Sex Edu

A PHENOMENOLOGICAL PERSPECTIVE ON THE IMPORTANCE OF SEX
EDUCATION TO THE SEXUAL BEHAVIOR OF OUR LADY OF FATIMA

UNIVERSITY STEM STUDENTS
A Qualitative Research Presented to the Faculty of

Our Lady of Fatima University Antipolo Campus
Submitted in Partial Fulfillment of the Requirements for Research I

Science, Technology, Engineering, and
Mathematics Strand
By:
Andrea Chelsea Milanes
Blessy Montemayor
Justin Charles Margarejo
Kirztie Claire Lazaro
Louis Antoni Maalindog
Marcela Eunice Leal
Nina Aleesa Muzones
Approved by:
Mr. Paul Michael Perez
May 23, 2023
OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

ENDORSEMENT
This research paper entitled: "A Phenomenological Perspective on the Importance of Sex
Education to the Sexual Behavior of Our Lady of Fatima University STEM Students" was written
and prepared by Nina Aleesa Muzones, Kirztie Claire Lazaro, Marcela Eunice Leal, Louis Antoni
Maalindog, Andrea Chelsea Milanes, Justin Charles Margarejo, and Blessy Montemayor of STEM
11-3P in partial fulfillment of the requirements for Research 1. This has been reviewed and is
recommended for oral examination.
Mrs. Romilyn M. Pelagio

Adviser
This is to certify that the research: “A Phenomenological Perspective on the Importance of Sex
Education to the Sexual Behavior of Our Lady of Fatima University STEM Students” prepared
and submitted by Nina Aleesa Muzones et al. of STEM 11-3P, is recommended for oral
examination.
Mr. Peter Temporal Mr. Julieto Comendador

Panelist Principal, Our Lady of Fatima University

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CERTIFICATE OF ORIGINALITY
We hereby certify that this research paper entitled “A Phenomenological Perspective on the
Importance of Sex Education to the Sexual Behavior of Our Lady of Fatima University STEM
Students” is a description of our original work. We further declare that the textual content of this
research project is the result of our own efforts, despite the fact that we may have gotten assistance
with style, presentation, and language expression from others. Other than the writers mentioned
above, all contributors are properly acknowledged in the paper. The work described in the article is
original to the best of our knowledge, and no portion of it has been copied or obtained from other
sources without the appropriate authorization.
Researchers:
Andrea Chelsea Milanes
Blessy Montemayor
Justin Charles Margarejo
Kirztie Claire Lazaro
Louis Antoni Maalindog
Marcela Eunice Leal
Nina Aleesa Muzones
Attested by:
Mr.Paul Michael Perez
Research Adviser
May 16, 2023

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ACKNOWLEDGEMENT
This study would not have been possible without the participation and support of so many
people whose names may not all be enumerated. Their efforts are deeply appreciated and
recognized. However, the group would like to convey their heartfelt gratitude and thanks to the
following individuals:
The researchers would like to thank those who contributed to the completion of this
research. First and foremost, we would like to thank the Our Lady of Fatima University Antipolo
Campus for giving us this laming opportunity that helped us develop valuable lessons of patience,
perseverance, teamwork, resilience, cooperation, and most of all, the endless pursuit of knowledge.
The researchers would like to express their sincerest gratitude to our Professor Paul
Michael Perez, for his continuous support in our research and for his patience, motivation, and
immense knowledge. His guidance helped us throughout our research.
Our thanks and appreciation also goes to our respondents, who willingly helped with their
full cooperation, which has made the research study achieve its smooth completion. We would also
like to give thanks for the time and knowledge that you have given us to conduct this study.
To all relatives and friends, who shared their support, either morally, financially, or
physically, thank you.
To the co-researchers who participated, our sleepless nights were working together for this
research study. We are halfway through our journey.
Above all, big thanks to the Great Almighty God, the source of all knowledge and
wisdom, for His unending love, for giving us the strength, knowledge, ability, and opportunity to
undertake this research study.
We thank you.
STEM 11-3P Group 3

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TABLE OF CONTENTS
ENDORSEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii
CERTIFICATE OF ORIGINALITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
LIST OF MATRICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
LIST OF APPENDICES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
CHAPTER I: THE PROBLEM AND ITS BACKGROUND

1.0 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
1.1 Background of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.2 Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.2.1 Research Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
1.2.2 Assumptions of the Study. . . . . . . . . . . . . . . . . . . . . . . . . 12
1.3 Research Paradigm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
1.4 Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
CHAPTER II:REVIEW OF RELATED LITERATURE
2.1 Synthesis of the Literature Review. . . . . . . . . . . . . . . . . . . . . . . . . . 20
CHAPTER III: RESEARCH METHODOLOGY
3.1 Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.2 Research Method/s. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.3 Research Locale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
3.4 Key Informants. . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .23
3.4.1 Screening Tool. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.4.2 Sampling Technique. . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.6 Research Ethics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
3.7 Research Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
3.8 Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
3.9 Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
CHAPTER IV: RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . . . . . . . 26
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS
5.1 Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
5.2 Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
REFERENCES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

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LIST OF MATRICES
MATRIX 1: THE IMPORTANCE OF LEARNING SEX EDUCATION. . . . . . . . . . . . . . 26

MATRIX 2: THE PARTICIPANTS’ THOUGHTS ABOUT SEX EDUCATION TO THEIR
SEXUAL BEHAVIOR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
MATRIX 3: THE MAJOR CHANGES OF THE PARTICIPANTS’ SEXUAL BEHAVIOR IN
TERMS OF HEALTH, PHYSICAL, MENTAL, EMOTIONAL, AND SOCIAL
ASPECTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
MATRIX 4: THE IMPORTANCE OF HAVING SEXUAL HEALTH EDUCATION IN
SCHOOLS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

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LIST OF APPENDICES
APPENDIX A: LETTER OF PERMISSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

APPENDIX B: INFORMED CONSENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
APPENDIX C: SCREENING TOOL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
APPENDIX D: PROPOSED INSTRUMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
APPENDIX E: TIMELINE OF RESEARCH. . . . . . . . . . . . . . . . . . . . . . . . . . . .49
APPENDIX F: TRANSCRIPTIONS OF INTERVIEWS. . . . . . . . . . . . . . . . . . . . . .50
APPENDIX G: CERTIFICATE OF VALIDATION. . . . . . . . . . . . . . . . . . . . . . . . .69

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ABSTRACT
Sex Education is the instruction that focuses on topics of human sexuality and helps youth
comprehend themselves physiologically and prepare to face the reality therefore they'll not become
prey to sexual predators, but individuals perceive it as a motivation for starting sexual acts. The
purpose of this study is to examine the importance of sexual education for Our Lady of Fatima
University Antipolo STEM students, as well as the changes on their health and physical, mental,
emotional, and social influence on their sexual behavior. It also intends to give suggestions on
initiatives that should be made to enhance the sexual education system.
The investigation focused on 9 STEM students aged 16-19 from Our Lady of Fatima
University. In this study, the primary approach is interview. The interview responses are gathered
and assessed to discover common concepts and patterns. The study employed a descriptive
qualitative research method to gain a deeper understanding of the phenomenon. This approach
involved in-depth interviews, observations, and analysis of textual data to capture rich insights and
explore the complexities of human experiences and perspectives.
The findings emphasized the participants' recognition of the crucial role of sex education
in shaping their sexual behavior. Participants also noted changes in physical, mental, emotional,
and social aspects due to sex education. Overall, implementing comprehensive sex education is
crucial in promoting responsible decision-making and ensuring students' well-being.
Keywords: Sex Education, Sexual Behavior, Significance

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND

1.0 INTRODUCTION
Sex education, also referred to as; sexuality education, or sex ed, is the teaching of topics
related to human sexuality, such as; sexual anatomy, sexual activity, sexual reproduction, safe sex
and birth control, sexual health, reproductive health, emotional relations and responsibilities, age
of consent, and reproductive rights. The goal of sex education is to enhance young people's
capacity to make thoughtful decisions about their relationships, sexuality, and overall emotional
and physical well-being. (World Health Organization, 2016, p. 1) Sex education does not stimulate
sex among children and adolescents.
In a world where HIV/AIDS, STIs, unintended pregnancies, gender-based violence, and

where gender inequality continues to pose serious dangers to young people's well-being,
comprehensive sexuality education (CSE) is essential for preparing them for a safe, fulfilling life.
Those who participate in sex education are also given the information, abilities, and the inspiration
they need to make responsible choices about their sexuality and sex. Many young individuals
reach adulthood with conflicting, unfavorable, and confusing messages on sexuality. All of which
are occasionally made worse by adults' embarrassment and silence. (Health Think Analytics, 2021)
The Philippines passed the Responsible Parenthood and Reproductive Health Act of 2012
(RH Act) after a 14-year wait. Through this act, the government integrated sex education courses
into the public school curriculum for students’ ages 10 to 19. Sexual behavior is defined as activity
displayed by humans in order to satisfy one of their basic wants, namely the sexual need. Sexual
conduct may often result in undesirable repercussions. Yet, the notion of dangerous sexual conduct
differs according to culture, gender, age, and the threshold. Each sexual behavior has some amount
of danger. Whether the danger is physical, emotional, or social, individuals who engage in sexual
contact with another human being must factor risk into their decision-making processes. Yet, social
schema greatly influences these decision-making processes, as well as the concept of risk itself.
(Nichols, 2023)
Although many STEM students at Our Lady of Fatima University already possess
knowledge about sex education, likely due to them having learned about sex education beforehand,
it is still important to also learn how sex education affected their sexual behavior in order to know

