ABSTRACT
The aim of this study was to find out the
Effect of Lack of Sex Education on Female Secondary School in Orumba South
Education Zone. The work was divided into five chapters. Chapter one was the
introduction; chapter two review of the related literatures; chapter three was
the research methodology; chapter four was the data analysis while chapter five
was the summary, conclusion, recommendation and implication of the study. This
study was guided by four research questions. Survey design was used. A portion
of the population of this study was 957 teachers in Orumba South Education Zone
while 116 form teachers in senior secondary school in Orumba South Education
Zone became the respondents. The instrument of the study was questionnaire. It
was face validated. A reliability exercise was carried out whereby the
questionnaire was given to only the students in Orumba South Education zone.
The scores that were obtained were ranked and correlated. The research
questions were answered using mean in each of the tables. Findings were made.
There were recommendations and implications for the study. Finally, suggestions
for further study were made.
TABLE OF CONTENTS
Title
page ………………………………………………….………..i
Certification……………………………………………………......ii
Dedication…………………………………………………………iii
Acknowledgement……………………………………………….iv
Table
of Contents………………………………………………..…v
Abstract……………………………………………………………viii
Chapter
one: INTRODUCTION
Background of the study………..……………………………….1
Statement of the Problem……………………..……………………………………….6
Purpose of the Study.…….………………………………………..7
Research Questions..………………………………………..……8
Significance of the study………………..………………………...8
Scope of the study………………………………………………….9
Chapter Two: LITERATURE REVIEW
Literature Review…………..……………………………………10
Conceptual
Frame work…………………………...…………………………………..10
Origin of the sex
education………………………...……………12
Evolution of sex
education………………………...…………….16
The importance of sex
education………………………………..18
Reason why we study sex
education…………………..…….…19
Different sources of sexual
information………………………………………………….….21
Challenges of sex
education……………………………………………………...27
The effect of lack of sex education
in secondary school…34
Theoretical Framework …………………………………….37
Empirical Studies ……………………………….…………...42
Chapter Three: RESEARCH METHODOLOGY
Research
Design………………………………………………..45
Area of the
Study………………………………………………...45
Population of the
study…………………………………………45
Sample and sampling
Technique..........................................46
Instrument for date Collection…......……………….…………46
Validation of the
Instrument…………………………………...47
Reliability of
Instrument………………………………………..47
Method of data
Collection………......……….………………..47
Data Analysis Techniques
…………………………..…………47
Chapter
Four: DATA PRESENTATION AND ANALYSIS
Data Presentation and
analysis………………..........……...49
Chapter Five: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
Discussion of the findings
………………………………………56
Conclusion…….......................................................................57
Recommendations…….…………………………………………58
Limitations
Of The Study………………………………………..59
Suggestions for Further
Research………………………………………………………....59
References………………………………………………………..61
Appendix…………………………………………………………..64
CHAPTER
ONE
INTRODUCTION
Background to the study
The
concept of sexuality can be dated back to our ancestors, who laid much emphasis
on the care of self and the act of procreation, emerging population and health
concerns have led to the re-,thinking and re-identification of the relationship
between sexuality and human activity and behavior. According to (Caron and
Bertran, 2009),Ancient theories and ideologies about sexuality circled around
the power of dreams, the individual as a sexual being, and the power of self-cultivation
and processes of essentialism. Invariably, the concept of sexuality has
undergone many changes within the past forty years. The emergence of the sexual
revolution has also impacted greatly on sexual orientations, patriarchy, sexual
relations, family formations and reproduction. In recent times, the youth who
constitute ages 10-24 and 36.7 percent of the Nigeria population, are found to
be highly vulnerable to anti-social behaviors such as violent crimes, unsafe
sexual activities and during abuse among others.
The
Nigerian Association for the Promotion of Adolescent Health and Development,
(NAPAHD) has also alerted that, a hospital based research has shown that 80
percent of patients with abortion complications are adolescents. This assertion
was based on the fact that, over 16 percent of teenage females reported first
sexual intercourse by age 15 while 8.3 percent of boys of 15 have also had
their first encounters. This adolescent health dilemma has been attributed to
their great lack of information and knowledge about the implications of their
population behavior on their sexual health and the general welfare of the
nation.
In
this vain, the introduction and institutionalization of sexuality education
became one of the immediate efforts made to address this problem to create
awareness about these sexually based problems. The rational was to acquaint the
youth with factual and accurate sexual information about the dimension of
sexual knowledge that will enable them understand and clarify their personal
values, improve their sexual knowledge and sexual decisions-making and promote
their knowledge about how all these interact with social-cultural and religious
factors to effect personal well-being. This set of values sexuality education
was set to promote perhaps form part of the motivation for its introduction
into the Nigeria Educational System. However, in view of the predicament
suffered by similar intervention packages such as population/family-life
education, it is relevant to examine the potentials for success and failure of
this often misunderstand by some non-literate parent and religion officials.
This is because sex education is understood by them to mean teaching a child
how to indulge in illicit sex. How does one have sexual intercourse without
resulting to an unwanted pregnancies and other negative aspect? Against this
background, many parent and religions organization criticizes and resist the
introduction of sex education in the school curriculum.
Their
argument rests on the faith that such knowledge will corrupt the mindset of the
school children and will help them to develop liberal attitude to sex acts.
Their concern for resisting the introduction of sex education in the school
curriculum is simply that the present day youths, majority whom appear rude and
rebellious, will abuse the knowledge. The development of liberal sex attitude
and the elimination of fear and uncertainty that surround sexual intercourse
will lead to rules of the society, they would say.
