Level of Awareness On Sex Ed

lOMoARcPSD|18837515
Level of Awareness on Sex Ed
Psychology (Notre Dame of Dadiangas University)
Studocu is not sponsored or endorsed by any college or university

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)
lOMoARcPSD|18837515
LEVEL OF AWARENESS OF SENIOR HIGH SCHOOL STUDENTS ON SEX

EDUCATION
A Research Proposal Presented To

The Faculty of the Senior High School
Notre Dame of Dadiangas University
General Santos City
In Partial Fulfillment of the Requirements

For Practical Research 1
Gertrude Sheilo Lastimosa

Julianne Camyl Balanon
Beatrice Grace Dacera
Lovely Rose Gantalao
Leanne Amarinero
Christine Ira Medel
Dan Paulo Arnado
Atsushi Alabado
Janet Ramirez
November 2020

lOMoARcPSD|18837515
DEDICATION
The researchers would like to dedicate the study to all of the people who took
part in making it real, because of their unconditional love and prayers, the
researchers have the chance to complete this study.
To their beloved parents, who have been their source of inspiration and
strength. Moreover, who constantly provides moral and financial support.
To the teachers particularly Ms. Mary Jane Timola, who serves as the guide to
finish the study accordingly and for the resilient belief in the researchers and who
also, gives support in the mechanics of producing the study. The study would have
never become truth, without her guidance.
To the unswerving friends, who have been very supportive along the way of
doing the study and who also shared advice, gives moral support, and continually
bring positivity.
Lastly, to the Almighty God, the Creator, who continually gives the skills,
protection, love and power to overcome obstacles. Furthermore, who leads through
the valley of darkness with light of hope and unending support.

lOMoARcPSD|18837515
ii
ACKNOWLEDGEMENT
The researchers would like to express their deepest and heartfelt gratitude to
the people who have been part of their journey in making this study possible and
successful.
First, to Almighty God for the gift of knowledge and wisdom that He had
showered upon the researchers and for making this study a successful one.
To their parents, for their financial and moral support.
To their statistician, Ms. Hazel Mae S. Cañeda, LPT, whose her statistical
expertise was invaluable during the analysis and interpretation of the collected data,
and for her support, pieces of advice, guidance, valuable comments that helped the
completion and success of the study. To their grammarian, Ms. Josephine Dorado,
for her expertise that has been helpful in checking the proper usage of words and
grammars that helped the proponents immensely in editing. To Ms. Allysa Villarmia,
for her expertise in cognitive and behavioral analysis in regards with sex education
which is helpful in the making of research questionnaires.
To the panelist, Mr. Lloriellard Larona, Ms. Dianne Mae Diaz, and Ms. Rachel
Lou Paranga for their detailed and constructive comments and suggestions. To their
research adviser, Ms. Mary Jane Timola, for the knowledge and expertise she
shared with the researchers. Also, they are grateful to her for molding them into
good researchers they can be. Lastly, to their classmates and friends, who inspired
and helped the researchers to finish the study.

lOMoARcPSD|18837515
iii
The Researchers

lOMoARcPSD|18837515
Table of Contents
DEDICATION...........................................................................................................i
ACKNOWLEDGEMENT.........................................................................................ii
CHAPTER I.............................................................................................................1
THE PROBLEM AND ITS SETTING..................................................................1
Introduction.......................................................................................................1
Statement of the Problem................................................................................3
Significance of the Study..................................................................................4
Scope and Delimitation....................................................................................5
Definition of Terms............................................................................................5
CHAPTER II............................................................................................................8
REVIEW OF RELATED LITERATURE AND STUDIES.....................................8
Conceptual Framework....................................................................................8
Related Literatures.........................................................................................10
Related Studies..............................................................................................20
CHAPTER III.........................................................................................................28
RESEARCH DESIGN AND METHODOLOGY.................................................28
Research Design............................................................................................28
Locale of the Study........................................................................................28
Respondents of the Study..............................................................................30
Instrumentation..............................................................................................30
Data Gathering Procedure.............................................................................31
Statistical Treatment.......................................................................................31
Statistical Tools...............................................................................................33
General Procedure.........................................................................................33
References...........................................................................................................35

lOMoARcPSD|18837515
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Philippine Statistics Authority showed that 8 percent of ladies in our
country ages 15-19 is already a mother and another 2 percent are pregnant with
their first child. Early pregnancy varies by education, wealth quintile and
environment. Supported from the results from the 2013 National Demographic
and Health Survey, initiation of sexual intercourse before 18 years old is more
common among young adult specifically those with less education and poorer
household.
The survey shows that 44 percent of girls ages 15 to 24 with elementary
education does more sexual activity versus 21 percent of ladies with college
education. The young adult women who begun bearing a baby that are classified
as belonging to poor households is 37 percent higher among those women within
the highest wealth quintile which is 13 percent. because of their sexually active
personality, they are inclined to initiate their first sexual activity before marriage.
Among developing countries, Nigeria has the highest birth rates for women aged
lower than 20 years old and study says that this issue has something to do with
less sex education in schools and lack of availability of contraceptives and
contraception services. The Nigerian establishment started implementing Sex
Education that has been impacting moral lesson and social values to secondary
students. Moreover, effective sex teaching programs can decrease sexual issues
and increase contraceptive use among people who are already sexually active.

lOMoARcPSD|18837515
They focused on providing precise information about sexuality, build
interpersonal and communication skills to resist sexual persuasion and address
social and media influences on sexual behaviors (Amazigo et al, 2003).
The Department of Education in General Santos City has expressed alarm
over the rising cases of pregnancy among students within the past three years.
According to Mario Bermudez, the assistant superintendent of the DepEd city
division that they have already recorded a complete total of 83 cases of teenage
pregnancies in local schools as of the end of 2018. To help address the matter,
they intensified their sexuality education campaigns in every public and private
schools, from elementary to senior high school levels, within the city. The move
was supported by DepEd Order No. 31, series of 2018, which issued for the
"Policy Guidelines on the Implementation of the Comprehensive Sexuality
Education (Philippine News Agency, 2019).
Sexuality Education is seen as an answer to the young people’s sexual
issues. (Advocates for Youth, 2019) described Sex Education as a provision of
knowledge about bodily development, sex, sexuality and relationships. It's a tool
for teenagers to grasp and make informed decisions regarding sex and their
sexual health. Sex education isn't only an answer to the young peoples’ sexual
activity but also for them to learn about sexually transmitted infections and
unintended pregnancy. It also includes the course of developing attitudes, beliefs
and values, motivation, skills and significant awareness to one’s sexual health
and consequences. The knowledge which will be taught to the students should
be appropriate to their development and cultural background.

