CHAPTER I

THE PROBLEM AND ITS SCOPE

“Education’s purpose is to replace an empty mind with an open one.”

-Malcom S. Forbes

Introduction
In life, there is this profound knowledge built within everyone, that serves as the
foundation that enables one to be perceptive and keen towards the challenges brought about by
this ever-changing world. This leads to the belief that even high schoolers have their own
knowledge and say towards certain issues.
One issue globally encountered today is the drastic change in society’s view towards
morality. What once was a society with a culture so conservative is now a society that sees no
difference between right and wrong. What used to be intimate relationships only experienced in
college is now considered a normal relationship in the high school campus, but nonetheless, a
relationship still disapproved by parents. This continuous ignorance of morality will eventually
result to baby bumps at sixteen, positive HIV tests, and unused graduation caps, ultimately
destroying the image of the youth today.
The worst part is that the cause of these problems and the immoral conduct itself,
premarital sex, is not openly discussed by society. Sex, even with the occurrence of drastic
change, remains to be taboo. However, the researchers feel that failure to discussion is the reason
why teens form misconceptions and false ideas towards it; the reason why there is a confusion
between right and wrong, and; the reason to the formed curiosity that led to the engagement of
‘immorality’ in the first place. Thus, the researchers believe that change should happen here and
not on the high moral standards of society.
Fortunately, this world possesses a strong foundation, a reinforcement that can be the
solution to this dilemma and that is education. Education on sex is efficient not only by teaching
students to be wiser in making decisions in life, but also by molding them into better individuals
instilled with good morals (Andrade, 2016).
With the profound knowledge that each one possesses, the researchers hope that high
school students also share the same views. If not, may they be imparted with new knowledge and

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understanding from this study.

Rationale
A constant matter in the premises of Silliman University Junior High School is the
involvement of some of the students in extreme public display of affection, sexual vandalism on
school properties and the use of pornographic materials. These behaviors are very inappropriate
to say the least and have an impact on the school’s earned reputation. However, Silliman
University remains to be a leading Christian institution committed to total human development
and prioritizes the well-being of its students as a part of the society and environment. Thus, as an
answer to the stated problem, sex education is to be implemented.
The purpose of the study is to find out the stand of grade eight students towards the idea
of teaching sex education in Silliman University Junior High School. As a part of the high school
community, the researchers strongly believe that SUJHS, being the educational institution it is,
should be responsible in educating its students not only on academics or sports related subjects
but also on real-life matters, for instance, sex.
“In this context, we should be aware that our children’s teachers communicate much
more than knowledge. Their influence transmits attitudes about life, even when it is not their
purpose to do so” (Aguilar & Galbes, 2008, p.225).
The researchers believe that it would be best if students are given the chance to go to
school and be educated by professionals to assure that they can learn with their utmost potential.
That way, effective teaching would not be a problem.
Through this study, the researchers would like to emphasize that change is inevitable and
it is up to the people in the society whether they make it for the better or for worse. The
researchers hope to fully explain the significance of sex education in the students’ lives
especially with change itself making its appearance as these students undergo a process of human
development or as what is commonly known as puberty. Furthermore, the researchers would like
to determine the year level it is best to start introducing sex education to the students.

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Statement of the Problem
Today, we see that the number of sexually transmitted diseases and teenage pregnancy
cases globally are on the rise. Reported cases of STDs have increased since 2006 according to
data published by the Centers for Disease Control and Prevention (CDC) in the 2014 STD
Surveillance Report. STDs have continued to affect young people as well specifically women.
Teenage pregnancy on the other hand has declined within the last two decades in other countries
but has remained a problem particularly in the Philippines. This is according to a recent survey
conducted by the UN where one out of 10 of girls in the country’s population aged 15-19 have
already given birth.
In the local context, particularly in Silliman University Junior High School, some
students now engage in serious behavioral offenses such as extreme public display of affection,
viewing of pornographic materials, sexual vandalism and the use of foul or vulgar language
which obviously violates the rules and regulation of the school. The researchers believe that a
solution to this alarming problem is through sex education.
Through this survey, the researches wanted to know the views of Grade 8 students on the
significance and necessity of teaching sex education Silliman University Junior High School.
The researches were able to answer the following questions:
1. What is sex education?
2. Are the students comfortable talking about sex?
3. To whom do the students openly talk about sex?
4. Where are the students most comfortable talking about sex?
5. Is sex education necessary?
6. In what grade level should sex education start?

