CEGUERA TECHNOLOGICAL COLLEGES

COLLEGE OF CRIMINOLOGY
IRIGA CITY
_

Chapter 1

THE PROBLEM

Introduction

In the Philippines, sex education is a very sensitive matter. Many

people believes that sex is a very inappropriate topic to be discussed as a

subject to be taught in educational institutions.

The inadequacy of education regarding sexual matters often leads to

sex by trial and error, unawareness of using contraception, lack of

satisfaction, and guilt complexes, including early and unwanted pregnancies,

abortions, early marriages, and gender-based violence.

Sexual education should emphasize the significance of sex at the

appropriate time, such as during marriage. However, the main purpose of sex

education is to inform people about its dangers, particularly the risk of

Sexually Transmitted Diseases (STDs) like Human Immunodeficiency Virus

(HIV) when unprotected sex is engaged in.

People should be able to develop their capacity for making ethical

choices regarding sex, sexuality, and relationships with the help of effective

sex education. Sex education aims to dispel any myths or misconceptions

about sex and sexuality by informing the audience, primarily teens, of the

truth.
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Since the discovery of HIV/AIDS, 2200 adolescents between the ages

of 13 and 19 have been reported to have contracted the disease; it is clear

that sex education is vital in schools. Additionally, as drugs and alcohol are

mostly linked to sexual activity, sex education should focus on educating

individuals about these key factors as well.

Sex education at work and in schools is important. It should be taught in

classrooms and be required of all students in educational institutions.

Teenagers frequently have questions about their sexuality because of the

many myths spread by their classmates; for this reason, sex education in the

classroom is crucial since it informs students of the truth about sex.

Unprotected sex puts young people at risk for sexually transmitted

diseases and unintended pregnancies that could interfere with their social and

academic lives. However, instructors and educators should not be the only

ones in charge of sex education. The responsibility of educating their children

about the dangers of unprotected sex, the appropriate age for sexual activity,

and the value of just having one partner in a relationship falls on the

shoulders of parents.

Sex education should be offered in workplaces as well as in schools

and institutions. There should be no age restrictions on attendance at sex

education seminars. With such activities, it will be less likely that people will
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be exposed to hazards like homosexuality, which is a major factor in the high

rate of HIV transmission.

Additionally, sex education can lessen the likelihood of abortions

caused by unsafe sex, hence preventing unintended pregnancies. Therefore,

sex education should be provided starting at the appropriate ages, and it is

the responsibility of the government, schools, parents, and churches.

The Philippine Government is mandated to address the needs of

Filipino citizens regarding responsible parenthood and reproductive health

through Republic Act 10254, also known as the RP RH Act of 2012. The policy

includes access to reproductive health and family planning services, material

healthcare services, and comprehensive sexuality education for youth. In

2018, DepEd Order #31, series issued the Policy Guidelines on the

Implementation of Comprehensive Sexuality Education, which was developed

and submitted for quality check, approval, and launching.

Theoretical Framework

This study was anchored on the following theories: Causal Theoretical

Model (Salas,2019) that favors the use of Comprehensive Sexuality Education

(CSE). This theoretical review goes over the different theoretical variables

and constructs that could condition teacher intervention in relation to CSE

curricular contents, since teachers’ experiences affect the pedagogic decisions

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they make. The theoretical model includes the constructs of sexual conduct,

teacher training, and teacher self-efficacy for sexual education. Sexual

behavior is operationalized by the theoretical variables of sexual abuse,

sexism, attitude toward sexuality, dogmatic and permissive religiousness, and

social, pair and family constructions. Sexual education in teacher training

includes the variables in elementary school, high school, university and any

further training. The conclusion is that teachers must review their own sexual

experiences to deconstruct their understanding and to become an appropriate

model for the pedagogic praxis of CSE contents. Key words: Teacher training,

sexual behavior, self-efficacy, comprehensive sexual education, theoretical

model.

Psycho-Social Theory (Wight & Abraham,2000). This paper describes

the development of a theoretically based sex education programme currently

undergoing a randomized controlled trial in the UK. It considers some of the

practical difficulties involved in translating research-based conclusions into

acceptable, replicable and potentially effective classroom lessons. The

discussion acknowledges that the implications of social psychological research

and the requirements of rigorous evaluation may conflict with accepted

principles inherent in current sex education practice. It also emphasizes that

theoretical ideas must be carefully embedded in lessons which are informed

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by an awareness of classroom culture, and the needs and skills of teachers.