lOMoARcPSD|18837515
Sexuality education responds to the needs of youngsters and youth not
only in terms of their sexual safety and health, but also as a part of their overall
development. Family, society and schools all play important roles in providing
sexuality education for adolescents. Family-based sexuality education is certainly
important, but studies have shown that almost all parents are too embarrassed to
explore the topic of sex or don't know the way to speak about it with their
children. Furthermore, although adolescents absorb much information about
sexuality from the media and wider society, the exactness of such information
cannot be guaranteed. Hence, school-based sexuality education is especially
important (Yan, 2005; Liu, 2007).
“Responsible Parenthood and Reproductive Health Act of 2012” also
called as the Reproductive Health (RH) Act presents government funding for
contraceptives and sex education within the public-school curriculum. supported
this curriculum, sex education should be taught to students starting from ages 10
to 19, which is both primary and secondary school. The Act also provides free or
subsidized contraceptives which will be stocked in health centers and will be
provided free for the poor (DOH Philippines, 2011).
Statement of the Problem
This study aims to find out the Level of Awareness of Senior High School
Students on Sex Education.
Specifically, this study aims to answer the following:
1. What is the demographic profile of the students in terms of last school
attended:

lOMoARcPSD|18837515
1.1 Public; and
1.2 Private
2. What is the level of awareness of Senior High School students on Sex
Education in terms of:
2.1 human body and human development;
2.2 personhood;
2.3 healthy relationships;
2.4 sexuality and sexual behaviors;
2.5 sexual and reproductive health;
2.6 personal safety; and
2.7 gender, culture and human rights.
3. Is there a significant difference between the Level of awareness of Senior
High School students on Sex Education and type of school last attended?
Significance of the Study
This study will be essential to the following individuals who can benefit in
the outcome of this study:
To the NDDU Grade 11 students. This study will be useful to the students by
letting them speak up their views towards sex education in terms of their last
school attended.
To the Teachers. This study will help the teachers encourage and let their
students understand the importance of taking care of their sexual health.
To the NDDU community. This study will be beneficiary to the school's
community by providing them information about the level of awareness of Grade

lOMoARcPSD|18837515
11 students on Sex Education and help them foster an environment wherein
students will be aware of the advantages of sex education.
To the researchers of this study. This study will be beneficiary to the
researchers by gaining knowledge about the level of awareness of Grade 11
students on sex education.
To the future researchers. The results of this study will hopefully provide future
researchers with additional knowledge and guidance to gather information and it
may serve as a reference for a bigger study.
Scope and Delimitation
This study will be delimited to the Level of Awareness of Senior High
School Students of Notre Dame of Dadiangas University towards sex education.
Specifically, this study will focus on the student's awareness level based on the
core topics of sex education in terms of their last school attended.
This study will be conducted to the selected Grade 11 students coming
from different strands of Notre Dame of Dadiangas University in the academic
year 2020-2021.
This study will take place in Notre Dame of Dadiangas University Marist
Campus. No more other schools and other grade levels will be included. The
primary data gathering method will be conducted through survey to determine the
level of awareness of the selected respondents.
Definition of Terms
Sex Education. This refers to a high quality teaching and learning about a broad
variety of topics related to sex and sexuality, exploring values and beliefs about

lOMoARcPSD|18837515
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 (PPFA, 2019). Operationally, it refers to as an
essential action to determine the students' belief in promoting sexual and
reproductive health of the senior high school students.
Sex. This refers to having consenting, pleasurable and safe sexual experiences
(GW Australia, 1968). Operationally, it is defined to expand ones knowledge in
this certain issue with the intention of determining the students' belief in
promoting sexual and reproductive health of the senior high school students.
Sexuality. This refers to the sexual feelings and attractions we have towards
others and the way these are expressed (Western Australia, 2017). Operationally,
it is defined as one of the important factors in order to determine the students'
belief in promoting sexual and reproductive health of the senior high school
students.
Relationships. It refers to a close friend ship between two people, especially
one involving romantic or sexual feelings (Collins, 2019). Operationally, it is
defined as one of the important factors in order to determine the students' belief
in promoting sexual and reproductive health of the senior high school students.
Sexual Health. It refers to a state of physical, emotional, mental and social well-
being in relation to sexuality; it is not merely the absence of disease, dysfunction
or infirmity. Sexual health requires a positive and respectful approach to sexuality
and sexual relationships, as well as the possibility of having pleasurable and safe
sexual experiences, free of coercion, discrimination and violence (Geneva,

lOMoARcPSD|18837515
2002). Operationally, it is defined essentially beneficial especially to the youth, for
them to imbibe more about certain welfare and precautions.
Awareness. It refers to a knowledge that something exists, or understanding of a
situation or subject at the present time based on information or experience
(Cambridge Dictionary, 2020). Operationally, this refers to the variable that will be
gathered from the students that will be scaled and identified based on the
contents under sex education.
Contraceptives. It is also known as birth control, is used to prevent pregnancy
(Sexandu, 2016). Operationally, this refers to be more significant for the reason
that contraceptives are advantageous specifically in our study.

lOMoARcPSD|18837515
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter provides an overview of previous research on knowledge
sharing and intranets. It introduces the framework for the case study that
comprises the main focus of the research described in this study.
Conceptual Framework
The implementation of sex education helped a lot of institutions in
teaching students the proper ways of being aware towards puberty, early
pregnancies, contraceptives, and other lessons in relation to sexuality. It has also
lessened high risk of sexual behaviors.
The study aims to assess the level of awareness of senior high school
students in Notre Dame of Dadiangas University towards sex education based on
their last school attended. In the illustration, the 2 variables are; 1) Level of
Awareness of SHS students on Sex Education, 2) The demographic profile of the
respondents’ in terms of last school attended. The dependent variable is the
Level of Awareness of SHS students on Sex Education. The independent
variable is the last school attended of the respondents. We measure the
significant difference based on the demographic profile of the respondents.

lOMoARcPSD|18837515
Conceptual Framework
Level of Awareness of SHS students

on Sex Education
Respondents’ profile
in terms of last school
attended:
Public
Private
LEVEL OF AWARENESS OF SENIOR

