PARENTS’ PERCEPTION OF CREATING AWARENESS OF SEXUALITY EDUCATION ON PRE-PRIMARY SCHOOL CHILDREN IN UNIVERSITY OF NIGERIA NSUKKA COMMUNITY OF ENUGU STATE

ABSTRACT

The purpose of this study was to find out parents perception of the need to create sexuality education   awareness   in   pre-primary  school   children   in   the  University  of   Nigeria Community Nsukka.  In a bid to provide focus for the study, a set of five research purposes with  a  corresponding  number  of  research  questions  and  two  null  hypotheses  were formulated.  Furthermore, to facilitate data collection, the researcher developed, based on insights from literature review, a 35-item questionnaire instrument.   Copies of the questionnaire, after validation by experts and the trial-testing, were administered to respondents.   A total of 355 respondents drawn from a population of 3549, comprising parents and teachers of the University Staff School and the Nigerian Association of University Women School, both in the University of Nigeria Nsukka community, was involved in the study.  The weighted frequencies, mean scores and standard deviations were used to analyze the items and provide answers to the research questions.  The t-test statistic was used for testing the two null hypotheses that further guided the study.  The testing was done at 0.05 level of significance.   Among the major findings were that:   parents view sexuality education to be of no importance to pre-school children because of their age and they do not   know that sexuality education is media for values, morals and attitude orientation;  parents  of  pre-school  children  were  highly  knowledgeable  of  the  risks incidental to misinformation and under-information about sexuality education, and parents are hesitant to open up on sexuality matters to their   pre-school children, holding any reference in this regard as a taboo.  There is no significant difference in the responses of parents and teachers with regard to parents’ knowledge of the risks associated with misinformation and under-information to children about sexuality education.   Based on these findings, the educational implications were discussed and recommendations were made.   The limitations of the study as well as suggestions for further studies were highlighted.

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CHAPTER ONE

INTRODUCTION

Background of the Study

After the miracle of life, issuing in the birth of a human person, such a human being has ramifications of needs, wants, desires and cares to be attended to by people who owe him a duty of care. These are the parents and other significant others.  For as long as these parents fail to address the issues of concern to a child, man’s fundamental problems will continue to endure and constitute a setback to man’s strive for his optimum development.     Man’s sexuality is one such area of man’s needs and cares.  Sexuality education serving as media for values, morals, attitude orientation of man is one of those areas of need of man. And this sexuality education has remained a lingering area of problem for man.  Without sound effort by parents to inculcate sexuality knowledge to the young, the problem of mal-development will continue with its adverse effect to humanity. Therefore, sexuality education remains one of the major problems that face the society, to some a no-go-area and a topic that will not be discussed or mentioned openly by parents to their children. Parents fail to expose their children exactly to what they are and the dos and donts in relation to what they should know concerning their sexuality. The progress of sexuality education lies basically in the hands of parents.

The concept parent, as defined by Collins (2012), is a care taker of his offspring, a person that begets or brings forth offsprings. Collins also stated that a parent can also be seen as a person who brings up and cares for another. The researcher defines parent as any custodian who ever is in custody of a child and provides for the necessaries.   These are biological parent, father or mother, caregiver, adoptive, surrogate, guardian and any other person acting in local parentis.   Parents are responsible for inculcating morals, culture, religion and education at different stages of life of the individual till adulthood. A parent is

responsible in the totality of care to the offspring, providing the needs in social, financial,

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psychological and health aspect of the offspring. In this context parent takes care of the offspring health concerns. The health of a child includes social, emotional, mental, physical and sexual needs among others. The child learns personal hygiene, gender differences and parts of the body which is sexuality education. Without reservation, knowledge and awareness of sexuality and other health related matters are parents responsibility to their children. Therefore, if parents are knowledgeable about sexuality education and teach same to children it will not be an issue, but their feelings and perception concerning sexuality seems unimaginable and this is born out of ignorance (Ofordile, 2008).

Perception, according to Collins (2012) is a conscious understanding of something, cognition, an intuition, a thought or deduction, an act of apprehending, conceiving in the mind, to understand, to think, believe or be of opinion. The writer defines perception as understanding of a fact, feeling of an individual about the fact and the action taking by the individual over the fact. Perception is also an insight over an issue. Thinking critically, action will not take place without perception and perception will not serve any purpose without a guided action. This makes the researcher to believe of a saying that ‘value drives our action’. What one values is what one craves for. With parent feeling towards sexuality education to pre-school children, when geared positively will help the child acquire positive knowledge and be informed. Parent perception of sexuality education depends on parent awareness and feelings of the importance and value of sexuality education to the growing one.  Therefore, parents perception when geared positively towards sexuality education will assist the pre-school children to understand what life is as they grow up.

