LEARNERS’ PERCEPTION ON THE INTEGRATION

OF SEX- EDUCATION IN SCHOOL

_________________________

A Research Proposal presented to the

Senior High School Department
Jose V. Yap National High School
San Miguel Tarlac City

______________________

GIRSON, RADJIE M.
FERNANDEZ, CARLO D.
GALANG, MARK KENNETH Y.
MARZAN, EDWARD L.
SANCHEZ, CHRISTIAN JAY B.
LACSA, JOVIE A.
VINLUAN, JOYCE M.
YUSON, RAPHAELA Y.

January 2023
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Context & Rationale

One of our society's most critical concerns with teens is a lack of awareness about

their sexual health and a misunderstanding about the purpose of "sex education," which

appears to be neglected in schools. However, this type of information should be taught to

professionals because it deals with sexual identity, decision-making, and sexually

transmitted discussion. Even to this day, this topic is so sensitive.

Sex education is the teaching of human sexuality issues such as emotional

difficulties and responsibilities, human anatomy, sexual activity, sexual reproduction, age

of consent, reproductive health, reproductive rights, sexual health, safe sex, and birth

control. Sex education may be provided by parents or caregivers or as part of school

programs and public health campaigns (Chotzen, n.d.).

UNESCO (2009) stated that 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. The media are already the de facto providers of

sex education. According to them, teenagers get 15,000 sexual references on television

each year. Perhaps this is the power of the twenty-first century, where information found

on the internet or social media assists young adolescents in their quest for sexual

information or aids in the purpose of sex education (Strasburger, 2014).

According to a rigorous review of the evidence of comprehensive sexuality

education's impact on sexual behavior, effective programs cannot only reduce

misinformation but also increase young people's skills to make informed decisions about

their health (Maria M, 2019).

According to Michael (2019), a number of sex education programs were produced

in England beginning in the late nineteenth century, primarily to assist parents in

educating their children. However, in schools, sex education took place before the Second

World War. What was frequently sought in the context of hygiene? These are references

from the 1920s to senior girls being given instructions on topics such as "self-reverence,

self-control, and true modesty," and to boys being given advice on how to resist the

temptations of materialism when they leave school.

In addition, sex education is something that anybody can understand, but most

people misunderstand it. Sex education is very important, yet most of us learn little of

what we know about sex from schooling. Furthermore, Alexandra and Lorraine (2020)

identified that a comprehensive sexuality education curriculum is recommended to better

address all relationship types and equip students to make healthy decisions in the context

of their relationships.

Moreover, according to Joseph Solo et al. (2019), reproductive health issues

among adolescents, such as HIV-infected unwanted pregnancy and unsafe abortion, are

closely linked to a lack of knowledge about contraceptive access. The curriculum is

firmly rooted in a discourse on sexual health and reproductive rights that is uncommon in

public discourse on sexuality.

The Philippines passed the Responsible Parenthood and Reproductive Health Act

of 2012 (RH ACT) after a 14-year wait. The government integrated sex education into

the public-school curriculum for students ages 10 to 19. The Philippines also provides

funding for free or subsidized contraceptives at health centers and public schools. The
RH Act was passed in response to the many health issues impacting the country, such as

infant mortality, pregnancy-related deaths, and a rise in HIV/AIDS cases.

Furthermore, lack of knowledge about reproductive health is significantly

associated with poverty, especially in regards to overpopulation. A deeper understanding

of adolescents’ relationships and their progression through reproductive transitions is

crucial to ensuring that SRH programs and policies are relevant to their contexts and

lived realities. There remains a need for the timely and targeted collection of quantitative

and qualitative data on adolescent SRH that can guide programming and policy intended

to foster positive health outcomes during this crucial transition period to adulthood

(Habito et al., 2019).

Moreover, according to CNN Philippines, Junice Melgar (2018) stated that those

against sex education are using social media to push the misconception that sex and

sexuality are evil and are worse than sex. In response to national efforts to reduce teen

pregnancy, a social media counter campaign was launched to promote teen pregnancy as

a source of joy and fulfillment for young girls. There was also a campaign to demolish

contraceptives, particularly implants, for their alleged harmful effects, such as causing

cancer and abortion, among others.

