Methodological Approaches to Sexuality Education in Secondary Schools In Ilisan Remo, Ogun State, Nigeria (original) (raw)
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Background / Objectives: In many developing countries, people belief that withholding information about sex for young people will discourage sexual intercourse at early age. This makes adolescents more vulnerable to ST1 / HIV infections and the risk of unwanted pregnancy resulting from early initiation to unprotected sex. Introduction of sex education into schools is being opposed by parents. community and religious leaders. This study determines the sexual behaviour of high school students in relation to their knowledge on sexuality education. Materials and Methods: A descriptive study using 420 secondary school students selected by multi-stage random sampling. Self administered semi-structured questionnaire was used to collect relevant data and analysis was done using EPI 2000 software package.
Nigerian Medical Practitioner, 2008
Sexuality education is a life long process of acquiring information and forming attitudes, beliefs and values about gender towards building a strong foundation for sexual Irealtlz. AN theories of adolescent development give sexuality a ceittral role in negotiating tlre transition from child to adiilt. Sexuality education takes place on a daily basis in Iiomes, schools, faith-based ins fitritions, and tlrrouglt the media. This research work was thus carried out among students of a rupal secondary sclrool to determine knowledge andperception of sexuality education with the aim to identifying the problents and recommend effective strategies for efficient sexuality behavioural and life style needed to mature into sexually healthy adults. One hundred and fifty questionnaires were distributed to randomly selected students of JSS I to SS3. A total of One liuitdred and thirteen qriestionnaires were returned representing a response of 75.3%. Awareness of sexuality educatiop was high (72.3%) among the respondents tlrough througlt informal strategy. Many of tlre respondents would ilzerefore like a formal programme included in the post primary schools curriculum. Tlris study demonstrated that 70% of the respondent aged between 10-18 years had never discusser1 about sex with their parents. Tlris observation was more among the SSS2 (36.5%) and JSSI (92.3%) respondents. Howevcr, 54.5% of the older respondents aged above I8 years had discussed about sex with tlteirparents. Tlris was (lone more by the respondents iit the SSS 2 class (63.5%). All respondents agreed that sexuality education be introduced and made compulsory in schools. The study recommends the introduction of sexuality educatioil into the secondary school curricull, immediate training and retraining of specialised skilful personnel for the teaching of sexuality education in Nigeria, sexual education should be made a compulsory subject, and mass mobilisation of parents towards home sexuality education.
Objective: To determine the attitude of teachers towards the introduction of sexuality education in secondary school. Methodology: Three hundred and twenty secondary school teachers with median age of 37 years were randomly selected and included in the study using self administered well structured questionnaires. Results: Greater number of teachers views the teaching of sexuality education as the responsibility of the parents (46.1%) and as such sees home (43.7%) rather than school (38.6%) as the best place to impact such knowledge. Most of them (55.6%) considered ages 10 - 14 years or Junior Secondary School level as the appropriate period for introducing sexuality education. About 68% percent of the teachers perceived sexuality education as mostly beneficial in preventing unplanned pregnancy while 56.0% were of the opinion that it will promote early exposure to sexual relationship. Although age played a role as older teachers between the ages of 45 - 49 years (86.8%), are more wil...
This study was aimed at assessing the perception of students, teachers and perception in Calabar south local government area of Cross River State, Nigeria. A cross sectional survey was employed and a structured questionnaire was used to generate both qualitative and quantitative data from 850 respondents using the multi-stage stratified sampling technique. Most students were within the age bracket of 13-18 476 (95.2%), teachers were mostly within 25-29 years 54 (27.0%) and parents were mostly 40-44 years of age 22 (22.0%). Most study participants shared similar opinion that sex education should cover areas such as abstinence, HIV/AIDS, sexually transmitted diseases, basis of reproduction etc. Masturbation, abortion and contraceptives were unanimously agreed not to be included in sex education content. A substantial proportion of the respondents agreed that abstinence-plus should be the main message of sex education in schools. Training for both parents and teachers should be provided by government and NGOs for accessibility of appropriate resources to develop capacity and confidence to deliver effective sexuality education to school adolescent. Policy makers need to formulate a definite, explicit, and workable sexuality education policy.
African Journal of Reproductive Health August 2021; 25 (4):153, 2021
While school-based sexuality education programs are established to reduce risky sexual behaviour among young people, teachers who play a central role are challenged by social factors which affect program outcomes. This study aimed to investigate the training and support offered to teachers on the delivery of sex education in three contrasting Junior High Schools in Ghana, the attitudes and approaches to the delivery of sex education, and the response of students to teacher delivery of sex education. A qualitative study design was employed with 13 in-depth interviews with head teachers, teachers, and students. Although teachers received similar training, teachers adopted different attitudes and approaches which resulted in student accounts of disinterest in sex education programs. Applying the health-promoting schools framework, the study concluded that the individual values and attitudes, as well as the type of school support, affects teacher modes of delivery and influences student interest in sex education, and should be considered in the design of in-school sex education programs.
