1

SEX EDUCATION PERCEPTION AMONG STUDENTS

SELECTED HIGH SCHOOLS IN INDANG, CAVITE:
A LOGISTIC REGRESSION APPROACH

Clariza J. Buendia
Angela Marie T. Panganiban

An undergraduate thesis manuscript presented to the faculty of the Physical

Sciences Department, College of Arts and Sciences, Cavite State University, Indang,
Cavite in partial fulfillment of the requirements for the degree of Bachelor of Science in
Applied Mathematics with specialization in Statistics with Contribution No._____.
Prepared under the supervision of Mrs. Analyn Mojica.

INTRODUCTION

Sex Education is probably one of the sensitive topics as far as the Philippines is

concerned. It has been a subject of debate whether to incorporate this in the school

curriculum. Many issues surround the topic of sexual education programs in the schools.

This act provides for government funding for contraceptive and sex education in the

public schools curriculum. Sex Education may take place in schools, in community

settings, or online. There are several programs that have been introduced as a sexual

education curriculum. The first one is Project Taking Charge. It is one of the earliest and

most well-known abstinence only-until-marriage sexual education programs. The reason

behind it is to address the problems of pre-marital sex and teenage pregnancies among

teenagers, and to check the spread of sexuality-transmitted infections (STI`s).

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According to a Department of Education (DepEd2009) official, was the primary

aim of sex education in the K-12 curriculum, that detractors of the Responsible

Parenthood and Reproductive Health Law of 2012 (RH Law) have denounced for

supposedly teaching adolescents and grade-school pupils about the sex act. Sex education

is needed so everyone knows the importance of what is going on with their bodies, what

diseases can be transmitted through sex, and how to prevent pregnancy. Keeping your

children in the dark is the worst thing you could possibly do.

Sex education is possibly one of the most talked about topics nowadays,

especially among concerned citizens and the government. Sex is a natural thing for all

and it is just right for the researches as well as the readers to know and learn more about

it. But the questions is, is it right for sex education to be taught in High Schools?

According to World Health Organizations (2008), sexuality education aims to

develop and strengthen the ability of young people to make conscious, satisfying, making

healthy decision, sexuality and emotional and physical health. Sex Education does not

encourage young people to have sex. Sexuality education does not deprive the innocence

of the young people. Good quality Sexuality education has a positive impact on attitudes

and values and it can even out the power dynamics in intimate relationships, thus

contributing to the prevention of abuse and fostering mutually respectful and consensual

partnerships.

According to the World Health Organizations (WHO), sex education should be

imparted on the children who are 12 years and above. It is estimated that 34 percent of

the HIV infected persons are in the age group of 12 to 19. The country has a big
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population with addition of early pregnancy and this is the largest problem. Rizal quoted

that the youth is the hope of the country yet oppose by now.

In 2010, teenage pregnancy was at a record low and according to recent National

Survey Of Family Growth (NSFG) data, 78% of females and 85% of males used

contraceptives during First sexual intercourse, an increase from a decade before

(Martinez et al. 2011).The policy was motivated by a belief that teaching safe sex

methods implicitly gives license to teens to have sex. However, if failing to teach

contraceptive methods leads to teenage pregnancy and the spread of sexually transmitted

infections (STI`s), then this policy is misguided. Evidence to date suggests that

abstinence only sex education has no effect on sexual activity. The planned integration of

an age-appropriate and culture-sensitive sex education in the basic elementary and high

school curriculum will develop responsible Filipino youth who are aware of risks and

issues involving reproductive health, according to the Department of Education (DepEd).

Comprehensive sexual education is one of the strategies that work to reduce teen

pregnancies and STIs” (Washington Independent, 2011, n.p.). Other goals for a

comprehensive sexual education program include supporting the abstinence from sex as

the best choice for youth; however, the goals are not embedded regarding abstinence-

only. To achieve a healthy lifestyle regarding sex, one must acquire a positive and

comfortable attitude towards sex. Among the topics that are covered in a comprehensive

sexual education program curriculum are: abortions, masturbation, oral sex,

homosexuality, and condoms. Just like abstinence-only programs, good comprehensive

programs teach students that abstinence is the only surefire way to prevent pregnancy
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and STDs. The difference is that these programs also give students realistic and factual

information about the safety of various sexual practices, and how to improve the odds.

In December of 2012, the government of the Philippines passed a landmark law

called the Responsible Parenthood and Reproductive Health Act of 2012’, also known

as the Reproductive Health (RH) Act. This act provides for government funding for

contraceptives and sexuality education in the public school curriculum. According to this

bill, sexuality education should be age-appropriate and be taught to students ranging from

ages 10 to 19, which is both primary and secondary school. The RH Act also provides for

free or subsidized contraceptives, Which will be stocked at government health centers

and will be made available to the poor (DOH Philippines, 2011;GMA News, 2012).

