CHAPTER ONE

INTRODUCTION

Background to the Study

Sex education constitutes an important aspect of the health education curriculum. It provides factual and relevant information that enables parents, teachers, children, and adolescents to prevent problems associated with sexuality (Kumar et al., 2017). The information provided through sex education also incorporates strategies that help children develop self-respect, understand sexuality, recognize appropriate standards of interpersonal relationships, and improve their communication skills concerning sex and related issues. These elements contribute to the development of a healthy and stable sexual life. It is therefore important for parents and teachers to acquire scientific, social, and psychological understanding of the importance and necessity of sex education (Guzzo and Hayford, 2018). The sexual revolution experienced among young people today further demonstrates the importance of sex education for teenagers, who need to be protected from the harmful consequences associated with inappropriate sexual practices.

Sex education can essentially be described as a systematic effort aimed at developing healthy and accurate knowledge in individuals concerning their sexual growth, functioning, behaviour, and attitudes through direct instruction (Mobredi et al., 2017). However, many people are uncomfortable discussing issues relating to sex because sexuality is regarded as a taboo subject in many societies. In Nigeria, many parents hold the belief that their children will naturally learn about sex as they grow older. Even adolescent children may be excluded when parents discuss sexual matters within the home (de Castro et al., 2018). Children who demonstrate curiosity and ask questions about sex are sometimes viewed by society as being “bad” or morally problematic.

In many cultures and families, open discussions about sexual issues are prohibited. This represents one of the major reasons why many parents consider it difficult, uncomfortable, or inappropriate to discuss sexual matters with their children (Ngabaza and Shefer, 2019). In some situations, children may even be reprimanded for mentioning sexual organs or discussing sexual acts. When young children touch or play with their genital organs, for instance, parents may react by physically stopping or punishing them. Consequently, young people in Nigeria obtain information about sexuality through different sources during adolescence, often without access to accurate and scientifically supported information, while some of the information may be acquired secretly (Engelen et al., 2020).

Sex education actually begins at an early stage of childhood through interactions with family members and friends, older people, films, artwork, and other sources. When a 14-year-old boy was asked where he obtained information about sex, he simply responded, “In the streets.” When further questioned about where he obtained the information, he stated that some of it came from Playboy and some from sex magazines. When asked whether he attended school, he explained that the school discussed cleanliness but did not provide much information that could assist him with sexual issues. Regarding his parents’ involvement, he stated that they had not told him anything (Mobredi et al., 2017).

Similarly, when adolescents were asked about physical changes associated with adolescence in a survey reported in the Population Report (2015), seventy-five percent indicated that they preferred discussing such changes with their friends. In many developing and poor countries, adolescents rarely discuss detailed sexual matters with their parents because cultural taboos often prevent open conversations about sexuality. As a result, young people frequently depend on peers of the same gender who may themselves possess inadequate, inaccurate, or misleading information to fill the gaps in their knowledge.

For example, some adolescents resort to experimentation as a way of learning about sexual development and understanding their sexuality. With regard to sex education, two opposing schools of thought have emerged (Utibe, 2017). The subject has attracted considerable attention from policymakers and governments across the world, religious organizations, parents, and young people themselves. Because of the apparent negative consequences associated with unplanned sexual behaviour, many stakeholders have advocated for the inclusion of sex education in the educational system.

As children approach puberty, their interest in members of the opposite sex tends to increase (Utibe, 2017). During adolescence, young people may develop sexual desires that encourage behaviours such as petting, kissing, and touching or manipulating the sexual organs. Sexual curiosity and experimentation are common features of this developmental period and may expose adolescents to consequences such as teenage pregnancy and sexually transmitted infections (STIs).

STATEMENT OF THE PROBLEM

A considerable number of sex-related problems affecting young people today can be associated with inadequate or insufficient sexual education. Although sex-related challenges affect people generally, young people constitute one of the most vulnerable groups because many adolescents have little or no reliable knowledge or experience concerning sexual matters. Many young people may desire to experiment with sexual activities in order to satisfy their curiosity; however, their limited knowledge and experience can expose them to harmful situations. Adolescents are also frequently exposed to incorrect or misleading information, which may influence their behaviour and remain with them throughout their lives (Dawson et al., 2020).

The tendency toward early sexual relationships and teenage pregnancy among young people, together with the increasing occurrence of sexually transmitted infections (STIs) within this age group, represents a global concern, irrespective of whether appropriate sexual health services are available. Providing adolescents with accurate information about the physical and biological changes that occur during puberty before such changes begin may help them prepare adequately for the transition into adolescence. It may also encourage them to channel their energy toward productive activities rather than inappropriate sexual behaviour.

