INFLUENCE OF SEX EDUCATION ON SEXUAL ORIENTATION OF SECONDARY SCHOOL STUDENTS

TABLE OF CONTENTS

CHAPTER ONE

1.0     INTRODUCTION        

1.1     BACKGROUND OF THE STUDY 

1.2     STATEMENT OF THE PROBLEM

1.3     OBJECTIVES OF THE STUDY     

1.4     RESEARCH QUESTIONS

1.5     SIGNIFICANCE OF THE STUDY 

1.6     SCOPE OF THE STUDY

1.7     LIMITATION OF THE STUDY

1.8     DEFINITION OF TERMS     

CHAPTER TWO

2.0     LITERATURE REVIEW

2.1     SEX EDUCATION

2.2     THE NEED FOR SEX EDUCATION IN SECONDARY SCHOOLS

2.3     IMPORTANCE OF SEX EDUCATION FOR TEENAGER

2.4     AGENCIES FOR SEX EDUCATION

2.5     IF SCHOOLS DO PROVIDE SEX EDUCATION, WHAT WOULD BE BETTER FOR THE STUDENT TO KNOW?

2.6     ADOLESCENT ATTITUDE TOWARDS SEX EDUCATION

2.7     KNOWLEDGE OF ADOLESCENT ON SEX EDUCATION

2.8     ADOLESCENT’S ACCESSIBILITY TO SEX EDUCATION

2.8.1  EDUCATION ON SAFE SEX PRACTICE

2.9     CHALLENGES STUDENTS FACED IN ASSESSING SEX EDUCATION

2.10   THE KIND OF SEX EDUCATION NEEDED BY STUDENT

2.11   STUDENT PERCEPTIONS OF SEXUALITY EDUCATION

2.12   SUMMARY

CHAPTER THREE

3.0     RESEARCH METHODOLOGY

CHAPTER FOUR

4.0     DATA ANALYSIS

CHAPTER FIVE

5.0     SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

REFRENCE

APPENDIX

CHAPTER ONE

1.0                                  INTRODUCTION

1.1                     BACKGROUND TO THE STUDY

According to WHO, Sexuality is a central aspect of being human throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. Sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, and relationships. While sexuality can include all of these dimensions, not all of them are always experienced or expressed. Sexuality is influenced by the interaction of biological, psychological, social, economic, political, ethical, legal, historical, religious and spiritual factors (WHO, 2006). Collins (2008), argued that sexuality education encompasses education about all aspects of sexuality including information about family planning, reproduction, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections and how to avoid them, and birth control methods.

Human sexuality has biological, emotional and physical or spiritual aspects. The biological aspect of sexuality refers to the reproductive mechanism as well as the basic biological drive that exists in all species, which is hormonally controlled. The emotional or physical aspect of sexuality refers to the bond that exists between individuals, and is expressed through profound feelings or physical manifestations of emotions of love, trust, and caring. There are several suggestions on when to give a child sex education. The present researcher feels that sex education should commence as soon as the child begins to talk. For instance, it is not unusual to see a child of 2 to 4 years asking his / her parents why mummy is having. However it has been observed that some teacher’s attitude towards sex education have not been very supportive. While some lack necessary skills for imparting the knowledge, some others out rightly become very passive towards it implementation. This is supported by the position of who states that teachers who teach sexuality education are either passive or they present the subject matter of sex education within a wider context that it loses its focus at the end of the day.

Young people are very interested in the oral and cultural framework that binds sex and sexuality. They often welcome opportunities to talk about issues where people have strong views, like abortion, sex before marriage, lesbianism and gay issue and contraception and birth control. It is important to remember that talking in a balanced way about differences in opinion does not promote one set of view over another, or mean that one agree with a particular view. Part of exploring and understanding cultural, religion and oral view is being able to agree people provided they have attitudes and believes of their own about sex and sexuality and it is important not let these influence negatively. For example, even if a person believes that young people should not have sex until they are married, this does not imply withholding important information about safer sex and contraception. Sex education fail when educators impose narrow moralistic view about sex and sexuality on young people. Rather than trying to deter or frighten young people away from having sex, effective sex education should include work on attitudes and believes coupled with skill development, that enable young people to choose whether or not to have sexual relationship taking into account the potential risk of any sexual activity. Effective sex education also provides young people with an opportunity to explore resources on sex and sexuality, to understand why people have sex, and to think about how it involves emotional respect for one self. Young people should have the chance to explore gender differences and how ethnicity and sexuality can influence people’s feeling and option. They should be able to decide for themselves what the positive qualities of relationship are. It is important that they understand how abuse and exploitation can negatively influence relationships.