In Jose V. Yap National High School, there are a number of core, specialized, and

applied subjects offered in the senior high school. Students and teachers were asked about

their perceptions of the integration of sex education in school as part of their lessons.

Based on the initial results, almost all the students stated that teachers are capable of

teaching sex education, but few mentioned that it was not fully integrated during

discussions. For teachers, it appears that most of them wanted sex education to be taught
in school; some of them agreed that sex education should have its own learning system

and be a separate subject.

Consequently, teachers must be equipped and trained to teach sex education.

Thus, it requires a practical approach and effective methods when teaching sex- education

because it is a sensitive topic. Moreover, the importance of this study is to educate young

people about sexuality, teenage pregnancy, decision making and personal development.

Quality sexual education can lead to better prevention of sexually transmitted diseases

and unwanted pregnancies, and help people gain the skills that are needed to manage

healthy relationships and sexual health.

Statement of the Problem

This research study aims to describe and determine the perceived advantages and

disadvantages of teaching sex education in schools among the senior high school learners

at the Jose V. Yap National High School. This study will be conducted in the 2nd

semester (S. Y 2022-2023).

Research Questions

Specifically, it aims to answer the following research questions:

1. What is the demographic profile of the respondents in terms:

1.1 Age

1.2 Sexual Orientation

1.3 Grade Level

1.4 Socio-economic Status

1.5 Relationship Status

2. What is perception of the respondents on the integration of sex education in school as

to?
 2.1 Advantages

2.2 Disadvantages

3. How may the respondents’ perceptions on the integration of sex- education be

compared as to their profiles?

4. What is the implication of the study on the development of comprehensive

reproduction health education?

Significance of the Study

The significance of this study is to investigate the perceptions of learners toward

sex education. Through this study, it might provide successful approaches to the

integration of sex- education in schools. This humble contribution can give insights into

the protection of physical sexual health and social relationships. Moreover, the present

study will be considered to have great significance to the following:

To the School Administrators. The findings of the study will help them organize

and implement programs about reproductive health education.

To the Teachers. Teachers are capable of teaching sex education. They could help

individuals avoid unhealthy and unsafe sexual encounters, adolescent pregnancy and

make students more responsible for their actions and decisions. At the same time, they

could widen students’ knowledge on this issue because they have the skills-, expertise,

and ability to build rapport with learners, actively listen, help identify needs and

concerns, and provide information.

To the Parents. The findings of this study will raise awareness of the importance

of their role in enhancing their child's knowledge progress at home, as well as their

ability to properly guide them in terms of their sexual health and how to prevent things

that their child might do out of curiosity or unprotected sexual encounters.

 To the Students. They will benefit from this research study because students will

be able to recognize the value of their sexual health and broaden their understanding of

sex, which may include preventing unwanted pregnancy and becoming healthy

individuals.

To the Researchers. The ideas presented in this study will be useful as reference

material to further explore other insights and variables associated with the learners'

perceptions of the integration of sex-education in school.

Scope and Delimitation

This quantitative research will focus on learners’ perceptions of the integration of

sex education in school. The gathering of data will be conducted at the Jose V. Yap

National High School (San Miguel), which covers the entire period of the 2nd semester

(SY 2022–2033). It aims to provide implications for reproductive health education.

This study will be delimited to one hundred fifty (150) senior high school

students. The researchers will utilize stratified random sampling. The target population

will be divided into strata, with thirty (30) representatives per strand/tracks including the

General Academic Strand (GAS), Science, Technology, Engineering, and Math (STEM),

Accountancy, Business, and Management (ABM), Technical Vocational Livelihood

(TVL), and Humanities and Social Sciences (HUMMS).

Definition of Terms

In order to clearly understand the terms that will be used in the present study, the

following are operationally and conceptually defined:

Advantages. It refers to the perceived positive impact of integration in sex-

education in school.
 Age. It refers to the current age of the respondents in the study.

Disadvantage. It refers to the perceived negative impact of integration in sex-

education in school.

Grade Level. It refers to the grade level that covers all strands, including the

general academic strand (GAS), science, technology, engineering, and math (STEM),

accountancy, business, and management ( ABM), technical vocational livelihood (TVL),

and humanities and social sciences (HUMMS).

K-12 Curriculum. It refers to the content guidelines used for kindergarten

through grade twelve, where sex education will be incorporated as part of their lessons.

