Vol 11 No 1 & 2, 2014
ISSN: 1596-5953
UNIVERSITY OF IBADAN LIBRARY
Volume 11, 2014
Ibadan Journal 
of
Education Studies 
(IJES)
ISSN: 1596-5953 
_Vol. 11 Nos. 1 & 2,2014
UNIVERSITY OF IBADAN LIBRARY
Editorial Board
EDITOR-IN-CHIEF
Prof. S.O. Salami
DEPUTY EDITOR-IN-CHIEF
Prof. Esther Oduolowu
ASSOCIATE EDITORS
Prof. M.K. Akinsola 
Dr. I.A. Abiona 
Dr A.O. Fadoju 
Dr. P.B. Mojoyinola 
Dr. Francisca Anyanwu 
Dr. O.A. Fakolade 
Dr. K.I.N. Nwalo 
Dr. P.B. Abu
EDITORIAL ADVISERS
Emeritus Prof. Michael Omolewa (University of Ibadan)
Emeritus Prof. Pai Obanya (University of Ibadan)
Prof. Ike Ukeje (Kennesaw State University, USA)
Prof. M.O, Ogunsanya (University of Ibadan)
Prof. Reginald T. Ocansey (University of Education, Winneba)
Prof. I. Nwazuoke (University of Ibadan)
Prof. Chan Williams (University of Florida, USA)
Prof. G.O. Alegbeleye (University of Ibadan)
Prof. Regis Chireshe (Great Zimbabwe University, Zimbabwe)
Prof. C.B.U. Uwakwe (University of Ibadan)
Prof. L.O. Amusa (University of Venda for Science & Tech, South Africa) 
Prof. M.A. Akintayo (University of Ibadan)
Prof. Fred Adegoke (University of Ilorin)
Prof. D.F. Elaturoti (University of Ibadan)
Prof. Grace Otinwa (University of Lagos)
Prof. Morayo Atinmo (University of Ibadan),
Prof. B.l: Popoola (Obafemi Awolowo University, Ile-Ife)
Prof. Iyabo Mobawonku (University of Ibadan)
Prof. J.B. Babalola (University of Ibadan)
Prof. O.A. Moronkola (University of Ibadan)
Prof. C.O.O. Kolawole (University of Ibadan)
Prof. Baba S. Msheila (University of Maiduguri)
UNIVERSITY OF IBADAN LIBRARY
IJES Volume 11, 2014
Editorial Comments
Volume 11, 2014 of the Ibadan Journal of Educational Studies publishes articles 
in various areas in the field of education. This current edition has seventeen (17) 
articles, most of which are research-based.
Among the articles in this volume are: Towards an effective and creative 
teaching of social studies in secondary schools-; School environment factors as 
correlates of students’ academic performance in Ejigbo Local government Area 
of Osun State, Nigeria; Demographic factors as predictors of functional 
National Population Policy for sustainable national development in Nigeria; 
Unique curriculum for gifted and talented persons: For what?; Demographic 
factors, attitudes and students’ academic performance in Okitipupa Local 
Government Area of Ondo State, Nigeria; An investigation of dyslexia among 
public primary school pupils in Ibadan, Nigeria; Instructional and assessment 
accommodations for students with reading disabilities in inclusive classrooms; 
Mentoring, self-efficacy and family involvement as predictors of career 
aspiration among in-school adolescents in Ibadan, Nigeria; Effects of school 
environment, culture, parental involvement and student-teacher relationships on 
achievement motivation among senior secondary school students in Ibadan, Oyo 
State, Nigeria; Effects of enhanced explicit teaching (Explicit teaching + peer- 
tutoring) strategy and gender on students’ achievement in basic science in 
southwestern Nigeria; Building and developing theoretical and conceptual 
frameworks; Dispositional and contextual factors influencing academic 
achievement of senior secondary school students in south-west Nigeria; 
Strategic positioning for quality Thesis/Dissertation supervision. Other articles 
in this volume are: Pupil characteristics and parents’ involvement as 
determinants of academic performance in primary schools in Ondo State, 
Nigeria; Neighbourhood, demographic and psychosocial factors associated with 
tobacco and alcohol use: Implications for non-communicable diseases; and 
Preference of STIS prevention method among undergraduates in the university 
of Ibadan.