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if it affected them positively or negatively. Hence our reasoning for conducting this research: to
know how sex education can affect a STEM student’s sexual behavior.
1.1 BACKGROUND OF THE STUDY
Sex education is slowly but surely reaching every school in the Philippines to raise
awareness on the risks of having sex without having any prior knowledge. We all know that having
sex education has an effect on one’s sexual behavior, whether it be positively or negatively.
Regardless of what it is, it still has an effect caused by the CSE course. (Health Think Analytics,
2021)
In the past, the effectiveness of a sex education program has been assessed by the
numbers: significantly fewer cases of STDs, teen pregnancies, and pregnancy-related drop-outs.
However, more and more scholars, teachers, and advocates are stressing that sex education ought
to involve issues besides physical health. They believe that relationships should also be included in
sex education. (Tatter, 2018)
If the sexual behavior of a person changes negatively because of sex education, it may
cause certain problems because of the curiosity of young people, causing them to engage in unsafe
sex which results in teenage or unwanted pregnancy. If the sexual behavior of a person changes
positively it should result in less cases of teenage pregnancy, unwanted pregnancy, and a more
stable birthrate which should lessen overpopulation within more dense urbanized areas of the
country. (Simmonds, 2019)
However some teenagers' sexual behavior is affected in a positive or negative way. The
researchers want to determine if sex education has a positive effect on sexual behavior of
teenagers. Therefore, the researchers will be tasked with asking the Grade 11 and 12 STEM
students if learning sex education has a positive or negative effect/s on their sexual behavior.
1.2 STATEMENT OF THE PROBLEMS
One of the problems that the country faces is the significantly rising rate of unwanted
pregnancies. It is expected that unwanted pregnancies in the Philippines will reach 2.56 million in
2020. Before COVID-19, the Philippines had one of the highest rates of teenage pregnancy in
Asia. (Smart Parenting Staff, 2020) As stated by the Philippine Statistics Authority (PSA) in its
2022 National Demographic and Health Survey (NDHS), teenage pregnancies among Filipino
women-15 to 19 years old-fell from 8.6 percent in 2017 to 5.4 percent in 2022. (Dela Peña, 2023)
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A rise in intimate relationship violence is also expected since women and girls are more
likely to be forced to live with abusers. Although many of these cases of gender-based violence
cannot be reported, the study expects a 20% rise in physical or sexual violence towards intimate
partners in 2020 compared to 2019. (Smart Parenting Staff, 2020)
The Reproductive Health Law, Republic Act No. 10354, and other regulations and laws
are currently implemented in the Philippines to ensure access to sexual and reproductive health
care, information, and education. To ensure that we reach a future where every pregnancy is
valued, however, there is much that policymakers, civic leaders, and the entire society needs to
understand. (Dongeto, 2022)
According to the new approach to sex ed, if students become more well-practiced in
thinking about caring for one another, they’ll be less likely to commit and be less vulnerable to
sexual violence. And they’ll be better prepared to engage in and support one another in
relationships, romantic and otherwise, going forward. (Tatter, 2018)
Moreover, studies have shown how body dissatisfaction can be a concern, experienced,
and managed over time. (Frederick et al., 2012) Estimated that approximately 20% to 40% of
women experience dissatisfaction with their physical appearance. Additionally, body
dissatisfaction has been identified as a potential precursor to the development of eating disorders
and has been observed in individuals with various mental disorders, including binge eating
disorder or social anxiety disorder, as well as in individuals without such conditions.
This study is being conducted to analyze and discover whether or not sex education has an
effect on members of the academic track of STEM within the University of Our Lady of Fatima. It
is also intended to provide youth with the information and skills to make healthy and informed
decisions about sex. The main objective of this study is to discover the changes of the STEM
student’s sexual behavior before and after learning sex education.
If specifically, the study is aimed to provide answers to the following questions:
1. What is the importance of learning sex education?
2. What are the thoughts of the participants about sex education to their sexual behavior?
3. What are the major changes of sexual behavior after learning sexual education in terms of;

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3.1 Health;
3.2 Physical;
3.3 Mental;
3.4 Emotional; and
3.5 Social.
4. How should Our Lady of Fatima University conduct Sex Education for STEM Students?
1.2.1 OBJECTIVES OF THE STUDY
The specific objectives of this study are:
1. To comprehend OLFU Antipolo STEM Students’ perspective on sexuality as a normal

aspect of human progression.
2. To analyze the issues and difficulties that OLFU Antipolo STEM Students encounter when
it comes to learning sex education.
3. To encourage OLFU Antipolo STEM Students practice safe sex and prevent sexually
transmitted illnesses.
1.2.2 RESEARCH ASSUMPTIONS
1. Participants may have varying perspectives on the importance, effectiveness, and

appropriateness of sex education. The participant may have had previous exposure to sexual
education but feels that their knowledge is not sufficient or up-to-date. They may have specific
questions or topics they want to explore in more detail, such as contraception, sexual orientation,
or consent.
2. Their thoughts may be influenced by factors such as age, gender, cultural background, personal
values, and experiences. The participants may have mixed emotions and thoughts about their
sexual behavior, which can range from satisfaction and enjoyment to regret, shame, or guilt. They
may have different attitudes towards sexual activity, such as abstinence, experimentation, or
monogamy.

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3. After learning sexual education, participants may experience changes in their mental, emotional,
and social well-being. For example, they may feel more confident, informed, and empowered in
their sexual decision-making, have a better understanding of their own and others' boundaries, and
have improved communication skills.
4. Our Lady of Fatima University should consider the diverse needs and preferences of STEM
students when designing sex education programs. The university may need to provide different
formats, such as online modules, workshops, or group discussions, and tailor the content to the
specific needs of STEM students, such as addressing the intersection of technology and sexual
health.
1.3 RESEARCH PARADIGM
1.4 SIGNIFICANCE OF THE STUDY
The result of this study will benefit the following:
Students. This study will be relevant to these students to make them aware and encourage them to
learn sex education. Sex education gives children a thorough awareness of their bodies
and teaches them how to say no to inappropriate sexual behavior in addition to teaching
them the fundamentals of puberty, body changes, and development.
Teachers. They could help each other in implementing plans in helping the students to develop
students’ knowledge and views about sexual and reproductive health and behavior.

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Parents or Guardians. As per studies, family interactions are a crucial aspect in protecting
teenagers' sexual health. The more parents interact with their children, the
more likely it is that teenagers will avoid any sexual engagement.
School Institution. Schools should emphasize the importance of sex education to students for this
is the place where an individual learns.

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CHAPTER II
REVIEW OF RELATED LITERATURE
2.1.1 Sex Education in Preventing Sexual Abuse
This study intends to review rape in adolescents and methods for its prevention. When
teenagers were empowered and taught self-defense skills, the rate of sexual harassment and sexual
assault was much lower in the intervention group than in the control group in the review of
interventional studies. Other researchers found a statistically significant connection between
adolescents' high knowledge and attitude levels and a decline in sexual assault risk factors.
Adolescent sexual abuse can be avoided by fostering knowledge and attitudes through
evidence-based interventions. Healthy relationships can be promoted and sexual harassment can be
avoided with the help of appropriate education programs offered in schools to teen students.
(Gilani et al., 2020)
The recent Norwegian quantitative research reveal a significant frequency of sexual

harassment and abuse among adolescents, the need for addressing the cognitive, emotional,
physical, and social elements of sexual behavior through education has become critical. Children
who are sexually abused have a greater risk of becoming perpetrators themselves throughout their
life (Glasser et al., 2001), and it takes on average 17.2 years before victims of child sexual abuse
tell anyone about their experience (Steine et al., 2016). But 73% of the respondents to the study
say that the curriculum does not, or only to a limited extent, cover sexual abuse. This may be
because some people have varied definitions of what is meant by the word "abuse" in Norwegian.
Although this phrase can allude to sexual abuse, it is most frequently used to refer to physical or
psychological abuse. (Glasser et al., 2001)
According to the clinical report in the American Academy of Pediatrics, it is helpful for
teachers to access current sexuality knowledge, curricula, policies, regulations, standards, and
other materials. Some teenagers have the chance to explore their sexuality and intimacy in a safer
environment, but some also encounter coercion, exploitation, and violence. In reality, 11% of
female and male teenagers aged 18 to 24 who had their first sex reported having an unwanted first
sex in the National Survey of Family Growth. Teenagers who had first sex at the age of 14 and
younger are more likely to report that it was nonvoluntary, compared with those who were 17 to 19
years of age. It is crucial for teachers to be open and committed to address human sexuality and

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understand how students' different backgrounds and experiences may impact their personal ideas,
values, and sexuality knowledge. (Botash et al., 2005)
2.1.2 Sex Education and Gender Identity
The study tested whether LGBTQ-inclusive sex education is associated with reduced
adverse mental health outcomes and bullying victimization in U.S high school students. We found
that LGBTQ-inclusive sex education is related to lower reports of adverse mental health among all
youth and experiences of bullying among SMY (Sexual Minority Youth) subgroups. (James E.
Egan., 2019)
Protective associations of LGBTQ-inclusive sex education were found for depressive

symptoms, suicidal thoughts, and making a suicide plan for all youth, Notably, there was a 20%
reduction in reported suicide plans for every 10% increase in schools teaching LGBTQ-inclusive
sex education in a state. This finding supports past research indicating that inclusive school
climates have positive implications for heterosexual youth as well as Sexual Minority Youth
(SMY). (Proulx., 2019)
Bullying and discrimination in schools based on sexual orientation and gender identity and
expression adversely affects LGBT and gender non-conforming students' physical and
psychological health, Documented effects include depression, anxiety, fear, stress, loss of
confidence, low self-esteem, withdrawal, social isolation, loneliness, guilt, sleep disturbance,
alcohol and drug abuse, homelessness, self-harm, and even suicide. (OHCHR., 2019)
Additionally, these unwelcome environments affect LGBT people's overall education and
employment prospects. They are more likely to feel unsafe at school, avoid school activities, miss
classes, skip school or drop out, and achieve lower academic results than their peers, setting them
to an economic disadvantage in life. (OHCHR., 2019)
Violence in schools and other educational settings is a worldwide problem. Students who
are perceived not to conform to prevailing sexual and gender norms, including those who are
lesbian, gay, bisexual or transgender (LGBT), are more vulnerable. Violence based on sexual
orientation and gender identity/expression, also referred to as homophobic and transphobic
violence, is a form of school-related gender-based violence. It includes physical, sexual and
psychological violence and bullying and, like other forms of school-related violence, can occur in

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classes, playgrounds, toilets and changing rooms, on the way to and from school and online.
(UNESCO, 2017)
Students who are not LGBT but are perceived not to conform to gender norms are also
targets. School-related homophobic and transphobic violence affects students’ education,
employment prospects and well-being. Students targeted are more likely to feel unsafe in school,
miss classes or drop out. Homophobic and transphobic violence also has adverse effects on mental
health including increased risk of anxiety, fear, stress, loneliness, loss of confidence, low
self-esteem, self-harm, depression and suicide, which also adversely affect learning. (UNESCO,
2016)
2.1.3 Sex Education in Developing Human/Social Relationships
According to the review of young people's opinions and experiences with their
school-based sex and relationship education, the uniqueness of sex and relationship education has
not been sufficiently taken seriously in schools. Students' exposure was revealed as they expressed
their humiliation and discomfort. Particularly men were recognized as weak, and many admitted to
behaving in class as an attempt to hide their fear. Teenagers regarded sex and relationship
education as heteronormative, gendered, and promoting appropriate behavior while describing
sexuality as a problem to be solved. It also shows that because of a lack of training, adolescents
believed that their teachers were unfit to teach sex and relationship education. Instructors were
often viewed as being moralistic and making judgements on students according to their different
ideals, and they were sometimes not trusted to protect confidentiality. Many of the study's
participants were in favor of sexual health professionals giving sex and relationship education
because they were seen as being less judgmental, more knowledgeable, and better at delivering sex
and relationship education. (European Expert Group on Sexuality Education, 2016)
Particularly for younger age groups, parents, relatives, friends, and other lay people are
major sources of information about sexuality and human relationships. Because of the complexity
of knowledge and skills needed to handle subjects like contraception, STIs, emotional
development, and communication, informal sources are often insufficient. Many parents are in
favor of schools taking on this role because they find it difficult to deal with sex education
themselves. In addition, as a result of perceived overly tight parenting, teenagers often want
alternative sources of information. Preventing dating and intimate partner violence, building

