ABSTRACT
This study investigated the effect of sexuality
education among household and adolescents’ risky sexual behaviour in Ibadan
north local government area of Oyo State. It was discovered from real life observation
and past research works done by various scholars that sex education was not
welled managed among parents, care givers, the school system and the community
at large. The principal factor of these has led to an immoral behaviour which the
results firmly negative to the norms of the society. In controlling the menace, there is
urgent need for all stake holders in child moulding to engage in uninterrupted
war against risky sexual behaviour to foster human dignity and pride of the
society in preventing unwanted pregnancies and contamination of sexually
transmitted disease and HIV-Aids among young adolescence.
The
study adopted a descriptive survey design with a sample of one hundred and nineteen
(119) participants which was randomly selected to examine the studied
relationship among the variables; however, the variables in the study were
highlighted below. Data were collected using a pilot
tested variables as adolescence sexuality
risky behaviour scale (α=0.85), sexual
abstinence motivation scale (α=0.79), risky
type of sexual behaviour scale (α=0.89) and sex
education scale (α=0.76). Six research
questions hypothesis were answered. Data were analysed using Descriptive
statistics, Pearson product moment correlation, T-test analysis and Multiple
Regression Analysis.
The independent variables (sexual abstinence, risky
type of sexual behaviour, sex education) had
significant relationship with adolescence sexuality risky behaviour; F
(3, 116) = 103.692, P<0.001. The independent variables
jointly account accounted
for 72.3% (Adj.R2= .723) variance in the prediction of risky
sexual behaviour of adolescences while the most potent predictor factor was sex
education (Beta =
.676, t= 10.982, P<0.001). Findings further reveal that
female adolescents (mean=57.857) display higher tendency to engage in risk
taking behaviour than their male counterpart (mean= 42.571) as divulged in the
mean difference in the study.
Based
on the findings it was concluded that thorough sensitisation and core
orientation towards sex education must be given to all adolescence both at home
and in the four walls of the classroom and the community at large. However, it
was recommended that parents has to play a pivotal roles in educating their
children including the school counsellor by organising a regular educational
programmes that will led to a positive turn around in avoidance of sexually
risky behaviour.
Keywords: sexuality
education, household and adolescent’s risky sexual behaviour, Ibadan, Oyo State.
Word Count: 385
TABLE
OF CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problems
1.3 Purpose of the Study
1.4 Significance of the Study
1.5 Scope of the study
1.6 Operational
definition of terms
CHAPTER TWO
LITERATURE
REVIEW
2.1 Theoretical framework
2.1.1
Health Belief Model of Sexuality
Education
2.1.2 Theory of Planned Action
2.1.3 Social Learning Theory
2.1.4 The Theory of Reasoned Action
2.1.5 Model of Rational Choice Theory
2.1.6 Self-Determination Theory
2.2 Review of related concepts
2.2.2 Sexuality Education
2.3 Adolescent Motivations to Abstain from
Sex
2.4 Hypotheses
CHAPTER
THREE
METHODOLOGY
3.1 Research Design
3.2 Study Population
3.3 Sample and Sampling Techniques
3.4 Research Instruments
3.5
Administration of the Instruments
3.6 Reliability and
Validity of the Instrument
3.7 Method of Data Analysis
CHAPTER FOUR
RESULT AND
DISCUSSIONS
4.1 Introduction
4.2
Demographic Analysis
4.3 Testing of Hypotheses
4.4 Discussion of the findings
CHAPTER
FIVE
SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the findings
5.2 Conclusion
5.3 Implications
and Recommendations for Practice and Research
5.4 Limitation
of the Study
5.5 Suggestion
for Further Studies
REFERENCES
APPENDIX
QUESTIONNAIRE
CHAPTER
ONE
INTRODUCTION
1.1 Background to the
Study
Access
to effective, broadly based sexual health education is an important
contributing factor to the health and well-being of youths’ (Health Canada,
2003; Society of Obstetricians and Gynaecologists of Canada, 2004). There has been considerable concern in many countries in
the world about the sexual and reproductive health of young people, in part
because of their perceived increased vulnerability to the risk of sexually
transmitted infections (STIs), including acquired immune deficiency syndrome
(AIDS) (Knode-lule et al., 1997; Preston-Whyte, 1994; Scommegna, 1996; Twa-Twa
et al., 1997), the potential risks to their health due to early pregnancy
(AbouZahr & Royston, 1991; Barreto et al., 1992; United Nations, 1989), and
the negative consequences of early and non-marital childbearing to young
people’s life prospects (Hayes, 1987). School-based programes are an
essential avenue for providing sexual health education to young people in the
society.
