Journal of Education in Developing Areas (JEDA) Vol. 19, No. 1.

PUBLIC PERCEPTION ON THE JUSTIFICATION FOR INCLUSION AND TEACHING OF SEXUALITY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN BAYELSA STATE, NIGERIA (A case Study of Yenagoa Local Government Area) BY DR. OKPAKO J. E. F. Department of Human Kinetics and Health Education Faculty of Education, University of Port Harcourt, Nigeria. & DOTIMI, D. A. Bayelsa State College of Health Technology Ogbia. Bayelsa State-Nigeria Abstract The study investigated the perception of the public vis--vis the justification for inclusion of teaching sexuality education in public secondary schools in Yenagoa Local Government Area of Bayelsa State. Three hypotheses were generated to guide the study. A pretest was carried out on 30 independent participants outside the area of study using Pearson Product Moment Correlation Co-efficient to establish the reliability of the instrument used for the study. The major instrument used was the self structured questionnaire made up of four options while the inferential statistics of x2 set at .05 alpha level was employed. The findings revealed that the hypotheses tested were rejected. Based on the result of the findings, it was recommended amongst others that sexuality education should be included and made mandatory in secondary schools curriculum and taught by trained professionals with integrity in the area of study and by extension, Nigeria.

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

Introduction The term sexuality has attracted a lot of misconceptions which make it sounds forbidden and should not be discussed in the public. Some refer to it as a teaching of sexual intercourse; others view it as a teaching on having affair with the opposite sex. World Health Organizations (2002) defines sexuality as sexual health and sexual right. Madunagu (2005) explains the working definition of WHO by stating that sexuality is a central aspect of human being throughout life and encompasses sex, gender identities and roles, sexual orientation, eroticism, pleasure, intimacy and reproduction. He further stated that sexuality is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices, roles and relationships. This means that sexuality is the totality of man which includes the physical, biological, sociological, emotional and ethical aspect of human and not limited to sexual intercourse. Sexuality education on the other hand, is the teaching of sexuality and life long process of sexuality (Washington, 2007). According to Eduvie (1999), sexuality education involves two main perspectives: the imparting knowledge of anatomy, and physiology of human body including reproduction, pregnancy, childbirth and learning about the physical aspect of sexual behaviour. The other perspective of sexuality education includes true discussion in the concrete experience of everyday life, the role and meaning of sexuality and love in the lives of humans and the society in which they live. Achieving healthy sexuality is a developmental process from birth to later adulthood; therefore it is learning about sexuality. In the early years, the foundation for mature adult sexuality is laid with such building blocks as healthy self-esteem, positive body image, good self care, effective communications, respect for others, caring for family and friends, and a responsibility to community. As the individual matures, other essential elements such as understanding of body changes, sexual intimacy and commitment; knowing and using health enhancing measures, such as health examinations, abstinence and protection, and recognizing the joys and responsibilities of parenting are added Madunagu (2005), reported that the Nigerian government approved the National Curriculum for Comprehensive Sexuality Education in Nigeria way back in August, 2001. However, conservative groups frowned at the concept of www.jeda-uniport.com

Page 1

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

sexuality; an action based on the fear of providing information that would address the core of patriarchal exploitation of women. Infact, based on the avoided word sex the term family life and sex education which sound more mild acceptable is now being used by some scholars. In Yenagoa, it is a fact that sexuality education need of the adolescent and the youths is largely unmet. Evidence of unmet need is reflected in the sexual risk behaviours that are exhibited by these adolescents and youths. The data from the National HIV/AIDS and Reproductive Health Survey (NARHS) reveals that among the sexually active of 15 to 19 year old which accounts for only 34.4% used condoms at most recent sexual encounter (FMOH, 2003). Another survey found that by age 12 years, over a quarter of a sample of secondary school students in Yenagoa had had sexual intercourse (Nnabuko, 2007). Oladipo (2004), stated that the comprehensive sexuality education curriculum is not accessible in Nigeria. He further stated that the bulk of sexual education programme implemented in schools still use the extracurricular methods, and this made students not to be adequately informed about reproductive health and participate more in risky sexual behaviours. Sexual risk behaviour among the adolescents in Yenagoa has been of great concern to both Parents and other adults, despite the fact that sexuality education has been introduced by the Federal Government in secondary schools in the year 2001, one cant really say confidently whether it has impact on the behavior of the youths. The researchers therefore deemed it worthwhile to investigate the perception of the public in the teaching of sexuality education in secondary schools in Bayelsa State. Statement of the Problem Most teenagers and young adults possess insatiable curiosity on the mystery of sex and sexuality and on how they could behave. They are unsure of whether they are attractive and acceptable, and what awaits them in future relationships. Some of them are able to successfully cope while some may fall victims before maturity with its attendant negative consequences. Numerous sources of sex information from parents, teachers, peers, religious and social leaders often times put them in serious confusions which if not properly and promptly re-oriented may expose them to damaging sexual health risks. www.jeda-uniport.com Page 2

