Full Project – THE KNOWLEDGE OF SEX EDUCATION ON SEXUAL BEHAVIORS AMONG STUDENTS

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CHAPTER ONE

INTRODUCTION

Background of the Study

            Sexuality is an enticing feature of human nature. Sexual urges and reactions are a normal and integral aspect of how our bodies function. Sexuality has been behaviourized as a major part of human existence throughout life in several research (Lindy and Cowenhoven, 2001; Action Health Incorporated (AHI), 2003). Sexuality covers sex, gender identities and roles, sexual orientation, pleasure, intimacy, and reproduction, according to the World Health Organization (WHO, 2002). Thus, sexuality refers to a person’s entirety. This encompasses an individual’s experiences, beliefs, fantasies, wants, attitudes, behaviors, practices, roles, and connections.

However, sexuality is composed of five major components, including the following: (1) human development: This is defined by the interaction of physical, emotional, social, and intellectual development. Examples include reproductive physiology and anatomy, as well as growth and development. (2)Emotions and relationships relate to the capacity and desire of human beings to feel and return emotional connection. Examples include families and friendships; (3)Sexual Health necessitates certain knowledge, attitudes, and behaviors in order to prevent the negative repercussions of sexual behaviour. It encompasses sexual organ care and maintenance, reproductive attitudes and behaviors, and the health effects of sexual behaviour, whereas (4)Sexual behaviour refers to the range of ways in which human people exhibit their sexuality. Masturbation, shared sexual behaviour, abstinence, human sexual response, and imagination all fall under this category. (5)Sexual violence refers to an abusive or unfair exercise of power that includes or is motivated by a sexual aspect or aim. Sexual abuse and incest, rape, sex manipulation, and sexual harassment are all examples.

Based on the above definitions and descriptions, sexuality can be summed up as such a broad term encompassing many facets of who we are. In fact, sexuality is a process that evolves throughout our lives, an active inseparable part of who we are. Thus, in this study, sexuality means the totality of a person from cradle to grave, consisting of many interrelated factors, among which is sexual behaviour. Sexual behaviour is the various ways a human being experiences and expresses sexual pleasure with or without a partner. Through recent studies (sexuality Information and Education Council of United States (SIECUS) 2002, Ifelunni and Okorie 2003, Ezedum 2003, Action Health Incorporated’ 2005, Alisigwe 2006, Olujide 2009, Ugoji 2009 and others), data were gathered about the specific ways human beings including the young persons exhibit different levels of sexual behaviour.  These include – Masturbation which is the stimulation of genitals, it can be engaged with a partner in form of mutual masturbation.

Statement of the Problem

            A close look at the present day secondary school students’ overtly sexual practices indicates that provision of sexuality Education among secondary school students is timely and appropriate.  Evidence from studies revealed that students exhibit openly unhealthy sexual activities such as indecent or sexy dressing (Ali, 2009) sex without condom (Ugoji,

2009), Multiple sex partnership (Enemou, 2003) buying and selling of sex (Ifelunni and Okorie 2003) among others.

Moreover,  the period of adolescence in which the students are (12 to 21 years) is the period of curiosity, experimentation and activities relating to sexual affairs, drug and alcohol abuses.  These activities expose them to health problems such as infection with HIV/AIDS.  Presently, AIDS cases are reported in all the states in Nigeria, including Anambra state (FME in Unachukwu 2003). Adolescents (including those in secondary schools) lack the knowledge of the aetiology, epidemiology and clinical picture of HIV/AIDS (Unachukwu 2003).  With the presence of this incurable disease called AIDS that is transmitted mainly through sexual contacts, blood transfusion and body fluids contact of infected persons  (Nwazor, 2006) and the engagement of secondary school adolescents in activities related to sexual affairs, there is need to worry.  The worry is more due to the fact that there is high rate of promiscuity and high sexual permissive attitudes among adolescents in Anambra state as reported by Onyermelukwe (1993) and Enemuo (2001). Majority of the students engage in indiscriminate sex with many partners. Many pick their sex partners from the streets. Some of the girls especially in Onitsha Metropolis engage in sexual relationships with older business men for money. Almost all the students wear skimpy dresses even to school.

