Senior Secondary School Research Articles

Principals’ administrative skills in public senior secondary schools: A case of Ilorin Nigeria

Implementation of administrative skills by secondary school principals plays an inevitable role towards the attainment of educational goals and objectives. This study investigated principals' administrative skills implementation in public senior secondary schools in Ilorin Metropolis of Kwara State on the indicators of principals’ financial and physical facilities maintenance and interpersonal relationship skills. The study adopted a descriptive survey. One hundred teachers were randomly selected from public senior secondary schools in Ilorin Metropolis as a sample. The researcher instrument titled Assessment of Principals’ Administrative Skills Questionnaire (APASQ) was used for data collection. Two research questions were raised and answered to guide the conduct of the study. Descriptive statistics were used to answer the research questions raised. Findings showed that 28.8% constituted the majority of the respondents who agreed that principals had financial skills in Ilorin Metropolis. Results indicated that 45.6% constituted the majority of the respondents who strongly agreed that principals had physical facilities maintenance skills. It was shown that 42% constituted the majority of the respondents who strongly agreed that their principals had interpersonal relationship skills. Findings revealed that 68% constituted the majority who agreed that the level of principals’ administrative skills in public senior secondary schools in Ilorin Metropolis was high. It was recommended among others that principals endeavour to keep a high level of professional spirit and good moral standards in the schools to adopt their administrative skills to sustain a good working environment for teachers and other staff in their schools.

Impact of Boko Haram Insurgency on Educational Infrastructure Development in Potiskum Local Government Area, Yobe State, Nigeria: A Perception Study

Security threat is a phenomenon that is currently drawing the attention of everybody across the globe. However, the activities of Boko Haram insurgency in north-eastern Nigeria in recent time have significantly affected educational activities in the region. This paper focused on the Perception of secondary school teachers on the impact of Boko Haram insurgency on Government Senior Secondary School Infrastructure development in local Government in Potiskum, Yobe State. The study adopted survey research design. The population of the study comprised all teachers and school administrators in Government Senior Secondary Schools in Potiskum which amounted to 729. Samples of 248 respondents were randomly selected from the population. Questionnaire designed along a Likert scale was used for data collection. The data collected were analysed using both descriptive and inferential statistics, the descriptive statistics used include; mean, standard deviation and percentage, while graphs and charts were used to present the data. The Inferential statistics used was Paired-tTest. The findings of the study revealed that, Boko Haram insurgency has negatively affected the school infrastructure in Government Senior Secondary Schools in Potiskum. Besides, the hypotheses tested at 5% were significant (sig-v. >P = 0.05). The study thereby concluded that, infrastructures, in Government Senior Secondary Schools in Potiskum have been affected by activities of Boko Haram. Finally, the study recommended that, government should make provision for infrastructures destroyed by Boko Haram insurgency. Keywords: Boko Haram, Security threat, Perception, insurgency, infrastructure

Social Variables and Maladaptive Behaviours among Secondary School Students in Akwa Ibom State, Nigeria

The study examined Social variables and Maladaptive behaviour of public senior secondary school students in Akwa Ibom State, Nigeria Three research questions were formulated and three hypotheses were stated in their null form and tested with appropriate statistics at a .05 level of significance. The descriptive survey design was adopted for the study. The population of the study comprised 54,216 senior secondary two (SS2) students in all 235 public secondary schools in Akwa Ibom State, Nigeria. Nwana’s sampling formula was used to select 20% of students from nineteen (9) public secondary schools. The researcher made use of a questionnaire entitled (FVSDBTQ) to obtain data from respondents. The instrument was validated by experts in the sociology of Education and Measurement and Evaluation from the Department of Educational Foundations, Guidance and Counseling, University of Uyo, Uyo. Cronbach Apha analysis for internal consistency reliability of the instrument yielded a coefficient of .96. Research questions were answered using mean and standard deviation while the hypotheses were tested using independent t-test and ANOVA. The study revealed that social variables differ in terms of the maladaptive behaviour of secondary school students in Akwa Ibom State, Nigeria. The independent t-test and ANOVA of the hypotheses indicated significant differences in students’ maladaptive behaviour based on family discipline, family emotional climate and parent-child relationship. It was, therefore, concluded that social variables differ significantly based on students’ maladaptive behaviour in Akwa Ibom State, Nigeria. The researcher made some useful recommendations which include: parents should also take the discipline of their children seriously; parents should show a good example for their children to emulate and parents should also develop a healthy relationship with their children to help them develop good moral behaviour among other recommendations.

