THE SENIOR HIGH SCHOOL STUDENTS’ PERCEPTION ON

IMPLEMENTING SEX EDUCATION AND THEIR LEVEL OF

AWARENESS ON SEXUAL HEALTH IN NEGROS ORIENTAL HIGH
SCHOOL SY 2023-2024

A RESEARCH PAPER
Presented to
The Faculty of the Senior High School
NEGROS ORIENTAL HIGH SCHOOL
Dumaguete City

In Partial Fulfillment
of the Requirements of the Subject
PRACTICAL RESEARCH II

Tingcang, Vana Grace D. Obena, Jorren

Fonollera, Feonah Mae E. Sabello, Jenevive
Aga-ab, Wisha Keth Pirater, Danilo P.
Teves, Matt Russel Bansiloy, John Steven C.
Baldado, Rea Reza Mae Obligado, Priseela

April 2024
i
 ACKNOWLEDGMENTS

We wholeheartedly express our gratitude to our research adviser, Mr. James D. Basas,

for his utmost guidance and patience throughout the entirety of this research. It was a

great privilege to work and study under his supervision. This research would not be

possible and we would not have come this far without his mentorship.

The researchers would also extend their appreciation to the members of this

research for their determination, perseverance, and efforts in completing this paper.

Additionally, they are also thankful to their classmates for offering them a helping hand

during the times of needing assistance. The researchers sincerely thank their family and

loved ones for the unwavering support and motivation they had given them all

throughout the duration of this research.

Furthermore, the researchers give many thanks to the students who have given

their time to participate in this research. Their willingness participation is one of the

reasons why this research had progressed.

The researchers are immensely grateful to the respected panelists who gave

their time and effort to provide criticisms and helpful feedbacks in guiding the

researchers in creating a better research output.

Lastly, the researchers give all their praise to the Almighty God for His

blessings, guidance, and the gift of knowledge He has bestowed upon them.

ii
 TABLE OF CONTENTS

TITLE PAGE……………………………………………………………………………………. i

ACKNOWLEDGEMENTS………………………………………………………………….... ii

ABSTRACT……………………………………………………………………………………. iii

TABLE OF CONTENTS……………………………………………………………………… iv

LIST OF FIGURES…………………………………………………………………………….

LIST OF TABLES…………………………………………………………………………….

CHAPTER I: THE PROBLEM AND ITS SETTING

Background of the Study…………………………………………

Theoretical Framework

Statement of the Problem

Statement of Hypotheses

Scope and Limitations

Significance of the Study

Definition of Terms

CHAPTER II: RELATED LITERATURE AND STUDIES

iii
 Review of Related Literatures ad Studies

Conceptual Framework

CHAPTER III: RESEARCH METHODOLOGY

Research Design

Research Environment

Research Respondents

Research Instrument

Research Procedures

Ethical Considerations

Statistical Treatment of Data

CHAPTER IV: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

REFERENCES

iv
APPENDICES

Research Instrument

CURRICULUM VITAE

LIST OF FIGURES

Figure 1.1 Age of Respondents

Figure 1.2 Sex of Respondents

LIST OF TABLES

Table 2.1 Perception of Students

Table 2.2 Awareness of Students

Table 3.0 Parental Involvement

v
 CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

Coitus, commonly known as sexual intercourse, is defined as the penetration of the

penis into a vagina which is known as vaginal coitus. However, coitus does not only

refer to vaginal penetration but also utilized in other description of sexual intercourse.

This includes femoral coitus which is the insertion of the penis in between the thighs,

oral coitus or oral sex, mammary coitus which is the insertion of penis between the

bosom, and lastly, anal coitus wherein the penis is inserted into the rectum (Jones &

Lopez, 2014). (Jones & Lopez, 2014). Sex has been considered a taboo topic among

the citizens of the Philippines until today. Since Philippines is a conservative country,

most often than not, people avoid talking about any topics that can be related to human

intercourse. Sex is often associated with a sensitive connotation since most Filipinos

are devoted Christians therefore discourse about sex and sexuality are considered to be

highly unfitting and sinful towards adolescents (Yamat, et. al, 2023). In the society, sex

should not be talked about in front of many people because it is regarded as private and

sensitive. In the context of Christianity, sex is an act only performed by individuals

bound by wedlock and thus talking about sex outside of marriage is deemed as

diabolical or morally wrong.

Moreover, Sex Education is defined as providing information about developments

of the body, sex, and sexual health (Bridges & Hauser, 2014). A comprehensive sex

education allows students to be aware of the necessary actions they need to do in order

vi
to decrease and avoid sexually transmitted diseases such as HIV and AIDS.

Additionally, people would be aware of the topics about human reproduction, abstinence

and contraceptives, sexual harassment prevention, and sexual orientation. When

students are equipped with the right knowledge about sexual health, they are assisted

in making the correct decisions and to have an honest and accurate information about

sex. In addition, having sex education in the school syllabus will help students to

understand the negative consequences of unprotected sex, create a healthy discussion

about intercourse, and to understand their respective bodies better.

Furthermore, it is common in the adolescent stage of a person that he or she is

curious about exploring his or her sexuality because they are in the stage of finding out

their true selves. The youth need proper guidance to help them navigate their sexuality

and their journey in life. Without proper education about sex, the youth may be at risk of

being exposed to unhealthy and unsafe sexual practices that may cause sexually

transmitted diseases and increase the rate of unwanted pregnancy or teenage

pregnancy. In the country of Ghana, study shows that two out of 10 girls become a

mother to their first-born child before they reach the age of legality which is 18 years old

(UNICEF, 2021). In Chad, the total amount of childbirths per 1,000 adolescent women in

the country was 138 in 2021. The rudimentary influences behind this growing issue and

problem in the country of Chad is the overwhelming poverty experienced by the citizens,

lack of proper education, and access to needed healthcare (Hamid, 2023). Moreover,

according to the Philippines Orphanage Foundation (2020), almost 200,000 adolescent

girls become pregnant annually and approximately 40 of these births every year is

contributed by girls who have not reached the age of 13.

vii
 In Canada, the rate of reported cases of chlamydia among females were in the

age group of 20–24-year-olds with 1812.1 cases per 100,000 females and was

succeeded by the age group of 15–19-year-olds with 1332.7 per 100,000 adolescent

girls (Public Health Agency of Canada, 2023). In the country of Australia, men are

commonly diagnosed with gonorrhea, with the generality of 174 cases per 100,00 men,

while 62 cases per 100,000 in women (Better2Know, n.d.). In the Philippines, results

showed that 35% of the age bracket of 15-24 years old (256 people) were tested

positive for HIV. Moreover, the most usual STI cases in the Philippines is gonorrhea with

52.75% increase (Moaje, 2022)

Generally speaking, sex education not only help the youth to have a sufficient

knowledge and information about sexual intercourse but also to enhance their

understanding and perception about sexual conduct and reproduction (UNESCO, et. al.,

2018). The purpose of this study is to discover the relationship between the students’

insights about implementing sex education and their level of awareness about sexual

health. This research employs a non-experimental quantitative approach specifically

correlation study and gathered data through survey questionnaires. The significance of

this investigation lies in its potential to raise awareness about healthy and safe sexual

practices while discovering the relationship between students’ perception and

awareness.

viii
Theoretical Framework

This section tackles about the underpinning theories that the researchers used in this

study to serve as a roadmap and a guide for the research process. The theories

employed in this study assists the researchers to understand the certain problem in this

study.