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

In Yenagoa Local Government Area of Bayelsa State where this study was conducted, it was a common observation that adolescents young men are exposed to serious sexual risk behaviours prompting one to wonder whether they have any or adequate knowledge of sexuality education included in their curriculum. It must be noted that as at now sexuality education is not yet taught fully as an independent subject at the secondary school level but only taught as a unity under Physical and Health Education, partly in biology and social Studies. It is therefore the concern of these researchers to investigate the perception of the public (as a major stakeholder in adolescent and youths normal growth) and provide strong justification for the teaching of sexuality education knowing fully that the effectiveness of the implementation of such programme is largely depended on how the public perceives it and how they are convinced for teaching it. Purpose of the Study The researchers specifically investigated the perception of the public and make strong justification for the proper inclusion in the school curriculum and the teaching of sexuality education at the secondary schools in Yenagoa Local Government Area of Bayelsa State in terms of the perception of the objectives and contents of the programme, the religious perception and the types of personnel employed for the programme. The major intention was to use the findings as a guide to make suggestions and recommendations which will effectively and positively change every existing negative perception for full integration and teaching of sexuality education to pave way for positive sexual behaviours of the growing child all lifelong.

Research Hypotheses 1. Public perception of the objectives of sexuality education will not significantly influence the justification for inclusion and its teaching in public in Yenagoa Local Government Area of Bayelsa State. 2. Public perception of the contents of sexuality education will not significantly influence the justification for inclusion and its teaching in public secondary schools in Yenagoa Local Government Area of Bayelsa State. www.jeda-uniport.com Page 3

March , 2011 3.

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

Public perception of based on the level of education will not significantly influence the justification and inclusion of the teaching and sexuality education in public secondary schools in Yenagoa Local Government Area of Bayelsa State.

Methodology The following methods were adopted to approach the study. Research Design Descriptive survey research design was used for this study. Population The population was made up of all public secondary school students in Bayelsa State, parents and clergies. Sample and Sampling Techniques The sample size for the study was 500. The multistage sampling procedure was used to select the 10 communities with secondary schools in the Local Government. Yenagoa Local Government was stratified into two zones namely the Okolobiri zone (13 communities) and the Yenagoa zone (11 communities). Random sampling method was used to obtain 5 communities from each of the zones and a total of 10 communities were selected for the study. Proportionate stratified random sampling technique was used to select 50% of the population of each of the group for the study. In the second stage, simple random sampling technique was used to select 170 students from each of the secondary schools, 40 teachers, 63 parents of students, and 13 clergies from each community. Research Instrument The instrument for data collection was the self structured questionnaire of modified likert 4 scale of Very Appropriate (VA), Appropriate (A), Not Appropriate (NA) and Not Very Appropriate (NVA). Validation of Instrument The instrument was validated by experts in Human Kinetics and Health Education Department of the University of Port Harcourt and other related fields while the testwww.jeda-uniport.com Page 4

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

retest reliability method was used to determine the reliability of the instrument. The instrument was pilot tested on 30 participants in Ogbia Local Government Area which is outside the study area. The responses were correlated, subjected to Pearson Product Moment Correlation and 0.95 was obtained. The instrument was administered with the trained research assistants. Data Analysis The collected data were collated, coded and analysed using inferential statistics of x2 set at 0.05 alpha level.

Significance of the Study It is hoped that this study may bring about why some members of the public are not favourably disposed to the teaching of sexuality education to their children. This in effect may serve as guide to the planners of the curriculum to re-articulate methods of teaching, the personnel involved and create positive awareness that could bring about the effectiveness of teaching the programme to achieve its set goals. It may further encourage policy makers to fully integrate sexuality education into the secondary school curriculum as a separate course/subject of study instead of a unit as it is now Testing the hypotheses Hypothesis one Public perception of the objectives of sexuality education will not significantly influence the justification for its teaching in public secondary schools in Yenagoa Local Government Area of Bayelsa State. Table 1: x2 analysis of public perception of the objectives of sexuality education and the influence the justification for on its teaching.
Response Items 1. Do you consider the objectives sexuality education as a way of promoting sexual promiscuity and accompanied consequences among youths in secondary institutions. Will the objectives actually provide insights to sexual values among secondary schools student? VA 453 A 83 NA 16 NVA 15 Total 467

2.

342

101

14

10

467

www.jeda-uniport.com

Page 5

March , 2011
3.

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

331 125 8 3 467

4.

5.

6.

