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CORRELATES OF ADOLESCENT SEXUAL BEHAVIOUR
IN BASSA EDUCATION ZONE KOGI STATE:
IMPLICATION FOR COUNSELLING
BY
ORIADE, MARY JUMMAI
PG/M.Ed/08/49710
DEPARTMENT OF EDUCATIONAL FOUNDATION,
UNIVERSITY OF NIGERIA, NSUKKA.
AUGUST, 2012
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TITLE PAGE
CORRELATES OF ADOLESCENT SEXUAL BEHAVIOUR
IN BASSA EDUCATION ZONE KOGI STATE:
IMPLICATION FOR COUNSELLING
A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA,
NSUKKA IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF MASTERS DEGREE IN EDUCATIONAL
FOUNDATIONS (GUIDANCE AND COUNSELLING)
BY
ORIADE, MARY JUMMAI
PG/M.Ed/08/49710
AUGUST, 2012.
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APPROVAL PAGE
THIS PROJECT HAS BEEN APPROVED FOR THE DEPARTMENT OF
EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA
BY
_______________________ ___________________
DR. A.U. OKERE
Supervisor Internal Examiner
_______________________ ___________________
PROF. IKE IFELUNNI
External Examiner Head of Department
___________________
PROF. S.A EZEUDU
Dean of Faculty
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CERTIFICATION
ORIADE, MARY JUMMAI a Postgraduate student in the Department of Educational
Foundations (Guidance and Counselling) with the Reg. No. PG/M.ED/08/49710 has
satisfactorily completed the requirements for course and research work for the degree of
Master in Educational Foundations. The work embodied in this project is original and has not
been submitted in part or full for any other diploma or degree of this or any other University.
_______________________ ___________________
Student Supervisor
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DEDICATION
This work is dedicated to the Almighty God, the giver and sustainer of life and
my beloved husband, Mr Oriade, Michael Oluwafemi.
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ACKNOWLEDGEMENTS
The researcher wishes to express her profound gratitude to God Almighty for sparing
her life to the end of this course. The successful completion of this study would not have been
possible without the outstanding contributions and assistance of a number of individuals. The
researcher is sincerely grateful to Dr. A.U Okere who with great patience was committed to
supervising and directing the study through its various stages. The researcher expresses her
appreciation and gratitude to Dr .(Mrs.) J.U Eze, Dr. E.N Nwosu, Associate Prof. J.C Omeje,
Dr. P.N Onwuasoanya and Prof. S.A Ezeudu who read through the work at different stages and
offered useful suggestions.
The researcher wishes to appreciate the students from G.S.S.S Oguma, B.N.A.G.S
Gboloko and G.S.S Mozum that were used for the study.
The researcher is highly indebted to members of her family for their support in various ways.
Among these are Dr and Mrs J.A Alhassan and Mariam Sani.
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TABLE OF CONTENTS
Title page - - - - - - - - - i
Approval page - - - - - - - - - ii
Certification - - - - - - - - - iii
Dedication - - - - - - - - - iv
Acknowledgements - - - - - - - - vii
Table of Contents - - - - - - - - vi
List of table - - - - - - - - - ix
Abstract - - - - - - - - - x
CHAPTER ONE: INTRODUCTION - - - - - 1
Background to the Study - - - - - - - 1
Statement of the Problem - - - - - - - 6
Purpose of the Study - - - - - - - - 6
Significance of the Study - - - - - - - 7
Scope of the Study - - - - - - - - 8
Research Questions - - - - - - - - 8
Hypotheses - - - - - - - - - 9
CHAPTER TWO: LITERATURE REVIEW - - - - 10
Conceptual Framework - - - - - - - 11
Concept of sexuality - - - - - - 11
Concept of behaviour - - - - - - 11
Concept of sexual behaviour - - - - - 13
Concept of adolescent - - - - - - 14
Adolescent sexual behaviour - - - - - 16
Reliability of the Instrument - - - - - 30
Theoretical Framework - - - - - - - 31
Social learning theory - - - - 31
Theory of reasoned action - - - - 32
Perceive self-efficacy theory - - - - 35
Health Belief Model - - - - - 40
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Review of Empirical Studies - - - - - - 43
Factors Associated with Sexual behaviour of Adolescent Students - 43
Influence of School type in Modifying sexual Behaviour of
Secondary School Adolescents - - - - 44
Influence of Video films on the Sex Attitude of Secondary School
Students - - - - - - - - 45
HIV Awareness and Sexual Behaviour Among in School Students - 46
Summary of Reviewed Literature - - - - 47
CHAPTER THREE: RESEARCH METHOD - - - - 49
Research Design - - - - - - - - 49
Area of the Study - - - - - - - - 49
Population of the Study - - - - - - - 50
Sample and Sampling Technique - - - - - - 50
Instrument for Data Collection - - - - - - 50
Validation of the Instrument - - - - - - - 50
Reliability of the Instrument - - - - - - - 51
Method of Data Collection - - - - - - - 51
Method of Data Analysis - - - - - - - 51
CHAPHTER FOUR: PRESENTATION OF RESULTS - - - 52
Research question 1 - - - - - - - - 52
Research Question 2 - - - - - - - - 53
Research Question 3 - - - - - - - - 54
Research Question 4 - - - - - - - - 54
Research Question 5 - - - - - - - - 55
Research Hypotheses 1 - - - - - - - 55
Research Hypotheses 2 - - - - - - - 56
Research Hypotheses 3- - - - - - - - 57
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CHAPTER FIVE: DISCUSSION, CONCLUSION, IMPLICATION, AND
RECOMMENDATIONS
Discussion of the findings - - - - - - - 59
Educational Implications - - - - - - - 59
Implications for counseling - - - - - - - 65
Limitations - - - - - - - - - 66
Suggestion for Fulther Study- - - - - - - 66
Recommendations - - - - - - - - 67
Summary - - - - - - - - - 67
REFERENCES - - - - - - - - 70
APPENDIXES - - - - - - - - 73
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LIST OF TABLES
Table 1: Mean score and Standard Deviation of the response of Students to the
sexual behavior of the Adolescent (N = 154) - - - 52
Table 2: Mean scores and Standard Deviation of Sexual Knowledge of
Adolescents. (N = 154) - - - - - - 53
Table 3: Pearson Correlation Relationship between Peer Pressure and
Sexual Behavior of Adolescent. (N = 154) - - - - 54
Table 4: Pearson Correlation between Sexuality Education and Sexual
Behavior of Adolescents - - - - - - 54
Table 5: Pearson Correlation between the nature and scope of religion and
Sexual Behavior of Adolescents - - - - - 55
Table 6: t-test Table of Students‘ Sexual Behavior and Religion of
Adolescents - - - - - - - - 55
Table 7: t-test Table of Students‘ Sexual knowledge and Sexual Behavior
of Adolescents - - - - - - - 56
Table 8: t-test Table of Students‘ peer group pressure and Sexual Behavior
of Adolescents - - - - - - - 57
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Abstract
The study investigated the correlates of adolescent sexual behaviour in Bassa Education Zone
Kogi State and its implication for counseling. Five research questions and three hypotheses
were generated to guide the study. The study design was correlation study. The sample
consisted of three hundred senior secondary students. The instrument used for the study was
questionnaire on adolescent sexual behaviour (ABSQ). The data was analysed using
correlational statistics. t- test was used to test hypotheses 0.05 level of significance. The major
findings of the study showed that: adolescents were involved in illicit sexual activities. This
was found to be due to lack of sexual knowledge of adolescents. Furthermore, it was found that
peer pressure was one of the determining factors of adolescent‘s sexual behaviour. Sexual
education was another determining factor of adolescents‘ sexual behaviour. Religious
affiliation was found to play a vital role in curbing sexual behaviour among adolescents. It was
recommended among others that sex education should be intensified and should start from
adolescent‘ home to the school.
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CHAPTER ONE
INTRODUCTION
Background of the Study
A child‘s education starts from the home. Psychologists agree that the pattern of a
person‘s character and socialization is laid within the five years of his life. During this period
the greater part of the child‘s life is spent at home. The home serve as the bedrock of education
in every child‘s life, because the first interaction start with the immediate environment, such as
learning the mother tongue and interacting with the brothers and sisters in the home. The
family lays the foundation of education before the child goes to school and the personality that
the child takes to school is determined by the home. The father is to provide the necessary tools
for the education of the children, while the mother is supposed to supplement the father‘s
efforts in this regard.
The same thing occurs when the mother is absent and the father is not privileged
enough. Supporting this view, Okeke (2000) pointed out that parents are expected to provide
for the child the legitimate moral, financial and social needs of the students so as to enable
them concentrate in their studies better, provide information about their children to the
counselor on health or personal social issues for proper remediation recommendation. Parents
are also expected to provide reading materials and encourage their children during holidays to
study effectively and make proper use of their leisure time. Any laxity on the part of the
parents in providing the above opportunities for their secondary school children may result in
their educational backwardness and unwholesome behaviour.
Some children learn a great deal about sexuality from their parents. For the most part,
however, they learn, not because their parents set out to teach them, but because they are avid
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observers of their parents‘ behaviours. Much of what they learn concerns the hidden nature of
sexuality. As they enter adolescence, young people are especially concerned about their own
sexuality, but they are often too embarrassed to ask their parents directly about these ―secret‖
matters. Parents are ambivalent about their children‘s developing sexual nature. They often
underestimate their children‘s involvements in sexual activities, even when their children
progress through adolescence, and so they perceive less need to discuss sexuality with them.
Adolescents acquire a wealth of misinformation from each other about sex. They also
put pressure on each other to carry out traditional gender roles. Boys encourage other boys to
be sexually active even if they are unprepared or uninterested. They must camouflage their
inexperience with bravado, which increases misinformation, because they cannot reveal sexual
ignorance.
According to advanced learner dictionary revised sixth edition) correlate: - To have a
mutual relationship or connection in which one thing affects or depends on another. The
results of this experiment do not correlate closely with those of earlier ones. The data do not
seem to correlate.
What is known about adolescent sexual behaviour in the teenage year is considered as a
function of cohort, gender, and ethnic differences. The adolescent period of exploration is a
growth stage which is encumbered with conflicts, consideration and choices.
Behaviour is generally believed to be learned and unlearned. Bos (1994), noted that
students can be taught new behaviour. Behaviour is the action or reaction of an object or
organism, usually in relation to the environment. Behaviour can be conscious or unconscious,
overt or covert, voluntary or involuntary.
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Sexual behaviour in the teenage years is considered as a function of cohort, gender, and
ethnic differences. Omissions in the research on sexual on sexual behaviour other than
intercourse are highlighted. Possible biological, social, and social cognitive processes
underlying teenage sexual behaviour are then considered. (American Psychologist, 2010)
Sexual behaviour simply means the way and manner individuals react or conduct
themselves towards everything that has to do with sexual intercourse (Nwagbo and
Ubachukwu, 2001).
In context behaviour may be defined as a total action of an adolescent in handling their
sexual impulses. Sexual behaviour is the result of biological, psychological and social forces.
Human sexual activities are shaped by the internal experience of being male and female that is,
by a person‘s gender identity. Sexual behaviour is one of such situations in which adolescent‘s
dual membership in the family and peer groups present them with conflicting normative
standards.
Since the mid 90s the age of technology has sky rocketed with computers, cell phones,
radios, and televisions. People are constantly within immediate and easy access to the media.
This persistent bombardment of the media in the everyday lives of today‘s society undoubtedly
wields numerous, socio- cultural consequences especially upon the youth.
Today‘s adolescents grow up in a social environment that is considerably more liberal
and permissive in sexual attitudes than that of their parents. The impact of the negative
consequences of this situation on the sexual behaviour and sexual health of adolescents can be
best understood through research and other observed reports.
(Eze, 2000; in Ogunsanya 2005) A number of studies including those by co relational
studies on sexual behaviour during adolescence show that there is a high prevalence of sexual
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activity among adolescents in Nigeria leading to high rate of teenage pregnancy, school
dropout, academic under-achievement, abortions and maternal mortality, as well as infections
with sexually transmitted diseases including HIV/AIDS. This tends to portray the fact that
many adolescents are involved in making self-destructive choices. Many adolescents remain
greatly misinformed about sexual relationships and their consequences.
When adolescents cling to their peers, it easily creates a driving force in them to get
complete freedom from their parents control over them. In the quest for emancipation, such
identification forces the child to stick to suggestions by age mates of the same sex. Pre-marital
sex may represent an effort to succumb to peer group pressures. When adolescents who have
engaged in sex tell their friends for instance, that sex is fun, those not involved before want to
experiment too. School is therefore one place where peer group influence is very strong.
However, focusing on sexual behaviour in relation to school type in their study on
sexual behaviour and experience of sexual coercion among secondary school students in three
states in the North East Zone, they found that students from boy‘s only schools were
significantly more likely to have had sexual intercourse (18%) than those from the co-
educational (14%) and girls‘ only schools (20%).
The major predictors of sexual activity were found to be, type of school, location of the
school, sex, age, living arrangement, religion and having a boy/girl friend and how parents
relate well with their children as well as with the media influence. A study conducted in 2006
found that adolescents who were more exposed to sexuality in the media were also more likely
to engage in sexual activity themselves.
