LEVEL OF SEXUAL SELF-AWARENESS OF SENIOR HIGH SCHOOL

STUDENTS IN DMMC INSTITUTE OF HEALTH SCIENCES

A Research Proposal Presented to the

Faculty of Senior High School of
DMMC Institute of Health Sciences

In Partial Fulfillment of the Requirements for the

Completion of Research 2

By:
Mica M. Dimaculangan
Grechelle R. Escalona
Jeah Chariselle M. Opeña
Khrystelle Joy N. Barrion
Ulyza April Taghoy
Margareth M. Tenorio

2021
 Chapter 1:

THE PROBLEM AND ITS BACKGROUND

Introduction

Sexual - self is more than just what you think to your sexuality . It is a key factor for

an individual to further discover his/her own. Sexual self highlights the biological and

environmental factors that shape the sexual development of a person. Sexual - self refers to

the individual’s recognition of his or her own sexual knowledge. It also refers to the positive

and negative feelings of an individual about sexual topics . Sexual topics are considered a

taboo in the Philippines in order to preserve the conservative traditions passed down to us

by our ancestors. But having a little to none knowledge about sexual topics had a big impact

in our society throughout the years . As a child, topics related to sex are restricted for us to

see, hear or know because we are not old enough to have that sexual knowledge . And as we

grow up, we become more and more curious about sexual experiences especially , with our

sexual - selves. But why are our sexual knowledge limited ? Over population, teen

pregnancy, and poor family planning has been recently the most severe cause of lack of

sexual knowledge. How are we going to solve these complications ? Will implementing a

sex education makes the situations better? Or breaking our conservative traditions will help

ease the issues? In experience, talking about sexual topic is a relatively embarrassing
subject to ask someone, so rather than talking about that certain topic , we just keep it to

ourselves. Is this one of the factors that hinders us from learning what is know and to be

sexually aware of ourselves?

Statement of the Problem

The purpose of this study is to identify the level of sexual-self awareness of the senior

students of DMMCIHS and to gain a more in - depth account of the sexual feelings and

behaviors of the participants.

This study will focus on the assessment of the DMMCIHS senior students’ level of

awareness regarding their sexual - selves by conducting a short survey for the small sample

of participants of grade 11 and 12 from the aforementioned institute.

Specifically, the research study sought to find answers to the following questions:

1.) What is the profile of the respondents?

a.) Age

b.) Gender

c.) Strand

2.) How knowledgeable are the students when it comes to their sexual - selves?

3.) What are the bad effects of being unaware about sexual health to the students?

4.) What are the good effects of being aware about sexual health to the students?

5.) What are the reasons that become hindrances to students for them being unable to learn

about their sexual health?

 Theoretical Framework

According to Albert Bandura (1971) in "Social Learning Theory", it is a theory of learning

process and social behavior which proposes that new behaviors can be acquired by
observing and imitating others. It states that learning is a cognitive process that takes place
in a social context and can occur purely through observation or direct instruction, even in
the absence of motor reproduction or direct reinforcement.

(According to Albert Bandura (1971), Social Learning Theory is a learning and social
behavior theory that suggests that new behaviors can be learned by watching and imitating
others. It claims that learning is a social cognitive process that can proceed solely through
observation or direct instruction, even in the absence of motor reproduction or direct
reinforcement.)

The theory of reasoned action (TRA or ToRA) aims to explain the relationship between
attitudes and behaviors within human action. It is mainly used to predict how individuals
will behave based on their pre-existing attitudes and behavioral intentions. An individual's
decision to engage in a particular behavior is based on the outcomes the individual expects
will come as a result of performing the behavior (Fishbein & Ajzen, 1967).

(The theory of reasoned action (TRA or ToRA) attempts to explain how attitudes and
behaviors interact in human action. It is mostly used to forecast how people will act based
on their prior opinions and behavioral intentions. An individual's decision to engage in a
certain conduct is dependent on the results that the individual anticipates as a result of doing
so (Fishbein & Ajzen, 1967).)