Scope and Delimitation

The study is limited only to the grade 8 students of Silliman University Junior High
School. Therefore, the study may not be practicable to other schools or anywhere out of the
school’s proximity. The target of the study is to accumulate information on what the students
think and feel about sex as well as their views on teaching sex education in school. Nevertheless,
the study is only limited on what grade level this should start.

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Significance of the Study
The researchers believe that this study is important for the benefits it can entail to the
students, the school, the teachers, the grade 8 parents and the society.
 The students – the students will be equipped with knowledge and understanding on
matters like this since this is part of reality. This will also guide them in their decision-
making aspect and their interaction with other people especially that it is in this period
where they most likely enter relationships.
 The school – the school will be able to produce well-informed and moral students which
will make a big impact on their reputation and impression from the community.
 The teachers – the teachers will have an idea and be more aware on the thoughts of
students towards these matters and this serve as a guide for them to effectively teach the
students especially in emotional and psychological topics.
 The parents – the parents will be confident enough knowing their children are already
not ignorant to these issues and can withstand peer pressure.
 The society – the society will have well-educated and respectable individuals.

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 CHAPTER II
REVIEW OF RELATED LITERATURE AND RELATED STUDIES

Related Literature
This portion presents the accounts and a number of works that the researchers used as a
basis of the research.
According to the article entitled "Should Sex Education Be Taught in Schools?", AVERT
defines Sex Education as "the process of acquiring information and forming attitudes and beliefs
about sex, sexual identity, relationships and intimacy. Sex education is also about developing
young people's skills so that they will make informed choices about their behavior, and feel
confident and competent about acting on these choices." (De Witt, 2015). This only means that
comprehensive sex education is effective at assisting young people to make healthy decisions
about sex and to adopt healthy sexual behaviors, according to the article "Implementing sex
education"(2007). As quoted from Rebecca B. Singson's article entitled "The Right Way to
Teach Sex":
"Children need to be taught the right labels for their body parts. When you give
camouflage names for the sexual body parts, you are conveying the message that there is
something wrong or unmentionable or embarrassing about them" (2008).
Teenagers especially tend to be worried about their own development, since they are
sensitive to what others think of them and feel uneasy about being "different" from the rest of
their peers (Harding & Shyrock, 2009). According to the article entitled “Comprehensive sex
education for middle and high schools”, research shows that children want to talk to their parents
and other caring adults about sex and sexuality (2009).
According to the article entitled "Implementing sex education", it is important that young
people receive age-appropriate sexual health information and develop practical skills for keeping
healthy. Educators can help families by providing culturally meaningful learning opportunities in
safe and nonjudgmental environments so that young people can learn about sexuality in a healthy
and positive context (2007). This is the time (high school) that girls get their periods and when
boys start having wet dreams. This is the start of reproductive health years when these young
adolescents need information to help them make sense of these hormonal changes," said Dr.
Anabelle Fajardo according to the article "Learning Sex Education in School" (Santos, 2015).

