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

Oni Oluwabunmi Bola; Ayandiran Olufemi; Olajide Joshua Seun

doi:doi:10.11648/j.tecs.20170206.15

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

Oni Oluwabunmi Bola, Ayandiran Olufemi, Olajide Joshua Seun

Published in Teacher Education and Curriculum Studies (Volume 2, Issue 6)

Received: 28 February 2017 Accepted: 31 May 2017 Published: 12 January 2018

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Abstract

Sex education is out of bounds in a typical African society due to cultural values and belief systems. So, sex education is assumed to support promiscuity among adolescents. Premised on this, teachers equally have lopsided views of responsibility. This greatly has hampered the success of inculcation of sex education in high school curriculum and the teaching of the subject. This study aimed to assess the perception of high school teachers towards the contents and timing of sex education in secondary schools in Ile-Ife, South-West Nigeria. 200 high school teachers were randomly selected and served questionnaire that has been pretested and standardized for data collection. Data collected was analyzed using descriptive statistics. Teachers’ responses showed positive attitude towards sex education and its inclusion into secondary school curriculum. Higher numbers of the respondents were of the opinion that it is best suited for Secondary schools. However, there were discrepancies as regard the appropriate age at which students should be taught sex education. Also, there were variants on the contents of sex education curriculum. One-third of the teachers indicated that 16 to 18years were appropriate for sex education. Foremost among the factors identified affecting introduction of sex education into school curriculum were culture, religion, mass media and peer influence. The study concluded that appropriate age, timing and class are major factors to be considered before the introduction of sex education into secondary school curriculum.

Published in	Teacher Education and Curriculum Studies (Volume 2, Issue 6)
DOI	10.11648/j.tecs.20170206.15
Page(s)	105-109
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Sexuality, Education, Curriculum, Perception, Content

References

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[2]	UNFPA (2010) Comprehensive Sexuality Education; Advancing human Rights, Gender equality and improved sexual and reproductive health: A report of an international consultation to review current evidence and experience, Bogota, Columbia, December.
[3]	WHO (2004). Reproductive health strategy to accelerate progress towards the attainment of international development goals and targets. Global strategy adopted by the 57th World Health Assembly. Geneva (http://whqlibdoc.who.int/hq/2004/WHO_RHR_04.8.pdf).
[4]	WHO (2006). Defining sexual health. Report of a technical consultation on sexual health, 28–31 January 2002. Geneva.
[5]	Collins L (2008). A model middle school sex Education programme (http://economics.txstate.edu/arp/285).
[6]	Aransiola J. O, Asa S., Obianjuwa P., Olanrewaju O., Ojo O. O, 5 Fatusi A. O.(2013). Teachers perceptive On Sexual And Reproductive Health Interventions For In-School Adolescents In Nigeria. African Journal of Reproductive Health, December 2013. vol 17(4).
[7]	Action Health Inc (2003) Comprehensive Sexuality Education, Trainers resource manual; Lagos; AHI.
[8]	Sexuality Information and Education Council of the United Sates (SIECUS) retrieved 7/14/2014.
[9]	Meghan Benson (2010). Comprehensive sexuality education. Planned parenthood of Wiscousin inc.
[10]	Nwakonobi, F. E & Onwuachu, W. C (2009). Sex Education; A Way Forward Towards Biology Curriculum Delivery In Secondary Schools In Anambra State. African Research Review. vol 3 (2).
[11]	Sanjiv Kumar Bhasin and O. P. Aggarwal (1999). Perceptions of teachers regarding sex education in national capital territory of Delhi. The Indian Journal of Pediatrics 66(4): 527–531.
[12]	Lúcia Ramiro, Margarida Gaspar and de Matos (2008) Perceptions of Portuguese teachers about sex education. Revisita Saúde Pública vol.42 no. 4.
[13]	Akande AA, Akande T. M. (2007): Knowledge and Perception of Sexuality Education among Students of a rural Secondary School in Kwara state, Nigeria. Nigerian Medical Practitioner vol. 52 No. 3 pp 55-59.
[14]	Netsanet Fentahun, Tsion Assefa, 1 Fessahaye Alemseged, and Fentie Ambaw (2012) Parents' Perception, Students' and Teachers' Attitude Towards School Sex Education Ethiopian Journal of Health Science 22(2): 99–106.
[15]	Ana Claudia Bortolozzi Maia, Verônica Lima Dos Reis-Yamauti, Rafaela De Almeida Schiavo, Vera Lúcia Messias Fialho Capellini And Tânia Gracy Martins Do Valle (2015) Teacher opinions on sexuality and Sexual Education of students with intelectual disability Estudos de psicologia (Campinas) vol.32 no.3.
[16]	Eko J., Abeshi S., Osonwa K., et am. (2013) Perception of Students, Teachers' and Parents towards sexuality education in Calabar south local government Area of Cross river state, Nigeria. Journal of sociological Research. Vol 4, no 2.
[17]	United Nations Educational Scientific and Cultural Organization (UNESCO) (2009). International technical guidance on sexuality education; an evidence-informed approach for schools, teachers and healtheducatorss. Volume 1.
[18]	Mchunu Namisile Joyce (2015) Teachers' perceptions of the teaching of sexuality education in secondary schools in Pinetown district. ResearchSpace.
[19]	Nakpodia E. D. (2012). The Relevance Of Sex Education In Secondary School Curricula In Abraka Metropolis, Delta State, Nigeria Scholarly Journal of Business Administration, Vol. 2(2) pp. 36-41.

