1.1 Background of the study

The process of gathering information and developing attitudes and beliefs about sex, sexual identity, relationships, and intimacy is known as sexual education. It improves young people’s abilities to make well-informed decisions about their behavior and to feel confident in carrying them out. It also prepares children for developmental challenges and equips them to defend themselves against problems such as bullying, exploitation, and unintended pregnancies.

Sexuality is sociological and metaphysical in nature, encompassing cultural, political, legal, moral, ethical, theological, spiritual, and religious considerations.

However, social convention, let alone sexuality, has created a discourse around it, making sexuality ubiquitous. Christine M. (2015) cites O’Sullivan, L. F., Heino, F., Meyer-Bahlburg, and Beverly, X. W. (2012).

Sex education is now being taught in Nigeria.

Secondary school curricula have yet to include it. Many Nigerians are hesitant to open up about their sexuality and sexual health. Most African countries, particularly Nigeria, keep sex and sexuality issues under wraps. Neither the adolescent boy nor the adolescent girl has unrestricted access to the sexual information they require. Sexuality and girl-boy relationships are frequently kept hidden and considered taboo topics. As a result of this behavior, Nigerian adolescent boys and girls are more likely to seek sex-related solutions on their own, often from dubious sources that may provide them with inaccurate information, leading them to engage in risky and unprotected sexual experimentation. Some adolescents lack basic communication and assertiveness skills, making it difficult to negotiate safer sex.


are also unable to make sound decisions about refusing unwanted sex or being forced to exchange sex for money. Young people are prone to experimenting with and engaging in sexual behavior that can have negative consequences for their future. Because of the negative consequences of indiscriminate sexual behavior among children, it is critical to implement sex education programs aimed at enlightenment and appropriate teaching about sex and human sexuality.

Parents’ attitudes toward sexuality education, on the other hand, are tenacious, making it difficult for parents to discuss sexuality education with their children. Culture and parental education have been identified as the primary factors preventing parents from having an in-depth discussion about sexuality education with their children.  of education. Along with receiving sexuality education in school, it is critical to examine the sexuality education provided by parents to their children at home. The majority of adults (88%) agreed that parents should talk to their children about sexual health, but they often don’t know what to talk about, how to talk about it, or when to start (O’Sullivan et al., 2012, as cited in Christine M. 2015). Because parents are the first socialization agents for their children, it is critical that they educate them about sexuality education, as this will go a long way toward shaping their children’s sexual knowledge and behavior, reducing the likelihood of them being sexually attacked or engaging in sexually inappropriate behavior. As a result, based on the assumption that this topic is

set to investigate parents’ perceptions of educating primary school children about sexuality.

1.2 Problem description

Because sexually related topics are considered taboo in African culture, the social and cultural landscape of most African cultures is dominated by a “culture of silence” when it comes to addressing sexual matters, as documented in literature. The silence culture created a contact barrier between children and their parents at home, explaining why children were disciplined for misbehavior but did not challenge their parents. Parents never allowed or empowered their children to interact with people of the opposite sex, and their children are instinctively unable to ask questions about sexual problems for fear of being seen as having a problem.

as impolite and disobedient. Sexual issues were labeled as adult-only issues, and any inquisitive teenager who dared to inquire about his or her sexuality was either dismissed or mocked. The misconception that children do not need to be taught about their sexuality persists, owing to the social milieu of many conservative cultures, which also limits such contact.

Children’s norms and values are primarily influenced by their parents. In the context of permissiveness, children are exposed to their parents’ sexual norms first, laying the groundwork for future sexual development. SIECUS (2015) conducted a study on parent-child sexuality communication and discovered that the benefits of such communication may not be reflected in the actual content of the communication.

as in parental behaviors. He went on to say that if parents influence their children’s sexuality views, it is most likely through the transfer of attitudes and values.

According to Christine M. (2015), these findings explain why children who can communicate their sexuality to their parents are less likely to engage in sexual activity and are more responsible in their approaches to sexual engagement.

A significant number of children receive significant misinformation about sexuality issues from their classmates, and parents provide relatively little clear sexuality knowledge to their children. Because children do not learn about sexuality from their parents, all of the information they receive from them is observational and indirect. According to studies, parents are hesitant to

Recognize that their children are maturing and are intimidated by their children’s sexual development, making it difficult to discuss sexuality issues with their children. As a result, many parents, including the best of parents who care about their children’s future, feel incompetent, unable, and ill prepared, either factually, emotionally, or both, to teach their children about sexuality development, sexuality relations, and reproductive health in all of their physical, social, and ethical implications and consequences, which is harmful to the child by exposing them to this information. This study, on the other hand, is designed to investigate Parents’ Perceptions of Creating Awareness of Sexuality Education in Primary School Children.

1.3 The study’s purpose

The broad goals of this research are to

Investigate Parents’ Perceptions of Raising Sexual Awareness in Primary School Children. It specifically seeks

1. To investigate the aspect of sexuality information that parents will want to provide to their adolescent children.

2. Investigate the factors that prevent parents from sexually educating their children.

3. To determine whether parent education level influences their perception of creating sex education awareness in primary school children.

4. To look into the implications of parents failing to educate their children.

1.4 Research Issue

The study is guided by the following research question:

1. What kind of sexuality information do parents want to give their children?

2. What factors prevent parents from sexually educating their children?

3. Does the level of education of the parent influence their perception of

Increasing sex education awareness among primary school students?

4. What are the consequences of parents failing to educate their children?

1.5 Importance of the research

This research will be beneficial to parents, teachers, and curriculum developers. The study will educate parents on the importance of sexually educating their children. As a result, the findings of this study will raise awareness among parents to engage in providing sexuality education for their adolescents and children in order for them to avoid risky sexual behavior such as indiscriminate sexual partner selection. This will also aid in the development of educational strategies to educate parents on the benefits of sexuality education, which will promote effective parent-child communication on sexuality issues. It will be useful to curriculum planners.

Educate them on the importance of incorporating sex education into their curriculum and ensuring that trained teachers effectively implement such instruction at the primary level of education. This study will add to the body of knowledge, serve as reference material, and create a platform for future research that will give parents a better understanding of how to provide access to sexuality information and how to reduce misinformation, increase correct knowledge, clarify and strengthen positive values and attitudes, increase skills to make informed decisions, and improve communication with their adolescents.

1.6 The Study’s Scope

The scope of this study is limited to parents’ perceptions of raising sexual awareness in primary school children. This study is restricted to a few local governments in Oyo.

1.7 Study Restrictions

Financial constraint- Inadequate funding tends to impede the researcher’s efficiency in locating relevant materials, literature, or information, as well as in the data collection process (internet, questionnaire and interview).
Time constraint- The researcher will conduct this study alongside other academic work. As a result, the amount of time spent on research will be reduced.

Despite the above-mentioned limitations, the researcher worked tirelessly to ensure that the study’s goal was met.

1.8 Terms Definition

Human sexuality is a broad concept that encompasses aspects of an individual’s physical, psychological, social, emotional, and spiritual make-up, as well as an individual’s constitution in relation to sexual attitudes or activity.

This is about sexual education.

is a lifelong process of learning about gender and developing attitudes, beliefs, and values in order to lay a solid foundation for sexual health.

Perceptive: Perceptive is a person’s idea, knowledge, or insight about a subject. It refers to having or displaying sensitive insight into a situation.


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