Knowledge of Sexual Abuse and Preventive Measures Among Students of Government Girls Day Senior Schools Shinkafi Local Government Area of Zamfara State
Chapter One
Objectives of the Study
The following specific objectives were investigated:
- To assess the level of knowledge about sexual abuse among students in Government Girls Day Senior Schools in Shinkafi Local Government Area of Zamfara State.
- To determine the awareness and utilization of preventive measures against sexual abuse among students in the aforementioned schools.
- To evaluate the impact of existing educational programs on sexual abuse prevention among students.
CHAPTER TWO
LITERATURE REVIEW
Conceptual Review
The Concept of Sexual Abuse
The exploration of sexual abuse involves an intricate understanding of its various forms, encompassing a range of behaviours that violate personal boundaries (Finkelhor et al., 2020). Sexual abuse manifests in diverse ways, including but not limited to non-consensual acts, harassment, and coercion. Each form presents unique challenges in identification and prevention, necessitating a comprehensive examination to address the multifaceted nature of the issue (Finkelhor et al., 2020; Chimah et al., 2020).
Moreover, perspectives on what constitutes sexual abuse can vary significantly, influenced by cultural, social, and individual factors. Cultural norms, societal expectations, and prevailing attitudes all play a role in shaping how acts are perceived within a specific community (Bessa et al., 2019). For instance, some societies may exhibit a higher tolerance for certain behaviours, while others may categorically condemn them. Understanding these variations is crucial for tailoring preventive measures and interventions to align with the prevailing perspectives within a given cultural context (Bessa et al., 2019; Daigneault et al., 2021).
Cultural and contextual factors are instrumental in shaping perceptions of sexual abuse. The acceptance or condemnation of specific behaviours is often rooted in cultural norms and values (Bessa et al., 2019). Furthermore, contextual elements such as socio-economic conditions, educational environments, and community structures contribute to the nuanced understanding of sexual abuse within a given population (Chimah et al., 2020). These factors influence not only the occurrence of sexual abuse but also impact individuals’ willingness to report incidents and seek support. Consequently, a comprehensive analysis of sexual abuse must consider the intricate interplay between cultural, contextual, and individual factors to inform effective preventive strategies (Bessa et al., 2019; Chimah et al., 2020).
Preventive Measures of Sexual Abuse in Educational Settings
Within educational settings, a multitude of preventive measures have been implemented to address sexual abuse and create safer environments for students. Schools often employ a combination of awareness programs, educational initiatives, and policy frameworks to tackle the issue (Babatunde & Sanusi, 2019). These preventive measures aim to equip students with knowledge about sexual abuse, promote a culture of reporting, and establish a framework for intervention.
The effectiveness of preventive measures within educational settings is a critical aspect of addressing sexual abuse. Research indicates that well-designed and comprehensive programs can contribute to reducing the incidence of sexual abuse in schools (Daigneault et al., 2021). Effective measures not only raise awareness but also foster a supportive atmosphere that encourages reporting and discourages perpetration.
However, despite the implementation of preventive measures, there exist significant gaps and challenges in their execution. Some programs may lack inclusivity, failing to consider the specific needs and vulnerabilities of diverse student populations (Svensson et al., 2019). Additionally, challenges in communication, reporting mechanisms, and follow-up procedures can undermine the overall efficacy of preventive measures (Daigneault et al., 2021). Identifying and addressing these gaps is crucial for refining and reinforcing existing preventive strategies.
Furthermore, the cultural and contextual aspects of the educational setting play a pivotal role in determining the success of preventive measures. What works well in one cultural context may not be as effective in another, emphasizing the need for culturally sensitive approaches (Mukoro, 2017). Overcoming these challenges requires a nuanced understanding of the local culture, socioeconomic factors, and the specific dynamics within educational institutions.
Knowledge and Awareness of Sexual Abuse
Previous studies have delved into students’ awareness levels regarding sexual abuse, shedding light on the extent to which students comprehend and recognize the various facets of this pervasive issue. Research conducted by Ajidagba et al. (2021) in Nigeria, for instance, emphasizes the significance of understanding students’ baseline awareness as a crucial starting point for any intervention. These studies have explored the diverse dimensions of students’ knowledge, ranging from recognizing inappropriate behaviours to understanding the importance of reporting incidents promptly.
