The importance of Sex education among the Youth

Chapter 1

Introduction

Global

Sexuality continues to be, in many countries, an area that requires

urgent interventions. In recent years, it has been observed an evolution in
terms of sexual and reproductive health in Portuguese youngsters, but not all
claim to have a preventive sexual behaviours can have serious consequences
in terms of public health.

Reproductive health education is essential to the prevention of sexual

risk behaviour and its associated adverse outcomes of unwanted pregnancy,
HIV/ AIDS and other sexuality transmitted infections (STIs) in adolescents.
Young people receive reproductive health education from multiple sources,
including formal education (e.g., school) and informal education (e.g,parents,
peers and the media).

In Portugal, rates of pregnancies, births, and STIs among adolescents

continue to present public health challenges due to health implications
associated with these events. Certainly, the increased use of condoms and
contraceptives among adolescents would help reduce the effect of sexual risk
behaviours on health; however, and despite of the good estimates of national
study- HBSC (2010) about condom use (82.5%) and use of birth control pills
(5.3%) Slowinski (2001) said that there are a number of risk factors that have
been linked to teenage pregnancies. These include ‘’early sexual activity, poor
use of contraception, low economic status, poor school performance and low
self esteem’’.
National

In the Philippines, the National Youth Commission (NYC) as cited by

SunStar Cagayan de Oro (2012) said that the rate of teenage pregnancy in
the Philippines has reached alarming proportions, having increased 70% over
the past years, from 14,205 in 1999 to 195,662 in 2009. Furthermore, the
annual report of the United Nations Population funds in 2011 as cited by
Philippines News Agency (2012) said that ‘’at 53 births per 1,000 women
aged between 15 and 19, the teenage pregnancy rate in the Philippines is the
highest among Asean’s six major economies.’’ Furthermore, the National
Statistics Office, as cited by de la Cruz in 2009, presented figures in which
26.7% of women who give birth to their first child in 2010 are 15 to 19 years
old.

The National Youth Assessment Study, said that ‘’unplanned pregnancy is

one of the main reasons why young people do not finish their education.’’ In
addition, it is claimed that the only way to stop this debilitating trend is to
reduce risky behavior of the youth, that is, through sex education, The
National Youth Commissioner Perci Cendana said that ‘’age appropriate
reproductive health education is the key to influencing the lifestyle of young
people so that they can be more responsible for their actions. Because if there
will be no education, the rates will continue to rise.’’

Local

Davao City continues to have the highest teenage pregnancy rate

among all cities in the country, according to the City Health Office (CHO).
CHO technical division chief Dr. Julinda Acosta said the 2018 prevalence rate
of teenage pregnancy in the country between 12 and 13 percent compared to
the national prevalence rate of teenage pregnancy which is 8.6 percent.they
had recorded a 16 to 18 percent increase of teenage pregnancies in 2018.
School sex education programs allow student to learn about sexual
identity, attitudes and beliefs about sex and intimate relationships. It’s not only
about learning, but it also teaches students about positive choices regarding
safe sex and the repercussions that can impact their actions both physically
and emotionally. It is the right of students to have sex education because it
can protect them from the future challenges, problems and improve their
health. Supporters say that sex education should be as important as reading,
writing, and math. Schools around the country offer different approaches to
sexual education, which means that there no accepted way in teaching such
programs.

Some would argue that students should have knowledge about the
physical and emotional changes they would go through during puberty, and if
they want to become sexually active. Others may argue that the students
should be told not to engage in sex at all. Most services are commercially
available today, but schools have created their own curriculum to meet the
needs of the community. The different approaches currently being taught in
schools include: safe sex, abstinence and a multi-dimensional /
comprehensive approach.

Abstract

The goal of this research was to analyze this significance of sex education
in schools. The sample included 15 students. Results showed students who
had sex education in school mentioned more often having had fewer sexual
risk behaviors (less occasional partners, less STIs, less unwanted
pregnancies and abortions, less sex associated to drugs and alcohol). Our
study demonstrates positive associations between receiving sex education
and protective sexual behaviours, knowledge, motivation and skills.
Background of the Study

From a 2012 National Campaign to Prevent Teen and Unplanned

Pregnancy study surveying 1,200 high school seniors, several senior girls and
boys reported having mixed feelings about the first time they had sex, with
more than three-quarters reporting that they would change the way their first
sexual experience happened.

