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AN
EVALUATION OF TEACHERS AND PARENTS ATTITUDE TOWARDS THE TEACHING OF SEX
EDUCATION
ABSTRACT
Inspite of the perceived need for
the introduction of sex education in schools, the attitude of man in the
society to its introduction is still that of Skepticism. Therefore, this study
was carried out to evaluate teachers and parents attitude towards the
introduction of sex education in Saki West Local Government Area Secondary
Schools.
On the whole 155 respondents were
used for this study. They consist of 105 teachers from five selected schools
and 50 pupils from government parastatals and private sectors. The data
collected were statistically analyzed using frequency counts, percentage and
t-test to test four null hypotheses. Three of these were accepted and one was
rejected.
Based upon the outcome of this study,
it was concluded that teachers and parents perceived the introduction of sex
education alike; they agreed that religious affiliation has no effect on their
attitude towards the introduction of sex education in schools.
Recommendations were made that
teaches and parents should be involved in organizing sex education programmes.
CHAPTER ONE
1.0. INTRODUCTION
1.1. Background to the Study
Sex is a three lettered word that
has always arouse a sense of consciousness and sends jitters down the spine of
any hearer at the mere mentioning of the word. Sexual impulse is a basic and
integral part of human nature whether young or old and it deeply affects the
character of each and every one.
The issue of sex education has
become a matter of serious controversy among parents, teachers, counselors,
school administrators and adolescents in secondary schools. A pertinent
question therefore is this: Why has Sex Education maintained this status- quo?
The answer is not far-fetched. In
the context of traditional African society, sex is a sacred act which is
reserved for adults and done in secret. Hence, it is viewed with utmost
disclaim and regarded as a taboo for young boys and girls to engage in sex or
discuss about it in public. The perpetrator himself or herself even feels some
sense of guilt.
If an issue is held in high esteem
of sacredness like this, why should it be discussed with adolescents from whom
the act itself should be alienated? This has been the question bothering the
mind of many people while some people hold a contrary view that such a step is
not out of place. It is quite obvious that many parents and teachers are yet to
see the need for sex education in our secondary schools. The controversy
emanates from what should be the definition of the concept it self, the modus
operandi for teaching it to the adolescents, what should be the course content,
what is going to be the instructional objective, who should teach the programme
and the category of target adolescents to benefit from the programme.
Many schools of thought have
emerged to argue for and against the proposal. While some believed that the
introduction of sex education will further promote sexual promiscuity,
immorality and tempt adolescents to practice what they have learnt, others
believed that the programme will assist adolescents to fully understand
themselves and their physiological make up.
Sex education in general cuts
across not only the relationship between male and female alone but also the
knowledge of anatomy and physiological aspects of human life and the
reproductive system of the body. Now, if sex is a sacred and secret act, is it
not reasonable that the human reproductive organs and its discussion should be
kept secret or even avoided? This is the view of those who are vehemently
opposed to the idea of sex education for adolescents.
The sexual behaviour of the
adolescents is a complex problem which the teacher, parents and the society at
large find it difficult if not impossible to tackle. Yet this area is a very
crucial and significant aspect of the total development of the child. It is the
view of this school of thought that sex education is necessary in life.
A critical observation will reveal
that the school is the second on the ladder of socialization. Being in this
vantage position, the school is expected to come to the aid of the society to
guide against moral declination of every member. By virtue of education,
adolescents fall into the hand of the school and the school come to the rescue
by not allowing the imposition of individual decision and action in relation to
male and female association which is developing through age long myths and
false words which are accepted as facts by young boys and girls.
This problem may also be due to
parents’ low educational status on the constraints posed by tradition and
culture in discussing sensitive issues such as sex with their children. In most
societies, the above view is helped by adults. It is important to note however
that adolescents do not adhere strictly to cultural regulations about sex and
the ideal virginity before marriage rarely exists. Some societies are
permissive to adolescent’s sexuality provided it takes place in the context of
loving relationship. Casual sex though unacceptable in any society is quite
common among Nigerian adolescents.
This is where the school comes in
as an institution of considerable importance to the child. It presents him with
a new physical, mental and social experience. It is often the first experience
which he/she has of the life outside the family.
In addition, the school environment
will be found to be most suitable for sex education because of the peer group
situation present in which they can learn unhindered. The school also has an
important role to play in preparing children and teenagers for the development
of an ideal family life and a cordial relationship between the sexes.
1.2. Statement of the Problem
The last two decades have witnessed
a sharp and unprecedented fall in moral standard of adolescents which is more
pronounced in sexual activities. This has been a matter of serious concern to
many people. There have been diverse opinion on who and what are responsible
for this.
Some have heaped the blame on
parents whom them claimed have not been giving the adolescents accurate and
adequate information because a large proportion of them tend to shy away from
discussion of sex related issues.
