AVAILABILITY AND UTILIZATION OF RESOURCES FOR EFFECTIVE IMPLEMENTATION OF SEXUALITY AND HIV/AIDS EDUCATION CONTENTS OF SOCIAL STUDIES CURRICULUM IN JUNIOR SECONDARY SCHOOLS IN NSUKKA EDUCATION ZONE ENUGU STATE NIGERIA

Abstract

This study assessed the extent of availability and utilization of resources for effective implementation of Sexuality and HIV/AIDS Education contents of Junior Secondary School Social  Studies  curriculum  in  Nsukka  Education  Zone,  Enugu  State.  The  study  adopted descriptive survey design. Five research questions and two null hypotheses guided the study. The population of the study consisted of 180 Social studies teachers, from fifty nine (59) Junior Secondary Schools in Nsukka Education Zone of Enugu State. A purposive and simple random sampling technique was used to select the entire teachers as the sample of the study. The instruments used for data collection were Checklist, Observational Schedule and Questionnaire. The instruments were validated by relevant experts in the field and their reliability co-efficients were ascertained. Data collected were analyzed using Percentages, mean and standard deviation while  t-test  of  independent  sample  was  used  to  test  the  null  hypotheses at  0.05  level  of significance. The  findings of the study revealed among other things that  radio, newspaper, posters, films and videos of HIV/AIDS patients, magazines and social studies textbooks are the instructional  materials  needed  for  effective  implementation  of  Sexuality  and  HIV/AIDS Education contents of Social curriculum. It was also shown that human resources (in terms of quality of Social studies teachers) that are teaching sexuality and HIV/AIDS contents in junior secondary schools  are  available  (NCE,  69  (38.5%),  B.ED,  61  (38.8%),  M.ED,  8  (4.4%)). Significantly, it was equally shown that most of the needed instructional materials for teaching Sexuality and HIV/AIDS contents of Junior Secondary School Social studies were not available. Indeed,  only  charts,  Pictorials,  Newspapers  and  Textbooks  were  identified  as  the  readily available instructional materials for the effective implementation of Sexuality and HIV/AIDS Education contents of Social curriculum. The findings also revealed that teachers utilized to a very  high  extent  available  instructional  materials  such  as  charts,  pictorials,  newspapers, textbooks and photograph as well as HIV/AIDS patients in the implementation of Sexuality and HIV/AIDS Education contents of junior secondary school Social Studies curriculum. However, it was indicated that the dominant method of teaching Sexuality and HIV/AIDS Education contents of Social Studies curriculum at junior secondary schools in Nsukka Education zone is lecture method.   The findings of the study also revealed that there is no significant difference in the mean rating  of teachers with B.ED and NCE qualifications on the extent  of utilization of recommended instructional methods for effective implementation of Sexuality and HIV/AIDS Education contents of Social curriculum. Similarly, it has also shown that there is no significant difference in the mean rating of teachers with B.ED and NCE qualification on the extent of utilization of recommended instructional materials for effective implementation of Sexuality and HIV/AIDS Education contents of Social Studies curriculum. Based on these findings, it was recommended among other things that there is urgent need to ensure that required resources are made  available  and  utilized  by the  teachers  for  effective  implementation of Sexuality and HIV/AIDS Education contents of Social Studies curriculum.

CHAPTER ONE

INTRODUCTION

Background to the Study

It is widely accepted that no enterprise be it social, economic, political, and educational can achieve expected outcomes without resources. Resource refers to anything that can be used for production or creation, which yields an output. Holder and Miston cited in Madumere-Obike and Afangideh (2012) opines that resources in general include things in the environment that can be harnessed to enhance the achievement of institutional goals e.g. facilities, materials, finance, human being, among others. To Ugwu (2000), resources in education are those things that are used to achieve the purposes or objectives of teaching and learning which may include human beings,   television,   ICT   facilities,   textbooks,   magazines,   among   others.   Resources   are characterized by utility, limited availability, and potential for depletion or consumption (Miller & Spoolman, 2011). These characteristics show that resources are important factors used for the attainment of institutional objectives. Operationally, a resource refers to human beings, instructional materials, and instructional methods which provide information for teachers and students on instructional basis.

