Abstract:
This study was conducted to understand the knowledge and use of contraceptive
methods among female students at Kibi School for the Deaf. This study employed
quantitative approach and case study as a design. Data were gathered from 27 female
students. Questionnaire was used to obtain data from participants. The data were
processed using SSPS software to separate the raw data obtained from the field. The
results showed that participants’ knowledge about contraceptive methods are
relatively not encouraging, with 40.7% of participants knowing at least a method. The
common sources of information regarding contraceptives method among the
participants was through their friends and peers representing 22.2%. Participants had
Knowledge of at least one contraceptive method and this was mostly knowledge of
condoms. Result of this study revealed that the knowledge does not correspond with
the use of contraceptive methods among the students. Twenty out of the 27
participants constituting 74.1 percent confirmed they have not used any type of
contraceptive methods before. Although some the female deaf students (25.9 percent)
had reported ever using a contraceptive method, consistent contraceptive use is very
low. Again, it was revealed that students were unable to get access to contraceptive
methods due to inadequate education on the relevance of using it. The study further
revealed that, the female deaf students have negative misconception of using
contraceptive methods. The study recommended that government through the
Ministry of Education and the Ghana Education Service should make the learning of
reproductive health education as part of the education curriculum of students with
special needs to enhance the impartation of knowledge and use of contraceptive
methods. It is also recommended that parents and teachers must encourage the use of
contraceptive methods among female deaf students, the surest way to prevent
unwanted pregnancy as well as contracting sexually transmitted infections (STI’s)
considering their condition.
Description:
A thesis in the Department of Special Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment
of the requirements for award of the degree of
Master of Philosophy
(Special Education)
in the University of Education, Winneba