Prof S.O. Salami
Editor-In-Chief
Ibadan Journal of Educational Studies
>
UNIVERSITY OF IBADAN LIBRARY
GUIDELINES FOR SUBMISSION OF ARTICLES 
FOR IBADAN JOURNAL OF EDUCATION STUDIES (IJES)
The editorial board of Ibadan Journal of Educational Studies (IJES) is seeking 
articles for the next edition of the journal. The guidelines for submission of 
research and position based article in all areas of education would be as follows:
1. The manuscript should be precise and not more than 12-15 typewritten 
pages in double space A4 white paper and should include quoted 
materials and references.
2. The article must be preceded by an abstract of not more than 150 words 
typed single-line spaced.
3. Separate cover paper should indicate author’s/authors’ name, status and 
contact address.
4. Table and figures should be closed and logically presented and be 
included within the 12-15 pages A4 paper.
5. The reference should be in APA (American Psychological Association) 
format e.g.
• Ogundele, B.O. and Folarotimi, A.A. (2008). Effectiveness of 
Elealth Education Intervention on Knowledge of Strategies for 
Reducing HIV/AIDS related Stigma and Discrimination among 
Student Nurses in Lagos State. Ibadan Journal of Educational 
Studies. 5(1), 1-17.
• Hameed, T.A. and Adebukola, K.T. (2008). Psychosocial Risk 
Factors as Predictors of Youth Violence among In-Secondary 
School Students in Minna, Niger State. Ibadan Journal of 
Educational Studies. 5(2), 1-27.
6. Titles of Journals should not be abbreviated.
7. Materials submitted for publication in IJEES should not be submitted for 
another journal.
8. Articles which do not conform to the above specification will be returned 
to the author(s).
9. Submitted articles must be accompanied with a sum of Five Thousand 
Naira (#5000.00) as assessment fee.
All correspondence'should be addressed to:
Editor-in Chief,.
Prof S, O. Salami
Ibadan Journal of Educational Studies (IJES)
Faculty of Education, University of Ibadan,
Ibadan, Nigeria.
10. Articles are accepted throughout the year but published twice a year- 
January and June.
U
IVERSITY OF IBADAN LIBRARY
List of Contributors
J . E. Oghenekohwo
Department o f Educational Foundations, Faculty' o f Education, Niger Delta University', 
Wilbetforce Island, Bayelsa State
T.E. Dorgu
Department o f Teacher Education, Faculty o f Education, Niger Delta University, 
Wjlbetforce Island, Bayelsa State
A.O. Ayeni
Department o f Educational Management, Faculty o f Education, University o f Ibadan, 
Ibadan
biodunmide@gmail.com. 08033970983 
C.B. Adeyemo
Department o f Educational Management, University o f Ibadan, Ibadan
O. S. Olasunkanmi
Department o f Educational Management, University o f Ibadan, Ibadan 
A.O. Busari
Department o f Guidance and Counselling, University o f Ibadan, Ibadan 
olanikebusari@yahoo.com, +2348088979187
G.A. Adelodun
Department o f Special Education, Faculty o f Education, University o f Ibadan, Ibadan, Oyo 
State, Nigeria 
dradelodunl @yahoo. com
E.A. Isah
Department o f Educational Management, Faculty o f Education, University o f Ibadan. 
emmanisah2005@yahoo.com, 08138436380
E. Ifedayo
Department o f Educational Management, Faculty o f Education, University o f Ibadan. 
emmanisah2005@yahoo. com, 08138436380
A. Adewunmi
Department o f Special Education, Faculty o f Education. University o f Ibadan, Nigeria.
