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THE PERCEPTION OF GRADE 12 SHS STUDENTS OF FEU-DILIMAN ABOUT THE

IMPLEMENTATION OF A COMPREHENSIVE SEX EDUCATION TO THE K-12
CURRICULUM

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 FEU Diliman
Basic Education Department

THE PERCEPTION OF GRADE 12 SHS STUDENTS OF FEU-DILIMAN ABOUT THE

IMPLEMENTATION OF A COMPREHENSIVE SEX EDUCATION TO THE K-12
CURRICULUM

Research Paper Submitted to the

Faculty of Senior High School, Basic Education Department,
Far Eastern University-Diliman

In Partial Fulfillment
of the Requirements for the Subject
Research Project

By:

Dorango, Julia Marie

Garcia, Arielle Chelsea

Lastimosa, Freda May

Jeresano, Alliana Jean

Palapal, Franz Louis

Panis, Bjorn Henrik

Suarez, Samantha Shane

Erwin Forte

Technical Adviser

April 2020
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CHAPTER 1: THE PROBLEM AND ITS BACKGROUND 1

Introduction 1

Statement of the Problem 3

Scope and Delimitation 4

Objective of the Study 5

Significance of the Study 6

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES 8

LITERATURE 8

Local 8

Foreign 10

STUDIES 12

Local 12

Foreign 14

Theoretical Framework 18

Social Learning Theory 18

Relevance of the Related Literature and Studies to the Present Study 20

Definition of Terms 21

REFERENCES 23

APPENDICES I

APPENDIX I: LETTER TO PARTICIPANTS I

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APPENDIX II: LETTER TO DIRECTRESS III

APPENDIX III: LETTER TO THE EDUCATORS V

APPENDIX IV: RESEARCH QUESTIONS VII

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CHAPTER 1:

THE PROBLEM AND ITS BACKGROUND

Introduction

As time progresses, the youth today are becoming much more aware with their sexuality and

their bodies. With an open environment such as social media, the current generation are letting

their curious minds to discover their individuality thus shaping their well-being further. To

further understand this new stage of self-discovery, some schools are offering the sex education

curriculum to facilitate the students, stretching their ideas to social aspects of their sexuality and

to equip them with knowledge, skills and values that can help them realize their health, dignity

and to ensure their rights of choice.

Sexual Education is the learning of information regarding one’s sex and sexuality. Two

kinds of sex education: Comprehensive, and Abstinence-Only programs have been created as an

adaptation in terms of encouraging adolescents to be sexually healthy adults. It is an instructional

guide which serves people the knowledge with broad variety of topics such as the human

sexuality, body anatomy, sexual activities, reproductive health, and sexual reproduction. Family

planning and birth control are also present in the subject of comprehensive sex education. Thus,

with the continuous complexity of the modern times, with sexual innuendoes present in today’s

pop culture, the importance of creating a healthy method of conversations such as these arises.

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However, when it comes to the topic of sex education, many people turn a blind eye towards it.

In an article written by Jonathan Simrin (2015), European countries such as Italy, Germany and

Switzerland have a generally cumulative approach to sexual education. Countries such as

Sweden, France, the Netherlands, Denmark, and Belgium all adapted an optimistic approach and

the teachers in these countries are inclined to minimize accentuating the dangers of sex. Instead,

they lighten up the conception of sex and proposed it as a normal, healthy, and a positive act.

However, in Asian countries, topics relating to sex education are considered as taboo topics,

often seen as vulgarity.

Countries like the Philippines are one of those that has yet to implement Sex Education in

the country. In a country of which most are vastly conservative Catholics, sex education is found

to be irreligious as it is believed that sex education promotes premarital sex. In the overall

argument of implementing the subject to the educational curriculum in the Philippines, sex

education is believed to contradict the moral and religious values of a vast majority of Filipinos.

Despite being part of the curriculum at many schools, sex education still remains a controversial

issue in several countries, especially which considering the age at which children should start

receiving such said education. As such, the amount of detail that should be morally revealed, and

topics dealing with human sexuality and behaviour (ScienceDaily, N.D.).

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With this information, the researchers aim to discover the importance of sex education to

senior high students in the Philippines, and insights of the students themselves about the debated

implementation of sex education in the country.

