of percentage. The questions in each group are related, so the group that

have items with high level of agreements or disagreements are definitely going to

be pointers to the perceived benefit of early sexuality education (FLHE). The level

of agreement of each respondent with the items in the questionnaire was collected

to determine their frequencies and percentages of each frequency.

3.11 Data processing and analysis

The results of the data will be the data(pre-test) to know whether there are

any significant student response before and after the researcher analysis the

collected data by quantitative. In this research, the Researcher used quantitative

data analysis technique. The quantitative data was analysed by using statistical

method. This techniques of data analysis belonged to quantitative data analysis.

47
 CHAPTER FOUR

RESULTS AND DISCUSSION

This chapter deals with the presentation of the analysis of data needed to show

the perceived benefit of early sexuality education of selected secondary school

students in Osogbo LGA of Osun state. The analysis of the data is in percentage

and is descriptive.

Questionnaires were administered to students while interview of 5 teachers

involved in the delivery of sexuality education was also carried out. The

questionnaires were analyzed below in form of tables, charts and graphs.

Table 1 showing breakdown of total respondents to questionnaire.

Class Male Female Menstruating

JSS2 20 19 3

JSS3 25 25 13

SSS1 30 31 16

Total 75 75 32

Table 1 showed the summary of 150students drawn from 4 selected

secondary schools earlier stated. Only 31% of female students have started

menstruating which shows they could become pregnant. Only 2 students (1 female

48
already menstruating and 1 not menstruating) indicated that they have been forced

to have sexual intercourse in the last 6 months. There was no response of any

student engaging in sexual intercourse in the last 6 months.

35

30

25

20
Male
Female
15 Menstruating

10

0
JSS 2 JSS 3 SS 1

4.1Research Questions

Research Question 1: Is there any benefits of sexuality education on the

sexual behaviour of selected secondary school adolescent?

Table 2.1 showing benefit of sexuality education on students’ sexual

behaviour (MALE) Table 2.1 showed the summary responses of male students on

the benefits of sexuality education on their sexual behaviour.

49
S/NO STATEMENT SA % A % SD % D %

3 Sexuality Education makes student to 62.9 26.7 7.6 2

make better decisions about their

sexual and reproductive health

5 Abstinence is the best form of 77.2 19.3 2.6 0

protection from STDs and unwanted

pregnancy

6 My teacher is capable of teaching me 40.4 41.2 13.4 5

well on sexuality education which

helps to build good moral standard

8 Sexuality Education influence my 55.5 26.9 5.9 8

decision about my sexual and

reproductive health

Table 2.1 showed the summary responses of male students on the influence of

sexuality education on their sexual behaviour. Item 3 revealed that 89.6% of males

agreed that sexuality education makes students make better decisions about their

sexual and reproductive health while 96.5% favoured abstinence as the best form

of protection against STDs and unwanted pregnancies from item 5. It was seen

50
from item 6, the male students’ view of teacher’s ability to give sexuality

education that enhances good moral standard to be 81.6% while 82.4% of male

students agreed that sexuality education have influence on them from item 8.

Table 2.2 showing benefit of sexuality education on students’ sexual behaviour

(FEMALE)

Abstinence is the best form of protection from STDs and unwanted pregnancy

S/NO STATEMENT SA % A % SD % D %

3 Sexuality Education makes student to make 63.2 30.7 4.4 1.8

better decisions about their sexual and

reproductive health

5 Abstinence is the best form of protection from 88.8 11.2 0 0

STDs and unwanted pregnancies

6 My teacher is capable of teaching me well on 49.1 36.8 4.7 9.4

sexuality education which helps to build good

moral standard

8 Sexuality Education influence my decision 50.4 24.3 12.2 13.0

about my sexual and reproductive health

51
 Table 2.2 showed the summary responses of female students on the benefits

of sexuality education on their sexual behaviour. Item 3 revealed that 93.9% of

females agreed that sexuality education makes students make better decisions

about their sexual and reproductive health while 100% favoured abstinence as the

best form of protection against STDs and unwanted pregnancies from item 5. It

was seen from item 6, the female students’ view of teacher’s ability to give

sexuality education that enhances good moral standard to be 85.9% while 74.7% of

female students agreed that sexuality education have benefit on them from item 15.

Therefore, there is a significant benefit of sexuality education on the sexual

behaviour of selected secondary school adolescent as seen from results from table

2.1 and 2.2

Research Question 2: Have the objectives of sexuality education being met in

selected secondary school adolescent?

