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Journal of Education and Practice www.iiste.org

ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.8, No.32, 2017

An Analysis of Students’ Perception of Sex Education

Programmes and Their Effects on Adolescent Sexual Behaviour in
KNUST Junior High School, Kumasi
Naana Yaa Gyamea Kumah* Francis Kyere Agnes Barnie Agyemang
School of Political Science and Public Administration, University of Electronic Science and Technology of
China, No. 2006 Xiyuan Avenue, West Hi-Tech Zone, Chengdu 611731, China

Abstract
The subject of sex education is of perennial concern to boys and girls because both their natural proclivities and
the accepted patterns of adolescent behaviour differ substantially from the morals handed down to us. Every
adolescent, like every adult is at times torn by conflict between urges and the rules laid down by his grandmother
or his superego. Many young people need help in handling the conflict. This survey was conducted to find out
the perception of students on sex education programs and their effect on adolescent sexual behaviour with a
sample size of 175 selected from Kwame Nkrumah University of Science and Technology Junior High School.
Findings revealed that there indeed is a close relationship between sex education and positive sexual behaviour
of students. The study recommends that more schools should get involved in spreading the knowledge on sex
education and seminars can also be organized for the students just as Kwame Nkrumah University of Science
and Technology Junior High School does sometimes.
Keywords: Adolescent, Sexual Behaviour, Sexuality, Education, Sex

1. Introduction
Sex education curriculum has historically been a controversial topic in Ghana. Sex education is not just an issue
of teaching about sexuality but also an issue of which morals and values our society should promote. The way in
which we, as a society, talk to our young people about sex and intimate relationships can significantly influence
the way they see themselves as individuals, as partners, and as sexual human beings. Young people can be
defined as those aged 10 - 24 years; this group is made up of adolescents-aged 10 – 19 years- and youth-aged 15
- 24 years (Kesterton, A.J. and Cabral de Mello, 2010). Adolescence stage of the youth has been found to
represent the period with the highest frequency of negative consequences. These consequences are associated
with sexual activities like sexually transmitted diseases and unwanted pregnancies (De-Seta, F. et al., 2000).
Educating the adolescents on sex can have a great impact on their perception of the risks associated with sexual
behaviour, and what needs to be done to reduce that risk. Sexual risk taking behaviours among adolescents, and
its unfortunate consequences, are major contemporary policy concerns (Araujo, 2008). Research has shown that
a number of American teenagers are sexually potent and due to that they do not always make good choices when
it comes to sexual behaviour and that end up in a number of consequences which result in increased
governmental spending and negative social and health outcomes
The Ghana Health Service report indicates that the prevalence rate of HIV/AIDs in Ghana between the age
group of 15 to 24 years accounted for 3.4% in 2002. Through the help of the national interventions aided by
operations research, this has reduced drastically (Service, 2006).
The predominance of HIV in general population in Ghana standing at 1.37% in 2012, the Ghana AIDS
Commission and others works together with the Ghana Health Service submits that prevalence for the age group
15 - 19 years in 2013 stood at 0.7% and that of youth 15 - 24 years, which is used a proxy for new infections,
the representation is 1.3% while young person’s 15 - 24 years of age contributed 28% (2044 of 7323), (2236 of
7991) for 2012 and 2013 respectively of new infections showing no reduction in new infections(Ghana Health
Service, 2012).
According to Kirby (2011), with the growing interdependency and interconnectedness of nations in recent
times, reliable and accessible information on sexuality and reproductive health is on the demand especially by
young people. Clarity on a wide range of issues on sexual reproductive health from physiology to cultural norms
and even relationships are being sought for. In order to respond to the needs of adolescents and young people for
information and training in behavioural skills, a growing number of organizations and movements with
international coverage have made varied commitments. These organizations and movements seek to meet the
sexual and reproductive rights as well as provide valuable information to adolescents to make informed decisions
essential for their health and development based on internationally recognized standards (United Nations,
2002;2003)
Kirkendall (1964) noted that sex education needs to be conceived much more broadly than its scope and its
direction should come as we determine the objectives towards which it is directed. There are two particular
circumstances that seem to be of much significance in thinking about sex education. These bring to the fore the

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.8, No.32, 2017

issues discussed below.

First, we have developed a relatively unsupervised, and hence a ‘free choice’ society for adolescents so far
as their sexual behaviour is concerned. The standard of premarital chastity was traditionally supported by social
safeguards which made violations difficult. These safeguards were supplied by the nature of the culture itself. At
the turn of the century methods of transportation were slow, and so young people were easily kept under
surveillance of their elders. The negative consequences of violating conventional patterns bore down on the
individual and his family with real force. Chaperonage was an acceptable practice. Sexual matters were very
seldom discussed, and the controls of the super-ego were strong enough that while even then a choice was
available, it never occurred to many young people that it was possible for them to make it. If the conventional
standards were disregarded, it seemed less a choice than it did a violation.
One by one the safeguards which supported chastity have been withdrawn or knocked into a cocked hat.
The possible dangers of disregarding traditional standards have lost much of their threat. The frequency with
which non-marital pregnancies occur simply highlights the fact that they are not feared. Beyond that, young
people know that practically fool proof of contraceptives are available, and many of them think that they know
how to us them. Quick available transportation enables most young people to be free from adult supervision and
attain anonymity in a matter of minutes. Young people are provided the circumstances in which sexual
experimentations and experiences may easily occur yet their elders act as though things were sixty years ago.
Second, the approach to considerations of moral decision making must be both rational and affirming. By
rational, we mean an approach which is based on reason. These reasons ought to go beyond the physical and the
material realm, for human being have an optional nature and need love and a sense of belonging. But we are past
the time when this can be handled in a purely metaphysical way. Neither can be imposed by fiat. We have
nurtured on a scientific inquiry, we have been taught to ask for evidence, and young people have learned their
lesson well.
Typically, those programs strive to delay the initiation of sex, reduce the number of sexual encounters and
sexual partners, and increase the use of condoms and of effective contraceptive methods among young people.
Sometimes, such programs also have the goal of promoting testing for sexually transmitted infections or
reducing sexual violence. Some of those programs are based on a written curriculum and are implemented by
addressing groups of young people. Such programs are particularly suitable for the school environment, where it
is easier to reach large numbers of young people at early stages of their development and before they become
sexually active. By reaching adolescents early in puberty, school settings can provide young people with the
information and skills they will need to make responsible decisions about their future sexual lives. Through those
programs, educators have the opportunity of encouraging adolescents to delay the onset of sexual activity and of
training.
From the above, it is clear that there is a wide range of sources of sex education for young people and these
varied sources are likely to have varied influence on the adolescent sex behaviour. On the basis of this therefore,
the researchers were interested in finding out an analysis of student perception of sex education programmes and
their effects on adolescent sexual behaviour at the KNUST JHS.

