TEACHERS AND STUDENTS PERCEPTION OF THE TEACHING OF SEXUALITY EDUCATION IN SECONDARY SCHOOLS
ABSTRACT
This research work sets out to investigate teachers and students perception of the teaching of sexuality education in some selected secondary schools in Ikpoba Okha Local Government Area of Edo State. To achieve this, a total number of four (4) research questions were raised and twenty (20) test items were constructed using a self structured questionnaire as the instrument used from which responses were elicited from the respondents. A total of thirty (30) students and thirty (30) teachers’ respondents were randomly selected from three (3) different schools in Ikpoba Okha Local Government Area. The split half reliability was used to determine the reliability of the instrument and reliability coefficient of 0.82 was obtained. The simple percentage ad descriptive method was used for the data analysis. The results obtained from the study showed that participant have a favorable perception towards the teaching of sexuality education and it should be taught to both male and female students irrespective of their age/ level. Based on the findings, recommendations were made that sexuality education should b fully included in the school curriculum and made compulsory also sex education teachers should teach comprehensive sex education without any element of prejudice to any aspect of the content.
TABLE OF CONTENTS Title Page – – – – – – – – i Certification – – – – – – – – ii Dedication – – – – – – – – iii Acknowledgement – – – – – – – iv Abstract – – – – – – – – ix CHAPTER ONE: INTRODUCTION Background to the Study – – – – – – 1 Statement of the Problem- – – – – – – 6 Purpose of the Study – – – – – – 7 Significance of the Study – – – – – – 7 Research Question – – – – – – – 9 Limitation of the Study – – – – – – 10 Delimitation of the Study – – – – – – 10 Definition of Terms – – – – – – – 11 CHAPTER TWO: REVIEW OF RELATED LITERATURE Conceptual Framework – – – – – – 12 Objectives of sexuality education – – – – – 17 Components of sexuality education – – – – 18 Sexual rights- – – – – – – – 20 Approaches to sexuality education – – – – – 23 Sexuality issues and cultural beliefs – – – – 28 Need for sexuality education – – – – – 30 Importance of sexuality education- – – – – 34 Challenges of sexuality education – – – – – 36 How should sexuality education be delivered – – – 38 Summary of Literature Reviewed – – – – – 41 CHAPTER THREE: METHOD OF THE STUDY Research Design – – – – – – – 43 Population of the Study – – – – – – 43 Sample and Sampling Techniques – – – – – 43 Research Instrument – – – – – – – 44 Validity of the Instrument – – – – – – 45 Reliability of the Instrument – – – – – 45 Method of Data Collection – – – – – – 45 Method of Data Analysis – – – – – – 46 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION Presentation of data – – – – – – – 47 Discussion of Findings – – – – – – 68 CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS Summary – – – – – – – – 72 Conclusion – – – – – – – – 74 Recommendations – – – – – – – 75 Suggestion for Further Studies – – – – – 77 REFERENCES – – – – – – – 78 Appendices- – – – – – – – – 80
CHAPTER ONE INTRODUCTION Background to the Study The need for sexuality education in schools has become indispensable in today’s contemporary society. While many societies and culture around the world are yet to consent to the introduction of sex education in schools, belief system, political system, religion, etc., some countries sees sex education as a gateway to deal with issues related to reproductive health and sexual preference among teenagers. Sexual health is one of the five core aspects of WHO global reproductive health strategy approved by the world health assembly in 2010. (WHO, 2010). 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, desire, belief, values, attitude, 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, 2010). Collins (2010) argued that sexuality education encompasses education about all aspect of sexuality education including information about family planning, reproduction, body image, sexual orientation, values, sexual pleasure, decision making, communication, dating, relationships, sexually transmitted infections and how to avoid them and birth control methods. It is also a means of safeguarding or protecting the youths against the consequences of sexual ignorance as well as preparing them for responsible life. Perception is the ability to see, hear or understand things (Nwagugu, 2011).Peter and Donald (2011), defined perception as a process by which organism interpret and organise sensation to produce a meaningful experience of the world around them.
