Perception of Students Towards Sex Education in Tanzania: A Case of Secondary Schools in Kibaha District

Abstract

The controversy surrounding the teaching of sex education has oscillated the biosphere over with different schools of thoughts imposing their attitudes and perception in the direction of sex and the teaching of the same with little, if any thoughtfulness of the views and needs of adolescence in dynamic humanity and society. This dynamism has disseminated divergent observation ranging from conservative to liberal thought. Consequently, the youth has been left at intersections regarding questions of sexuality with no choice but to scavenge for information on sex from their peers, writings, the media and other sources, as others rather than themselves debate their destiny. It is in this light that this study scrutinized students’’ perception towards sex education in Kibaha district. Particularly, the study pursued to establish what perceptions of sex education is being held by students from various socio-cultural backgrounds, to determine students’ knowledge about sex education and to identify students’ sources of knowledge in sex education. This study employed social judgment theory (SJT) as projected by Sherif and Hovland (1961). The study used descriptive research design, where by quantitative approach was utilized. The study sample was 95 respondents who were randomly selected. Data collection method used was close ended questionnaires. The research findings show that students had knowledge on topics such as contraception, sexually transmitted infections (STIs), consent, and sexual orientation. The results showed that while the students had some knowledge on these topics, there were gaps in their understanding, particularly around consent and sexual orientation. From these results, it can be concluded that while students have some knowledge of sex education, there are significant gaps in their understanding. These gaps can lead to misconceptions, which can have significant consequences, such as unintended pregnancies, STIs, and sexual assault. Other findings of this study suggest that family structure may not be a significant factor in shaping student perceptions of sex education. Therefore, it is important for educational institutions to take a more inclusive and responsive approach to sex education, which takes into account the diversity of family structures among students. By doing so, educational institutions can ensure that all students have access to high-quality sex education programs that are tailored to their specific needs and circumstances. Finally, a researcher presented some of the suggestions based on the findings of the study, sex education programs should start at an early age, with age-appropriate information provided at each stage of development, this will ensure that students have a comprehensive understanding of sex education and can build on this knowledge as they grow older. Sex education programs should cover a broad range of topics, including contraception, STIs, consent, and sexual orientation, this will help to address the gaps in knowledge identified in the study and ensure that students have a comprehensive understanding of these topics.