However,
sex education is considered as a top priority for the educators, public health
professionals, and others who are committed to providing high quality sexual
health education in schools and other community settings are often asked to
explain the rationale, philosophy, and content of providing existing sexual health
education programs to avert risky behaviour later in their lifetime. For instance, Isiugo-Abanihe (1994) has shown that more
than 38 % of female adolescents in Nigeria, age 15 to 24 years, had initiated
sexually activity in 1990, with a mean age of sexual debut less than 17 years.
Nearly 60 % of those who had initiated sex had affairs within four weeks of the
survey.
Also, the growing concern about the reproductive health of
adolescents and young adults derives in part from the sheer size of their cohorts.
According to estimates by the National Population Commission (NPC, 1998), about
84 million Nigerians are currently under age 25, or about 63 % of the
population; nearly 59 million or about 44 % are under age 15 yet, due to lack
of prompt sexual education, many adolescence life had been sent to early grave
due to risky sexual behaviour as a result of peer pressure and other factors. The
Guidelines of such education are based on the principle that sexual health
education should be accessible to all people and that it should be provided in
an age appropriate, culturally sensitive manner that is respectful of an
individual’s right to make informed choices about sexual and reproductive
health.
In
addition, adolescents often look to their families as one of several preferred
sources of sexual health information (King et al., 1988; McKay & Holowaty,
1997). However, most young people agree that sexual health education should be
a shared responsibility between parents and schools (Byers, Sears, Voyer, et
al., 2003a; Byers, Sears, Voyer, et al., 2003b). An evidence-based approach
combined with a respect for democratic values offers a strong foundation for
the development and implementation of high quality sexual health education
programs in our schools (McKay, 1998).
Accordingly, the period of adolescence occupies a
unique stage in every person's life. It is a period of transition from
childhood to adulthood. Adolescence has been described as a stage among human
beings where a lot of physiological as well as anatomical changes take place
resulting in reproductive maturity in the adolescents, (Kirby, 1999). Many
adolescents manage this transformation successfully while others experience
major stress and find themselves engaging in behaviours such as sexual experimentation, exploration
and promiscuity etc. that place their well-being at risk (Adegoke, 2003).
Adolescents display sexual behaviours and developmental characteristics that
place them at risk for Sexually Transmitted Diseases (STDs). A primary source of
risk of HIV/AIDS for instance is unprotected /indiscriminate sexual activity
(Remafedi, 1999).
By the time they are 18, most adolescents in Nigeria are sexually active).
Furthermore, despite increased
sexual knowledge, adolescents in Nigeria are poor contraceptive users
(Abogunrin, 1999). They are less likely than adults to consistently use condoms
or other methods of protection that could reduce their chances of infection
(Esere, 2006). Neither specific teaching about contraception nor improving the
contraceptive service consistently increases effective contraceptive use by
young teenagers. Adolescents having sexual intercourse before age 16 are more
likely to take risks by (Kirby, 1999). They have more sexual partners during
their lifetime and more partners per year and they start sexual activity
earlier in new relationships than those who become sexually active after age 16.
(Johnson, 1999)
In Nigeria today, sex education is
yet to be incorporated into the curricula of secondary school education by Esu ,
1999. Many Nigerians are reluctant to discuss sexuality and sexual health
openly. In most African countries, Nigeria in particular, matters relating to
sex and sexuality are usually shrouded in secrecy by Esere,
2006. Neither the adolescent boy nor
girl has free access to the information he or she needs on sexuality. Questions
bordering on sexuality and girl-boy relationships are usually hushed up and
regarded as taboos. The consequence of this action is that Nigerian adolescent
boys and girls find answers to sex-related questions on their own, often from
questionable sources that are likely to give them wrong information, making
them more likely to indulge in reckless and unguarded sexual experimentation.
Some adolescents lack adequate communication and assertiveness skills to
negotiate safer sex. (Abogunrin, 2006). Some feel unable to refuse unwanted sex
or feel compelled to exchange sex for money. Because young people experiment
sexually and because of the consequences of indiscriminate sexual activities on
the youth, there is the need to mount sex education programmes that are geared
towards enlightenment and appropriate education about sex and sexuality. (Nwabuisi,
2004)
Moreover,
by training teachers to impart the decision-making skills that young people
need to rely on, teachers can become not only trusted sources of information
but also agents of change. In countries where large numbers of young people are
not enrolled in secondary school, sex education programmes and those aimed at
reducing the incidence of sexually transmitted infections can also be
implemented in clinics and community based settings that attract young people.
Clinics tend to attract young people that are at higher risk of contracting a
sexually transmitted infection or becoming pregnant. Young people visiting
clinics are typically more aware of the risk of becoming infected and may be
more ready to benefit from sound information, advice and behavioural training
in decision-making skills.
