CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Adolescence is a period of life characterized by dramatic changes in biological

processes as well as physical and social contexts. The period witness physical changes to

their bodies, their mental and psychological attitudes as well as their relationship in the

society which made them to raise issues about their personality and how they fit into the ever

changing world around them. Issues such as how they fit into their family, their relationship

with friends or peers, with their teachers and other people around them tend to occupy their

mind. This time is defined by the age range between 12-17years. Adolescence stage ranges

from years of puberty to adulthood. This was approximately divided into three stages referred

to as early adolescence (12 – 13 years); middle adolescence (14 to 16 years); and late

adolescence, (17 – 21 years). The period of adolescence can be demanding and challenging

for young adults as adolescents are more pre-occupied with self- identity, self-image and

acceptability in the society and self- awareness. As a result, they therefore try to discover and

solidify their sense of belonging and their social image in any society they find themselves

(Hindin & Hindin (2009). At this stage in life, they were challenged to consider what the

effects of their action are. Many factors influence the decision by adolescents on when,

whether and how to engage in sexual relationship and activity (Ong, 2009).

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 Pre-marital sex is sexual intercourse engaged in by persons who are not married to

each other. It is generally used in reference to individuals who are presumed not yet of

marriageable age, or between adults who will presumably marry eventually, but who are

engaging in sexual activity prior to marriage (Lucas, 2000; Barbra, Sprecher, Treger, &

Sakaluk, 2001; Ramesh, 2008).

Premarital sex is the involvement in sexual intercourse by persons who have not

engaged in marital vow or culturally recognized as having been enrolled in marriage

institution(Gyepi-Garbrah (2005). Although marriage rites take different forms depending on

cultural permissiveness, nevertheless the major thrust is the acceptance by the society. In

most cases, premarital sex is not always a problem to individuals who are sexually matured

since they may view it as a natural response to a natural stimulus. However, premarital sex is

morally unacceptable in almost every human society that regards marriage as the legitimate

requirement for sexual permissiveness, and especially among youths who are considered

vulnerable to health related problems.

Christianity, Islam and Traditional (the major religions in Nigeria) vehemently oppose

premarital sex and thus prescribed specific punishment for culprits. Sometimes, premarital

sex is rebranded as fornication because of its implication. In Islam, the Holy Quran chapter

24 verse 2 prescribed that a man or woman caught in the act of fornication (sex before

marriage, that is, premarital sex) should be flogged with a hundred stripes in the public and

2
that no one should have compassion for the victim. In addition, Quran chapter 17 verse 32

says: “Nor come nigh to it (premarital sex) for it is a shameful (deed) and an evil…” These

Quran verses point to the fact that Islam opposes premarital sex.

In Christianity, the Holy Bible states that: “the marriage bed should be kept pure, for

God will judge… all the sexually immoral” (Heb.13:4). In this context, keeping the marriage

bed holy suggests abstinence from sex before marriage while sexually immoral refers to any

unacceptable sexual acts particularly premarital sex. Thus, it is also clear that Christian

faithfuls are prohibited from engaging in sex before marriage (premarital sex). Also,

Abdullahi (2004) explained that values are conceptions of what is right (good, desirable and

proper) and wrong (bad, undesirable and improper). He stated that no culture neither tradition

support premarital sex, he further observed, values the institution of the family with

proscriptive norms that prohibit pre-marital sex like pre-marital sex. The traditional practice

which made premarital sex abominable paved way with the advent of civilization across the

globe. In particular, the emergence of the so-called “sex liberation” in the Western world in

1960s and 1970s significantly legitimized the acceptance of sexual behaviours, including

premarital sex, outside marriage (Abraham & Kumar, 1999). The modern society thus

appears to be more permissive in many ways because premarital sex has become an

‘ordinary’ activity that permeates the adolescent group in particular and the entire human

existence.

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 Adolescents’ romantic interactions may have an impact on educational and labour

market outcomes. Such interactions are potentially as important, to teens and young adults, as

relationships with friends and family. Adolescence is the period of transition between

childhood and adulthood in which many physical, cognitive, social, and emotional changes

happen characterized by increasing interest in romantic and sexual relationships.

Studies reveal that students’ sexual relationship is on increase and common in most of

Africa schools (Jones & Espey, 2008; Mgalla, et al., 1998). The trend is gradually changing

and the incidence of student-adolescents’ or youths’ engaging in sexual relationship is high

and may constitute problems (Ngalinda, 1998) including social, health and academic.

Students’ sexual activity has resulted into increased cases of unplanned pregnancies, poor

academic performance, and eventually school dropouts (Mlyakado, 2013; 2013a).

However, studies in Nigeria have not seriously investigated the effects of sexual relationship

on students’ academic performance. Evidences from other countries may help to understand

the existing relationship between students’ sexual relationship and academic performance. In

the United States, a number of studies have shown that, teenagers who abstain from sex are

more likely to graduate from high school and attend college than their sexually active peers

(Sabia & Rees, 2009). Although American context is not comparable to Nigeria due to great

differences of the two countries in socio-economic, educational and technological

development, still this study lays a good foundation to understanding sexual behaviours and

4
academic performance of adolescents in different contexts including Nigeria.This study seeks

to investigation into the causes of premarital sex on among student and its effects on their

academic performance in Adeyemi College of Education, Ondo.

1.2 Statement of the Problem

Globally, adolescents are becoming more socially and sexually sensitive, mature and

active much earlier than parents and other adults around them would have imagined without

having requisite psycho-social knowledge that will make them live healthily in the society

thereby falling victim of pre-marital sex. Cooper (2002) supported and articulated that

drinking was strongly related to the decision to have sex. Chun Yi, et al., (2012) expressed

that among males the use of alcoholic beverages is significantly associated with premarital

sex but not for women. Alo and Akinde (2010) assumed that “drugs could induce sexual

desire and alcohol use has been identified as factors which may encourage unintended sexual

activities” (UNICEF, 2001; Leonard 2005; as cited in Naijanewsreel (2011). The study of

Wong, et al., (2010) supported the findings of Alo and Akinde (2010) as cited in

Naijanewsreel (2011) when they explain that their girl respondents manifested that when they

are under the influence of alcohol or drugs they engage in sexual activity. Hindin and Hindin

( 2009) suggest that for male adolescents, abuse of substances, such as drugs, alcohol and

tobacco; access to pornographic films and other X-rated materials; having peers who are

sexually active; family instability are factors which induce them to engage sexual activities.

5
 Since the decrease of age at sexual initiation may lead to many negative educational

and health consequences, adolescents’ sexual risk behaviour has become an important social

concern. Although the link between early sexual behaviour and increased health risks, such as

sexually transmitted diseases, is well established also in Italy (Panatto et al. 2012), much less

attention has been given to understanding the relationship between early age at sexual

intercourse and educational attainment. Despite of youth sexual behaviour is viewed as part

of normal development, the problems and risks associated with early sexual behaviour, the

"‘risky deviance"’, are largely emphasized (Zimmer-Gembeck and Helfand 2008). The

vulnerability of adolescents, who are less equipped than adults to cope with complex

emotional process linked with sexual intercourse, could lead, in turn, to reduce educational

achievements.

Prior studies observed that early sexual activity increases the likelihood to have more

frequent sexual encounters (Kahn et al. 2002) and romantic partners (Sandfort et al. 2008)

which may negatively impact on academic achievements since these activities are time

consuming. On the other hand, “refraining from having sex as a teenager may impart

important psychological and emotional benefits that, in turn, lead to increased human capital

accumulation” (Sabia and Rees 2009). However, this body of literature has provided insights

into how sexual activity can affect educational attainment prevalently in the USA and the UK

contexts where very low ages at first sex are recorded (Johnson et al. 1994). There has been

little research investigating consequences of adolescents’ sexual behaviour in Italy. The

6
current study is the first attempt to explore the relationship between sexual activity during

adolescence and academic performance in Italy.

Studies reveal that, there is relationship between students’ sexual relationship and

their academic performance (Sabia & Rees, 2009). It was found that, high school students

who were dating exhibited consistently and significantly lower levels of academic

achievement and academic motivation (Quatman, et al., 2001). Another study on teenage

sexual abstinence and academic achievement revealed that, teens who abstained from sex

during high school years were substantially less likely to be expelled from school by 60

percent, 50 percent less likely to drop out of high school and almost twice as likely to

graduate from college (Rector & Johnson, 2005).Thus, this study seeks to investigation into

the causes of premarital sex on among student and its effects on their academic performance

in Adeyemi College of Education, Ondo.

1.3 Purpose of the Study

The purpose of this study generally is to investigate the causes of premarital sex on

among students and its effects on their academic performance in Adeyemi College of

Education, Ondo. Specifically, the study seeks to:

1. examine the factors contributing to the causes of premarital sex on among students in

Adeyemi College of Education, Ondo.

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2. to investigate the impact of pre-marital sex on their academic performance of students

in Adeyemi Colege of education;

3. to find out the effect of premarital sex in Adeyem College of Education;

4. examine how to resolve problem of premarital sex in Adeyemi College of Education.

4 Research Questions

1. What are the factors responsible for causes of pre-marital sexual intercourse among

students in Adeyemi College of Eucation?

2. What is the impact of pre-marital sex on academic performance of students in Adeyemi

College of Education?

3. What are the effects of premarital sex in Adeyemi College of education?

1.5 Scope of the Study

The focus of this research work is to investigate the causes of premarital sex among

student and its effects on their academic performance in Adeyemi College of Education,

Ondo. The study intend to cover some of the selected School in Adeyemi College of

Education, Ondo.

1.6 Significance of the Study

This study will be of immense benefit to the teachers, parents and students. This study

will help the teacher of the school to know the various causes of premarital sex, so as to assist

them in enlightening and creating awareness for the students on the possible influence it has

8
on them. The study will be of significant value to parents in the sense that they will know the

possible causes of premarital sex among female secondary school students on their children

so as to serve as watch-dog to their children.

The study will enable the students of secondary school to be aware that, apart from

the disadvantages of marital sex, danger that it can cause on students academic performance

among females and severe dangers to their health. It will be relevant in assisting students to

understand the causes and danger. It will provide relevant material for students and other

researchers undertaking similar research. The study will also help researchers with more

information on the causes of premarital sex on secondary school girls and its impact on their

academic achievements in Ondo West Local government.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Concept of Academic Performance

Academic Performance

Academic performance refers to the ability to study and remember facts, being able to

study effectively and see how facts fit together and form larger patterns of knowledge, and

being able to think for yourself in relation to facts and being able to communicate your

knowledge verbally down on paper.