According to Oxford Advance Learner‘s Dictionary 6th
Edition, as cited in
Onwuasoaya (2008), ‗sex is the action of a man inserting his penis into a woman‘s vagina,
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usually leading to the release of semen from penis, as a result of which the woman may
become pregnant‘. In the same vein, according to Longman Dictionary of Contemporary
English, as cited In Onwuasoaya (2008), behaviour is defined as the way that someone
conducts himself. Behaviour can either be good or bad, desirable or undesirable.
Sometimes, peer group values and norms conflict with those of parents. In traditional
Nigerian cultures, where the adult society restricts sexual experimentation by youths, the
expectation might be that adolescents, in their membership in the peer group, would question
the cultural definitions of sexual standards and codes. While in our educational systems the
adolescents, are involve in some of the following permissible sexual activities ―kissing‖,
―breast/genital fondling‖, ―embracing‖, ―holding hands‖ and ―sexual intercourse‖ in their mode
of dressing and clothing, the adolescents appear to be veering from the past mode of dressing
brought first by our tradition and later by colonization. For most adolescents‘ way of dressing
has departed totally from the past. They dress in clothes that appeal to them but which to adults
are weird and embarrassing. The female adolescents mostly dresses half nude; they prefer to
wear trousers and skimpy shirts or tee-shirts that reveals their tummy, body hug which shows
all the contours in their body frames or mini-skirt with a see-through tops while the boys
although still wears shirt and trousers but which are always in various bigger sizes compared to
their normal sizes. They also wear low waist trousers. This observed clothing habit is not
limited to a specific class of adolescents. It cut-across the entire socio-economic status,
irrespective of their educational level and status. Therefore what used to be regarded as fashion
which is described to be a period desired appearance is being turned to clothing which is
regarded as an established pattern of dressing. This shows that Nigerian adolescents are
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absorbing foreign culture and they no longer adhere strictly to local cultural regulation
concerning sex.
Statement of the Problem
Faulty adolescent sexual behaviour may lead to disaster socially, psychologically,
academically or even death. This is even more probable in Nigeria society where little or no
attention s given to sex education and the possible problem that may emanate from reckless
sexual behaviour among adolescents. Although the victims of such reckless sexual behaviour
bear the brunt of their actions, but either directly or indirectly failure and blames lie with those
responsible for correcting such recklessness, but failed to do so.
Therefore, the problem of this study is to discuss the correlate of adolescent sexual
behavior in Bassa Education Zone, Kogi State. It is in view of this concerns that this study is
being carried out to determine the correlate of adolescents sexual behavior
Purpose of Study
The main purpose of this study is to identify correlates of sexual behaviour among
adolescents in Bassa Education Zone. Specifically the study is intended to:
(1) Identify the sexual behaviour of adolescents in Bassa Education Zone.
(2) Ascertain adolescent sexual knowledge level as a correlate of sexual behaviour of
adolescent in education zone
(3) Find out relationship between peer pressure and sexual behaviour of adolescent in
Bassa education Zone.
(4) Ascertain the relationship between sexuality education and sexual behaviour of
adolescent in Bassa education.
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(5) Ascertain the relationship between religious affiliation and sexual behaviour of
adolescent in Bassa education Zone.
Significance of the Study
The out come of this study will be of benefit to the adolescents in the following way.
Adolescent will embrace positive sexual behaviour
Adolescent will ascertain sexual knowledge level as correlate of sexual behaviour.
The curriculum planners in this direction will see the essence of including sex
education in senior secondary school.
Ensure practical implementation of sex education among peer groups.
The outcome of this study will be of benefit to the adolescents, curriculum planners,
ministry of education officials, policy makers, the school counsellors, teachers, government,
and all stakeholders and the researchers. This is because the issue of sexual behaviour of
adolescents is a major burning issue that needs research investigation so as to document its
abuses, severity and consequences.
The findings of the study will sensitize the adolescents on the risk of unwanted
pregnancy and sexually transmitted infections and having multiple concurrent sexual partners.
It will provide useful information on adolescents who may be ignorant in sexual activities in
school environment. This information will provide a basis for reducing the spread of Aids in
society. This study will also enable government, curriculum planners, policy makers to
understand sexual behaviour of adolescent students and device the means of improving on
them and realize the constraints to these adolescent sexual behaviour students and organize
workshops, mass media, and television and public enlightenment programme to unlearn their
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learned maladjustment sexual behaviour to adjusted one. Many adolescent students will benefit
from this study. This is because they will know the merits of avoiding themselves from sexual
activities that can lure them an infections, unwanted pregnancy and which will end them up in
school drop out from the school system as a whole.
The community and everybody that has a link with this student, schools will also
benefit from this study. It will enable them to be at alert with the adolescent sexual behaviour
in our educational system. This will sensitize them to participate activities in any programmes
organize for this students in the school. Families and schools, neighbourhoods provide an
environment within which adolescents make decisions related to sexual activity on the whole,
it will serves as a poll of data for researchers whenever they are carrying out studies on
adolescent sexual behaviour. The study will also reveal the impact of social learning theory on
students‘ behaviour. Consequently, this will serve as an implication for guidance and
counselling.
Scope of the Study
In order to do in depth study the study is limited to Bassa education zone Kogi State.
The study will further be limited to the correlate of adolescent sexual behaviour in particular
the sexual behaviour of multiple partnership, teenage pregnancy, abortion, unprotected sex as
they related to sexual knowledge, peer pressure influence parent relation and school influence.
Research Questions
The following research questions guided the study:
(1) What is the sexual behaviour of adolescents in Bassa Education Zone?
(2) What is the relationship between sexual knowledge level of adolescents and their
sexual behavior in Bassa Education Zone?
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(3) What is the relationship between peer pressure and sexual behaviour of adolescents in
Bassa Education Zone?
(4) What is the relationship between sexuality education and sexual behaviour of
adolescent in Bassa Education Zone?
(5) What is the relationship between religious affiliation and sexual behaviour of
adolescent in Bassa Education Zone?
Hypotheses
The following three null hypotheses were formulated and tested in this study at the 5%
level of significance:
(1) Religious affiliation will not significantly relate with sexual behaviour of adolescents
in Bassa Education Zone.
(2) Sexual knowledge will not significantly relate with identified level of sexual
behaviours of adolescents in Bassa Education Zone.
(3) There will be no significant relationship between peer group pressure and sexual
behaviour of adolescents in Bassa Education Zone.
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CHAPTER TWO
REVIEW OF LITERATURE
This chapter will examine related literature on correlates of adolescent sexual behaviour
in Bassa Education Zone. It‘s application to the topic under study (i.e. correlate of adolescent
sexual behaviour). As a matter of fact adolescent both boys and girls originally might not be
exposed to there social vices enumerated in the propose of study periphery as soon as they got
to school and mixed-up with peer group as a result of peer pressure might lured them to
antisocial vices that may ridicule their lives through teenage pregnancy, unprotected sex and
even death as the case may be.
Conceptual Framework
Concept of sexuality
Concept of sexual behaviour
Concept of Adolescent
Adolescent sexual behaviour
Concept of Sexuality Education
2. Theoretical Framework
1. Social learning theory
2. Theory of reasoned action
3. Perceived self efficacy theory
4. Health belief model
3. Empirical Studies
4. Summary of the Review.
{PAGE }
Conceptual Framework
Concept of Sexuality
Ikpe (2004), considered sexuality as the very essence of one‘s humanity including one‘s
self- image, being male or female, physical looks and reproductive capacity in other words the
author conceived sexuality as a natural part of life. It is about the way we are made, how we
feel about ourselves, what roles we play in the society and how we procreate‖. Although the
concept of sexuality can be dated back to our ancestors, we laid much emphasis population and
health concerns have led to the re- thinking and re-identification of the relationship between
sexuality and human activity and behaviour.
Sexuality, according to definition by the World Health Organization (WHO), 2003 is a
central aspect of being human through out life and encompasses sex, gender identities and
roles, sexual orientation eroticism, pleasure, intimacy and reproduction. Sexuality
inexperienced and expressed in thoughts fantasies, desires, belief, attitude, values behaviours
practices, roles and relationships. Sexuality is often broadly defined as a social construction of
biological drive which often with issues such as whom one has sex with in what ways, sex.
Concept of Behavior
Behaviour refers to the actions of a { HYPERLINK
"http://en.wikipedia.org/wiki/System" \o "System" } or { HYPERLINK
"http://en.wikipedia.org/wiki/Organism" \o "Organism" }, usually in relation to its
environment, which includes the other systems or organisms around as well as the physical
environment. It is the response of the system or organism to various stimuli or inputs, whether
{ HYPERLINK "http://en.wikipedia.org/wiki/Internal" \o "Internal" } or { HYPERLINK
"http://en.wikipedia.org/wiki/External" \o "External" }, { HYPERLINK
{PAGE }
"http://en.wikipedia.org/wiki/Conscious" \o "Conscious" } or { HYPERLINK
"http://en.wikipedia.org/wiki/Subconscious" \o "Subconscious" }, { HYPERLINK
"http://en.wikipedia.org/wiki/Overt" \o "Overt" } or { HYPERLINK
"http://en.wikipedia.org/wiki/Covert" \o "Covert" }, and { HYPERLINK
"http://en.wikipedia.org/wiki/Voluntary" \o "Voluntary" } or { HYPERLINK
"http://en.wikipedia.org/wiki/Involuntary" \o "Involuntary" }. In humans, behavior is believed
to be controlled primarily by the { HYPERLINK
"http://en.wikipedia.org/wiki/Endocrine_system" \o "Endocrine system" } and the {
HYPERLINK "http://en.wikipedia.org/wiki/Nervous_system" \o "Nervous system" }. It is most
commonly believed that complexity in the behavior of an organism is correlated to the
complexity of its nervous system. Generally, organisms with more complex nervous systems
have a greater capacity to { HYPERLINK "http://en.wikipedia.org/wiki/Learn" \o "Learn" }
new responses and thus adjust their behavior.
Behaviors can be either { HYPERLINK "http://en.wikipedia.org/wiki/Innate" \o
"Innate" } or learned. However, current research in the { HYPERLINK
"http://en.wikipedia.org/wiki/Human_Microbiome_Project" \o "Human Microbiome Project" }
points towards a possibility that human behavior may be controlled by the composition of the
microbe population within a human body.
More generally, behavior can be regarded as any action of an organism that changes its
relationship to its environment. Behavior provides outputs from the organism to the
environment. { HYPERLINK "http://en.wikipedia.org/wiki/Human_behavior" \o "Human
behavior" } (and that of other { HYPERLINK "http://en.wikipedia.org/wiki/Organism" \o
"Organism" } and mechanisms) can be common, unusual, acceptable, or { HYPERLINK
"http://en.wikipedia.org/wiki/Deviant_behavior" \o "Deviant behavior" }. Humans evaluate the
{PAGE }
{ HYPERLINK "http://en.wikipedia.org/wiki/Taboo" \o "Taboo" } of behavior using {
HYPERLINK "http://en.wikipedia.org/wiki/Social_norm" \o "Social norm" } and regulate
behavior by means of { HYPERLINK "http://en.wikipedia.org/wiki/Social_control" \o "Social
control" }. In { HYPERLINK "http://en.wikipedia.org/wiki/Sociology" \o "Sociology" },
behavior is considered as having no meaning, being not directed at other people and thus is the
most basic human { HYPERLINK "http://en.wikipedia.org/wiki/Action_%28philosophy%29"
\o "Action (philosophy)" }, although it can play a part in diagnosis of disorders such as the {
HYPERLINK "http://en.wikipedia.org/wiki/Autism" \o "Autism" } { HYPERLINK
"http://en.wikipedia.org/w/index.php?title=Spectrum_disorders&action=edit&redlink=1" \o
"Spectrum disorders (page does not exist)" }. Animal behavior is studied in { HYPERLINK
"http://en.wikipedia.org/wiki/Comparative_psychology" \o "Comparative psychology" }, {
HYPERLINK "http://en.wikipedia.org/wiki/Ethology" \o "Ethology" }, { HYPERLINK
"http://en.wikipedia.org/wiki/Behavioral_ecology" \o "Behavioral ecology" } and {
HYPERLINK "http://en.wikipedia.org/wiki/Sociobiology" \o "Sociobiology" }. According to
moral values, human behavior may also depend upon the common, usual, unusual, acceptable
or unacceptable behavior of others.
Behavior became an important construct in early 20th century { HYPERLINK
"http://en.wikipedia.org/wiki/Psychology" \o "Psychology" } with the advent of the paradigm
known subsequently as "{ HYPERLINK "http://en.wikipedia.org/wiki/Behaviorism" \o
"Behaviorism" }." Behaviorism was a reaction against "faculty" psychology which purported to
see into or understand the mind without the benefit of scientific testing. Behaviorism insisted
on working only with what can be seen or manipulated and in the early views of {
HYPERLINK "http://en.wikipedia.org/wiki/John_B._Watson" \o "John B. Watson" }, a
founder of the field; nothing was inferred as to the nature of the entity that produced the
behavior. Subsequent modifications of Watson's perspective and that of "{ HYPERLINK
"http://en.wikipedia.org/wiki/Classical_conditioning" \o "Classical conditioning" }" led to the
{PAGE }
rise of { HYPERLINK "http://en.wikipedia.org/wiki/Operant_conditioning" \o "Operant
conditioning" } or "radical behaviorism," a theory advocated by { HYPERLINK
"http://en.wikipedia.org/wiki/B.F._Skinner" \o "B.F. Skinner" }, which took over the academic
establishment up through the 1950s and was synonymous with "behaviorism" for many.
