CHAPTER ONE

INTRODUCTION

This chapter presents the background of the study, statement of problem, objectives of the study,

research questions, and significance of the study, Scope of the study and operational definition of

terms.

1.1 Background to the Study

The world health organization (WHO) defines adolescent as a person aged between 10 – 19 years.

Adolescence is the transition period between childhood to adulthood and it is characterized by

physical, psychological and social changes from childhood to adulthood and fall within the ages

of 10-19 years. Young people all over the world are the potential country future and if their need

particularly sexual, reproductive health needs are not addressed them have the real potential to

jeopardize that future. Adolescent /young people are the country’s most valuable assets and

perhaps the most important group in the society. Adolescent are often thought as a healthy group

nevertheless many adolescents die prematurely due to accidents, suicide violence , pregnancy

related complication and other illness that are preventable. Many more suffer ill-health and

disability e.g sexual transmitted infections (HIV) tobacco use and drug abuse. The period of

adolescent is when human being becomes most conscious of their sexuality and start to express

the same. Adolescent reproductive health include healthy sexual development equitable and

responsible relationships, sexual fulfillment and freedom from illness , diseases disability ,

violence or other harmful practices related to sexuality

The Nigerian society today has to grapple with many Behavioural problems of its youths, such

problems include truancy, disobedience, drug offences, assault, insult stealing, violent

1
demonstration, vandalism, examination malpractice, robbery and secret cult activities (Alan,

2020). Apart from these widely publicized Behavioural problems, heterosexual activities are also

listed among types of Behavioural problems prevalent in Nigerian Secondary Schools and that,

these variously named in the literature as sex abuse, sex offences, sexual misconduct, sexual

immorality, sexual promiscuity and sexual maladjustment (Susan & Wilson, 2016). However,

sexuality education can play a major role in helping teenagers make healthy and responsible

decisions about sex, by providing them with the information and skills they need to delay sexual

activities to protect themselves. Thus, at the time they begin having sex at a younger age, they are

at risk of unintended pregnancy, Sexually Transmitted Diseases (STDs) and its complications

(Cynthia, 2017). Sex is a topic which most people would not like to talk about (Kirby, 2014).

Also, he assert that the Nigerian parents‟ attitude towards sexuality education is that “the child

will grow up to know” for that reason, they would not like to discuss any matter pertaining sex in

the presence of their children and even if they do, the children would not like to listen. Human

sexuality has biological, emotional, physical and spiritual aspect. The biological mechanism or

aspect of sexuality refers to the reproductive mechanism as well as the basic biological drive that

exists between individuals and is expressed through profound feeding or physical manifestation of

emotion, love, trust and caring (Nnachi, 2015). She also affirms that, adolescents are curious

about some or all the aspects of their sexuality as well as the nature of sexuality in general and

that many will like to experience the sexuality without reasoning about its implications. A 14 year

old boy was asked where he learned about sex, he responded “in the streets”. Asked if this was the

only place, he said, “I learned some from play boys and others from sex magazines.” What about

school? He asked, and the boy responded “no, they talk about hygiene, but much of that couldn’t

help me out.” They asked about his parents‟ contribution, he replied “they haven’t told me

2
anything” (Power & Baskin, 2016). They believe that sexuality education is of great importance

in the life of young people. It is a necessity as long as healthy sexual behaviour is concern.

Sexuality education is sometimes called sex education. Sexuality education is also about

developing young people’s skills so that they make good choices. It is widely accepted that

children have a right to sexuality education (Staff, 2019). It is a means by which they are helped

to protect themselves against abuse, exploitation, unintended pregnancies and sexually transmitted

diseases. Providing an effective sexuality education helps to meet young people’s right to have

their sexuality and relationship they want to contribute to adolescents full social and economic

potential, young people need the knowledge and skills to make choices about when to have sex

and how to protect themselves. Comprehensive sexuality education curriculum has been endorsed

by various Government educational Organizations and teenage advocacy groups as the most

effective educational method for reducing teenage pregnancy with its complications and reduces

Sexually Transmitted Diseases (Mueller, 2014).

1.2 Statement of the Problem

A lot of sex related problems facing the youths today is undoubtedly linked with lack of sexuality

education in schools which breeds a lot of social ills, death, population explosion as a result of

unwanted pregnancies, sexually transmitted diseases and even infertility. In their bid to satisfy

their curiosity, many youths like to experiment their sexuality which usually leads them to

dangerous consequences. Many times the adolescents receive wrong information about sexuality

and these myths and misconception are carried throughout their life time. In Nigeria, a lot of

people are facing the consequences of the sexual life they played while they were young. About

60 percent of youths experienced sexual intercourse before the age of 18 years and only few of

this percentage perform it with full knowledge of it, Manta K. (2018). Also, the alarming increase

3
in the incidence of sexually transmitted disease (STDs) in these age groups is a matter of concern.

Many parents lack knowledge on when and how to start teaching their children about sex. They

also do not know the importance of sexuality education. In some cultures in Miya, sexuality

education is seen as taboo. Therefore, the study is predicated on the assessment of sexuality

education amongst adolescents attending Government Day secondary school Miya, Ganjuwa

Local Government of Bauchi state taking cognizance of the nature of organization of sexual

education and Behavioural changes education in secondary schools.

1.3 Objectives of the Study

The main objectives of the study is to assess sexuality education among adolescents in

Government Day Secondary School Miya, The following are the specific objectives of the study:

1. To determine the knowledge of sexuality education among adolescents in government day

secondary school Miya.

2. To identify the sources of information about sexuality education among adolescents in

government day secondary school Miya.

3. To identify the perceived benefit of sexuality education among adolescents in government

day secondary school Miya.

1.4 Research Questions

1. What is the knowledge of sexuality education among adolescents in government day

secondary school Miya?

2. What are the sources of information about sexuality education among adolescents in

government day secondary school Miya?

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 4. What are the perceived benefit of sexuality education among adolescents in government

day secondary school Miya?

1.5 Significance of the Study

Findings from this study has achieve the following:

It shows area of gaps in knowledge, attitude and practice of sexuality education among

adolescents and the need for proper implementation, Show ways in reducing the number of

unwanted and unplanned pregnancy among adolescents in the community, Shows effective path

to follow for nurses while providing sexuality education to adolescents in their facility, It

provided an empirical evidence for sexuality education as there is dearth of nursing literature of

this area in Bauchi state. And it serves as a reference point for other researchers that would want

to work in this area.

1.6 Scope of the Study

The scope of this study centers on assessment of sexuality education among adolescents in

Government Day Secondary School Miya, Ganjuwa local Government of Bauchi state.

1.7 Operational Definition of Terms

Sexuality: Sexuality includes our sexual orientation (heterosexual, homosexual, or bisexual).

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Sexuality Education- Is a lifelong process of acquiring information about sex and forming

attitudes, beliefs, and values about identity, relationships, and intimacy.

