IMPLEMENTATION OF SEX EDUCATION : SECONDARY PUBLIC

SCHOOLS TEACHERS PRESPECTIVE

A Research Proposal Presented to Kiven Meco R. Luzano

Research Teacher in the Senior High School Department
SOGOD NATIONAL HIGH SCHOOL

In Partial Fulfillment
of the Requirement for Practical Research I
for Science Technology Engineering and Mathematics

ALCOBER, CHARLES GENIEL

BELLER, MELVIN JAY
DELA VICTORIA, TIM
LAMPAYAN, GLORY JOY
TORRECAMPO, JIAN VINCENT
2nd Semester, SY 2021-2022
 Chapter I

Introduction

Rationale

Youth require and are entitled to comprehensive sexual and reproductive health

information. There is an increasing international agreement and evidence that this

information should be age and developmentally appropriate, as well as scientifically correct.

CSE should be curriculum-based and progressive, beginning at a young age and building on

existing knowledge. CSE is comprehensive in that it teaches young people about sexual and

reproductive health and rights (SRHR) in the context of their lives, giving them the

knowledge and life skills they need to make informed decisions, enjoy their sexuality,

mitigate vulnerabilities (including those unique to the city), and protect their health, well-

being, and rights.

Early Pregnancy, STD (Sexually Transmitted Diseases), HIV (Human

Immunodeficiency Viruses), and AIDS (Acquired Immunodeficiency Syndrome) infection

are some risks of immature sex that eventually lead to depression, illness, financial problems,

and suicide. Mostly teenagers are affected to this hazardous situation.

The RP-RH Act of 2012, also known as Republic Act 10354, is a national policy that

requires the Philippine government to fulfill the needs of Filipino citizens in the areas of

responsible parenthood and reproductive health. Access to reproductive health and family

planning services; maternal health care services, including the development of competent
birth attendants and the improvement of facility-based deliveries; and delivery of

comprehensive sexuality education for youth are all important provisions.

Order No. 31 in the 2018 DepEd series The Policy Guidelines on the Implementation

of Comprehensive Sexuality Education, as issued by the RP-RH Act of 2012, was enacted. In

2018, learning materials on CSE were created and submitted to the Department of

Education's Central Office for quality assurance, approval, and launch.

Sex education for grade 10 students is handled by Franz Alexander Dulay, a science

teacher at Lourdes School of Mandaluyong. He emphasizes how to care for the male and

female reproductive systems, as well as sexual health, in his lectures. He also answers any

additional queries that teenagers may have about the topic.

"At the end of the topic, I ask the kids about their interests and invite them to ask me

any questions they have regarding sex, sexuality, or sexual health," he adds.

Even if sex education is already part of the curriculum, Dulay believes there is still

more that can be done. "Students must understand not only the components of sex education,

but the entire material," he admits. According to Dulay, sex education is something that

everyone should be aware of when it comes to their sexual health.

. Inadequacy in sex education is also a contributing factor in the rise in teen

pregnancy. Prioritize sex education over broad sexual health information. Dulay believes that

if teenagers were taught about safe sex practices and sexual health, the rate of teenage

pregnancies would decline "dramatically," and that it would be preferable to do so as soon as

feasible. "It is critical to emphasize sex education as early as junior high school not just to

reduce the possibility of adolescent pregnancy, but also for every individual to truly

understand sex and all of its related components."

 Sexual activity, sexual risk behaviors, sexually transmitted infections (STDs), and

teenage pregnancy have all been shown to reduce with comprehensive sex education

programs. Teenagers who receive comprehensive sex education are significantly less likely to

become pregnant than those who do not receive formal sex education, according to

University of Washington researchers. Teenagers can make better sex decisions if they

understand the repercussions of risky sexual behavior.

In countries like the Netherlands, for instance, all children aged four and up are

required to receive age-appropriate sex education.This curriculum emphasizes respect for

one's own body and sexuality, as well as the bodies and sexuality of one's peers. The alleged

curriculum includes lessons on everything from consent to contraception to sexually

transmitted illnesses (STIs). As a result of this strong public health push, the country's

adolescent pregnancy rate is very low.

Since the Netherlands has some of the greatest results when it comes to promoting

teen sexual health, the Dutch approach to sex education has gotten a lot of attention.

