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RELATIONSHIP BETWEEN SOCIODEMOGRAPHIC FACTORS AND KNOWLEDGE OF SEXUALLY TRANSMITTED INFECTION AMONG STUDENTS (A CASE STUDY OF JOSEPH AYO BABALOLA UNIVERSITY)
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
The intersection of sociodemographic factors and knowledge of sexually transmitted infections (STIs) is a crucial area in public health, especially within educational institutions. This study examines the complex relationship between sociodemographic variables and the awareness and understanding of STIs among students at Joseph Ayo Babalola University. Recognizing the interplay between characteristics such as age, gender, socioeconomic status, and educational background, and the level of STI knowledge is essential for creating effective educational programs, preventive interventions, and healthcare policies.
The university setting, with its diverse student population, serves as a microcosm to explore these dynamics. By understanding how sociodemographic factors influence students’ awareness and comprehension of STIs, this research aims to provide insights that can guide targeted educational strategies and enhance the overall health and well-being of the student community at Joseph Ayo Babalola University.
Beyond the university campus, understanding the relationship between sociodemographic factors and STI knowledge among students is significant. Young adults’ attitudes, behaviors, and awareness regarding sexual health during their formative years are crucial determinants of their personal well-being and the broader community’s health. Therefore, this investigation is not only a scholarly pursuit but also a practical effort with potential implications for public health interventions at both university and societal levels.
Joseph Ayo Babalola University’s sociodemographic diversity includes students from various backgrounds, cultures, and socioeconomic statuses. These diverse factors influence students’ STI knowledge through a complex interplay of cultural norms, educational backgrounds, and individual experiences. For example, variations in educational backgrounds might affect the quality and accessibility of sexual health education received before university. Cultural norms and societal expectations also shape attitudes towards sexual health discussions, impacting students’ willingness to seek information or engage in conversations about STIs.
Gender is another critical sociodemographic factor to explore in the context of STI knowledge. Research indicates that gender dynamics influence health-seeking behaviors, risk perceptions, and the extent of information sought about sexual health. Understanding how gender intersects with other sociodemographic variables to shape STI awareness among students is vital for developing gender-sensitive educational initiatives and targeted interventions that address the unique needs and challenges faced by male and female students alike.