Concept of Sexual Behavior
The Nigerian society today has to grapple with many behavioural problems of its youth.
Such problems include truancy, disobedience, drug offences, assault, insult, stealing, violent
demonstrations, vandalism, examination malpractices, robbery, and secret cult activities. Apart
from these widely publicized behavioural problems, heterosexual activities are also listed
among types of behavioural problems prevalent in Nigerian secondary schools. These are
variously named in the literature as sex abuse, sex offences, sexual misconduct, sexual
immorality, sexual promiscuity, and sexual maladjustment. It is observed that in terms of
behavioural problems, sex abuse appeared to be one of the most serious offences committed by
children and adolescents. The age of initial sexual experience and involvement thus becomes
younger than fifteen years as found by Esen in (1974). observed that today‘s situation shows a
sharp contrast to the traditional Nigerian societal context in which girls avoided pre-marital
sexual experiences for fear of social punishments usually meted out to girls who lost their
virginity before marriage. Observers blame this state of affairs on parents. Basically, the task of
educating children, especially adolescents, about sex is seen as the responsibility of parents.
The traditional Nigerian society, however, is quite conservative on matters of sex.
Consequently, parent-child discussion on sexual matters is beclouded by parental inhibitions
and inter-generational tensions. Most Nigerian parents shy away from such discussions
because it is generally believed that it will make the adolescent attempt to experiment on what
they have been told. Observed were made that in most African homes, parents are not fully
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equipped to answer questions on sexual matters usefully. Even those who try to pass- on faulty
information to their children. The whole subject thus becomes surrounded by secrecy and the
children now become too embarrassed to discuss these matters with their parents. Three
decades after, the situation is hardly different as studies have shown that children rarely receive
information on sexual matters from their parents. This situation leaves the adolescents curious
and ill-prepared to contend with their blossoming interest in sexuality and sex and leads them
to seek information from their peers.
Societal acceptance or rejection of any private behavior, including contraception, is
likely to affect that behavior profoundly.), some instructional books and women's magazines
provide contradictory messages regarding condom use. Specifically, they portray the condom
either as a symbol of pleasure and of a life associated with responsible sexual intercourse, or as
a symbol of promiscuity and disease.
Concept of Adolescence
Adolescence is the time between the beginning of sexual maturation (puberty) and
adulthood. It is a time of psychological maturation, which a person becomes "adult-like" in
behaviour. Adolescence is considered to be the period between ages 13 and 19. The adolescent
experiences not only physical growth and change, but also emotional, psychological, social,
and mental change and growth. Puberty is the time in which a child's sexual and physical
characteristics mature. It occurs due to hormone changes. The exact age a child enters puberty
depends on a number of different things, such as genes, nutrition, and gender. During puberty,
endocrine glands produce hormones that cause body changes and the development of
secondary sex characteristics.
In girls, the ovaries begin to increase production of estrogens and other female
hormones. In boys, the testicles increase production of testosterone. The adrenal glands
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produce hormones that cause increased armpit sweating, body odour, acne, and armpit and
pubic hair. This process is called adrenarche. The child will often need an underarm deodorant
or antiperspirant during this time. Breast development is the main sign that a girl is entering
puberty. The first menstrual period (menarche) usually follows within about 2 years.
Before the first menstrual period, a girl will normally have:
i. increase in hip size
ii. Clear An increase in height
iii. An or whitish vaginal secretions
iv. Pubic, armpit, and leg hair growth
Menstrual cycles occur once a month (28 to 32 days) (Feyisetan, 1989). At first, the
menstrual periods may be irregular. A girl may go 2 months between periods, or may have two
periods in 1 month. Over time, periods become more regular. Keeping track of when the period
occurs and how long it lasts can help predict when the next menstrual period will occur. After
menstruation starts, the ovaries begin to produce and release eggs, which have been stored in
the ovaries since birth. About every month after menstruation starts, an ovary releases an egg,
called an ovum. The egg travels down a Fallopian tube, which connects the ovary to the womb.
When the egg reaches the womb, the lining of the womb becomes thick with blood and fluid.
This happens so that if the egg is fertilized, it can grow and develop in the lining to produce a
baby. (It is important to remember that fertility comes before emotional maturity, and
pregnancy can occur before an adolescent is prepared for parenthood. If the egg does not meet
with sperm from a male and is not fertilized, it dissolves. The thickened lining falls off and
forms menstrual blood flow, which passes out of the body through the vagina. In between the
menstrual periods, there may be a clear or whitish vaginal discharge, this is normal.
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During or just before each period, the girl may feel moody or emotional, and her body
may feel puffy or swollen (bloated). Premenstrual syndrome (PMS) may begin to develop,
especially as the girl gets older. In girls, puberty is usually finished by age 17. Any increases in
height after this age is uncommon. Although a girl has reached full physical maturity at this
time, her educational and emotional maturity continues to grow.
The first sign of puberty in boys is enlargement of both testicles. Afterward, boys will
normally experience (Nicholas et al, 1966):
i. Faster growth, especially height
ii. Hair growth under the arms, on the face, and in the pubic area
iii. Increased shoulder width
iv. Growth of the penis, scrotum (with reddening and folding of the skin), and testes
i. Night time ejaculations (nocturnal emissions or "wet dreams")
ii. Voice changes
The testes constantly produce sperm. Some sperm can be stored in a structure called the
epididymis. Sometimes the stored sperm are released as part of the normal process to make
room for new sperm. This can occur automatically during sleep (nocturnal emissions) or
following masturbation or sexual intercourse. Nocturnal emissions are a normal part of
puberty.
Adolescent Sexual Behaviour
Adolescent sexuality refers to sexual feelings, behaviour and development in
adolescents and is a stage of human sexuality. Sexuality and sexual desire usually begins to
intensify along with the onset of puberty. The expression of sexual desire among adolescents
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may be influenced by family values and the culture and religion they have grown up in (or as a
backlash to such), social engineering, social control, taboos, and other kinds of social mores.
In contemporary society, adolescents face some risks as their sexuality begins to
transform. While some of these such as emotional distress (fear of abuse or exploitation) and
sexually transmitted diseases (including HIV/AIDS) are not necessarily inherent to
adolescence, others such as pregnancy (through non-use or failure of contraceptives) are seen
as social problems in most western societies. In terms of sexual identity, while all sexual
orientations found in adults are also represented among adolescents, statistically the suicide
rate amongst adolescents is up to four times higher than that of their heterosexual peers.
According to anthropologist Margaret Mead and psychologist the turmoil found in adolescence
in Western society has a cultural rather than a physical cause; they reported that societies
where young women engaged in free sexual activity had no such adolescent turmoil.
Adolescents acquire a lot of misinformation from each other about sex. They also put
pressure on each other to carry out traditional gender roles. Boys encourage other boys to be
sexually active even if they are unprepared or uninterested. They must camouflage their
inexperience with bravado, which increases misinformation, they cannot reveal sexual
ignorance.
For boys, especially those with working–class backgrounds, adolescence is
characterized by relationships in which self-esteem and status are more closely linked to
evaluations from people of the same sex than of the other sex. This characterization has
important consequence in terms of relationship with girls. To boys, his relationship with her
may be secondary. The generalized role expectations of male-which they must be competitive,
aggressive, and achievement oriented, carry over into sexual activities. The receive recognition
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for ―scoring‖ with a girl, much as they would for scoring a touchdown or hitting a home run.
Girls in contrast, run the risk of being labelled as ―sluts‖ by both male and female peers if they
have sex in any context other than a committed relationship. Sexual encounters as opposed to
sexual relationship function in large part to confer status among teenage boys. Those who have
experienced rigidly boy to boy activities during adolescence may learn to relate to women in
term of their own status needs, rather than as people. As a result, some men find it difficult to
develop friendships with members of the sex or relationships in which sexual activities involve
respect or love for a woman.
Since the mid 90s Information Communication Technology has expanded people‘s
access to a variety of information acquired by the increased use of computers, cell phones,
radios, and televisions. People are constantly within immediate and easy access to the media.
This sustainable information disclosure by the media in the everyday lives of today‘s society
undoubtedly wields a wide range of consequences especially upon youth.
According to a recent Kaiser family foundation study (2000), the average adolescent
(age 8-18) spends just under eleven hours a day exposed to various forms of media. This led to
numerous studies and arguments pointing to the connections between media and growing rates
of obesity, violence, and sex.
A study conducted in 2005 US Teen in Kaiser Foundation found that adolescents who
were exposed to sexuality in media were also more likely to engage in sexual activity
themselves. However, it is extremely rare that any of these media outlets promote safe sex in
their programs. How often does a sex scene in a film or show acknowledge the use of protect
we measures during intercourse? When the media has such a great helped lead to teen
pregnancies?
{PAGE }
Erotic portrayals- nudity, sexually provocative language and displays of sexual passion
are of great interest to the American viewing public. This public includes many curious and
malleable children and adolescents. In an era in which we are bombarded with sexual, the
images, the challenges of making healthy choices about sex is substantial. Teens watch about 3
hours of television every day, and 3 out of 4 acknowledge that it influences the sexual
behaviour of others their age.
Given the pervasive and explicit sexuality message that the media provides, it quickly
becomes apparent how important it is for parents to understand the nature and extent of the
information being conveyed. This has been made by Kaiser Family Foundation (2003).
Although some people would project young viewers by censoring what is shown on television
or the internet, or played on the radio, a more viable solution to sexual type in the media is to
balance it with children understand that sexually occurs in a context, that it is complex and it
entails a great deal of personal responsibility. Themes from television can be used by parents to
initiate discussions about sex, love and desire (including the desire of advertisers to sell their
products)
It has been shown that there is high prevalence of sexual activity among adolescents in
Nigeria leading to a high rate of teenage pregnancy, school dropout, and academic under
achievement, abortions and material mortality, as well as infection with sexually transmitted
infections including HIV / AIDS. This tends to portray the fact that many adolescents are
involved in making self- destructive choices. Many adolescents remain greatly misinformed
about sexual relationship. Identification with peers appears to be a prime force aiding in the
emancipation from parents. The type of school, which students go to, does affect their
opportunities to learn and consequently their behaviour. There have been argument for and
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against single sex schools and co-educational schools and much research has been carried out
in the area of school types though mostly in relation to academic performance.
However, focused on sexual behaviours in relation to school type in their study on
sexual behaviour and experience of sexual coercion among secondary school students in three
states in north eastern Nigeria, they found that students from boys only schools were
significantly more likely to have had sexual intercourse (18%) than those from the co-
educational (14%) and girls only schools (2%). The major predictors of sexual activity were
found to be type of school, location of the school sex, age, living arrangement, religion and
having a boy/girl friend. It was found that, for respondents in co-educational schools, whose
schools were located in urban areas, which had activity was higher specifically, respondents in
co-educational schools were more likely to have had sexual intercourse than those in single sex
schools.
Type of school was found to be predictors of sexual coercion. Among the population
surveyed, Trussell (2008), sexual coercion was a common phenomenon. Overall 5.1% of the
students had been raped. Their report on sexual behaviour in co-educational schools
corroborates the report that girls face sexual harassment in co-educational schools even in the
United States. In Trusell‘s findings on sexual harassment, reported that 89% of over 2000
respondents had faced unwanted touching and remarks at school.
The American Association of University Women and Polls (1993) found that one high
school girl in four experienced forced kissing. Another 15% had their clothes pulled off. Two-
thirds of the girls admitted that sexual harassment happened ―often‖ in Nigeria; about 10% of
the respondents studied indicated that girls drop out of school because of bullying by the
opposite sex.
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On the contrary, Sadker and Sadker (1994) report that girls in single sex schools are
free from sexual harassment, that affects 90% of girls in co-educational high schools. An all-
girls ‗school they say, can create an atmosphere that counteracts the negative influence of mass
media and its often troubling depictions of women and girls. Clothing habits is not limited to a
specific class of adolescents. It cut across the entire socio-economic status, irrespective of their
educational level and status. This has been going on for quite some time and therefore what
used to be regarded as fashion which is described to be a period‘s desired appearance (Odeleye
2000), is being turned to clothing which is regarded as an established pattern of dressing
(Rubinstein) 1995. However looking at the modern day clothing habits and the adolescent
sexual behaviour in the past few years has been a source of concern to many researchers.
Adolescents have been continued to be involved in series of sexual activities ranging from pre-
marital sexuality (NDMA, 1990) or coitus experimenting (Odujinrin, 1991) multi-sexual
partners.
The present research aims at investigating the factors that influences the clothing habits
of adolescents and the impact which dressing habit have on the sexual behaviours of the
adolescent. Also, establish the relationship between clothing habits and sexual behaviour with
view to determine whether clothing is an extension of human personality, and if so, consider its
implication for psychological development and adolescents‘ behaviour counselling.
During adolescence and early adulthood, sexual orientation becomes a very salient
issue. In facts, few adolescents experience this as a trouble or anxiety–free time. Many young
experience sexual fantasies involving other of their own sex, some engage in same –sex play.