P. M.B. 1(001)
passionsabbey37@ycdioo.com
K. U. Lazarus
Department o f Special Education, University o f Ibadan 
ppadaeze@yahoo.com, 08032322859
S.A. Odedokun
Department o f Guidance and Counselling, University of Ibadan 
M.O. Ogundokun
Department o f Guidance and Counselling, University of Ibadan, Ibadan
UNIVERSITY OF IBADAN LIBRARY
T.E. Satoye
Department o f Guidance and Counselling, University o f Ibadan. Ibadan
B. O. Olanisimi
Department o f Conselling Psychology, Tai Solarin University o f Education, Ijebu-Ode, 
Nigeria
C. M. Ndikom
Department o f Nursing, University' o f Ibadan, Nigeria 
A.M. Olagunju
Department o f Teacher Education, University' o f Ibadan, Ibadan
J.O. Babayemi
Department o f Teacher Education, University o f Ibadan, Ibadan
D. A. Adeyemo
Department o f Guidance and Counselling, University o f Ibadan, Ibadan 
dradaadeyemo@yahoo. co. uk
A.O. Falaye
Department o f Guidance and Counselling, University o f Ibadan, Ibadan 
P.O. Fadun
Department o f Guidance and Counselling, University o f Ibadan, Ibadan
S.O. Salami
Department o f Guidance and Counselling, University o f Ibadan, Ibadan, Nigeria 
S.F. Akorede
Institute o f Education, University o f Ibadan, Ibadan 
docserifat@yahoo. com
O J . Oni
Institute o f Education, University o f Ibadan, Ibadan 
olujoel@yahoo.com
G.A. Adejuwon
Department o f Psychology, Faculty o f the Social Sciences, University o f Ibadan, Oyo State, 
Nigeria
ga. adejuwon @mail.ui..educ.ng
F.C. Anyawu
Department o f Human Kinetics and Physical Education, University o f Ibadan, Ibadan 
docfrankan @yahoo. com, 08036535742
O.S. Reuben
Department o f Human Kinetics and Physical Education, University o f Ibadan, Ibadan 
okekesreuben @yahoo. com, 08064515431
Chioma C. Asuzu
Department o f Guidance and Counselling Faculty o f Education, University o f Ibadan
UNIVERSITY OF IBADAN LIBRARY
Contents
Vol. 11, No. 1
1. Towards an Effective and Creative Teaching of Social Studies in 1
Secondary Schools
J. E. Oghenekohwo and T.E. Dorgu
2. School Environment Factors as Correlates of Student 19
Academic Performance in Ejigbo Local Government Area of
Osun State, Nigeria
A. O. Ayeni, C.B. Adeyemo and O.S. Olasunkanmi.
3. Demographic Factors as Predictors of Functional National 35
Population Policy for Sustainable National Development in 
Nigeria
A.O. Busari
4. Unique Curriculum for Gifted and Talented Persons: for What? 47
G.A. Adelodun
5. Demographic Factors, Attitudes and Students’ Academic 53
Performance in Okitipupa Local Government Area of Ondo
State, Nigeria
E.A. Is ah and E. Ifedayo
6. An Investigation of Dyslexia among Public Primary School Pupils 65 
in Ibadan, Nigeria
A. Adewunmi
7. Instructional and Assessment Accommodations for Students with 75 
Reading Disabilities in Inclusive Classrooms
K. U. Lazarus
8. Mentoring, Self -Efficacy and Family Involvement as Predictors 85 
of Career Aspiration among In-School Adolescents in Ibadan,
Nigeria
S.A. Odedokun
9.. Effects of School Environment, Culture, Parental Involvement 97 
and Student-Teacher Relationships on Achievement Motivation 
among Senior Secondary School Students in Ibadan Metropolis
M.O. Ogundokun and T.E. Satoye
UNIVERSITY OF IBADAN LIBRARY
Vol. 11, No. 2
10. A Study of Anxiety on First Time Pregnant Women in Ibadan, 111
Oyo State, Nigeria
B.O. Olanisirni and C.M. Ndikom
11. Effects of Enhanced Explicit Teaching (Explicit Teaching + 119
Peer-tutoring) Strategy and Gender on Students’ Achievement 
in Basic Science in Southwestern Nigeria
A.M. Olagunju and J.O. Babayemi
12. Building and Developing Theoretical and Conceptual 133
Frameworks
D.A. Adeyemo
13. Dispositional and Contextual Factors Influencing Academic 149
Achievement of Senior Secondary School Students in South- 
West, Nigeria
A.O. Falaye and P.O. Fadun
14. Strategic Positioning for Quality Thesis/Dissertation Supervision 163
S.O. Salami
15. Pupil Characteristics and Parents’ Involvement as Determinants 173
of Academic Performance in Primary Schools in Ondo State, 
Nigeria
S.F. Akorede, and O.J. Oni
16. Neighbourhood, Demographic and Psychosocial Factors 189
Associated with Tobacco and Alcohol Use: Implications for 
Non-communicable Diseases
G.A. Adejuwon
17. Preference of STIS Prevention Method among Undergraduates 201
in the University of Ibadan
F. C. Anyanwu and S.R. Okeke
18. Comparative study of teachers’ and students’ attitude to the 209
introduction of sex education into secondary schools in Ibadan
Chioma C. Asitzu
UNIVERSITY OF IBADAN LIBRARY
Chioma C. Asitxu Comparative Study of Teachers' and Students ’  209
Comparative Study of Teachers’ and Students’ Attitude to the 
Introduction of Sex Education into 
Secondary Schools in Ibadan
%i
Chioma C. Asuzu
Department of Guidance and Counselling, Faculty of Education.
