Chapter I Ii and Iii - Group 1

AWARENESS ON THE COMPREHENSIVE SEXUALITY
EDUCATION OF GRADE 12 STUDENTS: BASIS

FOR AN INTERVENTION PROGRAM
A Research Study
Presented to the Faculty of
PANGASINAN NATIONAL HIGH SCHOOL
Lingayen, Pangasinan
In Partial Fulfilment
of the Requirements for Practical Research II
under SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
BERYLL KIER T. ABAD

SHARMAINE JOYCE S. ANGELES
HAROLD P. BELTRAN
KEITH EDWARD M. CARONONGAN
ANDREI J. CASTRO
LESLIE ANGELIQUE DC. CALMA
MAEZZIE FRANCELLE A. CELESTINO
LYDIA NIVRAMAE O. DELA CRUZ
ERICH EDREI D. PRADO
JHAZMIN A. ULANDAY
Researcher
January 2023
TABLE OF CONTENTS
Chapter 1: Introduction
Background of the Study…………………………….……………………..1
Statement of the Problem………………………..…………...…………….8
Hypothesis of the Study……………………..………………………………9
Significance of the Study…………………….……………………………..9
Theoretical Framework…………….………………………………………11
Conceptual Framework……………….……………………………..…….19
Research Paradigm……………………………..…………………..………24
Scope and Delimitation……………………….…………………………...26
Definition of Terms……………….…………………………………………27
Chapter 2: Review of Related Literature and Studies
Related Literature………....………………………………………………..29
Synthesis…………………………..………………………………………….35
Related Studies………………..……..……………………………………..37
Synthesis…………………….…….………………………………………….47
Chapter 3: Research Methodology
Research Design……………………………….……………………………52
Population and Sample…………………………….……………………...53
Instrumentation………………….………………………………………….56
Data Gathering Procedure……………………………..………………….57
Statistical Treatment of Data……………………....……………………57

References……………………………………………………………….…..………61
Appendix A: Letter to Conduct Study…………………….……………..….67
Appendix B: Consent Form……………………..………………………………68
Appendix C: Validation of Instrument…………………………….…..……70
Appendix D: Survey Questionnaire……………………….………………….72
Appendix E: List of Tables and Figures……………………….…………….75
Appendix F: Plagiarism Checker Report…………………….……..………78
Appendix G: Curriculum Vitae……………………….…….………………….88

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CHAPTER I
BACKGROUND OF THE STUDY
Introduction
Discovering your sexuality can be a liberating, thrilling, and
amazing experience. Sexuality is one of the primary motivators
underlying everyone's feelings, ideas, and behaviours. It describes
psychological and social self-representations and guides a person's
attraction to others. It also modifies the brain and body to seek pleasure.
However, this may lead to having STDs or (Sexually Transmitted
Diseases) that could bring harm to people who are eager to experience
sex at a very young age, and that is why comprehensive sexuality
education is the best way to do so to give enough information to students
for their safety. Physical health, sexual health, and behavioural
difficulties in teenagers are all linked, and these elements are linked to
unhealthy growth in adolescents, which arises from their social
environment. According to (J Clin Diagn Res, 2017), adolescents must
therefore provide interventions for these behaviours, all of which
contribute to positive personal development and progress. Adolescents
develop abstract reasoning and thinking during cognitive development. It
is a very dynamic time of tremendous growth and development. During
late adolescence, they develop an emotional sense of identity as well as
social involvement, peer connection, and sexual attraction. Therefore,

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comprehensive sexuality education should be an integral part of the
learning process, beginning in childhood and continuing through
maturity and lifetime learning. It should be available to all children,
adolescents, and adults, including those with physical, learning, or
emotional issues. It is beneficial for the learning process for students
and it is important because it provides pupils with the knowledge and
skills necessary to prevent sexual, abuse, assault, and exploitation. It
will also emphasize the elements that students can use to avoid sexual
risk behaviours. As we grow, we need to know how to protect ourselves
from STD's and early pregnancy, and the best way to do so is through
comprehensive sexuality education because it is not only a response to
young people's sexual behaviour, but it also teaches them about sexually
transmitted infections and unintended pregnancy. Moreover, after
recognizing the critical role of education regarding sex for students, the
Department of Education issued a DepEd Order #31, series of 2018, the
Policy Guidelines on the implementation of comprehensive sexuality
education, to include sexuality education in order to mandate the
provision of age-appropriate reproductive health education for
adolescents. The purpose is to extract students' baseline sex education
knowledge and offer context for their present sexual knowledge, actions,
and beliefs because adolescents need to be aware and know how to
protect themselves from STDs and unintended pregnancy. The reasons

3
why the researchers conducted this study is to give prominence to the
importance of comprehensive sexuality education to give solutions to
young people's sexual issues as well as a powerful tool for combating
violence, abuse, and discrimination.
The operationalization of sexual behavior is done by sexual abuse,
sexism, attitudes toward sexuality, dogmatic and permissive
religiousness, and societal, couple, and family constructions are
theoretical variables. Students' trust, self-esteem, and self-efficacy are
improved by Comprehensive Sexuality Education (CSE). As a result,
people who have received this type of education are more likely to
postpone their first sexual encounters, avoid teenage pregnancies, take
voluntary AIDS tests, engage in safe sexual behaviors such as the proper
use of condoms, and have an attitude of empowerment that allows them
to critically reflect on their surroundings, which promotes gender
equality (UNESCO, 2015; Rojas et al., 2017). CSE is taught differently in
each country. In several countries, CSE is integrated into a variety of
disciplines, some of which are optional. CSE is taught in Ghana as part
of Management in Living, a popular course for girls but not for boys,
limiting boys' access to CSE. CSE is an essential subject in Kenya as
part of the life skills curriculum, some places have a high frequency and
high prevalence of female genital cutting, necessitating female genital

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cutting. That is why CSE could make a huge impact and could play a
vital role in the society especially to students who are having difficulty in
understanding and applying in preventing teenage pregnancies, STI's,
etc. Sex education is beneficial for the learning process for students and
it is necessary because it provides pupils with the knowledge and skills
necessary to prevent sexual abuse, assault, and exploitation. It will also
emphasize the elements that students can use to avoid sexual risk
behaviors. According to Galloa et al. (2020), the Philippines, as a
Christian country, believes Sex Education to be a difficult subject to
discuss. However, as the number of pregnancies, sexually transmitted
diseases, and other types of sexual assault increased, the Philippine
government chose to incorporate and teach sex education in the
curriculum. After recognizing the critical role of education in reducing
the rising rates of early pregnancy, sexual violence, and human
immunodeficiency virus (HIV) infection among adolescents, the
Department of Education (DepEd) issued a DepEd Order, DepEd Order
#31, series of 2018, the Policy Guidelines on the Implementation of
Comprehensive Sexuality Education, to include sexuality education in
order to mandate the provision of age-appropriate reproductive health
education for adolescents. The primary purpose is to extract students'
baseline Sex Education knowledge and offer context for their present
sexual knowledge, actions, and beliefs. Adolescents need to know how to

5
protect themselves from HIV/STDs and pregnancy, and the best way to
do so is through sex education. It should be a lifelong learning process
based on knowledge, skills, and a good attitude that assists young people
in enjoying sex and relationships based on values such as positive
knowledge, mutual respect, trust, negotiation, and enjoyment. DepEd is
committed to providing and protecting Filipino learners' rights to a good
education and improved health, as well as assisting Filipino learners in
completing basic education without the burden of health concerns. It
also recognizes the school system's roles and responsibilities in ensuring
students' right to good health by leading the implementation of
comprehensive sexuality education (CSE). CSE is designed to ensure that
learners receive comprehensive and appropriate information that can
advance gender equality and empowerment in order to effectively address
the needs of the learners for health and protection through education.
CSE has been shown to increase learners' knowledge, clarify their values
and attitudes, and develop the skills needed to reduce the risks of poor
health outcomes and reach their full potential.
These reasons and observations motivated the researchers to
conduct this study. Comprehensive sexuality education is viewed as a
solution to young people's sexual issues as well as a powerful tool for
combating violence, abuse, and discrimination. Comprehensive sexual

6
education, according to advocates for youth (2019), is the provision of
knowledge about bodily development, sex, sexuality, and relationships. It
is a tool for teenagers to understand and make informed decisions about
sex and sexual health. Comprehensive sexual education is not only a
response to young people's sexual behavior, but it also teaches them
about sexually transmitted infections and unintended pregnancy. It is
also an ideal context for raising awareness about the sexual and
reproductive health and rights of women, including access to modern
contraception and safe abortion. It entails the process of developing
attitudes, beliefs, and values, as well as motivation, skills, and a high
level of awareness of one's sexual health and consequences. Gender-
based violence and discrimination against women can be prevented with
sexual education. It should thus contribute to conveying strong
messages in favor of equality between men and women from the early
stages of education, promoting non-stereotyped gender roles, educating
about mutual respect, consent to sexual relations, non-violent conflict
resolution in interpersonal relationships, and respect for personal
integrity. The right to comprehensive sexuality education comes from a
variety of protected rights, including the right to live free from violence
and discrimination, the right to the best possible mental and physical
health, as well as the right to receive and impart information and the
right to quality and inclusive education, including human rights

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education. Comprehensive sexuality education addresses the needs of
children and adolescents not only in terms of sexual safety and health,
but also as part of their overall development (Lastimosa, et al., 2020).
This study will significantly contribute in helping the students to explore
some appropriate interventions, expand their knowledge about sex
education and will spare them from yielding to its negative effects that
they may get when they lack awareness about it.
Every student will eventually have to make decisions regarding
their sexual and reproductive health that will change their lives.
However, the majority of teenagers lack the knowledge necessary to make
such decisions responsibly, making them susceptible to STDs, and
unexpected pregnancies. Comprehensive sexuality education enables
teenagers, especially students in Pangasinan National High School, to
protect and advocate for their health, well-being, and dignity by providing
them with a necessary toolkit of knowledge, attitudes, and skills. It is a
precondition for exercising fully bodily which requires not only the right
to make choices about one’s body but also the information to make these
choices in a meaningful way. In addition, these studies are based on
human rights principles and advance gender equality and the
empowerment of students.
8
Statement of the Problem
This study aims to analyze the level of awareness regarding the
comprehensive sexuality education of Grade 12 students from
Pangasinan National High School during the school year 2022-2023. The
purpose of this study is to measure the student's general knowledge and
help spread awareness to improve the understanding of students and be
a basis for an intervention program.
Specifically, it seeks to answer the following questions:
1. What is the profile of the respondents in terms of their sex?
2. What is the level of awareness on comprehensive sexuality
education of Grade 12 students?
3. Is there a significant relationship between the level of awareness
on comprehensive sexuality education of Grade 12 students to
their sex?
4. Based on the findings, what programs can be proposed to increase
the knowledge and help spread awareness on comprehensive
sexuality education among Grade 12 students?

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Hypothesis of the Study
From the problem stated the following hypotheses were formulated:
1. Null Hypothesis (𝑯o): There is no significant relationship between
the level of awareness on comprehensive sexuality education of
Grade 12 students to their sex.
Significance of the Study
The study entitled Awareness on the Comprehensive Sexuality
Education of Grade 12 Students: Basis for an Intervention Program aims
to measure the level of sex education awareness of students and improve
their understanding of it. This study will be of great significance to the
following group of people:
Students. This study will help them express their views about sex
education. It will help them understand their knowledge and attitudes
toward it. The findings of this study will also be used to avoid receiving
confusing and false information about relationships and sex.
Teachers. This research will assist teachers in encouraging and
allowing their students to better understand and have positive attitudes
toward sexual and reproductive health and behaviors. They can also
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ensure the information they teach to their students is credible and
evidenced-based, and most importantly, it takes place in a safe space for
their students.
Parents. This research will assist parents in guiding their
children's development toward healthy sexuality as a natural, normal,
and progressive experience throughout their lives. They may assist their
children in developing and practicing appropriate sexual conduct as well
as making personal decisions.
Academic institutions and administrators. Academic
institutions and administrators may use the findings of this study to
promote programs and advocacy that raise sex education awareness
among students and teachers, it will also assist them in increasing
students' and teachers' understanding and attitudes on sexual and
reproductive health and behaviors.
Community. The outcomes of this study may assist the
community in raising awareness among their students about their sex
education awareness and understanding. This might be a resource or
guide for the community in terms of how they can help their
community's students grow in intelligence.

