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 life
long 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 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 ,etc. 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,
school, etc., in form of stories, talks, literatures, warnings, etc.
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.
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, etc. 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
1
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, etc.(P.R.A.,2009:10-11).
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
STDs 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 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:
Is there any benefit of sexuality education on the selected secondary school adolescent?
Have the objectives of sexuality education being met in selected secondary school adolescent?
Does gender affect the acceptance of sexuality education by selected secondary school
adolescent?

2
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:
Muslim grammar school oke-osun, osogbo
Ata-oja school of science, osogbo.
Saint Charles grammar school, osogbo
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.
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.