BACKGROUND OF THE

Background of the study

Safe sex is a crucial aspect of sexual health education, especially among adolescents
and young adults. It involves sexual practices that minimize the risk of sexually
transmitted infections (STIs) and unplanned pregnancies. Safe sex practices typically
include the use of condoms or other barrier methods during sexual activity.

Safe sex is often preferred to as "safer sex" because while condoms and other barrier
methods significantly reduce the risk of STIs and unplanned pregnancies, they may not
provide complete protection. Despite the availability of various contraceptive methods
and comprehensive sexual education programs, adolescents and young adults continue
to engage in risky sexual behaviors, leading to negative health outcomes.

The importance of promoting safe sex practices cannot be overstated. It not only
protects individuals from STIs and unintended pregnancies but also empowers them to
make informed decisions about their sexual health. However, understanding the
perspectives of adolescents, particularly high school students, on safe sex is essential
for tailoring effective sexual health education programs.

This research paper aims to explore the perspectives of senior high school students at
Iloilo National High School on safe sex practices. By utilizing qualitative research
methods, specifically phenomenology, this study seeks to uncover the lived experiences
and perceptions of students regarding safe sex. Through in-depth interviews and
thematic analysis, this research endeavors to provide insights into the factors
influencing students' attitudes and behaviors related to safe sex.

It is important to note that the identities of the participants will remain confidential
throughout the study to ensure privacy and encourage honest responses. By shedding
light on students' perspectives on safe sex, this research endeavor strives to contribute
to the development of comprehensive sexual health education programs tailored to the
needs and realities of adolescents.

Specific Research Questions

 Are the students engaged in sexual activity?

 Do students have a general understanding of safe sex and have they been informed
about sexual education?

 How do students suggest promoting sexual education initiatives within educational

institutions and communities?

 What are the attitudes and perceptions of students towards sexual education programs
in schools?

 What are the existing knowledge levels among students regarding safe sex practices
and sexual health?

 How do cultural and societal norms influence students' perceptions of safe sex and
sexual education?

 What are the potential challenges in implementing comprehensive sexual education

programs, and how can they be addressed effectively?

RESEARCH HYPOTHESIS

HA: Students perspective is validated and is considered reliable .

HO: Students perspective is not validated and considered reliable

DEFINITION OF TERMS
 This area of research clarifies and emphasize the use of sources and proper citation and
use of proper margins and grammar also involves the use of appropriate words and
proper courtesy in the respondents and researchers involves in this study .

· Scope and Delimitation

·
· This study focuses on determining the perspective of senior highschool students on their
observation of what they think or know about talking about the topics of Sexual
Education. Topics like safe sex, contraceptives, STDs, Pregnancy, etc. The results of
this study will provide the information needed to help students who are unaware of
Sexual Education in order to give them insights and establish in schools to further
enhance the knowledge of students.

RRL Introduction
: Understanding student perspectives on safe sex practices is crucial for developing effective
interventions to promote sexual health among young people in the Philippines. This review explores
literature that captures the views, attitudes, and behaviors of Filipino students regarding safe sex.

1. Knowledge and Awarenesses Studies (e.g., Espina, 2017) have found varying levels of knowledge
and awareness among Filipino students regarding safe sex practices. While some students
demonstrate a basic understanding of contraception and STI prevention, others lack comprehensive
information due to gaps in sexuality education.

2. Attitudes and Perceptions: Research (e.g., Ramirez et al., 2019) highlights diverse attitudes and
perceptions among Filipino students towards safe sex. Cultural and religious beliefs influence
attitudes towards contraception and premarital sex, with some students expressing conservative
views, while others advocate for progressive attitudes and access to sexual health services.

3. Barriers to Access: Limited access to contraception and sexual health services remains a
significant barrier for Filipino students (Santos et al., 2018). Financial constraints, stigma, and lack of
confidentiality in healthcare settings deter students from seeking information and support related to
safe sex practices.

4. Peer Influence and Social Networks: Peer influence and social networks play a significant role in
shaping students' attitudes and behaviors related to safe sex (Ramos et al., 2020). Peer pressure,
misinformation, and social norms regarding sexual behavior influence students' decisions regarding
contraception and condom use.
5. Education and Empowerment: Comprehensive sexuality education programs have been shown to
empower Filipino students with the knowledge and skills to make informed decisions about their
sexual health (Salud et al., 2016). Engaging students in interactive and culturally sensitive
educational initiatives can promote positive attitudes towards safe sex practices and reduce stigma.

