ABSTRACT
This study sought to explore correlates of sexual behaviour among undergraduates in Universities in South Eastern Nigeria. Based on a review of literature, seven research questions guided the study while four hypotheses were equally tested. A correlational research design was used for the study. A multistage sampling procedure involving stratified random sampling and simple random sampling techniques were adopted to compose the sample of 600 undergraduates. Two instruments; a structured questionnaire titled Sexual Behaviour Questionnaire for Undergraduate Students (SBQUS) and Focus Group Discussion (FGD) were used to collect data from the respondents. The internal consistency reliability coefficient was determined for the questionnaire using Cronbach Alpha and values of 0.63, 0.63, 0.79 and 0.80 were obtained respectively. The data collected were analysed using percentage, mean score and standard deviation as well as Pearson Product Moment correlation. t-test statistics techniques for testing significant relationship as well; as the multiple regression analysis were used to test the hypotheses at 0.05 level of significance. The analysis of the data yielded the following results – sexual behaviours being exhibited by undergraduates include among others vaginal sex, watching pornographic films, lapping each other, holding of buttocks while dancing, sitting in the midst of the opposite sex, etc. Also, forms of sexuality education available for undergraduates include among others parents’ teaching, use of friends, peer tutoring, reading love novels and texts, exposure to mass media, etc. It was equally revealed that the sexual knowledge of undergraduates is moderate. Again, sexuality education, sexual knowledge and peer pressure correlated positively with a low degree with sexual behaviour. Furthermore, there was a high significant relationship among sexuality education, sexual knowledge and sexual behaviour. The findings of the study were extensively discussed; their educational implications and recommendations were highlighted. Some of the recommendations include introduction of sexuality education at all levels of Nigerian educational system, university authorities should organize seminars, workshops, and enlightenment programmes for students to enrich their sexual knowledge. Suggestions for further research and limitations of the study were also given.
CHAPTER ONE
INTRODUCTION
Background to the Study
Sexuality has important roles to play in our lives. Most people who disregard or repress their sexuality suffer from it (Dacey & Travers, 1996). The sex drive unlike other instinctual drives such as hunger and thirst can be thwarted without causing death. In other words, an individual may abstain from sex for a long time without dying but no human being can survive without food or water. Some people are able to practice complete chastity without apparent harm to their personality. Dacay and Travers (1996) equally opine that the greatest majority of human beings however become highly irritable when their sexual needs are not met in some ways. There are also reasons to believe that one’s personality does not develop in healthy direction if one is unable to meet ones sexual needs in adulthood.
Sexuality is a natural integral part of every human being (Nwagbara, 2003). It has to do with the physical body and its expression is influenced by personal and social forces. Hedgepeth and Helmich (1996) posit that sexuality has five overlapping aspects – human development, emotions and relationship, sexual health, sexual behaviour and sexual violence. Learning about sexuality is a lifelong process and an important aspect of everybody’s socialization Sexuality is the total sexual make up of an individual, covering the physical aspect, attitudes, values, experiences and preferences. Human beings are sexual beings from birth until death and sexual development and behaviour are integral part of human development. Abe (1996) says that human beings are sexual beings from birth until death and sexual development and behaviour are integral human process. In the context of this study, sexuality is seen as the total sexual makeup of an individual, which is an important aspect of an individual’s humanness. Frequently, sexuality presents the first challenges to healthy growth and development during adolescence and youth period.
In the total life span, adolescence or youthful period is probably the most critical period since a major developmental task at that stage is learning to deal with sexual emotions and drives in ways which are socially acceptable and self enhancing. This task is usually more difficult than the task of educational and career development which the youth face, mainly because adult teaching and guidance are not uniformly and effectively carried out. The major reason why the task of sexual development is more difficult for adolescents in Nigeria is because adequate attention has not been given to adolescent reproductive health (Action Health Incorporated, AHI, 2003). Generally speaking, issues relating to sexuality are usually not openly discussed in most ethnic groups in Nigeria. This could be attributed to our socio- cultural heritage which sees sex and sexuality as sacred and should only be discussed in the confines of marriage. AHI, (2003) further stated that learning to handle issues of sexuality problems which are awakened by the new sexual impulses during youth stage offer the youth, one major problem that many of them dabble into sex too early in life without pre-information on the risks involved. According to Adegoke (2004) information on reproductive tract infections and illegally induced abortion in Nigeria reveals that the problem is outrageous and more among young people. Adegoke equally reports that in a study of reproductive tract infections and abortion among adolescents in Nigeria, it was discovered that 80% of the women aged 17-19 years, admitted of being sexually active, while 29% of those below 19years had had clandestine abortion.
