Comprehensive Sex Education: Perspective of selected parents

of Grade 11 STEM students from

Technological Institute of the Philippines, Quezon City

A Research Submitted

in Partial Fulfillment of the Requirements for the Course

Practical Research 1

Researchers:

John Vic Capaycapay

Crezyle Mae Dumulon

Luigi Tristan Elemancil

Richard William Flores

Emlan Implica

Samuel Brin Jimenez

Sydney Faye Magno

Louis Martin Palomata

Abegail Salcedo

Angelic Elisha Zapanta

Senior High School Department

Technological Institute of the Philippines Quezon City

938 Aurora Boulevard, Cubao, Quezon City

May 2021
 TABLE OF CONTENTS

Title Page i

Acknowledgement ii

Chapter 1 THE PROBLEM AND ITS BACKGROUND 1

1.1 Introduction
2

1.2 Statement of the Problem

3

1.3 Scope and Delimitation

4

1.4 Significance of the Study

5

Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Related studies

2.1.1 Brief History of Sex Education

2.1.2 Parent’s Perception Towards Sexuality Education

2.1.3 Advantages of Comprehensive Sex Education in School

2.2 Related literature

 2.2.1 Comprehensive Sex Education in the Philippines

2.2.2 Facts and Misconceptions About Sex Education

2.3 Theoretical Framework

2.4 Conceptual Framework

2.5 Research Paradigm

2.6 Synthesis

2.7 Definition of Terms

Chapter 3 RESEARCH METHODOLOGY

3.1 Research Design

3.2 Source of Data

3.3 Data Instrument

3.4 Data Gathering Procedure

3.5 Data Treatment

3.6 Limitations
Chapter 4 PRESENTATION AND DATA ANALYSIS

4.1 What are the benefits of comprehensive sex education?

4.2 What is the perspective of a parent towards comprehensive sex education?

4.3 How does parents' perception affect the knowledge of adolescents towards
comprehensive sex education?

4.4 General Themes

4.4.1 Improved Communication is Essential

4.4.2 Schools should have an Effective Sex Education System Plan

4.4.3 Parents’ Perceptions and Views vary

Chapter 5 CONCLUSIONS AND RECOMMENDATIONS

5.1 Conclusions

5.2 Recommendations

References

Appendices

Curriculum Vitae
 ACKNOWLEDGEMENT

This study has gone through a plethora of hardships faced by the researchers and now it has come to an

end and became a reality with the help of kind individuals who provided support on creating this research.

We would like to extend our sincerest gratitude and appreciation to them.

First and foremost, we would like to thank the Almighty Father for giving us the strength and guidance to

finish this research paper. We have endeavored so much to make this project a success.

Second, we are extremely grateful to our research advisor, MRS. ROMANIA CHRISTINE RUIZ for her

invaluable advice, continuous encouragement, support and patience throughout the whole process. Her

immense knowledge and plentiful experience have encouraged us in all times of our academic research

and daily life. We would also like to thank MR. RUBEN FALTADO and DR. BRENDA B. CORPUZ for

enlightening us while we are conducting this research study.

Third, we are grateful to the parents of our fellow Grade 11 STEM students who have willingly participated

in answering our questionnaires. They have been a great help. And finally, we would also like to thank our

FRIENDS and PARENTS who continued to listen to us especially when stressful times had come.
 CHAPTER I

INTRODUCTION

Background of the Study

Comprehensive Sexuality Education (CSE) covers the same topics as sex education but also

includes issues such as relationships, attitudes towards sexuality, sexual roles, gender relations, and the

social pressures to be sexually active, and it provides information about sexual and reproductive health

services (Leung, H., et. al., 2019). Furthermore, it decreases the risks of unprotected sex, increases

responsible family planning, and to help address issues, like overpopulation, high rates of teen pregnancy,

and the rise of HIV; the Philippines is gradually implementing sex education and accessibility to

contraceptives (Nichols, 2020).

The perspective of parents on sex education will greatly influence to the possible implementation of

the said topic in the Philippines. As the researchers’ main target of perception in regards to Comprehensive

Sex Education is the parents/guardians of Grade 11 STEM students from Technological Institute of the

Philippines (TIP), Quezon City. In addition, according to the Department of Education and Training in

Victoria, Australia, the crucial role of parents in their child’s sexuality education includes:

● Providing the family perspectives about sexual-related issues

● Maintaining open communication with the school about the school-based sexuality education

program

● Supporting children in discussing sexual-related issues;

● And responding favorably and supportively to learning opportunities at home

Besides, parents’ support regarding the possible implementation of CSE will influence the adolescents’

decisions about sex-related topics. Thus, this is a shared responsibility between the school and parents to

provide reliable information and guide the adolescents to make healthy decisions about sex and sexuality.
Statement of the problem

The Comprehensive Sex Education(CSE) idea has not been fully recognized by several. In our

country, CSE has not been implemented. Since the highest number of teenage pregnancies has been

recorded, it is indeed a priority. However, it is difficult to support CSE since some parents believe that it

would simply increase a teen's curiosity, and it is difficult to encourage young people to delay sexual

activity.

The researchers concentrated on interpreting the situation, so they asked the following questions:

1. What are the benefits of comprehensive sex education?

2. What is the perspective of a parent towards comprehensive sex education?

3. How does parents' perception affect the knowledge of adolescents towards comprehensive

sex education?

Scope and Delimitation of the Study

The general intent of the study is to know and understand the perspective of parents about the

possible implementation of Comprehensive Sex Education (CSE). The study primarily focuses on

identifying and assessing how parents view the benefits and their perspective about the possible

implementation of CSE and, how parents’ influence and perception towards CSE could affect the

knowledge and view of an adolescent in their understanding of sex and sexuality. This study is limited only

to the selected parents of students from Grade 11 Science, Technology, Engineering and Mathematics

(STEM) studying in the Technological Institute of the Philippines (TIP), Quezon City; however, it will not

represent the whole population of the parents living in Quezon City. The researchers used an in-depth
interview in gathering the detailed information needed from the participants. In addition, the study is

conducted within the scope of March to May of the school year 2020-2021.

The study of knowing and understanding the parent's perspective about CSE has some limitations

in this research. The researchers first explained the benefits followed by the parent's perspective towards

CSE. And lastly, the researchers explained how the parents' perception affects the knowledge of

adolescents towards CSE. Furthermore, it will be limited to the ones that the researchers have stated.

Significance of the Study

The researchers aim to conduct a study to truly understand the significance of Comprehensive Sex

Education (CSE) and how a parent's perspective influences a teen's perception of this particular topic. This

study's conclusions are intended to assist the following people:

Parents, particularly parents who want the best for their children to excel mentally will get a better

understanding of what CSE is all about and the connection between children and parents will maintain a

warm or harmonious family atmosphere that will build a strong parent-child relationship.

Adolescent, as the ones who will benefit from this study, will realize that the positive effects of

CSE are to understand the body structures of men and women, as well as to learn about creation, define

and embrace own gender's position and obligation, self-acceptance, as well as interpersonal relationship

behaviors and skills.

Future Researchers, using the information obtained by the researcher, future researchers may

use this as an example, as well as related literature and references, or this may assist future researchers in

improving the study they will conduct.

 DepEd, will be able to develop responsible Filipino youth aware of risks and issues involving

reproductive health. It will also assist them in curbing rising incidences of early pregnancy, sexual violence,

and human immunodeficiency virus among young Filipinos.

Lawmakers, can gather ideas and knowledge about the CSE for the adolescents. It will also help

them to establish a law regarding sex education.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter of the study consists of the review of related literature and studies, theoretical and

conceptual frameworks, and synthesis that support the study that is being done.

Related Studies

Brief History of Sex Education

From the late nineteenth century onwards, a number of sex education publications were published

in England, primarily to assist parents in educating their children. Prior to World War II, however, there was

little formal sex education in schools. What happened was frequently in the light of ‘hygiene.' From the

1920s, there are references to senior girls receiving instruction on topics like "self-reverence, self-control,

and sincere modesty," as well as boys receiving talks on the "temptation of factory and workshop life," with

a focus on sex (Reiss, 2019).