Early childhood education is a form of education of a child from birth till the child enters the main stream of primary school. It is a stepping stone to primary school and starts from home. It is the foundation of education in ones life. Pre-school or early childhood education as referred to in the National Policy on Education (FRN, 2013) is the education given in an educational institution to children prior to their entering the primary school.

This includes the crèche, nursery and kindergarten. This group of children ranges between

3-5years of age. This is the period a child acquires the spirit of inquiry and creativity through exploration of nature, the environment, art, music and playing with toys.

It is parents’ responsibility to start from home in bringing up a child in the right direction concerning the child’s development for proper socialization in the society. Home, as defined by Mughal (2015) is a dwelling place used as a permanent or semi-permanent residence for an individual, family, household or several families in a tribe. Parents waste no time in bringing in their parenting skills towards the child immediately the child is born into the family. Parenting skills may be defined as personal knowledge parents acquire or have to bring up their children emotionally, physically, psychologically, among others. It involves discipline, education, moral, financial and any knowledge that will help in the child’s adequate development both intellectually and otherwise.  Rightly did Okafor (2010) observe that the first promptings of education that the child receives come from the family. Education at this stage encompasses training in the religious, moral, sanitary (hygiene) and the social dimensions of human existence. And even beyond these, it is in, through and by the family that this new member, for the first time, gets a peep, a glimpse into the customs and culture of the wider society. This is by that process sociologists have tagged socialisation, a term which Udoh (2010) has aptly described as that through which the human organism and infants are assisted to acquire the culture and skills needed to make them constructively functional and integrated members of the society. It all starts from the home and the primary agency in this regard is the family (Ibia, 2006).

In the socialisation function of the family, it is expected that the child should also be exposed to sexuality education. This is a term which evokes different feelings in different people. The term “sexuality education” is often used interchangeably with such other terms as “sex education”, “family life education” and “sex and relationships education” (Furedi,

2001). Though views seem to vary, especially as regards the perspectives and details,

individuals who have volunteered opinion in this respect seem to present a commonality of features.

For Siecus (2004), sexuality education refers to the comprehensive curriculum of instruction addressing not only sexual anatomy and physiology but also reproduction, contraception, sexually transmitted diseases (STDs) and other related topics. Burt (2009) sees sexuality education as 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. No doubt, attempts at defining sexuality education have much to offer.   Both are specific in their approach to sexuality education. On the contrary, the descriptive definition advanced by Ofordile (2008) seems more appealing to serve as essential anchor to the present study. Ofordile (2008: 83) views sexuality education as “a process of acquiring information and forming attitudes and beliefs about sex, sexual identity, relationships and intimacy, developing young people’s skills so that they make informed choices about their behaviour and feel confident and competent about acting on these choices”.

The beauty of this definition by Ofordile is brought out more by the simplicity of language  and  the  extended  insight  it  offers.  It  also  provides  some  answers  to  some enquiries. Sexuality education is primarily for information delivery; the type of information that will help to shape attitudes, especially in young persons. This information delivery and attitude forming will guide them into making informed decisions and consequential choices as regards their sexual life. It is hardly in doubt that this was the vision that prompted the United  Nations  (2002)  to  categorically  state  that  young  people  have  the  right  to  sex education as a means of arming and protecting themselves against exploitation, abuse, unwanted pregnancies and sex-related diseases. In the light of the foregoing, the researcher sees  sexuality  education  as  an  avenue  to  impact  sexuality  information,  knowledge,

awareness and understanding of sexuality in children without reservation to the truth in gender differences, roles, among others.

Sexuality education, when and where properly handled no doubt, is a way of preparing pre-primary school children and all towards responsible parenthood. Some revulsion has been unexpectedly expressed at the thought to extend sexuality education even to the pre- primary education level being education meant for children prior to their entry into the primary school. The surprise, which turns out to be an enquiry hinges on the necessity, the needfulness of sexuality education even at the pre-primary school (Meg, 2016).