Ironically, seniors in this study wanted their younger peers to realize that it
was ‘’nice to be virgin’’ when they graduated from high school. Sexual
education programs have been shown to prevent or reduce the incidence of
HIV and STIs for teenagers and adolescents with and without chronic health
conditions and disabilities in the United States.

Adolescent sexual activity and teen births and abortions have declined
since 1991, with the exception of 2005 to 2007, when birth rates have by 5%.
The decline in teenage birth rates in the United States represents the
expanded use of contraceptives at first intercourse and the use of multiple
methods of condoms and oral conception in sexually active adolescents.

Nevertheless, the United States continues to lead industrial countries with

the highest rates of teenage pregnancy. Importantly, 88% of teenage births
aged 15 to 17 years in the United States remained unintended (unintentional
or unintended).

Sexual health awareness updates are received by children and

adolescents multiple times a day from the media, religious organizations,
schools and family friends, parents/ caregivers and spouses the accuracy of
the information varies.

In a article published in 2013 on how experienced adults in the United

States receive information on sexual health, 55% of girls and 43% of boys
received information on birth control and 59% of girls and 66% of boys
received information on STIs / HIV.

Only 10% of sexually experienced adolescents reported to health care

providers as a source of birth control / STI / HIV information. Over 80% of
adolescents aged 15 to 19 received formal instruction on STIs, HIV or how to
say ‘’no’’ to sex between 2011 and 2013, but only 55% males and 60% of
females received instruction of birth control.

Strong support for improved and comprehensive multi-level sex

education is more than ever needed. Over the last decade, an increasing
number of teenagers have been grappling with sexuality in the light their own
underlying physical or mental health and/or developmental disabilities.

Statement of the Problem

Too many young people receive confusing and conflicting information

about relationships and sex as they move from childhood to adulthood. This
has led to an increasing demand on the part of young people for reliable
information that prepares them for a safe, productive and fulfilling life.

Enable young people to make informed choices about relationships and

sexuality and navigate the world where gender-based violence, gender
inequality, early and unintentional pregnancy, HIV and other sexually
transmitted infections (STIs) still pose serious risks to their heath and well
being.

Chapter 2

Review of the Related Literature

In this chapter, the researchers will be presenting an order from the

Department of Education, articles; write-ups and related readings about how
this study is conveyed. Moreover, this chapter presupposes about how sex
education is being taught in high school curriculum and how sex education is
taught inside the classrooms. Furthermore, this chapter will also inform what
the contents of the sex education lessons are and how the classes about Sex
education brought new learning to the students.

Researchers will also be presenting various write-ups, articles and

studies related to the research that will link previous assumptions about Sex
Education and its present picture in the Education sphere in the Philippines.
Lastly, the researchers will present and confirm given contents of the sex
education course and what are the perceptions of the High School Students
about the class as stated in the collected articles, interviews and statements.

Facts about Sex

Human beings are ‘’social animals.’’ Their behavior, knowledge and

perception are influenced by the societies where they are born and nurtured.
This statement is also true when speaking of sex and sexuality (Haeberle,
1981). According to planned Parenthood in 2013, sex can be defined in
various ways. It can be defined as ‘’the physical and behavioral difference that
distinguishes individual organisms according to their functions in the
reproductive process’’ (Encarta, 2009). The Merriam-Webster dictionary
defines it as sexually motivated behavior’’. On the other hand, sex can also be
referred to as the various sexual activities, including sexual intercourse or
penetrative sex, oral sex and mutual stimulation. Sex is not just physical
sexual contact; it can also involve emotions and feelings. When people talk
about sex, they usually incorporate it to penetrative sex, where a man inserts
his erect penis into the vagina of a sexual partner (Avert, 2012).

Specifically, human sexuality as defined by Encarta (2009), is the

general term referring to various sexually related aspects of human life,
including physical and psychological development, and behaviors, attitudes
and social customs associated with the individual’s sense of gender,
relationships, sexual activity, mate selection and reproduction. Sexuality
permeates many areas of human life and culture, thereby setting humans
apart from other members of the animal kingdom, in which the objective of
sexuality is more often confined to reproduction. This article discuss the
sexual anatomy, development, physiology and behavior of human beings.

There are differences in human sexual characteristics whether an

individual is a male or a female. For example, in females, their primary sexual
characteristics include the external genitalia (vulva) and the internal organs
that make it possible for a woman to produce ova (eggs) and become
pregnant. In males, on the other hand, the main organ for copulation is the
penis. The sperm cells are produced in the testes and are stored and nurtured
in the epididymis (Haeberle, 1981).
 As individual matures, his/ her sexual characteristics develop as well.
According to DeLamater Friedrich (2002), ‘’human beings are sexual beings
throughout their entire lives.’’

