CHAPTER I

INTRODUCTION AND BACKGROUND OF THE STUDY

Sex education, in one form or another, has always been an issue of controversy.

There are those who believe that it go against their moral or religious believes. In

school, other may think that students can be over excited in such a class because of

their lack of maturity.

Sex education makes the relationship between parents and children easier since

it is the teacher who explains the uncomfortable topic for the first time. Child may also

feel less vulnerable talking to some who is not their parents, so as not to be ashamed.

In other word, only parents can choose the right time to talk about sex with their

children, whether they believe they are mature enough or not. The problem is that

because parents are not ready or children are not mature, everyday we hear more

cases of AIDS and unwilling pregnancies which end in abortion. Teenagers, nowadays,

faces the risk of venereal diseases throughout their life. Most parents here in the

Philippines are too shy educating their child about sex and some have lack of

knowledge about the proper way of sex education.

Cases of unwilling pregnancy, AIDS, and STD have been increasing specifically

among teenagers due to premarital sex and lack of knowledge about the consequences

of their acts. Barangay Tugbungan, as one of the most populated barangay in

Zamboanga City, has the most cases of teenage pregnancies and has been called as

"productive community" based on the records gathered from Tugbungan Health Center.

One of the main goals of education is to develop self-fulfillment. That is to say, to

1
develop a sense of responsibility towards life and awareness of the world which they

live. In effect, sex education prepares learners to afford the consequences of their acts,

helping them to feel more secure and responsible. Moreover, it also breaks the taboo

that sex is bad forbidden thing.

It is normally expected that parents should socialize their children appropriately

and help them navigate the transition from adolescence to adulthood. Discussion

between parents and children about sexual issues can clarify expected behavior, enable

parents to communicate their values, and provide a chance to educate and inform the

child. Parent-child communication can foster a sense of caring between parents, create

supportive environment and strengthen the connectedness between parents and

children.

This exploratory research will be suitable to have a good start to provide

strategies in promoting proper way of teaching sex education to parents for the benefits

of their children in Barangay Tugbungan, Zamboanga City. Thus this study accentuate

more on preventive measures on AIDS, and to decrease the cases of early pregnancy,

providing guidance on sex education and to demand strongly that "the purpose of

education is to replace an empty mind with an open one"

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Statement of the problem

This study specifically seeks to answer the following questions;

a.) What is the extent in parental involvement in sex education in their children?

b.) What are the needs and concerns why a parent has less involvement in sex

education?

c.) What strategies can we implied?

Significance of the study

3
This study will be beneficial to provide strategies which could improve the way how

parents educate their children about sex. The parent-child communication will improve

and gain more awareness through effective communication and open relationship. The

study positively promotes healthy generation in Zamboanga City.

Scope and limitation

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The study will be conducted in Barangay Tugbungan, Zamboanga City which has the

most cases of early pregnancy reported. This is an exploratory research, utilizing the

qualitative and quantitative method, aims to promote awareness to parents about their

role as an educator of their children for sex matters. The respondents are the parents

(mother or father). Purposive non-probability sampling will be employed in the selection

of respondents.

Definition of terms

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Adolescent- developing from child into an adult.

Sex- either two main categories (male or female) into which living things are divided.

Sexuality- capacity for sexual feelings. A person's sexual preference.

Unattended- not being supervise or look after.

Pregnancy/pregnant- having a child or young developing in the womb (uterus).

STD- sexually transmitted disease. An illness that has significant probability of

transmission between humans or animals by means of sexual contact including vaginal

intercourse, oral sex, and anal sex.

Causality- the relationship between the cause and effect.

Involvement- to influence or affect.

Sex education- education about human sexual anatomy, reproduction and

intercourse and other human sexual behavior.

Parent-child communication- communication between parents and child.

Contraception- the intentional prevention of conception through the use of various

devices, sexual practices, chemicals, drugs, or surgical procedures.

AIDS- acquired immunodeficiency syndrome is a disease and not a syndrome. A

syndrome is commonly used to refer to collections of symptoms that do not have an

easily identifiable cause.