This wonder, surprise, mindset simply goes to portray the depth of ignorance in some quarters. This noted Ofordile (2008) may largely account for why, despite the fact that since

1999 when sexuality education became an integral part of Nigeria’s school curriculum, this aspect of the nation’s school curriculum has remained on the shelf. This is simply because the people on whom falls the duty to enforce and implement it reason that it is a no-go area. Irrespective of the fact that there has been improvement in parents’ education, there is inadequate and misinformed sexuality education to pre-school children as there is frequent occurrence of sexual abuse, sexually transmitted infections, criminal abortion, premature pregnancy and ectopic gestation (Abubakar & Abubakar, 2011). Ectopic gestation is an abnormal pregnancy in the fallopian tube, where the fertilized ovum embeds in the fallopian tube rather than the uterus. This often results in the rupture of the tube leading to internal bleeding and death if accurate diagnosis and urgent intervention is not made. A visit to our hospital clinics and wards will present the inquisitive visitor with rising number of cases of children with the complications of premature pregnancy,  abortion, sexually transmitted infections,  infantile  rape  victims  as  well  as  infections  connected  with  the  human reproductive system. On evaluation, a brief insight from their case histories will simply give one a sure hint that these have come about as a result of misinformed and uninformed sexuality education. It leads one into the knowledge that parents are failing in their duty

towards the emotional life of the children God has entrusted them with the onerous duty of care.

The consequences of this failure are too many to set down at this point in time. In some instances of premature pregnancy, the parents are saddled with managing a pregnancy unbudgeted; the child’s education is abruptly stopped. In some cases where a child survives criminal abortion, the uterine system is so damaged that future effort to conceive will be an effort in futility. Where infections are half-way treated or managed by incompetent personnel, this has been known to, with time, occasion marital problems. All these have come to be because of lack of awareness. This is a problem and it should give concern to any parent, guardian/carer and even someone without a child of his own.

With this rampart ill, sexuality educationists tend to believe that something must be wrong, especially from the side of the parents.

According to Abubakar & Abubakar, it has been a well known fact, that, though sex is not usually discussed in most societies, it is being practiced secretly and carelessly in most cases. Parents’ feel unconcerned in educating their children over their sexuality irrespective of their educational level, whereas education is one of the major factors that assist in imparting sexuality knowledge to pre-school children. An educated parent is assumed to value the importance of sexuality education and impart such knowledge to their children as early as possible (Meg, 2016). The extent of parents’ education presumably will influence parents’ perception of sexuality education to their pre-school children in a positive way. As noted by Urebhu (2006), parents knowledge and ideas have great influence on what the child learns at home because parents significantly have  roles to play in their children’s’ development. For many generations past, the thought and talk about sex was visited with repression and instilling a sense of guilt and shame on the person who tried, irrespective of level of education and age of the educator (Okafor, 2010).

Age refers to the length of time during which a being or thing has existed (Hornby,

2010). Age is one of the major factors in the expression of sexuality (Inyang, Okpako& Akpan, 2011). As noted by Akaeze (2011), no age relationship has been observed as a factor that enhances awareness of sexuality education in pre-school children. Akaeze further stated that there is no age relationship in teaching of sexuality education to pre-school children. Not withstanding parental knowledge and information, age appropriate sexuality education is advocated. Age appropriate sexuality education is teaching sexuality education according to the child’s age. Sexuality is equally seen as what has to be given out in terms of knowledge, skills, attitude and practices about sexuality education which may include the following: families, love and dating, puberty, body image, values, reproduction, sexual behaviour and identity, abstinence, reproductive anatomy and physiology, menstruation, nocturnal emission contraception, abortion and many others (Action Health Inc., 2003). The Newzaland Ministry of Education (2016) suggested that children be thought sexuality education in their levels, for instance children of 3-5 years will be thought families, gender differences, how women sit and physical identity of males and females. Akaeze also opined that  both  young  and  old  are  not  comfortable  discussing  sex  because  of  culture  and upbringing orientation but it is a topic that is difficult to ignore because it is nature’s endowment and a basic of life. Sexuality education is a topic one cannot afford to skip because it is the totality of one’s being and a proactive measure, if well delivered. So sexuality education is not only for old or young people to teach or learn, it is a matter of knowing what, why, when and how to teach it. This learning is for acquisition of life long information, forming attitudes, beliefs and values about identity, relationship and intimacy.

In this information age, obsession with sex has become the norm (Ofordile, 2008). Children, including those in pre-primary, have access to many sources of information, a good lot of which remain unknown to and much beyond the widest imagination of the parents, guardians and those significant others in the orbit of the upbringing of the child.

