ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720,
WHATSAPP/TELEGRAM US ON: 08137701720
PARENTAL ATTITUDES TOWARDS THE STUDY OF SEX EDUCATION IN SECONDARY SCHOOLS
Abstract:
This study investigates parental attitudes towards the study of sex education in secondary schools, with a focus on understanding the factors influencing these attitudes and their impact on curriculum development and implementation. Sex education plays a critical role in shaping adolescents’ understanding of sexual health, reproductive rights, and personal responsibility. However, it often faces resistance from parents due to cultural, religious, or personal beliefs. This research explores the perspectives of parents, examining the extent to which they support or oppose the inclusion of sex education in secondary school curricula. Through surveys and in-depth interviews with parents from diverse socioeconomic backgrounds, the study identifies key concerns, including fears of early sexualization, perceived conflict with traditional values, and the adequacy of teaching materials. The findings reveal a complex mix of support and opposition, with some parents advocating for comprehensive sex education while others prefer abstinence-only approaches or complete exclusion of the topic. The study concludes that parental attitudes significantly influence the success of sex education programs and calls for enhanced communication between educators, parents, and policymakers. It recommends strategies to foster parental involvement in curriculum design, ensuring that sex education is delivered in a manner that respects cultural sensitivities while promoting adolescent health and well-being.
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
Sex education is an essential component of the educational curriculum that provides students with vital information about human sexuality, reproductive health, and relationships. It encompasses a broad range of topics, including physical anatomy, emotional maturity, consent, contraception, sexually transmitted infections (STIs), and the importance of healthy relationships. In recent years, the significance of sex education has gained prominence due to increasing concerns about teenage pregnancies, sexually transmitted infections, and the prevalence of risky sexual behaviors among adolescents.
In many countries, including Nigeria, the role of parents in shaping their children’s attitudes toward sex education cannot be overstated. Parents are typically the first educators in their children’s lives, influencing their values, beliefs, and understanding of sexuality. However, parental attitudes towards sex education vary widely based on cultural, religious, and individual beliefs. Some parents support comprehensive sex education as a means to equip their children with the knowledge and skills needed to navigate their sexual health and relationships responsibly. In contrast, others may hold conservative views, believing that discussing sexual topics is inappropriate or should be limited to moral or religious instruction.
Given the crucial role of parents in determining the extent and effectiveness of sex education in schools, understanding their attitudes towards the subject is essential. This study seeks to explore parental attitudes toward sex education in secondary schools, examining how these attitudes influence the delivery and reception of sex education among students.
Sex education plays a significant role in the development of adolescents’ attitude towards healthy sexual relationship and avoidance of negative sexual consequences. Despite this, the role of parent as an agent to promote child’s development cannot be underrated in the society. This assertion agrees with the claim of Haffner (2001) that for sexuality education to be effectively taught in schools, parents support must be sought as the education of the child includes cooperation of parents. However, sexuality education involves more than sexual development and reproductive health, it includes interpersonal relationships, intimacy, body languages, values and gender influence (Sieswerda & Blekken, 2003). Moreover, home is the first contact a child has which provides opportunities for discussions on sexuality, making parents the primary sex educators of their children (SIECUS, 2001).
Adolescents are known for their pronounced sexual zeal and they need accurate information about healthy sexual activities (Olubayo, 2012). More importantly, adolescence stage is a wonderful period in one’s life and time filled with new and exciting things and inventions. Mensch, Bruce and Green (2008) stated that what happens between ages 10-19, whether good or bad shapes how girls and boys live out their lives as women and men. Mensch et al believed that it is the task of all responsible
Citation: Odebode, A. A. (2019). Parental Attitude towards Sexuality Education for Secondary School Students in Abia State, Nigeria. Anatolian Journal of Education, 4(1), 77-84.
parents to make sure that the transition from childhood to adulthood happens under favorable conditions and environments. Similarly, according to Lloyd (2005) in a study titled ‘growing up global the changing transitions to adulthood in developing Countries’ found that an estimated 4.3% of young women and 1.5% of young men 15-24 in sub-Saharan, were living with HIV while 9-13% young women had given birth by age 16. This implies that young people need access to productive information and skills before they become sexually active to reduce their risk of contracting HIV and other sexually transmitted infection (STIs) and having unwanted pregnancies at early age.