Academic achievement or (academic) performance is the extent to which a student,

teacher or institution has achieved their short or long-term educational goals

(https://en.wikipedia.org/wiki/Academic_achievement). There are many empirical studies

carried out to examine the factors affecting college students’ performance. A research carried

out by Ali W, Rizwan A, Imadmuddin K, Nawaz A. (2013) supported the above sentence by

stating students’ academic gain and learning performance is affected by numerous factor

including gender, age, teaching faculty, students schooling, father/guardian social, economic

status, residential area of students, medium of instructions in schools, tuition trend, daily

study hour and accommodation as day scholar. It is believed that learning styles have a

significant relationship with the academic performance (Rienties B., Luchoomun D,

Tempelaar D.T., 2012; Desmedt & Valcke, 2003). A study by Wenglinsky (2001) stated that

many quantitative studies which focused specifically on teaching conformed to a similar

pattern finding little relationship between teacher inputs and student’ achievement.

However, Roddy and Talcott (2006) disagree with the assumptions that future

academic performance are determined by preceding performance. In their research on the

relationship between previous academic performance and subsequent achievement at

10
university level; they found that student learning or studying at graduate level and the score

secured did not predict any academic achievement at university level.

Graetz (1995) conducted a study on socio economic status of the parent of students

and concluded that the socio economic background has a great impact on student academic

performance. Main source of educational imbalance among students and students’ academic

success hinged very strongly on parents socio-economic status. Having the same view as

Graetz (1995), Considine and Zappala (2002) in their study on the influence of socio

economic disadvantages in academic performance of schools, in addition, noticed that these

parents make available sufficient psychological and emotional shore up to their children by

providing good education and learning environment that produce confidence and the

improvement of skill needed for success.

Standard and type of education institution in which students get their education,

strongly affect student learning outcome and educational performance. The education

environment of the school one attends sets the parameters of students learning outcomes.

Sparkles (1999) in Considine and Zappala (2000) showed that schools environment and

teachers expectation from their students also have strong influence on students’ academic

performance.

Teachers, teaching in poor schools or schools having poor basic facilities often have

low performance expectation from their students and when students know that their teacher

have low performance expectations from them, it leads to poor performance by the students.

Kwesiga (2002) asserts that students performance is also influenced by the school in which

they study and that the number of the facilities in school offers usually determine the quality

of the school which in turn affect the performance and accomplishment of its students. In his

own argument, he also asserts that schools influence educational process in content

organization, teacher and teaching and learning and in the end evaluation of all. It is generally
11
agreed that schools put strong effect on academic performance and educational attainment of

students.

Students from elite schools perform better because these elite schools are usually very

rich in resources and facilities. Hence the ownership of school and the fund available indeed

influence the performance of the students. Adetayo, (2008) confirms this position when they

noticed that school ownership, provision of facilities and availability of resources in school is

an important structural component of the school. Private school due to better funding, small

size, serious ownership, motivated faculty and access to resources such as computers perform

better than public schools. These additional funding resources and facilities available in

private schools enhance academic performance and educational attainment of their student.

Academic performance according to the Cambridge University Reporter (2003) is

frequently defined in terms of examination performance. Self and peer and assessment are

appropriate when used for formative purposes that is to provide feedback on their learning.

There is significant evidence suggesting that students learn from receiving feedback from

other, as well as from giving feedback to each other (Falchikov, 2005).

Various factors affect students’ performance in the secondary school which may include the

psychological and emotional state of the student, the tutor student relationship, financial state

of the students among others. Academic performance is affected by a number of factors

including admission points, social economic status and school background.

2.1 Premarital Sexual Relationship

Adama A.U.(2006) define premarital sexual relationship as the act of having sex by

man or woman before marriage is contracted. That is simply sex before marriage.

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 Oko (1982) described premarital sex as an ill-wind that brings neither boy/man nor

girl/woman any good behaviour. It generates bundle of misery, frustration, and

disappointment.

Menankiti O. (2006) stated that sex is probably the most universal and controversial

topic of discussion. It cuts across national barriers, cultures age and income brackets. Youths

are particularly drawn to sex discussion because it would appear that apart from eating and

drinking, all other aspects of the life of youths gravitate around sex and the opposite sex.

Sex drive is one of the most potent forces in the youths. Few subjects can be more

curious in the minds of youths than sex matters. Sexual experience can start as early as the

pre-teen years in some children. A report by the Alan Guhmacher Institute in 1998 in the

United States said, eight in ten males and seven in ten females report having had intercourse

while in their teens”. This is hardly surprising in a world where Television supplies a daily

diet of glamorized sex.

Menankiti O. (2006) further reported that some decades ago, virginity was a virtue.

Society had a stigma on wayward boys and girls. But sad to say, many today no longer view

virginity as a virtue. In those days it was unthinkable to have a pregnant woman wedding in a

church. Today, in the mainstream churches more than 50% of the girls wedding are already

pregnant. In the face of a promiscuous world, how can youths remain chaste until marriage?

Adama A.U.(2006) pointed out that premarital sexual relation is a situation when the children

are abandoned to their faith exposing them to the whims and caprice or vices.

According to Centre for Disease Control (2000), The Bible refers to premarital sex as

fornication. That's a word we don't hear much these days, so what does it mean? Fornication

is sexual intercourse between people who are not married to each other. The only distinction

13
the Bible makes between premarital sex and adultery is that adultery involves married

persons while fornication involves those who are unmarried. Premarital sex is just as much of

a sin as adultery and all other forms of sexual immorality. They all involve having sexual

relations with someone you are not married to.

The Bible explains, "…The body is not meant for sexual immorality, but for the Lord,

and the Lord for the body" (1 Corinthians 6:13). Verse 18 of this chapter goes on to say,

"Flee from sexual immorality. All other sins a man commits are outside his body, but he who

sins sexually sins against his own body." Galatians 5:19 speaks the same, "The acts of the

sinful nature are obvious: sexual immorality, impurity…" Ephesians 5:3 says it most plainly,

"But among you there must not be even a hint of sexual immorality, or of any kind of

impurity, or of greed, because these are improper for God's holy people." From these verses,

we see that the Bible promotes complete and total abstinence from premarital sex.

Types of Sexual Relationship.

Adama, A.U(2006) gave the following types:

Bestialism: This is defined as sexual relationship between animal and human being. This is

usually a perverted kind of sexual activity.

Lesbianism: This is defined as a sexual activity between woman and woman.

Homosexuality: Is sexual activity between people of the same sex; it could be man to man or

woman to woman.

Oral Sex: Sexual activity between male and female through the mouthpart.

Anal Sex: Is the sexual activity between male and female through the anus.

Missionary: is the common way of copulation between male and female

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2.2 Sexual Education in Secondary School

In Nigeria, rapid improvement in communication through the use of telephones, print media

and new media has enhanced interpersonal relationships among youths, which had

tremendous effect on sexuality issues. Youths now engage in flirting, dating and a variety of

sexual behaviors‟ through different communication channels. Irrespective of these changes,

information on sexuality was still regarded dirty and is not discussed openly. However, today,

people gradually coming to realise the fact that sexual knowledge can serve as a great

weapon against ignorance (Adepoju, 2005). Students and young adolescents between the ages

of 12 and 19 years account for 54 million of the Nigerian population, hence the need to

educate them on the dangers of the sexually transmitted diseases And HIV/AIDS epidemic.

According to the Minister of Education, a quasi-experimental study to evaluate the impact of

the FLHE programme among in-school students in Nigeria was conducted by The Global

Fund Round 9 Phase 2 HIV grant in Nigeria between January 2013 and June 2015. The

overall objective of the impact evaluation study was to identify proven intervention

approaches to promoting sexual and reproductive health of in-school youths for better

programming among them (Adedigba, 2017). However, as reported by Adedigba (2017), lack

of funding of the initiative brought about the development of a road map to further embellish

and sustain the programme into the school system which is yet to be implemented. It was

further reiterated that if Nigeria would curb the spread of new HIV infections, reduce teenage

pregnancies to change the trajectory of the AIDS epidemic, the continuation of the

implementation of the programme which was borne out of the need to equip in-school youth

to abstain from pre-marital sex cannot be ignored.

According UNESCO (2010, 2012) reports, Nigeria is recognized as “one of few countries

that have translated national policies on school-based Comprehensive Sexuality Education

15
(CSE) into near-nationwide implementation”. The CSE program is known as the Family Life

HIV Education (FLHE) curriculum and has been introduced in more than 30 states of the

federation, but with considerable variation between states and within schools in terms of

methodology, content and quality of teaching (UNESCO, 2012).

Teacher/school Based Sex Education

Secondary school learners may not realize the impact that unsafe sexual practices, STDs and

HIV/AIDS may have on their lives. Young people cannot protect themselves if they do not

know the facts about HIV/AIDS. As purported by the (World Bank 2002:30): “schools may

often be the only place where adolescents can obtain accurate information on reproductive

health”. In focus groups of African American and Latino adolescents conducted by Aarons

and Jenkins (2002), the majority of the participants reported having sex education in the

school but said it was inadequate because the curriculum dealt with reproductive and not

relationships and feelings. School personnel were viewed as out of touch, not trustworthy, not

credible. Chief complaints from students were that the school programs were not

comprehensive, information was too sterile and negative and that programs focused too much

on the textbooks rather than the realities of sex and relationships. Positives experiences with

sex education were equated to the directness and openness of the teacher.In another study,

Eastern European youths who rely on teachers, siblings and nurses to learn about sex are less

likely to report a need for more sex and relationships education. This confirms findings from

other studies which identify that school professionals and healthcare providersare key sources

of sex and relationships education (Nonoyama, Tsurugi, Shirai, Ishikawa and Horiguchi,

2005).

16
2.3 Sexual Education: A Regional/Ethnic Comparison

The following summaries of the attitudes and practices regarding sexuality education and the

discussion of sex of several ethnic groups in eight geographical regions of Nigeria in January

1999 (Francoeur, Esiet, &Esiet 2000):

Regions: Ipoti-Ekiti, Oyo, and Yorubaland. Ethnic Group: Yoruba

Sexual knowledge is acquired through storytelling myths, from peers, schools, apprenticeship

centers, television, films, romantic novels, magazines, and over-heard adult conversations.

There is no positive attitude regarding sexuality education. Educated adults see nothing bad

in sexual education, but the uneducated say it is an abomination and such things should not

be heard of. Sex is freely discussed in the beer parlor, at home when husband and wife are

quarreling, or during marriage preparation in the church or mosque. Otherwise, sexuality

issues are never discussed and people are repulsed by sexual talk. When compelled to discuss

sexuality issues, the uneducated are very shy and hardly give any correct information of

participation. More-educated persons discuss sex mostly among peers and with persons of the

same gender.

Regions: Kano, Katsina, and Kaduna. Ethic Group: Muslim Hausa

Most children in these states learn about sexuality through their peer groups, media, and

films. Parents do not discuss sex with their children. Parents are very negative about sexuality

education in the schools because of the misconception that it will negatively affect the

children. People will discuss sexual topics freely among friends and peers.

Region: Borno: Sexual information is acquired from peers as well as parents. The general

attitude towards sexuality education in schools is negative. Talking openly about sexuality is

clearly taboo.

