INTRODUCTION

"This is the real world, and in the real world, you need protection," - Cherie Richards, a

freshman in the College of Arts and Sciences. (Antonuk, 2006)

In the simplest form, sex education is basically education about sexuality, contraceptive

methods (condoms, drugs or surgery), how to prevent sexually transmitted diseases, the

importance of protection and last but not least, attitudes and principles about sex. There are also

two kinds of sex education which are abstinence-only programs and comprehensive education.

However, both of them also teach about the process of sex education which can lead to teenagers

understanding about how to make their choices and making them right. Teenagers need

information and the right sources to help and protect themselves. This is because when they have

no knowledge or whatsoever, they turned to media or even sometimes pornography to get

information as their parents are not open enough about sex.

Take this for example, at present time in the United States; the rate of teen birth and

abortions is the highest among other western countries with teenagers over a number of one

million going through pregnancy every year. The highest number of those having sexually

transmitted diseases is also proven in past surveys and reports with teenagers being the apparent

source. Meanwhile, Sub-Saharan Africa also has the highest number of teen pregnancy in the

world. In Asian countries however, Thailand has reported that a noteworthy sum of unmarried

teenagers are sexually active with 25% of students admitted to hospitals to undergo abortions.

And even though the rate of teen marriage and pregnancy has dwindled in Malaysia and

Indonesia, it doesn't change the fact that it is still considered quite high compared to the others.

For more developed countries like Japan and South Korea, their teen pregnancy rates are at 4.6

and 2.9 respectively, which are the lowest in the world. (UNICEF, 2005)

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 And therefore, the question is - should sex education be implemented in schools?

Most definitely, sex education should be implemented in schools because sex education

can reduce teen pregnancy, it's better for the teenagers to get information about sex and sexual

protection methods from right sources (schools) rather than from the media and sex education in

schools can also protect children and teenagers.

Sex education has widely become an important issue to be discussed not only in the

homes but also in schools. The teaching of sex education in school can be considered as a

positive step in ensuring that the young adults get necessary moral tools which will enable them

survive in an environment heavily corrupted by media advertisements and obscene content.

Good morals results to healthy sexual behaviors and avoidance of diseases.

Having said and read the statements above, the researchers decided to conduct a study

entitled Awareness and Attitude toward Sex Education among selected Senior High School

Students from Peñaranda National High School S.Y 2017-2018 to know the perception and

opinions of senior high school students about sex education.

2
 STATEMENT OF THE PROBLEM

This study entitled Awareness and Attitude toward Sex Education among selected Senior

High School Students from Peñaranda National High School S.Y 2017-2018 was conducted to

bring light toward the perception of students regarding sexual education.

Specifically, it aims to answer the following questions:

1. How can the profile of respondents are described in terms of:

a. Gender

b. Age

2. Do the majority of respondents agree about teaching sex education?

3. Who should teach awareness and attitude toward sex education?

4. What will be the impact of raising awareness toward sex?

5. In what way should sex education be taught?

3
 SIGNIFICANCE OF THE STUDY

This study Awareness and Attitude toward Sex Education among selected Senior High

School Students from Peñaranda National High School S.Y 2017-2018 will be beneficial to the

following:

 TO THE DEPARTMENT OF HEALTH- this study might give them a sight on the

understanding of students toward sex, thus help them constitute new ideas or even laws

about implementing sex education in our country.

 TO THE SENIOR HIGH SCHOOL STUDENTS- this study will inform them the

perception of co-student about sex education and in some way, might change their view

about sexual education.

 TO THE TEACHERS- this study will inform them about their students’ view on sex

education.

 TO THE COMMUNITY- this study will help the community understand what sex

education means for an individual.

 TO THE FUTURE RESEARCHERS- this study will give them a head start regarding

the said topic.

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 HYPOTHESIS

The study entitled Awareness and Attitude toward Sex Education among selected Senior

High School Students from Peñaranda National High School S.Y 2017-2018 aims to prove the

following hypothesis:

Null hypothesis

1. Students believe that sex education should not be taught.

2. Teaching sex education would not provoke the students to try sex.

3. Exposure to sex education would not lead to fewer occurrence of teenage pregnancy.

Alternative hypothesis

1. Students believe that sex education should be taught.

2. Teaching sex education would provoke the students to try sex.

3. Exposure to sex education would lead to fewer occurrence of teenage pregnancy

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 DEFINITION OF TERMS

The following terms are defined to help the readers understand the words according to

how they are used in the study.