Do you think the objectives may build up healthy interpersonal communication in matters relating to sex-among youths. Do you see such objectives as an/ethical guides of passing information on human sexuality among youths and adolescents Are you of the opinion that the objective may serve as positive precursor to early detection, prevention and prompt medical approach on sexual diseases among adolescents and youths? Do you think the objectives are morally and ethically good guides for the training of contemporary youth in their career as they encourage unguided use of contraceptives 326.1; df = 15; P < = .05; Cr. Value = 25 Decision = Rejected

337

121

467

335

121

467

341

112

467

2039

666

56

41

2802

x2 =

From table 1 above, the Ho was rejected in favour of the alternative hypothesis (H1) because the calculated x2 of 326.1 is far greater than the criterion (table) value of 25.00. This is a clear indication that the set objectives of sexuality education may influence the perception of the public on the justification and inclusion for its teaching in public secondary schools in Bayelsa State. This result is in line with the findings of Masha (2001) that the comprehensive sexuality education objectives are a call to action to promote health and responsible sexual behaviours among adolescents. In the same vein Adepoju (2005) stated that the objectives of sexuality education is to promote the proper development of personality, sexual well-being and quality of life of the population as a whole and thus implies that its contents covers all aspects of life in the society. The above is a good pointer to objectives of sexuality education as guide to achieve its goals. However, the negative response is an indication of misconception that needs to be corrected the justification and for effective teaching of sexuality education. Hypothesis two Contents of sexuality education will not significantly influence public perception on the justification and its teaching in public secondary schools in Yenagoa Local Area of Bayelsa State. Table 2: x2 analysis of public perception of justification and teaching sexuality education based on the content of the programme. www.jeda-uniport.com Page 6

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

VA 375 A 85 NA 3 NVA Total 4 467

Response Items 1. Do you consider knowledge of the reproductive systems ideal in the content of sexuality education curriculum for the youths in as secondary institutions? Should courtship and marriage be part of the content of sexuality education since they can learn these as they interact with the society? Should personal adjustment, setting of goals and coping strategies be considered relevant in the content of sexuality education ? Do you perceive sexual harassment and unexpected permanency as a justifiable content in sexuality education. Are drug abuse and sexually transmitted infections appropriate titles in the content any sexuality education for youths and adolescents? Do you think cultural issues such as gender, circumcision necessary in the content of sexuality education?

2.

318

130

11

467

3.

347

111

467

4.

342

107

467

5.

360

97

467

6.

346

95

14

12

467

7.

Should socio-economic influence form an appropriate aspect of sexuality education among youths and adolescents?

346

95

14

12

467

244 719 56 7 x2 = 462; df = 18; P < = .05; Cr. Value = 28.87 Decision = Rejected

47

3269

Table two above rejects the null hypothesis and upheld the H1 because the obtained x2 of 462 outweighs the table value of 28.87 at the degree of freedom of 18 and probability of .05. The result indicates that the perception of the public is greatly influenced by the contents of sexuality education which definitely may the affect the justification of the programme. This revelation corroborates the assertion of Carnold (2001) that the content of sexuality education conforms with the desire and values of parents because they consider it appropriate for their young ones. However there may be a wrong perception as to affect justification and teaching of sexuality education if there is a deviation from the content and set goals during teaching. Hypothesis Three Educational status will not significantly influence public perception on the www.jeda-uniport.com Page 7

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

justification for the inclusion and teaching sexuality education in secondary schools in Yenagoa Local government Area of Bayelsa State. Table 3: x2 analysis of public perception based educational level on the justification for the teaching of sexuality education. S/N Educational, Status VA 1 2 3 4 5 6 7 No school attended FSLC WAEC/NECO OND/NCE HND/Degree M.Sc/MED Ph.D 6(40%) 200(93.90) 64(87.67) 35(79.55) 78(79.59) 10(47.62) 3(100%) 3% A 6(40) 11(5.16) 9(12.33) 9(20.45) 20(20.41) 11(53.38) - 0% 66 Responses NA 3(20%) 1(0.47) 0 0 - 0% 4 NVA 190.47) 0 0 - 0% 1 15 21.3 73 44 98 21 3 467 Total

x2 = 97.z; df = 18; P < 05; Cr. Value = 28.87 Decision = Rejected The above table (3) revealed the calculated x2 97.7 to be far greater than the criterion value of 28.87. Therefore the null hypothesis was rejected in favour of the alternative hypothesis. In other words, public perception on the justification and teaching of sexuality education at the secondary school level is influenced by the level of education and awareness of the affected. In a nut-shell when awareness via education is created, the value of a programme such as sexuality education will be appreciated and welcomed for implementation on their wards. Education is therefore power to project implementation at all levels. Discussion The findings from the results in table one revealed that the public considers the objective of sexuality education very appropriate for students in public secondary schools in Yenagoa local government area of Bayelsa state. This confirms Masha (2001) who stated that the comprehensive sexuality education objectives are a call to www.jeda-uniport.com Page 8