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Region: Benue.Ethnic Groups: Tiv, Idoma, and Isala

Children learn about sex from their peers, and through storytelling and the cultural practices

of gender roles. Sexual intercourse is learned by experimentation. Mothers tell their daughters

about the consequences of sexual intercourse when they start menstruating. They usually

provide no knowledge on hygiene. People are generally not comfortable with sexuality

education. Spouses rarely communicate about sexuality. They are, however, beginning to

discuss family planning. Talking about sex is considered “wayward.”

Regions: Akwa-Ibom and the Cross River: Ethnic Groups: Efik and Ibibio

Children acquire sexual knowledge by listening to stories told by their elders, by eaves-

dropping on adult talk, and from older sisters, cousins, house helpers, school peers, and

electronic and print media. Young people also learn about sex during moonlight activities

with their peers. In these activities, known as EdibeEkok(hide and seek), children make a ring

with a broomstick with a sand heap in the middle, around which they sit, mostly naked. They

try to locate a ring in the sand heap. When found, they are joyous and exchange pleasant

times, which sometimes results in sexual activity. Knowledge about sexuality is considered

inappropriate for children but acceptable for the married. Sexuality education is seen as a way

of corrupting the children. People do not discuss sexual topics, but this can be done in private

and secretly.

Region: Delta State. Ethnic Groups: Urhobo, Ibos, Ijaws, Isaw, and ItsekirusChildren learn

about sexuality from their peers and from the media in urban areas. Most people view

sexuality education negatively because they believe it initiates the young ones to sexual

relationships. Discussion of sexual topics is taboo. Males do, however, discuss sexuality -

especially when they want to tell their peers how many girlfriends they have had intercourse

with.

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Region: Edo

Children in Edo learn about sex through their parents but mostly through peers. The general

attitude toward sexuality education is negative. Discussion of sexual topics is avoided

because it is believed that discussing the subject will result in promiscuity and exposure of

adolescents to bad influences. People do not easily discuss sexuality topics because it is

considered a taboo.

Regions: Imo, Enugu, and Anambra States. Ethnic Group: Ibo

Knowledge about sexuality is picked up accidentally-mostly from peers. There is no formal

sexuality education. Parents teach their children through their own attitudes and behavior.

Knowledge comes mainly from peers. The Ibo believe talk about sexual matters is vulgar,

sexual education should not exist, and sexuality should never be discussed.

2.4 Sexual Education in Nigeria

Sex education, both in Nigeria and other parts of the world, provides a clear picture of the

possible polarisation or conflict of knowledge and values in education. An attentive following

of the discourse on sex education in Nigeria, (and by extension in most parts of the world)

both at the academic level and the socio-political sphere, indicates that sex education, in

itself, is situated within this conflict. This conflict constantly bombards and impacts it. Sex

education appears to a child as being commanded simultaneously by both parents expressing

dissimilar demands. One shouts “Respect knowledge!” and the other cries “Respect values!”

One shouts “Follow the tunes of modern knowledge!” and the other shouts “We shall allow

nothing to steal our culture from us!” In contrast, we see an entire variety of debates on sex

education whose contents and approach are constantly set in between the conflicts or

opposition of facts and cultural beliefs or practices. Consequently, in this opposition, sex

19
education is often the collateral damage. To some extent, it can be claimed that a substantial

number of debates relating to sex education, such as how to teach sex, as well as why, when,

where and by whom sex education is taught to children, (particularly what to teach) can be

recast in the tussle or friction between knowledge and culture.

Sexuality education has been given various definitions by various schools of thought. AHI

(2003) described sexuality 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 sexuality.” 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 sexuality

(SIECUS, 1995). Also, sexuality 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. Sexuality 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.

Media and Sex education

The extent of the influence of television, films, men's magazines, women's magazines,

paperback books, radio, etc. is undoubtedly far greater than is generally realized. With

television, the country's most influential medium, the sexual messages are more obvious to

adults. In a poll by "TV Guide," 59% of respondents said they thought there was too much

emphasis on sex in television. Producers also know that sex consistently garners ratings, and,

therefore, profits. (http://www.cybercollege.com/sexmesdia.htm).

20
Sex education and parents

Sex education has rarely been a comfortable topic for parent–child communication. Many

parents are unwilling to talk about sex or uncomfortable doing so, or they may lack the

knowledge themselves. Many barriers might prevent open communication between parents

and children about sexual issues. For example, in a report of UNICEF/UNAIDS/WHO

2002:26, it was opined that adults fear that informing young adolescents about sex and

teaching them how to protect themselves will make them sexually active. Parents play a

passive role in providing information to their children, yet they are expected to be key players

in this role. This is because sex in most African societies is a taboo subject between parents

and children. In urban areas most parents are working and spend little time with their

children. Children therefore spend their time with grandparents or other persons entrusted

with their care, yet communication about sex and sexuality are a silent wave (UNICEF,

2002:11)

Evolution of Sexuality Education in Nigeria

Initial efforts to introduce sexuality issues in the Nigerian educational system was done

through the introduction and institutionalisation of population education which was

considered as a potential way of tackling the problem of rapid population growth and its

consequences for socio-economic development in the country. The need to inform young

people about the causes and consequences of uncontrolled rapid population growth has

become paramount hence the National Population Policy of 1988 which was recently revised

and officially launched in February 2005, was put in place with emphasis on population

education as a potential vehicle to translate the population policy into action.

21
Drawing from practical experiences, the Directors of National Education Programmes in

African countries drew up general principles upon which African population and family-life

education programmes was based, as follows:

1. the contribution which population education can bring to the socioeconomic development

of the community and the nation;

2. the importance of both individual decision-making on population matters, and the role of

the family in collective decision making

3. the importance of understanding the social and cultural context in which population

education contents are to be integrated;

4. the fact that low rates of school enrolment and high rates of drop-outs should lead to

greater recognition of out-of-school programmes; and

5. the need to sensitise the decision-makers in Africa on their countries' population situation

and problems (UNESCO, 1985).

The practical experience countries have had in introducing sexuality education is leading to a

new way of perceiving sexual contents and their appropriateness, just as the upsurge of

adolescents’ health problems in Nigeria has led to a new way of perceiving adolescents’

reproductive health information in the country. Given the interactive nature of the subject of

sexuality, its content ranges from;

i. Human growth and development

ii. Relationships

iii. Life skills

iv. Sexual attitude and behaviour

22
 v. Sexual health

vi. Society and culture y (Ikpe, 2004).

2.5 Causes of Premarital Sexual Relationship

Menankiti O. (2006) stated that the influence of peers in the process of breaking one’s

virginity is enormous. Some girls are told that they cannot bear children if they do not start

early enough to practice sex. Some boys are told that having sex is the only legitimate way of

testing their manhood. They further tell young people that having premarital sex is the

greatest fun on earth and that it is only natural to want to be intimate. Under such pressure

many young ones do not want to be viewed as odd or old –fashioned. They may succumb to

premarital sex.

He further revealed that at the youthful stage, the sex organs are fast developing and

many youths just want to experiment with their bodies. The feelings of passion can be very

powerful and they feel like falling in love. In the midst of these feelings, peers exert so much

influence on youths. Peers may tell a youth that he is missing out in life if he has not sex.

Young boys and girls who want to remain chaste are called all sorts of names by their peers

and are told all sorts of stories, real or imagined in an attempt to seduce chaste boys and girls

to premarital sex. Andrew (1994) gave the following as the cause of premarital sexual

relationship:

Lack of The Fear of God and Wisdom and Knowledge of The Word of God: The plan of

God was that marriage is to be permanent and a happy act (Genesis 2:22-23; Matthew 19:6)

and that the union should not be contaminated by sexual relations outside the marriage but

people with a determination to please oneself at any cost and at all times will not produce the

lasting happiness but it rather produces everlasting sorrow.

23
Economic Condition: Inadequate provision of family needs could result to chaos in the

family where much pressure will be exerted on the bread winner which may force him to

send out children to go on their own way to keep life moving which could lead them into

premarital sexual relationship.

Over Desire/ Ambition: This is synonymous with people who want to exert their energy on

whatever seems good to them, but under normal ways of life and sources of authority within

there is a pressure against such people. Over desire brings in premarital sex into action. A

young girl who is over ambitious to have everything in life, but the odds of life does not grant

such, for such a person to see herself through she has no other option than to engage in sex

hawking (prostitution) which is a form of premarital sexual relationships.

Unemployment: Tadaro(1972) mentioned that unemployment is another cause of premarital

sexual relationship. Due to unemployment affecting parents, the children are left with nothing

except exposures to atrocities like sex hawking, street hawking; even the youth as a result of

unemployment indulge in immoral acts which lead to premarital sex as an idle mind is a

devil’s workshop”.

Unstable Marital Home: Oko (1982) pointed out that unstable marital home cause’s

premarital sexual relationship among our youths and weighs more on the affected children

who miss parental care necessary for their psychological development.

Other causes of premarital sexual relationship could be lifestyle, family background,

influence of bad peer groups, environment etc (Adama A.U.2006).

Adewale B.(2008) summarized the causes as follows:

Pressure: Pressure from parents, friends, peer group, lecturer, boss, future partners. Some

men do mount pressure physically on their partners while some ladies mount pressure on
24
their partners by dressing carelessly exposing their nakedness to seduce men. Some male

bosses in places of work do mount pressure on their female workers, they want girls that can

work for them and still satisfy them sexually.

Curiosity: Many youths have engaged themselves in premarital sex as a result of curiosity.

They thought they were searching for reality, but they ended up destroying themselves. They

are not satisfied with what their parents, pastors and Christian friends told them concerning

sex, they want to experience it themselves.

Electronic media: Television, film, radio and video has contributed to the high rate of

premarital sex. What youths watch on screen determine their behaviour and character. Every

product advertised on T.V. is just promoting sex. In fact, to advertise food items they use sex,

film, television and radio promotes premarital sex. Most home videos are sex promoters.

Books and Magazines: Some satanic authors are in town destroying the youths, they write

some sexual stories, books and magazines, they bring out many pictures that stimulate the

youth to think about sex always. Having read all these books, youths do become restless until

they have put into practice what they learned in the books and magazines.

Environmental influence: We live in a corrupt society where people do not see anything

bad in ungodliness they do not see premarital sex as sin; they see it as a normal thing. Hence,

girls are encouraged to dress exposing their bodies. Premarital sex has become the norm of

the society. Some Christian youths find it difficult to cope in this kind of environment; hence,

they fall into this ungodly act.

Covetousness: Greed for money, wealth and position is another cause of premarital sex.

Some ladies want money at all costs hence they are ready to use their bodies to get it by

sleeping around with men.

25
Indiscipline: Lack of discipline has led many singles into the dungeon of premarital sex.

Wrong association: This has led many youth into destruction. Show me your friends and I

will tell you who you are.

Ignorance: Lack of good sex education has led many youth into premarital sex; some went

into it not knowing what they were doing.