HIGH SCHOOL STUDENTS ON SEX
EDUCATION
Figure 1: Conceptual Framework
Related Literatures

lOMoARcPSD|18837515
10
The literatures cited in this chapter tackle the different concept,
understanding, and ideas, generalization or conclusions and different
development related to study of the enrollment from the past up to the present
and which serves as the researchers guide in developing the project. Those that
were also included in this chapter helps in familiarizing information that are
relevant and similar to the present study.
Sex Education
Silva (2009), described Sex Education as abstinence-oriented
intervention. This intervention has a goal which is to encourage and teach people
especially the teenagers to be aware of unprotected sex, sexually transmitted
diseases and teenage pregnancy. This intervention also shows that the use of
contraceptives is a less effective method than abstinence. On the other hand,
intervention was also defined as a safer-sex if it is applied with a strong
component of contraceptives.
According to Bangalore (2010), Sex Education is considered as a life-long
process. It is a process in which it starts from childhood to adulthood. He said
that Sex Education should not only be taught for sexuality, but also should
demonstrate morale values, personal relationships and decision making. This
education should help every individual to have self-awareness and conscious to
avoid and resist sexual experience.
Studies shows that sex education programs are effective in reducing
pregnancy and abortion rates especially when it promotes responsibility and self-
discipline. It also includes promotion of respect to human rights and gender roles,

lOMoARcPSD|18837515
11
with knowledge of sexual and reproductive health and sexually transmitted
diseases, which is the most lacking information, particularly on young adults in
developing countries (Faundes, 2017).
Sex Education is a process wherein individuals will be aware of their
sexual development, functioning, behavior and attitude through direct teaching.
Young people will deeply understand and will be properly informed about sex
education if they are taught in a very effective way to help them gain knowledge
about sexual awareness and make their sexual decisions wisely and
knowledgably. The program is used to encourage adults to have a healthy sexual
life. The main goal of it is to give adequate knowledge in order to avoid and resist
bad sexual influences (Allen Taylor, 2010).
There has been a great change on what is the focus of sex education from
the early 1950’s to 1990’s. The focus of sex education back in 1950’s is to create
healthy relationship within a family. However, changes have been noticed when
the focus of sex education nowadays is to prevent early pregnancies and
sexually transmitted infections. There has been a shift from a family-focused to a
health prevention focus and aside from that sex education has a big impact on
religious aspects in United States (Education Reform, Past and Present, 2016).
One researcher defines sex education as one which has many
advantages and disadvantages. The children can be aware of the important
information about sexual education such as preventing unprotected sex, teen
pregnancy and sexually transmitted diseases. Sex education can also lead
children to a closer relationship to their educators which are their parents,

lOMoARcPSD|18837515
12
guardian or their school teachers. The children will be comfortable to talk about
sex education and it is a good thing. And lastly if teens or children are aware of
sex education, their body will be having a healthier sexual life (Ipatenco, 2018).
Sex education has been given a great importance since it has been
helpful to students about the information regarding sex and sexual health issues.
As well as in the society, sex education provides knowledge about sex practices,
child sexual abuse, and sexually transmitted diseases. The school has been
known as an important instrument in transmitting these information about sex
education. Different studies shows that implementing school-based sex
education prevents teenagers from being curious about sex. Through programs
of sexuality education, it will help encourage students to know the proper ways of
protecting themselves in doing sexual act (Only My Health, 2015).
As a matter of fact, according to the National Coalition for Sexual Health
(2019), taking charge of your sexual health means having a healthier mind, body
and soul. It can make their sex life a lot better and safer. Having to trust their
partner is really relieving, it can make their selves secured about the actions of
certain people. Having to plan for their sex life can prevent them by doing
impulsive actions such as unplanned pregnancies and sexually transmitted
diseases. Possessing a healthy sexual life can be beneficial to them and their
partner by being able to appreciate and experience a good physical condition,
fulfilling sexual life, happy relationship and a comfortable living. Allowing their
selves to talk freely to their partner is essential to their sexual health (NCSH,
2019).

lOMoARcPSD|18837515
13
On the basis on (Ford, 2012), sex is important, but for others it is not
required. In fact, there are a lot of great relationships that worked out but don’t
involve sex to their bond. They can do many things with their partner that do not
need sex such as travelling other places, watching movies , cooking together or
spending quality time with each other.. The only important characteristics to
make a relationship strong and healthy are trust, respect and of course genuine
love. Having to trust someone is really important, it give you peace of mind and
can help them to live their life to the fullest. If their relationship has all of these
then they can live happily and truly with the love of their life.
The relationship between the instructor and the student is a very important
and powerful indicator in the content of sex education. In this way, teenagers will
deeply understand the importance of sex education and the inclusion of
information about condoms and other contraceptives (Landry, 2011).
According to the article, a department order establishing a sexuality
education policy with a goal to provide students with suitable life skills that can
guarantee learners to be given comprehensive sex education in order to further
promote gender equality and empowerment, shed light on moral values and
reduce possibilities related to poor results in health was agreed to be
implemented by Briones recently. The order for comprehensive sex education will
then have seven main discussions and these are the human body's growth;
personhood, healthy bonds; sexuality and sexual practices; sexual and
reproductive health; personal safety; and gender, culture and human rights that is
aiming to progress ethics such as self-knowledge, respect and protection, non-

lOMoARcPSD|18837515
14
judgement, concern for others, positive behavior toward sexuality, being
responsible and independent (Mateo, 2018).
The National Association of School Nurses (NASN) has the role to
develop effective sexual health awareness based on evidence that will surely be
a factor of a comprehensive school health education that will make the students
be matured in terms of learning sexual education. Nurses play a big part in
having a legal sex education. The execution of having the evidence-based sexual
education has been implemented by the school nurse which directly supported
by the parents and teachers. And it is said that their learnings should be included
as a complete and specific seminar to the students. The registered school nurse
is really important to the educators because they have knowledge to educate
young people to be a responsible citizen. (Kern, 2019)
To limit and lessen the cases of teenage pregnancy, population growth,
and sexually transmitted diseases, the department of education emphasizes the
significance of broadening the knowledge about sexuality education in public
elementary and high schools. The updates and improvements of policy
guidelines in implementing sex education supported by subjects and
extracurricular activities has been prioritized by the DepEd according to the
education undersecretary (Montemayor, 2019).
According to Sullivan and Caterinuro (2009), individuals with autism
disorders need sexuality education. Individuals with this disorders have a high
possibility of being engaged in sexual behaviors. The number of behaviors may

