PARENTAL PERCEPTION AND TEACHING OF SEX EDUCATION IN PRIMARY SCHOOLS

PARENTAL PERCEPTION AND TEACHING OF SEX EDUCATION IN PRIMARY SCHOOLS

TABLE OF CONTENTS

Title Page

Declaration

Certification

Dedication

Acknowledgments

Abstract

Table of Contents

List of Tables

CHAPTER ONE: INTRODUCTION  

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

1.5    Research Questions

1.6    Null Hypotheses

1.7    Delimitation of the Study

1.8    Limitation of the Study

1.9    Definition of Terms

CHAPTER THREE: REVIEW OF RELATED LITERARUE

CHAPTER THREE:       RESEARCH METHODS

3.1    Area of the Study

3.2    Design of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrumentation

3.6    Validation of the Instrument

3.7    Administration of the Instrument

3.8    Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Presentation of Results

4.2    Discussion of Findings

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary

5.2    Conclusion

5.3    Recommendations

5.4    Suggestion for Further Study

References

Appendix

ABSTRACT

The study assessed the effect of parental perception and teaching of sex education in primary schools in Onna Local Government Area. Three specific objectives, three research questions and three null hypotheses guided the study. A descriptive survey design and a population of 2,400 parents of primary school pupils was used for the study. A sample size of four hundred (400) parents were randomly selected.

A researcher made instrument called Parental Perception and Teaching of Sex Education questionnaire was used for data collection. An independent t-test analysis was used to test the null hypotheses at 0.05 alpha level. The results showed that parents’ religion, parents’ educational level and parents’ residential location significantly influence parental perception of the teaching of sex education in primary schools.

CHAPTER ONE

INTRODUCTION

1.1  Background of the Study

In brief, sex education is the information and skills acquired to help the individual to deal with human sexuality. Moreover, the information provided by sex education help the learners to make realistic and responsible decisions about sexual behaviors and social roles (Esu, 2000). Indeed, sex education gives a detailed account on the development and understanding of the physical, mental. Also, emotional, economic, social and psychological stages of human relationship. Therefore, today, adolescent sexuality has become an issue of each of the agents pointing accusing fingers at each other.

Durojaije (2002) in his studies revealed that the introduction of sex education in the school curriculum is as a result of parent’s refusal to give their children the sexual information they require to help them function well in the society.

Sex education in the schools is not new, of course, but never before has it attempted to expose children to so much information about sex. Comprehensive sex education includes much more that a movie about menstruation and a class or two in human reproduction. It begins in kindergarten and continues into high school. Also, it sweeps across disciplines taking up the biology of reproduction, the psychology of relationships, the sociology of the family, and the sexology of masturbation and message.

Moreover, it seeks not simply to reduce health risks to teenagers but also to build self esteem, prevent sexual abuse, promote respect for all kinds of families and make little boys more nurturing and little girls more assertive (Schaalma and Abraham, 2004).

Furthermore, a discussion about sex between adults and teenagers or among teenagers themselves was a social taboo. However, urbanization and education, loosened these practices and in the process sexual activity among youths has become more prevalent and unmarried teenage pregnancy more frequent (Ikamari, 2015) Cooksey (2018) opined that most of the teenagers who experience sexual initiation do not have sufficient knowledge of their sexuality and all the risks involved. Since in many homes discussion about sexuality is a taboo, and youths cannot get all the information friends, the need for sex education to be properly taught in schools becomes very glaring.

The United Nations General Assembly in 1948 accepted many unachievable rights for children. One of them is that children have a right to education and the education shall be free at least in the elementary level. It also adds that parents have the right to give their children the kind of education they can afford. This implies that parents have a right to influence the kind of subject their children are made to learn.

Esu (2010) and Isangedighi (2014) noted that the teaching of sex education to adolescents has continued to pose a problem in Nigeria because both literate and illiterate parents share that same culture and religious beliefs.

Both Christian and Islamic religion as well as Akwa Ibom State culture forbids the teaching of sexual related matters to adolescents who are not married. Spector (2017) explains that in many schools in Britain, the policy is to send a letter of consent to the parents of each child before sex education is given to their children. Moreover, this is to enable the school to remove the children from such classes as their parents’ wishes. Thus, this shows that even in advanced societies there are some socio-cultural factors that influence the implementation of the sex education programme in schools.

