CHAPTER TWO
2.0 REVIEW
OF RELATED LITERATURE
This chapter is reviewed under the
following sub-heading.
* Theoretical frame work of sex
education.
* Conceptual framework of sex education.
* Sex
education a tool for reducing HIV/AIDS among secondary school students.
* Review of Empirical Studies
* Summary of Literature Reviewed
2.1 Theoretical
framework of Sex-education
The following theories are applicable
to sex education as a tool for reducing HIV/AIDs among secondary school
students.
- Evolutionary theory (social Darinism)
- Structural function theory
(functionalism
- Conflict theory (Marxism)
- Symbolic
interaction theory (Interactionalism)
Evolutionary theory (Social Darinism)
Evolutionary theory or social Darinism
is associated with the biological conceptions with long term change (Eshleman
and Cashion 1993); social Darinism is biological theory transformed from
Charles Darwin’s biological idea that all living things tend to improve and
become complex more and more as they develop and transformation was done by
Auguste Comte Herbert Spencer, etc.
Therefore in this researcher work
sex education and the practice has become a problem as man has just discovered
hence a long term evolution in man has made. Some people who ordinarily would
face with the problem of Sex education in their society or environment.
The assumption of evolutionary
theory is that evolution bring about change and not just mankind, hence this
change embodies in itself both good thing and bad one respectively.
This is why, this phenomenon of Sex
education as a tool to reduce HIV/AID scourge in society has to be looked as
monster as it continues to breed in human being day after day.
2.2 Structural
functional theory (functionalism)
Situational functionalism is
sometime referred to as functionalism, equilibrium theory or social system
which simple means the contribution that each part of the family community
makes to the whole.
Thus functionalist theory is a very
popular one in sociology and anthropology found useful in explaining issues.
Obidike (1998) cited by James (2005)
explains that the function of a particular social life as the functioning of
the total social system. An example is given by Nwankwo of religion, who sees
it as promoting social solidity. In the same vain people consider sex education
as an institution that performs a useful role or function in society. On that
note, according to Gladdys B and Stephanson N.I. (1990) are of the view that
sex education is prone to misrepresentation or misinterpretation probably
because some writes have used it interchangeably for venereal disease,
education; family life education and even population education.
Sex
education, according to MCNab (1981. p 22) is the teaching and learning to
recognize and others, in hope of using the knowledge towards the greatest
creativity and fulfillment in our live. This implies that there is conscious
effort to teach and learn Sex-related issues. The definition further holds that
sex education aims at helping people first to recognize and than to accept the
reality of their sexuality.
The definition is however vague on
what the knowledge is however vague on what the knowledge gained will be used
for. In what seems as a correction of the defect of above definition, Illinois
sex Education advisory Board (1971) maintains that sex education is a
cooperative efforts by home, school, church and community to provide selective
learning experience and guidance for young people in and outside schools.
Concerning the need, interest problems and goals that arises out of human
psycho-sexual development, primary as related to love marriage, parenthood and
family life.
It is important to note here that
sex education is not restricted to schools only rather it is extended to the
home, church, Community etc. It is note worthy that this kind of education must
be selected. Selectivity here is in re-cognition of the age culture and
interest of the educated (or the recipient) looking at the functionality of sex
education at personal and interpersonal levels Okafor (1983 P. 50) says that
sex education aimed at helping young people to develop attitudes, values, goals
and practices that are based on sound knowledge and which will enable them
express sexual and matting impulses as a constructive force in modern
democratic living that is sexually and ethically acceptable as well as
personally satisfying.
Sex education is not therefore a
concealed route to inducting teenagers into sexual activities, it is not a
means of encouraging unbridled sexual intercourse; it is not an indirect way of
recognizing illegal sexual acts as the opponents and antagonists of sex
education propound.
Sex education recognizes the child
as a special being who must be prepared psychologically and physically to face
the challenges of the society realistically and successful. Watson in win and
Jacks (1967 P. 71) advises that the young should be educated not only as
individual but also as cooperative members of a society. According to him
“among the broadening conceptions dominating modern education, none is more
significant than that which recognizes the child as a social being with claims
beyond those met by a curriculum in ordinary academic studies. Sex education
accords this recognition not only to the children but also to the adults.
