ASSESSMENT OF KNOWLEDGE AND ATTITUDE OF SEXUAL RISK BEHAVIOUR AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA

ASSESSMENT OF KNOWLEDGE AND ATTITUDE OF SEXUAL RISK BEHAVIOUR AMONG SENIOR SECONDARY SCHOOL STUDENTS IN NIGERIA

Chapter One

Introduction

1.1 Background of the study

Sexual risk behaviour is commonly defined as behaviour that increase one‟s risk of contracting sexually transmitted infections and experiencing un-planned pregnancies (Caldwell and Orabuloye, 2009; Diala, Oluyimi, Harris and Feyisetin, 2011). This behaviour includes having sex at an early age, having multiple sexual partners, having sex under the influence of alcohol or drugs and having unprotected sexual (Centres for Disease Control and Prevention, 2010). According to Ladebo and Tanimowo (2012), sexual behavioural change is the most effective means of preventing sexual risk behaviour. In addition, Ladebo and Tanimowo (2012) further stated that the only way to prevent sexual risk behaviour is to avoid behaviour that can put an individual at the risk of contracting STIs/HIV/AIDS. Many people infected with STIs/HIV/AIDS have no sign and symptoms, as such there is no way of knowing with certainty whether a sexual partner is infected or not infected unless he/she has repeatedly tested negative and has not engaged in any sexual risk behaviour between the tests (Weiner, 2013; Adekeye, 2009). According to Caldwell and Orabuloye (2009); Diala, Oluyimi, Harris and Feyisetin (2011), the health of secondary school students is of paramount importance, therefore, it is imperative to assess how knowledgeable they are with respect to sexual risk behaviour. Secondary School Students at senior school level are confronted with developmental and adjustment challenges, whereby sexual issues are the most prominent challenges (Omoegun, 2008). Furthermore, majority of secondary school students overexpress their sexual desire; engage in a spectrum of sexual behaviour ranging from fantasy and self-stimulation to various forms of intercourse. Odunsaya and Bankole (2009) stated that secondary school students are often known to be adventurous and sometimes engage in lesbianism, homosexuality and sexual orgies because they want to experiment. The students who engage in sexual experimentation are at increased risk of contracting STIs/HIV/AIDS and unwanted pregnancies (Odunsaya and Bankole, 2009). There are so many factors which contribute to students engagement in sexual risk behaviour which among others are the negative media images, the internet which promote lustful and irresponsible sexual behaviour, parental abuse, battering, social stigmatization, child abandonment and child abuse, sexual abuse, early sexual experimentation, drug and alcohol use and peer pressure to engage in adult-like activities (Peltzer and Promtussananon, 2011). However, these students may not be aware of the social and emotional implications of their sexual activities, since majority of them do not use safe sexual practices. According to Carey and Schroder (2009), sexual behaviour such as delaying initiation to sexual intercourse, choosing and respectful partners, increased use of condoms, and using effective contraception among others are important public health issues which should be disseminated to secondary school students. Secondary school students might be knowledgeable about ways to prevent sexual risk behaviour, however, this knowledge does not reflect in their attitude towards reducing these sexual risks (Odunsaya and Bankole, 2009). To reduce sexual risk behaviour and related health problems among students, the school can help students adopt life-long knowledge and attitude that support their health and wellbeing including behaviour that reduce their risk for HIV/AIDS, other STIs and unplanned pregnancies (CDC, 2010). Abstaining entirely from sexual activity will completely eliminate these risks. Assessing the knowledge and attitude of secondary school students in respect to sexual risk behaviour will contribute to sound policy making and decision am king appropriate for the needs of the students.

Format: MS Word

Chapters: 1 - 5, Preliminary Pages, Abstract, References
Delivery: Email

No. of Pages: 120

NB: The Complete Thesis is well written and ready to use. 

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Masters Project Topics in Education

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