HIV is a virus that targets and alters the immune system, increasing the risk and

impact of other infections and diseases. Without treatment, the infection might progress

to an advanced disease stage called AIDS . Some of the main issues in support of

passing the bill, were: the prevention of unintended pregnancies; the prevention of

maternal deaths related to pregnancy; the prevention of infant mortality; the reduction of

the abortion rate; an attempt to prevent the increase of HIV/AIDS cases; the avoidance of

the negative impact of large families on poor families; and freeing women’s bodies from

the bondage of politics and religious fundamentalism (Mello et al., 2006; Sales, 2012).

This thesis analyzes whether receiving sex education, and the inclusion of specific

topics of sex education, influence behaviors relating to sexual health. The findings shed

light on how sex education impacts young adults’ lives. This study does not go in depth

on teenage or unplanned pregnancy rates, STI/HIV rates, and their public health
 5

implications. Instead, it focuses on the relationship between young people’s educational

background and their current behaviors. This study does not analyze the other

possibilities that can influence behaviors (e.g., gender, class, and political affiliation).

Based on current literature and the findings of these chi-square analyses, I argue that

comprehensive forms of sex education are needed to promote sexual health and wellness.

When information about relationships, bodies, and sex are not learned in school,

adolescents will find different and typically, inaccurate sources to answer their questions

(e.g. the internet, or peers). Informative, accurate, and positive sex education contributes

to lower rates of unwanted teenage pregnancy, and lower rates of sexually transmitted

infections (STIs), sexual assault, and abortion (Elliott 2012; Fields 2008; Pascoe 2011;

Schalet 2011). Ultimately, it contributes to young adults’ agency, health, and preventative

care.

The ordinary Filipino person will be the most benefitted by the incorporation of

sexuality education program in the school system. It is important to find out what they

believe and if they believe it is important and beneficial to them. Therefore, this research

is focused on the perception of the Filipino on the incorporation of a sexuality education

program in the Filipino public and private school system.

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Objectives of the Study

The study will focus on the Incorporating Sex education in High School based on the

perceptions of the students in Indang area during School year 2018-2019. Specifically it

aims to:

1.) Determine the socio-demographic profile of the respondents in terms of school

attended;

2.) To measures the awareness of three schools attended, in sex education topic;

3.) Analyze the relationship between the dependent variable, Sex Education, and

independent variable, teenage pregnancy, using Logistic Regression;

4.) Discuss the performance of the Logistic Regression model.

Significance of the Study

The result of this study will provide basis to the students for awareness and better

understanding of how sex education will help the people or to reduct teenage pregnancy,

pre-marital sex and spread of sexuality transmitted infections (STI`s).

Moreover, the results of the study will be beneficial to the following:

Students (both children and teenagers). This study may also help the students

to understand the importance of sex education.

Parents. This study may also help that sex education should encourage young

people to delay sexual activity but also prepare them to use birth control and practice safe

sex once they do become sexually active.

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Future researchers. The findings of the study will serve as a reference material

and a guide for future researchers who wish to conduct the same study or any study

related to the sex education in high schools based on the perceptions of the students in

Indang area.

Scope and Limitation of the Study

This study will be conducted in Indang area during the school year 2018-2019.

This study is all about incorporating the perception of the high school students towards

Sex Education (junior and senior high). The respondents were also taken in the said

selected schools about 300 students.

Time and Place of the Study

This study will be conducted in selected High School in Indang area from August

2018 to May 2019.

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REVIEW RELATED LITERATURE

According to Centers for Disease Control and Prevention (CDC) (2011) survey

indicates that more than 47 percent of all high school students says they have already

experienced sex, and 15 percent of high school students have done sex with four or more

partners during their lifetime. Among students who had sex in the three months prior to

the survey, 60 percent reported using condom and 23 percent reported using birth control

pills during their last sexual encounter. Sexual activity has consequences. Though the

teen birth rate has declined to its lowest levels since data collection began, the United

States still has the highest teen birth rate in the industrialized world. Roughly one in four

girls will become pregnant at least once by their birthday. Teenage mothers are less likely

to finish high school and are more likely than their peers to live in poverty, depend on

public assistance, and be in poor health.

Their children are more likely to suffer health and cognitive disadvantages, come

in contact with the child welfare and correctional systems, live in poverty, drop out of

high school and become teen parents themselves. These costs add up, According to The

National Campaign to Prevent Teen and unplanned (2012) Pregnancy, which estimates

that teen childbearing costs taxpayers at least $9.4 billion annually.

