Teachers and Students Attitudes Towards Teaching of Sex Education in Secondary Schools

Teachers and Students Attitudes Towards Teaching of Sex Education in Secondary Schools

Abstract

This research is concerned with teachers’ and students’ attitudes towards the teaching of sex education in secondary schools in the Enugu education zone of Enugu state. This study was conducted in three local government areas that made up the zone. They are Enugu North, Enugu East, and Isi-Uzo. The zone is made up of thirty-four (34) secondary schools, out of which ten were randomly sampled and used for this research work. The instrument used to obtain information was questionnaire items drawn from four research questions. The researchers constructed twenty-item questionnaires which were arranged on a modified Likert scale, strongly agree, agree, disagree, and strongly disagree. The researchers made some recommendations and one of the recommendations is that sex education should be made compulsory in all secondary schools and the subject of family life taught in school should be replaced with sex education.

Title Page

Approval Page

Certification Page

Dedication Page

Acknowledgment

Abstract

Table Of Contents

Chapter One

1.0 Introduction

1.1 Background Of The Study

1.2 Statement Of The Problem

1.3 Purpose Of The Study

1.4 Significance Of The Study

1.5 Scope Of The Study

1.6 Research Question

Chapter Two

2.0 Review Of Related Literature

2.1 Sex Education And Its Objectives

2.2 Sex Issues And Cultural Belief

2.3 Strategies For Effective Sex Education

2.4 Benefits Of Effective Sex Education

2.5 Who Teaches Sex Education

Chapter Three

3.0 Research Method

3.1 Research Design

3.2 Area Of Study

3.3 Population Of The Study

3.4 Sample And Sampling Techniques

3.5 Instrument For Data Collection

3.6 Validation Of The Instrument

3.7 Reliability Of The Instrument

3.8 Method Of Data Collection

3.9 Method Of Data Analysis

Chapter Four

4.0 Presentation And Analysis Of Data

4.1 Research Question 1

4.2 Research Question 2

4.3 Research Question 3

4.4 Research Question 4

Chapter Five

5.0 Discussion Of Result 

5.1 Educational Implication Of The Study

5.2 Suggestion For Further Work

5.3 Conclusion

5.4 Recommendation

References

Appendix 1

Appendix 11

Appendix 111

INTRODUCTION

BACKGROUND OF THE STUDY

Sex education, which is sometimes called sexuality education or sex and relationship education is a process of acquiring information and forming attitudes and belief about sex, sexual identity relationships, and intimacy. Ross David A (2008) stated that sex education seeks both to reduce the risk of a potentially negative outcome from sexual behavior, like unintended pregnancies and sexually transmitted diseases. He also noted that it aims to enhance the quality of relationships which includes developing young people’s minds and abilities to make decisions over their lifetime. It is also about developing young people’s skills so that they make informed choices about their behavior and feel confident and competent about acting on these choices. It is widely accepted that young people have a right to sex education partly because it is a means by which they are helped to protect themselves against abuse, exploration, unintended pregnancies, sexually transmitted diseases, and HIV/AIDS. Nwachukwu Egbunike Guardian Newspaper May (2004) a medical laboratory scientist in Ibadan, focused on reducing risk behaviors among adolescents. He noted that facts are never mentioned by the advocate of contraception that is hell-bent on its uses as the safest way of preventing HIV/AIDS. Some schools of thought believed that children should be allowed to find out things for themselves on matters relating to sex education, while others believed that the subject should be taught in schools to guide Nigerian youth in their sex problems and relationships with the opposite sex. Yinka Osasona Sun news March (2009) suggested that the knowledge of sex education could go a long way to help the youth avoid much harm to their bodies and also avoid the dreaded diseases. In the olden days, youths were normally kept in dark on matters concerning sex until they are married. Shine S A (2004) noted that it has been agreed by almost all education authorities (worldwide), that school children must acquire proper knowledge for changes that take place in their bodies and minds as they grow into adulthood. They need to be guided to the kind of conduct the society expects from them concerning the sexual aspect of their lives, he stressed that the purpose of it is to provide both children and youths with the scientific concept of the subject matter and to develop a positive and critical attitude towards the practice and satisfaction of sexual feelings and drives. Sex education has got varied meanings with different authors, Dick and Ross A (2006) explained that sex education involves teaching and learning to recognize and accept human sexuality in oneself and others with the hope of using the knowledge towards the greatest creativity and fulfillment in peoples lives. Ross David (2008) clarifies the confusion