Perception. It refers to the thoughts, beliefs, and feelings of the respondents

about the advantages and disadvantages of sex education.

Relationships Status. Either the respondents are single or committed to someone.

Sex- Education. It is the provision of information about bodily development, sex,

sexuality, and relationships, along with skills-building to help young people communicate

about and make informed decisions regarding sex and their sexual health (Advocates for

youth, 2014).

Sexual Orientation. It refers to the biological identity (male or female) of the

respondents to the study.

Socio- economic Status. It refers to the total economic and social measure of a

person’s economic and social position in relation to others, based on income, education,

and occupation. In this study, respondents will be categorized according to their

household income.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies reviewed for the purpose of

discovering the facts about the topics under investigation. It presents the related literature

and studies used as references that will give helpful insight on the direction of this study.

Related Literature

A. Foreign

Sexuality education crosses the boundary between education and health

promotion in school and raises complex policy, research, and practice-related issues

(Roien & Simouska, 2015). There are more than 2 million young people living with HIV

worldwide. The World Health Organization also reported that a third of all new HIV

infections around the world are estimated to occur among youths (aged 15–25). and teen

pregnancy rates are on the rise in many places. These worrying trends suggest that

existing sexuality education programs and interventions may be inadequate and/or

ineffective.

Although the 1994 International Conference on Population and Development’s

(ICPD) Program of Action highlighted the role of governments in offering sex education

to young people to promote teenage reproductive health, inconsistency exists in the

related initiatives in the global context. The present article aims to provide a

comprehensive literature review of the existing sexuality programs in selected places in

both English-speaking (i.e., the United States of America, the United Kingdom) and

Chinese-speaking contexts (i.e., Hong Kong, Mainland China, and Taiwan). Based on the
review, observations and implications for sexuality education policy and practice, as well

as recommendations for future research with youth, are outlined (Leung, et al, 2019).

Sex education should be implemented in schools due to its many benefits for

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 actually promotes

the risk of sex and is ineffective. However, based on various research findings, it is

shown that sex education is effective in reducing the rate of teen pregnancy, providing

correct information, and also decreasing the number of HIV cases. AIDS and STD cases

among teenagers indicate that sex education encourages healthy teen sexuality (Maqbool

& Jan, 2019).

Some individuals feel that sex education and abstinence-only education will not

prevent teen pregnancy, but they can be persuaded to avoid having unsafe sex or to stop

having sex before marriage. According to research led by author Pamela Kohler, "about

25% of teenagers got abstinence-only education, with over two-thirds receiving

comprehensive sex education” (Strasburger & Brown, 2014). In a historical examination

of sex education in the 20th and 21st centuries, focuses the prevalent view of young

people's sexuality as problematic or risky, and urges educators to reject this view and

instead approach young people's sexuality through a framework of social justice and

rights (Scott et al., 2017)

In a historical examination of sex education in the 20th century and 21st

centuries, focuses the prevalent view of young people's sexuality as problematic or risky,

and urges educators to reject this view and instead approach young people's sexuality

through a framework of social justice and rights (Scott et al., 2017)

 It can be argued that sexuality education is not just to be considered a prescribed

topic taught in specific lessons and aimed at physical health promotion. Rather, sexuality

education has the potential of being an educational practice permeating all aspects of

school culture, aimed at intricate processes of qualification (Bieta 2006; 2011).

Sexually active teenagers are a matter of serious concern. In the past decades,

many school-based programs have been designed for the sole purpose of delaying the

initiation of sexual activity. There seems to be a growing consensus that schools can play

an important role in providing youth with a knowledge base that may allow them to shape

a healthy lifestyle (Silva, 2002).

In this perspective sexuality education becomes an important arena for Bildung

(Klafki 2001). And, as such, it contributes to the personal and social deve;opment of

children and adolescents on matters related to sexuality, intimacy, social interactions,

emotions and gender as well as sexual rights, identities and societal challenges related to

these (Roien, 2015)

Public health practitioners and policymakers have long believed that

school-based sex education is critical to young people's sexual health and well-being.

