ATTITUDE TEACHING OF SEXUALITY EDUCATION IN ILORIN m

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ATTITUDE TEACHING OF SEXUALITY EDUCATION IN ILORIN METROPOLIS

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CHAPTER ONE

INTRODUCTION

Background to the Study

Education is an instrument for National Development; it provides enlightenment and produces competent leaders of the nation. The rate of development depends on the quality of education provided (Abdulkadir, 2013). Education is the greatest investment in human resources and can be appropriately delivered through adequate and qualified manpower. Education most often is misconstrued because of its diverse meanings, which usually depend on the perception of persons defining it. Education is a way of life, which goes on all the time in different societies. It may be planned or unplanned, noticed or unnoticed but always influenced by external and internal stimuli. Education is believed to be light, which gives insight into all spheres of life and it is expected to provide all the necessary etiquette befitting a human being (Ndubusi, 2001).

Secondary education is a form of education children receive after primary education and before tertiary stage and it is aimed at preparing the youth for a useful living within the society; for those who are able and willing to go for higher education. It is a six years course in two stages of three years each; called Junior Secondary School and Senior Secondary School respectively (Kurfi, Abdulkadir&Isiaka 2016). It is both academic and pre-vocational and sufficient as preparation for trade and vocational training. Secondary school education can be seen as to be either terminal or preparatory for the large majority of student at a particular time but, the development of secondary education through the decade was influenced by the expansion in primary education; the government acceptance of the Ashby recommendations for increase numbers in the secondary schools, revision of the curricula and provision for technical education.

The need for secondary school education was to prepare the students for useful living within the society through the training they are given and also through their association with their teachers to prepare those who are capable for higher education through West African Examination Council and also through the curriculum and to give the students a good moral education based on religious instruction in schools (Taiwo, 2001).

Sex education and its introduction in Nigeria secondary schools have witnessed much controversies and misconception by many teachers, parents, the society and students. The concept of sex education which is sometimes called sexuality education or sex and relationship education attracts a plethora of definitions from different people. According to Frimpong (2010), sex education is “the systematic attempt to promote the healthy awareness in the individual on matters of his/her sexual development, functioning, behavior and attitudes through direct teaching”.

Similarly, the Sexuality Information and Education Council of the United States SIECUS (2009) in Njoku (2008), sees sex education as “a planned process of education that fosters the acquisition of factual information, the formation of positive attitudes, beliefs and values as well as the development of skills to cope with the biological, psychological, socio-cultural, and spiritual aspects of human sexuality’. Comprehensive sexuality education is a planned process of education that fosters the acquisition of factual information of positive attitudes, beliefs and values as well as development of skills to cope with the biological, psychological, socio-cultural and spiritual aspects of human sexuality (Nigeria Educational Research and Development Council, 2001).

The concept of sex education in Nigerian schools is not a new concept in Nigeria. Adepoju (2005) and Abdu (2006) postulated that traditional form of sex education and family life education has been in existence since longtime where kinship systems, age grade and coming of age ceremonies or initiation ceremonies where the youths were tutored about manhood and womanhood are taught. It was purely biological and cultural, where various methods of contraceptives were just kept at the domain of married people and kept secret. Many young people were kept in the dark as they were not opportune to be properly educated on family life and sex education because their training was on “dos and don’ts” (Kurfi, Abdulkadir&Isiaka 2016).

Traditionally, sex education was to be given to every child and adolescents by his/her immediate family but these practice has been eroded by the influence of modernization, western civilization, and collapsing family life; thereby leaving the young ones at the mercy of the wider society and other socializing agents who may not give accurate information that can assist the young ones in their transition to adulthood.This vacuum in the life of adolescents is what the school needed to fill through the teaching of sex education in schools (Michael, 2013).