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Future Researchers. The findings of this study will hopefully
provide a useful resource for future researchers undertaking similar or
related research and it may also serve as a reference for a larger study.
Theoretical Framework
The awareness of students on different issues plays a role in their
life, especially in terms of sex education. As such, the researchers must
identify why these students should be aware of sex education. According
to Shriyanshi Chitransh (2020), sex education is a comprehensive set of
knowledge and a process of learning the emotional, physical, and social
aspects of sexuality. Sex education will provide the importance of one's
well-being and health and others, it gives a better understanding and the
protection of rights throughout their lives. Every student should know
that they can decide who can touch them. Puberty brings out dramatic
physical and mental changes in an unprepared child. Sex education
should be mandatory in school. Through sex education, teenagers can be
taught the positive and negative sides of sex. They can learn about
sexually transmitted diseases, teenage unintended pregnancy, and the
emotional effects of sex. It teaches the students how to reduce the risk by
using various methods such as condoms, pills, and hormonal
contraceptives. Teens are alarmed about these things and engage in

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responsible sexual behavior. This study is supported by four (4) theories
namely: Social Learning Theory (SLT), Attribution Theory (AT), Social
Cognitive Theory (SCT), and Theory of Planned Behavior (TPB).
Social Learning Theory
According to Cron and Dahl (2012); Steinberg (2005), “Emerging
brain development research and neuroscience suggests that changes in
rational, affective, and social processing play a critical role in influencing
adolescent behavior.” Sex education is one of the key program and policy
solutions to improve adolescent sexual health outcomes, new efforts are
needed to strengthen its overall impact. The cognitive, hormonal,
emotional, and physical changes that accompany the onset of puberty
and occur throughout the teenage years play a significant role in aspects
of adolescent sexual risk taking. The cognitive, hormonal, emotional, and
physical changes that accompany the onset of puberty and occur
throughout the teenage years play a significant role in aspects of
adolescent sexual risk taking. This theory believes that studying
neuroscience alone is not enough but also to understand the context and
the importance of its contribution to helping develop best practices of
adolescent behavior, which is adequate to have enough awareness about
the attitude, behavioral intentions, adolescents’ sexual knowledge and
ensure the effectiveness and quality of sex education. The relevance of

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this theory about the level of awareness of sex education focused on the
sexual behavior of teenagers; which is the target respondents of this
study. That the sexual behavior of teenagers response on what decisions,
thoughts, feelings and consequences which should be understood as
developmental studies which understanding neuroscience as the
suggested theory for improving awareness as Sexual behavior begins
before puberty, but the advent of puberty brings a greater interest in sex
and greater range of sexual exploration (J.D Baldwin, in Encyclopedia of
Human Behavior, 2012).
Attribution Theory
According to Rojas et al., (2017), “Comprehensive Sexual
Education (CSE) improves trust, self-esteem and the construction of self-
efficacy in the students. Thus, the persons who have received this kind of
education usually delay their first coital experiences, avoid teenage
pregnancies, take voluntary AIDS tests, tend to practice safe sexual
behaviors like the proper use of condoms, and have an attitude of
empowerment that allows them to reflect upon their surroundings, which
promotes gender equality critically.” Comprehensive Sexual Education is
based on human rights, and it aims to empower people to break stigmas
that have culturally oppressed and censored bodily sexual experiences,
reducing it to intercourse, and surrounding it with myths and fears that

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are rarely or never based on the many contributions done by science in
this field. This theory indicates the beliefs and intentions of
Comprehensive Sexuality education to help teenagers and learners to
understand how influential to know the human body and development,
sexual and reproductive health, and culture, gender, and sexuality to
keep safe from violence and unwanted pregnancy. This theory is
connected to our study since the Comprehensive Sexuality Education
attains high quality learning for teenagers which are the Grade 12
students. Achieving high quality sex education for the Grade 12
teenagers results in a high and effective awareness about the sex
education that involves understanding adolescents behaviors.
Social Cognitive Theory (SCT)
Albert Bandura developed Social Cognitive Theory (SCT) in 1991 as
an interpersonal-level theory that highlights the dynamic interplay
between people (personal variables), their behavior, and their settings.
According to this idea, conduct is governed by the ongoing interaction of
personal knowledge, abilities, attitudes, interpersonal connections, and
environmental forces. It posits that learning occurs in a social context
with a dynamic and reciprocal interaction of the person, environment,
and behavior. SCT considers the unique way in which individuals

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acquire and maintain behavior, while also considering the social
environment in which individuals perform the behavior. The theory takes
into account a person's past experiences, which factor into whether
behavioral action will occur. These past experiences influence
reinforcements, expectations, and expectancies, all of which shape
whether a person will engage in a specific behavior and the reasons why
a person engages in that behavior (Wayne, 2022). Most sex education
curriculum focuses on cognitive learning; nevertheless, information alone
will not change behavior. Social cognitive theory which explains human
behavior as a triadic reciprocal relationship between behavior,
environmental factors and personal factors, has found its
applicability in various behaviors for primary prevention such as
smoking cessation programs and problem solving skills. It has also found
its role in secondary prevention programs such as diabetes education
programs and female condom use promotion programs in sexually
transmitted disease clinics. Some of the social cognitive factors
associated with consistent condom use and safer sex intentions in
heterosexual college students have been identified to be higher HIV risk
perceptions, positive attitudes towards condom usage, safer sex
negotiation, higher safer sex perceptions of self-efficacy and fewer
negative outcomes of condom use (Amar et al., 2009). Social cognitive

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theory-based sexuality education programs combine behavioral skill
practice and positive modeling of healthy sexual conduct. Building
abilities through practice and modeling allows pupils to develop self-
efficacy or the belief that they can modify their habits even when faced
with hurdles or barriers. Roleplay is an example of a frequent sexuality
education exercise based on the Social Cognitive Theory in which
participants display and practice using skills to avoid and refuse
pressure to have unprotected sex. More recently, Bandura further
explained that within the interactions and connections between an
individual and the social environment, internal personal factors in the
form of cognitive, affective, and biological events; personal behaviours;
and environmental events all operate as interacting determinants that
impact each other bi-directionally.
This theory's significance and relevance are utilized to analyze
human sexual activities. It will assist participants in learning through
observation, in learning certain habits by studying the people around
them. The personal behavioral component of participants concerns how
individuals behave to certain events and conditions. This hypothesis
demonstrated that comprehensive sexual education was beneficial in
enhancing knowledge, awareness, and comprehension of sexual health
and safe sexual activities. Among these students, self-efficacy is wanted

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by practicing condom usage skills in small steps. Health educators may
easily do this by asking participants to observe situations when they
were successful in changing a poor habit to a positive one, and then
stating that the participants can do the same with sexual behavior
modification. Individual behavior modification programs for teens should
emphasize the use of condoms and a reduction in the number of
partners. They can then adjust and prevent sexually transmitted
infections more readily. This theory emphasizes the critical role of self-
beliefs in human cognition, motivation, and behavior of youths toward
Comprehensive Sexuality Education.
Theory of Planned Behavior (TPB)
Icek Ajzen established the Theory of Planned Behavior (TPB) in an
attempt to predict human behavior (Ajzen, 1991). According to the TPB,
behavioral intention is influenced by attitude toward the behavior,
subjective norm, and perceived behavioral control. In 1980, the Theory of
Reasoned Action (TPB) was developed to forecast an individual's
intention to engage in a behavior at a certain time and place. The
hypothesis was meant to describe all behaviors that humans can exert
self-control over. This theory assumes that behavior can be predicted by
an individual’s intentions to perform a behavior based on their attitudes,
subjective norms toward the behavior, and perception of control over the
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behavior. The Theory of Planned Behavior extends the earlier Theory of
Reasoned Action. Sexuality education curricula that focus on developing
positive attitudes toward healthy sexual behaviors and social acceptance
of these healthy behaviors result in a higher intention to use health-
promoting behaviors. Curricula using the Theory of Planned Behavior
recognize that attitudes are affected by individuals’ beliefs concerning the
possible consequences of an action or behavior while also considering the
importance of the eventual outcome and addressing the development of
these attitudes and beliefs.
This theory claims that an individual's intent to do behavior based
on their attitudes, subjective norms toward the conduct and feeling of
control over the behavior can predict behavior. The Theory of Planned
Behavior builds on the preceding Theory of Reasoned Action. Sexuality
education courses that emphasize the development of good attitudes
toward healthy sexual behaviors as well as societal acceptability of these
healthy behaviors result in a greater intention to adopt health-promoting
behaviors. Curricular based on the Theory of Planned Behavior
acknowledges that attitudes are influenced by individuals' beliefs about
the potential consequences of an action or behavior, while also
considering the significance of the eventual outcome and addressing the
development of these attitudes and beliefs.

19
Furthermore, these curricula incorporate tactics that encourage
adolescents to assess their beliefs about what individuals they deem
significant in their lives think they should do (subjective norms), as well
as their drive to comply with these expectations. The presence or absence
of certain factors informs individuals' decisions about perceived personal
control, making the behavior easier or harder to perform. One example of
a sexuality education activity based on the Theory of Planned Behavior is
to have students brainstorm factors that might negatively impact an
adolescent's decision not to get tested for STDs. The theory was intended
to explain all behaviors over which people can exert self-control to help
youths to better understand the means of Comprehensive Sexuality
Education.
Conceptual Framework
The awareness of students in any matter affects their lives,
particularly in terms of sex education. Sex education will help people
realize the value of their own health and well-being as well as that of
others. It also helps people secure their rights throughout their life.
Therefore, the researchers provide legal bases and specify the reasons
why these students need to have a clear view about comprehensive

20
sexuality education. This study is supported by different legal bases that
will help in the conduct of the study.
DepEd Order No. 31, s. 2018 re: Policy Guidelines on the
Implementation of the Comprehensive Sexuality Education (CSE)
Comprehensive Sexuality Education (CSE) is a rights-based,
scientific, age and developmentally appropriate, and curriculum-based
strategy for teaching and learning about the cognitive, emotional,
physical, and social elements of sexuality. Issues pertaining to the
physical, biological, and emotional realms are all covered by CSE. This
strategy sees and accepts everyone as sexual beings and is interested in
more than just avoiding illness or getting pregnant. CSE programs
should be tailored to the target group's age and stage of development. Its
goal is to provide the students with the values, attitudes, abilities, and
knowledge they need to realize for their health, happiness, and dignity.
The application of CSE also benefits from consultations from school
officials, civil society, parents-teachers associations, and others. It also
imparts life skills to students to aid in the development of critical
thinking in connection to risky sexual behavior related to poor
reproductive health outcomes, and nurture respectful personal and
interpersonal relationships that help them cope with the intricate
modifications in them all through their lives.

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Republic Act No. 10354 "Responsible Parenthood and
Reproductive Health Act of 2012
The Republic Act No. 10354 is about the government
incorporating sex education into the curriculum of public schools for
pupils aged 10 to 19 through the act. This also shows the Philippines
provided financing for health clinics and public schools to offer free or
heavily discounted contraception. The RH Act aims to assist the populace
in making decisions about their reproductive health as a result. It
ensures that the government upholds its commitment to safeguarding
women's reproductive rights.
CSE in the Philippines includes topics such as consent, sexual
violence, contraceptives and others that can educate the students gain
more knowledge about it prevent such as teenage pregnancy, sexual
violence and HIV infections. The bill would also advance access to
reproductive health services like giving free contraceptives and HIV
counseling, further supplementing the goals of the RH Act. Lack of
knowledge about reproductive health is significantly associated with
poverty, especially in regard to overpopulation. Therefore, the RH Act
aims to help the population make informed decisions about their
reproductive health. It provides more
equal access to sex education that connects to the study about the
awareness of the students about comprehensive sexuality education.

