This document appears to be a research paper written by students investigating the perceptions of grade 11 students regarding the possible implementation of sex education. It includes an introduction outlining the background and importance of sex education, as well as the research objectives and questions. It discusses the significance of studying students' perceptions, as the Philippines has passed legislation requiring sex education but faces opposition from the Catholic Church. The document provides an in-depth literature review on topics related to sex education and outlines the theoretical framework and methodology that will be used in the study.

1. BERNARDO COLLEGE
Las Piñas City
Perception of Grade 11 Senior
High School Student on Possible
implementation of Sex Education
By.
Students of 11- Fortitude
ARON JON OSIAS
ROSH ALLEN NERI
KELVIN GULAGA
SUNDACE CHIMES BARROGA
Practical Research 1011
Mr. Nickole Quilatan
APRIL 19, 2022

2. - ACKNOWLEDGEMENT
We would like to express our deep gratitude to our Practical Research Teacher MR.
NICKOLE QUILATAN, for the guidance, enthusiastic encouragement and useful
critiques of this research work. We thank our colleagues from 11- FORTITUDE who
provided insight and expertise that greatly assisted the research, although they may not
agree with all of the interpretations/conclusions of this paper.
We are grateful to the many people who helped us throughout the time we conducted
our research. There were many influential people that I would like to thank in particular
for their constant love, support, and inspiration. Without them I would not have been
able to complete this research.
I would first like to thank Bernardo College for the opportunity to conduct this research
would like to thank Mr. Nickole Quilatan in particular for his words of wisdom,
his kind encouragement, and his endless support throughout the writing process. The
conversations I have had with Hlya have always been both inspirational and
Also, I would like to thank those who helped throughout the revision process. There
have been several students, friends, colleagues, and family members
- DEDICATION

3. - TABLE OF CONTENTS
PRELIMINARIES:
- TITLE PAGE
- ACKNOWLEDGEMENT
- DEDICATION
- TABLE OF CONTENTS
- LIST OF TABLES AND FIGURES
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
- INTRODUCTION
- BACKGROUNDOF THE STUDY
- RESEARCH OBJECTIVES
- RESEARCH QUESTIONS
- SIGNIFICANCE OF THE STUDY
CHAPTER 2: THEORETICAL FRAMEWORK/ CONCEPTUAL FRAMEWORK
- RRLS
- OPERATIONAL DEFINITION OF TERMS
- THEORETICAL UNDERPINNING
CHAPTER 3: RESEARCH METHODOLOGY
- RESEARCH DESIGN
- RESEARCH LOCALE
- POPULATION AND SAMPLE
- RESEARCH INSTRUMENTATION
- DATA GATHERING PROCEDURE
BIBLIOGRAPHY
REFERENCE LIST
APPENDICES:
A. FLOW OF THE RESEARCH PROCESS
B. RRL MATRIX
C. CURRICULUM VITAE
D. RESEARCHER'S INSIGHT
E. SWO DIAGRAM OF THE RESEARCH PAPER
F. PRONOUNCEMENT LETTER
G. PLAGIARISM REPORT
- LIST OF TABLES AND FIGURES
B.

