CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents and discusses the research design of the study as well as

its locale, the respondents, procedures to be conducted, and the source and statistical

treatment of the data.

Research Design

The researcher will using a qualitative design can provide insights into the impact

and experiences of implementing sex education through interviews, focus groups, and

observations with students, teachers, and other stakeholders.

Each method provides unique insights into students' perspectives, attitudes, and

behaviors related to sexual health and relationships, as well as the effectiveness of sex

education programs and policies. By using a combination of these methods,

researchers can gain a comprehensive understanding of the benefits and challenges

associated with implementing sex education in schools.

By using qualitative methods, researchers can gain a deeper understanding of

the contexts in which sexual health decisions are made and develop more effective

interventions that are tailored to the needs of individual students and communities.

The researchers will adopt an experimental methodology in which they do

experimentation to see if implementing sex education among senior high school

students, a research-based approach is necessary. This approach includes conducting

students regarding sexual health. Based on the findings, evidence-based sex education

curriculum should be developed that covers topics such as anatomy and physiology,

contraception, STI prevention and testing, healthy relationships, consent,

communication skills, and decision-making. The curriculum should be age-appropriate,

culturally sensitive, and inclusive of diverse sexual orientations and gender identities.

Teachers should receive training on how to deliver the curriculum effectively and

sensitively, including facilitation skills, classroom management strategies, cultural

competence, and addressing common misconceptions about sexual health. Parental

involvement should also be encouraged by providing them with information about the

curriculum, answering their questions, and seeking their feedback. Finally, the

effectiveness of the sex education program should be evaluated through pre-and post-

tests, focus groups, or interviews with students to assess changes in knowledge,

attitudes, and behaviors related to sexual health. This feedback can be used to refine

and improve the program over time. By following this research-based approach, schools

can provide their students with the knowledge and skills they need to make informed

decisions about their sexual health and relationships while promoting healthy behaviors

and reducing risky behaviors.

Setting of the Study

The study's setting, Janosa National High School in Janosa, Binangonan, Rizal

on Talim Island, is significant because it allows researchers to investigate the

effectiveness of incorporating sex education into the school curriculum for senior high
school students. By conducting the study in a specific school, insights can be gained

into the practical implementation of sex education programs and their impact on

students' beliefs, attitudes, and behaviors related to sexual health.

FIGURE 2

Map of Janosa National High School

The study focuses in giving knowledge about sex education, to have proper and

responsible sexual behavior in the students at Janosa National High School, Grade 7

and 12 learners.

Purposive sampling are we going to use because it is suitable for this study

because it enables us to select individuals who possess relevant experiences and

insights regarding the research topic. Specifically, we intend to examine the

perspectives and experiences of students, teachers, and administrators concerning sex

education in senior high schools. By choosing participants who have previously

participated in sex education programs, instructed these courses, or overseen their

implementation, we can gain a deeper understanding of the effectiveness and influence

of these programs on students' attitudes, beliefs, and behaviors relating to sexual

health. This information can inform future program design and implementation

strategies as well as contribute to a broader comprehension of the significance and

effectiveness of implementing sex education in senior high school curriculum.

Procedure of the Study

In this research, the researcher followed a well-defined research procedure

guided by a Gannt chart of activities. The study involved identifying a set of specific

activities essential for the research.

The initial step in the research process is to select a topic and present a

statement of the problem, the researchers presented their proposal to their research

adviser for approval. Once the topic was approved, they delved into the insights and
significance of the study, which culminated in Chapter 1. Then proceeded to collect

relevant studies and literature to support and strengthen the study. Subsequently, the

researchers formulated the data collection procedure and methodology that aligned with

the research objectives for Chapter 3. Throughout the process of writing chapters 1-3,

the researchers consistently consulted with their adviser to ensure that each component

of the research paper was executed effectively. The remaining chapters of a research

study would typically include results, discussion, and conclusions, where the results

chapter presents the findings from data analysis, the discussion chapter interprets and

analyzes the results in relation to existing literature and theories, and the conclusions

chapter summarizes the key findings and implications for practice and future research.

The remaining chapters will also discuss any challenges or barriers to implementing

these programs and offer recommendations for future program design and

implementation strategies. The study will explore the implications of these findings for

policy and practice related to sex education in senior high schools, as well as any

limitations of the study and suggestions for future research in this area.

Source of Data

There will be two sources of data. First will be the primary data which will come

from sex education in our curriculum through questionnaires. The other one will

researchers can gather data for their studies on this topic through various methods such

as surveys, interviews, focus groups, observations, and secondary sources.

A questionnaire is a list of questions or items used to gather data from

respondents about their attitudes, experience, or opinions Questionnaires can be used

to collect quantitative and/or qualitative information Questionnaires are commonly used

2019).

A questionnaire is a structured set of questions designed to collect information

from respondents about their attitudes, experiences, or opinions. It can be used to

gather both quantitative and qualitative data, and is commonly employed in market

research as well as in the field of sex education.

Scale Range Verbal

Interpretation

5 4:01 – 4:75 Strongly Agree

4 3:26 – 4:00 Agree

3 2:51- 3:25 Neither Agree or Neither

Disagree

2 1:76 – 2:50 Disagree

1 1:00 – 1:75 Strongly Disagree

Statistical Treatment

For data analysis and interpretation, the following statistical tools well be consider.
 To determine the profile of the respondents in terms of age, relationship status,

grade level and strand frequency and percentage will be used. The distribution does not

intervene in this observation process or influence any of the variable of the study

(Oppenheimer, 2020).

To determine the perceived effects weighted mean was used on the

implementation of sex education Pearson's correlation coefficient (pearson-r) was used.

The pearson-r will help to identify the relationship of the variables. The pearson

correlation will be tested using 0.05 level of significance. If the p-value of the pearson

statistics is lower than the level of significance ,the null hypothesis is rejected.