CHAPTER ONE
1.0 INTRODUCTION
This chapter comprises of background to problem, statement of the problem, Research objectives significance of the study, limitation of the study and conceptual or theoretical Framework
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1.1 Background to the Problem.
People engage in sexual activity for any of a multitude of possible reasons. Although the primary evolutionary purpose of sexual activity is reproduction.
Research on the college students suggested that people have sex for four general reasons. Physical attraction as a means to an end, to increase emotional connection and to alleviate insecurity (Meston & Buss, 2007).
Most people engage in sexual activity because of sexual pleasure, they derive from the activity in which the most heightened pleasure is derived through orgasm. Erotic pleasure can also be experienced during foreplay and from flirting and from fetish or BDSM activities (Men’s fitness, 2002).
In humans mature sexual desire usually begins to appear with the onset of puberty. Sexual expression can take a form of masturbation, or sex with a partner. Sexual interest among adolescents as among adults can vary greatly. Sexual activity in general is associated with various risks including unwanted pregnancy and sexual transmitted diseases including HIV/AIDS. The risk is elevated for young adolescent because they are brain are not neutrally mature.
Several brain regions in the frontal lobe of the cerebral cortex and in the hypothalamus important for self control, delayed gratification and risk analysis and appreciation are not fully mature. The crease in the brain continue to become more complex until the late teens, and the brain is not fully mature until age 25 (Casey B, et al 2008).
Partially because of this young adolescents are generally less equipped than adults to make sound decisions and anticipate consequences of sexual behavior (Chapman, J.R:2000). Although brain imaging and behavioral correlation studies in teens have been criticized for not necessary being causative and possibly reaffirming cultural biases.
Although the authors above explained the impact of sexuality among adolescents in educational development but they failed to explain why there are some adolescents who are in sexual relationship still developing well with their studies. Also they fail to explain what happens to adolescents when they are pregnant or affected by sexual transmitted diseases in their educational progress.
1.2 Statement of the Problem
All adolescents experience puberty as well as sexual drives but, only some adolescents develop well academically, despite their engagement in sexual relationship while others dropout.
Problems related to sexuality among adolescents are seen to be the obstacle in educational development; therefore the researcher intends to search out more consequences of puberty in general and adolescent decision towards sexual relationship in their educational development.
1.3: Research Objective
1.3.1 General Objective.
To find out the impact of sexuality in education development among adolescents in Tanzania
1.3.2 Specific Objective.
1.3.2.1 To find out why adolescents engage in sexual relationship soon after puberty.
1.3.2.2 To assess the impact of sexuality to adolescents educational development.
1.3.2.3 To relate the consequence of sexual relationship among adolescents with educational development.
1.3.2.4 To examine the contribution of parents towards adolescents education.
1.3.2.5 To know what is behind those who succeed in their educational development despite engaging in sexual relation.
1.3.3 Research Questions
1.3.3.1 Why adolescents engage in sexual relationship soon after puberty?
1.3.3.2 What are the impacts of sexual activities to adolescents in educational development?
1.3.3.3 What are the consequences of sexual relationship among adolescents with educational development?
1.3.3.4 What are the contributions of parents towards adolescents education?
1.3.3.5 What is behind those who succeed in their educational development despite engaging in sexual relationship?
1.4 Significance of the Study
The study will help educational institutions, teachers and the whole society not to believe that all adolescents engaging in sexual or love relationship develop poorly in their schooling.
The study will show other results of sexual relationship to those who have been discontinued from schools due to love affairs as the influence of puberty.
The study will assure the researcher the assumption that if love affairs are handled properly will increase the academic performance in adolescents.
Also the study will help to teacher on how to handle adolescent students to develop well even if they engage in love affairs.
The study will make teachers and parents to be much aware on the underlining factors for their adolescents to engage in sexual love affairs.
The findings also will educate parents to play their roles and responsibilities towards their adolescents regarding the biological, physical and psychological changes.
The study will provide a proper way to parents on how to take care adolescents so as to achieve better in the whole process of schooling.
Apart from that the study will help educational institutions to come up with alternative solutions or ways of helping adolescents to achieve their educational goals rather than expelling them from schools.