Table 3.1 showing students opinion on the impact of sexuality education (MALE)

S/NO Statement SA % A % SD % D %
52
10 I can withstand pressure to engage 46.4 7.3 12.7 33.6

in sex

11 I know how to adequately prevent 67.9 17.4 4.6 10.1

STDs and unwanted pregnancy

12 I am able to abstain from sex till 73.8 15.9 2.8 7.5

marriage

13 Risky sexual behavior can lead to 71.4 17.6 50 5.9

STDs, unwanted pregnancy, school

drop-out and even death

In table 3.1 for male students, 63.3% believed they could withstand pressure to

engage in sex from item 10 while 85.3% agreed that they could adequately prevent

STDs and unwanted pregnancy in item 11. There was a 89.7% favour of abstinence

by male students in item 12 while 89% agreed with the ills associated with risky

sexual behaviour in item 13.

Table 3.2 showing students opinion on the impact of sexuality education

(FEMALE).

S/NO STATEMENT SA % A % SD % D %

10 I can withstand pressure to engage in 46.4 7.3 12.7 33.6

53
 sex

11 I know how to adequately prevent 64.9 16.7 11.4 7.0

STDs and unwanted pregnancy

12 I am able to abstain from sex till 86.6 7.1 3.6 2.7

marriage

13 Risky sexual behaviour can lead to 8.1 17.4 0 0.8

STDs, unwanted pregnancy, school

drop-out and even death

Table 3.2 revealed a little difference of 7.4% in the ability of female students

to withstand the pressure to engage in sex; 53.7% agreed while 46.3% disagreed

from item 10. It could be seen that 81.6% of females are able to adequately prevent

STDs and unwanted pregnancy from item 11. There was a 93.7% favour of

abstinence by female students in item 12 while 99.2% agreed with the ills

associated with risky sexual behaviour of item 13. Therefore, the objectives of

sexuality education have been met by selected secondary school students fairly as

seen from table 3.1 and 3.2.

Research Question 3: Does gender affect the acceptance of sexuality education by

selected secondary school adolescent?

54
Table 4.1 showing the acceptance of sexuality education by male students in

private secondary schools.

S/NO STATEMENT SA % A% SD % D%

14 Sexuality education help to solve 61.9 27.4 2.7 7.9

problems like HIV/AIDS, illicit

abortion, STIs, rape, incest, etc.

15 Sexuality education encourages 5.0 7.6 17.6 69.7

students to engage in sex

16 Sexuality education should not 8.5 7.6 21.2 63.8

be taught at school

Table 4.1 showed that 89.3% of male students agreed that sexuality

education helps to solve the listed problems in item 14 while only 12.6% agreed

that sexuality education encourages students to engage in sex when compared to

87.3% that disagreed. 85% of male students disagreed to sexuality education not to

be taught in schools.

Table 4.2 showing the acceptance of sexuality education by female students in

selected secondary school adolescent.

S/NO STATEMENT SA % A% SD % D%

55
 13 Sexuality education help to solve 68.4 18.8 4.3 8.5

problems like HIV/AIDS, illicit

abortion, STIs, rape, incest, etc.

14 Sexuality education encourages 6.7 0.8 15.8 76.4

students to engage in sex

15 Sexuality education should not be 6.1 1.8 21.1 71.1

taught at school

Table 4.1 showed that 87.2% of female students agreed that sexuality

education helps to solve the listed problems in item 14 while only 7.5%

agreed that sexuality education encourages students to engage in sex when

compared to 92.5% that disagreed. 92.2% of female students disagreed to

sexuality education not to be taught in schools. Therefore, gender has little or no

effect on the acceptance of sexuality education due to high percentages of

acceptance by both males and females as seen in table 4.1 and 4.2.

