PERCEPTION OF JUNIOR HIGH SCHOOL STUDENTS IN COLEGIO DE

MONTESSORI TOWARDS SEX EDUCATION

A Senior High School Thesis manuscript submitted to the faculty of Colegio De

Montessori Inc. A.Soriano Highway, Timalan Naic, Cavite, in partial on the
requirements for Senior High School

SUSTAL, LANCE ANDREI A.

ANGIO, JOHN MYCO F.
EFONDO, ANAMIE N.
LIANG, HANNAH MAE C.
LIM, VANILLAH
POBLETE, RANDOLF A.
SIGNO, GERVIN V.

RESEARCH ADVISER:
SISRACON, JAYCELYN C.

MAY 2023
TABLE OF CONTENTS
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction

Background of the Study

Conceptual Framework

Statement of the Problem

Objectives of the Study

Hypothesis

Significance of the Study

Scope, Limitations, and Delimitations

Definition of Terms

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature (Local)

Related Literature (Foreign)

Related Studies (Local)

Related Studies (Foreign)

CHAPTER 3: THE METHODOLOGY

Research Design

Subject of the Study

Instrumentation

Procedure of Data Gathering

Statistical Treatment

Survey Results

APPENDICES

APPENDIX I: REFERENCE LIST

APPENDIX II: VALIDATION LETTER

APPENDIX III: QUESTIONNAIRE

APPENDIX IV: CURRICULUM VITAE

 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In the modern world, anyone from anywhere can access anything on the internet

with a device capable of connecting to the information superhighway. All sorts of

knowledge are accessible to any individual with just a few fingertips. With the ever-

increasing advancements in technology, it helped propel humanity to greater heights,

from the invention of the wheel that drives carts to telescopes, capable of seeing stars

billions of light years away. There is no denying the fact that technology has helped us

achieve things that our ancestors never even dreamed of.

Many teenagers all around the world are exposed to violence, drugs, and other

illegal activities, especially sex. Possibly, but not restricted to, exposure to the wrong

environments (i.e., family, friends, acquaintances, and relatives) and unregulated access

to the world wide web (i.e., pornographic sites, drug activities) greatly influences how

they decide regarding any sexually related circumstances.

Sex education can resolve most of the world’s problems regarding the situation

of adolescents and their sexual lives. According to the Council of Europe, “the benefits

of sexuality education, when comprehensive, go far beyond information on

reproduction and health risks associated with sexuality. Sexuality education is essential

to prevent and combat sexual abuse against children, sexual violence, and sexual

exploitation.” It can help students be aware of the harm and benefits that sex education

focuses on teaching, but also decrease their chances of participating in unplanned sexual

intercourse between opposite sexes, promote the use of contraceptives that decrease the
chances of transmitting STIs during intercourse between sexual partners, and provide

students with the proper knowledge to combat sexual abuse, violence, and exploitation.

Early pregnancy is still relevant in the Philippines. The recent lockdown caused

by COVID-19 increased the percentage of teenage pregnancies but is slowly decreasing

as the government lifts lockdown policies. According to the Philippine Star, a trusted

news outlet in the Philippines, “citing a study made by the University of the Philippines,

Español said P34 billion is lost from the Philippine economy every year due to teen

pregnancies.” The rate of documented adolescent pregnancies in the Philippines is

slowly declining, but the economic poverty caused by unplanned pregnancies among

teenagers still persists.

The perceptions of junior high school students in Colegio de Montessori are

what the researchers are after to answer this everlasting question, “How informed are

the junior high school students of Colegio de Montessori concerning sex education?”
Background of the Study

The World Health Organization (WHO, 2018) stated that, “Comprehensive

sexuality education (CSE) plays a central role in the preparation of young people for a

safe, productive, fulfilling life in a world where HIV and AIDS, sexually transmitted

infections (STIs), unintended pregnancies, gender-based violence (GBV) and gender

inequality still pose serious risks to their well-being.” Sex education is important to

students, as it gives information and knowledge on the side of sex. The study of

UNESCO (2018–2022), “Why comprehensive sexuality education is important” stated

that only 34% of young people around the world can demonstrate accurate knowledge

of HIV prevention and transmission. The comprehensive sexuality education that

UNESCO states is a curriculum-based process of teaching and learning that focuses on

wellbeing and physical aspects of sexuality. The aim of comprehensive sexuality

education is to equip minors with empowering knowledge, skills, attitudes, and values

to benefit themselves and positively affect their environment.