22
This also ensures that the students have high knowledge about sex
education that makes them prevent pregnancy at an early age and what
are the possible results of their actions in having a lack of knowledge
about sex education.
Through these concepts, it will help many people, especially
students, as they gain knowledge that will make them be aware of the
advantages of comprehensive sexuality education. Comprehensive
sexuality education involves the process of providing knowledge about
sex, sexuality, and relationships. It aims at sharing information with the
right age groups about the importance and repercussions of sex.
Primarily, this study will also improve their understanding of
comprehensive sexuality education on these concepts. It will give us a
more deeper understanding of this study that it is associated with risks
such as unwanted pregnancies and sexually transmitted diseases. This
will provide them with the values, attitudes, knowledge and abilities they
need to realize for their health, dignity and happiness. In addition,
sexuality education can reduce the possibility of abortions brought about
by unsafe sex, hence yielding to unwanted pregnancies. Therefore, sex
education is the responsibility of the government, schools, parents, and
the churches, which should be conducted starting from the right age.
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INDEPENDENT VARIABLES DEPENDENT VARIABLES
Level of comprehensive
Demographics of the
sexuality education
respondents in terms of
awareness of Grade 12
their sex.
students to their sex.
Figure 1. Conceptual Framework
Figure 1 represents the conceptual framework of the study. It
includes two variables, the independent variable which is the profile of
the respondents of the study, and the dependent variable which is the
level of sex education awareness of Grade 12 students to their profile
variables.
In the conceptual framework, the profile of the participants of the
study pertains to the target population's various characteristics,
particularly the respondents' sex.
Furthermore, the level of sex education awareness of Grade 12
students to their profile variables is the dependent variable. It involves
how aware the students are regarding sex education.

24
INPUT PROCESS OUTPUT
The researcher The researchers

1. Sex of the
will conduct will propose
respondent program of
data analysis
through: activities to
2. The level of
increase the
questionnaires
comprehensive knowledge and
sexuality statistical help spread

treatment awareness on
education
comprehensive
The researchers
awareness of sexuality
will convince the
Grade 12 education among
participants by
grade 12
students. outlining the
students.
benefits and
3. The securing the
significant confidentiality of
their personal
relationship
data. A letter of
between the level confidentiality
of and data privacy

will also be
comprehensive
provided by the
sexuality researchers. The
education participants will

fill out online
awareness of
Google Forms to
Grade 12 respond to the
students to their questionnaires.
sex.
25
Figure 2. Research Paradigm
Figure 2 presents a research paradigm using the Input-Process-
Output (IPO) model. This will make it simpler for the researchers to
design a well-structured, organized research study and have a smooth
flow of conducting the study.
The input frame illustrates the researchers' purpose, which is to
know how the respondents' profile in terms of (sex) affects the level of
awareness of sex education of the participants. The researchers also
want to know how well the suggested activities help students in
increasing their general knowledge about sex education and assess the
effectiveness of the proposed activities.
The process frame outlines the methods for gathering pertinent
and reliable data through the use of online questionnaire surveys and
the application of proper statistical treatment. The responses provided by
the respondents will be used as data in the study.
The output frame presents the researchers’ expected findings
based on the gathered data. It is assumed to be recognized whether there
is a significant relationship between the level of sex education awareness
of Grade 12 students to their sex. The researcher also wanted to know
how aware the students are regarding sex education. Additionally, it is

26
expected to compile information on various ways in increasing the
general knowledge of students about sex education, their impact on
students' awareness, and recommendations for implementation
and best practices to increase awareness of sex education.
Scope and Delimitation
This study will focus on the level of awareness of Pangasinan
National High School Grade 12 Senior High School Students towards
comprehensive sexuality education. This study will specifically focus on
students' awareness levels depending on the knowledge they gain
through reading materials, audiovisual resources, peers, and their
families.
In the academic year 2022-2023, this research will be undertaken
with three hundred eleven (311) Grade 12 students from all strands of
Pangasinan National High School-Senior High. No more other schools
and other grade levels will be included. The major data collection
approach will be questionnaires or surveys through google forms to
measure the respondents' level of awareness.

27
Definition of Terms
The following are the key terms used in the study, which are
operationally defined, to ensure the readers a clear understanding of how
the words are used in the study.
Assessing. It is a way to evaluate the level of awareness of
students regarding sex education. It will serve as a process of collecting
data to better understand the study.
Comprehensive Sexuality Education. It is a style of teaching sex
education based on a curriculum approach that offers students the
attitude, skills, knowledge and values they need to make ethical
decisions about their sexuality.
Intervention Program. It is a program of instructions given to
students to assess their awareness on sexuality education. It is a
treatment method used by the researchers, and used in a variety of ways
to improve the study.

28
Level of awareness. It refers to the knowledge of students
regarding sex education and what they know about sex education.
Sex education. It is how students will understand and have
knowledge about sex education. It will also provide information to the
students in making decisions about sexuality.
STEM Students. people/students who are currently in the Senior
High grade level with the strand of STEM (Science, Technology, and
Engineering Mathematics). They are students from Pangasinan National
High School, specifically Grade 12 students.

29
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of literature and studies that help
the researcher in conceptualization of the different sub- problems raised
in the study.
Related Literature
The following literature were taken from peer-reviewed journals,
books and articles that are related to the present study.
Level of Awareness of Students Regarding Sex Education
Foreign
According to the National Association for the Education of Young
Children (2019), sex education imparts to the young person the
necessary awareness for personal behavior and interpersonal
relationships. Sex education aims to increase people's scientific
understanding of sex-related issues. It expresses those learning
measures that assist growing children in understanding and overcoming
life's challenges. Also, teenagers will benefit from sex education in
schools because they can get the correct knowledge to empower them to
30
make the best decisions possible. According to Collins (2015), the extent
of sexuality education is the information and education about all
sexuality-related issues about sexual orientation, self-image, and fertility
control decision-making, gender preference, sexually transmitted
diseases, birth control options and information on infections. A student
with a high level of awareness on sex education can have a wide
understanding on the different processes regarding the sex behavior and
attitude. It provides instruction on how to develop an understanding of
the social, economic, emotional, mental, and physical human relations'
psychological stages and how they are impacted by sex. To put it another
way, it entails having knowledge and understanding that will help them
make sexual choices that are responsible and informed behaviors
throughout their lives. It was found out that sex education can be a way
of providing information and concepts that will help them in making the
best decision about their sexual attitudes at all stages in their lives.
According to UNAIDS (n.d.), there is no significant difference in
students’ level of awareness of sex education and that students
possessed a low level of awareness of sex education. Regarding the
students' gender and their level of awareness of sex education, the
present study revealed no significant difference between both genders
and their level of awareness of sex education. Thus, male and female
31
students did not differ in their level of awareness of sex education.
Students having a low level of awareness of sex education is not
surprising since most students lack adequate and accurate information
on issues concerning body and sexuality. According to Omale (2015),
students possessed a low level of awareness of sex education and
indicated a no significant difference in the level of awareness of sex
education of students. Students lack appropriate and valuable
information, especially concerning their bodies, self-respect and
sexuality. They are not equipped and well informed with the relevant and
accurate skills and knowledge to make and make responsible decisions
and choices in their sexuality and social lives. Many adolescents have
given in to confide in friends and schoolmates who in most cases,
mislead and give them unknowingly or knowingly inaccurate
information. Also, most of them get and source information from their
peers and social media, which in most cases are incorrect and
inappropriate. It is likely that for these reasons, student’s level of
awareness of sex education was found to be low.
Local
One of the most discussed issues today in the Philippines that
needs attention is the alarming number of young people who engage in
premarital sex which causes early pregnancies, abortion and even

32
acquiring Sexually Transmitted Infections. In the study they believed
that the most effective way to address this issue was through education,
with teachers serving as agents of learning. According to Gulane (2022),
the youth today are becoming much more aware of their sexuality and
their bodies. With an open environment such as social media, the
current generation are letting their curious minds discover their
individuality thus shaping their well-being further. To further
understand this new stage of self-discovery, some schools are offering the
sex education curriculum to facilitate the students, stretching their ideas
to social aspects of their sexuality and to equip them with knowledge,
skills and values that can help them realize their health, dignity and to
ensure their rights of choice (Dorango, 2020). Sex education can also be
a self defense for the students as they know more about it. According to
Brown (2013), sexual education taught by the parents is not only
information about sex, but also a form of self-defense from those who
have bad intentions towards children.
Effectivity of Sex Education on the Knowledge of Students
Foreign
According to UNESCO (2022), approximately 34% of young people
worldwide can illustrate a precise view of HIV prevention and

33
transmission. In some nations, two out of three girls are unaware of what
occurs to them when they start having periods. These are just a few
factors that highlight the immediate need for comprehensive sexuality
education (CSE). In a fully revised International Technical Guidance on
Sexuality Education, published by UNESCO, the organization promotes
the importance of quality CSE in order to advance health and wellbeing,
respect for human rights, gender equality, and the ability of children and
young people to lead healthy, secure, and fruitful lives. The effects of
sexuality education are supported by a large body of research. One of
them claims that the benefits of sexuality education include raising
young people's levels of knowledge and enhancing their perceptions
toward sexual and reproductive wellness and behavior patterns.
Furthermore, teens who receive comprehensive sex education are less
likely to become pregnant than those who only receive abstinence-based
instruction or none at all. Comprehensive sex education includes
messages encouraging abstinence as well as information on
contraception and the prevention of STDs. Furthermore, the frequency of
sex, the number of sexual partners, and the delay of sexual initiation
have all been found to be ineffective by programs that advocate
abstinence as the only option. Programs that combine other content with
a focus on delaying sexual activity are effective.

34
According to UNESCO (2019), effective sexuality education can
provide young people with age-appropriate, culturally relevant and
scientifically accurate information. It includes structured opportunities
for young people to explore their attitudes and values, and to practice the
decision-making and other life skills they will need to be able to make
informed choices about their sexual lives. There should be a climate of
trust fostered between students and that the program should be seen as
fun. Sex education should be implemented in schools due to its many
benefits to teenagers. The implementation of sex education in schools
will provide teenagers with the correct information to enable them to
make the right choices in life. On the other hand, some have claimed
that implementing sex education in schools promotes the risk of sex and
is ineffective. However, based on various research findings, it is shown
that sex education is effective by reducing the rate of teen pregnancy,
providing correct information and also decreasing the number of HIV,
AIDS and STDs cases among teenagers (National Coalition for Sexual
Health, 2019). Hence, sex education encourages healthy teen sexuality.
Young people have the right to lead healthy lives. Providing youth with
honest, age-appropriate sexual health education is a key part in helping
them take personal responsibility for their health and well-being.

35
It is widely accepted that children and young people have the right
to education for sexual health, with these rights being enshrined in the
UN Convention of the Rights of the Child (UNCRC). Sex education can
develop young people’s knowledge and skills to make informed choices
regarding their behavior, and in doing so, limit their risk and
vulnerability to sexual ill-health through factors such as unwanted
pregnancy, unwanted, abusive and exploitative sexual activity, unsafe
abortion and STIs, including HIV. Also knowledge and information
provided through sexual health education is essential if people are to
access their sexual rights and be sexually healthy (World Health
Organization, 2019). The effectiveness of sex education can affect the
minds of the students when it comes in having a sex or premarital sex
that can lead to pregnancy and getting sexually transmitted infection
(Santoso & Siswantara, 2020). The knowledge about the reproductive
health undoubtedly influences the attitude of the students toward
premarital sex.
Synthesis
The National Association for the Education of Young Children
(2019), UNESCO (2019), UNESCO (2022), and The World Health
Organization (2019) aims to increase young people's understanding of
sex-related issues and personal and interpersonal behavior. The

36
UNESCO, in their revised International Technical Guidance on Sexuality
Education, emphasizes the importance of quality CSE to improve health
and well-being, respect for human rights, gender equality, and to
empower children and young people to lead healthy, secure, and fulfilling
lives. Articles have also found that comprehensive sexuality education,
which includes messages encouraging abstinence as well as information
on contraception and STD prevention, is effective in reducing teenage
pregnancy compared to abstinence-only education or no education at all.
Programs that focus on delaying sexual activity are more effective than
those that only advocate for abstinence. The program should be
implemented in schools and foster a climate of trust. Though some argue
that sex education in schools promotes risk taking and is ineffective,
research has shown that it is effective in reducing teen pregnancy,
providing accurate information, and decreasing cases of HIV, AIDS, and
STDs among teenagers. It encourages healthy teenage sexuality and
young people have the right to lead healthy lives, providing them with
honest and age-appropriate sexual health education is key to helping
them take personal responsibility for their health and well-being.
The articles in UNAIDS (n.d), UNESCO (2022), and Omale (2015),
highlights that students have a low level of awareness of sex education
and that there is no significant difference in awareness between male