In Nigeria and other African countries alike, a confluence of cultural, religious and geographical factors creates a sensitive environment where issues of sexual and reproductive health have remained highly a taboo for decades (Mack, 2011). When the word “Sex” is mentioned, it seems to evoke itchy feelings among both the young and old. Adults in the Nigerian society especially parents have occasionally refrained from discussing sexually related information with their children and young ones. Traditionally, children are brought up under strict discipline as well as fear and are punished for questioning their parents, especially the girls when sexually related questions are asked (Brocato & Dwamena-Aboagye, 2007). Consequently, young people are afraid to ask questions relating to sexual issues as they would be “disrespectful” and “disobedient” hence, sexual issues are topics for adult discussion only.
Sexuality, rather than morality has become the custom and young people are not excluded from this exposure (Klemp, Moore & Moore, 2003). Adults today may rightfully describe the youth as morally wayward. The truth of the matter, however is that, this is due to the emergence of globalization and torrent of sex-related information available to children via media, foreign influence and technology (Lim & Kui, 2006). However, in the face of risky sexual behaviours of adolescents, culture of silence is impossible to sustain even though parents and teachers involved in sex education have divergent views and this poses a lot of problems. To some parents, sex education is a strong incest taboo (Macleod, 2008; Kunene, 2009) and should be discouraged. It is perceived by some other parents as one of those social forces that came with modernization to break down the moral fabric of the entire society (Marion & McCabe, 2009). Some also strongly believe that children are too young and not sexually active therefore, they do not need sexuality education (O’Regan, 2001).
These days, children constantly surprise their parents with their questions (Hyder & Delamater, 2002) and gestures. This should not be strange as sexual images can be found on internet, billboards, newspapers, and television. In addition, music videos are so sexually explicit with female dancers almost naked and with mobile phones pornography can be accessed with just a click. Sadly, day-in day-out, young people are having sexual intercourse at much younger ages i.e. between 8 and 17 years (Ansha-Addo, 2005); sometimes even younger (Naidoo, 2001). In a recent survey carried out by Lim and Kui (2006), boys as young as nine years stated that they have had sexual experiences.
Historically, the task of instructing about sex has been the responsibility of parents but recently, the term usually refers to classroom lessons about sex taught in schools. Unknown to some parents, sex education aims to reduce risks of potentially negative outcomes from sexual behaviour, equips learners with life skills, and reduces the high level of drop out and unwanted pregnancies. It provides knowledge on how to prevent transmission of diseases such as HIV/AIDS and other health problems (Steinberg, 2006). The primary goal of sex education is promotion of sexual and reproductive health.
It can help to prevent physical, psychological, marital and social problems related to sexuality
(Kamalpreet, 2012). Sex education is targeted at contributing to young people’s positive experience of their sexuality by enhancing the quality of their relationships. It offers sexuality programmes aimed at providing accurate information about human sexuality for young people to develop and understand their values, attitudes and beliefs about sexuality. This according to Forrester (2009), is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies and sexually transmitted diseases. Undeniably, the issues of sex education to schools have been very controversial with respect to the stage at which it should begin.
Attitude towards sex education differs from one group to another depending on many factors like dominant perceptions, social belief systems, religious factors, family socialization and cultural setup within which learners grow up (Gallagher & Gallagher, 2000). It also depends on the attitude of teachers who will be responsible for the formal aspects (Nokwe, 2001) and parents who are the child’s first point of contact and play a vital part in the informal education of the learner. Therefore, parental attitude on the topic of sex education is very important. Culture hesitant attitude about sexuality is evident in the limitations placed on sex education in primary and secondary schools and often in its total absence from the curriculum (Baron & Biome, 2004).
Ersheng (2001) have stated that parents who ought to be the primary educators of their children and communicate to them specific values about sexuality play the least role in this area. Parents considered sexuality education as being immoral, contrary to religion and traditional values and likely to encourage premarital sexual activity (Richard, 2001). There is a wide spread fear even among the educated parents that discussing sexual issues might stimulate children’s sexual interest. Moronkola and Indris (2000) believed parents are not forthcoming as expected to act as primary sexuality educators for their children. Educational institutions also provide little or no sexuality education for young people and as such young children are left to the equally uninformed peers as the primary source of information on the issues.
