ABSTRACT
The problem of this study was inadequate communication between secondary school teachers and students in discussing sex- related issues. The objectives of the study were to: Establish the level of awareness of secondary school students on issues related to sex, investigate the perceptions of teachers and students on the teaching and learning of sex education in schools, investigate the communication methods used by teachers and students in communicating sex- related issues with students, identify the challenges that the teachers and students face in communicating sex-related issues and to suggest ways through which communication between teachers and students on sex issues could be improved. The assumption of the study was that teachers and students frequently share information related to sex. The study adopted a descriptive survey design and data were largely descriptive by nature. In collecting the data, 393 students and 28 teachers participated in the study. Data were collected using questionnaires and interview schedule for teachers and students. This study used qualitative design to analyze data. The data were presented in tables and figures using percentages and frequencies. The signicance of this study was that the findings would provide teachers and students with proper communication skills they can adopt in discussing sex-related issues. Findings indicated that most students have been exposed to sex education. This has been mostly at the upper primary and lower secondary levels of education. With regard to attitude towards sex education in schools, the findings showed a positive attitude among the teachers and students. The findings revealed that the communication methods used by the teachers and the students are mainly one way like dictation and lecture methods. This is not effective for proper communication to occur. Findings of the study also revealed that there are challenges that the teachers and students face in discussing sex-related topics. These include: shyness, religious inhibitions, lack of teaching aids, lack of adequate training for teachers as well as lack of proper guidelines from the Ministry of Education. In relation to what should be done to improve communication between teachers and students on sex- related issues, this study found the following: Open class discussions, use of debates based on sex topics, incorporating sex education with the curriculum, availing resources like books and other visual aids, more time to be created and sensitizing the parents and the community in general on the need to encourage the children to be open in discussing sex- related issues.
Introduction
This chapter discusses the background to the problem, statement of the problem, objectives of the study, research questions, and significance of the study, scope and limitations of the study, theoretical framework, conceptual framework and operational definition of terms.
There are many challenges facing children and the youth as a result of the fast changing world. These challenges include negative peer pressure, gender bias, early marriages, teenage pregnancies, STIs including HIV and AIDS, indiscipline, school unrest, poor career choices, early sexual debut, drug abuse, unemployment, rape and incest. These challenges are compounded by the fact that the youth are exposed to an environment where the mass media conveys and glorifies messages and scenes that highly arouse their curiosity on matters of sex. The youth acquire sex related information from variety of sources, some of which are inaccurate and unreliable. (KIE, 2002). Available research has shown that majority of the youth are so unprepared on matters related to sex that they have misconceptions about certain issues. For example, surveys carried out indicate that young girls engage in sex then run for the “morning after” pills as advised by their peers (Awino, 2000). Others have been heard saying that the use of two condoms during sexual intercourse offers them double protection. These problems render the youth vulnerable to health risks such as HIVand AIDS and other sexually transmitted diseases (KIE, 2002).
In the African traditional society, proper structures and mechanisms were put in place to help the children and the youth develop and grow as responsible and productive members of the society. Traditional education addressed the holistic aspect of human personality through the informal education system (Ocitti, 1973). However, the traditional family and educational ties have largely broken down, thereby leaving young people quite vulnerable (KIE, 2002). The formal education system has tended to prioritize the imparting of academic knowledge at the expense of psychosocial skills. However, it has become increasingly clear that exclusive focus on academic knowledge without development of psychosocial skills is an inadequate way of preparing young people for the complex challenges that exist in our world today. There is, therefore, need for the youth to be enabled to develop positive values, attitudes, skills and healthy behavior in order to help them effectively deal with the challenges of everyday life.
Sexuality can be defined as the whole way a person goes about expressing himself/herself as a sexual being (Akukwe, 1999). It has a biological, physical and emotional aspect. Biologically it refers to the reproductive mechanism of human beings. Emotional aspects deal with the intense emotions relating to sexual acts and associated sexual bonds. Physical issues range from medical consideration to concerns about the physiological aspects including sexual roles (Schaalma, 2004).
The term communication refers to the exchange or interchange of ideas, attitudes, thoughts, feelings, activities, behaviour or objects between two or more people (Kimemia, 1996). It is a process whereby information is enclosed in a package and is
channeled and imparted by a sender to a receiver via some medium. The receiver then decodes the message and gives the sender feedback. Communication is a process that involves the sender, message, medium, receiver and feedback. (Kimemia et al., 2007). If any of the above elements is missing, then there is no communication. This is because communication is not an end in itself but a process by which ends are accomplished. Communication in the sense of transmitting messages from one person to another may be effected in various forms. These include: written, verbal, pictorial, gestures, body movements, dressing mode as well as silence (Kimemia et al., 2007).