Sex education: Is an enlightenment on issues related to sexual activity, sexual reproduction,

reproductive health, reproductive rights, safe sex, birth control and sexual abstinence.

Adolescents: these are students within the period between the onset of puberty and the cessation

of physical growth; roughly from 11 to 24 years of age.

CHAPTER TWO

LITERATURE REVIEW

Introduction

This chapter covers brief concept of sexuality education, types of sexuality education, importance

of sexuality education for adolescent, consequences of sexual behaviour in adolescent,

implications of sexuality Education programmes among Adolescents, adolescent growth and

development, stages of adolescent development, adolescent sexuality, sexual orientation and its

classification, human sexual activity with the types. Lastly looks at the theoretical and empirical

reviews of the study.

2.1 Concept of Sexuality education

Effective sexuality education can provide young generation with age appropriate, culturally

relevant and scientifically accurate information. Some adolescents found discussions about how

to avoid getting STDs, avoid pregnancy and information about condoms and other forms of birth

6
control to be very helpful (Yepoyan, 2014.). Despite all the positive aspects about sex education,

it still becomes a controversial issue which had attracts both opposition and support. Sedgwick

had argued on many aspects of sex education and not merely about the effects of sex education

but also on who should deliver, appropriate communication to be used and contents of sex

education. Sex education is not just another subject that can be added in school curricular as it

contain issues that are of such central significance in the lives of young generation in future

(Sedgwick, J. (2016).). Hence, this review of literature will look into the perceptions towards sex

education, opinions about who should deliver sex education and the factors that might influence

their perceptions towards sex education. All studies reviewed were obtained through relevant

textbooks, the online news and online databases such as Medline, Proquest, Springerlink and

Science Direct. Sexuality Education is defined as referring to formal programs of instruction on a

wide range of issues relating to human sexuality, including human sexual anatomy, sexual

reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights

and responsibilities, abstinence, contraception, and other aspects of human sexual behavior.

Common avenues for sexuality education are parents or caregivers, school programs, and public

health campaigns. Since about students, which is either in elementary, or middle school, these

programs have used the programs of sexuality education for most health educators start to teach

young children about their body parts and the differences of puberty among each of the children.

This continues on through High School; with about a semester only, but most educators do not

think it is enough. Many parents may also agree, but may be picky on what they want their child

to know about sex. Because sexuality education is a sensitive topic, and most teenagers get the

wrong information through a friend, the internet, or the television.

2.1.1 Types of sexuality education

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 a. Abstinence centered Education

b. Abstinence plus Education

c. Comprehensive sexuality Education

Abstinence centered education

Also known as abstinence – only – until marriage or sexual risk avoidance programs, a strictly

endorsed abstinence; teaches that abstinence is the only accepted behavior; limits sex contents;

usually omits controversial topics such as abortion, masturbation and sexual orientation; strictly

oppose abortion but may support adoption instead. In this form of sexuality education abstinence

is the only accepted behavior. (Alford 2018).

Abstinence plus education

This program is quite similar to abstinence centered education but in addition it explores the

context and meanings involved in sex. It discusses on STDs, contraception, and acknowledges

that adolescents are sexually active but promotes strict abstinence and frowns on all forms of pre

– marital and extra – marital sexual activities. (Alford 2018).

Comprehensive sexuality education

Teaches abstinence but also encourages use of condoms for risk reduction in case of extramarital

and premarital sexual activities; it helps young people explore their own values, goals and

options; includes accurate and factual information on abortions, masturbation, and sexual

orientation; teaches that women with unintended pregnancies have a choice of either raising the

baby or safe abortion. (Collins, et al, 2019).

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2.1.2 Importance of sexuality education for adolescent

International Planned Parenthood foundation (2018) noted that youngsters usually derive

information on sex and from friends, books, media adverts, television, magazines and the internet.

The problem is that these sources may or may not really provide them with correct information.

As such, sexuality education will help in transferring authentic information and in the process also

correct any misinformation that they may have apart from adding to their already existing

knowledge. (Azen, 2020). Sexuality education imparted through schools can prove to be a

significant and effective method of bettering the youngster’s sex – related knowledge, attitude and

behavior. Sex education in school is important because many parents are shy about

talking/teaching their children on this subject. Educating children on sex related issues also

require one to know how to approach the subject, what information to impact and what to hold

back. All these can be carefully handled by a trained sex educator. It is a fact that more and more

teens these days are engaging into premarital sex. This will help them make better informed

decisions about their personal sexual activities. Sexuality education reduces sexual risk e.g. Rape,

STDs, injury and death from mal use of sex toys etc. It reduces indecency in the society. (Coon,

(2014).

2.1.3 Consequences of sexual activity for adolescent

In Nigeria, problems associated with adolescent’s sexual health include high rate of teenage

pregnancy a rising incidence of sexually transmitted disease, high rates of abortion mortality etc.

medical problems associated with adolescent’s sexual behaviors are a major health burden too

Nigerians. Problems are not confined to pregnancy but include secondary infertility and

development of cervical abnormalities in adolescents. Adolescents who became sexually active

9
enter an arena of high-risk behavior that leads to physical and emotional damage. Each year,

influenced by the combination of a youthful assumption of invincibility, and a lack of guidance

(or misguidance and misleading information) millions of adolescents ignore those risks and suffer

the consequences. (Elizabeth & Margaret, 2020). Young men who have sex with men are at high

risk of getting HIV and other sexually transmitted diseases. It has been found that individuals

infected with STDs are at least two to five time more likely than uninfected individuals to acquire

HIV if exposed to the virus through sexual contact. One study found that among gay male clinic

patient screened for STDs, those 15 – 20 years old had the highest age specific rates of rectal

Chlamydia and gonorrhea. These findings suggest the need for effective sex education for

adolescents. (Duberstein, L. et al, (2012).

2.1.4 Implications of sexuality Education programmes among Adolescents

According to Ethiop, (2016). Several lessons can be drawn from this perspective on programs and

research addressing adolescent sexual behavior. One is that teen pregnancy prevention can be

achieved by what might seem to be very indirect routes. Good evidence is mounting that by

helping adolescents achieve educational success and control their fertility even if they have

already become parents, we are preventing teen pregnancy in the next generation. Perhaps the

most obvious and important implication is that we now have several tools available for reducing

the frequency of negative outcomes tied to adolescents’ sexual behavior and that none of them

require fighting or winning the “culture wars” regarding how sexuality should be viewed within

our society. These findings also suggest a critical distinction between approaches that narrowly

target adolescent sexual behavior vs. those that target adolescent risk-taking behavior more

broadly. Although without question, most adolescent sexual behavior carries with it some

element of risk, the critical question appears to be not adolescents’ attitudes toward sex, but rather

10
their attitudes toward protecting themselves from risk. A motivated adolescent with an optimistic

view of the future may choose to remain abstinent, or may choose to become sexually active, but

only in a very careful, and relatively protected manner. Although abstinence-only advocates

would rightly point out that the abstinent adolescent faces the fewest risks, it is unarguable that

both the abstinent and the highly responsible and motivated sexually active adolescents face

dramatically lower levels of risk than do unmotivated risk-taking adolescents. This latter group is

unlikely to take \pleas for abstinence or for sexual-responsibility seriously, unless they are

presented in a way that provides a vision of a future role for them that they will want to safeguard.