Similarly, public opinion polls conducted over several decades have always revealed

substantial support for comprehensive sex education (CSE; also known as comprehensive

sexuality education). However, aside from reviews of STI and pregnancy prevention

programs, little is known about the success of sex education activities, which have the

potential to affect adolescent health in a number of ways. This report provides the

findings of a three-decade overview of studies on the success of school-based programs

in the United States and throughout the world that focus on a number of CSE outcomes

(Kantor et al., 2021)

 Health education plays an important role in human life, and it is also a

fundamental right. It can help to increase self-esteem, develop effective communication

skills, and encourage awareness about health and disease related knowledge. The mixture

of myths/stigma secrecy, lack of knowledge, social disparity and negative media

messages confuses young people and encourages poor self-esteem resulting in

uninformed choices being made and it may lead to incorrect knowledge about sex,

unprotected sex, unplanned pregnancy; STIS including HIV/AIDS or deeply unhappy

and damaging relationship (Kumar et al., 2017)

B. Locale

Lack of understanding regarding reproductive health is strongly associated with

poverty, in terms of overpopulation. As a result, the RH Act intends to assist the public in

making informed decisions about reproductive health. It ensures that the government

maintains its commitment to defending women’s reproductive rights, providing

accessible family planning information, and hiring trained maternal health experts to

work in urban and rural parts of the Philippines (Zoe, 2020).

However, being a Christian country, with a rise in the number of pregnancies

sexually. The Philippine government voted to prohibit sexually transmitted infections and

other forms of sexual assault. Include sex education in the curriculum and teach it. After

recognizing the importance of education, a DepEd order was established to include

sexuality education in order to compel the provision of age-appropriate reproductive

health education for teenagers in order to reduce the increasing risk of early pregnancy,

sexual violence, and HIV infection among adolescents (Gallao et al., 2020).
 Teen pregnancy had become such a serious concern in the country that the

National Economic and Development Authority declared a "national social emergency"

in August 2019. In 2020, the lockdown aggravated the problem by making it harder for

young girls and women in general to access medical facilities, contraception, and health

care services, among other things.

For the Philippine Family Planning Organization of the Philippines, there’s also a

culprit lying quietly amid this teenage pregnancy crisis: the country’s lack of

comprehensive sexual education, which is defined as high-quality teaching and learning

on a wide range of concepts relating to sexuality and sex, including proper discourse in

navigating relationships and managing one’s sexual well-being (Santos, 2021).

Related Studies

A. Foreign

In 2012, the Future of Sex Education, a partnership among three leading

national sex education organizations, Advocates for Youth, Answer, and SIECUS,

released the National Sexuality Education Standards (NSES). These were updated in

2020, as the National Sex Education Standards, Second Edition. The goal of the NSES is

to provide school districts with “clear, consistent, and straightforward guidance on the

essential, minimum, core content, and skills needed for sex education that is

age-appropriate for students in Grades K–12 to be effective." It consists of the following

seven topic areas: consent and healthy relationships, anatomy and physiology; puberty

and expression; sexual orientation and orientation entities; sexual health, and

interpersonal violence.

Since the initial publication of the NSES, school districts across the country have

been relying on these standards to develop and implement CSE, with recent data
suggesting that more than 40% of districts in the U.S. have adopted the NSES. Along

with increasing dependence on the NSES has come growing and renewed interest in the

evidence that supports their use (Kantor et al., 2021)

Under comprehensive sex education (CSE), abstinence is also included in the

curriculum. However, in contrast to the aforementioned approaches, abstinence is not

stressed. Rather, comprehensive sex education incorporates a range of prevention

strategies on contraception to prevent STDs and unwanted pregnancy, and highlights the

importance of safe sexual practice. According to the International Planned Parenthood

Federation, CSE refers to “education about all matters relating to sexuality and its

expression. Comprehensive sexuality education covers the same topics as sex education

but also includes issues such as relationships, attitudes towards sexuality, sexual roles,

gender relations, and the social pressures to be sexually active. It provides information

about sexual and reproductive health services. It may also include training in

communication and decision-making skills" (Leung, et al, 2019).

Physical health, sexuality, and behavioral problems of adolescents are interrelated,

and these factors are related to unhealthy development in adolescents stemming from the

social environment. It also includes poverty, unemployment, crime, sexual harassment,

gender and ethic discrimination, and the impact of social change on individuals, families,

and communities. So adolescents need to receive preventive interventions for these

behaviors, which are the same and all contribute to positive personal growth and

development (Kumar et al., 2017).