1.2 Research Problem

Many adults are uncomfortable with the idea of ‘teen sexuality’, and prefer to remain in ignorance or denial. It is
critically important for adults to address adolescent sexuality realistically and to recognize that many factors,
including socioeconomic status, race or ethnicity, family structure, educational aspirations, and life experiences,
affect young people’s behaviour. In Ghana, there is a misconception that young people are healthy since they
show low levels of illness compared to younger children and adults. However, Ghana Statistical Service, Ghana
Health Service, & ICF Macro (2009) reveal a higher magnitude of sexual and reproductive health problems of
the young people, the most crucial being unprotected sex and risky sexual behaviour.
According to Ghana Health Service (2012) and Homans (2003), the habits and lifestyles that are established
during this period have a profound consequence on future health and development. To this effect, sex education
has become a very sensitive topic which parents and the society dare not touch because of some of these factors:
most parents do not see its relevance, they think that exposing children to this topic may make them go astray
and not forgetting the fact that some parents think giving their children a moral upbringing is enough. This
however, contributes in the occurrence of high teenage pregnancy and STIs. Therefore, the research seeks to
investigate and understand sex education programmes from the perspective of students and its influence on
sexual behaviours.
This research is aimed at getting the views of the students on the need of these sex education programs and
how it can affect adolescent sexual behaviour. These objectives were to:
• Identify the demographic characteristics of respondents that predispose them to their perception of sex
education programmes at KNUST JHS.
• Determine students’ knowledge of sex education programmes at KNUST JHS.

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.8, No.32, 2017

• Identify the students’ perception of sex education programmes and their impact on adolescent sexual
behaviour at KNUST JHS.
• Establish the relationship between the sex education programmes and adolescent sexual behaviour of
KNUST JHS students.
Based on the objectives the following research directing questions are formulated.
• What are the demographic characteristics of respondents that predispose them to their perception of sex
education programmes at KNUST JHS?
• What is students’ level of awareness on sex education programmes KNUST JHS?
• What are the students’ perceptions on sex education programmes and their impact on adolescent sexual
behaviour at KNUST JHS?
• What is the relationship between the teaching of sex education programs and adolescent sexual
behaviour of KNUST JHS students?
This study will enrich literature as well as provide knowledge and insights on sex education for all
stakeholders of the society for successful decision making and responsible management of sexual impulse. In the
study, basic and accurate information about the risk of teen sexual activity and ways to avoid intercourse or use
methods of protection against pregnancy and STIs are highlighted. Also, the findings of the study will be of
practical relevance for the adoption and implementation plans of sex education programs and policies on sexual
and reproductive health policies as a whole for Ghana and the African sub-region.
The study covered students’ perception of sex education and their effects on adolescent sexual behaviour
only. Methods employed helped maintain some privacy though respondents were far more than willing to
communicate openly.
The study was based on the following assumptions:
• That the selected students co-operated in providing the necessary information.
• That the selected sample of students for the study provided the required evidence to sufficiently address
the study problem.
• That the selected students were exposed to various sources of sex education
The paper is organized as follows: related literature in the field of the study is reviewed. Afterwards, the
methodology employed for the study which includes the research design, population, sample and sampling
techniques is presented. The subsequent section focuses on the results and discussions of the study’s findings,
and the data analysis. Finally, the paper concludes with the summary, conclusion and recommendations the
manufacturing sector today, human capital is still essential for most factories to carry out a variety of manual
operations, in spite of the rapid advancement of automation technology and robotics. Futuristic vision of
“unmanned manufacturing” (Deen,1993) is forbiddingly expensive, because all its hardware components need to
be computer controlled so as to freely communicate with each other; and yet, most of the outcomes are not
promising (Sun & Venuvinod 2001). By and large, factories equipped with relatively simple machinery controls
will require continuous attendance of human operators; for examples, textile mills, leather products, and medical
appliances. With limited capital investments in production equipment, the main budget of their fixed costs lies
on the workforce size (Techawiboonwong et al. 2006).
With regard to cost-effectiveness, labour planning always opts for the minimum amount of workers needed
to deal with the daily operations, as well as the probable rate of disturbance (Lim et al. 2008). The workforce
disturbance is often ascribed to absenteeism and turnover, which may result in considerable loss of productivity
for any labour-intensive division (Easton & Goodale 2002). Buffering with redundant skilled workers
(Molleman & Slomp 1999) or relief workers (Redding 2004) might be a direct solution to absenteeism; however,
the rising labour cost must be justifiable due to the fact that underutilisation of labour during low demand
seasons is considered a waste of resources. Absenteeism is the measure of unplanned absences from workplace
due to some reasons like personal emergency, accident, illness, etc. Turnover occurs when an active worker
resigns from the company of his own accord, thus leaving a vacant post until a replacement is found. If such
disturbance has caused a large number of tasks become unattended and overdue, the company is then vulnerable
to overtime cost, shrunk capacity and productivity, extra queuing time, lost business income, etc. In order to
prevent these deteriorative effects, optimising the number of workers can be helpful. As a fundamental branch of
knowledge in manufacturing business, workforce management will never fall behind the times. Therefore, it is
worth an attempt to incorporate a novel methodology, such as HMS, into the state of the art of workforce sizing.

