Project – Awareness of sexually transmitted infection among senior secondary students in modern girls secondary school,mbodo Aluu, River State.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Sexually transmitted infections (STIs) are a significant public health concern, particularly among adolescents who are often vulnerable to risky sexual behaviors. The awareness of STIs among adolescents is crucial in the prevention and control of these infections. Research has consistently shown that sexual health education plays a pivotal role in informing young people about the risks of STIs and the measures they can take to protect themselves (Ali & Saeed, 2017). In Nigeria, where adolescent sexual health issues are often under-discussed due to cultural and religious factors, it becomes even more important to assess the level of awareness of STIs in secondary school students, particularly among females, as they are often more vulnerable to the social and health consequences of STIs (Ogunjimi et al., 2020).

The level of knowledge regarding STIs among adolescents has been widely studied, with various studies indicating inadequate awareness, especially in sub-Saharan Africa. A study conducted in a similar educational setting in Nigeria found that a significant number of secondary school students had limited knowledge of common STIs, including their symptoms, modes of transmission, and preventive measures (Ajayi & Oni, 2018). In many cases, misconceptions about the causes of STIs, such as believing that they are only transmitted through promiscuity or that certain infections can be contracted without sexual contact, were common (Oladele et al., 2019). This lack of accurate information can contribute to risky sexual behavior and an increased risk of STI transmission.

Recent studies have also focused on the influence of school-based sex education programs in improving students’ knowledge about STIs. In Nigerian schools, however, sex education is often fragmented or inadequately implemented (Akanle & Oludayo, 2021). A study conducted in Lagos found that despite the availability of sex education programs, many students still reported gaps in their knowledge regarding STIs and sexual health in general (Onyeneho et al., 2021). Factors such as the quality of teaching, the extent to which cultural taboos surrounding sex influence the curriculum, and the reluctance of students to openly engage in discussions about sexual health, all contribute to the underperformance of these programs.

The role of peer influence and media exposure also plays a significant part in shaping adolescents’ awareness of STIs. Studies suggest that young people are more likely to gain information about sexual health from their peers and the media rather than formal educational settings (Orji et al., 2019). While peer networks may help spread information, they can also propagate misinformation, which might affect the effectiveness of awareness campaigns. Furthermore, the portrayal of sexual health in the media, which often emphasizes sensationalized or unrealistic depictions of sex, can distort adolescents’ understanding of STIs and sexual responsibility (Eze & Ugochukwu, 2020).

In Rivers State, particularly in Mbodo Aluu, the socio-cultural context plays a crucial role in shaping students’ awareness of STIs. Many communities in the state are characterized by traditional beliefs and practices that may influence attitudes toward sexual health education. Studies have shown that rural and semi-urban populations in Nigeria may have lower awareness levels about STIs compared to their urban counterparts (Babalola et al., 2017). This can be attributed to a variety of factors, including limited access to health services, poor health education infrastructure, and the prevalence of traditional practices that hinder open discussions about sexual health. Thus, examining the level of awareness among students in Modern Girls Secondary School is an essential step toward understanding the specific needs of this demographic.

Finally, improving the awareness of STIs among senior secondary students requires a multi-faceted approach that combines formal education, community engagement, and the involvement of healthcare professionals. Evidence suggests that integrating STI education into the broader school curriculum and ensuring that teachers are well-trained to address sensitive topics can improve the effectiveness of sexual health education (Okafor et al., 2022). Additionally, empowering students to take responsibility for their sexual health through peer education programs and partnerships with local health organizations could further enhance the impact of such initiatives. Given the high incidence of STIs among adolescents, especially in rural settings, it is imperative to continue exploring and developing strategies that promote greater awareness and prevention among young people.

• Statement of the Problem

Sexually transmitted infections (STIs) remain a significant public health issue worldwide, and their prevalence among adolescents, particularly in developing countries like Nigeria, is a growing concern. In Nigeria, the knowledge and awareness of STIs among adolescents, especially those in secondary schools, are often insufficient, despite the alarming rates of STIs among young people. The lack of comprehensive sexual health education and the cultural taboos surrounding sexual discussions exacerbate the problem. This study aims to investigate the level of awareness of STIs among senior secondary school students in Modern Girls Secondary School, Mbodo Aluu, Rivers State, Nigeria, to assess the gaps in knowledge and explore possible solutions to improve their understanding of these infections and the associated risks.