4. CHAPTER 1: THE PROBLEM AND ITS BACKGROUND
- INTRODUCTION
Childhood is also conceptualized as a process of development towards adulthood. In
the nineteenth century, childhood began to be mapped out as a series of developmental
stages that determined the character of the adult individual. Rose argues that, in making
it the object of scientific inquiry, psychology constructed or invented childhood and
claimed a particular expertise in categorizing children, measuring their aptitudes,
managing and disciplining them and has done so ever since.
In December of 2012, the government of the Philippines passed a landmark law called
the ‘Responsible Parenthood and Reproductive Health Act of 2012’, also known as the
Reproductive Health (RH) Act. This act provides for government funding for
contraceptives and sexuality education in the public school curriculum. According to this
bill, sexuality education should be age appropriate and be taught to students ranging
from ages 10 to 19, which is both primary and secondary school. The RH Act also
provides for free or subsidized contraceptives, which will be stocked at government
health Centers and will be made available to the poor (DOH Philippines, 2011; GMA
News,2012). Some of the main issues in support of passing the bill, were: the
prevention of unintended pregnancies; the prevention of maternal deaths related to
pregnancy; the prevention of infant mortality; the reduction of the abortion rate; an
attempt to prevent the increase of HIV/AIDS cases; the avoidance of the negative
impact of large families on poor families; and freeing women’s bodies from the bondage
of politics and religious fundamentalism Even though the bill is now a law, the
government is faced with fierce opposition to this act and to its implementation. One of
its strongest opponents is the Catholic Church, which is a very powerful force in the
Philippines. The Catholic Church believes that sexuality education in the school system
will, among other things, promote promiscuity. Promiscuity and sex outside of marriage
go directly against the core values of the Catholic belief system. Therefore, the Catholic
Church has strongly, and thus far successfully, opposed implementation of the RH Act.
Regardless of the Catholic stance and concerns, the bill was passed and the
government must now attempt to decouple the act from the religious grip that is still
pervasive and controlling in preventing it from getting implemented, Sex education
should be an integral part of the learning process beginning in childhood and continuing
into adult life and its lifelong learning process. It should be for all children, young people
and adults, including those with physical learning or emotional difficulties. It should
encourage exploration of values and morale values, consideration of sexuality and
personnel relationships and the development of communication and decision making
skills. It should foster self-esteem, self-awareness, a sense of moral responsibility and
the skills to avoid and resist sexual experience

5. Health education plays important roles in human life and it is also a fundamental right. It
can help to increase self-esteem, develop effective communication skills and encourage
awareness about health and disease related knowledge. The mixture of myths/stigma
secrecy, lack of knowledge, social disparity and negative media messages confuses
young people and encourages poor self-esteem resulting in uninformed choices being
made and it may lead to incorrect knowledge about sex, unprotected sex, unplanned
pregnancy; STI’S including HIV/AIDS or deeply unhappy and damaging relationship
Because of lack of clear protocol for sex education, like content, way of approaches,
rules and regulation etc., for educational services and how these services should be
fulfilled in different socioeconomic and cultural environments is not clear. So, this study
was done to identify the knowledge attitude and perception of sex education among
school going adolescents.
- BACKGROUND OF THE STUDY
From past to present era, perception of people about sexual matters is constantly
changing, one of which is the knowledge and understanding of people towards sex
education whether adults, youngsters and teenagers. Sex education is a crucial issue
involving scientific and religious aspects. The two contradicting aspects affect the
mentality and morality of people. However, if this matter will not be properly intervened,
problems with individuals, society, morality and other sexual matters will continue to
arise and will probably leave irreparable sociobiological damage to individuals, families,
and society.
Today, the perception of teenagers towards sexual issues are said to be very
shallow since many teenagers are engaging in premarital sex without knowing its
consequences and effects, lack of understanding from the prevalent issue and lack of
guidance from parents or families. To prove this fact, Burt (2009) said that teenagers
obtain information about sexual matters informally from friends and the media. Much of
such information was usually known to be deficient, especially during the period of
puberty when curiosity of sexual matters was the most acute. This deficiency became
increasingly evident by the increasing incidence of teenage pregnancies especially in
western countries and even around the globe. As part of each countries effort is to
reduce such pregnancies, programs of “sex education” were instituted initially over
strong opposition from parents and religious groups.
In the Philippines, sex remains taboo but everything is changing, as the
government introduces sex education program to public school pupils. The path to
introduce the Adolescence Reproductive Health Programme to children from the fifth
grade and older in 80 public schools, elementary and 79 high schools, but will soon be
expanded nationwide. Topics will range from personal hygiene to reproductive health.

