Factors Determining The Level Of Sexual Literacy Among Secondary School Students In Lagos State, Nigeria


Sexual Literacy


The study compared male and female senior secondary school students’ learning outcomes in science in Katsina State, Nigeria. The sample consisted of 204 students randomly selected from the three geopolitical zones of the state. Two instruments were used viz: (1) Attitude towards Science Questionnaire (ASQ); (2) Science Achievement Test (SAT). The respondents were asked to indicate their gender on the instruments. Data collected were analysed using t-test. The findings of the research showed that there were no significant difference between male and female students in overall science achievement (t = -0.678, p>0.05), attitude to science (t =0.387, p>0.05) and also biology, chemistry and physics achievements (t = 0.502, 1.501 and 0.645, p>0.05 respectively). It is therefore recommended among others that teachers should evoke instructional strategies that will sustain the gender equality in students’ learning outcomes in science.Sexual Literacy

. Introduction

The promotion of gender equality and empowerment of women is the Goal 3 of the eight Millennium Development Goals (MDGs) in which United Nations (UN) members have pledged to meet by the year 2015. Recent studies that attempted to evaluate the progress towards the MDGs pointed out the dismal progress made in bridging the gender divide in Nigeria (Ambe-Uva, Iwuchukwu & Jibrin, 2008). Sexual Literacy Gender refers to the social meanings associated with being a male or a female, including the construction of identities, expectations, behaviours and power relationships that derive from social interactions (Ambe-Uva, Iwuchukwu & Jibrin 2008). Orji (2002) asserted that in Africa, especially in a traditional Nigerian setting female and male sex roles are seen as mutually exclusive. For instance, some professions like carpentry, engineering, woodwork, metalwork and automobile engineering technologies are still regarded in some quarters as no-go-area for women while nursing and catering profession are seen as exclusive areas for women. Sexual Literacy

Studies on the biological explanation of gaps in performance between male and female learners suggested that differences in brain structure, hormone production, and/or maturation rates may account for differentiated performance in school-related tasks. Studies further show that the parts of the brain responsible for processing verbal information and permitting the exchange of information between hemispheres were more highly developed in girls (Kimura, 2005). Girls also demonstrated earlier development in the brain regions responsible for impulse control, and, in general, matured earlier than boys (Viadero, 2006). However, the extent to which these biological differences manifested themselves in behavioural differences and their implications for learning was unknown.Sexual Literacy