Project – Christian Religious Studies, Guidance Counselling, and Sexual Health Education: Their Combined Influence on Responsible Behaviour Among Secondary School Students in Ado-Ekiti
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Responsible behaviour among adolescents has become a major concern in contemporary education and public health discourse because young people’s decisions during adolescence significantly influence their future social, physical, psychological, and moral development. Adolescence represents a transitional stage between childhood and adulthood characterized by rapid biological changes, emotional development, identity formation, increased independence, and greater exposure to social influences. During this period, adolescents begin to make important decisions concerning relationships, sexuality, personal values, health practices, academic commitment, and social interactions. These decisions often determine whether they develop responsible or risky behaviours that may affect their individual lives and society at large.
The concept of responsible behaviour among secondary school students refers to the ability of young people to make informed, ethical, and socially acceptable decisions that promote their personal well-being and the welfare of others. Responsible behaviour includes self-discipline, respect for others, academic commitment, avoidance of harmful practices, responsible sexual conduct, emotional control, honesty, respect for social values, and healthy decision-making. According to Bandura (1986), human behaviour is shaped by the interaction between personal factors, environmental influences, and learned experiences. This suggests that adolescents’ behaviours are not developed in isolation but are influenced by family, school, peer groups, religious teachings, counselling experiences, and societal expectations.
One of the major behavioural concerns among adolescents globally is sexual health-related behaviour. Adolescents worldwide face increasing challenges associated with early sexual initiation, sexually transmitted infections (STIs), unintended pregnancies, sexual exploitation, misinformation about sexuality, and unhealthy relationship patterns. The World Health Organization (WHO, 2024) recognizes adolescent sexual and reproductive health as an essential component of overall adolescent well-being because inadequate knowledge and risky sexual behaviours can have serious consequences for educational attainment, health outcomes, and future social development.
Sexual health education has therefore become an important component of adolescent development and school-based health promotion. Sexual health education refers to the process of providing young people with accurate information, values, attitudes, and skills required to make responsible decisions regarding sexuality, relationships, reproductive health, and personal safety. According to UNESCO (2018), comprehensive sexuality education equips learners with scientifically accurate knowledge and age-appropriate skills that enable them to develop respectful relationships, understand their bodies, prevent sexually transmitted infections, avoid unintended pregnancies, and make responsible choices.
In Nigeria, adolescent sexual health remains a significant concern due to challenges such as early sexual activity, inadequate access to accurate sexual health information, cultural barriers, stigma surrounding discussions about sexuality, peer pressure, poverty, and exposure to inappropriate media content. The Federal Ministry of Health (2018) identifies adolescents as a vulnerable population requiring targeted interventions that promote reproductive health awareness, responsible decision-making, and prevention of health risks.
Schools provide a strategic environment for promoting responsible behaviour among adolescents because they bring together large numbers of young people during their formative years. Beyond academic instruction, schools play important roles in character development, socialization, health promotion, and preparation of students for responsible citizenship. UNESCO (2021) emphasizes that quality education should develop learners’ knowledge, values, attitudes, and life skills necessary for personal development and social responsibility.
Within Nigerian secondary schools, three important educational interventions contribute significantly to shaping students’ responsible behaviour: Christian Religious Studies (CRS), Guidance Counselling, and Sexual Health Education. These three areas address different but complementary dimensions of adolescent development. While Christian Religious Studies focuses on moral values, ethical principles, spiritual development, and character formation, Guidance Counselling provides psychological, social, and educational support, while Sexual Health Education provides factual knowledge and skills required for healthy sexual decisions.
Christian Religious Studies occupies a significant position in Nigerian secondary education as a subject designed to promote moral awareness, spiritual development, ethical reasoning, and responsible citizenship. The Nigerian Educational Research and Development Council (NERDC) curriculum identifies CRS objectives as including the development of moral values, respect for human dignity, peaceful coexistence, honesty, discipline, love, justice, and responsible living (NERDC, 2013). These values are closely connected to responsible adolescent behaviour because moral beliefs often influence choices relating to relationships, sexuality, substance use, personal discipline, and respect for others.