Exposure to and opinions towards sex education among adolescent students in

Mumbai: A cross-sectional survey by Benzaken, Palep, and Gill (2011) stated that 90%

of students believed it was important to have sex education as part of the school

curriculum; over 60% reported prior exposure to sex education in school. However,

only 45% were satisfied they had good access to advice about contraception and sexual

health; particularly, females reported more limited access.

In this present study knowledge and perception of sex education was good,

majority believe that sex education should implemented in school curriculum and

majority of them gave good reason for sex education implementation in school. The

most common preference for getting sex education was from doctor and teacher/school
followed by friend respectively. Sex education and sexuality is unaccepted in many

communities and also among some parents, adolescents feel shy and scared to talk

about sex education, some adolescents hesitate to reply about sex education especially

girls (Kumar et al., 2017).

Conceptual Framework

INPUT PROCESS OUTPUT

Survey of the researchers’ Administration of surveys The general perception of
participants (JHS in Colegio to each of the respondents junior high school students
de Montessori) about their with a given deadline for in Colegio de Montessori
perception towards sex answering. towards sex education.
education.
Checking for qualification
Gathered data that of each of the respondent’s
answers the following survey input.
questions:
Statistical analysis and
1. What are the interpretation of qualified
perceptions of inputs from the
junior high respondents.
school students
about sex
education?
2. How
comfortable are
the junior high
school students
when learning
sex related
education?
3. How well
informed are
junior high
school students
when it comes
to the topic of
sex education?

Profile of respondents
according to their sex.
Statement of the Problem

The researchers, like the teens, face a constant barrage of comparable content

on the internet, which is accessible to nearly everyone. Sex education for junior high

school students can cover a wide range of topics to provide comprehensive knowledge

and promote healthy attitudes and behaviors related to sexual health.

This study will answer the following:

1. What are the perceptions of junior high school students about sex education?

2. How comfortable are the junior high school students when learning sex

related education?

3. How well informed are junior high school students when it comes to the

topic of sex education?

Objectives of the Study

The main goal of this study is to determine the respondents’ perceptions of sex

education. Along with related studies and literature, our goal is to gather and analyze

the collected data to see if the junior high school students’ existing perception has any

relevance to their way of learning sex education.

Specifically, the goal of this study is to determine the awareness of junior high

school students at Colegio de Montessori towards sex education and, in general, how

well informed they are about sex education and how comfortable they are when

discussing sex education with other peers, teachers, or parents.

Hypothesis

This study aims find the possible relationship between the perception of junior

high school students and how it affects the way they learn sex education.

Null Hypothesis (H₀) – There is no significant relationship between the

perception of junior high school students and how it affects the way they learn

sex education.

Alternative Hypothesis (H₁) – There is a significant relationship between the

perception of junior high school students and how it affects the way they learn

sex education.
Significance of the Study

This study aims to collect data from junior high school students in Colegio de

Montessori about their perception towards sex education. Sex education will help the

students by giving them useful information that increases their awareness of sexuality

and the current situation that is going on around the world i.e., rape, STDs and poverty.

This study will benefit the following:

Students. This will give the junior high school students a clear opportunity to

state their own opinions towards sex education.

Parents. The parents of the following students will now have a clue on what to

teach, and what to recommend their children when teaching sex education

outside of school.

School. It will also benefit the school to raise awareness about sex education

and its benefits toward students. This study will also give the school an insight

about the current state of sex education and its impact on students.

Other Researchers. This study will benefit other researchers by providing

them with useful data that they can use in their own studies.
Scope, Limitations, and Delimitations

This study will focus on the perceptions of junior high school students in

Colegio de Montessori towards sex education. Topics in or related to sex education will

also be discussed.

Surveys will be the only tool to record the perceptions of students. Researchers

will conduct surveys on junior high school students with a goal of achieving 200

participants, but due to a lack of student population in the junior high school

department, the researchers are only able to survey a total of 143 respondents. Each

survey of our respondents will be thoroughly analyzed by our group to provide useful

findings that are helpful for students, teachers, parents, and future researchers.

To avoid confusion in the contents of this paper and to avoid the risk of

producing inaccurate results, topics that are too far-fetched or unrelated to our research

will be avoided at all costs.

 Definition of Terms

This section contains words that may not be easily understandable by readers.