Extent of involvement in sex education- high, moderate, and low.

CHAPTER II

Review of Related Literature

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 Sex education is a broad term used to describe education about human sexual

anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional

relations, reproductive rights and responsibilities, contraception, and other aspects of

human sexual behavior. Common avenues for sex education are parents or caregivers,

school programs, and public health campaigns.

(http://en.wikipedia.org/wiki/Sex_education)

Sex education may also be described as "sexuality education," which means that

it encompasses education about all aspects of sexuality, including information about

family planning, reproduction (fertilization, conception and development of the embryo

and fetus, through to childbirth), plus information about all aspects of one's sexuality

including: body image, sexual orientation, sexual pleasure, values, decision making,

communication, dating, relationships, sexually transmitted infections (STIs) and how to

avoid them, and birth control methods. (http://en.wikipedia.org/wiki/Sex_education)

The state of sex education programs in Asia is at various stages of development.

Indonesia, Mongolia, South Korea have a systematic policy framework for teaching

about sex within schools. Malaysia, the Philippines and Thailand have assessed

adolescent reproductive health needs with a view to developing adolescent-specific

training, messages and materials. India has programs aimed at children aged nine to

sixteen years. In India, there is a huge debate on the curriculum of sex education and

when should it be increased. Attempts by state governments to introduce sex education

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as a compulsory part of the curriculum have often been met with harsh criticism by

political parties, who claim that sex education "is against Indian culture" and would

mislead children. (Bangladesh, Myanmar, Nepal and Pakistan have no coordinated sex

education programs. In Japan, sex education is mandatory from age 10 or 11, mainly

covering biological topics such as menstruation and ejaculation. In China and Sri Lanka,

sex education traditionally consists in reading the reproduction section of biology

textbooks. In Sri Lanka they teach the children when they are 17–18 years. However, in

2000 a new five-year project was introduced by the China Family Planning Association

to "promote reproductive health education among Chinese teenagers and unmarried

youth" in twelve urban districts and three counties. This included discussion about sex

within human relationships as well as pregnancy and HIV prevention.

(http://en.wikipedia.org/wiki/Sex_education)

The Filipino government has backed off from its trial run of sex education on

account of the strong resistance by the Catholic Bishops’ Conference of the Philippines.

The government had distributed the program to two areas of Metro Manila as part of the

“pilot stage” of the Department of Education’s attempt to introduce it to the whole

country. However, the Filipino Bishops have objected that the introduction of sex

education into the public schools would encourage teenagers to try premarital sex

rather than remain abstinent, and emphasized that sex education is the parents’

responsibility, not the governments. On top of that, the sex education program instructs

youth in the use of artificial contraceptives and condoms, which stridently violate the

Church’s solemn teachings on human sexuality.

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(http://www.lifesitenews.com/ldn/2006/jun/06061908.html)

The education department, which presented the module as a response to the

nation's booming population growth, emphasized it is not a sex manual but rather a

teaching guide dealing with family planning, reproductive health, and the dangers of

early and pre-marital sex. According to a UPPI survey, 23 percent of Filipinos ages 15-

24 engaged in pre-marital sex in 2002, up from 18 percent in 1994. The prevalence of

high-risk sexual behaviors among adolescents rose from 20 percent in 1994 to 27

percent in 2002. Further, this age group now accounts for 17 percent of all induced

abortions in the nation. (http://www.aegis.com/news/ads/2006/AD061232.html)

In 1995, while the number of abortions increased slightly among Oregon teens

age 10-17; the abortion rate remained unchanged due to a proportional increase in the

population. The number of abortions to those age 15-17 decreased by 0.9 percent and

the number for teens under the age of fifteen increased by nearly 32 percent from 1994.

The abortion rate of 18-19 year-olds increased by 3.1 percent. Pregnancies among all

teens were more likely to result in a birth than an abortion. Although teens under 15

years were nearly as likely as those age 15-17 to take a pregnancy to term in 1994, the

differential which has historically characterized the youngest teens reappeared in 1995.

