EFFECTIVENESS OF SEX EDUCATION TO THE SEXUAL

PERCEPTION OF GRADE 9 STUDENTS

Aguila, Krissaliah, B.

Bantigue, Ellearha Shai, R.

Barcelona, Mikaela Angelei, P.

Diaz, Christian Allie, A.

Pamintuan, Catherine, V.

Rolle, Jirah Anne, J.

Sanchez, Benedict, M.

Ursua, Cyrell Elih, L.

SUBMITTED TO:

Mrs. Dahl Marie Dacles

 CHAPTER I

INTRODUCTION:

In the generation today, it is not surprising that most teens are very curious to their
surroundings. There are many platforms that they can use to satisfy their curiosity. One trending
topic to the teenagers nowadays is the discussion about sexual intercourse. Due to the rampant
cases of teenage pregnancy, it has been a big question to many if the problem is in the society, or
to the individuals themselves that makes this phenomenon uncontrolled. Some says that pre-
marital sex should be avoided and is the answer to the problem, some says it can be solved by
means of contraceptives like condoms and pills, and some believes that it’s just a matter of self-
control and discipline.

Adolescence is a highly dynamic period characterized by rapid growth and development.

Adolescents have limited knowledge about sexual and reproduction health, and know little about
the natural processes of puberty, sexual health, pregnancy or reproduction. Sex education should
be an integral part of the learning process beginning in childhood and continuing into adult life,
because it is lifelong process. Some may find it disturbing and awkward when talking about this
topic, but regardless of its sensitivity it should be taken seriously and people, especially
teenagers should have a broad understanding and an open mind to discuss it. Sexually active
teenagers are a matter of serious concern. In the past decades many school-based programs have
been designed for the sole purpose of delaying the initiation of sexual activity. There seems to be
a growing consensus that schools can play an important role in providing youth with a
knowledge base which may allow them to make informed decisions and help them shape a
healthy lifestyle (St Leger, 1999).

We all know that sex education is the way or program to help us more knowledgeable
about sexual intercourse, but it also help us to be more aware about the STD or the Sexually
Transmitted Diseases that is also a big issue in today’s society. But how does sex education
started? In England from the late 19th century, a number of sex education publications were
produced, mainly aimed at helping parents to enlighten their children. However, in school, little
formal school sex education took place before the Second World War. What there was often took
place in the context of ‘hygiene’. There are references from the 1920s to senior girls being
provided with instruction on such topics as ‘self-reverence, self control and true modesty, and to
boys, on leaving schools, being given talks on the ‘temptation of factory and workshop life’, with
special reference to sex. Sex education is high quality teaching and learning about a broad
variety of topics related to sex and sexuality, exploring values and beliefs about those topics and
gaining the skills that are needed to navigate relationships and manage one’s own sexual health.
Sex education may take place in schools, in community settings, or online. Planned Parenthood
believes that parents play a critical and central role in providing sex education.

Thus the notion of sexual health implies a positive approach to human sexuality, and the
purpose of sexual health care should be the enhancement of life and personal relationships and
not merely counseling and care related to procreation or sexually transmitted diseases (WHO,
1975). The knowledge about sexual health is not merely all about reproduction and safe sex, but
also the awareness and prevention to certain diseases. While sex education is continually a
working program to every schools, it is still a question if this really affects the behavior and
perception of students to this kind of issue. The school is the only institution in regular contact
with a sizable proportion of the teenage population (Zabin and Hirsch, 1988), with virtually all
youth attending it before they initiate sexual risk-taking behavior (Kirby and Coyle, 1997).

This study is intended to answer what are the perceptions of the students, specifically
Grade 9 students of St. Joseph School of San Jose City, Nueva Ecija, Inc. of their perceptions
about the effectiveness of Sex Education to them, as a student and a teenager experiencing
different cases regarding to this issue.

STATEMENT OF THE PROBLEM:

Generally, it is the ultimate aim of the study to determine the perception towards sex education,
it will seek answers on the following questions.

1. What are the profile characteristics of the respondents in terms of?

1.1 Gender
1.2 Age

1.3 Civil Status

1.4 Parent’s marital status

2. What is the level of effectiveness of sex education among Grade 9 students?

3. Is there a significant difference between the effectiveness of sex education to the sexual
perception of Grade 9 students when grouped by the profile variables?

HYPOTHESIS:

There is no significant differences in the Grade 9 students’ level of perception towards Sex
Education when group by profile variables.

SCOPE AND DELIMITATION:

This research will be held on January 30, 2019, at St. Joseph School, San Jose City, Nueva Ecija.
The respondents of this research will be the Grade 9 students.

SIGNIFICANCE OF THE STUDY:

Students. This research will help them understand if there is a significant effect of Sex Education
to their perception and thinking skills.

Parents. This study will make the parents of the students to be knowledgeable about the impacts
of Sex Education to the current teenagers/students and what are their perception about the
program, if it is helpful or not in their daily lives.

Teachers. This research will serve as guide to them to improve their skills in presenting this
program to their students and to see its effects to its different point of view.
The School and Institution. The school can improve its teaching skills and methods on how they
are going to present such topics to the students and develop its effectiveness by the use of this
research.