An important aspect of communication is manipulative communication (Anand, 2012). These are intentional and unintentional ways of manipulating words, gestures, etc. to “get what we want”, by demeaning, discounting, attacking or ignoring instead of respectful interaction. Sarcasm, criticism, rudeness and swearing are examples of manipulative communication. Non-verbal communication describes the process of conveying meaning in the form of non-word messages. Research shows that the majority of our communication is non-verbal, also known as body language (Anand , 2012). Some of non-verbal communications include chronemics, haptics, gesture, body language or posture; facial expression and eye contact, object communication such as clothing, hairstyles, architecture, symbols infographics, and tone of voice. Speech also contains non-verbal elements known as paralinguistic features. These include voice quality, emotion and speaking style as well as prosodic features such as rhythm, intonation and stress.
Oral communication, while primarily referring to spoken verbal communication, can also employ visual aids and non-verbal elements to support the conveyance of meaning. Oral communication includes speeches, presentations, discussions, and aspects of interpersonal communication. As a type of face-to-face communication, body language and voice tonality play a significant role, and may have a greater impact upon the listener than informational content. This type of communication also garners immediate feedback.
Communication that produces the desired effect or result is effective communication. It results in what the communicator wants. Effective communication generates the desired effect, maintains effect and increases effect. Effective communication serves its purpose for which it was planned or designed. The purpose could generate action, inform, create understanding or communicate a certain idea/point etc. Effective communication in sex education would ensure that students‟ attitude, values and beliefs are shaped.
Barriers to effective communication include message overload (when a person receives too many messages at the same time), and message complexity. Also, there can be a lack of determining “knowledge appropriate” communication, as when someone uses ambiguous legal words, or medical jargon, when speaking with another person that lacks understanding in these areas. Effective communication can be achieved only when the words used are brought to a common level of understanding for both parties. Physical barriers are often due to the nature of the environment. Thus, for example, a barrier to effective communication between teachers and students on sex-related issues would be a monotonous class environment from where they also learn examinable subjects of their
curriculum. Changing this environment would make this communication more effective. Likewise, poor or outdated equipment, particularly the failure of management to introduce new technology, may also cause problems. Other barriers to effective communication include: negative attitude, ambiguity of words and phrases and individual‟s linguistic incompetence.
Available documentary evidence shows that over 80% of Kenyan adolescents aged 15-19 years perceive themselves to be at risk of contracting HIVand AIDS and that 70% still engage in high risk sexual behaviour (AMREF, 1997). The same report shows that 20% of girls aged 15-19 years who left school before completing education did so due to pregnancy. Njau (1993) observes that over 80% of teenage boys were sexually experienced and had more than one partner while for girls between 50% and 60% have had the experience. However, most of these sexual activities are hardly protected thereby exposing them to risks such as sexually transmitted diseases including HIVand AIDS as well as unwanted pregnancies. Several researches have shown that effective communication on issues of sex has delayed first intercourse (Lahey, 2002). This communication offers an understanding of sex and can support positive levels of self- esteem and the development of emotional resourcefulness in young people.
There are a number of institutions that influence sex knowledge among the adolescents. These include home, church and school. Since a good percentage of the young people‟s time is spent at school, communication with their teachers on issues of sex is crucial. Secondary school education for most of the youth in Kenya and especially in Nairobi
usually starts at around fourteen years of age and under the 8-4-4 system of education it runs for four years (MoE, 2007). There has been tremendous increase in both the number of secondary schools and in student enrolment due to the introduction of free primary and secondary education in the year 2003 (MOE, 2007). In 1963, there were only 151 secondary schools in Kenya with an enrolment of about 30,000 students. Today, there are over 3,000 secondary schools with a total enrolment of more than 600,000 students (MoE, 2007). The HIV and AIDS situation has shown that new infections occur mostly among youth of 15-24years (UNAIDS, 2002). Most of these youth are found in secondary schools. The secondary school is thus vital for influencing sex education. As such, the role of the teacher has expanded to include not only the development of cognitive skills but also the promotion of their social and moral well being. Communication between the teachers and the students on issues of sexuality has become a vital tool for promoting and sustaining risk-reducing behaviour among the students.
Sex education is a broad term used to describe education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, and other aspects of human sexual behaviour. According to Haffner (2008), sexuality education is a life-long process of acquiring information and forming attitudes, beliefs and values about identity, relationships and intimacy. It encompasses sexual development, reproductive health, interpersonal relationships, affection, intimacy, body image and gender roles. Sexuality education addresses the biological, socio-cultural, psychological and spiritual dimensions
of sexuality from 1) the cognitive domain, 2) the affective domain, and 3) the behavioural domain, including the skills to communicate effectively and make responsible decisions.
Sex education in the secondary schools is currently offered formally and informally. Formally, it is offended in the life skills lessons. This is a compulsory subject which is supposed to be taught in all classes. It adopts a comprehensive behaviour change approach that focuses on the development of the whole individual. It focuses on not only transmitting knowledge but also helps the youth to explore their attitudes, feelings, opinions and values thereby, developing psychosocial competencies (KIE, 2002). All teachers are expected to teach this subject as a lesson on it‟s own. Communication about sex also occurs informally in schools since the teachers are expected to impart knowledge to their students on issues about this vital topic.