37
and female students. Many adolescents rely on friends and schoolmates
for information, which can be misleading and inaccurate, and also get
information from peers and social media, which is often incorrect and
inappropriate. This low level of awareness is likely due to the lack of
appropriate and valuable information. approximately 34% of young
people worldwide have a clear understanding of HIV prevention and
transmission, and in some countries, two out of three girls are unaware
of what happens to them when they start menstruating.
In conclusion, the above-mentioned articles, journals, and
publications demonstrate and highlight that sexual education provides
essential benefits to most students where they would be aware
of the important information about sexual education. Comprehensive
sexual reduction programs have also been considered effective in
various studies as a public health strategy to reduce adolescent
pregnancy, sexually transmitted infections and the risk of abortion.
Related Studies
The following studies below were derived from thesis, research
studies and dissertation studies that are relevant to the present study.
38
Level of Awareness of Students Regarding Sex Education
Foreign
According to the research of PI Opara, GK Eke, and PN Tabansi
(2012), sexuality behavior among young people in Nigeria and Sub-
Saharan Africa is significantly changing from what it was previously. A
survey was conducted among 1050 secondary school students who
attended a series of School debates in Port Harcourt Metropolis, ranging
in age from 10 to 20, with 486 males and 564 females in total. The
findings revealed that while 90.5% of respondents had heard of sexuality
education, only 40.1% had discussed relevant topics on the subject. In
addition, 52.8% thought that sexuality education should be provided at
home by both parents. However, only 31.2% received information from
their mothers, while 3.6% received information from their fathers. Only
7.6% stated that the majority of their information comes from their
teachers. Secondary school students are aware of sexuality education
but lack information, according to the findings. Because both parents
and teachers are inadequate in providing such information, they, too,
must be educated on sexuality education alongside the students.
Secondary school students are aware of the topic of sexuality education,
but they lack sufficient information on sexuality issues. Students receive
little information from their parents and teachers. Sexuality Education

39
should be provided to parents, teachers, and students. It is also
necessary to include it in the school curriculum.
According to a study that aims to determine students' perceptions
of the knowledge they receive from learning sex education, students still
don't have enough knowledge about human reproductive health, and
two-thirds of the students believe this is due to a lack of information.
Furthermore, students suggest that more be discussed about
relationships and the potential consequences of unsafe sex. Instructions
and methods for teaching sex education should also be developed so that
students can easily deal with sexuality-related topics (Lindell, 2011).
According to Jonathan Simrin (2015), European countries have the
lowest teen pregnancy rates. Among the countries with the lowest teen
birth rates were Italy, Germany, and Switzerland. Experts point to the
countries' generally progressive approach to sexual education, including
Sweden, France, the Netherlands, Denmark, and Belgium, all of which
reported between 5 and 6 teen births per thousand people. Teachers in
these countries tend to place less emphasis on the dangers of sex.
Instead, the curriculum is designed to teach sex in a normal, healthy,
and positive manner.

40
According to the Ontario Institute of Studies in Education (2011),
teenagers are the focus of most sex education research because they are
the ones who need complete and accurate information about sexual
activities. According to a study, about 43% of Canadian teenagers have
had sexual intercourse at least once, and 8% have engaged in it before
the age of 15. This suggests that those who receive sex education have a
lower risk of pregnancy than those who participate in an abstinence-only
program. There are numerous approaches to teaching sex education to
teenagers. It can be taught at home, where teens are guided by their
parents and can speak openly and comfortably. Role-playing in school
can also be an effective strategy.
Local
According to the study of Ferrer, K. M et al. (2014) the students in
Parañaque City and Maragondon Cavite Students have different sexual
knowledge, practices and attitudes towards sex education, the students
also have different sources of sex information. The top three sources of
sex information for both urban and rural groups of high school students
in Parañaque City and Maragondon Cavite were:internet, parents and
friends wherein they get the information about sex that make them
aware about sexual intercourse that leads them in teenage pregnancy
and abortion,kissing or touching private parts and also about

41
contraceptives that they are using according to the questionnaire that
they used to make their eighty five high school students answer the
questions about sexual education awareness. The question results that
the majority of them have adequate knowledge about puberty,
masturbation, intercourse, contraception and sexually transmitted
diseases.
Effectivity of Sex Education on the Knowledge of Students
Foreign
According to Chanonya et al. (2020), after completing the learning
units, participants' sex education knowledge improved significantly (p
0.01). Students were also pleased with the media, activities, and
discussions that took place during these sex education classes. The
learning units developed improved students' sexual attitudes and
awareness. The qualitative observation data confirmed that the teachers
delivered the sex education program as planned and on time. Overall, the
students focused on the learning activities. The one exception was the
post-test for Lesson 1 at School A. Instead of taking the post-test
immediately following the morning class, it was moved to the afternoon
session and after students returned from sports outside. This difference
in post-testing protocol could explain why this session yielded no

42
significant results. The qualitative analysis confirms that students'
awareness and attitudes have improved. During focus group interviews,
students stated that regular school sex education classes were boring
because they were taught from a book. They also stated that they were
having difficulty applying what they had learned in class to their daily
lives. They only saw it as information that needed to be memorized in
order to pass a test. In contrast, class observations revealed that active
learning elements aided in piquing students' interest. After-lesson
interviews confirmed that students understood the central concept for
each lesson, and follow-up questions revealed that students were better
able to absorb what was learned and relate it to their own life experience.
The scenarios presented in lesson 1 enabled them to consider the
consequences of rash decisions. They devised various strategies to avoid
putting themselves in a situation that would result in unsafe sex and
possibly pregnancy, both of which would be detrimental to their health
and future prospects. Lesson 2 increased their understanding of the
significance of safe sex. Lesson 3 activities increase students' awareness
of pregnancy issues, particularly among male students.
The lesson plans were successful in assisting students in
developing an understanding, attitude, and awareness of sexuality. This
was validated both quantitatively and qualitatively. The students were

43
piqued by the learning activities and materials, particularly the video
clips and motion graphics. During these active learning sessions, all
students expressed interest, enjoyment, and enthusiasm in learning
about sex. The teachers were pleased with the effectiveness of the new
class activities, and they all expressed a desire to use the modules in
future sex education classes.
According to Sudha, et al. (n.d.), adolescence is the second decade
of life, marking the transition from childhood to adulthood. These are the
formative years when a maximum amount of physical, psychological and
behavioral changes takes place. A study was undertaken to evaluate the
effectiveness of PTP on knowledge of sex education among adolescent
girls was the main objective of the present study. The results revealed
that, majority of the girls 25 (38.46%) belonged to an age group of 17
years while minimum 5 (7.69%) belonged to a age group of 19 years.
Majority girls 34 (52.30%) belonged to PUC II year. Majority of girls
51(78.46%) belonged to Hindu religion and majority girls mothers
educational status 27 (41.53%) was secondary school where majority of
girls father educational status 21(41.53%) was graduation. Most of the
mothers 42 (64.6%) were working and majority of the girls 36 (55.38%)
and 37 (56.92%) belonged to nuclear family and rural areas. Majority of
girls 61(93.4%) were unmarried and 27 (41.53%) gained information from

44
the internet and 28 (43.07%) family income was 4001 to 6000. In pretest
majority of the girls 40 (61.53%) had average knowledge, 14 (21.53%)
had good knowledge, and 11(16.92%) had poor knowledge, whereas in
post-test 62 (95.38%) of girls had good knowledge and 3 (4.61%) had
average knowledge. The calculated paired 't' value (t = 26.38) is greater
than the tabulated 't' value (t = 1.960). There was an evident increase in
the knowledge scores in all the areas included in the study after
administration of PTP. Thus, it was proved that PTP was effective
teaching method for creating awareness on importance of sex education
and STI, STD and HIV/AIDS transmission and focusing the reproductive
health hazards like preventing sexual violence among youths.
According to Gosser et al. (2014), because current sex education
courses are ineffective and there is limited data on their effectiveness in
relation to actual behavior changes, new courses must be developed and
quantitatively evaluated. Character, Relationships, and Education
(C.A.R.E),' designed by The Women's Resource Center, was evaluated.
The effectiveness of the program was determined by comparing students'
responses to questions about their sexual thoughts and behaviors before
and after the sexual education program. The results show that this
program was a huge success. This sexual education course was effective
based on the results of the pre- and post-tests between students' views
45
and actual behaviors. Students' attitudes toward sexual intercourse
shifted at some point during their participation in the C.A.R.E. program.
This study was also one of the first to show that students' actual sexual
activity behaviors, rather than just their perceptions of sexual activity,
changed after participating in the program. When compared to CDC
statistics, the percentage of teens in Hancock County, Ohio after the
program was lower than the national average for the same year. When
separated by school year, the percentage of high school students in
Hancock County, Ohio who reported having sex was lower than the
national percentages in most cases, with the only class that deviated
from this trend being 11th grade students. Although these findings
indicate that sexual education courses that include abstinence
information as well as comprehensive information based on
developmental age and goal-orientation are effective in reducing
unhealthy views about sexual behaviors as well as actual behaviors, they
should be interpreted with caution. The study had limitations that
should be considered in future research. High school students in this
county only had to take the C.A.R.E. program course once. Both
comprehensive and abstinence programs have been studied in the past,
but unique programs, such as the C.A.R.E. the program, whose
curriculum is based on theory and research and focuses on a variety of
factors such as aspects of the adolescents' character and goal-building in

46
addition to using abstinence and comprehensive sexual education
information, have not been widely implemented and adequately analyzed.
The success of the C.A.R.E. The program should serve as a model for
future courses, highlighting the importance of implementing similar
programs in other parts of the country.
Local
According to Yuko Tanaka et al. (2020), school nurses should
provide relevant sexual health education and quality health services to
students. To promote health, this study examines how SN is currently
providing sexual health education in the city of Muntinlupa. It also aims
to better understand the challenges of school health in the Philippines.
SN lacks understanding of mental health and sex education. The
Philippines has an increasing incidence of teenage pregnancy and
sexually transmitted infections. This is due in part to low levels of sex
education and unsafe sex practices in the population. Health workers
may need to conduct sex education campaigns to reduce STIs and
teenage pregnancies among young people in the Philippines. Since 2001,
the Muntinlupa City Health Center has been addressing adolescent
health issues under the Philippine Department of Health’s Adolescent
and Adolescent Health Program. Since 2017, the health center has also
initiated a peer education program for neighborhood youth on HIV/AIDS

47
and her teenage pregnancy. School nurses, alongside health centers,
trainers and teachers, should play an important role in promoting the
health of Filipino students. SNs are specialized medical professionals
who provide public health services and health education to promote
student well-being, academic achievement, and lifelong achievement.
However, social media plays an important role in providing health
information to school students and helping them avoid sexually
transmitted diseases and teenage pregnancies. The Philippines has not
sufficiently researched and researched the nursing profession in school
settings to improve the health of the younger generation. As a result, this
study addresses common health issues faced by undergraduates and the
circumstances and challenges that affect sexual health education in SNs
in the Philippines today. Health services provided by SN are used by
several students suffering from various health problems. The Philippines’
existing sex education system is inadequate to deal with the increase in
teenage pregnancies and STDs among high school students. To address
this issue, SNs need to play an important role as health educators in
both school nursing and public health.
Synthesis
According to PI Opara, GK Eke, and PN Tabansi (2012), and Lindell
(2011), stated that students lack sufficient information on sexuality

48
issues and that both parents and teachers should also be educated on
the subject and included in the school curriculum. They suggest more
discussion on relationships and consequences of unsafe sex.
Instructions and methods for teaching sex education should be
developed to help students easily understand sexuality-related topics.
According to Chanonya et al. (2020), after completing the learning
units, students' sex education knowledge improved significantly,
students were pleased with the media, activities and discussion that took
place, and the learning units developed improved students' sexual
attitudes and awareness. The qualitative observation data confirmed that
the teachers delivered the sex education program as planned and on
time. However, the students found regular school sex education classes
boring, because they were taught from a book. The active learning
elements helped in piquing students' interest and helped them better
understand the central concept for each lesson and relate it to their own
life experience. Also, the lesson plans were successful in assisting
students in developing an understanding, attitude, and awareness of
sexuality. This was validated both quantitatively and qualitatively. The
students were piqued by the learning activities and materials,
particularly the video clips and motion graphics. During these active
learning sessions, all students expressed interest, enjoyment, and

49
enthusiasm in learning about sex. The teachers were pleased with the
effectiveness of the new class activities, and they all expressed a desire to
use the modules in future sex education classes.
The study of Sudha, et al. (n.d.), and Gosser et al. (2014),
highlighted that current sex education courses are ineffective, and new
courses such as 'Character, Relationships, and Education (C.A.R.E)'
must be developed and quantitatively evaluated. The program was
evaluated by comparing students' responses to questions about their
sexual thoughts and behaviors before and after the sexual education
program. The results show that this program was a huge success in
changing student's actual sexual activity behaviors and reducing
unhealthy views about sexual behaviors. However, the study has
limitations and should be interpreted with caution and future research
should consider the unique curriculum of C.A.R.E. program that focuses
on various factors such as aspects of the adolescents' character and
goal-building in addition to using abstinence and comprehensive sexual
education information.
Moreover, the European countries have the lowest teen pregnancy
rates with progressive sexual education and teachers emphasizing on
teaching sex in a normal, healthy, and positive manner. Sex education is
linked to lower risk of pregnancy than abstinence-only programs.