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APA Style

Oni Oluwabunmi Bola, Ayandiran Olufemi, Olajide Joshua Seun. (2018). High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria. Teacher Education and Curriculum Studies, 2(6), 105-109. https://doi.org/10.11648/j.tecs.20170206.15

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Oni Oluwabunmi Bola; Ayandiran Olufemi; Olajide Joshua Seun. High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria. Teach. Educ. Curric. Stud. 2018, 2(6), 105-109. doi: 10.11648/j.tecs.20170206.15

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AMA Style

Oni Oluwabunmi Bola, Ayandiran Olufemi, Olajide Joshua Seun. High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria. Teach Educ Curric Stud. 2018;2(6):105-109. doi: 10.11648/j.tecs.20170206.15

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@article{10.11648/j.tecs.20170206.15,
  author = {Oni Oluwabunmi Bola and Ayandiran Olufemi and Olajide Joshua Seun},
  title = {High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria},
  journal = {Teacher Education and Curriculum Studies},
  volume = {2},
  number = {6},
  pages = {105-109},
  doi = {10.11648/j.tecs.20170206.15},
  url = {https://doi.org/10.11648/j.tecs.20170206.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20170206.15},
  abstract = {Sex education is out of bounds in a typical African society due to cultural values and belief systems. So, sex education is assumed to support promiscuity among adolescents. Premised on this, teachers equally have lopsided views of responsibility. This greatly has hampered the success of inculcation of sex education in high school curriculum and the teaching of the subject. This study aimed to assess the perception of high school teachers towards the contents and timing of sex education in secondary schools in Ile-Ife, South-West Nigeria. 200 high school teachers were randomly selected and served questionnaire that has been pretested and standardized for data collection. Data collected was analyzed using descriptive statistics. Teachers’ responses showed positive attitude towards sex education and its inclusion into secondary school curriculum. Higher numbers of the respondents were of the opinion that it is best suited for Secondary schools. However, there were discrepancies as regard the appropriate age at which students should be taught sex education. Also, there were variants on the contents of sex education curriculum. One-third of the teachers indicated that 16 to 18years were appropriate for sex education. Foremost among the factors identified affecting introduction of sex education into school curriculum were culture, religion, mass media and peer influence. The study concluded that appropriate age, timing and class are major factors to be considered before the introduction of sex education into secondary school curriculum.},
 year = {2018}
}

