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RELATIONSHIP BETWEEN SOCIODEMOGRAPHIC FACTORS AND KNOWLEDGE OF SEXUALLY TRANSMITTED INFECTIONS AMONG STUDENTS ( A CASES STUDY OF JOSEPH AYO BABALOLA UNIVERSITY)

Abstract

This study examined the relationship between sociodemographic factors and knowledge of sexually transmitted infections (STIs) among students at Joseph Ayo Babalola University. A cross-sectional survey research design was employed, and data were collected using a structured questionnaire from a sample of 133 respondents. The study utilized SPSS version 27 to analyze the data, and t-tests were applied to test the hypotheses. The findings revealed that students generally demonstrated a high level of knowledge about STIs, although gaps remained in their understanding of specific transmission methods and preventive measures. Sociodemographic factors, such as age, gender, and socioeconomic status, were found to significantly influence students’ knowledge of STIs. Older students and those from higher socioeconomic backgrounds exhibited better awareness of STIs, with female students showing higher levels of knowledge than their male counterparts. The study also found that religious beliefs and parental education significantly shaped students’ perceptions and knowledge of STIs, emphasizing the role of these factors in influencing attitudes toward sexual health. Based on these findings, the study concluded that targeted educational interventions are necessary to improve STI awareness, especially among male students and those from lower socioeconomic backgrounds, while also considering the influence of religion and parental education.

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Sexually Transmitted Infections (STIs) represent a significant public health challenge globally, with particularly high prevalence rates among young people, especially university students. STIs are a group of infectious diseases transmitted through sexual contact, and they encompass a wide range of pathogens, including bacteria, viruses, and parasites. Some of the most common STIs include chlamydia, gonorrhea, syphilis, and HIV/AIDS, all of which pose serious health risks if left untreated. These infections can lead to long-term complications such as infertility, pelvic inflammatory disease, and even death (Hughes & Field, 2015). University students, who are often navigating increased sexual activity and exploration, are highly vulnerable to these infections due to a combination of biological, social, and behavioral factors.

A major contributing factor to the vulnerability of university students to STIs is their behavior, influenced by both peer pressure and a lack of comprehensive sexual education. Research has shown that university students often engage in risky sexual behaviors, such as unprotected sex, having multiple sexual partners, and low rates of STI testing, making them more susceptible to contracting STIs (Fatusi & Wang, 2021). Additionally, in many societies, discussions about sexual health are often stigmatized or considered taboo, leading to insufficient formal education on how to prevent and manage STIs (Ogbe et al., 2024). This results in students relying on inaccurate or incomplete information from peers or informal sources such as social media, further exacerbating their risk.

The knowledge of STIs among university students is significantly shaped by various sociodemographic factors, including age, gender, socioeconomic status, religious background, and level of education. Studies have shown that these factors influence the awareness, attitudes, and preventive practices of students toward sexual health (Arega, Zewale, & Bogale, 2019). For instance, younger students are often more vulnerable due to their limited sexual health knowledge and may not fully understand the risks associated with unprotected sexual activities. Gender differences also play a role, as cultural norms and expectations often limit open conversations about sexual health, particularly for female students, who may face more stigma than their male counterparts (Sigbeku, Fawole, & Ogunniyan, 2015). Similarly, students from higher socioeconomic backgrounds may have better access to sexual health resources and education compared to those from lower-income families, thus impacting their overall awareness and knowledge of STIs (Mmari, Oseni, & Fatusi, 2022).

Joseph Ayo Babalola University (JABU), a private institution located in Nigeria, provides an ideal setting to explore the relationship between sociodemographic characteristics and students’ knowledge of STIs. The university is home to a diverse student body, with individuals from various regions and socio-economic backgrounds. This diversity presents an opportunity to investigate how these factors influence the knowledge and awareness of STIs, as well as the behaviors that may lead to their transmission. Nigeria, like many other African countries, is grappling with a high burden of STIs, including HIV/AIDS, which remains one of the leading causes of morbidity and mortality (Ogbe et al., 2024). Despite various national health initiatives, including the Integrated Biological and Behavioral Surveillance Survey (Federal Ministry of Health Nigeria, 2014), the country continues to face challenges in curbing the spread of STIs, especially among young people.

Studies have shown that there are considerable knowledge gaps regarding STIs among university students in Nigeria, which contribute to the increased prevalence of these infections. For example, many students lack accurate information about the modes of transmission and prevention of STIs, and as a result, they engage in high-risk sexual behaviors (Ahoyo et al., 2007). Furthermore, cultural factors such as the stigmatization of STI-related medical care and discussions about sexual health often discourage students from seeking medical advice or undergoing regular testing (Mayaud & Mabey, 2024). In addition, inadequate sex education in schools, coupled with the reliance on peers or the internet for information, often results in misinformation, which increases the likelihood of students contracting STIs.