According to World Health Organization (WHO, 2000) the age of menarche is dropping all over the world, developing countries inclusive. Studies like Defo (1998) and International Planned Parenthood Federation (IPPF, 1998) show that the prevalence of sexual debut; initial sexual intercourse, marriage and child bearing among adolescent is highest in sub-Saharan African. Their reports also reveal that by the age of 20, 80% of women are sexually active in this area compared to about 75% in some developed countries of the world. Omeje and Nwosu (2007) opine that the trend in sexual activities of the youth is increasing in the world, though it is more in the developing nations, Nigeria inclusive. Also, according to the 1999 Nigerian Demographic Health Survey (NDHS) the national median age of sexual debut was 17.8 years for females and 20.3 years for males with females aged between 15 and 19 years being twice as likely to report sexual activity in the last four weeks preceding the survey than their male counterparts. The Federal Ministry of Health (2003) puts the median age agt first sex among 15-24 years old as 16.9 years and 19.8 years for females and males respectively. Incidentally according to Omoregie, Ankomah, Fakolade and Anyanti (2004) majority of students of tertiary institutions, across the country fall within the age bracket of 15 to 24 years especially the undergraduates. Furthermore, many studies conducted ( Araoye and Fakaye, 1998; Okpani and Okpani 2001; Pati, Chaturvedi and Malker, 2002; AHI, 2003; and Ikpe, 2004) have found out that many adolescents particularly male are sexually active before the age of 16 and are likely to engage in unsafe sexual behaviour thus making them vulnerable to Sexually Transmitted Infections (STIs) and Human Immune deficiency Virus (HIV). There is upsurge in the increase in the cases of STIs and HIV/AIDS all over the world and the most affected are the youth. This could be attributed to the pattern of sexual behaviour of these young people.
With regard to the issue of sexual behaviour, Hyde and Delamater (2003) say that it is the behaviour that produces sexual arousal and increases the chance of orgasm. This means that any act, which predisposes an individual to sexual activity, can be regarded as sexual behaviour. Potts and Short (1999) say that sexual behaviour includes the thoughts and feelings a person has in relation to another person. For the purpose of this study, sexual behaviour could be seen as any act which an individual displays towards an opposite sex in order to gain sexual satisfaction, though the act may or may not lead to coitus. Hyde and Delamater (2001) contend that the meaning of sexual behaviour varies across societies. The dominant discourse in some societies defines sexual behaviour as an important means of fulfilling the person’s emotional and physical needs. This perspective according to Nagel (2000) places great value on the person’s sexual satisfaction. A detailed understanding of the sociology of sexual behaviour in a given country will no doubt help to explain the willingness of people to engage in risky sex or remain positive in their behaviour. Sexual behaviour patterns vary widely between populations in different countries including Nigeria. Sexual behaviour can be healthy or positive and can also be unhealthy or risky.
Positive or healthy sexual behaviour according to McKay (1993) includes the ability to suspend the onset of sexual intercourse, making right choices of partners when the time comes, having limited number, at least one sexual partner when sexually active, sexual abstention, or proper use of condom if already sexually active and active protection of one’s self against sexual harassment. Positive or healthy sexual behavior is predicated upon ones control over when and whether sexual activity starts, control over the choice of one’s sexual partner and control over the frequency of sexual activity if already sexually active. It includes the right to delay or to refuse sexual relationship, particularly if it could lead to an undesired outcome such as exposure to an unintended pregnancy or sexually transmitted infections (WAS, 1999).
A healthy sexual development which will bring about the positive or healthy sexual behaviour depends on the satisfaction of basic human needs, such as desire to contact, intimacy, emotional expressions, pleasure, tenderness and love (Schutt-Aine & Maddaleno, 2003). Healthy sexual behaviour also includes developmental maturity that allows young people to express their sexuality in ways consistent with their values and understanding the consequences of sexual behaviour. This according to Schutt-Aine and Maddaleno includes avoiding sexual relations before one is emotionally mature and the use of modern contraceptives if they are sexually active. PAHO (2000) say that risky sexual behaviour on the other hand is the exposure of one’s self to risky sexual activities without control over one’s activities Risky sexual behaviour can be viewed in the context of the number and types of partners, sexual acts and orientation (Cohen & Trussel, 1996; Dixon-Mueller 1996). In the view of Akwara, Madise and Hinde,( 2003) other elements of risky sexual behaviour include early age at first sexual intercourse, multiple sexual partners, unprotected sexual intercourse with “at risk” or not-well-known partners, age difference in partners and untreated sexually transmitted infections. However, what may appear to be risky sexual behaviour to researchers and health professionals may actually be experienced as normal exploration by university students. Recent studies Reece and Dodge, (2003), Parsons, Bimbi and Halkitis (2001) on sexual behaviour of college students, including the college ritual of ‘hooking up’ suggest that university students engage in different forms of sexual activity for different reasons. The pattern of sexual behaviour (health or unhealthy) may largely depend on the sexual knowledge of the individual.