Human resources refer  to  people who  organize,  manage, coordinate and  implement organizational decision and policies at any point in time (William, 2013). Human resources are therefore seen as  policy  makers or  policy  implementers who  work  collectively to  achieve organizational goals and objectives. In the context of this  study,  human resources refer to teachers  who  are  the  agents  of  curriculum  implementation.  Without  human  efforts,  no

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organization (education inclusive) can achieve its goals. This is because human resources utilize materials and facilities to achieve institutional goals (Eze & Obeta, 2006).

Material resources or facilities on the other hand are any quantifiable material/facilities used to complete a task. These include equipments, buildings, machines, textbooks, pen and pencils, furniture, as well as internet facilities which are utilized by human beings in organizational set up to achieve stipulated goals and objectives (Miller and Spoolman, 2011). In the field of education, material resources consist of the major tools the learner employs in transmitting  knowledge  such  as  printed  materials  which  could  be   textbooks,  pictures, photographs which are commercially made) and non-texts which includes models, real objects, video, films and audio aids (Adekunle, 2008). Nwaubani and Ezegbe (2008) equally added that facilities in the learning environment such as furniture, electricity, workshops, equipment, are also part of material resources. In the context of this study, material resources refers to  any tools or equipments used by teachers and students in the process of teaching and learning of Sexuality and HIV/AIDS contents of Social Studies in junior secondary school levels.

Intangible resources are those assets that have no physical existence and are based mainly on information and knowledge (Aurello & Baragas, 2011). Factors like institution image, teacher qualification, and technological knowhow, and method of teaching are classified as intangible resources. Intangible resources are characterized by invisibility and thus it is difficult to quantify like material and human resources. In the context of this study, intangible resources refer to methods  of  teaching  utilized  by  teachers  for  effective  implementation  of  Sexuality  and HIV/AIDS contents of Social Studies curriculum.

The methods of teaching in Social Studies include inquiry method, discussion, role-play, simulation, games/drama and field trip among others.  Inquiry method is an approach to learning

in which the learner is the active agent in discovering concepts, generalizations and idea. Field trip is any learning activity that is carried out by the students as a group outside the classroom, under the  guidance of the teacher. Discussion involves allowing the  individual students to participate in the process of teaching while demonstration method is an activity in which sight is a vehicle of communication. It implies that what is demonstrated must be seen by students. Role- play method involves getting students to act a problem or structured situation for the purpose of teaching a particular skill, concept or attitude; while Drama and Simulation method are the act of using the imagination to become someone or something other than yourself or the human process whereby imaginative thought becomes action (Agwu, 2005). The teachers’ ingenuity in adapting and maximizing the utilization of these methods as well as the scarce and often insufficient instructional  materials  can  have  tremendous  impact  in  the  successful  implementation  of Sexuality and HIV/AIDS content of Social Studies curriculum.

Curriculum is defined as course of studies which students must fulfill in order to pass a certain level of education. It can be defined as a set of opportunities to engage the learner in or outside the school under the guidance and direction of the school.   Hass in Offorma (2002) described curriculum as:

“all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives,  which is  planned in  terms of  a framework of  theory and research or past and present professional practice”.( P. 81)

Similarly, Finch and Crunkilton (2004) defined curriculum as the sum of the learning activities that  students  engage  in  under  the  auspices  or  direction  of  the  school.  Curriculum  is systematically planned and  after  planning comes the  implementation of the  curriculum in schools. Curriculum implementation is a process of teaching the students what is contained in

the planned curriculum designed to help them acquire knowledge and  become responsible citizens in the society. It refers to the process of unfolding the planned curriculum to the learners. Obanya (2004) defined curriculum implementation as day-to-day activities which school management and classroom teachers undertake in the pursuit of objectives of any given curriculum.

