INSTITUTE JOURNAL OF STUDIES IN EDUCATION
PUBLISHED BY
INSTITUTE OF EDUCATION
UNIVERSITY OF ILORIN,
ILORIN, NIGERA.
NOTES TO CONTRIBUTORS
1.
We welcome manuscripts that are written in direct, readable style
on educational issues for all levels of education. Three copies of
the manuscripts are to be submitted to the Managing Editor (one
original and two copies). Manuscripts must be typewritten on A4 size paper, one side only, double-spaced, with wide margins,
and should be between 10 and 15 pages. One paragraph abstract
of about 150 words is required. The organization of the paper
should be clearly indicated by appropriate headings and
subheadings. The Editorial Board reserves the right to edit any
article for brevity, clarity, and consistency of style.
2.
In all cases, articles are selected for publication in IJSE based on
the following criteria:
a. adequacy in the study design, theoretical framework and
clarity of presentation,
b. discernible focus on the Nigeria system of education,
c. direct relevance to the new national policy on education, and
d. contributions to specific areas in the theory and practice of
education .
3.
As much as possible, each issue will have three main sections as
follows:
1
a. General articles which present efforts dealing with all major
areas of education in an evaluative or synthetic manner:
b. Innovative and development section that carries innovative
practices in education and development work; and
c. Research articles presenting studies based on empirical
investigation.
4.
Only articles which have not been published or submitted elsewhere
for publication are accepted for review. Authors should also note
that only articles that are recommended by your internal and
external assessors are accepted for publication. Submission of
manuscript represents certificate by the author (s) that neither the
article submitted nor a version of it has published or is being
considered for publication elsewhere.
5.
The Title Page
The title page should include the complete title of the article, the
author’s name (s), the academic or professional affiliation (s). and
complete address (es).
6.
References
A reference is a direction to a consultation of books, periodicals,
etc., for information that is cited using the author/ date system.
Footnotes are not acceptable. All articles cited should be listed in
alphabetical order by the author’s name. For further guideline see
the Publication Manual of the American Psychological Association,
the most recent edition, e.g
Ubahakwe, E. (1988). Towards a harmonized ELT Programe in
Nigeria. Journal of English as a Second Language 2. 64 – 66.
2
7.
Quotations which are less than three typed lines should be enclosed
in doubled inverted commas. However, when quoted passages are
more than three lines, they should be indented and typed single
spaced.
8.
Author’s name, address (es) and short biographical notes should
accompany each article on a separate page.
9.
All correspondence on editorial matters should be directed to:
The Managing Editor,
Institute Journal of Studies in Education
c/o Director,
Institute of Education,
University Of Ilorin,
P.M.B. 1515,
Ilorin, Kwara State, Nigeria.
ARTICLES IN THIS ISSUE
Disharmony between the Majority and Minority Ethnic Groups in Nigeria:
A Psychological Perspective ………O. E. Abdullahi
1-8
Contemporary Nigerian Music: A Survey of Factors that Determine
Its Audience……………………………… F. Abiodun
9-16
The Psychological Dimension of Language as a Factor of Ethnic
Unification in Nigeria ………………………C. O. Adebileje
17-25
Sanitizing a Decadent Society Through African Traditional Folklore:
The Case of Nigeria…………………………O. Adegoke
3
26-32
Conceptualizing Tenses in English: Implications for Teachings
and Learning……………………………..S. A. Aje
33-45
The Place of Instructional Material in the Teaching of
Arabic …………..,………………….F.R. Buhari
46-51
Influence of Nursery Education on Junior Secondary Students
Academic Performance in Irepodun Local Government Area of
Kwara State ……………………….. C. O. Fashikun
52-60
The Role of English Language and Literature in Social Mobilization
and Information Technology in Nigeria ………………O.A Idowu
61-66
Strategies for improving the teaching and learning of reading
Comprehension at the Junior Secondary Level ……S. O. Medahunsi
67-79
Teaching Language and Literature for Cultural Development.