For many, these feelings of sexual attraction are a normal stage of sexual development but 3-
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10% of the population , the realization of a romantic attraction to members of their own sex
will being to grow.
Sexuality Education
Sexuality education is a lifelong process from the time of birth, we learn about love,
touch, affection, and our bodies. As we grow, the messages continue from both our families
and the social environment, with school-based programmes complementing and augmenting
these primary sources of information. It is the responsibility of school and community to
develop their own curriculum and pedagogue regarding sexuality education. Though programs
vary widely, four types of sexuality education programs are currently offered in schools and
communities (SIECUS, 2001).
Though sexuality education begins at home, youths between the ages of age 10-15 most
often name the mass media as their prime source of information about sex and intimacy.
Smaller percentages name parents peers, sexuality education programs and professionals as
sources (Kaiser family foundation, 2003).
School-based sexuality education complements and augments the sexuality education
children receive from their families, the media religious and community groups and health –
care professionals (SIECUS,2001). Parents can also contribute to their children‘s feelings of
self-worth through on going demonstrations of acceptance and affection. Adolescents need to
know that their sexuality is ok and that they are loved in spite of the changes they are going
through. Whereas low self-esteem increases vulnerability to peer pressure high self esteem
increase adolescent‘s confidence and can enhance their sense of responsibility regarding their
sexual behaviour.
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In view of the foregoing, sexuality education should be conceived in a comprehensive
manner that involves the use of integrated, multi-senatorial approaches. An example of a
programme that adopts the integrated, approach to sexuality education is Integrated Family
Life Education (IFLE) project being operated by the Centre For Population Activities And
Education for Development (CEPAED) in various parts of the Niger delta since 1996 (Isiugo
Abanihe et al 2002, and Ofrey, 2002). The integrated family life education approach to
sexuality education address young people sexuality and productive health needs within the
context and in response to other development needs (including social, environmental or
economic) which may be affecting their sexuality and reproductive health. This is an
interactive approach to sexuality education that is both bottom up (starting from the needs of
the young people) and top-down (focusing also on global and national guidelines.) Hence, in
implementing sexuality education although a national curriculum exists, it is adopted as a
guide and through the participatory approach. There is a continuous refinement and validation
of its content in response to individual or group need; in respect to factors such as age,
location, social, religious and other relevant circumstance.
It is important to note that the recent review of the national sexuality education
curriculum and the incorporation of family life education in a step towards, making sexuality
education more responsive to broader needs of young people, especially in this era of high rate
of HIV infection among young people. It signifies a shift from a narrow-focused and
controversy-prone sexuality education to a broader and more people sensitive programme.
These programs start in kindergarten and continue through twelfth grade. They include
information on a broad range of topics and provide opportunities for students to develop
relationship and interpersonal skills, as to exercise responsibility regarding sexual
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relationships. These programs emphasize the benefits of abstinence. They also include
information about, non-coital sexual behaviour, contraception, and disease prevention methods.
These programs emphasize abstinence from all sexual behaviours. They do not include any
information about contraception or disease prevention methods. These programs emphasize
abstinence from all sexual behaviours outside the marriage. They do not include any
information and contraception or disease prevention methods; marriage is presented as the only
moral acceptable context for all sexual activity. Among parent teachers, and school
administrators, there is substantial disagreement about what a ―comprehensive‘ course in
sexuality education should be taught. Others see the prevention (or at least the reduction) of
STIs as a legitimate goal of sexuality education. Still others would like the emphasis to be on
the prevention of sexual activity. Many think it‘s also important to address other issues, such as
the role of pleasure and desire, sexual orientations, and the development of skills for making
healthful, responsible decisions regarding sexual behaviour. The alarming spread of STIs,
especially HIV, has added to the controversy over sexuality education. Though condom use has
increased since the early 1990s, the data show that almost half of high school students had
unprotected intercourse the last time they had sex (Contraception Report, 2001). In a survey of
over 300 public school principals, Trusell found a general consensus, that a comprehensive
program should encourage students to postpone sex, but if they do not, they should use birth
control and practice safer sex (school sex education, 2000) the quality of HIV/AIDS education
is also crucial because misinformation can cause unnecessary anxiety and fear. (Health Sector
Support Programme, 2008)
In Nepal, the socio-cultural misconceptions regarding sex education is that it leads you
people to become sexuality active at an early age. In addition, many parents do not
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know how to communicate about SRH with their children. Even where the parents are
supportive, they are ambivalent and concerned that the contents of education have been
appropriate to their culture.
School-based programs currently do not provide comprehensive sex education. The
message provided is clear and consistent and are relevant according to age and culture.
Often teachers are not sufficiently updated on issues regarding sexuality.
Lack of subject experts and trained teachers on sex education poses challenges, as
inappropriate information can result negative consequences lecture method alone is
insufficient while dealing with sexuality issues.
There are only a few female teachers to teach sex education young women may hesitate
to share SRH concerns with a male teacher. It is important that both males and females
teach sexuality issues at school level so that student can have the comfort of sharing
their concerns.
Here is an inadequate supply of teaching and learning materials in secondary schools
that can enable teachers and students in teaching and learning about SRH.
Policy makers are less concerned about the importance of sex-education for young
people lack of political commitment creates hurdles in promoting sex educations.
Current level of advocacy for sex education in collaboration with agencies at
international, national and local levels, including religious agencies, is insufficient to ensure
that sex education is continuously approved and supported with enough financial and human
resources.
Adolescent Sexual Behaviour
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Sexual behaviour may be leading to multiple sexes, prostitution, and abnormal sexual
practice such as homosexuality, lesbianism premarital extramarital sexual intercourse and
indiscriminate use of condom. (Anthony 2007),
Hormonal changes during puberty bring about a dramatic increase in sexual interest;
whether this result in sexual activity is individually determined. It is significant to note that
sexual intercourse is only one indicator of teen sexuality. Focusing on it, apart from other
sexual activity, reflects this culture‘s preoccupation with coitus (Abma et al, 2001). Three–
quarter of all men and women have intercourse, and more than two- thirds of all sexually
experienced teens have had two or more partners. Sex is rare among very young teens but
common in the later teenage years. The most significant predictions of sexual intercourse
among teenagers are alcohol use, the presence of a boyfriend or girlfriend, poor parental
monitoring and permissive parental sexual values (Small and Luster, 1994).
Sexual activity is also closely association with the socioeconomic status of the family
and the neighbourhood, with early activity more common when income is low (U.S.
Department of Health and Human Services, 2009). In the past peer, pressure among girls was
an important factor in limiting their sexual behaviour.
Today, girl‘s peers seem to exert the opposite effect. However, teenagers may feel
complied to act more sexually sophisticated than they actually are they may lie to protect
themselves from being thought of as immature or inexperienced. The context in which they
―give up‖ their virginity is still important for many girls; most feel that they are doing it for
love.
Freud (1856-1939) saw sex as a powerful psychological and biological force, while
others had emphasized its sociological and cultural dimensions. Sexuality means a dimension
{PAGE }
of personality instead of referring to a person‘s capacity for erotic response alone. One can
describe different types of sex as procreation (for having children) recreational (for having fun,
with no other goal), or rational (for sharing with a loved one).
Sexuality is also social in that it is regulated by society through laws, taboos, and
family and peer group‘s pressures that seek to persuade us to follow certain paths of sexual
behaviour. Most adolescents are learning how to function in a world filled with conflicting
sexual messages. Some messages tell them that having sexual intercourse is the way to be
popular or a way to show deep concern for another person (of popular movies fame, endless
love).
Adolescents are concerned about their popularity, both with same –sex and with
opposite-sex peers. Study has been made, however, of adolescent‘s sexual behaviour as it
relates to peer or parental compliance. Sexual behaviours reviewed included dating, kissing,
petting, masturbation, pre-marital coitus, homosexual contacts and birth control. Overall, the
data suggest that females have gradually and steadily closed the gap between the sexes in
reported sexual behaviours. The available data suggest a gradual evolution in sexual behaviour
of adolescents there is little support for the notion of sexual revolution.
Sexual behaviour is a product of both biological and psychosocial forces, ye knowing
about it in its own right can be enlightening. The behavioural perspective allows us to learn not
what people do but to understand more about how and why they do it.
Adolescence, the period from ages 12 to 19 is a time of rapid changes and difficult
challenge. Physical changes are only one part of this process; adolescents face a wide variety
of psychosocial demands as well; becoming independent from parents developing skills in
interacting well with their peers, devising a workable set of ethical principles, becoming
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intellectually competent and acquiring a sense of social and personal responsibility , to name
just a few. At the same time, this complex set of developmental challenges is being met, the
adolescent must also cope with his or her sexuality by learning how to deal with, changing
sexual, discovering how to recognize love, and learning how to prevent unwanted pregnancy. It
is no wonder that the adolescent sometimes feels conflict, pain and confusion. Adolescence is
not simply a period of turn oil, as older theory states, but just as likely to be a time of pleasure
and happiness as a turbulent, troubled passage to adulthood. The paradoxical nature of
adolescence is particularly visible in the sexual sphere.
Pattern of sexual behaviour among adolescents have changed in sexual ways over the
years, for one thing, there has been ad convergence in the rates of sexual activity for teenage
males and females, although through out all ages of adolescence, males are still more likely to
have engaged in sexual intercourse than females. Although not all adolescents are sexually
experienced, about 30 percent of non-virgins seem dissatisfied with their sex lives; a majority
of the teenagers become sexually experienced by age 18 or 19. Some adolescents realize that
they do not fit the expected heterosexual fold, and others worry about their sexual orientation.
Gay and lesbian teenagers are often confronted with hostility and homophobia from
their peers and family, and well as by lack of visible sole models to follows. While there is
some evidence that experimentation with drugs and alcohol is associated with sexual
experimentation among teenagers, the data are not precise. Both activities may be reflections of
state called transition proneness
Freedom from parental limits is accompanied by easier access to private surroundings
(an apartment, a metal room, a vocation spot), which also creates more sexual opportunity. In
this state of single hood, several common patterns of sexual behaviours can be seen. The
{PAGE }
adolescents concern with sexual normality has not fully disappeared, and the young adult
continues to worry about his or her physique, sexual endowment, and personal skills in making
love. Sexual identity conflicts may not yet have been resolved, and even for those who come to
accept themselves as homosexual or bisexual, social pressures and prejudices may cause some
difficulty. Despite the existence of such problems, adolescents are more sexually active these
days than in the past.
Today, young adults are faced with some additional sexual conflicts that may represent
a sort of black lash against the ―anything goes‖ banner of the sexual revolution of the 1960s
and 1970s. For example, while attitudes toward pre-marital sex have changed dramatically in
the last few decades having sex with a large number of partner is still frowned on (Robinson
and Fedlicka. 1982) furthermore although most singles do not believe that is necessary for
good sex, some observers claim that there seems to be increasing disillusionment with casual
sex.
In a Kaiser family foundation study of U.S teenagers, 29% of teens reported feeling
pressure to have sex, 33% of sexually active teens reported ―being in a relationship where they
felt things were moving too fast sexually‖, and 24% had ―done something sexual they didn‘t
really want to do‖ several polls have indicated peer pressure as a factor in encouraging both
girls and boys to have sex. Inhibition – reducing drugs and alcohol may possibly encourage
unintended sexual activity. If so, it is unknown if the drugs themselves directly influence
teenagers who engage drug use are more likely to engage in sex.
Adolescents may lack knowledge of or access to , conventional methods of preventing
pregnancy, as they may too embarrassed or frightened to seek such information. Contraception
for teenagers presents a huge challenge for the clinician, in 1998; the government set a target to
{PAGE }
halve the under 18 pregnancy rate by 2010. In other cases, contraception is used, but proves to
be inadequate, inexperienced adolescents may use condoms incorrectly, for forget to take oral
contraceptives.
Studies have found that between 11 and 20 percent of pregnancies in teenager is a
direct result of rape, while about60 percent of teenage mothers had unwanted sexual
experiences preceding their pregnancy. Before age 15, majority of first intercourse experience
among females are reported to be non –voluntary; the Guttmacher institute found that 60
percent of girls who had sex before age of 15 were coerced by males who on average were six
years their senior. One in five teenage fathers admitted to forcing girls to have sex with them.
According to Miriam, Temin and Elisha, the level of sexual activity and the incidence
of sexually transmitted infections (STIs) are high among Nigerian adolescents, but use of
reproductive health services is low, information about their attitude and experience is needed
for the design of youth friendly programs.
Theoretical Framework
1. Social learning theory
2. Theory of reasoned action
3. Perceive self efficacy theory
4. Health belief model
Social Learning Theory
Social learning theory is a theory that explains how people learn behaviour. People
learn through observing others behaviour. If people observe positive desired outcomes, they
are more likely to imitate and adopt the behaviour of themselves. Social learning theory is
{PAGE }
based on the work of Bandura in his social learning theory (Bandura 1977; 1986). Social
learning theory as its tenet posits that modelling is an important component of learning process
(Peck, Cooke, and Apolloni 1981; Mckegarney and Barnard 1992; Brown 1996). The person
needs an opportunity to practice modelling behaviour and positive reinforcement if it is to be
adopted successfully (Bandura 1977). The extents to which individuals are in influenced by
modelled behaviour depends on the characteristics of models, the attributes of observers and
perceived consequences of adopting similar behaviour. While desiring positive results or
effects, if one expects the positive outcome from behaviour or thinks there is a high possibility
of a positive outcome then there will be more likely to engage in. The behaviour is reinforced,
with positive outcomes, leading a person to repeat the behaviour.