Christian teachings provide moral principles that address various aspects of responsible living. Biblical teachings emphasize self-control, purity, respect for the body, love for others, honesty, compassion, and accountability. For example, teachings on self-control (Galatians 5:22–23), respect for the body (1 Corinthians 6:19–20), love and respect for others (Matthew 22:39), and responsible decision-making provide moral foundations that may influence students’ attitudes toward sexuality, relationships, and personal conduct.
Religious education has historically contributed to character formation by transmitting values and ethical standards from one generation to another. Lickona (2004) argues that effective character education helps young people develop moral understanding, emotional responsibility, and behavioural discipline. In the Nigerian context, Christian Religious Studies serves not only as a religious subject but also as a platform for discussing issues related to integrity, responsibility, respect, and ethical choices among students.
However, moral instruction alone may not provide adolescents with sufficient knowledge and practical skills required to navigate contemporary sexual health challenges. While religious education can encourage responsible values and ethical decision-making, adolescents also require scientifically accurate information about puberty, reproductive health, sexually transmitted infections, contraception, consent, personal boundaries, and healthy relationships. This highlights the importance of integrating Sexual Health Education into broader educational strategies.
Guidance Counselling provides another important mechanism for promoting responsible behaviour among secondary school students. Guidance counselling is a professional educational service aimed at assisting individuals in understanding themselves, solving personal and social problems, making informed decisions, and developing positive behaviours. According to the American School Counselor Association (ASCA, 2022), school counsellors support students’ academic, social-emotional, and personal development through preventive education, counselling interventions, and student support programmes.
Adolescent behavioural challenges often involve emotional struggles, peer pressure, identity confusion, relationship difficulties, academic stress, and decision-making problems. Through counselling services, students receive guidance on responsible choices, interpersonal relationships, conflict management, self-esteem development, and coping strategies. Counsellors also provide confidential support for students dealing with sexual health concerns, emotional challenges, abuse, and peer influence.
The combination of Guidance Counselling and Sexual Health Education is particularly important because sexual behaviour among adolescents is influenced by knowledge, attitudes, values, emotional maturity, social pressure, and personal beliefs. According to Kirby (2007), effective sexuality education programmes improve young people’s knowledge, attitudes, and skills while reducing risky sexual behaviours when properly implemented. Therefore, providing adolescents with accurate information alongside counselling support can strengthen their ability to make responsible decisions.
The integration of Christian Religious Studies, Guidance Counselling, and Sexual Health Education represents a holistic approach to adolescent behavioural development. CRS contributes moral and ethical foundations; Guidance Counselling provides emotional and psychological support; and Sexual Health Education supplies factual knowledge and practical skills. Together, these educational components may influence students’ ability to demonstrate responsible behaviour in personal relationships, academic life, and society.
Ado-Ekiti, the capital of Ekiti State, Nigeria, provides an important context for examining these relationships. The city hosts several secondary schools with adolescents from diverse social, cultural, and religious backgrounds. Like many urban centres, students in Ado-Ekiti experience challenges including peer pressure, changing social values, media influence, academic pressure, and exposure to risky behaviours. These realities make it necessary to examine educational strategies that can promote responsible behaviour among young people.
Despite the importance of CRS, Guidance Counselling, and Sexual Health Education, existing studies have often examined these areas separately. Research on CRS has largely focused on moral development, value formation, and academic discipline, while studies on Guidance Counselling have concentrated on academic achievement, career development, and behavioural adjustment. Similarly, Sexual Health Education studies have primarily examined reproductive health knowledge and sexual behaviour. Limited attention has been given to their combined influence on responsible behaviour among secondary school students.
This gap is significant because adolescent behaviour is shaped by multiple interacting factors rather than a single educational intervention. Understanding how moral education, professional counselling, and sexual health knowledge jointly influence responsible behaviour can provide valuable information for teachers, counsellors, curriculum planners, policymakers, parents, and community stakeholders.
Therefore, this study seeks to examine the combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education on responsible behaviour among secondary school students in Ado-Ekiti.
1.2 Statement of the Problem
Responsible behaviour among secondary school students has become an increasing concern for educators, parents, policymakers, religious organizations, and public health practitioners because adolescence is a critical period when individuals develop attitudes, values, habits, and decision-making patterns that influence their future lives. Although schools are expected to contribute significantly to moral development, health awareness, and social responsibility, many adolescents continue to engage in behaviours that may negatively affect their personal development, academic achievement, relationships, and overall well-being.