For example, the use of same-sex student groups to reflect on the gendered

construction of sexuality may be problematic. Materials must be tailored to

recipients' circumstances, which may require substituting for limited

experience with the use of detailed scripts and scenarios. Furthermore, role-

play techniques for sexual negotiation that work elsewhere may not be

effective in the UK. The use of trigger video sessions and other techniques

are recommended. Finally, the problems involved in promoting condom-

related skills are discussed. The paper concludes that, if an intervention is to

be sustainable beyond the research stage, it must be designed to overcome

such problems while remaining theoretically informed.

Theory of Protection parents as sex educators ( Schuster,1985 ) A

theory of protection was proposed to organize and explain the dynamic

interactions between parents and children as they relate to sex education.

Sixteen mothers were interviewed and the data analyzed through the

constant comparative method. The optimal goal of sex education was

determined to be self-protection, that is, attainment by the child of personal

boundary control in order to function positively in society while maintaining

his or her own values. The processes of sex education are governed by

parents' perceptions of providing protection for the child through the

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identification and control of boundaries. Major variables moderating the

quality of protection are mutuality, knowledge, and values. Using the theory

of protection, suggestions are offered for clinical practice, parent teaching,

and further investigation.

KAA’s Theory ( Knowledge - Awareness - Avoidance ) ( Follero,

Pontanares, Prado, Requiero, & Tabusao, 2023 ) This theory proposes that

the key to a peaceful and beautiful life is through the three interconnected

things which are: Knowledge, Awareness and Avoidance. Because if the

person has knowledge of the things should and shouldn't do and also aware

of what is doing, can avoid it. According to KAA's Theory having knowledge

about Sex education helps teenagers understand themselves biologically and

prepare to face the world so that they do not fall victim to sexual predators.

It also empowers girls and boys to speak up if their sexual boundaries are

violated.
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C PSYCHO-SOCIAL
CAUSAL THEORY
THEORETICAL ( WIGHT,
MODEL ABRAHAM,2000 )
( SALAS,2019 )

Highly Knowledgeable
and
Aware Criminology
Student on Sex
Education

KAA’s THEORY
THEORY OF
PROTECTION ( FOLLERO,PONTANARES,
PRADO,REQUIRO,
( SCHUSTER,1985 ) TABUSAO,2023 )
Figure 1
Theoretical Paradigm
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Conceptual Framework of the Study

Figure 2 shows the conceptual paradigm of this study. It is based on

the system approach which shows the interplay of the three important

elements: the input, the process, and the output

Input. It includes the respondents, the level of knowledge and

awareness of the respondents on Sex Education

Process. It consisted of the following: data collection of respondent's

profiles: administering questionnaires to respondents: organization of

student's responses: statistical analysis and interpretation of data on the

assessment of the respondents on Sex Education.

Output. The output of this study is the formulation of

measures/programs/activities on the Knowledge and Awareness of students

on Sex Education.

The feedback loop provides mechanism for the continuing

development of the study to further use so as to achieve the identified goals.

It is vital to keep the evidence-based program on track. If the feedback loop

indicates needed changes, then the system needs to be adjusted to improve

effectiveness and efficiency.

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Process
Output
Input
1. Demographic profile of the respondents :

A. Age

B. Gender
* Data gathering
C. Socio Economic Status
Action Plan of
2. The Level of Knowledge and Awareness of
Criminology Student in terms of Sex
through questionaires
Education along with :
A.Gender Identify Activities/Program for
B.Birth Control
C.Sexua lTransmitted Infections
Awareness on Sex
D. Relationships
3. What is the Level of Awareness of * Presentaton,
Criminology Student in terms of Sex
Education along with : Education
A.Gender Identity Interpretation,
B.Birth Control
C.Sexual Transmitted Infections
D.Relationships
4. What problems were encountered by the
Analysis and
respondents for being unaware and ignorant
of Sex Education ?
5. What are the intervention can be
Implication
formulated based on the finding of the Study ?

