PERCEPTION OF MOTHERS ON THE TEACHING OF SEX EDUCATION AT JUNIOR SECONDARY SCHOOL LEVEL

ABSTRACT

This study sought to examine the perception of mothers on the teaching of sex education at Junior Secondary School Level in Ohaozara Local Government of Ebonyi state, Nigeria. Specifically, the study sought to: (i) To identify the perception of mothers about the teaching of sex education in Ohaozara Local Government Area of Ebonyi State. (ii) To find out how adequate is the curriculum of sex education to the hosting community. (iii) To examine the method of teaching of sex education in Ohaozara Local Government Area of Ebonyi State. (iv) To determine the strategies to improving the teaching of Sex Education. Four research question were formulated to guide the study. The area of the study was Ohaozara Local Government Area of Ebonyi State of Nigeria. The population of the study was made up of one hundred (100). Secondary school students in the study area. The sample size for the study was one hundred students (100) were drawn from five (5) secondary schools in the area of the study randomly. The questionnaire was used for data collection. The mean and standard deviation were used to answer the research questions. The finding of the study revealed that sex education is an indispensable tool in the prevention of teenage pregnancy. Sexually transmitted infections Stis and V.V.F among teenagers. The study also revealed those factors hindering the acceptance of Sex Education in Ohaozara Local Government Area such as religious/ traditional beliefs, lack of knowledge about Sex Education, fear of unknown apathy etc. The researcher therefore, recommends that governments should introduce Sexuality Education into the school curriculum as a course on its own. Also parents and guardians should perceive Sex Education as an indispensable tool in the prevention of teenage pregnancy.

CHAPTER ONE

INTRODUCTION

Background to the Study

Sex education is the study about human sexual anatomy, sexual reproduction, sexual intercourse and other aspects of sexual behaviour (Wikipedia, 2012). Sex education can be best described as character education. It consists of instruction to develop understanding of the physical, emotional, social-economic and psychological phases of human relations as they are affected by male ad female relationship (Asha, 2007). It is pertinent to understand that the history of sexuality education dated back to our ancestors, who laid must emphasis on the care self and the act of procreation, emerging population and health concerns have led to the re-thinking and re-identification of the relationship between sexuality and human activity and behaviour.

The apparent rejection of sexual education by some concerned groups was echoed in this day publication of Wednesday, 12 January, 2005 under the caption “group condemns sex education in Lagos schools” and in the Muslims submission at the on-going national political conference, Abuja where the chairman of Jamatu-Was-Ril-Islam condemned in strong terms government’s support for the sexuality education programme. In his words, he said “we need religious education but they gave us sexuality education” channels news broadcast at 10’0clock March 3, 2005. SIECUS (2008), simply defined sex education as an act of learning how to conform to a certain art of living by being able to reason, examine and monitor oneself in clearly defined terms. It implies that man’s sexuality is integrated into his total life development as a healthy entity and as a source of creative energy. Infect, sex education is a term used to describe human sexuality which means that it emphasizes education about all aspects of sexuality and sex orientation, sexual pressure, valves, decision-making, communication, dating, relationships, sexuality transmitted diseases (STDs) and how to avoid them and birth, control methods. From the definitation no wonder Martin Luther broke away from St. Augustine’s sexual prohibition who felt that sex discussion was sinful and decided to live in celibacy. Eventually the merit valve and strength of sexuality education were acknowledge at the highest level of governance at the national level in the ministry of education. The Nigerian government approved the national curriculum for comprehensive sexuality education in Nigeria way back in August 2001. However, retrogressive and conservative groups frowned at the concept of sexuality and the policy was bastardized to eliminate the use of the term sexuality an action based on the fear of providing information that would address the core of patriarchal exploitation of women.

From the definitions above, it is understood that most mothers in Ohaozara Local Government Area le their children at junior secondary school level that makes it very poor at family level because mothers will continue living their children at junior secondary school level to get their first information outside home or among their peer groups. In the light of the above, the people of Ohaozara Local Government Area are not le out. As an educationally advantaged area in Ebonyi state, tremendous social changes have relatively occurred, since more children are sent to school to acquire formal education for all round development of individual pupils or students in character with Sexuality Education being inclusive to make a better society. To this effect, the home is expected to assist the school in it’s efforts to improve the quality of life of the children and to foster personality in consonance with Martin Luther’s philosophy about Sexuality Education.