When the treatment intervention group was compared with the control group in an intention to treat analysis see Tables 1 — 4 , there were significant differences in at-risk sexual behaviours of the two groups. Those in the intervention group reported less at-risk sexual behaviours than their counterparts in the control group.
Lack of behavioural effect on the control group could be linked to differential quality of delivery of intervention. Participants were pupils aged 13 — 15 years. When the intervention group was compared with control group, pupils evaluated the intervention programme more positively and their knowledge of sexual health improved. The present findings also lend credence to the research findings of Kelly, et al. Within a broad-based sex education programme, the researcher detected changes in attitude, increases in sexuality knowledge and a relative decrease in at-risk sexual activity compared to the control group.
The attitude changes included a decrease in adolescent's beliefs that multiple sex partners are not hazardous to health. The researcher considers this an indication of increased knowledge about at-risk sexual behaviours, one main objective of the programme. An examination of literature and a programme review 37 suggested that applying principles of social learning in sex education so that students learn, do role play, and observe their effectiveness in controlling relationships rather than more traditional educational methods of didactic teaching, were more likely to be associated with behavioural change The researcher found that the level of adolescents' understanding of human sexuality limited their ability to make informed decisions.
To this end, the researcher continued to include a considerable factual content in this programme but delivered the information by using group work and group discussion. Having a doctor present in the lessons helped in giving accurate information about medical issues but the researcher controlled the process of delivery. Conclusion Compared with the control group, this specially designed intervention sex education programme, reduced at-risk sexual behaviours in adolescents. Based on this finding, it was recommended that sex education be introduced into the curriculum of secondary school education in Nigeria.
Sex and relationships education should not be regarded as a negative process that attempts to frighten teenagers away from a powerful biological drive. Whatever the effective components of sex education are, the positive aspects of sexual and intimate relationships should not be forgotten. Revealing the problems of teenagers in contemporary African society.
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