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SEXUAL ABUSE
AND STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
Background
to the Study
The problem
of sexual abuse has received the attention of scholars from a variety of life
domains, because the scourge seems to be an issue of immorality that has no
regard for individual status, religious affiliation, wealth, education, or
development of countries across the globe (Gowen, 2001; Berdahl, 2007; Dobbin, 2009;
Menon et al., 2011).
The quest
for modernity, which is a paradigm that surrounds democracy in politics,
capitalism in economy, positivism in science etc, seems to have influenced its
escalation in underdeveloped societies through acculturation. Ideas inherent in
capitalist economy prompted women to abandon their traditional roles in the
family for equal competition with men via education (Kofi, 2010). Prior
acculturation, however, roles of women in the society were limited to their
husband homes. They were doing well in home keeping, caring for the children
and the aged. The confined roles of women at that point in time must have
prevented traditional societies from experiencing serious problems of sexual
abuse that we have today (Anugwomet al., 2010).
Apart from
the economic, social and political factors that make women more vulnerable to
sexual abuse than men; cultural factors play a prominent role. Cultural norms,
which include male honour, masculinity and men's sexual entitlement, foster
societal acceptance of sexual abuse (World Health Organisation, 2002). The
acceptance is reinforced by the traditional gender roles, which allows
premarital and extramarital sex for male only. Hence, sex is perceived as a
psychological necessity for male but largely considered inappropriate for women
(Wasti and Cortina, 2002).
However, no
reason could be used to justify sexual abuse in man’s society. The scourge is
an absurdity not only in Christianity, but also in civil society and it points
to the escalation of moral decadence in modern societies, with attendant
effects on health and academic performance. Its escalation in secondary school
system, where morality is expected to be used to complement academic
performance is gradually becoming a growing concern in Nigeria. It is amazing
and disturbing that this occurs in academia, saddled with the responsibility of
moulding and filtering ground for building virile future leaders (Jega, 2013).
Sexual abuse
is a global phenomenon that occurs across cultures and socio-economic groups.
It has profound long-term negative consequences; it is a cruel, tragic
occurrence, and a serious infringement of a child’s rights to health and
protection (Sakelliadis et al., 2009). Sexual abuse remains a pervasive, but
largely ignored issue in many parts of the world, particularly in Africa. This
is true in Nigeria too, where reporting sexual abuse in general and child
sexual abuse in particular would be regarded as embarrassing, frightening, and
stigmatizing.
Although the
escalation of this menace in the higher institutions might not be a surprise to
well meaning Nigerians, bearing in mind the high level of indiscipline and
rottenness prevailing in the Nigerian society, but its occurrence, prevalence
and bearing on students’ academic performance in the secondary school systems
call for a scholarly attention.
1.2 Statement of the Problem
Sexual abuse
is a social problem that has spread and increased rapidly in our educational
institutions; even the secondary school system is not free from its menace. In
Nigeria, this social mal adaptation is considered an issue of serious concern
as it adversely affects the lives and performance of students as well as the
harmonious functioning of the entire structure of the society. Sexual abuse and
other associated problems are inimical to the survival and effective
functioning of human societies. A significant number of abortions, unwanted
pregnancies, contraction of Sexually Transmitted Diseases (STDs) and untimely
deaths have been ascribed to the
outcomes of sexual abuse (Amosun, Ige and Ajala, 2010).
In recent
times, studies have emerged to address the social problem of sexual abuse in
work settings in Nigeria (Yusuf, 2008; Kofi, 2010; Ige and Adeleke, 2012).
While the existing few studies focused on the occurrence of sexual abuse at the
universities level (Omolola, 2007; Okeke, 2011; Abe, 2012), knowledge about its
prevalence at the secondary school level and how it affects students academic
performance in Nigeria is relatively lacking. In other word, there are no
studies examining the occurrence of sexual abuse at this level. Therefore, this
study intends to transcend the limit of the above study by filling these gaps
in knowledge; by exploring sexual abuse and students’ academic performance in
senior secondary schools in Ojo LGA.
1.3 Purpose of the Study
The purpose
of the study is to:
a. Examine the relationship between sexual
abuse and students’ academic performance in senior secondary schools.
b. Examine the effect of sexual abuse on
students’ academic performance.
1.4 Research Questions
The
following research questions will guide the study;
1. What is the relationship between sexual
abuse and students’ academic performance in senior secondary schools?
2. To what extent does sexual abuse affect
students’ academic performance?
1.5 Research Hypotheses
The
following hypotheses will be tested:
1.H0: There is no significant relationship between
sexual abuse and students’
academic performance in senior secondary schools.
2. H0:
There is no significant difference between sexual abuse and student’s academic
achievement.
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