2.3 Conflict
Theory (Marxism)
The conflict theory can be called or
be reformed as the radical theory or the Martist theory because it sees society
as being always in conflict and change. In the communist manifesto (1845)
referred to earlier, a document by Marx and Engels, they asserted that the
theory or history of all hitherto existing society. Sex education is
institution about sex and related issues in our society cultural prices often
prevent parents form introducing their children to sex education.
Children are thus left to obtain
incorrect information about sexuality from their friends, magazines, novels
etc. if adolescents are to develop health attitude towards sex and sex
differences, they most be given accurate information about sex.
2.4 Symbolic
Interaction theory (Interactions)
Contrary to radical theory (Maxism)
and functionalism which deals on macrosocilogical, human orientations, symbolic
internactonism is the most influential approach to interactionism which is
based on mutually understanding objects, concept, and ideas about sexuality
education.
According to Denga (1988) has the
view that “the period of adolescence is thus prone to sexuality. It is trying
period for both girls and boys in matters concerning male-female interaction
ship”. Therefore sex education is desperately and indispensably need at this
period to enhance the adolescents self-control, increase their awareness of the
dangers of reckless sexual relationship (HIV/AIDS) and instill values and norms
especially in relation to sex-related issues.
2.5 Conceptual
Framework of sex Education
A lot more orientation on the term
sex education has been postulated. This helps to explain the great need for
adolescents to be assisted with a well-planned sex education programme and the
issues relating marriage.
In the past, it was normal to
protect adolescents from receiving education on sexual matters as it was falsely
believed that ignorance would encourage chastity; yet, the rampant unprotected
sexual activities among adolescents are the divesting consequence is evidence
of the failure of this concept or approach. According to Ajala (1981) he is of
the view that our adolescent have not derived much from sex education in
schools and so advocated for intensified efforts In this field. He also
observed that sex education had no better place in the curriculum of our
secondary schools, and called for better integration.
2.6 Review
of Empirical Studies
Many researches have carried out one
study or the other on sex education as a tool for reducing HIV/AIDS among
secondary school students, under different view. Chimezie (2005) studied Sex
education as a tool for reducing HIV/AIDS in secondary school students in Enugu
State, using questionnaire as his instrument. The population of study was 500
students who were randomly sampled. This findings are
- That
sex education has reduced the spread of HIV/AIDS and other sexual transmitted
related diseases.
- That
sex education has provided them accurate information about sexuality.
- That
students were able to ask questions on sexuality issues.
Anyaoku
(2008) in his own instigate other reasons of teaching sex education in
secondary schools.
- That
students needs an education that would help them channel their sex impulse
along responsible and desirable ends.
- That
it enable them understand cultural perception of sexuality and what is means to
he male and female in our culture.
- Students
are opportune to participate in learning activities that promoted sexual
health.
- Their
understanding of the health terminology and functions for the
reproductive/sexual response system will facilitate their comprehension of how
to prevent unwanted pregnancy, sexually transmitted infections.
2.7 Summary
of Literature Reviewed
There has been a consensus among
scholars that sex education is not a concealed route to induct teenagers into
sexual intercourse or sexual activities; it is not a means of encouraging
unbridled sexual intercourse, it is not indirect way of recognizing illegal
sexual act, as the opponents and antagonists of sex education propound.
Young people today seem to intimate
sexual intercourse much earlier than in the past and young mothers suffers from
various maternal complications. Two out of every fine secondary school girls
have had at least one previous pregnancy; 150 out of every 1000 women who give birth are 19
years old or under, and 50% of the death recorded in Ikwo Local government Area
of Ebonyi State. It’s high maternal mortality figures are adolescent girls, due
to illegally induced abortion. The problem of HIV/AID also affects all aspect
of the lives of our young people. To tackle the disease effectively, their
social environment must be transformed so that they can form relationship
between themselves and other peers, parents and teachers the health services
and religious groups in order to acquire appropriate knowledge of sexual
education, life skill and attitudes.
The literature concluded by
reviewing studies which were carried out on the sex education as a tool for
reducing HIV/AIDS among secondary school students. There is no work yet to the
researchers knowledge on sex education as a tool for reducing HIV/AIDs scourge
in Ikwo Local government area of Ebonyi State. It is the existence of this gap
that led to this study. Therefore there is the need for this study to fill the
gap.