FEEDBACK
Figure 2
Conceptual Paradigm
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Statement of the Problem

This study aimed to find out the level of Knowledge and Awareness of

Sex Education among Criminology student of Ceguera Technological

Colleges. Specifically, this study aims to answer the following questions :

1. What are the demographic profiles of responents in terms of :

A. Gender

B. Age

C. Socio Economic Status

2. What is the Level of Knowledge of Criminology Student in terms of Sex

Education along with :

A. Gender Identify

B. Birth Control

C. Sexual Transmitted Infections

D. Relationships

3. What is the Level of Awareness of Criminology Student in terms of Sex

Education along with :

A. Gender Identity

B. Birth Control

C. Sexual Transmitted Infections

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D. Relationships

4. What problems were encountered by the respondents for being unaware

and ignorant of Sex Education ?

5. What are the intervention can be formulated based on the finding of the

Study ?

Assumptions of the Study

The study premises the respondents on the following assumptions:

1. That the profile of the respondents varies.

2. That the level of knowledge differs.

3. That the Level of Awareness differs.

4. There are problems encounter.

5. There are intervention that can be formulated.

Scope and Delimitation

The present study is delimited among the selected students of Ceguera

Technological Colleges, Iriga City for the school year 2023-2024. This study

was confined to determine the level of knowledge and awareness on Sex

Education.

Significance of the Study. This study will be beneficial to the following:

Students. This study would help them to increase their knowledge and

awareness on Sex Education.

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Ceguera Technological Colleges. The result of this study can serve as a

guide and reference in raising knowledge and awareness to address Sex

Education that may be committed by students in School.

Instructors. The result of this study would help them share their knowledge

on Sex Education and teach the students to be aware it.

School Administrators. This would help the school administrators to

formulate programs that would enhance and update the faculty and students

knowledge and awareness regarding Sex Education.

Parents. The result of this study would benefit them in applying the

knowledge and awareness in guiding their children.

Researchers. The researchers can make use of the result of this present

study. This study will serve as their basis and comparison to their future

study.

Future Researchers. The findings and recommendations of this study can

serve as their basis for future use.

Definition of Terms

To provide a common frame and to facilitate good understanding of the

research, the following terms were conceptually and operationally defined

below as they are being used in the study:

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Knowledge facts, information, and skills acquired by a person through

experience or education; the theoretical or practical understanding of a

subject.

Awareness knowledge or perception of a situation or fact.

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.

Gender Identity is each person's internal and individual experience of

gender. It is their sense of being a woman, a man, both, neither, or

anywhere along the gender spectrum. A person's gender identity may be the

same as or different from their birth-assigned sex.

Birth Control (contraception) is any method, medicine, or device used to

prevent pregnancy. Women can choose from many different types of birth

control. Some work better than others at preventing pregnancy.

Sexually Transmitted Diseases (STDs) are infections that are passed

from one person to another through sexual contact. They are usually spread

during vaginal, oral, or anal sex.

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Human Immunodeficiency Virus (HIV) is a virus that attacks the body's

immune system. If HIV is not treated, it can lead to AIDS (acquired

immunodeficiency syndrome). There is currently no effective cure. Once

people get HIV, they have it for life.

Review of Related Literature and Studies

This study presents the studies and other literature related to the

present study which the researchers gathered from the internet, newspaper,

journals and articles.

Communication studies about sex by Manning, Jimmie (2021) The

researcher focuses on meaning-making in relationships, exploring how

individuals, couples, families, and cultural institutions define, support, control,

limit, encourage, or negotiate relationships. He explores these ideas through

relational discourses, health and organizational contexts, and digitally

mediated communication. Funded by the National Science Foundation and

Learn & Serve America, his research has been published in various journals

and has co-authored two books. His work has implications for relationships,

health, culture, and identity.

Four Statements on Values and Sex Education by THOMAS C.

HENNESSY (May 1980) In this article, Hennessy discusses four statements

about sex education. The first statement deemphasizes the importance of the
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physiological element in sex education, and the second statement accents

values in the sex education process. The third calls for recognition of and

acceptance of parental and religious influences in sex education. The fourth

urges the increased involvement of counselors in sex education. Reactions to

the statements by readers of the original manuscript on which this article is

based provide a broader view of the problems involved and the possible

solutions.