Theory of Reasoned Action

The theoretical foundation of this study is from the perspective of Icek Ajzen— Theory of

Reasoned Action by Martin Fishbein and Icek Azjen. The theory states that the

subjected norms and personal behavior predicts the objective of an individual to engage

in the actual behavior according to Cronce and Larimer (2013). In addition to what was

already said, Anisman and Kusnecov (2022) stated that an individual’s intent to act on

making health changes is determined through two things which is the attitudes towards

their engagement and the expectations that these actions will provide a positive

outcome, especially if it is viewed as acceptable in the society. Students’ perception and

awareness can be predicted according to these factors:

Attitude towards the behavior: Students may think that the action of implementing

sexual education in schools is important and relevant.

Expectations of outcomes and social norms: Students may consider that

implementing sexual education may impart knowledge and contribute to their

awareness of sexual health topics, and that this is aligned with societal norms.

ix
 Considering these factors, students may have a positive perception on

implementing sexual education at schools because they consider that the

implementation will give them substantial knowledge that concerns sexual health.

Theory of Planned Behavior

Another theory utilized in this study the Theory of Planned Behavior (TPB) by Icek Ajzen

wherein states that human actions are best presumed by their intentions. Their

intentions are, sequentially, predicted by three main factors which are attitudes and

behavior, social norms, and perceived control (Cameron, et. al., 2012). Students’

perception and extent of awareness are predicted by the mentioned factors in terms of:

Attitude and behavior: When the students positively perceive implementing sex

education, assuming that it is important, they are more likely to participate with it and be

interested to have a deeper knowledge about sex. This positive behavior can increase

their level of awareness because they are more willing to learn about the said topic.

Social norms: When students notice that their peers, educators, and community

members give importance to sex education, they may feel safe in talking about sex.

This creates a safe environment for the students to feel encouraged to confer about

sexual health with an open mind.

Perceived control: When students have control of their own bodies and sexual

decisions, they have a high chance of being driven to protect their sexual health, which

in turn compels them to ask questions and uncover more knowledge about making

informed decisions that adds to their awareness.

x
 These factors influence the students’ perceptions about sex education and in the

end, ultimately contributing to their degree of knowledge about sexual health. This

theory adds to the relevance of implementation of sex education especially in today’s

generation. According to Kirkendall (1964), sex education must be broadly formulated

than its existing horizon and its direction should be based on the goals towards to what

it is intended for.

TRA TPB

A behavior is influenced by Actions are presumed by

xi
intentions which are their intentions predicted by
predicted by attitudes and attitudes, social norms, and
subjective norms. perceived control.
 The theories suggests that an
individual’s engagement is
presumed by three factors:
attitude, norms, and control.

Students’ perception on sex

education is determined by these
factors and that their level of
awareness can be influenced by
the said factors.

Figure 1. IPO Model using Theory of Planned Behavior and Theory of Reasoned Action

This framework shows that a students’ perception on implementing sex education

and level of awareness can be influenced by factors such as their attitude and

subjective norms.

Statement of the Problem

xii
This study sought to determine the relationship between the perception of senior high

school students on implementing sex education and their level of awareness about

sexual health.

Specifically, this study sought to answer the following:

1. What is the demographic profile of students in terms of:

1.1 age; and

1.2 sex?

2. What is the consciousness of students according to the importance and relevance of

implementing sex education in terms of:

2.1 perception; and

2.2. awareness on sexual health?

3. Do parents involve themselves in educating their children about sexual health topics?

4. Is there a significant relationship between students' perceptions on implementing sex

education and their level of awareness on sexual health topics?

Statement of Hypothesis

xiii
This research study is anchored through this statement of hypotheses:

Ho: There is no significant relationship between the perceptions of HUMSS

students in grade 12 about the implementation of sex education and their level of

awareness about sexual health.

H1: There is a significant relationship between the perceptions of HUMSS

students in grade 12 about the implementation of sex education and their level of

awareness about sexual health.

Scope and Limitations

This study focuses on discovering the relationship between Senior High School

students’ perceptions on implementing sex education and their level of awareness about

sexual health as well as to provide more knowledge about sex and sexuality. The

primary subjects of this research will cover the Grade 12 Senior High School students of

Negros Oriental High School of the Academic Year 2023-2024. The scope of this study

will be limited to one hundred nineteen (119) Grade 12 students who are currently

enrolled under the academic track, specifically the Humanities and Social Sciences

(HUMSS) strand.

In addition, there are several constraints that could have possibly interfered with

the smooth process of this study. The study did not include the other strands that are

under the academic track such as Accountancy, Business, and Management (ABM) and

Science, Technology. Engineering, and Mathematics (STEM) strands, including the

Technical-Vocational and Livelihood (TVL) tracks. Additionally, the study will rely on self-

xiv
reported data from students, which may affect the generalizations of the population and

be subjected to bias. The assessment will take into account the socio-economic

backgrounds, behavior, and time of the students that may influence the outcome of the

study. Moreover, the researchers’ financial situations and behaviors may add to the

limitations of this study.

Significance of the Study

The aim of this study is to have a deeper understanding of the senior high students’

perception about implementing sex education and their level of awareness. The

researchers conclude that this study is significant to the following:

For the Students

This study would be beneficial to students to gain awareness about sex education.

It will help learners expand their knowledge about sex and reduce the risk of

unprotected sex. This research will serve as a guide to learners on what decision they

will make. Additionally, the learners or the students would benefit through a greater

understanding of sex education. It will decrease the possibility of unprotected sex and

help learners to understand more about sexual health.

For the Teachers

This study will allow the teachers to have better understanding and promote the

implementation of sex education to students, have an open communication about sex

education and provide information that will help the learners expand their knowledge

xv
more about sex education. In addition, teachers will be able to communicate openly

about their thoughts on sex education and provide comprehension that the students will

learn more about.

For the Future Researchers

This study is significant for future researchers to acquire a profound knowledge

about the scientific procedure of conducting non-experimental quantitative research. By

means of this research, future researchers will be able to form new ideas and

hypotheses as well as generating a rational path that expands the topic addressed in

this study. The concepts present in this research may be corroborated by future

researchers on their own journey to creating their own study as well as contributing to

the existing body of knowledge.

Definition of Terms

Fundamental terms in this study are operationally defined as follows:

Adolescent is defined as a child transitioning from childhood to his or her teens.

Awareness is defined as the state of being about sexual health topics.

Awareness is being knowledgeable about the different sexual matters which includes

reproduction, sexually transmitted diseases, and teenage pregnancy.

Educator is defined as a person who provides knowledge and information to

students; a teacher.

xvi
 Parental involvement is how parents educate and communicate with their

children about sexual health.

Perception is defined as the understanding and viewpoint of a student on the

relevance of implementing sex education and adding this to the school syllabus.

Perception is the interpretation and regard of students to the importance of teaching

sexual health topics in the school for the youth.

Sex is defined as the penetration of penis into the vagina; insertion of penis into

the thighs; insertion of penis into the breasts; and penetration of penis into the rectum.

Sex Education is the great quality of educating and learning about a wide range

of topics related to sex and sexuality.

Sexuality is the feelings, thoughts, and behavior of an individual towards

another.

Sexually Transmitted Disease also known as Sexually Transmitted Infection is

any infection, virus, or parasite that is contracted though close sexual contact.

