CONCLUSIONS

This chapter focused on making conclusions on the objectives of the study and recommendations on the qualitative data analysis findings. The researcher summarised the findings on the experiences and perceptions of SBSE based on the identified themes. The scope and limitation of the study were indicated. Recommendations in general were stated and implications related to Education and health sectors and research were outlined. The study generated six themes from the data because of recurring regularity. These were validated through literature control. The direct quotes of the participants were presented as meaning units on tables to validate use of some of

the concepts to label the categories. Based on the results of this study, the researcher drew the following conclusions:

• All the participants were supportive of school-based sexuality education in primary school because it provides right information and skills necessary to promote healthy sexual and reproductive.

• There was lack of commitment from the ministry of education and district

education in ensuring a sustained implementation of the programme.

• Sexuality education was not integrated in the formal curriculum but taught in science subjects some schools and as an extracurricular activity in other schools. • There was insufficient one time training for a limited number of teachers yet

almost all the teachers were expected to teach sexuality education at any given time.

• Due to lack of training, the teachers experienced difficulty in understanding the teaching resources and therefore were not effective in passing on the information to the adolescents.

• Lack of required resources like teaching materials, trained human resource and funds undermined the effectiveness of sexuality education.

• Abstinence only model was being implemented but some of the teachers and

adolescents desired inclusion of more topics beyond what was provided.

• The teachers and adolescents wanted more participation of parents in the

teaching of sexuality education both at school and home.

7.3 EVALUATION OF THE STUDY

Charmaz (2006:182) outlined four criteria that were used to guide constructivist grounded theory as: credibility, originality, resonance and usefulness.

Credibility

Credibility is concerned with whether the results are plausible in terms of the data presented, the analysis, the evidence presented for claims made and the breadth of data gathered. Credibility of a study is crucial not only in terms of the data gathered but to the entire research process.

The data meets these criteria in the following way:

• The research presents intimate familiarity with the topic through a presentation of a wide range literature review of school-based sexuality education, the presentation of study findings into SBSE and a range of discussion and implications of the study taking the existing literature on SBSE into account and comparing this to the new empirical findings in this study.

• The sample group consisted of a range of participants, diverse in terms of age, location and responsibilities in provision of sexuality education resulting in a broad range of perspectives on sexuality education. These ranges of data have provided a rich source from which to make the claims presented. In addition, to facilitate depth to the data in-depth interviews and FGIs lasting on average one hour facilitated a relatively lengthy interview with sufficient time to explore areas of relevance to the participants‟ covering a broad range of topics. The researcher conducted the interviews in a location which suited the participants, typically these took place in their schools and homes.

• The careful listening, reading and re-reading of the recorded and transcribed data formed an important process of getting close to the data and having confidence in its overall credibility. Finally the analysis of the interviews with the participants allowed the researcher to get as close to the participants’ experiences and perceptions of SBSE as possible. In keeping with constructivist grounded theory approach, the result of the study is not the ultimate truth per se, but rather a co constructions of the ‘truth’ based on the understanding and interpretations of the researcher.

Originality

This study adds to the body of work already present in adolescent sexual and reproductive and specifically SBSE. This study has presented “fresh insights” into (1) experiences of primary school aged children in rural school settings (2) the perceptions of parents regarding provision of SBSE in primary school and (3) the context in which sexuality education is provided. Other qualitative studies have focused on secondary school students and teachers in urban settings and explored mainly the facilitators and barriers to SBSE. The implications of the study are further set out later in this chapter.

Charmaz (2006) argues originality should be measured in terms of whether the data presents: “a new conceptual rendering of the data” (p182). This is represented in this study in the new model (Fig 6.1) of the participants’ experiences and perceptions of SBSE. The model sets out the contexts of SBSE, the process of SBSE, strategies to overcome the barriers and the outcome of SBSE. This provides clarification that the benefits of SBSE remains even in rural settings without a formal curriculum. In addition, the parents’ support of SBSE are explained. This study’s clarification of the benefits of SBSE may facilitate further fruitful exploration in other context in the future.

The social and theoretical relevance of this work are reflected in the implications of the findings for health care practice, employers, and future research and are set out in further detail in later in this chapter.

Resonance

Charmaz (2006:182, 183) offers the following questions to be used to assess the resonance of a study:

• To what extent do the categories present “the fullness of the studied experience? 2) To what extent have links been made between: “larger collectivities or institutions and individual lives, when the data so indicate?”

The process of examining: “the fullness of the studied experience” was achieved by ensuring that by the end of the period of data collection no new issues regarding experiences of SBSE were being raised in the interviews. This is termed “theoretical saturation”.

Links were made between: “larger collectivities or institutions and individual lives”. In this study, sexuality education was identified as being of relevance in the lives of all adolescents in a broad range of settings. These included in school and at home as well as for personal relationships with friends, family and community. The study identified the need to overcome barriers at individual, family, community and national levels for effective implementation SBSE. In addition, the model that was developed provides the reader with understanding of the conditions under which SBSE experienced.

Usefulness

The analysis presents findings that offer interpretations that the school authorities, community leaders, parents, ministry of education officials can use to in an effort to improve the experiences of SBSE. This study contributes to the existing knowledge of sexuality education and some insight on the changes to be included in the teaching materials, training teachers on specific areas like orphans and vulnerable children. In addition, recommendations are provided later in the chapter in relation to the contribution of this study to enhancing the implementation of SBSE.