Research by Lewis (2021) highlights the importance of addressing these knowledge gaps and improving sexual health education among university students. Students who receive comprehensive sexual health education are better equipped to make informed decisions regarding their sexual behaviors and take preventive measures against STIs. The absence of such education, on the other hand, perpetuates myths and misconceptions about STIs, further contributing to risky sexual practices. As a result, there is a pressing need for interventions tailored to the specific needs and challenges faced by university students, particularly in resource-limited settings like Nigeria.

In addition to the role of education, sociodemographic factors such as gender and socioeconomic status are crucial in determining students’ awareness of STIs. Gender disparities in sexual health knowledge and access to resources are particularly significant, as female students may face additional barriers to accessing sexual health services and information. For instance, female students in conservative settings may be more likely to experience stigma or shame when seeking information about sexual health, leading to lower levels of awareness compared to their male counterparts (Nwadike et al., 2021). Moreover, socioeconomic status often determines the level of access students have to quality healthcare services and sexual health education. Students from affluent backgrounds may have the resources to attend private health clinics or access better sexual health education, while those from disadvantaged backgrounds may struggle to obtain accurate information and affordable healthcare services (Garrett, McGrath, & Mindel, 2023).

The interplay between these sociodemographic factors and students’ knowledge of STIs highlights the need for tailored interventions that address the unique challenges faced by different student groups. By understanding how factors such as age, gender, and socioeconomic status influence students’ sexual health knowledge and behaviors, health educators and policymakers can develop more effective strategies for reducing the prevalence of STIs among university students. These interventions should include not only educational programs but also initiatives that reduce stigma and increase access to healthcare services, especially in regions where cultural taboos and limited resources hinder open discussions about sexual health (Romero et al., 2020).

One potential approach to improving STI awareness and prevention among university students is the integration of sexual health education into the university curriculum. Studies have shown that students who receive formal sexual health education are more likely to engage in safe sexual practices and seek timely medical care when necessary (Lucar et al., 2024). Such programs can be supplemented with awareness campaigns that use various media platforms, including social media, to reach a broader audience and disseminate accurate information about STIs. Moreover, universities can establish partnerships with local health organizations to provide free or low-cost STI testing and counseling services, ensuring that students have easy access to essential resources (Nuwaha & Muganzi, 2022).

1.2 Statement of the Problem

Despite global efforts to address the growing burden of Sexually Transmitted Infections (STIs), the prevalence of these infections remains high among young people, particularly university students. This demographic is especially vulnerable due to increased sexual activity, lack of adequate sexual health education, and social influences (Hughes & Field, 2015). In Nigeria, university students are no exception to this trend, with many students engaging in risky sexual behaviors due to gaps in sexual health knowledge, misconceptions about STI transmission, and a lack of accessible, accurate information (Ahoyo et al., 2007). These issues are compounded by cultural taboos surrounding sexual health discussions, which often prevent open conversations about STIs and discourage students from seeking medical attention (Mayaud & Mabey, 2024).

While research has been conducted on STI prevalence and knowledge among university students in various regions, several gaps remain, particularly within the Nigerian context. Existing studies often focus on the general prevalence of STIs or broader behaviors related to sexual health, without providing a detailed understanding of how specific sociodemographic factors—such as age, gender, socioeconomic status, and level of education—affect students’ knowledge and perceptions of STIs (Ogbe et al., 2024). While there is literature on the general awareness of STIs among students, limited attention has been given to how these sociodemographic factors interplay to shape students’ attitudes and preventive measures, which are critical for developing targeted interventions (Fatusi & Wang, 2021). The lack of research exploring the relationship between these variables in Nigerian private universities further complicates the development of appropriate health strategies.

In particular, the influence of gender on STI awareness and preventive behaviors is an area that remains underexplored. In many Nigerian communities, discussions around sexual health, especially for female students, are often stigmatized, leading to lower levels of sexual health knowledge and higher risks of STI transmission (Sigbeku et al., 2015). Similarly, the role of socioeconomic status and how it determines access to STI-related healthcare services is not well understood. Research has suggested that students from lower socioeconomic backgrounds may face greater barriers in accessing sexual health education and medical care, yet this connection has not been adequately studied within the context of Nigerian private universities (Lewis, 2021).

Furthermore, while there are efforts to integrate sexual health education into university curricula, these initiatives are often limited in scope and do not adequately address the specific needs of students. There is a need for a more comprehensive understanding of how students at Joseph Ayo Babalola University perceive and respond to STI prevention, based on their unique sociodemographic characteristics. This study aims to fill these gaps by examining how sociodemographic factors influence STI knowledge, attitudes, and preventive measures among students at JABU, contributing to the development of more effective and targeted interventions in Nigeria.