A. Olaoye
80-87
Using Play to Promote Learning in Nigerian Primary School
………………………………………R.O. Olubor &A.A. Osagie
88-95
An Evaluation of Senior Secondary School English Language
Curriculum ……………………….J.O. Omoniyi
96-105
Views of Nigeria Science Educator on the America Minimum
Standards of Professional Knowledge for Science Educator
…………………………………E.O. Omosewo
106-112
Supervision and the Standard of Education in Nigeria secondary
Schools……………………………….. N. B. Oyedeji
113- 125
Strategies for Enhancing the Teaching and Learning of Mathematics
Teaching Profession …………………..R. M. Oyedokun
118-125
Strategies for Enhance the Teaching and Learning of Mathematics
in Primary Schools in Ilorin Metropolis……….S. Sangoyomi
Management Information System for Colleges of Education: A
4
126-133
Structural Approach……………………..B. Sanusi
134-140
Need for Teaching Sex Education in Nigeria Secondary Schools
…………………………………....R.A. Shehu & B. Sheshi
141-148
Impact of Strategic Planning on Personnel Effectiveness in Nigerian
Universities…………………………………A.O. Sofoluwe
149-159
Impact of Teachers Grade II Education on the Competence of
Holders of Nigeria Certificate in Education in the Primary School
……………………………………………S.B. Sumonu
160-166
EDITORIAL
The Institute Journal of Studies in Education (IJES) is a publication of the
Institute of Education, University of Ilorin. The journal is devoted to
publishing empirical and theoretical research in all Areas of Education. Its
readership and contributorship have increased over the years, and we are
proud to state that it continues to enjoy national and international
acceptability, having found eminent position on the shelves of many
universities and public libraries both at home and abroad.
This volume contains twenty edited articles covering specific areas of the
theory and practice of education, and touching, among others, on
language, mathematics, science, social science and education technology,
all of which readers will find very stimulating and rewarding
IJSE continues to welcome articles from contributors along our policy
guidelines. It is our hope that the standard already established will
continue to be a propelling force behind future publications.
Professor R. A. Lawal
Editor –in- chief
5
NEED FOR SEX EDUCATION IN NIGERIAN
SECONDARY SCHOOLS
BY
R.A. Shehu
And
BABA SHESHI
Abstract
This paper observed that lack of accurate knowledge and misinformation
on sex education are responsible for sexual maladjustment and sex related
crimes that abound in the society. The paper examined various reasons for
teaching sex education in Nigerian secondary schools.
These include
helping the youths to integrate sex into their lives in a responsible and
constructive manner, and to prevent of unwholesome conditions like
prostitution, unwanted pregnancies and promiscuity in our contemporary
communities among many others. It also outlined selected topics for
teaching sex education in our secondary schools, as well as the
techniques, methods and materials for the teaching of sex education in
schools. Finally, the paper suggested ways of enhancing teachers
effectiveness in the teaching of sex education.
Introduction
Many parents lack the necessary knowledge about sex education
and some of their children too lack accurate knowledge, while others are
misinformed. Thus evidence of sexual maladjustment and sex- related
crimes abound in the society. Umoh (1986) contends that most parents
and guardians in most part of the world and, indeed, Nigeria, often react
6
negatively, and sometimes violently to the idea of introducing sex
education in the secondary school curriculum. According to him, the
negative reaction by parents cut across cultures, tribes, race and religions.
During the 1970’s, parents and guardians in Britain, the United State of
America and other western nations were known to have reacted violent to
the introduction of sex education in their secondary schools Jenne and
Greene, 1976).
While emphasizing the importance of sex education in the secondary
schools, Emenike (1981) is of the opinion that the post-primary school age
which ranges between twelve and seventeen years of the growing child is
not only the most impressionable but the most inquisitive period. Thus,
sex education at this level becomes even more imperative and
fundamental that the protagonist of the course might be hesitant to admit.
This is so because the general malaise in the present Nigerian society
could be traced to mania for sex. Sex mania in turn is a product of
inequate or ill-informed idea on the debts and purposes of sex (Burt and
Meeks, 1975).
Other reasons against the inclusion of sex education in the school
curriculum are based on the belief by parents that sex education leads to
sexual experimentation and promiscuity and general moral decay among
youths.
