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PT 2 IN III

BASIC INFORMATION
Research/Project Title: Perception of Grade 12 HUMSS students
towards the implementation of Sex Education in the Senior High School in the Philippines
Project Duration (in months):
PROPONENT (GROUP #1)
Leader: Buencamino, Miguel Antoine
Assistant Leader: Guyana, Jhyrill Joice
Secretary: Bantinan, Hanna
Reporter: Abaincia, Kylie
File Manager: Arcilla, Nathalie Nicole
DETAILS OF RESEARCH PROPOSAL

BACKGROUND OF THE STUDY:

Sex Education is a program that instructs human sexuality, relating issues to counting enthusiastic
relations and obligations, human sexual life structures, sexual movement, sexual propagation, age of
assent, regenerative well-being, regenerative rights, secure sex, birth control, and sexual restraint. It
refers to the ultimate challenge facing educators and adults for teaching people about sex at their
young age. In reviewing the literature on sex education services and their effect on the prevention of
adolescent pregnancy, it is clear that the results are uncertain. Even one study reported a decline in
pregnancy among adolescents Kohler et al. (2007). The fundamental drift of these inquires was that
sex instruction expanded understanding among members, but in most cases, this information was not
unequivocally put into reality.

In instructing sex education administrations empower understudies to memorize almost sexual

introduction, sees and suppositions approximately sex, and interpersonal connections. It's not as it
was approximately considering, it's moreover approximately instructing understudied around sound
choices around secure sex and the impacts that can affect their activities both physically and
emotionally. Fortunately, it is the correct of each understudied to supply sex instruction and it'll
advantage them from potential deterrents and challenges and improve their well-being.

This presentation and discussion of the literature on student perceptions of sex education will review
the literature and the results of other studies in this study. The analysis will be split into the
following parts. The definition of perception; Female education, teenagers and their identity, sex
education in the conventional culture, origins of sex education in modern society, the reasoning for
the inclusion of sex education in education curriculum, and a philosophical context.

OBJECTIVES:
The study specifically aims:

1. To determine the level of agreement of Grade 12 HUMSS students in implementing sex

education in the senior high school curriculum.
2. To identify the perception of Grade 12 HUMSS students towards the importance of

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implementing sex education in the senior high school

curriculum.

EXPECTED OUTPUTS:

● The objectives that are listed will be a better understanding of what students are being taught
and what is effective. The different learning systems will be emphasized by the researchers
to understand the education that each teenager receives to better understand the statistics. It
may help the school to increase their understanding of sex education.

SIGNIFICANCE:

The findings of this study will redound to the benefit of society especially to parents, teachers,
young adults considering that the majority are uneducated, curious, and shy regarding this topic
which plays an important role in what’s happening now. Thus, schools would surely reduce
unplanned pregnancy, the spread of diseases, and overall confusion. This research can also
understand the concerns and difficulties faced by people in an environment where people use it as
measurement and keeping up with the trend just to prove a point. By understanding these, they can
find solutions to address and it will help them uncover critical areas in the educational process and
progress enough to include these topics because it would save a lot of unnecessary frustration,
confusion, guilt, and so on.

REVIEW OF LITERATURE:

According to Nisreen H. Subahi (2019). Sex education is a process conducted by a teacher in the
school or a parent at home aimed at providing children and teenagers with scientific information and
a sound attitude towards sexual matters by following per under their mental and physical
development. ALFord (2008) believed that effective sex education should be aimed at achieving
significant behavior changes, showing respect to social values, considering the needs of the
community, and adopting a participatory approach between the school and the family. The subjects
of sex education should be suitable to students’ age and should be taught by using the proper
teaching strategy.

According to the Department of Health and Human Services (2007). These curricula focus on
contraception and ways to lessen the risks of sexual activity, although abstinence is at times a non-
trivial component. Curriculum approaches to discussing contraception and ways to lessen the risk of
sexual activity can be grouped in three broad areas: How to obtain protective devices; How to
broach a discussion on introducing these devices in a relationship, and; How to correctly use the
devices.