Sex education would help students to develop positive attitude towards sex when their queries are satisfied honestly and scientifically. Adolescents have so many myths about their organic development systems, bodily changes, hormonal effects on reproductive system, chronological maturity and its physiological impacts, when they become anxious, stressful and over-pressurized, nobody is there to help, guide and to explain different facts of boy-girl relationship and how to cope with their felt sexual urges. It is against this background that the researcher investigated parental attitude towards sexuality education for secondary school students in Abia State, Nigeria.
1.2 Statement of the Problem
Despite the recognized importance of sex education, many secondary schools in Nigeria face challenges in implementing effective sex education programs. A significant factor contributing to this challenge is parental attitudes towards the study of sex education. Some parents may resist or oppose the inclusion of comprehensive sex education in school curricula, fearing that it may encourage promiscuity or conflict with their cultural or religious values. Others may feel inadequately prepared to discuss sexual topics with their children and may prefer that schools avoid addressing these subjects altogether.
This resistance can lead to a lack of adequate sex education for students, leaving them ill-equipped to make informed decisions regarding their sexual health. Additionally, the absence of effective sex education can contribute to rising rates of teenage pregnancies and sexually transmitted infections, ultimately impacting adolescents’ health and well-being. Therefore, it is essential to investigate parental attitudes toward sex education in secondary schools to understand the barriers to effective implementation and identify potential strategies for enhancing parental engagement and support.
1.3 Objectives of the Study
The primary objective of this study is to explore parental attitudes towards the study of sex education in secondary schools and their implications for students’ understanding of sexuality. The specific objectives are to:
Examine the level of awareness among parents regarding the importance of sex education for adolescents.
Investigate the attitudes of parents towards the inclusion of comprehensive sex education in secondary school curricula.
Identify the factors influencing parental attitudes towards sex education.
Assess the impact of parental attitudes on students’ engagement with sex education programs.
Propose recommendations for improving parental involvement in sex education initiatives.
1.4 Research Questions
To guide the study, the following research questions will be addressed:
What is the level of awareness among parents regarding the importance of sex education for adolescents?
How do parents perceive the inclusion of sex education in secondary school curricula?
What factors influence parental attitudes towards sex education?
How do parental attitudes affect students’ engagement with sex education programs?
What strategies can be implemented to enhance parental involvement in sex education initiatives?
1.5 Research Hypotheses
The study will test the following hypotheses:
H1: There is a significant relationship between parental awareness of the importance of sex education and their attitudes towards its inclusion in secondary schools.
H2: Parents’ cultural and religious beliefs significantly influence their attitudes toward sex education.
H3: Positive parental attitudes towards sex education correlate with higher levels of student engagement in sex education programs.
1.6 Significance of the Study
This study is significant for several reasons. First, it will contribute to the understanding of parental attitudes towards sex education in Nigeria, highlighting the factors that shape these attitudes and their implications for students’ sexual health. Second, the findings will inform policymakers and educators about the importance of engaging parents in the development and implementation of sex education programs, ensuring that they are culturally sensitive and align with community values.
Additionally, the study will provide insights for parents regarding the importance of open communication about sexual health with their children, fostering a supportive environment for adolescents to seek information and make informed decisions. Finally, this research will serve as a basis for further studies on sex education and parental involvement in various contexts.
1.7 Scope of the Study
This study focuses on parental attitudes towards sex education in secondary schools within a specific region of Nigeria. It will involve a sample of parents from various backgrounds, including different cultural, religious, and socioeconomic contexts. The scope covers awareness levels, perceptions of sex education, influencing factors, and the impact of parental attitudes on students’ engagement with sex education programs.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
http://graduateprojects.com.ng
PARENTAL ATTITUDES TOWARDS THE STUDY OF SEX EDUCATION IN SECONDARY SCHOOLS
ATTENTION:
BEFORE YOU READ THE ABSTRACT OR CHAPTER ONE OF THE PROJECT TOPICS BELOW, PLEASE READ THE INFORMATION BELOW.THANK YOU!