Those who support the teaching of sex education often stress the
fact that the youth will learn about sexual matters anywhere, anyhow and
that it may even be dangerous for them to learn the wrong facts from
misguided sources (Rogers, 1974). Abiodun (1981) observes that the
obscene and pornographic materials are on sale everywhere. Thus, sex is
sold and bought openly. Female teenagers boast of what wonders their hip
7
rolling correspondence act could work on men. Some marriages are
contracted today and packed up six months later. The average Nigerian
male adolescent’s gossip is centered on his ladies on his ladies/ women
society. There problems include adultery, prostitution, rape, abortion,
illegitimate children, abandonment of newly-born babies, spread of
sexually
transmitted
diseases
(especially,
HIV/AIDS),
intimidating
frequency of divorce and sex perversion (masochism, sadism, lesbianism,
exhibitionnism, incest, pedophilia, homosexuality, etc.), all of which
directly or indirectly relate to the issue of lack of sex education or the
search for harmonious living.
Reasons for Sex Education in Schools
The following reasons are given for the teaching of sex education in
Nigeria secondary schools. A lot of social ills in the society can be traced to
rapid industrialization, urbanization, education and contract. For instance,
many children and youths leave their parents and move to urban center in
search of jobs and good life. While there, they may imbibe many social ills.
Since parental influence is fading away and urban life is expanding. A lot
of unwholesome conditions abound in our contemporary society. These
conditions include prostitution, promiscuity and unwanted pregnancies.
This is a common occurrence in the various communities from where many
unmarried pregnant adolescents (school-age girls) exist. This condition
presents a sort of concern for the school and other agencies in the
community such as religious bodies. Hence, the need for sex education in
schools.
Sex education helps youths and adolescents to adjust to
psychological and social problems, which are characteristic of and
8
associated with poor knowledge of sex education. Another positive role sex
education has is that of helping children and youths to integrate sex into
their lives in a responsible and constructive manner.
Rice (1975) is of the opinion that sex education to the adolescents is
an inevitable and undebatable issue, since most adolescents are said to be
victim of sexually-transmitted diseases like gonorrhea, syphilis and of
recent, “Acquired Immune Deficiency Syndrome” (AIDS). In addition,
adolescent mothers have difficulties in coping with their lives and their
infants.
Abiodun (1981) observed that sex education deserves a better place
and approach in the secondary curriculum in Nigeria for the following
reasons:
1.
The Nigeria secondary school student deserves to understand what
constitutes femaleness and maleness without embarrassment. He
needs a proper adjustment to his /she sex and family life.
2.
Physical and sexual aggressions are basic characteristics of the
adolescent. The Nigerian teenager is no exception. Therefore
he/her needs proper education that would help him/her to channel
his /her impulses along responsible and desirable ends.
3.
The teenagers of today would be the adults of tomorrow. Within the
Nigerian culture he/she would have to marry to be accorded adult
status. He/she would bear and raise children. He / she would play
the marital role to be deemed grown up and responsible. These are
very demanding and need adequate preparation. Family life
education to the secondary school level is the answer (Abiodun,
1981).
9
Another reason for the teaching of sex education in the secondary
school is that a great deal of youths feel guilty, very anxious and unduly
exited about sex because they are misinformed. They are living with a lot
of delusions or myths. Just providing them with correct information about
sex can often alleviate their feelings. Investigation into the sources of sex
information for the secondary school youths would indicate that their
primary sources of information do not appear to be reliable. A majority of
such information possessed by them is often obtained from peers and sex
literature and not from sex education in the school.
Kilander (1970) is of the opinion that modern emigration tends to
have brought families of varied backgrounds together. Consequently, old
customers have been weakened and adulterated. Those folktales that
previously had served the older generation as a means of social – sexual
control have come into conflict with strange and different ideas, practices
and beliefs of the present generation of secondary schools. The end result
is a conflicting moral standard among them that needs to be straightened
out by formal sex education.
The high rate of moral laxity and sexual promiscuity in the society
testifies to the failure of the home, the school and the community in
meeting the needs of youths and adolescents. Against this background,
therefore, it becomes important for the school to intensify education
efforts in sex and family life education.
Qualities Expected of Teachers of Sex Education and Family Life
The following qualities are expected of the teacher that would be
involved in handling sex education and family education.
1. The
teacher
must
have
adequate
development.
10
understanding
of
child
2. The teacher must have the scientific vocabulary with which to
discuss sex with dignity and respect. This is greatly important as
some persons usually treat or handle sex issues with levity,
dismissing them as shameful and unethical.
