TEACHING SEXUAL EDUCATION: EFFECT OF USING VIDEOS AND LEARNING

PREFERENCES IN THE LONG-TERM MEMORY

Teaching Sexual Education: Effect of Using Videos and Learning Preferences in the Long-Term

Memory

GOOPIO, Erika Mae Pauline A.

PURA, Justine T.

TISMO, Redj Eana H.

VELARDE, Ann Venice M.

NU-LAGUNA
TEACHING SEXUAL EDUCATION: EFFECT OF USING VIDEOS AND LEARNING

PREFERENCES IN THE LONG-TERM MEMORY

Abstract

Humans have the capability to remember things but the efficiency of it depends on how well an

information retains in their mind. Postle (2015) contested this by stating that information can easily

retain in the memory if it is accompanied by visual representations. With that being said, this study

utilized a factorial quasi-experimental method through an Interrupted Time Series (ITS) design to

know what is the effect of using videos as learning materials and different learning preferences of

secondary level students in the retention of information in their long-term memory. In line with

this, as pandemic is happening around the world, educators can adjust to the new system of blended

learning and can deliver lessons that are critical and controversial specially like sexual education

that is very important now-a-days because of the increasing number of sexual issues to the young

most especially to the secondary level that is needed to be address.

Keywords: long-term memory, learning preferences, video, sexual education, secondary

level students
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Teaching Sexual Education: Effects of Using Videos in the Long-Term Memory

Educational institutions in the Philippines are now in a form of blended and modular

learning because of the deadly disease called Covid-19. This situation challenged the education

system across the world and behold that many educators and students are having a hard time

adjusting to the situation. In fact, because of the situation the country is in, different learning styles

should be acknowledged since it plays a vital role in the learning process that contributes to the

overall educational environment of one individual. Hence, these styles vary from each student; it

can be in the form of words, pictures, speech or in any kind of mental activity the student finds

most engaging (Pashler et al., 2008). Knowing the learning style is an important component for its

learning environment so students can really understand the topic and participate well. In due course

of Covid-19, everything was going online. Therefore, with the advancement of technology it gives

a new dimension to teaching and learning whereas audio-visual aids improve and encourage

students to read, watch, and hear to learn something new. As aforementioned, Ashaver and Igyuve

(2013); Gilakjani (2012), supports that with audio-visuals materials it improves the effectiveness

of teaching and learning to have higher comprehension, to retain information and to help

differentiate the information that requires higher thinking skills. Additionally, with audio-visual

materials it enables the abstract ideas and intangible objects to be demonstrated vividly to the

learners (Akram, et al., 2012) with the animation and information that is presented on screen,

different learning experiences are accumulated compared to the traditional printed text (Shah &

Khan, 2015) whereas students develop and learn how to think critically individually.

Audio-visual aids in teaching would convey complicated concepts and ideas such as sexual

education in an interesting and interactive manner (De Sousa, et al., 2017; Jarosievitz, 2011;
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Zheng, et al., 2016). In fact, Sexually Explicit Internet Movies (SEIM) are proven to facilitate

innovative online approaches to sexual health promotion of young adults would be aided in

consuming these type of information (Hare et. al., 2014).

Sexual health promotion and education are knowledge, skills, and environment that are

necessary to be achieved by individuals to enable them to increase control over sexual wellbeing

and to avoid negative health outcomes (PHAC, 2008). It would be beneficial for the young to help

them to understand and be open to every little important knowledge that could get them to apply

and spread awareness about sexual health. Connection with what is happening around the globe,

it is important to give attention to this kind of topic to avoid sexually transmitted infections (STIs),

unintended pregnancy, pleasure and intimacy (Byers et al. 2003; CFSH 2007) that is increasing

now-a-days since according to World Health Organization (WHO) there are more than 1 million

STIs acquired every day worldwide and on the other hand, as Philippine Star reported 1.4 million

of unintended pregnancies. However, one of the strongest challenges in pursuing this topic is the

Catholic Church, knowing that in the Philippines it is a very powerful force. Catholic Church

believes that sexual education will promote promiscuity and sex outside of marriage that is directly

against the commandments and beliefs of Catholics (Valera, 2014). Whence, highlights the

importance of this study for the youth in how they should consume sexual education for its purpose

are to control arousal, be curious, and learn (Boies 2002; Goodson et. al., 2001). Also, for its

potential to utilize in improving sexual health and address what the positive aspects of sexuality

can give when there are more open and less restrictive environments (Bogaert 2001; Russell 2005;

Shoveller & Johnson 2006). Furthermore, as education adjusts to what pandemic brought, the

internet is an invaluable platform that allows health promoters to re-conceptualize ideas on how

sexual health should approach to have effective discipline technique to the young (Davis et al.,
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2012). Addition with this, having sexual health promotion and education could benefit every

individual to normalize what is “sex” and what is the proper and right purpose of it to prevent

stigma and discrimination about what sexual and sexuality is. In this way, the researchers prompted

to know 1) what is the effect of using videos in the long-term memory, 2) how does different

learning preferences affect the retention of information in the long-term memory, 3) how well do

the respondents know about sexual education, 4) normalizing sexual education, and 5) to give

grasp about the effective way for the students to learn.

