ABSTRACT

A study was carried out on the perception of parents towards the teaching of sex education in secondary schools in Mangu Local Government Area of Plateau State. The design adopted for this study was the cross sectional survey design. A total number of three hundred (300) respondents in Mangu Local Government Area of Plateau State constituted the sample size. Stratified random sampling technique was employed in selecting the samples. The parents sample was selected from three towns in Mangu Local Government Area of Plateau State: Panyam, Pushit and Mangu town. One hundred (100) respondents were chosen from each of the town selected to make a total number of three hundred (300) respondents. The instrument used for data collection was a self-developed questionnaire named Parents’ Perception towards Sex Education Questionnaire (PPTSEQ). The questionnaire was designed to solicit information from parents in other to view their perception towards sex education. The instrument was divided into two categories: Section A seeks personal information of the respondents, while Section B elicits information on respondents’ perception towards sex education. The findings of the study show no significant (P>0.05) difference between male and female parents and their perception towards sex education, no significant (P>0.05) difference in the perception of parents towards sex education based on their educational qualification, no significant (P>0.05) difference in the perception of parents towards sex education based on their religion, and no significant (P>0.05) difference in the perception of parents towards sex education based on their marital status.The study concludes that sexuality is an important aspect of human life, so parents should summon enough courage to discuss and teach their children at a tender age on sex education.

CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

In spite of the good intentions of the Nigerian Government and stakeholders in introducing sex education into the school curriculum as well as the likely risks that adolescents in Nigeria are confronted with in the area of reproductive health, opinions are still divided over the propriety or otherwise of the inclusion of sex education in the school curriculum. Durojaiye (2002) and Essen (2004) were of the opinion that the introduction of sex education in the school curriculum is as a result of parents’ refusal to give their adolescents the sexual information they require to help them function well in the society. Parents on their part believe that adolescents’ moral decadence is an after effect of what they learn from school either through peer influences or from their teachers who are meant to act as role models. They explained that since adolescents spend more time at school than they do at home, the teaching of moral and ethical values should be effectively taught at school rather than teach sex education.

In Nigeria, the evolution of sex education and its introduction in Nigerians’ schools became apparent as there was an urgent need to address adolescents’ reproductive health, sexual rights and sexuality issues (Adepoju, 2005). The increasing need for sex education is also premised on the increasing health risk of adolescents who constitute over 36% of the Nigerian population. By nature, adolescents are susceptible to unplanned sex, unprotected sex, sexual coercion, sexual violence, sexually transmitted diseases and HIV because they are uninformed or poorly informed about the implications of their reproductive behaviour and health risk especially from underage sexual practices and other anti-social practices. The Nigerian government approved the inclusion for comprehensive sex education in Nigeria in August 2001 (Madunagu, 2005).

Esu (2005) and Isangedighi (2005) noted that the teaching of sex education to adolescents has continued to pose as a problem in Nigeria because both literate and illiterate parents share the same cultural and religious beliefs. Both Christian and Islamic religion as well as some ethnic groups in Nigeria forbids the teaching of sexually related matters to adolescents who are not married because they believe that discussing sexuality related matters will make them promiscuous due to the fact that they might want to experiment what is been told to them.

However, Sipalan & Majawat (2009) in their survey indicated that students do not know how to protect themselves from sexual predators, reckless behaviour and sexually transmitted diseases (STD), as they obtain inadequate information about sexuality in public schools, which generally only teach basic facts about reproduction in science courses.

Regarding issue of the parental involvement in deciding what courses should their children be taught and at what level, Adler (2003) affirms that parents have the legitimacy of choosing what subjects to be included in the school curriculum. Spodek, Saracho and Davis (2001) correctly affirm that “whether or not sex education is included as part of the curriculum may depend on the value orientation of the parents”.

The effectiveness of school-based sex education depends on, among other factors, the effectiveness of teachers who implement it (Cohen, Sears, Byers, & Weaver, 2004). Furthermore, it has been argued that the extent to which teachers implement the school based sexuality education curriculum is largely dependent upon and influenced by their attitudes towards it (Paulussen, Kok & Schaalma, 1994). Indeed, one of the central characteristics of an effective sexuality education programme is the level at which teachers are willing and show positive attitudes towards teaching it (Kirby, Laris & Rolleri, 2005). Paulussen (1994); Oshi, Nakalema & Oshi (2004); Mathew, Boon, Flisher & Schaalma (2006) in their studies recommended that teachers’ attitudes and confidence about teaching sexuality education be assessed prior to engaging them in the delivery of sexuality education programmes. Parents and guardian should be primary sexuality educators of their children but it has been observed that most parents seem to have neglected their family responsibility of imparting necessary information about sex to their children.

Sex education involves more than conversations. It includes observations of parents’, teachers’ and religious leaders’ interactions with the adolescent, each other and other adults. These interactions assist children and adolescents in acquiring the skills needed to develop good interpersonal relationships (Miller, 1994 & Haffner, 1998). Infants and toddlers learn about sexuality though interactions with their parents, such as the way parents talk to them, dress them, cuddle them and play with them. Even if the biological aspects of sexuality are not discussed at this stage, these early interactions are important for setting the stage for future sexual learning.