Factors influencing students’ knowledge of sexual abuse encompass a myriad of elements. Socioeconomic status, educational background, cultural beliefs, and exposure to information all play pivotal roles in shaping students’ awareness levels (Beyene et al., 2019). For instance, students from different socioeconomic backgrounds may have varied access to information, impacting their ability to comprehend and recognize instances of sexual abuse. Recognizing these influencing factors is essential for tailoring awareness campaigns and educational programs to address the specific needs of diverse student populations (Beyene et al., 2019; Kunnuji & Esiet, 2023).
The relationship between awareness and preventive behaviours is a critical aspect of understanding how students respond to sexual abuse. Studies such as that conducted by Folayan et al. (2020) emphasize the direct correlation between heightened awareness and the likelihood of engaging in preventive behaviours. Students who are well-informed about sexual abuse are more likely to adopt precautionary measures, report incidents promptly, and actively contribute to creating a safer educational environment (Folayan et al., 2020). Therefore, unravelling the dynamics of this relationship is pivotal for designing effective interventions that not only enhance awareness but also translate that awareness into proactive preventive actions.
CHAPTER THREE
Methodology
Research Design
The study utilized a quantitative survey research design to explore the understanding of sexual abuse and preventive measures among students in Government Girls Day Senior Schools in Shinkafi Local Government Area of Zamfara State (Creswell & Creswell, 2018). This research design was chosen to quantitatively assess the knowledge levels of students regarding sexual abuse and the effectiveness of existing preventive measures.
In employing a quantitative research design, the investigation gathered data at a specific moment in time, offering a snapshot of the student’s awareness and experiences concerning sexual abuse (Creswell & Creswell, 2018). This approach facilitated a comprehensive examination of the prevailing conditions, allowing for a detailed analysis of student’s knowledge and the factors influencing their understanding of sexual abuse within the educational setting.
The selection of a quantitative survey research design aligns with the nature of the study’s objectives, which involve measuring and quantifying the levels of knowledge among students (Creswell & Creswell, 2018). This methodological choice ensures a systematic and structured approach to data collection, enabling the generation of numerical data that can be statistically analyzed to draw meaningful conclusions about the extent of students’ awareness and the effectiveness of preventive measures.
Setting
The investigation took place in the Shinkafi Local Government Area of Zamfara State, Nigeria, with Shinkafi serving as the designated geographical location for the research (Creswell & Creswell, 2018). The selection of Shinkafi was deliberate and stemmed from its significance to the study population, ensuring a contextualized and targeted exploration within a specific educational environment.
This geographical focus aligns with the study’s objective to delve into the knowledge of sexual abuse and preventive measures among students in Government Girls Day Senior Schools (Creswell & Creswell, 2018). By concentrating the research within Shinkafi, the study aimed to capture the unique characteristics and dynamics of this specific locale, contributing to a more nuanced understanding of the experiences and perspectives of students in the selected schools.
The rationale for choosing Shinkafi as the research location is grounded in the belief that a geographically targeted approach enhances the study’s relevance and applicability to the identified population (Creswell & Creswell, 2018). This deliberate selection ensures that the findings are tailored to the specific context of the Government Girls Day Senior Schools in Shinkafi, offering insights that can potentially inform localized strategies and interventions to address issues related to sexual abuse and prevention.
Target Population
The study focused on a target population comprising 171 students from Government Girls Day Senior Schools in Shinkafi Local Government Area of Zamfara State (Saunders et al., 2019). The determination of the population size was grounded in the current enrollment figures of the specific schools under investigation. This approach aligns with the research’s intention to gather insights from a representative sample of students within the identified educational context.
The choice of this target population is strategic, reflecting a balance between feasibility and the need for a comprehensive understanding of sexual abuse knowledge and preventive measures within the study’s scope (Saunders et al., 2019). By concentrating on the Government Girl’s Day Senior Schools in Shinkafi, the study aimed to obtain a nuanced perspective that considers the unique dynamics and experiences of students in these particular institutions.
This targeted approach is consistent with the study’s overarching objective of contributing context-specific insights to the existing body of knowledge on sexual abuse in educational settings (Saunders et al., 2019). The decision to focus on a specific population size within the identified schools ensures a manageable yet meaningful data collection process, facilitating a more in-depth analysis of the knowledge and awareness levels of students regarding sexual abuse and preventive measures.
CHAPTER FOUR
RESULTS
Results
CHAPTER FIVE
Discussion of Findings
Identify key findings
The key findings from Tables 4.5 to 4.12 reveal crucial insights into students’ awareness, knowledge, and engagement with issues related to sexual abuse and preventive measures in Government Girls Day Senior Schools in Shinkafi Local Government Area of Zamfara State.