Adolescence. is a transitional stage of physical and psychological development that

generally occurs during the period from puberty to adulthood. Adolescence is usually

associated with the teenage years, but its physical, psychological or cultural expressions

may begin earlier or end later

Curriculum. in education, a curriculum is broadly defined as the totality of student

experiences that occur in the educational process. The term often refers specifically to

a planned sequence of instruction, or to a view of the student’s experiences in terms of

the educator’s or school’s instructional goals.

Perception. the act or faculty of perceiving or apprehending by means of the senses or

of the mind; cognition; understanding. Immediate or intuitive recognition or

appreciation, as of moral, psychological, or aesthetic qualities; insight; intuition;

discernment: an artist of rare perception.

Sex Education. is high quality teaching and learning about a broad variety of topics

related to sex and sexuality. It explores values and beliefs about those topics and helps

people gain the skills that are needed to navigate relationships with self, partners, and

community, and manage one’s own sexual health.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies dating from

2013 - present, local and foreign, related to the perception of adolescents towards sex

education.

Related Literature (Local)

Teenage pregnancy in the Philippines has been steadily rising over the past 35

years, with increasing proportions of teenagers who are not poor, have better education

and are residents of urban areas. Younger age at menarche, premarital sexual activity,

cohabiting unions, and decreased stigma of out-of-wedlock pregnancy may explain this

trend (Natividad, 2013).

Issues such as overpopulation, high rates of teen pregnancy and the rise of HIV.

The Philippines passed the Responsible Parenthood and Reproductive Health Act of

2012 (RH Act) in response to health issues such as infant mortality, pregnancy-related

deaths and a rise in HIV/AIDS cases. The RH Act provides more equal access to sex

education, while also reaffirming the government’s commitment to protecting women’s

reproductive rights, providing accessible family planning information, and hiring

skilled maternal health professionals to work in both urban and rural areas of the

Philippines. Additionally, the Catholic Church opposes implementing sex education in

schools as well as the distribution of contraceptives. In an effort to reduce the country`s

rate of poverty, Philippine President, Rodrigo Duerte, ordered the government to

provide access to free contraceptives for six million women in 2017.

 The Roots of Health is a non-governmental organization that provides sex

education to women in Palawan and Puerto Princesa. Susan Evangelista and Amina

Evangelista Swanepoel, initially provided reproductive health classes at Palawan State

University in Puerto Princesa and have since expanded into free clinical services for

young women. By 2018, they served 20,000 women and adolescents in the Palawan

and Puerto Princesa communities, demonstrating that there is a growing grassroots

movement towards reframing reproductive health in the Philippines (Nichols, 2020).

The implementation of the reproductive health (RH) law in the Philippines has

been delayed due to legal questions raised by its critics before the Supreme Court. The

education department has not yet developed the minimum standards of comprehensive

sexuality education that schools should comply with, according to the latest report. The

RH bill was finally enacted under the Aquino administration, but its implementation

was delayed due to legal questions raised by its critics before the Supreme Court. The

health department started fully implementing it months after (Geronimo, 2016).

Quarantine restrictions were put in place in March 2020 to prevent the

worsening of the health crisis due to COVID-19. This has led to a 2021 baby boom

projected by the University of the Philippines Population Institute (UPPI) and the

United Nations Population Fund (UNFPA). Public transportation is still affected, jobs

have been lost, and some family planning centers are only available with minimal

staffing. Condoms and contraceptive pills are also limited in supply, especially in rural

areas far from the capital region. The Commission on Population and Development

(POPCOM) reported that early adolescent pregnancy and unintended pregnancies were

among the most urgent problems of women. In 2019, 2,411 girls aged ten to fourteen

gave birth, putting the number at almost 7 girls per day. The number of Filipino minors
who gave birth in 2019 increased to 62,510, from 62,341, and 70,755 families were

headed by minors by the end of 2020. The country’s lack of comprehensive sexual

education is also a culprit (Santos, 2021).

Sex education has been well studied, but studies do not account for the

simultaneity between knowledge demand and sexual behavior. A theoretical model of

sexual behavior and STI information demand is proposed to motivate the discussion.

Evidence suggests that increasing HIV/AIDS knowledge delays sexual initiation, limits

activity, and increases condom use among some subpopulation of female young adults

(Abrigo, 2017)

With the review of published empirical studies with HIV-related outcomes in

the Philippines, majority of which are cross-sectional studies describing HIV and STI

prevalence and risk factors in samples recruited from the Philippines; four HIV

prevention programs were identified, all of which reported improvements on HIV

knowledge, attitudes, and behaviors. Most studies focused on condom use-related

outcomes and STI history, few had biomarkers for HIV, and none addressed biomedical

HIV prevention strategies (Restar et al., 2018).