Statement of the Problem

This research entitled A Qualitative Research Regarding the Perception of Grade 12

Senior High School Students of Far Eastern University-Diliman about the Implementation of a

Comprehensive Sex Education to the K-12 Curriculum aims to resolve the following questions:

In the span of 7 years, through years 2011-2018, around more than a thousand cases of

HPV- infected people have been reported in a single clinic alone (Yang, 2019). Most of the

people infected with HPV, or the Sexually Transmitted Disease, Human Papiloma Virus, are

within the age ranges of 15-50 years old. With that said, rate of contracting sexually transmitted

diseases in the Philippines alone has been increasing (Department of Health, 2018). A sum of

912 individuals have been recently diagnosed with HIV within the country, 283 of which are

those within the ages of 15-24 years old. With the rampant growth of STD cases, and unwanted

pregnancies in teens, the Reproductive Health Law has initiated an addition of sexual education

within the K to 12 Curriculum. This, however, is yet to be p within the curriculum.

Far Eastern University-Diliman has yet to implement the subject within its curriculum. As such,

the students are at-risk in increasing the probabilities of negative outcomes.

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As such, the general problem addressed in this current study is the lack of sexual

education in senior high school. Students are exposed to topics such as sex without the right

outlet for the information that they need to learn about it. This research entitled The Perception

of Grade 12 SHS Students of Far Eastern University-Diliman about the Implementation of a

Comprehensive Sex Education to the K-12 Curriculum aims to resolve three main questions. The

researchers aim to know more about the perceptions of Grade 12 students about sex education.

Additionally, the researchers intend to determine what can be obtained from the opinions of the

students. Lastly, after answering the questions, this research shall determine the possible

implications of the opinions acquired from the students.

Scope and Delimitation

The study will focus on the perceptions of students regarding the implementation of Sex

Education in the Philippines. Sixty students from the Grade 12 Senior High School Department

of Far Eastern University-Diliman will be asked to participate in the study.

The study will focus on the comparison of the perceptions of the participants, in order to

see the implementation of sex education will be effective or not. The researchers, however, will

be unable to provide a demonstration sample of proper implementation of sex education due to

the limited time frame given to this research. The Personal Information of the participants, such

as the name, age, grade and section, and the like, will be kept highly confidential between the

researchers and participants only.

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The primary method of data gathering will be through the use of a focus group discussion

and answering of surveys, wherein the participants will be attending an arranged meeting with

the researchers, discussing their insights and opinions regarding the implementation of sex

education in the Philippines through answering a series of questions after answering a set of

written questions.

Objective of the Study

The researchers aim to focus on conducting a qualitative study regarding the implementation of

an inclusive and comprehensive Sex Education to the selected Grade 12 students in FEU Diliman

The objectives of the study are as follows:

1. To determine the perception of the students about comprehensive sex education in the

Philippines.

2. To discover the factors that affect the perception of the students regarding comprehensive

sex education.

3. To determine the possible effects of the opinions given by the students in the future of

comprehensive sex education in the Philippines.

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Significance of the Study

This research aims to tackle the implementation of an inclusive and comprehensive sex

education to Grade 12 Senior High School students in FEU Diliman. The study will also provide

results that can be used to improve certain elements in the Philippines, like the taboo system of

the country regarding sex education and can benefit the country because of learning proper sex

education. The results of this research may benefit the students, the Department of Education, the

parents, Sex Education teachers, and the future researchers.

The Students. This research may help the students about the definition of comprehensive sex

education provided by the Department of Education as it is to be implemented in the Philippines.

The study may also provide details on the opinions of students regarding the topic that is yet to

be implements and the factors that affects their opinions.

The Department of Education. This research may also help the Department of Education

formulate activities which include Sex Education and provide proper knowledge that can be

taught to people, and especially teenagers. With the information provided in the research, the

Department of Education may be able to use these for their studies with regard to implementing

the subject to the educational curriculum in the Philippines.

The Parents. This study may also help the parents to learn about sex education, and what would

be an effective way to also teach their children either Comprehensive or Abstinence-Only Sex

Education within their households. This study may also provide help on broadening the

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perspective of the parents in the topic, thus, creating a safe space for their children to

communicate with them using such curiosities about themselves.

The Sex Education teachers. This study may also help the sexual education teachers to

formulate activities which integrates proper sex education to their students. They can also help

their students be prepared in handling real-life situations that may require proper knowledge

about sex.

To the Future Researchers. The data in this research may be used as basis or as reference in

future studies.

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CHAPTER 2:

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, local and foreign, related to the

implementation of an inclusive and comprehensive sex education to the K-12 Curriculum.

LITERATURE

These reviewed articles were derived from various websites, articles, memos, books, journals

and magazines. The information gathered have helped the researchers in conducting their studies.