lOMoARcPSD|18837515
15
be problematic for service providers and caregivers because they disregard the
standard of the society regarding interpersonal behavior.
There are many benefits that sex education have. It includes lowering the
rate of teen pregnancies, and abortions and it is also declining the rate in rates of
sexually transmitted diseases. Sex education’s goal is to promote and give
children and young people the ability to be aware of how a healthy relationship
works. And sexuality education does not give them the opportunity to have sex.
Sex education allows the children, teenagers or even adults to have a safer and
appropriate learning about a certain topic including sexual education. (Keulen,
2016)
Sex Education has a great impact in a child’s development. Everything
that they learn from their childhood can be brought to their future sexual
behavior. Teenage pregnancy and sexually transmitted diseases are one of the
common issues in our society nowadays. Therefore, because of these issues, it
further explains that there is a lack of education about the negative impacts of
unprotected sex in a teenager’s life (McConkey, 2014).
According to a research in Ghana, adolescent sexual activity has been a
serious problem, with different cases of adolescent birth, abortion, and AIDS all
considerably higher among adolescents in Junior High Schools. Descriptive
survey design was used to determine the perception of students of JHS in the
Ashanti Region of Ghana towards sexuality education. The School-based sex
education is still a controversial topic in their education as what was revealed
from the results of the recent survey. Most adolescents need to know more

lOMoARcPSD|18837515
16
information to be educated, think of healthy decisions about their own sexuality.
Others believe that sexuality education should be taught and receive in school.
While some also believe that any information about sexuality should come only
from their parents or family members (Ampofo, 2016).
Sexual Education should be taught to school for the reason that teens and
many young adult are suffering from many challenges in term of having sex. And
one of those is unplanned pregnancy. The rate of abortion is increasing every
year and to avoid it we should implement sex education to schools so that many
young people can prevent this kind of activity. For every action, there will always
be a consequences that we will be facing and sexual activities has it. One of
them is teenage pregnancy. Being a teen mother has many disadvantages, it
includes, having depression. Many teen moms did not finish their education and
with that the rate of unemployed moms are increasing. Teen moms are also more
likely to be unemployed or is not financially stable. (Anonymous, 2019)
K12 Academics (2019) stated that the reason why information about sex
education is considered forbidden to discuss among adolescents is because of
its traditional etiquette where knowledge about this should only be given after
marriage. However, most information is now rampant among teens through social
media and friends. The information obtained are deficient which drove teens to
their curiosity. This led them to the increasing number of teenage pregnancies. To
address this problem sex education programs are instituted.
According to Ma. Teresa Montemayor (2019), The Department of
Education has announced policy guidelines that aims to ensure that learners

lOMoARcPSD|18837515
17
receive comprehensive and appropriate information on sexuality education.
Proper teaching of sex education at an early age can help teens to better
understand and can widen their knowledge on the possible effects and
consequences of unprotected sex. Teachers, school principal and education
stake holders are expected to make teaching and learning more relevant,
meaningful and useful to learners through the policy guidelines.
Sex education has pros and cons. The pros includes decreasing the rate
of teenage pregnancy and lowering the level of having sexually transmitted
diseases (STDs). The young people should be informed about the certain issue
especially in preventing sexually transmitted diseases. Sex education also helps
the teens and young people to plan responsibly. It makes young people or even
adults be responsible in terms of having safe sex .The schools enables the teens
to be more practical and to act accordingly. The cons of having sex education,
many people doesn’t take sexual education seriously and because of that if sex
education will be implemented, many students will skip classes. And to avoid that
kind of situation, schools and the faculties should cooperate and should make
sex education more interesting and understandable.
Recent studies suggests that CSE might be a help to lessen teen
pregnancy, also there are no signs that it increases levels of sexual activities and
STDs. According to the study’s lead author, there is no harm in teaching teens
about birth control. Parents and educators have ended into an argument whether
students should be taught about birth control or they just need to learn how to
avoid it (Sujata Iyer, et al., 2010).

lOMoARcPSD|18837515
18
Over the last ten years, there has been a significant growth in the number
of STD cases, especially when it comes to teenagers as well as early unfortunate
pregnancies or teenage pregnancy, sexual abuse and other staggering issues in
relation to sexuality and health. Because of this, the parents, including teachers
support the introduction of sex education since there has been no school-based
sex education yet. However, some traditionalist high authorities like the Russian
Orthodox Church are earnestly disagreeing the implementation. They have
conducted assertive attacks towards said context. Therefore, the Russian
Ministry of Education, allied with UNFPA and UNESCO, has to put their attempts
of putting sex education into effect has come to an end (Boris Yu. Shapiro, 2010)
According to Schutte L. (2017), the school system is a high quality
institution for health promotion and disease prevention intervention for youths. It
is an ideal setting for health promotion initiatives as adolescents can easily be
reached in large numbers. The world health organization (2009) identified school-
based programs as one of the most cost-effective approaches to health and
development in general.
Hannah Fogg (2016) explained that the District of Columbia require public
schools to teach sex education. Many may not know or realize it, but sex
education is rather important. It's crucial to properly teach student and teens alike
the danger of the negative aspects of sexual relationship. Since sex is natural, it
is important to teach students at a reasonable age the danger of sex and how to
prevent them. Having comprehensive sexual health classes in schools ensures

lOMoARcPSD|18837515
19
that students and teens are taking preventative measures to keep themselves
and their partners safe.
Hong Kong adolescents are less sexually active than the west. However,
increasing rate and more liberal sexual attitudes have been reported over the
decades and it cause great concern and begged the question of effectiveness
and occurrence of sex education programs. As they reviewed the local sex
education programs and outlined several observation, they provided suggestion
in the future development and implementation of sex education programs (Leung
and Lin, 2019).
According to Lalnunfeli (2015), due to the influence of cultural, religious
and geographical factors of Mizo people, the issues of sexual and reproductive
health have remained forbidden topic. There is an urgent need to address
sexuality among the youth due to various teenage pregnancy, sex abuse and
exploitation, sexually transmitted infections (STIs) including HIV etc. Yet, the
implementation of sex education continuous to be a controversial issue. Thus, it
would be applicable to discover the attitude of the students, teachers, and
community towards sex education.
According to Jeffren P. Miguel (2013), human beings are “socio animals “,
Their behavior, knowledge and perception are influenced by the societies where
they are born and natured, sometimes due to curiosity they do this things with
lack of knowledge about it. According to Planned Parenthood in 2013, sex can be
defined as “The physical and behavioral difference that distinguishes individual
organisms according to their functions in the reproductive process”.