4.2: DISCUSSION ON THE FINDINGS

Research has shown that sexuality education is not a necessary evil but good

to the younger generation. Gender does not serve as a barrier to the acceptability of

56
sexuality education though care must be taken to give students the right education

about their sexuality so as not to lead them into errors that may be fatal and

irredeemable. There is a similar trend of impact of sexuality education for students

of selected secondary schools adolescent who have been exposed to sexuality

education at various degrees. From the data collated, there is less than 64% of male

and 54% of female who agree that they are able to withstand sex. This corroborates

with Philliber’s report on evaluation of implementation of FLHE in Lagos public

schools. This infers that more can still be done with relation to sexuality education

in the areas of improving its content, training of teachers, ensuring proper delivery

and offering of adequate counselling services. Teachers play a great role in the

delivery of sexuality education in our schools and need to be properly equipped to

do so through proper trainings and provision of educational resources, Many

teachers are unaware of Nigeria’s curriculum for sexuality education (FLHE)

which they teach at schools through various subjects. Sexuality education needs to

be taught by specially trained teachers in order for greater impact to be felt on

school students which will also have a ripple effect on the society by the students

who will become “little teachers”. The roles played by other agencies for sexuality

education like family, media, religious organizations, community and the larger
57
society cannot be ignored today so that the younger generation can have a healthier

and better future. Through interviews granted by some teachers involved in

sexuality education in some secondary schools where questionnaires were

administered, showed that there is a lack of adequate resources for carrying out

sexuality education. A teacher said that only a human reproductive system chart

was available for use in sexuality education. This poses a barrier because sexuality

goes beyond physical anatomy alone but caters for the total well being and

disposition of a male or female person. The teachers were all predisposed to the

carrying out of sexuality education for the immense benefits it holds for the

students though one of them was highly conservative in her views about it because

she believed it should be carried out majorly by the parents and not the school.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY
58
 FLHE as the Nigerian version of the sexuality education curriculum started

implementation in 2003 with about 8 states adopting it and total adoption by all the

states (35 in all) and the Federal Capital Territory was reached in 2012 (Abanihe et

al, 2015).Onwuezobe (2009) showed that about 68 percent of the teachers

perceived sexuality education as mostly beneficial in preventing unplanned

pregnancy followed by prevention of sexually transmitted infections in secondary

school students. This corroborates with a research paper by Obiunu (2014) which

shows that sexuality education is a veritable tool for students to learn responsible

sexual behaviour. This study affirms previous research works that the school is

well positioned as a medium to bridge the gap created by lack of quality sexual

education from the home which is the first place to receive education about one’s

sexuality. Sexuality education enables students to make well informed decisions

with regards to their sexual and reproductive health. It is noteworthy to know that

sexuality education have influenced the sexual behaviour of secondary school

students who are taught to cope with their sexuality. This has also helped in

prevention of unwanted pregnancy, STDs, illicit abortions, etc. Kirby (2011)

maintains this position in his study of various sexuality education programs offered

around the world which showed significant impact on sexual risk taking. It was
59
also discovered that out of the 97 programs studied, none hastened the initiation of

sexual intercourse, which is the fear of some parents, educators and individuals.

This fear was also recorded during this study from a teacher though caution must

be taken to offer students age-appropriate sexuality education.

5.2 Conclusion

It can be concluded that greater strides can still be achieved with regards to

sexuality education if it is improved upon. Man learns various things in life so also

is sexual behaviour learnt which can be adequately catered for by quality sexuality

education at all stages of schooling. All parties will need to play their role in order

to influence the sexual behaviour of students positively so that they can accomplish

their glorious future set before them. Gender problems will also be solved with

proper sexuality education.

5.3 Recommendations

In view of the findings of this study, the following recommendations can be put

forward:
60
1) Sexuality education must be treated with utmost relevance by all parties just like

any other subject in order to keep on meeting its objectives and even exceed it.

2) Trainings and workshops should be organized for teachers to help them to be

adequately prepared to deliver quality sexuality education.

3) Private secondary school owners should provide the necessary human and

material resources needed for the delivery of quality sexuality education in their

schools

4) Government through the media should air programmes through the television on

sex education and the need for parents to collaborate with schools to prepare

adolescent mind on sexuality issues. During conferences and seminars, educators

should present more papers on the teaching of sex education to adolescent in

secondary schools.

5) It is also necessary to train and employ guidance counsellors, health education

teachers and nurses in schools to teach sex education.

6) More research should be conducted to assess and evaluate the benefit of

sexuality education on private secondary school students in Nigeria.

61
The follow-up of these recommendations is hoped that it will help to enhance

sexuality education so as to impact positively on the sexual behaviour of secondary

school students.

5.4 Suggestions for further research.

Based on my findings the following areas can be researched into:

 Assessment and evaluation of the impact of sexuality education on

private secondary school students with regards to all the objectives of

the Nigerian FLHE curriculum.