Daschel, Rebecca, L., (2012) aims that the youths deserve the right to have access to information
and knowledge about making healthy and responsible decisions about their sexuality. However, it is
not all as readily available as one would hope. If there is information available, it may be narrowly
stated, when it should be providing the depth needed for healthy decision making. “In the USA,
federally funded abstinence-only-until-marriage education programs must adhere to a strict eight-
point definition, which requires them to teach that, sexual activity outside of marriage is likely to
have harmful psychological and physical effects” (Mabray & Labauve, 2002, p. 31). Because of this
approach, it could be suggested that this makes the programs narrow in focus and therefore
problematic.

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Omale Ameh (2015). The concept of sex education and its

introduction in junior secondary schools has witnessed many
controversies and misconceptions by many teachers, parents, society,
and students. The concept of sex education which is sometimes called
sexuality education or sex and relationship education attracts a plethora of definitions from different
people. According to Frimpong (2010), sex education is "the systematic attempt to promote the
health awareness in the individual on matters of his/her sexual development, functioning, behavior,
and attitudes through direct teaching". Similarly, the Sexuality Information and Education Council
of the United States (SIECUS) in Njoku (2008), sees sex education as "a planned process of
education that fosters the acquisition of factual information, the formation of positive attitudes,
beliefs and values as well as the development of skills to cope with the biological, psychological,
socio-cultural, and spiritual aspects of human sexuality.

Sue Dyson, Anne Mitchell, Derek Dalton & Lynne Hillier (2003). While the content of school-
based sexual health education is vitally important, the context in which such education is delivered
is equally important. Sexual health curriculum content is vastly different from other school subjects
and both the environment and the approach of those teaching sexual health programs need special
preparation and attention. Buston, Wight et al. (2002) suggest that teachers need to be approachable,
that students should be able to ask explicit questions, including those about the physical aspects of
sex. Furthermore, students should be able to make comments that are not dismissed by the teacher.
Wight (1993) identified four interrelated processes that work to reduce students’ discomfort in the
classroom setting. These include the teacher as protector and friend, that there should be a climate of
trust fostered between students and that the program should be seen as fun.

(Wanyonyi, 2018) Knowledge and adequacy formed the basic parameters of measuring the students’
perceptions of aspects of SE in the C.R.E. curriculum. Data was collected mainly through
questionnaires, interviews, and focus group discussions. For questionnaires to be effective, each
respondent was expected to respond to questions independently to establish their sexual behavior
and perceptions. Interviews were guided by specific questions and allowed free-flowing discussions.
During the discussions, in-depth probing was used by the researcher for clarification of points and
ideas. The study findings revealed that over 75% of the students perceived the learning of SE in
C.R.E as important. They believed that they needed to learn SE in a religious context in line with
their Christian teachings and values. This suggests that SE must be related to moral values. There is
therefore a need for a more comprehensive SE that appreciates the role of learners in determining its
success.

According to SIPPR, 2018, p. 73, Chinese adolescents have reached sexual maturity at increasingly
early ages, and more and more young people in China are open to premarital sex while at the same
time they generally lack sexual and reproductive health knowledge and awareness of safe sex. In
light of this situation and the risks, adolescents face in terms of sexually transmitted infections
(STIs), unintended pregnancies, abortions, and sexual and gender-based violence, education about
sexuality is of utmost importance. This publication describes the findings of a study that aimed to
understand the status of the implementation of sexuality education in Chinese middle schools. The
study surveyed key stakeholders, including students, teachers and principals, education officials, and
other educators, seeking to understand how they receive or provide sexuality education, as well as
their perceptions of and attitudes to school-based sexuality education.

(Keogh, 2019) Comprehensive sexuality education (CSE) is a key component of efforts to improve

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sexual and reproductive outcomes for young people. While many

governments have established policies and curricula for CSE, there
are no quantitative measures of the quality of their implementation in
schools. We describe the construction of a school-level index to
measure CSE implementation quality using data from Peru,
Guatemala, Kenya, and Ghana for validation. The composite index represents seven key
components of a successful program: the range of topics, values imparted, teaching methods, teacher
training, resources available, monitoring and evaluation, and the school environment.