Finally, as
the world becomes more interconnected than ever before, young people the world
over are requesting credible and accessible information on sexuality and
reproductive health. They want to have their many questions and concerns about
sexuality addressed. They need information not only about physiology and a
better understanding of the norms that society has set for sexual behaviour,
but they also need to acquire the skills necessary to develop healthy
relationships and engage in responsible decision-making about sex, especially
during adolescence when their emotional development accelerates. In this study,
focus is based on the effect of sexuality education among household and
adolescents’ risky sexual behaviour in Ibadan north environs.
1.2 Statement of the Problem
Adolescents
problems are rooted to the background of their upbringing which is the main
causes of the risky sexual behaviour which they exhibits within and outsides
the society. While all these? The first contact of adolescence early life is
the family, but the family has failed to do justice to the concept of sex
education, which has led to numerous future challenges of most promising youths
today. Unexposed reality was wrongly presented by peer pressures which visually
lead to the sexually risky behaviour of the adolescences.
Risky sexual behaviour
is a major health issue in every society and adolescents have been victims of
sexual risky behaviours across several communities in Ibadan especially within
and around the various secondary schools and universities Ibadan, Oyo state.
The implication of household women engaging in risky sexual behaviour is beyond
infections or contacting HIV and other form of STDs which it may lead to the
death of parents and this could directly affect the survival of their children while
leaving the children as orphans or as street beggar which can expose the
children to the dangers that can even ruin their life completely.
The failures of sex
education prompted wrong signal which is the risky behaviour exhibited both the
household women and the adolescence which affect their reproductive system
later in life. Apart from unwanted pregnancy resulting from unprotected sexual
intercourse as an under-age parents, as a result of semi-formal or lack of sex
education through the protracted stage of any of the deadly attracted diseases
among the subject in question which cannot be overemphasized due to complete
lack of treatment to expunge all forms of diseases in the body of the
adolescence.
However, having
assessed the whole lots of predicaments experienced by adolescence within the
community of the great city of Ibadan, it is worth of necessity to educate the
people around the sine through the process of enlightened the youth with the
great borden in me to share this core values of life which triggered my burning
desire to embark on this theme to be studied.
1.3 Purpose of the Study
The
main purpose of this study is to examine the effect of sexuality education on
risky sexual behaviour among households and adolescents in secondary schools. This
research work is being carried out in order to accomplish the following
specific objectives. These include:
·
To find out the types and the risky sexual
behaviour among households and secondary school adolescents in Ibadan.
·
To determine the level of sexual
abstinence among adolescents in secondary schools.
·
To investigate if sexuality education has
any significant impact to households and adolescents in secondary schools.
·
To access if there would be any
significant gender difference among households and adolescents risky sexual
behaviour in Ibadan.
1.4 Significance of the study
This study will shed
more light on the expected benefits of sexuality education on risky sexual
behaviour among adolescents and household in Ibadan north local government area.
1. It helps the adolescence and the household
women to avoid negative health consequences by protecting themselves against sexually risky
behaviour in the society.
2. It aids the
community to use the weapon of communication about sexuality on sexual health issues
to the adolescence and household women as one of the core values which can uphold
the inheritance of the community through these agents such as parents,
friends, intimate partners and social media like radio, television etc about
sexuality.
3. Comprehensive sexual
health education teaches abstinence as the only 100 percent effective method of
preventing HIV Aids, STIs, and unintended pregnancy and as a valid choice which
everyone has the right choice to make among the adolescences.
4. This study is
focusing on a comprehensive sexual health education that teaches not only the
basics of puberty and development of the students, but also instils in young
people that they have the right to decide on what behaviours they should engage
in and to say no to unwanted risky sexual activity and finally;
5. The
public health authorities, social workers and policy makers would greatly
benefit from this study which would stands out as a major pointer for effective
control and strategies for tackling sexually transmitted diseases.
1.5 Scope of the study
The study will
investigate the
effect of sexuality education on risky sexual behaviour among adolescents and
households in Ibadan north local government area of Oyo state. The study will be
limited to the range of twenty (20) selected households’
women and ninety (100) in- school adolescents within (S.S. 1-3) in the study
area.
1.6 Operational Definition of Terms
The following
terms was defined operationally as were used in the study:
Sexuality
education: It refers to the knowledge of participants
with regard to sexual activities including safe and protected sexual
intercourse, knowledge of STDs, and unprotected sexual intercourse.
Household:
This
refers to every adult who is married either man or woman that merit
participation in this study.
Risky
Sexual Behaviour: risky sexual behaviour refers to the kind
of behaviour that can result in negative consequences for a person's health or
a negative effect arising from one’s attitude towards sexual activities such risky
behaviours include alcohol consumption (heavy drinking), smoking, illegal drug
use, unsafe sexual practices, multiple sex partner, illegal behaviours and
dangerous driving.
Adolescents:
Refers
to students between the ages ranges of 13 years old to 19 years old in
secondary schools.
Gender:
Refers
to masculinity and femininity. It is
dichotomized into male and female sex.
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