(http://www.dhs.state.or.us/dhs/ph/chs/data/arpt/95v1/chapter4/chp4-nar.shtml)

According to a 2004 survey by the Alan Guttmacher Institute, rates of pregnancy,

9
birth, and abortion among U.S. teenagers have continued to fall steadily, and, since

peaking in 1990, have continued to decline. Sex experts attribute this decline to sex

education programs, and many analysts believe that increased home sex education

would lead to further declines. Of course, even if more parents begin to educate their

children about sexuality, the subject will likely still be a part of school health curricula.

However, with parents contributing more to the sex education of America's youths,

perhaps parents' satisfaction with school sex education programs, which would become

strictly supplemental, would increase, and the controversy surrounding such programs

abate. (http://socialissues.wiseto.com/Topics/SexEducation/)

Sexuality, in most of its aspects can be a joyful topic for discussion in the family

and perhaps parents might consider giving sex education by means of joke and so on,

parents also need to provide accurate information and decision. Making skills to help

protect the teenager from pressure to have sex, unattended pregnancy and HIV/AIDS

and other sexually transmitted diseases. (Sarah Lee Rosenberg, 2005)

Sex education aims to reduce the risks of potentially negative outcomes from

sexual behavior, such as unwanted or unplanned pregnancies and infection with

sexually transmitted diseases including HIV. It also aims to contribute to young people’s

positive experience of their sexuality by enhancing the quality of their relationships and

their ability to make informed decisions over their lifetime. Sex education that works, by

which we mean that it is effective is sex education that contributes to both these aims

thus helping young people to be safe and enjoy their sexuality.

10
(http://www.avert.org/sex-education.htm)

The skills young people develop as part of sex education are linked to more

general life-skills. Being able to communicate, listen, negotiate with others, ask for and

identify sources of help and advice, are useful life-skills which can be applied to sexual

relationships. Effective sex education develops young people's skills in negotiation,

decision-making, assertion and listening. Other important skills include being able to

recognize pressures from other people and to resist them, dealing with and challenging

prejudice and being able to seek help from adults - including parents, careers and

professionals - through the family, community and health and welfare services.

(http://www.avert.org/sex-education.htm)

Sex education that works also helps equip young people with the skills to be able

to differentiate between accurate and inaccurate information, and to discuss a range of

moral and social issues and perspectives on sex and sexuality, including different

cultural attitudes and sensitive issues like sexuality, abortion and contraception.

(http://www.avert.org/sex-education.htm)

There are many reasons children get involved in sex". Most common being the

peer pressure. Their common response is "since everybody is doing it". One of the

reasons is their desire for sexual competence with adults and a way to get ahead.

Another common reason is their lack of self esteem which they want to acquire and

improve by becoming a father or mother. Sometimes it is due to lack of other

11
alternatives to divert their sexual energies. It could also be due to lack of love and

appreciation at home. Detachment from home can lead to attachment elsewhere. (Dr.

Shahid Athar, http://www.missionislam.com/family/sex_ed.htm)

We need to teach them responsible parenthood in consonance with the sex

education. We don’t need to teach everything but at least give them the basic facts.

Along the way, the children can do some more research on their own. Philippines

Catholic Bishops Oppose Sex-Ed in Schools, Say it should be Left to Parents is true if

all parents know how to discuss sex with their children. We can’t assume parents know

how to discuss sex openly. Some might be uneducated to understand the anatomy of

reproduction and thus fail to grasp natural birth control methods. The schools together

with the parents can bridge the gap of sex education.

(http://www.blogcatalog.com/blog/sex-education-2)

Parent Who already talked to their children appeared confident and comfortable

doing so, over 96% said they felt "very comfortable" or "comfortable", 97% reported

feeling confident about their ability to hold this talks, and 97% considered themselves

well informed and knowledgeable enough to hold these discussion. (Page 9, Karusa

Kigaru, Cathy Watson, Menard Muhwezi, Richard Kiborribo, Nelson, Ann Akia-fiedler,

and Milkan Juma, 2007)

Parents are ought to be their children's primary sexuality educators, but may

need help and encouragement to fulfill this important role. Religious leaders, youth and

12
community group leaders, and health and education professionals can complement and

augment the sexuality education that takes place at home.