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healthy relationships, preventing child sex abuse, and improving social and emotional learning are
some outcomes. (Breuner et al., 2016)
According to UNESCO (2009), the main objective of sex and relationship education is to
provide children and adolescents with the knowledge, skills, and values essential to make moral
decisions regarding their sexuality and relationships. According to Marton and Booth (1997),
learning can be thought of as experiencing the world in specific ways and learning about it through
experience. Sexuality is something we unconsciously and naturally learn. The expression of
sexuality and sexual behavior are influenced by social norms and gender inequalities. Many young
women lack sufficient control or power in their intimate relationships. On the other hand, young
males may experience peer pressure to act in ways that conform to male sexual stereotypes and
participate in manipulative or harmful behaviors. Sexuality education influences positive attitudes
and values and can balance power dynamics in intimate relationships, helping to prevent abuse and
promote respectful and mutually beneficial relationships. (Unis & Sallstrom, 2019)
2.1.4 Sexuality and Individuals with Intellectual, Developmental, and Other Disabilities
Sexual health education for individuals with disabilities is essential to support and
guarantee every individual's abilities to make educated and well-informed choices about personal
safety, building and sustaining healthy relationships. Although expressing one's sexuality is a
natural aspect of being a human, sexual and reproductive health education is frequently
disregarded when it comes to individuals who have disabilities. This lack of knowledge can make
it more tough for them leaving them on potential risks and vulnerable on wide range of challenges,
including sexual abuse, difficulties finding and creating connections, and trouble finding safe and
reliable partners.
In the Maltese setting, a familiar interpretation of individuals who have intellectual

disabilities is a portrait of innocence embodying the phenomena of the 'eternal child' (Kittay, 2011;
McCarthy, 1999). The state of innocence is assumed to be the result of a poorly developed intellect
combined with a privileged existence completely lacking sexual experiences. (Nelson et al., 2020)
discuss how culture and religion are involved in the delivery of sex education, and how the topic
of sexuality may be taboo in the home. This cultural stereotype is evidenced by the behavior of
individuals who have learning disabilities, who avoided talking about the topic with ease, felt
embarrassed, and ashamed.

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Initial studies focused on the importance of sexual health education for PWD, while more
recent findings have focused on the best ways to instruct it. The preparation of parents and
instructors are the two main strategies for this learning. Working with parents to develop practical
life skills is an evidence-based approach, and integrating lessons on sexual health can make it more
bearable for teachers. To prepare educators, short mini-lectures were added in the course to help
them become ready to teach about sexual health. Implementing an inclusive approach and
expelling bias would contribute to an increased understanding, empathy, and equality.
2.1.5 Sex Education in Preventing Teen Pregnancy
The main goal of sex education is to educate young people about subjects like sex,
sexuality, and physical growth. Better STD and unplanned pregnancy prevention can result from
high-quality sex education. Also, it promotes responsible family planning and lowers the dangers
associated with risky sex. The Philippines is progressively introducing sex education and access to
contraception to assist address challenges like overcrowding, high rates of teen pregnancy, and the
spread of HIV (Nichols, 2020).
Several nations consider lowering teenage pregnancy rates to be a key policy goal, in part
because of the significant economic costs that early childbearing can have for teenagers, their
children, and the rest of society. While there is evidence that teenage pregnancy is connected with
negative health, educational, and economic consequences for adolescent mothers, teen pregnancies
that end in abortions result in direct healthcare expenses (Paton et al., 2020).
The RH Act was enacted by the government in response to the numerous health problems
afflicting the nation, including an increase in HIV/AIDS diagnoses, pregnancy-related deaths, and
infant mortality. In the Philippines, where 9% of women between the ages of 15 and 19 begin child
bearing, teen pregnancies are also frequent (Montemayor, 2019). Teen pregnancy is the world's
most global problem. Teenagers may lack sexual education and be unaware of how to prevent
unwanted pregnancies and sexually transmitted diseases (STDs). Teach the teens all the skills and
knowledge they require to make healthy decisions about their sex life by providing a Sex
Education in Schools or other community-based organizations. This will enable them to make
safer and more informed decisions by learning about protection such as condoms or an Oral
Contraceptive Pill (Shameer, 2023). The Contraceptive Pill is a daily pill that contains hormones to
change the way the body works and should work alone to prevent pregnancy. Pregnancy can't
happen if a female doesn't ovulate because there is no egg to be fertilized. Regardless of whether

19
you're going to have sex, taking a pill every 7 days will work alone to prevent pregnancy, but
skipping a day without taking a pill will not protect you against pregnancy (Gordon, 2022).
Women have many choices for birth control. Currently, men have only two effective options for
birth control. The male birth control method is mostly a condom, but now men can take a pill.
After men took the DMAU pill daily for a month, their testosterone dropped to what was described
as castrate levels. This means the hormone was as low as if they were castrated.
According to The Medical City, family planning aids in defending women against any
health hazards that can arise before, during, or following childbirth. Infections, high blood
pressure, gestational diabetes, miscarriage, and stillbirth are a few of them. Teenagers can be
protected against the physical, mental, and financial burden of an unwanted pregnancy by using
family planning, and more specifically, contraception. Unplanned, inappropriate, or tightly spaced
pregnancies have an impact on the mother's health, which in turn has an impact on the wellbeing
and security of her unborn child. A couple or person can make wise judgments in life when they
are informed of their rights and options. A couple or person can select what is best for their sexual
and reproductive health with the aid of family planning. A couple can achieve financial security
and be able to establish a family they can properly support by carefully spacing their pregnancies.
A healthy family is the cornerstone of a healthy community, and a healthy family is one that has
received the right care.
2.2 Synthesis of the Literature Review
According to the first theme of the Review of Related literature, young adults who travel
abroad are at a higher risk of engaging in risky sexual behaviors and acquiring STBBIs, as well as
unintended pregnancies. Pre-travel consultations should focus on sexual health education, and
sexuality education should emphasize the health consequences of unsafe sex. Additionally, peer
victimization related to sexual orientation and gender identity is associated with lower school
belonging, higher depressive symptoms, and may also lead to changes in academic plans,
traumatic stress, and alcohol and drug abuse. Further research and intervention are needed. In
regards with the other themes, one study shows that empowering and educating adolescents can
lower the rate of sexual harassment and sexual assault. However, there is a need for education on
sexual abuse, as many adolescents have reported being victims or know someone who has
experienced sexual abuse. LGBTQ-inclusive sex education is linked to lower reports of adverse
mental health among all youth and experiences of bullying among Sexual Minority Youth (SMY)
subgroups. Bullying and discrimination based on sexual orientation and gender identity can have

20
adverse effects on mental health, including increased risk of anxiety, stress, and depression.
Students perceive sex and relationship education in schools as heteronormative, gendered, and
promoting appropriate behavior while describing sexuality as a problem to be solved. Some
believe that sexual health professionals are better suited to deliver sex and relationship education
than teachers. Reasons why we have Review of Related Literatures for the research topic is that in
the case of studying the importance of sex education towards the sexual behavior of Our Lady of
Fatima University STEM students, a review of related literature can help the researchers
understand what has been researched on sex education and sexual behavior among students. It can
also help identify gaps in the research, such as specific aspects of sex education or sexual behavior
that have not been studied yet. Additionally, related literature can provide evidence to support the
argument that sex education is important and can affect sexual behavior among students.

21
CHAPTER III
METHODOLOGY
This chapter discussed the research methods in detail, including the research design,
population, sample, and instrument. Apart from that, this chapter also explored the reliability,
validity, methods of data collection, and methods of data analysis utilized in this study.
3.1 Research Design
The researchers used qualitative research methodology, because the research aims to
understand the importance of sex education towards the sexual behavior of Our Lady of Fatima
University STEM students through the use of an interview that is designed to thoroughly recognize
the student’s personal experience about sex education and their sexual behavior. Interviews and
focus groups are the most common methods of data collection used in qualitative healthcare
research. (Gill, Stewart, Treasure, & Chadwick, 2008)
Along with this, the study applied a descriptive qualitative method, particularly
phenomenology. This method focuses on studying the phenomena that have impacted an
individual. (HARAPPA 2023) Through this method, the researcher had a broad awareness of the
occurrence, condition, or experience, contributing to a deeper comprehension of the phenomenon.
3.2 Research Method
An interview is meant to achieve the goal of the researchers, which is to share awareness,
attitude, and readiness toward sexual education with these students in their Science, Technology,
Engineering, and Mathematics (STEM) courses.
This is the most common format of data collection in qualitative research. According to
Oakley, qualitative interview is a type of framework in which the practices and standards are not
only recorded, but also achieved, challenged and as well as reinforced. As no research interview
lacks structure, most of the qualitative research interviews are either semi-structured, lightly
structured or in-depth. Unstructured interviews are generally suggested in conducting long-term
field work and allow respondents to let them express in their own ways and pace, with minimal
hold on respondents’ responses. (Jamshed, 2014)

22
3.3 Research Locale
The researchers chose Our Lady of Fatima University Antipolo Campus as the setting for
the study because most students that are studying in the said school are teens or are young adults
that may or may not have experienced topics related to sex. With the given setting, the researchers
were able to collect data and interviews easily.
3.4 Key Informants
The targeted participants for this study were 9, consisting of STEM 11 or 12 students aged
16-19 years studying at Our Lady of Fatima University Antipolo Campus. According to the
Academic Information Management System (AIMS), the total number of STEM students from
grade 11 to grade 12 was 3,415 students. Due to the large population of STEM students, the
researchers used purposive sampling as a method to reduce the number of students interviewed for
this study.
3.4.1 Screening Tool
The researchers used a screening tool to identify if the participants for the study were
eligible for the objective of the study. Questionnaires were handed out to the participants to be
filled out, in order to acquire data and determine their eligibility. By using a screening tool, the
researchers were able to identify and select the sample from the population of participants that
were interviewed.
3.4.2 Sampling Technique
In this study, the researchers used purposive/judgment sampling, a non-probability

sampling technique employed to select participants based on specific criteria or characteristics
relevant to the research question or topic. According to Suri (2011), informed decisions regarding
sampling are crucial for enhancing the quality of research synthesis, and purposeful sampling has
been recommended in several qualitative research syntheses for this purpose (p. 63). The
researchers competently employed this sampling method for data collection. Additionally, the
researchers selected individuals who met the following requirements:
(1) Have knowledge about sex education; (2) Studying at OLFU; (Our Lady of Fatima
University); (3) STEM students; (4) Are in favor of having sexual education in the Philippines;
and (5) Are open to discussions about sex education.
23
3.5 Research Ethics
The researchers focused on the well-being of the respondents during the conduct of their
study. The questions asked of the respondents pertain solely to the research being conducted. The
study was carried out in accordance with established guidelines and standards. The respondents
were provided with an informed consent form that highlighted specific aspects of the research, and
they were asked to sign it if they chose to participate. Prior to the interview, the researchers also
provided instructions to the respondents regarding what to expect, ensuring the protection of their
safety and privacy during the interview. The researchers ensured that the respondents could
participate voluntarily, and their decision not to participate was respected. In conclusion, the
researchers prioritized the safety and privacy of the respondents throughout the study.
3.6 Research Instrument
The researchers conducted semi-structured interviews to allow the respondents to speak

freely and confidently during the research interview. The targeted participants for the interview
were STEM 11 and 12 students at Our Lady of Fatima University. The chosen respondents were
asked four questions that aided in the research.
The respondents do not need to worry about the questionnaires being too personal, since
the questions that we handed out only consist of questions regarding the research. The researchers
value the privacy of the respondents and all answers that are given did not be disclosed to other
students and respondents.
The researchers’ questions only consist of: the respondents thoughts about Sex Education,
the major changes in their sexual behavior in terms of health, physical, mental, emotional, and
social changes, and finally, the respondents thoughts on how Our Lady of Fatima University
should conduct Sex Education for STEM students. With these questions, the problem that the
researchers want to know can be answered very quickly.
3.7 Data Collection Procedures
The data collection began with a random selection of STEM students from OLFU
Antipolo in grades 11 and 12. To determine the respondents, the researchers distributed a
questionnaire to assess eligibility based on our specific criteria. A consent form was provided to
ensure the privacy of the participants' answers. The researchers conducted virtual interviews with

24
each selected individual to assess their knowledge of sex education and gather all the necessary
information. The interviews were conducted to determine the eligibility of the participants.
3.8 Data Analysis
Thematic analysis is a method used to analyze qualitative data, typically applied to a set of
texts such as interviews or transcripts. The researcher closely examines the data to identify
common themes, which are topics, ideas, and patterns of meaning that arise repeatedly (Jack
Caulfield, 2022). Using this method, researchers discovered and analyzed important textual
material, giving them a valuable tool for various data analysis methods.
In order to gather data, the researchers conducted interviews with SHS STEM students
who were chosen in our criteria. The researchers recorded the responses of the chosen participants
and analyzed them to identify common themes and patterns. The primary goal of this study is to
investigate the sex education knowledge of STEM students and how it affects their sexual behavior
after learning about sex education.

