DOWNLOAD THE COMPLETE PROJECT

Users found this project useful

Effect of Adolescent Sexual and Reproductive Health Education on Knowledge of Sexually Transmitted Infections among Secondary School Students in Nigeria

Abstract

Adolescent sexual and reproductive health education is an important component of public health education because it equips young people with accurate information and skills concerning sexuality, reproductive health, prevention of sexually transmitted infections, and responsible health-seeking behaviour. Sexually transmitted infections (STIs) remain an important public health concern among adolescents because inadequate knowledge, misconceptions, stigma, limited access to reliable health information, and risky sexual behaviours may increase vulnerability to infection. Secondary school students represent an important population for sexual and reproductive health interventions because adolescence is a critical period for developing knowledge, attitudes, and behaviours that can influence health outcomes throughout the life course. In Nigeria, adolescents may obtain sexual and reproductive health information from parents, teachers, peers, social media, religious institutions, and other sources, which may vary considerably in accuracy and completeness. Limited access to comprehensive and age-appropriate sexual and reproductive health education may contribute to misconceptions about STI transmission, symptoms, prevention, and treatment. Effective sexual and reproductive health education can provide students with scientifically accurate information about STI causes, modes of transmission, signs and symptoms, prevention, testing, treatment, and the importance of seeking appropriate healthcare. Against this background, this study investigates the effect of adolescent sexual and reproductive health education on knowledge of sexually transmitted infections among secondary school students in Nigeria. The study is anchored on the Health Belief Model (HBM), Social Cognitive Theory (SCT), and Knowledge-Attitude-Practice (KAP) framework. The Health Belief Model explains health-related knowledge and preventive behaviour through perceptions of susceptibility, severity, benefits, and barriers, while appropriate education can strengthen students' understanding of STI risks and prevention. Social Cognitive Theory emphasizes the interaction between knowledge, personal beliefs, environmental influences, observational learning, and behavioural capability in shaping health-related outcomes. The Knowledge-Attitude-Practice framework provides a basis for examining how health education can improve knowledge and potentially influence attitudes and practices related to STI prevention. Collectively, these theoretical perspectives provide a comprehensive framework for explaining how adolescent sexual and reproductive health education may influence students' knowledge of sexually transmitted infections. The study adopts a quantitative quasi-experimental research design. Primary data will be collected from selected secondary school students in Nigeria using a structured, age-appropriate, self-administered questionnaire. A multistage sampling technique will be employed to select states, local government areas, schools, classes, and eligible students. Where feasible, schools will be assigned to intervention and comparison groups, with students in the intervention group receiving a structured adolescent sexual and reproductive health education programme covering STI causes, modes of transmission, signs and symptoms, prevention, testing, treatment, myths and misconceptions, and appropriate healthcare-seeking behaviour. Knowledge of STIs will be measured using students' understanding of common STIs, modes of transmission, symptoms, complications, prevention methods, testing, treatment, and misconceptions regarding infection. Data will be collected before and after the educational intervention to determine changes in STI knowledge. Descriptive statistics will be used to summarize respondents' sociodemographic characteristics and baseline knowledge levels. Inferential statistical techniques, including chi-square tests, paired-sample tests, independent-sample tests, and multiple regression analysis, will be employed to determine the effect of sexual and reproductive health education on STI knowledge. Appropriate diagnostic tests will also be conducted to assess the reliability of the research instrument, model assumptions, and the robustness of the findings. The study anticipates that adolescent sexual and reproductive health education will have a significant positive effect on knowledge of sexually transmitted infections among secondary school students in Nigeria. Students who receive structured and comprehensive sexual and reproductive health education are expected to demonstrate improved knowledge of STI transmission, symptoms, prevention, testing, treatment, and complications compared with their baseline knowledge and, where applicable, students who do not receive the intervention. Appropriate education is also expected to correct common misconceptions, improve students' ability to distinguish accurate health information from misinformation, and increase awareness of the importance of seeking professional healthcare when STI symptoms or concerns arise. However, the effectiveness of sexual and reproductive health education may depend on the quality and age-appropriateness of the educational content, teachers' preparedness, students' engagement, cultural acceptability, availability of learning resources, and the broader school and community environment. Consequently, sustained improvement in adolescent STI knowledge requires well-designed educational programmes supported by trained teachers, appropriate learning materials, supportive school policies, and access to reliable adolescent-friendly health information and services. This study is expected to make significant contributions to the literature on adolescent health, sexual and reproductive health education, STI prevention, and public health in Nigeria by providing empirical evidence on the effect of structured sexual and reproductive health education on students' knowledge of sexually transmitted infections. The findings will provide useful information for the Federal Ministry of Health and Social Welfare, Federal Ministry of Education, state ministries of health and education, school administrators, teachers, school health coordinators, public health practitioners, development partners, parents, and policymakers regarding the importance of strengthening adolescent health education. The study will also provide evidence-based recommendations for improving the quality of age-appropriate sexual and reproductive health education, strengthening teacher capacity, incorporating accurate STI information into school health programmes, addressing misconceptions and misinformation, and promoting access to reliable adolescent-friendly sexual and reproductive health information and services across Nigeria.

Keywords: Adolescent sexual and reproductive health education, sexually transmitted infections, STI knowledge, secondary school students, adolescent health, health education, sexual health, school health, STI prevention, Nigeria.