Future researchers. This will serve as a basis in the next research and may can be a new found
source of information that can help them in future researches regarding to the topic of Students'
perception towards Sex Education.
 CHAPTER II

Review of Related Literature and Studies

A. Related Literature

Sources of sex education for adolescents were examined in three UK national surveys
(Currie et al. 2008; Macdowall et al. 2006; Wellings et al. 2001). School-based sex education
was reported as the main source of information about sex, others including parents, peers and
media. Similar findings were found in a survey of 682 youth in China (Zhang, Li and Shah
2007). Sex education is not commonly taught in home but rather it is first hand learned in school
by some sexually-related activities or programs. Therefore, it is the school’s main objective to
teach the youngsters all the basic things they need to learn about this matter.

Its effects on sexual knowledge and skills were explored. In England, Stephenson et al.
(2004) conducted a school-based randomized trial of over 8000 pupils aged 13 to14 years to
evaluate the long-term effect of pupil-led sex education. The program showed some positive
impact on self-reported knowledge of methods to prevent STIs and skills in using condoms at
age 16 years.

Sex education includes all these teachers. And if schools are going to help young people
navigate these lessons, both in and out of the classroom, they should enlist the help of parents.
Schools have a responsibility to offer students comprehensive, inclusive, medically accurate
sexual health education regardless of who their parents are. But this mission is enhanced when
schools, and sex education advocates, recognize parents as resources for sex education. Let’s not
be afraid of sending home notices about the sexual health education students will be receiving.
Let’s invite parents to share their concerns and hopes with schools and teachers. Let’s opt parents
into sex education. They may benefit from it as much as their kids.

Concerns about sexual content on television were raised by some US studies. In a

national longitudinal survey of 1792 adolescents aged 12-17 years, respondents who were
found to view more sexual content on television at baseline tended to lose virginity during
the subsequent year. (Collins et al. 2004). Somers and Tynan (2006) studied a sample of 473
pupils, indicating that viewing sexual content and sexually suggestive dialogue on television was
a positive predictor for the frequency of sexual intercourse and the number of sexual partners in
White respondents, whereas this relationship was not found in Black and Hispanic respondents.
These findings were supported by a recent national longitudinal survey, where 12-17-year old
who exposed to high levels of sexual content on television were twice as likely to become
pregnant in the subsequent three years, compared with those with lower levels of exposure
(Chandra et al. 2008).

The role of school sex education appears to be controversial. Opponents are worried that
early and comprehensive sex education programs may encourage pupils to become
sexually active. It seems that there is not enough evidence to support this view. School has
been seen as an important source to gain factual knowledge about sex, contraception, and
sexually transmitted diseases, although its effectiveness in delaying sexual initiation and
reducing teenage pregnancy rates still remains debatable. In Britain, although some general
guidance is established (Department of Education and Employment 2000), the
implementation of sex education varies from school to school and even from teacher to
teacher within a single school (Buston, Wight and Scott 2001). Inadequate training for
teachers and their lack of interest in providing the course have influenced the outcome of this
education (Buston, Wight and Scott 2001).

B. Related Studies
 CHAPTER III
Research Methodology

Research Design

This study will utilize a combination of descriptive-correlational and quantitative

research. The statistical part will show how effective sex education of the school is on the
sexual perception of the students, specifically Grade 9. The correlational part will discuss if
there is a certain relationship of the profile variables (gender, age, civil status, parent’s marital
status) to their perceptions towards sex education. Lastly, the statistical part will determine
how many students finds sex education effective in the school.

Research Locale
All respondents living in Nueva Ecija, a province in Region 3. It is a gateway to central
Luzon that serves young people from Lupao, Carranglan, Munoz, and other neighboring cities
and town in terms of educational welfare. Saint Joseph School, a known Catholic school and
institution in San Jose City.

Respondents of the Study and Sampling

The respondents of the study are students from Saint Joseph School at the age of 13 to 14
years old. The respondents were determined through stratified random sampling technique.

Research Instrument

The following research instrument(s) will be used in the study:

 1. Sex Education-Efficacy questionnaires- this questionnaire was derived from will be
used to evaluate and determine the effectiveness of sex education to the students.

Strongly Strongly
Disagree Disagree Undecided Agree Agree
I am glad that the government has finally realized the need for sex education.

I feel anxious that my children are learning about sex and sexuality at such
a young age

My worries are gone when Dep Ed stopped the pilot testing of sex
education modules to chosen schools

I feel relieved to know that the Church is opposing the efforts of the
government to implement sex education in the primary level

I don’t feel comfortable discussing matters of sexuality and reproduction to

my children

I feel satisfied with the current curriculum in the primary schools

I feel like there’s no need for sex education in the primary schools.

I feel secured with the capability of teachers with regards to teaching sex
education

I feel happy that my child will be taught sex education in school

I am scared of the consequences of teaching sex education in primary

school
I will be an advocate of the implementation of sex education in the primary
level
Given an opportunity to vote with regards to implementation of sex
education, I will disagree on its implementation
Given a chance to talk to the side of the Church, I would want to explain to
them the need for implementation of sex education in the primary level
When sex education is implemented, I will lead a group that will go against
sex education
I will be supportive of sex education whenever implemented

I will remind my children every time that the goal of sex education is to
avoid teen age pregnancy and STD's
I am willing to join a special training that aims to improve teaching sex
education to children
I will agree to have my children learn sex education in primary school
 I will fight against sex education in primary schools because they lower the
moral values of children
I will support the Church’s movement against the implementation of sex
education in primary school.

Data Gathering Procedure

The research utilized the stratified random sampling technique of grade 9 students. the
study was able to gather ____ respondents.