Sex education is one of the major determinants of future stability in families of the nation. Unfortunately, in Nigeria today while time and money are being spent on curriculum work and school environment, surprisingly, little time and attention are paid to the crucial issues of sex education.

Sex education is a comprehensive and systematic development program extending from infancy to maturity. It is planned and directed to produce social and moral desirable sexual attitudes practices and personal behaviour.

Sex problems have a very devastating effect on the individual in our society. Some people have wrong ideas about sex education. This is not surprising, considering the fact that many old people have their respective viewpoint about life.

With the greater freedom of discussion of sex in our society and the earlier maturity of children today, one would not consider the introduction of ex education to our teenagers too early. The introduction of proper sex education to our youths will reduce many of the societal problems now facing us. 

The bringing together of boys and girls into the same schools creates problems of physical contact and emotional involvement which eventually culminate in arousing Sex.

A majority of Nigerian parents and teachers believe that the sex education of their children is the parent’s responsibility while some others would welcome its introduction into the school curriculum. This lead to the question, ‘what are the students views towards it introduction into school curriculum?

Simply put, sex education is that dealing with the processes and problems of reproductions designed to provide the individual with understanding and control of their sex impulses and behaviour. It also deals with the principles of both individual and groups problems stemming from the biological fact that there are two basic types of human beings – males and females.

Sex  education has been given various definitions by various schools of thought. AHI (2003) described Sex education as “a planned process of education that fosters the acquisition of factual information, the formation of positive attitudes, beliefs and values as well as the development of skills to cope with the biological, psychological, socio-cultural and spiritual aspects of human Sex.” That is, learning about the anatomy, physiology and bio-chemistry of the sexual response system which determines identity, orientations, thoughts and feelings as influenced by values beliefs, ethics and moral concerns. It is the interactive relationship of these dimensions that describes an individual’s total Sex (SIECUS, 1995). Also, sex  education teaches us that, religious principles, beliefs, rules and regulations and ethical considerations affect our everyday interactions just as our culture, role models in our families and our friends impact us as well. Sex education is simply the art of learning how to conform to a certain art of living by being able to reason, examine and monitor oneself in clearly defined terms.

Due to the broadness of sex education, this research will focus on the effects of sex education with a direct focus on secondary schools in Obio/Akpor Local Government. This is because of the influx of people from different ethnic group into the locality. Obio/Akpor has not only increased in population but also in size. The need to actualize these sexual feelings became evidence when the students are among themselves. But the forceful preventives warning of the parents only serve temporary chock on sexual tendencies amongst these youth. With these children sent to secondary schools and no thorough knowledge of sex life, a lot of problems easily come into play as the student’s jumps into their game of uncontrolled emotion. As a place for the dissemination of knowledge, secondary schools become the local point fort the introduction of sex education, since present generation involve themselves in promiscuity and corruption, there is the need for them to be taught what sexual relationship is. With this, a lot of changes will occur in the life of the students, parents and the community at large.

According to Calderome (1972) the World War II marked the liberalization of many attitudes about sex as well as the beginning of changes in behaviour leading individuals all over the world to advocate for ‘telling the truth’ to children. The child study association of America in the 1920s led the way toward an open approach to all topics including sex education. Though more emphasis was placed on reproductive education, since then, the concept has enlarged considering today sex education encompasses a wide range of biological, sociological and psychological knowledge. Today there is the awareness of the need for sex education in schools, churches and other institutions of the growing concern over teenage pregnancies, abortions, venereal disease, increased promiscuity, widespread martial and sexual difficulties.

Sources of initiatives are the sex information and education council of the United State (SIECUS), which was founded in 1963, professional groups and all levels, while Calder-Wood D. D. and Sloan (1982) added the Japanese Association for sex education.

More so, the knowledge of sex education will reduce the rate of casualty, which would have resulted from illegal procurement of abortion by quack doctors or nurses. Presently sex education programmes have been integrated into several secondary school education programmes.


Ignorance of sex and its associated problems is prevalent in and among secondary school students. The life of students are shattered with the passing of incorrect information among themselves, they get misled by others.

Today, the problems resulting from the lack of sex education to our youth are numerous. They are unwanted pregnancies, increase abortion, high incidence of sexually transmitted diseases and high rates of sexual promiscuity.  All these have led to inability to concentrate, poor school performance, deterioration of mental health of students, high rate of school drop outs, increase in illiteracy and over population. Consequently, the educational opportunity of Nigeria youth is greatly affected and this posses a great loss to the society. Religious bodies view sex education as premature, dangerous and likely to lead to sexual promiscuity. To behavioural scientists, the introduction of sex education is proper. However, despite the increasing sexual problems, parents and schools are still not providing teenagers with proper knowledge of sex.

Young people regard sex as fun rather than what it really is. They see it as a personal and private affair of the participants, which it is not. They take to themselves as a teacher (which is not good enough) and have been guided by mythologies and misconceptions about sex.

Many administrations have been greatly worried about the appropriate level of which sex education can be introduced, who should teach sex education, what to teach and what not to. It should however, be realized that sex education if properly given does not arouse morbid curiosity but does exactly the opposite to young people. Whereas, the misinformation, secret, misinterpretation and fables about sex functions leads to dangerous consequences. Therefore, information about sex education gives an insight to people understanding of sex functions.