Therefore, in the light of the above, it is important to find out the perception of parents about the teaching of sex education in primary schools in Onna Local Government Area.

PARENTAL PERCEPTION AND TEACHING OF SEX EDUCATION IN PRIMARY SCHOOLS

1.2   Statement of the Problem

The problem of this study is on the parent’s relation and the ways they perceived the teaching of sex education programme in primary schools. Even among the most enlightened nations like Britain, some parents still kick against this form of education. While the controversy about the teaching of sex education continues, there are other more serious problems of teenage pregnancy, illegal abortion, sexually transmitted diseases including HIV/AIDs as a result, the sex education curriculum in primary education has remain largely unimplemented.

1.3   Purpose of the Study

The purpose of this study was to assess the influence of parental perception and the teaching of sex education in primary schools in Onna Local Government Area specifically, the study sought to assess the following objectives:

1. the influence of parents religious faith on the teaching of sex education
2. the influence of parents education level on the teaching of sex education
3. the influence of parents residential local on their perception of the teaching of sex education.

1.4   Significance of the Study

The findings of this study would be beneficial to the pupils as they will be allowed to learn about themselves and how to avoid sex related problems. The youths will have more understanding of the changes taking place in their body system so as to avoid actions that would lead to contacting sexually transmitted diseases, unwanted pregnancy and illicit abortion.

The teachers will also realize the cultural setting that the children grow from so as to focus their lesson in line with the cultural demands. It will also enable parents as well as religious leaders to realize the importance of sex education and organize programmes to get their youth members adequately informed. Lastly, this study will enlighten the entire population of the Onna people through information on measures of controlling birth rates.

1.5   Research Questions

                The following research questions guided the study:

1. Does parents’ religious faith influence the teaching of sex education in primary schools?
2. Does parent’s educational level influence the teaching of sex education in primary schools?
3. Does parent’s residential location influence the teaching of sex education in primary schools?

1.6   Null Hypotheses

1. There is no significant difference between parents’ religious faith and the teaching of sex education in primary schools.
2. There is no significant difference between parents’ educational level and the teaching of sex education in primary schools.
3. There is no significant difference between parents’ residential location and the teaching of sex education in primary schools.

1.7   Limitation of the Study

The short period given for the completion of this study. Inadequacy of funds to procure necessary materials for the study and high cost of transportation in getting to sample homes. Also, discussion about sex is often secret hence some of the parents’ were shy to talk about their sexuality in public.

1.9   Definition of Terms

Parents: In brief, these are adults responsible for the bearing and rearing of children

Perception: In brief, this is the interpretation or meaning of the individual gives to stimuli on information received.

Sex: In brief, this refers to one chance of being categorized as a male female based only on external genitalia

Sex Education:  In brief, this is the form of education that helps individuals to understand the function of sex, the role it plays in life, their sexual development act its implications.

Teaching: This is the act of impacting knowledge, skills and attitudes by the professional to the less experienced in an organized setting of an institution.

Primary Schools: This is a formal institution of learning for children aged between six and eleven years plus.

CONCLUSION

The study revealed parents stand on the teaching of sex education to their children in primary schools. It was discovered that traditional and cultural beliefs have an overwhelming influence on parental perception of the teaching of sex education to adolescents in school. Parents (both educated and uneducated) believed in the preservation of sex knowledge until such adolescent are married.

On the contrary, parents failed to consider the fact that technological development which they have embraced also meant that there should be a shift in their belief. As such, the government, the church, and the school have been counseled to work together in order to change parental perception and also help adolescents’ functions well in accordance with technological development.

NOTES FOR FURTHER READING

What is the parents attitude towards sex education in schools?

Why sex education should be taught in primary schools?

Is it okay to teach sex education in primary school?

What are the topics for sex education in primary school?

Joselyn Nya

My Name is Joselyn Nya
A Publisher in Project Boss Team.

I’m a Nigerian

I’m a graduate/Educational Researcher.
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