3. The teacher must be able to recognize and accept individual
differences that exist in cultural, religious and socio- economic
backgrounds of the students. Students should not be lumped
together when dealing with issues on sex education. Each student
must be treated on his /her own merit. This selective treatment will
enhance the confidence students have in the teacher, and will make
for greater productivity in school work.
4. The teacher must be emotionally well adjusted, having wholesome
attitudes towards sex. And a background and understanding of the
normal place of sex in the life of individuals and society.
Suggested Topics for Teaching Sex Education in Secondary School
The National curriculum for secondary schools in conjunction with
the Federal Ministry of Education in 1985 outlines the following content
areas for the teaching of sex education in secondary schools in Nigeria:
1.
Sex Education-meaning: the need and controversy on the
teaching of sex education in school.
2.
Reproductory system: in plants and animals (basic anatomy and
physiology).
3.
Growth and Development: emotional growth and maturity,
physical change in boys and girls (secondary sex characteristics),
roles of sexes and functions of sex hormones.
11
4.
The Family: family patterns, functions of family member.
Characteristics of a happy family and parental responsibilities.
5.
Factors affecting family
6.
Family health role: Maternal and child health care value of
retaining a family doctor.
7.
Preparation fro parenthood- dating and courtships, problem
courtship, traditional and modern ways of dating and courtship in
Nigeria.
8.
Choice of Partner- factors in the choice of partner and qualities
considered in choosing partners.
9.
Marriage
–
needs
for
marriage
and
marriage
contracts
(Traditional, Christian, Muslim and Registry).
10.
Parental role in marriage
11.
Types of marriage (monogamy, polygamy, exogamy, endogamy
and bigamy). Advantages and disadvantage of types of marriage.
12.
Family planning (meaning, needs for family planning and various
contraceptive techniques).
13.
Family problems, (unwanted pregnancies, motherless babies,
venereal diseases, sexual perversion and divorce).
14.
Hereditary mechanism and principles of sex determination and
sex-linked traits (Federal Ministry of Education, 1985).
Suggested Methods and Materials for the Teaching of Sex
Education in Secondary Schools
Teaching methods consist of a sequence of acts or activities involved
in instruction and aimed at changing the behaviour of a learner. The
12
following methods of teaching may be considered for the teaching of sex
education in schools.
-
Discussion Method
-
Lecture Method
-
Demonstration Method
-
Textbook Method
-
Problem-Solving Method
Discussion Method: This consists of two or more persons with similar
interests coming together in a teaching-learning situation. The purpose of
a discussion may be to find solutions to a problem. During discussion the
student(s) may find solutions to their problems of fear, adjustment and
other related problems in sex education.
Lecture Method: This is a variation of the discussion method commonly
employed in teaching health education. New information is introduced in
the lecture form by the teachers. This sets the stage for discussion. The
learners are permitted to express their reaction and to ask questions based
on knowledge, attitude and behaviour relating to sex education.
Demonstration Method: This consists of teaching by exhibition and
explanation. The student learns by observing the demonstration procedure
and noting the points. It makes use of apparatus, equipment and models
and because of that it is sometimes grouped under vicarious methods.
Demonstration can be used for individual teaching, when trying to help
students solve their personal problems relating to sex education. The
Home Economics mistress can teach a female teenager on the
management of menstrual flow through this method.
Textbooks Method: This consists of textbook materials to be read by
student(s) and recited or narrated or summarized in class. This method
13
affords the opportunity to read textual materials ahead of the class
discussion.
Textbook
and
textual
materials
include
recommended
textbooks, encyclopedias, newspapers and magazines. The textbooks
method is a student-centered procedure.
Problem-solving Method: This is a process whereby children learn to
solve personal problems on sex and family life through the use of the
scientific approach. This method is activity-oriented.
It involves the
recognition of the problem, the definition of the problem, the selection of
methods of procedure, the collection of relevant data, the selection,
interpretation and organisation of data and the application of conclusions
to the solution of the problem (Bello, 1981:15,).