50
Different approaches can be used such as teaching at home with parents
or role-playing in school. Teenagers are the focus of most sex education
because they need complete and accurate information (Jonathan Simrin
(2015), and Ontario Institute of Studies in Education (2011).
According to Yuko Tanaka et al. (2020), students should receive
high-quality healthcare services and pertinent sexual health education
from school nurses. Sexually transmitted infections and teenage
pregnancies are both on the rise in the Philippines. This is partly a result
of the population's unsafe sex habits and low levels of sex education. To
lower STIs and teen pregnancies among Filipino youth, health
professionals may need to organize sex education campaigns. The
nursing profession in school settings has not been sufficiently studied in
the Philippines to improve the health of the younger generation. As a
result, this study addresses the typical health problems that college
students deal with as well as the current environment and difficulties
that affect sexual health education in SNs in the Philippines.
It can be concluded that the above-mentioned studies demonstrate
and highlight that sexuality education is effective by reducing the rate of
teen pregnancy, providing correct information and also decreasing the
number of HIV/AIDS and STDs among teenagers. It can inform theories
of change and intervention development for such programmes in the

51
Philippines where things are still progressing when it comes to
comprehensive sexuality education.

52
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research design, sources of data,
instrumentation and data collection, and tools for data analysis to treat
the different sub-problem in the study. It includes the research design,
the locale and respondents of the study, the data-gathering tools, and
the statistical treatment of data.
Research Design
This study is a quantitative method since the research question
the researchers seek to answer leads to the collection and statistical
analysis of numerical data. The researchers will use a mix of descriptive
and correlational research methods. Descriptive-correlational research is
designed to describe the variables and the relationships that occur
naturally between and among them. This is a non-experimental research
method, where a researcher evaluates two variables, analyzes the
statistical relationship between them, and makes conclusions without
the help of any additional factors.
Specifically, the researchers aim to describe and correlate the
relationship between the Level of Awareness on Comprehensive Sexuality
Education of Grade 12 Students to their sex in the Academic Year 2022-
2023 through a survey.

53
According to Quaranta (2017), descriptive-correlational research
design focuses on gathering data without attempting to demonstrate a
causal relationship and is mainly focused in describing relationships
between variables. This research design also does not include
experimentation as the study will be based on the respondents and their
answers from the survey which will be conducted by the researchers
(Price, et. al, 2013).
Population and Sample
In this study, the researchers chose the Grade 12 students of
Pangasinan National High School who are currently studying for the
School Year 2022-2023 as their respondents. The total sample in this
study that will participate in the survey will be three hundred eleven
(311) students and will be serving as representatives for their respective
strands, namely: ABM, GAS, HE, HUMSS, IA, ICT, and STEM. Forty five
(45) students from the ABM, STEM and HUMSS strand while the
remaining forty four (44) students will be in the GAS, HE, IA, and ICT
strands. The researchers will use purposive sampling as a sampling
technique for approximate query processing. This method falls under
non-probability sampling techniques where researchers select the
participants according to the criteria or purpose they will set.

54
Specifically, the respondents were chosen according to the researchers'
criteria wherein the respondents should possess rational observation and
concrete judgement.
Slovin's formula is used to calculate the sample size (n) given the
population size (N) and a margin of error (e), allowing a researcher to
sample the population with the requisite precision. It tells the researcher
how large the sample size should be in order for them to achieve
N
accurate results. Following Slovin's method: n= while using a 5%
1+ Ne ²
margin of error, the sample size is calculated.
A. Let:
n = 311 Grade 12 Students (sample size)
N = 1387 Grade 12 Students (population size)
e = 5% or 0.05 (margin of error)
B. Slovin’s Formula
N
n=
1+ Ne ²
1387
n=
1+1387 (0.05)²
n = 310.48 = 311 students

55
C. Respondent Sample Size
RPS
RSS= xn
N
245
STEM= x 311=¿ 54.93
1387
217
ABM= x 311=¿ 48.65
1387
113
GAS= x 311=¿ 25.33
1387
472
HUMSS= x 311=¿ 105.83
1387
163
HE= x 311=¿ 36.54
1387
122
ICT = x 311=¿ 27.35
1387
55
IA= x 311=¿ 12.33
1387
Table 1. Population and Sample Size
Strands Population Size Sample Size
STEM 245 55
ABM 217 49
GAS 113 25
HUMSS 472 106
HE 163 37
ICT 122 27
IA 55 12
56
Total: N = 1387 n = 311
Instrumentation
The instruments utilized by the researchers for gathering data in
this study are close-ended questionnaires. Questionnaire is the
commonly used instrument in gathering data. The questionnaire consists
of two sections: the first part would ask the background information of
the respondents, specifically, their sex. The second part would be the test
they would take to measure their level of awareness on comprehensive
sexuality education. The questions, which can be answered using a
Likert scale, will be centered on addressing the statement of the problem.
The data gathering tool would be set up using a scale from one to five,
where (5) very much aware, (4) for much aware, (3) for aware, (2) for less
aware, and (1) stands for not aware. Twenty (20) closed-ended questions
are included from DepEd Order No. 31, Series 2018 (DO 31), which
assesses students' comprehensive sexuality education knowledge,
practices, and attitudes. The students will choose their answers based on
the options in order to learn their ideas and perspectives regarding their
awareness on comprehensive sexuality education. This will ensure
accurate data analysis based on pertinent data by uniform questioning
across all participants and the use of a standardized scoring system.
Students from Pangasinan National High School-Senior High School who

57
are qualified for this study will be selected by the researchers from grade
12.
Data Gathering Procedure
After the research instrument has been approved, the researchers
will formally ask the Pangasinan National High School principal and the
research project teachers for permission to conduct the study.
Participants will also receive a letter of agreement, which they must read
and sign in order to avoid any risk associated with the survey and the
intended usage of the information.
The sampling units are chosen by the researcher using a stratified
sampling method that takes into account their shared characteristics.
The survey will be conducted by the researchers using Google Forms and
will include twenty (20) structured questionnaires that will be distributed
to the three hundred eleven (311) participants who were selected for the
study and will be serving as representatives for their respective strands.
This platform was chosen because the researcher wanted to save money
and lessen the usage of paper. After collecting the responses, the
researchers will carefully analyze and examine the information using
statistical methods.
Statistical Treatment of Data

58
The researchers will statistically analyze the data after collecting it
from the participant's responses to their online surveys and
questionnaires. The following statistical procedures have been applied to
the data to aid in analysis.
To determine the profile variables of the respondents, frequency
counts and percentage were drawn out.
For question number 2, regarding the level of awareness on the
Comprehensive Sexuality Education of grade 12 students, the
researchers employed weighted mean (WM).
For question number 3, in order to identify the correlation between
the sex and the level of awareness on Comprehensive Sexuality
Education of grade 12 students, Spearman's Rank-Order Correlation or
Spearman's Rho was used.
A. Simple Percentage. The relative frequency of survey results and
other data are transmitted through it. The frequency is multiplied
by 100%, and the result is divided by the total number of answers.
F (100%)
P=¿
N
Where:
P = percentage
F = frequency for each category

59
N = total number of respondents
B. Weighted Mean. The relevance of each observation is determined
by averaging the individual values that are assigned weights. The
formula is as follows:
Σ FW
WM=
N
Where:
WM = weighted mean
Σ = summation symbol
F = frequency for each option
W = assigned weight
N = total number of frequencies
C. Spearman's Rank-Order Correlation or Spearman's Rho. It is a
non-parametric statistical tool used to assess how strongly two
variables are correlated (Statistics Laerd). The formula would be:
6 Σ d 2i
ρ=1 – n(n 2−1)
Where:
ρ = Spearman's rank correlation coefficient

60
d i = Difference between the two ranks of each observation
n = number of observations
Table 2. Spearman’s Rho Interpretation Table
Size of Correlation Interpretation
±0.9 to ±1.0 Very High Positive/Negative Correlation
±0.7 to ±0.9 High Positive/Negative Correlation
±0.5 to ±0.7 Moderate Positive/Negative Correlation
±0.3 to ±0.5 Low Positive/Negative Correlation
0 to ±0.3 Negligible Correlation

61
CHAPTER 4
RESULTS AND DISCUSSION
Need intro here
Table 1
Sex of the Grade 12 Students
Sex Frequency (F) Percentage (%)
Male 60 50%
Female 60 50%
TOTAL 120 100%
Table 1 provides information on the sex of the respondents in the
study. The researchers employed a purposive sampling technique, which
is a non-random sampling method that involves selecting participants
based on predetermined criteria that are relevant to the research
question. In this case, the researchers predetermined the number of
male and female participants to ensure a balanced representation of both
sexes in the study sample. The use of purposive sampling in this manner
can enhance the validity of the study results by minimizing potential
biases that could arise from unbalanced sex ratios in the sample.
The table reveals the sex of the respondents. It shows that the
respondents of the study are 60 or 50% male and 60 or 50% female and
having a fair number of respondents in the study will show how their sex
correlates in their awareness in comprehensive sexuality education.

62
Level of Awareness on Comprehensive Sexuality Education
To have deeper analysis regarding the level of awareness regarding
the comprehensive sexuality education of Grade 12 students from
Pangasinan National High School during the school year 2022-2023,
qualifying statements or indicators were identified based on the
observation and verifiable experience by respondents. The rating scales
of 4.21 - 5.00 for Very Much Aware (VMA), 3.41 - 4.20 for Much Aware
(MA), 2.61 - 3.40 for Aware (A), 1.81 - 2.60 for Less Aware (LA), and 1.00
- 1.80 and Not Aware (NA) were utilized as bases. The data on the said
variable were gathered, interpreted, and analyzed. These were presented
in the succeeding tables.
Table 2
Level of Awareness on Comprehensive Sexuality Education
Statements WM Description
1. Comprehensive sexuality education 4.08 Much Aware

promotes healthy and responsible
sexual and social behaviour.
2. Comprehensive sexuality education is 4.21 Very Much Aware

helpful towards preventing teenage
pregnancy among the youth.
3. Comprehensive sexuality education 4.33 Very Much Aware

can help prevent sexual violence.
63

improves my understanding of my
well-being and dignity.

helps to make important decisions
about sexual behaviour.
6. I am aware that once a sperm enters 4.10 Much Aware

your vagina, there is a chance of
pregnancy.
7. I am fully aware that there could be 4.26 Very Much Aware

many ways to intercourse.
8. I am aware of sex, what’s normal and 4.30 Very Much Aware

what’s not, what’s right and what’s
wrong.
9. I am knowledgeable about the 4.31 Very Much Aware

possible outcomes of having sex.

different topics like relationships,
decision making, gender identity, body
image, birth control, and sexually
transmitted infections (STIs).
11. I am able to communicate and 4.03 Much Aware

make informed decisions regarding
sex and my sexual health.
12. I know that having sex may cause 4.19 Much Aware
me to have STDs or get pregnant.
13. I understand various topics 4.17 Much Aware

regarding safe sex, plans B or
contraceptive pills, but I also know
when it is appropriate to act and
when it is not.
14. I keep a proper hygiene routine. 4.42 Very Much Aware
15. I feel comfortable discussing 3.98 Much Aware