At certain points in life, sexuality may manifest itself in different ways.

Each life stage brings with it pressures for change and sexual development
milestones to be achieved if sexual health is to be attained or maintained. The
stages of sexual development are a human developmental process involving
biological and behavioral components.

Furthermore, the period during which the organs of sexual reproduction

mature is called puberty. This occurs in males between the ages 13 and 16,
and in females between the ages of 11 and 14 (Encarta, 2009). This period
has something to do with the sexual awakening that comes with biological
maturation. This means that high school students are already the stage of
‘’sexual awakening’’ and biologically mature.

This maturation is evidenced in females by the onset of menstruation, in

males by the production of semen and in both by the enlargement of the
external genitalia. Rapid growth marks a range of physiological changes.
Various secondary sexual characteristics also appear for the first time during
puberty; in males, production of body hair increases markedly, particularly in
the pubic, axillary, and facial regions, and the voice usually changes and
becomes deeper in tone; in females, hair also appears in the pubic and
axillary regions and the breasts become enlarged. Accelerated development
of the sweat glands in both sexes may trigger acne.

Given that, with the integration sex education in the curriculum, high
school students will be able to understand the changes that they are
experiencing. Questions that may arise given theses changes may also be
answered during and after the discussion on matters about reproductive
health and puberty.

In addition, Andres (1974) also stated that ‘’the experience of sexual

capacities that come with puberty is not the same for boys and girls. He said
that for boys, sexual desire appears in earlier in boys, highly specific and is
centered in the genital organs. For girls, on the other hand, Andres added that
‘’desire’’ is not the proper word to use, since it is better to speak of ‘’sexual
stirrings.’’ Furthermore, for girls, love takes priority over sexuality.

The factor of intellectual curiosity is greatly intensified at this time.

During the puberty stage, boys and girls are craving for factual information
about sex and sexuality. They may be able to obtain it from various sources,
such as the books, internet, etc. Adolescents may also seek advices to their
peers which might give them wrong information. Young people’s craving for
knowledge about sex is not merely a desire to find out what sex does or
should feel like to them but equally what it is like for the opposite sex (Andres,
1974).

According to adewala (2009) the adolescent’s curiosity and lack of

knowledge, may often lead to premarital sex which, in effect, will be unwanted
pregnancies. Given that statement, the cases of unwanted pregnancies in the
United Stated and other countries are skyrocketing for the past years.

Slowinski (2001) said that there are a number of risk factors that have
been linked to teenage pregnancies. These include ‘’early sexual activity, poor
use of contraception, low economic, poor school performance and low self-
esteem. Also, the University of the Philippines Population Institute professor
Dr. Josefina Natividad, as cited by De la Cruz (2012), said that ‘’several
factors are driving increasing rate og teenage pregnancy in the country, such
as lesse parental supervision, increased acceptance of pregnancies outside
of marriage, earlier sexual activity, and inadequate life skills.’’

Sex education

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

sexual anatomy, sexual reproduction, sexual intercourse and other aspects of
human sexual behavior (Science Daily, 2012). According to the US Universal
Declaration of Rights as cited by Avert (2012), sex education is a ‘’right for
every young people, because it is a way of helping them protect themselves
against abuse, exploitation, unintended pregnancies, sexually transmitted
diseases including HIV and AIDS.’’ Furthermore, Avert also said that ‘’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.

Former Department of education secretary Mona Valisno stated that sex

education ‘’focuses on the science of reproduction, physical care and hygiene,
correct values and norms of interpersonal relation to avoid premarital sex and
teenage pregnancy. The education secretary also said that sex education is
being integrated in different subjects in the basic education curriculum of the
Philippines (Malipot, 2010).

In addition, the teaching of sex education in the Philippines is under the

National Population Education program of DECS in 1994, which is designed
to integrate population education courses of the curricula of public schools.
The DECS order No. 62 series of 1994 stated that the Population Education
Program shall continue to perform its functions of curriculum and instructional
materials development, teacher, training, research/ monitoring/ evaluation,
and networking with local and international organizations on the population
education concerns for the elementary, secondary, tertiary and non-formal
education levels.

In this order it is evident that population education programs are already

offered since 1994, and with the rising number of unwanted pregnancies,
persons infected with sexually transmitted disease, and misconceptions and
superstitions about matters on sex, the Department of Education would want
to continue implementing it through integration on different subjects.