McManus et. al. (2008) Background Sexually Transmitted Infections (STI's), including HIV
(Human Immunodeficiency Virus) mainly affects sexually active young people. Young adults aged
15–29 years account for 32% of AIDS (Acquired Immunodeficiency Syndrome) cases reported in
India and the number of young women living with HIV/AIDS is twice that of young men. The study
aimed to evaluate adolescent school girls' knowledge, perceptions, and attitudes towards STIs/HIV
and safer sex practice and sex education and to explore their current sexual behavior in India.

(Silva, 2002)The results of the analysis indicated a very small overall effect of the interventions in
abstinent behavior. Moderator analysis could only be pursued partially because of limited
information in primary research studies. Parental participation in the program, age of the
participants, virgin-status of the sample, grade level, percentage of females, the scope of the
implementation, and year of publication of the study were associated with variations in effect sizes
for abstinent behavior in univariate tests. However, only parental participation and percentage of
females were significant in the weighted least-squares regression analysis.

RRL SYNTHESIS:

McManus et al. (2008) Background Sexually Transmitted Infections (STIs), including HIV (Human
Immunodeficiency Virus), primarily affect sexually active young people. Young adults between 15
and 29 years of age account for 32% of AIDS cases (Acquired Immunodeficiency Syndrome)
reported in India and the number of young women living with HIV/AIDS is twice that of young
men. The objective of the study was to assess adolescent school girls' knowledge, perceptions, and
attitudes towards STIs/HIV and safer sex practice and sex education, and to explore their current
sexual behavior in India. The results of the analysis showed a very small overall effect of the
interventions on abstinent behavior. Moderator analysis could only be pursued in part due to limited
information in primary research studies. Parental participation in the program, age of participants,
sample virgin status, grade level, percentage of females, the scope of implementation, and year of
publication of the study were associated with variations in effect sizes for abstinent behavior in
univariate tests. However, in the weighted least square regression analysis, only parental
participation and percentage of females were significant. Mugwe (1989) noted that young people in
the Kirinyaga district blamed their parents for increasing levels of adolescent pregnancy because
they did not provide guidance and advice on sexual matters. She also noted that one of the factors
found to be related to premarital sex was the role of the media, which glamorizes casual sex
socialization, as well as information from sexually active peers. Hence, Mabray and Labauve (2002,

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p. 36) said, "comprehensive sexual education programs are rare in the

United States, but they address the needs of adolescents more fully."
School sex education services encourage students to learn about
sexual orientation, views, and opinions on sex and interpersonal
relationships. It's not just about studying, it's also about teaching
students about healthy choices about safe sex and the effects that can affect their actions, both
physically and emotionally. Fortunately, every student has the right to provide sex education and
will benefit from potential barriers and challenges and improve their health.

RESEARCH GAP:

This study will focus on the perceptions of the senior high school student to see the implementation
of sex education will be effective or not. The analysts, in any case, will be incapable to supply an
exhibit test of legitimate usage of sex instruction due to the constrained time outline given to this
investigation. The Personal Information of the participants, such as the name, age, and gender will
be kept exceedingly private between their searchers and participants only. The primary method of
data gathering will be through the use of a focus group discussion and answering of surveys,
wherein the participants will be attending an arranged meeting with the researchers, discussing their
insights and opinions regarding the implementation of sex education in the Philippines through
answering a series of questions after answering a set of written questions.

THEORETICAL FRAMEWORK OF THE STUDY:

According to Anderson and Krathwohl (2011). Sexuality Education is defined as an age-appropriate,

accurate and realistic approach to teaching about sexuality, safety, and so on. It provides structured
opportunities for children and adolescents to examine their attitudes, decision-making, and informed
choices about their futures. Adolescence is identified as consisting of three stages. Gardner's
Multiple Intelligence Theory has benefited schools, students, and pedagogical practices. It has
recently been analyzed student's teachers' intentions to teach knowledge/ information and 'lack' of
knowledge
regarding this matter as evidence. Hence, more emphasis on integrated forms of knowledge, making
the curriculum more relevant, the teaching/learning process more child-centered, and the content
potentially more accessible and efficacious.