 

1.3 Objectives of the Study

The main objective of this study is to examine the relationship between sociodemographic factors and students’ knowledge of sexually transmitted infections at Joseph Ayo Babalola University. The specific objectives are to:

1. Determine the level of knowledge of sexually transmitted infections among students at Joseph Ayo Babalola University.
2. Examine the influence of sociodemographic factors such as age, gender, and socioeconomic status on students’ knowledge of STIs.
3. Assess the role of religious beliefs and parental education in shaping students’ awareness and perceptions of STIs.

1.4 Research Questions

This study seeks to answer the following research questions:

1. What is the level of knowledge of sexually transmitted infections among students at Joseph Ayo Babalola University?
2. How do sociodemographic factors such as age, gender, and socioeconomic status influence students’ knowledge of STIs?
3. To what extent do religious beliefs and parental education shape students’ awareness and perceptions of STIs?

 

 

1.5     Research Hypotheses

The study will test the following null hypotheses:

1. There is no significant relationship between students’ age and their knowledge of sexually transmitted infections.
2. Gender has no significant influence on students’ knowledge of sexually transmitted infections.
3. Socioeconomic status and parental education do not significantly affect students’ awareness and perceptions of sexually transmitted infections.

1.6     Significance of the Study

This study is significant as it enhances the existing knowledge on sexual health education in Nigerian universities. By exploring how sociodemographic factors impact students’ understanding of sexually transmitted infections (STIs), it provides crucial insights that can guide health educators, policymakers, and university administrators in the development of more effective sexual health awareness programs. The findings from this research will assist university authorities in crafting health intervention strategies tailored to improving students’ STI knowledge and promoting safer sexual practices. By identifying gaps in students’ understanding of STIs, these strategies can be better focused on areas that need more attention, ensuring more effective learning outcomes.

The study also holds value for public health practitioners, as it will help them pinpoint high-risk groups within the university student population. With a clearer understanding of the sociodemographic factors influencing students’ STI awareness, public health campaigns can be directed at the most vulnerable groups, ensuring that efforts to prevent STI transmission are more targeted and efficient. This can lead to improved health outcomes by ensuring that at-risk individuals receive the appropriate education and resources to protect themselves from infections.

Additionally, the study offers a foundation for future researchers to better understand the role of sociodemographic factors in shaping STI knowledge and health behaviors among university students. It will serve as a reference point for further exploration into the connections between age, gender, socioeconomic status, and other demographic variables with students’ sexual health knowledge. This can contribute to the development of more nuanced research in sexual health education, particularly in the Nigerian context.

By addressing the knowledge gaps identified, this study aims to significantly contribute to reducing the transmission of STIs among young adults. Improving students’ awareness of STIs and promoting healthier sexual behaviors is a critical step toward curbing the rise of infections in this vulnerable demographic. The study’s findings will not only help shape future health interventions but will also provide a model for other institutions to follow, fostering a culture of informed sexual health practices across Nigerian universities.

1.7     Scope of the Study

This study focuses on undergraduate students at Joseph Ayo Babalola University, with emphasis on their knowledge of sexually transmitted infections and how sociodemographic factors such as age, gender, socioeconomic background, and religious beliefs influence their awareness. The study will employ a quantitative approach, utilizing structured questionnaires to gather data from students across different faculties and levels of study.

The research will be limited to students within the university campus and will not extend to alumni or non-students. Furthermore, the study will focus primarily on knowledge of STIs rather than actual sexual behaviors or prevalence rates of infections.

1.8 Operational Definition of Terms

1. Sociodemographic Factors: Characteristics of individuals that influence their social and economic status, including age, gender, income level, education, and religion.
2. Sexually Transmitted Infections (STIs): Infections that are primarily spread through sexual contact, such as HIV/AIDS, gonorrhea, syphilis, and chlamydia.
3. Knowledge of STIs: Awareness and understanding of sexually transmitted infections, their causes, modes of transmission, symptoms, and preventive measures.
4. University Students: Individuals enrolled in undergraduate programs at Joseph Ayo Babalola University.
5. Socioeconomic Status: A measure of an individual’s economic and social position, often determined by income level, parental education, and occupation.
6. Religious Beliefs: Personal or institutional faith-based convictions that may influence students’ attitudes towards sexual health and STI prevention.
7. Health Education: The process of providing information and resources to promote awareness and knowledge about health-related topics, including STIs.

Preventive Measures: Actions taken to reduce the risk of contracting or spreading STIs, including condom use, abstinence, and regular medical check-ups.