ABSTRACT
         This study investigated the attitude of parents and teachers towards the teaching of sex education in secondary schools in Ilorin metropolis. The independent variables were gender, age place of residence, education status, family type and religion.
         Two hundred respondents (eighty responded among the parents in their places of work while one hundred and twenty respondents among the teachers in the various schools respectively) were randomly selected through attitude of parents and teachers toward sex education questionnaire (APTTSEQ). Data collected were analysed using frequency count, percentage and t-test.
         The research works revealed that students have high knowledge of sex education. On the comparison, there were no significant differences in the attitudes of teachers and parents toward the teaching of sex education on the basis of sex, age group, education status, family type and religion. However significant difference observed on the basis of location.
         It was recommended that emphasis should be placed on creating awareness on sex education stemming the flood of teenage pregnancy, sexually transmitted disease and HIV/AIDS. This requires joint effort of parents, teachers, curriculum planners and even government.
TABLE OF CONTENTS
CONTENTS PAGE
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT vi
TABLE OF CONTENTS vi
LIST OF TABLES ix
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 5
Purpose of the Study 8
Research Questions 9
Research Hypotheses 10
Significance of the Study 11
Delimitation of the Study 13
Definition of Terms (Operational Definition) 14
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Consequence of Sexual Activities among Adolescents 17
History of Sex Education 32
Concept and Attitude of Sex Education 35
Attitude towards Sex Education 39
Attitude of Parents towards Sex Education 39
Attitude of Teachers towards Sex Education 42
Need for Sex Education 44
Appraisal of the Reviewed Literature 52
CHAPTER THREE: RESEARCH METHOD
Research Design 54
Population 55
Sample and Sampling Technique 55
Research Instrument 57
Validity of the Instrument 58
Reliability of the Instrument 58
Administration of the Instrument 59
Method of Data Analysis 60
CHAPTER FOUR: RESULTS AND DISCUSSION
Presentation of Results 61
Hypotheses Testing 65
Discussion of the Findings 70
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
Summary 73
Conclusion 75
Implications of the Study 77
Recommendations 78
Limitations to the Study 80
Suggestion for Further Studies 80
REFERENCES 81
APPENDIX 84
LIST OF TABLES
Table 1: Distribution of Respondents on the Basis of Gender 62
Table 2: Distribution of Respondents on the Basis of Age 62
Table 3: Distribution of Respondents on the Basis of Residence 63
Table 4: Distribution of Respondents on the basis
of Educational Status 63
Table 5: Distribution of Respondents on the basis of Family Type 64
Table 6: Distribution of Respondents on the Basis of Religion 65
Table 7: means, standard deviation and t-test value
of teachers attitude towards the teaching
of sex education on the basis of gender 68
Table 8: Analysis of variance on the attitude of
teachers towards sex education on the basis of age                          66
Table 9: Means, standard deviation and the t-test value of the parents towards teaching of sex education on the basis of place of residence 67
Table 10:   Analysis of Variance (ANOVA) of teachers’ attitude towards the teaching of sex education on the basis of educational status               68
Table 11: Mean, standard deviation, calculated t-value on the attitude of parents towards sex education on the basis of family type 69
Table 12: Mean, standard deviation and t-value on attitude of parent towards sex education on the basis of Religion 69
CHAPTER ONE
INTRODUCTION
Background to the Study
Sex Education is a broad term used to describe education about human sexual anatomy, sexual reproduction, sexual intercourse reproductive heat, emotional relationship and so on. Sex Education may also be described as “sexuality education referring to all aspects of sexuality, including information about family planning reproduction (fertilization conception and development of embryo and fetus through child birth).
Sex education, which is sometimes called sexuality education, is the process of acquiring information and forming attitudes and beliefs about sex. Sex education is about developing young people’s skills so that they make informed choices about their behaviour, feel confidents and competent about acting on informed choices.
However, it is widely accepted that young people have a right to sex education. This is because it is a means by which they help to protect themselves against abuse, exploitation unintended pregnancies, Sexually Transmitted Disease (STD and HIV). It also argued that providing sex education helps to meet young peoples right to information about matter that affect them.
With regards to the attitude of parents towards teaching of sex education to their adolescent girls, the issue still remains one that is approached as sacred sex is probably one area of our lives about which we know so little and whatever little we happen to know are in bits and pieces through sources like friends, acquaintance etc. As important as sex is in our life’s, parents, elders and teachers in Kwara State and especially in Ilorin Metropolis hardly play any significant role in providing vital knowledge.
Since talking about sex is more or less a taboo in the Ilorin society the adolescents cannot freely approach his/her parents for guidance. Also, those who seek guidance from parents are not satisfied because they later try to evade discussion or are not able to give satisfactory answers. A few of them try to gather information through books, films not have access to such information. Many times, the ado1lescent receives wrong information and these myths and misconceptions are carried through out their life time.
Similarly, the rural mothers and the urban mothers feel hesitant towards providing sex knowledge to their children. According to them, the girls can get information through their friends and elder sister. To them sex education should be imparted to girls only on the verge of getting married. The attitude of teachers towards sex education in Ilorin Metropolis can still be described Luke warm goal of sexuality education is the promotion of sexual health by providing learners with opportunities to develop a positive and factual view of sexuality and indeed sexual health. This on the long run contributes in the prevention of HIV/AIDS.
However, adolescence is a period when young people experience changes in their bodies among which is the development of new sexual feeling, which they may not understand. This is also the period when most of them are in secondary schools or higher institutions they therefore need information about assurance about what is happening to them. Children and teenagers are exposed to a barrage of information related to sexuality which will require guidance from families and schools for health, sexual development and responsible behaviours.
Besides due to impact of western civilization, there is need to supplement the training of people in the art of family life by their parents and family members with a school based sexuality education programme. This prompted the Federal Government of Nigeria in 1999 through the National Council on Education to Incorporate Sexuality Education into the National School Curriculum. This has generated heated debates especially among parents. There is also the likelihood that even teachers might not perceive sexuality, education in the light of reducing sexual promiscuity and it attendant complication like sexually transmitted disease and HIV/AIDS.
Despite the perceived benefits, the feared risk of exposure to early sex ranked high among the teachers with the attendant sexual promiscuity as the risk of teaching sexuality education in secondary schools. (Comprehensive Sexuality Education. Trainers Resource Manual Action Health Incorporated 2003: 4- 5), Teachers Attitude to Sexuality Education is varied and was found to be related to some variables such as age and level of education. According to Gordon Dickman (1977), sex education role. New York, public affairs committee stated that age affected the willingness of the teachers to teach sexuality education though not significantly.
The older teachers may have adolescent children and may be willing to train and impact sexuality knowledge to students as this will help them in teaching their children at home. However, exposure to higher levels of education especially University Education, improves teachers knowledge and attitude towards sexuality education. This was brought to the fore in this study as there was significant relationship obtaining higher professional qualifications and willingness to teach sexuality education.
Statement of the Problem