Previous studies have shown that a significant number of Nigerian adolescents, especially those in rural or semi-urban areas, have limited knowledge of sexually transmitted infections, their symptoms, modes of transmission, and prevention methods (Oladele et al., 2019). This gap in knowledge often leads to high-risk sexual behaviors, such as unprotected sex and multiple sexual partners, which increase the likelihood of STI transmission. In many Nigerian communities, including Rivers State, sexual health education is often not adequately addressed in the school curriculum, and societal taboos prevent open discussions on sexual health matters. As a result, adolescents may rely on unreliable sources such as peers and media for information, which may further perpetuate misconceptions about STIs and unsafe sexual practices.

In addition to the lack of formal education, the role of cultural and societal influences cannot be overstated. In some parts of Nigeria, particularly in rural and semi-urban settings like Mbodo Aluu, there are traditional beliefs and practices that influence how sexual health is understood and discussed. These cultural norms may prevent girls from accessing accurate information on sexual health, leading to a lack of preparedness for the potential risks of STIs. Additionally, family structures and gender norms in many Nigerian communities tend to discourage open communication between parents and children about sexual health, further contributing to the lack of awareness and the perpetuation of misconceptions about STIs (Ogunjimi et al., 2020).

The educational setting in which students learn about sexual health also plays a significant role in shaping their awareness of STIs. In many Nigerian secondary schools, sex education programs are either nonexistent or poorly implemented due to a lack of trained teachers, inadequate resources, and resistance from both school authorities and parents (Akanle & Oludayo, 2021). In such an environment, students may not receive the information they need to make informed decisions about their sexual health. Without proper guidance, students may engage in risky sexual behaviors without understanding the full implications, including the risk of contracting STIs. This lack of awareness can result in serious long-term health consequences for adolescents.

Moreover, the high incidence of STIs among adolescents in Nigeria is often linked to broader health system issues, such as limited access to healthcare services, especially in rural and underserved areas. Mbodo Aluu, being a semi-urban area in Rivers State, is likely to face challenges in terms of healthcare accessibility, with many adolescents not having the resources or knowledge to seek timely medical attention for STI symptoms. This study seeks to examine how limited access to healthcare services may influence the students’ awareness and attitudes toward STIs and their prevention. It is crucial to understand how the intersection of education, culture, and healthcare access contributes to the level of STI awareness among these students.

In light of the above challenges, there is a critical need to assess the level of STI awareness among senior secondary students in Modern Girls Secondary School, Mbodo Aluu, Rivers State, in order to identify gaps in knowledge and propose interventions to improve sexual health education. Understanding these gaps is essential for developing targeted programs that can enhance students’ knowledge and reduce the prevalence of STIs among Nigerian adolescents. This study will provide valuable insights into the factors influencing STI awareness in this region and contribute to the broader effort to improve sexual health education in Nigerian schools, ultimately leading to healthier sexual behaviors among adolescents.

1.3. Aim and Objectives of the Study

The aim of the study is to examine Awareness of sexually transmitted infection among senior secondary students in modern girls’ secondary school, Mbodo Aluu, River State. The specific objectives of the study are:

1. To assess the level of knowledge about sexually transmitted infections among senior secondary students in Modern Girls Secondary School.
2. To determine the sources of information about sexually transmitted infections for the students.
3. To identify any misconceptions or myths about sexually transmitted infections among the students.
4. To evaluate the effectiveness of current sexual health education programs in the school.

1.4. Research Questions

The research questions are buttressed below:

1. What is the level of knowledge about sexually transmitted infections among senior secondary students in Modern Girls Secondary School?
2. What are the sources of information about sexually transmitted infections for the students?
3. What misconceptions or myths about sexually transmitted infections exist among the students?
4. How effective are the current sexual health education programs in the school?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Level of knowledge about sexually transmitted infections will not affect the health status of the students in Modern Girls Secondary School

H1: Level of knowledge about sexually transmitted infections will affect the health status of the students in Modern Girls Secondary School

1.6. Significance of the Study

Sexually transmitted infections (STIs) continue to be a significant public health concern, particularly among adolescents. In many developing countries, including Nigeria, the awareness and understanding of STIs among young people remain alarmingly low. This study seeks to explore the level of awareness about STIs among senior secondary students in Modern Girls Secondary School, Mbodo Aluu, Rivers State, and it holds substantial importance for several reasons. The findings could serve as a valuable resource for enhancing sexual health education programs in the region and potentially across similar settings, contributing to reducing the prevalence of STIs among young people.