In short, neither side in the culture-wars surrounding adolescent sexuality is likely to prevent the

most feared outcomes, unless they address the basic socio-emotional needs of the adolescent.

That is, unless they treat the adolescent as a whole person, and not as a bundle of sexual urges to

be controlled. (Kirby, D. (2017). While it may make little sense to believe that providing

extensive sex education information will reduce pregnancy rates, it seems equally implausible that

focusing on abstinence in isolation from broader aspects of social development will have an

impact. Even if one could magically transform our society into one in which adolescent sexuality

was far less accepted, and could reduce the media and marketing forces that increasingly

sexualize teen life, this would likely do little to change pregnancy and childbearing rates.

Evidence in this regard is simple and compelling, coming from an examination of our society four

decades ago, a time when teen sex was far less publicly accepted. This was a period to which

abstinence-only advocates can only dream about our society perhaps someday returning. And yet,

in 1960, the teen birth rate was almost double that of forty years later (Moore et al.,2012). This is

not to say that abstinence is an unworthy approach only that a focus on abstinence in isolation is

likely to have the same lack of impact on teens’ actual sexual responsibility as have films on birth

11
control techniques shown to teens without any social or developmental context.

The good news is that a clear path exists both for programmatic intervention and research that

involves fleshing out our picture of risky adolescent sexual behavior as it relates to broader

aspects of social development. Understanding the link between risky sexual behavior and

difficulties in the normative development of adolescent autonomy, competence in social

interactions with peers, and risk-taking propensities appears as a highly promising route to pursue

in this regard. Even if as a society we cannot reach easy agreement about what are acceptable

levels of adolescent sexual activity, we already have widespread agreement on the need to

promote adaptive social development in adolescence. Grunseit & Kippex, (2014).

2.1.5 If schools do provide sexuality education, what would be better for the student to

know?

The main subjects in sexuality Education must include Abstinence Education, Pregnancy/and/or

STD/HIV prevention and Family Planning. According to Deborah Anne Dawson, author of “The

Effects of sexuality Education on Adolescent Behavior”, (2015) she claims that “The age at which

formal contraceptive education is first provided has been declining.” In the book, certain age

groups have been receiving certain information at later ages in life all at which Dawson “feels

should be at an earlier age”. The organization, Advocates for Youth (2013), say that “Every hour

of every day, two American young people contract HIV, 96 become pregnant, and nearly 350

more contract a sexually transmitted disease (STD) (Apter, 2020). This means that by the end of

today, almost 50 young Americans contract HIV, almost 2500 will have become pregnant, and

nearly 8500 more will contract a sexually transmitted disease.” Stating this kind of information

should be enough to tell educators what should be taught in the sexuality education classes in

12
Nigeria. Because this is just a statistic among American teenagers, most teens may or may not

believe this study. Many will say this is just another fact put out there, but they really need to

know the kind of information that is put out there for them. Ignoring and knowing only as much

as teenagers want to know will put them in that spot of either becoming a young mom or dad, or

have them be a statistic and get a Sexually Transmitted Disease. (Hashimu, 2015).

2.1.6 Adolescent’s Accessibility to Sexuality Education

Positive attitude toward safe sex practices could prevent STDs and HIV/AIDS among sexually

active adolescents (Brabin et al., 2014) coupled with the support of their parents. Unfortunately,

parents although keen to help their children, still do not communicate adequately with them about

safe sex, mainly due to the fact that many parents feel inadequate to the task (Dejong et al., 2017),

and therefore are often embarrassed and uncomfortable to approach their children with the topic

(BBC News, 2020). In recent times, children have turned particularly to more formal sources of

sexual health education such as school-based lessons (Clark, Jackson & Allen-Taylor., 2002).

Concerning sources of sexuality information to adolescents, the studies by Ramsey, (2013), and

Thornburg, (2014) are consistent with each other. A greater proportion of their information was

obtained from peers, literature, parents (particularly mothers) and school (teachers). Some

information was also received from experience, physicians and the church. Boys were more

dependent on peers and the girls on parents for their sex information. The fathers were an

insignificant source of information for both boys and girls. In fact, adolescents reported obtaining

sexual information, not from adult family members, but primarily from media, schools, and peers.

In the same studies by Ramsey, 2013), they showed that, although some mothers and adolescent

girls reported communicating about menstruation, most parental communication consisted of

vague warnings not to "play" with boys or girls, without explaining what this euphemism means.

13
Other studies coming from East Africa (Kenya, Uganda, and Tanzania), Ghana, and India also

confirm the same problem (Kumi-Kyereme, 2018). Daughters, in particular, reported stronger

relationship with mothers than fathers. The fathers were an insignificant source of information for

both boys and girls. Fox and Inazu, (2018), found from various studies in USA that, parents were

either ignorant themselves, embarrassed to discuss sexual topics, afraid that knowledge will lead

to experimentation or set negative example at home. Sathe, (2020) observed that, parents were

uncomfortable about imparting sexuality education to their daughters. To them, sexuality

education should be imparted to girls only after attaining menarche. Kodagoda, (2016) found out

in another study in Sri Lanka that, some mothers were reluctant to talk about sex to their

daughters as they found it embarrassing to discuss these issues. Some felt their children would

become smart and may experiment with sex. Another group was of the opinion that such

information could be got from friends, elder sister and sister-in-laws rather than the mothers.

(Richard, 2015).

2.1.7 The role of parents in sexuality education

According to Kim and Ward (2017), Parents have a unique position when it comes to sex

education because parents are the earliest socialization agents in children’s lives. Many parents

actually want to teach and talk to their children about sex but they often doubt their skills and

competency and are often shy to impart the knowledge. It is important to note that though parents

can influence their children’s beliefs and attitudes about sex more, they may not necessarily pass

down specific message related to sex. There are certain positive benefits of parents opening up

communication with their children about sex. There are indirect effects on the sexual health of

adolescents, such as prompting them to have more open talks with their partners and increasing

their knowledge of STDs and even reduce the chances of risky behaviors. (Shonde, 2016).