2. Literature Review
2.1 Sex Education Programs
Burt (2009) defined sex education as the study of the characteristics of beings; a male and female sex education.
Thus, sex education may also be described as “sexuality education”, which means that it encompasses education
about all aspects of sexuality, including information about family planning, reproduction (fertilization,
conception and development of the embryo and foetus, through to childbirth), plus information about all aspects

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.8, No.32, 2017

of one’s sexuality including: body image, sexual orientation, sexual pleasure, values, decision making,
communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth
control methods (Kearney, 2008). Sex education is instruction on issues relating to human sexuality, including
human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations,
reproductive rights and responsibilities, abstinence, birth control, and other aspects of human sexual behaviour.
Common avenues for sex education are parents or caregivers, formal school programs, and public health
campaigns.
Sex education is intended to provide the youth with information and skills needed to make healthy and
informed decisions about sex. In the Rationale for Sex Education document (UNESCO, 2009); mention is made
of the relevance of sex education and of its primary goal of equipping children and young people with skills,
values and knowledge to make thoughtful choices on their sexual and social relationships. Similarly, (Dako-
Gyeke, M., and Iddrisu, 2012) Highlight the indispensable role of education in shaping decisions and choices
regarding sexual and reproductive health because it encourages contraceptive use and promotes postponement of
the onset of sexual activity and childbirth, especially among the youth. However, many young adolescents do not
have accurate information about sexual development or the risks and consequences of early and unprotected
sexual activity because of poor sensitization and education (Bright futures). During the past two decades, a
number of changes have occurred in how sex education is provided to adolescents (Lindberg, Santelli, & Singh,
2002). In spite of this, the extent to which these effective sex education programs have been implemented is not
well understood and incomprehensive (Hoff, Greene, Mclntosh, Rawlings, & D’Amico, 2000; D. Kirby, 2010).
A recent study of school based substance-use prevention programs suggests poor up take of evidence-based
programs by providers; only 14% of substance-abuse prevention providers used evidence-based content and
delivery methods (Ennett, 2003).

2.2 Adolescence
Adolescence (from Latin: adolescere meaning “to grow up”) in (Macmillan Publishers, 1981) is a transitional
stage of physical and psychological human development generally occurring during the period from puberty to
legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years
(Igbo & Nwaka, 2013). The theoretical basis for the Life-model research and Resources on Development,
although it’s physical, psychological, and cultural expressions can begin earlier and end later. For example, until
recently puberty was closely linked with the onset of adolescence however, it now sets in before the teenage and
there has been a shift of it occurring in preadolescence, particularly in females (The StandS4 Network). Physical
growth, as distinct from puberty, particularly in males; and cognitive development generally seen in adolescence,
can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and
scholars have found it difficult to agree upon a precise definition of adolescence (Finley, 2007; Žukauskaitė,
Lašienė, Lašas, Urbonaitė, & Hindmarsh, 2005). A thorough understanding of adolescence in society depends on
information from various perspectives, most importantly from the areas of psychology, biology, history,
sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional
period between childhood and adulthood whose cultural purpose is the preparation of children for adult roles
(Larson, R. & Wilson, 2004).

2.3 Sexual Behaviour

Sexual behaviour is the outward expressions of sexual feelings and attitudes (Kalinga, 2010). Most teenagers
consider it as an extremely emotive topic, and most importantly, use it as yardstick to judge success or failure
(Garbarino, 1985). The sexual feelings and behaviours during adolescent are a product of not only biological
factors, but also a result of cultural teaching that specify appropriate sexual behaviour, appropriate targets of
sexual feelings and appropriate settings for expressing sexual impulses (Newman & Newman, 1986).
Young people like adults, may be prone to engaging in risky sexual behaviour due to perceptions of
personal invulnerability and their tendency to focus on the immediate, rather than long-term, consequences of
their behaviour. Not only do adolescents have to cope with their own maturational changes, but they also have to
come to terms with a confusing inconsistency among adult views and a lack of any clear standard or moral code
of conduct (Garbarino, 1985).
The environment in which young people are making decisions related to sexual and reproductive health is
also rapidly evolving. Rates of sexual initiation during young adulthood are rising or remaining unchanged in
many developing countries (Ali, M. M. & Cleland, 2005; Gupta & Mahy, 2003). Childbearing and marriage are
increasingly unlinked, and in many developing countries, high HIV prevalence adds to the risks associated with
early sexual activity (Dixon-Mueller, 2009; Pettifor, Vander Straten, Dunbar, Shiboski, & Padian, 2004). For
instance, in all but a few countries in Sub-Saharan Africa, AIDS is a generalized epidemic (Joint United Nations
Programme on HIV/AIDS, 2010). Young people are disproportionately affected, accounting for almost two-
thirds of the people living with HIV in the region. Moreover, the predominance of HIV among adolescents is