 Sex education- process of teaching about sexuality.

 Awareness- having knowledge or consciousness about sex education.

 Attitude- the feeling or view of a student toward sex education.

 Sex- a physical act of insertion and thrusting of the penis to the vagina and may occur

between a man and a woman or between two homosexual people wherein they engage to

it either for the benefit of reproduction or pleasure or both.

 Perception- what students think about teaching sex education.

 Teenage pregnancy- the result of unprotected or poorly executed sex between two

teenagers.

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 SCOPE AND LIMITATIONS

This study is limited only to the awareness and attitude of students toward sex education.

Basically, it is also limited only to the selected senior high school students from Peñaranda

National High School S.Y 2017-2018.

Due to limited time and resources, the researchers only used a questionnaire as a mode of

obtaining data and are distributed to 144 students. The study is conducted from November 2017

to February 2018.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

To gain a wider view of the study, a review of related literature and studies both from

foreign and local sources is conducted. Books as well as published and unpublished theses and

dissertation and the use of internet are included in this review. These materials are related to the

present study.

Foreign Studies

This study describes the preferences expressed by 16‐year‐old and 17‐year‐old boys

when they were asked what they want to learn from sex and relationship education classes and

how they want to be taught. Research was carried out in eight secondary schools with boys in

year 12. Qualitative responses from questionnaires issued to 307 boys were analysed together

with the results from three focus groups carried out in three of the schools. The research found

that in most areas boys are not being taught what they want to know. The areas of feelings and

emotions, sexuality, sexual techniques, sexually transmitted infections, pornography and the

effects of the ‘boy culture’ are not being addressed sufficiently, or in some cases at all. Boys also

called for smaller class groups, and for more active methods of teaching and some of them asked

for time away from girls to express themselves without censure. They called for more education

at an earlier age and that their desire for a safe, non‐critical environment should be met. ( Hilton,

2007)

Adolescents display sexual behaviours and developmental characteristics that place them

at risk for Sexually Transmitted Diseases (STDs). Because young people experiment sexually

8
and because of the consequences of indiscriminate sexual activities on the youth, there is the

need to mount sex education programs that are geared towards enlightenment and appropriate

education about sex and sexuality. Result: When the treatment (intervention) group was

compared with the control group in an intention to treat analysis, there were significant

differences in at-risk sexual behaviours of the two groups. Those in the intervention group

reported less at-risk sexual behaviours than their counterparts in the control group. The treatment

group evaluated the intervention programme positively and their knowledge of sexual health

improved. Lack of behavioural effect on the control group could be linked to differential quality

of delivery of intervention. Compared with the control group, this specially designed intervention

sex education programme reduced at-risk sexual behaviour in adolescents. Based on this finding,

it was recommended that sex education be introduced into the curriculum of secondary school

education in Nigeria. (Esere, 2008)

Because most youth are enrolled in school for many years before they initiate sex and

when they initiate sex, schools have the potential for reducing adolescent sexual risk‐taking. This

paper reviews studies which examine the impact upon sexual risk‐taking of school involvement,

school characteristics, specific programs in school that do not address sexual behavior, and

specific programs that do address sexual risk‐taking. Multiple studies support several

conclusions. First, involvement in and attachment to school and plans to attend higher education

are all related to less sexual risk‐taking and lower pregnancy rates. Second, students in schools

with manifestations of poverty and disorganization are more likely to become pregnant. Third,

some school programs specifically designed to increase attachment to school or reduce school

dropout effectively delayed sex or reduced pregnancy rate, even when they may not address

sexuality. Fourth, sex and HIV education programs do not increase sexual behavior, and some

9
programs decrease sexual activity and increase condom or contraceptive use. Fifth, school‐based

clinics and school condom‐availability programs do not increase sexual activity, and either may

or may not increase condom or contraceptive use. Other studies reveal that there is very broad

support for comprehensive sex‐and HIV‐education programs, and accordingly, most youth

receive some amount of sex or HIV education. However, important topics are not covered in

many schools. (Kirby, 2010)