The recognition of the above gap as well as the risk in adolescents reproductive health who are prone to unplanned sex, unwanted pregnancy, unsafe abortion, sexual coercion, sexual violence, sexually transmitted infections (STIs) and even the existence of Human Immunodeficiency Virus (HIV) owing to lack of information or misinformation about the implications of their reproductive behavior and health risks especially from under-age, sexual practices and other anti-social practices prompted the Federal government of Nigeria through the National Council on Education (NCE) to incorporate sex education into the national school curriculum in 1999 (Onwuzobe and Ekanem, 2009). This became necessary in order to prepare adolescents for their adult roles in line with acceptable societal standard, and to also empower young people to have greater control over their sexuality and reproductive life to their own benefit both socially and economically (Kurfi, Abdulkadir&Isiaka 2016). It is also a means of safeguarding or protecting the youths against the consequences of sexual ignorance as well as preparing them for responsible life (Njoku, 2008).

Since the family which is the primary agent of socialization do not taught sex education at home, where sex education ought to be taught seems not to help the adolescents in this regard, also issues that have to do with sexuality is oftentimes not discussed with children at home, owing to the belief that keeping them in perpetual ignorance about their sexuality will prevent them from immoral behavior (Abdu, 2006), many adolescents have resorted to confiding in their friends and school mates who often mislead them knowingly or unknowingly (Udemezue, 2011). Apart from their friends, they also source for information from the internet, television, pornographic films and materials which often mislead them and cause more havoc and confusion to them.

Omoegun (1987) pointed out that adolescent sexual behaviours depict that circumstance through which they learn about sex. He further stressed that when an adolescent girl is arrayed of what to expect of the time of first menstrual period and when the stage entails, she would take the right steps at the right time. If she is giving the opportunity of free discussion about what concerns her immediately and future development, she would follow step by step the request for assistance when there is need for such. This same procedure must also be applied to her male counterparts. When they are educated about their personal characteristics and development, they would make informed decision at appropriate time.

The absence of sexuality education may be the explanation for sexual derive and experimentation. Soyinka (2001) stated that because our children’s exposure to western culture, the importance of purity before marriage has died in Nigeria, thus, adolescents in schools engage in illicit sexual behaviour, sue illegal drugs, commit abortion and sometimes died untimely.

In Nigeria, many studies such as Abdulkadir (2009), Taiwo (2001), Kurfi, Abdulkadir&Isiaka (2016) have been conducted since the introduction of family life and sex education into the school curriculum to ascertain its acceptability and people’s perception of it. Studies by Soyinka (2001), Owuramam (1984) and Onwegun (1982) have shown that a social activity among youths, particularly secondary school students is not only high but rising. This increases the incidence and illegal use of drug with consequent danger. The needs students’ attitudes towards sexuality education have been emphasized by many scholars and researchers. Apart from providing information in developmental process, it could serve the function of guiding adolescents on their daily activities, particularly as it relates to sexual behaviour.

A study conducted by Omale (2013) revealed that sex education was actually part of the school curriculum, and that the teachers actually teach it even though the aspect of contraception and social skills were not taught. This study is significant in that, it try to unravel the attitude towards the teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state. Since the status of family life and sex education is not well handled by teachers, the content of family life and sex education, this present study is therefore tailored towards ascertaining the attitude of students towards teaching sexuality education in West Local Government Area of Kwara state.
Statement of the Problem

Experience has shown that many Nigerians still listen to the media (radio in particular) in spite of their work tight schedule. But only few Nigerian this days’ pay attention to beneficial programme on the radio, to the extent that majority are no more reading newspapers and magazines. Youths are kept busy reading and watching pornography on the internet, home videos. All these have taken the place outside the family, people hardly aware or have concern of moral related issues that could help them live a culturally acceptable and worth living.

Young people face increasing pressures regarding sex and sexuality including conflicting messages and norms. On the one hand, sex is seen as negative and associated with guilt, fear and disease, but through the media and friends, it is portrayed as positive and desirable. Such pressures may be perpetuated by a lack of accurate information, skills, and awareness of their rights and by gender expectations.