The most common barrier to men’s involvement in sexual and reproductive

health care (SRH) and family planning (FP) services in the Philippines was deficit in

knowledge, while the most common facilitator was the positive influence of their social

network on men’s attitudes, beliefs, and practices. More studies are needed to

understand the multilevel ecological factors influencing men’s involvement (Lantiere,

2022).
Related Literature (Foreign)

The World Health Organization reported that 2 million+ young people living

with HIV worldwide and a third of all new HIV infections occur among youths (Leung,

2019).

The International Conference on Population and Development and related

resolutions have repeatedly called on governments to provide adolescents and young

people with comprehensive sexuality education (CSE). Such an approach is more likely

to reduce the rates of STIs and unplanned pregnancies (Haberland & Rogow, 2015).

Reviews of digital platforms and blended learning show greater effectiveness in

terms of promoting sexual and reproductive health in adolescents, but also include

greater risks of bias. A more rigorous assessment of the effectiveness of sex education

programs is necessary (Fernández, 2021). A thematic and critical literature review was

conducted to explore adolescents’ experiences with online sex education. The four

major themes reveal that: (a) adolescents report engaging with sex information online;

(b) adolescents are interested in a number of topics, such as sexually transmitted

infections and pregnancy; (c) the quality of adolescent-targeted sex information online

can be lacking, but adolescents can evaluate these sources; and (d) Internet-based

interventions can increase adolescents’ sexual health knowledge (Simon & Daneback,

2013).

School-based sex education is a cornerstone of HIV prevention for adolescents

in low- and middle-income countries. A meta-analysis found that school-based sex

education interventions are an effective strategy for reducing HIV-related risk. Results

showed that students who received school-based sex education interventions had

significantly greater HIV knowledge, self-efficacy related to refusing sex or condom

use, condom use, fewer sexual partners, and less initiation of first sex during follow-

up. The paucity of abstinence-only or abstinence-plus interventions identified during

the review made comparisons between the predominant comprehensive and less

common abstinence-focused programs difficult. Outcomes from systematic literature

review shows appreciation of sexual diversity, dating and intimate partner violence

prevention of child sex abuse, improved social/emotional learning, and increased media

literacy. Results strengthened justification for the widespread adoption of the national

sex education standards (Goldfarb & Leiberman, 2020; Fonner, 2014).

Data analysis of representative data from 2015 Youth Risk Behavior Survey and

2014 School Health Profiles was conducted using logistic models testing whether youth

with higher proportion of school teaching had lower odds of reporting being bullied in

school, including depressive symptoms and suicidality. Results found out that Lesbian

and gay youth had lower odds of experiencing bullying in school, bisexual youth had

lower odds of reporting depressive symptoms. In conclusion, students with greater

proportion of LGBTQ- inclusive sex education had lower odds of experiencing school-

based victimization and adverse mental health (Proulx et al., 2018).

The phrase “sexual outcomes” refers to attitudes, behaviors, and experiences of

adolescents as a result of sex education. In United States, sex education has three major

themes in recent literature: 1. Abstinence and delaying the initiation of sex. 2.

Consequences of the lack of contraceptive use. 3. Perspective and experiences of

LGBTQ + youth. Overall, Abstinence – only sex education programs have no beneficial

or harmful impact on rates of abstinence, STD’s and unintentional pregnancies. Strong

evidence suggest that the program have an impact on LGBTQ+ youth due to the lack
of relevant information and heteronormative framing, there should be current policy

debate and suggestions for research (Heels, 2019).

Related Study (Local)

Comprehensive Sexual Education is often overlooked due to its sensitive nature

in conservative society, leading to higher teen pregnancy rates, unsafe sex practices,

and an increase in sexually transmitted diseases. Quality sexual education had positive

contributions to sexual knowledge, and that students had a relatively positive sexual

attitude. Additionally, respondents with higher religiosity had higher perceptions of

comprehensiveness and the school environment in relation to their quality of JHS sex

education (Azarraga et al., 2021).

