1.0 Introduction
1.1 Background of Study
Sexuality education has become an essential component of adolescent education in the 21st century, especially in developing countries where issues of sexual and reproductive health are increasingly prominent. Sexuality education is defined as a comprehensive approach to teaching about sex and relationships, aiming to equip young people with knowledge, attitudes, and skills that enable them to make informed decisions about their sexual lives (UNESCO, 2018).
In Nigeria, the move towards institutionalizing sexuality education began in the early 1990s through the efforts of both governmental and non-governmental organizations. These efforts were significantly influenced by global platforms such as the International Conference on Population and Development (ICPD) held in Cairo in 1994, which emphasized the need for comprehensive sexuality education as part of reproductive health rights for adolescents (UNFPA, 2014). The introduction of sexuality education into the curriculum has sparked both acceptance and resistance, often influenced by cultural, religious, and societal values. The Federal Ministry of Education, in collaboration with development partners, introduced the National Family Life and HIV Education (FLHE) curriculum to promote knowledge and healthy attitudes among young people (Federal Ministry of Education, 2003).
In Bwari Local Government Area of the Federal Capital Territory, the teaching of sexuality education varies across schools. While some institutions have embraced the FLHE curriculum, others face challenges such as lack of trained teachers, inadequate resources, and cultural opposition. Furthermore, students' perceptions are shaped by their backgrounds, religious beliefs, peer influence, and the manner in which the subject is taught. Some students may view the subject as empowering and informative, while others may see it as inappropriate or irrelevant due to societal taboos surrounding open discussions about sex.
Sexuality education, also known as sex education according to UNESCO (2018), is a lifelong process of acquiring information and forming attitudes, beliefs, and values about identity, relationships, and intimacy. The growing need for sexuality education in Nigerian schools is becoming more evident as adolescents face increasing risks related to sexual and reproductive health. Issues such as teenage pregnancy, sexual abuse, gender-based violence, sexually transmitted infections (STIs), and HIV/AIDS are on the rise, particularly among young people who lack access to reliable and accurate information about their bodies, relationships, and health (UNESCO, 2018). Sexuality education goes beyond biological aspects to include emotional, psychological, and social dimensions of human sexuality.
The goal of sexuality education is to equip young people with the knowledge and skills needed to make informed decisions about their sexual health and well-being (Federal Ministry of Education, 2003). The relevance of sexuality education in senior secondary schools cannot be overstated according to Oshi et al., (2016). Adolescents are at a critical stage of development where they begin to experience significant biological, psychological, and social changes. Without appropriate guidance, they may engage in risky sexual behaviors that could lead to unwanted pregnancies, sexually transmitted infections (STIs), and emotional trauma (Oshi, Nakalema, & Oshi, 2016). Therefore, this study seeks to explore the perceptions of students in selected senior secondary schools in Bwari Local Government Area regarding the teaching of sexuality education, with the goal of identifying gaps, challenges, and opportunities for enhancement.
1.2 Statement of Problems
Investigation revealed that students' perception towards sexuality education is often shaped by the cultural, religious, and moral environment in which they are raised. In many cases, discussions about sex are still considered inappropriate or taboo, leading to confusion, misinformation, and a general sense of discomfort among students when the subject is introduced in class (Ajuwon, 2005).
Furthermore, the way sexuality education is taught also plays a significant role in shaping students' attitudes. When teachers are not well-trained or feel uncomfortable addressing the topic, their delivery may be vague, judgmental, or overly cautious, which in turn reinforces negative perceptions among students (Esiet et al., 2010). In some cases, lessons are skipped entirely or diluted to avoid controversy, leaving students without the essential information they need to make informed choices. It is against the backdrop that this study seeks to address these problems by identifying factors influencing their attitudes and the effectiveness of the current teaching approach.
1.3 Aim and Objectives of Study
The aim of this study is to examine students' perception towards the teaching of sexuality education in selected senior secondary schools in Bwari Local Government Area of the Federal Capital Territory.
The specific objectives of the study are to:
- Investigate the role of teachers and teaching methods in shaping students' perception of sexuality education.
- Identify cultural, religious, or social factors that influence students' attitudes towards sexuality education.