Sex education involves more than sexual development and reproductive health; it

encompasses interpersonal relationships, affection, intimacy, body image, values, and

gender roles. Education on sexuality can come from a wide range of sources, including
home, school, peers, the media, and religious institutions. Of major importance is the

sexual education that takes place in the home. Parents are a child’s first source of sexual

health education. Daily occurrences in the home provide opportunities for discussions on

sexuality, making parents the primary sex educators of their children (SIECUS 2001).

This important role begins in infancy, and as children go through each stage of growth

and development, parents can provide the vital education and guidance that is needed to

make healthy sexual choices (Ampofo, 2016).

Most young people today begin to have sex at about the same age as in the past:

in their middle to late teens. By their 18th birthday, more than 40% of women in Latin

America and the Caribbean report having had sex, as do close to 60% in Sub-Saharan

Africa. (The age at which young women in the United States typically initiate sex is

similar: By age 18, about 52% of U.S. women have had sex.2) For the majority of young

men, sex occurs prior to marriage; however, premarital sex has also become more

common among females, at least in part because of delays in the age of marriage.

Too many young people receive confusing and conflicting information about

relationships and sex, as they make the transition from childhood to adulthood. This has

led to an increasing demand from young people for reliable information, that prepares

them for a safe, productive and fulfilling life. When delivered well, CSE responds to this

demand, empowering young people to make informed decisions about relationships and

sexuality and navigate a world where gender-based violence, gender inequality, early and

unintended pregnancies, HIV and other sexually transmitted infections (STIs) still pose

serious risks to their health and well-being. Equally, a lack of high-quality, age- and

developmentally-appropriate sexuality and relationship education may leave children and

young people vulnerable to harmful sexual behaviors and sexual exploitation (UNESCO,

2022)

Sex education programs may be school-based and led by teachers, social workers,

health professionals, or peers; community-based; or family-based. In addition, there are

various approaches to sex education, including abstinence-only,

abstinence-only-until-marriage, abstinence, and comprehensive sex education (Leung, et

al, 2019).

Sex education must be introduced in the school, which should start in the primary

school and bring about the age appropriate topics as they go through the high school. It

should contain a package of information about life skills, reproductive health, safe sex,

pregnancy, and STIs, including HIV/AIDS. A socio cultural research is needed to find the

right kind of sexual health education services for boys and girls separately from the

teacher of same gender. It is the responsibility of parents, teachers, social workers,

politicians, administrators, medical and paramedical profession so that adolescent girl or

boy got legitimate due to education and empowerment and change over to adult men or

women is smooth and streamlined with nil or least medical, social or psychological

problems (J Clin Diagn Res, 2017).

It has been found that most of the communication on sexual issues comes from

the mother. In contrast, boys believe that the communicated content is mainly directed at

girls’ experiences. Therefore, boys use other sources (i.e., peers, media, and the internet)

to educate themselves on sexuality issues. Although parents want to talk to their children

about issues related to sexual behavior, they feel embarrassed and uncomfortable, and

have neither the skills nor the knowledge to do so (Izdebski et al., 2022).
 B. Locale

According to the Catholic Church, it largely influences the state of sex education

in the country. The Catholic Church opposes sex outside of marriage and fears sex

education will increase sexual relations. The Catholic Church consequently remains

critical of the RH Act, increasing difficulties in putting the RH Act into concrete action.

Additionally, the Catholic Church opposes implementing sex education in schools

as well as the distribution of contraceptives. The church prefers to rely on parents to teach

their kids about reproductive health. However, many families are either unequipped to do

so or will not address the subject directly with their children (Zoe. 2020)

Joven (20210), says that those against sex education are using social media to

push the misconception that sex and sexuality are evil, and are worse than stealing,

hurting, or even killing others. “In response to the national efforts to reduce teenage

pregnancy, there was a counter campaign in social media to promote teenage pregnancy

as a cause for joy among young girls,” Melgar says. “There was also a campaign to

demolish contraceptives, particularly implants, for their alleged harmful effects such as

causing cancer and abortion, among others.”

The Philippines, being a Christian country, finds sex education a sensitive topic to

discuss. But, with the increasing cases of pregnancies, sexually-transmitted diseases, and

other forms of sexually-related violence, the Philippine government raised their vote to

integrate and teach sex education in the curriculum. After recognizing the vital role of

education in reducing the rising incidences of early pregnancy, sexual violence, and HIV

infection among youth, a Department of Education order was passed to include sexuality

education in order to mandate the provision of an age appropriate reproductive health

education for adolescents (Gallao et al., 2020).