lOMoARcPSD|18837515
20
According to Kathrin F. Stanger-hall and David W. Wall (2011), the United
States ranks first in rates of teenage pregnancy and sexually transmitted
diseases. To reduce these rates, they propose the implementation of
comprehensive sex and STD education in the biology curriculum in middle and
high school science classes and a parallel social studies curriculum that
addresses risk-aversion behaviors and future planning.
Related Studies
This part relates the summary method, findings and conclusion of studies like
dissertation, unpublished thesis and other studies viewed. This includes the
studies with the current issues and problems that compromise to the research
study.
Sex Education is a great help to an individual’s overall development. It can
also be taught within the family, but studies shown that most parents are
embarrassed to teach their children about sex. Young people commonly get
information about sex from media and the society, but the information that they
get is not accurately guaranteed (Lan and Yan, 2009).
Over the past 30 years, sex education has been taught in Swedish
School. According to a study that aims to determine the perception of students
about the knowledge they receive from learning sex education, students still
doesn’t have enough knowledge about human reproductive health and two-thirds
of the students thought that is due to the lacking of information. Moreover,
students suggest to discuss further more about relationships and the possible
consequences of unsafe sex. Instructions and ways of teaching sex education

lOMoARcPSD|18837515
21
should also be developed in order for the students to easily cope up with the
topics concerning sexuality (Lindell, 2011).
According to Fok Shui Che (2009), a study of the implementation of sex
education in Hong Kong revealed that sexuality education is not considered as
an important subject in their school curriculum. Results from the early 1990’s
survey of the Department of Education showed that there are a lot of factors
affecting the implementation of sex education in schools. The Hong Kong
Institute of Education carried out a study in the year 1999–2000 to determine if
there had been any progress in sex education in the post‐handover period to
China from the United Kingdom. Through a survey and a small number of
structured interviews, the study reveals through the use of one on one teaching
methods, students of secondary schools are becoming more positive in
promoting sex education.
According to Jonathan Simrin (2015), European countries tend to have the
lowest rate of teen age pregnancies. Italy, Germany and Switzerland, among
others, had fewer than 4 teen birth per thousand babies born. Expert point to the
generally progressive approach to sexual education in the countries as well as
Sweden, France, Netherland, Denmark and Belgium all of which reported
between 5 and 6 teen birth per thousand people. Teachers in these countries
tend to put less emphasis on the dangers of sex. Instead, they gear the
curriculum to teach sex in a normal, healthy, and positive way.
Various studies had repeatedly found that sex education helps young
people take steps to protect their health, in which it provides accurate, complete,

lOMoARcPSD|18837515
22
and developmentally appropriate information on human sexuality, including risk-
reduction strategies and contraception. A 2012 study discovered that 66
comprehensive sexual risk reduction programs has been an effective public
health strategy to reduce adolescent pregnancy, HIV, and STIs. The National
Survey of Family Growth also conducted a research that assessed the impact of
sexuality education on youth sexual risk-taking for young people ages 15-19. The
study revealed that 50 percent of teenagers are less likely to experience
pregnancy if they received comprehensive sex education when compared to
those who received abstinence-only-until-marriage programs (Advocates for
Youth, 2019).
Ontario Institute of Studies in Education (2011) showed that teenagers are
the focus of most research with regards to sex education since they are the ones
who really need complete and accurate information about sexual activities. A
research from 2005 revealed that 43% of Canadian teens have experienced
having sexual intercourse once and 8% were engaged on it before they were 15
years old. This suggests that those who receive sex education have lower risk of
pregnancy compared to the abstinence-only program. There are a lot of ways of
implementing sex education to teens, it can be taught at home where teens are
guided by their parents and where they can talk openly and comfortably. Also
role-playing at school can be an effective strategy.
A study was conducted to determine students' exposure to sex education
and their perceptions towards the implementation of sexual health advice and
education. 427 students were given questionnaires and results showed that

lOMoARcPSD|18837515
23
almost 90% of students agreed on the importance of sex education in school
curriculum. 60% reported prior exposure to sex education in school. However, it
was also reported that females had limited access to advice about contraception
and sexual health. This study shows that implementation of school-based sex
education should be more widened especially to women (Benzaken, et al., 2011).
Comprehensive sexual education is an integral part in improving sexual
and reproductive health of young people. Governments have established policies
for CSE, however there are no measures of the quality of their implementation.
Researchers have constructed a school-level index to measure the quality of
implementing CSE in schools using data from Middle-income countries. The
index shows seven key components of a successful program, it includes range of
topics, values imparted, teaching methods, teacher training, resources available,
monitoring and evaluation, and the school environment. The study discussed the
results of the findings for improvement of school-based CSE in Peru, Guatemala,
Kenya, and Ghana. The assessment of the reliability of the school-level index
shows that it can be useful in other types and can be a significant tool for
educationalists, researchers, and program implementets in measuring qualities of
CSE implementation (Keogh, 2019).
According to the study of PI Opara, GK Eke, PN Tabansi (2012), Sexuality
behavior amongst young people in Nigeria and Sub-Saharan Africa is seriously
going through transformation from what it was previously. A survey was done to
1050 secondary school students attending a series of Schools debates in Port
Harcourt Metropolis with age ranges from 10-20 years old, and a total of 486

lOMoARcPSD|18837515
24
males and 564 females. Results showed that 90.5% of the respondents had
heard of sexuality education but only 40.1% discussed relevant topics on the
subject. Also 52.8% believed that sexuality education should be given at home by
both parents. However, only 31.2% acquired information from their mothers and
3.6% from their fathers. There are only 7.6% said that most are coming from their
teachers. It was concluded that secondary school students are aware of sexuality
education, but lacks information. Since both parents and teachers are poor in
providing such information therefore they also need to be enlightened on
sexuality education along with the students.
The study analyzes the outcome of a well-organized strategy when it
comes to implementing sex education. It aims to access the effectiveness of
sexual education when it is well-thought out and planned when implemented.
According to this study, the group used a partially experimental group design to
examine data from teachers through questionnaires. They measured based on
the teachers’ ideals in their curriculum, the attributes of the context, and of the
alteration plan of action. Based on the results, it showed that the strategy has a
positive impact when it comes to curriculum. It was decided that the strategy can
be possibly implemented and has great chances to provide innovative changes in
school-based sex and health education exercises (C.H Weiefferink et al, 2014).
Females had fewer knowledge of sexual education than males. They
evaluated the perceptions of 369 undergraduate students at Al-Quds University
were moderately knowledgeable of sexual education. Gender, school, academic,
year and religious commitment, these are the significant predictors of the