6. Issues relating to premarital sex, teenage pregnancy as well as HIV and AIDS will also
be discussed in the subject (Valisno, 2010).
In Davao City, the city mayor supports the DepEd plan to incorporate sex
education in the curriculum. However, it will depend on the schools (incorporate sex
education) as the city cannot insist on it but the question relies on how fully the teachers
are equipped since they lack training and materials to handle sexuality education. Is it
reasonable that sex education will be taught in schools for youngsters considering their
age will be or will not be fit to the sensitivity issues of sex education? Are the parents
having the sole responsibility of educating children on issues about sex? Is sex
education programme one of the major key on cutting population growth rate which is
blamed for massive poverty? This issue is very crucial in guiding, molding, and
developing understanding, awareness and morality of children and teenagers.
University of Mindanao generalists will soon teach grade-school students from
the fifth grade to secondary school. It is part of their profession to teach with the ability
to adopt new strategies in incorporating sex education in their curriculum. Further it is
important to measure their perception toward the matter in order to provide unbiased
results for the study. Thus, it is in this context that the researchers pursue to investigate
the perception of UM Bachelor or Elementary Education students about sex education.
- RESEARCH OBJECTIVES
The main objective of our research is to show evidences that justifies adding Sex
Education in our country’s schools. Because, even if this is a small school research
paper, we should at least be educated about what goes on our bodies during
intercourse and it also involves our own health because Sex Education is commonly
known for educating about sexually transmitted diseases and how to prevent them in
the safest ways.
The second objective is showing the problems of having no Sex Education and that we
should all be worried about it. Like, the all known overpopulation that is caused by
mostly teenage pregnancies. Sex Education might even decrease poverty in our
country.
In short, what we want our research to achieve is to show that Sex Education is very
important and that we shouldn’t be ashamed of learning about our bodies.

7. - RESEARCH QUESTIONS
Research questions are provided below for a foundational knowledge. These questions
will be addressed and explored further throughout this investigation.
(1) Why do we need sexual health education in the schools?
(2) Do parents want sexual health education taught in the schools?
(3) Would Sex Education really help children or taint them?
(4) What values are taught in school-based sexual health education?
(5) Is the Philippines going to be open to the topics of Sex Education?

8. - SIGNIFICANCE OF THE STUDY
The general purpose of sex education is to inform youth on topics including sex,
sexuality and bodily development. Quality sex education can lead to better prevention in
STDs and unwanted pregnancy. Furthermore, it decreases the risks of having unsafe
sex and increases responsible family planning. To help address issues, like
overpopulation, high rates of teen pregnancy and the rise of HIV, the Philippines is
gradually implementing sex education and accessibility to contraceptives
Reproductive Health Act
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.
Opposition from the Catholic Church
Around 80% of the Philippine population identifies as Roman Catholic. 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.

9. The Implementation of the RH Act
In an effort to reduce the country’s rate of poverty, Philippine President, Rodrigo Duerte,
ordered the government to provide access to free contraceptives for six million women
in 2017. Duerte 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.
In 2019, Save the Children Philippines — an organization with the purpose of
supporting Filipino children — advocated for the Teenage Pregnancy Prevention bill.
The organization also fought for requiring schools to fully integrate Comprehensive
Sexuality Education (CSE) into their curriculum. Save the Children Philippines hopes to
combat the country’s high rate of teen pregnancy. CSE in the Philippines includes topics
such as consent, sexual violence, contraceptives and others. The bill would also
advance access to reproductive health services, further supplementing the goals of the
RH Act.
Sex education will remain a controversial subject in the Philippines. Nonetheless, it is a
developing matter that is expected to evolve with continued conversations between
governmental, faith and nongovernmental actors.

10. CHAPTER 2: THEORETICAL FRAMEWORK / CONCEPTUAL FRAMEWORK
- RRLS
Review of Related Literature
Family Background
Religiosity. Religiosity, in its broadest sense, is a comprehensive sociological term used
to refer to the numerous aspects of religious activity, dedication, and belief (religious
doctrine). Another term that would work equally well, though less often used, is
religiousness. In its narrowest sense, religiosity deals more with how religious a person
is, and less with how a person is religious (in practicing certain rituals, retelling certain
stories, revering certain symbols, or accepting certain doctrines about deities and
afterlife). Behavior is one of the components of religiosity which consists of cross
classifications resulting in six dimensions. This study however, focuses on religious
behavior and religious participation (Nolan & Lenski, 2010).
Most religions celebrate wholeness for all people, including children and youth,
and most believe that sexuality is a gift of the divine. Many people of diverse culture,
race, and religion believe that, in order to provide an opportunity for wholeness, we
must also provide information that will enable all people to make life affirming decisions
– and this includes providing comprehensive information about sexuality (Hanson,
2008).

