KNOWLEDGE OF SEX EDUCATION AMONG ADOLESCENTS IN SECONDARY SCHOOLS

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

The advancement witness in the world today in education, technology, communication, agriculture, population growth as well as in urbanization cannot be all round blessings as it has its own disadvantages. This confirms the popular saying that ‘‘whatever has an advantage has a disadvantage.’’ Such trend of advancement in areas like technology, transportation, trade, labour and capital mobility, global media and financial system among others according to Tejvan (2013) are factors which have caused globalization.

One dimension of globalization argued by Steger (2009) is cultural globalization which according to Wikipedia refers to the transmission of ideas, meanings and values around the world in such a way as to extend and intensify social relations. In other words, cultural globalization brings about cultural integration and interdependence which implies that no nation can be indifferent to any other. For us here in Nigeria this is crystal clear as it can be seen in our dressing, greeting, language as well as its negative effects such as decline in religious scruples and the deterioration of moral standards which has led to a state that can best be describe as cultural disintegration.

Few decades ago, virginity of a girl until she is married was rewarded and various taboos were created around premarital sex. This trend has gradually changed as the incidence of adolescents and youth engaging in sexual intercourse is high and may constitute a problem (Isiugo-Abanihe, 1993). This behaviour as opined by Isiugo-Abanihe (1993) is prevalent among students of secondary schools and higher institutions of learning in Nigeria and may be due to various customs and observances as well as other factors such as family background, peer pressure, media influences, globalization, economic situations and education background of parents (Akinleye&Oniogade,1998). This is not to say that our culture before the globalization movement was without shortcomings.

Traditionally, adolescents in most of our culture were not given any information on sexual matters, with discussion of such issues being considered as taboo. Such instructions as were given were traditionally left to a child’s parents and often this was put aside until just before a child’s marriage. Most of the information adolescents have on sexual matters were obtained informally due to the above scenario from friends and media much of which are highly deficient especially during the period following puberty when curiosity of sexual matter is most acute. This curiosity becomes increasingly evident by the increasing incidence of teenage pregnancy, abortion and sexually transmitted infections (STIs) among adolescents and youth. School desertion is one consequence of teenage pregnancy which according to Montenegro (2000) jeopardizes the education and training of the teenager which in turn perpetuates the cycle of poverty. This is perhaps why Lingram (2003) noted that adolescents are considered to be in a state of crisis.

Most adolescents are at high risk in one or more self-destructive behaviour such as unsafe sex, experimentation in sex, failure or dropping out of school due to teenage pregnancy and childbearing. Some of the behaviour according to Igbokwe (2012) could be sometimes attributed to lack of basic education concerning sex and sexuality thereby making the knowledge of sex education imperative.

Although formal sex education have been introduced by many countries to be taught as a full course as part of the curriculum in secondary schools as efforts to ameliorate problems associated with sexuality, it is partially taught as only one unit within a more comprehensive school subject such as Biology, Home economics, Health science or Physical and health education in Nigeria. This to a large extent has an impact on the sexuality knowledge of in-school adolescents.

Sex education is very important to adolescents and our secondary schools is the place where young boys and girls are trained both in character and in learning (Herman, 1999) but suffice is to say that sex, abortion, teenage pregnancy and other juvenile delinquency have made the above objective unrealistic considering the likelihood that adolescents in secondary schools in Benin City may not be an exception.

It is against this background that it becomes important to ascertain the knowledge of in-school adolescents in Benin City.

STATEMENT OF PROBLEMS

          The problem associated with lack of inadequate knowledge on sex and sexuality matters are enormous which are evidently obvious in the incidence of teenage pregnancy, abortion among adolescents, sexually transmitted infection (STIs), school desertion caused by unwanted pregnancy, poverty perpetuation due to jeopardy of education which results from pregnancy, child abuse and neglect, child battering, child mortality and maternal deprivation frequent among offspring of teenage parents among others.

          Some if not all of the above problems to some extent is caused by the lack of skill to negotiate safe sexual practices since the involvement of adolescents both boys and girls in sexual relationship is no longer new and this perhaps why Owie (2005) stated that the issue of boy and girl relationship such as dating, courting and choice of future partners should be critically addressed.

PURPOSE OF THE STUDY

          The purpose of this study is to ascertain the level of sex education knowledge of the in-school adolescents In Benin City with the following objectives:

1.     To ascertain the level of sex education knowledge among in-school adolescents in Benin City.

2.     To ascertain if gender have an influence in the level of sex education knowledge.

3.     To ascertain if class-in-school have an influence in the level of sex education knowledge.

4.     To ascertain in school-type whether single sex school or mixed sex school have an influence in the level of sex education knowledge.

SIGNIFICANCE OF THE STUDY

The study will benefit the following

1.     Health education intervention planners since the level of sex education knowledge when ascertained will serve as a starting point for a comprehensive sex education.

2.     Curriculum planners in the inclusion of sex education in the curriculum and the level of embassy that will be given to it.

RESEARCH QUESTIONS

In the bid to accomplish the stated objectives of the study, the following research questions is posed

1.     What is the level of sex education knowledge among in-school adolescents in Benin City?

2.     What is the influence of gender on the level of sex education knowledge among in-school adolescents in Benin City?

3.     What is the influence of class-in-school on the level of sex education knowledge among in-school adolescents in Benin City?

4.     What is the influence of school-type on the level of sex education knowledge among in-school adolescents in Benin City?

DELIMITATION

Due to the lack of time and resources, the study is delimited to selected secondary schools, located in Oredo local government area in Benin City, Edo state, Nigeria.

LIMITATION

Lack of time and finance is a major limitation as this prevents the researcher from reaching the defined population. Another limitation is lack of current literature on this topic.

DEFINITION OF TERMS

1.     SEX EDUCATION: sex education also referred to as sexuality education or sex and relationship education is defined as a process of exposing an individual to positive and negative sexual habits and characteristics in order for the individual to live safe and healthy sexual life with basic knowledge as a major intervening factor (Igbokwe, 2012). It is simply the modification of people’s sexual behaviours and attitude through the dissemination of healthful sex instruction and information.

2.     KNOWLEDGE: Knowledge means being well informed and skilled with regard to a particular concept.

3.     ADOLESCENT: An adolescent is a person in the stage of adolescence.

4.     ADOLESCENCE: Adolescence is a stage in life between childhood and adulthood usually between age 12 to 20 years depending on environmental and cultural factors.

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