Teenage pregnancy has been associated with adverse health outcomes for the

mother- a teenager as well as the fetus (Campbell and Lees 2008). Frances 2010, states

that the pregnancy would most likely affect the education of the teenager, with teenagers

who became mothers under 18, being 20% more likely to have no qualifications at 30,

compared to women who had children after 24 years. Teenage pregnancy also carries a
 9

huge cost to the society as well as the individual families. Every hour about 1600

teenagers give birth to children and between 14-15 million give birth yearly accounting

for 10% of births worldwide (WHO 2009)

These trends could be attributable to good quality sex education, contraceptive

use and increase in abstinence amongst teens. A descriptive study done in the

USA(America) by Yang and Gaydos 2010, reported a 3% increase in teenage pregnancy

in 2008 and an additional 1% increase in 2009.

In prevention of teenage pregnancy by sex education, several approaches have

been employed, and they include comprehensive sex education, abstinence-only sex

education or no sex education; the basic difference between the comprehensive sexual

education and the abstinence only programmed is the inclusion of contraceptive

information in the comprehensive sex education. Recently there are advocates for greater

involvement of parents ( Albert 2009).

An article by Brigid McKean (2008) examined studies on comprehensive sex

education and summarized the findings. She found that comprehensive sex education

programs were effectivein delaying the initiation of sex, reducing frequency of sex,

number of new partners, incidence ofunprotected sex, and/or increasing the use of

contraception.

In a 2011 World Health Organization (WHO) report the term adolescence was

used, meaning an age between 9 and 20 years, a teenager is anyone below 20 years,

including those below 14 years of age. The various preventive methods available;
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education, particularly sex education, has been strongly advocated for, researched and

implemented with an appreciable level of success, especially when combined with

preventive methods. In addition, Rosenthal et al (2009) demonstrated its long-term

economic benefits for the society.

UNESCO published a fully updated sexuality education as a curriculum-based

process of teaching and learning about the cognitive, emotional, physical and social

aspects of sexuality. It aims to equip children and young people with knowledge, skills,

attitudes and values that will empower them to realize their health, well-being and

dignity; and understand and ensure the protection of their rights throughout their

lives.Teaching age-appropriate sexualityeducation in public schools is one of the

provisions of the RH Law whose full implementation President Duterte has pushed for.

Rosalie Masilang (2017), DepEd Adolescent Reproductive Health focal person

and supervising education program specialist, said teaching sex education in school was

meant “to equip and empower learners in making informed choices and decisions on

issues that affect their personal safety and well-being.”Masilang debunked the

misconception among conservative groups that sexuality education was just about sex,

and said that children would also learn the science of reproduction, physical care and

hygiene and puberty. Also included are discussions on gender and sexuality, correct

values and the norms of interpersonal relations to discourage premarital sex and teenage

pregnancy.Masilang said sexuality education can be integrated in the curriculum either

through natural or purposive means.

According to the 2014 School Health Policies and Practices Study (CDC, 2015a),

72% of high schools in the United States required students to receive education on
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pregnancy prevention, and 83.1% required instruction on STI prevention.Healthy

students are more likely to achieve academic success (CDC, 2014). Szydlowski (2015b)

asserts that when teens receive accurate sexual health education information and skills,

they can reduce health risk factors that may impact their success in school. Sexual health

as defined by the World Health Organization (WHO) is “… a state of physical,

emotional, mental and social well-being in relation to sexuality...” (WHO, 2015, pp. 5),

suggesting a whole child approach to sexual health education and not merely the absence

of unplanned pregnancy or sexually transmitted infections.

Education Secretary Leonor Briones said there is a need to introduce a

comprehensive sexuality education policy to students to curb rising incidences of early

pregnancy, sexual violence and human-immunodeficiency virus among young Filipinos.

On Teenage Pregnancy

From 2000 to 2010, the number of live births by teenage mothers in the Philippines

rose by more than 60 percent, latest data from the National Statistics Office

showed.Teenage pregnancy has become recognized as a cause of public concern with

many even calling it an epidemic. This rate continued to rise during this time period. It

has often considered a problem for three reasons. First, it is commonly considered to be a

problem to have children raising children. A second reason is that teen mothers are often

unmarried and single motherhood is associated with problems in children. The third

reason is that teenage pregnancy is considered to be a major contributor to the abortion

rate. The reasons for the need of sexuality education and the importance of sexuality

education in helping individuals make informed decisions is that one see how the role of
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education is a means to empower children and adults to make informed decisions about

their sexual behavior and about responsible Planned Parenthood.