According to research, teens in the Netherlands do not have sex at a younger age than

teenagers in other European and American countries. In the Netherlands, the majority of 12-

to 25-year-olds claimed their first sexual encounters were "desired and pleasurable," but 66%

of sexually active American teenagers asked said they wished they had waited longer to have

their first sexual encounter.

Objectives of the study

This research study aims to gather information of secondary public school teachers

perspectives about the implementation of sex education in schools. Specifically, it seeks to

answer the questions:

1. Do most teachers agree on teaching sex education?

2. What are the views and opinion of teachers about sex education?

3. What are the advantages and disadvantages of teaching sex education at secondary public

schools?

Significance of the study

Teachers

Teachers agreeing on teaching sex education will help to remove sex education being a taboo

and a very conservative topic in our country. Teachers teaching sex education will open,

deepen and widen every secondary students mind about sex related topics. As a teacher, it is

teachers well being to teach people the right thing. Teachers can also teach people not only

inside the school but also people outside the school premises. Teachers can also use their

knowledge in sex education on giving advises to close people in their respective lives and for

their own lives concerning agendas relating to sex.

Secondary Students (Adolescents)

Secondary students will have a deeper and wider knowledge about topics related to sex.

Implementation of sex education will help secondary schools develop social and emotional

skills they need as they grow up as adults. Secondary students can apply their knowledge

about sex education on their selves. Secondary students will have prevention rather than

having a solution about problems concerning sex. Students can share and give advice to

people who are experiencing problems related to sex.

Parents

Parents will have great benefits as they allow their child or children on learning sex education

. Parents play a major role in a child’s life and their guidance is a must, allowing their

children to study sex education can give their children knowledge about the do’s, don't s,

problems, prevention's and solutions about sex. Allowing their children to learn sex education

in school will give their children better quality life as they go to hormonal changes as they

grow up.

Government

Minimization of the countries growing problem in over population . The government can give

better family planning to it’s citizens. Decreasing the numbers of unwanted pregnancy and

sexually transmitted diseases.

Scope and Delimitation

This research study is limited only to secondary public school teachers perspectives in

the implementation of sex education as a qualitative research study to view their beliefs,

opinions, and contradictions. Setting time, breaking taboos and boundaries in the

implementation of sex education . This study will start on June___,2022 at Sogod National

High School, teachers quarters.

 Chapter II

Review of Related Literature and Review of Related Studies

Sex Education and its Goals

Sex education is also known as, sex ed, is the instruction of issues relating to human

sexuality, including emotional relations and responsibilities, human sexual anatomy, sexual

activity, sexual reproduction, age of consent, reproductive health, reproductive rights, sexual

health, safe sex, and birth control. Sex education is an instruction in various physiological,

psychological and sociological aspects of sexual response and reproduction, according to

Leepson. Keanry stated “Sex education as involving a comprehensive course of action by the

school, calculated to bring about the socially desirable attitudes, practices and personal

conduct on the part of children and adults, that will best protect the individual as a human and

the family as a social institution”.

Implementing sex education in secondary students helps them develop the social and

emotional skills they need to become caring and empathetic adults. Implementation of sex

education early and often leads to appreciation of sexual diversity, dating and intimate partner

violence prevention, development of healthy relationships, prevention of child sex abuse,

improved social/emotional learning, and increased media literacy. It also helps young people

avoid unintended pregnancies and sexually transmitted infections (STIs).

(Youthhealthservices.com)
Impacts of Sex Education

According to extensive review finds that in addition to helping to prevent teen

pregnancy and STIs, sex education can help prevent child sexual abuse, create safer school

spaces for LGBTQ young people, and reduce relationship violence.

According to Eva S. Goldfarb, Ph.D. and Lisa D. Lieberman, Ph.D. who have

examined studies from over three decades of research on sex education and found “evidence

for the effectiveness of approaches that address a broad definition of sexual health and take

positive, affirming, inclusive approaches to human sexuality.

According to D,Hauser,2022, that she and her team have decided to do this study

because there is a clear shortage of research that looks at the influence of sex education on all

areas of sexual health, rather than just pregnancy and STI prevention. According to their

findings, sex education has the ability to accomplish so much more. Quality sex education

that covers a wide range of sexual health subjects has the potential to increase academic

success, mental health, and safety in addition to pregnancy and STIs. Building an early

foundation and scaffolding learning with developmentally appropriate content and teaching

are critical to the long-term development of knowledge, attitudes, and skills that support

healthy sexuality, just as they are in all other areas of the curriculum.