64
matters of sex education and

reproduction.
16. I don't find it difficult talking about 4.02 Much Aware

any sexual topics that can expand my
knowledge and open my mind.
17. I think sex education is interesting 4.09 Much Aware

to learn.
18. I have a right to say no to sex. 4.20 Much Aware
19. Teaching students about sex does 4.21 Very Much Aware
not encourage them to have sex.
20. Lack of sex education will lead to 4.19 Much Aware

early sexual debut.
AVERAGE WEIGHTED MEAN 4.19 Much Aware
Table 2 mirrors the level of awareness on comprehensive sexuality
education of grade 12 students. It could be gleaned on the table that
comprehensive sexuality education improves the students’
understanding of their well-being and dignity (4.39), can help prevent
sexual violence (4.33), the students’ knowledge about the possible
outcomes of having sex (4.31), the students’ awareness on what’s normal
and what’s not, what’s right and what’s wrong (4.30). However, students
are less comfortable in discussing matters of sex education and
reproduction (3.98). They find it less easy talking about any sexual topics
that can expand their knowledge and open their minds (4.02), and are
unable to easily communicate and make informed decisions regarding

65
sex and their sexual health (4.03), also they find it less interesting to
learn about sex education (4.09). Overall, students are much aware of
the comprehensive sexuality education strengthened with the average
weighted mean of 4.19.
On the study conducted by UNESCO (2023), entitled
“Comprehensive sexuality education: For healthy, informed and
empowered learners” aimed to equip children and young people with
knowledge, skills, attitudes and values that empowers them to realise
their health, well-being and dignity; develop respectful social and sexual
relationships; consider how their choices affect their own well-being and
that of others; and understand and ensure the protection of their rights
throughout their lives. The findings indicated that with CSE, young
people learn to treat each other with respect and dignity from an early
age and gain skills for better decision making, communications, and
critical analysis. They learn they can talk to an adult they trust when
they are confused about their bodies, relationships and values. They
learn to think about what is right and safe for them and how to avoid
coercion, sexually transmitted infections including HIV, and early and
unintended pregnancy, and where to go for help. They learn to identify
what violence against children and women looks like, including sexual
violence, and to understand injustice based on gender. They learn to
uphold universal values of equality, love and kindness.

66
The significance of comprehensive sexuality education in
empowering students with knowledge about human anatomy,
reproductive health, contraception, sexually transmitted infections,
consent, healthy relationships, gender identity, and sexual orientation
(UNESCO, n.d.). The organisation advocates for age-appropriate,
evidence-based, non-judgmental, and inclusive approaches to
comprehensive sexuality education. Assessing the level of awareness
among students regarding comprehensive sexuality education is crucial
for determining the effectiveness of current educational programs and
identifying areas that require improvement. Studies, surveys, and
assessments are often conducted to evaluate students' knowledge,
attitudes, and behaviours related to sexual and reproductive health.
These assessments provide insights into students' understanding
of key concepts, their ability to make informed decisions, and their
attitudes towards various aspects of sexuality education. This
information aids in the customization of educational programs to meet
students' specific needs and address any knowledge gaps or
misconceptions. Promoting awareness of comprehensive sexuality
education among students necessitates collaboration between schools,
communities, parents, and relevant organisations. Open discussions,
providing accurate and evidence-based information, and creating safe

67
and supportive environments are essential components of effective
sexuality education
According to Rahmani et al. (2018), students find it difficult to talk
about sex because adults may believe that providing sex education will
encourage sexual activity among adolescents. There is concern that sex
education will be viewed as a motivation for sexual awareness, which
could have negative consequences. Iranian women reported that
participants linked the language of modesty to the lack of sexual self-
efficacy, powerlessness in decision-making, and increasing sexual health
problems, due to the fact that they did not feel free to talk about sex
openly. Furthermore, due to the taboo nature of discussing sex in
Iranian tradition, sexuality is considered a sensitive topic, and some
people believe that young unmarried people do not need sex education
before marriage (Farahani, 2011). This cultural perspective contributes
to the reluctance to openly discuss sexual topics. Some students felt
embarrassed to know about the reproductive health of another gender. In
fact, this should not be a shame. Both genders should have a better
understanding of reproductive health knowledge, which is beneficial to
both (Dong et al., 2022). Perhaps in such cases, it is necessary to
reassure people that the goal of sex education is not to change cultural
values, but rather to benefit young people and society as a whole by
preventing some disadvantages, such as tainting modesty or initiating

68
premarital sexual relationships. Participants believed that if sex
education was provided, the sensitivity surrounding sexuality would
decline and people could speak openly about it.
Students reported feeling uncomfortable having their own teachers
teach them about sex in the study conducted by Pound et al. (2016) due
to blurred boundaries and a lack of anonymity. Clearly, the effectiveness
of school-based Sex and Relationship Education (SRE) is primarily
dependent on teachers. Students perceived their teachers as
embarrassed and under-trained in this area, which hampered SRE's
effectiveness. It can be difficult to "...discuss sex, particularly when the
discussion is led by untrained teachers who are not given adequate help
to deliver the material, and who may as a result be uncomfortable talking
about it" (London School of Hygiene Tropical Medicine, 2018). These
issues are attributed to two major causes. Sex education curriculum was
frequently taught in a manner similar to other academic subjects,
ignoring the emotional and unique aspects of sexuality. This approach
may fail to address the students' complex psychosocial aspects of
sexuality. Second, there is a reluctance to accept that some adolescents
engage in sexual activity. This creates a gap between what is taught in
sex education and the realities that students are confronted with. It is
critical for sex education to address students' actual experiences and
needs. A comprehensive and student-centred approach to sex education

69
can provide young people with the knowledge, skills, and attitudes they
need to engage in healthy and responsible sexual behaviours.
Table 3: Overall Male Respondents

promotes healthy and responsible
sexual and social behaviour.
2. Comprehensive sexuality education 4.10 Much aware

is helpful towards preventing
teenage pregnancy among the
youth.

can help prevent sexual violence.

improves my understanding of my
well-being and dignity.

helps to make important decisions
about sexual behaviour.
6. I am aware that once a sperm 4.14 Much Aware

enters your vagina, there is a
chance of pregnancy.
7. I am fully aware that there could be 4.09 Much aware

8. I am aware of sex, what’s normal 4.17 Much aware

and what’s not, what’s right and
what’s wrong.

possible outcomes of having sex.
70

decision making, gender identity,
body image, birth control, and
sexually transmitted infections
(STIs).
11. I am able to communicate 4.02 Much Aware

and make informed decisions
regarding sex and my sexual health.
12. I know that having sex may 4.00 Much Aware

cause me to have STDs or get
pregnant.
13. I understand various topics 4.25 Very much aware

contraceptive pills, but I also know
when it is appropriate to act and
when it is not.
14. I keep a proper hygiene 4.26 Very Much Aware

routine.

reproduction.
16. I don't find it difficult talking 4.01 Much Aware

about any sexual topics that can
expand my knowledge and open my
mind.
17. I think sex education is 4.02 Much Aware

interesting to learn.
18. I have a right to say no to sex. 4.17 Much Aware
19. Teaching students about sex 4.05 Much Aware

does not encourage them to have
sex.
20. Lack of sex education will 4.08 Much Aware

lead to early sexual debut.
71
AVERAGE WEIGHTED MEAN 4.13 Much Aware
Table 4 presents the level of awareness on comprehensive sexuality
education of grade 12 male students. It could be gleaned on the table
that comprehensive sexuality education improves the students’
knowledge about the possible outcomes of having sex (4.35), the
students’ understanding of their well-being and dignity (4.32), can help
prevent sexual violence (4.29), keep a proper hygiene routine (4.26).
However, students are less comfortable in discussing matters of sex
education and reproduction (3.98). They know that having sex may cause
them to have STDs or get pregnant. (4.00), the students find it less easy
talking about any sexual topics that can expand their knowledge and
open their minds (4.01), and are unable to easily communicate and make
informed decisions regarding sex and their sexual health (4.02), also they
find it less interesting to learn about sex education (4.02). Overall, the
male students are much aware of the comprehensive sexuality education
strengthened with the average weighted mean of 4.13.
On the study conducted by Gelehkolaee et al. (2021), entitled
“Stakeholders’ perspectives of comprehensive sexuality education in
Iranian male adolescents” aimed to investigate the viewpoints and
preferred interventions of stakeholders in Iran regarding comprehensive

72
sexuality education for male adolescents, utilizing the IMB (information,
motivation, behavioral skills) model. The findings indicated that
establishing accurate perspectives and a clear definition of
comprehensive sexuality education is crucial, necessitating collaboration
among stakeholders. These results highlight the need for culture-specific
educational programs that address policymakers and educators, focusing
on the sexual health of male adolescents. Consequently, dedicating more
resources to the socialization of adolescent sexuality can contribute to
advancing their sexual and reproductive health as well as their rights.
Despite a considerable body of research exploring the preferences
of young individuals regarding the content and delivery of sex and
relationships education (SRE), studies consistently indicate
dissatisfaction with current instructional methods. This discourse takes
place within the framework of public health, where young people's sexual
activity is often perceived as a health risk, and the emphasis is placed on
preventing unwanted pregnancies and sexually transmitted infections.
This risk-focused approach clashes with cultural portrayals of sexuality,
particularly male sexuality, which emphasize pleasure and risk-taking.
To delve into this issue further, the researchers conducted four focus
groups involving a total of 20 boys and conducted interviews with
workshop providers and a school guidance teacher. The boys valued
having men from outside school talking to them about sex and
73
relationships in ways that made them feel respected. They were keen to
learn more about relationships, highlighting the need to focus on how
SRE is delivered to young working class men (Brown et al., 2020).
The research by Abdullah Beyhan and Ayşe Ergün (2022) reveals
the insufficient sexual knowledge among male university students,
emphasizing the necessity for comprehensive education facilitated by
qualified specialists. The students expressed a preference for separate,
small-group education for men and women. The study also highlights the
influence of friends, religious beliefs, and cultural values on sexual
knowledge and behavior. Thus, the research concludes that male
university students require comprehensive, socio-cultural norms-
sensitive sexual education to address their knowledge gaps effectively
and promote healthy sexual behavior.
Table 4: Overall Female Respondents

promotes healthy and responsible sexual
and social behaviour.
2. Comprehensive sexuality education is 4.31 Very Much Aware

helpful towards preventing teenage
3. Comprehensive sexuality education can 4.37 Very Much Aware

help prevent sexual violence.
74

improves my understanding of my well-
being and dignity.
5. Comprehensive sexuality education helps 4.17 Much Aware

to make important decisions about
sexual behaviour.
6. I am aware that once a sperm enters 4.05 Much Aware

your vagina, there is a chance of
pregnancy.
7. I am fully aware that there could be 4.43 Very Much Aware

8. I am aware of sex, what’s normal and 4.43 Very Much Aware

what’s not, what’s right and what’s
wrong.
9. I am knowledgeable about the possible 4.27 Very Much Aware

outcomes of having sex.

decision making, gender identity, body
image, birth control, and sexually
transmitted infections (STIs).
11. I am able to communicate and 4.03 Much Aware

make informed decisions regarding sex
and my sexual health.
12. I know that having sex may cause 4.37 Very Much Aware
me to have STDs or get pregnant.
13. I understand various topics 4.08 Much Aware

contraceptive pills, but I also know when
it is appropriate to act and when it is not.
14. I keep a proper hygiene routine. 4.58 Very Much Aware

75
reproduction.
16. I don't find it difficult talking about 4.02 Much Aware

any sexual topics that can expand my
knowledge and open my mind.
17. I think sex education is interesting 4.15 Much Aware

to learn.
18. I have a right to say no to sex. 4.23 Very Much Aware
19. Teaching students about sex does 4.37 Very Much Aware
not encourage them to have sex.
20. Lack of sex education will lead to 4.30 Very Much Aware
early sexual debut.
AVERAGE WEIGHTED MEAN 4.25 Very Much Aware
Table 4 presents the overall female respondents that relates to their
level of awareness on comprehensive sexuality education. Based on the
responses provided, it can be interpreted that the individual is very much
aware (4.21 to 4.58) about comprehensive sexuality education and its
benefits. They believe that comprehensive sexuality education promotes
healthy and responsible sexual and social behavior, helps prevent
teenage pregnancy, and can contribute to preventing sexual violence that
has a weighed mean ranging from 4.05 to 4.37. The individual feels that
such education improves their understanding of well-being, dignity, and
helps them make important decisions about sexual behavior with a 4.17
to 4.45 weighted mean. They are also very much aware of the potential
outcomes and risks associated with sexual activity, including the