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Vol.8, No.32, 2017

higher in Sub-Saharan Africa than in other parts of the world (Joint United Nations Program on HIV/AIDS,
2010).
Young women are less likely than young men to engage in high-risk sexual behaviours. (Khan, S., and
Mishra, 2008) Provide statistical information on sexual behaviours in Sub-Saharan Africa. Their study reveals
that among young men who had ever had sexual intercourse, more than 20% of them had had multiple partners
in the past 12 months, compared with fewer than 10% of young women.
Since many teenagers feel pressured into sexual encounters they would need the best possible preparation to
assist them to cope well with their sexual development and to avoid the most obvious pitfalls. It is in view of this
that the researchers set out to investigate the student perception of sex education programmes and their effects on
adolescent sexual behaviour at the KNUST JHS, because sex education is viewed as a means of promoting more
responsible sexual behaviour and as an important step in preventing the dangers of making wrong decisions

2.4 Effects of Sex Education Adolescent Sexual Behaviour

The context within which young people live affects the potential for reaching them with sexuality education
programs and interventions. It also influences the choice of the most effective means or the channels through
which such education can be delivered.
There are a very wide range sources where adolescents get information about sex and sexuality such as
through peers, the media, parents and the community, the church and school. However, some sources may be
more influential than others and may emphasize different aspects of sexuality (Bleakley, Hennessy, Fishbein, &
Jordan, 2009). Some of these are discussed below.
2.4.1 The home as a source of Sex Education
The home on no uncertain terms seems to be a natural setting for instructing children about sex. At home, young
people can easily have a one-to-one discussion with parents focusing on specific issues, questions or concerns.
They can have a dialogue about their attitudes and views (Forrest, 2002). Sex education at home usually has a
long duration frame and involves lots of short interactions between parents and children (Seckford Foundation).
The benefits of ongoing, in-depth discussions between parents and adolescents regarding sexuality are apparent.
Most often adolescents become more aware of the steps they must take to prevent sexually transmitted diseases
and pregnancy due to the education.
Most importantly, adolescents' well-being may be enhanced if they feel more confident with their own
sexuality; this in the long benefits the family as a whole.
However, many researches Fox & Inazu (1980) and Simanski, (1998) have indicated that adolescents
receive relatively little or no sex (Rice, 1984) education directives from their parents. In fact, some surveys
report that young people are dissatisfied with sex information available at home, but would really prefer their
parents to be the primary source (Simanski, 1998).
Report has it that some parents are too embarrassed to discuss the subject of sex, or deal with it in negative
ways. Many parents have been brought up to feel that a discussion on sex is a taboo and become intensely
uncomfortable any time the subject is mentioned. If they do discuss sex the messages they give their children are
negative ones which interfere with sexual satisfaction (Darling & Hicks, 1982; Simanski, 1998). Most often
parents directly or indirectly refuse the adolescent an open communication about sex. Due to parental reluctance,
discussion of certain sexual issues may be delayed until early adolescence. The timing is typically too late, as
many adolescents have already turned to peers for information on sexuality. Hence, the efficiency and
effectiveness of sex education by parents is limited (Forrest, 2002).
2.4.2. Role of the School in Sex Education
The school serves as breeding grounds where most form of education is acquired. Family life education was one
of the first types of sexual education taught in schools. By the late 1930’s, 1940’s and 1950’s, colleges,
universities, and even high schools added family life education into their normal curriculum (Kuriansky & E.,
2009).
Sexual education programs in schools have generally had positive effects on adolescent sexual knowledge
(Finkel & Finkel, 1985; Melchert & Burnett, 1990), but have also been found not to influence adolescents' sexual
attitudes or behaviours (Maslach. G., & Kerr, 1983). Research has found that neither the presence nor absence of
contraceptive education in a sample of high school students was correlated with the students' contraceptive
behaviours (Taylor, Wang, Jack, & Adame, 1989), whereas another found that a school-based sex education
program seemed to have a positive effect on the students' condom use (Kvalem, Sundet, Rivo, Eilersten, &
Bakketeig, 1996).
In a survey report of SIECUS Report of Public Support of Sexuality Education (2009), it indicated 93% of
adults are in favor of sexuality education in high school and 84% for junior high school. Majority of parents of
secondary school students believe that sex education in school makes it easier for them to talk to their
adolescents about sex. Similarly, findings of (Sex Education in America, 2004) reveal that 92% of adolescents
want comprehensive sex education from both their parents and educational institutions.

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ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.8, No.32, 2017