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 If the temporary restraining order stays, the maternal death rate of 20 per day is likely to
soar. Moreover, teenage and unwanted pregnancies, which are clearly on the rise, will increase
further. The present birth rate of nearly one million Filipino babies a year is expected to double
due to lack of access to family planning methods. Couples will have to make do with the in
reliable calendar method (Biraogo, 2017, Vol XXXI No. 192, p. 13). Studies clearly show that
sex education does not promote sex, but helps delay sex. They can do it much more responsibly-
that's the key difference there (Geronimo, 2016). As quoted from Jee Y. Geronimo's article
entitled "Sex education in PH schools still lacking- UNFPA":
"The problem with sexuality, it's a turn off for a religious country like the Philippines, but
there's really nothing irreligious... ungodly about it," Pernia explained. "In fact, it's very godly,
because I think God does not want couples to have more children than they can accord because...
improving their lives, achieving dignified and self-fulfilling lives, is going to be impossible for
many of these children who are properly planned by parents." (Geronimo, 2016).
Economic Planning Secretary Ernesto Pernia said 11 Filipino women die each day from
complications of pregnancy and delivery and the law would reduce maternal deaths and teen
pregnancies in addition to enabling families to have the number of children they want (Aurelio,
2017). This will only mean that sex education is a process for helping children and even adults
develop the fundamental skills for life effectiveness. If young people can negotiate relationships,
they can better negotiate sexual relationships through self- awareness, self-management, social
awareness, relationship skills and decision making of sex education (Comprehensive sex
education for middle and high schools, 2009).

Related Studies
In 2016, a similar study was conducted by Dr. Debbie Morris entitled "Students want
more from school sex ed, new survey reveals". In her study, she conducted a survey of 2,325
students aged between 13 – 16 years. It revealed that students want more from school-based
programs than just a biology lesson, with information about violence in relationships, gender
issues, and sexual diversity high on the wish list.
A study made by Philstar also conducted a survey asking people all over the country if
they favor including sex education in the high school curriculum and why. Most of the
respondents answered yes to the survey.

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 Robert Young Jr., a respondent from San Juan answered yes. He explained that Filipino
teenage girls think that they won’t get pregnant the first time they have sex; one can’t get
pregnant during her period; that releasing sperm outside the body won’t get you pregnant; that
using a vaginal douche after sex will prevent pregnancy; that breastfeeding will protect one from
pregnancy; and that HIV can’t afflict Filipinos. These are only a few of the misconceptions of
Filipinos about sex. As a result, there are half a million abortions annually. Eleven mothers die
while giving childbirth daily. There are no statistics on persons afflicted with HIV but the
number must be big. Thousands of teenage girls have to stop schooling when they get pregnant
and the number of single mothers is multiplying each year. We need to include sex education in
the curriculum as early as elementary to minimize these misconceptions and lessen lives being
destroyed because of unwanted pregnancies and sexually transmitted diseases.
Janette Andrade also made a study about sex education. It explained that teaching sex
education in school was meant to equip and empower learners in making informed choices and
decisions on issues that affect their personal safety and well-being. Her study is not only limited
to educating students about how sex must be treated but also includes education of gender and
sexuality, correct values and the norms of interpersonal relations to discourage premarital sex
and teenage pregnancy. She explained that it is efficient not only for making the pupils wiser in
making decisions in life but also to shape them into better individuals with good morals.

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 CHAPTER III
RESEARCH METHODOLOGY

This chapter tackles on how this research conducts the respondents, the instruments used,
the research procedure and the treatment of data.

Research Method
The researchers gathered the needed data by printing one hundred fifty survey
questionnaires and distributing them to one hundred fifty random Grade 8 students. Each student
had an equal chance of being surveyed.

Research Locale
The researchers conducted the survey in the campus of Silliman University Junior High
School. Silliman University is situated in Dumaguete City, Negros Oriental which is popularly
known as the City of Gentle People. It is a Christian institution which has a population of about
thousands of students. Parts of the university are the Early Childhood department which is
located at its west, the Elementary department located at its south, the Junior High School
department at its north and the Senior High School department and the different Colleges of the
university are being scattered around the campus.