Conceptual Framework

The Republic Act No. 10354, or “The Responsible Parenthood and Reproductive

Health Act of 2012” (RPRH Act), has become the focal point for the convergence of

multi-sectoral efforts toward the improvement of health outcomes.

Delivery of responsible parenthood and reproductive health services and

information is at the core of implementation of the mandate given by the RPRH Act,

hence the active participation in IRR drafting and commitment to implementation in

collaboration with national government agencies such as the Department of Health,

Department of Education, Department of Social Welfare and Development; Department

of the Interior and Local Government; National Economic and Development Authority;

Philippine Health Insurance Corporation; and the Philippine Commission on Women.

Moreover, Section 1.04 of the Declaration of Policy specifies that the state must

recognize and guarantee the promotion of gender equality, gender equity, women's

empowerment, and women's dignity as a health and human rights concern and as a social

responsibility. The advancement and protection of women’s human rights shall be central

to the efforts of the state to address reproductive health care.

In line with this, Section 2.01 of these rules declares the following as guiding

principles: Respect for protection and fulfillment of reproductive health and rights which

seek to promote the rights and welfare of every person particularly couples, adult

individuals, women and adolescents; The State shall promote and provide information

and access, without bias, to all modern methods of family planning, whether natural or
artificial, which have been proven medically safe, legal, non-abortifacient, and effective

in accordance with scientific and evidence-based medical research standards such as

those registered and approved by the FDA for the poor and marginalized as identified

through the NHTS-PR and other government measures of identifying marginalization:

Provided, That the State shall also provide funding support to promote all modern natural

methods of family planning, especially the Billings Ovulation Method, consistent with

the needs of acceptors and their religious convictions.

Therefore, this study is anchored on the abovementioned guiding principles of

Republic Act No. 10354. The framework will serve as a cipher to understand the research

problem and a lens to examine the phenomenon of the study. The researchers will utilize

the rationale and justification for the data analysis and interpretation of the results.

Input Process Output

 Figure 1. Paradigm of the Study

Figure 1 shows the conceptual model of the study on the extent of learners’

perceptions of the integration of sex- education in school.

The first frame presents the input of the study, which includes the profile of

respondents such as age, sexual orientation, grade level, socio- economic status,

relationships, and the sex- education aspects with respect to evaluation, monitoring,

implementation, and contraception.

The second frame presents the process of the study, which involves formative

assessment of the learners' perceptions of the integration of sex- education in school

through data-gathering with the use of surveys and statistical analysis of the quantitative

data.

The third frame presents the output of the study, which includes the assessment of

learners’ perceptions of the integration of sex- education in school.

The arrows from the input to the process and from the process to the output show

the connection and transformation of the profile and aspects into the actions taken and the

output results.
 Chapter 3

METHODOLOGY

This chapter describes how the study will be conducted and how the researchers

used data gathering for the completion of the study. This includes the research design,

respondents, and locale of the study, sampling technique, data gathering instruments, data

gathering procedure, and statistical treatment.

Research Design

The researchers will utilize the descriptive research design to determine the

perception of senior high school learners about the advantages and disadvantages of

teaching sex education in the school. Descriptive research is an appropriate choice when

the research aim is to identify characteristics, frequencies, trends, and categories.

Moreover, “descriptive research" may be characterized as simply the attempt to

determine, describe, or identify what is (Ethridge, 2004). The researchers will use these

methods to carry out data collection through survey questionnaires.

Research Respondents

The target respondents of the study will be senior high school students at Jose V.

Yap National High School. Having a sample size of one hundred fifty (150) learners. The

respondents should be in grades 11 and 12, and they must be officially enrolled at Jose V.

Yap National High School.

Sampling Method

A stratified sampling will be employed to provide equal chances to every single

element of the target population to be included in the sampling. In this method, the target

population is first divided into strata, or groups. The researchers will select thirty (30)
learners per strand/track (STEM, HUMSS, GAS, ABM, and TVL) for the stratified

population.