Student is defined as a person who is currently a Grade 12 student enrolled

under the Humanities and Social Sciences (HUMSS) track.

xvii
 CHAPTER II

RELATED LITERATURES AND STUDIES

Review of Related Literatures and Studies

Sex Education allows students to become aware and knowledgeable individuals about

various health topics that includes reproduction, sexually transmitted disease, and

teenage pregnancy which are prevalent nowadays. This allows them to understand the

nature human being a sexual creature with desires. According to Dowshen (2018),

adolescence stage is the beginning of sexual attractions due to the hormonal changes

that occur during puberty. These transformations involve the mind and body, therefore

physical arousal may be felt by a teenager just by catching a sight of someone he or

she deems attractive.

The Concept of Sex and Gender

Sexuality is one of the foundational drives supporting an individual’s thoughts,

feelings, and behavior. However, it is still viewed as a taboo topic in the society for

private inquiry. Human sexuality is as long as the human history with 200,000 plus years

and counting as noted by Antón and Swisher (2004). Australian neurologist Sigmund

Freud is attributed as the first scientist to associate sex to healthy development and to

acknowledge humans as being sexual creatures throughout their life counting

childhood. Furthermore, sex and gender are often interchangeably used terms in the

society. Sex is concerned with the physical differences between humans and is

assigned during birth. An individual’s sex can be male, female, or intersex (Newman,

xviii
2023). On the other hand, gender is the social, economic, and cultural characteristics

and opportunities affiliated by being a male or female according to the United Nations

Population Fund (2005). Men and women in most cases do not have the equal

opportunities given to each gender because of the created social norms in the society.

Furthermore, there is also a difference on the participation between the two

sexes in tasks such as participating in surveys. As stated by Royall (2020), women are

more likely to play a part in responding to surveys. It is a fact that women are

particularly participative consumers compared to their male counterpart.

The Importance of Sex Education

Sex education has numerous benefits especially to teenagers so that they will

have a better understanding on the concept of sex. According to Banerjee and Rao

(2022), Comprehensive Sex Education is a sex education that teaches everyone that

aims to give more understanding about knowledge, skills, attitudes, and values to have

a healthy and informed decisions in their lives. Sexuality education is not just the activity

of contributing or gaining information about sex and sexuality but it is also about

understanding sexual and reproductive rights, creating well-informed decisions about

sexual life, and accomplishing high standards of sexual health. Additionally, sexual

education encompasses education about all the aspects in sexuality including the

knowledge about family, body image, sexual orientation, and values (Collins, 2008).

As stated by Ico et. al., (2023), sex education capabilities are required to begin

early in a child’s growth and carrying out information that is appropriate for a child’s age

and stage of development. Moreover, a study performed by Adewumi and Bada (2019)

xix
proved that the level morality of adolescents is influenced by sex education. As

teenagers experience changes in their bodies, this provokes them to appeal to

pornographic attitudes which affects their moral compass by participating in fantasy.

Benefits of Sex Education

Abstinence-only education towards children is proved to have no effects on the

rate at which adolescents choose to have sexual intercourse as said by Santelli et. al.

(2017). Abstinence-only education denies teenagers to venture on discovering

acceptable options excluding abstinence. Teenagers need to know about safe options

so that they can make informed decisions on their sexual decisions.

Moreover, sex education provides teenagers factual and accurate information

about risks associated with unsafe and unhealthy sexual practices. They need to be

well-aware of common sexually transmitted diseases such as chlamydia and gonorrhea

so that they would be encourage to use contraceptives (Boskey, 2023). Consequently,

teenagers must also be well-informed about risky behaviors that can lead to STIs,

sexual harassment and violence, and unplanned pregnancies especially if they are a

sexually active individual (Centers for Disease Control and Prevention, 2020). As stated

by Smith et. al (2011), high quality sex education provided by supported trainers and

teachers is recognized as the best way of discussing reproductive health.

Meanwhile, sex education also imparts information about all sorts of sex and its

corresponding risks. Comprehensive sex education allows teenagers to know more

about vaginal intercourse, oral sex, and anal sex so that they make logical options

xx
regarding the sexual practice they may wish to participate in (Goldfarb & Lieberman,

2021).

Sexual Influences and Healthcare among Adolescents

Adolescents who are sexually active is a serious matter. Sexual behaviors of

students nowadays are increasing. Adolescence is a period of life where intimate

relationships where common, sexual activities and explore desires. However, during this

time of exploration, there may also be a significant number of unprotected sexual

activity and brief relationships, which raises the risk of unwanted pregnancy and

sexually transmitted infections (CDC, 2013). According to the study of Albert (2012), H

By communicating, it can help teens to act in a great manner and can control oneself.

Parents and adults are the role models that every child will follow. The role of parents

and the influence of parents to the lives of youths are widespread research findings

(Stidham-Hall et. al., 2012). Teens recognize that safe sexual practices and sexual

engagement depend heavily on the ability of peers and partners to shape sexual

behavior (Herrman, 2008). Having peer group that influenced badly can cause problems

like teenage pregnancy, having a family at an early age, and a lot of responsibilities.

Some teenagers who are sexually active is influenced mostly by their peer group.

Youth's social networks' peers have an impact on youth's decision-making in addition to

their goals, customs, and actions pertaining to reducing sexual risk social media, and

curiosity. Mass Media is also the one who influenced teenagers being sexually active

like movies, television, websites, and internet. According to the study of Brown and

Witherspoon (2002), teenagers gather information about sexual activities through social

xxi
media. Teens are also influenced by their social group or peer group in terms of being

sexually active.

Additionally, children remain undernourished and uneducated due to their

parents’ ignorance, lack of empowerment, and unawareness of their rights and health

responsibilities as specified by La Bella (2014).

Sexual Awareness of Teenagers

Bilton (2017) stated that sex and relationships are a huge part of many people’s

lives; in fact, none of us would be here without it. Waller (2021) implies that this lack of

discussion often increases to students being unaware of where to locate the resources

to prevent these aftermaths. According to the US Universal Declaration of Rights as

cited by Avert (2012), comprehensive sexual education is a recognized as a right for the

youth because it is a mechanism of assisting young people to shield themselves

against, exploitation, abuse, unplanned or unintended pregnancies, and sexually

transmitted diseases. Furthermore, Avert also said that sexual education intends to

diminish the risks of potentially negative aftermaths from sexual behavior, such as

unwanted or unplanned pregnancies and infection with sexually transmitted diseases.

On the other hand, Puolamitko (2018) argued that in the case of so-called neutral

sex education, it teaches the youth that there is an absence of definite sexual

standards, which points out that all sexual behaviors in any form that is based on

returned consent are customary and justifiable.

Sexually Transmitted Diseases

xxii
 Sexually Transmitted Diseases (STDs) is defined as infections that are

disseminated from one individual to another from sexual intercourse whether vaginal,

anal, or oral, or close sexual proximity. Sexually Transmitted Diseases are also called

Sexually Transmitted Infections or STIs (Anzilotti, 2022). According to the World Health

Organization (2023), more than one million STIs are obtained every single day. It is

important to understand that STDs can affect anyone regardless of their sexual and

gender identity, age, or socio-economic backgrounds. Therefore, it is important to

acquire knowledge about common STDs and the course of action that an individual may

perform to cure the infection. Some common STDs that are widespread includes

chlamydia, pubic lice, syphilis, gonorrhea, and HIV (Felman, 2023). STIs needed to be

treated as soon as the infection began because it can cause long term health issues if

left unattended. The tertiary stage of syphilis can result to nervous system and

cardiovascular system damage and on the other hand, congenital syphilis may affect

infant death and serious problems (CDC, 2017). Therefore, raising awareness about

STDs is a precautionary action to administer in individuals because it has become a

necessary element in preventing transmissions of STIs and teenage pregnancy among

adolescents (Sobze, et. al., 2017).