The first major significance of this study is its potential to bridge the knowledge gap among adolescents regarding the risks, prevention, and management of STIs. Adolescents are in a critical phase of their development, marked by increased curiosity about sexual activity and vulnerability to misinformation. By assessing the students’ awareness levels, this study will highlight areas of deficiency in their knowledge, which can then be addressed through targeted health education. Promoting accurate and comprehensive sexual health knowledge is essential in empowering young people to make informed decisions about their sexual behaviors, which can directly reduce the rates of STIs.

Another crucial aspect of the study’s significance lies in its potential to inform policy and decision-making at both the school and community levels. Local health officials, educators, and policymakers can utilize the findings to develop more effective and culturally relevant educational programs. These programs can be designed to promote safer sexual practices, encourage regular STI screenings, and provide support for those affected by STIs. By tailoring interventions to the specific needs of adolescents in Mbodo Aluu, the study can play a role in shaping public health strategies that address the unique challenges faced by youth in the area.

Furthermore, this study can contribute to the body of knowledge in public health and adolescent sexual health research. While there have been various studies conducted on STI awareness among adolescents in urban areas, there is a need for more research in rural and semi-rural communities like Mbodo Aluu. By focusing on a local context, the study will add valuable insights into the factors influencing STI awareness and prevention in such settings, which may differ from urban contexts. This geographical focus could also spark further research into the disparities in sexual health education between urban and rural regions in Nigeria.

Additionally, this research is significant in its potential to address the cultural and social factors that influence STI awareness among adolescents. In many Nigerian communities, sexual health issues are often shrouded in stigma, and there are taboos around openly discussing topics like STIs and contraception. By examining the factors that contribute to students’ knowledge or lack thereof, the study can uncover the cultural barriers that prevent effective STI education. Understanding these social dynamics can help in developing strategies that make it easier for adolescents to engage in conversations about sexual health, ultimately fostering a more supportive environment for open discussions.

Finally, the study’s findings could provide a foundation for future educational initiatives, workshops, and outreach programs within the school and the larger Mbodo Aluu community. As schools are one of the primary environments for disseminating health information to young people, the outcomes of this study could lead to the establishment of a more comprehensive and inclusive sexual education curriculum. Such initiatives could have long-term positive effects not only on reducing STI rates but also on promoting healthier, more responsible sexual behaviors among future generations. Ultimately, this research aims to contribute to building a more informed, empowered, and healthier youth population.

1.7. Scope of the Study

The study examines Awareness of sexually transmitted infection among senior secondary students in modern girls’ secondary school, Mbodo Aluu, River State.

1.8. Operational Definition of Terms

1. Awareness: Awareness refers to the state of being informed, knowledgeable, or conscious of something. In the context of this study, awareness refers to the level of understanding or knowledge that individuals, such as students, have about sexually transmitted infections (STIs). It encompasses their understanding of what STIs are, how they are transmitted, how to prevent them, and the consequences of being infected.
2. Sexually Transmitted Infection (STI): A sexually transmitted infection (STI) is an infection that is primarily transmitted through sexual activity, including vaginal, anal, or oral sex. These infections can be caused by bacteria, viruses, or parasites. Common examples of STIs include chlamydia, gonorrhea, syphilis, human immunodeficiency virus (HIV), and human papillomavirus (HPV). If left untreated, STIs can lead to severe health problems, including infertility, chronic pain, or even death.
3. Students: Students are individuals who are actively engaged in learning, typically in a formal educational setting like a school. In this context, students refer to the young people attending Modern Girls Secondary School in Mbodo Aluu, Rivers State, who are the focus of this study. The term generally refers to individuals in secondary education, specifically those who are in their senior years, typically between ages 16 and 18.
4. Girls’ Secondary School: A girls’ secondary school is an educational institution that exclusively admits female students and offers secondary-level education, typically covering grades 10 through 12, or ages 12 to 18. These schools provide both academic education and, in many cases, personal development programs. In this study, “Modern Girls Secondary School” refers to a specific educational institution located in Mbodo Aluu, Rivers State, Nigeria, where the research is focused on assessing the awareness of sexually transmitted infections among its senior students.

Project – Awareness of sexually transmitted infection among senior secondary students in modern girls secondary school,mbodo Aluu, River State.