There are the internets, the You-tube, Face-book, cable television, cell phones; through advertising, magazines, leaflets, books and friends. They are exposed to the social norms of other societies and interest groups at school, at birthday occasions, at parties, among others. Some of such information, no doubt, will be found to be correct, some incorrect. Providing the correct information through sexuality education is, therefore, to be seen    as a way of getting to discover what the children already know, add to this existing stock of knowledge and correct any misinformation and wrong notions. Left unarmed with correct information, children can put themselves at greater risk, (Mueller, Gavin & Kulkarni, 2008).

Before now, the researcher has used the expression “they need to be assisted”. This necessarily opens up to the issue of who should initiate the sexuality education of the child, be it the child of pre-primary or primary school level? While there is a variety of opinions on this and therefore, an existence of schools of thought, none seems eager to exempt  the  parents.  Ibiam  (2011)  has  strongly  suggested  that  creating  awareness  to sexuality education to the pre-school children is a collective responsibility of the family and relations with the mother taking the lead. This is on the one part. On the other part, Tzu (2012) extends the frontiers of sexuality education to include parents, teachers, adults and even someone who has no child so that they should be able to assist the younger ones through the difficult period of uncertainty concerning their sexuality. The school is part of the programme of sexuality education of the pre-school child. While parents and others in the orbit of the upbringing of the child play the primary role, the schools have a complementary role to play through making accessible to children objective and reliable information on sexuality education.   In fact, it has been noted by Weaver, Byers, Sears, Cohen and Randall (2002) that school based sexuality education makes it much easier for parents to engage in conversation with their children. This is because it creates the natural opportune moments for communication to ensue that information gets shared at the home front.

This  researcher,  as  a  health  worker,  painfully  recalls  some  equally painful  life experiences in the line of duty and practice in the University of Nigeria Nsukka community. University of Nigeria, Nsukka has many peculiarities. There are people of different ethnic groups like Hausa, Yoruba; people from the South South and others. There are also, people from different parts of the world with many ideologies and people from varying academic disciplines  as  engineers  academic  doctors,  professors  in  different  fields  and  equally personnel that studied in many parts of the world with different backgrounds. In spite of these, there have been cases of teenagers (some in primary school) and adolescents who come with presentations of false toilet infections that have stretched over time, untreated. In some instances, the wombs are lost as a result. Some come with presentations of criminal abortion and in diseased state.  Many do not live to tell the story. There have been cases of unwanted pregnancies and ectopic pregnancies. And neither the child nor the parents know exactly what the problem was. Through case history taking, the child is informed of her true condition. Sometimes when parents get informed, personnel on duty are accustomed to getting such shouting reactions like “Who told you”?   “Who is saying that?”, “My child, pregnant”? “You are lying”, “Do you know my family”? and such outbursts. Yet the matter has spoken by itself. Some who resign to the situation suddenly find themselves saddled with unprepared family responsibilities. All these happen because the needed necessary awareness was neither initiated nor created when it ought to have been.

Rather than resort to creating awareness in children, most parents, perhaps, out of fear, resort to repression and misinformation on sexuality discussion with their children. They fear that discussing sexuality, human anatomy and reproduction will encourage the children  to  experiment  (Ogbe,  2011).  Yet,  study  has  shown  that  young  people  whose parents discuss aspects of sexuality with them tend to delay becoming sexually active in comparison to children of those parents who keep sealed lips over it (Meg, 2006). Commenting in this regard, Frappier, Kaufman, Baltzer, Elliot, Lane, Pinzon and McDuff

(2008) noted that children who are well informed on sexuality education matters by their parents turn out better in managing and conducting themselves sexually. Corroborating this, Ava (2012:12) put it strongly thus: “those teens that are well informed with sex education are the ones who make better decisions about sex”.

Certainly, without accurate information on sexuality matters, young persons can put themselves at greater risks. They need this awareness early enough so that they grow up consistently mature about sexual relationships, recognising the existence of differential sex patterns as they mingle necessarily with people of different social milieu. They arm themselves with intelligent formula on how to interact harmoniously with those whose sex norms differ from their own. This will lead them up to taking informed decisions even when face to face with matters ensnaring and calling for quick ethical decisions (Ofordile, 2008). Early education along this line arms the young ones and provides them with self safeguards. Education  along  this  line  in  generations  past,  especially  in  the  so-called  third  and developing world was unthinkable.

