Eastern Visayas State University

Ormoc Campus

Brgy. Don Felipe Larrazabal, Ormoc City

SEX EDUCATION AND CONTRACEPTIVES: LEVEL OF KNOWLEDGE AND

PERCEPTION AMONG GRADE 11 STUDENTS OF ORMOC CITY REGIONAL
SPORTS ACADEMY

Bermudez, Mary Joy A.

Cayadong, Winalyn M.

Luberiano, Dona Mae C.

Panugaling, Jayboy C.

Rapana, Cherry Ann C.

Solejon, Desiree M.

GILBERT ANTHONY O. ABAÑO- RN, MAN

Research Instructor
 CHAPTER I

INTRODUCTION

Background of the Study

According to World Health Organization (WHO), Sexuality is a central aspect of being

human throughout life and encompasses sex, gender identities and roles, sexual orientation,
eroticism, pleasure, intimacy, and reproduction. Sexuality is experienced and expressed in
thoughts, fantasies, desires, beliefs, attitudes, values, behaviors, practices, and relationships.
Sexuality is influenced by the interaction of biological, psychological, social, economic,
political, ethical, legal, historical, religious, and spiritual factors (WHO, 2006). There is a
growing awareness that sexuality is so integrated with every other aspect of human life that
education in human sexuality is necessarily a life-long process. Comprehensive sexuality
education (CSE) is a curriculum-based process of teaching and learning about the cognitive,
emotional, physical, and social aspects of sexuality. It aims to equip children and young people
with knowledge, skills, attitudes, and values that will empower them to: realize their health,
well-being and dignity; develop respectful social and sexual relationships; consider how their
choices affect their well-being and that of others; and, understand and ensure the protection of
their rights throughout their lives (UNESCO, 2018). An integral part of social learning,
sexuality education relates to learning sources as diverse as the extended family, the place of
worship, work sites, health care services, community and national institutions, social policies,
social activists, the media, and the law (Cassell & Wilson, 2017).

According to the DRDF and UPPI (2014), only 27.4% of the youth population answered
that they have adequate knowledge of sex. Given this level of knowledge, it has been argued
and encouraged that sex should be discussed at home. However, their data show that sex-related
discussion at home with the guidance of parents remains low (9.7%) and has declined in the
past 10 years (DRDF & UPPI, 2014). This reality is further complicated by the fact that nearly
half of Filipino youth (41.6%) have no material sources of information on sex. Although more
than half (52%) of those in school have reported having someone to consult, this number is
lower compared to previous years. Bott and Jejeebhoy (2003) and Nath (2009) have noted that
HIV and sexuality education usually takes place within Science and Biology curricula in Asian
countries. Following research in 11 countries including Thailand and the Philippines, Smith et
al. (2003) found that HIV was dealt with in the greatest detail at the secondary level, and topics
frequently covered included transmission modes of HIV, STIs, sexual abstinence and fidelity,
contraception within marriage, human reproduction and anatomy, and psychological and
physiological changes during puberty. In many cases, this focus on biological and scientific
aspects of HIV and SRH means that broader social concerns, such as the interpersonal
dimensions of HIV prevention, the experiences of people living with HIV, and HIV and AIDS-
related discrimination, are largely unexplored (Smith et al, 2003).
The Philippines faces an unprecedented and alarming adolescent birth rate made more
precarious by the vulnerabilities of adolescents to other health problems. These health problems
include mental ill-health, human immunodeficiency virus (HIV) and other sexually transmitted
infections (STIs), and domestic abuse (2020). Currently, the HIV epidemic response in the
Philippines is focused on men who have sex with men (MSM) cases because of the observed
shift in trends among this key population in the last two decades (NHSSS Unit DOH-EB, 2021).
According to the Demographic Research and Development Foundation (DRDF) and the
University of the Philippines Population Institute (UPPI), early sexual activity for both males
and females before the age of 18 was reported to have increased from 13% to 23% between
1994 and 2013 (2014). Based on the March 2021 HARP, sexual contact was the prevalent mode
of HIV transmission among newly diagnosed children and adolescents (100%) and the youth
(99%) (NHSSS Unit DOH-EB, 2021. This study attempts to define sex education and explain
the rationale for the introduction of sex education by students and in the school system. Most
importantly, the study will assess the level of knowledge and perception towards sex education
and contraceptives among Grade 11 students of Ormoc City Regional Sports Academy.