Sex education is a rare subject to be implemented in the Philippine curriculum

due to the common misconception that it triggers students to have sex. Using multiple

methods design to describe and interpret data and characteristics about the implication

of morality on sex education among grade 11 students of BCP. Most of the respondents

agreed that there are benefits to the implication of morality on sex education in terms

of their friends, health, education, and study. The researchers concluded that the student

should be given relevant and reliable information and a wide interpretation of the moral

issues in taking sex education, the administration should promote a sex education

program that includes knowledge and understanding of the sexual dimension of life,

and the teachers must be open-minded when they talk about sex education (Acosta et

al., 2019).
 The Responsible Parenthood and Reproductive Health Act of 2012 stated that

comprehensive sexual education (CSE), allows Filipino students to be informed and

empowered to make proactive decisions about their sexuality. It was because of the

vulnerability of Filipino youth to several sexual and reproductive health (SRH)

problems (Nyika et al., 2016). Although gender equality and equity were positioned as

core values in this policy, prejudice, and discrimination against the LGBTQ+

community remain pervasive and institutional in the Philippines (Thoreson, 2017).

Thus, there was a need to evaluate CSE-related policies. The analysis showed that

sexual health education in the Philippines excludes topics, perspectives, and health

problems relevant to Filipino LGBTQ+ youth. Policy and program recommendations

were made in evaluating the design and implementation of Comprehensive Sexual

Education in the Philippines (Abesamis & Siddayao, 2021).

The out-of-school youth in the Philippines are in need of health and sex

education. The mean age of the subjects was 18.0 ± 3.0 years, with an overall age range

of 15 to 24 years. Out-of-school youth obtained information on STIs mainly from the

media, and were fairly knowledgeable about cervical cancer. They were also more

sexually active than the students and consulted their parents on STI prevention. It was

concluded that out-of-school youth could constitute a high-risk demographic for STIs,

and health education may be essential to help them protect themselves (Tanaka et al.,

2017).

The Philippine government raised their vote to integrate and teach sex education

in the curriculum due to increasing cases of pregnancies, sexually transmitted diseases

and HIV infection among youth. The study used quantitative method to elicit baseline

information of students on Sex Education and to give a background on their current

sexual knowledge, behaviors and opinions. Out of 846 respondents, 19.15% already

tried engaging in sexual intercourse, most of whom had 1-2 sexual partners. The extent

of Cumulative Sexual Education information gained by the students is generally “low”

and their Sexual Knowledge and Sexual Opinion are at “average” level (Gallao et al.,

2020).

Public health and human rights concerns have been correlated to forced sexual

intercourse experience among Filipino women. According to the 2008 Philippines

Demographic and Health Survey, women from wealthier households claimed to have

their first sexual encounters less frequently than those from the lowest homes. Also,

women who were already married reported forced sexual debuts less regularly than

women who had never been married. The danger of forced first sexual encounters was

also increased by early sexual debut. Ethnic and socioeconomic disparities must be

considered specifically in interventions to end sexual violence against women in the

Philippines (Sano et al., 2016).

Reproductive health knowledge, attitudes regarding reproductive behaviors,

and reproductive health self-efficacy influenced participants’ reproductive health

promoting behaviors. Social norms influenced reproductive health self-efficacy and

indirectly influenced reproductive health promoting behaviors. Attitude toward gender

roles was associated with reproductive health knowledge (Choi & Lee, 2021).

The semi-structured interview study from Ohlström (2016) aimed to gain a

deeper understanding of Filipino pre-service teachers’ perceptions of sexuality

education. The main findings included that the pre-service teachers critically reflected

on their own experiences of sexuality education and did not intend to repeat the

education they received to future students. They expressed problem-focused

perceptions of sexuality education content but positive approaches to the subject in

general and were hopeful of positive sexual health outcomes in the Philippines.

Objections from the Catholic Church and parents to future students were perceived as

the biggest challenges to the implementation of sexuality education. More information

to, and collaboration with, parents regarding sexuality education were suggested as

means to face resistance in the Philippine society.

The pre-service teachers’ perceptions agreed with international

recommendations on sexuality education to some extent, but results showed

contradicting opinions regarding gender equality and sexual diversity. This point to a

conclusion that the pre-service teachers need extended and improved teacher training

on sexuality education, that develop their knowledge and allow them to critically reflect

on norms in their society.

Related Study (Foreign)

Study from Cardoso et al. (2023) aims to verify the knowledge of high school

students about sexually transmitted infections (STIs) and to make an association

between the social determinants of health and the vulnerability of adolescents to STIs.