2.4.3. Peers as a source on Sex Education

Adolescent mostly get majority of their insight on sex education from each other. Some studies have indicated
that peers remain the main source of information on sexuality for adolescents. Among secondary school students
in Homa Bay, Kenya, 35% of females and 51% of males reported frequent discussions of sexual matters with
their peers (Nyamongo, 1995).
Research has it that, college students in Hanoi and Ho Chi Minh City, Viet Nam, over 90% of adolescents’
report that they are most comfortable discussing sexual and reproductive health with peers of their own sex,
while far fewer report discussion with their parents (Nhan, 1996). In a case study in 13 provinces of Indonesia,
peers outrank parents as the main source of information on sexual matters for both females and males: 74% of
males and 65% of females obtain their information from their peers, compared to 13% and 23% of males and
females, respectively, who report parents as their source of information. Also, 47% of males and 44% of
females’ name teachers as their main source of information (Wirakartakusumah, 1997).
It is quite interesting to know what teenagers learn from each other, peers seem less threatening than adults
as a source of information about a topic that is widely treated in many cultures as a taboo and guilt associated
with it (Swan, Bowe, Mocormick, & Kosmin, 2003). Unfortunately, the difficulty with learning from peers is
that adolescents in general are not well informed on sex related issues and are hardly competent teachers for one
another. Generally, adolescents report greater sexual activity when they believe that their friends are also
sexually active, whether or not they really are (Berenson A. B., ZH, & C.R., 2006; Brooks-Gunn & Furstenberg
Jr., 1989). For example, in a study of adolescents in USA, Kaiser Family reported that when asked why they had
sex for the first time, 13 % of the adolescents ages 13 to 18 cited pressure from their friends.
Practically all young people are curious about sex and concern about sex and that considerable sex
experimentation goes on among their friends and is accepted by them.
2.4.4. The role of the Media on Sex Education
Nowadays print and electronic media has been dominating the world over due to globalization; communication
can be done in world through online.
Media influences various aspects of sexual behaviour of teenagers. It has also been instrumental in
positively shaping up the attitudes of the youth. Some research have delineated the media’s powerful influence
on adolescents’ sexual attitudes, values, and beliefs (Brown & KL, 2009; Brown, Steele, & K., 2002).
Adolescents are undoubtedly active consumers of messages broadcast on radio and television, printed in
magazines, distributed on the Internet. According to Douglas Kirby, Laris, & Rolleri (2006), averagely people
aged from 8-18 use social media for approximately 6 hours a day. Due to technological advancement, access to
internet, and other social media content has become common the world over (Werner, Fitzharris, & Morrisey,
2004). Further, the youth appear to be using media in an isolated manner: more adolescents seem to have media
available in their private bedrooms (Larson, 1995).
Television, film, music, and the Internet are all becoming increasingly sexually explicit. Both children and
adults have been reported to believe the media is a central source of information on sex and sexuality for young
people (Malamuth & Impett, 2001) considering few programs (from the daily news, to "reality-based" programs,
to talk shows, to family-centred programming) yet little information on abstinence, sexual responsibility, and
birth control.
There have been only a handful of studies on the effects of sexual content on actual behaviour. At least a
dozen correlational studies have examined the relationship between the amount of sexual content viewed on TV
and early onset of sexual intercourse (Corder-Bolz, 1982; Petersen, Schulenberg, Abramowitz, Offer, & Jarcho,
1984).
It is believed that the content analysis performed on social networking sites, television, movies and music,
to determine the types of messages delivered through these sources have shown that adolescents are being
exposed to both implicit and explicit sexual content(Ward & Wyatt, 1994).
Depending on their rate of development, some adolescents may bow to media influences, while others may
not. Based on an extensive literature review regarding the influences of sexual content in the media, Malamuth &
Impett (2001) indicate that individual personality factors may also be important, as research suggests that the
type of media people select and find gratifying is predictably related to their personalities and other individual
differences.
There is no doubt that the media is a powerful vehicle for sexual health education. Socially responsible
messages can be embedded into mainstream programming a practice dubbed “entertainment education” or
“edutainment (Collins, Elliott, Berry, Kanouse, & Hunter, 2003)
Sexual talk on TV has the same effect on adolescents as depictions of sex shows with content about
contraception and pregnancy can help to educate adolescents about the risks and consequences of sex and can
also foster beneficial dialogue between adolescents and parents.
Sex education that works, by which we mean that it is effective, is sex education that helping young people to be
safe and enjoy their sexuality

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2.5 Conceptual Framework

Figure 2-1 illustrates the systematic explanation of the topic. It simply points out the fact that how students
perceive sex education has an effect on the adolescent sexual behaviour

Figure 1. Conceptual framework (authors own)

3. Methodology
This section deals with the procedure and methods adopted to carry out the study. It entails a description of the
research design, sampling and sampling size, data collection and processing and the presentation and analysis of
data gathered.
For this study, the exploratory research design was used for the collection of data which is data gathered
mainly by questionnaire on more than one case at a single point in time. The employment of this very research
design paved way for the researchers to conduct the study in natural, real life settings using probability samples,
which in effect increased the external validity of the study. It had an all- inclusive interpretation about the
population under the study.
The study was conducted at the KNUST Junior High School, on KNUST campus whose total population
was 1,200.
Purposive and simple random samplings were employed in selecting the sample and questionnaire
administration used for data collection. The school was chosen because sex education programs were offered as
part of the curricula and the final year students were the major targets. Simple random sampling technique was
used to elicit information from the sample group. (Saunders et al., 2009) highlights this technique is
advantageous for a sampling frame that is accurate and accessible, and better for a sample size over hundred.
This made it easier to get a sizable sample size which is 175. (Krejcie & Morgan, 1970) formula on deriving a
sample size was used as shown in Appendix 2. Self-administered questionnaires were used because of its
appropriateness for research which is largely quantitative in nature and also because respondents were literates.
The data collected was analysed with an SPSS software program. Descriptive statistics such as frequency,
means, standard deviations and percentages was used to summarize and describe the trend of the data collected.
Results were presented in tables, graphs and charts because they display a great deal of information in a concise,
simple, clear and easy to read format.

4. Results and Discussion

The demographics give the background information of respondents which includes level in school, age, religious
affiliation, sex and place of habitation.

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male
female

Figure 1. Gender
As mentioned earlier, respondents were drawn from KNUST Junior High School. Out of the 175
respondents, 95 representing 54% were males and the rest (80) which was 46% were females. This was due to
fact that there was more enrolment of boys than girls in Junior High School Three (JHS 3).

Figure 2. Age of respondents

Respondents again, were asked as to indicate the community in Kumasi where they stay. This is because it
is assumed that communities should have their own way of dealing with sex education since there may be peer
educators around. Again personality and the environment of a person affect his or her behaviour in social
psychology.
The outcome is depicted in the bar graph below. Those who lived at other communities other than the ones
provided by the researcher were 119 representing 68%. Followed by those who lived on KNUST campus (31)
representing 18%. Students who lived at Bomso were 11 representing 6% of the total number of respondents
(175). Ayigya community had 8 students living there and Kentinkrono had 6 students residing there.