25
CHAPTER IV
RESULTS AND DISCUSSIONS
PROBLEM/RESEARCH QUESTION NO. 1
Interview Question No. 1: What are the advantages and disadvantages of learning Sex Education?
Based on the responses provided by the respondents, it can be concluded that opinions
regarding the advantages and disadvantages of sex education vary. Several respondents highlight
the advantages of sex education, such as gaining deeper knowledge, understanding contraceptives,
improving sexual behavior, reducing teenage pregnancies, boosting confidence, and promoting
awareness and understanding of different sex and life situations. On the other hand, some
respondents also mentioned potential disadvantages, including the difficulty of adapting to the
topic, the risk of seeking more pleasure, the overwhelming nature of the information, and the
possibility of some individuals using the knowledge for improper purposes. It is evident that while
sex education has its benefits in terms of knowledge and awareness, there are also concerns and
challenges associated with its implementation. We can say that gaining knowledge regarding sex
education can help a person to reduce health problems especially during or after intercourses.
According to the 2.1.1 Topic in the Review of Related Literature section it is said that "A
systematic review found that there were approximately 49.4% unprotected sexual encounters and
20.4% casual sex related to travel. The result of the study indicates that during pre-travel
consultations with young adults, more time and resources should be given to the issue of sexual
health. Professionals who train young adults for traveling must also learn how to promote sexual
health. It is also advised that teenagers receive sexual education to reduce risky behaviors and
promote safe sex when traveling and meeting new people." (Gareau & Phillips, 2022) If teens can
study or learn safe sex, then they will be able to reduce the health problems that they can get after
having intercourse.
MATRIX 1: THE IMPORTANCE OF LEARNING SEX EDUCATION.
Themes Codes Interview Statements
Well-informed Knowledgeable in Informant 1:

Advantages - giving deeper and wider
sexual education. knowledge, moreover to people who are planning
to start their family in the future

26
Disadvantages - not everyone has the capability
to adapt with this kind of topic
Informant 4:
Advantages - you already know what the things
are or contraceptives
Disadvantages - when you think of it incorrectly
Informant 5:
Advantages - gives more information for students
Disadvantages - just gives the idea to have more

pleasure
Informant 7:
Advantages - will be knowledgeable with how
our body works
- improve our sexual behavior
Disadvantages - doesn’t think there are any

disadvantages
Informant 9:
Advantages - an advantage of having knowledge
- they can share it with other people

disadvantages
Reduce economic Lessens unwanted Informant 8:

Advantages - will lessen the percentage of
hardships pregnancy teenage pregnancy
Disadvantages - some people use it for more

experience
Empowerment Confidence boost Informant 6:

Advantages - boosts confidence in socializing
with other people
Disadvantages - information is very

overwhelming and terrifying
Stubborn Close-mindedness of Informant 3:

Advantages - teenagers become aware of reality
others and knowledge
- they will know what is right and
wrong
Disadvantages - non but most of the young

people are close minded
Considerate Respect towards other Informant 2:

Advantages - enables understanding and ensures

27
genders respect for different types of sex and life
situations

disadvantages
Interview Question No. 2: What do you think are the possible reasons why many students find sex
education a “taboo”, despite knowing how important it is?
The students' perception of sex education as a taboo topic in the Philippines can be
attributed to several factors. One possible reason is the lack of exposure to sex education, either
due to limited discussions by parents or the belief that it is an unimportant or inappropriate topic.
Some students may also choose not to engage in discussions about sex education due to personal
discomfort or societal pressures. In conclusion, they perceive sex education as a taboo topic due to
various reasons. Limited exposure and lack of parental guidance, along with societal discomfort
and personal discomfort, contribute to this perception. Fear of discrimination, influenced by both
societal attitudes and religious beliefs, further discourages open discussions. Misconceptions and
misunderstandings surrounding the topic also play a role. Overall, these factors contribute to the
stigma and disinterest associated with sex education among students.
The 2.1.5 Topic in the Review of Related Literature section explores the notion that a state
of innocence is attributed to a combination of limited sexual experiences and a less developed
intellect due to privileged circumstances. (Nelson et al., 2020) This raises the question of how
culture and religion influence the provision of sex education and contribute to the taboo nature of
discussing sexuality within the home.
MATRIX 2: THE PARTICIPANTS’ THOUGHTS ABOUT SEX EDUCATION IN THEIR

SEXUAL BEHAVIOR.
Uncomfortable Ashamed of the topic Informant 1 – There is also a possibility

that even without their parent’s influence,
these students chose not to talk or they
must’ve been uncomfortable with this
topic.
Informant 6 – Some of us are ashamed and

28
don’t know where to start in dealing with
sex education.
Scared Afraid of discrimination Informant 2 – The possible reason may be

that they are afraid of discrimination.
Informant 8 – Fear of discrimination and

the religion itself here in our country.
Close-minded Rigid opinions and Informant 3 – Parents who says sex

ignorance education is close-minded, because they
have a different mindset on that topic
Informant 4 – They don't really want to

comprehend the subject, when they hear the
word “sex” they’ll automatically think it's
impolite behavior
Informant 5 – There are few that think it’s

purely just about sexual intercourse.
Informant 7 – Some people think that if

we try to support or learn sex education,
it’ll show that we tend to perform sex more.
Interview Question No. 3: How Sex Education can affect Teenage Sexual Behavior? (Paano
Nakakaapekto ang Edukasyong Sekswal sa sekswal na pag-uugali ng kabataan?)
Based on the given feedback by the participant, the major changes of sexual behavior after
knowing sexual education contributes to mindfulness and self-guidance. Some individuals also say
that sexual education makes them more curious but also it gives them the proper guidance to be
safer. In terms of mindset, a handful of individuals state that sexual education has the ability to
expand their knowledge and point of view on a certain topic that guides them into fewer risks and
also cautious in the way they behave and act around people. Some also say that, although sex
education can intimidate younger people, it also acts as a way of realizing that sexual intercourse
isn’t really fun or a trend.
As stated in the 2.1.6 Topic of the Review of Related Literature section, teach the teens all
the skills and knowledge they require to make healthy decisions about their sex life by providing a
Sex Education in Schools or other community-based organizations. This will enable them to make
safer and more informed decisions by learning about protection such as condoms or an Oral
Contraceptive Pill. (Shameer, 2023)
29
MATRIX 3: THE MAJOR CHANGES OF THE PARTICIPANTS’ SEXUAL BEHAVIOR
IN TERMS OF HEALTH, PHYSICAL, MENTAL, EMOTIONAL, AND SOCIAL
ASPECTS.
Conscious, mindful Awareness, right Informant 2 - This education is helpful in

knowledge giving the youth the right knowledge about
their safety and responsible behavior in
sexuality.
Informant 3 - Their point of view about the

topic will be expanded and they will be
enlightened on what they should do.
Informant 4 - So they know what to do and

they are more aware of what is right and
wrong to act.
Informant 5 - Sex education makes teenagers

more curious but it also gives them ideas on
how to be safer when they do.
Informant 6 - Given the sex education, it

helps us to be positively aware about safe sex.
Self-guidance Responsible behavior, Informant 1 - It may also affect the way they
fewer risks act around people and will actually cause them
to be cautious in the way they behave.
Informant 7 - Perhaps with sex education,

there will be fewer risks in the youth’s health
and behavior.
Informant 8 - When the risks and

consequences are learned and understood, the
sexual activities teenagers do are less.
Informant 9 - It can intimidate them and they

will learn that sexual intercourse is not really
fun.
Interview Question No. 4: Why do we need Sexual Health Education in the Schools? (Bakit
kailangan ang edukasyong sekswal sa paaralan?)

30
The perspectives offered by the informants underscore the importance of giving students
and teenagers a thorough education and awareness of the subject of safe sex. By empowering
young people with information and understanding, we can enable them to make responsible
choices regarding their sexual health. The informants underlined that one of the main advantages is
the increase in students' knowledge and awareness. Young people can better understand their own
bodies, their reproductive health, and the possible risks involved with sexual activity by providing
instruction on safe sex practices. With this information, they may make informed decisions and
take preventative action to safeguard their wellbeing. The prevalence of inadequate knowledge of
safe sex among teenagers and minors was another crucial issue brought up by the informants. It is
essential to close this knowledge gap if we want to protect and take care of young people. We can
encourage youth to engage in safe sexual practices and lower the risk of unwanted pregnancy and
the spread of sexually transmitted illnesses by giving accurate and age-appropriate information.
The informants also emphasize the importance of sexual education given the rising
propensity of younger kids for sexual behavior. Peer pressure and early sexual content exposure
have the ability to influence adolescents' risky conduct. In order to help students make responsible
decisions, comprehend the value of consent, and be aware of the potential repercussions of their
behavior, comprehensive sex education becomes crucial. The informants also stress that sexual
education serves each kid individually and improves the safety of the entire young population. We
can cultivate a culture that places a high priority on the safety and protection of children by
encouraging safe practices and responsible behavior. In turn, this lessens the burden on
individuals, families, and society at large by lowering the risks of teen pregnancy and sexually
transmitted diseases. In conclusion, the informants' general agreement highlights the significance
of thorough sexual education for schoolchildren and teenagers. We can help young people make
educated decisions, protect themselves, and contribute to the wellbeing of the larger community by
giving accurate information, supporting safe behaviors, and increasing knowledge about sexual
health.
According to the 2.1.6 Topic in the Review of Related Literature section it is stated that
"The main goal of sex education is to educate young people about subjects like sex, sexuality, and
physical growth. Better STD and unplanned pregnancy prevention can result from high-quality sex
education. Also, it promotes responsible family planning and lowers the dangers associated with
risky sex." If students are able to obtain knowledge regarding sexual education then they are able
to protect themselves with the risks that are involved during and after intercourse.