University of Ibadan, Ibadan
Abstract
This study examined the attitude of teachers and students to the introduction of sexuality 
education in secondary schools in Ibadan metropolis. The sample was made up of 40 teachers 
and loO students randomly selected from 4 (2 private and 2 government owned) secondary 
schools m Ibadan. An 8-itemed self-designed questionnaire ‘Teachers and Students Attitude to 
Sexuality Education Questionnaire’ (TSASEQ) with 0.71 reliability was used in collecting data 
for the study. Data collected were analyzed using simple percentages and frequency counts. 
Results showed that the attitude of majority of teachers and students towards introduction of 
sexuality education in secondary schools is negative. Responses to typical items on the 
questionnaire showed that 65% of teachers and 68.75% of students believe that sexuality 
education can lead to increased immorality among children as 67.5% of teachers and 70% of 
students feel sexuality education will prematurely expose students to information about sex. 
Also, 55% of teachers and 64.37% of students indicated that they will feel embarrassed to teach 
or learn about sexuality in class. It was recommended that in-service training be provided for 
the teachers to develop adequate skills needed to teach sex and relationship education in a family 
life oriented manner. Also, awareness programmes should be organized in schools for teachers 
and students on the importance of sexuality education in curbing irresponsible sexual behavior 
which is capable of truncating immediate and future academic or career plans of the students.
Introduction
Adedipe, (2000) describes sexuality as the central aspect of being human which 
is experienced and expressed in thoughts, fantasies, desires, beliefs, attitudes, 
values, behaviours, practices, roles and relationships. The main function of 
sexuality education according to the Action Health Incorporated (AHI, 2003), is 
the promotion of sexual health by providing learners with opportunities to 
develop a positive and factual view of sexuality and indeed. sexual health. 
Asuzu and Asuzu (2007) defined sexuality as the totality of all that is 
characteristic of all human sexes (male and female) especially those that 
distinguish them most from each other. Human sexuality span the totality of our 
being; it is factual, physical and behavioural and could be grouped intb genital 
and non-genital sexuality (Asuzu & Asuzu, 2007). In 1999, the Federal 
Government of Nigeria was prompted through the National Council on 
Education to incorporate sexuality education into the national school curriculum. 
The rationale behind this was to acquaint the youth with factual and accurate 
sexual information about the dimensions of sexual knowledge that will enable 
them understand and clarify their personal values, improve their sexual
UNIVERSITY OF IBADAN LIBRARY
210 IJES (2014) Vo!. 11
knowledge about how these interact with socio-cultural and religious factors to 
affect their personnel w'ell-being (Nnachi, 2003).