Possibility of Enhancing Students’ Academic Performance in Electrolysis Using Collaborative-Predict-Observe-Explain-Write (CPOEW) and 3E’s Learning Models

This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P<0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P<0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.

Performance Evaluation Strategies and Teachers’ Productivity in Public Secondary Schools in Rivers State

This study investigated the performance evaluation strategies and teachers’ productivity in public senior secondary schools in Rivers State. Four research questions and hypotheses guided the study. The correlational design was adopted by the study. The population of the study is 1,714 respondents in 95 public senior secondary schools in Rivers West Senatorial district in Rivers State. The sample size of the study comprises 514 respondents in Rivers West Senatorial District in Rivers State. A simple random sampling approach and proportional sampling technique is used. Two sets are used for data collection. They are Performance Evaluation Strategies Questionnaire (PESQ) and Teacher’s Productivity Questionnaire (TPQ) for data collection. The reliability of the instruments (PESQ and TPQ) were determined by using Cronbach Alpha method. The research questions were answered using Pearson Product Moment Correlation Coefficient (PPMC) to answer the research questions while the hypotheses were tested using Multiple Regression. The findings of the study showed that the Performance Evaluation Strategies, such as complying to quality assurance, adherence to output specification, knowledge of the job, creative initiative had positive relationship with teachers productivity in public senior secondary schools in Rivers State. It was also found that there was significant difference between complying to quality assurance, adherence to output specification, and knowledge of the job, as creative initiative had a positive relationship with teachers productivity in public senior secondary schools in Rivers State. It was recommended among others that the government should provide a legal framework that coordinates and harmonizes the best performance evaluation strategy to ensure standards and uniformity.

An exploration of the efficacy of mental health and wellbeing education initiatives in secondary schools: triangulation of student and teacher perspectives

ABSTRACT Objectives Schools invest substantial time and money in support of mental health and wellbeing education for their students. Approaches vary, with minimal guidance available regarding most efficacious methods to engage and support students. Understanding the experience and perspectives of students and educators in this area can assist to clarify mental health needs of secondary school students and guide future development of effective methods to target them. Methods Interviews with 21 senior secondary school students from four Australian schools captured perspectives about the influences on their mental health and wellbeing over their secondary school journey. A further eight interviews with school staff with responsibility for wellbeing education were conducted to identify similarities and disparities between school aims and student experience. Results A reflexive thematic analysis of the data generated three main themes. Interviews conducted indicated consistency between staff and students’ perspectives that schools need to commit to staff training, cultivate interpersonal connections and make wellbeing education for adolescents more engaging. Conclusions Mental health and wellbeing approaches should be nuanced for the specific needs of each school’s context. Educating teachers to utilise a school-wide wellbeing framework to customise student learning can increase student engagement through personal reflection and small group discussion to reinforce key learnings.

The Burden and Predictors of Early Sexual Initiation among School-Going Adolescents in Rural Settlements in Rivers State, Nigeria

Introduction. Early sexual initiation is the art of initiating sexual activity before age 15. This study aimed to identify the burden and predictors of early sexual initiation among school-­going adolescents in rural settlements in Rivers State, Nigeria. Materials and Methods. A cross-­sectional study was conducted among 420 school-­going senior secondary school adolescents of coeducational schools aged 15–19 from May 2023 to September 2023. A multi-­stage sampling procedure was used to select respondents from four senior secondary coeducational schools. Data were collected using a semi-structured interviewer-­assisted questionnaire. Frequency tables were generated and Logistic regression analysis was used to determine predictors of early sexual initiation at a 5% level of significance. Results. The mean age of respondents was 15.7 ± 0.8 years. The mean age at early sexual initiation was 12.2 ± 1.2 years. The burden of early sexual initiation and ever-had sex among the respondents was 46% and 54.8% respectively with poor academic performance, school dropout, STI infection, pregnancy, and HIV infection experienced as outcomes of first sexual initiation among the respondents. The statistically significant predictors of early sexual initiation were adolescents having worked for pay, currently working for pay, and adolescents’ age at first sexual partner (OR = 4.6; 95% CI = 1.6–12.7; P = 0.004, OR = 6.6; 95% CI = 1.9–23.7; P = 0.003 and OR = 3.1; 95% CI = 1.3–7.2; P = 0.009). Conclusion. Sexuality education and programmes aimed at encouraging school-­going adolescents to delay first-sex initiation should be encouraged.