The 1950s and 1960s were a period of great change. Anecdotal accounts of lessons on rabbit

reproductive processes or flower pollination indicate that most school sex education in the UK in the 1950s

and 1960s was carried out by explanations, rather than observations, of plant and non-human animal

reproductive habits. It is possible that boys, especially those educated in the public school (i.e. fee-paying)

boarding system, were sometimes warned about the hazards of masturbation (Reiss, 2019).

By the early 1970s, school sex education had started to move radically, due in part to the sweeping

societal reforms of the 1960s and 1970s. Biology textbooks continued to provide more detailed descriptions

of the human reproductive organs, and contraceptive techniques became more commonly taught. The

focus was mostly on providing factual knowledge, with sex education programs aiming to reduce ignorance,
remorse, humiliation, and anxiety. Relationship problems were possibly addressed more often in personal

and social education services, or their variants, than in biology courses (Reiss, 2019).

The 1980s saw an improvement in the priorities of sex education. The growing adoption of feminist

theory resulted in an increase in the number of programs that allowed students to consider the roles of men

and women in society. Usually, the intention was for students to become conscious of the nature and extent

of gender discrimination. Feminist critics of sex education programs pointed out how those programs may

also exacerbate gender differences. It became more commonly recognized how much the rhetoric of sex

education helped to reinforce the idea that male self-control, while conceivable, could not be counted on,

and that women, by their actions, could help men act wisely. (Reiss, 2019)

At the same, sex education programs started to emphasize the development of skills in

decision-making, communication, intimate relationships, parenting, and coping mechanisms. However, it is

possible that most children tended to receive no school sex education, and that what they did receive was a

very short and narrow education regarding puberty and human reproduction in biology courses. It is also

stated by Ashcraft and Murray(2018), in order to have successful result on teaching sex education to

students, parents should start to have a healthy relationship and communication with their children; they

should focus on providing not only mechanical and factual information about sexuality matters but also the

sexual pleasures, emotions and values. Mainly because “parents are the single largest influence on their

adolescents’ decisions about sex, and parents underestimate the impact they have on their decisions,”

Ashcraft and Murray(2018) stated. Nevertheless, it is obvious that few students were offered enough

opportunities to talk about their sexual feelings and relationships (Reiss, 2019).

Parent’s Perception Towards Sexuality Education

Robinson, Smith, and Davies (2017) stated that: Many parents/carers viewed sexuality education

as particularly relevant for girls with some believing that it was important to start these conversations early
in their children’s lives. This perspective was based on parents’/carers’ concerns about the changes in girls’

developing bodies, the onset of menstruation, their vulnerability to teenage pregnancy, and the importance

of girls’ having an awareness of physical safety in the context of sexual violence. In addition, many

parents/carers acknowledged that they were anxious about the sexualization of girls and women’s bodies in

the media and that it was important to build girls’ critical skills and awareness around these issues.

Parents/carers determined that girls were more often the targets of media sexualization than were boys and

consequently were considered more vulnerable.

According to Yeo and Lee (2020), "most studies revealed that parents showed positive attitudes

and support the inclusion of Sex Education (SE) in school. They preferred age-appropriated SE to be

introduced in elementary schools and secondary schools. Some parents supported SE which is aligned

with religious teaching and culture. Demographic factors, parents’ sexuality knowledge, religious and

cultural factors could affect parental attitudes and perceptions towards SE. This understanding could be

useful for policymakers and educators to encourage collaboration with parents to strengthen the

effectiveness of the program and scale up SE to benefit the young generation."

Parents expressed their belief that sensitive subjects that are not learned at home will be best

addressed in classrooms. However, parents believed that better contact between parents and the school

team was needed. Parents also acknowledged that they were aware of the dangers of STIs, but they were

not discussing it with their teens and expected schools to include those discussions in school subjects

(Ram et.al., 2020). Parents believed that the best sex education would be one in which they were consulted

and both actors worked together to ensure that students received the same clear message. Parents also

believed that teachers should be qualified to provide sex education (Ram, Andajani, & Mohammadnezhad

2020).
 Some parents feel unprepared to discuss SRH problems with their children at home because they

have not been taught, trained, or prepared. Parents wanted to know what was being taught in classrooms

and how they could improve what their children learned at school at home. Parents were willing to play an

active interest and invest in their adolescent children's SRH schooling. Parents stated that teachers-parents

day was the only day they attended the school to speak with their children's teachers, and the conversation

focused mostly on the children's academic success, as one parent shared. “Would you like it if teachers

welcomed you to school to discuss what they teach about sex education?” parents were asked. “I think it is

really important for us parents to know what our children learn at school,” said an Indo-Fijian male

participant. Whatever they say on parent's day, we just pay attention to academic matters. It would be

beneficial if this subject was also discussed” (Ram et.al., 2020).

All parents were in support of the arrangement of SRH education in schools and said that it was

pivotal to have sex education in schools. Parents said that issues around SRH were not talked about

straightforwardly within the majority of the homes because it is still considered taboo, and in this way, they

felt that the schools were a great avenue to educate youthful individuals about SRH. The parents also said

that it was important that they start teaching their children on avoiding relationships/courtship in high

school, teenage pregnancy, and its impact, especially to girls at a younger age since they are more

vulnerable to unintended pregnancy (Ram et al., 2020).

Advantages of Comprehensive Sex Education in School

Educating youngsters may seem pointless since Sex Education varies a long way as it is a broad

topic that includes reproductive system, gender, human bodies, biological diseases (specifically sexually

transmitted diseases), birth contraceptives, and pregnancy prevention techniques. However, this education

stands a lot of benefits not just for this generation but also for the future ones.
 Comprehensive sexuality education is not value-free; it promotes values such as gender equality,

dignity, respect for others, awareness of sexual and reproductive rights, and freedom from discrimination

and violence. It includes helping young people to develop the capacity for caring, supportive, non-coercive,

and mutually pleasurable relationships. Access to informed choices on reproductive health issues is

included as an important tool for young people to make healthy decisions during their adolescence and in

the future. Finally, comprehensive sexuality education should foster critical thinking skills, and should

therefore go beyond technical aspects of reproduction and sexuality (IPPF, 2006).

Comprehensive sexual education provides young people the tools they need to feel more confident

in making informed decisions on their sexuality and the development of a healthier lifestyle, and

relationships with greater fulfillment. It also helps youth develop their values and attitudes and acknowledge

their rights as sexual beings. Although it is important to recognize that sexuality education is not a “magic

bullet” that will solve all sexual and reproductive health problems, evidence shows that comprehensive

sexuality education does play an important role in improving young people’s sexual health and well-being.

There is now a large body of research showing that good, comprehensive; and rights-based sexuality

education programs can delay initiation of sexual activity, decrease the number of sexual partners, increase

contraceptive and condom use, and decrease unintended pregnancies and sexually transmitted infections

among young people (Collins et al., 2002; Santelli et al., 2006)

Comprehensive sexuality education is an important part of every child and adolescent’s basic

education. Evidence shows that girls who can exercise their sexual and reproductive rights are more likely

to complete primary education (Family Care International, 2005). Additionally, young women who have

access to sexuality education tend to have greater control and knowledge of their sexual and reproductive

health. As these women become mothers, their children are also more likely to have access to better health

and education.
 More than 2/3 of the members accepted that sex instruction might increment their information and

advance their understanding of sexual and reproductive health. Shabnam (29 years) (These names are

pseudonyms) who received sex education stated that: “I may have a sexual encounter and in this case,

having sexual knowledge is better than being uninformed … having sexual knowledge provides an

appropriate view regarding all aspects of such a sensitive issue.” (Rahmani, Merghati-Khoei, & Fallahi,

2018)

Participants believed that sex instruction is an important means to gain information, especially

compared to learning from guardians or peers. More than 90% of the participants stated that they just

learned things about sexuality from their peers and they believed that these people are not the right people

to learn from. Furthermore, the participants also believed that their parents were not able to understand

their sexual needs and thus were not able to teach them or reply to their sexuality-related questions.