76
possibility of pregnancy and sexually transmitted infections, various
forms of intercourse, and what is right or wrong which have 4.05 to 4.43
weighted mean. The individual emphasizes the importance of effective
communication and informed decision-making (4.03 to 4.27) in regards
to sexual health. They are also aware of the importance of maintaining
proper hygiene and feel comfortable discussing matters related to sex
education and reproduction that have 4.03 to 4.58 weighted mean.
Moreover, the highest weighted mean has 4.58 in which they are very
much aware that they keep proper hygiene routine, while the lowest
weighted mean is 4.02 in which they are much aware that they don't find
difficulty talking about sexual topics. Overall, the female students are
very much aware of the comprehensive sexuality education strengthened
with the average weighted mean of 4.25.
According to Lyu et al.(2020), female students are significantly more
conservative in sexual attitudes and sexual behaviors. That explains that
female students are very much aware of the potential outcomes and risks
associated with sexual activity, including the possibility of pregnancy
and sexually transmitted infections, various forms of intercourse, and
what is right or wrong when making a decision about sexual activity.
Gender analyses indicated that women had greater knowledge, and more
favorable attitudes, and higher skills toward contraceptive and STI
preventive behavior. College students, in particular, face new challenges

77
in sexual health and would benefit from more comprehensive education
aimed at promoting healthy decision-making about family planning and
STI prevention According to the study of Diniz et al.(2013). This explains
the result of the data that the researchers gather specifically in the
question "Comprehensive sexuality education is helpful towards
preventing teenage pregnancy among the youth" in the survey or
questionnaire and also it emphasizes the importance of effective
communication and informed decision-making in regards to sexual
health.
In the study conducted by Hegdahl et al. (2022) on the awareness of
comprehensive sexuality education among adolescent girls in rural
Zambia, it is evident that comprehensive sexuality education has
significantly enhanced the awareness of female students. The research
emphasizes the positive impact of comprehensive sexuality education
specifically on girls, highlighting its role in fostering knowledge,
attitudes, and behaviors pertaining to sexual and reproductive health
(Hegdahl et al., 2022). Through comprehensive sexuality education,
female students have acquired a comprehensive understanding of
various aspects related to their sexual and reproductive health, including
contraception, sexually transmitted infections (STIs), consent, healthy
relationships, and reproductive rights. This heightened awareness

78
empowers female students to make informed decisions regarding their
sexual health and overall well-being.
According to Pettifor et al. (2016), further assert that equipping girls
with comprehensive sexuality education leads to an increased awareness
of the significance of practicing safe sex, seeking reproductive healthcare,
and advocating for their rights. This awareness contributes to improved
sexual and reproductive health outcomes among female students,
including a reduction in unintended pregnancies, decreased rates of STI
transmission, and enhanced agency in decision-making concerning their
bodies. By addressing the specific needs of adolescent girls and providing
them with accurate information and essential skills, comprehensive
sexuality education plays a pivotal role in promoting the sexual and
reproductive health and well-being of this population.
Table 5
Relationship Between the Profile Variables to the Level of Awareness
On The Comprehensive Sexuality Education of Grade 12 Students
Profile Variable Chi-square Sig.
Sex 53.34 0.000

79
Based on the table, the collected data was organized into two
categories, namely male and female. Each row in the table represents the
number of participants who responded with different levels of awareness:
Very Much Aware (5), Much Aware (4), Aware (3), Less Aware (2), and Not
Aware (1).
Upon calculating the Chi-Square value, the researchers obtained a
chi-square value of 53.34 and a p-value of 7.24. The Chi-Square value is
higher than the p value therefore, the null hypothesis shall be rejected.
( to be revised )
The researchers utilized discrete-time hazard models to investigate
the relationships between various components of Comprehensive
Sexuality Education (CSE) in Ghana and the timing of sexual initiation
among young males and females. The findings of the study show that
there are significant relationships between various aspects of HIV
prevention and the timing of sexual initiation among young males.
Specifically, male youth who received education on HIV prevention
tended to delay their first sexual experience. On the other hand, male
youth who believed in misconceptions about HIV transmission tended to
engage in sexual activity at an earlier age. In the case of females, those
who received instruction on values and interpersonal skills were more
likely to postpone their sexual debut (Tenkorang et al., 2021).

80
According to a study by Lyu et al. (2020) that aimed to examine
differences between genders in terms of sexual knowledge, sexual
attitudes, sexual behaviors, and preferences for sex education among
undergraduate students in China. The majority of students expressed a
preference for receiving sex education through online sources. Notably,
female students exhibited significantly more conservative sexual
attitudes and behaviors compared to their male counterparts.
Providing effective prevention of STI/HIV infection among young
people is a challenging task that requires a multifaceted approach. It is
important to acknowledge that different subgroups of schoolchildren may
require distinct focuses and strategies. Additionally, it is crucial to pay
special attention to potential gender differences in the outcomes of sex
education, as males tend to report less adaptive attitudes, beliefs, and
behaviors related to safer sex compared to females (Walcott et al., 2013).

81
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Need intro here
Summary
This research study aimed to determine the level of awareness on
Comprehensive Sexuality Education of grade 12 students in Pangasinan
National High School. Specifically, the study sought to determine the
profile of the respondents in terms of their sex. Likewise, the level of
awareness on comprehensive sexuality education of grade 12 students,
results from survey questionnaires answered by the respondents.
Furthermore, the relationship between the level of awareness on
comprehensive sexuality education of grade 12 students was determined
and tested at 0.05 level of significance. Additionally, the researcher
suggested potential activities or programs to enhance awareness and
improve students' understanding of Comprehensive Sexuality Education.

82
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the use of comprehensive sexuality education. Academic Journals.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1237380.pdf
Simrin, J., (2015) Which Countries Have The Best Sex Education.
https://www.seeker.com/which-countries-have-the-best-sex-
education-1792604688.html
Sudha, RA., Ashakumari, RH., Sangeeta, KN. (n.d.). Effectiveness
of Planned Teaching Program (PTP) on Knowledge of Sex Education
among Adolescent Girls.
https://www.jsafog.com/doi/JSAFOG/pdf/10.5005/jp-journals-
10006-1071
Suleiman, Ahna B. & Brindis, Claire D. (2014). Adolescent School-
Based Sex Education: Using Developmental Neuroscience to Guide
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3/AdolescentDecisions-Suleiman-Brindis-2014.pdf
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88
APPENDIX A
LETTER TO CONDUCT STUDY
January 15,2023
Elvira C. Viray
School Principal
Pangasinan National High School
To Dr. Elvira C. Viray,
Greetings!
We are research students in Science, Technology, Engineering, and
Mathematics (12 STEM 1) at Pangasinan National High School, and we are now
working on a research paper entitled "Awareness on Comprehensive
Sexuality Education of Grade 12 Students: Basis for Intervention Program"
which fulfils a portion of the criteria of Practical Research II in Science,
Technology, Engineering, and Mathematics.
By this, we would like to request permission from your good office to conduct
our research study in your vicinity, as well as permission to allow students to
participate as our respondents by answering our questionnaire. Rest assured
that the data we collect will be kept entirely confidential and used purely for
academic purposes only. We ensure that all COVID-19 safety procedures are
followed and that no harm is done to the respondents.
We firmly believe that you share our enthusiasm for completing the necessary
tasks to comply with our subject's requirements and to advance our abilities
and general well-being. About this modest request, we humbly anticipate your
response. We appreciate your approval on this.
Thank you for your consideration, God bless you!
Yours truly,
Beryll Kier T. Abad, Sharmaine Joyce S. Angeles
Harold P. Beltran, Keith Edward Caronongan
Andrei J. Castro, Leslie Angelique DC. Calma
Maezzie Francelle A. Celestino, Lydia Nivermae O. Dela Cruz
89
Erich Edrei D. Prado, Jhazmin A. Ulanday.
Noted by:
Virgilio Matias Jr. Bonifacio S. Santos Jr
Research Adviser Class Adviser
Approved by:
Elvira C. Viray
School Principal
APPENDIX B
INFORMED CONSENT FORM
(For Research Participants, Informants, and Respondents)
Instruction Kindly read and sign this Informed Consent Form. This will be the
document that specifies your voluntary participation in a research which shall
be conducted in Pangasinan National High School.
THIS IS TO CERTIFY THAT I AM VOLUNTARILY PARTICIPATING IN THE STUDY
WHERE I AM ASKED TO ACT AS A RESEARCH PARTICIPANT OR INFORMANT
OR RESPONDENT
1. I AM PARTICIPATING IN MY OWN VOLITION, I WAS NOT FORCED TO DO
SO AND I AM DOING THIS TO AID IN THE PROGRESS OF RESEARCH.
2. I AM NOT RECEIVING ANY MONEY OR INCENTIVE FOR PARTICIPATING IN
ANY FAVORS.
3. I AM AWARE THAT I HAVE THE OPTION TO WITHDRAW FROM
PARTICIPATION AT ANY TIME.

90
4. I PROMISE AND AGREE TO ANSWER ANY QUESTION ASKED OF ME BY
THE RESEARCHER IN THE FORM OF INTERVIEWS, OBSERVATIONS, OR
QUESTIONNAIRES HONESTLY AND TRUTHFULLY.
5. I PROMISE AND AGREE TO FULLY COOPERATE WITH THE RESEARCHER
ON ANY FOLLOW-UP DATA GATHERING PROCEDURES THAT THEY MAY
CONDUCT AFTER SIGNING THIS INFORMED CONSENT FORM.
6. THE RESEARCHERS HAVE SUITABLY EXPLAINED THE PURPOSE OF
THEIR RESEARCH TO ME AND THAT NO PHYSICAL OR PSYCHOLOGICAL
HARM IN ANY WAY WILL BE USED TO ANYONE INVOLVED IN RESEARCH.
____________________________ ___________________
Signature over Printed Name Date Signed
91
APPENDIX C
CONTENT VALIDITY
AWARENESS ON THE COMPREHENSIVE SEXUALITY

EDUCATION OF GRADE 12 STUDENTS: BASIS
FOR AN INTERVENTION PROGRAM
Name of the Validator: _________________________
Direction: Evaluate the following items included in the survey

questionnaire by putting check (/) on the corresponding columns.
Legend:
Criteria VHV HV MV PV VPV
5 4 3 2 1
The items included in the survey

questionnaire are clearly stated and
grammatically correct.
The survey questionnaire correlates to

the research entitled “Awareness On
The Comprehensive Sexuality
Education Of Grade 12 Students: Basis
For An Intervention Program”.
92
The survey questionnaire measures the

validity of the “Awareness On The
Comprehensive Sexuality Education
Of Grade 12 Students: Basis For An
Intervention Program”.
Indicate below all the suggestions and recommendations for the

improvement of the survey questionnaire.
________________________________________________________________________
________________________________________________________________________
______________________________
Signature of the Validator
Levels of Validity
Points Statistical Range Descriptive Equivalent Rating
5 4.21-5.00 Very High Validity (VHV)
4 3.41-4.20 High Validity (HV)
3 2.61-3.40 Moderate Validity (MV)
2 1.81-2.60 Poor Validity (PV)
1 1.00-1.80 Very Poor Validity (VPV)
Validity Indicators Validators Average
A B C D E
The items included in the survey

questionnaire are clearly stated and
grammatically correct.
The survey questionnaire correlates to the

research entitled “Awareness On The
93
Validity Indicators Validators Average
A B C D E
Comprehensive Sexuality Education Of

Grade 12 Students: Basis For An
The survey questionnaire measures the

validity of the “Awareness On The
Comprehensive Sexuality Education Of
Grade 12 Students: Basis For An
Average
Descriptive Equivalent Rating