Improving adolescents’ dietary behavior through teacher-delivered cancer prevention education: a school-based cluster randomized intervention trial in urban Rajasthan

BackgroundDietary practices are one of the most common modifiable risk factors for cancers. Foods rich in dietary fibers are considered protective, meanwhile fast & junk foods are risk for common cancers. Adolescence period is marked by habit formation and is thus suited for delivering behavioral intervention. Schools offer an optimal setting for planning and executing these interventions to a large number of adolescents.ObjectiveTo assess the effectiveness of a teacher-delivered cancer-prevention education in changing dietary behaviors of school going adolescents.MethodsA cluster randomized trial was conducted in government secondary and senior secondary schools with schools as clusters. A minimum required sample of 1032 students was estimated from 16 schools with 1:1 allocation in intervention and non-intervention groups. Dietary behaviors were recorded as dichotomous variable. The determinants were recorded as per theory of planned behavior framework using Likert-scale. Two teachers from each intervention school were trained to deliver cancer prevention education with focus on role of dietary behavior. Pre-post training assessment of teachers’ knowledge towards common cancers was done using a self-administered questionnaire. Gender adjusted difference-in-difference analysis was done to assess intervention effect on both healthy and unhealthy behaviors.ResultsIn selected schools all students from classes 8 to 10 were approached and a total of 1224 students were enrolled, of whom 1096 completed the study. The study recorded significant improvement in scores of students from intervention group compared to non-intervention group for their attitude, subjective norms, perceived behavioral control and intention towards consuming healthy and avoiding unhealthy foods. The intervention was effective in significantly improving the proportion of students limiting fried/fast/packed food & sugar sweetened beverages (OR:1.51, 95%CI:1.08,2.12,p:0.017), and consuming fruits & vegetables daily (OR:1.55, 95%CI:1.08,2.22, p:0.017) while adjusting effect of gender.ConclusionClassroom-based cancer prevention education delivered through teachers during regular working hours is effective in improving dietary behaviors and its determinants among adolescent students. Thus, we recommend integrating a section focusing on the role of diet in cancer prevention and other lifestyle diseases in the existing school curriculum.Trial RegistrationThe trial was registered under Clinical Trial Registry-India with registration number CTRI/2018/12/016586, dated-10/12/2018.

A cultural, technological, and contextual pedagogy to enhance retention of biology concepts

This study examined the impact of a pedagogy that is culturally influenced and laced with technological and contextual elements known as the culturo-techno-contextual approach (CTCA) on promoting knowledge retention of biology concepts. The research design was mixed methods, and the sample consisted of 88 senior secondary school II students selected from two Lagos State educational district V schools in Nigeria. Quantitative data was collected using the Variation and Evolution Achievement Test with a reliability value of 0.79, while qualitative data was collected using the Students’ Perception of CTCA Interview Guide. All students in the two sample schools used for the experimental and control groups took a pretest before treatment, a posttest at the end of the treatment phase, and a retention test four weeks later. The ANCOVA output demonstrated a statistically significant difference in knowledge retention [F (1,85) = 134.50; p < .05]. This suggests that experimental students retained more.

Exploring the Roots of Poor Mathematics Performance: A Stakeholder Perspective in Adamawa State, Nigeria

In numerous countries worldwide, poor performance in mathematics remains a critical concern, and Adamawa State in Nigeria is no exception. This study investigates the perspectives of key stakeholders, including students, teachers, and headmasters, regarding the roots of poor mathematics performance within Shangui and Hong Government Senior Secondary Schools, Adamawa State. Through quantitative and qualitative approaches, data were collected from 151 senior secondary school participants, including 121 students, 11 mathematics teachers, 10 heads of departments, and 9 head teachers from randomly selected secondary schools in the Hong Local Government Area of Adamawa State. The findings revealed a prevalent negative attitude among students towards mathematics. Moreover, the study has identified a significant factor contributing to poor performance, which was the secondary schools' ineffective mathematics curriculum. In addition, many elementary school teachers lacked the aptitude and skills necessary to teach mathematics, which significantly impacted pupils' disinterest and resulted in low achievement in secondary education. The study recommends crucial interventions, including the revision of the final year mathematics curriculum, the incorporation of technology in mathematics education, enhancement of the quality of secondary mathematics teachers, a reduction in the emphasis on examinations, and the integration of internal assessments, projects, and fieldwork into the mathematics curriculum. This comprehensive stakeholder inquiry sheds light on the multifaceted challenges faced by the educational system in addressing and improving mathematics performance in Adamawa State.