Introduction of sexuality education in the secondary school curriculum has 
generated a lot of controversy Eruesegbefe (2005) has observed that most 
parents and guardians in most parts of the world naturally react negatively and 
sometimes violently to the idea of having sexuality education taught to their 
children or wards in secondary schools. But Okonkwo (2000) argues that the 
post primary school age (12-17 years) is not only the most impressionable but it 
is also the most inquisitive period. In this era of sweeping social change, 
children do not need parents and schools to educate them about sexuality. Every 
day they are bombarded with substantial information on sex by the mass media 
and peer group (Low, Ng, Fadzil, & Ang, 2007). This thus implies that whether 
sexuality education is taught or not, adolescents will provide themselves with 
information which often are inaccurate and could explain the incidence of 
increased premarital sex, sexual promiscuity and teenage pregnancies among 
adolescents. Most studies have assessed the attitude of parents towards the 
teaching of sexuality education to their children; the aim of this study however 
is to assessed the attitude of the teachers and students towards the teaching of 
sexuality education in secondary schools.
Methodology 
Research design
A descriptive survey research design was utilized in this study.
Population:
The population for this study consisted of all senior secondary school students 
and teachers in Ibadan.
Sample and sampling technique:
Purposive and random sampling techniques were used in selecting 200 willing 
participants for the study consisting of 10 teachers and 40 senior secondary 
school students from each of the 4 secondary schools used in this study. The 
senior secondary students were used in this study because of the belief that they 
will be more physiologically, intellectually and emotionally matured enough to 
understand the concept of sexuality education and as such will know how to 
respond to the items intelligently
Research instrument
A self-designed questionnaire ‘Teachers and Students Attitude to Sexuality 
Education Questionnaire’ (TSASEQ) having a split-half reliability of 0.71 was 
used in collecting data for the study. The instrument had two sections. The first 
section elicited information on the participants demographic characteristics 
while the second section made up of 7 items that elicited information about the
UNIVERSITY OF IBADAN LIBRARY
Chioma C. Asitxu Comparative Study o f Teachers'  and Students ’ 211
respondents attitude to sexuality education and where they think sexuality 
education should be taught. The questionnaire had a 4-point response format 
ranging from strongly agree to strongly disagree.
Procedure for data collection and data analysis
Permission to administer the questionnaires was obtained from the Principals in 
each of the schools. Students and teachers were given the questionnaires to fill 
during the break period. Teachers filled their questionnaires in their staff room 
while the students were asked to sit in a classroom to fill the questionnaires. The 
researchers collected the questionnaires on completion by the students and the 
teachers. A total of 200 questionnaires were collected in all and they were all 
found adequate for analysis. The collected data were coded using the SPSS and 
analyzed using cross tabulation showing frequency counts and percentages.
Results
Research question 1: What is the attitude of teachers and students towards the 
introduction of sexuality education into secondary schools?
Table 1: Cross tabulation of attitude of teachers and students to 
introduction of sexuality education in secondary schools in Ibadan.________
S/N Items in the Groups Responses
questionnaire SA A D SD
1 . Sexuality education Student 68 (43%) 42 (26%) 15 (9%) 35
can lead to increased (22%)
immorality among Teacher 17 (42%) 9(23%) 6 (15%)
children s 8 (20%)
2. As a teacher, I would Student - - -
be embarrassed to Teacher 12(30%) 10 (25%) 8(20%) 10
teach sexuality s (25%)
education
3. As a student, I would Student 61 (38%) 42 (26%) 22(14%) 35
be embarrassed to be (22%)
in a class where Teacher - - - -
sexuality education is s
• being taught
4. Sexuality education Student .70 (44%) 40 (25%) 17(11%) 33
will prematurely (20%)
expose students to Teacher 12(30%) 15 (38%) 5(12%)
information about s 8(20%)
sex.
5. Sexuality education Student 23 (15%) 22 (14%) 56 (35%) 59
is necessary if (36%)
students are to make Teacher 11 11 4 (10%)
informed decision s (27.5%) (27.5%) 14
about engaging in (35%)
sexual intercourse
UNIVERSITY OF IBADAN LIBRARY
212 IJES (2014) Vol. 11
Table 1 shows that 69% of students and 65% of teachers opine that sexuality 
education can lead to increased immorality among children. About 55% of 
teachers would be embarrassed to teach sexuality education while 64% of 
students would be embarrassed to be in a class where sexuality education is 
being taught. 69% of the students believe sexuality education will prematurely 
expose students to information about sex while 68% of teachers have a similar 
view. Only 29% and 55% of students and teachers respectively believe sexuality 
education is necessary if students are to make informed decision about engaging 
in sexual intercourse.'