APPENDIX D
SURVEY QUESTIONNAIRE
Very For For Less Not

Statement Much Much Aware Aware Aware
Aware Aware
5 4 3 2 1
1. Comprehensive sexuality
education promotes healthy
and responsible sexual and
social behaviour.
education is helpful towards
preventing teenage
education can help prevent
sexual violence.
education improves my
94
understanding of my well-
being and dignity.
education helps to make
important decisions about
sexual behaviour.
6. I am aware that once a

sperm enters your vagina,
there is a chance of
pregnancy.
7. I am fully aware that there

could be many ways to
intercourse.
8. I am aware of sex, what’s

normal and what’s not,
what’s right and what’s
wrong.
9. I am knowledgeable about
the possible outcomes of
having sex.
10. I am knowledgeable about

the different topics like
relationships, decision
making, gender identity,
body image, birth control,
and sexually transmitted
infections (STIs).
11. I am able to communicate

and make informed
decisions regarding sex and
my sexual health.
12. I know that having sex may

cause me to have STDs or
get pregnant.
13. I understand various topics

95
regarding safe sex, plans B

or contraceptive pills, but I
also know when it is
appropriate to act and when
it is not.
14. I keep a proper hygiene

routine.
15. I feel comfortable discussing

matters of sex education
and reproduction.
16. I don't find it difficult talking

about any sexual topics that
can expand my knowledge
and open my mind.
17. I think sex education is

interesting to learn.
18. I have a right to say no to

sex.
19. Teaching students about sex

does not encourage them to
have sex.
20. Lack of sex education will

lead to early sexual debut.
Legend:
Description Value Range
Very much aware 5 4.21 - 5.00
For much aware 4 3.41 - 4.20
For aware 3 2.61 - 3.40
For less aware 2 1.81 - 2.60

96
Not aware 1 1.00 - 1.80
APPENDIX E
LIST OF TABLES AND FIGURES
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Level of comprehensive
Demographics of the
sexuality education
respondents in terms of
awareness of Grade 12
their sex.
students to their sex.
Figure 1. Conceptual Framework

97
INPUT PROCESS OUTPUT
The researcher The researchers

1. Sex of the
will conduct data will propose
respondent program of
analysis through:
activities to
2. The level of questionnaires
increase the
comprehensive statistical knowledge and
sexuality treatment help spread

awareness on
education The researchers
comprehensive
will convince the
awareness of sexuality
participants by
Grade 12 education among
outlining the
grade 12 students.
students. benefits and
securing the
3. The significant confidentiality of
relationship their personal

data. A letter of
between the level
confidentiality
of comprehensive and data privacy
sexuality will also be

education
researchers. The
awareness of participants will
98
Grade 12PANGASINAN NATIONAL HIGH
fill out SCHOOL
online
Google Forms to
students to their
respond to the
sex. questionnaires.
Figure 2. Research Paradigm
Table 1. Population and Sample Size
Strands Population Size Sample Size
STEM 245 55
ABM 217 49
GAS 113 25
HUMSS 472 106
HE 163 37
ICT 122 27
IA 55 12
Total: N = 1387 n = 311
Table 2. Spearman’s Rho Interpretation Table
Size of Correlation Interpretation
±0.9 to ±1.0 Very High Positive/Negative Correlation
±0.7 to ±0.9 High Positive/Negative Correlation
±0.5 to ±0.7 Moderate Positive/Negative Correlation
±0.3 to ±0.5 Low Positive/Negative Correlation

99
0 to ±0.3 Negligible Correlation
APPENDIX F
PLAGIARISM CHECKER REPORT
CHAPTER I: INTRODUCTION
100
101
102
103
CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

104
105
106
107
108
CHAPTER III: RESEARCH METHODOLOGY

109
APPENDIX G
CURRICULUM VITAE
BERYLL KIER T. ABAD
Personal Information
Name: Beryll Kier T. Abad

Address: Ninoy Riverside, Aguilar, Pangasinan
Contact number: +639154616479
Email Address: abadberyll1@gmail.com
Date of Birth: December 24, 2004
Place of Birth: Poblacion, Aguilar, Pangasinan
Name of Parents: Evilyn T. Abad
Herbert M. Abad
Skills: Cooking
Baking
Education
Secondary: Pangasinan National High School (SHS)

Elementary: Aguilar Integrated School - March 2017
Awards
Secondary: With Honors

Elementary: With Honors
110
SHARMAINE JOYCE S. ANGELES
Name: Sharmaine Joyce S. Angeles

Address: 276-A Sacred Heart St. Libsong East Lingayen,
Pangasinan
Email Address: angelesjoyce86@gmail.com
Date of Birth: October 16, 2004
Place of Birth: Lingayen, Pangasinan
Name of Parents: Sasha S. Angeles
Jojo P. Angeles
Skills: Arts and Crafting
Cooking and Baking
Education
Secondary: Pangasinan National High School

(JHS) - July 2018
(SHS) -July 2021
Elementary: Libsong Elementary School - April 2017
Awards
Secondary: With Honors (Grade 7)

With High Honors (Grade 8-11)
111
HAROLD P. BELTRAN
Name: Harold P. Beltran

Address: 170 Buenlag Bugallon, Pangasinan
Email Address: haroldbeltran067@gmail.com
Date of Birth: November 01, 2005
Place of Birth: Buenlag Bugallon, Pangasinan
Name of Parents: Nora Beltran
Abelardo Beltran
Skills: Athlete
Communication Skills
Education
Secondary: Polong National High School (JHS) - July 2018

Pangasinan National High School - July 2021
Elementary: Buenlag Elementary School - April 2017
Awards
Secondary: With High Honors

112
KEITH EDWARD M. CARONONGAN
Name: Keith Edward M. Caronongan

Address: Buenlag West, Binmaley, Pangasinan
Email Address: keithedward14@gmail.com
Date of Birth: December 31, 2006
Place of Birth: Dagupan City, Pangasinan
Name of Parents: Edielyn Caronongan
Kelly Caronongan
Skills: Self Motivation
Time Management
Open Mindedness
Adaptability
Education
Secondary: Grace Baptist Learning Center July 2018

Elementary: Grace Baptist Learning Center - April 2017
Awards
Secondary: With Honors (Grade 7, Grade 9-11)

Elementary: With High Honors (Grade 1-4)
With Honors (Grade 5-6)
113
ANDREI J. CASTRO
Name: Andrei J. Castro

Address: Balangobong Lingayen, Pangasinan
Email Address: andreijimenocastro5295@gmail.com
Date of Birth: May 29, 2005
Place of Birth: Lingayen, Pangasinan
Name of Parents: Anabel Castro
Calixto Castro
Skills: Systems and Applications
Education

(JHS) - July 2018
(SHS) -July 2021
Elementary: Lingayen 1 Central School - April 2017
Awards
Secondary: With High Honors

114
LESLIE ANGELIQUE DC. CALMA
Name: Leslie Angelique DC. Calma

Address: Namolan West, Lingayen, Pangasinan
Email Address: calamaleslieangelique0409@gmail.com
Date of Birth: September 23, 2004
Place of Birth: Quezon City
Name of Parents: Luzviminda Calma
Alex Calma
Skills: Cooking
Reading Skills
Education
Secondary: Tomas Claudio Colleges - July 2018

Elementary: Sta. Dorotea Academy - March 2017
Awards
Secondary: With Honor

Elementary: Top 10
115
MAEZZIE FRANCELLE A. CELESTINO
Name: Maezzie Francelle A. Celestino

Address: Malawa, Lingayen, Pangasinan
Email Address: maezziefrancellecelestino@gmail.com
Date of Birth: January 24, 2005
Place of Birth: Dagupan City, Pangasinan
Name of Parents: Wennie A. Celestino
Skills: Research Skills
Education

Elementary: Malawa Integrated School
Awards
Secondary: With Honors (Grade 7-8)

With High Honors (Grade 9-11)
Elementary: Valedictorian
116
LYDIA NIVRAMAE O. DELA CRUZ
Name: Lydia Nivramae O. Dela Cruz

Address: #178 Romulo Highway Poblacion, Bugallon,
Pangasinan
Email Address: lydiadelacruz0204@gmail.com
Date of Birth: February 4, 2005
Place of Birth: Poblacion, Bugallon, Pangasinan
Name of Parents: Lynie O. Dela Cruz
Marvin A. Dela Cruz
Skills: Cooking
Education

(JHS) - July 2018
(SHS) -July 2021
Elementary: Bugallon Integrated School - April 2017
Awards
ERICH EDREI D. PRADO

117
Name: Erich Edrei D. Prado

Address: Umanday West, Bugallon, Pangasinan
Email Address: richedreiprado03@gmail.com
Date of Birth: October 03, 2004
Place of Birth: Bugallon, Pangasinan
Name of Parents: Analyn D. Prado
Rico C. Prado
Skills: Digital Creativity
Education

(JHS) - July 2018
(SHS) -July 2021
Elementary: Umanday Central School
Awards
JHAZMIN A. ULANDAY
118
Name: Jhazmin A. Ulanday

Address: Zone 3 Barangay Tampac, Aguilar, Pangasinan
Email Address: ulandayjhazmin@gmail.com
Date of Birth: August 14, 2005
Place of Birth: Tampac Aguilar, Pangasinan
Name of Parents: Annie Ulanday
Efren Ulanday
Skills: Critical Thinking
Reading Skills
Education
Secondary: Zaratan Educational Institute, Inc.

(JHS) - May 2018
(SHS) - July 2021
Elementary: Tampac Integrated School - March 2017
Awards
Secondary: With Honors (Grade 7-10)

Elementary: With Honors (Grade 2-6)

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AWARENESS ON THE COMPREHENSIVE SEXUALITY

EDUCATION OF GRADE 12 STUDENTS: BASIS

BERYLL KIER T. ABAD

Background of the Study…………………………….……………………..1

Statement of the Problem………………………..…………...…………….8

Hypothesis of the Study……………………..………………………………9

Significance of the Study…………………….……………………………..9

Scope and Delimitation……………………….…………………………...26

Chapter 2: Review of Related Literature and Studies

Chapter 3: Research Methodology

Population and Sample…………………………….……………………...53

Data Gathering Procedure……………………………..………………….57

Statistical Treatment of Data……………………....……………………57

Appendix A: Letter to Conduct Study…………………….……………..….67

Appendix B: Consent Form……………………..………………………………68

Appendix C: Validation of Instrument…………………………….…..……70

Appendix D: Survey Questionnaire……………………….………………….72

Appendix E: List of Tables and Figures……………………….…………….75

Appendix F: Plagiarism Checker Report…………………….……..………78

Appendix G: Curriculum Vitae……………………….…….………………….88

BACKGROUND OF THE STUDY

Discovering your sexuality can be a liberating, thrilling, and

amazing experience. Sexuality is one of the primary motivators

underlying everyone's feelings, ideas, and behaviours. It describes

psychological and social self-representations and guides a person's

However, this may lead to having STDs or (Sexually Transmitted

sex at a very young age, and that is why comprehensive sexuality

education is the best way to do so to give enough information to students

for their safety. Physical health, sexual health, and behavioural

unhealthy growth in adolescents, which arises from their social

environment. According to (J Clin Diagn Res, 2017), adolescents must

therefore provide interventions for these behaviours, all of which

contribute to positive personal development and progress. Adolescents

develop abstract reasoning and thinking during cognitive development. It

is a very dynamic time of tremendous growth and development. During

late adolescence, they develop an emotional sense of identity as well as

social involvement, peer connection, and sexual attraction. Therefore,

comprehensive sexuality education should be an integral part of the

learning process, beginning in childhood and continuing through

maturity and lifetime learning. It should be available to all children,

adolescents, and adults, including those with physical, learning, or

emotional issues. It is beneficial for the learning process for students

and it is important because it provides pupils with the knowledge and

skills necessary to prevent sexual, abuse, assault, and exploitation. It

risk behaviours. As we grow, we need to know how to protect ourselves

comprehensive sexuality education because it is not only a response to

transmitted infections and unintended pregnancy. Moreover, after

Department of Education issued a DepEd Order #31, series of 2018, the

Policy Guidelines on the implementation of comprehensive sexuality

education, to include sexuality education in order to mandate the

provision of age-appropriate reproductive health education for

adolescents. The purpose is to extract students' baseline sex education

and beliefs because adolescents need to be aware and know how to

protect themselves from STDs and unintended pregnancy. The reasons

why the researchers conducted this study is to give prominence to the

importance of comprehensive sexuality education to give solutions to

young people's sexual issues as well as a powerful tool for combating

violence, abuse, and discrimination.

The operationalization of sexual behavior is done by sexual abuse,

sexism, attitudes toward sexuality, dogmatic and permissive

religiousness, and societal, couple, and family constructions are

theoretical variables. Students' trust, self-esteem, and self-efficacy are

improved by Comprehensive Sexuality Education (CSE). As a result,