ECRTD-UK, 2022
The aim of the study is to find out the sexual behaviours of secondary school students in the Federal Capital Territory, Abuja Nigeria, to find out the influence of sex education on students' sexual behaviours of secondary school adolescent in the Federal Capital Territory, Abuja Nigeria and to find out difference in the influence of sex education on students' sexual behaviour on the basis of gender in secondary schools in the Federal Capital Territory Abuja, Nigeria. The design adopted in this study was the descriptive survey design. The population of the study comprised of all senior secondary school students in 2020/2021 academic session in the Federal Capital Territory, Abuja Nigeria. The sample size for this study was 381 students. The instrument for data collection is Students' Sex Education Questionnaire (SSEQ). The SSEQ is a 33-item instrument designed along a modified 4-point Likert-type scale. The questionnaire was validated by a team of experts in the Faculty of Education, University of Abuja. In order to establish the reliability of the instrument, a pilot test was conducted using the test-retest method of reliability, which yielded the reliability (r) value of 0.78 implying a high reliability of the instrument. The data collected were analysed using mean and t-test. Findings showed that some factors such as religious practices, culture, shy to discuss sex are challenges to challenges of sex education in senior secondary schools in the Federal Capital Territory, Abuja. It was recommended that more awareness should be created to tackle the challenges of sex education in the Federal Capital Territory, Abuja. This can be done through internet and increasing the reading habits of parents.
Roles of Counsellors in Promoting Sexuality Education for In-School Adolescents in Nigeria
Journal of Psychology Research, 2012
Research was embarked upon to investigate the role of counselors in promoting sexuality education for in-school adolescents in Nigeria. The respondents were made up of 120 practicing guidance counselors in Enugu State situated in SouthEast geopolitical zone of Nigeria. They were drawn from both professional and teacher counselors practicing in 220 public secondary schools in the state. Structured questionnaire and respondent's perceptions were data gathering instrument. The findings show that their identified roles are value reorientation for students, enlightenment programme for parents on the need for the growing adolescents to be kept abreast of their developmental changes, information dissemination on benefits inherent in sexuality education, and creating awareness through lectures, seminars, workshops, and conferences on the objectives of sexuality education. However, they are constrained in carrying out these roles because of lack of fund, lack of awareness on what sexuality education is all about cultural and religious interferences. It equally perceived that measures like provision of adequate funds, removal of cultural inhibition, the use of media and moral instruction, as well as value reorientation could be used to eliminate the constraining factors. Based on the above, policy-makers were called upon to find intervention strategies for removal of the constraints as a way for enhancing sexuality education at secondary schools.
PDF Atuhaire et al Teaching Sexuality Education in Secondary Schools of Uganda and its Implications
Teaching Sexuality Education in Secondary Schools of Uganda and its Implications: A Qualitative Assessment of the Curriculum, 2023
This study assesses the performance of the sexuality Education (SE) curriculum used by secondary schools to understand why sexual challenges have persisted amongst adolescents undergoing this curriculum. A qualitative study was carried out within 6 schools purposively selected from Mbarara Municipality on a sample of 164 participants. The sample was composed of students aged 12-17 years, their teachers, head teachers and municipal education officers. We conducted two focus group discussions with students while a one-to-one in-depth interview was held with each of the other participants. We transcribed and analysed data through thematic coding and major themes evolved as:-. 1. Schools have insisted on using the abstinence approach. 2. The curriculum aims at instilling fear, shame, and guilt in relation to sexuality. 3. There is lack of stakeholders' input. 4. School based SE expectations don't align with cultural beliefs. 5. Curriculum is highly influenced by informal curriculum. We thus, concluded that implementers and policy makers can use bottom-up approaches to include all stakeholders' needs. The study recommends that a comprehensive curriculum should be adapted to help better address students' needs. Schools can incorporate peer education.
African journal of reproductive health, 2009
Adolescence is marked by progression from the appearance of secondary sexual characteristics to sexual and reproductive maturity. Curiosity about bodily changes is heightened. However, adolescents' perceived sexuality education needs have been poorly documented. A survey of 989 adolescents from 24 North-Eastern Nigerian secondary schools yielded information on socio-demographic characteristics, reproductive health knowledge, sexual activities and sexuality education needs. Of the interviewed respondents, 72% of females had experienced menstruation. Overall, 9% were sexually active, 3.1% knew when ovulation occurs, 47% knew pregnancy could result from first coitus and 56% knew of contraception. 84% opined that adolescents should be given sexuality education but only 48.3% had received any. Sexuality education should be provided for in-school adolescents through their preferred and reliable sources of information.
African Journal of Reproductive Health, 2004
This study utilises a qualitative approach to elicit the reproductive health concerns of girls at a Christian summer camp with a view to making recommendations on how to improve the content and process of future sessions. The girls asked questions anonymously about various aspects of their sexuality, which were analysed to identify emergent themes. There were 75 participants with ages ranging from childhood to late adolescence (7-21 years). The different levels of cognitive development are clearly illustrated in the types of questions asked. The late adolescents focused on coping with relationships and demands for sex. The early and middle adolescents focused on their feelings, relationships, menstruation and breast size. Those in childhood (7-11 years) appeared totally ignorant about parts of their body. Myths and misconceptions were identified in all age groups. Future sessions should address the peculiar needs of these different age groups. Christian and other religious groups should work with health educators to develop realistic teaching guidelines that focus on the everyday concerns of the youth. ( 2004; 8[3]:27-37 )