11. Family Values. According to Planned Parenthood of SW Oregon (2007) there's
all this talk about teaching “values” around sexuality: sharing family “values”; respecting
that the “values” of others may be different; acting on one's personal “values.” Values
are personal truths upon which we base our life decisions. We may not recall
consciously choosing our values: they just seem to be there, influencing our attitudes
and behaviors. Parents may have little experience defining or examining their values
around sexuality, so attitudes and beliefs may be passed on without much active
discussion. It's important to revisit our core beliefs from time to time; to clarify, alter if
necessary, and reaffirm what is true for us. This can be scary, since it forces us to
examine what we say we value and what we truly value. It also makes us face how well
our behaviors match our beliefs.
More frequent parental religious attendance is associated with a delayed timing
of first sex among all sub-populations except among black adolescent. Engaging in
family religious activities on a daily basis is associated with delayed sexual initiation
among male and female and white teens results for contraceptive use differ, however
only strong parental religious beliefs and more frequent participation in family religious
activities are associated with contraceptive use at first sex in a negative direction among
males. This highlights an important dimension of family environments that can help
improve reproductive health outcomes for children however stronger family religiosity
does not translate into improved contraceptive use (Manlove, et.al., 2006).
Perceptions of Sex Education
Private interviews were conducted with 52 parents, using a structured interview
guide based on an online library of John Wiley & Sons, Inc. (2013). Mothers were seen
as the main sex educator for girls, whereas both parents were seen as sex educators
for boys. Sixty percent of the parents believed that sex education should begin during
the school-age years. Lack of adequate knowledge about their child's potential for
sexual functioning was perceived by all parents. Parents' responses indicated a need
for clinic staff to “open the door” to discussing sexuality and a need for realistic
guidance about their child's sexual potential.
Relevance. Sex education is needful and necessary for our young ones. Being
mindful of the exposure given to our young ones in school, in the media and among
their peers, sex education teaches our young ones about sexual intimacy, but also
enlightens them on their reproductive systems, birth control, and sexually transmitted
diseases. It also exposes them to their gender identity, gender role, family role, body
images, sexual expression (what it entails and how to tame it), intimacy and the
marriage relationship (Realtimer, 2008).
As cited by Dr. E.D. Nakpodia (2012) from Oganwu (2003), sexual health is an
important component of over-all health and well-being. It is a major positive part of
personal health and healthy living and it follows that “sexual health education or sex

12. education should be available to all as an important component of health promotion and
services. In order to ensure that youth are equipped with information, motivation or
personal insight and skills to protect their sexual and reproductive health” it is imperative
that schools, in cooperation with parents, the community, councilors in schools, and
also health professionals, play a major role in sexual health education and promotion .
Urgency. “There is a climate of urgency about sex education today because
young people are living in the ‘now age’ when the subject is constantly before them,”
said Mrs. Helen F. Southard, psychologist and author. “Twenty years ago sex education
was thought of as reproductive education that parents gave children at a particular
moment and things were fine. You had told your children the facts of life. The subject is
so constantly before young people that they become confused about what they should
or should not do. Sex has become the ‘big sell’ and part of the big sell is the romance
connected with it (Lackie, 2011).”
Today, there is urgency about sex education. The subject is so constantly before
young people that they become confused about what they should or should not do.
Problem faced by young people is the pressure exerted on them by parents and by
society. Social pressures with emphasis on experimentation and uncertainties about the
future give young people the feeling that “if there is anything that is going to make me
happy, let’s have it now” (Lackie, 2011). Thus, there is an urgency to pursue the study.
Appropriateness. A website named About Kids Health (2012) produced an article
entitled Sex Education Appropriate for Children stating that every child is different. A
rough guide to what children should be able to understand about sex and reproduction
at different ages was presented in the said article. Most two-year-olds know the
difference between male and female, and can usually figure out if a person is male or
female. Children should understand the very basics of reproduction: a man and a
woman make a baby together, and the baby grows in the woman’s uterus. Children
aging two to five years old should understand their body is their own. Teach them about
privacy around body issues. They should know other people can touch them in some
ways but not other ways. Children should have a basic understanding that some people
are heterosexual, homosexual, or bisexual. They should also know what the role of
sexuality is in relationships.
Children in middle childhood aging six to eight years old should know about the basic
social conventions of privacy, nudity, and respect for others in relationships. They
should be taught the basics about puberty towards the end of this age span, as a
number of children will experience some pubertal development before age 10.
Children’s understanding of human reproduction should continue. This may include the
role of sexual intercourse. In addition to reinforcing all the things above they have
already learned, tweens should be taught about safer sex and contraception.
Tweens aging nine to 12 years old should understand what makes a positive
relationship and what makes for a bad one. They should also learn to judge whether