Studies on attitudes of students towards teaching sexuality education are rare in Nigeria and most especially in Kwara State. Studies by Kurfi, Abdulkadir&Isiaka, (2016); Omale (2013); Abdulkadir (2009); Soyinka (2001); Owuramam (1984); and Onwegun (1982) among others have shown that social activities among youth’s particularly secondary school students are not only high but rising. The needs to examine students’ attitudes towards teaching sexuality education have been emphasized by many scholars and researchers. Apart from providing information in developmental process, it could serve the function of guiding adolescents on their daily activities, particularly as it relates to sexual behaviour.

Close observation of the above, revealed that there is a gap left to be filled by previous studies on students’ attitudes towards teaching of sexuality education in secondary schools. None of the studies was carried out on attitude towards the teaching of sexuality education in Kwara State particularly inIlorin Metropolis of Kwara state; they all focused on knowledge and awareness of sexuality education among students in secondary schools not considering the main influential of behaviour which is the attitude. Therefore, this study deems it imperative to investigate attitude towards the teaching of sexuality education among secondary school students in Ilorin Metropolis, Kwara state.

Purpose of the Study

The main purpose of this study is to

Examine the attitude towards teaching sexuality education among secondary school students in Ilorin Metropolis of Kwara state.
The study also aimed at examining whether or not the variables of gender, religious affiliation and parent educational attainment would influence the respondents’ responses on attitude towards teaching sexuality education among secondary school students.

Research Questions

This research intends to look into attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state. In the light of this, the following research questions have been raised.

What is the attitude of secondary school students towards teaching of sexuality education in Ilorin Metropolis of Kwara state of Kwara state?
Is there any difference in the attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state based on gender?
Is there any difference in the attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state based on religion affiliation?
Is there any difference in the attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state based on parent educational attainment?

Research Hypotheses

The following hypotheses were formulated

There is no significant difference in the attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state based on gender.
There is no significant difference in the attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state based on religion affiliation.
There is no significant difference in the attitude towards teaching of sexuality education among secondary school students in Ilorin Metropolis of Kwara state based on parent educational attainment.

Significance of the Study

Sexuality education plays an important role among adolescents in schools. How secondary school perceives and disposed to the sexuality education impacts on the effectiveness of such programs in schools. The results from this research study will assist to improve sexuality education in secondary schools in Ilorin Metropolis of Kwara State, Nigeria.

The findings of this study would be of great benefits to the following: parents, teachers, students, counsellors, and future researchers.

The parents would benefit from the findings of this study. This will create more awareness, increase their knowledge and change their attribution on sexuality education.

Counsellors as care givers and orientation experts would benefit from the findings of this study. This will help them to create more awareness and change the attitude of teachers and students towards teaching of sexuality educations

The findings of this study would serve as a bank of data for interested researchers in this realm of study. This would go a long way in contributing to frontier of knowledge.

Scope of the Study

This research is designed to cover Ilorin Metropolis of Kwara state of Kwara State. This study centers’ on the attitude of secondary school students towards sexuality education; it is mainly limited to public secondary school students in Ilorin Metropolis of Kwara state of Kwara State. The study will also examine the influence of variables of gender, residential religion affiliation and parent educational attainment on respondents’ responses. A researcher designed questionnaire entitled “Attitude of Students towards Sexuality Education Questionnaire (ASSEQ)”.will be used to collect data for this study and the data collected were analyzed using frequency and percentage, t-test and Analysis of Variance (ANOVA) statistical methods.

Operational Definition of Terms

For the purpose of this study, the following terms are defined according to what they implied in the study.

Attitude: students’ disposition towards teaching of sexuality education

Sexuality: students’ sexual activities and their feelings about sex

Sexuality Education: process of giving adequate and correct information about the meaning, purpose, causes and effect of sex

Teaching: The act of impacting Knowledge to students on sexuality education

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