Curriculum implementation in Social studies is the actual teaching of the social studies contents and theories to learners. Social Studies is the study of man in relationship to his social and physical environment. Uchendu (1997) stressed on the fact that social studies is an aspect of study that fosters humanistic citizenship, intellectual, values and cultural heritage in members of the community. Social studies according to Jekayinfa (2007), was introduced into the Nigeria education system to achieve some of the philosophies of Nigeria education as indicated in the National policy on Education (Federal Republic of Nigeria, 2004) namely- building of a free and democratic society, a just and egalitarian society; a united, strong and self reliant nation; a great and dynamic economy; a land full of bright opportunities for all citizens among others (p.6).

Usulor (2009) opines that the objectives of social studies in Nigeria are to create an awareness and understanding of the evolving social physical environment, develop a capacity to learn and acquire certain basic skills essential for forming sound judgment, to and ensure the acquisition of relevant body of knowledge and information which is an essential pre requisite to personal development and making of positive contribution to the betterment of the society as a whole.  Social  studies  in  essence  needs  effective  implementation at  all  levels  of education including the UBE level. Offorma (2002) strongly opines that actual implementation of any discipline depends largely on the ability or effectiveness of teachers in the classroom. Social studies curriculum implementation on its own according to Nnadi (2004) is the actual execution

of social studies contents and theories in the classroom by the teachers.  The curriculum of social studies in recent time has witnessed changes in the area of contents due to the emergence of many social problems such as sexual promiscuity, abortion, HIV/AIDS, overpopulation and high death rate among others (Uchendu, 1997). The advent of modern technology education which has  made  the  world  a  global  village  has  made  the  inclusion of sexuality  and  HIV/AIDS education necessary in social studies not only in the Nigerian society but also in every society. This is because of revolution in social attitudes to sex which cannot be equated with the spread of intelligent information on sex.

Sexuality defines the very essence of one’s humanity including one’s self-image, being male or female, physical looks and reproductive capacity; that is sexuality is a natural part of life (Ikpe, 2004). According to International Technical Guidance on Sexuality Education (ITGSE) (2009), Sexuality Education is defined as an age appropriate, culturally relevant approach to teaching about sex and relationships by providing scientifically accurate, realistic, non- judgmental information. In sexuality education, students are taught how to develop good relationship between opposite sex, positive habit toward sexual intercourse, origin and cause as well as preventions of diseases especially sexually transmitted diseases (STD) such as HIV/AIDS, Syphilis, Gonorrhea, and Gonococcus among other things.

HIV means Human Immunodeficiency Virus. It  is a virus that attacks, destroys and continues to  deplete human immune system. The acronym AIDS  means Acquired Immune Deficiency Syndrome. AIDS is caused by Human Immunodeficiency Virus. There is general assumption that everyone who contacted the disease will die. One devastating thing about AIDS is that it does not have curative drugs rather can be managed by improving the immune system through Anti-retroviral Drugs.

The idea of inclusion of Sexuality and HIV/AIDS Education in Junior Secondary school Social studies curriculum is as a result of danger posed by the disease to the entire population. HIV/AIDS is more vulnerable to school age children and thus reduce the working population. This situation equally reduced the economic growth and development in Nigeria. In line with this problems, Social Studies was conceived by curriculum planners as an important discipline to transmit the right attitude or behaviour toward sex related matters and create awareness on the spread of the diseases (NERDC, 2013). This lofty objectives entrusted in Social Studies cannot be achieved if resources are not available for effective implementation of social studies curriculum. The information disseminated in social studies on HIV/AIDS will depend on the quality of human, material and intangible resources available in schools.

The World Health Organization (WHO) has identified HIV/AIDS as one of the world’s first health emergency and an urgent threat to global public health. It reveals that HIV/AIDS is the world second widely spread communicable disease and the sixth common cause of death globally (WHO, 2004.).  In international circles in recent years, it has received as much attention as other pressing global questions like war, terrorism, environmental degradation among others. According to UNAIDS (2006), about 65 million people have been affected and more than 25 million people have died of AIDS related causes. The situation is made even gloomier, with 29 million new infections estimated by 2020 if prevention and treatment are not accelerated. The United Nations Millennium Development Goals (MDGs) report for 2006, states that several countries report success in reducing HIV infections.