Teenage Pregnancy Among Teenagers

According to the United Nations Children’s Fund (2008), the term teenage

pregnancy means pregnancy that occurs in girls within the age bracket of 13 to 19.

Teenage pregnancy has become a global issue among adolescent girls. It is a

widespread problem that can cause health complications on children within the age that

is presumed unhealthy or unfavorable to conceive an infant. As specified by WHO

xxiii
(2019), about 21 million girls with age ranging from 15 to 19 years in evolving regions

becomes pregnant annually. Furthermore, around half of these were unintended

pregnancies and more than half resulted in the infant being aborted often under unsafe

circumstances (Darroch, et. al., 2016).

Not only does early pregnancy affect the physical health of teenage girls but it

also has harmful effects on their mental health and other aspects. Teenage pregnancy

can have long-term involvement on a girl’s psychological, physical, social, and

economic status (Mersal, et. al., 2013). It is important to recognize the detrimental

consequences of unwanted teenage pregnancy to safeguard the well-being of

teenagers especially girls.

Parental Involvement Towards Sex Education

The way people are raised by their parents may affect or shape their own beliefs

and perspectives about certain topics. According to Hagan (2018), several parents

undervalue the importance of teaching their kids about sex. Therefore, plenty of

teenagers indicate that they have little to no communication about sex towards their

parents. The Boys’ Institute for Growth (2023) stated that parents and caregivers are not

well-versed in opening up and talking with their children about sex which make them

feel uncomfortable and awkward. Additionally, parents were mostly not involved with the

education of children about sex because of feeling embarrassed by talking about sexual

matters and issues (Swana, n.d.). However, parents have a significant role in teaching

their children about sex and wellbeing. Parents talking about sex to their children is

never been easy to some of parents. Other parents believe that talking about sex is not

good because it is just very sensitive topic to discuss about. As stated by Chainok et. al.

xxiv
(2018), it is necessary to learn how communication can help parents and their children

increase safe sexual behaviors. By parents communicating with their children about

sexual matters, it can assist children to increase their level of awareness in terms of

sex. It will also aid their children about the safety preventions for intercourse.

Moreover, parental involvement for children is significant and also parents who

are involved with their child’s education is the best predictor of their success. According

to the words of Nisbet (2021), a child’s education can be strengthened by creating a

supportive learning habitat. Furthermore, in accordance to a review made by Turnbull

et. al. (2008), parents have a significant role in imparting knowledge about sex to their

children because them taking a lead in informing their children about the said topic is

beneficial since they understand the needs of their children and they can approach the

matter in a way that is easy for their children to comprehend. Additionally, children who

talks to their parents about sexual topics are less likely to engage in any form of sexual

activity and are more responsible in their approaches because of parental involvement

(Taris, 2005). In a survey conducted by the Princeton Survey Research Associates for

The Henry J. Kaiser Family Foundation in 1996 discovered the information source of

children about sexual information. The survey reported that 47% indicated that they

obtain information through educators, school nurses, and sex education classes. There

is 36% for children that got their information through their parents. Meanwhile, there is

55% of adolescent teens regarded their parents as credible source of information,

however, only 46% have talked about birth control topic and 55% stated that they had

communicated with them about STDs. These topics were zoned where these students

suggested a demand for more information.

xxv
Conceptual Framework

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Students’ The level of

perception in awareness of
implementing students about
Sex Education sexual health

Figure 2. The correlation between two variables is in one-directional relationship

xxvi
 The figure shown above presents the conceptual framework of the study. It

consists of two variables, students’ perception as an independent variable and the level

of their awareness as the dependent variable. The goal of this research study is to know

the students’ perception on implementing sex education and to know their level of

awareness about sex. Many students nowadays are already engaging in romantic

relationships which can also lead into an intimate relationship which involves sex.

Students' perceptions of sex education show their level of knowledge and awareness

about sexual health. If they have a positive view of the program's implementation, it

indicates that they are aware of the risks involved in participating in sexual activity, such

as teenage pregnancy, and are aware of the consequences. Which is an occurring

problem in our society that can also cause a higher rate of morality in our country that

contributes to the growing population and about the transmittable disease like HIV and

AIDS that has also been a serious problem in our society. Student perception about sex

education is negative, then this shows that students have a low awareness about sexual

health, this means that students may not know or do not have enough knowledge about

sexual health. Without proper knowledge about sex education can be a serious problem

especially for students because they may enter into sexual activity without any

knowledge about its impact and consequences to their life and to our society.

xxvii
 CHAPTER III

RESEARCH METHODOLOGY

This chapter tackles the methods used by the researchers to gather data from the

chosen target population. This includes the design employed for this research study, the

locale of which the study was conducted, the target population of the researchers, the

instrument used to accumulate necessary data, the procedure of this study, and the

ethics that the researchers observed throughout the data collection. Lastly, this chapter

also addresses the statistical treatment of data that the researchers performed.

Research Design

This research study used quantitative research design, mainly focusing in non-

experimental. This study also made use of the correlational technique, where the

researchers investigate the relationships between the two variables namely, the

perception of students regarding about the implementation of sex education and their

level of awareness in terms of sexual health in Negros Oriental High School S.Y. 2023-

2024. With the use of this study, researchers were able to examine and analyze the

level of correlation that exists between these two variables, giving the important

xxviii
information about how students in Negros Oriental High School perspectives may

connect to their knowledge of sexual health in the given circumstances.

Research Environment

This study was conducted in Negros Oriental High School, one of the biggest

schools in the whole province. Negros Oriental High School is located at Kagawasan

Avenue, Capitol Area, Daro, Dumaguete City. It was founded in the 1st of September

1902 with Miss Rebecca E. Berry as the assigned Teacher-In-Charge, and is

considered as the second-oldest school in the province, next to Silliman University. It

was formerly known as Provincial School but was later changed to Negros Oriental High

School. Furthermore, the school began with 40 enrolled students mostly from

Dumaguete and different towns in the province of Negros Oriental (NOHS, 2023). The

school is said to be the "Home of the Achievers" as many prominent figures of the

province has studied in the school before. The estimated population of the school is

almost 5,000 combining Junior High and Senior High School students and has currently

160 teachers and personnel. Additionally, the school has an area of 2.5 hectares that is

owned by the Provincial Government. The Senior High School department is led by Mrs.

Leah Nuique, the current Officer-in-Charge. The Senior High School has a total

estimated number of 600 students. The Senior High School Department consists of

academic tracks and TVL tracks There are two sections of ABM, one STEM section,

three section of HUMSS, and TVL sections with each specialization, namely, CSS, BPP,

xxix
Caregiving, Hairdressing, EIM & Plumbing, Horticulture and SMAW, Arts & Design and

Sports.

Research Respondents

This study aims to identify the students’ perception on implementing sex

education and their level of awareness, therefore it is important to know their perception

their level of awareness about sexual health. The respondent of this research study are

the Grade 12 Humanities and Social Sciences (HUMSS) students in Negros Oriental

High School under the Senior High School curriculum. The researchers chose the

HUMSS strand since this strand covers an extensive scope of disciplines that explores

the inquiry and investigation of the human behavior that utilizes analytical, empirical,

and evaluative procedures of studying human conditions and societal transformations

(Bulabon & Tabanao, 2020). Additionally, HUMSS students are mainly studying human

behavior, society, and culture, which include aspects of sexual health. This makes them

a suitable group to be part of this study as they may have more knowledge and

understanding about this research study, in addition Students in this field are usually

encouraged to be open-minded which could make them more comfortable discussing

sensitive topics like sexual health. All of the respondents are selected through simple

random sampling of the 120 Grade 12 HUMSS students are chosen out of the

population of 171 students. In this case, the sample size is 120 HUMSS students, and

xxx
the sampling technique is stratified sampling to randomly select samples from each

group to represent the whole population.

