There are several behavioral issues observed among Nigerian youth. These issues encompass truancy, disobedience, drug offenses, assault, insults, theft, violent demonstrations, vandalism, examination malpractices, robbery and secret cult activities. Additionally, in Nigerian secondary schools, heterosexual activities such as sex abuse,
sex offenses,
sexual misconduct,
sexual immorality,
sexual promiscuity and sexual maladjustment are also prevalent.
According to a United Nations report on reproductive health, it is worrisome that sexual abuse is prevalent among children and adolescents, as highlighted by the case of Nigerian girls engaging in sexual activities at just thirteen years old – an earlier age than previously reported. This behavior contradicts traditional societal norms in Nigeria, which discourage pre-marital sexual experiences due to the potential social consequences.
The fact that more than half of global HIV and AIDS cases occur within the 15-24 age group is concerning. It is even more alarming that over 60% of these cases are concentrated in sub-Saharan Africa. Despite comprising only 10% of the world population, Nigeria’s estimated population of 140 million and annual growth rate of 1.99% significantly contribute to these statistics.
Nigeria is the most populous country in Africa, housing 25% of all Africans and one-third of the continent’s adolescents. However, its predominantly youthful population faces considerable risks concerning their sexual and reproductive health. In Nigeria, many adolescents engage in risky behaviors such as early sexual activity, having multiple partners simultaneously, not using contraception, and participating in dangerous sexual practices. These behaviors significantly enhance the likelihood of acquiring HIV and other sexually transmitted infections among young individuals.
This text highlights the overlooked or culturally limited focus on women’s reproductive health. Currently, there are 30 million women in the age group capable of reproduction, and only 15% use contraceptives. Nigeria has a high total fertility rate of 5.78, leading to around 610,000 unsafe abortions each year. A worrisome fact is that over 60% of teenagers engage in sexual activity and young individuals account for 60% of induced abortions in Nigeria. Additionally, people aged 15 to 25 contribute to over 60% of new HIV infections in the country.
Around 160 million people, approximately one-third of the country’s population aged between 10 and 24, are lacking in reliable education regarding sexuality, family life, HIV, and AIDS. As a result of this inadequate education, these individuals are unable to become sexually responsible adults who engage in safe sex practices and effectively decrease rates of unintended pregnancies and sexually transmitted diseases (STDs), including HIV. Furthermore, the limited availability of information and a lack of empowerment are recognized as major factors that contribute to infection rates among highly vulnerable groups such as women and young adults.
Young individuals frequently face obstacles in accessing and maintaining reproductive and sexual health services. These difficulties encompass a range of issues, such as lack of information, limited availability of services, concerns about confidentiality and cost, societal pressures, and cultural taboos. In Nigeria, adolescents encounter specific challenges relating to their sexual health. These include higher rates of teenage pregnancy, increasing cases of sexually transmitted diseases, and a significant mortality rate resulting from abortions. The medical complications arising from the sexual behavior of young people place a considerable burden on the Nigerian population.
Problems related to pregnancy are not restricted only to the actual process, but also encompass secondary infertility and the occurrence of cervical abnormalities in adolescents16. Engaging in sexual activity at an early age has detrimental outcomes for young individuals. Adolescents who start being sexually active expose themselves to high-risk behavior, resulting in physical and emotional harm17. Every year, numerous adolescents underestimate these risks due to their belief in invincibility and a lack of proper guidance or exposure to incorrect information, subsequently experiencing the negative consequences.
According to literature, it is evident that there is a genuine issue at hand. Parents are largely held accountable for this situation. The responsibility of educating children, particularly adolescents, about sex is primarily placed on parents. However, the conservative nature of Nigerian society regarding sexual matters hinders open discussions between parents and their children, leading to inhibitions and tensions between generations. Topics related to sexuality and relationships between boys and girls are often avoided and labeled as taboos 17.
Sexual matters are often avoided by most Nigerian parents when it comes to discussing them with their adolescents. The reason behind this avoidance is the fear that such discussions might encourage experimentation. Research has shown that in African households, children rarely receive proper sexual education from their parents. Moreover, even if they do, parents often lack sufficient knowledge to provide accurate information. In fact, some parents unintentionally pass on incorrect information to their children regarding sex. Consequently, the subject of sex becomes mysterious and secretive for children, making them too ashamed to openly discuss it with their parents.
