ABSTRACT
The study investigated the attitude of mothers towards the introduction of sex education in secondary schools with special reference to secondary schools in Enugu urban in Enugu state.
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The population of the study was two hundred and ten mothers selected from seven schools in urban secondary schools. A sample of 30 mothers was randomly selected from each school.
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The instrument used for the study was questionnaire. The questionnaire was constructed and validated by some expert and the reliability of it was measured by statistician.
The data collected was analyzed using mean. The result showed that the attitude of mothers affects the teaching of sex education in Nigerian schools.
Lack of introduction of sex education in schools leads to increase in the rate of early pregnancy, illegal abortion among adolescents contacting of sexual transmitted diseases.
Therefore the researchers recommended that Government should encourage the introduction of sex education in secondary schools.
TABLE OF CONTENTS
Title Page
Certification
Approval Page
Dedication
Acknowledgements
Abstract
CHAPTER ONE
INTRODUCTION
Background to the Study
Statement of Problems
Purpose of Study
Significance of the Study
Scope of the Study
Researcher Questions
Definitions of terms
CHAPTER TWO
LITERATURE REVIEW
Concept of sex education
Rationale of sex education
Sexual laxity
Sex information as a basic right
Ethic and character formation
Control of population
Introduction of sex education in schools
The content of sex education
Summary of literature
CHAPTER THREE
METHODOLOGY
Research Design
Population
Sample and Sampling Techniques
Instrument of Data Collection
Validity of the instrument
Method of Data Analysis
CHAPTER FOUR
PRESENTATION OF RESULT
Summary of the Findings
CHAPTER FIVE
Summary Conclusion
Recommendations
Recommendations for further studies
Reference
Questionnaires
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
A happy family is basis of a stable and wholesome society as well as a key to individual happiness. Education should not only be concerned with the physical hygiene but also with economic, social, cultural and spiritual phases of the family life.
Education for family, especially for youths at adolescent and post adolescent ages, is currently subject to serious discussion. This project will focus it attention on sex education in our secondary school in Enugu Urban.
Sex education is an integrated part of total education for living, which begins at birth and proceeds throughout every phase of growth. The basic pattern of the child’s future sex attitude and behaviour are sex in the formative first five years of his life.
Chissel (1945) said that the teaching of sex education in schools and colleges should be done by experts but unfortunately this category of teachers are not readily available, having in mind that sex is an aspect of human life that requires little or no guidance as how to get about it.
Sex education is the process of acquiring knowledge and information about human sexuality. For many years in Africa, sex education and public discussions or human sexuality have been a taboo especially for some Christians, no body wants it.
For the Christian and for those human beings who thinks that talking about sex will bring sexual misconduct and abuse, it would be proper to remind them of two things.
First, even without the proper talking about or saying a word about sex in public places, sexual misconduct has been on the increase just because of lack of knowledge.
Secondly, it is good to remind us a lot of positive information about human sex. (Odunze 1990) we cannot overemphasize the need for sex education. It goes without saying that opinions may differ on sex education.
This is due to the puritanical backgrounds, Christian doctrine of sex as original sin and traditional sin and ethnical aspect of marriage. Our sex instinct is part of our nature, it has been given to us by God.
We are witnesses to the consequences of this inhibition, insensitivity, illogicality and irrationality of sex education. Pomeroy (1981) reported that, time after time, people would say to me, if only I have been given more information about these things when I was young, or if I have more open attitude about sex, I wouldn’t have made such a mess of my life.
It is unfortunate that people can make such a regrettable statement in this present age and that parents hold tenaciously to traditional beliefs. The manners and morals of the 19th century are still very much with us and continue to provoke irredeemable damage and unhappiness.
I agree with statement that instead of joining those prophets of disaster who see only trouble before us, and who demand a return to the good old day, it is advocated that we acknowledge the changes that are upon us and accept the responsibility for directing them with all the rationality, foresight and skill of which we are capable.
Sex education has been defined in various ways. One of such ways is the one given by Shy (1976 :4) who defines sex education as the “education which teaches the young person what he/she should know for his/her personal conduct and relationships with others” in view of the above definition, such questions as who will teach the young person and of what age range is the young person could arise.
The answers to these kinds of question are not far fetched. Sex education should start from child hood stage. The reason is that from infancy, an individual is developing feelings about himself and others in his world, mother, father, brothers and sisters. Growth and developmental changes occur continuously.
A child is normally curious about his world and his relationship to the people in it. As he matures, strong innate drives arise which are often in conflict with the norms and standards of the group of which he is a part.
If he is to live happily with himself and as a member of the group, he must learn to understand, accept, deal adequately with the changes which are occurring within him, and to control and direct his sex drives in personally satisfying and socially acceptable ways.
The writers agreed that sex education should start from infancy, but decided to carryout their research specifically on secondary institutions. . The reason being that those attending secondary institutions range in age from twelve to seventeen years and even twenty years.
During this ages, the growing child is not only most impressionable but also most inquisitive. This is because the general malaise in the present Nigerian society could be traced to the mania for sex, sex mania is in turn a product of inadequate or ill-informed idea of the intents and purposes of sex.
In answer to the second question as to who will teach sex education, the writers suggest that it should be everybody’s affair since sex pervades every stages of life.
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