Statement of Problem

The purpose of the study is to assess the level of Knowledge and Perception towards
Sex Education and Contraceptives among Grade 11 students of Ormoc City Regional Sports
Academy.

Specifically, the study seeks to answer the following questions:

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

1.1 age; and

1.2 gender
 2. What is the level of Knowledge and Perceptions towards Sex Education and
Contraceptives among Grade 11 Students of Ormoc City Regional Sports Academy in
terms of:

2.1 sex education; and

2.2 contraceptives

3. Is there a significant relationship between the profile of the students to the level of
Knowledge and Perception towards Sex Education among Grade 11 students of Ormoc
City Regional Sports Academy in terms of sex education and knowledge on
contraceptives?
4. Based on the gathered data, what action plan can be proposed?

Hypotheses

Ho: There is no significant relationship between the profile of the students to the level of
Knowledge and Perception towards Sex Education among Grade 11 students of Ormoc City
Regional Sports Academy in terms of sex education and knowledge on contraceptives.
Ha: There is a significant relationship between the profile of the students to the level of
Knowledge and Perception towards Sex Education among Grade 11 students of Ormoc City
Regional Sports Academy in terms of sex education and knowledge on contraceptives.

Significance of the Study

The primary purpose of this study is to provide a baseline for sexual health and
education promotion. The recommendations from this study will be helpful to:

1. Youth: This study may serve as a guide and reference for adolescents to help them
obtain sexual health information, make wise decisions that will ensure a respectable
future, and develop life skills to deal with sexuality and relationships satisfactorily and
responsibly.
2. Parents: This study will help parents and other family members to guide children’s
development toward healthy sexuality as a natural, normal, and progressive experience
within the life cycle.
3. Schools: This study can fill the gaps in the curricula and identify what nature of sex
education is further needed by the students.
 4. Community: This study will serve as an essential part of building a safe community
free of sexual-related conditions.
5. Policy Makers: This will direct them in formulating effective policies, intensifying
campaigns, and dispelling any myths and misconceptions about sex education.

Conceptual Framework

The focus of this study is to undertake the three-part process; the input, process, and
output.

Input - These are the Demographic Profile of respondents, Sex Education, and Contraceptives.

Process - In the research process, includes: (1) Data collection of students' profiles, (2)
Administering questionnaires, (3) Organization of students' responses, and (4) Statistical
analysis of data

Output - The researchers will assess the level of Knowledge and Perception towards Sex
Education and Contraceptives among Grade 11 students of Ormoc City Regional Sports
Academy and formulate action plan based on the findings.
Figure 1.0 Conceptual Framework

INPUT PROCESS OUTPUT

1) Demographic profile of 1) Data collection of
the respondents in terms students' profiles.
of:
2) Administering
Proposed Action Plan
a. Age questionnaires
based on the findings
b. Gender 3) Organization of students'
responses
2) Sex Education
4) Statistical analysis of
3) Contraceptives
data

FEEDBACK

Delimitation of Study

This study will be conducted at Ormoc City Regional Sports Academy. The study will
only focus on Grade 11 students in the S.Y. 2022-2023. Since this study is designed to be a
detailed review of the perception of students toward sex education, the focus of this study will
be delimited to students' perceptions and knowledge. The conduct of the study will be on
January 30, 2023, to February 3, 2023.

Definition of Key Terms

Contraceptives: various devices, sexual practices, chemicals, drugs, or surgical procedures

that are used for the intentional prevention of conception.

Comprehensive Sexuality Education (CSE): is a curriculum-based process of teaching and

learning about the cognitive, emotional, physical, and social aspects of sexuality.

Human Immunodeficiency Virus (HIV): this is an infection that attacks the body's immune
system, specifically the white blood cells called CD4 cells.
Perception: Perception is the ability of people in understanding the nature of something
(Turnbull, 2010). In this study, perception refers to the way students of Ormoc City Regional
Sports Academy perceive sex education as a subject to be taught in school.

Sexually Transmitted Infections (STIs): this is a sex-related infection spread predominantly

by unprotected sexual contact. Some STIs can also be transmitted during pregnancy, childbirth
and breastfeeding and through infected blood or blood products.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter primarily presents the different researchers, literature, and other studies
from both foreign and local researches, which have significant bearings on the variables
included in the research. It concentrates on several aspects that will help in the development of
this study. Numerous researchers have carried out in-depth research on participants'
perceptions and knowledge of sexual education and contraceptives. Some benchmark theories
support the present study.