Purpose of the Study

The general purpose of this study was to find out the knowledge of sex education  on sexual behaviour among students.  Specifically, this study intended to:

1. Find out the knowledge of sex education on sexual behaviour among students.
2. Ascertain the effect of gender on sexual behaviour of the students as a result of sexuality education.
3. Determine the interaction effect of sexuality education and students’ gender on the sexual behaviour of the students.
4. Find out the effect of location on sexual behaviour of the students as a result of sexuality education.
5. Determine the interaction effect of sexuality education and location on sexual behaviour among students.

Significance of the Study

This study is significant in a number of ways. The findings of the study are of great relevance to psychologist, government/policy makers, Curriculum designers, teachers, guidance/counsellors, parents/public, students and other researchers.

The assertion by some theories on which this study anchored such as social cognitive theory, that a learners’ ability to adopt desired behaviour depends on his environment has been tested and supported by the findings of this study. This is shown by the existence of a significant difference between urban and rural students’ measures of improvement on their sexual behaviour. This is of great benefit to social and educational psychologists because it has confirmed the authenticity of environment (social and physical) being a factor on which students’ learning depends. This is an  insight for development of potential theory of Adolescents’ social and sexual behaviour changes.

Besides, there is a growing concern about the effect sexuality education in secondary schools can make in risky sexual behaviour in students. Some  suggestions have been made regarding how to teach sexuality education as to better motivate students to learn it and adopt desired sexual behaviour. Teaching by stressing both the cognitive and boosting of students’ belief in their ability to carry out the desired behaviour using modeling/Roleplay, participatory methods accompanied by rein enforcement and punishment posited by the theories (Percierved Self Efficacy and Social Cognitive) on which the study is based (as used in the study) are examples of such strategies. Thus, this study is deemed theoretically significant because it has provided insights into the currently existing theories on teaching and learning which have been known to motivate students to learn and adopt the desired behaviour. In particular, two of such theories (Bandura, 1997 and 2001) were reviewed and the findings of the present study are considered to be theoretically significant because they contributed additional empirically – derived theoretical body of knowledge on Bandura’s theories on self efficacy and social cognitive learning, this time using subjects drawn from secondary schools in 4 schools in Onitsha Education zone of Anambra State.

Scope of the Study

The study examined the knowledge of sex education  on sexual behaviour among students. The study was carried out in four single sex secondary schools (two in Onitsha urban and two in Onitsha rural) in Onitsha Education Zone of Anambra State, that are not among the pilot schools (see Appendix G). The schools were selected from non – pilot schools because it was expected that their students have not been formerly exposed to sexuality education.

 Research Questions

The following research questions guided the study:

1. What is the effect of sexuality education in enhancing sexual behaviour among students?
2. What would be the effect of gender in enhancing the sexual behaviour of the students?
3. Will the interaction effect of sexuality education and gender enhance the sexual behaviour of the students?
4. What is the effect of location in enhancing the sexual behaviour among students as a result of sexuality education?
5. Will the interaction effect of sexuality education and location enhance sexual behaviour of the students?

Hypotheses

The following five null hypotheses were formulated to guide the study. They were  tested at 0.05 level of significance.

HO_1:     There is no significant difference in the pretest and posttest mean scores of students exposed to sexuality education and those not exposed as measured by their Sexual behaviour Manifestation (SBM).

HO_2:     Gender is not a significant factor enhancing sexual behaviour of students exposed to sexuality education as measured by their pretest and posttest mean scores on SBM.

HO₃:    There is no significant interaction effect of sexuality education and gender in enhancing sexual behaviour of the students exposed to treatment (Sexuality Education) as measured by their pretest and posttest mean scores on the SBM.

HO₄:    There will be no significant in effect of location enhancing sexual behaviour of students exposed to sexuality education as measured by their pretest and posttest mean scores on SBM.

HO₅:    There will be no significant interaction effect of sexuality education and location in enhancing  sexual behaviour of students exposed to treatment as measured by their pretest and posttest mean scores on SBM.

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Full Project – THE KNOWLEDGE OF SEX EDUCATION ON SEXUAL BEHAVIORS AMONG STUDENTS