Research question 2: What are the opinions of teachers and students about 
where sexuality education should be taught?
Table 2: Cross tabulation of the responses of teachers and students on 
where to teach sexuality education.__________________________________
SI Items in the Groups Responses
N questionnaire SA A D SD
1. Sexuality Student 68 (43%) 42 (26%) 15 (9%) 35 (22%)
education should
be taught at Teachers 17 (42%) 9(23%) 6(15%) 8 (20%)
home not at 
school
2. Sexuality Student 26 (16%) 22 (14%) 60 52 (32.5%)
education should (37.5%)
be obtained from Teachers 6(15%) 10(25%) 13(32.5%)
the print and 11(27.5%)
electronic media
3. Sexuality Student 17 24 (15%) 56 (35%) 63 (39.4%)
education should (10.6%)
be incorporated Teachers 12 (30%) 3(7%) 16 (40%)
into moral 9(23%)
education
Table 2 indicates that 69% and 65% of students and teachers respectively opine 
that sexuality education should be taught at home not at school. Only 30% and 
40% of students and teachers respectively believe that sexuality education 
should be obtained from the print and electronic media. Also, only 25.6% and 
53% of students and teachers respectively opine that sexuality education should 
be incorporated into moral education.
Research question 3: What are the possible barriers to effective sexuality 
education?
UNIVERSITY OF IBADAN LIBRARY
Chioma C. Asuxu Comparative Study of Teachers’ and Students' 213
Table 3: Cross tabulation of the responses of teachers and students on the 
possible barriers to effective sexuality education.
S/N Items in the Groups Responses
questionnaire SA A D SD
1 . There are no Student 22 (14%) 41 (26%) 51 (32%) 46 (28%)
competent teachers
to teach sexuality Teacher 7 (17.5%) 12(30%) 8 (20%) 13 (32.5%)
education. s
2. The introduction of Student 75 (47%) 26 (16%) 17(11%) 42 (26%)
sexuality education
is against the tenets Teacher 12(30%) 12(30%) 12(30%) 4(10%)
of my culture and s
religion
Table 3 shows that 40% and 47.5% of students and teachers respectively believe 
that there are no competent teachers to teach sexuality education. With respect 
to religion and culture, 63% and 60% of students and teachers respectively 
opine that the introduction of sexuality education is against the tenets of their 
culture and religion.
KEY: SA -  Strongly Agree, A -  Agree, D -  Disagree and SD -  Strongly 
Disagree
Discussion
On the attitude of students and teachers to the introduction of sexuality 
education into secondary schools, 69% of students and 65% of teachers opine 
that sexuality education can lead to increased immorality among children. Also 
69% of students believe sexuality education will prematurely expose students to 
information about sex and 68% of teachers have a similar view. The argument is 
often that what you don’t know you don’t know but when adolescents become 
aware of sex and their sexuality through sexuality education, they become 
curious and may take action to-satisfy their curiosity. This is especially so 
because the adolescent stage is an exploratory stage when they need to find the 
answers to certain questions by trying their hands on certain activities 
themselves, it is a period when risk taking behavior is high and if coupled with 
negative peer influence could actually encourage the adolescent to seek to 
experience sexual intercourse. But sexuality education is not just about teaching 
adolescents about sex but also endeavors to develop in them the right values of 
delayed sexual gratification and waiting till after marriage to have sex. It will
UNIVERSITY OF IBADAN LIBRARY
214 IJES (2014) Vol. 11
help adolescents appreciate their sexuality better and realize that sexual 
behaviours have both health and psycho-social consequences.