Sex education is defined as instruction on the anatomy and physiology of the sex
organs, sexual activity, sexual intercourse, reproductive health, emotional relationships,
reproductive rights and obligations, abstinence, contraception, family planning, body image,
sexual orientation, sexual pleasure, values, decision-making, communication, dating,
relationships, sexually transmitted infections (STIs) and how to prevent them, as well as birth
control options (Fentahun, Assefa, Alemseged, & Ambaw, 2012). It involves giving young
people the skills they need to make knowledgeable decisions about their behavior and to feel
competent and confident about following through on those decisions. This includes teaching
them how to tell accurate information from false information and how to discuss a variety of
ethical and social concerns regarding sex and sexuality, such as sexuality, pregnancy,
contraception, abortion, and STIs (Cabreros, 2012).

Sex education should be an integral part of the learning process, beginning in childhood
and continuing through adulthood and lifelong learning. It should be available to all children,
adolescents, and adults, including those with physical, learning, or emotional challenges. It
should encourage value and morale exploration, consideration of sexuality and personnel
relationships, and the development of communication and decision-making skills. It should
promote self-esteem, self-awareness, moral responsibility, and the ability to avoid and resist
sexual encounters (Kumar, Goyal, Singh, Bhardwaj, Mittal & Yadav (2017).

Sexuality education is viewed in some regions of the world to address young people's
sexual behavior and its long-term effects. The lack of accurate information resulting from
limited access to sexual and reproductive health care can be corrected with sex education. To
prevent early sexual activity, early marriage, unintended pregnancies, STI's, gender-based
violence, and harmful social behaviors, Filipino youth need reliable information (Cabreros,
2012).

Conflicting definitions, objectives, and ideologies have long characterized sex

education, making it difficult to comprehend and evaluate its efficacy. Interest in prevention
programs meant to lower STI and pregnancy rates has dominated research when it comes to
assessing the impact and outcomes (Goldfarb & Lieberman, 2020).

Comprehensive sex education, which emphasizes the benefits of abstinence while also
teaching about contraception and disease prevention methods, has been proven to reduce rates
of teen pregnancy and STD infection. Two-thirds of all sexually transmitted diseases (STDs)
and half of all new human immunodeficiency virus (HIV) infections in the US affect people
under the age of 25. It is estimated that by the end of high school, nearly two-thirds of American
youth are sexually active, and one in five has had four or more sexual partners. Despite these
alarming statistics, less than half of all public schools in the United States offer information on
how to obtain contraceptives and most schools increasingly teach abstinence-only-until-
marriage (or "abstinence-only") education. There is scant proof that abstinence-only programs
successfully encourage young people to postpone sexual activity until marriage, preventing
pregnancy, STDs, or HIV infection in the process. (Starkman & Rahani, 2004).

Much of the content of sexuality education curricula, particularly in the AIDS era, is
geared toward informing students about what is 'bad' for them, such as unprotected sex, sex
outside of a monogamous relationship, and, in fact, 'sex'. 'Safety' is a topic heading in the
section on 'Human development and human relations' in the current Curriculum and Standards
Framework: health and physical education. By categorizing sexuality issues under the umbrella
term "Safety," programs tend to focus on the dangers rather than the pleasures of human
relationships and sexuality (Harrison & Hillier, 2006).

In approximately one-third of the programs, a systematic review of 22 North American

and UK curricula for K-6 children found significant increases in knowledge across programs,
improved self-protective skills, particularly among older elementary students, and emotional
gains in self-esteem, self-efficacy, and feelings of safety. Knowledge gains and some social-
emotional outcomes persisted after a 3- to 5-month follow-up. Safe Touches for second and
third graders demonstrated significant improvement in knowledge of safe touch in a rigorous
cluster randomized study of six New York City elementary schools. Notably, when "stranger
danger" items were removed, intervention-control group differences were larger, implying that
this curriculum was able to address inappropriate touch in a more nuanced manner. Safe
primary prevention demonstrated gains in knowledge, skills, and self-esteem for 7- and 10-
year-olds in Ireland, which were maintained at the 3-month follow-up. Notably, the younger
students made the most progress (Goldfarb & Lieberman, 2020).