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Vol.8, No.32, 2017

Figure 3. Residence of respondents

Religiosity has a lot to do with sex education and for that matter contraceptive use. The Holy Bible says in
Colossians 3:5 - Mortify therefore your members which are upon the earth; fornication, uncleanness, inordinate
affection, evil concupiscence, and covetousness, which is idolatry (King James Version). Catholics for example
are against contraceptive use since they believe it is against the Holy Book (Catechism for the Catholic Church,
1997). Again John 14:21 (King James Version) reads “He that hath my commandments, and keepeth them: he it
is that loveth me. And he that loveth me shall be loved by my father: and I will love him and will manifest
myself to him”. It is in the light of this and other reasons that the researcher wanted to find out the religious
background of the students.
Islam alike in the holy Quran speaks on the issue of sexual behaviour. AYAH an-Nur 24:2 admonishes
believers not to fornicate and states that, “the woman and the man who fornicate scourge each of them a hundred
whips; and in the matter of God’s religion, let no tenderness for them seize you if you believe in God and the
Last Day; and let a party of the believers witness their punishment.”
The Table 1 shows that 33 % of the students were Charismatic, 67 % Orthodox, 21 % Pentecostals, 6 %
Muslims and the remaining 2 % Traditionalists.
Table 1: Religion and level in school of respondents (Source: Field data, 2013)
Variable Frequency, f Percent, %
Religious background of Respondents
Pentecostal 37 21.1
Orthodox 67 38.3
Charismatic 58 33.1
Level in Junior High
Year 1 10 5.71
Year 2 15 8.57
Year 3 150 85.71
Students response on the level at which they currently find themselves were also analyzed. From Table 1
above, responses were 10, 15 and 150 in JHS1, JHS 2 and JHS 3 respectively. The respective percentage
responses as a percentage of the total responses were 5.71, 8.57 and 85.71. From the data, it was identified the
respondents were skewed to those in the final year at the JHS level. Although they were the final years, it was
also to give the researcher the view as to level of sex education they get in school as well. That is even if the
school does not give sex education at the beginning stages, the higher final year respondents will give as a true
measure of sex education level in the school.
According to(Bleske-Rechek & Jenna A. Kelley, 2013) the personality of an individual is influenced by the
birth order hence students were asked their birth positions in the family. This was to find out if their positions
gave them the privilege of knowing about sex education from their elder siblings or them learning as elder
siblings. Firstborn often tend to be: Reliable, Conscientious, Structured, Cautious, Controlling and Achievers.
The middle child often feels left out and a sense of, ‘Well, I’m not the oldest. I’m not the youngest. This sort of
hierarchical floundering leads middle children to make their mark among their peers, since parental attention is
usually devoted to the beloved firstborn or baby of the family. Youngest children tend to be the most free-
spirited due to their parents’ increasingly laissez-faire attitude towards parenting the second (or third, or fourth,
or fifth...) time around. Being the only child is a unique position in a family. Without any siblings to compete
with, the only child monopolizes his parents’ attention and resources, not just for a short period of time like a
firstborn, but forever. In effect, this makes an only child something like a “super-firstborn”: only children have
the privilege (and the burden) of having all their parents’ support and expectations on their shoulders.

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Vol.8, No.32, 2017

Figure 4. Birth order in family

The chart above shows the outcome of the responses. 8 children representing 5 % were the only children of
their parents. First born children were 36 representing 20 % of the total number of students of interest. Second
born children were 42 representing 24 %. Third born children were 38 representing 22 %.30 students
representing 17 % were fourth born children.
Furthermore, the study sought the extent to which respondents were aware of sex education using various
indicators measured on a 5 point likert scale from strongly disagree to strongly agree
Table 2. The Level of Awareness of sex education
Values SD D U A SA Mean,
-2 -1 0 1 2 x
f % f % f % f % f %
Variables
Awareness of sex education programmes at KNUST JHS 3.57
respondents views on sex education 3 1.7 4 2.3 1 0.6 46 26.3 121 69.1 4.59
programs being important
sex education programs include 3 1.7 7 4 14 8 103 58.9 48 27.4 4.06
abstinence, condom use, HIV/AIDS,
reproductive health, teenage pregnancy
and contraceptive use
parents of respondents talk to them 9 5.1 45 25.7 12 6.9 73 41.7 36 20.6 3.47
about sex education
respondents’ get sex education only at 54 30.9 60 35.3 12 6.9 39 22.3 10 5.7 2.38
school
students have at least 2 years 18 10.3 28 16 37 21.1 55 31.4 37 21.1 3.37
knowledge on sex education
(Source: field data, 2013)
As much as 92 respondents (more than 50% of the total respondents) strongly agreed that sex education
programs are important and that the teens should be educated on it. 25 students agreed that sex education was
important and also strongly disagreed that teens should be educated on it. 24 students strongly disagreed that sex
education was important and also disagreed that teens should be educated on it.
Sex education programmes included the following: abstinence, condom use, HIV and AIDS, adolescent
reproductive health, teenage pregnancy, and contraceptive use. The Table 4-2 shows whether respondents agree
or disagree that sex education programs include abstinence, condom use, HIV/AIDS, reproductive health,
teenage pregnancy and contraceptive use.
103 students representing 59% agreed. This was followed by 48 students representing 27 % who strongly
agreed. 14 students representing 8% were unsure of what to say. 7 students representing 4% disagreed whilst
only 3 respondents representing 2% strongly disagreed. The data provides evidence that, the majority of
respondents (86%) comprising of those who agreed and strongly agreed are in favor sex education should be all
inclusive.
This result can be attributed to the fact that junior high school pupils are taught reproductive system of the
human being and issues related to pregnancy as part of their curriculum.
With regards to respondents’ parents talking to them about sex, 73 respondents representing 42% agreed
that their parents talk to them about sex. This was closely followed by 45 respondents (26%) who disagreed.
Students who strongly agreed were 36 representing 20%. 12 respondents were unsure whilst 9 respondents
strongly disagreed. From this, most parents give some form of sex education to their children (62% of the
respondents).
Moreover, the researcher inquired on whether sex education should be at schools. The results indicated that
54 respondents representing 31% strongly disagreed whiles10 which represented 6% strongly agreed.60