31
MATRIX 4: THE IMPORTANCE OF HAVING SEXUAL HEALTH EDUCATION IN
SCHOOLS.
Comprehend Better understanding Informant 1 - So students’ will have better

understanding and awareness with regards
to this topic.
Informant 7 - It should help us understand

how our body works.
Informant 8 - There are still a lot of

teenagers and minors who do not know
safe sex.
Informant 9 - I think we need it because

younger and younger students are more
inclined in doing sexual activities.
Protection, security Ensure safety, prevention Informant 2 - It helps to ensure the safety
of not only the student but also the youth.
Informant 3 - To inform them about sex

and especially teenagers are involved and
about their security.
Informant 6 - To keep young people safe.
Informant 4 - In order for us to prevent

teenage pregnancy and sexually
transmitted diseases.
Informant 5 - It gives students and

teenagers information they need to prevent
diseases and how to control teen
pregnancy.

32
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
5.1 CONCLUSION
For Problem/Research Question No. 1: What is the importance of learning sex education?
According to the participants' opinions, some students believe that sex education is crucial,
while others believe that it should be prohibited due to embarrassment, apprehension about
discrimination, or bullying. Participants note that parents' inflexible views on sex education can
hinder a child's development and spread misinformation. This topic should also be brought up.
The students' response to the advantages of sex education is that sex education has the
power to make people knowledgeable about sex education, and because of their knowledge, we
can say for sure that sex education can give useful and well-informed knowledge. With students
having knowledge about sex education, one of the results is that there will be fewer unwanted or
teenage pregnancies. The students will also have a confidence boost while learning sex education
because they can have the confidence to be who they want to be and the confidence to help others
in need with learning sex education. But of course, the disadvantage is that some students will be
close-minded about the topic and be stubborn about learning sex education. But in the end, we
should realize that we should respect each other for who they are and who they want to be.
For Problem/Research Question No. 2: What are the thoughts of the participants about sex
education to their sexual behavior?
Participants share their opinions on how sex education has affected their sexual behavior
now. They think that tackling the high rates of teen pregnancies and raising awareness through sex
education has been beneficial. However, some students feel that sex education still lacks some
lessons or knowledge, while others think it ought to be included in the same manner as math or
science in the classroom.
Students tend to think that sex education is important, yet some students think it's taboo.
And that's because they are ashamed of the topic of sex, which will make them uncomfortable
learning it. For others, they were afraid of getting discriminated against for their knowledge about
sex, and they became scared of the chance of getting bullied for it. At a young age, some parents
teach their children rigid opinions about sex education, which will affect the child's development
because they think sex education is bad to talk about or should never be taught since it's about

33
body parts. Parents who teach children like that are ignorant or close-minded about the topic, and
because of that, their children will have a high chance of being the same.
For Problem/Research Question No. 3: What are the major changes of sexual behavior after
learning sexual education in terms of:
4.1 Health;
4.2 Physical;
4.3 Mental;
4.4 Emotional; and
4.4 Social.
Physical, mental, emotional, and social factors are described as the main alterations in
sexual behavior following sex education. Students claim that they experience both physical and
mental changes as a result of learning about safe sex practices and becoming more watchful and
alert during sexual encounters. They are emotionally mature and take sex education more
seriously, refraining from making fun of it. They display more social restraint when with other
people.
Since sex education can change a person physically, mentally, emotionally, and socially,
the students can say that one of the changes they experience during sex education is physical. They
change in a way that they will know how to do safe sex and how to do it safely. Next is their
mental change. They change mentally because they learned how to be more cautious and aware
during sexual intercourse, and because of that, they are more mindful. Because of their mental
change, they also change. The students also experience emotional change after they learn about sex
education; they become scared or mindful of the fact that sex education is a serious topic and they
will learn not to make fun of it. The students also changed emotionally; they changed how they act
around people and became more cautious around them after learning sex education.
For Problem/Research Question No. 4: How should Our Lady of Fatima University conduct Sex
Education for STEM Students?
The informants' replies emphasize the value of thorough sex education in schools. The
general view is that sex education is essential for giving kids a greater understanding of their
bodies, awareness of safe sex practices, and information on how to prevent teenage pregnancy and
STDs. In order to overcome the lack of understanding about safe sex among teenagers and minors,
informants underline the necessity for sex education. They contend that it is crucial to arm younger
pupils with the knowledge they need to preserve their wellbeing as they engage in sexual

34
behaviors at an increasing rate. Additionally, sex education is considered as a way to protect pupils
and young people in general. Young people can make responsible decisions and lower their
likelihood of experiencing unintended effects if they are given extensive knowledge. The
interviewees strongly support sex education as a means of preventing teen pregnancies and
sexually transmitted diseases in general. They contend that sex education gives kids and teenagers
the knowledge and resources they need to take charge of their sexual health and live safe,
responsible lives.
It is recommended that Our Lady of Fatima University undertake STEM students' sex
education utilizing a comprehensive strategy in light of the comments. The informants underline
the value of educating students about their bodies, safe sex techniques, and ways to avoid teenage
pregnancies and sexually transmitted diseases. They contend that thorough sex education
empowers young people to lead safe and responsible lives by empowering them to make moral
decisions and preserve their sexual health.
5.2 RECOMMENDATIONS
Our Lady of Fatima University takes aggressive measures to establish comprehensive and
inclusive sex education for STEM students in view of the positive impact and significance of sex
education noted by the participants. The following suggestions must to be taken into account:
1. The researchers recommend that the school administrator may create an age-appropriate,
well-structured sex education course that addresses a variety of subjects, such as anatomy,
reproductive health, contraception, STIs, consent, healthy relationships, and LGBTQ+ acceptance.
2. The researchers recommend that the educators who are in charge of teaching sex education may
receive in-depth instruction in order to provide them the knowledge, abilities, and tact they need to
respond to pupils of all ages and cultural backgrounds. The emphasis of training should be on
fostering an accepting and nonjudgmental learning atmosphere that values student privacy and
promotes open dialogue.
3. The researchers recommend that all students, regardless of their sexual orientation, gender
identity, or cultural background, may be included in sex education. Discussions about diversity,
acceptance, and tolerance for people with various sexual orientations and gender identities should
be included. Encourage an atmosphere where students can speak up and ask questions without
worrying about being misunderstood or discriminated against.
35
4. The researchers recommend the value of parental participation in sex education. To enlighten
parents about the curriculum, teaching strategies, and value of thorough sex education, host
workshops or informational sessions. Encourage parents and teachers to have open dialogue so
that any issues can be addressed and so that a team effort is used to assist students' sexual health
and well-being.
5. The researchers recommend the continuous evaluation and improvement that examines the
efficacy of the sex education program on a regular basis using evaluations, surveys, and student
feedback. Utilize this input to update the curriculum, make the necessary revisions, and enhance
the way sex education is delivered. Collaboration with key players, such as healthcare workers and
groups that focus on sexual and reproductive health, can also yield insightful information and
useful tools.
Our Lady of Fatima University can play a vital role in improving students' sexual health,
wellbeing, and responsible decision-making by putting these principles into practice with
comprehensive sex education. This strategy will provide STEM students with correct information,
encourage positive attitudes and actions, and help to stop teenage pregnancies and the spread of
STDs.

36
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CURRICULUM VITAE
Lazaro, Kirztie Claire G.
Kirztie Claire Lazaro was born on October 8, 2006, and is 16 years old. She was a good
timekeeper, always willing to learn new skills. Growing up, She wanted to pursue her studies
related to the Medical field because she was inspired to his older brother and she also wanted to
learn more about Medical System Work. She is also always up for new challenges. She is well
organized and always plans ahead to make sure she manages her time well.
Leal, Marcela Eunice B.
Marcela Eunice Leal was born on July 20th, 2005, and she is currently in her 17th year of life. She
nurtures a passionate dream of becoming an engineer in the future. Exploring new places and
immersing herself in the vibrant energy of urban settings brings her immense joy. When asked to
define herself, Marcela embraces the label of a creative individual with a remarkable ability to
quickly grasp new concepts. Her unwavering dedication and deep enthusiasm drive her towards
her goals. Moreover, she prides herself on being a dependable and trustworthy individual upon
whom others can always rely.

41
Maalindog, Louis Antoni D.
Louis Antoni Maalindog was born on October 28, 2004 and he is currently 18 years old. He is
introverted yet kind-hearted in all aspects and he’s focused on one goal and that is to graduate and
pass the board exam as well as to become a registered nurse. Despite facing struggles, he continues
to achieve passing grades while drawing strength and confidence from the people around him.
Margarejo, Justin Charles A.
Justin Charles Margarejo was born on July 28, 2006, and is currently 16 years old. He is a good
listener, and he is not afraid to speak to someone he hasn't met before. He is also a student who
wants to reach his dreams of becoming one of the people in the medical field and helping everyone
around him the best he can. He gains his strength and knowledge with the help of the people
around him, and because of the people around him, he currently maintains his good grades and
reputation in his school.

42
Milanes, Andrea Chelsea M.
Andrea Chelsea Milanes is currently 17 years old, and was born on 16th of December, 2005. She
has a strong character; brave, straightforward, but approachable. Even with boundaries, she
persists to dream big. She aspires to be someone in the medical field that only has pure intentions.
She continues to maintain good grades along with a great reputation at school. She is always
willing to learn and do things that are foreign to her, because she’s up for the challenge in order to
be the best version of herself.
Montemayor, Blessy S.
Blessy S. Montemayor was born on October 24, 2005. She is currently 17 years old and lives in
San Mateo, Rizal. She graduated pre-school and basic school at Valeriano E. Fugoso Elementary
School, and graduated junior highschool at St. Scholastica’s Academy Marikina. She loves to play
chess, watch movies and shows, and help others in need. She aspires to become a soldier or a nurse
someday. She is the person who doesn’t easily give up and fight for what she wants. Her dreams
and passions made her the person she is today and continues to dream for her future.

43
Muzones, Nina Aleesa Y.
Nina Aleesa Y. Muzones was born on May 30, 2006, and is 16 years old. She can work under
pressure, is diligent, and flexible. She is also constantly developing new skills and abilities. She
also wants to pursue medicine because by assisting in the relief of pain and suffering, you may
truly impact the lives of others. She is also inspired after viewing such instances when physicians
saved the day. Currently conducting research entitled “A Phenomenological Perspective on the
Importance of Sex Education to the Sexual Behavior of Our Lady of Fatima University STEM
Students”.

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APPENDIX A - LETTER OF PERMISSION
Muzones, Nina Aleesa Y.