14
Afifi (2018), Stressed that parents are generally also shy and embarrassed to talk about such a

topic. Parents are also unsure about the right timing to approach their children with such

discussions and they fear that they may not have adequate knowledge and thus miss-inform their

children. When parents do profess to be open about sexuality communication, they are reactive

rather than proactive, meaning that they will only talk about it when the issue arise or when their

children approach them with questions. Paradoxically adolescents desire more sexuality

communication with their parent. Research also covered that interestingly, religious parents and

adolescents were more comfortable talking about sex than the non-religious families. It is

therefore necessary for parents to vive proper sexuality education to their wards.

2.1.8 Challenges students faced in assessing sexuality Education

Although many school offer sexuality education programs, the time that adolescents are exposed

to the curriculum is limited. “Adolescents in secondary school receive an average of six and a half

hours of sexuality education a year, and less than 10 % of all adolescents receive a comprehensive

sexuality education” (Spencher, 2018). Schools fail to expose youth to sexual education for a

longer time due to a number of reasons. First, there is an assumption that exposing adolescents to

the curriculum may increase their sexual activity. Second, there is a strong need and support to

teach the primary academics first and foremost, rather than spending a great deal of time on

health. Third, teachers have a low comfort level teaching the curriculum; this can be due to a

variety of reasons. (WHO, 2019) Even though youth spend minimal time in the classroom

learning about sexual education, they are still learning and exposed to it from parents, peers,

media, and personal experiences. David Campos, the author of Sex, Youth, and sexuality

15
Education (2018), stated that supporters like McIlhaney, believe that abstinence-only sexuality

education programs are accomplishing very little to decrease the number of youth who have to

contend with an unplanned pregnancy. Research from New Jersey suggested that in an eleven-

year period of comprehensive sexuality education, the rate of youth pregnancy occurring among

unwed couples increased from 67.6% to 84%. According to research by the World Health

Organization: (2022)

2.2 Theoretical review

2.2.1 Health Belief Model –

The HBM suggests that people's beliefs about health problems, perceived benefits of action and

barriers to action, and self-efficacy explain engagement (or lack of engagement) in health-

promoting behavior. A stimulus, or cue to action, must also be present in order to trigger the

health-promoting behavior. (Ajzen, I., 2021)

Figure 1. Health Belief Model

16
2.3.1 Appropriate link to the study

This model assumes that an individual’s readiness for change is based on their assessment of the

threat of a health problem and the likelihood of being able to reduce that threat through personal

actions. Use of the Health Belief Model focuses students’ attention on perceived susceptibility

(his/her subjective perception of risk); perceived severity (feelings about the relative seriousness

and consequences of the risk); perceived benefits (beliefs about the relative effectiveness of

behaviors that can reduce the threat); and perceived barriers (potentially negative aspects of a

protective factor or risk reduction measure).(Glantz, K. et al,2015)This model relies on students

weighing different variables before deciding on an action or behavior. In addition to weighing

one’s options, students must also believe these actions or behaviors will lead to a desirable

outcome and they must feel confident that they can attain this outcome in order to increase the

likelihood of them adopting the behavior(s). This model emphasizes personal goals, threat

assessment, self‐efficacy, and decision‐making skills. An example of a common sexuality

education activity based on the Health Belief Model would be having students brainstorm the

reasons a young person might choose to use protection during sex (perceived benefits) and the

reasons they might choose not to use protection (perceived barriers).this implies that when

17
adolescents receive a comprehensive sexuality education on the consequences of engaging in

early sexual activity and the benefit of having a gross knowledge and practicing it, the society

will have a reduction in the rate of social vices related to poor sexuality education.

2.3 Empirical Review

A number of studies in the USA, the country with the highest percentage of teenage pregnancy in

the Western developed world, have reported high rates of teenage sexual relationships. Many

American teenagers are faced with the consequences of sexual risk taking, especially from

unprotected sexual intercourse. For example, Sathe, A. (2013) in a study of 751 unmarried black

teenagers aged 14 to 17 years found that 57% of respondents engaged in sexual intercourse (65%

of male teenagers, and 50% of female teenagers), with 58% of them not using condoms at first

intercourse. Similarly, a study by Musa A. (2021) on sex education in Nigeria: attitude of

secondary school adolescents and the role of parents and stakeholders in Niger state Nigeria. This

18
study investigated the level of awareness of sex education among secondary school adolescents in

Niger state, to assess the level of the already initiated comprehensive sex education program by

the federal ministry of health. The study utilizes an empirical survey design. In order to obtain

data for the research, stratified random and judgmental sampling technique were adopted. The

instrument used to elicit information from the respondents was a well-structured questionnaire.

Result from the study shows that it is important to impact knowledge about sex and sexuality to

adolescents. As, many of the respondents show positive attitude towards sex education (65%),

they knew its effectiveness (54%) and consequence of risk behaviors (86%) but lacked

appropriate knowledge (42%). Based on these findings, it is therefore imperative that adolescents

need more sex education at all levels with full parental participation. According to Sule, et al,

(2015). The study carried out on Impact of Sex Education in Kogi State, Nigeria. The focus of

this study was to investigate the impact of family sexuality education in secondary schools on

students in Kogi State, Nigeria. The descriptive survey design was used for the study. A total of

1,960 secondary school students were drawn by stratified random sampling from 40 schools

within Kogi State, Nigeria. Three research questions were generated for the study. Data collected

using a researchers’ structured questionnaire were subjected to statistics of frequency counts and

percentage. The results revealed that students have sexual problems, misuse of sex, high teenage

pregnancies and abortion and inadequate information on sex. Among the recommendations made

include the provision of adequate counseling and enlightenment programmes for students,

teachers and parents on the dangers of sex misuse and abuse, and the implementation of the law

against sex abuse of any form, and full enforcement of the child right act of Nigeria. According to

Josiah, G. A. & Nteh O. K. (2022). The study carried out on Influence of Sexuality Education on

Students’ Sexual Behaviour in Government Secondary Schools in The Federal Capital Territory

19
Abuja, Nigeria. This study examined the Influence of Sex Education on Students’ Sexual

Behaviour of Senior Secondary School Students in the Federal Capital Territory, Abuja Nigeria.

The aim of the study is to find out the sexual behaviours of secondary school students in the

Federal Capital Territory, Abuja Nigeria, to find out the influence of sex education on students’

sexual behaviours of secondary school adolescent in the Federal Capital Territory, Abuja Nigeria

and to find out difference in the influence of sexuality education on students’ sexual behaviour on

the basis of gender in secondary schools in the Federal Capital Territory Abuja, Nigeria. The

design adopted in this study was the descriptive survey design. The population of the study

comprised of all senior secondary school students in 2020/2021 academic session in the Federal

Capital Territory, Abuja Nigeria. The sample size for this study was 381 students. The instrument

for data collection is Students’ Sex Education Questionnaire (SSEQ). The SSEQ is a 33-item

instrument designed along a modified 4-point Likert-type scale. The questionnaire was validated

by a team of experts in the Faculty of Education, University of Abuja. In order to establish the

reliability of the instrument, a pilot test was conducted using the test-retest method of reliability,

which yielded the reliability (r) value of 0.78 implying a high reliability of the instrument. The

data collected were analyzed using mean and t-test. Findings showed that some factors such as

religious practices, culture, and shy to discuss sex are challenges to challenges of sex education in

senior secondary schools in the Federal Capital Territory, Abuja. It was recommended that more

awareness should be created to tackle the challenges of sex education in the Federal Capital

Territory, Abuja. This can be done through internet and increasing the reading habits of parents.