Effects of Sex Education

According to National Survey of Family Growth 68% of 15-19 years old women

have received formal instruction about pregnancy and contraceptives methods, 16% have

instruction about pregnancy only, and another 16% have received neither type of

education. Exposure to formal sex education appears to have no consistent effect on the

subsequent probability that a teenager will begin to have intercourse. Sex education at

schools has been a highly touch subject for families and schools including the children

and students. There are still unresolved questions as to whether students should be guided

to abstain from sex or practice safe sex, and which age is the right one to talk of sex to

students.
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METHODOLOGY

This chapter presents the methods and procedure that will use in this study. It is

compose of the research design, the participants of the study, the data gathering

procedure, instrument, and the analysis of data.

Research Design

This study will use Descriptive design. Descriptive research used to describe

variables rather than to test predicted relationship between variables. Once there is more

than one variable to describe, one can go as step further in the research process and

calculate the relationship between them. It is often used in terms of regression models

which can maximize the sum of squared residuals between the observed value and the

predicted value.

Respondents of the Study

The respondents of this study will be the high school both junior and senior

students in the Indang area.

Research Instrument

The research instrument will be the questionnaire of the perception of the high

school students towards sex education were described in terms of student’s personal

profile. The questionnaire divide into three categories which is the personal information

of the respondents (about yourself), the opinion of the students towards sexuality

education (about sex education) and the perception of the students regarding teenage

pregnancy (about teenage pregnancy).To protect confidentiality and anonymity,

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participants were not be required to provide their names.The instrument will use 4-point

Likert scale, 4 being strongly agree and 1 being strongly disagree (about sex education),

also 4 being very effective and 1 being not at all effective (about teenage pregnancy).

About Sexuality Education

SCALE VERBAL INTERPRETATION

4 STRONGLY AGREE

3 AGREE

2 DISAGREE

1 STRONGLY DISAGREE

About Teenage Pregnancy

SCALE VERBAL INTERPRETATION

4 VERY EFFECTIVE

3 EFFECTIVE

2 NOT EFFECTIVE

1 NOT AT ALL EFFECTIVE

The researcher will going to conduct a survey to 300 students in selected school

with in Indang area.

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Data Gathering

Researchers will provide a letter to be sign by the school administrators for the

approval to conduct a study in the selected junior and senior high school with in Cavite

area. The researcher will use the cluster sampling techniques in choosing the participants

in the different high schools with in Indang area.

The researchers will personally administered the questionnaire to the selected

junior and senior high school students of different schools and provided them clear

instruction on how to answer.

The participants will answer the test questionnaires at their suitable time and place

with in their school campus

Cluster Sampling Techniques

The cluster sampling techniques will use in selecting the respondents for the

study. Sometimes, sample random sampling becomes tremendously complex and costly

for large and scattered population (Agyedu, Dontor and Obeng 2010, pg. 101). The

cluster sampling technique involve dividing the population into segments and random

sample of these clusters are selected. The cluster sampling technique will use because the

researcher could not get a complete list the members of a population to be studied but

could get a complete list of groups (Burns and Grove, 1997). The cluster sampling

method can lessenthe expensive of the researcher as compared to the sample random

sampling. However there was a probability of sampling error which could be expressed in

the ratio between the numbers of subject in the cluster study and the number of subject in

an equally dandomly sampled uncluttered study (Bickman and Rog, 1998).The

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researchers will use the cluster random techniques to select the school and the

respondents that will conduct a survey.

Statistical Analysis

The data that will gather from the questionnaires will analyze and interpret using

the following statistical tools:

Logistic Regression

The logistic Regression Analysis is a multivariate statistical model analysis that

facilities the study of success and failure between the two sets of variables. Logistic

regression is the appropriate regression analysis to conduct when the dependent variable

is dichotomous (binary). The logistic regression is a predictive analysis and it is used to

describe data and to explain the relationship between one dependent binary variable and

one or more nominal, ordinal, interval or ratio-level independent variables. Logistic

regression has a goal of finding the best fitting (yet biologically reasonable) model to

describe the relationship between the dependent variable (response or outcome variable)

and independent variables (predictor or explanatory variable). The acceptable value in

logistic regression is less than 0.05.Logistic regression estimates a multiple linear

regression function defined as:

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
log    11   2  2  ...   m  m
1 

Where:

π = indicates the probability of an event

β1 = the regression coefficient associated with the reference group

χ1= explanatory variables

β0= reference group is constituted by those individuals presenting the

reference level of each and every variable χ1.