Starting with Table 4.5, it is evident that a substantial proportion of students, approximately 83.7%, acknowledge their ability to recognize situations that may constitute sexual abuse. This is a noteworthy finding, indicating a high level of awareness among students regarding potential instances of sexual abuse. Such awareness is a key foundation for building a safe and informed educational environment.
Moving to Table 4.6, which explores students’ familiarity with the cultural and contextual factors influencing perceptions of sexual abuse, approximately 68.3% of students either strongly agree or agree that they are aware of these factors. This finding suggests that students recognize the impact of cultural nuances on understanding and interpreting sexual abuse. It underscores the importance of cultural sensitivity in addressing and preventing sexual abuse.
Table 4.7 delves into students’ understanding of the different dimensions of sexual abuse. Here, a substantial majority of students (78.8%) either strongly agree or agree that they do not lack understanding about these dimensions. This is a positive indicator, implying that students perceive themselves as having a comprehensive understanding of the various aspects associated with sexual abuse.
Table 4.8 reveals positive attitudes among students regarding their active participation in educational programs on preventing sexual abuse. A significant 67.3% either strongly agree or agree that they actively engage in such programs. This finding suggests that educational initiatives are effectively capturing students’ interest and encouraging their involvement in activities aimed at preventing sexual abuse.
Moving to Table 4.9, the majority of students (75.9%) either strongly agree or agree that they are aware of the preventive measures recommended to safeguard against sexual abuse. This finding is crucial, indicating that students possess knowledge about actions and strategies to protect themselves from sexual abuse, thereby contributing to a safer educational environment.
Tables 4.10 to 4.12 further explore students’ perceptions of the effectiveness of preventive measures and educational programs. The results indicate that a significant proportion of students believe in the effectiveness of these measures. However, it is noteworthy that a percentage ranging from 10.6% to 16.3% remains uncertain about the impact of existing programs and preventive measures. This uncertainty highlights potential areas for improvement or further clarification in educational interventions.
In summary, the key findings underscore positive aspects of students’ awareness, knowledge, and attitudes toward sexual abuse and preventive measures. These findings lay a foundation for affirming the effectiveness of current initiatives while also indicating areas where additional efforts or clarifications may be beneficial to enhance students’ understanding and engagement.
Continuing with the key findings from Tables 4.13 to 4.16, the focus shifts to students’ perspectives on educational initiatives, their beliefs in the impact of existing programs, and the perceived effectiveness of preventive measures.
Table 4.13 investigates students’ beliefs in the role of educational initiatives in preventing sexual abuse. A substantial majority, around 77.9%, either strongly agree or agree that educational initiatives play a crucial role in preventing sexual abuse. This finding is significant, indicating that students recognize the importance of educational interventions in fostering a safer environment.
Moving to Table 4.14, which explores students’ certainty about the impact of existing educational programs on preventing sexual abuse, the results reveal that a significant proportion, 79.8%, either strongly agree or agree. However, it is noteworthy that a combined 43.3% of students are either uncertain or disagree. This suggests a potential need for further evaluation or communication about the effectiveness of ongoing educational programs.
Table 4.15 assesses students’ perceptions of the effectiveness of current educational programs, revealing that a majority, 81.7%, either strongly agree or agree with the effectiveness of these programs. However, a small percentage, 7.7%, strongly disagrees, indicating some scepticism or reservations among a minority of students.
Lastly, Table 4.16 provides one-sample statistics, including the mean and standard deviation, for three key aspects: the level of knowledge about sexual abuse, awareness and utilization of preventive measures, and the impact of existing educational programs. These statistics offer a quantitative overview of the central tendencies and variability in students’ responses.
In summary, the findings from Tables 4.13 to 4.16 highlight generally positive perceptions among students regarding the role and impact of educational initiatives in preventing sexual abuse. However, there are indications of some uncertainty and scepticism among a subset of students, emphasizing the importance of ongoing evaluation, communication, and potential adjustments to ensure the continued effectiveness of preventive measures and educational programs.
