1.0 Introduction
1.1 Background of Study
Sex education has emerged as a significant component in shaping adolescent sexual health and behavior, especially in contemporary societies facing rising concerns over teenage pregnancy, sexually transmitted infections (STIs), and unsafe sexual practices. According to UNESCO (2009), sex education is a structured program that provides age-appropriate, culturally relevant, and scientifically accurate information on human sexuality, including reproductive health, relationships, and personal rights. It aims to empower adolescents with the knowledge, skills, attitudes, and values necessary to make responsible choices regarding their sexual and reproductive health.
Adolescents in senior secondary schools are at a developmental stage characterized by heightened curiosity about sexuality, physical maturity, and emotional vulnerability. Okonofua et al. (2005) reported that many Nigerian adolescents engage in sexual activities without adequate understanding of the health risks involved. Asekun-Olarinmoye et al. (2011) asserted that limited access to accurate sexual health information contributes significantly to the increasing rates of teenage pregnancy and STIs among school-aged youths. In addition, the lack of open communication between parents and adolescents, coupled with inadequate or non-existent school-based sex education programs, leaves many students to rely on peers and unregulated media sources for sexual knowledge.
In Nigeria, the implementation of sex education in secondary schools remains inconsistent. Esiet et al. (2009) stated that while some schools attempt to introduce sex education through Biology or Social Studies, cultural and religious opposition often inhibits its comprehensive delivery. Fawole et al. (2002) affirmed that educators frequently avoid in-depth discussions on sexual topics due to fear of backlash from parents and community leaders, thereby creating a gap between what students need to know and what they are taught. On the other hand, exposure to inaccurate information from the internet and social media platforms can mislead students, promoting risky sexual behavior rather than curbing it.
Sex education according to Kirby (2007) is broadly defined as a program designed to provide individuals particularly adolescents with information, attitudes, and skills necessary to make informed decisions about their sexual health and behavior (UNESCO, 2009). It encompasses topics such as human development, reproductive health, relationships, consent, contraception, sexually transmitted infections (STIs), and prevention of sexual abuse (Kirby, 2007). The increasing prevalence of teenage pregnancies, unsafe abortions, and rising cases of STIs among adolescents in Nigeria underscores the urgent need for effective sex education in schools (Fawole et al., 2002). However, despite various interventions and advocacy efforts, sex education in Nigerian secondary schools remains inconsistent and controversial. Some schools integrate it through subjects like Biology or Civic Education, while others avoid it entirely due to societal resistance and lack of trained personnel (Esiet et al., 2009). On the other hand, adolescents often turn to peers, media, and the internet sources that may provide inaccurate or misleading information, thus reinforcing harmful myths and misconceptions about sexuality. This study is set against the backdrop of increasing sexual health challenges among adolescents and the urgent need to assess how sex education influences their sexual behavior in senior secondary schools.
1.2 Statement of Problems
Investigation revealed that many senior secondary school students are exposed to various sources of sexual information ranging from social media, peers, to unverified internet sources which often leads to misconceptions, risky sexual experimentation, and early sexual debut (Asekun-Olarinmoye et al., 2011). There is also a widespread variation in the content, delivery methods, and frequency of sex education across different schools. In many cases, the program is poorly implemented or altogether absent, largely due to cultural and religious sensitivities, lack of trained educators, and inadequate policy enforcement (Esiet et al., 2009).
On the other hand, some stakeholders argue that introducing sex education in schools might encourage promiscuity among students, thus complicating efforts to design effective and culturally acceptable curricula. Additionally, the inability of some parents and guardians to engage in open discussions about sexual health with their children further shifts the burden entirely to schools, many of which are not fully prepared to handle such responsibilities comprehensively (Fawole et al., 2002).
Furthermore, peer influence and media exposure often distort the information students receive from formal education, thereby weakening the potential positive impact of school-based sex education programs. Adolescents are at a critical stage of emotional and psychological development, and without consistent, evidence-based, and age-appropriate guidance, they are likely to engage in behaviors that put their health and future at risk (Arowojolu et al., 2002). The lack of longitudinal data on the long-term behavioral effects of sex education also makes it difficult for educators and policymakers to design interventions that are both preventive and corrective. It is against this backdrop that this study seeks to examine the effect of sex education on adolescents’ sexual behaviour among senior secondary school students.
1.3 Purpose of the Study
The purpose of this study is to examine the effect of sex education on the sexual behaviour of adolescents in senior secondary schools. It aims to understand how sex education influences students' knowledge, attitudes, and practices concerning sexual health and to identify the challenges and implications of implementing comprehensive sex education within the school system.
1.4 Aim and Objectives of Study
The aim of the study is to evaluate the effect of sex education on adolescents’ sexual behaviour among senior secondary school students. In achieving this aim, the following specific objectives were laid out as follows:
- To assess the level of awareness and understanding of sex education among senior secondary school students.
- To examine the influence of sex education on the sexual behaviour of adolescents.
- To identify the sources from which students acquire sexual knowledge.
- To explore the challenges encountered in the implementation of sex education in schools.
- To evaluate the perception of senior secondary schools students toward sex education.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the level of awareness and understanding of sex education among senior secondary school students?
- How does sex education influence the sexual behaviour of adolescents?
- What are the major sources from which students acquire information about sex and sexuality?
- What challenges are faced in implementing sex education in senior secondary schools?
- What are the perceptions of senior secondary schools students regarding sex education?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no significant relationship between sex education and the sexual behaviour of senior secondary school students
- H1: There is a significant relationship between sex education and the sexual behaviour of senior secondary school students
1.7 Significance of Study
It is believed that at the completion of the study, the project will be beneficial to teachers by delivering accurate and age-appropriate content on sexuality, enhancing their professional competence. Also, the findings from this research will guide policymakers in developing and implementing educational policies that promote adolescent sexual health and reduce risky behaviours.
Furthermore, healthcare Providers and NGOs will find the results useful in crafting youth-friendly health interventions and programs that align with actual student needs.
Finally, the study will add to the growing body of academic literature on adolescent sexual health in Nigeria and serve as a foundation for future research in the field.
1.8 Scope of Study
This study is confined to selected senior secondary schools in Lagos State, Nigeria, and will include only students within SS1 to SS3. The study covers awareness levels, sexual behaviours, and perceptions of sex education.
1.9 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. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Sex Education: A formal program of instruction that provides adolescents with knowledge and understanding of human sexuality, reproductive health, STIs, contraception, and relationships (UNESCO, 2009). It equips them with life skills to make informed decisions about sexual behaviour.
Adolescents: According to WHO (2015), adolescents are individuals aged 10–19 years undergoing significant biological, emotional, and social development. In this study, it refers to students in senior secondary school, typically between ages 14 and 19.
Sexual Behaviour: The range of actions related to sexual activity and expression, including decisions about abstinence, protection, and partner choices (Kirby, 2007). It reflects how adolescents apply what they have learned from sex education.
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