(http://socialissues.wiseto.com/Topics/SexEducation/)

The evidence is overwhelming that any parent who puts his or her mind to it, and

who has the confidence of the right approach and the right tools, can teach a child to

view sex positively and responsibly; that a parent can protect his or her child from the

devastating physical and emotional dangers of experimental, casual, or promiscuous

sexual activity and enhance the child's chance for a stable, happy, committed marriage

and family. (http://socialissues.wiseto.com/Topics/SexEducation/ )

Conceptual Framework What are the needs and

concerns of the parents?

*time and effort

*lack of knowledge 13

*moral and religious

believes.
 Sex Education

What are the strategies can

we implied?

*importance of sex
education at home.

*proper teaching about sex

and sexuality.

HYPHOTHESES

H – There is effective/positive parent-child communication.

H – There is no effective/positive parent-child communication.

Theoretical Framework

14
In assessment phase the parents will be assess on their awareness, strategy

techniques, involvement to their child, and sex education management.

The parents concerns will also be assessed in terms of parent-child communication,

and knowledge deficit on the consequences of not educating their child about sex.

After assessment, the researchers plan to develop a health teaching program to

promote affective as well as cognitive learning on understanding the facts about sex

education for the benefits of their children.

After planning, the strategies will be implemented to promote better understanding

about the importance of sex education at home and the benefits of it when practice at

home. The researchers will have 3 days gathering to implement the activities to parents.

Researchers will utilize different services to increase awareness in terms of sex

education for the child.

And finally, the respondents will be evaluated on what benefits they and their children

will gain from the health teaching program.

CHAPTER III

Methodology

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Research Design

Exploratory design was employed in the study utilizing the qualitative and quantitative

methods which the researchers aims to gain richer familiarity regarding the parents

involvement on adolescence sex education and develops health teaching program

promoting proper way of teaching sex education to adolescence.

Research setting/research locale

This study will be conducted in Barangay Tugbungan, Zamboanga City which has the

most cases of teenage pregnancy, it is 7.7km away from the city proper and the

population comprises of 21,194 as of 2008.

Sample and sampling

This study will use non-probability sampling specifically, purposive type. The respondent

will be given an inform consent before the study and are willing to participate in the

research. There will be ten parent mother or father who have child ages 13-16y/o a

residents of Barangay Tugbungan, Zamboanga City.

Research Instrument

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This study will utilize Focus Group Discussion. The Activity will compose of a facilitator

and two secretaries. A video recorder will also be utilized to record the responses of all

the participants; a questionnaire will be for assessment, and a checklist for evaluation.

An evaluation checklist will be used for the evaluation of the individual after the

implementation.

Table of specification

Research questions Content Sources of data Blueprint of the tool

1. What is the extent in -High Parents (mother or Tool# 1 Questionnaire

parental involvement in -Moderate father) with a child ages on respondents. See

sex education in their -Low 13-16 years old. Appendix A.

children?
2. What are the needs -Relationships of the Parents (mother or Tool# 2 Questionnaire

and concerns why family father) with a child ages on the needs and

parents has less -Time and effort 13-16 years old. concerns of the family.

involvement in sex -Lack of knowledge See Appendix A.

education? -Moral and religious

believes
3. What strategies can -Health teaching Health care provider Health teaching plan

we implied? program promoting sex

education at home

-Proper way of teaching

sex education

-Importance of sex

education at home

-Parents role as

educator

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Validity

The content validity of the tools will be ensured by having the tools critiqued by experts

and by comparing the content tools with the known for the purpose of the instrument to

answer the research questions.

Reliability

The reliability of tools will be ensured by pre-testing to ten (10) parents to assess the

level of awareness of the parents about sex education, mother or father in Barangay

Tugbungan, Zamboanga City, and was ensured by having translated into the level of

understanding of the respondents.

Plan of data collection

The data collection procedure will involve: permission to the respondents to participate

in the research, letter of permission to the Barangay Chairman to use the barangay hall

18
as the venue of activities before the gathering. Focus Group Discussion will be utilized

and with questioning guide which are translated to native form (Tagalog, Chavacano,

Bisaya) and revised appropriate to the cognitive level of the respondents.