(Rahmani et al., 2018)

Roughly all participants stated that there is a solid affectability around sexuality in Iran, as they

could not speak, study, or search about sexuality. They respected sex instruction as an implies to overcome

the disapprovals encompassing sexual things. They believed that if sex education was provided, they

would be able to acknowledge sexuality as a natural phenomenon. Mandana (26 a long time) who had

gotten sex instruction stated: “I remember that when one of my classmates had experienced her

menstruation for the first time, it was very embarrassing for her. Then, one of our teachers explained it as a

natural event. Afterward, the sensitivity of the topic was gone, and talking about menstruation became

normal for us.” Generally, participants believed that if sex instruction was given, the affectability

encompassing sexuality would decline and individuals could talk openly about it. (Rahmani et al., 2018)
 Most participants stated that sex education might secure them from unsafe sexual behaviors. They

found themselves at a potential risk amid their sexual action since they needed a sense of control to

dismiss the sexual act or make practical and effective use of condoms. Shirin (23 years), a single and

sexually active girl, stated: “One year after our friendship, my boyfriend wanted me to have anal sex. I loved

him and was not able to reject his request. At the same time as our relationship, our school provided some

information about sexually transmitted infections. Afterward, I was informed that unprotected anal sex was

a risky sexual activity and therefore I decided not to let him have anal sex with no protection.” (Rahmani et

al., 2018)

One of the imperative pathways for practicing secure sex is building self-efficacy. The significance

of safe sex and condom use was pointed out by the participants; Mahasti, 24 years old, who has received

sex education stated: “In my opinion, it is not time to say sexuality is dirty! It is better to say how to use the

condom or suggest it to your partner. When I wanted to have sex with my first boyfriend, it was difficult for

me to suggest using the condom to him. I thought if I suggested using condoms, he would think I have

doubts about his health or I have a sexually transmitted infection; then, I preferred not to say anything

about it.” Participants clarified that sex education might give a circumstance for them to think almost their

sexual connections before they have sexual experiences; in this manner, they might make the finest choice

in this circumstance. (Rahmani et al., 2018)

Related Literatures

Comprehensive Sex Education in the Philippines

In a conservative country, like the Philippines, issues about one’s bodies or sexuality are taboo.

And so, lack of awareness of Filipinos often show in topics such as proper sex, reproduction, and some

issue regarding adolescence. According to Save the Philippines (2019), they believe that most parents are

not equipped with the appropriate information and communication skills to educate their children in terms of
sex education. Dr. Miel Nora, the technical advisor on Adolescent Sexuality and Reproductive Health of

Save the Children Philippines (2019), agrees that parents know more information about sex, reproductive

health, puberty, and romantic relationships because of previous personal experiences. However, the

parents may lack the proper way of introducing mature topics to their children, considering the conservative

nature and traditions of the country.

In a study conducted by Dr. Miel Nora, 85% of the parents know the information regarding sex

education. But when asked for a discussion with their children, parents are reluctant and unsure of the

information that they are providing. This kind of result perfectly summarizes the lack of proper sexual

education in the Philippines, as being one of the main reasons why the country has a rising case of STIs

and one of the highest teenage pregnancy rates in Asia.

With the rising rates of human sexual viruses in the Philippines, the Department of Health decided

to convince the Department of Education in elementary schools to implement mandatory sex education as

per the Reproductive Health Law. As told by the Head of Health Director of Knowledge Management and

Information Technology Service, the DOH has been hedging the DepEd to introduce sex education as early

as soon as the appropriate age comes. Thus, the Reproductive Health Bill was finally signed as law in

2012, by then-President Benigno Aquino III.

Upon the passing of the bill, it was said that comprehensive sexuality education would have seven

core topics, mainly: the human body and human development, personhood, healthy relationships, sexuality

and sexual behaviors, sexual and reproductive health, personal safety and gender, culture, and human

rights, in the hopes of providing proper knowledge about the sexual education to the children and

adolescents. Besides, the education secretary encourages the teachers to exert effort and instill to the
learners the importance of every topic as well as recommending that the need to implement the policy is

urgent and is in favor of introducing sex education to students as young as in 4th or 5th grade.

Facts and Misconceptions About Sex Education

According to the study conducted by Woman Health Philippines, many teenage girls think sex is

the sole means of expressing love. Filipino women avoid reproductive health services for fear of being

regarded as licentious. The Philippines, being a conservative and religious country, the amount of

opposition to sexual education comes as no surprise. Adults and teens have traditionally not been given

proper instructions that relate to sexual issues, this is because such topics are perceived as taboo.

Sexuality education doesn't encourage teenage sexual behavior. This has already been proven in

research studies in Europe. Nevertheless, it can lead to more mature sexual behavior (UNESCO, 2009;

Van Keulen et al., 2015). Sex education doesn't take a child's purity away. Sharing knowledge on suitable

sexuality topics for one's age as a starting point from formal schooling is something wherein children can

gain. With sexuality education, children are in a better place to identify abusive persons and events.

Sex before marriage is dirty and makes you unappealing to future partners. For various reasons

(e.g., religious and ideological reasons) many people firmly believe that having sex before marriage is

immoral. Nonetheless, some people can recognize that Empirical evidence overwhelmingly suggests that

abstinence-only sex education is ineffective and perhaps even counterproductive. Wherein comprehensive

sex education is a highly effective strategy for teaching children about sex. Since most young adults will

engage in sexual activity before getting married, they must be knowledgeable and aware of the risks

associated with having sex so that when they are ready to, they can utilize all available harm reduction

techniques, and enjoy safe and pleasurable sex life. Sex education programs are not simply about the act
of having sex; they also usually include discussions on building healthy relationships and promoting bodily

awareness.

Religious doctrine can sometimes interfere with one's decision-making. In this instance, it is clear

that some religious people may be so inclined to think of premarital sex as a sin, that they will strictly

promote abstinence-only sex education while disregarding the mountain of evidence suggesting that

abstinence-only education is ineffective. Since virginity is commonly culturally linked strictly to vaginal sex,

young people who pledge to be abstinent may engage in alternative sexual behaviors (e.g., oral and anal

sex), which still involve the exchange of fluids and facilitate the transmission of STDs.

Another research finding is that, in a 2005 study by Brückner and Bearman, the investigators noted

that, of their participants who had pledged to be abstinent until marriage, 88% of the pledgers ended up

having (vaginal) sex before marriage (Brückner & Bearman, 2005). This demonstrates the relative

ineffectiveness of abstinence-only education.

Theoretical Framework

Primary Socialization Theory

The main framework of this study is The primary socialization theory, and according to (Oetting &

Donnermeyer, 1998), sex education is first influence by the family, peer groups, and school.

The primary socialization theory sees that media is one of the main sources of sexual education for

youth (Bush, Smith, & Martin, 1999). Additionally, it has been confirmed by (Oetting & Donnermeyer, 1998)

that these groups (school, family, and peers) are capable of conveying deviant norms. Notwithstanding, on

account of sexual education for youth in parents, school, and media who were required to be the essential

wellsprings of sexual data might not be a result of numerous reasons. Truth be told, this theory does not

consider the differentials in the social status of social orders. It is regularly realized that in a few agricultural
nations, the proficiency level is still low, and numerous youth do not go to class or drop out ahead of

schedule for various reasons. Essentially, clearly in those social classes, media like TV, radio, and so on

are probably going to be in existence or deficient. In such social class, school and media are accordingly

probably not going to be the essential socialization specialists. Furthermore, the theory does ignore a few

real factors, in real social orders, where numerous children are either vagrants or isolated from their

parents or other grown-ups, and don't have any guardian to assume a parental part of socialization

specialists. Clearly, in such social classes, parents are probably not going to be accounted for as primary

educators.