It is against this background that this study seeks to examine adolescents’ opinions and attitudes toward various sexual issues associated with their sexual development and to establish the importance and need for sex education among students in senior secondary schools, particularly in selected schools in Duste Alhaji, Abuja.

PURPOSE OF THE STUDY

The purpose of this study is to investigate and explore the attitudes displayed by adolescents when they are exposed to or confronted with issues relating to sex education.

OBJECTIVE OF THE STUDY

The main objective of the study is to examine the attitude of adolescents towards sex education in senior secondary schools.

Specific Objectives

The specific objectives of the study are to:

i. Determine the nature of adolescents’ thoughts and feelings towards sex education.

ii. Examine the nature of adolescents’ thoughts and feelings towards sex education in relation to information provided by their parents, teachers, peers, and other media sources.

iii. Determine the extent to which gender, age, grade level, and place of residence influence learners’ thoughts and feelings towards sex education.

Based on these objectives, the study seeks to address the following research questions.

RESEARCH QUESTIONS

The study is designed to examine and provide answers to the following research questions:

1. What is the nature of adolescents’ thoughts and feelings towards sex education?

2. What is the nature of adolescents’ thoughts and feelings towards sex education in relation to information provided by parents, teachers, peers, and other media sources?

3. To what extent do gender, age, grade level, and place of residence influence the thoughts and feelings of adolescents towards sex education?

SIGNIFICANCE OF THE STUDY

This study is considered important because it will help determine the attitudes of adolescents towards sex education in secondary schools. It will also provide an opportunity to examine the influence of the home environment and family background on adolescents’ attitudes towards sex and sexuality in government secondary schools. Conducting this research is therefore necessary in order to identify possible solutions to challenges associated with adolescent sexuality.

The study will be significant in the following ways:

1. Parents: The study will encourage parents to provide the basic needs of adolescents, including food, clothing, healthcare, and education, while also providing appropriate and accurate information about sex and sexuality before marriage.

2. Religious and Social Organizations: The findings may assist religious organizations and other social institutions in developing and implementing enlightenment campaigns aimed at improving adolescents’ behaviour and understanding concerning sex and sexuality.

3. School Administrators and Counsellors: The study will assist school administrators and guidance counsellors in identifying and applying appropriate techniques for addressing and managing immoral or inappropriate sexual behaviours among adolescents.

The significance of the study also lies in its attempt to determine the relationship between home conditions and adolescents’ attitudes towards sex and sexuality. Furthermore, the study seeks to examine how the schooling system and gender differences between male and female students may influence their attitudes towards sex and sexuality.

LIMITATION OF THE STUDY

This study is limited to Government Secondary School, Duste Alhaji, Abuja. The limitations are primarily associated with the following factors:

1. Financial Constraint: Inadequate financial resources may affect the researcher’s ability to efficiently obtain relevant materials, literature, and information required for the study. Financial limitations may also affect the process of collecting data through sources such as the internet, questionnaires, and interviews.

2. Time Constraint: The researcher will have to conduct this study alongside other work-related and personal responsibilities. Consequently, the amount of time that can be devoted to the research activities may be limited, thereby reducing the time available for extensive research work.

OPERATIONAL DEFINITION OF TERMS

The study focuses on adolescents’ attitudes towards sex education. Three major concepts require clarification in relation to the study: attitude, adolescent, and sex education.

Attitude

Attitude refers to a person’s disposition or tendency to respond either favourably or unfavourably to something. In other words, attitudes represent the thoughts and feelings that influence an individual to behave as though he or she likes or dislikes something. According to Coom (2016), an attitude is a learned predisposition that influences an individual to respond positively or negatively to people, objects, or institutions.

Adolescent

An adolescent can be described as an individual who is within the developmental period between the later stage of childhood and the early stage of adulthood (Health Foundation of Ghana, 2014). Adolescents therefore include boys and girls who fall within this developmental period, generally between the ages of 10 and 17, which is also regarded as the second decade of life.

Sex Education

Sex education refers to openness and communication about sexual matters within society, where teachers in schools, parents at home, and educational authorities are expected to communicate with adolescents and provide appropriate knowledge concerning sexuality and sexual health. Sex education can simply be described as a systematic attempt to promote healthy awareness and understanding in individuals concerning their sexual development, sexual functioning, behaviour, and attitudes through direct teaching.