Implication of the Study
The study’s findings align with Elias et al. (2021), who emphasized the concealed nature of child sexual abuse among adolescents in Nigeria. The prevalence of sexual abuse among adolescents, as highlighted in Tables 4.5 and 4.6, underscores the importance of targeted preventive measures. Kunnuji and Esiet (2023) noted the prevalence and correlates of sexual abuse among female out-of-school adolescents, emphasizing the need for tailored interventions. The positive responses in Table 4.8, where students actively participate in educational programs, resonate with the literature suggesting that increased awareness and participation contribute to prevention efforts (Lee et al., 2023).
The findings also align with Finkelhor et al. (2022), who explored the lifetime prevalence of child sexual abuse. Tables 4.10 and 4.11 reveal students’ uncertainty about the effectiveness of preventive measures and their lack of knowledge about available measures. This uncertainty highlights a potential gap in communication or understanding, reinforcing the need for clearer and more comprehensive education on preventive measures (Rockowitz et al., 2021).
Furthermore, the study’s findings are in line with research by Mollica and Son (2019), emphasizing cultural dimensions in the evaluation and treatment of sexual trauma. The responses in Tables 4.7 and 4.9, where students express varying levels of familiarity with cultural and contextual factors influencing perceptions of sexual abuse, underscore the importance of culturally sensitive approaches in educational programs (Mukoro, 2017).
The study contributes to the existing literature by providing insights into students’ perspectives on the impact of educational programs. The positive responses in Tables 4.12 and 4.13, where students acknowledge the role of educational initiatives in increasing awareness and understanding, align with studies emphasizing the significance of culturally sensitive sexual health education (Lacey, 2017).
In summary, the key findings from Tables 4.5 to 4.13 indicate that while there is a positive inclination towards educational programs, there are also areas of uncertainty and gaps in knowledge. The implications of these findings suggest the need for more targeted and culturally sensitive interventions, emphasizing not only increasing awareness but also fostering a deeper understanding of sexual abuse and its preventive measures among students.
Implications to Nursing
The implications of the study’s findings for nursing are substantial, as nurses play a crucial role in public health, education, and preventive healthcare. Understanding the knowledge, awareness, and perceptions of students regarding sexual abuse and preventive measures can inform nursing practices in various ways.
Firstly, the study’s findings underscore the importance of integrating sexual abuse prevention education into nursing curricula. Nurses, as educators and healthcare providers, should be equipped with the knowledge and skills to address the sensitive issues surrounding sexual abuse. Incorporating this education into nursing programs ensures that future nurses are well-prepared to contribute to preventive efforts in their communities. Additionally, providing ongoing training for practising nurses can enhance their ability to recognize signs of sexual abuse, offer support to victims, and actively participate in community awareness programs.
Secondly, the findings highlight the need for culturally sensitive nursing interventions. Nigeria, like many countries, is culturally diverse, and perceptions of sexual abuse can vary across different communities. Nurses must be culturally competent, understanding the unique contextual factors that influence individuals’ views on sexual abuse. This cultural sensitivity is essential when engaging with students, families, and communities to ensure that preventive messages are tailored to the specific needs and beliefs of the population.
Furthermore, the study’s implications emphasize the role of nurses in school health programs. Nurses working in educational settings can collaborate with school administrators, teachers, and parents to develop and implement comprehensive sexual abuse prevention programs. These programs should not only focus on increasing students’ knowledge but also address cultural and contextual factors that may impact their understanding of sexual abuse. Nurses can take a leadership role in organizing workshops, seminars, and awareness campaigns within schools to create a safer environment for students.
Nurses are also instrumental in advocating for policy changes and institutional support to address sexual abuse prevention. The study’s findings, particularly the students’ uncertainty about the effectiveness of existing preventive measures, signal a potential gap in policy implementation or enforcement. Nurses, as advocates for public health, can engage with policymakers, educational authorities, and community leaders to ensure the development and enforcement of policies that prioritize sexual abuse prevention in schools.
Additionally, the study implies that nursing interventions should extend beyond traditional healthcare settings. Nurses can actively engage with community-based organizations, non-governmental organizations (NGOs), and local leaders to create a collaborative network focused on sexual abuse prevention. By fostering partnerships, nurses can leverage resources and expertise to implement community-wide initiatives that address the root causes of sexual abuse and promote a culture of prevention.
Limitations of the study
While the study contributes valuable insights into the knowledge and perceptions of sexual abuse among students in Government Girls Day Senior Schools in Shinkafi Local Government Area of Zamfara State, it is crucial to acknowledge and address certain limitations. Firstly, the study’s cross-sectional design, while providing a snapshot of the student’s awareness at a specific point in time, limits our ability to establish causal relationships or observe changes over time. Longitudinal studies could offer a more comprehensive understanding of the dynamics involved in the student’s knowledge of sexual abuse and the effectiveness of preventive measures.