Research Instruments
In order to gather the data needed, the researchers utilized the use of questionnaires with
five questions in it that are related to the topic. All the questions were closed-ended type of
questions. The questions in the survey were all multiple response questions where two or more
choices are given. In this way, the respondents can check the given box/es that corresponds to
their choice. The researchers tallied the results using a table:

Question/Response Frequency %

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 Using the table, the researchers were able to figure out which response was more frequent
than the other and which was more favorable from the data the researchers got from the answers
in questionnaire.

Research Procedure
First, the researchers made a questionnaire with questions that are related to Sex
Education. The researchers wanted to know what the students think about Sex Education and its
importance in the school so the questions were based on that. After making the questionnaire, the
researchers handed out the copies to random Grade 8 students to get the needed data. Next, the
researchers gathered the data and tallied the responses in the table. From the findings, the
researchers made the summary and recommendation and concluded their analysis of the data.

Treatment of Data
The researchers gathered all the questionnaires and compiled them. All the data gathered
from the survey that the Grade 8 students answered were treated confidentially. The researchers
tabulated the data gathered from the questionnaires using the formula:

% = (f/N) x 100;
Let f = the frequency of respondents; and
N = the total sample population

Using the table, the researchers showed how frequent each answer was for every
question. This will make it easier to see which choices the Grade 8 students were more in favor
of.

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Definition of Terms

Accumulate – to gather or acquire

Comfortable – not having any physically unpleasant feelings
Education – the action or process of teaching someone especially in school,
college or university
Immoral – not morally good or right
Sex – physical activity in which people touch each other’s bodies, kiss
each other, etc.
Sex Education – a program encompassing the methods, materials, and
assessments exercised to inform individuals of the issues relating
to human sexuality, including human sexual anatomy, sexual
reproduction, sexual intercourse, reproductive health, emotional
relations, reproductive rights and responsibilities, abstinence, birth
control, and other aspects of human sexual behavior
Taboo – something that is not acceptable to talk about or do
Teaching – undertaking certain ethical tasks or activities the intention of
which is to induce learning

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 CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter provides the presentation, analysis and interpretation of data gathered by the
researchers. The findings relate to the research questions that guided the study. Data were
analyzed to explore the views of Grade 8 students from SUJHS about sex, to identify their
approach on the topic and to determine the need for sex education in this setting. Data were
obtained from distributing questionnaires to a sample population of 150 respondents from Grade
8, with a return rate of 100%.
Of the 150 questionnaires received, 23 were however deemed unusable for the study. Of
the 23 questionnaires, 2 were incomplete and the remaining 21 were not properly answered.
Thus, the researchers only focused on the responses of the 126 respondents from the total sample
population, representing 84% of the expected population that contributed to the arrival of the
following information.

Presentation of Data

TABLE 1

Students’ Comfortability Towards Sex

Are you comfortable talking Frequency %

about sex?
Yes 40 31.75
No 52 41.27
Sometimes 34 26.98

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 Of the 126 respondents, 31.75% answered yes, 41.27% answered no and 26.98%
answered sometimes. The results confirm that more students get uncomfortable when discussing
matters about sex. This finding validates the framework of the study, that students still consider
sex to be a taboo topic. Results also show that some students can already openly talk about sex,
and thirty-four students only open-up during desirable circumstances.

TABLE 2

People Student’s Comfortably discuss Sex with

To whom do you openly talk Frequency %

about sex?
Friends 92 73.02
Family 13 10.32
Guidance Counselor 0 0
Teacher 6 4.76
Others 15 11.90

Majority of the respondents (73.02%) openly talk to their friends about sex. This suggests
that students are more comfortable opening to someone who they can easily relate to, which is,
their peers. This is because they are all adolescents and they belong in the same age group or
social group, thus they see things eye to eye.
Nonetheless, most of the respondents who answered ‘others’ (11.90%) specified that they
have none who they can openly talk to sex about. This reveals that either they have no one to
discuss with or they are not at all comfortable talking to anyone about sex.
Not that far behind is the family (10.32%). The researchers consider sex to be a personal
matter and normally, personal matters are discussed at homes or with the family. However, these
findings suggest that probably students are weirded out or are embarrassed to open a topic about
sex to their family, especially to the parents.