Research Instrument

The researcher aimed to determine whether implementing sex education would

be beneficial to students. In order to discover the results of the study, the researcher

conducted a survey through a printed questionnaire regarding the students’ perspective

on implementing sex education in the school curricula with the participation of 120

students in HUMSS Grade 12. Students in Grade 12 in every section were humbly

asked to answer the survey forms. Survey questionnaire was considered as the primary

instrument used for this study as it has the ability to gather a large amount of data from

a large-scale population. Additionally, survey questionnaires make data gathering fast

and efficient for the researchers and suitable for generating a great statistical power

needed for quantitative research. The respondents were asked to answer the

questionnaires completely according to which ones applied to them. The results of the

survey demonstrate that implementing sex education could effectively enhance

students' knowledge and awareness. The researchers handled the gathered information

xxxi
with professionalism and confidentiality, aiming to gather valuable insights to improve

sex education practices. With the cooperation of our respondents, who diligently

answered the questionnaire, the researchers were able to collect valuable information.

The researchers treated the collected data with professionalism and confidentiality,

ensuring the integrity of the study.

Research Procedures

To conduct this research, a process must be followed to have a smooth flow of

schedule. Firstly, the researchers sent an approval letter addressed to the school

administration stating the reason of conducting the study, when will the researchers

conduct the study, the target population, and the methods that the researchers will

utilize to conduct the study. The researchers then determined the sample size needed

for the research to identify the representatives of the population.

Furthermore, the researchers began to create a Likert Scale to serve as the

instrument for gathering the essential data for the study. After the questionnaire was

made, the researchers carried out a pilot testing in order to standardized the

questionnaire. The pilot testing was done on 30 participants from the HUMSS 11C-

Eltanal. Then, the researchers collected the 30 questionnaires and coded each. The

Cronbach's Alpha was then computed and the results suggested that the questionnaire

passed and was standardized with a Cronbach’s Alpha of 0.8.

xxxii
 Moreover, the researchers began to administer the actual survey on the final

respondents through the standardized survey questionnaire. The same process was

done following the collection and coding of the questionnaires. The researchers then

created a tally on the responses of the sample size, determined the frequency, and

lastly, the weighted mean of each indicator.

Lastly, the researchers described, interpreted, analyzed, and gave conclusion

according to the results of the conducted survey. This is to determine that the goal of the

study was met as well as presenting the entire results of the research in front of the

panelists.

Ethical Considerations

When conducting this research, ethical considerations must be applied. The

researchers made sure that the identity of the participants is safe and well protected. To

ensure the confidentiality of the respondents, they were required to sign the informed

letter of consent crafted by the researchers. Personal information about the participants

is kept in private and is disclosed to anyone except for the researchers. Furthermore,

the participants publication of identities kept hidden in any research discussions that

may be relevant. Taking part in this study was purely voluntary and the participants are

permitted to withdraw from the research at any given time without forfeit.

Statistical Treatment of Data

xxxiii
This section tackles about the statistical tools employed by the researchers to analyze

and present the results of the performed gathering of data.

Cronbach’s Alpha. The researchers determined whether the survey

questionnaire was standardized through pilot testing by computing for the Cronbach’s

Alpha.

Frequency. This study used frequency in order to determine how often the

respondents choose a particular indicator as well as how often a probable outcome

f (r)
happens in the sample size. The formula used is:
n

Mean. The researchers calculated the mean of the students’ perception,

awareness, and parental involvement of their respective parents to get a central

tendency and provide the typical value that can supply the average of the stated

Σ fx
variables. The formula for getting the mean is: x=
n

Pearson r. The researchers determined the relationship of students’ perception

and their level of awareness through calculating the Pearson r to measure a linear

correlation between the independent and dependent variables.

Percentage. The researchers discovered the number of respondents that gave a

specific answer, especially in the respondents’ demographic profile. The formula used

f
is: p=
n ×100

Slovin’s Formula. This was used to determine the sample size representative

for the chosen target population of the researchers.

xxxiv
 3-point Likert Scale. A Likert scale was created by the researchers to identify to

what extent do the respondents agree or disagree to a distinct statement or an indicator.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered by the researchers through conducting a

survey utilizing survey questionnaires to the target respondents of this study. In this

chapter, the gathered data will be described, interpreted, and analyzed based on the

results of each question.

The first section of the survey questionnaires explored the demographic profile in

terms of the respondents’ age and sex.

1.0 The Demographic Profile of Students

Figure 1.1 The percentage of respondents according to their age.

xxxv
 Age of Respondents
0.07 (6) 0.01 (1) 0.01 (1)

0.48 (44)

0.52 (48)

16 yrs old 17 yrs old 18 yrs old 19 yrs old 20 yrs old

Figure 1.1 shows the age group of the respondents who participated in the

survey conducted by the researchers. The sample size of this study is comprised of 120

Grade 12 HUMSS students with age ranging from 16 to 20 years old. In the data shown

above, there is a percentage of one of students aged 16 years. For students aged 17

years, the percentage is forty-eight (48%). Additionally. There is 52% aging 18 years

old, seven percent were of 19 years, and one percent for students who aged 20. Based

on the data showed, the highest percentage of students who took part in the survey was

18 years old. The second highest is 17 years old with a percentage of 48%. Students at

this age are already Senior High School students particularly in their last year which is

Grade 12. Most students are able to develop better learning strategies and they have

honed their personal preferences at this age. Therefore, they are already open to

discuss topics that are related to sex education because they are already in their early

adulthood stage in life.

xxxvi
Figure 1.2 The percentage of respondents according to their sex.

Sex of Respondents

47% (53) 53% (64)

Male Female

Figure 1.2 displays the profile of respondents based on their sex. According to

the data, the majority of respondents were female, with 64 (53%), and the remainder

were male, with 56 (47%). The data indicates that this research study had more female

respondents than male respondents.

The graph demonstrates that female respondents were the majority, while male

respondents were the minority. Survey responses are more likely to come from female

students than male because the research locale of this study, Negros Oriental High

School, has a grand total of 314 enrolled female students while males have 289 grand

total in Grade 12 alone. Additionally, this could be due to the fact that women are highly

participative respondents and consumers, as well as they greatly contribute to survey

participation (Royall, 2020).

xxxvii
2.0 The Consciousness of Students on the Importance and Relevance of Sex

Education

The data collected by the researchers through provided survey questionnaires

underwent a process of tallying and extracting the frequency and weighted mean for

each indicator found in the questionnaire. The responses of the sample size, the Grade

12 HUMSS students, were computed and quantified and were shown in tabular form.

Legend for verbal descriptions:

1.0-1.66 – Disagree

1.67-2.33 – Neither

2.34-3.0 – Agree

Table 2.1 Perception of Students

Indicators Weighted Mean Verbal

Description
1. I believe Sex Education is important for me 2.68 Agree
as a teenager.
2. I believe that implementing Sex Education 2.74 Agree
will make me more aware about sex and
sexuality.
3. I believe that Sex Education will enable me 2.54 Agree
to talk about sex openly.
4. I am willing and open to talk about sexual 2.48 Agree
health topics.
5. I perceive Sex Education as beneficial for 2.62 Agree
my well- being.
6. Sex Education will provide me accurate 2.85 Agree
and factual information about unsafe sexual
practices.
7. I believe that Sex Education can expand 2.63 Agree
my knowledge about different sexual
practices such as vaginal sex and oral sex.
8. I prioritize learning about sexual health as 2.50 Agree

xxxviii
 an essential part of my education.
9.I believe that sex education is a 2.58 Agree
fundamental right for all students.
10. I think sex education is morally wrong. 1.69 Neither

Table 2.1 represents the findings of the survey that the researcher has conducted

through survey questioners. The table has three columns which contains the Indicators,

Weighted Mean, and the Verbal Description. The Indicators are the questions that are

found in the questionnaires to gather and to find what could be the students’ perception

about Sex Education whether they agree, disagree or kept a neutral stance with this

topic. On the second column shows the weighted mean which the researchers utilized

to weight or measure each data point about the students’ perception about sex

education. The data points that gathered will be extracted by providing its verbal

description as shown in the last column. This is used to explain the meaning of the data

collected. This assists the researchers to provide interpretation of numbers to make

them more understandable.

The table above shows that Indicator number six “Sex education will provide me

accurate and factual information about unsafe sexual practices” has the highest

weighted mean of 2.85, which is verbally interpreted as agree. This means that many

students know that sex education can provide them accurate and factual information

and knowledge about the effects of unsafe sexual practices. According to Bada and

Adewumi (2019), knowing about sex education influences the morality among the youth,

which results to more curiosity on changes as teenagers. This may lead to discovering

about pornographic activities. Therefore, students must be aware of sexual practices

and the consequences of unsafe sexual intercourse. This indicates that all students

xxxix
should be educated with accurate and factual information about sex, especially about

unsafe sexual practices for them to be aware and to be more open minded about this

matter.

Furthermore, majority of the students’ perception about sex education shows a

high data point which points that they believe that sex education can impact their overall

well-being and understanding about sexual practices which is seen in the weighted

mean and verbal description. In addition, indicator number ten “I think sex education is

morally wrong” got the lowest weighted mean of 1.69 which is verbally interpreted as

“neither” shows that many students are still confused if sex education is morally wrong

or right because of the lack of understanding regarding this subject. Students might

think that sex education can provide them factual knowledge but are still undecided

about it. As stated by Puolimatka (2018), adolescents are left to decide for their own in a

sense that neutral sex education teaches that there are no outright sexual norms, which

can mean that sexual activity, in any form, based on reciprocated consent are

acceptable and normal. This states that students are still balancing whether Sex

Education is morally wrong or right because of lack of enough knowledge about the

benefits of this program, for the reason that this program is not yet fully implemented in

schools. However, schools are still providing some information for students about sex.

On the other hand, students also consider their families beliefs and perception about

Sex Education because other students may be in a family where they discuss sexual

matters openly. This can influence the students’ belief about whether Sex Education

may be morally wrong or correct depending on the circumstances.

Table 2.2 Awareness of Students

xl
 Indicators Weighted Mean Verbal
Description
1. I am aware of the risks related to unprotected sex, 2.78 Agree
early pregnancies, and sexually transmitted
diseases.
2. I am aware of the procedures for protected sex 2.74 Agree
(e.g. condoms, contraceptive methods).
3. I am aware of the different sexually transmitted 2.75 Agree
diseases (e.g. HIV, AIDS, chlamydia).
4. I am aware of how I can protect myself from 2.62 Agree
contracting STDs (e.g. regular testing, limiting
sexual partners).
5. I am aware of the risky behaviors that can lead to 2.71 Agree
unsafe sexual practices.
6. I am aware of where to find reliable information 2.58 Agree
about sexual health.
7. I know the different kinds of birth control (e.g. 2.35 Agree
pills, withdrawal method, IUDs).
8. I am aware that some STDs like HIV can be 2.50 Agree
managed with lifelong treatment.
9. I am aware that STDs can be prevented through 2.58 Agree
safe sex procedures.
10. I am aware of the importance of consent in a 2.68 Agree
sexual relationship.

Table 2.2 represents the findings of the dependent variable which is the

awareness of students on sexual health topics. The table above also shows a high

percentage of students who agreed and are aware of different sexual health issues and

practices.

It is showed that Indicator one, which is "I am aware of the risks related to

unprotected sex, early pregnancies, and sexually transmitted diseases" gained the

highest weighted mean which is 2.78. This means that the respondents have a high

percentage of awareness in terms of sexually transmitted diseases (STDs). We should

know that STDs can affect anyone. For that reason, it is important to acquire knowledge

about common STDs and the course of action that an individual may perform to cure

xli
the infection. A necessary component in the prevention of transmission of various STDs

and teenage pregnancy between adolescents is the action of raising awareness about

STDs as a protective action (Sobze, et. al., 2017).

On the other hand, Indicator seven which is “I know the different kinds of birth

control (e.g. pills, withdrawal method, IUDs)” gained the lowest weighted mean which is

2.35. Consequently, respondents are not knowledgeable enough in terms of different

birth control such as pills, withdrawal methods, IUDs. As a result of ignorance,

insufficient empowerment, and awareness of children’s rights and health accountability,

they persist on being undernourished and uneducated as specified by La Bella (2014).

Therefore, teenagers need to know about safe options so that they can make informed

decisions on their sexual decisions. Moreover, Boskey (2023) stated that sex education

gives adolescents authentic information about risks related with unsafe and unhealthy

sexual practices. It is necessary for teenagers to be informed about common sexually

transmitted diseases so that they would be persuaded to use contraceptives.

3.0 Parental Involvement in Educating Children on Sexual Health

Table 3.0 Parental Involvement

Indicators Weighted Mean Verbal Description

1. My parents are open in 1.80 Neither
terms of talking and
teaching me about sex.
2. My parents provide 2.15 Neither
guidance and support
regarding sexual health.).
3. My parents and I have 2.25 Neither
no communication about
sex.
4. My parents involves me 1.95 Neither
in decisions related to

xlii
 sexual health.
5. I am more 1.89 Neither
knowledgeable about sex
because my parents
openly talk about it with
me.
6. My parents value my 2.12 Neither
knowledge about sex.
7.My parents constantly 2.40 Agree
reminds me to be aware
and keep an open mind
about safe sexual
practices.
8. When my parents 2.11 Neither
engage in open
conversations about sex, it
enhances my
understanding and comfort
level.
9. I learned information on 1.92 Neither
contraception and safe
sexual behaviors from my
parents.
10. My parents discuss 1.99 Neither
about cultural and religious
values that are related to
sex.
Table 3.0 shows a relatively high percentage of the students answered neither

and very low percentage answered agree on parental involvement in educating children

on sexual health. For that reason, majority of parents are neither involved in educating

their children about sexual health topics, while the low percentage of the respondents’

parents constantly reminds them to be aware and keep an open mind about safe sexual

practices. This could be due to the acknowledgment that high quality of education is

delivered by school teachers and trainers and are considered to be the best instrument

for learning about reproductive health (Smith et. al., 2011).

Many students choose neither because they are not sure or aware about the

outcome of this situation. According to The Boys’ Institute for Growth (2023), parents

xliii
are unsure of how to explain sex to their children resulting to awkwardness and being

uncomfortable. Students don’t seem to enjoy when parents participate in sex education

learning in the classroom. This indicates that parents often feel uncomfortable talking

about sex topics to their children which leads to their limited involvement in their

children sexuality (Swana, n.d.)