Suggested Materials
Materials constitute everything within a student’s environment that
can contribute to learning experiences in sex education. These materials
are essentially those that can be manipulated, shown, identified, analysed
or evaluated. Schramu (1977) and Hawkridge (1986) confirmed in their
studies that radios, photographs, film stripes, slides, audio-tapes, and so
on, cannot only supply a concrete basis for conceptual thinking, but they
can also increase the student’s learning interest and make learning more
permanent thus stimulating self-activity in the students.
Some of the materials for the teaching of sex education in secondary
schools are charts, posters, radio, television, textbooks, chalkboard,
cartoons, bulletin boards sphygmomanometer and others.
14
Ways of Enhancing Teacher’s Effectiveness in the Teaching of Sex
Education
In-service education should be an integral part of the continuing
efforts of government and other agencies concerned with education to
promote and enhance teacher effectiveness. Teachers should be
adequately equipped to be able to cope with the growing demands by
school children and the society, that is, the demand of giving pupils
accurate, authentic and up-to-date information on human sexuality.
Periodically, conscious efforts should be made by departments of
education at local, state and federal levels to mount seminars and
workshops for information, update knowledge not only in the subject
matter of sex education and family life but also in innovative approaches
to coping with problems usually associated with it.
Efforts to improve the programme on sex and family life education
should receive adequate attention. This in turn will also improve teachers’
effectiveness. For example, there should be growing need to integrate
counselling services for teachers on sex education. Hence, teachers are
given orientation on appropriate methods of counselling pregnant girls,
and children with other psychological and social problems.
Conclusion
Sex Education is a comprehensive and systematic developmental
pogramme extending from infancy to maturity, which is planned and
directed to produce socially desirable attitudes, practices and interpersonal behaviour. One of the greatest fears in teaching, particularly sex
education, has to do with planning and presentation. This is usually
compounded by the lack of knowledge, attitudes and practices that will
15
reduce the fears and enhance competence in sex education. In addition,
there is also the fear of community, especially religious bodies in terms of
their opposition to students’ questions that usually surround sex education.
These fears should be reduced through confidence, and confidence is
gained through knowledge and relevant impressions.
It has been observed that the inclusion of sex education in the
secondary school curriculum is highly desirable. One of the ways of
controlling the population and spread of sexually-transmitted diseases,
including HIV/AIDS, is by introducing sex education in secondary schools,
universities and even in our homes. Sex education is an ideal, whose time
has come, and effort and available resources should be mobilized to teach
youths for a better and productive future life.
Health education teachers should, among other things, possess an
understanding of sound techniques and principles and they should be able
to apply them as much as possible so as to achieve the objectives of sex
education.
16
References
Abiodun, J.O. (1981). The Place of Sex Education in Secondary Schools in
Nigeria. Nigerian School Health Journal, 3, 1, pp. 27-31.
Bello, J.Y. (1981). Basic Principles of Teaching. Ibadan: Spectrum Books
Limited.
Burt, J.J. & Meeks, L.B. (1975). Education for Sexuality: Concepts and
programmes for Teaching. Philadelphia: W.B. Sanders Coy.
Emenike, E.U.I. (1981). A Case for Sex Education in Nigerian Post-Primary
Schools. Nigerian School Health Journal, 3, 1,56.
Federal Ministry of Education, (1985). National Curriculum for Nigerian
Secondary Schools for Health Education, 10, 154-156.
Hawkridge, D.G. (1986). Programmed Learning in Central African Context.
Faculty of Education, University College of Rhodes, Occasional
Paper, 7, Salisburt.
Jenne, F.H. and Greene, W.H. (1976). Turners School Health and Health
Education St. Louis The C.V. 435.
Perkins, E.V. (1983). Reproduction Education in a College General Biology
Course. Marriage and Family Living, 21 41-42.
Rice, F.P. (1975). The Adolescent Development Relationship and Culture
Boston: Allyn and Bacon Inc.
Rogers, R.S. (1977) Sex Education. Cambridge: University Press Bently
House, London.
Schramm, W. (1977). A Handbook of Art of Teaching in Tropical Schools.
London: Evans Brothers Limited.
Umoh. S.H. (1986). A Study of the Attitude of Parents and Students
Towards the Introduction of Sex Education in the Secondary School
Curriculum. Nigerian Journal of Curriculum Studies, IV, 35.
17