Conclusion: Student perspectives on safe sex in the Philippines reflect a complex interplay of
cultural, social, and individual factors. By addressing knowledge gaps, challenging stigma, and
providing accessible sexual health services, policymakers and educators can empower Filipino
students to make informed choices about their sexual health and well-being.

RELKATED STUDIES

According to A Mackee, AF Watson, and J Dore (2014) Despite growing levels of awareness
about safe sexual practices. According to a culture-centered approach, it's helpful to try reaching
the target audience first in order to learn about their viewpoint on the problems. Twenty focus
groups including eighty-nine adolescents aged between fourteen and sixteen were held. Key
findings indicate that young people are taught that sex is terrible and they shouldn't be getting
ready for it, that talking about sex is inappropriate, and that scientific information does not
closely align with real-world practice. It's critical to comprehend young people's perspectives on
these matters because focus groups revealed that youth tend to avoid information sources that do
not align with their own experience.
https://www.tandfonline.com/doi/abs/10.1080/14681811.2014.917622

According to A Ngwibete and FD Omisakin (2020) By improving students' understanding and

changing their attitudes about using contraceptives correctly and consistently and engaging in
monogamous relationships, it is possible to slow the spread of STDs. The purpose of this study
was to compare undergraduate nursing and non-nursing students' knowledge, attitudes, and safe
sex behaviors. Methods: In 2018–2019, 240 students at Niger Delta University in Bayelsa State,
Nigeria, participated in a descriptive survey. The sample was chosen using a straightforward
random sampling procedure. a survey meant to gather data from nursing and non-nursing
students regarding their knowledge, attitudes, and safe sex practices. The analysis of the data was
done with SPSS 17.0. The data was described using descriptive statistics.
https://search.ebscohost.com/login.aspx?
direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=23454792&AN=142609127&h
=c1jJ8XUYi
%2BO9Q7xHKalnE8EIzJ15zwUKkDvvDcvF1S0Tk0%2FaPkkLkl97ayFP87LgmJBkVt
%2FUuFVdPOjdUvZO7Q%3D%3D&crl=c

According to C Dorrio, M Parsons, S Lehr, D Adame, J Carlone (1992) The project's objectives
were to create a tool to gauge teenage use of safe sex practices and to do a preliminary
assessment of the tool's psychometric qualities. The Safe Sex Behavior Questionnaire (SSBQ)
was created to gauge how frequently safe sex practices are used. It underwent a battery of tests to
determine its construct validity, reliability, and content validity. For the SSBQ, a content validity
index of 98% was calculated. The initial dependability calculated for the entire scale's item sums
was. of 89 freshman in college, 82. Five similar variables appeared for each gender when the
SSBQ was factor-analyzed individually for males and females using a second sample of 531
respondents. https://journals.lww.com/nursingresearchonline/abstract/1992/07000/
measurement_of_safe_sex_behavior_in_adolescents.3.aspx

According to E Wulfert and C K Wan (1995) We employed structural equation modeling in three
studies to investigate the relative contributions of the health belief model, the theory of reasoned
action, and the social cognitive theory to the understanding of sexual risk-taking among
heterosexual individuals. In the first study, college students who were sexually active in their
twenties answered an anonymous questionnaire on their sexual preferences and ideas regarding
the three models. Analyses of the three models revealed conceptually similar notions that
accounted for a sizable portion of the variation in intentions to engage in safer sexual practices.
These ideas dealt with the social environment of condom use as well as cognitive-affective
responses to condom use. Self-efficacy, a notion exclusive to social cognitive theory, provided
an additional explanation for variance. These results were confirmed in Study 2 with older
persons who were sexually active and part of a singles network. More than 70% of the variation
in the intentions to use condoms was explained by the social cognitive theory-based model in
both experiments. Then, in Study 3, college students who were sexually active underwent a
three-month longitudinal test of this model. It accounted for half of the variation in condom use.
The collective findings of these research indicate that condom usage in heterosexual
relationships is heavily influenced by three main variables: self-efficacy, perceived social
support for condom use, and expected consequences of condom use.
https://www.tandfonline.com/doi/abs/10.1080/00224499509551803

According to M A Cook and LL Wynn (2021) In this qualitative study, twenty-eight Sydney-
based young adults (18–29 years old) define "safe sex," discuss their experiences with sex
education, and consider the connection between what they learned in school and the realities of
sexual engagement. The participants' conception of risk and health was mostly neoliberal, with
each believing that people should manage their risks by making logical decisions. Nevertheless,
regardless of how extensive or limited their experiences were with sex education, the majority
observe ‘It's all scientific to me’: focus group insights into why young people do not apply safe-
sex knowledge Rico Rico Santa Romana