Below are related local and foreign literatures that the researchers have used as bases of the

study.

Local

In a conservative country, such as the Philippines, issues about one’s bodies are often left

unsaid, or worse, avoided. Thus, the unawareness and ill-education of Filipinos are present with

topics circulating about proper sex, reproduction, and even some topics about adolescence.

According to an independent children’s organization, Save the Children Philippines (2019), they

believe that most parents are not equipped with the appropriate information and communication

skills in order to educate their children in terms of sex education. A technical advisor on

Adolescent Sexuality and Reproductive Health of Save the Children Philippines, Dr. Miel Nora

(2019), agreed that parents may know some useful information about sex, reproductive health,

puberty, and romantic relationships because of previous personal experiences (Nora, 2019).

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However, the parents may lack the proper way of introducing the mature topics to the youth,

considering the conservative nature and traditions of the country.

On a study conducted by Dr. Miel Nora, 85% of the parents know the information

regarding sex education. However, when confronted and asked for a discussion with their

children, parents are reluctant and unsure on the information that they are providing. This kind of

statistic perfectly encapsulates the lack of proper sexual education in the Philippines as being one

of the main reasons why the country has a rising number of STD cases, and highest teenage

pregnancy rates in Asia. With the rising rates of human sexual viruses in the Philippines, the

Department of Health decided to convince the Department of Education in elementary schools to

implement a mandatory sex education in accordance to the Reproductive Health Law. As told by

the Head of Health Director of Knowledge Management and Information Technology Service,

the DOH has been hedging the DepEd to introduce sex education as early as soon as the

appropriate age come. Thus, the Reproductive Health Bill was finally signed as law in 2012, by

then-President Benigno Aquino III. Upon the passing of the bill, it was said that the

comprehensive sexuality education will have seven core topics, mainly: human body and human

development, personhood, healthy relationships, sexuality and sexual behaviors, sexual and

reproductive health, personal safety and gender, culture, and human rights, in the hopes of

providing proper knowledge about the sexual education to the children and adolescents. In

addition to that, the education secretary encourages the teachers to exert effort and instill to the

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learners the importance of every topic as well as suggesting that the need to implement the policy

is urgent and is in favor of introducing sex education to students as young as in 4th or 5th grade.

Foreign

An article entitled Sexuality Education in Europe: an Overview of Current Policies by

Parker, Wellings, and Lazarus (2018) stated that comprehensive sexuality education is one of the

most important tools to ensure that young people have the information they need to make healthy

and informed choices. This emphasizes the importance of comprehensive sex education for the

good of young adults. Sex education, although often set aside from in being included in the

curriculum, enables young adults to make better decisions for themselves. Adolescence is

presented as the main stage of development and sexuality is one of the topics that concerns

teenagers nowadays (Lesko, 2001).

Nevertheless, adolescence is the phase when healthy habits are formed naturally making

it the most suitable time for sexual health interventions. Teaching social skills relevant to sexual

behavior in classroom settings requires specialist expertise both in program design and in

delivery by teachers or facilitators. Theory and evidence-based programs designed to promote

such skills and modified on the basis of effectiveness evaluations are most likely to have an

impact on the rate of pregnancies and sexually transmitted infections among young people. The

right execution of teaching sex education at school can greatly contribute to the knowledge,

decision-making, and health of young adults (Schaalma, Abraham, Gilmore, and Kok, 2004).

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The idea of creating a subject that teaches sexuality began in 1918 in the United States

through the Chamberlain-Kahn Act (Venzon, 2013). The act was to prevent the rising cases of

sexually transmitted diseases (STIs) amongst people. Eventually, in 1981, the act Adolescent

Family Life Act was passed, creating an abstinence-only system of sex education. With the

constant debate of the appropriation of teaching sexuality education to young adolescents, and its

infectivity, the first comprehensive sex education was funded in 2009 by then-president Barack

Obama.