In logistic regression is important to consider the model fit. The best strategy to

evaluate model fit is to examine multiple test, such as Chi-square goodness of fit test,

Hosmer-Lemeshow test, Classification tables, Receiver Operating Characteristic curve

(ROC curve) and Logistic Regression R2. Chi-square goodness of fit test is used to

determine whether sample data are consistent with a hypothesized distribution. Hosmer-

Lemeshow test calculates if the observed event rates match the expected event rates in

population subgroups.Classification tables is another method to evaluate the predictive

accuracy of the logistic regression model. In this table the observed values for the

dependent outcome and the predicted values (at a user defined cut-off value, for example

p=0.50) are cross-classified. In Receiver Operating Characteristic curve (ROC

curve), the power of the model's predicted values to discriminate between positive and

negative cases is quantified by the Area under the ROC curve (AUC). The AUC,

sometimes referred to as the c-statistic (or concordance index), is a value that varies from
 18

0.5 (discriminating power not better than chance) to 1.0 (perfect discriminating power).

Logistic Regression R2 (Pseudo R-squared) is used to estimate the coefficient of

determination.

The resarchers will use logistic regression to determine the probability of a

students that will agree or disagree in incorporating sexuality education in the curriculum

of high school (junior and senior high). The researchers will also use the logistic

regression to analyze the effect of sex education in high school students.

Categorization of Variables

The perception of the high school students in sexuality education in high school

(junior and senior high) will be the dependent or outcome variable in the study. This will

be categorize as “ agree” (decoded as 1) and “ disagree” (decoded as 0). The predictors

that will assume to affect the perception of the students in sexuality education in high

school (junior and senior high) will be categorize as:

Sex.This will measure as female (decoded as 0) and male (decoded as 1).

Grade level. This will measure as grade 7 (decoded as 0) and other grade levels

(decoded as 1).

Age.This refers to the age of the participants, this study will conduct a survey in

age 12 and above because according to the World Health Organizations (WHO), sex

education should be imparted on the said age.

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Sexuality Education (topics that class cover).This refers to the possible topics

that will cover the class about sex education, namely; abstinence (no sex), gender roles,

gay and lesbian issues (LGBT), contraception, Sexual Abuse/ Healthy Relationship,

making healthy decision, Local resources for sexual health, and lastly Body image. 4-

point likert scale will be use in this variables to identify the possible topics that will have

a big help to fully understand sex education.

Perception of the students. This refers to the perception or opinion of the

students regarding sex education, namely; not giving emphasized on sex education,

important aspect of life, sex education is not waste of time, overemphasized in the

community, Parents should not be involved in Sex Education, Sex education helps

learners make informed decisions, HIV/AIDS is not a serious issue, Teenage pregnancy

is a serious issue, Sexuality is not something to be discussed with teenagers, and lastly

Quality information is given to learners regarding sexuality. 4-point likert scale will also

be use in this variables to determine the perception or opinion of the students towards

sexuality education.

Age should educate about pregnancy. This refers to the age of the students or

young people that shall be educate about pregnancy. In getting the perception of the

students regarding the said variable will determine the right age of the young people to

educate about this issue.

Birth control and Counseling.This refers to opinion of the students which most

effective way in preventing early pregnancy or teenage pregnancy. 4-point lakert scale
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will be use in this variables to determine which way will be prevent or lessen the rate of

early/ teenage pregnancy.

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RESULTS AND DISCUSSION

This chapter demonstrates and interprets the results attained from the research

methods applied in administering the study. It also includes additional information that is

vital to a particular process.

Results

Demographic Information

This study was conducted in Indang, Cavite. Three hundred respondents from the

3 selected high schools completed the survey. Table 1 showed that 54% of the

respondents who answered the questionnaires were female while 46% were male. Most

of the respodents were in the age of 19 years old with the percentage of 21.33%.

Approximately 248 (82.67%) respondents were in grade 8-12 compared to 52 (17.33%)

respondets were in grade 7. Among the 300 respondents, 61.67% have a knowledge about

sex education.

Students awareness towards Sex Education

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Table 1. Demographic Information

Variable Frequency Percentage

N=400

Sex

Female 162 54%

Male 138 46%

Age

12 36 12%

13 15 5%

14 34 11.33%

15 34 11.33%

16 33 11%

17 34 11.33%

18 50 16.67%

19 64 21.33%

Grade Level

grade 7 52 17.33%

grade 8-12 248 82.67%

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School

INHS 100 33.33%

LNHS 100 33.33%

PCI 100 33.33%

Knowledge about

sex education

Yes 185 61.67%

No 115 38.33%
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