Foreign Literature

At the state and local program level, models of sex education that are grounded in a

broader interdisciplinary body of evidence are warranted. The most exciting studies have found

programs with rights-based content, positive, youth-centered messages, and use of interactive,

participatory learning and skill building are effective in empowering adolescents with the

knowledge and tools required for healthy sexual decision-making and behaviors. Modern

implementation strategies must use complementary modes of communication and delivery,

including peers, digital and social media, and gaming, to fully engage young people. Ultimately,

expanded, integrated, multilevel approaches that reach beyond the classroom and capitalize on

cutting-edge, youth-friendly technologies are warranted to shift cultural paradigms of sexual

health, advance the state of sex education, and improve sexual and reproductive health outcomes

for adolescents in the United States. (Hall, et.al, 2016)

Abstinence only education is a program that teaches adolescents to abstain from sexual

activity until marriage and restricts information about the use of condoms and contraceptives

measures only to failure rates. Alternatively, comprehensive sex education informs youth that

abstaining from sexual activity is the best preventative strategy but still provides information on

10
pregnancy, STD and the use of condoms and other contraceptive measures to promote safe sex

practices. (Masters, et.al, 2008)

Data analysis showed that the more abstinence was stressed, the higher were the rates of

teen pregnancy and births. Of the four approaches, the most effective was level 1, which

included comprehensive sex or HIV education (or both) and covered contraception, condom use,

and abstinence. (Carter, David, 2012)

Each year, U.S. teens experience as many as 850,000 pregnancies, and youth under age

25 experience about 9.1 million sexually transmitted infections (STIs). By age 18, 70 percent of

U.S. females and 62 percent of U.S. males have initiated vaginal sex. Comprehensive sex

education is effective at assisting young people to make healthy decisions about sex and to adopt

healthy sexual behaviors. No abstinence-only-until-marriage program has been shown to help

teens delay the initiation of sex or to protect themselves when they do initiate sex. Yet, the U.S.

government has spent over one billion dollars supporting abstinence-only-until-marriage

programs. Although the U.S. government ignores it, adolescents have a fundamental human right

to accurate and comprehensive sexual health information. (McKeon, 2010)

Local Studies

The most interesting finding of this research was the positive results of the Filipino

people believed this Reproductive Health Act would have on the nation of the Philippines as the

whole. The vast majority of respondents from all age, sex, socioeconomic status and religions

were in accordance with one another when it came to having positive vision for change in the

Philippines. Many felt that not only the exponentially high rate of teenage pregnancies early

marriages and abortions would decrease but that implementation of this law would also provide a

11
solution for economic growth. Additionally, individuals would be more likely to understand their

gender roles. (La Bella, 2014)

Local Literature

According to the data collated by the Philippine Statistics Authority (PSA), among 10

Filipinas aged between 15 and 19 years old, one has gotten pregnant; 8% have become mothers

and 2% are pregnant with their first child. From the Department of Health (DOH), the data they

have gathered showed there have been over 30,000 AIDS /HIV cases recorded between 1984 and

2016. It can be gleaned from these statistics that the factors that have contributed to these

problems are the apparent misguided notions the youth have about sex. It can be further inferred

they lack parental guidance when exposed to media not suited to their ages. This is especially

true if pornography is involved. Without proper guidance, their understanding of sex is they can

get pleasure from it but are unaware of the real consequence – the process of procreation. Given

this alarming information, the government through the Department of Education feels it is Sex

Education must be included in the curriculum of schools, especially to Middle School and High

School students because they belong to the age group considered “vulnerable.” Emphasis will be

placed on educating the youth on how the reproductive system works. (Ronquillo, 2017)

Teachers are not confident and comfortable teaching sexuality and reproductive health

although they are mandated to do so by Reproductive Act 10354 or the Responsible Parenthood

and Reproductive Health (RPRH) law, an official of the Department of Education (DepEd) said

over the weekend. During their meetings with teachers, Muyot said, a majority of them admitted

they do not like to teach RPRH because their knowledge on the subjects is limited. The teachers

also admitted that child and adolescent development was barely discussed when they took up

elementary and secondary education degrees in college. (Crisostomo, 2017)

12
 Chapter III

METHODOLOGY

This chapter deals include the following operations: a) research design; b) research
instruments; c) sampling procedure; d) statistical treatment of data.

 Research Design

The descriptive method research was used in the study. Descriptive method of research is

a fact finding study with adequate and accurate conditions, practices, situations, or any

phenomena. Since the present study was concerned with awareness and attitude toward sex

education of selected senior high school students, the descriptive research was used. It is the key

to answer the questions and the sub-problems regarding the chosen topic.