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Vol.8, No.32, 2017

respondents representing 34% disagreed that sex education should happen in schools. 7% (12 respondents) were
unsure. 39 respondents representing 22% agreed that sex education should be taught in schools.
It is assumed that the longer it takes for a person to assimilate and become knowledgeable in sex issues, its
impacts is positive on the sexual behaviours of students (Frable, 1997) It is against this backdrop that the
researcher asked questions concerning years on knowledge on sex education and adolescent sexual behaviour. It
can be seen that there is a close relation between sex education and positive sexual behaviour. More respondents
strongly agreed to the fact that they have had at least two years of sex education and positive sexual behaviour.
Also measured on a 5 point likert scale, the perception of sex education programs and their effects on
adolescent sexual behaviour students revealed interesting findings. 32 respondents of question 12 represented a
mean of 1.10 strongly agreed to the fact that they would rather talk to their peers whenever certain issues
bothered them. This question was asked because most children are normally themselves around their peers other
than their parents or teachers.
Although peers, siblings, genes, and circumstance all indubitably play into how a child’s temperament
develops, “I think the parents still are the major influencing factors because, truthfully, the first year of life is the
bonding with the primary caretaker that impacts upon self-confidence, trust, the ability to interact with another
person,” says therapist Wallace. Now, whether or not this primary caretaker is actually the biological parent is
negligible, considering the increasingly changing definition of the modern “family.” Instead, it’s the experiences
shared by child and parental figure that leaves the lasting impression.
There are bodily changes especially during adolescence. The reproductive systems of both males and
females undergo rapid development and changes at this stage of human development. With this in mind, students
were asked if they side with being uncomfortable with telling their parents about any bodily changes they
encounter. With a mean of 0.03, respondents point out they were quite unsure as to whether they were
comfortable with telling their parents about changes they see in their bodies. It means that there is a big problem
if parents are not seen as the first point of call if children have issues they are confused about.
The students almost agreed that sex education encourages one to keep a partner. This clearly indicates that a
minute number of the students think knowledge on sex education can urge them on to have a partner.
Sex education helps me to deal with issues of my adolescent sexuality knowledge on sex education
programs help delay gratification of sexual intercourse among the youth. 49 students were unsure of what to say
as to whether they agreed or not. Those who disagreed and strongly disagreed were 22 and 20 respondents
respectively.
On the issue of sex education helping to deal with matters concerning adolescence, 11 respondents
representing 6% of the respondents of 175 either were unsure, disagreed or strongly disagreed. The remaining
94 % (164 respondents) agreed and strongly agreed to the fact that sex education has helped them dealt with their
adolescent sexuality.
Table 3. Perception of sex education programs and their effects on adolescent sexual behaviour of KNUST JHS
students
Values SD D U A SA Mean
-2 -1 0 1 2 Scores,
Variables f % f % f % f % f % X
Perception Of Sex Education Programs And Their Effects On Adolescent Sexual Behaviour Of
KNUST JHS Students
12. I prefer to talk to my peers whenever 32 18.3 49 28.0 20 11.4 46 26.3 28 16.0 1.10
I am confused about certain issues
13. I am comfortable with telling my 32 18.3 36 20.6 24 13.7 61 34.9 22 12.6 0.03
parents about changes I see in my body
14 Sex education encourages me to keep 20 11.4 22 12.6 49 28.0 47 26.9 37 21.1 0. 34
a partner
15.Sex education helps me to deal with 2 1.1 3 1.7 6 3.4 76 43.4 88 50.3 1.40
issues of my adolescent sexuality
16. All schools should inculcate the 1 0.6 0 0 3 1.7 36 20.6 135 77.1 1.74
study of sex education programs in their
syllabus
The inculcation of sex education in the syllabus of junior high school education may go a long way of
increasing the adolescents’ knowledge on sexuality. This in the long run would have positive impact on the
sexual behaviours of the children. As inquired in the study, majority of the students are in favor of sex education
being inculcated in academic syllabus indicated by 77.1 % who agreed and 20 % who strongly agreed.
In meeting the last objective of the study, a correlation analysis was performed to establish the relationship
between the teaching of sex education programs and adolescent sexual behaviour of KNUST JHS students.