lOMoARcPSD|18837515
25
students’ perceptions of sexual education according to the statistics that they
showed. In the conservation of Palestinian society, sexual education is sensitive
and sometimes taboo concept that adhere to its religious, cultural and moral
values (Banat and Dayyeh, 2019).
School-based sex education is an underdeveloped and challenging issue
to address in Iran. This analysis provides insights into the challenges in
implementing and developing school-based sex education in Iran. According to
the investigation of Iranian boys’ school, it is possible to critically explore the
underlying principles and practice of sex education in their institution. Given the
sociocultural milieu and the problematic nature of childhood, adolescent ad
premarital sexualities within the society, developing and implementing school-
based sex education programs is a difficult endeavor. Because of the great
extent of parents and school in Iran, premarital sexuality is unacceptable and
may choose not to approach sex education. To examine the different aspects of
sex education and to demonstrate its importance and effectiveness for young
Iranians, there is need for evidence-based research (Tabatabaie, 2015).
Through a descriptive survey research design, perception of junior social
studies students about sex education was investigated. The study includes all
social studies students in 35 public and 6 registered private Junior Secondary
Schools in Dekina LGA. It was conducted using questionnaire which was made
by the researcher and approved by experts. Results showed that students
agreed on sex education since they have a positive perception and attitude
towards it. It was recommended that teachers are the one suitable to give

lOMoARcPSD|18837515
26
information and they should teach sex education in the most appropriate way so
that students will be comfortable when discussing about sex related activities and
issues (Ameh, 2015).
Hong Kong adolescents are less sexually active than the west. However,
increasing rate and more liberal sexual attitudes have been reported over the
decades and it cause great concern and begged the question of effectiveness
and occurrence of sex education programs. As they reviewed the local sex
education programs and outlined several observation, they provided suggestion
in the future development and implementation of sex education programs (Leung
and Lin, 2019).
According to Coates (2017), Abstinence-only education programs remain
the most widely used curriculum in public education. In districts where sexuality
education is offered, students riddled the information with inaccuracies and
disparaging on gender and racial bias. They look at the current state of sexuality
education in one urban school district whose state requirements towards sex and
HIV education are restrictive at best. After the examination in the United States,
in the school district of Pennsylvania in Philadelphia and the community initiative
taking place to aid the district in providing a more comprehensive approach to
sexuality education.
According to Monica Silva (2010), this review presents the findings from
controlled school-based sex education interventions published in the last 15
years in the US. The results from the analysis shows a very small overall effect of
the abstinent-behavior. Moderator analysis could only be done partially because

lOMoARcPSD|18837515
27
of limited information in research studies. Parental participation in the program,
age of the participants, virgin-status of the sample, grade level, percentage of
females, scope of the implementation and year of publication of the study were
associated with variations in effect sizes for abstinent behavior in univariate tests.
According to Gingiss and Hamilton (2014), it is necessary to understand
the attitude and concern of the teacher’s teaching experiences. Forty-seven sixth
grade teachers were surveyed to examine the perceptions of themselves, their
students, colleagues, and community. Overall levels of teachers views generally
were positive on scales designed to measure of the importance of the items
studied, responsibility, for students’ outcome, three measures of comfort, etc. The
teachers identified benefits and barriers to teaching the course indicate a focus
for continuing education.
In conclusion, the literature and studies presented showed that sexual
education provides essential benefits to most students where they would be
aware of the important information about sexual education. Moreover, studies
showed that majority of students agreed on the implementation of sex education
in school curriculum. Comprehensive sexual reduction programs has also been
considered effective in various studies as a public health strategy to reduce
adolescent pregnancy, sexually transmitted infections and the risk of abortion.`

lOMoARcPSD|18837515
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
Research Design
Research Design is the detailed outline of how the study is conducted.
This is the part of the research which revolved the overall strategy that the
researchers chose to integrate in which the Level of Awareness of Senior High
School students towards Sex Education will be gathered and analyzed.
Specifically, in this study, descriptive quantitative design will be used
wherein the Level of Awareness of Senior High School students towards Sex
Education will be described and analyzed through a survey. This approach is to
analyze the students’ awareness on sex education.
Locale of the Study
This study will be conducted in Notre Dame of Dadiangas University
College Campus, Marist Ave, General Santos City, 9500 South Cotabato,
Philippines. This establishment is a Catholic institution run by the Marist
Brothers or FMS (Fratres Maristae a Scholis). The researchers chose Notre
Dame of Dadiangas University as their locale for it will be accessible for them to
conduct the study in the institution where they belong.
Notre Dame of Dadiangas University is located almost near the heart of
the city. It is located at the back of Mindanao State University College of
Education and Training Department which is near the public playground of
General Santos City.

lOMoARcPSD|18837515
29
LEVEL OF AWARENESS OF
SENIOR HIGH SCHOOL
STUDENTS ON SEX
EDUCATION
Variables Methodology
Profile in terms of last Research Design

school attended
Locale of the Study
Public
Private Notre Dame of

Dadiangas University
College Marist Campus
Level of Awareness of
SHS on Sex Education Instrumentation
Significant
Modified Survey Questionnaire
difference between
the Level of
Awareness of Sampling Technique
Senior High School
students on Sex Slovin’s Formula
Education and their
school last attended Stratified
Random Sampling
Respondents of the Study
Grade 11 Students
SY: 2020-2021
Statistical Tools
Frequency Count
Weighted Mean
Analysis of Variance
Percentage
Figure 2: Research Design of the Study

lOMoARcPSD|18837515
30
Respondents of the Study
The respondents of the study will be the Grade 11 students who are
enrolled at Notre Dame of Dadiangas University in General Santos City in the
Academic year 2020-2021. The respondents will be composed of Grade 11
students in three academic strands which are HUMSS, ABM and STEM who will
be selected using Slovin’s Formula, Stratified and Random sampling. The Grade
11 students will be chosen since it is the first level of Senior High School and
they are expected to be capable of adapting information with regards to the
discussion of sexuality.
Instrumentation
In conducting the study, a modified survey questionnaire will be used.
Since the study is a quantitative type of research, the researcher will provide a
survey questionnaire which consists of the seven core topics of sex education
based on DepEd order with three questions in every topic that is answerable by
scale. The survey questionnaire will be given to the respondents to establish the
following: the students’ level of awareness on sex education (five-point scale).
The questionnaire will primarily focus on the respondents in terms of their
different views towards the sexuality education. The researchers will use this five-
point Likert scale in which 5 indicates very high in which the student learned all
the seven core topics of sex education in his/her last school attended, 4 indicates
above average in which the student has a background of the seven core topics of
sex education in his/her last school attended, 3 indicates average in which the
student has an average learning about the seven core topics of sex education, 2