13. depictions of sex and sexuality in the media are true or false, realistic or not, and
whether they are positive or negative. Teens are generally very private people.
However, if parents have spoken to their child early about sex increases the chance that
teens will approach parents when difficult or dangerous things come up.
- OPERATIONAL DEFINITION OF TERMS
For clarity of understanding, definitions are provided below. These definitions provide a
more in-depth description and will be used throughout the paper.
Comprehensive sexual education - teaches students about contraceptives and
practicing
safe sex. This approach also teaches students about goal setting and allowing them to
explore their values.
Disability and/or Disabilities – may be a physical, cognitive, mental, sensory,
emotional, developmental impairment for one person.
Prevention – teaches youth about the actions that stop something from happening.
Sexual education programs - the process of acquiring information and forming attitudes
and beliefs about sex, sexual identity, relationships, and intimacy.
Sexually transmitted diseases (STDs) - according to the Mayo Clinic Online (2009), are
infections acquired by sexual contact. The organisms that cause sexually transmitted
diseases may pass from person to person in blood, semen, or vaginal fluids.
Family Background refers to the religiosity of the family and the family values of the
respondents
Perception on Sex Education refers to the relevance, urgency and appropriateness of
sex education
- THEORETICAL UNDERPINNING
In the field of health education, much sexuality education appears to lack a recognized
theoretical foundation for its knowledge and skill teaching and learning. It can be difficult
for a Health Education teacher to figure out what theoretical principles should or should
not be included in sexuality education curricula, which can be both detracting and
distracting from the educational process. This research investigates and evaluates a
suggested set of sexuality education approaches, the theoretical foundation of this
research is mainly based on research in psychology and education. These studies are
applicable to this research as they explain the underlying psychology behind the

14. reasons for the need of sexuality education and the importance of sexuality education in
helping individuals make informed decisions.
Education
This research study will hone in on the implications of improving one aspect of
education in the Philippines, namely sexuality education, and on the importance of a
sound approach, namely through incorporating sexuality education in the curriculum of
the public school system. Education in general should be used to empower children and
adults to become active participants in the transformation of their societies (UNESCO,
2013). Sexuality education in particular should empower individuals to make informed
decisions about their reproductive health, such as responsible family planning, the use
and availability of contraceptives, respect for their bodies, prevention of HIV and
unwanted pregnancies, just to mention a few. This will then initially result in the
transformation of individual neighborhoods and eventually in the transformation of
society as a whole.
Theories of Perception
This section will show how different learning and development theories can shape the
way in which one perceives the world and his or her surroundings. I will relate this to
sexuality education and how these perceptions can be accounted for by the
transformation of people’s minds as they go through different stages of cognitive
development. I will apply these concepts to the current situation in the Philippines as it
relates to my research.
Social Learning
Social Learning Theory (SLT) was developed by Albert Bandura. It claims that
individuals learn within a social context by watching and imitating the behaviors of
others. This theory claims that people learn behaviors from the surroundings and
environment in which they find themselves
SL acknowledges the role of cognitive and behavioral influences on behavior but
focuses mainly on the social influences of the individual’s behavior. SLT claims that
behavior is learned through interaction with and observation of others. Certain
reinforcements, such as a reward and punishment system, and an individual’s attitude,
enhance behavior. This is the reason why parents attempt to control or stimulate their
children’s social learning by either allowing their children to interact with other
individuals or by preventing them from interacting with others (Saunders, 2005).
Cognitive Development