For pre-school children, curiosity about body parts and their functions becomes evident around 2 to 3 years of age. Parents can use this time to establish open lines of communication, and the child will learn that his or her parents are willing to discuss these aspects of sexuality and that they welcome questions. In addition to factual information on sexuality, parents sharing their attitudes, values and beliefs assist children in adopting a value system similar to their parents. This system of beliefs becomes extremely important for children as they move into adolescence, a time when major lifestyle decisions are being made.

Although adolescence is a stage normally characterized by separation from parents and the development of a distinct identity, teens continue to look to their parents for guidance and support (Mitchell, 1992). When asked, many young people want their parents to be their most important source of sexual health information (Pauluik, Byers, Sears, Cohen & Weaver, 2001; Werner-Wilson & Fitzharris, 2001). Unfortunately, many parents reserve the initiation of sexual education until adolescence rather than beginning at a much younger age. It is usually difficult for parents to have comfortable conversations on sexual topics with their adolescent children if open lines of communication on sexual matters have not been well established during childhood (Haffner, 1999). In addition, sexual conversations that should come from both mothers and fathers are, in many cases, being delivered by mothers alone (Miller, Norton, Jenson, Lee, Christopherson & King, 1998; Dilorio, Resnicow, Dudley, Thomas, Wang, Van Marter, Manteuffel & Lipana, 1999). Regardless of the timing and delivery of sexual talks, parents have a major influence on their child’s development and well-being making them an important resource for positive sexual health education.

Conclusively, it is when parents fail to give adolescent or young people the much needed sex education that they turn to peers, popular magazines and other media for the information they seek.

This research however is to examine the perception of parents towards the teaching of sex education in secondary schools in Mangu Local Government Area of Plateau State.

1.2     Statement of the Problem

Adolescents’ sexuality has become an issue of controversy between the family, school and the church with each of these agents pointing accusing fingers at each other. Many students at one time or the other have been sent out or school for having committed sexually related offences. There also cases of sexual harassment and rape among our secondary school students. Also, the occurrence or venereal disease among youths is rising at an alarming rate.

Many parents often discourage the discussion on sex or sexually related matters; this has made adolescents to discuss sex-related problems with their peers rather than their parents.

The study therefore intends to critically examine the perception of parents towards the teaching of sex education in secondary schools in Mangu Local Government Area of Plateau State.

• Purpose of the Study

The main purpose of this study is to examine the perception of parents towards the teaching of sex education in secondary schools in Mangu Local Government Area of Plateau State. In other to determine whether or not the gender of the teacher, geographical location or residence, educational qualification of parents and their religion has a say in their perception towards the teaching of sex education in secondary schools.

1.4     Research Hypotheses

The following research hypotheses were formulated for this research study;

1. There is no significant difference between male and female parents and their perception towards sex education.
2. There is no significant difference in the perception of parents towards sex education based on their educational
3. There is no significant difference in the perception of parents towards sex education based on their religion.
4. There is no significant difference in the perception of parents towards sex education based on their marital

1.5     Significance of the Study

The significance of this study was built on the findings which addressed the socio-cultural and eco-political contexts of parental perception of teaching sex education in secondary schools in Mangu Local Government Area of Plateau State.

It also suggests ways of reducing the insecurity that sex education has generates.

This study will be of great benefit to the parents as they will be able to keep abreast of factors related to crisis; pregnancy, sexual activity and contraceptives use, reproductive decision making and health services research, guide and protects adolescents’ in the areas of sexual health and sexual health policies, sexual decision making and crisis pregnancy.

The teacher will also benefit in that they will be able to build upon the range of research commissioned by Government and fill existing knowledge gaps, ensure that the Government existing research portfolio continues to be used, further build trust through expertise in adolescents in the areas related to sex education. It will also be of benefit to adolescents to have knowledge, skills and efficacy to make informed decisions about their sexual and lifestyle, to have knowledge of strong international commitments that exist, mainly from human rights, health and youth empowerment perspectives, promote comprehensive sexuality education and making them morally acceptable and responsible to themselves and the society at large.

Finally, the study will be of great significance in that, it will be basis from which future researchers of sex education can generates.

1.6     Scope of the Study

The research covered Mangu Local Government Area of Plateau State. The researchers believed that information obtained from this sample of respondents in Mangu Local Government Area of Plateau State will be sufficient for the purpose of this study in making an assertion from the views and opinions gathered from parents concerning sex education.

The study was delimited to assess the parental perception towards the teaching of sex education in secondary schools in Mangu Local Government Area of Plateau State.

1.7     Definition of Terms

Sex Education: is an education process designed to assist young people in their physical, social, emotional and moral development as they prepare for adulthood, marriage, parenthood and ageing, as well as their social relationship in the socio- cultural context of family and society.

Adolescents: young people between the ages of 12 and 18 years of age, when most of them are in the secondary or high schools.

Parental Perception: A deeper understanding and awareness than usual of an individual who has a child\children. It also refers to the way an individual with offspring hear or understand things.