lOMoARcPSD|18837515
31
for below average in which the student was not completely taught about the
seven core topics of sex education, and 1 for very low in which the student has a
very small knowledge about the seven core topics of sex education.
Above Below
Very High Average Very Low
Average Average
5 3 1
4 2
Figure 3: 5-point Likert Scale
Data Gathering Procedure
The Data Gathering for this study will be done by following a step-by-step
procedure to attain a satisfactory result. First, the researchers will make a draft of
close-ended type questions based on the seven core topics of sex education.
Second, the researchers will ask their research adviser to check the
questionnaire if it contains appropriate questions to be filled up by the selected
respondents. The researchers will then finalize their questions and ask for a
permission to the authorized personnel that they will conduct the study. Then the
researchers will gather the data from the questionnaires given to the selected
Grade 11 Senior High School students of Notre Dame of Dadiangas University.
The results will be analyzed and classified after gathering all the descriptive and
statistical data needed. Then, the researchers had their final papers checked for
approval by their research adviser.
Statistical Treatment
The researchers used modified survey questionnaires based on DepEd
order for this study. Questionnaires provide a relatively cheap, quick and efficient
way of obtaining large amounts of information from a large sample of students.

lOMoARcPSD|18837515
32
The survey questionnaire will be given to the respondents to establish the Level
of Awareness of Senior High School Students of Notre Dame of Dadiangas
University on Sex Education. The questionnaires focused on the respondent’s
understanding towards sex education. The researchers used Likert scale
because the researcher would like to identify how respondents feel about the
implementation of sex education. The scale typically ranges from Very High,
Above Average, Average, and Below Average to Very Low.
Mean Range Mean Description Verbal Explanation

The student learned all
the seven core topics of

4.6 – 5.0 5 Very High
sex education in his/her
last school attended

The student has a
background of the seven
3.6 – 4.5 4 Above Average core topics of sex
education in his/her last
school attended
The student has an
average learning about
2.6 – 3.5 3 Average the seven core topics of
last school attended.

1.6 – 2.5 2 Below Average The student was not
completely taught about
the seven core topics of

lOMoARcPSD|18837515
33

The student has a very
small knowledge about
1.00 – 1.5 1 Very Low the seven core topics of
Statistical Tools
To classify the demographic profile of the students which is stated in
objective number one, frequency count will be used wherein the demographic
profile of the students will be counted manually. For the objective number two,
weighted mean and percentage will be used to get the average or central value
of the sum of the level of awareness of the senior high school students on sex
education. The significant difference between the students’ level of awareness on
sex education and their profile will be differentiated using Analysis of Variance
(ANOVA).
General Procedure
Before conducting the study, the first step is discussing about the seven
core topics of sex education based on DepEd order. Then listing the objectives of
the study that will be conducted and analyzing its benefits for the student’s
sexual health and life. The researchers will then decide where to conduct the
study and why it should be conducted. The next step is looking for related
literatures and studies that will prove and elaborate the variables of the study.

lOMoARcPSD|18837515
34
Then the researchers will plan on the research design on how to conduct the
study. The researchers will also present a letter to the authorized personnel to
allow them in conducting the study. The researchers will ask their research
adviser to check the questionnaire if it has appropriate questions until it will be
finalized and ready to be conducted. Then the results will be analyzed and
classified after gathering the data needed. Lastly, the researchers’ final papers
will be approved by the research teacher.

lOMoARcPSD|18837515
References
Recide, R. (2014). Philippine Statistics Authority. Retrieved December 4, 2019,
from
https://psa.gov.ph/content/one-ten-young-filipino-women-age-15-19-
already-mother-or-pregnant-first-child-final-results
Bridges, E. and Hauser, D. (2014). Sexuality Education: Building an evidence-
and rights-based approach to healthy decision-making, Retrieved December 4,
2019, from
https://advocatesforyouth.org/resources/fact-sheets/sexuality-education-
2/
Chen, D. and Meleisea, E. and Li, H. (2018). Implementation of sexuality
education
in middle schools in China. Beijing, United Nations Educational, Scientific and
Cultural
Organization.
Mateo, J. (2018). DepEd Comprehensive Sex Education Develop Responsible
Youth , Retrieved January 31, 2020, from
https://www.philstar.com/other-sections/education-and-
home/2018/08/09/1840820/deped-comprehensive-sex-education-develop-
responsible-youth
Yan, Guangwei. 2005. Survey of the Sexual Knowledge and the Attitudes of the
Teenage Students’ Parents towards Sexuality Education. Chinese School
Doctors, Vol. 19, No. 1, pp. 35-6.

lOMoARcPSD|18837515
Liu, Wenli and Caroline Edwards. 2007. Investigation into City Parents’
Knowledge and Attitudes of Giving Sexuality Education to Their Teenage 70
Children. China Youth Research, Vol. 5, pp. 48-52.
n.a (2019). Philippine News Agency. Retrieved December 4, 2019, from
https://www.pna.gov.ph/articles/1064532g
Ipaterno, S. (2018). What are the Advantages & Disadvantages of Sex Education
at School?. Classroom. Retrieved December 4, 2019, from
https://classroom.synonym.com/advantages-disadvantages-sex-
education-school-8181030.html
Silva, M. (2009). The effectiveness of school-based sex education programs in
the promotion of abstinent behavior: a meta-analysis. Health Education
Research. 17, 471-481.
https://doi.org/10.1093/her/17.4.471
Bangalore, (2010). Knowledge attitude and perception of sex education among
school going adolescents in ambala District, Haryana, India, a cross sectional
study. Retrieved December 4, 2019, from
ncbi.nlm.nih.gor/pmc/article/PMC5427339/#b6
n.a (2015). Pros and cons of sex education in school. Only My Health. Retrieved
December 9, 2019, from
https://m.onlymyhealth.com /amp/sex-education-in-school-pros-cons-
1310535352
n.a (2019) National Coalition for Sexual Health, from

lOMoARcPSD|18837515
https://www.ncshguide.org/download/NCSH-Sexual-Sexual-Health-Guide-
National.pdf
Ford, S.(2012), from
https://www.sandyford.org)medical/12768/relationship-and-
sexualhealth.pdt
Montemayor,M. .(2019).Integrating sex education in schools to empower
learners. Philippine News Agency.
https://www.pna.gov./articles/ 1066447
Keulen,V.(2016) World Health Organization,from
https://www.euro.who-data’assets/pdf-file/10081379043/sexuality-
education-Policy-brief-No-1-pdf?va=1
Natalic Mcconkey.(2014).
http://cornerstone.lib.mnsu.edu//etds.
Ampofo,A.(2016). Academic. Retrieved December 9, 2019 from
https://www.academic.edu/29518621/Student-perception-towards-sex-
education-a-case-study
Anonymous.(2019). NCSHL,March 21, 2019 from,
https://www’ncsl.org/research/health/state-polices-on-sex-education-in-
school-aspx
Iyer,S.(2018) Opinion Front, from
https://www.gougle.com.ph/amp/s/opinionfront.com/sex-education-in-
school-pros-cons-amp