The outcome of this action results in Nigerian teenage boys and girls seeking answers to their sex-related queries independently, often from unreliable sources that are likely to provide inaccurate information14, 17. Consequently, they become more prone to engaging in risky and unprotected sexual experimentation. Certain adolescents lack effective communication and assertiveness abilities to negotiate safer sexual practices20. In addition, some feel incapable of declining unwanted sexual encounters or feel obligated to engage in sex in exchange for money15, 21.
Given that young people engage in sexual experimentation and considering the negative consequences of indiscriminate sexual activities on youth, it is imperative to implement sex education programs that promote awareness and provide appropriate education about sex and sexuality. This study is centered around this objective. Sex education is considered crucial in addressing the issues related to the sexual health of young individuals. Numerous evaluations of sexual health programs designed for adolescents have determined that sex education can have a positive impact on behaviors.
In the United Kingdom, designated teachers typically teach sex education as part of the curriculum, which is seen as the most suitable and effective method of instruction22. Other researchers23 also endorse this approach, advocating for classroom-based sex education. In contrast, Nigeria has not yet incorporated sex education into its secondary school curriculum. Consequently, the country faces a high prevalence of HIV/AIDS, teenage pregnancy, and rape among young individuals due to misconceptions about sex and the absence of a structured sexuality education program in schools25.
A study will be conducted to assess the knowledge, perception, and relevance of sex education among selected secondary school students in Ibadan North Local Government Area of Oyo State, Nigeria. The study aims to examine the reproductive health knowledge, sexual behavior, and sexuality education needs of in-school adolescents. It will address the following research questions: i. What are students’ attitudes towards sex education? ii. Does sex education affect premarital sex? iii. Are students interested in receiving formal education on sex? iv. What obstacles exist for providing formal teaching of sex education?
Aim of the study To evaluate the students’ understanding, perceptions, and importance of including sex education in the school curriculum. Study objectives: 1. To assess students’ knowledge of Reproductive Health. 2. To determine the sexual and reproductive health practices among students. 3. To identify the sources of information on reproductive health for students. 4. To identify the obstacles to teaching sex education in secondary schools. REFERENCES 1. Nnachi, R. O. (2003). “Causes, consequences and control of behavior problems among Nigerian children” in Nnachi, R.
O. and Ezeh, P. S. E. (Eds. ). (2003). The behaviour problems of the Nigerian Child. Awka. The Nigerian Society for Educational Psychologists (NISEP). 2. Obiekezie-Ali, M. C. (2003). “Sexual behaviour problems of secondary school girls and women empowerment” in Nnachi, R. O. and Ezeh, P. S. E. (Eds.) (2003). The behaviour problems of the Nigerian child. Awka. The Nigerian society for Educational Psychologists (NISEP). 3. Esen, A. J. A. (1974). “A study of adolescent sexuality in Nigeria”. West African Journal of Education. 18 (18) pp 445 – 453. 4. World Health Organization (2004).
The text contains several references related to adolescent sexual and reproductive health in Nigeria, including the following sources:
1. WHO report: “Coming of age from facts to actions for adolescent sexual and reproductive health.”
2. C.I.A. publication (2010) on the population growth rate in Nigeria.
3. Research paper by Obono Oka and Modupe Mohammed (2010) titled “The liminality of adolescent sexual and reproductive behavior in Ibadan southern Nigeria.”
4. Population Reference Bureau report (2003).
5. Nigeria Demographic and Health Survey (NDHS) (2008), conducted by the National Population Commission (Nig) and Macro.USA.
6. Research paper by Osemwenkha S.O. (2004) on gender issues in contraceptive use among educated women in Edo state, Nigeria.
7. Research paper by Oye-Adeniran B.A., Adewole I.F., and Odeyemi K.A. (2005) on contraceptive prevalence among young women in Nigeria.
8. National Population Commission (NPC) 2007 report on the final result of the 2006 census in Nigeria.
9. Lisa Forman’s research paper (2003) on HIV/AIDS information and communication in Africa.
These references provide valuable information for understanding the situation of adolescent sexual and reproductive health in Nigeria and its related factors such as population growth, contraceptive use, and HIV/AIDS awareness.