Sex education leads to safer sex by Blaney CL (1993 )This article

discusses the effectiveness of sex education in reducing sexual activity and

increasing contraceptive use among teenagers. Primary barriers include guilt,

embarrassment, lack of knowledge, peer pressure, communication difficulties,

inexperience, lack of access, official and cultural barriers, physiological

considerations, coercion, and philosophical issues. Program effectiveness

depends on community involvement, respecting norms, and involving

adolescents in decision-making. Programs should offer accurate information,

creative learning activities, and nonjudgmental information. Studies show that

access to contraception does not increase or hasten sexual activity. The

timing of sex education before sexual activity onset is crucial.

Sex Selection: Any Taker? by Florentino T. Timbreza (1991) Modern

biological technology has had a significant impact on moral dilemmas and

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human values. For example, man gains a scientific grasp of sex selection—

also referred to as sex control, sex determination, sex predetermination, and

sex preselection—through the study of biology. This is the process by which

an offspring's sex may be selected. The practice of choosing an offspring's

sex dates back to the Egyptian civilization (1350 B.C.). For example, the

Hebrew Talmud taught that orienting the marriage bed north-south

encouraged the conception of male children. If a couple favored a boy, it was

customary in many Slavic nations for the wife to squeeze her husband's right

testicle during the sexual act. According to German folklore, a parent who

desired was a boy.

Acceptability of the Inclusion of Sex Education in Basic Education of

Selected Public Elementary Schools in Nueva Vizcaya, Philippines by

Richmond D. Gabudao | Juanita B. Pascua The purpose of this study is

to ascertain the respondents' degree of acceptance about the addition of sex

education to the basic curriculum in public elementary schools run by the

Department of Education in the Bayombong I Division of Nueva Vizcaya. Both

descriptive and inferential statistics were used in the analysis of the data.

Percentages and frequency counts were used in the analysis. According to

the Pearson r and t-test results, parents and teachers agreed that sex

education should be included in basic education. Compared to their older

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counterparts, younger educators often embrace sex education to a greater

extent. It was appropriate for parents of all ages to have sex education

included in their basic schooling. The responders who were parents and

teachers felt differently about.

The study of Malonzo, et . al (2013) highlighted that broad-

mindedness of school to consider sex-related topics and issues through

inclusion in the social science and health subjects may help the students to

better understand and be informed and aware about the risks related to sex

such as the HIV/AIDS.

Increasing the level of awareness among young people such as

teenager of their rational capacity is very crucial for they are the most prone

to casual sex phenomenon. The youth comprises the majority of citizen of

the Philippines, therefor, the government, socio-economic

organization,academic institution, church, media, and lawmaking bodies must

have a collaboration provide holistic, Transformative solution, and sustained

effects for the youth, its call is for the institution to be more responsible by

looking at the possible consequence of their programs and by encouraging

youth to have a better view of the word than just having an opportunity to

have casual sex.

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Sexual health. Sex education is not about educating students to have

sex but to help them become aware of possible effects of unawareness about

sex that can lead to harmful results such as teenage pregnancy, HIV, sexually

transmitted diseases and rape.

Children currently comprise just under 23% of our population but

remain 100% of our future. It is therefore incumbent on us to ensure the

most healthful future possible for them. This paper presents an evidence-

based "K-12 Standard for Optimal Sexual Development" to encourage

the education of children about sex risk avoidance (SRA) behaviors such as

monogamy, relationship skills, and healthy psychological traits as an

alternative to Comprehensive Sex Education (CSE) which is not based on

age-appropriate sexual milestones or behaviors.

In The Sex Education Debates, Nancy Kendall explores the

inflammatory debates surrounding sex education in the United States.

Drawing on ethnographic research, she reveals differences and commonalities

between opponents and highlights the unintended consequences. Kendall

argues for shifting the measure of sex education success away from

pregnancy and sexually transmitted infection rates, focusing on broader social

and democratic consequences, such as students' self-awareness and school-

community relations.
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This paper examines the participation of children and young people

within government consultation processes. It considers the recent

Department for Education consultation on its statutory guidance

for schools for Relationships and Sex Education in England. The paper is

based on a Freedom of Information request for the consultation responses

categorised as from 'young people'. We identify two issues in our

interrogation of the data. First, there is evidence that a substantial proportion

of responses were not submitted by young people. Second, the consultation

approach did not include all the features necessary for meaningful

consultation. We consider the implications for the youth consultation on

policy matters that affect them.