In comparison to the initial definition of abstinence-only, Comprehensive sexuality

education, according to the Guidelines for Comprehensive Sexuality Education from the

Sexuality Information and Education Council of the United States (SIECUS) “should be

appropriate to the age, developmental level, and cultural background of students and respect the

diversity of values and beliefs represented in the community. Comprehensive sex complements

and arguments the sexual education children received from their families, religious, and

community groups, and healthcare professionals. While abstinence sex, is a form of sex

education that teaches not having sex outside of marriage. It often excludes other types of sexual

and reproductive health education, such as birth control and safe sex. The topic of abstinence-

only education is controversial in the United States, with proponents claiming that

comprehensive sex education encourages premarital sexual activity, and critics arguing that

abstinence-only education is religiously motivated and that the approach has been proven

ineffective and even detrimental to its own aims. People, especially adolescents need to know

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how to protect themselves from HIV/STDs and early or unplanned pregnancies, for this, sex

education is the best solution and prevention, although it should be a lifelong learning process

depending on the knowledge and skills and positive attitude. It helps not only the young, but

everyone to enjoy sexual intercourse and relationships that are based on good qualities such as

positive knowledge, mutual respect, trust, negotiation and enjoyment.

Nevertheless, knowledge that is age-appropriate, among youth and adolescents about the

process during puberty, sexuality, modes of transmission and prevention of sexually transmitted

diseases, and the attainment of maintaining a healthy and safe sexual life is important for the

health and welfare of the youth.

STUDIES

The reviewed studies below were obtained from different published and unpublished studies. The

information gathered have helped the researchers in conducting their study. Below are local and

foreign related studies that the researchers have used as a bases of this study.

Local

During the puberty stage, adolescents need factual information about sex and sexuality.

According to Encarta (2009), sex can be defined in various ways. It can be defined as “the

physical and behavioural difference that distinguishes individual organisms according to their

functions in the reproductive process.” Sex can also be denoted as the different sexual activities,

including penetrative sex, oral sex and mutual stimulation. Sex is not just physical sexual

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contact; it can also involve emotions and feelings. There are also differences in human sexual

characteristics whether the individual is a male or a female. For example, in females, their main

sexual characteristics include the external genitalia (vulva) and the internal organs that make it

probable for a woman to produce ova (eggs) and become pregnant. In males, on the other hand,

the main organ for copulation is the penis. The sperm cells are produced in the testes and are

stored and nurtured in the epididymis. As the individual matures, his/her sexual characteristics

develop as well. Human beings are thus sexual beings all the way through their entire lives. All

these said information may be obtained from various materials such as books, internet, etc.

In contrary to this, however, adolescents may seek out advice to their peers which might give

them wrong information. Adewale (2009), claims that the adolescents’ curiosity and lack of

knowledge, may often lead to premarital sex, which, in effect, will be unwanted pregnancies.

Given that statement, the cases of unwanted pregnancies in the Philippines and other countries

are hitting the roof for years. Because of this, inclusion of sex education as part of the curricula is

really an effective tool which will help the students to become aware of the disadvantages of

having sexual intercourse for a very long time.

If an objective of sex education is to promote safe sex practices, it can only be assumed

that programs are having the desired effects without assessing actual knowledge, attitudes, and

behaviour. On the other hand, sex education guides students’ attitudes toward promoting safer

sex practices. Over the past decade, it was obvious that there’s an increase in the aggregate

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content in which schools are educating their students about safe sex. For example, a widespread

campaign for AIDS education in secondary schools in America promoted consistent condom use.

The most effective way to teach sex education has proved to be the comprehensive way.

Abstinence-only sex education does not necessarily prevent the lowering of risks of STDs and

unwanted pregnancies. Instead, abstinence-only sex education is a matter of violation of

adolescents’ human rights, as important information is being withheld from their knowledge,

such as prevention of STDs, and the like (Ott & Santelli, 2018).

Even though many parents accept as truth that sex education will encourage their

teenagers to take part in sexual activity, evaluations of comprehensive sex education and HIV/

STI prevention programs show that they do not increase rates of sexual initiation, do not lower

the age at which youth initiate sex, and do not increase the frequency of sex or the number of sex

partners among sexually active youth.

Foreign

There are many issues that surround the topic of implementing Sex Education curriculum in the

schools. In which many questions can range from what will be taught to how frequently it should

be taught. According to Rebecca Daschel, author of the research study The Effectiveness of Sex

Education Programs in the Schools (2012), sexual education programs in the schools allow

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students to gain knowledge about their sexual identity, attitudes and beliefs toward sex, and

intimate relationships. It is also stated in Daschel’s research study that, not only is Sex Education

about acquiring knowledge but it is also informing students about positive choices regarding safe

sex and consequences that can affect their behaviour both physically and emotionally. In a

fortunate manner, it is the students’ right to sex education because it can benefit them from future

problems and challenges and improve their health. Supporters say that sex education should be

considered as a comprehensive learning and as fundamental as reading, writing, and math.