A successful sex education program, depends on the expertise of the teachers; their
expertise, abilities, and attitudes would influence teenage behavior. However, despite the
existence of thorough sex education programs, such as those in the United States, sexual health
education in schools has fallen short. One is that teachers are reluctant to handle sex education
because they lack appropriate knowledge about it (Cabreros, 2012).

Adolescents with adequate information would, after that, have healthy sexual lives into
adulthood, whereas those with insufficient or poor knowledge would expose to negative sexual
influences such as having multiple partners, drunkenness, and drug addictions (Clark, Jackson
& Allen- Taylor., 2002).

Most parents and other adults are in favor of including sex education in junior high and
high school curricula. Additionally, a lot of parents think that sex education may empower kids
to make informed choices regarding their sexuality and overall health. In the study, 93% of
parents of junior high school children and 91% of parents of high school students agreed that
including sex education in the curriculum was extremely important or somewhat significant.
However, only 6% of parents of high school students and 4% of parents of junior high school
students disagree that sex education should be taught in schools, respectively. 77% of parents
of junior high school students and 72% of parents of high school students believe that sex
education is very or somewhat effective in preventing teens from contracting HIV/AIDS and
other sexually transmitted diseases; 92% of parents of junior high school students and 93% of
parents of high school students believe that this class will be very or somewhat helpful to their
child and 71% of parents of junior high school students and 68% of parents of high school
students believe it is very or somewhat effective in helping teens make responsible decisions
about sex. Additionally, 88% of parents of junior high school students and 80% of parents of
high school students believe that sex education in the classroom makes it easier for them to talk
to their children about sexuality issues (Henry J. Kaiser Family Foundation, and Kennedy
School of Government, 2004).

Students’ perceptions towards sex education expressed a need for sex education to go
in-depth on topics like preventing STDs and unintended pregnancies. All students said they
wanted more information on contraception, even though they acknowledged that abstention
was one choice. Additionally, students sought information on topics related to sexual violence,
such as rape, incest, and sexual harassment. However, students also showed reluctance to
discuss sexuality with their parents, therefore this was another subject they wanted to be
covered in sexuality education: suggestions on how to talk to your parents about sexuality.
Moreover, students did not want a teacher who was dishonest with them or who spent more
time lecturing than interacting with them. Additionally, students believed that having guest
speakers provide relevant, real-world experiences would be an excellent teaching strategy.
Respecting individual choices, inviting guest speakers who are younger and closer to the
student’s age, and avoiding unrealistic films or other materials that go against the students'
common sense were the three recommendations the students made for communicating with
teenagers (Ampofo, 2016).
 CHAPTER III

METHODOLOGY

This chapter presents the methods to be employed by the researchers in conducting the
study. This gives description of how the data will be collected. It primarily focuses in
discussing the research design, population of the study and the sample, locale, sampling
procedures, research instrument, data gathering procedures, data analysis and the appropriate
statistical treatment of data.

Research Design

The study will employ a correlational design to assess the relationship between the
level of Knowledge and Perception towards Sex Education and contraceptives to the
demographic profile of Grade 11 students of Ormoc City Regional Sports Academy. This
information will be valuable to the Grade 11 students of Ormoc City Regional Sports
Academy in order to identify any potential gaps in perception and knowledge towards sex
education and contraceptives that may need to be addressed.

Research Locale

This research study will be conducted inside the Ormoc City Regional Sports Academy
premises. The school is located at 6541 Carlos Tan St, Ormoc City, Leyte. It is situated in
between Ormoc City Central School and Ormoc City Sports Complex. Young aspiring athletes
who desire to pursue sports track in senior high school can do so at the Ormoc City Regional
Sports Academy. Additionally, this institution is the only one in Region VIII to provide a sports
track. The Ormoc City Regional Sports Academy supports student-athletes in pursuing their
passion for sports while also advancing their academic understanding.
 Figure 2: Vicinity Map of Ormoc City Regional Sports Academy

Research Respondents

The entire population of respondents in this survey consists of 182 Grade 11 students
of Ormoc City Regional Sports Academy. These students were picked to participate in the
study as respondents because: (1) they are a part of the youth, who are one of the study's
benefactors and intended audiences, and (2) due to the convenience of the school location.
They were also selected to participate in the study because they are qualified to respond to the
study's questions.

There are four (4) sections in total for Grade 11 in Ormoc City Regional Sports
Academy. Section Olympia has 46 students, Sparta has 45 students, Delphi has 46 students,
and Corinthia has 45 students, a total of 182 students. With that, the respondents for the said
study will be the 182 Grade 11 students of Ormoc City Regional Sports Academy.