However, the overall infection rate is on the rise. Sub-Saharan Africa (SSA) remains the highest affected region. The WHO (2004) has classified HIV/AIDS as the main cause of adult mortality in  Africa. It  affirms that  about  3,  1% and 3,  9% of all  male and  female deaths

respectively are caused by AIDS related diseases. In the same vein, UNAIDS (2006) fact sheet states that 63% of the global HIV/AIDS infections are in Africa, South of the Sahara with the prevalence rate highest among the age group 15-49 years. It is for this reason African heads of states declared AIDS as a state of emergency in the continent during the African development Forum (2000).

Despite all these interventions it has been observed that prevalence among the 15-24 years old is staggering, and they still remain the highest risk group in Nigeria. In fact, children infected and affected by HIV/AIDS are more likely to drop out of school at some point in time. The entire school systems are themselves affected by HIV/AIDS, 95% of HIV positive teachers have difficulties with punctuality in school and 73% of them affirm that they have to stop lessons from time to time when they are not physically fit. Up to 67% of students living with HIV face similar problems (UNESCO, 2007). These circumstances make it difficult for students to have a decent education. Although, generating data for HIV/AIDS prevalence in Enugu State is difficult to ascertain due to the attitude of people as most people are still afraid of free HIV/AIDS testing and counseling. Akerele (2005) maintained that the psychological problem associated with the disease made many people to avoid HIV/AIDS free testing and counseling as they do not want to be stigmatized in case if tested positive.

In 2014, data from University of Nigeria Teaching Hospital (UNTH), Ituku Ozara Enugu State shows that there were 94 HIV/AIDS patients attending relief clinic. Out of this number, the age group 27 to 37 years had the highest prevalence of 58.3% while the children and adolescent between the age brackets of 11-19 years had 41.7% (Chukwubuike, 2014). In the same line of thought, Obioma, Nkechi, Nkeadi, May, Obadike and Gladys (2014) found that in Enugu State

90% of children in junior secondary school 1-3 affirmed that they were regularly involved in

sexual activities; more than 17.3% indicated that they would definitely have sex in next two years while 19.2% may have sex in the next two years. Obioma et al (2014) maintained that the students lacked proper knowledge of protection and knowledge on several reproductive issues was very low especially in the rural areas in Enugu State. Based on this affirmation, there is therefore the need for Sexuality and HIV/AIDS in social studies curriculum.

The alarming situation created by this pandemic is putting the entire educational systems and  the  society at  large under  pressure. The  education system must  be  supported through prevention, for education is the  major driver of economic and social development. Indeed, countries education sectors have a strong potential to make a difference in the fight against HIV/AIDS (Bundy 2002). Prevention and  coping strategies can be ensured through proper implementation of Sexuality and HIV/AIDS Education contents of Social Studies particularly in Junior Secondary School levels.

The Nigerian Educational Research and Development Council (NERDC) in (2013) has outlined  resources  for  teaching  Sexuality  Education  contents  of  Social  Studies  to  include qualified teachers, newspapers and magazines articles, radio and instructional television and documentaries among others. Nevertheless, observation of the researcher has shown that most schools in Enugu state do not have this instructional television and ICT facilities. This situation can impede the implementation of Sexuality and HIV/AIDS Education contents of Social Studies in junior secondary schools in Enugu State. In the same vein, Ugwuoke (2011) found out that the problems that hinder the effective implementation of school curriculum are lack of qualified and trained teachers; infrastructures and equipment that are not adequately available in schools. In line with this findings, Boler and Archer (2008) maintained that implementation of HIV/AIDS education as part of social studies is difficult in Nigeria as most teachers that teach social studies

are not  qualified and  even those that  are qualified do  not  have  background knowledge of HIV/AIDS in Biology and as such cannot deliver the content effectively. Therefore qualification of teachers is considered as a variable that may intervene in the utilization of resources for implementation of Sexuality Education and HIV/AIDS contents of Social Studies in Junior Secondary Schools Levels.