Wrong information: Since parents have refused to educate their children on the subject and

the church is not forth coming with anything meaningful, the youth have resorted to any

information they can get from anywhere either wrong or right.

Bad parenting: Children that are not well brought up are likely to fall into wrong hands.

Idleness: An idle hand is the devil’s workshop. If you are idle, you may cuddle the devil.

Loneliness: Some claim they went into fornication due to loneliness.

Broken homes: Children from broken homes can fall into wrong hands due to the situation

of their homes.

Rape: this has gone a long way to influence premarital sex among the youths in our

contemporary society.

Internet: The invention of the Internet and its availability in Nigeria has influenced

sexuality. Where parents are still unwilling to enter into any form of discourse with their

children concerning sexuality, the youths have discovered the cyberspace as an arena where

sexuality can be experienced, expressed and fantasized. So the social medias like facebook,

Whatsapp, instagram and porn sites are well patronised by youths, whose sole aim is to

consume pornography and chat with some unknown women, greatly influence them to

practice premarital sex. Likewise, the easy availability of video films of pornographic nature
26
has led to the increase in indirect sexual experiences. Thus, there seems to have been an

increase in masturbation among such people.

The intervention of the Internet and its availability in Nigeria has influenced sexual

knowledge of children. Where parents are still unwilling to enter into any form of discourse

with their children concerning sex education, the youths have discovered the cyberspace as an

arena where sexuality can be experienced, expressed and fantasized. So the cyber cafes are

well patronized by youths, whose sole aim is to consume pornography and chat with some

unknown men and women. Likewise, the easy availability of video films of pornography

nature has led to the increase in indirect sexual experiences (Ikpe, 2004).

2.6 Islamic Perspectives on Premarital Sexual Relationship among the Youths.

Sexuality education among the Hausa is imparted by parents and by the Qur’anic schools

(Islamiyyah). Parents teach the rudiments emphasizing the gender roles expected of men and

women, while the details of sexuality are left to the Qur’anic school teachers who instruct the

children in fiqh, the law of Islamic jurisprudence. The fiqhcurriculum for children and adults

of both sexes include lessons on the onset of puberty, menstruation (a sign of maturity for

girls, when fasting becomes obligatory), and ritual purifications after menstruation, sexual

intercourse, and childbirth. For the boys, instruction includes the discussion of wet dreams

and voice changes as marks of the onset of puberty, when fasting becomes obligatory. Boys

are also instructed in the requirement of a purification bath after sexual intercourse and wet

dreams. All Muslim Hausa children routinely attend fiqhlessons, which prepare them for the

prayers and fasting, the two fundamental requirements for Muslim men and women.

Fiqhlessons also focus on what constitutes sexual intercourse, the virtue of abstinence for

unmarried people, and what the law stipulates about fornication and adultery. [Yusuf, 1998]

27
Although adolescents in the predominantly Muslim Hausas are expected to learn about

sexuality in fiqh, many Hausa boys, and most of the Hausa girls, are withdrawn from school,

both Qur’anic and public, before they get to the stage of learning about fiqh. Those girls and

boys who stay in school to the stage when fiqhdeals with sexuality, often find that the

instruction does not include much, if anything, beyond the rituals, purification baths,

marriage, and divorce, because of shyness that is part of the societal culture and the culture of

silence that surrounds sexuality issues in the Hausa society. (Bello, 1997)

Fiqhteaches that married couples are entitled to sexual satisfaction from their partners, and

the absence of sexual satisfaction is a valid reason for divorce. Likewise, fiqhenjoins Muslims

to maintain their chastity and avoid high-risk sexual behaviors. Affliction with a

communicable disease, such as leprosy, and perhaps by extension one could add HIV/AIDS,

is also a valid reason for divorce. (Yusuf, 1998)

Among Hausa parents, sexuality education is constrained by the cultural practice of

kunyaor modesty, whereby parents are too embarrassed or shy to impart sexuality education

to their children. The observance of kunyavaries from parents who do not show affection in

the presence of their children and do not talk to their first child, to those who only refrain

from calling the child’s name and/or feel too shy to discuss sexual and reproductive topics

with their children. In the extreme cases, kunyaensures that the child grows up without

knowing who his mother is, with the father, stepmother, or grandparents filling the

communication and affection vacuum created by the kunya-observing mother. The practice of

kunyais being gradually eroded by the interaction of the Hausa with other ethnic groups, and

young Hausa mothers these days refrain from observing kunya, calling their first children by

their names and openly showing them affection.(Yusuf, 1998)

28
 However, an aspect of sexuality education solely entrusted to parents in Hausa society

is the expression of sexuality during courtship and marriage. Both Islamic and Hausa culture

do not permit dating, but the suitor is allowed to visit the girl in her parents’ house, discuss

with her gifts (zance), and give her token money or presents (toshi). During such visits, the

young couple is not allowed to stay alone in a secluded place. Although Hausa sexuality

education and socialization is replete with measures designed to prevent premarital sexual

intercourse, such attempts are being steadily undermined by the prevalent Hausa practice of

sending children and young girls to hawk (talla). These hawkers (street venders) run the risk

of early exposure to sexual overtures, sexual abuse, and harassment from unscrupulous men

posing as buyers of their wares. [Yusuf, 1998].

2.7 Christian Perspectives on Premarital Sex

In Nigeria, the Catholic Church provides some limited sexuality education,

emphasizing abstinence education for unmarried persons and the Natural Family Planning

method for married couples and condemning other forms of contraception. Other Christian

groups, especially the indigenous Christian churches, emphasize menstrual hygiene and the

separation of women during menstruation as described in the Old Testament. These churches

tend to be more liberal on premarital sex and polygamy. The modern-day Pentecostal

churches tend to be more receptive to contraceptive use within marriage, while emphasizing

premarital abstinence. Overall, the Christian churches have yet to pay sexuality education its

deserved attention. (Esiet, U. 1997)

It would be incorrect to say that sexuality education is not being provided in Nigeria.

However, what is taught is not as comprehensive as it should be. Whatever is provided can be

called moral education. Most adults are not comfortable with the concept of “sexuality

29
education,” because of the ambiguity of the term sex, and because of the low level of

knowledge about sexuality among adults (Oyebola, 2012).

However, in recent years, challenges to societal values and serious public health issues and

problems have made sexuality education increasingly acceptable everywhere, including the

Christian communities and informal sources. The Christian churches have been recognized as

an agent of socialization for young persons in Nigeria. Consequently, most of the churches,

especially in the urban centers, have been sensitized by the relevant NGOs through seminars

and workshops, while some of the key religious leaders have been trained as counselors and

educators (Oyebola, 2012).

The integration of increasingly comprehensive sexuality education into church activities is a

slow process for now, but it is expected to pick up with time. Most of the churches plan

various activities and invite experts to make presentations on such topics as “Adolescent

Sexuality: Making Responsible Decisions,” “Bridging the Parent-Child Communication Gap

on Sexuality Issues,” “Teenage Pregnancy and Abortion: Consequences and Prevention,”

“Sexually Transmissible Infections,” and “Developing Positive Self-Esteem with Others”

(Oyebola2002).

However, there is a definite increase in the informal sources of sexual knowledge in

Nigeria. Young people have access to a lot of information, including both foreign and local

magazines, television shows (more foreign than native), books (mainly foreign), and peers.

There is also what we refer to as “environmentally available sources of sexual knowledge”

that accompany and are associated with the prevalence of poverty and unemployment, the

increase in commercial sex work, and the international trafficking in commercial sex

workers. Sexual knowledge is also picked up in the course of everyday living at

neighborhood gatherings, affiliations, and at home as a consequence of the lack of privacy in

30
many housing patterns. In general, the underground information network on sexuality has

acquired greater prominence in the lives of Nigerians.

Pope evangelical on premarital sex

Among Christian "voices", one of the leading voices is that of Catholic teaching, that is, the

teaching of the pope and bishops teaching in union with him. Catholic teaching has addressed

a number of questions with respect to human sexuality and marriage. Some of the most

relevant Catholic Church teachings with respect to premarital sex, love and related issues are

then presented.

In 866 Pope Nicholas I held that the form (efficient cause) of matrimony is only the consent,

not other things including coition.3 The Second Lateran Council in 1139 defended legitimate

marriage covenants against those who condemned them (e.g. the medieval neo-Gnostics).4

Concerning marriage, a Profession of Faith for Waldensian converts proposed by Innocent III

in 1208 reads: "With the Apostle (see 1 Cor. 7) we do not say that marriage is not to be

contracted; but we strictly forbid that those that are contracted in the correct way be broken.

That a man and his wife can gain salvation we believe and profess..."5 Innocent IV in 1254

wrote: "Concerning fornication, however, which an unmarried man and an unmarried woman

commit, it is not to be in any way doubted that it is a mortal sin since the Apostle asserts that

both fornicators and adulterers are outside the kingdom of God."

The Council of Florence in 1439 taught that there are seven sacraments of the New Law. The

seventh, the sacrament of matrimony, is a sign of the close union of Christ and the Church.

The Council quotes Ep 5:32; teaches that mutual consent, the efficient cause of matrimony,

has reference to the present and is ordinarily expressed in words; and speaks of three

blessings ascribed to matrimony - proles (children), fides (fidelity) and indivisibilitas

31
(indissolubility). Matrimony is said to be indissoluble because it signifies the indivisible

union of Christ with the Church.7 In 1459 Pius II condemned the proposition that outside of

marriage luxuria (unchastity, lust) is not a sin, except by the prohibition of positive law (i.e.

by ecclesiastical prohibition, lest the opinion of Epicurus be followed as true).

2.8 Sex in Traditional Religion

Different societies in Nigeria had in the pre-colonial past developed ideas about sexuality

which were culturally accepted as appropriate or inappropriate, moral or immoral,

abominable or not abominable, healthy or unhealthy.

In most pre-colonial societies, sexuality was consigned to the realms of marriage. It was only

under marital condition that sexuality was to be experienced. Outside this, it was culturally

taboo to discuss sex and sexual matters. Sexuality was full of silence and discretions, for

instance, between parents and children. Sexual discussions were clothed in languages, which

were not explicit to the uninitiated (Harunah, 2004).

Virginity was valued and there were various reward systems to honour a bride found

to be a virgin. Some cultures such as the Edo culture required the newly married wife to

confess any pre-marital relationship at the husband’s ancestral shrine. In Etsako, older

women stripped the young wife naked and checked the condition of the hymen to make sure

that it was intact. Such confessions of pre marital relationships were also required in some

parts of Igboland where the bride was required to make confessions before the senior

daughters of the village. It was a public shame if found guilty and required extraction of

compensation from the man involved and a propitiatory rite. That virginity was so valued

underscores the fact that the society recognised the prevalence of premarital sex whether by

consent or by coercion. There was no requirement for the confession of pre-marital sexual

32
experience by the man and research shows that most men had such experiences before

marriage (Harunah, 2004).