Learning and understanding of sexual education will be addressed with the help of

audiovisual aids, since it will enhance the imagination and visualization of the young that

contributes to the increased retention of the memory because of the positive impact that resulted

in good performing, learning, understanding and remembering (Tang & Intai, 2017). Whereas the

gap of the study occurs as Akram et al., (2012) stated that teachers found awkward to narrate and

deliver topics such as intimate body parts and sexual related, thus young students have difficulty

in understanding the contents which leads them in exposing themselves in to the vulnerable nature

of online resources (Hake, et. al., 2014). Similarly, people's recognition of an event or perceiving

information is depending on how it will entail to their memory and how they will remember it

(Morgan, 2013). Consequently, student’s express awkwardness in open discussion because they

cannot visualize the processes at cellular level, therefore they hate to participate hence Kang

(2011), supported that retention of memory can influence perceiving information through visuals,

which is then supported by Hunt, et. al., (2011). Moreover, in this study, the researchers wanted to

change the perception of sexuality that is formed through limiting and contradictor where the

discussion of this kind of topic falls into constant source of pleasure, how to attract partners and a

taboo component of one’s self (Weeks, 2003).

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This research study limits secondary level students because as CFSH (2007) specified that

this age range is a critical period when it comes to sexual development since it is greatly

influencing their own sexual self-perceptions, relationships and behavior. Likewise, bestowing to

what Republic Act 10354: The Responsible Parenthood and Reproductive Health Act of 2012

stated, sexual education should be taught to students ranging from 10-19 which is both primary

and secondary level. Similarly, Kirby and Sharpe (2010) studied how the rapid development of

communication technology impacted teaching and learning, thus, secondary levels are more

completing a demanding program and inclined to school. Through this, the research questions are

as follows: 1) what is the effect of using videos as learning materials in the long-term memory, 2)

how does learning preference affect their retention of memory, and 3) what is their perception

about sexual education.

Humans have the capability to remember things but the efficiency of it depends on how

well an information retains in the mind. People recall events in their life to which they have

experienced personally (Simons & Chabris, 2011) since emotions typically influences perception,

attention, learning and memory of individuals that can either facilitate efficiently the encoding and

retrieval of the brain or alter it in a way that resulted to having false memories (Tyng et al., 2017).

However, as Hunt et al., (2011) stated that with the presence of visual representations together

with auditory materials decreases the event of false memories to happen since words associated

with pictures are said to retain longer in the memory than those that were only heard. More so,

through visuals, top-down theories occur where it requires high-level cognitive processes that

undergo information to generate concrete representation of the objects that are being presented

(Gilbert & Li, 2013). For this instance, it increases the level of memory retention of an individual

which then be stored in the long-term memory that also proves the hypotheses of this study which
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is stated as follows 1) using videos in teaching sexual education is better to retain the information

in the students’ long-term memory, 2) retention of information depends on the learning preference

of the student and 3) using videos in teaching sexual education and preference in learning

significantly affects retention of information in the long-term memory.

Information about the Literature-review Section

Short-Term Memory. Encoding of information undergoes three important stages before

storing in long-term memory can happens: sensory memory - short-term memory - working

memory - long-term memory (Norris, 2017). Recalling information through the process of

chunking allows the short-term memory to process the information and relate it to objects for it to

be easily remembered in the rehearsal stage, and once the brain registers words that are bind with

pictures it all comes down to storing in the long-term memory for a relatively long time and can

be triggered once a stimulus is presented. This in turn shows why short-term memory is seen

significant in this study since there would be no activation of long-term memory if there was no

information encoded by the short-term memory.

Long-Term Memory. There are different strategies in how memory retention works. It

forms an umbrella as they root to distinctive processing (Dunlosky et al., 2016) – processing

different concepts in the form of an organizational framework. Oftentimes, they neglect the fact

that there may be lapses from what they remember simply because they were not exposed to

something that could distort that memory and emotions typically influences perception, attention,

learning and memory of individuals (Simons & Chabris, 2011). Whereas, Brady et al., (2008)

supports these statements as their study demonstrated how long-term memory can effectively store

information as long as it is paired with audio-visuals such as videos which serves as the

independent variable of the study. Moreover, learning preferences of the students were also
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assigned as an independent variable in this study as Davis (2007) elucidated that different learning

preferences of students must be considered since there is a significant relationship between

preferred learning style and retention in the memory.