In the United States, sex education in schools varies significantly

across districts. Many schools operate without state-guided

health education curricula, leaving decisions up to individual districts. The

purpose of this study was to explore what type of sex education is being

offered in U.S. high schools in addition to assessing the frequency of condom

access and contraceptive referral. A total of 772 high school superintendents

were surveyed with a response rate of 40.4% (n = 297). Data show most

districts teach comprehensive sex education (63%), while only 7% of districts

offer condoms to high school students. Twenty-nine percent of

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superintendents reported their district refers out for contraceptive services to

a variety of agencies. School nurses can use this information to inform health

policy discussions in their district as well as advocate for awareness among

district officials regarding existing health service offerings.

The Philippine HIV crisis disproportionately affects young Filipino men

who have sex with men (MSM). MSM accounted for about 80% of all new

infections. Hence, this study explored the sociodemographic characteristics,

sexual orientation, living arrangements, and mental health conditions that

may influence HIV sexual risk behaviors among them. A survey questionnaire

was administered to 119 young adult Filipino MSM. It found that the average

annual number of sexual partners and instances of unprotected anal

intercourse among the respondents were 13 and 6, respectively. Living with

one's partner and depression correlated with a higher number of sexual

partners and unprotected anal intercourse (p<.05). Contrastingly, these

sexual behaviors did not correlate with age, education, employment,

income, sexual orientation, anxiety, and alcohol use. These may be due to

the negative effect of depression on one's judgment as well as the

limited sex education, condom use stigma, gender-based discrimination,

and communication difficulty in MSM romantic relationships in

the Philippines. Thus, sex education, safe sex practices, PrEP availability,
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gender equality, and mental health and sexual behavior screening must be

strengthened to address the HIV disparity among young Filipino MSM.

The article discusses the Philippine campaign initiatives on sex

education, including the development of instructional modules for college

students using existing syllabi. The modules emphasize the importance of

human sexuality, sex drive, marriage choices, and community involvement in

sex education. ReachOut Foundation launched nationwide campaigns

addressing child prostitution and reproductive health issues, proving the

effectiveness of mass media, private sector contributions, and pretesting

advertisements.

The authors investigate sexual behaviors among young adults in the

Philippines, particularly those who are Deaf and LGBT+. They found that

sexual intimacy levels vary among individuals and associated risks increase

with intensifying activities. Risk factors include non-use of condoms and

inadequate knowledge of sexually transmitted infections. The authors

developed a transdisciplinary approach to sexual health literacy to address

the needs of the LGBT+ sector of the Deaf Community, aiming to improve

awareness and education.

The article discusses the gaps and progress in the implementation

of sex education in Asia and the Pacific. It says that during the 45th session
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of the Committee on Population and Development in 2012, the government

decided to implement sex education to Asian Schools to address unwanted

and early pregnancy. According to the UNESCO report, Cambodia, China and

Indonesia have implemented the project while in Philippines, Bangladesh

and Pakistan there is an implication in the policy implementation.

The Philippine government and society have failed to address the

rising trend in sexual activity among adolescents, with 39% of live births

occurring among adolescent mothers and increasing premarital sex. This

increases health risks, with a maternal mortality rate of 490.5/1000 for

women under 15. Adolescents face other serious problems, such as AIDS and

other STDs. Sex education is compulsory in public schools, but courses are

inadequate and rarely stressed. The Catholic Church's opposition to family

planning hinders promotion, and high adolescent fertility poses a threat to

the country as a whole.

This study explores the relationship between oral sex and sexual

satisfaction in Filipino men and women using Sexual Script Theory. Data from

self-reported questionnaires showed that Filipino men perform more oral sex

than women, and performing cunnilingus predicts sexual satisfaction in men.

However, performing fellatio predicts satisfaction in women. The findings

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could help improve understanding of sexual satisfaction in Filipinos and aid in

implementing sexual health policies and relationship education.