2.9 Common Infections Associated With Premarital Sex

Lenore B.(1998) pointed out the following infections related to premarital sex:

Vaginal Infections

Some vaginal infections are acquired sexually. The most common types are that be regarded

as STDs are:

Trichomoniasis (also known as "trichomonas vaginitis" or "trich")

Trichomoniasis is caused by a microscopic, one-celled organism known as a trichomonad,

which can survive for several hours on articles such as damp towels and swimsuits.

Nevertheless, this infection is always acquired through sexual intercourse. The vaginal

discharge may be greenish or yellowish, either watery or frothy and usually with an

unpleasant odor. Vaginal soreness, persistent itching or burning are typical symptoms

Zachary,T.W(2012)..

Bacterial Vaginosis (BV)

Several types of bacteria (including gardnerella) can cause this infection. Vaginitis usually is

transmitted sexually. The vaginal discharge, often heavy, is watery and has a strong "fishy"

odor. Sometimes, this infection is also accompanied by other types of infection that cause

vaginal itching and burning Zachary,T.W(2012).

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Syphilis

Syphilis is at a 40-year high, with about 150,000 new cases every year. Add to that about

3,500 cases of congenital syphilis in babies born to infected mothers. Each year brings a

dramatic increase in both types. Spread mainly by sexual contact, syphilis is one of the most

serious STDs, causing widespread tissue damage. After infection, an individual with

untreated syphilis becomes a carrier, able to infect sexual partners for up to four years.

Even when treated, syphilis can erupt many years later. After sexual contact with a diseased

person, a lesion appears, usually in the anal-genital area. This is a small, red, elevated sore

(chancre) that becomes moist and eroded. After four to ten weeks the sore will heal without

treatment.

Women may show no symptoms. However, diagnosis can be made by a physical examination

and blood test anytime following the first three weeks after contact.

On the secondary stage, things will become worse. The internal damage begins, and the

diseased person is still contagious. The person may develop non-itching eruptions or a rash,

usually on the trunk of the body, commonly within six weeks to three months.

When the latent period arrives, with no symptoms, the person is not contagious

anymore. However, the late stage of syphilis may show itself in any organ—the brain, the

central nervous system, the cardiovascular system, and on the skin. These late effects, which

can be disabling, crippling, and disfiguring, may not arrive for more than 30 years. A

pregnant woman can also pass the disease to her child. The child may show signs of

congenital syphilis later up until puberty than and even as late as age 30 (Momah, S, 2007).

34
Gonorrhea

Over one million new cases of gonorrhea occur annually. Gonorrhea is a serious

bacterial infection that is spread only through sexual contact. The usual incubation period is

two to seven days, but symptoms may not appear for weeks, months, or years. Up to 80

percent of infected women display no symptoms and unknowingly become carriers, capable

of transmitting gonorrhea to their sexual partners. It's less likely that infected men will be

symptom-free (Zachary T.W, 2012).

A typical symptom in infected individuals of either sex is painful urination. Males may notice

a cloudy, pus-like discharge from the penis. Females with gonorrhea may have a cloudy

vaginal discharge, possible lower abdominal discomfort, or abnormal vaginal bleeding.

Gonorrhea can also infect the mouth or rectum as a result of oral or anal sexual contact.

Gonorrhea may also cause impotence in men because it usually involves a man's

entire reproductive tract. In the female, gonorrhea may infect the uterus and surrounding

abdominal area, leading to pelvic inflammatory disease and/or peritonitis. Frequently the end

result is sterility. In both sexes, when gonorrhea goes undetected and untreated, it can spread

throughout the bloodstream, infecting the heart, the brain, the joints, bones, tendons, skin, and

other parts of the body. When an infected, untreated woman gives birth, her baby's eyes are

subject to infection with the gonorrhea bacteria.

One reliable source estimates that in the U.S. each year as many as 100,000 women are

rendered sterile by gonorrhea and the pelvic inflammatory disease that almost always follows

(Zachary T.W, 2012)..

35
Pelvic Inflammatory Disease (PID)

A sexually active female teenager ismuch more susceptible to all STD germs, but

especially PID. An unchecked STD usually chlamydia or gonorrhea is the standard cause of

pelvic inflammatory disease. However, E. coli and other bacteria also can be at fault.

The type and severity of PID symptoms depend on the type and strength of the

infecting bacteria. General symptoms include moderate to severe pain in the lower abdomen;

fever, either high or continuing low-grade; nausea, which may include diarrhea and vomiting;

painful intercourse; unusual vaginal discharge; spotting and/or pain between menstrual

periods; change in normal menstrual periods—irregular or unusually long periods, heavy

bleeding or discharge, or painful periods.

Irreparable damage has become PID's legacy, particularly with repeated episodes.

Fallopian tubes become scarred, then completely blocked. Infertility, even permanent

sterility, frequently results. When pregnancy does occur, the chance of the fertilized ovum

attaching inside the tube is high (ectopic pregnancy). When this happens, death of the fetus is

inevitable, and risk to the mother's life is high (Momah, S.(2007).

Genital Warts (Venereal Warts; Condyloma; HPV)

The extensive human papilloma virus (HPV) family causes genital warts, as well as

warts on fingers and plantar warts on the soles of feet. In the U.S., HPV infection has reached

epidemic proportions, estimated at more than one million new victims each year and 24

million who now have the disease Aaron, N. G. (2006).

An individual may be infected with HPV viruses and be able to transmit genital warts

sexually long before symptoms develop. Venereal warts often are painless. Ranging from

pinhead size to a quarter inch in diameter, warts may be invisible to the naked eye. The
36
growths can be raised and bumpy, or flat, or shaped like a tiny cauliflower. Color may vary

from white to gray to pink to brown.

In females, warts may form on the cervix, in the vagina or rectum, on the vulva or anus, and

sometimes in the urethra. Lasting irritation of the female organs is a frequent after-effect of

HPV. Males most commonly develop warts on the penis, but also on the scrotum, the anal

area, and the urethra (Momah S., 2007).

Venereal warts can be difficult to detect, even by physicians. About 70 percent of

women with external warts also have warts on the cervix or in the vagina. Pap tests often

provide the first clue. Internal lesions typically go unnoticed, but sometimes itch and bleed.

To date, certain types of treatments can eliminate the warts, but the virus remains in the body,

and warts often reappear. During an outbreak of condyloma (warts), caution should be

exercised. Scratching genital warts can spread them to other parts of the body. Sexual activity

should be avoided until warts are completely gone.

A prospective mother who's at risk for genital warts needs to be tested early in her

pregnancy. Mothers with genital warts can deliver babies with warts. In rare cases, venereal

warts enlarge during pregnancy, actually blocking the birth canal, making Caesarean delivery

a must (Momah, S.2007).

Genital Herpes

Genital herpes is a very contagious viral infection, occurring around the sex organs,

spread almost entirely by sexual contact. Most genital herpes infections are caused by herpes

simplex type 2 virus, which is related to herpes simplex type 1, the virus involved in chicken

pox, fever blisters, and cold sores. (There are other herpes viruses, as well, that cause other

conditions.) Estimates by various agencies range from five to 30 million individuals in the

37
U.S. who are infected with genital herpes, with at least 300,000 new cases each year.

(Physicians are not required to report the disease.) According to some studies, 30 to 40

percent of single, sexually active people are infected(Aaron, N. G, 2006).

Genital herpes usually begins within four to seven days after infection, but symptoms

can begin as long as a month later. A mild burning or tingling in the genitals and buttocks

often signals an outbreak. Fever, flu-like symptoms, and swollen lymph nodes in the groin

may follow. Within a week, fluid-filled blisters appear which then break and form raw,

extremely painful sores. For males these outbreaks usually are confined to the penis, scrotum,

and buttocks. In females, however, both external and internal sex organs are involved. About

one-third of herpes patients experience only mild symptoms such as itching, redness, and a

few insignificant bumps, or no symptoms at all (Momah, S, 2007).

But the majority of those infected face recurring outbreaks for life. Severity and frequency of

these flare-ups vary with the individual, but usually are less severe than the initial infection.

Herpes sufferers typically have from one to six outbreaks per year. Triggering factors are

individual, too anything from a cold to menstruation to emotional stress to wearing clothes

that fit too tightly.

New research indicates that about 70 percent of those with genital herpes contracted the

disease from a partner with no noticeable symptoms. In the absence of symptoms, doctors

have difficulty diagnosing genital herpes.

Herpes infection can be spread whenever any part of one's body (or one's partner's

body) touches active sores containing the virus. Mucous membranes (as in the mouth or

genital area) are especially vulnerable. When the skin is broken, as from cuts, eczema, and

abrasions, risk of infection increases dramatically. If there are sores in the mouth, using saliva

38
as a wetting agent for contact lenses can transfer the herpes virus to the eyes. Should the virus

invade the eye, it can cause lesions on the cornea that may result in partial or complete vision

impairment.

Herpes virus can cause miscarriage and stillbirth. Despite prompt identification and

treatment, those infants infected with herpes are at great risk of developing brain damage or

dying. Herpes infection is life-long and multiplies the woman's risk of developing cancer of

the cervix. Cervical cancer is curable, but early detection is essential (Momah, S, 2007).

Chlamydia

This "silent sexual disease" is a leading sexually transmitted disease in the U.S. today.

One state health department estimates that new cases of this bacterial infection are about four

times more common than new cases of genital herpes or genital warts

combined.Approximately four million new cases of chlamydia occur each year. Most

physicians do not routinely test for it.

Symptoms often are mild, mimicking other ailments. Typical symptoms in females

are abdominal pain (sometimes with fever), vaginal discharge, difficulty in urinating, and

pain during sexual intercourse. Likely symptoms in the male are urinary tract infections

(urethritis) plus a discharge from the penis, which contains no pus. About 70 percent of

women and 30 percent of men display no symptoms at all, so the disease quietly ravages the

body (Momah, S.2007)

Consider these dismal facts. The prevalence of chlamydia is highest among sexually

active women under the age of 20. Left untreated, chlamydia can spread throughout the

reproductive tract, causing infertility or sterility in both women and men. Officials identify

chlamydia as the culprit in an estimated 40 percent of the country's cases of pelvic

39
inflammatory disease (PID), an infection that can permanently scar the uterus and fallopian

tubes. Chlamydia is now labeled a major cause of infertility among women of childbearing

age. Usually the infected woman is unaware of the damage until she wants to become

pregnant (Momah, S.2007).

When women with chlamydia do conceive, their chances of an ectopic (tubal)

pregnancy increase dramatically. An ectopic pregnancy is fatal to the foetus and life-

threatening to the mother as well. If a normal pregnancy occurs, and the woman is not treated

during gestation, the baby can be infected while passing through the birth canal. These infants

may develop eye, ear, or lung infections. Following delivery, an infected woman is at greater

risk of uterine infection (Zachary T.W 2012).