About 55% of teachers would be embarrassed to teach sexuality education while 
64% of students would be embarrassed to be in a class where sexuality 
education is being taught. This is not surprising as the issue of sex and sexuality 
is not commonly discussed among people in the society. Moreover, delivering 
sex and relationship education in the classroom is a highly skilled job and 
professionals need to be supported and trained to teach it. It is not surprising 
then that teachers with no background in the subject naturally struggle with 
issues like embarrassment, which with the right training and support are easily 
overcome. Hence, sex education should be a part of pre-service education so 
teachers are prepared before they go out to schools. Those who have already 
missed the opportunity for such pre-service sex education for adolescents could 
benefit from teacher training courses on adolescents sex education which could 
be organized either by the government or the schools. Attending such courses 
would enable teachers grasp the skills to develop coherent and developmental 
sex education for young children and even their parents. Porter (1995) points 
out that if parents gain the basic information of sex education, it will make the 
process of sex education more simple. Also the courses can enhance the 
teachers’ personal self-awareness, confidence, and competence for the 
implementation of sex education (Plant, 1995). Furthermore, such teacher 
training courses should provide opportunities for teachers to exchange ideas for 
the implementation of school sex education, and thus to break through one’s 
psychological barrier with respect to sex.
Among the students, 71% believe that sexuality education is not necessary in 
helping students make informed decision about engaging in sexual intercourse 
while 55% of the teachers agreed that sexuality education would help students 
make informed decision about engaging in sexual intercourse. This is the only 
point where the difference in responses between the teachers and students vary 
widely. Ola and Oludare (2007) in their study on adolescent sexuality and 
sexuality education in South-Western Nigeria opined that much of adolescents’ 
sexual activities are encouraged by ignorance and the desire to experiment is 
often stimulated by the mystery in which the subject is often wrapped. 
Ignorance^ about sex and other basic facts of life especially among the female 
children have made them victims of sexual ab'use/harassment, deceit and 
unwanted pregnancy. There is the uninformed belief often used to lure virgin 
girls into sex by telling them they can not become pregnant with the first sexual 
intercourse only for the girls to realize too late the false nature of this statement. 
Mervat, Nasar and Ahmed (1998) in their study of the knowledge and attitude of 
1186 students aged 13-20 towards sex education, reported that misinformation 
and lack of information tended to increase sexual confusion and vulnerability.
UNIVERSITY OF IBADAN LIBRARY
Chiorna C. Asuxu Comparative Study o f Teachers ’ and Students' 215
Lack of sexuality education either at the home or school front or both has 
probably accounted for the increase in teenage pregnancies in Nigerian 
secondary schools in recent years. Egunjobi, (1999) reported that at least two 
out of every five teenage girls in secondary schools in Nigeria have had at least 
one pregnancy. Ojukwu, Chukwuendu and Ohuabunwa (2001) had reported that 
unwanted pregnancies among teenage girls are on the increase in Nigeria. 
Sexuality education that is morally focused and given by parents and 
knowledgeable teachers is. thus important if adolescents are to make informed 
decision about their future and in prevention of the negative consequences of 
misguided sexual behavior.
On where sexuality education should be taught, which is the focus of research 
question two, 69% and 65% of students and teachers respectively opine that 
sexuality education should be taught at home and not at school. Research and 
anecdotal records have often shown that in Nigeria like most other African 
countries, the issue of sex is often handled as sacred and not a topic to be 
broached just anyhow. Moreover in most homes, the reality is that parents are 
not fully equipped to answer questions on sexual matters usefully (Nnachi, 
2003). Parents often seek to approach personal, social and health issues with 
their children tangentially, if at all. Even those who try to approach the subject 
pass on faulty information to their children. The whole subject thus becomes 
surrounded by secrecy (Eruesegbefe, 2005). Hence if the issue of sexuality 
education of the child is to be put in the hands of parents alone, few children 
will benefit from it. Hence even if sex education is taught at home Geolo and 
Roberts (2007) and SIECUS Report (2001) recommendation that school-based 
sex education should complement that which the children receive from other 
sources so that none of the children will be dis.advantaged if peradventure they 
are not getting adequate and accurate sex education from other sources like the 
home, religious bodies, community groups and health care professionals. 
However, the reason for the teachers and students opinion that sex education be 
taught at home and not at school may not be far from the lack of confidence in 
the teachers’ ability to carry out the sex education assignment (Ogunjimi, 2006).