Furthermore, if students can avoid early pregnancy, STIs, sexual abuse, and interpersonal

conflict, they will be

 According to C. Harley, 2022, that him and his team has been arguing in Sex Ed for

Social Change that the individual and social benefits of sex education go far beyond reducing

unwanted births and sexually transmitted illnesses among young people. The power and

relevance of comprehensive, inclusive sex education lies in its ability to accomplish so much

more, as evidenced by this new abundance of research. The results are clear: regardless of

who they are or how they identify, sex education helps all of our young people enjoy happier,

healthier, and safer lives.

According to D. Rice, 2022, that when it comes to most things taught in school,

the motto is commonly "Knowledge is Power," but when it comes to sex education,

there is frequently a double standard. This paper demonstrates that having access to

comprehensive sex education is not only beneficial to all teachers, but also to students'

emotional and social growth.

According to P. Pound, 2016, that even though sex education has mostly been

positive the implementation of the education program still has some negative effects,

some schools don’t acknowledge it as a special subject like Math or English. They

don’t take into account that sex is a potentially embarrassing and anxiety provoking

topic.

Ending Sexism

Sex discrimination is treating people differently because they are a woman or a man.

In the U.K sex discrimination is still a widespread problem. Although, there has been an

Equal Pay Act in force in the UK since 1975, women still earn an average of 19.8% less than

men, according to the Office for National Statistics. (unisonnational.com)

 Gender roles can be conceptualized as behavioral expectations based on biological

sex (H.J Fawkner, 2012). According to Deborah L. Best & Dustin J. Foster, 2004 “Sex role

ideology concerns an individual’s beliefs about men’s and women’s proper role

relationships, ranging along a continuum from traditional to modern”. The traditional end of

the continuum is characterized by beliefs that men are more “important” than women and

that women should be subservient to men. Modern ideologies are more egalitarian and are

consistent with the notion that women and men are equally important and that neither sex has

the right to dominate the other.

In the United States and Japan, a similar study conducted by Atsuko Suzuki found

that education and jobs are strong predictors of sex roles of women. North American women

with jobs held more egalitarian views than women without jobs. In Japan, women with

career-oriented professional jobs reported more egalitarian views than all other women.

Judy Gibbons, Deborah Stiles, and Gina Shkodriani studied attitudes toward family

roles and gender among adolescents studying in The Netherlands. The students originated

from 46 different countries and formed two groups based on origin: individualistic, wealthier

countries and collectivistic, less wealthy countries. Students from this second group of

countries reported more traditional attitudes than students from the first group, and across

both groups, boys reported more traditional attitudes than girls (H.J Fawkner, 2012).
Gender Orientation

Gender is a social, psychological and cultural construct and it is developed in the

process of socialization. Different societies and cultures may therefore have different

understandings of what is ‘masculine’ or ‘feminine’. Societies create norms and expectations

related to gender, and these are learned in the course of people’s lives – including in the

family, at school, through the media. All of these influences impose certain roles and patterns

of behavior on everyone within society. Gender norms – often limited to notions of

masculinity and femininity – change over time, but are usually based on a hetero-normative

order which stipulates that there are two sexes (genders) and they are attracted to each other.

People who do not appear to fall under this binary notion of gender often suffer from

exclusion, discrimination and violence.(coe.int,2018)

“A teen may feel like their body was formed in a way that doesn't fit who they are ,” says Dr.

Cartaya (2019).

Questioning is a term used to describe anyone who is in the process of deciding

which gender identity suits them best. Some people may undergo a period of questioning in

which they reflect upon their preferred gender expression, their personal definitions

of masculinity and femininity, and their feelings about their assigned sex. Questioning can

result in a change of gender identity (which may prompt a desire to transition) or it may

confirm the gender identity the person previously held.

Because gender identity is an internal experience, no-one else can know for certain

someone's gender or "answer the question" for them, although learning more about the

experience of others can help with self-understanding. However, a period of questioning only

ends when the person decides for themselves which gender identity, if any, they feel most

comfortable with(gender.fandom.com,2020).
Unwanted Pregnancy

A recent study showed comprehensive, school-based sex education that promoted

refusal skills was an independent protective factor in preventing sexual assault and the

authors further hypothesize that pre-college comprehensive sexuality education, including

skills-based training in refusing unwanted sex, may be an effective strategy for preventing

sexual assault in college.” That same study identifies risk factors for experiencing sexual

assault, including adverse childhood experiences (ACE), and experiencing unwanted sexual

contact before college. Taken together, it’s easy to understand why 89% of likely voters

believe is it important to have sex education in middle school, and 98% believe it is important

to have sex education in high school.