Subsequently, in such social orders, primary socialization theory is not applicable because

guardians, school, and media are probably not going to be the essential sexual socialization specialists. In

light of that, as stated by Edelman (2016) “it is the entire community's responsibility for every child to get an

education. The responsibility for teaching should be equally shouldered by parents, as well as teachers,

and by the community that each family resides in. The task of transmitting knowledge to children incumbs

to parents, teachers, religious leaders and is under the community’s responsibility." Therefore it is the

responsibility of the parents, equally shouldered with the teachers, to give education or information about

sex education. Hence, a joint exertion from the broad community, schools, parents, peers, schooling

program, is valuable and might be underlined and fortified in instructing and guiding youth about the sexual

subject.
Conceptual Framework

Figure 1

Research Paradigm

The Primary Socialization Theory applies to this study as this helped the researchers determine

that media is one of the main sources of sex education for youth and understand that the act of giving

education to young children should be shouldered equally by the community. Teenagers with a lack of

knowledge about sex-related issues will get curious and eventually will cling to media to gain information.

Since a lot of issues such as the increase of teenage pregnancy and difficulty in encouraging teens in

delaying sexual activity, the possibility of implementing Comprehensive Sex Education(CSE) in both public

and private schools in the Philippines arose. By this, the researchers want to know the perspective of the

parents regarding this situation. Therefore, the researchers have used questionnaires in gathering the data

needed from the participants which came from the selected parents of Grade 11 STEM students that are

studying in the Technological Institute of the Philippines(TIP) located in Quezon City; giving their views

about the possible implementation of CSE.

Synthesis

This section contains the synthesized topics that help the researchers expound on the topic and

explain why they chose to conduct this study. Those topics are the parent's perception of sexuality

education, the advantages of CSE in school, the CSE in the Philippines, and facts and misconceptions

about sex education.

According to Robinson et al. (2017), many parents see sex education as relevant for girls with

some having a notion that such conversations are important to be started in the early lives of their children.

Parents supported age-appropriate sex education to be introduced in elementary and secondary schools

(Yeo & Lee, 2020). They also believed that teachers should be qualified to provide sex education (Ram,

Andajani, and Mohammadnezhad 2020).

In addition, there are parents who are uncomfortable and unready to discuss such topics with their

children because they have not been trained.

Save the Philippines (2019) believed that most parents do not have the correct information about

educating their children on sex education. Parents do know information about such. However, they are only

based on their previous experiences. A study conducted by Dr. Miel Nora showed that 85% of the parents

are aware of the information of sex education. Still, they are unconfident of the information they

disseminate to their children. This shows the lack of proper sex education in the country, one of the primary

reasons for the rising STI cases.

The implementation of CSE in schools can have some great advantages. Based on the previous

studies, Rahmani et al. (2018) stated that the CSE could provide increased knowledge and pertinent

information regarding sexuality and their understanding of sexual and reproductive health. With the
increased knowledge and correct information, the normalization of sex and reproductive issues can follow.

In Iran, the participants could not talk, study, or search about sexuality. They believed that if proper sex

education were implemented, people would be more open to talk about such issues. Considering that

proper sex education is implemented, it can lead to an increase in self-efficacy, which is an essential aspect

of safe sex. Moreover, it can help in making the most excellent decisions when faced with situations of

sexual encounters. The participants stated the importance of using condoms; they can practice safe sex

and avoid risky sexual acts and behaviors by using such things.

However, there are existing misconceptions about sex education. According to many teenage girls,

in a study conducted by Woman Health Philippines, sex is the sole means of expressive love. This is a

product of the lack of proper sex instructions. Additionally, sex education does not encourage teenage

sexual behavior. A child can gain with sex education, wherein they are in a better place to identify abusive

persons and events.

Definition of terms

● Adolescent pregnancy - is pregnancy in a woman 19 years of age or younger. (healthline.com)

● Comprehensive Sex Education - is a curriculum-based process of teaching and learning about

the cognitive, emotional, physical, and social aspects of sexuality. (actioncanadashr.org)

● Contraceptive techniques - a method that a woman employs to prevent Gender discrimination -

Gender discrimination is the unequal or becoming pregnant.

● disadvantageous treatment of an individual or group of individuals based on gender. Sexual

harassment is a form of illegal gender discrimination. (langston.edu)

● Harmonious family - the ability to trust and support, communicate differences in a constructive

manner and look beyond the self (and immediate family) at a broader picture. (thefbcg.com)

● Licentious - sexual in an uncontrolled and socially unacceptable way. (dictionary.cambridge.org)

● Biological diseases - disturbances of the normal state of the body or mind. Disorders of structure

or function in an animal or plant. (Oxford) Disorders may be caused by genetic factors, disease, or

“trauma.” (futurelearn.com)

● Premarital sex - Sexual intercourse between a man and a woman who are not married to each

other. (legal-dictionary.thefreedictionary.com)

● Primary socialization - the period early in a person's life during which they initially learn and build

themselves through experiences and interactions around them. (en.wikipedia.org)

● Sexual activity - includes caressing, foreplay, masturbation, and intercourse. (ncbi.nlm.nih.gov)

● Sexual health - is a state of physical, emotional, mental, and social well-being related to sexuality;

it is not merely the absence of disease, dysfunction, or infirmity. (health.state.mn.us)

● Sexually Transmitted Infections - are infections that are passed from one person to another

through sexual contact. (medlineplus.gov)

● Unprotective sex - Unprotected sex is any sex without contraception or a condom. (nhs.uk)

● Wellsprings - the place something comes from or starts at, or the cause of something.

(dictionary.cambridge.org)
 Chapter 3

RESEARCH METHODOLOGY

An overview of the approaches used and followed in the analysis is given. This covers the analysis

design as well as the data sources. The primary source of data includes information on the subjects, the

location of the sample, and the sampling methods used in the study. This chapter will also discuss

secondary sources of data, as well as the instruments used to collect the data, the method, interpretation,

and treatment of the data, and the study's limitations.

A. Research Design

This study is a qualitative type of research. Qualitative research is used to gain

and understand concepts, underlying reasons, opinions, or experiences arising from a

particular entity (Bhandari, 2020). This study made use of the qualitative case study

approach which allows the researchers to take complex and broad topics or phenomena

within its real-life context. By collecting case study data sets about the phenomenon, an

in-depth insight would be obtained (Heale & Twycross, 2018). This research design is

suitable for this study because according to Bates (2021), “these days, sex is what sells

the best, meaning that it’s all over the media. It’s practically impossible to shield the kids,

pre-teens, and teenagers especially, from this. After all, they grow and develop an interest

in the topic,” which explains that kids will not be kids forever; thus, will need guidance from

their parents as well as teachers to learn about sex and sexuality. But Bates (2021) also

stated that without a proper sex education or have learned sex through porn are most

likely become adult with a misconception about sex. With the topic being said which is the

implementation of sex education, the researchers focused on what would be the view of

the parents regarding this situation. This study aims to identify and assess what are the
 perspective and thoughts of parents of students from Grade 11 STEM studying in the

Technological Institute of the Philippines, Quezon City in terms of the implementation of

Comprehensive Sex Education(CSE). In addition, this study made use of an in-depth

investigation for the researchers to understand and theorize through the participants’

responses.

B. Sources of Data

B.1. Primary

B.1.a Participants

The chosen participants are six (6) parents: three female parents and

three male parents of Grade 11 STEMA1 students from the Technological Institute

of the Philippines.

B.1.b Description of the Population

The selected participants were defined by age, and gender. The

researchers decided to have the name optional; the participants will choose to

write their name or not. The researchers will ensure their confidentiality and

protection of their information. The details of the chosen participants is listed in the

table below.

Participants Name (optional) Age Gender

1 42 Male

2 52 Male

3 51 Male

4 53 Female

5 45 Female

6 44 Female
 B.1.c Setting

The research was conducted through questionnaires or the use of Google

forms within Quezon City in Metro Manila. The collecting of data and gathering of

participants was done by the researchers in the respective area or location of the

participants.

B.1.d Sampling Technique

Convenience sampling is the sampling method used to select participants

for this study. The researchers chose a group of parents from Quezon City as a

representative of the population in the area. Convenience sampling was used by

the researchers where they choose participants who are conveniently accessible

to be part of the study.