This social learning theory suggests that behaviour is influenced by these environment
factors stimuli and Bandura (1977) expanded on the Rotter‘s idea as well as earlier worked by
miller and dollar (1941), and is related to social learning theories of Vygotsky and lave. The
theory incorporate expects of behavioural learning which assume that people‘s environment
(surroundings) cause people to behave in a certain ways. Cognitive learning theory presumes
that psychological factor are important for influencing how one behaves, social learning
suggest a combination of environment (social) and psychological factor influence behaviour.
Social learning‘s theory also outlines four requirements for people to learn and model
behaviour includes attention, retention (remembering what one observed) reproduction
(liability to reproduce the behaviour and motivation (good reason) to want to adopt the
behaviour. Social learning theory is applicable in counselling adolescents in their sexual
behaviours, because behaviours can be influenced and so it can be unlearned.
Theory of Reasoned Action
{PAGE }
Theory of reasoned action developed by Martin Fishbein and { HYPERLINK
"http://www.people.umass.edu/aizen/" } (1975, 1980), derived from previous research that
started out as the theory of attitude, which led to the study of attitude and behavior. The theory
was "born largely out of frustration with traditional attitude-behavior research, much of which
found weak correlations between attitude measures and performance of volitional behaviors".
The key application of the theory of reasoned action is prediction of { HYPERLINK
"http://en.wikipedia.org/wiki/Theory_of_planned_behavior" \o "Theory of planned behavior"
}, spanning predictions of { HYPERLINK "http://en.wikipedia.org/wiki/Attitude" \o "Attitude"
} and predictions of behavior. The subsequent separation of behavioral intention from behavior
allows for explanation of limiting factors on { HYPERLINK
"http://en.wikipedia.org/wiki/Attitude_change" \o "Attitude change" }.
Derived from the social psychology setting, the Theory of Reasoned Action (TRA) was
proposed by Ajzen and Fishbein (1975 & 1980). The components of TRA are three general
constructs: behavioral intention (BI), attitude (A), and subjective norm (SN). TRA suggests that
a person's behavioral intention depends on the person's attitude about the behavior and
subjective norms (BI = A + SN). If a person intends to do a behavior then it is likely that the
person will do it.
Behavioral intention measures a person's relative strength of intention to perform a
behavior. Attitude consists of beliefs about the consequences of performing the behavior
multiplied by his or her valuation of these consequences. Subjective norm is seen as a
combination of perceived expectations from relevant individuals or groups along with
intentions to comply with these expectations. In other words, "the person's perception that most
{PAGE }
people who are important to him or her think he should or should not perform the behavior in
question".
To put the definition into simple terms: a person's volitional (voluntary) behavior is
predicted by his/her attitude toward that behavior and how he/she thinks other people would
view them if they performed the behavior. A person's attitude, combined with subjective
norms, forms his/her behavioral intention.
Fishbein and Ajzen say, though, that attitudes and norms are not weighted equally in
predicting behavior. "Indeed, depending on the individual and the situation, these factors might
be very different effects on behavioral intention; thus a weight is associated with each of these
factors in the predictive formula of the theory. For example, you might be the kind of person
who cares little for what others think. If this is the case, the subjective norms would carry little
weight in predicting your behavior". The three components of the theory were defines as
follows and uses the example of embarking on a new exercise program to illustrate the theory:
Attitudes: the sum of beliefs about a particular behavior weighted by evaluations of
these beliefs
o You might have the beliefs that exercise is good for your health, that exercise
makes you look good, that exercise takes too much time, and that exercise is
uncomfortable. Each of these beliefs can be weighted (e.g., health issues might
be more important to you than issues of time and comfort).
Subjective norms: looks at the influence of people in one's social environment on
his/her behavioral intentions; the beliefs of people, weighted by the importance one
attributes to each of their opinions, will influence one's behavioral intention
{PAGE }
o You might have some friends who are avid exercisers and constantly encourage
you to join them. However, your spouse might prefer a more sedentary lifestyle
and scoff at those who work out. The beliefs of these people, weighted by the
importance you attribute to each of their opinions, will influence your
behavioral intention to exercise, which will lead to your behavior to exercise or
not exercise.
Behavioral intention: a function of both attitudes toward a behavior and subjective
norms toward that behavior, which has been found to predict actual behavior.
o Your attitudes about exercise combined with the subjective norms about
exercise, each with their own weight, will lead you to your intention to exercise
(or not), which will then lead to your actual behavior.
The three limiting conditions are (1) the use of attitudes and subjective norms to predict
intentions and 2) the use of intentions to predict the performance of behavior. They are:
1. Goals Versus Behaviors: distinction between a goal intention (an ultimate
accomplishment such as losing 10 pounds) and a behavioral intention (taking a diet pill)
2. The Choice Among Alternatives: the presence of choice may dramatically change the
nature of the intention formation process and the role of intentions in the performance
of behavior
3. Intentions versus Estimates: there are clearly times when what one intends to do and
what one actually expects to do are quite different.
As a theory of attitude which led to the study of attitude and behavior, and as the theory
of attitude is born largely out of frustration with traditional attitude- behavior research. The key
application of the theory of reasoned action is predicted of behavioral intention, spanning
{PAGE }
predictions of attitude and predictions of behavior. Under the theory reasoned actions, it
effectiveness in counseling our adolescent‘s negative sexual behaviour just because of belief
that may not favour them (adolescent ), or an intention largely born out of frustration, that
might leading them to hugging and hanging round premises, smoking as gangs, violence and
rape. And all these aftermath of beliefs and intention will subsequently become reasoned
attitude.
Theory is effective in counseling of adolescents‘ negative sexual behavior such as
hugging and hanging around premises smoking as gangs, violence and rape. The theory is also
of benefit to the teachers, school counselors, parents, religious leaders and the stake-holders for
the better tomorrow of adolescents.
Perceived Self Efficacy Theory
Self-efficacy has been defined in a variety of ways: as the belief that one is capable of
performing in a certain manner to attain certain goals, as a person‘s belief about their
capabilities to produce designated levels of performance that exercise influence over events
that affect their lives. It is a belief that one has the capabilities to execute the courses of actions
required to manage prospective situations. It has been described in other ways as the concept
has evolved in the literature and in society: as the sense of belief that one‘s actions have an
effect on the environment; as a person‘s judgment of his or her capabilities based on mastery
criteria; a sense of a person‘s competence within a specific framework, focusing on the
person‘s assessment of their abilities to perform specific tasks in relation to goals and standards
rather than in comparison with others‘ capabilities. Additionally, it builds on personal past
{PAGE }
experiences of mastery. The idea of self-efficacy is one of the center points in { HYPERLINK
"http://en.wikipedia.org/wiki/Positive_psychology" \o "Positive psychology" }; this branch of
psychology focuses on factors that create a meaning for individuals. It is believed that our
personalized ideas of self-efficacy affect our social interactions in almost every way.
Understanding how to foster the development of self-efficacy is a vitally important goal for
positive psychology because it can lead to living a more productive and happy life
Self-efficacy versus self-efficacy beliefs, assessments, or expectations. Self-efficacy as a
theoretically derived construct can be considered to be any or a combination of the above
definitions, but is generally the notion of one‘s complete concept of his or her ability to
perform a type of task related to a particular context and domain. Self-efficacy beliefs or
expectations, however, are the item-specific tasks and measurements of one‘s beliefs that
such tasks can be performed. Self-efficacy beliefs or expectations combine together to form
one‘s overall concept of self-efficacy.
Self-efficacy versus efficacy. Unlike { HYPERLINK
"http://en.wikipedia.org/wiki/Efficacy" \o "Efficacy" }, which is the power to produce an
effect—in essence, { HYPERLINK
"http://en.wikipedia.org/wiki/Competence_%28human_resources%29" \o "Competence
(human resources)" }—self-efficacy is the belief (whether or not accurate) that one has the
power to produce that effect by completing a given task or activity related to that
competency. For example, a person with high self-efficacy may engage in a more health-
related activity when an illness occurs, whereas a person with low self-efficacy would harbor
feelings of hopelessness.
{PAGE }
Self-efficacy versus self-esteem. There is a distinction between { HYPERLINK
"http://en.wikipedia.org/wiki/Self-esteem" \o "Self-esteem" } and self-efficacy. Self-efficacy
relates to a person‘s perception of their ability to reach a goal, whereas self-esteem relates to
a person‘s sense of self-worth. For example, a person who is a terrible rock climber would
probably have poor self-efficacy with regard to rock climbing, but this need not affect that
person's self-esteem since most people don‘t invest much of their self-esteem in this activity.
On the other hand, one might have enormous skill at rock climbing, yet set such a high
standard for { HYPERLINK "http://en.wikipedia.org/wiki/Self_%28psychology%29" \o
"Self (psychology)" } that self-esteem is low. At the same time, a person who has high self-
efficacy in general but is poor at rock climbing might think that he/she is good at rock
climbing, or might still believe that he/she could quickly learn.
Self-efficacy versus confidence. { HYPERLINK
"http://en.wikipedia.org/wiki/Albert_Bandura" \o "Albert Bandura" } argues, ―the construct
of self-efficacy differs from the colloquial term "confidence." Confidence is a nonspecific
term that refers to strength of belief but does not necessarily specify what the certainty is
about. I can be supremely confident that I will fail at an endeavor. Perceived self-efficacy
refers to belief in one's agentive capabilities that one can produce given levels of attainment.
A self-efficacy belief, therefore, includes both an affirmation of a capability level and the
strength of that belief. Confidence is a catchword rather than a construct embedded in a
theoretical system."A helpful clarifying example is that a person‘s confidence statement may
be that they are good at math; that same person‘s self-efficacy beliefs may be about the
upcoming algebra exam and its particular questions.
{PAGE }
Self-efficacy versus self-concept. Self-efficacy is concerned with beliefs of personal
capability; they are judgments of one's capabilities to perform given actions. Self-concept,
however, is measured at a more general level of specificity and includes the evaluation of
such competence and the feelings of self-worth associated with the behaviors in question.
General Self-Efficacy. Self-efficacy is commonly understood as domain-specific; that is,
one can have more or less firm self-beliefs in different domains or particular situations
of functioning. But some researchers have also conceptualized a general sense of self-
efficacy. It refers to the global confidence in one‘s coping ability across a wide range of
demanding or novel situations. This broader construct is most frequently assessed with
the General Self-Efficacy Scale.
Social Self-efficacy. Social self-efficacy is ―an individual‘s confidence in her/his ability
to engage in the social interactional tasks necessary to initiate and maintain interpersonal
relationships.‖ { HYPERLINK "file:///E:\\Self-efficacy%202_files\\Self-efficacy%202.htm" \l "cite_note-11" }
as a
construct social self-efficacy has been variably defined, described, and measured in the
scientific literature as researchers began to generalize Bandura‘s theory for specific
applications. For example, Smith and Betz measured social self-efficacy using an
instrument they developed and tested called the Scale of Perceived Social Self-Efficacy
(PSSE), which they described as a measure of self-efficacy expectations with respect to
a range of social behaviors. They argued that extant attempts to measure the construct
(e.g., Scherer et al., 1982; Fitchen et al., 1997) were either ―psychometrically inadequate
or somewhat narrow in definition and scope‖, particularly when applied to various target
populations, and thus they created the PSSE scale. Their instrument measured six
domains:
{PAGE }
(1) Making friends,
(2) Pursuing romantic relationships,
(3) Social assertiveness,
(4) Performance in public situations,
(5) Groups or parties, and
(6) Giving or receiving help.
Additionally, Matsushima and Shiomi modified an instrument used in a different study
in such a way that they felt it captured and measured the construct of social self-efficacy. Some
of the item domains for this instrument included Self-confidence about Social Skill in Personal
Relationship, Trust in Friends, and Trust by Friends. Both sets of authors suggest that social
self-efficacy is strongly correlated to the constructs of shyness and social anxiety, the measure
of self-efficacy having a heavy impact upon that of the others. Moreover, when people lack
social support they may be able to compensate for it by self-efficacy or vice versa.
Academic Self-efficacy. Academic self-efficacy refers to a student‘s belief that he or she
can successfully engage in and complete course-specific academic tasks, such as
accomplishing course outcomes, demonstrating competency skills used in the course,
satisfactorily completing assignments, passing the course, and meeting the requirements
to continue on in his or her major.{ HYPERLINK "file:///E:\\Self-efficacy%202_files\\Self-efficacy%202.htm" \l
"cite_note-Jimenez_Soffa_2006-8" } Various empirical inquiries have also been conducted
attempting to measure academic self-efficacy.
Perceived self-efficacy refers to belief in one‘s agentive capabilities that one can
produce given levels of attainment. The theory is very useful for the curriculum planners,
parents, the administrators and the adolescents in our academic environment. Our adolescents
{PAGE }
are to involve in exercises such as games, debates and church activities in order to divert their
attention from self-pleasure to self-sufficient ways that will lead them to better future.