Time and time again, research confirms that comprehensive sex education works,

sometimes known as Sexual Risk Reduction Education (SRRE), while abstinence-only sex

education, sometimes known as Sexual Risk Avoidance Education (SRAE), does not. Black

youth disproportionately receive abstinence-only programming, and is part of a large-scale

failure to address equity across sex education programming and services. Given this body of

evidence, and the countless testimonials of ineffective abstinence-only programs from young

people and adults, alike, our federal government’s continued funding of these programs is a

tragedy.

Policymakers need to listen to young people and educators before making decisions

about policy and funding. Comprehensive sex education teaches so much more than

pregnancy and sexually transmitted infection prevention: done well, it teaches age-

appropriate lessons about body awareness, relationship skills, communication skills,

negotiation skills, violence prevention, decision-making, self-acceptance, resource

identification, and human diversity in grades K – 12.

The Department of Health and Human Services (HHS) must look to curriculum's like

Be Real. Be Ready, a curriculum created by San Francisco United School District teachers in

collaboration with the San Francisco Department of Public Health and the Adolescent Health

Working Group when making funding decisions regarding Teen Pregnancy Prevention (TPP)

grants.

According to Kim Cavill, 2019 that state lawmakers must work to remove abstinence-

only mandates from state law and fight for evidence-based comprehensive sex education.

School administrators must adopt the most comprehensive curriculum their district allows.

Parents and community members must press school boards to allow comprehensive

programs, especially in places where abstinence-only programs dominate.

The Philippines passed the Responsible Parenthood and Reproductive Health Act of

2012 (RH Act) after a 14-year wait. Through the act, the government integrated sex education

into the public school curriculum for students ages 10 to 19. The Philippines also gave

funding for free or subsidized contraceptives at health centers and public schools.

The government passed the RH Act in response to the many health issues impacting

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

Moreover, teen pregnancies in the Philippines are common, where 9% of women between the

ages of 15 and 19 start child bearing.

 Lack of knowledge about reproductive health is significantly associated with poverty,

especially in regard to overpopulation. Therefore, the RH Act aims to help the population

make informed decisions about their reproductive health. It provides more equal access to sex

education, while also ensuring that the government reaffirms its commitment to protecting

women’s reproductive rights, providing accessible family planning information, and hiring

skilled maternal health professionals to work in both urban and rural areas of the Philippines

In an effort to reduce the country’s rate of poverty, Philippine President, Rodrigo Duterte,

ordered the government to provide access to free contraceptives for six million women in

2017. Duterte aimed to fulfill unmet family planning needs. This came after a restraining

order was placed on the RH Act in 2015. However, the government appealed to lift the

restraining order to continue applying the RH Act and addressing issues due to

overpopulation.(brogen.com ,2020)

Knowledge of Safe Sex

Quality sexual health education (SHE) provides students with the knowledge and skills to

help them be healthy and avoid human immunodeficiency virus (HIV), sexually transmitted

diseases (STD), and unintended pregnancy. A SHE curriculum includes medically accurate,

developmentally appropriate, and culturally relevant content and skills that target key

behavioral outcomes and promote healthy sexual development. The curriculum is age-

appropriate and planned across grade levels to provide information about health risk

behaviors and experiences. Sexual health education should be consistent with scientific

research and best practices; reflect the diversity of student experiences and identities; and

align with school, family, and community priorities.

 A school health education program that includes a quality SHE curriculum targets the

development of critical knowledge and skills needed to promote healthy behaviors and avoid

risks. It is important that SHE explicitly incorporate skill development. Giving students time

to practice, assess, and reflect on skills taught in the curriculum helps move them toward

independence, critical thinking, and problem solving to avoid HIV, STD s, and unintended

pregnancy.

Promoting and implementing well-designed SHE programs positively impacts student

health in a variety of ways. Students who participate in these programs are more likely to

Delay initiation of sexual intercourse, have fewer sex partners, have fewer experiences of

unprotected sex, increase their use of protection, specifically condoms and improve their

academic performance.

In addition to providing knowledge and skills to address sexual behavior, quality SHE

programs can be tailored to include information on high-risk substance use*, suicide

prevention, and how to keep students from committing or being victims of violence—

behaviors and experiences that place youth at risk for poor health and academic outcomes.