In Nigeria, concerns regarding adolescent behaviour have intensified due to increasing cases of risky sexual practices, teenage pregnancy, sexually transmitted infections, substance abuse, indiscipline, peer pressure, examination misconduct, violence, and other forms of irresponsible conduct among young people. The Nigeria Demographic and Health Survey (NDHS) has consistently reported concerns regarding adolescent sexual and reproductive health, including early sexual activity, limited access to accurate sexual health information, and vulnerability to sexually transmitted infections and unintended pregnancies (National Population Commission [NPC] & ICF, 2019). These challenges indicate the need for effective educational interventions that address both the knowledge and value dimensions of adolescent behaviour.
Although sexual health education has been recognized globally as an important strategy for promoting responsible sexual behaviour among young people, its implementation in Nigeria remains surrounded by social, cultural, and religious debates. Some parents and communities express concerns that sexuality education may encourage early sexual experimentation, while others argue that lack of appropriate sexual health information exposes adolescents to misinformation and risky behaviours. This situation creates a need for balanced approaches that provide scientifically accurate information while incorporating moral values, cultural sensitivity, and responsible decision-making skills.
Christian Religious Studies is expected to contribute significantly to students’ moral and behavioural development through teachings on discipline, self-control, respect, responsibility, compassion, and ethical living. However, despite the importance of religious and moral education, there are concerns that classroom teaching of CRS may sometimes emphasize biblical knowledge and examination preparation more than practical application of moral principles to contemporary adolescent challenges such as sexual responsibility, peer pressure, emotional relationships, and personal decision-making. Consequently, questions remain regarding the extent to which CRS influences actual behavioural outcomes among secondary school students.
Similarly, Guidance Counselling services are designed to support students’ personal, social, emotional, academic, and behavioural development. School counsellors are expected to provide professional guidance on issues affecting adolescents, including sexuality, relationships, peer influence, self-esteem, emotional challenges, and responsible decision-making. However, many Nigerian secondary schools face challenges such as inadequate numbers of trained counsellors, limited counselling facilities, poor funding, insufficient awareness of counselling services, and reluctance among students to seek professional support. These limitations may reduce the effectiveness of counselling interventions in promoting responsible behaviour.
Furthermore, Sexual Health Education programmes often focus primarily on providing information about reproductive health, sexually transmitted infections, puberty, and pregnancy prevention. While knowledge is essential, research indicates that behavioural change requires more than information dissemination. Adolescents also need values, emotional skills, confidence, communication abilities, and decision-making competencies to apply health information effectively in real-life situations (Kirby, 2007). This suggests that Sexual Health Education may achieve greater effectiveness when combined with moral education and professional counselling support.
The separation of Christian Religious Studies, Guidance Counselling, and Sexual Health Education within many secondary school systems creates another challenge. These components often operate independently despite addressing related aspects of adolescent development. CRS may provide moral foundations without sufficient scientific health knowledge; Sexual Health Education may provide factual information without adequate attention to values and emotional development; while Guidance Counselling may provide support without systematic integration with classroom-based learning. The absence of collaboration among these areas may limit their collective impact on students’ responsible behaviour.
Ado-Ekiti, like other urban centres in Nigeria, is experiencing social changes that influence adolescent behaviour. Increased access to digital media, changing peer relationships, exposure to diverse cultural influences, economic pressures, and evolving social norms have created new challenges for parents and schools attempting to guide young people toward responsible lifestyles. Secondary school students in Ado-Ekiti require educational interventions that address not only academic development but also moral reasoning, emotional maturity, health awareness, and responsible decision-making.
Despite the importance of these three educational components, limited empirical research has examined their combined influence on responsible behaviour among secondary school students, particularly within the context of Ado-Ekiti. Most existing studies have investigated Christian Religious Studies, Guidance Counselling, and Sexual Health Education as separate areas of study. This creates a significant research gap because adolescent behaviour is influenced by the interaction between moral beliefs, psychological support, health knowledge, social environment, and personal values.
The absence of adequate evidence regarding the combined contribution of Christian Religious Studies, Guidance Counselling, and Sexual Health Education makes it difficult for educational stakeholders to design integrated programmes capable of effectively promoting responsible behaviour among adolescents. Without empirical understanding of how these factors interact, schools may continue to implement fragmented interventions that address only certain aspects of adolescent development.