Early sexual experiences are often unprotected and lead to unwanted pregnancies (Bury,
1984).
The health belief model (HBM) is a social psychological health behavior change model
developed to explain and predict health-related behaviors, particularly in regard to the
uptake of health services. The HBM was developed in the 1950s by social psychologists at
the U.S. Public Health Service and remains one of the best known and most widely used
theories in health behavior research. The HBM suggests that people's beliefs about health
problems, perceived benefits of action and barriers to action, and self-efficacy explain
engagement (or lack of engagement) in health-promoting behavior. A stimulus, or cue to
action, must also be present in order to trigger the health-promoting behavior.

(The health belief model (HBM) is a social psychological health behavior change model that
was created to explain and predict health-related behaviors, particularly in terms of health-
care utilization. The HBM was created by social psychologists at the US Public Health
Service in the 1950s and is still one of the most well-known and commonly used theories in
health behavior research today. People's perceptions about health problems, perceived
advantages of action and barriers to action, and self-efficacy, according to the HBM, explain
their engagement (or lack thereof) in health-promoting behavior. In order to trigger the
health-promoting behavior, a stimulus, or cue to action, must also be present.)

For both biological and social reasons sexuality is learnt very differently according to one's
sex and gender (Jackson, 1982; Hawkes, 1996). Young men's first sexual experiences are
usually solitary, involving masturbation, while young women's are with a partner (Gagnon
and Simon, 1974). In part this is probably due to boys' discussion of masturbation, but it is
also probably connected with boys' much greater familiarity with their genitals than girls,
both because they are physically more obvious and because boys regularly handle their
penises to urinate. The radically different initial sexual experiences of young men and
women is probably one important reason why young men tend to focus on genital pleasure
and orgasm in sex, while for young women the meaning of sex tends to be bound up with
relationships.

(Sexuality is learned in various varied ways depending on one's sex and gender for
biological and societal causes (Jackson, 1982; Hawkes, 1996). Young men's first sexual
experiences are usually solitary and include masturbation, but young women's first sexual
experiences are usually shared with a partner (Gagnon and Simon, 1974). This is likely due
in part to boys discussing masturbation, but it's also likely owing to boys' considerably
greater familiarity with their genitals than girls, both because they're physically more visible
and because boys handle their penises to urinate on a daily basis.Young men and women
have dramatically different early sexual experiences, which is likely one of the reasons why
young men prefer to focus on genital pleasure and climax in sex, whereas young women
associate sex with relationships.)

The aim of this paper is to outline some of the key theoretical insights which have been
drawn upon in the development of a new sex education programme (Dixon et al., 1996)
currently being tested in Scottish schools (Wight, 1997). The broad aims of the programme
are: (l) To improve the quality of young people's sexual relationships, particularly in terms
of reducing anxiety and regretted sexual behaviours. (2) To reduce the incidence of unsafe
sex. (3) To reduce the rate of unwanted pregnancies.
Hypothesis/Assumption
 Chapter 2:

REVIEW OF LITERATURE
 Chapter 3:

METHODOLOGY
Research Questionares:

1.) What is your name? (Optional)

2.) What is your age?

a.) 14-16

b.) 17-19

c.) 20 and above

3.) What is your sexual identity?

a.) Female

b.) Male

c.) Lgbtq+

4.) What strand are you taking?

a.) ABM

b.) STEM

c.) HUMSS

d.) GAS

5.) Your current relationship status.

a.) Single

b.) In a relationship

c.) Live-in

6.) How are you aware about sexual health?

a.) Definitely
 b.) Probably

c.) Probably not

d.) Definitely not

7.) An individual should have a basic knowledge about sexual health.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

8.) Education plays a role in information dissemination about sexual health.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

9.) Family environment plays a vital role in information dissemination about sexual

health.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

10.) Where did you know information about sexual health?

a.) From family

b.) From friends

 c.) From social media

d.) From television

e.) From radio

f.) From a news paper

g.) From a stranger

11.) Educating individuals, especially teens, about sex is strongly recommended.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

12.) At a young age, a high proportion of minor females become pregnant.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

13.) At an early age, a number of minor males becomes a father.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

14.) Due to a lack of understanding about sexual health, a number of minor males

and females hold various parental responsibilities at a young age.

 a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not

15.) A woman can only be fertilized through sexual contact.

a.) Definitely

b.) Probably

c.) Probably not

d.) Definitely not