Practical Research 1 Group 3 Representative
Our Lady of Fatima University
Dear Mr./Ms.,
In order to conduct a study titled “A Phenomenological Perspective on the Importance of

Sex Education to the Sexual Behavior of Our Lady of Fatima University STEM Students” as part
of our requirements for our subject Research 1, we grade 11 students of STEM 11 Y1 - 3P namely:
Nina Aleesa Muzones, Kirztie Claire Lazaro, Marcela Eunice Leal, Louis Antoni Maalindog,
Adam Enierga Marcellana, Andrea Chelsea Milanes, Justin Charles Margarejo, and Blessy
Montemayor, would like to obtain your permission to carry out our research study in the area. Feel
assured that we will strictly protect your privacy and only use the information we collect for
academic objectives. We suppose that you understand our desire to fulfill the requirement as a sign
of conformity for our subject and to advance our wellbeing.
We eagerly await your response on this modest matter. We would be very grateful for your
consent to carry out this study.
Respectfully yours,
The Researchers
Recommending Approval:
Perez, Paul Michael
Practical Research 1 Professor

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APPENDIX B - INFORMED CONSENT
Reasons for the Study

It is no secret that sex education in schools is a highly contentious subject. Many students
experience immediate fear and anxiety when they hear the term "sex". Even though talking about
sex might be unsettling and frightening, it's crucial to remember how vital, potent, and necessary it
was for our young people. Sex education ought to be age-appropriate, objective, and medically
accurate. The main goal of sex education is to educate young people about subjects like sex,
sexuality, and sexual behavior. It promotes responsible family planning and lowers the dangers
associated with risky sex. Sexuality is viewed as a natural part of human development in the
context of comprehensive sex education. The researchers decided to conduct this study because it
educates the youth on topics including teenage pregnancy prevention, sexual transmitted disease
prevention, and sexual abstinence while also teaching them skills that will enable them to take care
of their sexual health and make wise decisions.
We are the third research team of STEM 11-3P researchers at Our Lady of Fatima
University. The researchers are presently working on a case study named "A Phenomenological
Perspective on the Significance of Sex Education to the Sexual Behavior of Our Lady of Fatima
University STEM Students" in order to ascertain the significance of Sex Education for the STEM
students.
The conducted research will take between 10 to 15 minutes of your time. You will be
required to respond to a virtual interview on your views on the importance of sexual education.
The replies will be gathered and recorded.
Our first priority is to guarantee your safety while taking part in this study. The study's
researchers took precautions to make sure that none of the volunteers would suffer damage while
taking part. For the course of the study, all information collected from you will be kept private and
utilized only for the research. When conducting this virtual interview, we also made sure that no
one was or will be forced to participate. All participants in this study have agreed to participate
completely of their own free will. The researchers will reassure you that this study will be
beneficial to you.
If you have any questions and concerns, please feel free to to email Nina Aleesa Muzones
(Group Representative) at nymuzones7793ant@student.fatima.edu.ph
I have read and understand this consent form, and I agree to participate in this study.
____________________________ _______________
Signature Over Printed Name Date
Nina Aleesa Y. Muzones Paul Michael Perez

Group Representative Research Adviser

46
APPENDIX C - SCREENING TOOL
Studying STEM student's experiences and perspectives regarding sexual education.
Name: Date:
Section: Age: Sex:
Questionnaire
Directions: Read each question carefully and shade the box for the answers that you have chosen.
Yes No
1. Are you a STEM student?
2. Do you agree to have sex education in the Philippines?
3. On a scale of 1 - 5 with 1 being the lowest and 5 being the highest, how knowledgeable are
you when it comes to sexual education?
4. On a scale of 1 - 5 with 1 being the lowest and 5 being the highest, how important do you
think is sexual education in the Philippines?
5. On a scale of 1 - 5 with 1 being the lowest and 5 being the highest, how likely would you
share your knowledge regarding sexual education with other students?

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APPENDIX D - PROPOSED INSTRUMENT
1. What are the disadvantages and advantages of learning Sex Education? (Ano-ano ang mga
kalamangan at kawalan sa pag-aaral ng sekswal na edukasyon?)
2. What do you think are the possible reasons why many students find sex education a “taboo”,
despite knowing how important it is? (Ano sa tingin mo ang mga posibleng rason kung bakit
itinuturing na “taboo” para sa maraming estudyante ang pag-aaral ng sekswal na edukasyon kahit
alam nila ang importansya nito?)
3. How Sex Education can affect Teenage Sexual Behavior? (Paano Nakakaapekto ang
Edukasyong Sekswal sa sekswal na pag-uugali ng kabataan?)
4. Why do we need Sexual Health Education in the Schools? (Bakit kailangan ang edukasyong
sekswal sa paaralan?)

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APPENDIX E - TIMELINE OF RESEARCH
2023 February March April May
Research Proposal
Introduction
Literature
Methodology
Data Collection
Data Analysis
Conclusion
Final Submission

49
APPENDIX F - TRANSCRIPTIONS OF INTERVIEWS
DATA COLLECTION
#01 Follow-up Interview Answers:

STEM 11-3 Questions:
Interviewer- Justin Margarejo
Problem/Research Question No. 1: One disadvantage of Sex education is that not everyone
What is the importance of learning sex has the capability to adapt with this kind of topic since
education? most filipino families di naman open ang pag tackle sa
ganitong topic (are not open to tackle this kind of topic)
Interview Question No. 1: What are the but on the other hand, I think Sex education is an
disadvantages and advantages of advantage for those people who are willing to learn and
learning Sex Education? (Ano-ano ang are open minded with this kind of topic,giving them
mga kalamangan at kawalan sa pag-aaral deeper and wider knowledge, moreover to those people
ng sekswal na edukasyon?) who are planning to start their family in the future.
Problem/Research Question No. 2: First of all I think, since Filipinos are not that
What are the thoughts of the participants open with this kind of topic, students that find sex
about sex education to their sexual education a “taboo” must’ve not been exposed to this
behavior? thing. I also think it is possible that parents didn’t talk
much about this kind of topic or maybe parents taught
Interview Question No. 2: What do you their children that these kind of topics are not that good
think are the possible reasons why many to hear nor that much important. There is also a
students find sex education a “taboo”, possibility that even without their parent’s influence,
despite knowing how important it is? these students chose not to talk or they must’ve been
(Ano sa tingin mo ang mga posibleng uncomfortable with this topic.
rason kung bakit itinuturing na “taboo”
para sa maraming estudyante ang
pag-aaral ng sekswal na edukasyon kahit
Problem/Research Question No. 3: Sex education can affect the way teenagers perceive sex
What are the major changes of sexual and somehow give them knowledge and deeper
behavior after learning sexual education understanding with regards to the said topic. It may also
in terms of: affect the way they act around people and will actually
4.1 Health; cause them to be cautious in the way they behave.
4.2 Physical;
4.3 Mental;
4.4 Emotional; and

50
4.5 Social.
Interview Question No. 3: How Sex

Education can affect Teenage Sexual
Behavior? (Paano Nakakaapekto ang
Edukasyong Sekswal sa sekswal na
pag-uugali ng kabataan?)
Problem/Research Question No. 4: In my opinion, schools don’t actually need to add Sexual
How should Our Lady of Fatima Health Education in their curriculum (like math and
University conduct Sex Education for science) but this topic should at least be taught once in a
STEM Students? while so students’ will have better understanding and
awareness with regards to this topic. Moreover, I also
Interview Question No. 4: Why do we think that this will somehow decrease the unwanted
need Sexual Health Education in the pregnancies that thousands of people are experiencing.
Schools? (Bakit kailangan ang
edukasyong sekswal sa paaralan?)

Problem/Research Question No. 1: (Advantages)

What is the importance of learning sex Nagbibigay-daan sa pag-unawa at pagtiyak ng paggalang
education? sa iba't ibang uri ng kasarian at kalagayan sa buhay: Sa
pamamagitan ng edukasyon sa sekswalidad, natututuhan
Interview Question No. 1: What are the ng mga mag-aaral ang mga konsepto tungkol sa iba't
disadvantages and advantages of ibang uri ng kasarian, kalagayan sa buhay, at mga uri ng
learning Sex Education? (Ano-ano ang pamilya. Ito din ay nagpapababa ng diskriminasyon at
mga kalamangan at kawalan sa pag-aaral nagbibigay ng paggalang at pag-unawa sa mga taong
ng sekswal na edukasyon?) may iba't ibang uri ng sekswal na oryentasyon at
identidad.
(Enables understanding and ensuring respect for different

types of sex and life situations: Through sexuality
education, students learn concepts about different types
of sex, living conditions, and family types. It also
reduces discrimination and provides respect and
understanding for people of different sexual orientations

51
and identities.)
(Disadvantages)
Posibleng maging hindi komportable ang ilang
mag-aaral: Maaaring magdulot ng kawalan ng
kaginhawaan at kawalan ng kumpiyansa ang pag-aaral ng
sekswal na edukasyon sa mga mag-aaral na hindi
komportable sa paksang ito.
(Some students may feel uncomfortable: Studying

sexuality education may cause discomfort and lack of
confidence in students who are uncomfortable with this
topic.)
Problem/Research Question No. 2: Ang maaring rason siguro ay takot sila sa

What are the thoughts of the participants diskriminasyon. Maaaring takot ang ilang mga mag-aaral
about sex education to their sexual na mapagtuunan ng pansin at ma-diskrimina dahil sa
behavior? kanilang kasarian o sa sekswalidad. Ito ay maaaring
magdulot ng takot o pagkakahiya sa pag-uusap tungkol
Interview Question No. 2: What do you sa paksang ito.
think are the possible reasons why many
students find sex education a “taboo”, (The possible reason may be that they are afraid of
despite knowing how important it is? discrimination. Some students may fear being the center
(Ano sa tingin mo ang mga posibleng of attention and being discriminated against because of
rason kung bakit itinuturing na “taboo” their gender or sexuality. This can cause fear or
para sa maraming estudyante ang embarrassment in talking about this topic.)
Problem/Research Question No. 3: Nakakatulong itong edukasyon na ‘to pagbibigay ng

What are the major changes of sexual tamang kaalaman sa kabataan tungkol sa kanilang
behavior after learning sexual education kaligtasan at responsableng pag-uugali sa sekswalidad.
in terms of: Sa pamamagitan nito ng pagtuturo ng tamang mga uri
4.1 Health; tulad na lamang ng contraceptives at kung paano
4.2 Physical; magamit ito, nababawasan yung number of students or
4.3 Mental; kabataan na maagang nabubuntis at nakakakuha ng mga
4.4 Emotional; and nakakahawang sakit sa sekswalidad.
4.5 Social.
(This education is helpful in giving the youth the right
Interview Question No. 3: How Sex knowledge about their safety and responsible behavior in
Education can affect Teenage Sexual sexuality. By teaching the right types such as

52
Behavior? (Paano Nakakaapekto ang contraceptives and how to use them, the number of
Edukasyong Sekswal sa sekswal na students or young people who get pregnant early and get
pag-uugali ng kabataan?) sexually transmitted diseases is reduced.)
Problem/Research Question No. 4: Kinakailangan natin yung edukasyong sekswal sa

How should Our Lady of Fatima paaralan dahil nakakatulong ito sa pagtiyak ng kaligtasan
University conduct Sex Education for hindi lamang sa mag-aaral pati na rin sa mga kabataan
STEM Students? kung di lamang sa mga eskwelahan kung di nakikita
natin yung kanilang pag-tuto sa paraang ma-protektahan
Interview Question No. 4: Why do we sila ang kanilang sarili at kanilang kasintahan mula sa
need Sexual Health Education in the maagang pagbubuntis tapos sa mga sakit at iba pang
Schools? (Bakit kailangan ang maganap sa kalusugan nagdudulot din ito ng malusog na
edukasyong sekswal sa paaralan?) mga relasyon sa hinaharap.
(We need sexual education in school because it helps

ensure the safety of not only the student but also the
youth, not only in the schools if we don't see their
learning in a way that they can protect themselves and
their boyfriend from early pregnancy and after illnesses
and other health events it also brings healthy
relationships in the future.)