Teaching qualification is a professional degree that enables a person to become a teacher (Ezeuwa,  2005).  It  gives  a  teacher  authority to  teach  and  grade  in  pre-primary,  primary, secondary schools, and tertiary institutions in Nigeria which could be Teachers Training Certificate TC11, National Certificate in Education (NCE) and Bachelor of Education (B.ED) among others. The extent to which a teacher is qualified determines the level of his/her exposure, commitment to duties, mastery and delivery of his/her content to students in the classroom. For instance, Chukwu (2009) found that instructional delivery system of teachers is depended on qualification  as  qualified  teachers  were  observed  to  use  diverse  instructional  method  and facilities which motivate the interest of students to learning while unqualified teachers do not. However, if some teachers are not qualified, Sexuality and HIV/AIDS content of Social Studies will not be effectively implemented.

In addition to above views, researcher has observed also that studies have been conducted on the availability and utilization of resources for teaching in schools but none has attempted to assessed which of this resources are needed for implementing sexuality and HIV/AIDS content of social studies in junior secondary schools. There is need to find out which resources are needed for effective implementation of Sexuality and HIV/AIDS content of Social Studies in junior secondary schools in Nsukka Education Zone of Enugu State. This is the gap that was filled by this study.

Statement of the Problems

The role Social Studies play in reducing HIV/AID and other sexually transmitted diseases in schools in Nigeria cannot be overemphasized. Social studies help in shaping the attitudes, opinions and perhaps most importantly the behaviour of young people. It is estimated that more than half of all new infections occur before the age of 25 and many of these infections occur because young people don’t  have the knowledge and  skills to  protect themselves. Today’s generation of secondary school children have been born into a world where HIV/AIDS is an unavoidable reality. These children have many years to be in schools; therefore their time in school can help them to prepare for the realities of this pandemic. However, the number of new infections rose to 2, 5 times higher than the number of infected persons receiving treatment. There is also an observed high level of sexual promiscuity, early pregnancy, and abortion among school age children. It may be that teachers do not use good methods of teaching in teaching Sexuality and HIV/AIDS contents of Social Studies or that those materials for teaching are not available and utilized appropriately. This situation if not assessed and controlled can mar the implementation of Sexuality and HIV/AIDS contents of Social Studies.

Therefore, the problem of this study posed in questions form is: what are the resources needed for implementing Sexuality and HIV/AIDS contents of Social Studies? Are these resources  available  and  utilized  for  effective  implementation  of  Sexuality  and  HIV/AIDS contents of Social Studies curriculum in Junior Secondary Schools in Nsukka Education Zone of Enugu State? This is the problem addressed by the present study.

Purpose of the Study

The main purpose of this study was to determine the available and utilized resources for effective implementation of Sexuality and HIV/AIDS contents of Social Studies curriculum in

Junior Secondary Schools in Nsukka Education Zone, Enugu State. Specifically, the study was designed to find out:

1.  Material resources needed to  implement Sexuality and  HIV/AIDS contents of Social

Studies curriculum.

2.  Human  resources  available  for  effective  implementation  of  Sexuality  Education  and

HIV/AIDS contents of Social Studies curriculum in terms of qualification.

3.  Instructional materials available for effective implementation of Sexuality Education and

HIV/AIDS contents of Social Studies curriculum.

4.  the extent teachers utilize instructional materials for effective implementation of Sexuality

Education and HIV/AIDS content of Social Studies curriculum.

5.  the extent teachers  utilize recommended instructional methods for teaching of Sexuality

Education and HIV/AIDS contents of Social Studies curriculum.