According to S M Noar, R S Zimmerman and K A Atwood (2004) This chapter addresses the
association between close relationships and relationship traits and the risk of sexually transmitted
infections (STIs) among young adults in the United States who identify as heterosexual. We start
by going over the epidemiology of STIs, such as HIV/AIDS, condom use patterns in adolescent
and young adult populations, and general concerns about the status of the research on safer
sexual activity and relationship qualities at the moment. Next, we provide further background for
the chapter by quickly going over how close relationships and sexuality evolve in teens and
young adults. We then go on to this review's substantive literature. First, the protective qualities
of a close relationship are examined and talked about. The risks associated with being in a close
relationship are then looked at in three areas: incidence of STI infection, condom use and partner
risk assessment, and early sexual initiation. The chapter ends with a discussion of the
ramifications of these findings and recommendations for further research. The literature is
reviewed throughout the chapter, and in certain instances, fresh, unpublished findings from our
study program are offered to assist address gaps in the knowledge in the literature.
https://psycnet.apa.org/record/2004-13774-021

According to W Hardeman, A Pierro and L Mannetti (1997) This research sought to forecast
intentions to use condoms and abstain from casual sex by examining self-efficacy, attitudes,
optimistic bias in perceived risk, knowledge, and prior risk-taking behavior. A mixed-sex sample
of 16–25-year-old high school and university students filled out questionnaires twice in order to
achieve this goal. The attitude toward avoiding casual sex and assertiveness in sexual
relationships were found to be favorably predictive of intentions to avoid casual sex, while
communication about sex was found to be adversely predictive. Perceived benefits of condom
use was a positive predictor of intention to use, whereas past risky sexual behavior and fatalism
were negative predictors. It was discovered that gender and sexual history had a moderating
effect, suggesting that distinct messaging for these target groups should be used in AIDS
education. Given that condom use is a highly powerful habit and that sexually inactive
respondents had higher favorable intents towards safe sex, it is recommended that AIDS
education begin at an early age to instill safe sex behaviors from the outset.
https://onlinelibrary.wiley.com/doi/abs/10.1002/(SICI)1099-1298(199712)7:5%3C345::AID-
CASP431%3E3.0.CO;2-F psycnet.apa.org
SYNTHESIS

Cultural and Social Norms: Mackee, Watson, and Dore (2014) highlight how young people's
attitudes on sex are influenced by cultural and social norms. Students in their senior year of high
school could be impacted by messages from society that denigrate sex or forbid candid
conversation about it. Creating sexual health education programs that are effective requires an
understanding of these cultural norms.

Ngwibete and Omisakin (2020) emphasize the significance of evaluating students' attitudes and
understanding regarding safe sex practices. It's possible that seniors in high school don't have a
thorough understanding of consent, STIs, and contraception. By providing them with focused
educational interventions, you can increase their understanding and enable them to make more
educated decisions regarding their sexual health.

Perceived Barriers: In their discussion of "neoliberal risk management" among young adults,
Cook and Wynn (2021)

THEORETHICAL FRAMEWORK

This study aims to understand and highlight the ideas and perspective of Iloilo National
Highschool Senior Highschool Students, Based on their everyday challenges facing their
interpersonal self , physical needs and their experience on every day school life facing others
and their relationship inside and outside the campus. Also the happenings on their personal and
private life as the bas line of our research we will conduct a study and gather data through 1 on
1 interviews with the chosen respondents sampling technique that would be use is purposive
sampling technique , researchers and practitioners can develop comprehensive interventions and
educational programs that address the multifaceted influences on senior high school students'
perspectives on safe sex. These interventions should aim to promote positive attitudes, enhance
knowledge and self-efficacy, address cultural and social norms, and provide practical skills for
practicing safe and responsible sexual behaviors.

RESEARCH DESIGN

A useful method for examining the viewpoints and lived experiences of senior high school
students about safe sex is phenomenology as a study strategy. Understanding the essence of
human experiences as they are viewed and interpreted by individuals themselves is the main goal
of phenomenological study. The following is an example of how phenomenology might be used
as a study design to investigate senior high school students' perspectives on safe sex:

Investigation of Subjective Experiences: Without imposing prior beliefs or frameworks,

phenomenology enables researchers to investigate senior high school students' subjective
experiences with safe sex. To get students to express their ideas, feelings, opinions, and attitudes
about relationships, STIs, sexual practices, contraception, and sexual education, researchers can
hold in-depth interviews or focus groups.