1.5 Limitation of the Study
Among the limitations of this research will be the source of data or information, this is due to the fact that people fear to Falk more about sexual related issues (puberty) thinking that they will be judged as prostitutes. Also the victims of love affairs might not provide adequate cooperation to the researcher because they view themselves as wrong doers and Cultural rebels.
Transport and communication towards the area of the study with high rate of love affairs victims who were once students.
Time provided to make this research is insufficient compared to the problem.
Finance, a lot of fund will be needed to conduct research in purchasing materials.
1.6 Conceptual Framework
What we see as natural may be viewed as unnatural in another culture. Culture takes our sexual interests. Our incitements and or inclination to act sexually- and molds and shapes them sometimes celebrating sexuality and other time condemning- sexuality can be viewed as a means of spiritual enlightments in some culture. Among the variety of factors that shape how we feel and behave sexually, culture is possibly the most powerful. A brief of exploration of sexual themes across culture and times will give a sense of the diverse shapes and meaning humans have given to sexuality.
Sex begins in early adolescence, experience high level of sexual desire. Around 13 or 14 following circumcision ritual boys are given instruction in the way of pleasing girls:
Erotic kissing, cunnilingus, breast founding and sucking and techniques to bring her in multiple orgasm and after two weeks, an older, sexually experienced woman/girls has sexual inter course with the boy to instruct him on how to sexually satisfy a woman, and old girls are taught on how to be orgasmic. (Marshal, 1971).
CHAPTER TWO
2.0 LITERATURE REVIEW
Literature review involves searching information from different sources like textbooks, professional Journals, report internet, newspapers, magazine and other related documents.
This helped the researcher to acquire himself or herself with current knowledge in the area of study.
Researchers such as Lisa Diamond are interested in how some adolescents depart from the socially constructed norms of gender and sexuality. She found that some girls, when faced with the option of choosing “heterosexual”, “same-sex attracted” or “bisexual”, preferred not to choose a label because their feelings do not fit into any of these categories. (Diamond L; 2000).
Influence on psychosexual development. Besides biological forces many other influences are involved in adolescents’ psychosexual development. Peer pressure, the perceived attitudes and opinions of their friends is the single most powerful social influence on adolescents. (Moore and Davidson, 1999).
And most parents are ambivalent about their children’s developing sexual nature. Parents often underestimate their children’s’ involvement in sexual activities even as their children progress through adolescence and so perceive less need to discuss sexuality with them (Jaccard, Diffus and Gordon, 1998). (Jaccard, et al; 1998).
During adolescence some very basic attitudes about one’ body and bodily functions are established, and these attitudes may significantly affect further development. Girls who feel sense of Shane about menstruation and their bodies have lower level of sexual activity but eventually become prone to riskier sexual decision making. (Scholar, et al; 2005).
Girls who grow up feelings more comfortable about their bodies are more sexually assertive in their decision making and have higher levels of sexual activity but take fewer risks (scholar, et al; 2005).
Boys who experience puberty at the earlier ages on the scale tend to experience their sexual arousal earlier and to report a stronger acceptance of causal sex in school life (Ostavich and Sabini, 2005).
In both sexes the earlier the first sexual arousal is experienced, the higher the sex drive seems to be and the more sexual partners the person seems to have as he or she grows up (Ostavich and Sabini, 2005).
The cognitive susceptibility in adolescents lead them to begin having intercourse. The young adolescents when they begin having intercourse, the less likely they are to use contraceptives and the higher risk of contracting diseases or becoming pregnant, (l’ Engle et al, 2006).
Teenage pregnancy continues to be a public health problem and its rate becomes higher than last decades. (Jossi, 2005).
Adolescent girls who give birth to a child are much less likely than other girls to complete high school or to go on to high educational attainment. (Hofferth, et al; 2001).
Dropping out of school being out of work, teenage pregnancy, sexual transmitted diseases, being homeless, druid addiction are powerful examples of the price that some young people pay for their extended freedom (Hendry, 1999).