Schools around the nation teach different approaches to sexual education, which means there is

not one proven correct way to teach these programs. Some would have structural debate whether

students should have information about the physical and emotional changes their bodies will be

going through with puberty and if they decide to become sexually active. Numerous programs

are available commercially today, however, many schools all over the world have created their

own curriculum to meet the needs of their youth in the community.

Moreover, according to Mabray and Labauve (2002), “comprehensive sexual education

programs are rare in the USA, but they address the needs of the adolescent in a more complete

manner.” It is also said that comprehensive sexual education programs teach gender identity,

sexual development, affection, intimacy, body image, interpersonal and communication skills

and “assists in the exploration of values and goal setting” (Campos, 2002) to achieve a lifetime

of sexual health. Schools in New Mexico now lead the country in teen pregnancies. According to

the Washington Independent (2011) “New Mexico students are also behind their national peers in

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sexual education, 77 percent of high school youth were taught about HIV/AIDS in school,

compared to the U.S. median of nearly 86 percent.”

In addition to this, one study also found out that by age 12, a rate of 12% of U.S. students

had already engaged in vaginal sex, 7.9% in oral sex, and 6.5% in anal sex (Health News, 2009).

These statistics are quite alarming because youth who start having sex before the age of 14 are

more likely to have multiple partners throughout their lifetime. One study resulted that

approximately eight in ten males and seven in ten females are sexually experienced by the age of

19 (Guttmacher, 1981). One survey revealed that 44% of girls and 64% of boys reported that

they were sexually active by their 18th birthday. By age 15, seven in ten boys and five in ten

girls have had sexual intercourse (Masserman & Uribe, 1989).

A research study of Kumar, on Need Assessment for Sex Education Amongst the

University Students – A Pilot Study (2007), found that 95% of students were in favour of

mainstreaming of sex education. 76.74% students choose the teacher as the best source to

provide sex education. Most of the students have received sex information from informal sources

and they are not satisfied with their knowledge on sex education and only gained mostly

misconceptions about the topic. To this, majority of them support the implementation of sex

education in educational institutes. However, contradicting this, in the study of Angadi, on

Adolescent Children’s Parental Attitude towards Sex Education (2011), found that mothers of the

respondents were hesitant to talk about sex education to their daughter as they found it

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embarrassing and taboo to discuss these issues. Generally, they avoid any mention of sex in their

day-to-day relationships with their children's especially in rural areas.

Furthermore, when it comes to the perspective of the teachers regarding Sex Education,

Dutta, in his study on Teachers’ Attitude towards Imparting Sex Education in School (1979),

stated that it was found out that the attitude of teachers to sex education was favourable.

Experience of the teachers seemed to have no influences on the attitude, but the city and sex

difference had some influence. There was no significant difference between different groups

regarding the nature of difficulty and the main difficulties were ignorance in the subject, social

backwardness and lack of training. Also, Bhasin & Aggarwal, in their study on Perceptions of

teachers regarding sex education in National Capital Territory of Delhi (1999), found that

majority of teachers (73%) were in favour of imparting sex education to school children.

Regarding contents of sex education, 90% agreed to the inclusion of reproductive anatomy,

physiology including menstruation and birth control measures like condoms and oral pills.

However, most teachers did not want sex education to include topics like abortion, premarital sex

and masturbation etc. Fourteen years of age was the most appropriate for imparting sex

education by 28.6% of teachers. School teachers and doctors were considered by 69.4% and

63.6% of the respondents respectively to be the most appropriate persons for providing sex

education.

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In conclusion to all gathered related literature and studies, it is found that implementing a

proper comprehensive sex education is an important factor in lessening the risks of sexually

transmitted diseases and teenage pregnancy. The proper knowledge of the students regarding

their sex and sexuality through an open-minded conversation in a safe place, such as schools, can

provide the students answers to their questions about sex and sexuality. With all that said, basing

on the given information above, the implementation of a comprehensive sex education would

most likely bring advantages, rather than disadvantages. Nevertheless, the provision of good

education about one’s sex and sexuality are agreed upon by many.

Theoretical Framework

There have been few theories containing different ideas regarding to sex education. A theory that

the researcher used in order to help with their study is the social learning theory, this theory was

created by Robert Bandura posits that people learn from one another, via observation, imitation,

and modeling. The Social learning theory has four cognitive behavioral processes, which are:

attention, retention, reproduction, and motivation.