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TY - JOUR
T1 - High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria
AU - Oni Oluwabunmi Bola
AU - Ayandiran Olufemi
AU - Olajide Joshua Seun
Y1 - 2018/01/12
PY - 2018
N1 - https://doi.org/10.11648/j.tecs.20170206.15
DO - 10.11648/j.tecs.20170206.15
T2 - Teacher Education and Curriculum Studies
JF - Teacher Education and Curriculum Studies
JO - Teacher Education and Curriculum Studies
SP - 105
EP - 109
PB - Science Publishing Group
SN - 2575-4971
UR - https://doi.org/10.11648/j.tecs.20170206.15
AB - Sex education is out of bounds in a typical African society due to cultural values and belief systems. So, sex education is assumed to support promiscuity among adolescents. Premised on this, teachers equally have lopsided views of responsibility. This greatly has hampered the success of inculcation of sex education in high school curriculum and the teaching of the subject. This study aimed to assess the perception of high school teachers towards the contents and timing of sex education in secondary schools in Ile-Ife, South-West Nigeria. 200 high school teachers were randomly selected and served questionnaire that has been pretested and standardized for data collection. Data collected was analyzed using descriptive statistics. Teachers’ responses showed positive attitude towards sex education and its inclusion into secondary school curriculum. Higher numbers of the respondents were of the opinion that it is best suited for Secondary schools. However, there were discrepancies as regard the appropriate age at which students should be taught sex education. Also, there were variants on the contents of sex education curriculum. One-third of the teachers indicated that 16 to 18years were appropriate for sex education. Foremost among the factors identified affecting introduction of sex education into school curriculum were culture, religion, mass media and peer influence. The study concluded that appropriate age, timing and class are major factors to be considered before the introduction of sex education into secondary school curriculum.
VL - 2
IS - 6
ER -

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Author Information

Oni Oluwabunmi Bola

Department of Nursing Science, Obafemi Awolowo University, Ile-Ife, Nigeria
Ayandiran Olufemi

Department of Nursing Science, Obafemi Awolowo University, Ile-Ife, Nigeria
Olajide Joshua Seun

Centre for Distance Learning, Obafemi Awolowo University, Ile-Ife, Nigeria

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APA Style

Oni Oluwabunmi Bola, Ayandiran Olufemi, Olajide Joshua Seun. (2018). High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria. Teacher Education and Curriculum Studies, 2(6), 105-109. https://doi.org/10.11648/j.tecs.20170206.15

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ACS Style

Oni Oluwabunmi Bola; Ayandiran Olufemi; Olajide Joshua Seun. High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria. Teach. Educ. Curric. Stud. 2018, 2(6), 105-109. doi: 10.11648/j.tecs.20170206.15

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AMA Style

Oni Oluwabunmi Bola, Ayandiran Olufemi, Olajide Joshua Seun. High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria. Teach Educ Curric Stud. 2018;2(6):105-109. doi: 10.11648/j.tecs.20170206.15

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@article{10.11648/j.tecs.20170206.15,
  author = {Oni Oluwabunmi Bola and Ayandiran Olufemi and Olajide Joshua Seun},
  title = {High School Teachers’ Perception on Content and Timing of Sex Education in Ife Central Local Government, Osun, Nigeria},
  journal = {Teacher Education and Curriculum Studies},
  volume = {2},
  number = {6},
  pages = {105-109},
  doi = {10.11648/j.tecs.20170206.15},
  url = {https://doi.org/10.11648/j.tecs.20170206.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20170206.15},
  abstract = {Sex education is out of bounds in a typical African society due to cultural values and belief systems. So, sex education is assumed to support promiscuity among adolescents. Premised on this, teachers equally have lopsided views of responsibility. This greatly has hampered the success of inculcation of sex education in high school curriculum and the teaching of the subject. This study aimed to assess the perception of high school teachers towards the contents and timing of sex education in secondary schools in Ile-Ife, South-West Nigeria. 200 high school teachers were randomly selected and served questionnaire that has been pretested and standardized for data collection. Data collected was analyzed using descriptive statistics. Teachers’ responses showed positive attitude towards sex education and its inclusion into secondary school curriculum. Higher numbers of the respondents were of the opinion that it is best suited for Secondary schools. However, there were discrepancies as regard the appropriate age at which students should be taught sex education. Also, there were variants on the contents of sex education curriculum. One-third of the teachers indicated that 16 to 18years were appropriate for sex education. Foremost among the factors identified affecting introduction of sex education into school curriculum were culture, religion, mass media and peer influence. The study concluded that appropriate age, timing and class are major factors to be considered before the introduction of sex education into secondary school curriculum.},
 year = {2018}
}

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