- Assess students' level of awareness and understanding of sexuality education.
- Examine how students perceive the content and delivery of sexuality education in their schools.
- Suggest ways to improve students' engagement and acceptance of sexuality education in secondary schools.
1.4 Research Questions
Based on the stated objectives, the study seeks to answer the following research questions:
- What is the level of awareness and understanding of sexuality education among students in selected senior secondary schools in Bwari Local Government?
- How do students perceive the content and method of teaching sexuality education in their schools?
- What cultural, religious, or social factors influence students' attitudes towards the teaching of sexuality education?
- In what ways do teachers and their teaching methods affect students' perception of sexuality education?
- What strategies is effective in improving students' engagement and acceptance of sexuality education in senior secondary schools?
1.5 Research Hypothesis
Based on the objectives of the research study, the following hypotheses are proposed:
- H0: There is no significant relationship between students' perception and the teaching methods used in delivering sexuality education in selected senior secondary schools in Bwari Local Government.
- H1: There is a significant relationship between students' perception and the teaching methods used in delivering sexuality education in selected senior secondary schools in Bwari Local Government.
1.6 Significance of Study
The outcome of this research study will benefit school administrators and teachers by accenting gaps in the delivery of sexuality education and suggesting ways to enhance classroom engagement, communication, and student participation. Additionally, health practitioners and youth-focused organizations will also find the results useful, as the study will shed light on cultural and social influences affecting students' attitudes toward sexuality education.
Furthermore, parents and guardians will benefit from the study, as it will encourage open dialogue about sexuality education and its importance in safeguarding young people against risky behaviors.
Finally, the study will contribute to existing academic literature and serve as a reference for future research in adolescent health, sexuality education, and educational development in Nigeria.
1.7 Scope of Study
This study will focus on students' perception towards the teaching of sexuality education in selected senior secondary schools located within Bwari Local Government Area of the Federal Capital Territory, Abuja, Nigeria.
The scope is limited to public secondary schools under the supervision of the Federal Ministry of Education, which is responsible for implementing the Family Life and HIV Education (FLHE) curriculum in schools nationwide.
1.8 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- 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 (internet, questionnaire and interview).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted.
1.9 Definition of Terms
Sexuality Education:
Sexuality education refers to the structured teaching of topics related to human sexuality, including the biological, emotional, social, and ethical aspects. It aims to equip students with the knowledge and skills to make informed decisions about their health and relationships. According to UNESCO (2018), sexuality education includes not just information on sexual health, but also addresses issues like gender equality, respect, and personal rights.
Perception:
Perception is the way in which individuals interpret and make sense of the world around them. In this study, perception refers to how students in senior secondary schools view and interpret the teaching of sexuality education. This encompasses their attitudes, beliefs, feelings, and responses towards the curriculum and teaching methods employed (Dörnyei, 2007).
Bwari Local Government:
Bwari is one of the Local Government Areas (LGAs) in the Federal Capital Territory (FCT) of Nigeria. It is situated to the north of Abuja, the nation's capital, and is home to several educational institutions, including public secondary schools. This study focuses on secondary schools in this specific area, exploring students' views on sexuality education as taught within the community's schools.
Senior Secondary Schools:
Senior secondary schools are the last phase of formal education in Nigeria before tertiary education. These schools cater to students aged 15 to 18, typically spanning three years (SS1 to SS3). They offer a broad curriculum that includes subjects such as mathematics, sciences, social studies, and health education, including sexuality education.
Family Life and HIV Education (FLHE):
FLHE is an educational curriculum designed to inform young people about reproductive health, HIV/AIDS prevention, and the importance of making healthy decisions about relationships. In Nigeria, the FLHE curriculum was introduced by the Federal Ministry of Education to equip students with essential knowledge regarding sexual health and responsible behavior (Federal Ministry of Education, 2003).
Cultural Influence:
Cultural influence refers to the impact that cultural beliefs, traditions, and practices have on individuals' attitudes and behaviors. In the context of this study, cultural influence is considered in terms of how local customs, religious beliefs, and societal norms shape students' perceptions of sexuality education (Tenkorang, 2013).
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