B.2. Secondary

The researchers have gathered data from books, articles, journals,

magazines, and newspapers regarding comprehensive sex education as

secondary sources that may further help the study. These sources help the

researchers comprehend and have additional knowledge on the topic.

C. Data Instrument

The collection of data for this study was conducted through questionnaires or use

of google forms. It was done to see the perspective of parents of Grade 11 STEM students

of T.I.P. Quezon City regarding the implementation of CSE in the Philippines. The interview

guide questions were set and fixed upon the research questions of the study to obtain the
 needed information to formulate a conclusion for this study. The participants were asked to

answer the following questions on the questionnaire and state their answers below the

question. The researchers used google forms to allow the researchers to collect

information clearly and efficiently from the participant’s responses.

D. Data Gathering Procedure

The researchers created and used questionnaires for the intended participants.

The draft for the questionnaires was made first. Then the researchers sought approval

from their research advisor—the questions aimed to know the perceptions and views of the

participants. The questions are open-ended for the participants to elaborate their points.

Upon approval of the survey questionnaires, the researchers distributed the questionnaires

to the participants to be answered. The participants were given adequate time to

accomplish the survey.

Upon submitting the questionnaires, the researchers examined, analyzed, and

coded the data for interpretation.

E. Data Treatment

The data were transferred to interpretation as a treatment. During the interview,

the researchers use survey questionnaires for transcript and analysis in order to better

interpret the data. Parents are interviewed for views, values, perceptions, and judgments

regarding Comprehensive Sex Education in order to effectively understand the information.

The researchers draw a conclusion based on the responses of the participants. The

similarities in the responses were related by analyzing the participants' common

approaches agreeing that CSE was useful to introduce it is stated during the interview that
 in order to come up with a reliable and detailed interpretation of the data and conclusion

for the study's purposes

F. Limitations

A few limitations were displayed within the thinking study. To begin with, the utilize

of interviews as a strategy of qualitative research had a limitation. For instance, interviews

do not exert the rule of random sampling and the sample size is relatively smaller, posing

the questions of credibility and objectivity of the findings. Because of these limitations, the

results should not be generalized to a larger sample than used in this study. Next, names

were pseudonyms on any written approaches to avoid discrimination and preconception

within the participants. Lastly, the sample size is small, and it only comes from selected

participants among the parents of Grade 11 Students of Technological Institute of the

Philippines. However, the results may be used to inform the draft of future studies

concerning the perception of the parents towards CSE. Thus, this research does not

represent the whole population of the parents living in Quezon City.

 Chapter 4

PRESENTATION AND DATA ANALYSIS

This chapter presents the results of the data analysis, as well as a discussion of the data from the

interview questionnaire results and the collection of themes. The data yielded findings that addressed the

study's aim of evaluating the parents' perceptions of Comprehensive Sex Education.

Participants A is a 42-year-old father who opposes sex education because he believes that it does

not help his child and that this is an adult-oriented subject.

Participants B, a 52-year-old father, believes that comprehensive sex education should be

implemented because it will help children understand sexual reproductive health and behavior as an

individual.

Participant C, a 51-year-old father, believes that comprehensive sex education is very important so

that children are aware of the consequences of their actions, to be able to make better life decisions.

Parents should be a child's first source of knowledge about sex, according to participant D, a

53-year-old mother. She believes that when sex education is introduced, children can recognize their

boundaries and more likely to understand and embrace physical/emotional changes.

Participants E, a 45-year-old mother, stated that comprehensive sex education offers fundamental

knowledge about sex and other topics, as well as assisting them in being more responsible for their feelings

and actions about sex and sexuality.

Participant F, on the other hand, whose 44-year-old parents believes that CSE will help children

understand that the word sex is not only an act itself but also a word that implies obligations.
1. What are the benefits of comprehensive sex education?

Participant A stated that sex education has no good benefits for the child because this

topic is for adults. This shows how parents are anxious to let their children/adolescents learn sex

education as it may lead to an increase in curiosity for the child or they may misunderstand the

sole purpose of sex education as their minds are not yet fully matured.

Participants B and C both have positive views about sex education in which they stated

that sex education may increase and improve their understanding of sexual reproductive health

and behavior as a mature person. In addition, it is needed by the youth so they can be aware of the

consequences of their decisions.

Participant D emphasized that parents should be the first source of information regarding

sex education and stated some benefits of sex education: Parents should be a child’s first source

of information about sex. Understanding and correct information can protect children from risky

behavior when they grow up. The benefits are as follows: they recognize their boundaries, they are

likely to understand and accept physical and emotional changes. They are less vulnerable to

exploitation and sexual abuse, according to Participant 4.

Participants E, on the other hand, stated the feelings of adolescents regarding the benefits

of learning sex education: ...to be more responsible on their feelings and behavior about sex and

sexuality, Like today’s generation, the percentage of teenage pregnancies is increasing same as

HIV, according to Participant E.

Participant F stated the importance of implementing sex education and stated a few things

about how adolescents perceive pornography or sex: It's high time that we implement sex

education as part of the curriculum. Pornography is very rampant in social media so having sex
 education will help my child understand that the word sex is not just an act itself but is a word that

entails responsibilities and repercussions, participant 6 stated.

The researchers observed that Participant A is one of the parents who are anxious about their

children learning sex education. According to Ram et al. (2020), Some parents feel unprepared to discuss

SRH problems with their children at home because they have not been taught, trained, or prepared.

Maturity is also one of the reasons why parents feel anxious about their child learning sex education

because they think they are not yet ready for the discussion and adolescents might take it easy if they just

avoid the consequences and do whatever they want. Comprehensive Sex Education helps youth develop

their values and attitudes and acknowledge their rights as sexual beings. Teaching sex education to young

children before they reach adulthood will benefit them by learning the consequences and what actions to be

made to have a healthy sex life.

Participant D stated: Parents should be a child’s first source of information about sex.

Understanding and correct information can protect children from risky behavior when they grow up. Parents

should be able to teach their children about the basic information of sex education and gives out pointers or

advice on how to have a healthy relationship. According to Ram, Andajani, & Mohammadnezhad (2020),

Parents expressed their belief that sensitive subjects that are not learned at home will be best addressed in

classrooms. However, parents believed that better contact between parents and the school team was

needed. Parents may give guidance to their children by discussing and reviewing the sensitive subjects

taught in the school and provide suggestions and recommendations as a parent.

2. What is the perspective of a parent towards comprehensive sex education?

 Participant A stated that he is against implementing the sex education curriculum if it will be

passed. This is because this topic is for adults only and will have no benefits for his child.

Participants B and C are both open to the idea. They favor the implementation of the sex education

curriculum in the country as they both believe that the curriculum will be helpful for their children in knowing

the different issues and topics regarding sexuality education and eradicating the ignorance about the

subject.

Participant D also has a positive perception regarding sex education, as she believes that sex

education will help the youth in curiosity questions about sexuality. Thus, helping them gain more

information and knowledge.

Participant E stated that it would be better if sexuality education would be added to the curriculum.

She also stated that sex education would help adolescents be more responsible for their feelings and

behaviors.

Participant F claimed that sex education would help today's generation become mature, open, and

flexible.

To summarize, most of the participants have positive perceptions regarding sexuality education

and favor this if ever that it is to be passed as part of the curriculum. Participant A was the only participant

to go against the implementation of the sex education curriculum. On the other hand, participants B, C, D,

E, and F are all in favor of implementing the sex education curriculum. They believe that their children will

benefit from this. It can help them know the different issues and topics about sexuality education, gain more

information, be more responsible, and be mature, open, and flexible.

 3. How does parents' perception affect the knowledge of adolescents towards comprehensive sex

education?

Participant A believes that his child is too young to learn about sex education through

Comprehensive Sex Education (CSE). Since participant A disagrees, this shows that he does not want the

idea of possibility in implementing CSE.

Participant B states that being able and practicing to ensure that children actually learn and

understand CSE is possible because of self-control, self-esteem .