 The measurement of teachers’ adequacies for delivery of quality

sexuality education in Nigerian schools.

REFERENCES

62
Abanine et al. (2015): Evaluation of the Implementation of Family Life and HIV

Education Programme in Nigeria. African Journal of Reproductive

Health June 2015, 84.

Adepoju (2005). Sexuality Education in Nigeria: Evolution, Challenges and

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 APPENDIX

QUESTIONNAIRE ON PERCEIVED BENEFITS OF EARLY SEXUALITY

EDUCATION AMONG SCHOOL ADOLESCENT OF SELECTED

SECONDARY SCHOOL IN OSOGBO LOCAL GOVERNMENT AREA OF

OSUN STATE.

Dear students, this is a questionnaire for you to fill correctly and honestly.

Your response will be given confidential treatment and will be used only for the

purpose of research. This study examines the perceived benefit of sexuality

education among school adolescent on the selected secondary school students in

Osogbo Local Government, Osun State with a view to ascertain such claims.

SECTION A

PERSONAL DATA

Name of school: __________________________________________________

Class ______________ Age _______________

Sex: Male ( ) Female ( )

Religion: Christianity ( ) Islam ( ) Traditional ( ) Others (specify) _________

70
Highest level of father’s education: Ph.D ( ) Masters ( ) 1st Degree/HND ( )

NCE/ND ( ) SSCE ( ) Primary school ( ) Vocational ( ) Others

( )

Highest level of mother’s education: Ph.D ( ) Masters ( ) 1st Degree/HND ( )

NCE/ND ( ) SSCE ( ) Primary school ( ) Vocational ( ) Others

________

Have you engaged in sexual intercourse in the last 6 months? Yes ( ) No ( )

If Yes, how often? Daily ( ) Weekly ( ) Monthly ( )

Have you being forced to have sex in the last 6 month? Yes ( ) No ( ) If

Yes, how often? 1 – 5 times ( ) 6 – 10 times ( ) 11 and above ( )

Do you presently menstruate (for females only)? Yes ( ) No ( )

Have you ever being pregnant (for females only)? Yes ( ) No ( )

Have you ever aborted or helped in aborting of a pregnancy? Yes ( ) No ( )

SECTION B

Indicate your response to the following questions by putting a tick ( ) in the

appropriate column SA- Strongly Agree A- Agree D-Disagree SD- Strongly

Disagree.

71
 PERCEIVED BENEFITS OF SEXUALITY EDUCATION AMONG

STUDENT

1) Sexuality Education should be taught in schools: SA ( ) A( ) SD( )

D( )

2) Parents are the best source of sexuality education: SA( ) A( ) SD( )

D( )

3) Sexuality Education Allow student to make better decisions about their sexual

and reproductive health SA ( ) A( ) SD ( ) D( )

4) The school is the best source for sexuality education SA ( ) A ( ) SD ( ) D

( )

5) Abstinence is the best form of protection from STDs and unwanted pregnancy

SA ( ) A( ) SD( ) D( )

STUDENT'S OPINION ON SEXUALITY EDUCATION OFFERED IN

THEIR SCHOOL

6) My teacher is capable of teaching me well on sexuality education which helps to

build good moral standard SA( ) A( ) SD( ) D( )

7) My school provide adequate counseling on sexuality matter SA ( ) A( ) SD(

) D( )
72
8) There are adequate resources for teaching sexuality education in my school SA(

) A( ) SD( ) D( )

9) sexuality education influence my decision about my sexual and reproductive

health SA( ) A( ) SD( ) D( )

STUDENT OPINION ON THE BENEFIT OF SEXUALITY EDUCATION

10) I can withstand pressure to engage in sex SA ( )A( ) SD( ) D( )

11 I Know how to adequately prevent STDs and unwanted pregnancy SA( )

A( ) SD( ) D( )

12) I am able to abstain from sex till marriage SA( ) A( )SD( ) D( )

13) Risky sexual behavior can lead to STDs, unwanted pregnancy, school dropout

and even death SA ( ) A( ) SD( ) D( )

14) Sexuality education helps to solve problem like HIV/AIDs, illicit abortion,

STIs, rape and incest SA( ) A( ) SD( ) D( )

15) Sexuality Education encourage student to engage in sex SA( ) A( ) SD( )

D( )

16) Sexuality Education should not be taught in schools SA( ) A( ) SD( ) D(

73