Adegoke, A. A. (2003). Adolescents in Africa: Revealing the problems of teenagers in contemporary African society. Ibadan: Hadassah Publishing. 14.
Abogunrin, A. J. (2003). Sexual behaviour, condom use and attitude towards HIV/AIDS among adolescents in Nigeria. An Unpublished Ph. D thesis, University of Ilorin, Nigeria. 15.
Nwabuisi, E. G. (2004). Support networks and adjustment needs of HIV/AIDS patients in the . Zonal ‘hotspots’ in Nigeria. An unpublished Ph. D Thesis, University of Ilorin. 16.
Akingba, J. B. (2002). Abortion mortality and other health problems in Nigeria.
Nigeria Medical Journal, 1(4), 465 -471. 17. Esere, M. O. (2006). HIV/AIDS awareness of in-school adolescents in Nigeria: Implications for adolescence sexuality. Journal of Psychology in Africa, 16(2), 255 – 258. 18. Durojaiye, M. O. A. 1972. “Guidance through sex education in: Psychological guidance of the school-child:, Evans Brothers Ltd. 19. Egbochuku O. E. and Ekanem I. B, Attitude of Nigerian Secondary School Adolescents Toward Sexual Practices: Implications For Counselling Practices, European Journal of Scientific Research ISSN 1450-216X Vol. 22 No. 2 (2008), pp. 177-183 20.
Maduakonam, A. (2001). Sex education in schools: A panacea for adolescent sexuality Problems. In R. U. N. Okonkwo & Romy Okoye (Eds.) The Nigerian Adolescent. In Perspective. Awka: Theo and Sons Publishers, pp 74-82.
21. Ayoade, C. A. (2006). Relationships among leisure, social self image, peer pressure and at-risk behaviour of adolescents in Nigeria. An unpublished Ph.D thesis, University of Ilorin, Nigeria.
22. Daniel W., Gillian R., Marion H., Charles A., Katie B. H., Graham and Sue S. (2002). BMJ, 324(7351):1430 Onwuka
23. Martin J., Is Classroom Sex Education fit for Purpose?
From The Times and The Sunday Times archives (2009). Times Newspapers Ltd 2010 Registered in England No. 894646 Registered office:1 Virginia Street, London, E98 1XY.
24. Mary Ogechi Esere (June 2008). Effect of sex education programme on at-risk sexual behaviour of school-going adolescents in Ilorin, Nigeria. African Health Sciences Vol 8 No 2. pp. 120-125.
25. Akeem Ayofe Akinwale (May, 2009) Manifestation of human sexuality and its relevance to secondary schools in Nigeria. International Journal of Sociology and Anthropology Vol. 1(1) pp. 001-005 Available online http://www.academicjournals.org/ijsa
METHODOLOGY
Respondents
The study is a cross-sectional descriptive design.
The participatory secondary schools would be purposively selected from the forty three secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria.
However, the senior secondary school three (SSS3) and junior secondary school three (JSS3) students will be exempted due to the fact that they would be very busy.
The students would be stratified into strata based on history of formal sex education and classes.
Systemic sampling would then be used to select individual participants.
Questionnaires will be developed for secondary school students to collect data. The questionnaires will include open-ended and closed-ended questions on various subjects, such as demographic information, socio-economic characteristics, knowledge about sexual and reproductive health, methods of preventing pregnancy, signs of puberty, sexually transmitted infections, opinions on premarital sex, sexual activities, sources of information, and preferences for sex education. Students will be able to provide detailed explanations in their responses. Experienced survey designers will guarantee the accuracy of the questionnaires.
The questionnaires will be pre-tested on a similar population and adjusted accordingly. To collect data, trained Corper Peer Education Trainers (CPETs) in each school, supervised by the Oyo State NYSC CPETs club Schedule Officer, will administer the questionnaires to selected students who have given their consent. The questionnaire administration will take place in a classroom, and participants will be instructed to sit apart from each other to maintain privacy while answering the questionnaires.
The study participants will be anonymous, as no names will appear on the questionnaires. The students will fill out and immediately return the questionnaires. They will then place the completed questionnaires in a large envelope before leaving the classroom. Once collected, the questionnaires will be entered, cleaned, and analyzed using suitable statistical software. Correlation analysis will be conducted to verify any significant relationships between variables of interest.