It is therefore, imperative and relevant at
this point to present a simplified explanation of what sex education is and to
justify its introduction in secondary school curriculum. Sex education is
synonyms with population education. It is the knowledge of human sexuality
given to a child by a brave teacher or qualified counselor. It is the knowledge
that deals with human personality, the human sex, its roles functions and
responsibilities associated with sex and the societal regulation guiding
interpersonal sexual relationship. Furthermore, it highlights the consequences
associated with illicit +sexual relationship, loose move and permissive life
style. Through sex education children understand the mystery of life, the
formation of human life, starting from the womb. They will understand and
internalize the legitimate responsibilities which God and the society want to
accomplish through sexuality. Children need to be taught from the early so it
could no result to unwanted pregnancies disease, death, poverty and misery
including disgrace to themselves and their families. This is the substances of
sex education. The introduction of sex education will be beneficial for healthy
intellectual development of the Nigeria child. Children in the developed
countries such as Britain, France and America are thought sex education in
schools, youths of these countries have not broken down in moral and religious
principles as critics of sex education believe rather they are making steady
progress in education science and technology. One therefore wonders why the
Nigeria child should be denied the knowledge of sex education, in fact it
amount to child abuse to deny a child the knowledge he should have about how
his or her body develops and work, it is common knowledge that an educated man
makes wise decisions than non-literates ,person. Many psychologists have
pointed out the dangers inherent in the denial of sex education and draw
attention to the positive effect of education.
Chessar
(2011) pointed out that “good and accurate knowledge and well-adjusted personality
reduces marital failures in adult life”. Chessar (2011), is corrected in his
evaluation of the importance sex education. Part of the curriculum of sex
education is to point to children the dangers inherent in smoking, drug abuse, and
illicit sex, watching wrong and immoral movies, reading obscurer books and
participating in corrupt activities. Observations have shown that from adolescence,
children become curios about sex bodies.
According
to Armstrong (2010) “question about sex investigation arise during the
preadolescent period. Children at this age want to know the simple answer to
their questions and they will find out one way or the other”. Many parents feel
embarrassed and uncomfortable with the innocent question and try to suppress
the anxiety shown by these children. Often they ignore the questions and try to
suppress the desire to known is very dangerous to the personality of the child.741
Sigmund Freud, the founder of psychoneurosis
discovered in 1904 that sexual suppression and ignorance plus the attitudes of
shame and guilt to cause neurosis and mental disorders.
When
the desirer fort sex education is suppression children, they come to
association sex with a feeling of shame and guilt. A cloud of fear develops
around their human sexuality and the child is under pressure to find out what
is unique in it. Consequently, he goes about searching for the information secretly
and most often, he might likely pick up wrong information from friends,
schoolmates and half-truths published in sex literate. This is dangerous; sex
education should begin as early as possible from the home and continue school,
parents and teachers should be fully integrated in teaching sex education to
children. These approaches will help to prepare the Nigeria child for life.
The
teaching of sex education requires qualified and experience staff so that
pupils are given adequate and accurate information. Sex education is a highly
technical and specialized branch of learning. It needs instructional materials
such as charts, pictures, modes, firm, projectors and slides. These facilities
are lacking in our schools: the programme cannot take off in the absence of
these facilities. With this backdrop, this paper will examine the effect of
lack of sex education on female, in secondary school with particular reference
to Orumba South educational zone, Anambra State.
Statement of the Problem
Students
are denied this knowledge in school because of opposition to introducing sex
education, inadequacy of qualified teachers and scarcity of equipment. While
sex education is taught in schools in the developed countries, Nigeria children
are denied the knowledge. Consequently, many Nigerian schools are ignorant of
sex education; hence, they feel afraid and confused when they notice physical
changes in their bodies. Most of them go to wrong places to obtain information
about sex. This is why the rate of teenage pregnancies and venereal diseases
are growing at an alarming rate in the country today.
Purpose Of The Study
The
purpose of the research is to;
1. Investigate
the effect of lack of sex education on female secondary schools in Orumba South
Education Zone.
2. Find
out the attitude of parents on the issues of sex education in secondary school
curriculum in Orumba South Education Zone.
3. Ascertain
how sexual problem deeply influence female secondary Schools students in Orumba
South Educational Zone
4. Determine
the various ways in which sex education can be taught, who to teach it and the
achievement of teaching sex education in Orumba South Education Zone.
Significance Of The Study
The
following are the significance of this study:
Teachers, Students, Parents and
Society.
Teachers:
sex education plays an important role in raising awareness about HIV among
adolescents in schools. How teachers perceive sex education impact on the
effectiveness of such programs in schools. The results from this research study
will assist to improve sex education in secondary schools in Orumba South Educational
Zone.
Students:
The Knowledge obtained from this study will aid students in decision making
concerning their sexuality. It would help to model their attitude towards sex
better than it was before now.
Parents:
parents are the owners of the children. They stand to benefit when their
children behave in accordance with the established rules in the society as it
related to the society. Parents will be happy when their children are socially
compatible in terms of sex related matters and behavior.
Society:
wrong sexual information and practices have been attributed as one of the
causes of many social ills we have in our society today, if children possess
the right information about sex at their right time, the society will be a
better place than it is today.
Scope of the study:
This
topic examines the effect of lack of sex education on female in secondary school
in Orumba South educational zone, Anambra State
Research Question
1. What
are the effects of lack of sex education on female secondary school students in
Orumba South Education Zone
2. What
are the attitudes of parents on the issues of sex education in secondary school
curriculum in Orumba South Education Zone
3. How
does sexual problem deeply influence female secondary school students in Orumba
South Education Zone
4. What
are the various ways by which sex education can be taught, who to teach it and
the achievement of teaching sex education in Orumba South Education Zone
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