Perception of Students’ Teachers’ and Parents’ towards Sexuality Education in Calabar South Local Government Area of Cross River State, Nigeria.

Abstract

This study was aimed at assessing the perception of students, teachers and perception in Calabar south local government area of Cross River State, Nigeria. A cross sectional survey was employed and a structured questionnaire was used to generate both qualitative and quantitative data from 850 respondents using the multi-stage stratified sampling technique. Most students were within the age bracket of 13-18 476 (95.2%), teachers were mostly within 25-29 years 54 (27.0%) and parents were mostly 40-44 years of age 22 (22.0%). Most study participants shared similar opinion that sex education should cover areas such as abstinence, HIV/AIDS, sexually transmitted diseases, basis of reproduction etc. Masturbation, abortion and contraceptives were unanimously agreed not to be included in sex education content. A substantial proportion of the respondents agreed that abstinence-plus should be the main message of sex education in schools. Training for both parents and teachers should be provided by government and NGOs for accessibility of appropriate resources to develop capacity and confidence to deliver effective sexuality education to school adolescent. Policy makers need to formulate a definite, explicit, and workable sexuality education policy.

High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria

“…The result of this study was in support of other work where majority of the respondents asserted that sex education should be included in secondary schools and showed positive attitude toward it [16]. However, it is in variant as majority of the teacher gave the appropriate age to introduce sex education was before 15 years [14] whereas majority of respondents in this study agreed to age between 16 and 18 years.…”

Pubertal Communication Between School Nurses and Adolescent Girls in Ile-Ife, Nigeria

“…Moreover, information on prevention of STIs and contraception is rarely communicated to adolescents in Nigeria as a result of societal norms contradicting sexual and reproductive education to children and adolescents (Salami, 2015). There is a misconstrued widespread view that discussion of such topics with adolescents will provoke premarital activities (Eko et al, 2013), which is similar to what is practiced in Saudi Arabia (Farih, Khan, Freeth, & Meads, 2014). Abioye-Kuteyi, in 2000, reported that teachers in Nigeria as well as guardians do not feel comfortable in talking about or discussing issues such as contraception and sexual activities with adolescents.…”

“…In the reports by Bearinger, Sieving, Ferguson, and Sharma (2007), on global perspectives of reproductive health among adolescent girls, it was documented that only information on one aspect of reproductive health, mostly HIV but not STIs or pregnancy, is usually included in pubertal education. In Nigeria, the students, teachers, and parents perceive that certain topics such as contraception should be prohibited from being taught in schools and this has been attributed to the religious and cultural beliefs of the populace (Eko, Osuchukwu, Osonwa, & Offiong, 2013). This perception is similar to what operates in Bangladesh, as Alim, Nahar, and Khatoon (2012) reported that teachers as well as guardians do not feel comfortable in talking about reproductive health issues with adolescents.…”

College students’ attitudes towards sexually themed science content: a socioscientific issues approach to resolution

“…There is need for the youths to be educated in ways to manage their lives and get some guidance to prevent these social issues and threatening diseases. Collectively, these social problems pose a huge societal impact (Eko, Osuchukwu, Osonwa, & Offiong, 2013;Francoeur, Esiet, & Esiet, 2000).…”