Moreover, according to the statement on the Population Policy and

Program the Commission on Population as cited by Andres (1974), one of the
policies of the population program is ‘’to make family planning part of a broad
education program oriented toward the harmonious development of the
individual personality, the family and the nation.’’

In accordance with the Declaration on Population, family planning is not to

be considered as simply as a technique for avoiding pregnancies, but rather
as one element in a rational and disciplined way of life, a means of realizing
genuinely human values for the individual and the community. Efforts must be
made to form proper and mature attitudes toward family life through a
responsible program of sex education in the schools and through the
provision of marriage and family counseling services for adults.

Different groups have also views on sex education. According to Balane

(2008), coalition of churches and faith-based organizations in the Philippines
has given their support to the House Bill 5043 also known as Reproductive
Health Bill, which seeks to address high population through the promotion of
the reproductive health, responsible parenthood and population development.
Contrary to the Catholic church’s position that the Reproductive Health Bill is
pro-abortion , the CMACP, United Church of Christ in the Philippines, Office of
the Muslim Affairs, Apostolic Catholic Church and the Philippine Council of
Evangelical churches said that it seeks to provide mothers the right to have
safer pregnancies by giving them access to information and services.
Content of Sex Education

As stated earlier, sex education is being integrated in different subjects in

the Philippines basic education curriculum. According to Former Department
of Education secretary Mona Valisno, as cited by Malipot (2010), sex
education is integrated in elementary subjects such as Science, Edukasyong
Pantahan at Pangkabuhayan (EPP), and Heograpiya, Kasaysayan, Sibika
(HeKaSi). For instance, under Science is the teaching of the body parts,
reproductive system and puberty stage. Moreover, matters concerning proper
behavior among or between peers of different gender are being taught in
EPP. According to Andres (1974), sex education in the secondary level can
be introduced in Physical Education & Health classes, Home Economics,
Biology, Social Studies, English and Literature, and Family Relations or
Human Relations classes.

In Physical Education & Health, topics such as the physiologies of the

reproductive system, mental health as indicated by good personality, sexual
adjustments, and how to acquire poise, good grooming, and personal
attractiveness, are ways by which sex education is integrated. Moreover,
integration of sex education in topics such as care and education of young
children, marriage, pregnancy, etc. are being discussed in Home Economics
subject. In Biology class, sex education takes into an objective and in-depth
discussion about reproductive system and its functions. In method of
integration, ‘’the students develop an appreciation of sex as the process by
which life is carried on’’. In Social Studies, the students learn about sex
education in the lessons of population growth and the family as the basic units
of society. In English and Literature, the teacher can help the students
evaluate books, magazines, plays, movies and thus offset much of the lure of
the cheap and sensational. Lastly, the integration of sex education in Family
and Human Relations Classes deals primarily with preparation for marriage
and family life. Indeed, these subjects are designed to help young people plan
and build happier family living (Andres, 1974).

According to Mrs. Rosemar E. Bataller, Subject Area Coordinator

(MAPEH) of the Ateneo de Davao High School, sex education is taught in
MAPEH, Biology and Christian Living Education under Morality. Also, she
added that sex education is integrated in Health under Population Education.
Furthermore, the teaching of sex education in Ateneo de Davao High school,
being a Jesuit Catholic school, is incorporated with Ignatian values, that is,
sex education with values integration. In the Health Subject for first year,
since K12 curriculum is being followed, the emphasis is on the care of the
genital organs, hygiene, etc. For the second year student, the integration is on
Biology, in which the students are taught with the functions of the reproductive
organs. Moreover, reproductive health, fertility, fecundity, and the human
reproductive process are the focus of the third year health curriculum. Lastly,
the fourth year students are taught about childbirth and responsible
parenthood.

Moreover, sex education is being integrated with the help of teachers

from Health Education (MAPEH). Mrs. Bataller added that they prefer
teachers who are already married to be the one to teach matters about sex
and sex education to their students.

Knowledge and Perception

 After thorough discussion of sex and sex education and contents of sex
education, this chapter would also like to know what the understandings of
students are and how they perceive sex and sex education as far as their sex
education classes are concerned.
The researchers would like also to define what is ‘’knowledge’’ and what is
‘’Perception in these matters and how would these definitions help us
understand this study further.