Plan of data analysis

Data gathered from focus group discussion will be revised for analysis. The

respondent’s responses from the focus group discussions will be recorded and then will

be tallied and analyzed.

APPENDIX A

Western Mindanao State University

College of Nursing

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 Zamboanga City

Name: (optional)
Gender:
Region:
Ethnicity:
No. of children:
Length of marriage:
Length of residency:

Questions

1. Do you consider yourself a religious or spiritual person? YES_____ NO_____

2. Do you have child? YES_____ NO_____
No. of MALE_____ FEMALE_____
3. Do you involve your child in sex education at home? YES_____ NO_____
4. Do you involve your child in sex education program in some organization?
YES____ NO_____
5. Do you feel that your religious values enhance you ability to talk about sexuality to
your child? YES_____ NO_____
6. Do your child ask you about sex? YES_____ NO_____
7. Do you find it difficult to talk to your child’s about sex? YES_____ NO_____
8. Do you think you are capable enough in teaching your child sex education?
YES_____ NO_____
9. Do you think you should be fully responsible for your child’s sex education or your
child’s school is responsible? PARENTS_____ SCHOOL_____
Elaborate:_____________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.
10. How would you want your child’s to learn about sex?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________.
11. Who would you like to guide them? (Ex. auntie, grandmother, etc.)
_______________________________________________________.

12. Where do you think is the best place for sex education?
SCHOOL_____ HOME_____
Why?

20
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________.

CRITICAL REFLECTION ON SEX EDUCATION

Personal Reflection
1. Who were you prefer for other sources of your child’s for sex education?
What was helpful? YES_____ NO_____
2. What are your recommendations for designing more effective sex education
program?
3. Would you encourage your child’s to take sex education course at school if there is
such? YES_____ NO_____
Why? Or Why not?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________.

REFLECTIONS ON THE ROLES OF PARENTS, SCHOOL AND GOVERNMENT

1. What should the family teach children about sex education?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________.

2. Should parents or government (or both) be responsible for regulating sex education?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________________________.

"The purpose of education is to replace an empty mind with an open

one"
LETTER OF REQUEST

21
 Western Mindanao State University

College of Nursing

Zamboanga City

Sir,

Greetings of Peace!

A number of level III nursing students of Western Mindanao State University would like

to conduct a research about the parental involvement on adolescence sex education

among the residents of Barangay Tugbungan, Zamboanga City.

As advocates of the people awareness on sex education at home we will be organizing

this event with the aim to disseminate pertinent information that may lift up the

awareness of parents regarding the reproductive education.

We would like to ask permission to allow us to gather data in your residents.

Your support is highly appreciated.

Thank you and more power!

Truly Yours,

WMSU BSN III STUDENTS

Bibliography

22
Time Magazine, Report on Sex Education, Nov. 24, 1986.

Gordon, Sol and Dickman, Irving R "Sex Education - The Parents Role." Public Affairs

Pamphlet No. 549.

Richard, D. "Teenage Pregnancy and Sex Education In Schools What Works and What

Does Not work" - San Antonio Pregnancy Center, 1986.

Mast, C.K. "Sex Respect: The Options of True Sexual Freedom." Bradley Illinois,

Respect Line.

Hatcher, Robert and J. Adams - "Solving The Teenage Pregnancy." Medical Aspects of

Human Sexuality, March 1980.

http://www.childrenfirst.nhs.uk/families/az_child_health/s/sex_education.html

http://www.plannedparenthood.org/parents/how-talk-your-child-about-sex-4422.htm

http://kidshealth.org/parent/positive/talk/sex.html

http://www.lifesitenews.com/ldn/2006/jun/06061908.html

http://www.aegis.com/news/ads/2006/AD061232.html

http://www.dhs.state.or.us/dhs/ph/chs/data/arpt/95v1/chapter4/chp4-nar.shtml

http://socialissues.wiseto.com/Topics/SexEducation/)

23