20
 CHAPTER THREE

METHODOLOGY

Introduction

This chapter deals with research design, study setting, target population, sample and sampling

techniques, instrument for data collection, method for data collection, method of data analysis,

validity of the instrument, reliability of the instrument, ethical consideration.

3.1 Research Design

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A cross sectional descriptive survey was used in this research work. It involves the observation

and description of a process without influencing it (Shuffle, 2018).

3.2 Setting

The study was conducted in Government Day secondary school Miya, which is located in the

outskirt of Miya village about a kilometer away from the town. The school comprises of male and

female students usually within the age range of 14 to 24 years in senior secondary school 1-3

(SSS 1-3). Miya is located in Ganjuwa north at Latitude: 10° 53' 27" N, Longitude: 9° 49' 52" E

with population of about 65,000 people some of which are majorly traditional believers with a

number of Islamic and Christian followers. The major spoken languages include; Miyanci, hausa-

fulani, Seyanci and Siranci, Miya has over 5 Secondary schools and a number of vocational

training center where adolescents attend for skill acquisition.

3.3 Target Populations

The target population of this research work is all students of SS I, SS II and SS III of Government

Secondary School in Miya consists of about 200 students in SSS 1-3, between the age ranges of

14 – 24 years. (GDSS Miya, 2023.)

3.4 Sample Size

The sample size that was used in the study was calculated using Taro Yamane’s formula.

Mathematically n=N/ [1+N (e)2] (Uakarn, et al., 2021)

Where n=signifies the sample size, N=signifies population under study, e=signifies margin of

error.

Margin of error=0.05

Our sample size will be= 200/1+200(0.05)2

22
 n=200/1+200(0.0025)

n=200/1+0.5)

n=200/1.5

n=133.333

Therefore, 133 participants will be used for the study

3.5 Sampling Technique

The adopted sampling technique is a stratified proportionate sampling technique. This is done

using a multistage technique. Thus,

Stage 1: the students will be classified according to their respective classes namely; SSS1 (83),

SSS2 (69), SSS3 (48).

Stage 2: Total number of questionnaire that will be allocated to each School based on the

proposed proportion from total sample size.

Table 3.1 proportion in % and approximate number of questionnaires for each class

Classes Proportion of questionnaire Proportion (%)

SSS 1 83/200 (133) = 55 55/133 (100) = 41

SSS 2 69/200 (133) = 46 46/133 (100) = 35

SSS 3 48/200 (133) = 32 32/133 (100) = 24

TOTAL 133 100

23
3.6 Instrument for Data Collection

The instrument that was used is a well-structured questionnaire designed by the researcher to

elicit the responses from the respondents. The questionnaire is made up of four (4) sections with

five (5) items each. Section A. Contains the demographic data/bio-data of the respondents,

Section B. The awareness level of sexuality seducation among adolescents, Section C.The

sources of information on sexuality education among adolescsents, and Section D. Contains the

percieved benefit of sexuality education among adolescent.

3.7 Validity of the Instrument

In order to record accuracy with the instrument that was used, the questionnaire was given to the

project supervisor and the panel of research committee from Aliko Dangote College of Nursing

Sciences to test for its face and content validity.

3.8 Reliability of the Instrument

Test-retest method of reliability was adopted for the testing of the instrument during the research

work. In this regards, a pilot study was conducted on students of Sultan Muhammad Sa’ad III

primary and secondary school. The same instrument was administered and the result was

24
collected and correlated to obtain the reliability. The questionnaire was administered and re-

administered to the same respondent which are the 10% of the sample size (13) students.

3.9 Method of Data Collection

The respondents were approached and informed about the purpose of the study before being asked

to participate, the voluntary nature of their participation was emphasized and steps to ensure

confidentiality and anonymity is detailed. The questionnaire was administered by the researcher

and two other assistance and the questionnaire was retrieved and the data was analyzed.

3.10 Method of Data Analysis

The data was analyzed using a mean statistics which was employed to analyse the data collected.

A four (4) point likert rating scale was used with Yes (Y) = 4 points, No (N) = 1. Strongly Agree

(SA) = 4 points; Agree (A) = 3 points; Disagree (D) = 2 points; Strongly Disagree (SD) = 1 point.

Decision rule: any mean greater than or equal to 3.00 is agreed while any mean less is disagreed

3.11 Ethical Consideration

An introductory letter was obtained from the Aliko Dangote College of nursing Sciences and

presents to the management of the school. The researcher began by seeking the permission from

authorities of the school and fully explained the purpose and goals of the study before taking the

questionnaires for distribution. All information that was obtained from the respondents was

treated as confidential to avoid identification. They were made to respond to the questionnaire

freely and voluntarily without being mandated to do so. Privacy, anonymity and confidentiality

was ensured.

25
 CHAPTER FOUR

RESULTS

Introduction

This chapter is devoted to the presentation, analysis and interpretation of the data gathered in the

course of this study. The data are based on the number of copies of the questionnaire completed

and returned by the respondents during the course of data collection.

Table 4.1. Demographic data of respondents

26
BIO DATA OF RESPONDENTS

GENDER Frequency Percentage

Male 73 55.0

Female 60 45.0

Total 133 100.0

AGE RANGE Frequency Percentage

12-15 yrs 33 24.80

16-19 yrs 50 37.60

20-23 yrs 37 27.80

Above 24 yrs 13 9.77

Total 133 100.0

CLASS LEVEL Frequency Percentage

SSS 1 55 41.0

SSS 2 46 35.0

SSS 3 32 24

Total 133 100.0

RELIGION Frequency Percentage (%)

Islam 64 48.10

27
 Christianity 47 35.00

Traditional 23 17.00

Total 133 100

The table above shows the demographic distribution of the respondents used for this study. Out of

the total number of 133 respondents, 73 respondents which represent 55 percent of the population

are male while 60 of the respondents which represent 45 percent of the population are female, and

shows the age range of the respondents used for this study. Out of the total number of 133

respondents, 33 respondents which represent 24.80 percent of the population are between 12-

15years old. 50 of the respondents which represent 36.60 percent of the population are between 16-

19 years. 37 of the respondents representing 27.70 percent of the population are between 20- 23

years while the remaining 13 of the respondents which represent 9.77 percent of the population are

above 24 years. More over shows the class level of the respondents used for this study. Out of the

total number of 133 respondents, 55 respondents which represent 41.0 percent of the population are

in SSS 1, 46 respondents representing 35.0 percent are in SSS 2 while 32 respondents which

represent 24 percent are from SSS 3 also shows religious distribution where out of the total

population of 133, 64 of the respondents representing 48.10 percent practice Islam, 47 respondents

representing 35.00 percent are Christians while 23 representing 17.00 percent are traditional

believers.