Participant C says, the practices that I use to ensure that my children truly learn and understand

CSE is none other than explaining and answering their queries if they ever had questions. Parents are in

charge of shaping, etiquette, and emotional intelligence in their children. To support them along the way

says Participant C will help children better learn and understand CSE.

According to participants, D, E and F early honest and accessible communication with children is

important, particularly as they grow older. Being open-minded about the subject will help in properly

understanding everything. By doing so, parents will create a friendly atmosphere within the family that

allows their child to feel free to ask about this serious topic. Make it sure, it must be the right information, in

order for them to understand it clearly and accurately, stated by parent D. Since parents are always with

their children and the ones that their children look up to, they will listen to whatever they say.

To summarize, the majority of participants have positive views on comprehensive sex education

and have suggested certain factors that could have a significant impact on practices in order to ensure that

children truly learn and understand CSE.Participant A was the only one who opposed the sex education

curriculum's implementation. Participants B, C, D, E, and F, on the other side, are all in favor of

implementing the sex education program and have recommended methods such as explaining and
answering their questions if they have any, supporting them along the way, and especially trusting them

with proper guidance.They believe that because of this, a child can gain a better understanding of CSE.

GENERAL THEMES

After reevaluating the participants' responses in the given questions, there are three general themes that

the participants are concurring with:

1. IMPROVED COMMUNICATION IS ESSENTIAL

An effective communication and better relationship between families plays a vital role when

educating children about sex and sexuality. “Parents are the single largest influence on their

adolescents’ decisions about sex, and parents underestimate the impact they have on their decisions,”

Ashcraft and Murray(2018) stated. Parents who are open and receptive, and also spend time with their

children are found to be closer and have more connected relationships, which allows them to have a

comfortable communication regarding sexual matters.

Parents are their childrens’ first educators. It is their responsibility to manage their children’s

actions and attitudes. Parents communicating with their children should focus on providing not only

mechanical and factual information about sexuality matters but also the sexual pleasures, emotions

and values (Ashcraft & Murray, 2018). This should lead to a healthy relationship and to keep track of

their growth as an adolescent so as to shape their children’s values and behaviour in their early-age.

2. SCHOOLS SHOULD HAVE AN EFFECTIVE SEX EDUCATION SYSTEM PLAN

"Too many young people receive confusing and conflicting information about relationships and sex,

as they make the transition from childhood to adulthood. This has led to increasing demand from young

people for reliable information, which prepares them for a safe, productive, and fulfilling life."

(UNESCO, 2018)
 Effective sex education would help them gain a greater understanding of the health issues

involved. They would become more comfortable with topics that they are not used to discussing

particularly with their parents. In addition, schools are capable of having qualified instructors that are

professionals and more knowledgeable, compared to the information the young people gain from their

peers, parents, and the media.

Schools that have effective sexual education play an important role in teaching children about sex

and sexuality. 5 out of 6 parents are all in favor of implementing the sex education curriculum. They

believe that their children will benefit from this. It can help them know the different issues and topics

about sexuality education, gain more information, be more responsible, and be mature, open, and

flexible.

3. PARENTS’ PERCEPTIONS AND VIEWS VARY

According to Yeo and Lee (2020), "most studies revealed that parents showed positive attitudes

and support the inclusion of Sex Education (SE) in school. They preferred age-appropriated SE to be

introduced in elementary schools and secondary schools. Some parents supported SE which is aligned

with religious teaching and culture. Demographic factors, parents’ sexuality knowledge, religious and

cultural factors could affect parental attitudes and perceptions towards SE. This understanding could

be useful for policymakers and educators to encourage collaboration with parents to strengthen the

effectiveness of the program and scale up SE to benefit the young generation."

The majority of the parents showed support, gave positive views, and agreed that comprehensive

sex education (CSE) should be implemented. However, one parent disagreed. The parents suggested

different methods on how they should teach such topics and gave their perceptions and how it could be
improved. These suggestions and perceptions may differ based on their religious and socio-cultural

factors, knowledge and awareness, as well as ethnicity-related factors.

 Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

The conclusions were based on the purpose, research questions, and results of the study. The

significance of these results, as well as the recommendations that follow, will be discussed.

Recommendations were based on the conclusions and significance of the study.

Parent's perception towards comprehensive sex education is indeed significant. It takes time to

thoroughly comprehend the intent of implementing it and its benefits to adolescents. The researchers

concluded in this study that:

1. The aim of Comprehensive Sex Education (CSE) is to improve adolescents' awareness about

sexuality and reproduction while also encouraging them to access contraception resources and

biprevent unwanted pregnancies.

2. Sex education may reduce the rates of unwanted pregnancies, sexual risk behaviors, and sexually

transmitted infections.

3. Parents are open to the possibility of sex education as part of the curriculum to help young people

navigate curiosity issues and become mature.

4. Parents also believed that teachers should be qualified to provide sex education.

5. Parents play a vital role in disseminating sexual knowledge through their words, attitudes, and

beliefs.

6. Parents also believed that DepEd will be able to develop responsible Filipino youth who are aware

of reproductive health risks and issues.

 7. Parents believe that Comprehensive Sex Education (CSE) would help their children gain further

knowledge about such topics.

8. Sexual education is a shared responsibility between both parents and educators.

9. Parents believe that Comprehensive Sex Education (CSE) would help adolescents normalise

engaging in conversation with sex-related topics..

10. Parents were willing to play an active interest and open-minded when it comes to implementing

comprehensive sex education.

RECOMMENDATIONS:

The researchers aim to make recommendations based on their research findings.

1. Parents should be more responsive to the needs of their children before and during their

adolescence.

2. The prospect of talking about sexuality issues with parents and children should create a

comfortable atmosphere rather than anxiety and avoidance of discussions.

3. Parents should communicate comprehensive and medically accurate information to their teens.

4. Schools and Parents/Guardians should cooperate with each other on teaching adolescents about

sexual topics and guide them to make healthy decisions.

5. Future researchers can use this study as a guide for their future research using the results of the

research as a foundation. Future researchers may address relatively similar research problems in a

different setting, context, location, and/or culture.

 BIBLIOGRAPHY

● Nichols, Z. (2020). Sex Education in the Philippines. Retrieved from

https://borgenproject.org/sex-education-in-the-philippines/
● Sexuality education for parents. (2020, November 18). Retrieved from
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rents.aspx
● Ashcraft, A.M. & Murray, P.J. (2018). Talking to Parents About Adolescent Sexuality. NCBI: US National
Library of Medicine National Institutes of Health. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5517036/
● Ryan Macasero. (December 2018). DepEd urged to implement comprehensive sex education amid
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ex-education-amid-rising-hiv-cases/amp/
● Hernando-Malipot, M. (August 2019). DepEd mulls inclusion of separate sex education subject in basic
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lum/
● Delizo, M. J. (March 2019). Mother knows best? Not in sex education, says group. Retrieved from
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● Bantula, F.C. (2018). Sex Education in the Philippines. Retrieved from
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https://www.rappler.com/nation/139118-sex-education-philippines-unfpa
● UNESCO. (2009). International Technical Guidance on Sexuality Education – An
Evidence-informed Approach for Schools, Teachers and Health Educators. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000260770
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https://en.unesco.org/news/why-comprehensive-sexuality-education-important
● Hannah, S. (November 2018). 7 Dangerous Sex Myths Teens Still Learn in American Schools.
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ates/
● Brückner, Hannah, & Peter Bearman. "After the Promise: The STD Consequences of Adolescent
Virginity Pledges." Journal of Adolescent Health 36.4 (2005): 271-78.
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edges/
● IPPF (2006). IPPF framework for comprehensive sexuality education. Retrieved from
https://www.ippf.org/sites/default/files/ippf_framework_for_comprehensive_sexuality_education.pdf
● Family Care International (2005). Millennium development goals and sexual and reproductive
health briefing cards. Retrieved from http://familycareintl.org/en/resources/downloads/15.
● Collins, C., et al. (2002). Abstinence only vs. comprehensive sex education: What are the
arguments? What is the evidence? Retrieved from
https://hivhealthclearinghouse.unesco.org/sites/default/files/resources/bie_abstinence_vs_compreh
ensive_sex_education.pdf
● Santelli, J., et al. (2006b). Abstinence and abstinence-only education: A review of U.S. policies and
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https://doi.org/10.1016/j.jadohealth.2005.10.006
● Santelli, J., et al. (2006a). Abstinence-only education policies and programs: A position paper of
the Society for Adolescent Medicine. Journal of Adolescent Health, 38, 83–87.
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_edu_policies_and_programs.pdf
● Ram, Andajani, & Mohammadnezhad.(2020). "Parent’s Perception regarding the Delivery of
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 APPENDIX A