Impact of institutional and individual factors on students' academic integrity

The purpose of the study was to determine how specific institutional and individual variables determine the academic integrity of students in high schools. These factors are school location and type, religion, and course of study. In the extant research literature, these factors have not been given adequate attention with regards to their relationship with students' academic integrity in the same way that their interaction with academic achievement has been researched. The survey research design was used in the study. The authors did not manipulate or interfere in any way with the subjects, but they were allowed to respond freely to the Academic Integrity Measurement Instrument (AIMI), which is a standardized instrument. The sample consisted of 3142 males and 3708 female students in their final year of senior secondary school in Nigeria. Data was analyzed with an ANOVA. The findings revealed that students' academic integrity significantly varies based on school location and type, religion, and course of study. Each of these variables impacts students' academic integrity to the extent that preventive measures against academic dishonesty should consider these factors. The implications of the findings are that parents, school administrators, teachers, guidance counsellors, and examination bodies should collaborate to restore academic integrity in educational assessments, especially at the high school level, by beaming their searchlights on school locations, school type, and students’ religions and courses of study as potential frameworks for preventing cheating in school examinations.

Influence of Family Variables on Sexual Molestation of Secondary School Students in Aba Education Zone, Abia State

The study investigated the influence of family variables on sexual molestation of secondary school students in Aba Education Zone, Abia State. Two research questions were answered using descriptive statistics. Two null hypotheses were tested with inferential statistics at .05 level of significance. The population of the study comprised all senior secondary school students in Aba Education Zone, Abia State. Simple random sampling technique was used in selecting 272 students for the study. A researcher made instrument tagged: family variables and sexual molestation questionnaire (FVSMQ) was used for data collection. The instrument was validated by an expert in measurement and evaluation while Cronbach alpha analysis was used for internal consistency of the instrument which yielded a coefficient of .80. The two hypothesis were tested using one-way Analysis of variance (ANOVA) and F-value obtained were significant at .05 level. It was therefore concluded that family structure and parents’ level of education influenced senior secondary school students’ experience on sexual molestation in Aba Education Zone, Abia State. Based on the findings, it was recommended among others that parents should ensure that lines of communication are kept open at home and closed family ties maintained so that children will never shy away from discussing sexual concerns with their parents.

PARENTING STYLES AS CORRELATES OF TEENAGE PREGNANCY AMONG ADOLESCENTS IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

The study investigated parenting styles as a correlates of teenage pregnancy among adolescents in public secondary schools in Enugu State. Four research questions guided the study and four null hypotheses were tested at a .05 level of significance. The correlation research design was adopted for the study. The population of the study comprised 9,974 senior secondary school two (SS II) female adolescent students, in the 292 public secondary schools in Enugu State. A sample of 996 female adolescent students was drawn for the study through a multi-stage sampling technique. Structured questionnaires titled Parenting Styles Questionnaire (PSQ) and Teenage Pregnancy Questionnaire (TPQ) were used for data collection. The instrument was face and construct validated by three experts; while the construct validation was ascertained using the Varimax Rotation Method. Internal consistency coefficients of 0.89, 0.91, 0.90, and 0.86; 0.92, and 0.89; were obtained for PSQ and TPQ respectively, using Cronbach Alpha statistical method. Pearson Product Moment Correlation Co-efficient, simple linear regression, and multiple linear regression statistics were utilized for data analysis. The p-value was used to determine the significant difference at a .05 level of significance for all hypotheses. The findings of the study revealed that there was a low positive significant relationship between authoritative parenting style and teenage pregnancy. The result also showed that there was a high positive significant relationship between authoritarian parenting style and teenage pregnancy. It was equally found that there was a highly positive significant relationship between permissive parenting style and teenage pregnancy. Finally, the result indicated that there was a very high positive significant relationship between neglectful parenting style and teenage pregnancy. Based on the findings, the study recommended among others that the school management and parents should ensure that the home and school environment are well protected to shield the children from exposure to negative influences, by being concerned about the well-being of the girl child through education about sex, sexuality and the danger inherent. Social welfare agencies (public and private) should re-double their efforts in educating, counselling, and rehabilitation of victims of teenage pregnancy.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/lit/0758/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