The uncorrupted, innocence, a questionable one though, which characterised the position of generations before now on sexuality matters can no longer serve to match the exposure and orientation of the present generation. With globalisation now a current world order and the extant information and communication technology (ICT) that has reduced the world to the size of a small village, data of information reach out all round the globe just at the click of a button. Nations now struggle to prepare their citizens to fit into and take up positions in workplaces in any part of the globe. No state worth the name can reasonably avoid  giving  all  round  training  to  her  citizens  for  that  purpose,  including  training  in sexuality matters.

Statement of the Problem

Any brief surfing of the internet or other electronics media (like the radio) or even a flip through the pages of the print media will readily overwhelm a researcher with revulsing

reports of sex-related offences and events. As though a door that had remained closed for long was recently thrown wide open, there has recently been an upsurge in cases of rape, (Solo and gang raping) with some leading to death. As it is happening in India, [Asia] (as was the gang – rape and subsequent death of a 23 year old female medical student in December 2012 that sparked off such a ferocious, widespread outrage, that nearly brought down the regime there) so it is in Nigeria, [Africa].  The case of Cynthia who was drugged, gang-raped and later died is too fresh to be forgotten, in Lagos, (Nigeria). A court in Ohio, in America in March 2016 sentenced two persons to terms of imprisonment in juvenile prison for the gang rape of a sixteen year old, drunk in a party revelry and posting this in the internet. A visit to our hospital clinics and wards will present the inquisitive visitor with rising number of cases of children with the complications of premature pregnancy, abortion, sexually transmitted infections, infantile rape victims as well as infections connected with the human reproductive system. On evaluation, a brief insight from their case histories will simply give one a sure hint that these have come about as a result of misinformed and uninformed sexuality education. It leads one into the knowledge that parents are failing in their duty towards the emotional life of the children God has entrusted them with the onerous duty of care.

The consequences of this failure are too many to set down at this point in time. In some instances of premature pregnancy, the parents are saddled with managing a pregnancy unbudgeted; the child’s education is abruptly stopped. In some cases where a child survives criminal abortion, the uterine system is so damaged that future effort to conceive will be an effort in futility. Where infections are half-way treated or managed by incompetent personnel, this has been known to, with time, occasion marital problems. All these have come to be because of lack of awareness. This is a problem and it should give concern to any parent, guardian/carer and even someone without a child of his own.

There is no justification in denying our children the necessary information in the society with its charter of demands and the ever-expanding opportunities in walks of life without at the same time preparing them to cope with real life situations that will confront them as adolescents and adults. Set down in question form the problem of this study is: What is parents’ perception of the need to create sexuality education awareness among pre- primary school children in the University of Nigeria, Nsukka Community?

Purpose of the Study

Broadly stated, the main purpose of this study was to find out parents’ perception of creating awareness of sexuality education of pre-primary school children in the University of Nigeria, Nsukka Community.

Specifically, the study sought to ascertain:

1.  The  extent  of  parents’  perception  in  creating  awareness  of  the  need  for  sexuality education of pre-school children.

2. Parents’ perception of the importance of sexuality education to pre-school children.

3. Parental efforts towards creating sexuality education awareness.

4. The extent of parents’ knowledge of risks associated with misinformation on sexuality education.

5. Parents’ disposition towards sexuality education of pre-school children.

Significance of the Study

This study has both theoretical and practical significance. The study is deemed significant as the findings will go a long way towards affirming or disproving the veracity of the social learning theories, namely the social cognitive theory and the cognitive behavioural theory on which the study is anchored.

Furthermore, the study will be seen to be of significance to parents, guardians, care givers, pre-school children and school children generally, the government and school management and future researchers. A study of this nature is particularly significant today

as it will provide a valuable stock of information to parents, guardians and carers of children on both the importance of sexuality education that is well-informed and co-ordinated both by the home and the school and the enormous dangers children are exposed to as a result of either deliberate misinformation, repression or lack of information at all in this regard.

Sexuality education  is  significant  practically to  the pre-school  children  in  many ways. It provides opportunity of obtaining information, forming attitudes, beliefs and values about relationships and intimacy. Sexuality education inculcates in children; socio-cultural, spiritual and biological information on aspects of life. It helps the child to develop a positive truthful part of life. Also sexuality education helps the child to acquire information and skills  needed  to  take  care  of  their  sexuality  especially  in  preventing  HIV/AIDS.  The children are exposed to make adequate healthy decisions on behaviours concerning their health. It also teaches respect and values for their parents, themselves and others.