This may be due to the fact of the
moral taboos of sex education taught by white missionaries, who use only clean
words. In consequence, these words later became taboos today, it is as
forbidden to say sexual intercourse, penis or vagina on Nigerian television and
radio as it is to say fuck, cock and curt on the nation’s networks in the
United States.
Others think that teachers are to
be blamed for this moral decadence. They identified the school as having a role
to play in sex education of adolescents. They opined that teachers are expected
to take up the potential role of sex education and counselling.
The problem of this study therefore
is to evaluate teachers and parents attitude towards the introduction of sex
education in Saki West Local Government Area secondary schools.
Should sex education be included in
the school curriculum? How much should
be taught? What age group should be targeted? What is the opinion of parents on
the equipping of the school to handle such a programme? This is the problem
which this study aims at looking into.
1.3 Purpose of the Study
The main
concern of this study is to evaluate teachers and parents attitude towards the
teaching of Sex Education in Saki West Local Government Area Secondary Schools.
The study intends to probe into the
view of teachers and parents as regards the teaching of sex education in
secondary schools. It seeks to examine the extent to which religion, age-old
beliefs, society and the mass media have affected such attitudes.
Apart from highlighting the
benefits of sex education to the secondary school students, it also aims at
finding out the source of any wrong information which adolescents might have
acquired and followed without evaluating their validity which later leads them to
have unwanted pregnancies through uncontrolled sexual relationship.
Finally, this study intends to
empirically determine the adolescent’s awareness of sex education giving to
them either in the school or at home. It will find out who should teach sex
education.
1.4. Significance of the Study
There are remarkable differences in
what each society considers desirable and undesirable in terms of sexual
behaviour, thus there are differences in what they attempt to prevent and promote.
In the same vein, the means
employed to achieve individual’s aim also differ, one of such popular means is
the introduction of sex education. However, observation has shown that parents
have reservations about the move to introduce sex education in the curriculum.
One of the significances of this
study is that it will identify the values of sex education if included in the
curriculum of secondary schools. It will investigate the role of teachers who
would be aware of whom and when to teach sex education and strategy to employ.
Parent would know how to deal with
their teenagers, when it comes to disseminating information on sex education.
Adolescents too would be able to take care of themselves sexually and they would
be able to plan for their future wisely.
The findings of this study will be
of immense benefit to psychologists and government at all levels. The
psychologists would be able to counsel and guide the adolescents aright and
government at all levels would be able to formulate policies that will be of
tremendous benefit to all concerned in case of sex education.
1.5. Research Questions
This study has specifically
addressed itself to the following questions:
1. Is lack of sex education in the curriculum
of secondary schools of any significant effect for the immoral sexual dealings
of adolescents?
2. Do parents have negative
attitudes to sex education either at home or in the school?
3. Do teachers have negative
attitude to sex education either at home or in the school?
4. Do teachers and parents regard
sex as a subject which needs to be discussed in secret or away from
adolescents?
5. Do adolescents start to date
too early without the correct knowledge of helpful dating skills?
1.6. Hypothesis
The following hypotheses are
proposed for this study:
Hypothesis
I: There is no significant difference in the attitude of male and female
teachers towards the teaching of sex education in secondary schools.
Hypothesis
II: There is no significant difference in the attitude of male and female
parents towards the introduction of sex education in secondary schools in Saki
West Local Government.
Hypothesis
III: There is no significant difference in the attitudes of Muslim and
Christian parents towards the introduction of sex education in secondary
schools in Saki West Local Government.
Hypothesis
IV: There is no significant difference between the attitudes of Muslims and
Christian teachers towards the introduction of sex education in Saki West Local
Government secondary schools.
1.7. Scope and Delimitation of the Study
There are multi various factors
that are responsible for both the negative and positive attitudes of teachers
and parents to the teaching of sex education in secondary schools. Besides,
there are ten secondary schools scattered all over the wards, villages and
towns that make up Saki West Local Government Area. It is almost impossible to
study all the factors that are responsible and every parents or teachers in
every secondary schools.
Putting into consideration the time
constraint and limited available financial resources at the researcher’s
disposal, the research will limit itself to only one of these factors which is
religious affliction of teachers and parents.
Five secondary schools will be
randomly selected as samples for the study and respondents will be limited to
teachers and parents. It is assumed that they will understand the question
contained in the questionnaire.
1.8. Definition of Terms
In order to appreciate in concreted
and clear terms, the idea being presented in this study, it demands that the
researcher should operationally define and clarify these terms, key words and
concepts used in this study so as to provide clarity and the understanding of
main cause of the argument embodied in the study. This is to ensure that
misinterpretation of terms and ideas are removed.
The most important terms used in
this study are operationally defined below:
Sex: This
word cannot be pinned down to a single definition, since there is no single
identity that can be labeled sex. For the purpose of this study however, sex
would be taken to mean either of these two definitions: the character of being male
or female in reproduction or physical activity between two people in which they
touch each other’s sexual organs and which may include sexual intercourse.
Education:
Education embraces all those experiences of the individual, through which
knowledge is acquired, the intellect.
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