ABSTRACT
This study was carried out to investigate the impact of integrated teaching of sex education amongst secondary schools students in Kaduna State. The study raised four objectives as well as four research questions and four null-hypotheses. A survey method was employed by the study with a population of 20,385 students and a sample of 2,035 drawn from the population using multi-stage random sampling technique. The main method of data collection was through the use of a self designed questionnaire which was structured with 25 items. Pearson Product Moment Correlation Coefficient was used to test the four null-hypotheses formulated. The major findings from the study among others showed that the integrated teaching of sex education was very popular amongst secondary school students in Kaduna and the rate of unwanted pregnancies, change in the immoral behaviour and school dropout level had drastically reduced in Kaduna. Based on the major findings the study therefore recommended that parents should be actively involved in discussing sex related matters with their children and the teaching of sex education should be made compulsory to all students at secondary school level.
TABLE OF CONTENTS
TITLE PAGE
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
ABBREVIATIONS
DEFINITION OF TERMS
APPENDICES
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Basic Assumption of the study
1.8 Delimitation of the Study
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Theoretical Framework
2.2 Conceptual Framework
2.2.1 Concept of Sex Education
2.2.2 Concept of Sex Education
2.2.3 Concept of Morality Behaviour
2.3 Awareness of Sex Education among Secondary School Students
2.4 Integrated Teaching of Sex Education and Morality in Secondary Schools
2.4.1 Importance of Teaching sex education as a subjects
2.4.2 Importance of Teaching of Sex Education
2.4.3 Problems of Sex Education
2.4.4 Students‟ Opinion and Peer group Influence on Sex Education
2.5 Impact of Integrated Teaching and Skills of Sex Education
2.5.1 Impact of Sex Education on Secondary Schools Students
2.6 Empirical studies
2.7 Summary
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size and Sampling Procedure
3.4 Instrument for Data Collection
3.4.1 Pilot Study
3.4.2 Validation of the Instrument
3.5 Procedure for Data Collection
3.6 Procedure for Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
4.1 Analysis of Bio Data Variables
4.2 Answering Research Questions
4.3.1 Answering Research Question One
4.3.2 Answering Research Question Two
4.3.3 Answering Research Question Three
4.3.4 Answering Research Question Four
4.4 Test of Null Hypotheses
4.4.1 Test of Null Hypothesis One
4.4.2 Test of Null Hypothesis Two
4.4.3 Test of Null Hypothesis Three
4.4.4 Test of Null Hypothesis Four
4.5 Discussion
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Recommendations
5.4 Suggestions for further Studies
REFERENCES
APPENDICES
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Teaching sex education has been in existence from the creation of man when man continues to expand with children. The whole subject has been distorted by teachers, media, parents, Pastors, Imams and even friends have shirked their resistibility by not presenting the many side of the subject, the good, the lies told to exploit others. Increasing number of people across the ideological spectrum believe that our society is in deep moral trouble. The disheartening signs are everywhere. The breakdown of the family, the deterioration of civility in everyday‟s life, rampant greed, omnipresent sexual activities at very early ages; the enormous betrayal of children through sexual abuse (Taku, 2009).
Sex education is the education that is given to individuals on sexuality behaviour. It is the process of acquiring information, attitude and belief about sex. It is education for awareness especially our adolescents about sex related issues. Sex education does not encourage early initiation of intercourse but instead can delay first intercourse and lead to more consistent and understanding what the concept is all about. It is the process of acquiring information and forming attitudes and beliefs about sex, sex identity relationship and intimacy. It involves developing young people‟s skills so that they make informed choices about their behaviour. It is widely accepted that young people have right to sex education, partly because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies and Sexually Transmitted Disease (STDs) and understand their body mechanism in general, (World Youth, 2000, in Nwahizu, 2006).
Sex and Human Immunodeficiency Virus (HIV) education that are based on a written curriculum and that implemented among group of students in schools setting are a promising type of intervention to reduce adolescent sexual risk behaviours, transmission of various diseases among other things that place students at risk of infectious diseases. However, not all youths ever attend school and not all youth remain in school until they initiate sex. Thus, it is also important to reach youth who are out of school. Curriculum and group-based sex and HIV education programs can be introduced to the students to ensure completion and retention in schools. Throughout the world, they have been implemented in youth-serving agencies, housing projects, faith communities, community centers, juvenile detention centers and elsewhere. Notably, some of the sex and HIV education programs that have been found to reduce sexual risk-taking behaviour should be implemented in both school and community settings with only minor modifications of the curricula. (Jemmott, Jemmott and McKaffree, (1994); St. Lawrence, (1998). Sex and HIV education programs can increase knowledge about how to avoid HIV and STD infection and unintended pregnancy.
Integrated teaching is defined as organization of teaching matter to interrelate or unify subjects frequently taught in separate academic courses or departments. Shoemaker (1989) stated that an integrated curriculum is education that is organized in such a way that it cuts across subject-matter lines, bringing together various aspects of the curriculum into meaningful association to focus upon broad areas of study. It views learning and teaching in a holistic way and reflects the real world, which is interactive. Shoemaker, (1989) opined that using an integrated curriculum to teach is a strategy based on the premise that learning is a series of connections. The integrated curriculum can be beneficial to teachers and students, using team teaching, projects, and units to.....
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