Social Learning Theory

In social learning theory, Albert Bandura (1977) agrees with the behaviorist learning theories of

classical conditioning (two stimuli are linked together to produce a new learned response in a

person or animal) and operant conditioning (method of learning that occurs through rewards and

punishments for behavior). However, he adds two important ideas: Mediating processes occur

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between stimuli & responses, and Behavior is learned from the environment through the process

of observational learning. Children observe the people around them behaving in various ways.

This is illustrated during the famous Bobo doll experiment, where the adults attacked the Bobo

doll in a distinctive manner while a child is watching to test what would their reactions and if

they would imitate the situation regarding the Bobo doll. The findings of the experiments

concluded that the children would often learn social behaviors through observation learning.

These findings were later on used as implications as an effect of a child’s social behavior

oftentimes.

Four Cognitive Behavioral Processes

1. Attention – In order to learn, you need to be paying attention. If the model is interesting or

there is a novel aspect to the situation, you are far more likely to dedicate your full attention to

learning.

2. Retention – Remembering what you paid attention to. This includes symbolic coding, mental

images, cognitive organization, symbolic rehearsal, motor rehearsal.

3. Reproduction – once you have paid attention to the model and retained information, it is time

to perform the behavior you observed.

4. Motivation – Finally, for observational learning to be successful, you have to be motivated to

imitate the behavior that has been modeled. Reinforcement and punishment play an important

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role in motivation. While experiencing these motivators can be highly effective, so can observing

other experiences with some type of reinforcement or punishment.

Nevertheless, we can use this theory as the basis of our study as sexual behavior is influenced by

personal knowledge, skills, attitudes, interpersonal relationships, and environmental influences.

These factors are in Social learning Theory, and as the theory aims to change behavior in

participants, it is a good fit for prevention-based sexuality programs. For instance, preventing

unwanted pregnancies in teens. Modeling positive and healthy sexuality-related behavior to

youth is important, because sexual behaviors usually take place in TV, Magazines, and in the

internet. Thus, the theory will be able to provide a good model for the study in terms of finding

the common ground in teens’ perception about sex and sexuality.

Relevance of the Related Literature and Studies to the Present Study

With the information provided above, the researchers are given the summarization of sex

education’s situation in different countries in comparison to the Philippines. The provided texts

have shown the advantages and disadvantages of sex education, both in comprehensive and

abstinence-only approaches, while also giving an overview of the possible hindrances of why it

is yet to be implemented. Thus, it sets an expectation for which the researchers aim to achieve in

conducting the study.

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Definition of Terms

This section contains words that may be not easily understandable by the readers.

Adolescents. According to the Merriam Webster Dictionary, it is the state of a young person

currently in the process of puberty, in order to develop into a mature adult.

Abstinence Sex Education. This is one of the two methods of sex education. It is the method of

preventing sexual risks through temperance from sex. It is believed to be the only morally

acceptable option for the youths as explained by conservative groups (Women’s Health Policy,

2018).

AIDS. According to the Oxford Dictionary, it is a sexually transmitted disease that causes a

severe lowering of one’s immune system.

Comprehensive Sex Education. It is one of the two methods of teaching sex and sexuality in

which it includes all elements relating to the said topic, and not just sexual intercourse. It could

talk more about gender identity, human anatomy, and the like (Department of Education, 2018).

Sexually Transmitted Diseases (STDs). According to the Oxford Dictionary, these are diseases

that are spread through sexual intercourse with an infected person/s.

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Sexuality. According to the Oxford Dictionary, it is a person’s orientation or preference. For

instance, heterosexuality and homosexuality.

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REFERENCES

Abraham, C., Gillmore, MR., & Kok, G. (2004). Sex education as health promotion: what does it

take? Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/15129044

Anonymous. (June 2018). Abstinence Education Programs: Definition, Funding, and Impact on

Teen Sexual Behavior. Retrieved from: https://www.kff.org/womens-health-policy/fact-sheet/

abstinence-education-programs-definition-funding-and-impact-on-teen-sexual-behavior/

Anonymous. (n.d.). Theories & Approaches Social Learning Theory and Sexuality Education.