28
4.3.1 SECTION B

Table 4.2. Knowledge of adolescents about sexuality education

S/No. Statement YES NO Mean

(Y) (N) X

1 Have you heard about sex education? 124 9 3.8

2 You were thought about sexuality education in the 115 18 3.6

school and at home

3 I have gotten information about sex and sexuality in 95 38 3.1

books, magazine and television

4 I got my information about sex and sexuality through 120 13 3.7

internet and peer/friend

5 I heard about sex education at the age of 10 – 15 years 102 31 3.3

6 I heard about sex education at the age of 15 – 20 years 31 102 1.7

7 Parents and teachers are in better place to give sex 125 22 3.9

education

8 Religious leaders are in better place to give sex 22 125 1.6

29
 education

9 Sex education is the process of giving advice to issues 119 14 3.6

relating to human sexuality

10 Students like teaching on sex education only if 124 9 3.8

information about their reproductive organs and their

functions are given

Table 4.2 of section B shows that responses to item 1, 2, 3, 4, 5, 7, 9,and 10 are above the mean

scores of 3.0, which is high, but responses to item 6 and 8 are below the mean score of 2.5 which

is low. This means that most respondents agreed to the facts that they have knowledge of

sexuality education and sexuality education should be strictly taught by parents and teachers mean

score of (3.9) they have not heard about sexuality education, (3.7) sexuality education is thought

at home and in the school, mean score of (3.6) from the age of 10-15 years means score (3.3). On

the other hand, most respondents strongly disagreed with the mean score of below 2.5 which is

low, that shows that religious leaders are not teaching about sexuality education with the mean

score of (1.7). Also, (1.6) mean score show that sexuality education should be commenced

between the age of 15-20 years.

30
4.3.2 SECTION C

Table 4.3. The sources of information about sexuality education among adolescents

S/N Item statement S.A A D S.D Mean Decision

F (%) F (%) F (%) F (%) X

1 Parents serves as a 47 64 6 16 3.0 Agreed

primary sources of
(35.3) (48.1) (4.5) (12.0)
sexuality education to

adolescents

2 Schools play a vital 67 40 10 16 3.2 Agreed

31
 role in providing (42.9) (24.1) 7.5 (12.0)

sexuality education to

adolescents

3 Social media provides 41 19 22 61 2.4 Disagreed

wrong information in
(30.8) (14.3) (16.5) (38.1)
relations to sexuality

education to

adolescents

4 Religious leaders are in 65 25 20 23 3.0 Agreed

better place to give sex

(48.1) (18.7) (15.8) (7.3)
education

5 Culture prevents access 61 40 12 20 3.2 Agreed

to sexuality education
(45.8) (30.0) (9.0) (15.0)
to adolescents

Note: N = 133, SA= strongly agree, A= agree, N= neutral, D= disagree and SD= strongly

disagree. Decision_ weighted average = 3.38

The data analysis of the table 4.3 above shows that majority of the participants have agreed that

Parents can serve as a primary sources of sexuality education to adolescents, also Schools play a

vital role in providing sexuality education to adolescents, furthermore felt that Religious leaders

are in better place to give sex education and culture affects or prevents accessibility to sexuality

education to adolescents this is in consistent with a study conducted by Josiah, & Nteh (2022).

The study carried out on Influence of Sex Education on Students’ Sexual Behaviour in

32
 Government Secondary Schools in The Federal Capital Territory Abuja, Nigeria. Findings

showed that some factors such as religious practices, culture, and shy to discuss sex are

challenges to challenges of sex education in senior secondary schools in the Federal Capital

Territory, Abuja. It was recommended that more awareness should be created to tackle the

challenges of sex education in the Federal Capital Territory, Abuja. This can be done through

internet and increasing the reading habits of parents. On the other hand, some of the participants

disagreed that Social media provides wrong information in relations to sexuality education to

adolescents.

4.3.3 SECTION D

Table 4.4. The perceived benefit of sexuality education among adolescents

S/N Item statement SA A D SD Mean Decision

33
 F (%) F (%) F (%) F (%) X

1 If students are given sexuality 63 39 17 14 3.2 Agreed

education effectively the implication

(47.3) (29.3) (12.7) (10.5)
of immorality and sexually

transmitted infections are known and

avoided

2 Lack/inadequate sexuality education 37 64 15 17 3.4 Agreed

has caused unhealthy sexual activity

(20.3) (39.1) (11.3) (12.8)
and unwanted pregnancy among

students/adolescents

3 Sexuality education alerts adolescents 59 46 15 13 3.1 Disagreed

of dangers connected with sexual

(36.8) (34.6) (11.3) (9.7)
promiscuity of poor sexual

relationship

4 Sexuality education can equip the 58 36 19 20 3.5 Agreed

child/adolescent with accurate

(36.1) (22.6) (14.3) (15.0)
scientific facts with regards to sex

structures, reproductive organs and

their functions

5 Sexuality education can help an 56 43 21 13 3.6 Agreed

individual to identify signs and

(34.6) (27.8) (15.8) (9.8)
symptoms of sexually transmitted

34
 disease

6 Sex education is good and should be 50 47 15 21 3.0 Agreed

emphasized and included in the

(37.1) (35.3) (11.2) (15.8)
school curriculum as a full course

Note: N = 133, SA= strongly agree, A= agree, N= neutral, D= disagree and SD= strongly

disagree. Decision_ weighted average = 3.10

Table 4.4 of Section D shows that responses to item 1, 2,3,4,5 and 6 indicate that majority

strongly agreed with the mean score of 3.0 and above. This means that sexuality education is

good and should be emphasized and included in the school curriculum as a full course mean score

(3.0) respondents like teaching on sexuality education in other to know about their reproductive

organs and their function. (3.5) Sexuality education can reduce sexual immorality and sexually

transmitted infections (3.0). On the other hand, (3.6) mean score of respondents strongly agree

that sexuality education alerts adolescents of dangers connected to sexual promiscuity. (3.4) mean

score of respondents strongly agreed that lack/inadequate sex education has caused unhealthy

sexual activity and unwanted pregnancy among adolescents.