Adolescents need sex education because every day throughout the

world they face problems that have to do with their families, their friends,

and sex. If parents are unable to give their children advice about sex,

teenagers may use the sexual experience as a way of expressing their

rebellion. Incorporating sex education into

schools in the Philippines would help adolescents engaging in sexual

intercourse understand the risk they are taking of contracting HIV/AIDS or a

sexually transmitted disease. It is dangerous for parents to believe that

ignorance will protect their children because if a child knows nothing

about sex he or she will be unable to decide what behavior is appropriate. A

lack of education is also responsible for adolescent pregnancy, and none of

the solutions to this situation is optimal. It is essential to

incorporate sex education into the curriculum and to have it presented by

an honest, open-minded teacher.

The early and unplanned sexual activities of Filipino teenagers

result in a number of undesirable consequences. Teenagers usually discuss

their sexuality- and relationship-related concerns and questions with their

peers, not adults. As such, the Foundation for Adolescent Development's

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(FAD) most recent project, "Capability Building of Colleges and

Universities in Metro Manila on Adolescent Health, Sexuality and

Development," emphasizes youth-to-youth interventions by providing

technical assistance to schools which are willing to allow their students to

help their peers deal with sexuality and reproductive health concerns. Since

its inception, FAD has developed programs which maximize the full potential

of youth to help other youth. The program uses a school-based, but out-of-

classroom approach, to focus upon the behavioral management of adolescent

sexuality and reproductive health. In a bid to ensure program sustainability,

the program is working to integrate adolescent health concerns into student

campus organizations. The consequences of early and unplanned sexual

activities, and the peer counselor approach are discussed.

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NOTES

Manning, Jimmie (2021) Communication studies about sex: Implications for

relationships, health, culture, and identity. A review”. Profesional de la

información, v. 30, n. 1, e300114. Retrieved from

https://doi.org/10.3145/epi.2021.ene.14

Four Statements on Values and Sex Education Thomas C. Hennessy (May

1980). Retrieved from https://doi.org/10.1002/j.2164-

4918.1980.tb00461.x

Sex education leads to safer sex. By Blaney CL (1993). Retrieved from

https://pubmed.ncbi.nlm.nih.gov/12287158/

The Impact and Importance of the Pre-Implementation of Sex Education in

Catholic Schools by Shane Irish C. Cervantes, Sophia Chrishel Franz S.

Galang (2023). Retrieved from https://ejournals.ph/article.php?

id=19579#

Sex Selection: Any Taker? by Florentino T. Timbreza (1991). Retrieved from

https://ejournals.ph/article.php?id=1026

Acceptability of the Inclusion of Sex Education in Basic Education of Selected

Public Elementary Schools in Nueva Vizcaya, Philippines by Richmond D.

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Gabudao | Juanita B. Pascua (2013). Retrieved from

https://ejournals.ph/article.php?id=3135

Regina Joy Malonzo, Thelma O. Alderite, Maribeth Q. Galindo. (2013). Factors

Determing the Knowledge and Awareness of Human Immunodeficiency

Virus among Fourth Year High School Student in Davao City. UIC

Research Journal (19), 1,1-14. Retrieved from

https://ejournal.ph/article.php?=13179

Jessica Magallon-Avenado, Roberto M. Cabardo, and Juanito B. Alino Jr.

(2013). casual sex among young people. Recoletos Multidisciplinary

Research Journal, 1(1). Retrieved from http://ejournals.ph/article.php?

id=13017

Zanga J ( 2022) The New Sexual Revolution: Protecting Our Children from the

Hedonistic Dangers of "Comprehensive Sex Education. Retrieved from

https://web.s.ebscohost.com/ehost/detail/detail?vid=4&sid=1608dab9-

332f-47f6-9166-

616030e0eec7%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d

%3d#AN=36629769&db=mdc

Nancy Kendall ( 2012 ) The Sex Education Debates. Retrieved from

https://web.s.ebscohost.com/ehost/detail/detail?vid=9&sid=1608dab9-

332f-47f6-9166-
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616030e0eec7%40redis&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d

%3d#AN=507156&db=e095mww

Setty, Emily,Dobson, Emma ( Sep,2023 ) Children and Society Policy

Review—A review of government consultation processes when

engaging with children and young people about the statutory

guidance for Relationships and Sex Education in schools in

England. Retrieved from

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