Significance of the Study

The findings of this study would be significant theoretically and practically to teachers, students, school administrators, researchers and Ministry of Education. The theoretical significance of this study is anchored on both the theory of constructivism and social learning theory which assert that there is need for assessment of availability and utilization of resources for effective implementation of Sexuality Education and HIV/AIDS content of Social Studies curriculum in Nsukka Education zone, Enugu State. It is therefore expected that the findings of the  study  would  further  explicate  or  repudiate  these  theoretical  postulations  of  resource utilization in teaching and learning which are pivotal to Bruner theory of constructivism and Albert  Bandura theory of social  learning.  This  study would  be  beneficial to  the  Students, Teachers, Curriculum developers, Government and researchers.

Students would be helped through the findings to develop self confidence, spirit of hard work, and high performance in learning Sexuality and HIV/AIDS content of Social Studies. This could be achieved because when quality human and materials resources are available and utilized in teaching in schools, students will be interested in learning social studies and learning would be permanent and realistic. The findings of this study would be beneficial to teachers as it will establish the need for teachers to utilize instructional materials in achieving their stated objective while teaching Sexuality and HIV/AIDS content of Social Studies. The teachers would also be informed on teachers’ factors that affect the implementation of social studies and improved on those areas for better performance of students.

The  findings when published  are  expected to  help  curriculum developers to  design educational programmes that are implementable in nature. They would be informed on their responsibilities for providing a high quality curriculum and instructions in a supportive and effective learning environment. Supportive learning environment is that with quality human and material resources for teaching and learning of social studies contents. Government in general would benefit as their objective of inclusion of Sexuality and HIV/AIDS Education content of Social  Studies  will  be  achieved.  The  findings  when  disseminated  through  workshops  and seminar  will give  the  government official knowledge of what  is  expected in teaching  and learning support as regards to resources provision to schools.

Finally, the study would also be reference materials to other researchers in similar area. This is because the study would provide empirical data to meet the need of making resources for effective implementation of sexuality and HIV/AIDS Education contents of social studies in secondary schools in Nigeria.

Scope of the Study

This study was limited to determine the resources available and utilized for effective implementation of sexuality and HIV/AIDS Education contents of Junior Secondary School Social Studies curriculum in Nsukka Educational Zone, Enugu State. The study covered JSS1-3 in all the three local government areas that constitute the zone. The choice of using Junior Secondary Schools because, this is the level of education where Social studies is taught as a core subject before the students set out for senior secondary schools.

The study specifically covered information on material resources needed for effective implementation of Sexuality and HIV/AIDS Education contents of Social Studies curriculum, Human resources available for effective implementation of Sexuality and HIV/AIDS Education contents of Social Studies curriculum and Instructional materials available for effective implementation of Sexuality and HIV/AIDS Education contents of Social Studies curriculum. The study also covered the extent teachers utilize instructional materials for effective implementation of Sexuality Education and HIV/AIDS content of Social Studies curriculum as well as the extent teachers  utilize recommended instructional methods for teaching of Sexuality and HIV/AIDS Education contents of Social Studies curriculum

Research Questions

The following research questions guided the study;

1.  What are the material needed for effective implementation of Sexuality and HIV/AIDS Education content of Social Studies curriculum?

2.  To what extent are human resources available for effective implementation of Sexuality and HIV/AIDS Education content of Social Studies curriculum?

3.    What are the available instructional materials available for effective implementation of

Sexuality and HIV/AIDS Education content of Social Studies curriculum?

4.  To what extent do teachers utilized instructional materials for effective implementation of

Sexuality and HIV/AIDS Education contents of Social Studies curriculum.

5.  To what extent do teachers utilize recommended instructional methods in teaching of

Sexuality Education and HIV/AIDS Education content of Social Studies curriculum?

Hypotheses

The following two (2) null hypotheses were tested at 0.05 level of significance which guided the study.

HO1: There is no significant difference between the mean rating of teachers with B.ED and NCE qualification on the extent of utilization of instructional materials for effective implementation and learning of Sexuality and HIV/AIDS teachers with B.ED and NCE qualification contents of Social Studies curriculum.

HO2: There is no significant difference between the mean rating of teachers with B.ED and NCE qualification on  the  extent  of utilization  of recommended  instructional methods  for effective implementation of Sexuality and HIV/AIDS Education contents of Social Studies curriculum.

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