Questionnaire

Title of Research: Comprehensive Sex Education: Perspective of the parents of the Grade 11 STEM
students from Technological Institute of the Philippines, Quezon City

Questionnaire Introduction:
Dear parents,
Good day! We are grade 11 students from the 11STEMA1 of the Technological Institute of the Philippines, Quezon
City. Currently, we are conducting a research entitled "Comprehensive Sex Education: Perspective of the parents of
the Grade 11 STEM students from Technological Institute of the Philippines, Quezon City." Our objective with this
research is to know the parents' perspective, perception, and the primary benefits of Comprehensive Sex Education
(CSE). This will be done by discovering and scrutinizing the parents' insights and knowledge about the said topic.
With that being said, we would like to have some of your time in answering this short questionnaire. This process will
take no longer than 5 - 10 minutes. Please take note that all of your inputs will be held with utmost confidentiality.
That is all. Thank you for your time!
Yours respectfully,
Capaycapay, Johnvic
Dumulon, Crezyle
Elemancil, Luigi
Flores, Richard William
Implica, Emlan
Jimenez, Samuel Brin
Magno, Sydney
Palomata, Louis
Salcedo, Abegail
Zapanta, Angelic

Statement of the Problem 1: What are the benefits of comprehensive sex education?
Interview question 1: As a parent, what do you think about sex education? What are their benefits for
your child?
Statement of the Problem 2: What is the perspective of a parent towards comprehensive sex education?
Interview question 1 : What is your perception if ever sex education will be passed as part of the
curriculum?

Statement of the Problem 3: How does parents' perception affect the knowledge of adolescents towards
comprehensive sex education?
Interview question 1: What would be some of your practices to ensure that your children will truly
learn and understand CSE?

APPENDIX B
 Screenshots of Evidences

Participant 1
Participant 2
Participant 3
Participant 4
Participant 5
Participant 6
Curriculum Vitae
 CURRICULUM VITAE

CREZYLE MAE DUMULON

Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: Blk4 Lt33 Portobello Homes, Bankers Vill., Guitnangbayan1, San Mateo, Rizal
Tel. No.: 8-398-9390
Email Address: qcmdumulon@tip.edu.ph
Cellular No.: 09287298314

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes of the courses
taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute of the Philippines (T.I.P.), as
prescribed by the K-12 program of the Department of Education (DepEd)

● Improvised Watercolor. A Science experimental project of Pandan Extract as an alternative natural color, 2019
● Organic Anti-Tick Dog Shampoo. Science Investigation Project, 2020
● Perspective of Selected Parents of Grade 11 STEM Students from Technological Institute of the Philippines, Quezon City, 2021

● Leadership
● Computer skills
● Active listening, willingness to learn & approachable
● Organization, management
● Quick adaptability

● Secretary (Core Photographer)

SNAP Organization (Society of noble Aranzan Photography)
Nuestra Señora De Aranzazu Parochial School
SY 2016-2020

● Young Ones for Unity: Open City 2k19, July 22, 2019, Terra Moy, Tagaytay City
● Virtual Career Center: Reimagining Career services, April 15, 2021, Technological Institute of the Philippines, Quezon City

● 1st Placer San Mateo Division Chess Competition, 2014

● 2nd Placer San Mateo Division Chess Competition, 2015
● 3rd Placer San Mateo Division Eco-Collage Competition, 2015
● Junior High school Achiever, 2016-2020

● Assistant, Encoder & Photo editor (Part-time)

Portobello Homeowners’ Association, Guitnangbayan 1, San Mateo, Rizal 1850
September 2018-October 2020
Contact No. 0918-647-5265/0998-401-6244

● Microsoft Word, Excel and PowerPoint literate

● Skilled in Photography, photo and video editing (Picsart, Windows Movie Maker, SnapCut, Youcut)
● Basic knowledge in baking
● Basic Knowledge in HTML
● Basic knowledge in driving (1 & 2)
 CURRICULUM VITAE

SAMUEL BRIN JIMENEZ

Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: #9 Agoho St. Paradise Malanday, Marikina City
Tel. No.: 02-71480794
Email Address: qsbjimenez01@tip.edu.ph
Cellular No.: 09175123955

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes of the courses
taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute of the Philippines (T.I.P.), as
prescribed by the K-12 program of the Department of Education (DepEd).

● Comprehensive Sex Education: Perspective of Selected Parents of Grade 11 STEM Students from Technological Institute of the
Philippines, Quezon City, 2021

● Analyze complex problems and provide solutions

● Good Listening Skills
● Honest
● Calm and collected
● Able to work efficiently without supervisor

● Career Orientation for Aspiring Students, January 2019, APEC Schools - Kalumpang
● BFP Seminar, March 2019, APEC Schools - Kalumpang

● 5th place on APEC Schools SY1718 Cluster Sportsfest - Sports Center, Marikina City
● Participated in Table Tops Club: Chess Competition 2019 - APEC Schools, Kalumpang
● Participated in SciMath Club - APEC Schools, Kalumpang
● Participated in Dance Club - APEC Schools, Kalumpang

● Able to work under pressure

● Research-oriented skills
● Basic Knowledge in HTML
● Observant
● Self-sufficient
 CURRICULUM VITAE

SYDNEY FAYE MAGNO

Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: Blk. 1, Lt. 19, Sitio Broadway, Bgy. Dela Paz, Antipolo City
Email Address: qsmagno@tip.edu.ph
Cellular No.: 09299573052

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes
of the courses taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute
of the Philippines (T.I.P.), as prescribed by the K-12 program of the Department of Education (DepEd)

● Comprehensive Sex Education: Perspective of selected parents of Grade 11 STEM from Technological Institute of the
Philippines, Quezon City, 2021
● Guava Leaves as a soap, 2019

● Leadership
● Hardworking, Responsible, Resilience
● Bilingual (Filipino & English)
● Empathy
● Honest
● Good at balancing many priorities
● Adaptability and Flexibility
● Decision Making
● Emotional Intelligence

● Recipient of With Honors Grade 10 Academic Excellence Award in Don Antonio De Zuzuarregui Sr. Memorial Academy

● Cashier (Seasonal Employee)

I. Magno Hardware, Sitio Broadway, Bgy. Dela Paz Branch
April 9 - June 6, 2019 & June 15 - Aug 15, 2020
Cellular No.: 09167428780

● Skilled in Microsoft Word, Excel, & PowerPoint

● Video and Photo Editing Skills (VSDC, Photoshop, DaVinci Resolve)
● Perseverance
● Basic Knowledge in Programming
 CURRICULUM VITAE

RICHARD WILLIAM FLORES

Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: 49 Lopez Jaena Street, Tañong, Marikina City
Email Address: qrwflores@tip.edu.ph
Cellular No.: 09994328588

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes
of the courses taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute
of the Philippines (T.I.P.), as prescribed by the K-12 program of the Department of Education (DepEd).