Retrieved from: http://recapp.etr.org/recapp/index.cfm?

fuseaction=pages.TheoriesDetail&PageID=385&fbclid=IwAR2j1cWjmS3zuw1lyGhhBO22NAP

V669YSZqOMGuSkIAiHfpTynQYcI8fckg

Anonymous. (n.d.). What is Sex Education? Retrieved from: https://

www.plannedparenthood.org/learn/for-educators/what-sex-education

Agustin, C., Aquino, D., Bartolome, J., Lumido, J., & Tanguilan, J. (2017). Acceptabiliity of the

Incorporation of Sex and Sexuality Education in the Curricula. Retrieved from: http://

www.garph.co.uk/IJARMSS/Dec2017/12.pdf

Bantula, F. C. (2018). Sex Education in the Philippines. Retrieved from: https://

www.pressreader.com/philippines/sunstar-pampanga/20180509/281801399596039

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Barth, R. (2005). Sex Education in the Public Schools. Retrieved from: https://

journalofethics.ama-assn.org/article/sex-education-public-schools/2005-10

Brooke Thomson. (June 2013). Comprehensive sex ed in US Schools: A brief history.

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brief-history/

Check & Schutt (May 2015). Journal of the Advanced Practitioner in Oncology. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4601897/

Delizo, M. J. (March 2019). Mother knows best? Not in sex education, says group. Retrieved

from: https://news.abs-cbn.com/spotlight/03/08/19/mother-knows-best-not-in-sex-education-

says-group

Geronimo, J. Y. (2016). Sex education in PH schools still lacking - UNFPA. Retrieved from:

https://www.rappler.com/nation/139118-sex-education-philippines-unfpa

Lesko, N. (2012). Act Your Age! A Cultural Construction of Adolescence. Critical Social

Thought. Second Edition. Retrieved from: https://eric.ed.gov/?id=ED530908

Merlina Hernando-Malipot. (August 2019). DepEd mulls inclusion of separate sex education

subject in basic curriculum. Retrieved from https://news.mb.com.ph/2019/08/23/deped-mulls-

inclusion-of-separate-sex-education-subject-in-basic-curriculum/

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McLeod, S. A. (February 2016). Bandura - social learning theory. Retrieved from: https://

www.simplypsychology.org/bandura.html

McLeod, S. A. (February 2014). Bobo doll experiment. Retrieved from: https://

www.simplypsychology.org/bobo-doll.html

Montemayor, T. (2019). Integrating sex education in schools to empower learners. Retrieved

from: https://www.pna.gov.ph/articles/1066447

Ott, M. A., & Santelli, J. S. (2007). Abstinence and abstinence-only education. Curr Opin Obstet

Gynecol. 2007 Oct; 19(5): 446–452. doi: 10.1097/GCO.0b013e3282efdc0b

Parker, R., Wellings, K., & Lazarus, J. (2009). Sexuality education in Europe: an overview of

current policies. R e t r i e v e d f r o m : h t t p s : / / w w w. t a n d f o n l i n e . c o m / d o i / a b s /

10.1080/14681810903059060

Rainey, J. (2018). Sex Education Laws and Public Schools. Retrieved from: https://

family.findlaw.com/reproductive-rights/sex-education-in-schools.html

Ryan Macasero. (December 2018). DepEd urged to implement comprehensive sex education

amid rising HIV cases. Retrieved from: https://www.philstar.com/headlines/2018/12/04/1874152/

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Simrin, J. (2015, May 13). Which Countries Have the Best Sex Education? Retrieved from:

https://www.seeker.com/which-countries-have-the-best-sex-education-1792604688.html

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The Electronic Physician. (September 2017). Bio-psycho-social factors affecting sexual self-

concept: A systematic review. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5633209/

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APPENDICES

APPENDIX I:

LETTER TO PARTICIPANTS

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May 2020

To our participants:

Greetings of Fortitude, Excellence and Uprightness!

We, the undersigned Grade 12 students of Far Eastern University-Diliman, are
conducting a research entitled “The Perception of Grade 12 SHS Students of FEU - Diliman
about the Implementation of a Comprehensive Sex Education to the K-12 Curriculum” in
partial fulfillment of the course, Research Project. The research we wish to conduct requires the
use of questionnaires and a focus group discussion in order to gather adequate data for our study.
Due to this, we would like to invite you to take part in our focus group discussion and
survey about the aforementioned topic. Your views will greatly be used to help us broaden and
deepen our research.
In connection with this, we would also like to ask for your permission to let us record the
discussion for it would be accounted as an evidence thereof. Rest assured that the data collected
would be treated with highest confidentiality.

Your participation will be of great contribution in our research.