INFORMATION:
YOU CAN GET THE COMPLETE PROJECT OF THE TOPIC BELOW. THE FULL PROJECT COST N5,000 ONLY. THE FULL INFORMATION ON HOW TO PAY AND GET THE COMPLETE PROJECT IS AT THE BOTTOM OF THIS PAGE. OR
YOU CAN CALL: 08068231953, 08137701720,
WHATSAPP/TELEGRAM US ON: 08137701720
PARENTAL ATTITUDES TOWARDS THE STUDY OF SEX EDUCATION IN SECONDARY SCHOOLS
Abstract:
This study investigates parental attitudes towards the study of sex education in secondary schools, with a focus on understanding the factors influencing these attitudes and their impact on curriculum development and implementation. Sex education plays a critical role in shaping adolescents’ understanding of sexual health, reproductive rights, and personal responsibility. However, it often faces resistance from parents due to cultural, religious, or personal beliefs. This research explores the perspectives of parents, examining the extent to which they support or oppose the inclusion of sex education in secondary school curricula. Through surveys and in-depth interviews with parents from diverse socioeconomic backgrounds, the study identifies key concerns, including fears of early sexualization, perceived conflict with traditional values, and the adequacy of teaching materials. The findings reveal a complex mix of support and opposition, with some parents advocating for comprehensive sex education while others prefer abstinence-only approaches or complete exclusion of the topic. The study concludes that parental attitudes significantly influence the success of sex education programs and calls for enhanced communication between educators, parents, and policymakers. It recommends strategies to foster parental involvement in curriculum design, ensuring that sex education is delivered in a manner that respects cultural sensitivities while promoting adolescent health and well-being.
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
Sex education is an essential component of the educational curriculum that provides students with vital information about human sexuality, reproductive health, and relationships. It encompasses a broad range of topics, including physical anatomy, emotional maturity, consent, contraception, sexually transmitted infections (STIs), and the importance of healthy relationships. In recent years, the significance of sex education has gained prominence due to increasing concerns about teenage pregnancies, sexually transmitted infections, and the prevalence of risky sexual behaviors among adolescents.
In many countries, including Nigeria, the role of parents in shaping their children’s attitudes toward sex education cannot be overstated. Parents are typically the first educators in their children’s lives, influencing their values, beliefs, and understanding of sexuality. However, parental attitudes towards sex education vary widely based on cultural, religious, and individual beliefs. Some parents support comprehensive sex education as a means to equip their children with the knowledge and skills needed to navigate their sexual health and relationships responsibly. In contrast, others may hold conservative views, believing that discussing sexual topics is inappropriate or should be limited to moral or religious instruction.
Given the crucial role of parents in determining the extent and effectiveness of sex education in schools, understanding their attitudes towards the subject is essential. This study seeks to explore parental attitudes toward sex education in secondary schools, examining how these attitudes influence the delivery and reception of sex education among students.
Sex education plays a significant role in the development of adolescents’ attitude towards healthy sexual relationship and avoidance of negative sexual consequences. Despite this, the role of parent as an agent to promote child’s development cannot be underrated in the society. This assertion agrees with the claim of Haffner (2001) that for sexuality education to be effectively taught in schools, parents support must be sought as the education of the child includes cooperation of parents. However, sexuality education involves more than sexual development and reproductive health, it includes interpersonal relationships, intimacy, body languages, values and gender influence (Sieswerda & Blekken, 2003). Moreover, home is the first contact a child has which provides opportunities for discussions on sexuality, making parents the primary sex educators of their children (SIECUS, 2001).
Adolescents are known for their pronounced sexual zeal and they need accurate information about healthy sexual activities (Olubayo, 2012). More importantly, adolescence stage is a wonderful period in one’s life and time filled with new and exciting things and inventions. Mensch, Bruce and Green (2008) stated that what happens between ages 10-19, whether good or bad shapes how girls and boys live out their lives as women and men. Mensch et al believed that it is the task of all responsible
Citation: Odebode, A. A. (2019). Parental Attitude towards Sexuality Education for Secondary School Students in Abia State, Nigeria. Anatolian Journal of Education, 4(1), 77-84.
parents to make sure that the transition from childhood to adulthood happens under favorable conditions and environments. Similarly, according to Lloyd (2005) in a study titled ‘growing up global the changing transitions to adulthood in developing Countries’ found that an estimated 4.3% of young women and 1.5% of young men 15-24 in sub-Saharan, were living with HIV while 9-13% young women had given birth by age 16. This implies that young people need access to productive information and skills before they become sexually active to reduce their risk of contracting HIV and other sexually transmitted infection (STIs) and having unwanted pregnancies at early age.