Sampling Techniques

In this study, the researchers will utilize stratified random sampling. The researchers
selected the entire Grade 11 students at Ormoc City Regional Sports Academy as the
respondents for the study. This group of people has been selected because they possess certain
characteristics that are relevant to the research questions to be addressed. The researchers
believe that this group of participants will provide valuable insights into the research questions
and will be representative of the population of interest.
Research Instrument

This study will utilize questionnaires as a tool for gathering data. Questionnaires are a
set of standardized questions that are administered to a sample of individuals in order to collect
information about their attitudes, beliefs, behaviors, or other characteristics. By using
questionnaires, the researcher can efficiently gather data from many students and can analyze
the results to draw conclusions about the perceptions and knowledge of students at the Ormoc
City Regional Sports Academy regarding sex education and contraceptives.

A structured questionnaire titled "Sex Education and Contraceptives: Level of

Knowledge and Perception among the Grade 11 Students of Ormoc City Regional Sports
Academy," which was adapted from Ampofo (2016), will be used to collect data for the study.
The instrument is divided into two parts. Part I is the demographic profile of the respondents
in terms of age and gender, while Part II consists of questions based on research question 2,
which is the students' knowledge and perceptions on sex education and contraceptives
respectively. Using a 4-point Likert scale ranging from 1-4 where (1) is strongly disagree, (2)
is disagree, (3) is agree, and the last one is (4) is strongly agree, the respondents will simply
indicate a check mark in every statement. This legend will provide nuanced survey responses
to analyze and allow respondents to answer more precisely. To ensure the accuracy of the
questionnaire adapted by the researcher, it is subjected to expert opinion.

The questionnaire will undergo a pre-test with selected Grade 11 students of Ormoc
City Regional Sports Academy to evaluate its reliability and validity.

Data Gathering Procedures

The first step is to seek permission to conduct the study by writing a request letter. Upon
approval, the researcher retrieves the request letter and gives it to the principal as well as the
class advisers of Grade 11 of Ormoc City Regional Sports Academy. Second, the researchers
will prepare the research instrument by conducting a pre-test with selected Grade 11 students
in order to evaluate its reliability and validity. The third step is administering the questionnaire;
the researcher will use the time agreed upon in the schedule. The student responses will be
given enough time to answer the questions. Researchers allow respondents to ask clarifying
questions about areas they do not understand. To ensure objectivity, the respondents will
respond on the same day. Lastly, the researcher will collect the questionnaires for tallying the
scores and applying the statistical treatment to be used with the study. The researchers will
analyze and evaluate the collected data in order to draw conclusions from the responses of the
respondents.

Statistical Treatment of Data

The responses to the questionnaire by Grade 11 students of Ormoc City Regional Sports
Academy will be statistically analyzed with the data requirements of the study. The researchers
will treat the data by using statistical tools such as the mean, frequency distribution, and
percentage. With these statistical tools, the researchers can easily analyze the data.

Ethical Considerations

Participants and respondents are at risk of not being looked after. With this, the
researcher will assure that all information will be kept as private as possible. All information
gathered will be kept confidential and used strictly for the purposes of the research. To protect
the respondents' anonymity, the researcher will provide them ample time to complete the
survey without supervision. The respondents will be given a questionnaire to complete. The
researcher will next explain the nature of the study to the respondents, as well as the fact that
they are not required to put their names on the survey questionnaire. They are given the option
of providing their email address in case the researcher needs to contact them. As there are no
wrong answers, the respondents will be instructed to respond based on their own personal
experiences. Furthermore, the researcher will reassure the respondents that the information
contained in the questionnaire will be kept confidential. They can withdraw from being a
respondent and are not required to reason out if they no longer want to answer.
 References

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UNESCO. (2017). International technical guidance on sexuality education. pp. 16-17.