Secondly, the study’s reliance on self-reported data through a structured questionnaire introduces the potential for response bias. Students might provide socially desirable responses or underreport sensitive information due to concerns about confidentiality or social stigma. Although efforts were made to ensure anonymity and encourage honest responses, the inherent limitations of self-report measures should be considered. Future research could incorporate additional methodologies, such as interviews or focus group discussions, to complement the quantitative findings and provide a more nuanced understanding of students’ perspectives on sexual abuse.
Despite these limitations, the study lays a foundation for further research in the field of sexual abuse prevention among students. By acknowledging and addressing these constraints, future studies can build upon this research to develop more robust methodologies and interventions that contribute to the overall well-being and safety of students in educational settings.
Summary
The study conducted among students in Government Girls Day Senior Schools in Shinkafi Local Government Area of Zamfara State presents a nuanced understanding of their knowledge, awareness, and experiences related to sexual abuse. The findings from various tables shed light on key aspects, providing a comprehensive overview of the students’ perspectives.
Starting with Table 4.5, it is evident that a significant proportion of students strongly agree or agree that they can recognize situations that may constitute sexual abuse. This indicates a reasonable level of awareness and understanding among the students regarding what constitutes sexual abuse. Furthermore, Table 4.6 highlights that a considerable number of students are familiar with the cultural and contextual factors influencing perceptions of sexual abuse, demonstrating a well-rounded awareness that extends beyond the immediate recognition of abuse situations.
Moving on to Table 4.8, a positive trend emerges as a substantial number of students actively participate in educational programs on preventing sexual abuse. This suggests an eagerness among the students to engage in initiatives aimed at enhancing their knowledge and understanding of sexual abuse prevention. Additionally, Table 4.9 reveals that a majority of students are aware of the recommended preventive measures against sexual abuse, indicating that the educational programs are successful in disseminating this crucial information.
However, despite the positive aspects, Table 4.10 and Table 4.15 present some concerns. A notable number of students express uncertainty about the effectiveness of the preventive measures in place and perceive a lack of effectiveness in current educational programs addressing sexual abuse. These findings raise questions about the perceived impact and efficacy of existing initiatives, signalling a need for further evaluation and potential enhancements in educational programs.
The findings from Table 4.16, summarizing mean scores for different aspects, provide additional insights. While students exhibit a high mean score for the level of knowledge about sexual abuse, the mean score for the awareness and utilization of preventive measures is slightly lower. This suggests that there might be variations in the depth of understanding and practical application of preventive measures among the students.
Conclusion
The hypotheses tested in this study aimed to explore the relationships between the level of knowledge about sexual abuse, students’ ability to identify and report such incidents, as well as the correlation between the awareness and utilization of preventive measures against sexual abuse and the reduction in its incidence. The results of the one-sample t-tests provided insights into these relationships.
Firstly, the analysis revealed a significant relationship between the level of knowledge about sexual abuse and students’ ability to identify and report such incidents. The findings suggest that a higher level of knowledge positively influences students’ capacity to recognize and report instances of sexual abuse, emphasizing the importance of educational initiatives in empowering students with the necessary information.
Secondly, the study indicated a positive correlation between the awareness and utilization of preventive measures against sexual abuse and a reduction in its incidence among students. This underscores the potential effectiveness of preventive measures when students are not only aware of them but actively incorporate them into their behaviours.
In conclusion, the results affirm the critical role of knowledge and awareness in mitigating the impact of sexual abuse among students. These findings contribute to the existing body of literature on sexual abuse prevention strategies and highlight the need for continued efforts in fostering awareness and implementing effective preventive measures within educational settings.
Recommendations
The following recommendations were proposed:
- Strengthening Sexual Education Programs: Implement comprehensive sexual education programs within schools to enhance students’ knowledge and awareness of sexual abuse. These programs should cover various aspects, including recognizing different forms of abuse, understanding consent, and providing information on available preventive measures.
- Promoting Active Participation: Encourage active participation of students in educational programs addressing sexual abuse. Create an inclusive and participatory environment that facilitates open discussions, question-and-answer sessions, and engagement with relevant materials. This approach can contribute to a deeper understanding and retention of information.