4.4.0 Answering research questions

4.4.1 Responses of respondents on the knowledge of sexuality education among adolescents.

Table 4.2 of section B shows that responses to item 1, 2, 3, 4, 5, 7, 9,and 10 are above the mean

scores of 3.0, which is high, but responses to item 6 and 8 are below the mean score of 2.5 which

is low. This means that most respondents agreed to the facts that they have knowledge of

35
sexuality education and sexuality education should be strictly taught by parents and teachers mean

score of (3.9) they have not heard about sexuality education, (3.7) sexuality education is thought

at home and in the school, mean score of (3.6) from the age of 10-15 years means score (3.3). On

the other hand, most respondents strongly disagreed with the mean score of below 2.5 which is

low, that shows that religious leaders are not teaching about sexuality education with the mean

score of (1.7). Also, (1.6) mean score show that sexuality education should be commenced

between the age of 15-20 years.

4.4.2 Responses of respondents on the sources of information about sexuality education

among adolescents.

The data analysis of the table above shows that majority of the participants have agreed that

Parents can serve as a primary sources of sexuality education to adolescents, also Schools play a

vital role in providing sexuality education to adolescents, furthermore felt that Religious leaders

are in better place to give sexuality education and culture affects or prevents accessibility to

sexuality education to adolescents this is in consistent with a study conducted by Josiah, & Nteh

(2022). The study carried out on Influence of Sexuality Education on Students’ Sexual Behaviour

in Government Secondary Schools in The Federal Capital Territory Abuja, Nigeria. Findings

showed that some factors such as religious practices, culture, and shy to discuss sex are

challenges to challenges of sex education in senior secondary schools in the Federal Capital

Territory, Abuja. It was recommended that more awareness should be created to tackle the

challenges of sex education in the Federal Capital Territory, Abuja. This can be done through

internet and increasing the reading habits of parents. On the other hand, some of the participants

disagreed that Social media provides wrong information in relations to sexuality education to

adolescents.

36
4.4.3 Responses of respondents on the perceived benefit of sexuality education among

adolescents

The majority of the participant’s responses to item 1, 2,3,4,5 and 6 indicate that majority strongly

agreed with the mean score of 3.0 and above. This means that sexuality education is good and

should be emphasized and included in the school curriculum as a full course mean score (3.0)

respondents like teaching on sexuality education in other to know about their reproductive organs

and their function. (3.5) Sexuality education can reduce sexual immorality and sexually

transmitted infections (3.0). On the other hand, (3.6) mean score of respondents strongly agree

that sexuality education alerts adolescents of dangers connected to sexual promiscuity. (3.4) mean

score of respondents strongly agreed that lack/inadequate sex education has caused unhealthy

sexual activity and unwanted pregnancy among adolescents

37
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Discussion of Findings

Research Question one: What is the knowledge of sexuality education among adolescents in

government day secondary school Miya?

Major responses to item 1, 2, 3, 4, 5, 7, 9, and 10 in section B are above the mean scores of 3.0,

which is high, but responses to item 6 and 8 are below the mean score of 2.5 which is low. This

means that most respondents agreed to the facts that they have knowledge of sexuality education

and sexuality education should be strictly taught by parents and teachers mean score of (3.9) they

have not heard about sexuality education, (3.7) sexuality education is thought at home and in the

school, mean score of (3.6) from the age of 10-15 years means score (3.3) this is in consistent

with a study conducted by Akande, et al, 2017 on Knowledge and Perception of Sexuality

38
Education among Students of a Rural Secondary School in Kwara State, Nigeria. The revealed

that Awareness of sexuality education was high (72.3%) among the respondents though through

informal strategy. Many of the respondents would therefore like a formal programme included in

the post primary schools curriculum. This study demonstrated that 70% of the respondent aged

between 10-18 years had never discussed about sex with their parents. This observation was more

among the SSS2 (36.5%) and JSSI (92.3%) respondents. However, 54.5% of the older

respondents aged above I8 years had discussed about sex with their parents. This was (lone more

by the respo ndents it the SSS 2 class (63.5%). All respondents agreed that sexuality education be

introduced and made compulsory in schools. The study recommends the introduction of sexuality

education into the secondary school curriculum, immediate training and re- training of specialised

skilful personnel for the teaching of sexuality education in Nigeria, sexual education should be

made a compulsory subject, and mass mobilization of parents towards home sexuality education.

On the other hand, most respondents strongly disagreed with the mean score of below 2.5 which

is low, that shows that religious leaders are not teaching about sexuality education with the mean

score of (1.7). Also, (1.6) mean score show that sexuality education should be commenced

between the age of 15-20 years.

Research Question two: What are the sources of information about sexuality education

among adolescents in government day secondary school Miya?

The data analysis of the table above shows that majority of the participants have agreed that

Parents can serve as a primary sources of sexuality education to adolescents, also Schools play a

vital role in providing sexuality education to adolescents, furthermore felt that Religious leaders

are in better place to give sexuality education and culture affects or prevents accessibility to

sexuality education to adolescents this is in consistent with a study conducted by Josiah, & Nteh

39
(2022). The study carried out on Influence of Sexuality Education on Students’ Sexual Behaviour

in Government Secondary Schools in The Federal Capital Territory Abuja, Nigeria. Findings

showed that some factors such as religious practices, culture, and shy to discuss sex are

challenges to challenges of sex education in senior secondary schools in the Federal Capital

Territory, Abuja. It was recommended that more awareness should be created to tackle the

challenges of sex education in the Federal Capital Territory, Abuja. This can be done through

internet and increasing the reading habits of parents. On the other hand, some of the participants

disagreed that Social media provides wrong information in relations to sexuality education to

adolescents

Research Question three: What are the perceived benefit of sexuality education among

adolescents in government day secondary school Miya?

The majority of the participant’s responses to item 1, 2,3,4,5 and 6 in section D indicate that

majority strongly agreed with the mean score of 3.0 and above. This means that the respondents

perceived that sexuality education is good and should be emphasized and included in the school

curriculum as a full course mean score (3.0) respondents like teaching on sexuality education in

other to know about their reproductive organs and their function(3.5). This is in contrast with a

study conducted by Kamran, et al 2022 on Assessing the Knowledge and Perception of the

University of Lahore Students Regarding Sex Education. This study revealed that 6.2% of the

people have good perception, 29% have moderate perception and 64% people have poor

perception. The results show that the image of sex education needs to be change for the

adolescents and to make an improvement to meet the reproductive and sexual needs among the

youth. Most of the students involve in the sexual activities through the smart phone. There needs

to make a restriction in watching the adult content that spread all over the internet and they

40
become sexually aware of all the dirty things that is not supposed to be known by them at that

age. So, the appropriate sexual education programs should be conducted for the teenagers or adult

students in the college or university level. HIV ratio is also increasing day by day due to the

unsafe sexual activities. Sexuality education can reduce sexual immorality and sexually

transmitted infections (3.0). On the other hand, (3.6) mean score of respondents strongly agree

that sexuality education alerts adolescents of dangers connected to sexual promiscuity. (3.4) mean

score of respondents strongly agreed that lack/inadequate sexuality education has caused

unhealthy sexual activity and unwanted pregnancy among adolescents.