15. Piaget developed the Cognitive Development Theory (CDT), which categorizes a
person’s development into four pre--‐determined stages (Piaget, 1955). This theory
claims that individuals become more aware and understand things and concepts more
intricately and in a more developed way as they pass through the different stages of
their development (Piaget, 1955). The Cognitive Development Theory has influenced
several areas of educational research. It has also influenced sexuality education. Piaget
claims that an individual’s cognitive development occurs at several specific moments of
transition and not merely as an individual process. The two stages Piaget identifies as
concrete operational and formal operational stages are the stages that will be tied to
institutionalized sexuality education (Piaget, 1955). These are the stages in his theory
that apply to my study.
Piaget claims that in the concrete operational stage a person is able to identify different
features of objects and is able to order them in a series along a single dimension, for
example, according to size. In the formal operational stage, a person becomes aware of
and concerned with hypothetical issues, such as the future, and with ideological
problems (Piaget, 1955). This applies to my study because it would be in this particular
stage of an individual’s development that sexuality education on the topic of responsible
family planning would need to take place in the Philippines. Piaget suggests that a
person reaches a certain stage of cognitive development at a specific age. Therefore,
educators in the Philippines need to be fully aware of what aspect of sexuality education
needs to be taught at
Rights Based Approach
Human Rights can best be defined as entitlements that belong to all individuals despite
their gender, race, religious orientation, ethnicity, or socio--‐economic
status (UNFPA, 2013). Thus, this makes all individuals ‘rights holders’, and it is up to
the duty bearers, generally termed as the government, to determine how to proceed
with these rights. As the International Planned Parenthood Federation (IPPF) states,
“A rights--‐based approach (RBA) combines human rights, development,
and social activism to promote justice, equality and freedom. Implementing an RBA in
youth sexual and reproductive health programs implies that young people are
empowered to take action and to claim what is their due. An RBA involves increasing
access to quality services and providing comprehensive gender--‐sensitive and sex--‐
positive education for all young people. It’s about promoting and preserving human
dignity” (2006). Furthermore, Blake (2008) argues that individual rights and entitlements
include the right to sexuality education. He claims that young people are the best

16. advocates of their own needs and they clearly mention sexuality education as being one
of them. This view was shared similarly by the National Children’s Bureau (2004). In this
publication, one can see that youth have a clear understanding of their own needs and
that they wish to partake in more current education debates.
a particular age. Although Piaget’s study refers to children between the ages of 0--‐ 2
years old, one can relate this similarly to the 10--‐19 year old children that are being
affected by the Filipino RH Act since it is the teaching principle that is the main focus
here.
Health Based Approach
Braeken & Cardinal (2008) described this approach as education that concentrates on
apprehensions of unwanted pregnancies and sexually transmitted diseases. It has
demarcated from a sexual and reproductive health point of view where the key
emphasis is on reproductive capabilities and health outcomes. This was originally used
as an assertive approach to confront health problems today. Rather than concentrating
on sex prevention strategies, this approach allows individuals to face the facts and
understand the health challenges and outcomes that could potentially arise if unsafe
sex takes place.
Sexuality education that takes on the health approach usually focuses on specific and
topical sexual health issues, as previously stated. There are many plausible teaching
approaches within the health education perspective, and the rationale that may be
established in a larger theoretical framework. Kirby (2007) researched the outcome of
these Health--‐ Based Approach programs in the United States and realized the
success of such a program. Kirby (2007) acknowledged that awareness of sexual health
problems indeed had risen among the public. Overcoming severe health issues is
crucial to a society, so giving rise to this approach was both plausible and realistic.
Furthermore, sexuality education should promote physical health (Reiss, 1995).
The Health ‐Based Approach, like any theoretical approach, has faced opposition and
criticism. For example, this approach was delivered in a value--‐free and objective
manner. Braeken & Cardinal (2008) claim that programs, which concentrate on physical
health outcomes, may pay less attention towards discussing gender inequalities, which
may portray girls to be the inferior and susceptible victim. This ‘fear based’ curriculum,
like the previous one, may indeed have the right motives, yet potentially might put too
much emphasis on preventing undesirable health outcomes without addressing other
important aspects of sexual health.