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Vol.8, No.32, 2017

There was no significant correlation between the knowledge on sex education and the adolescence behaviour as
in all cases p>0.005. Therefore, no matter the strength of correlation there were no significant levels obtained
from the analysis.
Moreover, it was also strange that there was also no significant influence of the respondent’s demographics
on their adolescence sexual behaviour. However, there was a positive significant correlation between a positive
sexual behaviour and knowledge of teenage pregnancy. Thus r=.355 and p=0.001<.005. In this instance, it means
that when adolescence have knowledge on teenage pregnancy then it is likely to lead to a positive adolescent sex
life. Therefore, it is important that from our research population most of the students are likely to change their
sexual ways when they have adequate knowledge on teenage pregnancy. It is important to then make sex
educators at the school aware of this trend and hence educate students on teenage pregnancy if their ultimate
goal of their sex education is the encourage students to lead a positive sexual behaviour.
On the other correlations conducted in tables 4.5 and 4.6, there were no significant relationship identified
between the sex education programme and the adolescence sexual behaviour. But in all those scenarios, a
significant relationship was identified between positive sexual behaviour and knowledge on teenage pregnancy.
This goes a long way to confirm the importance of knowledge on respondents’ get sex education only at school.
Table 4. Correlations on knowledge of sex education programme and adolescence behaviour
Control Variables Knowledge on Positive without sex respondents’
sex education sexual education I get sex
behaviour would have education only
a negative at school
attitude
towards sex
gender Knowledge on Correlation 1.000 .164 .110 .090
distribution of sex education Significance (2- . .033 .153 .243
respondents & tailed)
age group of
respondents & df 0 167 167 167
residence of Positive sexual Correlation .164 1.000 .027 .355
respondents & behaviour Significance (2- .033 . .728 .000
religious tailed)
background of
respondent & df 167 0 167 167
position in class without sex Correlation .110 .027 1.000 -.019
education I would Significance (2- .153 .728 . .804
have a negative tailed)
attitude towards
sex df 167 167 0 167
respondents’ get Correlation .090 .355 -.019 1.000
sex education Significance (2- .243 .000 .804 .
only at school tailed)
df 167 167 167 0
(Source: field data, 2013)

5. Conclusion
5.1 Summary findings
First and foremost, as regards to the sex of the respondents, the study revealed that more males than females
were sampled. 54.0% were male, whiles the remaining 46.0% of total respondents were female. The dominant
age group of JHS students sampled was13-14 years old; with most of them living in communities besides those
indicated by the researcher in the data collection tool. With regards to religion, it can be generalized that majority
of KNUST JHS students were Orthodox Christians, followed by Charismatic members, with insignificant
number of them belonging to Pentecostal movements, Islam, and Traditional African Religion. It is interesting to
note that the sibling position of respondents was evenly distributed.
The study revealed that most KNUST JHS students indicated that sex education programs included
abstinence, condom use, HIV/AIDS, reproductive health, teenage pregnancy and contraceptive use. This view
was held by an overwhelming 54.0% of total respondents. To the researcher, this could be attributed to the fact
that junior high school pupils are taught reproductive system of the human being and issues related to pregnancy,
as part of their academic syllabus.

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Also, data gathered from respondent indicated that as much as 92 respondents (more than 50.0% of the total
respondents) strongly agreed that sex education programs as important and that the teens should be educated on
it. This highlighted the importance teens attached to sex education programs. Additionally, the study brought to
the fore the fact that most parents discuss sex related issues with their children. It is however interesting to note
that a significant number of KNUST JHS students sampled for this study reported that sex education should not
happen in school.
Moreover, the study revealed that there is indeed a close relationship between sex education and positive
sexual behaviour of students. More respondents strongly agreed to the fact that they have had at least two years
of sex education and positive sexual behaviour.
Additionally, one vital finding of this study was that most respondents (61.0% of total respondents) agreed
that without HIV and AIDS education, their attitude towards such persons with the disease would be negative.
Furthermore, a stupendous number of KNUST JHS students sampled for this study indicated that students
generally have knowledge on teenage pregnancy. Consequently, this informed the need on the part of students
for sex education, as adolescents, which could help reduce teenage pregnancies in Kumasi, and Ghana in general.
It was deduced from the study that a significant number of respondents denied the assertion that students
prefer talking to peers when confronted with certain sexual issues. The study therefore debunked the widely held
perception that because children were usually most comfortable in the company of their peers than their parents
or teachers, they preferred talking to their peers other than those in authority. Interestingly, a lot of students of
KNUST JHS were uncomfortable telling their parents about changes that they see in their bodies. It was worth
noting that despite the fact that adolescents were knowledgeable on issues of sex, a significant number of
students sampled for this study indicated that these sex education programs did nothing to delay the urge for
sexual gratification. Additionally, most respondents (94.0% of total respondents) generally agreed to the fact that
sex education had helped them dealt with their adolescent sexuality.
Finally, the study revealed that respondents generally indicated that sex education should be added to the
school’s academic syllabus. In the view of the researcher, the incorporation of sex education into the syllabus of
junior high school education may go a long way of increasing adolescents’ knowledge on sexuality.

5.2 Conclusion
Sexual behaviours during adolescence arises from an amalgamation of varied factors not limited to religion,
individual biology, emotions and behaviours. As an important phase of life with it new experiences, changes and
acquisition of skills, most adolescents are unable to adapt. This likely leads to the adoption of poor behavioural
patterns such as engaging in risky sexual behaviours when appropriate guidance is not effectively given. The
study depicts the existence of a close relationship between sex education and positive sexual behaviour of
students. It ascertains an earlier study by Kohler et al (2007) that comprehensive and effective sexual education
programs is significantly associated with reduced risk of teen pregnancy.
Although time and place of meeting students was a bit problematic since the data gathering conflicted with
class hours mostly, it is worth noting that sex education programs are important especially to adolescents. From
the demographics, it was found out that less females than males in the study seem to have access to sex
education. If more girls gain access, it would highly possibly help curb teenage pregnancies and STI’s which
would in turn affect the rate at which girls drop out of school. The school is an avenue where sex education can
be radically spread to help adolescents in their sex behaviour. Peers are not the immediate people teens in this
era to seek advice from about adolescent problems. From the above, intra-curricular education programs such as
seminars and fora have a high tendency to cover schools and the students in schools since it seems more
effective and efficient because it is compulsory in nature.
We also recommend parents give proper sex education to children since most of the students gave
preference to being taught by their parents Furthermore, the government must establish more peer counselling
centres where adolescents can access the right information since the students deem sex education important.
Last but not the least, sex education programs must not centre only on abstinence methods, a level of
abstinence has to be hammered since abstaining can reduce drastically the HIV and AIDS infections, STIs and
teenage pregnancies.

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