Perception, according to Babitski (2005), is the ‘’process of attaining

awareness or understanding of sensory information.’’ As cherry (2012) said
also that perception is our sensory experience of the world around us and
involves both the recognition of environmental stimuli and actions in response
to these stimuli. In order for us to understand and describe process of
perception, we have to find all inputs and outputs of information about
anything we what to discuss and perceive.

On the other hand, ‘’knowledge’’ was discussed by Macmillian (2009) as

something that a person knows about a particular subject. Where Boudreau
(2012) also said that ‘’knowledge’’ are things that were held to be true in a
given context and that drive us to action if there were no impediments about it.
Moreover, it is our perception towards agreeing or disagreeing of two different
ideas.

Hence, the above definitions of knowledge and perception must go

together to know what the students really think about sex education. High
school students say that they are not getting sex education soon enough. In
addition, wanted topics related about it such as puberty and pregnancy
discussed in primary school before discussing it in higher levels like
secondary (McNileage, 2012).
 Until now, according still to McNileage (2012) a study was conducted and
fpund out that most teachers of year five and six students are uncomfortable
talking about the reproductive system in sex education class. And more than a
half year, high school years 7,8,9 students think almost all aspects of sex
education topics should be introduced in primary school, in a survey of about
100 students.

Furthermore, students feel awkward in discussing the above matters

inside the class. Besides the fact that sex and sex education is a taboo in the
Philippines, teachers, themselves also don’t want to discuss sensitive matters
about this issue where another way around students and teachers should not
feel that way. It is because still it cannot resolve issues involving around it
especially if it will not be taught in schools, the Sex Education Program or
subject.

Nevertheless, this shouldn’t be the right attitude of both teachers and

students and also parents about sex, sexuality and sex education issues
because this will only worsen the current status quo of our society in terms of
population, economic issues and unwanted pregnancies.

Significance of the Study

The purpose of this study is to know the relevance of sex education as a

course in the school curriculum. The study also aim at finding out how sexual
problem influence students. The purpose of this study knows the positive and
negative effect it has on students. It is also to seek and find out the various
ways in which teaching of sex education can be taught who to teach it and
goals to achieved from teaching sex education.
 This study will add knowledge especially when the study is based on sex
education. With the highlighting of this study, it opens the eyes of the
educational administrators and the curriculum planners to know the
importance of sex education as a course to be introduced with the curriculum
so as to enlighten the teenagers and the society at large.
Scope and Limitation

This study embraces all areas, but the researcher cannot cover all the
scope. Therefore, the researcher selected their own school and a sample of
teachers and parents in the school. Sex education is a very broad topic. It is
necessary for everybody not just student or adolescents. However, this is
limited to the teaching of sex education in high school curriculum.

Definition of Terms

Sexually transmitted disease: disease contacted through sexual intercourse.

Sex: a fundamental driving force in relationship between the biological needs

to produce curture, influence, love, affection etc. In human life.

Sexual relationship: these also has something to do with having canal

knowledge of both sex or each other.

Sex organs: structure responsible for reproduction.

Teenagers: this is the stage of development in human being between 10-17

years.
Sex education: this compromises of the knowledge of male and female
anatomy or part of the body the basic process of human reproduction and
development sexual intercourse, consequences and responsibility,
contraceptives or pregnancy, prevention and where or how to get counseling.

Abortion: process of terminating pregnancy.

Chapter 3

Research Methodology

In this chapter, different research methods will be discussed to provide a

broad depiction as to how the data was collected. My techniques consisted of
an analysis of related documents regarding sexuality education and in depth
interview with the respondents; this chapter also discuss how the data is
analyzed, and the limitations and ethical considerations to our research.

In total, we researchers have conducted a total of 15 interviews between

three different group types, consists of 5 members of each group type; grade
5-7 students, grade 8-10 students, grade 10-11 students. My rationale for
choosing these 3 types of groups to work with is I wanted a cross-section of
the three groups. I methodologically chose this because when comparing
perspectives and opinions among these participants, these three groups
would allow me to see generally the whole spectrum of views dealing with our
topic.