A Study of Verbal Intelligence and Commerce &amp; Management Career Preference among Senior Secondary School Students

In the ever-evolving landscape of career choices, the interaction between verbal intelligence and career preferences has emerged as a fascinating field of inquiry. Within the vast array of disciplines, Commerce and Management stand as influential forces shaping the global economic stage. This study embarks on an engaging exploration of the intricate relationship between verbal intelligence and the career inclinations of senior secondary school students, aiming to illuminate the factors that guide their preference for professions within the realms of Commerce and Management. To achieve this objective, a sample of 304 twelfth-grade students was selected from five senior secondary schools located in District Sirmour, Himachal Pradesh. The assessment tools employed included the General Mental Ability Test developed by Jalota and the Career Preference Record devised by Bhargava and Bhargava. These instruments were administered to the entire sample of 304 students.

Secondary School Students’ Interest in the Core Components of Science, Technology, Engineering and Mathematics (STEM): Implications for Instruction Readiness

The implementation of Science, Technology, Engineering and Mathematics (STEM) in secondary school has important role in scientific and technological advancement of a nation and students are the main receiver of the instruction. This study investigated the students’ interest as an implication of students’ readiness for STEM instruction in Gusau, Zamfara state. The study adopted descriptive survey design. Simple random sampling was used to select 100 students of SS 2 from private and public schools making total of 200 students. An instrument title Senior Secondary School Readiness for STEM Instruction was used to collect data. The instrument was validated and pilot tested which yielded reliability coefficient of 0.86. Three research questions were raised and answered and two hypotheses were stated and tested at 0.05 level of significant. The result of the study showed that senior secondary school students in Gusau, Zamfara state are ready for STEM instruction. There was no significant different between the responses of students based on gender and school type. It was therefore recommended that education stakeholder should expedite the implementation of STEM in senior secondary school to harvest students’ readiness for better achievement.

CHALLENGES IN FORMATIVE ASSESSMENT IMPLEMENTATION FOR ENGLISH LANGUAGE INSTRUCTION

We investigated how the Covid-19 pandemic affected formative assessment in English subjects in Indonesian junior and senior secondary schools in this study. Teachers' perceptions of their formative assessment practices at Indonesian schools is the main object of the study. This study studied formative assessment in English teaching in Indonesia in emergency remote teaching. Data was collected using open-ended questionnaires, which were then distributed via the WhatsApp group to 82 English teachers across the country. The respondents were English teachers from various Indonesian junior and secondary schools. This research was divided into four sections: (1) technique, (2) integrity, (3) media used, and (4) challenges. In this study, the majority of teachers believed that face-to-face instruction could provide better formative assessment than online learning. They could use more techniques, be more confident in the outcome, have more media, and face fewer challenges. Because of a lack of infrastructure and media, including internet access, in Indonesia, assessment practises during online learning had deteriorated. The findings suggested that the participating teachers found formative assessment via online learning to be distressing.

Self-Regulatory Learning Strategies for Senior Secondary Agriculture Students

Self-regulation is essential to the learning process as it enhance student performance. However, there is very little research on the self-regulatory strategies employed by students. Therefore, this study sought to identify self-regulatory learning strategies used by senior secondary agriculture students. The study used a descriptive survey design, and targeted agriculture students in senior secondary schools in Eswatini. Consequently, there were ten schools sampled using cluster sampling; which produced 356 respondents. Data were collected using a questionnaire and analysed using descriptive statistics. Three experts from the Department of Agricultural Education and Extension at the University of Eswatini ensured the validity of the questionnaire. A pilot study using 30 students indicated that the instrument was 72% reliable. Findings revealed that the senior secondary agriculture students used all the self-regulatory learning strategies. The most commonly used strategies were self-evaluation, structuring the environment, keeping records and monitoring, and organizing and transforming. The study also revealed that teachers were equipping students with self-regulatory strategies. Therefore, the study concluded that the senior secondary agriculture students used self-regulatory learning strategies. Based on the findings, it was recommended that teacher training institutions should equip agriculture teachers with self-regulatory strategies which will enable them to assist the students.