RESPONDENTS OF THE STUDY

Respondents of our study are senior high school students whom have experience and insight
about safe sex. They are classified in courtesy of their participation in our study we choose
seniorhighschool students that are 18 years old and ask for the signation of their guardian with
their involvement in our study as respondents and participants we use purposive sampling
technique since its we chose people through their experience and their ideas .
RESEARCH INSTRUMENTS

1.Do students have a general understanding of safe sex and have they been informed about
2sexual education?uuhhmmm, i think yes, While discussions about sexual activity among students
may occur,
4it's not appropriate for me to make generalizations or assumptions about the behaviors of
5.my peers. However, it's important to recognize that teenagers may explore their sexuality,
6.and efforts should be made to ensure they have access to accurate information ann
7.Support.
8.How do students suggest promoting sexual education initiatives within educational
9.institutions and communities?
10.uhhmm for me ahh, sexual education is part of the curriculum in many schools, including
11.Iloilo National High School. Students are typically
12.taught about safe sex practices, contraception, sexually transmitted infections (STIs),
13.consent, and other relevant topics. However, the effectiveness of these programs can vary,
14.and there may be room for improvement.
15What are the attitudes and perceptions of students towards sexual education programs in
16.schools?
17.Students can play an active role in promoting sexual education initiatives within their 18.
educational
19.institutions and communities. This can be achieved through organizing awareness
20.campaigns, advocating for comprehensive sexual education in schools, and engaging with
21.local policymakers to prioritize sexual health education.
22.What are the existing knowledge levels among students regarding safe sex practices and 23.sexual
healt?
24.i think it depends on the student, their attitudes towards sexual education programs may 25.vary
among students. Some may appreciate the information provided and see it as valuable
26.for their well-being, while others may feel uncomfortable or resistant to discussing these 27.topics
openly. Creating a safe and supportive learning environment is essential for effective
28.sexual education.
 29.How do cultural and societal norms influence students' perceptions of safe sex and sexual
30.education?
31.uhh it also depends on the student cultural and societal norms can significantly impact 32.students'
perceptions of safe sex and sexual education. In some communities, discussing 33.sex openly may be
taboo or stigmatized, making it challenging to provide comprehensive
34.sexual education. It's essential to approach these topics sensitively and respectfully, taking
35.into account cultural diversity.
36.What are the potential challenges in implementing comprehensive sexual education
37.programs, and how can they be addressed effectively?
38.Do students have a general understanding of safe sex and have they been informed about
39.sexual education?
40.uuhhmmm, i think yes, While discussions about sexual activity among students may occur,
41.it's not appropriate for me to make generalizations or assumptions about the behaviors of
42.my peers. However, it's important to recognize that teenagers may explore their sexuality,
43.and efforts should be made to ensure they have access to accurate information and 44. Support.
45.How do Students suggest promoting sexual education initiatives within educational
46.institutions and communities?
47.uhhmm for me ahh, sexual education is part of the curriculum in many schools, including 48.Iloilo
National High School. Students are typically taught about safe sex practices,
49.contraception, sexually transmitted infections (STIs), consent, and other relevant topics. 50.However,
the effectiveness of these programs can vary, and there may be room for 51. improvement.
52.What are the attitudes and perceptions of students towards sexual education programs in
53.Schools?
54.Students can play an active role in promoting sexual education initiatives within their
55.educational institutions and communities. This can be achieved through organizing
56.awareness campaigns, advocating for comprehensive sexual education in schools, and 57.engaging
with local policymakers to prioritize sexual health education.
58.What are the existing knowledge levels among students regarding safe sex practices and 59.sexual
healt?
60.i think it depends on the student, their attitudes towards sexual education programs may
61.vary among students. Some may appreciate the information provided and see it as valuable
62.for their well-being, while others may feel uncomfortable or resistant to discussing these 63.topics
openly. Creating a safe and supportive learning environment is essential for effective
64.sexual education
. 65.How do cultural and societal norms influence students' perceptions of safe sex and sexual
66.Education?
67.uhh it also depends on the student cultural and societal norms can significantly impact 68.students'
perceptions of safe sex and sexual education. In some communities, discussing 69.sex openly may be
taboo or stigmatized, making it challenging to provide comprehensive
70.sexual education. It's essential to approach these topics sensitively and respectfully, takin 71.into
account cultural diversity.
72.What are the potential challenges in implementing comprehensive sexual education
73.programs, and how can they be addressed effectively? Challenges in implementing
 74.comprehensive sexual education programs may include resistance from conservative 75.groups, lack
of resources, and cultural barriers. Addressing these challenges requires
76.collaboration among educators, parents, policymakers, and community leaders. Providing
77.teacher training, incorporating culturally relevant materials, and fostering open dialogue 78.can help
overcome these obstacles.