Therefore, the problem of this study is the limited understanding of how Christian Religious Studies, Guidance Counselling, and Sexual Health Education collectively influence responsible behaviour among secondary school students in Ado-Ekiti. This study seeks to address this gap by examining the extent to which these educational interventions contribute to students’ moral conduct, sexual responsibility, decision-making abilities, and overall behavioural development.
1.3 Aim of the Study
The main aim of this study is to examine the combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education on responsible behaviour among secondary school students in Ado-Ekiti.
1.4 Objectives of the Study
The specific objectives of the study are to:
- examine the influence of Christian Religious Studies on responsible behaviour among secondary school students in Ado-Ekiti;
- determine the contribution of Guidance Counselling to the development of responsible behaviour among secondary school students;
- assess the influence of Sexual Health Education on students’ responsible sexual and social behaviour;
- examine the combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education on responsible behaviour among secondary school students; and
- identify challenges affecting the effective implementation of Christian Religious Studies, Guidance Counselling, and Sexual Health Education programmes in promoting responsible behaviour among students.
1.5 Research Questions
The following research questions guide the study:
- What influence does Christian Religious Studies have on responsible behaviour among secondary school students in Ado-Ekiti?
- What contribution does Guidance Counselling make to the development of responsible behaviour among secondary school students?
- What influence does Sexual Health Education have on students’ responsible sexual and social behaviour?
- What is the combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education on responsible behaviour among secondary school students?
- What challenges affect the effective implementation of Christian Religious Studies, Guidance Counselling, and Sexual Health Education in promoting responsible behaviour among students?
1.6 Research Hypothesis
The following null hypothesis will be tested at the 0.05 level of significance:
H₀₁: There is no significant combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education on responsible behaviour among secondary school students in Ado-Ekiti.
1.7 Significance of the Study
The findings of this study will be significant to students, Christian Religious Studies teachers, guidance counsellors, school administrators, parents, curriculum planners, policymakers, religious organizations, public health practitioners, and future researchers. The study will provide valuable insight into how the combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education can promote responsible behaviour among secondary school students in Ado-Ekiti.
The study will be beneficial to secondary school students because it will increase awareness of the importance of moral values, accurate sexual health knowledge, and professional counselling support in making responsible decisions. Adolescents who understand the relationship between values, health information, and behavioural choices may be better equipped to resist negative peer influence, avoid risky sexual practices, manage interpersonal relationships, and develop self-discipline. The findings may encourage students to seek guidance and counselling services when facing personal, emotional, academic, or social challenges.
The study will also benefit Christian Religious Studies teachers by highlighting the relevance of integrating contemporary adolescent issues into religious education. The findings may encourage CRS teachers to move beyond theoretical biblical instruction and apply Christian principles to practical issues affecting young people, including sexual responsibility, respect for human dignity, self-control, compassion, honesty, and responsible decision-making. This may make CRS more relevant to students’ everyday experiences and behavioural development.
For guidance counsellors, the study will provide evidence on the importance of counselling interventions in shaping responsible adolescent behaviour. Counsellors may utilize the findings to strengthen programmes related to personal development, sexuality education, peer pressure management, emotional regulation, relationship counselling, and decision-making skills. The study may also encourage stronger collaboration between counsellors and classroom teachers in addressing behavioural challenges among students.
The study will assist Sexual Health Education instructors and public health educators by demonstrating the importance of combining factual health information with moral and psychosocial support. The findings may encourage the development of sexuality education programmes that are culturally sensitive, age-appropriate, and capable of addressing the physical, emotional, social, and ethical dimensions of adolescent sexuality.
School administrators will benefit from the study because it may provide evidence for developing comprehensive student development programmes that integrate religious education, counselling services, and health education. The findings may support the establishment of stronger school policies regarding student welfare, behavioural guidance, sexual health awareness, counselling accessibility, and collaboration among teachers, counsellors, parents, and health professionals.
The study will be useful to parents and guardians because it will increase their understanding of the need for coordinated efforts between home and school in guiding adolescents toward responsible behaviour. Parents may gain greater appreciation of the importance of open communication, moral instruction, sexual health awareness, and emotional support in helping young people navigate adolescent challenges.