The perceived self-efficacy theory has been described in other way as the concept has
evolved in the literature and in society as the sense of belief that one‘s actions have an effect
on the environment; as a person‘s judgment of his or her capabilities based on mastery criteria.
It builds on personal past experiences of mastery. It is believed that our personalized ideas of
self-efficacy affect our social interactions in almost every way. Understanding how to foster
the development of self-efficacy is a vitally important goal for positive psychology because it
can lead to living a more productive and happy life. In conuselling also, understanding how to
faster the development of self-efficacy is a vitally important goal for positive psychology
because it can lead living a more productive and happy life as adolescent.
Health Belief Model
The Health Belief Model (HBM) is a psychological model that attempts to explain and
predict health behaviors. This is done by focusing on the attitudes and beliefs of individuals.
The HBM was first developed in the 1950s by social psychologists Hochbaum, Rosenstock and
Kegels working in the U.S. Public Health Services. The model was developed in response to
the failure of a free tuberculosis (TB) health screening program. Since then, the HBM has been
adapted to explore a variety of long- and short-term health behaviors, including sexual risk
behaviors and the transmission of HIV/AIDS.
The HBM is based on the understanding that a person will take a health-related action
(i.e., use condoms) if that person:
1. feels that a negative health condition (i.e., HIV) can be avoided,
2. has a positive expectation that by taking a recommended action, he/she will avoid a
{PAGE }
negative health condition (i.e., using condoms will be effective at preventing HIV) and,
3. believes that he/she can successfully take a recommended health action (i.e., he/she can use
condoms comfortably and with confidence).
The Health Belief Model has been applied to a broad range of health behaviors and
subject populations.
1) Preventive health behaviors, which include health-promoting (e.g. diet, exercise) and health-
risk (e.g. smoking) behaviors as well as vaccination and contraceptive practices.
2) Sick role behaviors, which refer to compliance with recommended medical regimens,
usually following professional diagnosis of illness.
3) Clinic use, which includes physician visits for a variety of reasons.
Example
This is an example from two sexual health actions. ({ HYPERLINK
"http://www.etr.org/recapp/theories/hbm/Resources.htm" })
Concept Condom Use Education Example STI Screening or HIV Testing
1. Perceived
Susceptibility
Youth believe they can get STIs or
HIV or create a pregnancy.
Youth believe they may have been
exposed to STIs or HIV.
2. Perceived
Severity
Youth believe that the consequences
of getting STIs or HIV or creating a
pregnancy are significant enough to
try to avoid.
Youth believe the consequences of
having STIs or HIV without knowledge
or treatments are significant enough to
try to avoid.
3. Perceived
Benefits
Youth believe that the recommended
action of using condoms would
Youth believe that the recommended
action of getting tested for STIs and
{PAGE }
protect them from getting STIs or
HIV or creating a pregnancy.
HIV would benefit them — possibly by
allowing them to get early treatment or
preventing them from infecting others.
4. Perceived
Barriers
Youth identify their personal barriers
to using condoms (i.e., condoms
limit the feeling or they are too
embarrassed to talk to their partner
about it) and explore ways to
eliminate or reduce these barriers
(i.e., teach them to put lubricant
inside the condom to increase
sensation for the male and have them
practice condom communication
skills to decrease their
embarrassment level).
Youth identify their personal barriers to
getting tested (i.e., getting to the clinic
or being seen at the clinic by someone
they know) and explore ways to
eliminate or reduce these barriers (i.e.,
brainstorm transportation and disguise
options).
5. Cues to Action Youth receive reminder cues for
action in the form of incentives
(such as pencils with the printed
message "no glove, no love") or
reminder messages (such as
messages in the school newsletter).
Youth receive reminder cues for action
in the form of incentives (such as a key
chain that says, "Got sex? Get tested!")
or reminder messages (such as posters
that say, "25% of sexually active teens
contract an STI. Are you one of them?
Find out now").
6. Self-Efficacy Youth confident in using a condom
correctly in all circumstances.
Youth receive guidance (such as
information on where to get tested) or
{PAGE }
training (such as practice in making an
appointment).
The health belief model (HBM) is a psychological model that attempts to explain and
predict health behaviours. This is done by focusing on the attitudes and beliefs of individuals.
The HBM has been adapted to explore a variety of long and short-term health behaviours
including sexual risk behaviours and the transmission of HIV/AIDS. HBM theory is applicable
in the schools where balance diet should be taught and the health practitioners in order to
improve and promote health-risk among the adolescents involving (smoking) behaviour as well
as vaccination, contraceptive practices and proper use of condom.
In the health belief model (HBM). It is based on the understanding that adolescents
with particular reference to students in the senior secondary will take a health related action ie
the use of condom if the boys and girls can understands the following conditions:
feels that he/she can successfully take a recommended health action (ie the use of
condoms conformably and with guidance) and,
feels that a negative health condition i.e. HIV can be avoided.
Empirical Studies
Factors Associated with Sexual Behaviour of Adolescent Student
In a study conducted by Phina Onyia (1998) on the factors associated with sexual
behaviours of adolescent students in Ezeagu local government area. The purpose of the study is
to examine some correlates of sexual behaviour among adolescents in selected secondary
schools in Ezeagu local government area of Enugu state in Nigeria.
The population of the study is 240 SS 2 & SS 3 students in secondary schools selected
for the study. This is done on the assumption that the SS 2 and SS 3 students are likely to be
{PAGE }
more exposed and more likely to have had experiences that would enable those answers more
objectively on sexual behaviour than students in the lower classes. The samples used for the
study are eighty students: 40 boys and 40 girls were sampled through random sampling from
among SS students from three mixed sex schools. The instrument used to collect data fro the
study was a structured questionnaire titled: Adolescent Sexual Behaviour Inventory (ASBI)
designed purposely for the study. The data was collected through the questionnaire that the
respondents answered, some paid research assistants were used to disseminate and retrieve the
questionnaires. The data collected were analyzed using multiple regression analysis to
determine the predictive power of parents. The benchmark for the mean was 3.5.
Findings of the study revealed that a striking feature is noticed among the sexes. Male
students in all male schools recorded highest score in Deviant sex behaviour and the least was
unprotected sex. On the other hand, female students in all girls‘ schools recorded highest score
in unprotected sex while deviate sex relationship was the least.
Influence of School Type in Modifying Sexual Behaviour of Secondary Adolescent
In a study conducted by Ekanem, Imo Ben (2009) on the influence of school type in
modifying sexual behaviour of secondary school Adolescents in Department of educational
foundational foundations Akwa-Ibom state college of education Afaha Nsit.
The study was aimed at modifying sexual behaviour of secondary school adolescents.
The effect which the mediating variable of school type has on the sexual behaviour of
secondary school adolescents was assessed. The study made use of a sample of one hundred
and seventy three (173) senior secondary school two (SS2) adolescents from three schools, one
{PAGE }
all boys; one all girls and one co-educational. These were distributed into experimental and
control groups in each school. The instrument use for the study was the Adolescents‘ Sexual
Behaviour Inventory (ASB) developed by the inventor. It has two sections, A and B section A
contains the Bio-data while section B contain thirty-six (36) items assessing the sexual
behaviour of the respondents. These items were down up based on various sources of literature
which pointed to certain prevalent sexual practices carried out by adolescents‘. The instrument
was administration according to a well-patterned procedure aimed at ensuring uniformity
among the groups and reducing or eliminating bia. Research assistants were trained for the
process but the researcher personally handled the treatment groups in order to ensure that
correct procedures were maintained.
The data was analyzed through descriptive statistics and analysis of co-variance
(ANCOVA) were used to determined the differences between the treatment groups and the pre-
test and the post-test scores. The level of significance for all the hypotheses was sex at 0.05
levels. Based on the findings, it was concluded that life skills training is effective in modifying
sexual behaviour of secondary school adolescents. It was therefore recommended that; life
skills training should be emphasized in the national sexuality curriculum and can be made to
apply to other areas of youth behaviour for examples drug use.
Influence of Video Films on the Sex attitude of Secondary School Students
From a study conducted by Kayode Olu, Ijaduola (1999), the paper ascertained the
influence of video films on the sex attitude of secondary school students in Ogun state Nigeria.
The purpose of the study is to examine and the effect of most adolescents spend the largest part
{PAGE }
of their time watching video and films, while ―most of the films are found not to be projecting
the values and norms of our society, but they are too foreign-oriented in their cultural
projections‖.
The descriptive survey method was utilized for the study. 1,200 students randomly
selected from 60 secondary schools across the four geo-political zones in the state participated
in the study. A questionnaire called video films and sex attitude (VFASA) was used to collect
data. Three research fellows subjected the questionnaire to construct validation while are
liability coefficient (r=0.92) was obtained via the test-retest method. The attitude formation
toward aspects of sex and sex related issues were assessed using the sex attitude scale
developed by Rakesh (1992). The sex attitude scale comprised 40 items and has been
developed for assessing the attitude of secondary school students. Four null hypotheses were
tested using the t-test inferential statistics.
In the same vein, this research work portrayed that majority of the respondents a greed
that adolescents need sexuality education and it should be included in the school curriculum as
a large percentage agreed that it is teachers that should give sex/sexuality education.
HIV; Awareness and Sexual Behaviour Among in School Students
In the study conducted by Oladokun J Jiboye, JO Akinyerni (2020) on HIV; awareness
and sexual behaviour among in school student in north central Nigeria College of medicine,
university of Ibadan.
The purpose of the study is to assess the level of awareness about HIV/AIDS and
sexual behaviour among students in selected secondary schools in Kogi state –north central.
The sampling was across sectional which involved both junior and senior secondary school
students, and assessed the level of awareness and knowledge with the use of a questionnaire
{PAGE }
which focused on transmission of HIV, prevention and treatment of AIDS. The data collected
were analysed using a total of 1045 students, their mean age was 15.4± 2.3 year. There were
501 (47.9%) males and females 544 (52.1%). Nine hundred and sixty-eight students (92. 6%)
had a good knowledge about HIV and AIDS. Logistic regression modelling shows that class
senior/junior (or = 2.83, cl: 173-463) was the only independent predictor of good knowledge.
The major sources of information of about HIV were teachers (38.0%) and radio (36.1%). Two
hundreds and ninety-one (28%) had been sexually initiated and 92 (8.9%) had multiple sexual
partners.
It was therefore concluded that the level of awareness and knowledge about HIV/AIDS
among the students was high. One implication of this study is that educational efforts should
target both junior and senior students and teachers, school empowered to be effective health
educators and counsellors for HIV/Aid prevention
Summary of Literature Review
This chapter has presented a number of literatures, concept of sexuality, adolescent‘s
sexual behaviour, psychosexual development, physical changes during puberty, influences on
psychosexual development, parental influence, concept of sexuality education, peer influence,
media influence, contraception, sexual abuse, effect of STIs and HIV/AIDS, challenges and
limitation of apply sex education, educational implication and remedies, strategies to reduce
adolescents‘ sexual behaviour, empirical studies. The conceptual review shows that most
adolescents are learning how to function in a world filled with conflicting sexual messages.
Some messages tell them that having sexual intercourse is the way to be popular or a way to
show deep concern for another person. Adolescents are concerned about their popularity, both
with same sex and with opposite-sex peer. The review shows that, adolescents‘ sexual activity
{PAGE }
in Nigeria is fast on the increase particularly those in the secondary schools. The review
presented the health belief model upon which the present study will be based. The health belief
model holds that the significant variables against a perceived vulnerability to the threat, the
perceived severity of the threat with adopting prevent behaviours .the review literature showed
that adolescent is a period of experimentation. It is noted that adolescents are the most
heterosexuality active age chart that world over similar sentiment have been shared in Nigerian
concerning the Nigeria adolescents in secondary schools. The adolescents engage in
heterosexual activities, which expose then to various reproductive health hazards from sexual
abuse, unwanted pregnancy, and illegal abortions. Sexuality transmitted infections (STIs)
including the most dread HIV/AIDS, as studies shown that most of such sexual protective
devise. Review of literature shows that some works have been carried out in related topics but
available literature seem to show that no study on correlates of adolescent sexual behaviour
have been carried out in Bassa Education Zone, Kogi State. This is the gap this study intends to
fill.
{PAGE }
CHAPTER THREE
RESEARCH METHOD
This chapter describes the general method and procedure the researcher adopted in the
study under the following sub headings: The design of the study, the area of the study, the
population of the study, sample and sampling technique, instrument for data collection,
validation of the instrument, reliability of the instrument, method of data collection and method
of data analysis.
The Design of the Study
The research adopted a correlation study. It aims at correlating adolescent sexual
behaviour in Bassa education zone Kogi state with issues such as sexuality education, religious
affiliation and peer pressure, among others, using questionnaire.
Area of Study
The study was carried out in Bassa education zone with specific reference to some
selected public secondary school eg Bassa Nge Anglican grammar school Gboloko,
government secondary school Mozum and government science secondary school Oguma. The
choice of the areas is based on the consideration that the representation is very important in a
correlation study. This area has a good number of people from different parts of the state. Also
in this area (Bassa) education zone) has senior secondary school made up of different tribes
and culture‘s they are Bassa –Nges, Bassa komo and the Igbiras the reason is because of the
accessibility carried out.