In indicator seven “My parents constantly remind me to bring awareness and

keep an open mind about safe sexual practices.” Since it had the highest weight mean,

therefore, parents are always prompt their children to keep an open mind about sex

practices. As stated by Albert (2012), teens are greatly influenced on matters that

concerns sex engagement and sexual practices when their parents teach,

communicate, and monitor them. Parents primarily provide knowledge to their children

about sexual practices and therefore by talking with them, it helps their children to

possess good behaviour and self-control.

Furthermore, many parents misunderstand the importance of teaching to their

children about sex, which leads to no communication about sex between the parents

and their children. Plenty of parents undermine the significance of teaching their

children about sex (Hagan, 2018). Some parents find it difficult or hard to talk about sex

to their children because they see it as a sensitive topic. As stated by Chainok et. Al.

(2018), it’s critical to comprehend how conversation between parents and children

assists in expanding safe sexual behaviours. By communicating or openly talking about

sexual matters, parents can increase their children awareness of sex and help them

learn about safety.

xliv
4.0 The Relationship Between Perceptions of Students and their Level of

Awareness

Table 4.0

Pearson r Correlation

Variables Computed r Degrees of Tabular Remark Interpretation

Freedom Value

Perception of 0.474 118 0.087 Reject H0 Significant

Students

Awareness

of Students

Table 4.0 shows the measurement of correlation between the independent and

dependent variables in this research study. Pearson r Correlation Coefficient is utilized

to calculate the correlation of the variables to discover the linear correlation of the

variables. The computed r of the area covered in the correlation is 0.474 which is

greater than the table value of 0.087. This means that hypothesis H o is rejected and

therefore provides remark that there is a significant relationship between perception of

students on implementing sexual education and their level of awareness about various

sexual health topics. There is a substantial or moderate level of relationship between

the two said variables. Consequently, there is a positive correlation between the two,

thus when one variable increases, in this case, the perception, the second variable also

increases, the awareness.

xlv
 This explains that students who perceive sex education positively have a high

level of awareness about different sexual topics compared to those who have negative

perceptions. This positive correlation indicates that students are open and receptive to

deepening their prior knowledge about sexual health discussions. Additionally, students

are encouraged to perform informed decisions about their sexual health. Students are

likely to have a better understanding of how significant sex education is as a growing

individual and a teenager. They are also likely to engage in discussing sexual health

without any form of stigma and discrimination which empowers other students to be

open-minded and inclusive towards other sexuality or sexual orientation.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the findings accumulated through the

questionnaires by the researchers and the interpretations and analysis of the data.

Moreover, the conclusion based on the findings of the result found in this study is also

presented with its corresponding recommendations by the researchers.

SUMMARY OF FINDINGS

1. The findings of this study showed that the largest group of respondents were aged 18

years (52%) while on the other hand, the lowest percentage of respondents were aged

xlvi
16 and 20 years (both with 1%). In terms of sex, the highest percentage of the

respondents were from female students (52%) and the male respondents got the lowest

percentage (48%).

2. Most students perceive sex education positively, as it showed a high data point that

can be seen in the table. Indicator number six “Sex education will provide me accurate

and factual information about unsafe sexual practices,” received the highest weighted

mean of 2.85. Indicator number 10 “I think sex education is morally wrong,” received the

lowest weighted mean of 1.69, this means that students are still uncertain about the

moral implications of sex education due to a lack of understanding regarding this topic.

Furthermore, the findings showed that students have a high level of awareness

regarding sexual health issues and practices. Specifically, Indicator one, which is "I am

aware of the risks related to unprotected sex, early pregnancies, and sexually

transmitted diseases". On the contrary, Indicator number 7, which is “I know the

different kinds of birth control (e.g. pills, withdrawal method, IUDs)" had the lowest

weighted mean (2.35), revealing that respondents lack knowledge about various birth

control methods.

3. For the involvement of parents on educating their children, There are few significant

exceptions, but in overall there is a sense of neutral across most indicators, with parents

neither strongly agreeing nor disagreeing with statements on engagement in decision

making, communication about sex, presenting sexual health. The indicator 7 “My

parents constantly remind me to be aware and keep an open mind about safe sexual

practices” has the highest weighted mean among all of the indicators (2.40), while

xlvii
indicator one “My parents are open in terms of talking and teaching me about sex” had

the lowest weighted mean (1.80).

4. The computed rho of the independent and dependent variables is 0.474 and the

tabular value used is 0.087 which indicates that the null hypothesis is rejected and there

is a substantial relationship between the perception of students on implementing sex

education and their level of awareness about sexual health topics.

CONCLUSIONS

1. In terms of the demographic profile of respondents according to age, majority of the

students belong to the 16-20 age bracket. Most of the respondents were aged 18 years

old and the second highest age was 17 years old. Majority of the respondents were

female students (53%) and the remaining percentage (47%) were male students.

2. Students’ display a positive perception on implementing sex education as it showed

that most of the students believe that sex education is important especially about

matters regarding unsafe sexual practices, and how the implementation of sex

education may help students to deeply understand sexual practices to avoid negative

repercussions. Furthermore, based on the responses coming from the selected

respondents, Grade 12 students enrolled in the HUMSS strand have high percentage of

awareness in regards to unprotected sex like unwanted pregnancy and Sexually

Transmitted Diseases (STD) but have low level of awareness in terms of birth control

such as pills, withdrawal methods, and IUDs. Therefore, the researchers concluded that

xlviii
most of the students are well informed about the effects of unprotected sex but not

knowledgeable enough on how to prevent it.

3. The variable of parental involvement reveals a diverse range of parental engagement

in teaching children about sexual health. While there are encouraging indications of

engagement, there is still a general need for improved parental advice and

communication regarding this critical component of young people’s development. By

addressing these areas for improvement, young people may become more

knowledgeable and confident about sexual health issues, which will ultimately improve

their general well-being and ability to make decisions.

4. There is a substantial relationship between the independent and dependent variable

used in this study which is the perceptions of students on implementing sex education

and their level of awareness on various sexual health topics.

RECOMMENDATIONS

1.

2. Educational institutions should consider sex education programs to eliminate the

misconceptions about sex education since students have a different perspective and

viewpoint. This may be accomplished through sessions once a week, such as activities

that can open the students’ perception and knowledge about the importance of sexual

health but in a fun and creative way to capture their attention while learning at the same

time. Moreover, informational materials that address common misconceptions about sex

education can help students better understand the topic. Having focused materials or

xlix
high-quality facilities where students feel comfortable throughout the session can also

be beneficial. Moreover, it is recommended that students should study more about

sexual health. In simple terms, teaching about sexual activity to avoid its consequences

among learners like teenage pregnancy and STDs. To counteract these health risks,

students should know how life-threatening it is when they engage themselves sexually

so that they can remain healthy and safe. It is therefore important to consult the

Supreme Secondary Learner Government (SSLG) so that they may come up with

seminars or programs on sex education. Also, researchers must circulate flyers

containing information such as “What is sex? What are its consequences?” And finally,

“What are the appropriate measures required to tame it from being destructive?”