5.2 Implications of findings to nursing

The findings of this study imply that the researcher assess sexuality education among adolescents.

The implication of the findings can be outlined as follows: Nurses should continue to emphasize

on the need for parents to sex educate their children so as to improve their knowledge and

behaviour. Also, Nurses should continue to emphasize on sex education in order to reduce

maternal mortality and morbidity caused by teenage pregnancy and its complication. Furthermore

Nurses should partake in school sexuality education programmes in order to reduce the

occurrence of infertility and sexually transmitted diseases (STDs) caused by promiscuity of

adolescents.

5.3 Limitations of study

Financial constraint- Insufficient fund tends to impede the efficiency of the researcher in

sourcing for the relevant materials, literature or information and in the process of data collection

(questionnaire).

41
Time constraint- The researcher has simultaneously engage in this study with other academic

work. This consequently cut down on the time devoted for the research work.

5.4 Conclusion

Conclusively, based on the findings of the research work revealed that most of the respondents

have good knowledge on sex education with mean score of above (3.1). They have the basic

information about sexuality education with the mean scorer of (3.5) and they know those in better

position to give sexuality education with the mean score of (3.5). The respondents also have a

good knowledge on the benefit of sexuality education and possible dangers/implications of

unhealthy sexual activity such as sexually transmitted infections (STIs) with a mean score of

above (3.0) On the other hand, respondents with mean score of (3.4) shows that researcher that

most of the respondents has positive attitudes towards sexuality education and are interested and

ready to be taught.

42
5.5 Recommendation

Based on the findings of the study, the following suggestions are recommended:

1) Sexuality education should be enforced as a subject in the secondary school curriculum

by the government.

2) More campaigns on Sexuality education should be carried out in secondary schools by the

media, non-governmental organizations, etc.

3) In the course of sensitizing the adolescents on Sexuality education, no information should

be classified; all they need to know should be made bare to them.

4) In the spread of Sexuality education, rural areas like Miya, Ganjuwa LGA should not be

cut-off; as it is observed that people in the rural areas of Nigeria are left out of such

programmes.

5) A special body or agency should be set-up by the government to look into the affairs of

the adolescents in Nigeria.

43
 6) Parents should not defer the duty of sensitizing their children on Sexuality education for a

certain age; they should start as soon as possible in doing this. Similarly, the duty of

educating their children on Sexuality education should not be left for their teachers in

school alone; the parents have a role to play.

5.6 Suggestions for further studies

Further studies should be carried out on the assessment of sexuality education among adolescents

in secondary schools. It is strongly suggested to other researchers to conduct same study in

other schools so as to help improve the knowledge of adolescents on sexuality education

in other to live positively. Further research may need to focus on the:

 Sample size so that a much accurate result can be generalized.

 Role of Government in ensuring effective sexuality education in schools.

 Knowledge and attitudes of the adolescent towards sexuality education.

44
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http://www.pubrued.conternin.gov/article.render. Retrieved date (25/11/2013).

World health organization (2013). Lessons learned about life skill – based education

preventing HIV/AIDs related discrimination 1:10-15

Yepoyan, T. 2014. School-based Sexuality Education in Eastern Europe and Central

Asia. Entre Nous, 80: 14-16. http://www.euro.who.int/en/healthtopics/Life-

stages/sexual-and-reproductive-health/publications.

APPENDIX

QUESTINNAIRE

Aliko Dangote College of Nursing

Sciences Bauchi,

Bauchi State,

PMB 0445,

Ajiya Adamu Road.

August, 2023.

50
 Dear Respondent,

I am a final year basic student nurse of the above named institution, currently conducting research

study on the topic “Assessment of Sexuality Education among Adolescents Attending

Government Day Secondary School Miya of Ganjuwa L.G.A. Bauchi State", Participation in

this study is entirely voluntary but it will help the researcher and study if you participate. All the

information collected from you is very important and confidentiality will be assured.

INSTRUCTION: Please endeavor to complete the questionnaire by ticking the correct answer (s)

from the options or supply the information where necessary.

SECTION A: Demographic information

1. Age range

A.12-15 ( ) B. 16-19 ( ) C. 20-23 ( ) D. above 24years ( )

2. Gender

A. Male ( ) B. Female ( )

3. Class Level

A. SSS1 ( ) B. SSS 2 ( ) C. SSS 3 ( )

4. Religion

A. Islam ( ) B. Christianity ( ) C. Others ( )

SECTION B: TO DETERMINE THE KNOWLEGE OF SEXUALITY EDUCATION

AMONG ADOLESCENTS ATTENDING GOVERNMENT DAY SECONDARY SCHOOL

MIYA.

S/No. Statement YES NO

51
 (Y) (N)

1. Have you heard about sexuality education?

2. I got my information about sex and sexuality through internet

and peer/friend

3. I have gotten information about sex and sexuality in books,

magazine and television

4. I heard about sexuality education at the age of 10 – 15 years

5. I heard about sexuality education at the age of 15 – 20 years

6. Parents and teachers are in better place to give sexuality

education

7. Religious leaders are in better place to give sexuality education

8. Sexuality education is the process of giving advice to issues

relating to human sexuality

9. Students like teaching on sexuality education only if

information about their reproductive organs and their functions

are given

10. You were thought about sexuality education in the school and

at home

52
 SECTION C: TO IDENTIFY THE SOURCES OF INFORMATION ABOUT SEXUALITY

EDUCATION AMONG ADOLESCENTS ATTENDING GOVERNMENT DAY

SECONDARY SCHOOL MIYA.

1. Item statement S.A A D S.D

2. Culture affects accessibility to sexuality education to adolescents

3. Parents serves as a primary sources of sexuality education to adolescents

4. Religious leaders are in better place to give sex education

5. Schools play a vital role in providing sexuality education to adolescents

6. Social media provides wrong information in relations to sexuality

education to adolescents

53
 SECTION D: TO IDENTIFY THE PERCEIVED BENEFIT OF SEXUALITY

EDUCATION AMONG ADOLESCENTS ATTENDING GOVERNMENT DAY

SECONDARY SCHOOL MIYA.

S/No. Statement SA A D SD

1 If students are given sex education effectively the implication of

immorality and sexually transmitted infections are known and avoided

2 Lack/inadequate sex education has caused unhealthy sexual activity and

unwanted pregnancy among students/adolescents

3 Sex education alerts adolescents of dangers connected with sexual

promiscuity of poor sexual relationship

4 Sex education can equip the child/adolescent with accurate scientific

facts with regards to sex structures, reproductive organs and their

functions

5 Sex education can help an individual to identify signs and symptoms of

sexually transmitted disease

6 Sex education is good and should be emphasized and included in the

school curriculum as a full course

54