Early maturing girls tend to be more dissatisfied with their body image, more moody, listless and discontented and more disorganized when under stress. They are less popular with their same sex peers than late maturing girls and are more likely to perform poorly in school (Simmons, et al; 1983).
Offer (1969) reported that for majority of adolescents changes in identity and in relations with parents and peers occurs gradually and without trauma.
Sex lies at the root of life and we can never learn to reverence life until we know how to understand sex (Ellis, 1990). Ellis believed that negatrons of sexuality used morality and religion to twist and deform sex until it become little more than sin and degradation. His studies in the psychology sex (the first six volumes published 1897- 1910) consisted of case studies, autobiographies and personal letters. One of his most important contribution was pumping out the reality of sexual values.
Sexuality begins at birth and has five stages in psychosexual development. The first stage is oral stage lasting from birth to one year where in font’s eroticism is mouth thumb sucking produce erotic pleasure. The second stage is the annul stage between age 1-3 in which the region of pleasure become an anus. From age 3 through 5, children are in phallic stage in which the exhibit interest in the genital. At age 6 children enter a latency stage in which sexual impulses are no longer active. At puberty they enter the genital stage at which point they become interested in the genital sexual activities especially sexual intercourse (Freud, 1938).
The effect of sexuality were constrained by state characteristics and do not independently explain the considerable variations in adolescent birthrates found across states. Our findings underscore the strong influence of state characteristics on adolescent birthrates above and beyond sexuality education, which must be considered when evaluating the efficacy of sexuality education programs.
By and large, US adolescent birthrates have been on the decline. From 1960 to the mid-1980s, adolescent birthrates gradually decreased by nearly 50% (Ventura
In 2008, adolescent birthrates again decreased. Finally, in 2009, the rates hit the lowest point since records began 70 years ago, down 6% from 2008 rate to 39.1 births per 1000 adolescent girls aged 15-19 years (Hamilton,2009). Still, the United States United Kingdom has the highest adolescent birth-rate in Europe, but it is on approximately half the adolescent birthrate in this country (2007 data: United Kingdom =26.7 births per 1000 girls aged 15-19 vs United States US adolescent birthrate is about 10 times as high as that in Switzerland (4.3 per 1000), which has the lowest adolescent birthrate in Europe .
Adolescents and parents agree that school-based programs should be an important source of formal education for adolescent sexual health (Eisenberg, 2008). Yet, the literature examining the efficacy of current school-based sexuality education programs is mixed (Ball, 2010). In 2010, a systematic review of abstinence education studies found insufficient evidence to support the intervention on the basis of inconsistent results across studies. A similar review of comprehensive sexuality education (i.e., a strategy that promotes behaviors that prevent or reduce the risk of pregnancy, human immunodeficiency virus [HIV] infection, and other sexually transmitted infections) concluded efficacy in reducing sexual risk behaviors, including engagement in any sexual activity, frequency of sexual activity, number of partners, and frequency of unprotected sexual activity. Limited direct evidence of effectiveness for reducing pregnancy, however, was found. In a related review, a number of sexuality education programs (using mostly comprehensive strategies) reduced adolescents’ sexual risk behaviors but were less effective in reducing rates of adolescent pregnancy. To better understand associations between school-based sexuality education programs and adolescent sexual behaviors, these programs must continue to be rigorously examined. In this study, we evaluated longitudinal associations between adolescent birthrates (ie, births to girls aged 15–17 years) from 1997 through 2005 and state-level sexuality education program components from 1996 through 2004 that are presumed to be influencing adolescent sexual risk behaviors (Kirby, 2007).
CHAPTER THREE
3.0 RESEARCH METHODOLOGY
This chapter comprises of research design, area of the study, and population of the study, sampling techniques and sample size, data collection methods and data analysis techniques.
3.1 Research Design
In this study the data will be collected by using qualitative research design whereby case study, exploratory research phenomenology and ethnography will be used. In case study interview will be used for data collection as a qualitative technique among teachers, parents and educational officers in the study area. The technique has been selected because it serves time and has got high response rate, it can include even those respondents who cannot write and read.