Learning Preference. Different learning preferences should be acknowledged since it

plays a vital role in the learning process that contributes to the overall educational environment of

one individual. Hence, these preferences vary from each student; it can be in the form of words

(auditory), pictures (visuals), speech or in any kind of mental activity (kinesthetics) the student

finds most engaging (O’Brien, 1989). Additionally, the presence of this independent variable

would strengthen the claim of this study since it will act as a grouping variable as the researchers

wanted to testify whether using videos can enhance the retention of information in the long-term

memory.

Videos. Visuals that are presented together with auditory materials decreases the chance

of false memories to happen (Hunt et al., 2011), since words associated with pictures are said to

retain longer in the memory than those that were only heard. This in turn makes critical items work

well with pictures plus word presentation, and reduces the possibilities of having false memories

because the presence of visual representations allows individuals to form a memory from it by

relating items to each other for easy recalling. In turn, the use of Sexually Explicit Internet Movies

(SEIM) which is a type of learning material that projects information through the use of hearing

and visual sensory (Ashaver & Igyuve, 2013) was seen relevant considering that the film to be

presented highlights the categories present in the measurement. Hare et al., (2014) disclosed how

information consumed from this type of material influenced the sexual perception and behavior of

secondary level students and concluded that with proper aid in how this information should be

utilized would successfully progress in the cognitive processes of the brain leading for the
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information to be stored in the long-term memory (Brady et al., 2008). However, through this

relational process, individuals often make mistakes and encode information that seems to be related

to the topic even if it was never mentioned. For instance, Gilbert and Li (2013) presented that

information with visuals, the level of retention in the memory of an individual increases, then

performs cognition processes from short-term memory down to storing in the long-term memory

for future events of recalling. Moreover, the current state of the world has subjected education to

adapt a blended learning system. Therefore, the use of audio-visual is seen as effective to help

differentiate the information that requires higher thinking skills (Gilakjani, 2012). More so,

animation and information that is presented on screen provides different learning experiences

compared to the printed text where it benefits the development of critical thinking of an individual

(Shah & Khan, 2015).

Sexual Education. Sexual health promotion and education is knowledge, skills, and

environments that are necessary to achieve by individuals to enable them to increase control over

sexual wellbeing and to avoid negative health outcomes (PHAC, 2008). It is important to give

attention to the topics such as avoidance of sexually transmitted infections (STIs), unintended

pregnancy, pleasure and intimacy (Byers et al. 2003; CFSH 2007). Teachers find it awkward

to narrate and deliver topics such as intimate body parts and sexually related words (Akram et al.,

2012), whereas young students have difficulty in understanding the contents. Parallel to this,

students also express awkwardness in open discussion because they cannot visualize the processes

at a cellular level, therefore they hate to participate. Hence, Tang and Intai (2017) suggests that it

is important to adequately understand the students in a specific topic such as sexual education.

Learning and understanding of sexual education will be addressed with the help of audiovisual

aids, since it will enhance the imagination and visualization (Akram et al., 2012) of the young.
TEACHING SEXUAL EDUCATION: EFFECT OF USING VIDEOS AND LEARNING

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More so, with the use of sexually explicit internet movies on secondary level students are said to

be more capable in performing high-level cognitive process which contributes to the increased

retention of the memory and storing of information in the long-term memory (Hare, et. al., 2014).

In every study, nuance variables will always be present. In particular, this study

acknowledges the seasonality of data gathering, and presence of cultural values that can affect the

results of the study. These are seen as extraneous variables which can affect the results of the study

as factorial quasi-experimental research design would be use. It means that random assignment of

participants in controlled and experimental group is not necessary since it is grounded on natural

experimentation (Myers & Hansen, 2012). Likewise, the cyclic pattern in collecting data from the

respondents may occur concurrently during a major academic event in the secondary level students

which may lead them to not take the post-test seriously. Lastly, the study will partake in a country

where religion is seen as a powerful force. Catholic Church believes that sexual education will

promote promiscuity and sex outside of marriage that is directly against the commandments and

beliefs of Catholics (Valera, 2014). With that being said, there can be instances that some of the

respondents will not be willing to participate in the study as student’s express awkwardness in

open discussion of the considered taboo in the country (Morgan, et. al., 2010). This is why the

main variables of the study are elaborated in this section in order to delimitate the focus of the

study as the hypotheses states that 1) using videos in teaching sexual education is better to retain

the information in the students’ long-term memory, 2) retention of information depends on the

learning preference of the student and 3) using videos in teaching sexual education and preference

in learning significantly affects retention of information in the long-term memory.