 Research Instruments

The data for the study was gathered through the use of questionnaires. The questionnaire was

composed of two parts, namely: Part I which contains the respondent’s personal data such as age,

gender, total members of the family, religion and total family income per month. Part II was the

question proper.

 Sampling Procedure

The sources of the data are senior high school students of Peñaranda National High

School. Using stratified random sampling, Slovin’s formula was performed to determine the

number of respondents to be used.

where:
Slovin’s Formula: n= sample size
N= population
E= margin of error (5% or 3%)
13
 N
n¿ 2
1+ N e

Sampling system

The distribution of the respondents was presented in Table 1.

Grade Level Male 25% Female 25% N n

12 STEM A 21 5 14 4 35 9
12 STEM B 28 7 10 3 38 10
HUMMS 12 7 2 26 6 33 8
GAS 12 22 5 7 2 29 7
12 ABM A 18 5 16 4 34 9
12 ABM B 27 6 18 5 45 11
12 TVL A 24 6 17 4 41 10
TVL B 22 5 11 3 33 8
STEM 11 26 6 14 4 40 10
GAS 11 39 9 6 2 45 11
ABM 11 16 4 30 7 46 11
HUMSS A 15 4 15 4 30 8
HUMSS B 12 3 22 5 34 8
TVL A 26 6 10 3 36 9
TVL B 20 5 9 3 29 8
TVL C 0 0 32 7 32 7
Total: 203 78 150 66 580 144

580 n
n= %=
1+580 ¿ ¿ N

580 234
¿ =
1+580 (0.0025) 580

=0.40344 or 40% reduce it by 62.5% or

5/8

n= 144 14
 580
¿
2.45

= 234

CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the research findings and its analysis in graphical manner for the
study entitled “Awareness and Attitude toward Sex Education among selected Senior High
School Students from Penaranda National High School S.Y 2017-2018.”

Figure 1

Gender

39%

Male
Female

61%

This graph shows the percentage distribution of the respondents in terms of gender. The
graph shows that 53% of respondents are female while the remaining 47% are male.

Figure 2

15
 Age
1% 13%
29%

15
16
17
18

57%

This graph shows the age profile of the respondents. The majority of respondents are 17
years old followed by 29% of 18 years old, 13% of 16 year old and 1% of 15 years old.

Figure 3

Religion
1%
7% 4%

Catholic
Christian
Methodist
Others

88%

This graph show the percentage distribution of the respondents in terms of religion where
the whooping 88% are Catholics followed by Christian, Other religion and Methodist with 7%,
4% and 1% respectively.

Figure 4

16
 Father's Educatonal Attainment

22% 1%
12%

6% Non Elementary Graduate

Elementary Graduate
High School Undergraduate
High School Graduate
College Undergraduate
13% College Graduate

45%

This shows that 46% of respondents’ father were high school graduate followed by
college graduates with 22%, college undergraduate with 13%, elementary graduates with 12%,
high school undergraduates with 6% and 1% with non-elementary graduates.

Figure 5

Mother's Educational Attainment

1%
18% 7% 11%

Non Elementary Graduate

Elementry Graduate
High School Undergraduate
High School Graduate
College Undergraduate
College Graduate
23%

39%

This graph shows the highest educational attainment of the mothers of the respondents is
high school graduate with of 40% and college undergraduate with a percentage of 23%, 18% for

17
college graduates, 11% for high school undergraduates, elementary graduates at 7% and only 1%
of non-elementary graduates.

Figure 6

Financial Income
7%
9%

40%
10000-14999
15000-19999
18% 20000-24999
25000-29999
30000 and above

26%

This graph shows that 40% of the respondents have a total monthly family income of
10000 to 14999 followed by 15000-19999 with 26% and 20000-24999, 30000 and above and
25000-29999 with 18%, 9% and 7% respectively.

Part II.

Figure 7

Do the respondents have had any sexual

encounter?

16%

Yes
No

84%

18
This graph shows that 84% of our respondents have not experience any sexual act while 16%
admitted that they had.

Figure 8

If yes, do they feel afraid that a misfortune

might happen?

44%
Yes
No

56%

Figure 8 shows that out of the 18% of those who admitted that they had experience sexual
encounter, 44% of it said yes when asked if they ever feel the fear of getting pregnant or
impregnating someone while 56% said they do not get afraid.

Figure 9

Should sexual education be taught in the

Philippines?
14%

Yes
No

86%

19
 This figure shows that 86% of the respondents agree that sex education should be taught
in our country while the remaining 14% disagrees.