Results showed that most students had doubts about the subject, did not use alcohol and

drugs, and did not wash syringes before reusing them. The average age of first

intercourse was 15.03 (+2.09), and 21% cited that they open up to their mother or do

not talk to anyone about HIV/AIDS. Adolescents have some understanding that

unprotected sexual intercourse can be harmful to health, even though they did not know

about the various forms of infection.

 A study by Arop et al. (2019) revealed that adolescents’ counseling and

sensitization were significantly related to their attitudes towards sex education

respectively and jointly. Findings also showed that adolescents’ views regarding sex

education are influenced considerably by counseling and sensitization. According to

the results, it was advised that the government hire professional counselors to give

secondary schools the ability to have at least three counselors in each school for schools

to manage students’ perceptions effectively.

It was recommended that teachers should teach comprehensive sex education

without prejudice and create a friendly atmosphere with the students (Ameh, 2015).

According to the results of the study of Efrati and Meydan, Teachers were stated

to be considerably higher levels of discussion with students about child sexual abuse

and harassment than students thought their teachers had. Moreover, they learned that

any kind of communication on child sexual abuse or harassment between teachers and

students would benefit students. Such conversations predict students’ feelings of being

supported and welcomed (Efrati & Meydan, 2023).

Sex education programs have a positive effect on adolescent sexual behaviour,

and that more schools should get involved in spreading the knowledge (Kumah &

Agyemang, 2017).

Most adolescents favor sex education. In addition to that, they prefer doctors

followed by teachers that should give them sex education. The knowledge of sexual

and reproductive health was seriously lacking. Students believed sex education was

essential and should be included in the curriculum (Kumar et al., 2017).

 School-based sex education was a controversial topic in public education. Many

believe that any information about sexuality should be provided only by parents or

family members. In contrast, others thought that sex education was a vital part of

students’ instruction. The consequences of adolescent sexual activity were severe, with

teenage birth, abortion, and AIDS case rates considerably higher among adolescents

(Ampofo, 2016).

The study by Helmer et al. reported about young people, particularly those 16-

25, the quality of sex education in their everyday life experience. Findings showed the

need for more information like sexual experiences or the proper way of using a condom

to avoid conflicts. Young people need more sex education; providing truthful

information leads to a positive attitude to healthy relationships and well-being

(Fernández et al., 2021).

Hong Kong urgently needs a comprehensive, reliable, and sustainable sexual

education system due to the lack of mandated school-based sex education programs and

the growing public health concerns over sexual health. Andres et al. proposed a study

to develop a tested school-based, culturally relevant, comprehensive sexual health

education program. Their findings resulted that sexual health knowledge, awareness of

the principles that guide safe sexual choices, comprehension of the effectiveness of

sexual communication, and intention to use contraception were among the key

outcomes that students were interested in. The program’s objectives include

encouraging teenagers and trusted adults in their lives to create a supportive

environment for the promotion of sexual health as well as building a community about

sexual health outcomes (Andres et al., 2021).

 The study from Kamuren et al. (2017) sought to find out the perception of

secondary school students on the need for sex education in secondary schools in Eldoret

municipality, Kenya. A cross sectional descriptive survey was conducted to collect

qualitative and quantitative primary data from students on their perceptions on the need

for sex education. The findings showed that 53% of the students perceived the need to

introduce sex education in schools, suggesting that the idea is worth revisiting. The

researcher concluded that many students’ perceptions towards introduction of sex

education in secondary schools is positive.

 CHAPTER 3

THE METHODOLOGY

This chapter reveals the methods of research to be employed by the researcher

in conducting the study which includes the research design, population of the study,

research instrument and its development establishing its validity and reliability, data

gathering procedures, and the appropriate statistical treatment of data

Research Design

The researchers used non-experimental research design for it is fit for surveys.

Non-experimental research designs are research studies that do not involve

manipulation of an independent variable or random assignment of participants to

different groups. Non-experimental research designs are often used when the researcher

cannot control the variables of interest or when it would be unethical or impractical to

manipulate these variables.

Non-experimental research designs are useful when it is not possible to

manipulate variables of interest, such as in the study of historical events or the

examination of naturally occurring phenomena. However, these designs are limited in

their ability to establish causation between variables, as other factors could be

influencing the results.

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 APPENDIX II

VALIDATION LETTER
 APPENDIX III

QUESTIONNAIRE
 APPENDIX IV

CURRICULUM VITAE