Geographically, Kogi State is located within the north central geo-political zone of
Nigeria. At the moment the state has twenty-one (21) Local Government Area.
{PAGE }
Population of the Study
The population for the study comprises one thousand five hundred and fifty five (1555)
senior secondary students (i.e.SSS1 to SSS3) in Bassa education Zone. The researcher used
these groups of students since they are within the adolescent age.
Sampling and Sampling Technique
The sample of this study was 300 students from three (3) secondary schools in Bassa
education zone with respect to SSS1 – SSS3. A simple random sampling through balloting was
used for selecting the sample of 300 students in the following order: 520/1555x300/1=100
students from Government Science Secondary School Oguma, (33.3%), 535/1555x300/1=103
from Bassa Nge Anglican Grammar School Gboloko (34.3%) and 500/1555x300/1=97
students from Government Secondary School Mozum (32.4%). The detail of the sample can be
found on appendix11.
Instrument for Data Collection
The instrument of data collection is questionnaire titled Adolescents Sexual Behaviour
Questionnaire (ASBQ) which was designed by the researcher after extensive review of
literature. The questionnaire was made up of two sections; section A and B. section A contains
demographic information about the respondent while section B contain the items which
addresses the research questions. Section B however contains five cluster in which: cluster A
dealt with sexual behaviour of adolescents, cluster B dealt with sexual knowledge of
adolescents, cluster C dealt with peer pressure of adolescents, while cluster D and E dealt with
sexuality education of adolescents, and religious affiliation and sexual behaviour respectively
The response will be in a four 4 point scale of strongly agree (SA) 4 point, agree (A) 3 points,
disagree (D) 2 points and strongly disagree (SD) I point.(See appendix III).
{PAGE }
Validation of the Instrument
In validating the instrument, the initial draft was face validated by three, experts, two in
Guidance and Counselling, and the other in Measurement and Evaluation in the Faculty of
Education of the University of Nigeria Nsukka. The experts scrutinized the items in terms of
relevance, clarity and general test format during the face validation. After the face validation
the researcher corrected the instrument reflecting the experts‘ contributions.
Reliability of the Instrument
The relevant reliability estimate was established for the instrument. The reliability
coefficient of the instrument was computed using Cronbach alpha statistics. And reliability
coefficient values obtained are .935, .941,.913,.905, and .935 for the cluster a, b, c, d and e
respectively. The grand reliability coefficient is. 917.
Method of Data Collection
The researcher administered the questionnaire with two research assistants. The
researcher monitored the exercise and made sure that the students corporate, and then collected
the entire completed questionnaire. The student‘s responses were scored and the data generated
were collected for statistical analysis.
Method of Data Analyses
For research question one only, data was analysed using mean score and standard
deviation. A mean score of 2.50 and above was an indication of agreement while any score
below showed a disagreement. For research question two, three, four and five, Pearson Product
Moment Correlation Coefficient for establishing relationship was used to establish the extent
of relationship among the variables, to test the null hypotheses 1, 2, 3, the multiple regression
analysis will be used.
{PAGE }
CHAPTER FOUR
RESULTS
This chapter presents the results of data analyzed for the study. The presentation of
results as well as relevant interpretation is based on the research questions and tested
hypotheses.
Research Question 1
What are the adolescent sexual behaviours of adolescents?
Table 1: Mean score and Standard Deviation of the response of Students to the sexual behavior
of the Adolescent (N = 154)
S/N Sexual behavior of adolescents Mean S D Remark
1 Adolescents are involved in fondling of breast of opposite sex 3.45 0.91 Agree
2 Adolescents are involved in sexual intercourse with opposite
sex
2.63 0.65 Agree
3 Adolescents love peeping into the bathrooms of the opposite
sex
2.15 0.78 Disagree
4 Adolescents indulge in masturbation 2.62 0.66 Agree
5 Adolescents like to watch other people performing sex 2.74 0.66 Agree
6 Adolescents try to insert object into vagina or anus 2.58 0.71 Agree
7 Adolescents make diagram of a nude person 2.35 0.87 Disagree
8 Adolescents rub their body against the opposite sex 2.51 0.84 Agree
9 Hold their private part at times as they walk about 2.31 0.89 Disagree
10 Wear skimpy and exposing dresses 2.52 0.84 Agree
11 Peck one another 2.05 0.84 Disagree
12 Sometimes kiss themselves 2.30 0.83 Disagree
13 Hug themselves 2.17 0.90 Disagree
14 Date the opposite sex 2.34 0.77 Disagree
Sexual Behaviour 2.61 0.72 Agree
{PAGE }
Table 1 shows that students agreed to items 1, 2, 4, 5, 6, 8, and 10 which have mean
score rating, ranging from 2.50 to 3.50 i.e 3.45, 2.63, 2.62, 2.74, 2.58, 2.51, 2.52, 2.52, and
2.61 respectively. While students disagreed with items 3, 7, 9, 11, 13, and 14 which have mean
score rating- 2.15, 2.35, 2.31, 2.05, 2.30, 2.17, and 2.34 respectively. The overall mean score of
sexual behavior of adolescents is 2.61which indicates that adolescents are involved sexual
behaviors among themselves.
Research Question 2 What is the adolescent sexuality knowledge level of sexual behavior of adolescents in
Bassa Education zone?
Table 2: Mean scores and Standard Deviation of Sexual Knowledge of
Adolescents. (N = 154)
S/N Sexual knowledge of adolescents Mean SD Remark
15 Involving in sexual activities without being
emotionally and psychologically mature is not
right
2.9
9
1.12 High
16 Unprotected sex leads to sexually transmitted
diseases (STD)
2.4
0
0.75 Low
17 It is not right to have intercourse when you are
not yet married
2.3
9
0.79 Low
18 The knowledge of the use of condom and other
contraceptives is good for adolescents
2.2
0
0.89 Low
Sexual knowledge 2.6
4
0.83 High
Table 2 shows that item 15, have mean score of 2.99 which have mean score rating,
ranging from 2.50 to 3.50 as high. While item 16, 17, and 18, have mean scores of 2.40, 2.39,
2.20 respectively with mean score rating ranging from 2.00 to 2.50. This implies that the sexual
knowledge level of sexual behavior of adolescent is fairly high. The overall mean score of
sexual knowledge among adolescents is 2.64 which indicate a high sexual knowledge of sexual
knowledge of adolescents.
{PAGE }
Research Question 3 What is the relationship between peer pressure and sexual behavior of adolescent in
Bassa Educational Zone?
Table 3: Pearson Correlation Relationship between Peer Pressure and Sexual
Behavior of Adolescent. (N = 154)
Sexual Behaviour Peer Pressure
SexualBehaviour Pearson Correlation 1 .977**
N 154 154
PeerPressure Pearson Correlation .977**
1
N 154 154
**. Correlation is significant at the 0.01 level (2-tailed).
Table 3 shows that the Pearson Correlation Coefficient of sexual behavior and peer
pressure is .977 which indicates a high level of significance. This implies that the more peer
pressure on the adolescent the higher the sexual behavioural activities.
Research Question 4 What is the relationship between sexuality education and sexual behavior of
adolescents in Bassa Education Zone?
Table 4: Pearson Correlation between Sexuality Education and Sexual
Behavior of Adolescents
Sexual
Behaviour
Sexual
Education
Sexual
Behaviour
Pearson Correlation 1 .986**
N 154 154
Sexual
Education
Pearson Correlation .986**
1
N 154 154
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4 shows that the Pearson Correlation Coefficient of sexual behavior and peer
pressure is .986 which indicates a high level of significance. This implies that the more sexual
{PAGE }
education on the adolescent, the higher the knowledge about sexual behaviour activities. With
.000 significance (2-tailed) where p < .01 implies that there is a significant difference between
sexual behavior and sexual education.
Research Question 5 What is the relationship between the nature and scope of religion and sexual behavior
of adolescent in Bassa educational Zone?
Table 5: Pearson Correlation between the nature and scope of religion and
Sexual Behavior of Adolescents
Sexual
Behaviour Religion
Sexual
Behaviour
Pearson Correlation 1 .897**
N 154 154
Religion Pearson Correlation .897**
1
N 154 154
**. Correlation is significant at the 0.01 level (2-tailed).
Table 5 shows that the Pearson Correlation Coefficient of sexual behavior and religion
is .897 which indicates a high level of significance. This implies that religion plays a
significant role in sexual behaviour of adolescent. With 0.000 significance (2-tailed) where p <
0.05 implies that there is a significant difference between religion and sexual behavior.
Research Hypothesis 1
Religion will not significantly relate with sexual behavior of adolescent in Bassa
Education Zone.
Table 6: t-test Table of Students‘ Sexual Behavior and Religion of
Adolescents
Model
Unstandardized
Coefficients
Standardized
Coefficients
t
Sig.
Remark
B Std. Error Beta
1 (Constant) .512 .088 5.850 .000
Religion .985 .039 .897 2.504 .000 Sig
{PAGE }
The results in table 6 indicate that there is a significant relationship between religion
and sexual behavior of adolescents. This is because the t(cal) value is 5.850 with significance
.000 which is less than the P<.05 value so we reject the null hypothesis. Also for religion, the
t(cal) is 2.504 with significance .000 is less than the P<.05 value so we reject the null
hypothesis. This implies that religion is significant at p<.05.
Research Hypothesis 2 Sexual knowledge will not significantly relate with identified level of sexual behavior
of adolescent in Bassa Education Zone.
Table 7: t-test Table of Students‘ Sexual knowledge and Sexual Behavior of
Adolescents
Model
Unstandardized
Coefficients
Standardized
Coefficients
t Sig.
B
Std.
Error Beta
Remark
(Constant) .366 .038
9.655 .000
Significant
Sexual Knowledge .847 .014 .981 0.620 .000
The results in table 7 indicate that there is a significant relationship between religion
and sexual behavior of adolescents. This is because the t(cal) value is 9.655 with significance
.000 which is less than the P<.05 value so we reject the null hypothesis. Also for religion, the
t(cal) is 0.620 with significance .000 is less than the P<.05 value so we reject the null
hypothesis. This implies that religion is significant at p<.05.
Research Hypothesis 3
There will be no significant relationship between peer group pressure and sexual
behavior of adolescent in Bassa Education Zone.
{PAGE }
Table 8: t-test Table of Students’ peer group pressure and Sexual Behavior of Adolescents
Model Un-standardized
Coefficients
Standardized
Coefficients
t Sig. Remar
k
B Std.
Error
Beta
(constant) -.043 .048 -.890 .375
Peer Pressure 1.048 .018 .977 56.817 .000 S
The results in table 7 indicate that there is a significant relationship between peer
pressure and sexual behavior of adolescents. This is because the t(cal) value is 56.817 with
significance .000 which is less than the P<.05 value so we reject the null hypothesis. This
implies that peer group pressure has significant relationship with the sexual behaviour of
adolescents.
Summary of Major Findings:
The Major Findings of the Study are:
Adolescents are involved in sexual behaviour among themselves
Adolescents have high sexual knowledge in Bassa Education Zone.
The higher the peer pressure, the higher the sexual behaviour activities
The more sexual education on adolescents the higher the knowledge about
sexual activities.
Religion plays a vital role in sexual behaviour of adolescents
Sexual knowledge significantly relate to sexual behaviour of adolescents in
Bassa education zone.
Relation affiliation significant in the level of sexual behaviour of adolescents in
Bassa Education Zone.
Peer group pressure has significant relationship with the sexual behaviour of
adolescents.
{PAGE }
CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSIONS, RECOMMENDATIONS AND
SUMMARY
This chapter focuses on the discussions of findings in the study; their educational
implications and recommendations .Included in this chapter also are conclusions, limitations of
the study, suggestions for further study and summary of the study.
Discussion of Results
The results are discussed according to the formulated research questions and
hypotheses that guided the study. Basically, the study was discussed along the following
headings:
Sexual behaviours of adolescents in Bassa Education Zone
Adolescent sexuality knowledge level and sexual behaviour in Bassa Education
Zone
Peer pressure and sexual behaviour of adolescent in Bassa Education Zone
Sexuality education and sexual behaviour of adolescent in Bassa Education
Zone
Religion and sexual behaviour of adolescent in Bassa Education Zone
Sexual Behaviour of Adolescents in Bassa Education Zone
The overall mean score of sexual behavior of adolescents is 2.61which indicates that
adolescents are involved in sexual behaviors among themselves. The present finding is in line
with studies of Trussel (2008) who noted that sexual behaviour was a common phenomenon
among adolescents. On the whole, the findings indicated that adolescents are involved more in
fondling of breast of opposite sex, involve in sexual intercourse with opposite sex, indulge in
{PAGE }
masturbation, watch other persons performing sexual acts, insert object into vagina or anus, rub
their body against the opposite sex, and wears skimpy and exposing dresses. This was
discovered when each of the above mention activities had high mean rating which indicates
that students responded well to it.