Chancroid

This STD hasn't been much of a factor since the late 1940s. However, in the past few

years, reported cases have increased sharply, and it is once again being regarded as a

significant disease here, as it already is in many parts of the world. Chancroid is a bacterial

disease that cause genital ulcers and swollen lymph glands. If not treated, the disease can

destroy the urinary tract and other body tissue.

Chancroid usually is found among heterosexuals, with 3 to 25 times more cases among men

than women (Ezeh, 2001).

AIDS (Acquired Immune Deficiency Syndrome)

AIDS was identified in the U.S. and in Europe in 1981. AIDS is caused by the human

immune deficiency virus (HIV). Once the virus invades the body, it silently begins to ravage

the immune system. The HIV virus invades the bloodstream, attacking white blood cells, and

also cells of the bone marrow, spleen, liver, and lymph glands. These cells normally
40
manufacture antibodies against disease and cancer, so the HIV-infected person becomes

increasingly vulnerable (Ezeh, 2001).

During the incubation period (which can be more than 10 years), the infected person

may be unaware of infection and display no identifiable symptoms. Nevertheless, the

individual is capable of transmitting the virus all along. Testing only establishes that the

infected person has finally produced enough HIV antibodies to show up on the screening.

From that point on the individual is declared "HIV positive."

Compare the fact to confident statements frequently expressed in the media. Mutual

HIV testing is touted as the "guarantee" that two individuals can fearlessly engage in sexual

activity. Not so! Test results are valid only for the time the test was taken not the next week

or the next month. For all these reasons, some health professionals consider AIDS a "ticking

time bomb." There simply is no way to estimate the number of infected persons, male or

female, straight or gay, marriage or single, young or old.Although AIDS is contagious, it

can't be spread in the same way as the common cold, chicken pox, or measles. Rather, it's

contagious in the same manner as are other sexually transmitted diseases such as gonorrhea

or syphilis. In fact, research suggests that other sexually transmitted diseases and genital

ulcers actually promote the transmission of AIDS. It's thought that these conditions provide

an entry route for the HIV or somehow alter the immune system (Ezeh, 2001).

After infection with the AIDS virus, some people remain apparently well.

Nevertheless, these persons can transmit the virus to others through sexual relations; through

sharing needles in intravenous drug use; or when donating blood, organs, tissue, or sperm.

AIDS is spread through blood, semen, and vaginal secretions. Other possible (though far less

likely) avenues are the mucous membranes of the eyes, nose, and mouth, which are

permeable and thus allow viruses to pass directly into the bloodstream(Ezeh, 2001)..
41
 The AIDS virus has also been identified in menstrual blood, tears, saliva, sperm, and

feces. It's presently considered unlikely that the virus can be transmitted by any means other

than sexual contact or by blood exchange (Ezeh, 2001).

AIDS is spread by sexual contact: vaginal, oral, and anal sex. And sometimes French

kissing (a mix of open-mouth kissing and tongue) or wet kissing (Open-mouthed kisses) may

also spread AIDS virus. Since 1986, the U.S. Centers for Disease Control and Prevention

have recommended that couples not kiss deeply if one of them is infected with the AIDS

virus, mostly because of the possibility of mouth lesions or bleeding gums (Ezeh, 2001).

2.10 The Effects of Premarital Sexual Relationship

Menankiti O. (2006) pointed out that premarital sex leads to a feeling of guilt and

disappointment. The few minutes of illicit enjoyment can easily ruin years of a clean

conscience. Regrets follow. Many people often ask themselves after premarital sex, what is

the fun after all? A youth feels exploited or even humiliated after illicit sex.

Diminished self-respect: He or she starts feeling self-conscious before parents. The

person feels he has betrayed his self-control. The girl generally feels cheap and dirty after the

act. These feelings generally envelop people who practice premarital sex for the first time.

A possible after-effect of premarital sex is the contracting of sexually transmitted

disease. This can have disastrous consequences. Anybody can imagine the heartache if some

years later one learned that a sexual contact she had has caused irreversible damage, for

example, infertility or some other serious health problems.

Pregnancy: Imagine the stigma attached to illegitimate pregnancy. It instantly leads

to drop out from school. A teenager’s body is not yet fully mature and prepared for

motherhood. Young girls who become pregnant as a result of premarital sex go through a
42
traumatic experience of becoming teen-mothers. Many suffer rejection from parents and

society.

Abortion: If a girl aborts the unborn baby, she runs the risk of not being pregnant

again in her lifetime if the abortion damages her womb and other vital organs. In addition to

this, she will live with a battered conscience for life. In some cases, the boy responsible for

the pregnancy is forced to marry the girl.

Forced Marriage:this factor can hardly produce the right environment for

happinessfor both the boy and the girl who are grossly ill prepared for parenthood. They are

both haunted by feelings of guilt and regrets.

Low Self-Esteem:Some youths feel no guilt whatsoever about having relations, so

they go all out to have sexual satisfaction as often as they have an opportunity and with

different partners. Experts in teenage sexuality have observed that such youths pay a price for

their promiscuity. Generally, they have low self-esteem and self-confidence. Today, the

dreaded disease, Acquired Immune Deficiency Syndrome (AIDS) is ravaging many

countries. It is a direct result of promiscuous sex. Once couples, especially teenagers have

had illicit sex, the feelings they have for each other often change dramatically. In many cases,

the boy may find that his feelings for the girl are no longer as intense as before. He may even

find the girl less attractive, having seen her nakedness and perhaps, discovering some scars

on her laps. On the other hand, the girl may feel exploited. The boy she thought was

wonderful may now become cold and unresponsive towards her. Worse still is the stress of

unwanted pregnancy, the embarrassment and social stigma that go with it. Premarital sex just

does not worth it.

43
 Self Gratification:In addition, premarital sex does not allow the marriage

mates(when they eventually get married) to have marital intimacy. They knew they did not

hold on to advise their children to be chaste. In premarital sex, the emphasis is on self-

gratification. Ability to control passion may be lacking.

Lenore B.(1998) categorized the effects of premarital sex under two main headings viz:

1. Physical effects

3. Emotional effects

Physical Effects

We saw inI Corinthians 6:18that sex before marriage is a sin against the body. Sinning

against the body means losing respect for your body, as well as the body of the one you are

involved with. Once respect is lost, it becomes easier to indulge in promiscuous sex. Losing

respect then leads to a warped view of love and centers the definition of love on the physical.

The emotional needs which God created are not met in casual sex but in the loving

commitment of a mate. Only in marriage is it possible for sexual relationships to reaffirm the

dignity and uniqueness of each sex partner. Sex combined with love in marriage makes us

want to give to our mate not take. Waiting as God commands gives peace of mind which

affects our physical health. We don't experience the stress of worrying about unwanted

pregnancies, or Sexually Transmitted Diseases (STDs) that could kill or cripple us or our

children. Now, of course, the "safe sex" campaign across our country fools many into a false

peace of mind. Birth control methods are sometimes unreliable, and the high rate of failure

for condoms is not understood among many teens. At best, among those who are sexually

active, 1 in 6 condoms will fail, and at worst 1 in 3. That's the same or worse odds as in

44
Russian Roulette, which is a pretty stupid game. And of course the pill offers no protection

whatsoever against STDs(Ezeh, 2001).

Fifty years ago, teens were warned about two STDs (called "venereal diseases" then): syphilis

and gonorrhea. What has our newfound sexual freedom brought? There are now over 50

STDs, and AIDS is not the only one that kills. And others can cripple and/or make life

miserable. (Herpes is not a picnic.) Some cause birth defects that pass a parent's foolish

decision on to an innocent child. Furthermore, that sperm that causes pregnancy can get

through a tiny tear or pinhole in a condom. But the virus that causes AIDS is up to 300 to 400

times smaller than the sperm. So what does that same tear or whole look like to the AIDS

virus? It looks like a train tunnel! Dr. Koop, former U.S. Surgeon General, doubts that there

will ever be an AIDS cure. It is a virus, and we have never cured any virus, not even the

common cold. And do you know about cervical cancer, a disease that is proven to be more

prevalent among sexually active teenage girls (Ezeh, 2001).

Emotional Effects

God's plan gives protection from being put on a performance basis. When put on a

performance basis with another person, one is accepted only if he or she acts or does

something the way the other person wants. They are respected not for who they are, but for

what they do. Their value and dignity is lost. A boy says, "I love you if you will have sex

with me" or "because you are pretty," rather than "I love you." That is conditional love, and is

worthless for building a committed relationship. Without the committed bonds of marriage,

sex is inherently a selfish act done for personal satisfaction or gain. We must continue to

please for the relationship to continue and that leaves one in a constant state of insecurity.

God protects us from being put on a performance basis by reserving sex for the commitment

of marriage. Are you aware of the various studies that show that sexual satisfaction is much
45
greater in marriage than in uncommitted relationships? Why is it this way? Could it be that

God knew what he was doing when he created us, and ordained the marriage relationship as

the place for fulfillment?

The emotional baggage that often comes with premarital sex includes sexual dysfunctions in

marriage. Many end up in counseling or therapy to deal with problems related to "teenage"

sex. Studies have shown that premarital sex also increases the rate of cheating after marriage.

Teens don't know that when they are young, but God knew it when he gave the rules in his

"Owner's Manual." (Ezeh, 2001).

Guilt is another consequence of violating God's standard of chastity until marriage. This has

long-term effects on future relationships in marriage, and may haunt and affect a person

longer than any other consequence. To have the sex act linked with guilt in one's emotions

because of premarital activity, causes the joy intended by God for husband and wife to be

robbed and clouded. For example, a couple I know has been married over 50 years, and sex

has never had any meaning for her. Premarital sex did its damage. Guilt is an awareness of

having transgressed a standard of right and wrong. Or it may be just a lingering doubt of

thinking that some act was wrong. Our society is plagued by those two kinds of guilt. The

first is a moral guilt, which Christians are subject to, which tells us specifically when we have

stepped outside God's boundaries of conduct. It is a conscious awareness of specific

transgressions. The other kind of guilt might be called a floating sense of guilt. One

psychologist says "It is indeed amazing that in a fundamentally irreligious culture as ours, the

sense of guilt should be so widespread and deep-rooted as it is." This floating guilt he spoke

of comes from a society that says there is no absolute right and wrong (Global Christian

Missionary in Nigeria, 1998). Rather than producing freedom as many claim they are

seeking, such are in a constant turmoil. "Are these things I'm doing right or wrong?" These

46
people have no standard, therefore no direction in their lives and are constantly adrift. Yes,

they are free as free as a ship at sea without a rudder. Christians have the Bible which gives

direction and guidance to lives and tells of God's character.

The Bible defines our pasture. God has placed intelligent boundaries around us to keep us

"home" and to keep away those who would prey on us, yet within those boundaries we have

freedom to make choices. Deep down, young people want boundaries. We have seen those

who had no rules, no curfews, who could make all their own decisions, but who wanted some

guidance.

God has set marriage as the proper place for sex. We are protected within this boundary.