3. The researchers recommend to encourage all the parents to be advanced in teaching

their children about safe sexual behavior. Parents can encourage their children by being

open to their children when talking sexual related and parents should also talk to their

children regardless of their sexual orientation. Teachers of the children should organize

PTA meetings that give parents knowledge and confidence to talk free and openly with

their children about sexual education. By addressing these, children become more

knowledgeable and confident about sexual health issues, which lead them to make

more informed decisions.

4. As the results suggests, the researchers highly recommend to provide an opportunity

for students to improve their prior knowledge and awareness about sexual health

matters through varied learning materials such as print, multimedia, or broadcast. The

researchers encourage collaboration with the student leaders of Negros Oriental High

School to conduct workshops that facilitate sex education learning for students.

l
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 APPENDICES

Appendix A. Research Instrument (Sample Survey Questionnaire)

THE SENIOR HIGH SCHOOL STUDENTS’ PERCEPTION ON

IMPLEMENTING SEX EDUCATION AND THEIR LEVEL OF
AWARENESS ON SEXUAL HEALTH IN NEGROS ORIENTAL HIGH
SCHOOL SY 2023-2024

This study seeks to determine the relationship between the perception of senior
high school students on implementing sex education and their level of awareness about
sexual health.

1. Demographic Profile of the Student

Name (Optional):

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1.1 Age:
1.2 Sex:

2. Scale for the Variables

Instructions: Using the 3-point Likert Scale below, rate the following indicators by
placing a check mark (✓) in the box according to what applies to you. Please rate the
following indicators with honesty. Do not leave an item unmarked. Refer to the following
code: 1 – Disagree, 2 – Neither, 3 – Agree

2.1 Perception of Students

INDICATORS RATINGS
1 2 3
Disagre Neither Agree
e
1. I believe Sex Education is important for me as a
teenager.
2. I believe that implementing Sex Education will
make me more aware about sex and sexuality.
3. I believe that Sex Education will enable me to talk
about sex openly.
4. I am willing and open to talk about sexual health
topics.
5. I perceive Sex Education as beneficial for my well-
being.
6. Sex Education will provide me accurate and factual
information about unsafe sexual practices.
7. I believe that Sex Education can expand my
knowledge about different sexual practices such as
vaginal sex and oral sex.
8. I prioritize learning about sexual health as an
essential part of my education.
9.I believe that sex education is a fundamental right
for all students.
10. I think sex education is morally wrong.
Others, please specify:

2.2 Awareness of Students

INDICATORS RATINGS
1 Neither 3
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 Disagree Agree
1. I am aware of the risks related to unprotected sex,
early pregnancies, and sexually transmitted
diseases.
2. I am aware of the procedures for protected sex
(e.g. condoms, contraceptive methods).
3. I am aware of the different sexually transmitted
diseases (e.g. HIV, AIDS, chlamydia).
4. I am aware of how I can protect myself from
contracting STDs (e.g. regular testing, limiting sexual
partners).
5. I am aware of the risky behaviors that can lead to
unsafe sexual practices.
6. I am aware of where to find reliable information
about sexual health.
7. I know the different kinds of birth control (e.g. pills,
withdrawal method, IUDs).
8. I am aware that some STDs like HIV can be
managed with lifelong treatment.
9. I am aware that STDs can be prevented through
safe sex procedures.
10. I am aware of the importance of consent in a
sexual relationship.
Others, please specify:

3. Parental Involvement
INDICATORS RATINGS
1 2 3
Disagree Neither Agree
1. My parents are open in terms of talking and
teaching me about sex.
2. My parents provide guidance and support
regarding sexual health.
3. My parents and I have no communication about
sex.
4. My parents involves me in decisions related to
sexual health.
5. I am more knowledgeable about sex because my
parents openly talk about it with me.
6. My parents value my knowledge about sex.
7.My parents constantly reminds me to be aware and
keep an open mind about safe sexual practices.
8. When my parents engage in open conversations

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 about sex, it enhances my understanding and
comfort level.
9. I learned information on contraception and safe
sexual behaviors from my parents.
10. My parents discuss about cultural and religious
values that are related to sex.
Others, please specify:

Appendix B. Sample Informed Consent Letter

INFORMED CONSENT
THE SENIOR HIGH SCHOOL STUDENTS’ PERCEPTION ON IMPLEMENTING SEX
EDUCATION AND THEIR LEVEL OF AWARENESS ON SEXUAL HEALTH IN
NEGROS ORIENTAL HIGH SCHOOL SY 2023-2024

Vana Grace D. Tingcang

Negros Oriental High School
HUMSS 12C-Agus

PART I: INFORMATION SHEET

INTRODUCTION
Dear Participant,
You are being invited to take part in a research study conducted by Vana Grace D.
Tingcang from HUMSS 12C-Agus. Your participation is entirely voluntary, and you are

lix
encouraged to take the time to review this information and ask any questions you may
have.
PURPOSE OF THE RESEARCH
This study aims to determine the relationship between the perception of senior high
school students on implementing sex education and their level of awareness about
sexual health. We hope to understand perception students in terms of implementing sex
education to find out its relationship with students’ level of awareness on sexual health.
TYPE OF RESEARCH INTERVENTION
This research involves survey questionnaires to gather data from respondents.
PARTICIPANT SELECTION
You have been selected for this research due to your academic strand which is
Humanities and Social Sciences.
VOLUNTARY PARTICIPATION
Your participation is entirely voluntary. Declining to participate will not affect any
services or evaluations you receive. You have the right to withdraw at any time without
consequences.

PROCEDURES
A. FORMAT OF THE RESEARCH
You will be involved in survey questionnaires where you are asked to answer the Likert
Scale according to the given code.
B. EXPECTED QUESTIONS OR DISCUSSIONS
Depending on the research, you may be asked questions about sexual education and
sexual health topics. If sensitive or potentially uncomfortable topics arise, you are not
obligated to discuss them.
Questionnaire Surveys: The researchers used stratified sampling method and
confidentiality is observed.
DURATION
Your time commitment will involve approximately two minutes max.
RISKS

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Potential risks include getting uncomfortable or have interpretation difficulties. You have
the right to refrain from answering any question that makes you uncomfortable.
BENEFITS
Participating may benefit expand their knowledge regarding sex education, sexual
health topics, and parental involvement.
REIMBURSEMENTS
Participants will only receive reimbursements for expenses related to their participation
and will not receive additional payments.
CONFIDENTIALITY
Your information will be kept confidential as the researchers will refer to your response
with codes that only the researchers know. However, due to the nature of the research,
there may be risks of identification within your community.
SHARING THE RESULTS
Information will be shared through oral defenses and discussions within the research
group.
RIGHT TO REFUSE OR WITHDRAW
You have the right to refuse or withdraw from the research at any stage without
consequences.
WHO TO CONTACT
For any questions or concerns, please contact Vana Grace D. Tingcang through her e-
mail address: vanagracet@gmail.com.

By signing this form, I acknowledge that I have read and understood the information
provided and voluntarily agree to participate in this research study.

Participant's Name & Signature: __________________________ Date:

_______________

STATEMENT BY THE RESEARCHER OR PERSON TAKING CONSENT

lxi
I have accurately read out the information sheet to the potential participant, and to the
best of my ability made sure that the participant understands the consent. I confirm that
the participant was given an opportunity to ask questions about the study, and all the
questions asked by the participant have been answered correctly and to the best of my
ability. I confirm that the individual has not been coerced into giving consent, and the
consent has been given freely and voluntarily.
A copy of this Informed Consent Form has been provided to the participant.

Print Name of Researcher or person taking the consent

Signature of Researcher or person taking the consent Date: [MM/DD/YYYY]

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