Comprehensive Sexuality Education Program. https://csetoolkit.unesco.org/toolkit/getting-
started/what-comprehensive-sexuality-education

Abesamis, L., Siddayao, K. (2021). Queering sexual education in the Philippines: Policy and
program implications for Filipino LGBTQ+ Youth. Review of Women’s Studies. 31 (2), 1-28.
https://www.researchgate.net/profile/Luis-Emmanuel-
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ueering-Sexual-Education-in-the-Philippines-Policy-and-Program-Implications-for-Filipino-
LGBTQ-Youth.pdf

Iyer, P., Clarke, D., Aggleton, P. (2013, 10, 29). Barriers to HIV and sexuality education in
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Jain, R., Muralidhar, S. (2012, 02, 14). Contraceptive methods: Needs, options, and
utilization. The Journal of Obstetrics and Gynecology of India. 61, 626-634.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3307935/

Giannini, S. (2019, 07, 02). Why children need comprehensive sexuality education in a
changing world. https://www.globalpartnership.org/blog/why-children-need-comprehensive-
sexuality-education-changing-world

Goldfarb, E.S., & Lieberman, L.D. (2020, 07, 22). Three decades of research: The case for
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Starkman, N., & Rajani, N. (2004, 07, 05). The case for comprehensive sex education. Aids
Patient Care and STDs. Vol. 16, Issue 7
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Harrison, L., & Hillier, L. (2006, 07,06). What should be the ‘subject’ of sex education?
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Kumar., Goyal, A., Singh, P., Bhardwaj, A., Mittal, A., & Yadav. S.S., (2017, 03, 01).
Knowledge attitude and perception of sex education among school going adolescents in
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Fentahun, N., Assefa, T., Alemseged, F., & Ambaw, F (2012, 07). Parents' perception,
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Survey Questionnaire:
Title: "Sex Education & Contraceptives: Level of Knowledge & Perception
among the Grade 11 Students of Ormoc City Regional Sports Academy"

I. Demographic Profile
Gender:
Age:
II. Questions
Directions: Please indicate your level of agreement or disagreement with each of
these statements regarding "Sex Education & Contraceptives: Level of knowledge &
perception among the grade 11 students of Ormoc City Regional Sports Academy".
Place an "✓" mark in the box of your answer.
Legend:
Strongly Agree 4
Agree 3
Disagree 2
Strongly Disagree 1

4 3 2 1
Strongly Agree Disagree Strongly
A. Students' Perception on
Agree Disagree
Sex Education

1. Sex education is not

given enough emphasis in
schools
2. Are you always satisfied
with the sex education
given?
3. Have you learnt more
about sex education?

4. Have you ever discussed

sex with your parents,
brothers/sisters?

5. Sex education is an
important aspect
6. Sex education is not a
waste of time

7. Sex education is
overemphasized in the
community

8. Parents should not be

involved in sexuality
education
9. Sex education helps
students make informed
decisions about sexual
behavior

4 3 2 1
B. Students’ Perception
Strongly Agree Disagree Strongly
on Contraceptives
Agree Disagree
1. Modern contraceptive
services and commodities
are inaccessible
2. Not easy to discuss
sexual issues with partner
3. Couple counseling can
improve male improvement
in contraceptive use
4. Contraceptive are for
females only
5. Contraceptives are
acceptable in our school
and community
6. Contraceptives benefits
males too
7. Contraceptives is not for
the poor
8. It is wrong to use
contraceptives

4 3 2 1
C. Knowledge of Students on
Strongly Agree Disagree Strongly
Sex Education
Agree Disagree
1. Sex education is about taking
care of my sexual health
(physical, emotional, mental, and
social well-being in relation to
sexuality)
2. Sex education is about
protecting the self from sexual-
related infections/diseases like
HIV/AIDS.
3. Sex education is about taking
right decisions about my sexual
life and sexual health.
4. Sex educations is about
preventing unwanted teenage
pregnancy.
5. Sex education is about
understanding my sexual life
through lifespan.
6. Sex education is about taking
care of my reproductive health
(menstruation and wet dreams)
7. Sex education is the provision
of information about my bodily
changes towards adulthood
8. Sex education is about
knowing my gender/sex role

4 3 2 1
D. Knowledge of Students on
Strongly Agree Disagree Strongly
Contraceptives
Agree Disagree
1. Boys are responsible for using
contraception
2. Girls are responsible for using
contraception
3. Both boys and girls are
responsible for using
contraception
4. Is good for students carrying
condoms
5. Having sex as students brings
about crisis pregnancies
6. Do you think that you have
enough knowledge about
contraceptives
7. It is easy to get
contraceptives?
8. You feel happy when going to
a doctor, nurse, or pharmacy
9. You know how contraceptives
work
10. You know of condom
11. You worry about getting
pregnant/impregnating somebody
12. Your parents will be happy
when you impregnate a girl
13. Is not good to have sex as a
student