Husbands and wives don't have to be concerned with catching diseases; they are unselfish

and open in expressing their sexual needs to one another. They can plan for the family they

want and when children come, they are counted as blessings from God, not reminders of a

grave mistake. Again, God protects us from shame and guilt, and gives us joy in the sexual

union of marriage.

2.11 Premarital Sex and Academic Performance

Zachary T.W.(2012), stated that One factor that could affect the lives of students is their level

of sexual activity. How then, does sexual activity affect academic performance? Is there a

relationship between sexual activity and any of the factors that are widely known to

negatively affect grades? Maybe the students that are sexually active are less likely to study

because they spend most of their time going out and pursuing sexual partners. Maybe the

sexually active students have more confidence and a reduced stress level based on their

sexual rewards.

47
Since sexual activity is a controversial topic among young people, and academic performance

is important for the future of many young people, studying the relationship between the two

is natural. Any information that can be uncovered on what helps or hurts students could be

useful. If students that are more sexually active achieve higher grades than students who are

not sexually active it would certainly contradict the negative view that some people have of

premarital sex (Zachary T.W.2012).

Quatman, Sampson, Robinson and Watson (2001) further stated that there is a relationship

between students dating and academic performance. Quatman et al (2001). pointed out that

students who date themselves exhibited consistently and significantly lower levels of

academic achievement and academic motivation. There is always a negative relationship

between romantic involvement and academic performance. Schvaneveldt P. L, Miller B. C,

Berry E. H., Lee T.R (2001) mentioned that students who initiated sexual intercourse at an

earlier age don’t achieve as well academically as those who waited till they are married.

Eggleston B., Coles C., Mack, B., (1999) stated that school attendance as well as

academicperformance may be related to early sexual activity and unintended pregnancy.

Also, Abraham and Kumar (1999)observed that poor academic performance in students

influence the likelihood of having had premarital sex.

2.12 Prevention and Control of Premarital Sexual Relationship

According to the Holy Bible, premarital sexual interaction can be prevented through the

following ways:

Colossians 3:5-10 warned everyone to avoid fornication, and any other inordinate affection.

Proverbs 13:20 encourages that the youths should avoid bad companies but rather keep

company with the wise that is the righteous. The same Proverbs13:10 stated that there should

48
be a set limit on expression of affection and not give out mix signal. Stimulating clothes

should be avoided.

Nwachukwu T.A. (1993) suggested that staying away from the opposite sex will help to

eradicate premarital sexual relationship. One may feel a perfectly normal attraction towards

opposite sex, the more you are together the more the attraction and this can lead your heart

astray, therefore avoid petting and stimulating touches.

Adama A.U.(2006) pointed out that sex emotions can escalate as they find themselves

becoming dangerously intimate, one has to say or do something and mean it to break the bad

emotion. For that reason, the youths should always say no and mean it.

She further stated that situations like loneliness in the houseor outing with someone you love

of opposite sex should be avoided. Youths should restrain from lonely-night outs.

Menankiti O.(2006) mentioned that there are benefits for those who withstand peer pressure

and refuse premarital sex enjoyment. Many are their rewards. Staying chaste does more in

helping youth avoid ugly consequences. There is a feeling of inner peace and self-esteem.

A virgin enjoys a clean conscience. She is never tormented by guilt feelings. She is proud

because she possesses something rare these days, that is, virginity. She does not worry about

teen-pregnancy, abortion, or teen-motherhood. She does not suffer the stigma that unwed

mothers suffer.

Google (2008), pointed out that It is necessary to refrain from being an overeager sentinel

when children are children and exploring the outside world, learning how to socialize, and so

on. The world isn't a "safe" place, and they need to be able to cope with it on their own (until

they come back to you so you can kiss their boo-boos). But when they reach puberty, they do

need rules, boundaries, and supervision--we are dealing with different acts (and virtues) now.
49
Hindering the development of courage or of a proper measure of independence is no longer

the issue.

Do we make teenagers "prisoners" at home? It seems to me that letting teenagers go on 'group

dates' may be a bad idea, if there is no adult supervision. Even if they are not lying about

what they are up to and are really participating in a group activity, and we have given them

direction as to how they should handle themselves and an understanding of traditional sexual

morality, does allowing them to go out with their peers reinforce a false sense of autonomy

and independence? (Assuming that they are hanging out with the right crowd--how many

parents fail to even find out what their children's friends are like, and what families they

come from?)

While sexual mores may have collapsed (any awareness of fornication as sin or wrong has

been lost by many), we must look at other causes that have worked in the favor of

licentiousness. With the loss of communal life and festivities we have lost ways in which eros

can be channeled and sublimated. Instead we leave our teenagers alone to figure out things

for themselves, avoiding criticism of poor decisions or giving tacit approval to their choices.

How many parents can be bothered to have wholesome activities for their adolescent children

and their friends? Not having the means to throw a ball isn't a problem--parents don't need to

have a fancy ball. But they may not even possess the social network that would make a ball

out of a Jane Austen novel possible. What we have lost with the fragmentation of

community! So not permitting them to go on group dates may be going too far. But we can

withhold giving them cars, can't we? If they have no car to transport themselves (or to use as

a portable bedroom), then it is less likely they will get in trouble. But parents would have to

agree upon this--all it takes is one car in the group and the financial means to secure

50
temporary 'lodging' for there to be an opportunity to sneak off for some 'fun' (or for a guy to

show how much he 'loves' a gal (Adebayo, D. O., Udegbe, I. B., &Sunmola, A. M., 2006)

Supervision and restriction of mobility and contact are better than the status quo and the

pathetic solution. We can try to reduce teenage pregnancy by reducing the opportunity for

teenagers to engage in those activities that would lead to a girl getting pregnant. And fathers

need to have a renewed sense of their roles with respect to their daughters--at least there is

still some sense of this in some country songs. (And let us not forget how much of teenage

pregnancy is due to a failure of fathers to be fathers for their daughters, causing them to look

for affection from other males.)

Many parents have completely given up their responsibilities, surrendering their children to a

poisonous culture. Some never even had much practical wisdom or guidance to offer to begin

with. If they don't even know what is going on under the roof of their houses, at least when it

involves other people, there's a big problem (Adebayo, D. O., Udegbe, I. B., &Sunmola, A.

M., 2006).

Parents have much to answer for they should not think that marriage is simply a way

to relieve concupiscence (even if that is one of its legitimate purposes). With children comes

a heavy responsibility to give them the proper moral education, and this cannot be left to the

'Community,' 'professionals,' or the government (Adebayo, D. O., Udegbe, I. B., &Sunmola,

A. M. 2006).

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2.13 Solution to the Problems of sexual Education

Sanni Omolade. O, Atofojomo Omolade. A, Olaluwoye David. R (2018) stated that the

solution to sex education in Nigeria Secondary School are the following:

(1) Effective communication about sex education between parents and child is very

essential and should be encouraged, and parents should show more interest in the

sexual development of their children/wards.

(2) Schools should organise effective communication programmes and seminars about

sex education for the secondary school students.

(3) Guidance and Counselling units of all schools should expose and guide the students

through all the available and accessible sex education sources.

(4) Religious leaders in church and mosque needs to play a pivotal role in educating the

adolescents on what they need to know about sex education with the aim to help the

young ones live a better live and put them through on the importance of sex

education.

(5) Education ministry and Non-governmental organisations should provide greater

resources for implementing good quality sex education programmes for secondary

school students in Nigeria.

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 CHAPTER THREE

RESEARCH METHOD

3.0 Introduction

This chapter explained the methods employed in carrying out this research work, the

description of sample and sampling techniques and the validity of research instrument. It

contains a discussion on how data for this work will be collected and analyzed.

3.1 Research Design

This is the systematic analysis of steps and approaches to data collection and useful

suggestions and recommendation towards addressing the effect the causes of premarital sex

on secondary school girls and its impact on their academic achievement in Ondo West Local

Government Area of Ondo State.

3.2 Population of the Study

The population for this study consists of five secondary schools and 20 respondents

were selected randomly, making up 100 respondents that were chosen from the secondary

schools selected in Ondo West Local Government Area of Ondo State.

3.3 Sample and Sampling Technique.

The sample size consisted of female students in five schools purposely selected for

the study, thus, this allows the study to generate results/findings of the study to all secondary

schools in Ondo West Local Government Area in Ondo State.

Name of School

S/N Name of School No of Respondents Percentage

St. Andrew Grammar School, Ondo. 20 20%

53
 St Monica Grammar School, Ondo. 20 20%

CAC Oke Isegun High School, Ondo. 20 20%

St Ambrose Secondary School, Ondo. 20 20%

Demonstration Secondary School, Ondo. 20 20%

3.4 Research Instrumentation

The major tools that were used for collection of data for this research were questionnaire. The

questionnaire consisted of two section that is section (A) and section (B). Section (A)

contained information on personal data of the respondents, and section (B) focused on the

effect the causes of premarital sex on secondary school girls and its impact on their academic

achievement in Ondo West Local Government Area of Ondo State.

3.5 Validity of Instrument

The instrument for data collections was personally designed by the researcher and

presented to the supervisor and all the necessary errors corrected. This is to ensure that the

items of the questionnaire measures what they suppose to measure; after the correction and

approval the researcher then administered the questionnaire to the respondents.

3.6 Reliability of the instrument

To ascertain the reliability of the research questionnaire, simple percentage method

was used after necessary amendments and rectification and questionnaire was neatly

corrected, typed and administer to the subject involved.

3.7 Procedure for data collection

The researcher seeks for permission from the school principal to administer the

questionnaire to some selected female students in SSS2 to SSS3 in the schools. The

54
researcher was told that all questions should be answered as honestly as possible, since all the

answers were treated confidentially. The researcher stay with the respondents and collected

the complete copies immediately to avoid loss of materials.

3.8 Data Analysis

The copies of questionnaire was administered and arranged properly to aid

researcher’s work. The information gathered from the respondents was tabulated into table

using frequency table and analyzed using simple percentage; the findings is reported and

discussed in chapter four.

55
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS OF RESULT

4.1 Introduction

This chapter presents the analysis of finding of respondents to the research questions

4.2 Data Analysis

Section A : Generation Information

Table 4.1 Name of School

S/N Name of School No of Respondents Percentage

1 St. Andrew Grammar School, Ondo. 20 20%

2 St Monica Grammar School, Ondo. 20 20%

3 CAC Oke Isegun High School, Ondo. 20 20%

4 St Ambrose Secondary School, Ondo. 20 20%

5 Demonstration Secondary School, Ondo. 20 20%

Total 100 100%

Table above shows that 20 respondents each were used in five secondary school sampled for

the study and a total of 20% respondent each were used for the purpose of the study.

Table 4.2 Class

S/N Class No of Respondents Percentage

1 SS 2 49 49%

2 SS 3 51 51%

Total 100 100%

The table above shows that 49 respondents were from SS 2 and SS 3 were 51 respondents for

this study.