- Continuous Evaluation of Educational Initiatives: Regularly assess the effectiveness of existing educational initiatives through surveys, feedback sessions, and follow-up assessments. This ongoing evaluation ensures that programs remain relevant, impactful, and aligned with the evolving needs and perceptions of students.
- Collaboration with External Support Services: Establish partnerships with external organizations, including rape crisis centres, counseling services, and community support groups. Collaborative efforts can provide additional resources, expertise, and support mechanisms to complement school-based initiatives.
- Integration of Cultural Sensitivity: Tailor educational materials to be culturally sensitive, considering the diverse backgrounds and perspectives of students. Acknowledging cultural factors that influence perceptions of sexual abuse ensures that the educational content resonates effectively with the target audience.
- Expanding Preventive Measures: Broaden the scope of preventive measures beyond educational programs. Explore the incorporation of safety measures, such as improved lighting, security personnel, and awareness campaigns within the broader community surrounding schools.
- Enhancing Reporting Mechanisms: Establish confidential and accessible reporting mechanisms within schools to encourage students to report incidents of sexual abuse. Promote a culture of trust and assurance that reports will be handled with sensitivity, confidentiality, and prompt action.
- Continuous Professional Development for Educators: Provide ongoing training and professional development opportunities for educators to stay abreast of evolving trends, best practices, and effective teaching methods in sexual abuse prevention. Well-informed educators are pivotal in delivering accurate and impactful content to students.
Suggestions for further studies
Exploring the Impact of Parental Involvement: Further research could delve into the dynamics of parent-child communication, parental attitudes toward sexual education, and the effectiveness of collaborative efforts between schools and parents. Understanding how parents contribute to their children’s knowledge on this sensitive subject and their role in supporting preventive measures could provide valuable insights.
Comparative Analysis of Regional Variances: Another promising area for future studies is a comparative analysis of regional variances in the prevalence of sexual abuse and the effectiveness of preventive measures. Given the cultural diversity within Nigeria, exploring how different regions address and perceive sexual abuse could uncover nuanced insights. Comparative studies could shed light on the impact of cultural, socio-economic, and geographic factors on the prevalence of sexual abuse, helping tailor preventive strategies to specific regional needs.
Longitudinal Studies on Program Efficacy: Conducting longitudinal studies to assess the long-term efficacy of sexual education programs would offer a comprehensive understanding of their impact over time. Following students through their educational journey and beyond could reveal how well their knowledge and awareness persist into adulthood. Longitudinal research would also allow for the identification of potential factors influencing the sustained effectiveness of preventive measures and inform adjustments to educational initiatives for sustained impact.
References
- Abeid, M., Muganyizi, P., Massawe, S., Mpembeni, R., Darj, E., & Axemo, P. (2021). Knowledge and attitude towards rape and child sexual abuse – A community-based cross-sectional study in Rural Tanzania. BMC Public Health, 15(1), 428. https://doi.org/10.1186/s12889-015-1757-7
- Ajidagba, E., Bello, B., Wale, M., Uwa, U., Adebisi, A., Ayokunle, F., & Fatusi, A. (2021). Prevalence and factors associated with sexual violence among adolescents within a tertiary institution in Ile-Ife, Osun State, Nigeria. African Journal of Gender and Development, 2(2), 53–67. https://www.researchgate.net/publication/306379435_Prevalence_and_factors_associated_with_sexual_violence_among_adolescents_within_a_tertiary_institution_in_Ile-Ife_Osun_State_Nigeria.\
- insulin. (2017). A comparative study on prevalence patterns and determinants of sexual abuse amongst adolescents in selected slums and non-slums communities in Lagos [Dissertation]. National Postgraduate Medical College of Nigeria. https://www.dissertation.npmcn.edu.ng/index.php/FMCPH/article/view/2600
- Al Mamun, F., Hosen, I., & Mamun, M. A. (2021). Sexual violence and rapes increment during the COVID-19 pandemic in Bangladesh. EClinicalmedicine, 34, 100817. https://doi.org/10.1016/j.eclinm.2021.100817
- Anderson, V., Fontinha, R., & Robson, F. (2020). Research Methods in Human Resource Management: Investigating a Business Issue (4th ed.). London: CIPD. Chapter 5: Planning the research process.
- Babatunde, S. O., & Sanusi, R. A. (2019). Sexual Behaviours and Experience of Sexual Coercion among In-school Female Adolescents in Southwestern Nigeria. medRxiv, 19000851. https://doi.org/10.1101/19000851