Identification of Perceived Difficult Topics in Senior Secondary School Biology Curriculum in Zamfara State

This descriptive survey research aimed to identify the topics within Senior Secondary (SS) I – II biology curriculum perceived as difficult by SS II students and biology teachers. The population comprised 27,375 SS II students and 209 biology teachers in Zamfara State. The sample size of 378 students were sampled using random sampling technique, while 48 biology teachers having minimum of 5 years of teaching experience were purposively selected. An instrument titled Difficult Biology Topics Scale with reliability coefficients of 0.82 was used for data collection. Two research questions and one null hypothesis guided the study. Mean and standard deviation were used to answer the research questions while the hypothesis was tested using t-test at 0.05 level of significance. The findings revealed that, in all the listed 30 biology topics, SS II students and their teachers identified Nutrition in animals, Respiratory system, and Pests and diseases of crops as difficult. More so, SS II students identified the topic Cell and its environment, Functioning ecosystems, and Nutrient cycle as difficult, while teachers considered them easier. The disparity in perceived difficulty levels of 30 biology topics between SS II students and teachers was statistically significant (t=2.51, df=424, p=0.030). The study recommends targeted professional development for biology teachers and use of student-centered approaches in remediating the perception that some biology topics are difficult.

Effect of Concept Mapping Instructional Strategy on Senior Secondary School Students’ Performance in Home Economics

his study investigates the effects of the concept mapping instructional strategy on Senior Secondary School students’ performance in Home Economics in Akure South Local Government Area of Ondo State, Nigeria. The study adopted the pre-test post-test quasi-experimental design approach. The participants are made up of 199 students selected from the total population of all SS2 Home Economics students in Akure South Local Government Area during the 2022/2023 session. The participants were given pre-tests, post-tests, and retention tests after two weeks. Five major research questions and null hypotheses were raised, answered, and tested. Independent t-test analyses revealed the following: Students taught using the concept mapping strategy performed better than those taught with the conventional method and equally performed better in the two-week retention test. Female students performed better than male students. There is no significant difference in the performance of students in private schools with those in public schools. All the groups showed improved performance for the two week retention test after been taught using concept mapping strategy. The study showed that the concept mapping strategy is an appropriate method for teaching Home Economics for both male and female students. Among others, the study recommends that seminars should be organized for teachers to emphasize and encourage the use of the concept mapping strategy in teaching science and practical oriented subjects in senior secondary schools.

RELATIONSHIP BETWEEN POVERTY AND RISKY SEXUAL BEHAVIOURS AMONG ADOLESCENTS IN RIVERS STATE, NIGERIA: A QUESTIONNAIRE-BASED SURVEY

Adolescents are sexually active and tend to initiate sexual activity at an early age; this has remained a public health concern due to the associated reproductive health risks. This study was designed to evaluate the relationships between poverty and risky sexual behaviour among senior secondary school students in Rivers State, Nigeria. A questionnaire-based survey was conducted among 823 students from selected senior secondary schools in Rivers State, Nigeria. The hardcopy questionnaire was distributed to the respondents using the one-to-one method with the aid of research assistants. The respondent’s consent was duly sought and obtained. The respondent’s private information was treated with confidentiality. Obtained data were exported into Excel version 2007, and the analysis was done with the computer software package SPSS version 21.0. Descriptive statistics showing the frequencies and percentages were used to explain the data as appropriate, and inferential statistics (Binary Logistic regression) was used to determine the association between poverty and risky sexual behaviour of adolescents. A p-value less than 0.05 was set as a level of statistical significance. The result of the study indicated that the majority, 698 (86.6%) of the respondents who reported high poverty, engaged in risky sexual behaviour compared to 5(2.69%) of those who said low poverty. The complete model as a whole, showing the chi-square analysis result, revealed a significant association between poverty and sexual behaviour (χ2 (1, N=823) =3465, P&lt; 0.001). The result of the study further demonstrated that those who indicated being poor were 3.27 times more likely to have sexual intercourse compared to those without peer pressure (OR=3.27, 95%CI: 2.22-4.81). There was a significant association between poverty and sexual behaviour, and those who indicated being poor were 3.27 times more likely to have sexual intercourse compared to those without peer pressure.