In Nigeria and other African countries alike, a confluence of cultural, religious and geographical factors creates a sensitive environment where issues of sexual and reproductive health have remained highly a taboo for decades (Mack, 2011). When the word “Sex” is mentioned, it seems to evoke itchy feelings among both the young and old. Adults in the Nigerian society especially parents have occasionally refrained from discussing sexually related information with their children and young ones. Traditionally, children are brought up under strict discipline as well as fear and are punished for questioning their parents, especially the girls when sexually related questions are asked (Brocato & Dwamena-Aboagye, 2007). Consequently, young people are afraid to ask questions relating to sexual issues as they would be “disrespectful” and “disobedient” hence, sexual issues are topics for adult discussion only.
Sexuality, rather than morality has become the custom and young people are not excluded from this exposure (Klemp, Moore & Moore, 2003). Adults today may rightfully describe the youth as morally wayward. The truth of the matter, however is that, this is due to the emergence of globalization and torrent of sex-related information available to children via media, foreign influence and technology (Lim & Kui, 2006). However, in the face of risky sexual behaviours of adolescents, culture of silence is impossible to sustain even though parents and teachers involved in sex education have divergent views and this poses a lot of problems. To some parents, sex education is a strong incest taboo (Macleod, 2008; Kunene, 2009) and should be discouraged. It is perceived by some other parents as one of those social forces that came with modernization to break down the moral fabric of the entire society (Marion & McCabe, 2009). Some also strongly believe that children are too young and not sexually active therefore, they do not need sexuality education (O’Regan, 2001).
These days, children constantly surprise their parents with their questions (Hyder & Delamater, 2002) and gestures. This should not be strange as sexual images can be found on internet, billboards, newspapers, and television. In addition, music videos are so sexually explicit with female dancers almost naked and with mobile phones pornography can be accessed with just a click. Sadly, day-in day-out, young people are having sexual intercourse at much younger ages i.e. between 8 and 17 years (Ansha-Addo, 2005); sometimes even younger (Naidoo, 2001). In a recent survey carried out by Lim and Kui (2006), boys as young as nine years stated that they have had sexual experiences.
Historically, the task of instructing about sex has been the responsibility of parents but recently, the term usually refers to classroom lessons about sex taught in schools. Unknown to some parents, sex education aims to reduce risks of potentially negative outcomes from sexual behaviour, equips learners with life skills, and reduces the high level of drop out and unwanted pregnancies. It provides knowledge on how to prevent transmission of diseases such as HIV/AIDS and other health problems (Steinberg, 2006). The primary goal of sex education is promotion of sexual and reproductive health.
It can help to prevent physical, psychological, marital and social problems related to sexuality
(Kamalpreet, 2012). Sex education is targeted at contributing to young people’s positive experience of their sexuality by enhancing the quality of their relationships. It offers sexuality programmes aimed at providing accurate information about human sexuality for young people to develop and understand their values, attitudes and beliefs about sexuality. This according to Forrester (2009), is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies and sexually transmitted diseases. Undeniably, the issues of sex education to schools have been very controversial with respect to the stage at which it should begin.
Attitude towards sex education differs from one group to another depending on many factors like dominant perceptions, social belief systems, religious factors, family socialization and cultural setup within which learners grow up (Gallagher & Gallagher, 2000). It also depends on the attitude of teachers who will be responsible for the formal aspects (Nokwe, 2001) and parents who are the child’s first point of contact and play a vital part in the informal education of the learner. Therefore, parental attitude on the topic of sex education is very important. Culture hesitant attitude about sexuality is evident in the limitations placed on sex education in primary and secondary schools and often in its total absence from the curriculum (Baron & Biome, 2004).
Ersheng (2001) have stated that parents who ought to be the primary educators of their children and communicate to them specific values about sexuality play the least role in this area. Parents considered sexuality education as being immoral, contrary to religion and traditional values and likely to encourage premarital sexual activity (Richard, 2001). There is a wide spread fear even among the educated parents that discussing sexual issues might stimulate children’s sexual interest. Moronkola and Indris (2000) believed parents are not forthcoming as expected to act as primary sexuality educators for their children. Educational institutions also provide little or no sexuality education for young people and as such young children are left to the equally uninformed peers as the primary source of information on the issues.