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Method

In order to support the proposed hypotheses of study the following procedures will be done

necessarily in order to acquire efficient results.

Research design

This study will use a quasi-experimental method of research. It is a unique methodology

since it is similar to experimental research but lack one or more of its essential elements such as

manipulation or random assignment to treatment conditions yet it has goals to compare different

groups looking for differences between them and the changes over time in the same group of

subjects (Myers & Hansen, 2012). This method allows the researchers to test the hypotheses and

oppose an established theory contesting the study as it will be supported by numbers and other

published journals relating to the topic of the study.

To strengthen this study knowing that there are 2 independent variables and 1 dependent

variable, factorial design will be used. This design will allow researchers to determine the severity

on how each independent variables affects the dependent variable of the study through the use of

2x2 factorial design which will result to 4 conditions.

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auditory

visual

with video
Conditions

without video

Figure 1. 2 conditions for the participants (with video vs. without video) x 2 learning preference
(visual vs. auditory) between-subjects factorial design.

Furthermore, the researchers will be applying an Interrupted Time Series (ITS) design

which the effect of the intervention is assessed by comparing outcome measures obtained at

different time intervals before and after the intervention was implemented (Chiang, et al., 2015).

Participants

The researchers will utilize the O’Brien (1985) Learning Channel Preference Checklist as

the main sampling technique from a population of secondary level students whose limits to age

ranges from 12-19 years old residing in Calamba, Laguna, as CSFH (2007) identified this age

range as a critical period when it comes to sexual development since it is greatly influenced by

their own sexual self-perceptions, relationships and behavior. In addition, this probability sampling

will discern 50 participants whose scores only indicated high in visual and auditory learning

channel preference. This study will limit its participants to students who belong to this learning

style approach since the material that will be exposed to them which is Sexually Explicit Internet

Movies (SEIM), a type of learning material that projects information through exercising the
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hearing and visual sensory alone (Ashaver & Igyuve, 2013). Thus, having these criteria excludes

participants that does not belong in the age bracket indicated as well as those who acquired low

scores in visual and auditory and high scores in kinesthetic learning preference. Specifically, the

researchers of this study will only perform the experiment on schools residing in Calamba, Laguna

to ensure that the participants of the study are purely homogenous in terms of locale.

The sampling population will then be divided into two groups (25 controlled; 25

experimental) based from their accumulated score in the O’Brien Learning Channel Preference

Checklist. Participants’ availability, existing limitations due to pandemic, as well as adequacy in

research preparations were considered as well. For instance, in doing an experimental study an

even number is required in order to equally divide the groups in two and prevents the study to

commit type II error (Biau, et al., 2008). Also, in other approaches, Khan (2015) stated that the

sample size greater than 30 and less than 500 is acceptable.

Materials

To prevent randomization, O’Brien (1985) Learning Channel Preference Checklist will be

use. Thirty items divided into 3 sections contains scenarios that represents specific learning style

(visual, auditory, kinesthetic). The respondents would score each item 1 as “never applies to me”,

2 as “sometimes applies to me” and 3 being “often applies to me”. The maximum scores per section

is 30, and the minimum should not be lower than 10. Scores will then be tallied and the section

with the highest score accumulated is interpreted as the preferred learning style of the student

(O’Brien, 1989). More so, this learning style checklist showed strong measures of efficiency

although not supported scientifically. This has been used by a lot of studies such as Isemonger

(2007) wherein in his study he aimed to measure how to address the preferred learning style of the
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students in Japan and Rajapakshe (2018) wherein this tool was used to determine the desirable

learning style of business students in Saudi Arabia.

Along with this, the researchers will also make use of the Brief Sexual Attitudes Scale

(BSAS) a standardized, 23-item measurement tool created to assess the certain constructs with

regards to the attitude of an individual towards sex through a 5-point Likert scale type having “A”

as strongly agree to the statement and “E” which stands for strongly disagree to the statement.