Also ethnographic research design will be used became it study culture of ethnic group, races and tribes. Naturalistic inquiry technique will be used because it study individuals in their natural ecology. Ecological psychology technique also will be used in order to understand human behavior. The last technique which will be used is phenomenological study technique so as to know the reaction and perception of the society towards our study.
3.2 Area of the Study
The study will be conducted in Mbeya city specifically Ivumwe secondary school, Igawilo secondary school, Mbeya secondary school and Sangu secondary school and the surrounding area from which students come from as to get attitudes, ideas and reactions towards the study. Reasons for selecting Mbeya city as our study area include the following. It as easily reachable, easily to collect and analyse data with in the allocated time also serves in term of fund.
3.3 Population of the Study
The population of the study will include educational officers, parents, students and teachers. Thus population will be suitable in our study because it include direct victims who are adolescents, (student), parents are responsible for their children, teachers and educational officers are much aware of students biological changes as well as educational development.
3.4 Sampling Technique and Sample Size.
3.4.1 Sampling Technique
In this study sampling techniques which will be used are simple random technique and systematic technique.
3.4.2 Sample Size
The sample will be 250 students out of 5000 students which is 5% of the whole population, 100 parents out of 2000 parents which is 5% of the whole population and 175 teachers and other educational officers which is 5% of the whole population.
The reason for selecting this way of sample size is to get adequate information’s from the representative sample.
3.4.3 Data Collection Methods
In this study, clinical research, survey (interview and questionnaire), observation research and experimental research are used in sexual research. In many field no single paradigm has emerged in sexual science. Whereas in interview will be used to parents who do not know how to read and write and to the students, teachers and educational officers who have no ample time for filling the questionnaire. Also questionnaire will be used to people who are literates, and they have enough time to fill the questionnaire. In case of observation, a researcher will observe directly the effects of sexual involvement among adolescents.
3.4.4 Data Analysis Techniques
The researcher will manage data and analyze them qualitatively through editing which examining the collected raw data to detect errors and omissions to correct them. Another technique as classification which involves arranging data in groups or classes on the bases of common characteristics depending on the nature of the phenomenon involved.
APPENDICES
Questionnaire for respondents: Parents, teachers, students and other educational officers.
SECTION.A General Information
Put a tick [] where appropriate:
1. Sex
(a) Female………….[ ] (b) Male……………[ ]
2. Age
(a) 11-17 years……….[ ] b) 18-25 years……….[ ] ( (c) 26-33 years………..[ ]
(d) 34 and above years..[ ]
3. Marital status.
(a) Single………… [ ] (b) Marriage……… [ ] (c) Divorced……...[ ]
4. Education level
(a) Primary education….[ ] (b) Secondary education..[ ] (c) Higher education……[ ]
5.Occupation
(a) Students………………[ ] (b) In-service……………...[ ] (c) Peasant………..[ ]
SECTION.B. Research Questions
i/ Is there any effect in terms of educational development among adolescents who involve in sexual relationship while student?
YES ( ) NO ( )
ii/ Can adolescents who engage in sexual issues perform well in educational development?
YES ( ) NO ( )
iii/is it true that if adolescent students will not engage in sexual relationship will perform better than others? YES ( ) NO ( )
iv/ What are the effects of sexual relationship?
(a)……………………………………
(b)……………………………………
(c)……………………………………
v/ What do you fear to be in sexual relationship?
(a)……………………………………
(b)…………………………………..
(c)………………………………….
REFERENCES
Casey, B. J; Getz, S; Galvan, A. (2008). The Adolescent Brain. Developmental Review;
Chapmen, J. R. (2000). “Adolescent Sex and Mess Media; A Developmental Approach. Pennsylvania 15061 , New York
Diamond, L. (2000). Sexual Identity Attraction and Behavior Among Young Sexual Minority Over Two Years Period. Developmental Psychology. Pg 241-220
Gross, R. (2005). Psychology The science of mind and behavior. London
Kelly,F.G.(2008). Sexuality Today. New York
Malim, T. and Birch, A. (1998). Introductory psychology. New York
Robert, E. (2007). The Myth of the Teen Brain.
Strong, B., DeVault, C., Sayad, W.B., Yarber,L.W.(2005). Human sexuality Diversity, Contemporary America New York
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