Interviews

Semi-structured interviews were hold on a confidential one to one basis,

except when English translation was needed. When necessary, I would bring
local friend who has both bi-lingual and very objective when it came to
reproductive health. The translator was a friend of mine; he is very reliable
and trustworthy. In the interviews, each participant was asked a set of 6
questions and their answers were carefully recorded because the interview
was conducted via voice message feature of the messenger app. When
interviewing youth, they were very shy, and very polite, giving shorter answers
and sticking strictly to the questions that they were asked, whereas older
respondents generally provided more extensive answers to the interview
questions, allowing room for personal stories and lengthy dialogue. Filipino
people are known for their hospitality and easy conversation. A common
concern I came by was whether this information would be left confidential and
what I would do with the results. Once explaining it was purely for educational
purposes, they agreed shortly in continuing, as they seemed enjoy knowing
that their responses would help towards research in our country. Once all
interviews were collected, they were then transcribed verbatim and
categorized into documents.

Data Analysis and Presentation

This section comprises the way in which I analyzed my qualitative data

through means of transcriptions and coding process. The following sections
will illustrate the process I used in order to organize and structure my
interviews. To start, all taped audio recordings from the interviews were
uploaded to the computer and transcribed verbatim. This took the longest
amount of time over anything else in this research to make sure that
interviews were accurately transcribed. Next I developed a preliminary code
list that I came up repeatedly in the interviews such as Religion, Church,
Gender, Culture and social class. Using these as guidelines, I then developed
more specific sub codes throughout the coding process and added them to all
necessary transcriptions. Once all of my codes were established, it was clear
which patterns could be made and also how to discern between the various
similarities and differences among each respondent. I understand that this
research is very subjective and that the codes were determined based on my
own personal analytical inclination. I am aware that my experiences with what
I have learned in school about Sexual Health and how I personally perceived
it
may have affected my results and what I chose was important to code or to
leave out.
Lastly, in table 2 below, a list of the entire main codes that were used for
the research were organized into a structured visual. These main codes
comprised that basis of my research. It is important to notice that although
many of these codes make up the main Needs, Challenges, Outcomes, and
Recommendations, these codes overlap on another on many occasions.
Although through several codes could have been interpreted to fit all four
major categories, I organized them based on how they fitbest in one category,
based on the context of what they said.

List of main codes

Family planning Abuse Pregnancy

Economic growth Pressure Curiosity
Education Fear Abortion
Population Culture Money
Awareness supervision Gender

Limitations

There were quite a few limitations in this study. To start, the sample size
small with only 15 participants, due that pandemic. Secondly the notion of
sexual health is a highly sensitive subject in the Philippines and many are not
very comforting discussing such taboo topic. On another note, sometimes the
respondents did not seem to entirely understand the question I was asking
them and I needed help to analyze their answers and for them to be
explained. Lastly, I felt that sometimes participants were not completely
honest and would give an answer that they felt was ‘’socially acceptable
answer’’, despite whether they really agreed with it or not. This is a major
limitation as it is hard to recognize the transparency in their responses.
Overall, the objectives of this research were clearly outlined for all
respondents. All procedures were done in an orderly and confidential manner
and all data was only handled by our group.
Chapter 4

Results

The majority that sex education should be addressed (35.15%), had sex
education at school in the last years (40.01%) and mentioned that had very
well informed (22.86%) with the issues discussed in sex education classes
students of the group grade (grade 8-10) most often that they had sex
education in school.

Positive Response- Group Grade

Sex education
questions Grade 5-7 Grade 8-10 Grade 11-12

Must sex
education be
addressed at 8.57% 14.29% 14.29%
school?
Did you have sex
education at
school in the last 11.43% 14.29% 14.29%
years?

Did you feel

informed with the
issues that were 2.86% 8.57% 11.43%
discussed in sex
education?

Chapter 5

Discussion

Finding shows that majority said that sex education should be addressed
at schools, in the last years had sex education in school and mentioned that
they very well informed with the issues discussed in sex education classes.

Regarding risk behaviours, it was found that college students who had sex
education in secondary school mentioned more often having sex education in
secondary school mentioned more often having had less occasional partners,
less sex associated to alcohol and drugs, less STIs, less unwanted
pregnancies and voluntary interruption of pregnancy than those who had not
sex education.

This research provides results from recent data using a representative

sample of students and highlights the potential benefit of sex education at
school. Our study demonstrates positive associations between receiving sex
education with several risk behaviour, knowledge, motivation and skills.

The findings of this study must be considered in light of the study’s

strengths and limitations. The study included a representative sample of
students and considered importance of sex education in the healthy sexual
behavioral. However, the study was limited by the fact that it relied on self
reported measures; respondents may have given socially acceptable answers
and recall bias should be considered. Also, sex education is not the only
factor that influences the sexual behaviors of youth; parents, peers, media
and other outside sources that are among many influences that may also
need to be considered.
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