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 Only six students (4.76%) out of the 126 respondents chose the teachers. And absolutely
no student chose the guidance counselor. The researchers analyzed that given with the other
options, obviously their last choice would be the people who they are not close with. Regardless,
the researchers still think that students should learn to be more comfortable with teachers about
sex as they are professionals at effectively providing them the knowledge and understanding
needed to make healthy decisions.

TABLE 3

Students’ Place of Comfortability when discussing Matters about Sex

Where are you most

comfortable talking about Frequency %
sex?
Home 22 17.46
School 52 41.27
I’m not comfortable talking 52 41.27
about sex

As reflected in the table, equal number of respondents (52) chose the option school and
the option of not being comfortable at all, both garnering 41.27% of the total percentage. This
leaves a remaining of 17.46% to home. From this, the researchers found out that between school
and home, students are more comfortable discussing matters about sex in school.

TABLE 4

Sex Education being a must to High School Students

Do you think sex education

is a must for high school Frequency %
students?

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 Yes 97 76.98
No 29 23.02

Survey shows that 76.98% of the 126 respondents think that sex education is a must for
them while only 23.02% think it isn’t. This proves that Grade 8 students believe in the
importance of teaching sex education in Silliman University Junior High School. It is also
revealed that Grade 8 students also share the same views with the researchers, that sex education
should be a must. This finding also validates the findings of previous surveys stated in related
studies.

TABLE 5

Grade Level Students want Sex Education to start

What grade should we start Frequency %

teaching sex education?
Grade 7 30 23.81
Grade 8 18 14.29
Grade 9 35 27.77
Grade 10 43 34.13

Out of the 126 respondents, 34.13% of them picked Grade 10, 27.77% picked Grade 9,
23.81% picked Grade 7 and the remaining 14.29% picked Grade 8. The data indicates that Grade
8 students would want sex education to be taught to them in later years, preferably in Grade 10.

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 CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary
The study conducted was about the views of Grade 8 students on teaching sex education
in Silliman University Junior High School. The researchers have given out 150 questionnaires
but out of that number only 126 questionnaires were answered properly.
Based on the results, most students are not comfortable on the topic ‘sex’ but they are
open to the idea that sex education is a must for high school students. Despite being
uncomfortable, students do prefer to talk about it to their peers and in school rather than at home.
Findings also show that although they think sex education is necessary for them, they prefer that
it should be taught in the later years.

Conclusion
The grade 8 students are open-minded to the idea of ‘sex education’ even though most of
them are uncomfortable talking about sex. They know the importance of such education for their
own well-being.

Recommendation
The researchers recommend to the administration that they should integrate sex education
to the curriculum now that the RH Bill has been approved. Students should be able to learn the
importance of family planning, contraceptive and STD prevention especially now that there is a
striking difference on the population today and years ago.
Students should be taught properly about sex education so that they will not just follow
speculation and hearsay found in the Internet or from their friends who also do not know much
about the topic.

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Bibliography

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Education for the family. Editorial Safeliz: Madrid,Spain.

Andrade, J. (2016, August 26). Sex education not about sex- DepEd. Retrieved from
http://newsinfo.inquirer.net/809926/sex-education-not-about-sex-deped, on February 18,2017.

Aurelio, J.M. (2017, January 4). UN hails Duterte’s RH order. Philippine Daily
Inquirer.Vol 32, p. 2.

Bernard, H.W. & Huckins, W.C. (2008). Managing the Learning Process. Readings in
Human Development. Allyn and Bacon Inc.: Atlantic Avenue, Boston.

Biraogo, L.C. (2017, February 4). Clarification or Deception: RH Law. The Philippine
Star. Vol XXXI, No. 192, p. 13.