Problem/Research Question No. 1: Yung para sa advantages mamumulat sa reyalidad at

What is the importance of learning sex kaalaman ang mga teenagers, malalaman kung tama at
education? maling gawain malalaman nila at mas maibabahagi den
nila ang mga nalalaman nila sa ibang kabataan at sa
Interview Question No. 1: What are the disadvantages naman ayun lang kasi close minded ang
disadvantages and advantages of karamihan sa kabataan kaya nahihirapan silang
learning Sex Education? (Ano-ano ang maturuuan ng mga leksyon about sa sex.
mga kalamangan at kawalan sa pag-aaral
ng sekswal na edukasyon?) (As for the advantages, the teenagers will become aware
of reality and knowledge, they will know what is right
and wrong and they will be able to share what they know
with other young people and the disadvantages are the
same because most of the young people are close minded

53
so they are difficult to teach. of lessons about sex.)
Problem/Research Question No. 2: Sa tingin ko isa na rin sa parent to kapag kasi sinasabing
What are the thoughts of the participants sex education close minded yung iba, iba ang mindset
about sex education to their sexual nila sa topic na yon kaya di namumuwang yung ibang
behavior? kabataan also dahil din sa pagiging close minded ng
ibang kabataan di nila ito pinaglalaanan ng oras kung
Interview Question No. 2: What do you baga di sila interested na matuto about sa sex education
think are the possible reasons why many which is kailangan den talaga para sa protection .
students find sex education a “taboo”,
despite knowing how important it is? (I think it's one of those parents who say that sex
(Ano sa tingin mo ang mga posibleng education is close-minded, because they have a different
rason kung bakit itinuturing na “taboo” mindset on that topic, that's why other young people
para sa maraming estudyante ang don't care, also because other young people are
pag-aaral ng sekswal na edukasyon kahit close-minded, they don't spend time on it. They are not
alam nila ang importansya nito?) interested in learning about sex education which is really
needed for protection.)
Problem/Research Question No. 3: I think mas magiging knowledgeable sila about sex and
What are the major changes of sexual sexual activity also mas mapapalawak yung mga point of
behavior after learning sexual education views nila about the topic at malilinawan sila sa kung
in terms of: ano ba ang dapat nilang gawin lalo nat prone ang sex
4.1 Health; behavior sa kabataan nowadays.
4.2 Physical;
4.3 Mental; (I think they will be more knowledgeable about sex and
4.4 Emotional; and sexual activity, also their point of views about the topic
4.5 Social. will be expanded and they will be enlightened on what
they should do, especially since sex behavior is prone
Interview Question No. 3: How Sex among young people nowadays.)
Problem/Research Question No. 4: Siguro para mainform den sila sa mga sex at lalo nat
How should Our Lady of Fatima teenagers are involved at para narin sa mga protection
University conduct Sex Education for nila.
STEM Students?
(Maybe to inform them about sex and especially
Interview Question No. 4: Why do we teenagers are involved and about their security.)
need Sexual Health Education in the

54

STEM 11-2P Questions:
Interviewer- Marcela Leal
Problem/Research Question No. 1: Sa advantages, alam mo ang gagawin mo sa mga bagay

What is the importance of learning sex bagay maalam gumamit ng mga contraceptives alam mo
education? paano i-prevent mga bagay. Sa disadvantages, pag mali
mo siya intindihin, parang lahat ng bagay lalagyan mo
Interview Question No. 1: What are the siya ng malisya ganon pag di ka open minded
disadvantages and advantages of ma-misunderstood mo siya ganon.
learning Sex Education? (Ano-ano ang
mga kalamangan at kawalan sa pag-aaral (For the advantage, you already know what the things are
ng sekswal na edukasyon?) or contraceptives to prevent things you do not want to
happen. While the disadvantage is, when you think of it
incorrectly and put malice on everything especially if
you’re not open-minded, you often misunderstand
things.)
Problem/Research Question No. 2: Siguro kasi di nila alam talaga yung ano like di nila
What are the thoughts of the participants talaga iniintindi, kasi nga sex iisipin nila bastos agad
about sex education to their sexual pero if iintindihin nila mas maganda siguro na itatake
behavior? nila seriously kasi nga since importante nga siya. tapos
hindi naman siya nakakatawa pag hindi ka lang talaga
Interview Question No. 2: What do you open minded at di mo iniintindi ang isang bagay
think are the possible reasons why many magiging mali siya sa paningin ng iba.
despite knowing how important it is? (Maybe it's because they don't really want to comprehend
(Ano sa tingin mo ang mga posibleng the subject, when they hear the word “sex” they’ll
rason kung bakit itinuturing na “taboo” automatically think it’s an impolite behavior. Maybe it
para sa maraming estudyante ang would be nice if they'll try to take it seriously since it is
pag-aaral ng sekswal na edukasyon kahit an important matter. Additionally, this kind of topic is not
alam nila ang importansya nito?) really funny, if you are not really open minded and you
don't understand things correctly, it will be inappropriate
in the eyes of others.)
Problem/Research Question No. 3: Pag mas maalam sila parang alam nila kung ano ang
What are the major changes of sexual gagawin nila tapos mas aware sila sa mga bagay na tama

55
behavior after learning sexual education at di tamang gawin.
in terms of:
4.1 Health; (If they are more knowledgeable, they know what to do
4.2 Physical; and they are more aware of what is right and wrong to
4.3 Mental; act.)
4.4 Emotional; and
4.5 Social.

Problem/Research Question No. 4: Para ma-prevent natin ang teenage pregnancy sexual
How should Our Lady of Fatima transmitted disease tsaka para hindi tayo ma ano syempre
University conduct Sex Education for marami ngayon ang mga pro life kailangan natin ma
STEM Students? prevent natin yung unwanted pregnancy since na
tumataas ngayon yung populasyon sa bansa natin
Interview Question No. 4: Why do we
need Sexual Health Education in the (In order for us to prevent teenage pregnancy and
Schools? (Bakit kailangan ang sexually transmitted diseases, and of course there are
edukasyong sekswal sa paaralan?) some who is pro-life, we need to prevent unwanted
pregnancies since our population in the country is rising.)

Interviewer- Nina Muzones
Problem/Research Question No. 1: Advantages, it gives more information for students. I

What is the importance of learning sex don't think this is a disadvantage because we're human,
education? it just gives them the idea to have more pleasure.
Interview Question No. 1:. What are

the disadvantages and advantages of
ng sekswal na edukasyon?)
Problem/Research Question No. 2: I actually think I don't understand why it's a taboo, but

56
What are the thoughts of the participants there are few that think it’s purely just about sexual
about sex education to their sexual intercourse.
behavior?
Interview Question No. 2: What do you

despite knowing how important it is?
(Ano sa tingin mo ang mga posibleng
Problem/Research Question No. 3: Sex education makes teenagers more curious but it also
What are the major changes of sexual gives them ideas on how to be safer when they do it.
behavior after learning sexual education
in terms of:
4.1 Health;
4.2 Physical;
4.3 Mental;
4.4 Emotional; and
4.5 Social.

Problem/Research Question No. 4: Because it gives students and teenagers information they
How should Our Lady of Fatima need to prevent diseases and how to control teen
University conduct Sex Education for pregnancy
STEM Students?


57
Interviewer- Andrea Milanes
Problem/Research Question No. 1: Personally, it boosts my confidence in socializing with

What is the importance of learning sex other people. While the downside of it is that the
education? information is very overwhelming and terrifying.

ng sekswal na edukasyon?)
Problem/Research Question No. 2: I think the possible reason for it is because some of us are
What are the thoughts of the participants ashamed and don’t know where to start in dealing with
about sex education to their sexual sex education. One of the factors is also our religion. It’s
behavior? not supported by the Catholic Church, so that’s why I
think most of us are ashamed to learn it.
Interview Question No. 2: What do you
despite knowing how important it is?
(Ano sa tingin mo ang mga posibleng
Problem/Research Question No. 3: Teenagers like me are more likely to be more

What are the major changes of sexual knowledgeable on what, why, and how to perform sex.
behavior after learning sexual education Given the sex education, it helps us to be positively
in terms of: aware about safe sex.
4.1 Health;
4.2 Physical;
4.3 Mental;
4.4 Emotional; and
4.5 Social.


58
Problem/Research Question No. 4: To keep young people safe, and prevent us from making
How should Our Lady of Fatima decisions that will ruin our lives.
University conduct Sex Education for
STEM Students?


Problem/Research Question No. 1: I don’t think there are any disadvantages, but with
What is the importance of learning sex advantages there’s a lot of advantages. In advantages,
education? we will be knowledgeable with how our body works
and also improve our sexual behavior.
mga kalamangan at kawalan sa
pag-aaral ng sekswal na edukasyon?)
Problem/Research Question No. 2: In my opinion, one of the reasons why many students
What are the thoughts of the participants find it a “taboo” is because some people think that if we
about sex education to their sexual try to support or learn sex education, it’ll show that we
behavior? tend to perform sex more.
Interview Question No. 2: What do

you think are the possible reasons why
many students find sex education a
“taboo”, despite knowing how important
it is? (Ano sa tingin mo ang mga
posibleng rason kung bakit itinuturing
na “taboo” para sa maraming estudyante

59
ang pag-aaral ng sekswal na edukasyon
kahit alam nila ang importansya nito?)
Problem/Research Question No. 3: Perhaps with sex education, there will be fewer risks in
What are the major changes of sexual the youth’s health and behavior. Prevent consequences
behavior after learning sexual education and unwanted pregnancies. Also, with this kind of
in terms of: topic, a learner should be able to open their minds to
4.1 Health; the information, so not only does it improve our
4.2 Physical; behavior but also helps us to broaden our minds.
4.3 Mental;
4.4 Emotional; and
4.5 Social.

Problem/Research Question No. 4: Just like what I said earlier, there is definitely a need to
How should Our Lady of Fatima discuss sexual health education in schools, because it
University conduct Sex Education for should help us understand how our body works.
STEM Students?


STEM 11-Y1-27 Questions:
Problem/Research Question No. 1: In advantages, it will lessen the percentage of

What is the importance of learning sex teenage/unwanted pregnancy and also help teenagers to
education? know the risks and consequences better. While there are
disadvantages, if there are teenagers who use sex
Interview Question No. 1:. What are education to maintain good health, there are some who
the disadvantages and advantages of use it for more experience.

60
Problem/Research Question No. 2: Mainly because of the fear of discrimination and the
What are the thoughts of the participants religion itself here in our country.
about sex education to their sexual
behavior?

Problem/Research Question No. 3: When the risks and consequences are learned and
What are the major changes of sexual understood, the sexual activities teenagers do are less.
behavior after learning sexual education
in terms of:
4.1 Health;
4.2 Physical;
4.3 Mental;
4.4 Emotional; and
4.5 Social.