Figure 10

Sex education start from primary school

(elementary school)
18% 12%

14%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

30%

26%

From the 86% of the respondents who agree that sex education should be taught in the
Philippines, it is clear that majority of the respondents show negative thoughts and feelings about
sex education beginning from primary school.

Figure 11

Sex education start from secondary school

(high school)
12% 23%
4%

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

28%

32%

20
 When asked again if sex education should begin from secondary school, the majority of
the respondents are now more positive about it. 33% of the respondents agree with it while 23%
of respondents strongly agree with it.

Figure 12

Should sex education start from tertiary school

(college)
21%
7%
21%
Strongly Agrees
Agree
Neutral
Disagree
Strongly Disagree

23%

28%

This graph shows that 23% of respondents agree that sex education should begin from
tertiary level while a close 21% disagrees with it.

Figure 13

Sex education should start from home

17%
17% 7%

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

26%

32%

21
 While 33% of the respondents are neutral about it, 26% of the respondents agree from the
suggestion that sex education should begin from home, strongly agree and disagree are at tie with
17% and the remaining 7% strongly disagrees with it.

Figure 14

Sex education should be included in Science

subject and be taught by the same person
18% 2%
13%

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
31%

37%

33% of the respondents agree that sex education should be integrated in Science and be
taught by the same person (may it be a male or a female) while 18% of them displayed negative
feeling about it.

Figure 15

22
 Sex education should not prohibit Filipino
terms for genitals and other words during the
discussion
4%
21% 11%
Strongly Agree
19% Agree
Neutral
Disagree
Strongly Disagree

45%

21% of the respondents disagree that Filipino terms should not be prohibited in the
middle of discussion of sex education while 19% of the respondents is fine with it. Meanwhile,
45% of them are just neutral about it.

Figure 16

Sex education should discuss and elaborate dif -

ferent sexual forms and ways
15% 10%
5%

22% Strongly Agree

Agree
Neutral
Disagree
Strongly Disagree

48%

This graph shows that 22% of the respondents agree about teaching sexual forms and
ways to do it, while 15% of them disagree with the thought of it.

Figure 17
23
 Sex education would limit cases of teen age
pregnancy
2% 18%
9%

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
36%

35%

35% of the respondents believe that having sex education in the curriculum would help
lower or avoid the case of unwanted teen age pregnancy followed by 18% of firm believers that
it would help and only 9% of them thinks sex education would not be any help to combat teen
age pregnancy.

Figure 18

Sex education would provoke the students to

try sex
10% 7%
21%
Strongly Agree
23%
Agree
Neutral
Disagree
Strongly Disagree

40%

Although 33% of the respondents believe that sex education would help lower teen age
pregnancy, only 23% of them disagrees that sex education would provoke the students to try sex
and surprisingly, 21% of them thinks that sex education would provoke the students to do so.

Figure 19

24
 Sex education should be a mandatory class

7% 12%
22%

Strongly Agree
Agree
Neutral
30% Disagree
Strongly Disagree

30%

Figure 19 shows that 29% of the respondents think that sex education should be a
mandatory class while 22% of them think that it should not be.

Figure 20

Advice and information about sex should be

available to young people through internet
12% 7% 15%

Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree

30%

35%

Since most of the people spend their time of social media and surfing through the net, it is
not a surprise that 30% of the respondents think that advice and information about sex should be
made available to young people while 12% of them disagree with it.

Figure 21

25
 Sex education class should also teach about
family planning
1% 17%

Strongly Agree
Agree
13% Neutral
49% Disagree
Strongly Disagree

20%

49% of the respondents disagree about including family planning in sex education while
17% of them strongly agree with it.

Tables

This part shows the results of the study in a table manner.

Table 1

Sex education should start from primary school

Frequency Mean Median Mode

5 15

4 20

3 31 2.76 3 2

2 36

1 22

Table 2

26
 Sex education should start from secondary school

Frequency Mean Median Mode

5 28

4 42

3 35 3.59 3 4

2 14

1 5

Table 3

Sex education should start from tertiary level

Frequency Mean Median Mode

5 26

4 31

3 34 3.54 3 3

2 25

1 8

Table 4

27
 Sex education should start from home

Frequency Mean Median Mode

5 21

4 31

3 39 3.21 3 3

2 21

1 11

Table 5

Sex education should be integrated into Science subject and should also be taught by that

teacher.