Comprehensive sex education for middle and high schools. (2009, August 14). Retrieved
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Crisostomo, S. (2017, February 4). The strain of HIV now predominant in Phl. The
Philippine Star.Vol XXXI, No. 192, p. 6.

Cubacub, V.O. (2010, June 15). Starting a Family. The Philippine Star.Vol XXXVIII,
No.189, p. 16.

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 Cubacub, V.O. (2010, June 15). The Commitment of Motherhood. The Philippine
Star.Vol XXXVIII, No.189, p. 17.

De Witt, P. (2015, June 4). Should sex education be taught in schools. Retrieved from
http://blogs.edweek.org/edweek/2015/06/sex_education.html, on February 18, 2017.

Draper, T. (2009). Our instinctive resistance to change. See how they grow: concepts in
child development and parenting. Glencoe Publishing, Inc.: California, USA.

Editors of PC&A Publishing. (2008). Sex Education. Healthy, Wealthy, and Wise. PC&A
Publishing: Peach Tree City, GA.

Geronimo, J. (2016, July 9). Sex education PH still lacking-UNFPA. Retrieved from
http://www.rappler.com/nation//39118-sex-education-phil-unfpa, on February 18, 2017.

Harding, M.G. & Shyrock, H. (2009). Physical development of the adolescent. Family
Medical Guide. Pacific Press Publishing: USA.

Implementing sex education. (2007). Retrieved from

http://www.plannedparenthood.org/educators/implementing-sex-education, on February 18,
2017.

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McCormick N, Folcik, J.& Izzo, A. (n.d.). Sex-education needs and interests of high
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 Santos, A. P. (2015, August 4). Learning sex education in school. Retrieved from
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 APPENDIX A

Letter to Respondent

Dear Respondent,

Greetings!

We, the students from Grade 10 Aquino A are conducting a survey entitled The Views of Grade
8 students on the Significance of Teaching Sex Education in Silliman University Junior
High School. Since you are a Grade 8 students from SUJHS, we are inviting you to participate in
our research study by answering the attached survey.

We would assure you that your responses will be kept confidential.

Thank you for taking the time to help us in our educational endeavors.

Sincerely,

Fia Vina Rianne B. Balbuena Amiel John A. Francisco

Alexa Rose D. Gabatan Katrina Melina E. Hamoy

Mary Clarence P. Malinao Helery E. Narciso

Belle Anseim M. Ocay

Noted by:

MRS. IVORY ASUNTO

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English Teacher
APPENDIX B

Questionnaire

Name (Optional): ________________________ Section: _____________

Age: ____ Gender: _______

INSTRUCTIONS: Please check the box that corresponds to your answer.

1.) Are you comfortable talking about sex?

Yes No Sometimes

2.) To whom do you openly talk about sex?

Friends Family Guidance Councilor

Teacher Others, please specify; _________

3.) Where are you most comfortable talking about sex?

Home School I’m not comfortable talking about sex

4.) Do you think sex education is a must for high school students?

Yes No

5.) What grade should we start teaching sex education?

Grade 7 Grade 9
Grade 8 Grade 10
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 APPENDIX C

Letter to I/C Teacher

Dear _____________,

Greetings!

We are Grade 10 students of Section Aquino A. We are currently working on our research paper
for our English and Math classes entitled The Views of Grade 8 students on the Significance
of Teaching Sex Education in Silliman University Junior High School.
For this purpose, we would like to take up your students’ I/CL time for them to answer this
survey.
We are hoping for your kind response.

Thank you and God Bless!

Sincerely,

Fia Vina Rianne B. Balbuena Amiel John A. Francisco

Alexa Rose D. Gabatan Katrina Melina E. Hamoy

Mary Clarence P. Malinao Helery E. Narciso

Belle Anseim M. Ocay

Noted by:

MRS. IVORY ASUNTO

English Teacher

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