Respectfully Yours,

Julia Marie Dorango

Arielle Chelsea Garcia
Alliana Jean Jeresano
Freda May Lastimosa
Franz Palapal
Bjorn Henrik Panis
Samantha Shane Suarez

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APPENDIX II:

LETTER TO DIRECTRESS

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May 2020

Erwin Dionisio PhD

Directress
Basic Education Department
Far Eastern University - Diliman

Greetings of Fortitude, Excellence and Uprightness!

Good day! We, a group of researchers from Grade 12 section Honor, hereby ask for your
permission to allow us conduct our focus group discussion and survey involving some of our
fellow Grade 12 students about their perception of the implementation of an inclusive and
comprehensive sex education to the K-12 curriculum.

Rest assured that the identity and personal information of the participants will not be
disclosed and will remain confidential between the researchers and respondents only.

We are hoping for your cooperation and positive response. Thank you and God Bless!

Respectfully yours,
Noted by

Julia Marie Dorango

Mr. Erwin Forte LPT
Arielle Chelsea Garcia Research Adviser
Alliana Jean Jeresano
Freda May Lastimosa Approved by

Franz Palapal
Bjorn Henrik Panis Erwin S. Dionisio PhD
Directress
Samantha Shane Suarez Basic Education Department

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APPENDIX III:

LETTER TO THE EDUCATORS

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May 2020

Dear Educators,

Greetings of Fortitude, Excellence and Uprightness!

We, the undersigned Grade 12 students of Far Eastern University-Diliman are conducting
a research entitled “The Perception of Grade 12 SHS Students of FEU - Diliman about the
Implementation of a Comprehensive Sex Education to the K-12 Curriculum” in partial
fulfillment of the course Research Project. The research we wish to conduct requires the use of
questionnaires and a focus group discussion in order to gather adequate data for our study.
In connection with this, we would like to ask for your permission to excuse some of your
students for half an hour (30 minutes) to conduct our data collection.

We are hoping for your kind consideration regarding this matter.

Respectfully yours,
Noted By
Julia Marie Dorango
Mr. Erwin Forte LPT
Arielle Chelsea Garcia
Research Adviser
Alliana Jean Jeresano
Freda May Lastimosa
Franz Palapal
Bjorn Henrik Panis
Samantha Shane Suarez

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APPENDIX IV:

RESEARCH QUESTIONS

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The Perception of Grade 12 SHS Students of FEU - Diliman about the Implementation of a

Comprehensive Sex Education to the K-12 Curriculum

Research Objective: To focus on conducting a qualitative study regarding the implementation

of a comprehensive Sex Education to the selected Grade 12 students in FEU Diliman with

regards to equip students with information that will positively influence their well-being and

provide understanding to their bodies, to provide the appropriate knowledge about the sex

education curriculum, and to encourage the broadening of one’s perspective towards sex

education.

Name (required): __________________________________________ Date:______________

Grade and Section: ____________________________________________________________
Mark your answers with a check [✓].

QUESTIONS 1 2 3 4 5
Strongly Disagree Neutral Agree Strongly
Disagree Agree
1. I believe that sex education is

immoral
2. I believe that sex education is

important amongst

adolescents.

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3. C o m p r e h e n s i v e s e x

education is necessary in the

Philippine setting.
4. Sex education will not lessen

the rates of teenage

pregnancies/sexually

transmitted diseases but will

only increase it instead.

5. Children as young as grade 4

students should be taught

about comprehensive sex

education.
6. Sex education should only be

taught at home with the

child’s parents/guardians.
7. The Philippine education

system can accommodate the

implementation of a

comprehensive sex education

in the K12 curriculum.

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8. I am comfortable with

learning sexuality and

education in school.
9. Abstinence-only is a better

method of teaching sex

education than the

comprehensive method.

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FGD Questions:

Engagement Questions:

1. What was your first encounter with the word sex? When did you first hear about it?

2. What comes to your mind first when you hear sex education, what is your general feeling

about this matter?

3. Have your parents talked to you about sex or have educated you about it? If yes, in what

sense?

Exploration Questions:

4. Have you heard about comprehensive sex education? How much do you know about it?

5. How do you feel about sex education?

6. If given the choice whether to have sex education be part of the senior high school curriculum,

would you choose to have it or not? Why or why not?

7. What do you think have affected or influenced your stand on the implementation of a

comprehensive sex education in the K12 curriculum in the Philippines?

Exit Questions:

8. Do you feel that there is any topic or issue about sex education that should be addressed?

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9. In relation with your previous answer, considering the current issues in the Philippines, do you

think that the government should also prioritize resolving this issue? If yes, why?

10.What steps can you propose for the government to take in accordance to this matter?

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