17. CHAPTER 3: RESEARCH METHODOLOGY
- RESEARCH DESIGN
The study problems involved cause and effect, and the researchers used an exploratory
approach. Our study's cause and effect is 93.5% in favour of sex education.
Adolescents have limited knowledge about sexual and reproductive health and know
little about the natural processes of puberty, sexual health, pregnancy, or reproduction.
- RESEARCH LOCALE
Bernardo College in Las Pinas City was used for this research. This location was
chosen to determine age-appropriate understanding of sexuality changes among youth
and adolescents. This research looked at how well teenagers knew about reproductive
and sexual health. We chose this place because we want to educate adolescents about
sex, sexuality, and physical growth. The researchers will conduct a study of Bernardo
College students at each grade level in junior high and senior high school to distribute a
questionnaire.
- POPULATION AND SAMPLE
Bernardo College students ages sixteen (16) to eighteen (18) were chosen for this study
because they are in the stage of adolescence where they require more in-depth
understanding about how to protect themselves from HIV/STDs and preterm
pregnancies. It enables young people to experience sex and relationships based on
positive information, mutual respect, trust, negotiation, and pleasure.
- RESEARCH INSTRUMENTATION
The researchers conducted the investigation using questionnaires. The questionnaires
were in the form of online surveys, to be precise. To share the questionnaire with the
target audience, the online surveys use a platform called Google Forms.
- DATA GATHERING PROCEDURE
Step 1
Questionnaires were utilized in a survey procedure.
The researchers collected data using a survey questionnaire.
Step 2

18. Simple problems that need to be solved
The questionnaire comprises various questions as well as the gender and age of the
responders.
Step 3
Gathering all of the information
After the questions were emailed to the respondents, the answers were obtained the
same day the questionnaires were distributed.
Step 4
The Messenger application was used to conduct our survey.
Because it is the most convenient method for student researchers, the researchers
conduct a survey over Facebook Messenger. Answers will be provided by the
respondent.
Step 5
The research process in its entirety
The research technique was kept simple and straightforward.
BIBLIOGRAPHY

19. REFERENCE LIST
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Brown, L., Barone, V., Fritz, G., Cebollero, P. and Nassau, J. (1991) AIDS education:
the Rhode Island experience. Health Education Quarterly, 18, 195–206.*
Cagampang, H., Barth, R., Korpi, M. and Kirby, D. (1997) Education Now And Babies
Later (ENABL): life history of a campaign to postpone sexual involvement. Family
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22. APPENDICES:
A. FLOW OF THE RESEARCH PROCESS
B. RRL MATRIX
C. CURRICULUM VITAE
ARON JON R. OSIAS
Pamplona Uno, Las Piñas City
09669704751
arjonosias04@gmail.com
EDUCATION
Grade School – Present, BERNARDO COLLEGE
OTHER MEMBERSHIPS
Officer, Ministry of Altar Servers- CHRIST THE KING PARISH
Parish Liturgical Consultant- CHRIST THE KING PARISH
Secretary, PARISH PASTORAL COUNCIL FOR RESPONSIBLE VOTING(PPCRV)
ACTIVITIES AND INTERESTS
Music, Movies/Documentaries, Reading, Travelling
ROSH ALLEN NERI
address: 24 Aries st Pamplona Dos Las pinas City
09060892698
nerirosh@gmail.com
EDUCATION
Pamplona Elementary School Central
Bernardo College

23. KELVIN GULAGA
Blk 13 Lot 7 lemon st. Gatchallian valley, Las pinas
09683668809
klvngulaga@gmail.com
EDUCATION
Our lady of pillar montessori center (OLPMC)
Bernardo College
SUNDACE CHIMES BARROGA
No.008, 2nd Flr, 4th bldg Anito Condo Mapayapa village, Pulanglupa. Las Piñas city.
09478459202
SundaceChimes18@Gmail.Com.
EDUCATION
Bernardo College
D. RESEARCHER'S INSIGHT
Aron Jon R. Osias
Youth need and have the right to comprehensive information about their sexual and
reproductive health. There is growing international consensus and evidence that this
information should be age- and developmentally-appropriate and scientifically accurate.
Comprehensive Sexuality Education should be curriculum-based and incremental,
starting at an early age and providing new information that builds upon prior learning.
CSE is comprehensive in that it provides an understanding of sexual and reproductive
health and rights in the broader context of young people’s lives to equip them with the
knowledge and life skills they need to make informed decisions, to enjoy their sexuality,
to mitigate vulnerabilities (including those specific to the urban environment), and to
protect their health, well-being and rights.
Rosh Allen Neri
Sex Education should be a major element of every school's curriculum, not just a
science chapter. The most widespread misperception is that sex education will raise the
danger of sexual activity among teenagers, as well as our reluctance to convey the
necessary information with these kids. To begin with, teenagers are eager to