Research has identified highly effective sex education relation to human immunodeficiency virus (HIV) prevention programs that affects behavior that achieves positive health impacts. Despite the important role sex education plays in the adolescent life, for many parents all over Africa, one of the challenges in child upbringing is answering a child’s question about sex (Kiragu, 2011). Equally, a lot of children find it uncomfortable having a conversion about sex education because the subject is a taboo in most homes. Indeed, students have traditionally not seen the forefront of sexual socialization. The study therefore seeks to investigate students’ perception about sex education.

1.2 STATEMENT OF THE PROBLEM

According to The Demographic and Health Survey (TDHS, 2003), 38.0% of girls and 19.3% of boys aged 15-19 years are sexually active. Contraceptive prevalence rate among young women 15-19 years old was 13.0% (GSS, 2003). There is little information on the extent to which Nigeria adolescents suffer from STIs, especially HIV, abortion and unwanted pregnancies. Incidences of inappropriate sexual behaviors continue to be on the increase among secondary school adolescent students. Sexuality education which should be a tool that will help students to cope with the challenges that face them in this regard seems not to be properly implemented. Despite these efforts made by school administrators and tutors to educate students o sex education, there has not been any significant evidence as to the knowledge levels of students on sex and sexual practices coupled with the practices of safe sex amongst them. This study therefore is intended to bring to fore the sexual behavioral practices and challenges amongst secondary school students taking cognizance of the nature of organization of sexual education and behavioral change education.

1.3 OBJECTIVES OF THE STUDY

The main objectives of this study is to find out the influence and impact of sex education on the sexual orientation of secondary school students. Specifically the study objectives is to:

1.     Find out the influence of sex education on sexual orientation of the students

2.     Find out the students attitude towards sex education

3.     Determine students’ knowledge about sex education

4.     Challenges students faced on assessing information on sex education

1.4 RESEARCH QUESTIONS

The following research questions will guide the research to achieve the stated objectives:

1.     What influence does sex education has on the sexual orientation of secondary school  students

2.     What is the attitude of students toward sex education

3.     Does the students has any knowledge on sex education

4.     What are the challenges hindering access to sex education

1.5 HYPOTHESIS

Ho: there is no significant relationship between sex education and the sexual orientation of the students

H1: there is a significant relationship between sex education and the sexual orientation of the students

1.6 SIGNIFICANCE OF THE STUDY

Throughout human history, sexuality has also been perceived as a threat to people’s health: untreatable STIs and unintended pregnancies were almost always grave risks associated with sexual encounters. Sexuality education thus fulfils this highly needed function of sexual health promotion.

This study will primarily serve as a baseline survey for further research on sexual education and health. This study is also imperative for adolescent boys and girls as it will aid them to have access to sexual health information, make informed decision that will guarantee them a reputable future and acquire life skills to deal with sexuality and relationships in a satisfactory and responsible manner.

Religious organizations, policy makers, educators, parents and community/opinion leaders will find recommendations from this study useful as it will guide them in formulating effective policies in favor of sex education in schools, intensify campaigns on the need to include sex education in school curriculums, debunk any myths and misconceptions concerning sex education in schools in African societies and facilitate equitable access to sexual and reproductive health education

1.7 SCOPE OF THE STUDY

This study influence of sex education on the sexual orientation of students initially was aimed to cover at least five local government area in Lagos state but due to time and some other unforeseen constraint, samples was taken only from Ikeja local government area, Lagos state.

1.8 DELIMITATION OF THE STUDY

The major constraint that affected this research is limited time and insufficient fund to finance the project, due to this the research is limited to one local government area.

1.9 DEFINITION OF TERMS

Influence: ability to have effect on someone or something

Sex Education: an instruction on issues relating to human sexuality, including emotional relations and responsibilities, human sexual anatomy, sexual activity, sexual reproduction, age of consent, reproductive health, reproductive rights, safe