Abstract
Background and problem: Adolescent sexual and reproductive health (SRH) remains a critical global concern; particularly in a South African context where challenges like Human Immunodeficiency Virus (HIV), adolescent pregnancy and gender based violence is still prevalent. While Comprehensive Sexuality Education (CSE) is integrated into the school curriculum to mitigate risks such as unintended pregnancies and sexually transmitted infections (STIs), there is a lack of empirical data regarding its actual impact on learner knowledge within secondary schools. This study addresses the gap in understanding how CSE translates into specific SRH knowledge domains among adolescents.
Aim: The primary aim of this research was to examine the impact of a CSE programme on the sexual and reproductive health knowledge of adolescent learners at a selected secondary school.
Methods: A quantitative, descriptive, cross-sectional, and correlation research design was employed. The study targeted learners aged 13 years and older, with a sample of 150 respondents selected using a stratified sampling method via a lottery draw. Data were collected using a 48-item self-administered questionnaire, conducted in an exam-like setting to ensure independent responses. Data analysis was performed using SPSS, with results tested at a 5% level of significance (α≤0.05).
Results: The findings indicated a good overall knowledge level regarding SRH among the respondents. However, when the data were disaggregated into specific domains, significant disparities emerged. Knowledge regarding HIV was high-performing, whereas knowledge pertaining to other STIs was significantly lower. Correlation analysis suggests that while the CSE programme provides a baseline, its impact is inconsistent across different health topics.
Conclusion: The study concludes that while the content of the CSE curriculum is theoretically adequate, a significant challenge remains in the delivery of the programme. The discrepancy in knowledge levels is attributed to the prioritisation of specific topics (like HIV) over others and the time restraints placed on the subject of Life Orientation, which hinders a comprehensive exploration of the full SRH syllabus...