about the meaning of sex education, he wrote that sex education is to be distinguished from sex information and can be described as character education, he stated that it consists of instruction to develop an understanding of physical, mental, emotional, social, economic and psychological phase of human relationships as they are affected by the male and female relationship. However, this concept of sex education is not accepted in many secondary schools in Enugu educational zone, thus a failure to understand that in any human society to realize the inevitability of sexual relationships and the need to measure up to a certain required standard for safety in sexual relationships has made sex education an issue of great importance from experience the researchers maintained that people in some part of the world do not encourage premarital relationship and are treated as taboo especially among secondary school students, majority of whom are at their adolescent stage of development, they are challenged with all sorts of sexual influences from the society. Johnson (2008) stated that students learn much about sex from the perception of their parents, family members, and another member of society. This also is learned from the answers given to the children’s questions at home, although not all parents are competent to give such desired answers hence such children are left with much uncertainty and embarrassment about sex. He noted that this could lead to worry and shock that may prejudice feelings about sex even with adult life. Ross David. A. (2008) opined that educational administrators must draw an effective program of study which would provide these adolescents with the correct and adequate information towards sex. In addition, the social changes taking place particularly in the standard of family life, sexual conduct, and attitude towards marriage are affecting almost all societies; therefore it is necessary to educate young people/students on sex issues so that they will base their future life on sound and ethical principles. Given this fact, it is pertinent to look into the attitude of teachers and students towards the teaching of sex education in the Enugu education zone of Enugu state, to see whether sex education is given its due attention.

STATEMENT OF THE PROBLEM

Sex education has been viewed by different researchers, teachers, and students as it has generated some social predicaments such as illegal abortion, unintended pregnancies which most of the time results in an untimely death, spreading of some sexual diseases (such as gonorrhea, staphylococcus, and HIV/AIDS ) and high rate of bastard in the society. Also, it can create some social misconduct such as masturbation, pedophilia, voyeurism, bestiality. To summarize, these problems have created great dangers to individuals and society at large, the above problems mentioned and others are very worrisome to the researchers who believe that proper teaching of sex education in schools will go a long way in solving these problems.

PURPOSE OF THE STUDY

Specifically, the study attempted to find out the following: 1. Teachers’ attitude towards the teaching of sex education in secondary schools in Enugu educational zone. 2. Students’ attitude towards the teaching and learning of sex education in secondary schools. 3. The extent of the teaching of sex education in secondary schools. 4. How the teaching of sex education can be made effective in secondary schools.

SIGNIFICANCE OF THE STUDY

The importance of this study cannot be overemphasized. It is expected that the findings will enable curriculum planners to restructure sex education in the school curriculum. The result of this research would serve as a base for the general public to access the values of sex education in the secondary school system. This would hopefully contribute to the gradual eradication of some social problems such as abortion, unintended pregnancies, and contraction of sexually transmitted diseases, HIV/AIDS, and the high rate of a bastard. This study will enable the teachers to devote time and interest towards the teaching of sex education in secondary school to create an impact in their lives and also make the study interesting to them. This study will improve the student’s knowledge of sex, its negative outcome, and risks. Most importantly it will serve as resourceful material for future researchers.

SCOPE OF THE STUDY

The scope of this study covers the followings;

1. Investigation of teachers’ attitudes towards the teaching of sex education in secondary school in Enugu education zone.

2. Investigation of student attitudes towards the teaching and learning of sex education in secondary school in Enugu education zone.

RESEARCH QUESTIONS

1. Does the attitude of teachers affects the teaching of sex education in secondary school in the Enugu education zone.

2. How do secondary school students perceive the teaching and learning of sex education in the Enugu education zone?

3. Does teaching sex education in secondary schools requires specialized teachers.

4. How can the teaching of sex education be made effective in secondary schools?