It was Liewely-Jones Derek (1978) who noted that adults complain about the irresponsibility of teenagers about their lack of respect, about their morals and promiscuity, yet it is difficult to ask teenagers to develop responsibility when adults seen to be rejecting it and when society seems to be fragmenting it is particularly difficult to ask young people to maintain sexual responsibility. He needs to be alert to talk to someone close to him and not have to talk to her parents as strangers. It parents are unable to answer her questions regarding social, moral and sexual attitudes, then they have failed as parents and should not blame their children for failing. As children grow older, their interest in sex increases.


The purpose of the study is therefore to sample the effects of sex education with a focus on selected secondary schools in Obio/Akpor LGA. This study is also programmed to find out how sexual problem deeply influence students in order to portray the need for schools. It would also educate the students to know what sexual relationship is and the implication of sex promiscuity.

And to make a case for the need to teach sex education in secondary schools beginning from junior secondary III. It also seeks to find out the various ways in which sex education can be taught, who to teach it and the goals to be achieved from teaching sex education.


The outcome of this research programme will enable the readers not only to identity the need for introducing the course sex education into secondary school curriculum, but will also assist in the enumeration of the issues and challenges occurring due to the non-introduction of sex education into secondary schools and possible solution to the elimination of such associated issues. It will also help the readers to understand that the babies got from unwanted pregnancy by school girls may be fatherless, thus they will always create problems to their parents and also the society in general.

It is hoped that through the findings, the various misconceptions on the issue of sex education will be corrected. There can be nothing more damaging to effective sex reduction than shame, embarrassment and untruthfulness on timidity about sex. It is also hoped that a solution to the problems affecting sex education will be achieved so that meaningful sex education will be taught to our youths.

Solving the issue of sex education will go far in improving on the health of every individual, school performance, population growth and therefore lighten the standard of living.

With the knowledge and not ignorance of sex education, youth will be in a better position to understand the challenges of growing up and the values of sex as well as its pit falls.


1.     The teaching of sex education should be limited to female teachers.

2.     The teaching of sex education in secondary schools will reduce the rate of dropout that is caused by indiscriminate sexual activities.

3.     The knowledge of sex education can reduce the rate of deaths that occur during the procurement of abortion of unwanted pregnancies.


i.                   Do parents feel that sex education will save them from certain embarrassing situations?

ii.                 Do parents feel that sex education should be taught at home?

iii.              Do parents want sex education introduced into the secondary school curriculum?

iv.              Can the problems of infertility among women in the society be reduced with the knowledge of sex education


Sex education is a very broad topic, it is necessary for everybody not just students or adolescent, but this study is limited to the effects of sex education and the need for sex education to be taught not only in schools, but also at home.


Sex: A fundamental driving force in relationship between the biological need to produce, culture influence love and affection of human life.

Sexual relationship: Sexual intercourse by both sexes. It also has something to do with having canal knowledge of each other.

Promiscuity: Indiscriminate sexual relationship that occurs outside marriage life.

Education: This is the act of acquiring knowledge that intend to produce a positive result. It is also a process of changing the behaviour of a person.

 Sex education: Composes of the knowledge of the male and the female anatomy on parts of the body, the basic process of human reproduction and developments, sexual intercourse, consequences and responsibilities, contraception or pregnancy prevention and where or how to get counselling

Curriculum: This can be descried as the list of projects to be studied in any course of study. It can also be defined as a planned course of instruction.


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How To Write Chapter Three Of Your Research Project (Research Methodology)

  • Methodology In Research Paper

    Chapter three of the research project or the research methodology is another significant part of the research project writing. In developing the chapter three of the research project, you state the purpose of research, research method you wish to adopt, the instruments to be used, where you will collect your data, types of data collection, and how you collected it.

    This chapter explains the different methods to be used in the research project. Here you mention the procedures and strategies you will employ in the study such as research design, study design in research, research area (area of the study), the population of the study, etc. You also tell the reader your research design methods, why you chose a particular method, method of analysis, how you planned to analyze your data.

    Your methodology should be written in a simple language such that other researchers can follow the method and arrive at the same conclusion or findings.

    You can choose a survey design when you want to survey a particular location or behavior by administering instruments such as structured questionnaires, interviews, or experimental; if you intend manipulating some variables.

    The purpose of chapter three (research methodology) is to give an experienced investigator enough information to replicate the study. Some supervisors do not understand this and require students to write what is in effect, a textbook.

    A research design is used to structure the research and to show how all of the major parts of the research project, including the sample, measures, and methods of assignment, work together to address the central research questions in the study. The chapter three should begin with a paragraph reiterating the purpose of research. It is very important that before choosing design methods try and ask yourself the following questions: Will I generate enough information that will help me to solve the research problem by adopting this method?

    Method vs Methodology

    I think the most appropriate in methods versus methodology is to think in terms of their inter-connectedness and relationship between both. You should not beging thinking so much about research methods without thinking of developing a research methodology.

    Metodologia or methodology is the consideration of your research objectives and the most effective method and approach to meet those objectives. That is to say that methodology in research paper is the first step in planning a research project work.

    Design Methodology: Methodological Approach

    Example of methodology in research paper, you are attempting to identify the influence of personality on a road accident, you may wish to look at different personality types, you may also look at accident records from the FRSC, you may also wish to look at the personality of drivers that are accident victims, once you adopt this method, you are already doing a survey, and that becomes your metodologia or methodology.

    Your methodology should aim to provide you with the information to allow you to come to some conclusions about the personalities that are susceptible to a road accident or those personality types that are likely to have a road accident.

    The following subjects may or may not be in the order required by a particular institution of higher education, but all of the subjects constitute a defensible in metodologia or methodology chapter.

    Click here to complete this article - How To Write Chapter Three Of Your Research Project (Research Methodology)


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