Parents, guardians and care givers will benefit immensely from this study as the findings and suggestion for approaching matters arising from ignorance will dispose them to let  the  children  get  appropriate  and  correct  information  in  sexuality education  and  be informed. Parents, guardians and caregivers will benefit in grass root sensitization so that the cultural view of sexuality education as dirty or a taboo will be discarded and children will be provided with comprehensive and factual information in sexuality education which will help them take wise and accurate decisions over their sexual health. In this way, the children will be disposed to feel free asking questions on certain issues about sexuality.

Naturally, from the home a child enters a school which is an institution dedicated to learning. In this institution teaching and learning continue. Therefore, the school is also a moment of opportunity for children benefitting from sexuality education. When sexuality education is taught at school as a subject, there will be opportunity to employ people who are well trained in health education and sexuality which will help the children grow in the right way. Introduction of sexuality education in schools will get the children acquainted

with  deeper  understanding  of  their  bodies,  human  reproduction  and  pregnancy.  The teaching of sexuality education in schools will help the children to know what to expect and the kind of government and society to behold because children are the future leaders of tomorrow.

In this era of obsession with sex, children and young people get a lot of information (some accurate and some inaccurate) about sex and sexuality from sundry sources including themselves. Providing information to them on sex and sexuality through the parents in particular with this effort complemented by the school, will go a long way towards averting the great risks to which they are trusted either through repression or leaving them without information. In this way, too, they will grow up confident, responsible, healthy, happy children knowing and assured that their parents and the school care for their emotional life and their future.

Government and society will benefit from sexuality education by being non- judgemental  and  providing  sexual  health  user-friendly  services  which  will  assist  the growing ones in their health care. The findings of this study will push the government to see need   to   give  sexuality  education   its   rightful   place  in   the  pre-school   curriculum. Thus informed, they will learn that exposure to sexuality education is part and parcel of preparing children for their lives as children, teens, adolescents and adults, because nobody reads and remains the same. The individual will know how to predict and master refusal skills, values, wants and necessary action to take when at risk. It is a deed amounting to a scandal and criminal neglect of one’s duty to note that sexuality education incorporated into the Nigerian School curriculum since1999 has remained on the shelf coated with dust (Ofordile, 2008). This is sheer manifestation of crass ignorance. And this brings us to yet another important significance of this study which is that through its findings on the importance and avertible dangers which sexuality education is all about and subsequent

recommendations, the government through its policy makers and schools’ management will

find good reason to have sexuality education on our schools’ class timetable.

It is also the case that this present study has yet this other important significance which is rested in its ability to arouse more interest in the area, provide some quantum of quality literature and, consequently, stimulate further research in this respect. This will come to fruition as the researcher intends to generate some publications based on this research work; besides creating awareness through health talks as a health worker in their weekly briefings to women in the ante-natal clinics. In this way, this study in the field of sexuality education will not just incite and provoke more researches but also provide some insights and guides to future researchers.

Scope of the Study

This study was limited in scope to parents in the University of Nigeria, Nsukka community of Enugu State. While focusing generally on parents’ perception of creating sexuality education awareness among pre-school children, the study also addressed itself specifically to  issues  of  parents’  knowledge on  sexuality education,  the importance of sexuality education, efforts towards sexuality education and the risks incidental to misinformed,  misguided  and  uninformed  sexuality  education  to  this  class  of  school children.

Research Questions

The following research questions guided the study:

1. What is the extent of parents’ awareness of the need for sexuality education for pre- school children?

2. What are parents’ perceptions of the importance of sexuality education to pre-school children?

3. What efforts have parents’ of pre-school children made at home to create awareness on sexuality education?

4. To what extent are parents’ of pre-school children knowledgeable of the risks associated with misinformation about sexuality education?

5. In what way are parents disposed to teaching sexuality education to pre-school children?

Hypotheses

The following null hypotheses have been formulated to further guide the study and they will be tested at 0.05 level of significance.

1.   There  is  no  significant  difference  in  the  mean  responses  of  parents  on  sexuality education for pre-school children based on parents’ education. 2.    There  is  no  significant  difference  in  the  mean  responses  of  parents  on  sexuality education for pre-school children based on parents’ age.

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