(www.cdc.gov, 2020)

Contradictions on Sex Education

The 80% of the Philippine population identifies as Roman Catholic in religion.

Accordingly, the Catholic Church largely influences the state of sex education in the country.

The Catholic Church opposes sex outside of marriage and fears sex education will increase

sexual relations. The Catholic Church consequently remains critical of the RH Act, increasing

difficulties in putting the RH Act into concrete action.

 Additionally, the Catholic Church opposes implementing sex education in schools as

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

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

or will not address the subject directly with their children (brogenproject.org,2020).

May 17, Friday at Southern California hundreds of parents’ protest on so the protesters

stage a so called “seXXX ed” rallies outside county education department offices across,

demanding the state stop exposing their children to sexual content including conversations

about homosexuality and gender fluidity.

The organizers of the statewide protest said there where parents in 46 out of 58 counties

who have participated and thousands of children were kept out schools across California

“Schools have no business teaching kids about anal sex and dental dams,” “Why is the

state of California pushing this on students?” I will not stand for an agenda that “is being

pushed by the LGBT community.” - Berry one of the protester

“We don’t want our kids raised with this kind of nuttiness,” he said. “We are bunch of

angry mama bears and papa bears protecting our kids and kicking political correctness in its

teeth.”

Many of Friday’s rallies were organized by a group called Informed Parents of

California, which has more than 25,000 members on its Facebook page. The group’s logo is a

roaring grizzly bear carrying its cub.

The battle over comprehensive sex education has been ongoing, especially in Orange

County, where the issue has pitted Christian conservatives against progressive groups and the

LGBTQ community.
 School board meetings have proved contentious, with parents opposed to this new

curriculum saying they want to prevent their children from being exposed to sexual content at a

young age, and members of the LGBTQ community arguing that the new approach will

promote inclusiveness on campus, promote understanding of differences among students and

help prevent bullying of LGBTQ students(medianewsgroup,2022)

Future of Sex Education

According to Eva S. Goldfarb, Ph.D. and Lisa D. Lieberman, Ph.D. who have

examined studies from over three decades of research on sex education and found “evidence

for the effectiveness of approaches that address a broad definition of sexual health and take

positive, affirming, inclusive approaches to human sexuality.

The Future of Sex Education Initiative is thrilled to announce the release of

the National Sex Education Standards, Second Edition.

The first edition of the Standards was a breakthrough, outlining the foundational

knowledge and skills students need to navigate sexual development and grow into sexually

healthy adults. The updated NSES reflect advancements in research regarding sexual

orientation, gender identity, social, racial, and reproductive justice, and the long-term

consequences of stigma and discrimination. Other additions include: advances in medical

technology, the emergence of digital technologies, and the growing impact of social and

sexually explicit media on relationships.

 Inclusive and honest sex education goes beyond delivering information. It provides

young people with opportunities to explore their own identities and values along with those

of their families and communities. It also allows young people to practice the

communication, decision-making, and negotiation skills they need to create healthy

relationships—both sexual and nonsexual—throughout their lives. FoSE partners are

honored to share the National Sex Education Standards, Second Edition.

(futureofsexe.com,2022)
Definition of Terms

Collectivistic - a cultural viewpoint that is characterized by emphasis on cohesiveness among

individuals and prioritization of the group over the individual. subscribing to the socialistic

doctrine of ownership by the people collectively.

Egalitarian - relating to or believing in the principle that all people are equal and deserve

equal rights and opportunities.

Hetero-normative - describes the ways in which heterosexuality is normalized through

myriad practices, so that it becomes naturalized as the only legitimate form of sexuality

HIV - (human immunodeficiency virus) is a virus that attacks the body's immune system

LGBTQ community - (also known as the LGBTQ+ community, GLBT community, or the

gay community) is a loosely defined grouping of lesbian, gay, bisexual, transgender, and

other queer individuals united by a common culture and social movements

Maternal - relating to a mother, especially during pregnancy or shortly after childbirth.

Unintended Pregnancy - An unintended pregnancy is a pregnancy that is either unwanted,

such as the pregnancy occurred when no children or no more children were desired

Sex Education -high quality teaching and learning about a broad variety of topics related to

sex and sexuality

Secondary Students - defined as schooling after elementary school grades 7 through 12

STI / STD - Sexually transmitted diseases (STD s), also known as sexually transmitted

infections (STIs)
 Chapter III

METHODOLOGY

Research Participants

The researchers for this research study will choose five (5) secondary public school

teachers from Sogod National High School. Five (5) secondary public school teachers with

different views and beliefs about sex education without concerning gender, age, and culture,

to view wider perspectives from teachers about the implementation of sex education . The

participants identity will be hidden for privacy and security purposes.