24. comprehend the changes that occur in their bodies, and they turn to the internet for
help, where they are occasionally misled. When students receive sex education from a
trustworthy source, such as a school or their parents, the likelihood of them getting into
trouble is lowered. They should be educated about their reproductive health, the risks of
unprotected sex, and the STDs that they may be exposed to.
Sundace Chimes Barroga
Sex Education should be added in the schools as a subject, because it is very important
for students to learn how our body functions during any sexual intercourse and also
learn ways on doing it safely. We can also learn a lot about sexually transmitted
diseases and prevent them from further spreading. Furthermore, it can help decrease
the Philippines overpopulation and early teenage pregnancy related problems by just
adding a Sex Education subject in our schools. And if the schools want more diversity,
we can also add LGBTQIA+ Sex Education. To further discuss the importance of Sex
Education for all, and to even lessen the country's discrimination against LGBTQIA+
filipino children.
E. SWO DIAGRAM OF THE RESEARCH PAPER
Strengths:
- The spread of HIV and other sexually transmitted diseases in young adults is due
to low rates of contraceptive use and the lack of information on safe sex practices. Sex
education can give some knowledge on preventing STDs and the technique to use
condoms for prevention.
- They are less prone to HIV infection since they have the necessary information
and skills to protect themselves.
- Gives insight and offers practical knowledge to avoid unwanted pregnancies and
has resulted in great success in deterring it.
- Sex education helps young adults in preventing any sexual assaults and teaches
students what is right and what is wrong.
- Not talking about sex education will create a significant impact on adolescents.
Hence, talking about it can create a better influence on adolescents by being able to
communicate, listen, negotiate with others, ask for and identify sources of help and
advice.

25. Weaknesses:
- Educating youngsters about sex education goes a long way as it is a broad topic
about the bodies, human reproductive system, sexually transmitted diseases, birth
contraceptives, and pregnancy prevention techniques.
- There is a lack of skilled teachers in teaching sex education because some find it
painful and discomforting to teach sex education topics in school
- Often people see sex education as a “recreational” course and do not take it as a
serious issue
- For some, this is against their moral or religious beliefs and sentiments as an
individual. Many schools do not teach as it becomes very tough to argue with people
when they carry the faith to the forefront and hence prefer to go away this sensitive
trouble untouched.
- Parents think that sex education could corrupt a student’s moral standing and
incline them to engage in sexual activity due to their curiosity.
Opportunity:
- Teaching children the basics of sexual activity can help prevent unprotected sex,
teen pregnancy and sexually transmitted diseases (STDs). A 2007 article in the
"American Journal of Nursing" reported that comprehensive sex education made teens
60 percent less likely to get pregnant or impregnate a partner compared to teens who
didn't receive sex education. The study looked at 1,719 teens aged 15 through 19. One
potential reason for this discrepancy is that comprehensive sex education teaches teens
about contraception, which can increase the odds that they use it specifically to prevent
pregnancy and STDs.
- Teens who have a comprehensive understanding of the ramifications of sexual
activity may be less likely to engage in intercourse, and sexual education courses can
encourage teens to delay having sex for the first time. In fact, based on data collected
by the National Center for Health Statistics in a 2012 Time Magazine article, 86 percent
of girls and 88 percent of boys who did not receive sex education had sex for the first
time before the age of 20. The same article notes that 77 percent of girls and 78 percent
of boys who did receive sex education had sex before the age of 20. Further, 24 percent
of boys and 16 percent of girls hadn't had any sex education before having sex for the
first time.
- Depending on what type of sex education a school uses, the programs can
actually deter contraception use. For example, abstinence-only programs don't teach
about birth control. Studies have shown that teens who have received only this type of
education do choose to have sex, they're more likely to do so without protection. If these

26. teens do have unprotected sex, they're also at a greater risk for unintended pregnancy
and STDs.
- Teaching teens about birth control is a key component of well-rounded sexual
education curriculum. Birth control education raises the chances that teens will protect
themselves. However, females under the age of 21 are actually more likely to get
pregnant when using types of birth control like the pill and the patch, according to a
2014 article published by the American Academy of Pediatrics. The risk is that the sex
education classes don't adequately teach teens how to use birth control properly, such
as taking the pill at the same time every day, which increases its effectiveness. The key
to effectiveness is the implementation of comprehensive sex education, which can
reduce teen pregnancy risks.
F. PRONOUNCEMENT LETTER
G. PLAGIARISM REPORT