CONCEPTUAL FRAMEWORK OF THE STUDY:

The study has worked with the concept of how to build in every adolescent's mind to have a better
connotation of sex education. Sexuality education is much more than giving information. This may
influence and may change the adolescent's beliefs towards this research after having a better
understanding through the provision of information which is appropriate to the age development and
circumstance of the young person. To analyze the study, it also aims to make and follow through on
choices. This study helps young people to deal with many possible problems they may encounter
when dealing with sexual activity. Hence, it is preparing young people for a healthy sexual and
reproductive life but also a happy sexual and reproductive life.

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Figure 1. Conceptual Framework on Identifying Students’ Social Skills

SCOPE:

Most of the things concerning the sex instruction viewpoint on a student's scholarly result are
quantitative strategies. The inquiry will investigate the point of view of parental assets and
allotments and how its division can cripple the scholastic potential of an understudy, a senior tall
school understudy in specific for this think about. It'll use the appropriate investigation to assist
clarify and bolster the concept of actualizing sex instruction. The consider should stand as an
explanation that the senior tall school point of view ought to be done with the accessible parental
assets in intellect, and emphasize the usage of sex instruction in a person figure the assessment.

LIMITATION:

- Since not all students experienced or had sex education it will be challenging to gather data.
- Due to the time and resources available collecting data and responses from students could be
troublesome.
- Not everyone has prior knowledge of the subject.
- The subject matter may be too sensitive for other people because of beliefs, culture, religion,
traditions, etc.

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METHODOLOGY:

Research Site.
The study is conducted to acknowledge the students in The University of Perpetual Help -
Molino Campus the importance of sex education, however, it is online since all of the
students are still under lockdown due to the Pandemic.
Respondents of the Study.
The respondents for this study are the Grade 12 Students, the sections will be recommended
by their respective teachers. The students range from fifteen to eighteen years of age through
online monitoring of suspected data from the Senior Highschool Department who are
enrolled from University of Perpetual Help - Molino Campus.

Research Design & Data collection

The study that will be conducted is Quantitative Research and will be used as a descriptive.
The researchers' will employ the descriptive questionnaire for the student to determine how
their various aspects affect their different beliefs towards sex education. Hence, the different
responses that the researchers collect will be specified to the Senior High School of
University of Perpetual Help System DALTA- Molino Campus.

Data Analysis.

The survey that will be conducted by the researchers' will be compiled and be presented
through the data that is collected.

Research Instrument.
The researchers used a computer questionnaire which is using email as a tool to pass the
questions to the respondents. It consists of 10 questions that have 5 close-ended questions
that are answerable by yes or no and 5 questions in the form of 5 points Likert scale which
ranged from strongly disagree (5) to strongly agree (1). Close-ended questions and Likert
scales are provided to get a consistent response and to make it easy for the respondents.
The given questionnaires are premised on several research assumptions such as; less pressure
for the respondents to answer immediately, avoiding biased answers, and without offending

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the respondents. In this way, it encourages the respondents to

be more open about a sensitive topic and to gain additional
knowledge about the effectiveness of sex education.

Research/Project Title: Perception of Grade 12 HUMSS students towards the implementation of Sex
Education in the Senior High School in the Philippines

Objectives:

The study aims to:

1. To determine the level of agreement of Grade 12 HUMSS students in implementing sex education in
the senior high school curriculum.
2. To identify the perception of Grade 12 HUMSS students towards the importance of implementing
sex education in the senior high school curriculum.