Research Design

This section shows the details how the data will be collected, the research questions

that will be answered , and the that will be techniques used. Descriptive research design will

be used for this qualitative research to obtain information on secondary public school

teachers perspective about the implementation of sex education from Sogod National High

School.

Research Material

The researchers will use narrative method by doing one-on-one interview. The

researchers will prepare four(4) questions that will be asked to the participants. Additionally,

the researchers will also use a voice recorder on their phones. But due to the pandemic

possible barriers may occur. Conducting the one-on-one interview and sending the questions

via messaging or communication apps is chosen as an alternative.

Data Gathering Procedure

The researchers will ask permission to the secondary public school teachers before

conducting personal one on one interviews using open-ended questions. The researchers have

prepared a procedure to successfully gather data. The respondents’ identity will be hidden for

privacy and security. Since we are in a pandemic possible barrier may occur. Conducting the

one on one interview via messaging or communication apps is chosen as an alternative.

Research Environment

The locale of this study will be conducted in Sogod National High School, teachers

quarters, located at Flores street, Barangay Zone I, 6606 Sogod, Southern Leyte, Philippines .

The locale of the study was chosen by researchers for the reason to not interrupt Sogod

National High School teachers during discussion.

Data Analysis Procedure

This study will utilize narrative analysis as a method to analyze the qualitative data to

be gathered. Narrative analysis is a useful method for this qualitative research. The

researchers can gain precise information about their subjects using narrative analysis that they

couldn't get from other methods. In qualitative research, narrative analysis reveals hidden

motivations that are difficult to detect directly. The researchers can explore

whether how something is being said is important. For example, studying how entrepreneurs

talk about their professional struggles or cancer patients share their stories of hope can reveal

a lot about their mindsets and perspectives.

 A series of steps will be followed to gather the data properly. First, the researchers

will gather the voice recordings from the interviews that has been done. Second, the

researchers will transcribe the recorded interview. Third, the researchers will identify the

important key points and details from the transcribed interview. And lastly, the researchers

will create a summary of the collected data with the important details.
 Appendix A

Republic of the Philippines

Department of Education

Region VIII

Division of Southern Leyte

District of Sogod I

SOGOD NATIONAL HIGH SCHOOL

Zone I, Sogod, Southern Leyte

Title: Implementation of Sex Education: Secondary Public School Teachers Perspectives

Objective of the study: This study aims to gather information from secondary public school

teachers perspectives about the implementation of sex education.

RESEARCH QUESTIONS

1. Do you agree with the implementation of sex education, why?

Niuyon o wa niuyon sa “sex education”,ngano?

2. Would you teach your students if it wasn’t implemented, why?

Tudloan pud ba nimo imong mga esdyudante ug wa ni gipatuman, ngano ?

3. What is sex education for you as a teacher?

Para nimo nga usa ka mangtutudlo unsa ang sex education para nimo?

4. How do you see your students future with sex education and without?

Unsa imong tanaw sa kaugmaon sa imong mga esdyutante, sa nakatuon ug wa nakatuon sa

“sex education”.
 Appendix B

Letter of Consent Appendix B

Department of Education

Region VII

Division of Southern Leyte

SOGOD NATIONAL HIGH SCHOOL

Zone I, Sogod, Southern Leyte

INDELENCIA A. SUMULAT

School Principal

Sogod National High School

Zone I, Sogod, Southern Leyte

,2022

Dear, Ma'am Sumulat,

We five grade 11 STEM students/researchers humbly ask and hope for your

consideration to allow us to conduct our qualitative research study inside the school campus

specifically in the teacher’s quarters. We ask for your permission to let us conduct our

qualitative research on “Implementation of Sex Education: Secondary Public School

Teachers Perspectives”. For privacy and security the researchers will maintain the

respondents identity confidential. We will make sure to follow COVID-19 protocols to

prevent the virus infection.

 Sincerely Yours,

Jian Vincent B. Torrecampo

Research Leader

Noted:

Kevin Meco Luzano

Research Teacher

INDELENCIA SUMULAT

Principal, Sogod NHS

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