Subscales such as permissiveness (permissiveness towards an open relationship), birth control

(responsibility in using birth control), communion (attitude towards the importance of melting

together with sex partner), and instrumentality (attitude towards enjoying the physical sex) of sex

were represented in the item questions of this tool (Hendrick, et. al, 2006) which is why it was

seen reliable and valid by the researchers to use since the sexually explicit internet movie (SEIM)

presented to the experimental group covers such topics as well. Moreover, numerous studies

pertaining to sexual education and ethical decision making towards sexual attitudes such as Martin-

Donald (2010) Relationship Between Gender, Sexual Attitudes, Attitudes Toward Gender and

High School Counselors' Ethical Decision-making Regarding Adolescent Sexuality engaged in the

utilization of this instrument as it shows strong psychometric properties (α = .70 to .95) that is

valid and reliable both for research and clinical use (Hendrick, et. al, 2006).

In terms of scoring, the items are reversely-scored. “A” despite being strongly agree will

be scored 1 and “E” will be scored as 5. The scale which would obtain the lowest score is

interpreted as the attitude that is greatly shown respondent towards sexual education and the likes

(Hendrick, et. al, 2006).

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Procedure

Pre-experimentation phase

To begin with, the researchers will create a letter of consent for the confirmation of each

participant’s involvement to be sent via electronic mail (e-mail). In line with this, the participants

will be given proper orientation regarding the nature and goals of the study beforehand. Thus,

require their full and genuine answer upon the research process. After the confirmation, the

researchers will set a schedule for the participants' test day, and it will be conducted virtually via

video and audio call. Moreover, participants are well-informed about the confidentiality of their

accumulated results as the entire video conference/interview (including video and audio records)

will be recorded for data analysis purpose only. Rest assured; ethical considerations were taken

into account during the whole course of the study.

Experimentation phase

In this study, the independent variables are sexually explicit internet movies (SEIM) and

different learning preferences of the students, while the dependent variable is long-term memory.

Meanwhile, in adapting a factorial quasi-experimental method of research, the researchers will

enable two groups based on the O’Brien Learning Channel Preference Checklist, controlled

(without video) and experimental (with video) groups. They will then be assessed using the Brief

Sexual Attitude Scale questionnaire as pre-test of the study to know how well are they informed

about sexual education before exposing them to the Sexually Explicit Internet Movies (SEIM).

Post-test of the study will also use the same assessment tool to elaborate further if there were

changes that happened after exposing the groups in their respective treatments.
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Post-experimentation phase

Consequently, since an Interrupted Time Series (ITS) design will be utilized, the data

collection will be multiple gatherings since the study aims to assess if the information is retained

in the long-term memory. First, is from the day the experiment was held then the following data

collection dates will follow a trimester period (every three months) since it is believed that in order

to measure the information stored in the long-term memory, it has to be done in a repetitive manner

considering that intervals are not shortly after exposing them to the treatment because the

information is only in their working memory (McDowall, 2014). Wherefore, if the weekly pattern

would be used instead of monthly, recalling the information would be easier for them since it is

still in the working memory by that time. However, in the trimester period, forgetting is a factor

already that can affect their score in answering the post-test (Chang, 2011). Thus, the hypotheses

of the study can either be supported or refuted.

Manipulation Check

Brief Sexual Attitude Scale (BSAS) is designed to measure the respondent’s attitudes

towards sex. On the other hand, O’Brien Learning Channel Preference Checklist is designed to

define the learning preference of the students. To check its manipulation to this study's dependent

variable, which is the long-term memory, testing effect takes place. It is a process of remembering

concepts and retrieving some memory (Brame & Biel, 2015). Therefore, to test if the video

enhances the retention of the information to the participants' long-term memory, verbal word

listing and picture lists would be done on the day of the experiment and every after three months.

Likewise, through this, it can identify which between visual or auditory is the preferred learning

preference of the students based on their word and picture lists.

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Data Analysis

Findings will be analyzed using SPSS by running a Two-way Analysis of Variance (2-way

ANOVA) since two independent variables affect one dependent variable. Using this statistical test

will determine the effect or if there were changes that happened in the experimental group's

performance after receiving the treatment compared to the controlled group who only received

verbal discussion (Gerald, 2018). In line with this, the researchers will also run post hoc tests to

identify the individual significance level of the independent variables towards the dependent

variable of the study (Price, 2020).

Ethical Considerations

Informed consent would compromise to reassure the participants’ autonomy, non-

maleficence, and beneficence. Before delivering the treatment, participants were given the consent

form to ensure their knowledge about the purpose of this research, including the advantages and

risks. The study might trigger some traumatic gains because of the items in the Brief Sexual

Attitude Scale questionnaire. Therefore, withdrawal of treatment can be feasible, even before brief

periods, because of the severity of questions in their age range and experiences. Importantly,

therapeutic debriefing was undertaken at any stage of the experimentation procedure to avoid any

future psychological ramifications and appropriately address the hazards of participating in the

study.
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