March , 2011 action to

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1). promote sexual health and responsible sexual behaviours among

adolescents. Adepoju (2005), also reported that the objectives of sexuality education is to promote the proper development of personality, sexual well-being and quality of life of the population as a whole and thus implies that its contents covers all aspects of life in the society. Therefore a welcomed objective is a clear support for the justification of teaching sexuality education in secondary schools. The findings further revealed that the public had a positive perception on the contents of sexuality education in public secondary schools in Yenagoa local government area of Bayelsa state. According to Carnold (2001), the contents of sexuality education confirms to the desire and values of the parents because they consider it appropriate for their young ones. Adepoju (2005), opines that the contents of sexuality education respond to the specific sexuality needs that emerge from population issues such as the adolescent sexual health problems and problems of acculturation that are plaguing Nigeria today. In essence, what is included in the content of sexuality education is a strong and welcome justification of the programme at the secondary school level. It was also revealed that perception on the inclusion of sexuality education is a product of ones level of education status and exposure. On the average, illiterate parents seldom openly discuss sexuality in the midst of children unlike their counterpart literate ones. Woody (2000) corroborated this by reporting that literate adults recommend sexuality education in the school curriculum in order for students to acquire right concept on sexuality. He stated further that gaining such knowledge from a reliable source like teachers could help the child to have better understanding and reduce the risk of sexual vices. Conclusion This study attempted to find out the perception of the public on and level of education vis-a-via the justification for teaching at secondary schools in Yenagoa local government area of Bayelsa state. Three research questions were tested, and the findings revealed that the public had positive perception on both the aims and objectives and the content of the programme. They are of the view that trained sexuality educators should be engaged to teach at as a separate subject but not as a www.jeda-uniport.com Page 9

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

mere unit under some other subjects as it is now. They also wanted more awareness to be created on the public to change negative perceptions. Recommendations Based on the research findings, the researchers recommend that: 1. Sexuality education should be included in the curriculum as a subject in the school but not a mere unity under some other courses. 2. Teachers should be specifically trained on sexuality education to carry out such an assignment adhering to ethics of teaching guided by the content objectives. 3. Sexuality education should be made a compulsory subject form junior secondary to tertiary institution when eventually adopted 4. Sexuality education should start at home and religious places with parents and clergies communicating effectively to their children and members as the primary sexuality educators.

REFERENCES Adepoju, A. (2005). Sexuality and Life Skills Education. London: PenPres. Carnold, L. (2001). Interview Adults. In G. Mac Naugton, S.A. Rolfe & Isiraj-Blatchford (Eds.), Doing early childhood research international perspectives on theory and practice. Buckingham & Philadelphia: Open University Press. Danzin, N.K. & Lincoln, Y.S. (2001). Handbook on Qualitative Research (2nd Ed.) Thousand Oaks: Sage. Eduvie, L. (1999). A Magazine of the Catholic Women Association. Sex Education and its Implication. Zaria. 40-42. Federal Ministry of Health (FMOH) (2003). National HIV/AIDS and Reproductive Health Survey (NARHS). Abuja, Nigeria.

www.jeda-uniport.com

Page 10

March , 2011

JOURNAL OF EDUCATION IN DEVELOPING AREAS (JEDA) VOL.19 (1).

Madunagu, B. (2005). Empowering Youths through Sexuality Education: the Challenges and Opportunities ARSRC: Lagos. Masha, G. (2001). Sexuality education in Nigeria: Issues Communication Nigeria School Health Journal, Vol. 13 (1&2) on Parent-child

National guideline task force (1996). Guidelines for Comprehensive Sexuality Education in Nigeria. School Age to Young Adulthood. Lagos: Action Health Incorporated. Nnabuko, A. (2007). Sex: Yenagoa: Glorious Changes.
Nwankwo, O. C. (2006). A Practical Guide to Research Writing (2nd ed.) Port Harcourt: Pam Unique Oladipo, C. (2004). An Overview of Adolescent Reproductive Health Research and Intervention in Nigeria Unpublished Thesis. Federal College of Education. Abeokuta. Washington, M. (2007). Sex Education Curriculum. Hong Kong. Family Planning Association of Hong Kong Wellington, J. (2000). Educational Research: Contemporary Issues and Practical Approaches. London: continuum. Wettlaufer, A.K. (2003). In the Minds Eye: The Visual Impulse in Diderot. Amsterdam. Rodopi. Woody.J.D. (2000). Teach Kids the rights stuff about sex and morality. San franscisco:Willy. World Health Organization. (2002). Technical Consultation on Sexual Health, Working Definitions, Geneva, Available from www.who.int/reproductivhealth/ gender/sexual health.htm#2 as at late 2003.

www.jeda-uniport.com

Page 11