Appendix: Research Questionnaire

Dear Respondents,

This survey is intended to find out your views about the Perception of Grade 12 HUMSS
students towards the implementation of Sex Education in Senior High School in the Philippines. This
is part of our performance task in Inquiries, Investigation, and Immersion, a subject of grade 12
students. Bearing this in mind, we respectfully request your participation by filling out this survey. The
first part aims to elicit information on your background. While the second part requires your insights
on different aspects of the Importance and Effectiveness of Sex Education. By signing your name on
the confirmed below, this would mean that you consent to respond to this survey. We assure you that
the information disclosed here shall not be used for any other purposes except for the ones mentioned
above.

Respectfully,

Members:

Miguel Buencamino
Jhyrill Joice Guayan
Hanna Bantinan
Kylie Abaincia
Nathalie Nicole Arcilla

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BIBLIOGRAPHY/LITERATURE CITED:

Ameh, O. (2015). A SURVEY OF THE PERCEPTION OF STUDENTS ON THE STUDY OF SEX

EDUCATION IN SECONDARY SCHOOL SOCIAL STUDIES IN DEKINA LOCAL
GOVERNMENT AREA OF KOGI STATE. International Journal of Education Learning and
Development, 3, 1st ser., 67-74. Retrieved from http://www.eajournals.org/wp-content/uploads/A-
Survey-of-the-Perception-of-Students-on-the-Study-of-Sex-Education-in-Secondary-School-Social-
Studies-in-Dekina-Local-Government-Area-of-Kogi-State1.pdf

Daschel, R. L. (2012). The Effectiveness of Sex Education Programs in the Schools Retrieved from
http://www2.uwstout.edu/content/lib/thesis/2012/2012daschelr.pdf

Department of Health and Human Services (2008). Review of Comprehensive Sex Education
Curricula. Retrieved from https://files.eric.ed.gov/fulltext/ED497153.pdf.

Dyson, S., Mitchell, A., Dalton, D., & Hillier, L. (2003). Factors For Success in Conducting
Effective Sexual Health and Relationships Education with Young People in Schools: A Literature
Review. Retrieved from https://www.shinesa.org.au/media/2015/04/Literature_ReviewFinal-3.pdf.

Keogh, S. C., Stillman, M. S., Leong, E. U., Awusabo-Asare, K. U., Sidze, E. U., Monzón, A. U., &
Motta, A. U. (2019). Measuring the quality of sexuality education implementation at the school level
in low- and middle-income countries. Sex Education, 20(2), 119-137. Retrieved from
https://www.tandfonline.com/doi/epub/10.1080/14681811.2019.1625762?needAccess=true.

McManus, A., & Dhar, L. (2008). Study of knowledge, perception, and attitude of adolescent girls
towards STIs/HIV, safer sex and sex education: (A cross-sectional survey of urban adolescent
school girls in South Delhi, India). Retrieved from
https://bmcwomenshealth.biomedcentral.com/articles/10.1186/1472-6874-8-12.

Silva, M. (2002). The Effectiveness of school-based sex education programs in the promotion of
abstinent behavior: A meta-analysis. HEALTH EDUCATION RESEARCH, 17(4), 471-481.
Retrieved from file:///home/chronos/u-496b34505e6ed665cd31cc91958c420b4c8e4607/MyFiles/
Downloads/iii2.pdf.

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Subahi, N. H. (2019). Effectiveness of Cognitive Conflict Strategy in

Improving Academic Achievement and Modifying Sex Education
Misconceptions in Science Course among Intermediate Second-Grade
Students. World Journal of Education, 9(2), 2019th ser., 1-13.
Retrieved from https://doi.org/10.5430/wje.v9n2p90.

S. (2018). Implementation of sexuality education in middle schools in China. Retrieved from

file:///home/chronos/u-496b34505e6ed665cd31cc91958c420b4c8e4607/MyFiles/Downloads/
iii1.pdf.

Wanyonyi, H. (2018). Perceptions of Students on Aspects of Sex Education in the Christian

Religious Education Curriculum in Kenya. International Journal of Education and Research, 6(2),
13-26. Retrieved from
file:///home/chronos/u-496b34505e6ed665cd31cc91958c420b4c8e4607/MyFiles/Downloads/iii.pdf.

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