● The Effects of Spheres of Influence on Grade 10 Students of St. Matthew College of School Year 2019 – 2020,
2020
● Comprehensive Sex Education: Perspective of Selected Parents of Grade 11 STEM Students from Technological
Institute of the Philippines, Quezon City, 2021

● Basic Android, iOS, and Windows Knowledge

● Intermediate knowledge in Web Development (HTML, CSS, and JavaScript)
● Honest and transparent
● Well-organized, Efficient, and Goal-oriented
● Trustworthy, Respectful, and Reliable

● Recipient of With Honors Grade 8 Academic Excellence Award in St. Matthew College
● 1st runner up in the Battle of the Bands of the Homecoming Night, March 2019 held in St. Matthew College
● Recipient of With Honors Grade 9 Academic Excellence Award in St. Matthew College
● Recipient of With Honors Grade 10 Academic Excellence Award in St. Matthew College
● Recipient of Best in TLE/Computer Grade 10 Award in St. Matthew College

● Microsoft Word, Excel, PowerPoint and Publisher literate

● Basic skills in Web Design (Figma, Adobe XD)
● Research-oriented skills
● Basic programming skills in Visual Basic and Python
 CURRICULUM VITAE

EMLAN IMPLICA
Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: 65 B Ocampo St. U.P. Diliman, Quezon City
Email Address: qeimplica@tip.edu.ph
Cellular No.: 09208279213

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes
of the courses taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute
of the Philippines (T.I.P.), as prescribed by the K-12 program of the Department of Education (DepEd).

● Comprehensive Sex Education: Perspective of Selected Parents of Grade 11 STEM Students from Technological
Institute of the Philippines, Quezon City, 2021

● Flexible, Creative and Active

● Computer Software and Application Knowledge
● Analyze problems and provide solutions
● Well-organized, Efficient, and Goal-oriented
● Trustworthy, Respectful, and Reliable

● Recipient of With Honors Grade 10 Academic Excellence Award in Krus na Ligas High School
● Recipient of With Honors Grade 9 Academic Excellence Award in Krus na Ligas High School
● Participated in KNLHS Eco-modelo, S.Y. 2019-2020
● Participated in Mural Painting Contest in KNLHS, 2020

● Microsoft Word, Excel, PowerPoint and Publisher literate

● Skilled in Photo and Video Editing (Adobe Photoshop, Filmora, InShot)
● Research-oriented skills
● Basic knowledge in HTML
 CURRICULUM VITAE

ABEGAIL SALCEDO
Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address:#0235 Lower Sto.nino Brgy Sta.Cruz, Antipolo City
Email Address: qasalcedo01@tip.edu.ph
Cellular No.: 09308175049

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes of the courses
taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute of the Philippines (T.I.P.), as
prescribed by the K-12 program of the Department of Education (DepEd)
prescribed by the K-12 program of the Department of Education (DepEd)

● The Ascendency of Playing Mobile Legends on the Behavior of the Grade 10 Students in Antipolo National High School, 2020
● Comprehensive Sex Education: Perspective of selected parents of Grade 11 STEM students from Technological Institute of the
Philippines, Quezon City, 2021

● Leadership
● Good Communication Skills (English and Filipino)
● Creativity
● Honest
● Problem Solving
● Active Listening
● Organization
● Teamwork Skills
● Goal-oriented

● Finance Committee Supreme

Student Council
Antipolo National High School
SY 2018-2019
● Business Manager
ART CLUB
Antipolo National High School
SY 2019-2020

● School based Leadershape Camp 2019, February 9, 2019, ANHS Supreme Student Government, Antipolo National High School,
Antipolo City
● School based Project Alpha Camp 2019, May 10, 2019, ANHS Supreme Student Government, Antipolo National High School,Antipolo
City.

● Recipient of With Honors Grade 9 Academic Excellence Award in Antipolo National High School
● Recipient of With Honors Grade 10 Academic Excellence Award in Antipolo National High School
● Big sayawit Champion (Regional Level) of Antipolo National High School
● 5th Placer in Grab-Bag Design Making Contest for National Disaster Resilience Month 2019

● Skilled in Photo editing (Adobe Photoshop,Lightroom, Filmora)

● Writing and editing
● Research-oriented skills
● Basic Knowledge in HTM

CURRICULUM VITAE
LUIGI TRISTAN ELEMANCIL
Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: #4 Tavera st Tañong, Marikina city
Email Address: qltelemancil@tip.edu.ph
Cellular No.: 09280630581

To establish a career in the fields of Science, Technology, and Engineering where I can
demonstrate the learning outcomes of the courses taken under the strand of Science, Technology, Engineering, and
Mathematics of the Technological Institute of the Philippines (T.I.P.), as prescribed by the K-12 program of the Department of
Education (DepEd).

● The Cause and Effect of Sleep Deprivation of Tañong High School Student, 2020
● The Cause of Stage Fright of Tañong High School Student, 2020

● Time management
● Good Communication Skills (English and Filipino)
● Honest
● Organized, Efficient, and Goal-oriented

● Recipient of With Honors Grade 10 Certificate of Recognition, April 4, 2020, Tañong High School
● Recipient of With Honors Grade 9 Certificate of Recognition, April 4, 2019, Tañong High School
● 5th Place Discus Throw, November 16, 2018, Marikina Sports Center

● Microsoft Word, Excel, PowerPoint, and Publisher literate

● Able to work under pressure
● Research-oriented skills
● Basic Knowledge in HTML

CURRICULUM VITAE
ANGELIC ELISHA ZAPANTA
Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: Blk 4 Lot 34 Diego Silang St., Guitnangbayan1, San Mateo, Rizal
Tel. No.: 8-997-4196
Email Address: qaezapanta@tip.edu.ph
Cellular No.: 09086431936

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes of the courses
taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute of the Philippines (T.I.P.), as
prescribed by the K-12 program of the Department of Education (DepEd)

● The Factors Affecting the Poor Academic Performance in Science of the Grade 9 Students of St. Matthew College of School Year
2019-2020, 2020
● Perspective of Selected Parents of Grade 11 STEM Students from Technological Institute of the Philippines, Quezon City, 2021

● Good Communication Skills (Filipino and English)

● Time Management Skills
● Teamwork and Dependability Skills
● Goal-oriented and Approachable
● Trustworthy and Responsible
● Basic knowledge in Medical Technology (Testing of Blood Glucose)

● Program Officer
Girl Scout of the Philippines
St. Matthew College
SY 2019-2020

● HS-Career Orientation: Understanding my Career “Tips to jumpstart your Career”, April 19, 2021, Technological Institute of the
Philippines, Quezon City
● Career Jam with VXI Global Holdings, BV Philippines, April 29, 2021, Technological Institute of the Philippines, Quezon City
● Mind be Kind: A Stress Management Webinar for SHS Grade 11, May 4, 2021, Technological Institute of the Philippines, Quezon City

● 2 nd runner up Volleyball girls District Meet, February 2018 in San Mateo, Rizal
● Recipient of With Honors Grade 8 Academic Excellence Award in St. Matthew College
● 1 st runner up in the Battle of the Bands at the Homecoming Night, March 2019 held in St. Matthew College
● Recipient of With Honors Grade 9 Academic Excellence Award in St. Matthew College
● Recipient of With Honors Grade 10 Academic Excellence Award in St. Matthew College

● Microsoft Word, Excel and PowerPoint literate

● Research-oriented skills
● Basic Knowledge in HTML and Programming
 CURRICULUM VITAE

JOHN VIC CAPAYCAPAY

Science, Technology, Engineering, and Mathematics (STEM)
Technological Institute of the Philippines (T.I.P.)
Quezon City S.Y. 2020-2022
Address: Blk28 Lt15 Kagalingan St, Karangalan Village Manggahan, Pasig City.
Email Address: qjvcapaycapay@tip.edu.ph
Cellular No.: 09284459160

To establish a career in the fields of Science, Technology, and Engineering where I can demonstrate the learning outcomes of the courses
taken under the strand of Science, Technology, Engineering, and Mathematics of the Technological Institute of the Philippines (T.I.P.), as
prescribed by the K-12 program of the Department of Education (DepEd)

●
● Factors Affecting the Social Relation of Grade 9 students in Manggahan High School, 2020
● Perspective of Selected Parents of Grade 11 STEM Students from Technological Institute of the Philippines, Quezon City, 2021

● Analyze complex problems and provide solutions

● Hard Working
● Honest
● Organized, Efficient, and Goal-Oriented

● Finalist in Lawn Tennis 2015-2017 NCR Meet

● Good at sports
● Basic Knowledge in HTML
● Good at cooking