Research question three is concerned with the barriers to sexuality education in 
' secondary schools-. In this regard, 40% and 47.5%' of students and teachers 
respectively believe that there are no competent teachers to teach sexuality 
education. Studies show that some teachers feel uncomfortable when teaching 
sexuality education as some'topics such as ‘safe sexual behaviour’, can conflict 
with their beliefs or the beliefs of the community. Hence, these teachers 
experience a constant dilemma between providing ‘safe sex’ education and 
adhering to their own personal or community values (Ahmed 2006). Moreover, 
there is still some confusion as to parents’ role in promoting sexual health with 
their children. Some educators consider values, morals and sexual education to
UNIVERSITY OF IBADAN LIBRARY
216 IJES (2014) Vol. 11
lie within the parent’s realm of responsibilities rather than the schools’ (Ahmed 
2006). Some parents have opposing views. However, studies suggest that 
educators who receive on-going training have significantly deeper knowledge of 
the subject and also show a more tolerable attitude towards sexuality education 
(Doherty-Poirier 1994).
With respect to religion and culture, 63% and 60% of students and teachers 
respectively opine that the introduction of sexuality education is against the 
tenets of their culture and religion. Society and culture control both the 
biological and psychological components of sexuality in the sense that people 
acquire and assemble meanings, skills and values from other persons around 
them (Foucault, 1999). In Nigeria, traditional forms of sexuality education 
existed in kinship systems and coming-of-age ceremonies where the youths were 
tutored on what it means to be a man or a woman (Ikpe, 2004). He further 
added that the essence of tutoring the youth was purely biological and culture 
specific. There were various methods of contraceptives which included 
virginity, herbs, breast feeding and abstinence; most of which were strictly 
meant for the married and kept as a secret. Issues on sexually transmitted 
diseases were also of great concern but were barely discussed while being 
infected by them, was shameful and stigmatizing (Ikpe, 2004). Sexuality 
education debunks ideologies and social constructs that regard certain words as 
dirty and obscene, that certain parts of the body are unmentionable and that 
sometimes we should hide our feelings and other myths and taboos that 
influence the human sexuality negatively. Ndu, 2006 have observed that the two 
most common religions in Nigeria (Islam and Christianity) do not see any need 
for sexuality education. The reason for this may not be far from the fear that 
exposing adolescents to sex-related topics may encourage them to experiment. It 
is still a common belief that sex education encourages sexual activity instead of 
promoting safe sex behaviour (Jewkes 2009). Sexuality education that is God- 
centred should be encouraged among the youths.
In Nigeria, religious and cultural heterogeneity, multiculturalism, ethics, social 
status and other traditions perpetuate rules and norms that affect the perceptions 
of parents, teachers- and others, and therefore serves as a catalyst against 
successful implementation of sexuality education in Nigeria' (Okonkwo, 2000). 
Greenberg (2000) opined that religious and spiritual beliefs influence feelings 
about morality, sexual behavior, and contraception. It is popularly believed that 
religious knowledge, helps children.cultivate religious attitudes towards life and 
orientates them toward self-purification, self-actualization and socialization.
UNIVERSITY OF IBADAN
LIBRARY
Chioina C. Asu.xu Comparative Study of Teachers' and Students ’ 217
Conclusion
Sexuality education for secondary school adolescents is important if they are to 
develop effective decision-making skills, the ability to develop healthy 
relationships and positive attitudes towards sex. Some of the teachers and 
students were of the opinion that sexuality education could result in increased 
morality in the society. There is need to use psychological intervention to 
correct the negative attitudes of teachers and students towards sexuality 
education. Teachers with whom adolescents spend quality time in school should 
be provided with the necessary training, guidance, support and resources needed 
to effectively teach sexuality education to the students. Parents who lack the 
knowledge and confidence to give sexuality education to their children could 
also be helped to acquire the necessary skills during parents and teachers 
association meetings. It was recommended that in-service training be provided 
for the teachers to develop adequate skills needed to teach sex and relationship 
education in a family life oriented manner. Effective sexuality education has the 
potential of being one of the most effective strategies for reducing exposure to 
HIV /AIDS/ STI infections.
UNIVERSITY OF IBADAN LIBRARY
218 IJES (2014) Vol. 11
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