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Table 4.1 Age

S/N Age of the Respondent No of Respondents Percentage

1 10-15 years 38 38%

2 16-20 years 57 57%

3 21-25 years 5 5%

4 26 -30 years 0 0%

Total 100 100%

Table above shows that 38 respondents were age range 10-15 years, 57 respondents were

age range 16-20 years while 5 respondents were age range 21-25 years for the study.

SECTION B

Research Question: What are the factors responsible for causes of pre-marital sexual intercourse

among students in Adeyemi College of Eucation?

Factors Responsible for Causes of Pre-marital Sex

S/N Items YES NO

1 Do you usually watch how young people make friendship or love on 79 21
electronic media like handsets, computers, TV, Video etc?
2 Have some of your friends have made love to their friends of the 22 78
opposite sex?
3 Do some of your friends encourage you to go into a friendship with the 90 10
opposite sex either in the class or at home?
4 Do parents in your community encourage their children to engage in 3 97
premarital sex?
5 Are children without both parents liable to be victims of premarital sex? 84 16
Responses to research question 1 above on the factors responsible for causes of pre-marital

sex, it was revealed that 77% respondents agreed that they watch how young people make

friendship or love on electronic media like handsets, computers, TV, Video etc, while 23%

disagreed, 21% agreed that some of their friends have made love to their friends of the

57
opposite sex while 79% disagreed; 90 % agreed that some of their friends encourage them to

go into a friendship with the opposite sex either in the class or at home, while 10% disagreed

Furthermore, the study revealed 97% disagreed that parents in their community encourage

their children to engage in premarital sex while 3% agreed, 84% agreed that children without

both parents liable to be victims of premarital sex while 16 %disagreed.

The above statement is in line with Oko (1982) pointed out that unstable marital home

cause’s premarital sexual relationship among our youths and weighs more on the affected

children who miss parental care necessary for their psychological development. Other causes

of premarital sexual relationship could be lifestyle, family background, influence of bad peer

groups, environment and so on (Adama A.U.2006).

Research Question 2: What is the impact of pre-marital sex on academic performance of students

in Adeyemi College of Education?

Impact of Pre-marital Sex of Secondary School Girls on Academic Performance

Items
6 Do boys/girls who keep friendship perform well in the class? 42 58
7 Does premarital sex really affect your academic performance? 25 75
8 Can premarital sex makes students to drop out of school? 82 18
9 Can premarital sex among students cause diseases which can make them 92 8
inactive in study?
10 Students who indulge in premarital sex are likely to miss classes, spend 81 19
more time with boy/man friend more than they would have spent with
their books
Responses to research question 2 on impact of pre-marital sex of secondary school girls on

academic performance, it was revealed that 42% respondents agreed that boys/girls who keep

friendship perform well in the class while 58% respondents disagreed, 25% respondents

agreed premarital sex really affect your academic performance while 75% respondents

disagreed, 82% respondents agreed premarital sex makes students to drop out of school while
58
18% respondents disagreed, 92% respondents agreed premarital sex among students cause

diseases which can make them inactive in study while 8% respondents disagreed; 81%

respondents agreed students who indulge in premarital sex are likely to miss classes, spend

more time with boy/man friend more than they would have spent with their books while 19%

disagreed. In the line with above statement Zachary T.W.(2012), stated that One factor that

could affect the lives of students is their level of sexual activity, the students that are sexually

active are less likely to study because they spend most of their time going out and pursuing

sexual partners. Maybe the sexually active students have more confidence and a reduced

stress level based on their sexual rewards.

Research Question 3: What are the effects of premarital sex in Adeyemi College of education?

Effect of Pre-marital Sex in Secondary Education

Items
11 Pre-marital sex make some student feels rejected before their mate this 87 13
may cause depression and make them not to focus in their study.
12 Respects a girl who experiments with premarital or extramarital sex 6 94
may suffer more severely than a male who does so.
13 Are girls that involve in premarital sex liable to be pregnant? 90 10
14 Do parents of students who involve in premarital sex feel disappointed 100 0
in such a child?
15 Do your parents tell you things concerning friendship and sex? 25 75
16 Do students that involve in sex have good image in and outside the 20 80
school also their parents?
17 Does your parents advice you not to practice premarital sex? 96 4
18 Are girls that involve in premarital sex liable to be pregnant? 90 10
19 Students who engage in premarital sex run a high risk of contracting one 68 32
of the many venereal diseases rampant today, as well as losing their
fertility.
20 Are girls that involve in premarital sex liable to be pregnant? 90 10

59
Responses to research question 3 on effect of pre-marital sex in secondary education , it was

revealed that 87% respondent agreed that pre-marital sex make some student feels rejected

before their mate this may cause depression and make them not to focus in their study while

13% disagreed, 6% respondent agreed respects to girl who experiments with premarital or

extramarital sex may suffer more severely than a male who does so while 94% disagreed,

furthermore, 90% agreed that girls that involve in premarital sex liable to be pregnant while

10% respondent disagreed with this statement, 100% agreed that parents of students who

involve in premarital sex feel disappointed in such a child, also agreed that 25% parents tell

them things concerning friendship and sex while 75% respondents disagreed, 20%

respondents agreed that students that involve in sex have good image in and outside the

school also their parents while 80% respondents disagreed, 96% their parents advice that you

them to practice premarital sex while 4% respondents disagreed, 68% respondent agreed

that Students who engage in premarital sex run a high risk of contracting one of the many

venereal diseases rampant today, as well as losing their fertility. While 32% respondent

disagreed. Quatman et al (2001). pointed out that students who date themselves exhibited

consistently and significantly lower levels of academic achievement and academic

motivation. There is always a negative relationship between romantic involvement and

academic performance. Schvaneveldt P. L, Miller B. C, Berry E. H., Lee T.R (2001)

mentioned that students who initiated sexual intercourse at an earlier age don’t achieve as

well academically as those who waited till they are married.

60
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY

This research works an investigation into the causes of premarital sex on secondary school

girls and its impact on their academic achievement in Ondo West Local Government area of

Ondo state. The study is divided into five chapters, chapter one delved into background of the

study and the purpose among others. Chapter two reviewed the work of other writers while

chapter three focuses on the researched methodology. In chapter four, the responses of the

respondents were analysed and discussed, while chapter five summaries the study. The

researcher observed through the responses of the respondent that there are some causes that

led to premarital sex, which include friendship or love on electronic media like handsets,

computers, TV, Video and so on, some of their friends encourage them to go into a friendship

with the opposite sex either in the class or at home, while children without both parents are

liable to be victims of premarital sex, and so on.

5.2 CONCLUSION

Though a human being gains the physical maturity of procreation at the beginning of puberty,

he/she is considered eligible for mating and reproduction much later, probably from18 years

of age or 20. Also the society insists that a sexual practice outside a marriage is improper and

illegal at times. Sex in itself, by adults is not wrong; but premarital sex may harm the mental

development of adults in several forms. Premarital sexual experiences, many a times, leads to

the misconception that sex is to be enjoyed at whatever ways possible. Forced premarital

lovemaking will lead to mental depression and dilemma. Another danger is possible

exchange of diseases; as premarital partners may not be aware of diseases that spread through

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 intercourses. Getting pregnant through premarital sex is another disaster which can make

students to drop out of school and as well affect academic achievement, even beyond

measure. Emotional imbalances and guilt feeling could be the result of most premarital sexual

affairs, the problem of emotion imbalance which cause student to have unstable mind and

will be hinder to focus on academic progress, issue of mental disorder is inevitable in such

occasion.

5.3 RECOMMENDATIONS

Based on the conclusion above, the researcher hereby gives the following recommendations:

i. The government should ensure that every educational institution has at least a functional

Guidance Counselor, so that the young ones will always be properly counseled on the

dangers of premarital sex.

ii. Parents should make sure that they teach their children (particularly the adolescents) sex

education.

iii. The media houses should intensify on public enlightenment on the dangers of premarital sex.

iv. The government should establish rehabilitation centres for those that fall victim of premarital

sex and having a severe effect such as unwanted pregnancy.

v. Places of worship like church and mosque should also intensify on telling their worshippers

the implications of premarital sex.

vi. Educational institutions should include sex education in their curriculum

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APPENDIX

ADEYEMI COLLEGE OF EDUCATION, ONDO, ONDO STATE

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 DEPARTMENT OF BIOLOGY
THE EFFECT OF THE CAUSES OF PREMARITAL SEX ON SECONDARY
SCHOOL GIRLS AND ITS IMPACT ON THEIR ACADEMIC ACHIEVEMENT IN
ONDO WEST LOCAL GOVERNMENT AREA OF ONDO STATE.

Dear respondent,
The questionnaire is intended to collect information on effect of the causes of premarital sex
on secondary school girls and its impact on their academic achievement in Ondo West Local
Government Area of Ondo State. You are therefore implored to give accurate information as
this will be treated confidentially.

Instruction: please tick where appropriate.

SECTION A
NAME OF SCHOOL ……………………………………… CLASS: ………………………
SEX ………………………. AGE: 10 -15 ( ) 16- 20 ( ) 21 – 25 ( ) 26-30 ( )
SECTION B: QUESTIONS
Please provide answers to the following questions by ticking (√) the appropriate
response of your choice.

S/N Questions YES NO

Factors Responsible for Causes of Pre-marital Sex
1 Do you usually watch how young people make friendship or love on
electronic media like handsets, computers, TV, Video etc?
2 Have some of your friends have made love to their friends of the
opposite sex?
3 Do some of your friends encourage you to go into a friendship with the
opposite sex either in the class or at home?
4 Do parents in your community encourage their children to engage in
premarital sex?
5 Are children without both parents liable to be victims of premarital sex?
Impact of Pre-marital Sex of Secondary School Girls on Academic
Performance
6 Do boys/girls who keep friendship perform well in the class?

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7 Does premarital sex really affect your academic performance?
8 Can premarital sex makes students to drop out of school?
9 Can premarital sex among students cause diseases which can make them
inactive in study?
10 Students who indulge in premarital sex are likely to miss classes, spend
more time with boy/man friend more than they would have spent with
their books
Effect of Pre-marital Sex in Secondary Education
11 Pre-marital sex make some student feels rejected before their mate this
may cause depression and make them not to focus in their study.
12 Respects a girl who experiments with premarital or extramarital sex
may suffer more severely than a male who does so.
13 Are girls that involve in premarital sex liable to be pregnant?
14 Do parents of students who involve in premarital sex feel disappointed
in such a child?
15 Do your parents tell you things concerning friendship and sex?
16 Do students that involve in sex have good image in and outside the
school also their parents?
17 Does your parents advice you not to practice premarital sex?
18 Are girls that involve in premarital sex liable to be pregnant?
19 Students who engage in premarital sex run a high risk of contracting one
of the many venereal diseases rampant today, as well as losing their
fertility.
20 Are girls that involve in premarital sex liable to be pregnant?

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