The findings will also be valuable to curriculum developers, especially the Nigerian Educational Research and Development Council (NERDC), by providing evidence on the importance of interdisciplinary curriculum integration. The study may assist curriculum planners in strengthening existing CRS, Guidance and Counselling, and health education programmes to better address contemporary adolescent behavioural challenges. It may encourage the inclusion of practical life skills, responsible sexuality, emotional intelligence, and decision-making competencies within secondary school curricula.
Educational policymakers at federal and state levels may benefit from the findings by gaining empirical evidence that can guide policy formulation on adolescent development, school health programmes, guidance and counselling services, and moral education. The study may encourage increased investment in counselling facilities, professional development for counsellors and teachers, and coordinated approaches to adolescent behavioural development.
The study will also contribute to the work of religious organizations and faith-based institutions by demonstrating how Christian teachings can complement educational and public health interventions in promoting responsible behaviour among young people. Churches and youth ministries may utilize the findings in developing youth programmes that address moral development, sexual responsibility, relationship skills, and personal discipline.
From a public health perspective, the study will contribute to efforts aimed at reducing adolescent health risks associated with irresponsible sexual behaviour, substance abuse, unhealthy relationships, and poor decision-making. By highlighting the importance of combining knowledge, values, and counselling support, the study may provide useful information for designing preventive interventions targeted at adolescents.
Academically, the study will contribute to existing literature in the fields of Christian Religious Education, guidance and counselling, adolescent health education, behavioural studies, and educational psychology. It will address a research gap by examining the combined influence of CRS, counselling, and sexual health education rather than treating them as separate educational interventions. Future researchers may use the findings as a reference for related studies.
1.8 Scope of the Study
This study focuses on the combined influence of Christian Religious Studies, Guidance Counselling, and Sexual Health Education on responsible behaviour among secondary school students in Ado-Ekiti, Ekiti State, Nigeria.
The study is geographically limited to selected secondary schools in Ado-Ekiti.
The content scope of the study covers:
- the influence of Christian Religious Studies on students’ moral values, discipline, self-control, and responsible decision-making;
- the contribution of Guidance Counselling to students’ personal, social, emotional, and behavioural development;
- the influence of Sexual Health Education on students’ knowledge, attitudes, and practices relating to sexual responsibility;
- the combined effect of CRS, Guidance Counselling, and Sexual Health Education on responsible behaviour; and
- challenges affecting the effective implementation of these educational interventions.
The independent variables are:
- Christian Religious Studies;
- Guidance Counselling; and
- Sexual Health Education.
The dependent variable is:
- Responsible behaviour among secondary school students.
The study population will consist of secondary school students, particularly those in Senior Secondary School (SS I–SS III), because they are within the adolescent age group and are directly exposed to the educational programmes under investigation.
1.9 Operational Definition of Terms
Christian Religious Studies (CRS)
Christian Religious Studies refers to a secondary school subject that teaches biblical knowledge, Christian beliefs, moral values, ethical principles, and responsible living with the aim of developing students’ character, spirituality, and social responsibility.
Guidance Counselling
Guidance Counselling refers to professional educational services provided by trained counsellors to assist students in solving personal, social, emotional, academic, and behavioural problems while developing appropriate decision-making skills.
Sexual Health Education
Sexual Health Education refers to structured educational activities that provide adolescents with accurate knowledge, attitudes, values, and skills relating to sexuality, reproductive health, relationships, sexually transmitted infections, personal safety, and responsible sexual decisions.
Responsible Behaviour
Responsible behaviour refers to students’ ability to make ethical, informed, and socially acceptable decisions that promote personal well-being and respect for others. It includes self-control, discipline, respect, responsible relationships, avoidance of risky behaviours, and positive decision-making.
Adolescents
Adolescents refer to young people undergoing the transition from childhood to adulthood, generally between the ages of 10 and 19 years, who are enrolled in secondary schools.
Influence
Influence refers to the extent to which Christian Religious Studies, Guidance Counselling, and Sexual Health Education contribute to changes in students’ attitudes, values, knowledge, and behavioural patterns.
Project – Christian Religious Studies, Guidance Counselling, and Sexual Health Education: Their Combined Influence on Responsible Behaviour Among Secondary School Students in Ado-Ekiti
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