Frequency Mean Median Mode

5 16

4 40

3 45 3.40 3 3

2 22

1 2

Table 6

28
 Sex education should not prohibit the usage of the Filipino terms during the discussion.

Frequency Mean Median Mode

5 16

4 23

3 55 3.36 3 3

2 25

1 5

Table 7

Sex education should discuss and elaborate different sexual forms and ways

Frequency Mean Median Mode

5 15

4 27

3 58 3.22 3 3

2 18

1 6

Table 8

29
 Having sex education included in curriculum, teenage pregnancy would be avoided.

Frequency Mean Median Mode

5 25

4 42

3 44 4.05 4 3

2 11

1 2

Table 9

Sex education would provoke the students to try sex

Frequency Mean Median Mode

5 8

4 25

3 48 2.86 3 3

2 28

1 15

Table 10

30
 Sex education should be a mandatory class.

Frequency Mean Median Mode

5 15

4 39

3 36 3.22 3 4

2 26

1 8

Table 11

Advice and information about sex should be available to young people through the internet.

Frequency Mean Median Mode

5 21

4 37

3 42 3.37 3 3

2 15

1 9

Table 12

31
 Sex education class should also teach about family planning

Frequency Mean Median Mode

5 42

4 29

3 40 3.78 4 5

2 10

1 3

32
 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary and conclusions drawn from the study. This also

presents further recommendations to the future researcher for whatever purpose it may serve.

Summary

This study entitled “Awareness and Attitude toward Sex Education among selected Senior

High School students from Peñaranda National High School S.Y. 2017-2018” aimed to

determine the following:

1. How can the profile of respondents be described in terms of:

a. Gender

b. Age

2. Do the majority of respondents agree about teaching sex education?

3. Who should teach awareness and attitude toward sex education?

4. What will be the impact of raising awareness toward sex?

5. In what way should sex education be taught?

The findings of the study revealed the following:

1. 53% of the respondents are female while the remaining 47% are male.

2. The age profile of respondents shows 57% are 17 years old followed by 29%, 13% and

1% with ages 18, 16 and 15 respectively.

33
 3. Gathering 88% from the respondents, the majority of the respondents agree that sex

education should be taught in the Philippines.

4. Combining the percentage for the choices strongly agree and agree, 56% of the

respondents think that sex education should start from secondary school, followed by

those who think it should start from tertiary school with 2% gap, 43% think that it should

start from home only 26% agree that it should start from primary school.

5. According to the respondents, teaching sex education would limit the cases of teenage

pregnancy.

6. 44% of the respondents think that sex education should be integrated into Science subject

and be taught by the same person, they also think that usage of Filipino terms for genitals

and other words should be allowed. The class should also discuss and elaborate different

sexual forms and ways but they show a surprising disagreement when asked if family

planning should be included in the class.

Conclusion

This part aims to determine whether the null hypothesis or alternative hypothesis will be

accepted, the results are not manipulated and came solely from the respondents.

1. The students believe that sex education should be taught in the Philippines.

2. The respondents believe that teaching sex education would not provoke the students to try sex.

3. Exposure to sex education would lead to fewer occurrence of teenage pregnancy.

34
 Therefore, we can conclude that teaching sex education would pose more positive effects

than the negative. 2 out of 3 alternative hypotheses were accepted while 1 out of 3 null

hypotheses were accepted.

Recommendation

The following recommendations are made for the improvement of the study:

1. Use a different type of questionnaire and provide more questions that would broaden the

scope of the study.

2. Use a larger number of respondents.

35
 REFERENCES

This page of the study shows all the names of author, title of the books or any web links

that were used by the researchers as part of their study.

https://www.ukessays.com/essays/young-people/should-sex-education-be-implemented-in-

schools-young-people-essay.php

https://www.unicef.org/pon96/inbirth.htm

http://www.tandfonline.com/doi/abs/10.1080/14681810701264508

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2584331/

https://www.ncbi.nlm.nih.gov/pubmed/17321420

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5426905/

http://www.advocatesforyouth.org/component/content/article/450-effective-sex-education

https://journals.lww.com/ajnonline/Fulltext/2012/03000/

Comprehensive_Sex_Education_for_Teens_Is_More.5.aspx

http://www.advocatesforyouth.org/component/content/article/450-effective-sex-education

http://www.psst.ph/sex-education-philippines/

http://www.philstar.com/headlines/2017/10/22/1751201/teachers-not-comfortable-tackling-sex-

education-deped

36