Sex education would help students to develop positive attitude towards sex when their queries are satisfied honestly and scientifically. Adolescents have so many myths about their organic development systems, bodily changes, hormonal effects on reproductive system, chronological maturity and its physiological impacts, when they become anxious, stressful and over-pressurized, nobody is there to help, guide and to explain different facts of boy-girl relationship and how to cope with their felt sexual urges. It is against this background that the researcher investigated parental attitude towards sexuality education for secondary school students in Abia State, Nigeria.
1.2 Statement of the Problem
Despite the recognized importance of sex education, many secondary schools in Nigeria face challenges in implementing effective sex education programs. A significant factor contributing to this challenge is parental attitudes towards the study of sex education. Some parents may resist or oppose the inclusion of comprehensive sex education in school curricula, fearing that it may encourage promiscuity or conflict with their cultural or religious values. Others may feel inadequately prepared to discuss sexual topics with their children and may prefer that schools avoid addressing these subjects altogether.
This resistance can lead to a lack of adequate sex education for students, leaving them ill-equipped to make informed decisions regarding their sexual health. Additionally, the absence of effective sex education can contribute to rising rates of teenage pregnancies and sexually transmitted infections, ultimately impacting adolescents’ health and well-being. Therefore, it is essential to investigate parental attitudes toward sex education in secondary schools to understand the barriers to effective implementation and identify potential strategies for enhancing parental engagement and support.
1.3 Objectives of the Study
The primary objective of this study is to explore parental attitudes towards the study of sex education in secondary schools and their implications for students’ understanding of sexuality. The specific objectives are to:
Examine the level of awareness among parents regarding the importance of sex education for adolescents.
Investigate the attitudes of parents towards the inclusion of comprehensive sex education in secondary school curricula.
Identify the factors influencing parental attitudes towards sex education.
Assess the impact of parental attitudes on students’ engagement with sex education programs.
Propose recommendations for improving parental involvement in sex education initiatives.
1.4 Research Questions
To guide the study, the following research questions will be addressed:
What is the level of awareness among parents regarding the importance of sex education for adolescents?
How do parents perceive the inclusion of sex education in secondary school curricula?
What factors influence parental attitudes towards sex education?
How do parental attitudes affect students’ engagement with sex education programs?
What strategies can be implemented to enhance parental involvement in sex education initiatives?
1.5 Research Hypotheses
The study will test the following hypotheses:
H1: There is a significant relationship between parental awareness of the importance of sex education and their attitudes towards its inclusion in secondary schools.
H2: Parents’ cultural and religious beliefs significantly influence their attitudes toward sex education.
H3: Positive parental attitudes towards sex education correlate with higher levels of student engagement in sex education programs.
1.6 Significance of the Study
This study is significant for several reasons. First, it will contribute to the understanding of parental attitudes towards sex education in Nigeria, highlighting the factors that shape these attitudes and their implications for students’ sexual health. Second, the findings will inform policymakers and educators about the importance of engaging parents in the development and implementation of sex education programs, ensuring that they are culturally sensitive and align with community values.
Additionally, the study will provide insights for parents regarding the importance of open communication about sexual health with their children, fostering a supportive environment for adolescents to seek information and make informed decisions. Finally, this research will serve as a basis for further studies on sex education and parental involvement in various contexts.
1.7 Scope of the Study
This study focuses on parental attitudes towards sex education in secondary schools within a specific region of Nigeria. It will involve a sample of parents from various backgrounds, including different cultural, religious, and socioeconomic contexts. The scope covers awareness levels, perceptions of sex education, influencing factors, and the impact of parental attitudes on students’ engagement with sex education programs.
HOW TO RECEIVE PROJECT MATERIAL (S)
After paying the appropriate amount (#5,000) into our bank Account below, send the following information to any of the numbers below
08068231953, 08137701720,
(1) Your project topics
(2) Email Address
(3) Payment Name
OR you drop them on our WhatsApp/Telegram, 08137701720
We will send your material(s) after we receive bank alert
BANK ACCOUNTS
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 0046579864
Bank: GTBank.
OR
Account Name: AMUTAH DANIEL CHUKWUDI
Account Number: 3139283609
Bank: FIRST BANK
FOR MORE INFORMATION, CALL:
08068231953, 08137701720, 08154275408
http://graduateprojects.com.ng