Research Instrument

The researchers will develop a self-made research instrument that corresponds to

the variables and scope of the current study. The researchers will formulate item

statements for the survey questionnaire to be presented and validated to the adviser and

subject-matter-experts for checking and critiquing. A pilot test will be employed to test

its psychometric properties.

The research instrument consists of ten (10) items that aim to determine the

insights and perceptions of the respondents about the advantages and disadvantages of

sex education.

After the initial survey questionnaire will be examined by the

subject-matter-experts, items were modified, refined, and rearranged in order to come up

with the second draft of the inventory. The second draft was subjected to a pilot testing

with the target groups. The target groups of this study were senior high school students

from the five (5) different tracks/ strands (Science, Technology, Engineering, and

Mathematics, Humanities and Social Science, General Academic Strand, and Technical

Vocational Livelihood) offered at Jose V. Yap National High School. Pilot testing is very

important to ascertain the feasibility of the test.

Data Gathering Procedures

The gathering of data will be physical, or face to face. The researchers will use

the research questionnaires, which will be administered on paper. The target respondents

will be voluntarily joining the present study.

 For the ethical considerations, a letter of permission and assent consent will be

asked for approval from the principal, advisers or subject teachers and the respondents.

The researcher will consider their confidentiality and willingness to participate in the

study. The research will indicate and attach the data privacy act and consent letter in the

online survey of the research instruments.

Data Analysis

For quantitative data analysis and data treatment, the researchers will employ the

following statistical treatment. Also, the study will utilize Microsoft Excel and the Data

Analysis Tool Pak in recording and tabulating the gathered data:

● Descriptive Statistics - the research will use the frequency, percentage

distribution and weighted mean for the generated data from the research

problems for the generated data from the survey.

Numerical Descriptive
Rating Rating Point Interval Verbal Description

5 Strongly Agree 4.20 - 5.00 Very High

4 Agree 3.40 - 4.19 High

3 Neutral 2.60 - 3.59 Moderate

2 Disagree 1.80 - 2.59 Low

Strongly
1 Disagree 1.00 - 1.79 Very Low
 REFERENCES

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Sex Education: Level of knowledge and Its Effects on the Sexual Behavior and
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2018-2019. ia for RESEARCH ARCHIVE. 10.22492/issn.2435-5240.2020.19

Leung, H. et al, (2019). Development of Contextually-relevant Sexuality Education:

Lessons] from a Comprehensive Review of Adolescent Sexuality Education
Across Cultures Hildie. International journal of Environmental Research and
Public Health

Maqbool, M., & Jan, H. (2019). Importance of sex education in schools: literature
review. International Journal of Home Science, 125 Strasburger, & Brown.
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Sex Education: Level of Knowledge and Its Effects on the Sexual Behavior and Opinions
Among the Government Senior High School Students of Vigan City SY 2018-2019
ISSN: 2435-5240 The Southeast Asian Conference on Education 2020: Official
Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2020.19

Research Instrument

A SURVEY QUESTIONNAIRE ON THE INTEGRATION OF

SEX EDUCATION IN SCHOOL

Instructions: Please read each statement and think about it. For each statement, 5 options
are given, namely "STRONGLY AGREE” (5), "AGREE" (4), "NEUTRAL" (3),
"DISAGREE" (2), and " STRONGLY DISAGREE" (1). Tick Mark ( ) against each ✔️
statement in the column that best describes your thoughts and perceptions towards the
study statements. Make sure to mark your response to each statement.

5 - STRONGLY AGREE
4 - AGREE
3 - NEUTRAL
2 - DISAGREE
1 - STRONGLY DISAGREE
Item Statements 5 4 3 2 1

1. Sex education promotes awareness about the

consequences of unsafe and unwanted teenage
pregnancies.

2. Sex- education increases curiosity and sexual

activity.

3. Sex education will increase reproductive health

campaigns and sexual activity.

4. Sex- education leads to early sexual engagements.

5. Sex education does not address issues such as
sexually transmitted diseases (STDs), teenage
pregnancy, abortion and birth control.

6. Sex- education promote promiscuity and sexuality

exposure.

7. Sex education will solve the issue of overpopulation

and unemployment.

8. Sex education violates cultural beliefs and society

norms.

9. Sex- education prevent Sexual Transmitted Diseases

(STD).

10. Sex- education serves as motivation for sexual

awareness and pornography.