Adolescent Sexuality Knowledge Level and Sexual Behaviour in Bassa Education Zone
The research also shows that item 15, have mean score of 2.99 which have mean score
rating, ranging from 2.50 to 3.50 as high. While item 16, 17, and 18, have mean scores of 2.40,
2.39, 2.20 respectively with mean score rating ranging from 2.00 to 2.50. This implies that the
sexual knowledge level of sexual behavior of adolescent is fairly high. The overall mean score
of sexual knowledge among adolescents is 2.64 which indicate a high sexual knowledge of
sexual knowledge of adolescents. The present finding is consistent with School based sexuality
education which complements and augments the sexuality education children receives from
their families, media, religious and community groups and health care professional SIECUS
(2001).
Peer Pressure and Sexual Behaviour of Adolescent in Bassa Education Zone
The findings of the study equally show that the Pearson Correlation Coefficient of
sexual behavior and peer pressure is .977 which indicates a high level of significance. This
implies that the more peer pressure on the adolescent the higher the sexual behavioural
activities. This finding is in agreement with Onyia (1998) who worked on the factors
associated with sexual behaviour of adolescents and found some correlates between peer
pressure and sexual behavior.
{PAGE }
Sexuality Education and Sexual Behaviour of Adolescent in Bassa Education Zone
The study also revealed that the Pearson Correlation Coefficient of sexual behavior and
peer pressure is .986 which indicates a high level of significance. This implies that the more
sexual education on the adolescent, the higher the knowledge about sexual behaviour activities
with .000 significance (2-tailed) where p < .01 implies that there is a significant difference
between sexual behavior and sexual education. The present finding supports earlier findings of
Trusell ‗contraception report‘ (2001). In a survey of over 300 public school Principal, Trusell
found a general consensus, that a comprehensive programme should encourage students to
postpone sex, but if they do not they should use birth control and practice safe sex .
Religion Affiliation and Sexual Behaviour of Adolescents in Bassa Education Zone
Finally, the research gathered that the Pearson Correlation Coefficient of sexual
behavior and religion is .897 which indicates a high level of significance. This implies that
religion plays a significant role in sexual behaviour of adolescents with 0.000 significance (2-
tailed) where p < 0.05 implies that there is a significant difference between religion and sexual
behaviour
This is in line with Adepoju (2005), who said that sexual behavior may be leading to
multiple sexes, prostitution, and abnormal sexual practice such as homosexuality, premarital
extramarital sexual intercourse and indiscriminate use of condom. Prior to that, other sexual
behaviour is carried out among adolescent but are not common among them. Therefore it
shows that this sexual behaviour is common among the adolescents. This is in relation to
United Nation‘s (2000) information on reproductive health shows that many Nigerian girls are
known to start involvement in active sex at the early age of thirteen years.
{PAGE }
Conclusion
The following conclusions are drawn based on the findings of the study:
1. Adolescents are involved more in fondling of breast of opposite sex, involve in sexual
intercourse with opposite sex, indulge in masturbation, watch other persons performing
sexual acts, insert object into vagina or anus, rub their body against the opposite sex,
and wears skimpy and exposing dresses. It therefore shows that this sexual behaviour is
common among the adolescents.
2. Adolescents‘ involve in sexual activities without been emotionally and psychologically
mature. This is due to lack of sexual knowledge of adolescents.
3. It also shows that peer pressure is one of the determining factors of adolescent sexual
behavior. It was discovered that adolescents encourages one another to be involved in
sexual relationship. They share sexual information (phonographic pictures and videos)
on the internet, they provide for themselves enabling environment for sexual activities,
and due to the fact that their classmates have sexual partners, they choose to copy them.
4. Also that sexual education is a determining factor of adolescent sexual behavior. This
means that sexual education is a tool that helps comb sexual behavior among
adolescents which they lack. Adolescents are not well educated about the implication of
unprotected sex which could led to pregnancy, sexual engagement which could result to
self disrespect, understanding of one‘s menstrual cycle before having sex, and
knowledge about how to use condom before engaging into sexual intercourse.
5. Religion also is a determining factor of adolescent sexual behavior. The result showed a
significant relationship between religion and sexual behavior. Therefore, religion plays
{PAGE }
a vital role in terms of combing sexual behavior among adolescents and restricting them
from not engaging themselves into such acts.
Educational Implications
From the findings of the study, it becomes clear that adolescents are fairly knowledgeable
about sexual behavior and activities around them. This therefore, brings about talks or
workshops to teach them on what to do pertaining their sexual activities.
It was also clear that sexual behavior and activities among adolescents are
unpredictable. Therefore, parents and guidance should be prepared to help guide them during
such periods.
Peer pressure was also discovered to be an underlying factor of sexual behavior among
adolescents. This means that peer groups in which one involve in determine their level of
sexual awareness. This implies that cushion should be taken towards the kind of friends and
peers their ward move with to avoid been misled.
The sexual education of adolescent seems to be at a low state and adolescent act on
what they seem to know. Therefore, sexual education should be paramount i.e. become a
subject to be taught to them for broader knowledge about sexual activities.
Recommendations
Based on the findings of the study, the following are the recommendations:
1. Adolescents should be well informed about their sexual behavior and how they can go
about it.
2. Since sexual activities are inevitable, parents and guidance should form ways of
curbing such sexual behaviour before it escalates to an uncontrollable behavior.
{PAGE }
3. Workshops should be introduced to inform the adolescents on the emotional and
psychological implications of premature sexual activities.
4. Campaign towards enlightenment of adolescents in the use of condoms and other
contraceptives should be taken to schools where adolescents can be found
5. Parents should look out to the kind of friends and peers their children engage with to
help reduce peer pressure among them.
6. Sexual education should also be given to adolescent from their homes to their school
environments to help increase their knowledge about sexual activities.
7. Sex education should also be included in the curriculum of the senior secondary school.
Limitations of the Study
The study was constrained by a number of problems, prominent of which are: The
respondents were reluctant in responding to the instrument used for the data collection. In spite
of the explanation of the essence for the study some of them looked at it as an assessment of
their work.
Summary of the Study
The purpose of this study was to identify Correlates of Sexual Behavior among
Adolescent in Bassa Education Zone of Kogi State: Implication for Counseling. The
significance of the study covers the fact that it will enable the adolescents to positively
embrace sexual behaviors; it will create a scene for curriculum planners to be aware of its
inclusion in the curriculum of senior secondary school. It will also create sexual education
awareness among adolescents.
{PAGE }
Five (5) research questions and three (3) hypotheses were formulated to guide the
study. The review of literature comprises: Conceptual framework which includes: Concepts of
sexuality, Concept of sexual behavior, Concept of adolescent, Adolescent sexual behavior, and
Concept of sexuality education. Theoretical framework which includes: Social learning theory,
Theory of reasoned action, Perceived self efficacy theory, and Health belief model. Empirical
studies and summary of literature review.
The study is a correlation survey which aimed at correlating adolescent sexual behavior
in Bassa educational Zone of Kogi state. The population of the study comprises of one
thousand five hundred and fifty five (1555) secondary school students (i.e.SSS1 to SSS3). The
sample of the study is 300 students from three (3) secondary schools in Bassa Education Zone.
The instrument for data collection is a questionnaire to assess adolescent sexual
behavior which was titled Adolescent Sexual Behaviour Questionnaire (ASBQ). It was made
up of two sections A and B. Section A contains demographic information about the respondent
while section B contains the item which addresses the research question. The responses are in
four point scale of strongly agree (SA), agree (A), disagree (D), strongly disagree (SD).The
questionnaire was administered with two assistants which was monitored by the researcher.
Data was analyzed using mean, standard deviation and Pearson Correlation Coefficient.
It was discovered that adolescents are engaged in sexual activities due to various factors like
peer pressure, religion, inadequate sexual education etc. Implications from the findings of the
study showed that adolescents are fairly knowledgeable about sexual behavior and activities
around them. Also, recommendations were made to help adolescent in terms of their sexual
behavior and activity.
{PAGE }
Suggestion for Further Study
Based on the findings as well as the limitations of the present study, the following areas for
further study have been suggested.
1. The replication of this study in another area with different geographical background
2. Strategies for improving the sexual education and sexual behavior of students and the
society at large.
3. The variables in the study could be expanded to cover teachers on the field.
{PAGE }
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{PAGE }
APPENDIX I
LETTER TO THE RESPONDENTS
Department of Educational Foundations
University of Nigeria, Nsukka.
22nd October, 2010.
Dear Respondents,
The researcher wishes to elicit information on Correlates of adolescents‘ sexual
behaviour in Bassa Education Zone in Kogi State: Implication for Counselling. Please be
honest in supplying the information. The information collected shall be treated with utmost
confidentiality.
The researcher is a postgraduate student of the above school. Your cooperation,
sincerity and honesty are solicited for. Attached is a copy of the instruments please.
Thanks for your anticipated co-operation
Yours faithfully
Oriade, Mary Jummai.
{PAGE }
APPENDIX II
Table 1: Number of Schools and Students that will be involved in the Study
S/No Name of School No. of Boys No. of Girls Total
1 Govt Science Secondary Lokoja(SS1) 15 15 30
2 Govt Science Secondary Lokoja(SS2) 15 15 30
3 Govt Science Secondary Lokoja (SS3) 25 25 50
4 Muslim Community School Lokoja (SS1) 15 15 30
5 Muslim Community School Lokoja (SS2) 15 15 30
6 Muslim Community School Lokoja (SS3) 25 25 50
7 Crowther Memorial College (SS1) 15 15 30
8 Crowther Memorial College (SS2) 10 10 20
9 Crowther Memorial College (SS3) 15 15 30
Total 150 150 300
{PAGE }
APPENDIX III
CHARACTERISTICS OF THE RESPONDENTS
Gender : Male
Female
Religion: Christian
Muslim
Where do you live in Bassa.................................?
QUESTIONS
Cluster A
S/N
Sexual behaviour of adolescents
4
SA
3
A
2
D
1
SD
1. Adolescents are involved in fondling of breast of opposite
sex.
2. Adolescents are involved in sexual intercourse with
opposite sex.
3. Adolescent love peeping into the bathrooms of the
opposite sex.
4. Adolescents indulge in masturbation.
{PAGE }
5. Adolescents like to watch other people performing sexual
act.
6. Adolescents try to insert object into vagina or anus.
7. Adolescents make diagram of a nude person.
8. Adolescents rub their body against the opposite sex
9. Hold their private part at times as they walk about.
10. Wear skimpy and exposing dresses.
11. Peck one another.
12. Sometimes kiss themselves.
13. Hug themselves.
14. Date the opposite sex.
Cluster B:
S/No
Sexual Knowledge of Adolescents in Bassa Education
Zone
4
SA
3
A
2
D
1
SD
15. Involving in sexual activities without being emotionally
and psychologically mature is not right.
16. Unprotected sex leads to sexually transmitted diseases
(STD)
17. It is not right to have intercourse when you are not yet
married
18. The knowledge of the use of condom and other
contraceptives is good for adolescents.
{PAGE }
Cluster C:
Peer Pressure of Adolescents in Bassa Education Zone and
Sexual Behaviour.
4
SA
3
A
2
D
1
SD
19. Adolescents encourages one another to be involved in sexual
relationship
20. Adolescents share sexual information on the internet
21. Adolescent also convince one another that AIDS and other
venerable disease are not real.
22. Adolescents share pornographic pictures and videos among
themselves.
23. Friends make jests of me because I am a virgin.
24. My friend tell me that premarital sex is safe enjoyable.
25. My friends teach me sexual patterns and positions.
26. My close friend cajoled me to have sexual intercourse with the
first reason in my life.
27. Adolescents provide one another with accommodation and
enabling environment for sexual activities.
28. The way I feel about a particular person was interpreted to me
by a friend as sexual impulse.
29. Most of my classmates have sexual partners so I have to choose
one.
30. I keep late nights in clubs and public places with the opposite
sex for sexual activities in order not to be the odd man.
{PAGE }
Cluster D:
Sexuality Education of Adolescents in Bassa Education
Zone
4
SA
3
A
2
D
1
SD
31. Unprotected sexual intercourse can cause pregnancy.
32. Family name can be tarnished when sexual engagement
results to pregnancy or abortion
33. sexual engagements result to self disrespect
34. Unprotected sexual intercourse can cause infections which
may destroy the body system.
35. Sexual engagement can ruin marriage life if infection and
abortion are involved.
36. Early sexual engagement can lead to drop out from school.
37. One may likely die when sexual engagement leads to
abortion not properly handled.
38. Physical and emotional maturity is needed before
engaging in sex.
39. Young people are not suppose to engage in sexual
relationship before marriage.
40. A young girl need to understand her menstrual cycle
properly before thinking of sex
41. Knowledge about prevention of HIV and Aids is needed
for everybody.
42. Knowing how to use condom is necessary before engaging
in sexual intercourse
43. Knowledge of contraceptive are essential before sex
{PAGE }
Cluster E:
Religious affiliation and sexual behaviour
44. My religion does not permit sex before marriage
therefore I avoid it.
45. My religion does not allow me to dress in a way that will
arouse sexual feelings.
46. My belief system prohibits me from masturbation.
47. My religion does not encourage the use of
contraceptives.
48. I may not get married if my religious sect discovers that I
have experienced sex.
49. My religious sect may not attend my wedding if they
discover that I lost my virginity before the wedding.
50. My religion did not prohibit mixing up of male and
female therefore people of opposite sex mix up easily in
my religious sect.