Problem/Research Question No. 4: Like I said, there are still a lot of teenagers and minors
How should Our Lady of Fatima who do not know safe sex. Teaching sex education in
University conduct Sex Education for schools will help students to be more open-minded when
STEM Students? it comes to this type of topic.


61
#09 Follow-up
STEM Y1-2P Questions: Interview Answers:
Interviewer- Kirztie Lazaro
Problem/Research Question No. 1: I don't think there's any disadvantage but it is an

What is the importance of learning sex advantage of having knowledge and you can share it
education? with other people who don't have the knowledge and I
think that's another advantage. So, learning information
Interview Question No. 1:. What are for free without any consequences.
Problem/Research Question No. 2: This is because of a common misconception that when

What are the thoughts of the participants you hear the word “sex” it means automatically bad. It
about sex education to their sexual doesn't really ring well towards adolescence and I think
behavior? that's the reason.

Problem/Research Question No. 3: It can intimidate them and they will learn that sexual
What are the major changes of sexual intercourse is not really fun when you know the
behavior after learning sexual education consequences.
in terms of:
4.1 Health;
4.2 Physical;
4.3 Mental;
4.4 Emotional; and

62
4.5 Social.

Problem/Research Question No. 4: I think we need it because younger and younger students
How should Our Lady of Fatima are more inclined in doing sexual activities because of
University conduct Sex Education for Adolescence development because the hormones are
STEM Students? kicking in, of course, and they need education on
controlling it.

63
DATA ANALYSIS
Problem/Research Question No. 1

Interview Question No. 1: What are the disadvantages and
advantages of learning Sex Education? (Ano-ano ang mga
kalamangan at kawalan sa pag-aaral ng sekswal na edukasyon?)
Interview Statements: Codes: Formulated Themes:
One disadvantage of Sex education is that not everyone has the Knowledgeable in Well-informed
capability to adapt with this kind of topic. Advantages giving sexual education.
them deeper and wider knowledge, moreover to those people who
are planning to start their family in the future. Informant 1
Sa advantages, alam mo ang gagawin mo sa mga bagay bagay

maalam gumamit ng mga contraceptives. disadvantages, pag mali
mo siya intindihin. (For the advantage, you already know what
the things are or contraceptives. disadvantage is, when you think
of it incorrectly). Informant 4
Advantages, it gives more information for students. Disadvantage

because we're human, it just gives them the idea to have more
pleasure. Informant 5
I don’t think there are any disadvantages,In advantages, we will

be knowledgeable with how our body works and also improve our
sexual behavior. Informant 7
I don't think there's any disadvantage but it is an advantage of

having knowledge and you can share it with other people.
Informant 9
Advantages, it will lessen the percentage of teenage/unwanted Lessens unwanted Mitigates early
pregnancy. Disadvantage, there are some who use it for more pregnancy pregnancy
experience. Informant 8
It boosts my confidence in socializing with other people. While Confidence Boost Empowerment
the downside of it is that the information is very overwhelming
and terrifying. Informant 6
Advantages mamumulat sa reyalidad at kaalaman ang mga Close-mindedness of Stubborn

teenagers, malalaman kung tama at maling gawain. disadvantages others

64
naman ayun lang kasi close minded ang karamihan sa kabataan.
(As for the advantages, the teenagers will become aware of reality
and knowledge, they will know what is right and wrong.
disadvantages are the same because most of the young people are
close minded). Informant 3
Nagbibigay-daan sa pag-unawa at pagtitiyak ng paggalang sa iba't Respect towards other Considerate

ibang uri ng kasarian at kalagayan sa buhay genders
(Enables understanding and ensures respect for different types of
sex and life situations). Informant 2

Interview Question No. 2: What do you think are the possible
reasons why many students find sex education a “taboo”, despite
knowing how important it is? (Ano sa tingin mo ang mga
posibleng rason kung bakit itinuturing na “taboo” para sa
maraming estudyante ang pag-aaral ng sekswal na edukasyon
There is also a possibility that even without their parent’s ashamed of the topic. Uncomfortable
influence, these students chose not to talk or they must’ve been
uncomfortable with this topic. Informant 1
Some of us are ashamed and don’t know where to start in dealing

with sex education. Informant 6
Ang maaring rason siguro ay takot sila sa diskriminasyon. (The afraid of Scared
possible reason may be that they are afraid of discrimination.) discrimination
Informant 2
Fear of discrimination and the religion itself here in our country.

Informant 8
Isa na rin sa parents to kapag kasi sinasabing sex education close rigid opinions, Close-minded
minded yung iba, iba ang mindset nila sa topic na yon. (Parents ignorance
who says sex education is close-minded, because they have a
different mindset on that topic) Informant 3

65
Di nila talaga iniintindi kasi nga sex iisipin nila bastos agad.
(They don't really want to comprehend the subject, when they
hear the word “sex” they’ll automatically think it's impolite
behavior.) Informant 4
There are few that think it’s purely just about sexual intercourse.
Informant 5
Some people think that if we try to support or learn sex education,

it’ll show that we tend to perform sex more. Informant 7
Common misconception that when you hear the word “sex” it

means automatically bad. Informant 9

Interview Question No. 3: How Sex Education can affect Teenage
Sexual Behavior? (Paano Nakakaapekto ang Edukasyong
Sekswal sa sekswal na pag-uugali ng kabataan?)
Nakakatulong itong edukasyon na ‘to pagbibigay ng tamang awareness, right Conscious, mindful
kaalaman sa kabataan tungkol sa kanilang kaligtasan at knowledge
responsableng pag-uugali sa sekswalidad.
(This education is helpful in giving the youth the right knowledge
about their safety and responsible behavior in sexuality.)
Informant 2
Mas mapapalawak yung mga point of views nila about the topic
at malilinawan sila sa kung ano ba ang dapat nilang gawin.
(Their point of views about the topic will be expanded and they
will be enlightened on what they should do.) Informant 3
Pag mas maalam sila parang alam nila kung ano ang gagawin nila
tapos mas aware sila sa mga bagay na tama at di tamang gawin.
(So they know what to do and they are more aware of what is
right and wrong to act.) Informant 4
Sex education makes teenagers more curious but it also gives

66
them ideas on how to be safer when they do it. Informant 5
Given the sex education, it helps us to be positively aware about

safe sex. Informant 6
It may also affect the way they act around people and will responsible behavior, Self-guidance
actually cause them to be cautious in the way they behave. fewer risks
Informant 1
Perhaps with sex education, there will be fewer risks in the

youth’s health and behavior. Informant 7
When the risks and consequences are learned and understood, the
sexual activities teenagers do are less. Informant 8
It can intimidate them and they will learn that sexual intercourse
is not really fun.
Informant 9

Interview Question No. 4: Why do we need Sexual Health
Education in the Schools? (Bakit kailangan ang edukasyong
sekswal sa paaralan?)
So students’ will have better understanding and awareness with better understanding Comprehend
regards to this topic. Informant 1
It should help us understand how our body works. Informant 7
There are still a lot of teenagers and minors who do not know
safe sex. Informant 8
I think we need it because younger and younger students are

more inclined in doing sexual activities. Informant 9
Dahil nakakatulong ito sa pagtiyak ng kaligtasan hindi lamang sa ensure safety, protection, security
mag-aaral pati na rin sa mga kabataan. (It helps to ensure the prevention

67
safety of not only the student but also the youth) Informant 2
Para mainform din sila sa mga sex at lalo na’t teenagers are
involved at para narin sa mga protection nila. (To inform them
about sex and especially teenagers are involved and about their
security) Informant 3
Para ligtas and mga kabataan. (To keep young people safe)
Informant 6
Para ma-prevent natin ang teenage pregnancy at sexual

transmitted diseases. (In order for us to prevent teenage
pregnancy and sexual transmitted diseases) Informant 4
It gives students and teenagers information they need to prevent,

diseases and how to control teen pregnancy. Informant 5

68
APPENDIX G - CERTIFICATE OF VALIDATION
This is a validation that I proofread and evaluated the interview questionnaires, screening
tools, and consent form used by Group 3's researchers from STEM 11-3P, namely Kirztie Claire
Lazaro, Marcela Eunice Leal, Louis Antoni Maalindog, Adam Enierga Marcellana, Andrea
Chelsea M. Milanes, Justin Charles Margarejo, Nina Aleesa Muzones, Blessy Montemayor, and
Ethan Gabriel Nanquil, in their research "A Phenomenological Perspective on the Importance of
Sex Education to the Sexual Behavior of Our Lady of Fatima University STEM Students."
These instruments have undergone validation and are suitable for collecting the required
data for this project.
Approved by:
FRANCES THERESE ALCANTARA
Validator

69

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A PHENOMENOLOGICAL PERSPECTIVE ON THE IMPORTANCE OF SEX

EDUCATION TO THE SEXUAL BEHAVIOR OF OUR LADY OF FATIMA

A Qualitative Research Presented to the Faculty of

Submitted in Partial Fulfillment of the Requirements for Research I

May 23, 2023

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

Mrs. Romilyn M. Pelagio

Mr. Peter Temporal Mr. Julieto Comendador

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

Andrea Chelsea Milanes

Justin Charles Margarejo

Kirztie Claire Lazaro

Louis Antoni Maalindog

Marcela Eunice Leal

Nina Aleesa Muzones

Mr.Paul Michael Perez

May 16, 2023

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

STEM 11-3P Group 3

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

MATRIX 1: THE IMPORTANCE OF LEARNING SEX EDUCATION. . . . . . . . . . . . . . 26

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

APPENDIX A: LETTER OF PERMISSION. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

Keywords: Sex Education, Sexual Behavior, Significance

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

THE PROBLEM AND ITS BACKGROUND

In a world where HIV/AIDS, STIs, unintended pregnancies, gender-based violence, and

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

1.1 BACKGROUND OF THE STUDY

1.2 STATEMENT OF THE PROBLEMS

If specifically, the study is aimed to provide answers to the following questions:

1. What is the importance of learning sex education?

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

3.4 Emotional; and

1.2.1 OBJECTIVES OF THE STUDY

The specific objectives of this study are:

1. To comprehend OLFU Antipolo STEM Students’ perspective on sexuality as a normal

1.2.2 RESEARCH ASSUMPTIONS

1. Participants may have varying perspectives on the importance, effectiveness, and

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

1.3 RESEARCH PARADIGM

1.4 SIGNIFICANCE OF THE STUDY

The result of this study will benefit the following:

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

REVIEW OF RELATED LITERATURE

2.1.1 Sex Education in Preventing Sexual Abuse

The recent Norwegian quantitative research reveal a significant frequency of sexual

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.1.2 Sex Education and Gender Identity

Protective associations of LGBTQ-inclusive sex education were found for depressive

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.1.3 Sex Education in Developing Human/Social Relationships

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

In the Maltese setting, a familiar interpretation of individuals who have intellectual

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.1.5 Sex Education in Preventing Teen Pregnancy

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL

2.2 Synthesis of the Literature Review

OUR LADY OF FATIMA UNIVERSITY SENIOR HIGH SCHOOL