lOMoARcPSD|18837515
Boris yu.Shapiro.Sexuality,society and learning, volume/,/, Pages 87-
96./Published:Aug.25,2010.
https://doi.org/10.1080//46818120041742
https://doi.org/10.26481/dis.201707121s
https://medium.com
Scharlet,A.T.,et al.,(2015). Journal of youth and adolescence 43(10), 1595-1610.
Retrieved from
https://doi.org/10.1007/s10964-014-0178-8
Leung,H.,Lin,L.,(2019). Journal Adolescent Health 64(6),s52-s58.Retrieved from
https:/doi.org/10.1016/j.jadohealth.2018.12.007
Lalnunfeli,D.,(2015).Mizoram University,
https://www.scribd.com/doc/174618337/Sex-Education-Review-of-
Related.Literature
https://scholar.google.com/scholar?h/=en and
as_sdt=0%2C5&q.Sexeducation+pdf&btng=#d=gs&v=%23p
%306BX3fcKP6AJ
China.unfpa.org/sites/default/files/pub-pdf
Che,F.(2009).Sex Education. Retrieved December 9 2019, from
https://www.tandfonline.com/doi/abs/10.1080/1468110500171458?
journalcode=csed20
Hppst://www.seeker.com/which-countries-have-the-best-sex-education-
1792604688.html.

lOMoARcPSD|18837515
n.a(2019).Advovates for Youth. Sexuality Education. Retrieved December 9,
2019 from
https://advocatesforyouth.org/resources/fact-sheets/sexuality-education-2/
Benzaken,T,.palep,A.,Gill,P.(2011).BMC Public Health 2, Article numbers:805.
Retrieved December 9 2019, from
https;//bmcpublichealth.biomedcentral.com/articles/10.1186//1471-2458-
11-8053article-info
Keogh,S.(2019).Sexuality, Society, and Learning, Retrieved December 9, 2019,
From,
https:www.tandfonline.com/doi/full/10.1080/14681811.2019.1625762
Opera, pl., Gke GK., Tabansi, PN.(2012).African Journals Online. Retrieved
December 9, 2019 From
https://www.ajol.info/index.php/wajm/article/view/98984
Wiefferink, C. H., Poelman, J. etc.: DOI:
https: doi.org.//0.1093/her/cbg/20
Banat, B.Y.I., Dayyeh, J.,(2019). Sexual Education of Palestinian University
Students: Between Perceptions and Cultural Barriers. Global Journal of Helath
Science11(7).doi.10..5539/gjhs.u11n7777p112
Tabatabaie,A.,(2015) Retrieved December 9,2019 from
https://doi.org/10.1080/146818811.2014.992066
Leung,H., Lin,c.,(2019).Adolecent sexual risk behavior in Hongkong:
prevalence ,protection factors, and sex education programs. Journal of
Adolescent Health 64(6),552-558. Retrieved December 9,2019 from

lOMoARcPSD|18837515
https;/doi.org/10.1016/j.jjjadohealth.2018.12.007
Coates, P.W.,(2017) Retrieved December 9, 2019 from
https://doi.org/10.10.007/978.94-6351-032-5-8
Monica, S.(2009)
academic.oup.com/her/article/17/4/471/59099928
Gingiss, P.C., Hmilton, R.,(2014). Retrieved December 9, 2019 from
https://doi.org/10.1111/j.1561.tb04656.x

Level of Awareness On Sex Ed

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Level of Awareness On Sex Ed

Uploaded by

Copyright:

Available Formats

lOMoARcPSD|18837515

Level of Awareness on Sex Ed

Psychology (Notre Dame of Dadiangas University)

Studocu is not sponsored or endorsed by any college or university

LEVEL OF AWARENESS OF SENIOR HIGH SCHOOL STUDENTS ON SEX

A Research Proposal Presented To

In Partial Fulfillment of the Requirements

Gertrude Sheilo Lastimosa

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

researchers have the chance to complete this study.

strength. Moreover, who constantly provides moral and financial support.

never become truth, without her guidance.

the valley of darkness with light of hope and unending support.

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

To their parents, for their financial and moral support.

which is helpful in the making of research questionnaires.

and helped the researchers to finish the study.

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

THE PROBLEM AND ITS SETTING

Philippine Statistics Authority showed that 8 percent of ladies in our

The survey shows that 44 percent of girls ages 15 to 24 with elementary

as belonging to poor households is 37 percent higher among those women within

less sex education in schools and lack of availability of contraceptives and

contraception services. The Nigerian establishment started implementing Sex

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

They focused on providing precise information about sexuality, build

interpersonal and communication skills to resist sexual persuasion and address

social and media influences on sexual behaviors (Amazigo et al, 2003).

The Department of Education in General Santos City has expressed alarm

According to Mario Bermudez, the assistant superintendent of the DepEd city

"Policy Guidelines on the Implementation of the Comprehensive Sexuality

Education (Philippine News Agency, 2019).

Sexuality Education is seen as an answer to the young people’s sexual

issues. (Advocates for Youth, 2019) described Sex Education as a provision of

unintended pregnancy. It also includes the course of developing attitudes, beliefs

be appropriate to their development and cultural background.

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

Sexuality education responds to the needs of youngsters and youth not

sexuality education for adolescents. Family-based sexuality education is certainly

children. Furthermore, although adolescents absorb much information about

cannot be guaranteed. Hence, school-based sexuality education is especially

important (Yan, 2005; Liu, 2007).

“Responsible Parenthood and Reproductive Health Act of 2012” also

contraceptives and sex education within the public-school curriculum. supported

subsidized contraceptives which will be stocked in health centers and will be

provided free for the poor (DOH Philippines, 2011).

Statement of the Problem

Students on Sex Education.

Specifically, this study aims to answer the following:

1. What is the demographic profile of the students in terms of last school

Downloaded by Julia Mar Antonete T Acedo (acedojuliamarantonetetamayo@gmail.com)

1.1 Public; and

2. What is the level of awareness of Senior High School students on Sex

Education in terms of:

2.1 human body and human development;

2.3 healthy relationships;

2.4 sexuality and sexual behaviors;

2.5 sexual and reproductive health;

2.6 personal safety; and

2.7 gender, culture and human rights.