CHAPTER I

INTRODUCTION

Background of the Study

Living in a conservative country, the beliefs and values are very Christ-centered

especially since the colonialization of the Spaniards. It has affected the way people

think, the way people react and the way people perceive certain ideas, one of which is

sex and sexuality. As Filipinos, we were taught that anything involving sex is bad

unless you are of age. Our knowledge of it is very limited since we do not talk about it

because we consider it to be taboo. Sex Education is vital to our lives because sex and

sexuality are parts of us that we cannot eliminate. Understanding your sex and

sexuality is understanding yourself. Especially since the internet is something that

most of the people can access to nowadays, even in young children, it could become a

contributor to the adolescent’s perceptions and beliefs. The world surely has been

kind to us for the internet but without proper guidance, it is dangerous for them

because searching for x-rated sites is easy and they might resort to these websites to

feed their knowledge and curiosity. Countries are increasingly signaling the

importance of equipping young people with knowledge and skills to make responsible

choices in their lives, particularly in a context where they have greater exposure to

sexually explicit material through the Internet and other media. According to the

population based surveys in low and middle income countries, only 24 per cent of

young women and 36 per cent of young men responded correctly when asked five

questions on HIV prevention and HIV transmission (UNAIDS, 2011).

 According to the study of Kumar (2017), 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. And in the study of Parimala (1995), Age

appropriate knowledge among youth and adolescents about the changes during

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

infections, HIV, and to maintaining a healthy and safe sexual life is important for the

health and welfare and aware them to prevent unwanted pregnancies and of

HIV/AIDS.

Saint Michael College of Caraga is a non-profit, non-sectarian, institution located

in Atupan Street, Barangay 4, Nasipit, Agusan del Norte. It is one of the three schools

in Nasipit offering education from elementary to college.

In this paper, we will be determining the different perceptions and attitudes on

Sex Education among the Grade 10 students of Saint Michael College of Caraga as

well as their knowledge on the subject matter. It aims to identify the knowledge and

attitude of imparting sex education to Grade 10 students in Saint Michael College of

Caraga.

Thus, this study will be beneficial to the students when they are on their way to

adulthood. To improve their decision-making skills and their communication skills to

effectively associate themselves with other people. The result of this study could
bridge the gap in the knowledge of sex and sexuality, as well as practice risk

reduction and informed choices about their future.

Theoretical Framework

Fishbein and Ajzen’s Theory of Reasoned Action and Theory of Planned

Behavior

This study is anchored on the Theory of Reasoned Action and Theory of Planned

Behavior (Fishbein & Ajzen 1975, Ajzen & Fishbein 1980) which focuses on

theoretical constructs concerned with individual motivational factors as determinants

of the likelihood of performing a specific behavior. Social psychological

decision-making theory may shed light on the psychological underpinnings of

adolescent’s knowledge, attitude and perception on sex education and how it affects

their behaviors and decisions. One such theory is the theory of reasoned action (Ajzen

and Fishbein, 1975), and of particular interest, a modification of this theory, is the

theory of planned behavior (Ajzen, 1985, 1988, 1991). The theory of planned

behavior (TPB) is a well-established social-cognitive model for predicting a variety of

human behaviors (Ajzen, 2011). The TPB is a linear model (Figure 1): attitudes,

perceived norms, and perceived control directly influence behavioral intentions,

which, in turn, affect behavior (Ajzen, 1991).

The theory of reasoned action (TRA; Ajzen and Fishbein, 1980) maintains that

volition and intention predict behavior. According to TRA, if people evaluate the

suggested behavior as positive (attitude) and if they think others want them to perform

the behavior (subjective norm), this results in a higher intention (motivation) and they

are more likely to perform the behavior. A high correlation of attitudes and subjective
norms to behavioral intention and to behavior has been confirmed in many studies

(Sheppard et al., 1998). However, results of some studies gesture to a limitation of

this theory: behavioral intention does not always lead to actual behavior. A

counter-argument against the strong relationship between behavioral intention and

actual behavior led to the evolution of the theory of planned behavior, a model which

includes the impact of non-volitional factors on behavior. The TPB (Ajzen, 1991)

extended the TRA by including two behavioural control variables. Perceived

behavioural control stands for the confidence an individual has to undertake a

particular behaviour in a particular situation. It is assumed to have a direct impact on

intention and behaviour (Ajzen, 1991). The Theory of Planned Behaviour (TPB) is an

extension of the Theory of Reasoned Action (TRA) (Fishbein & Ajzen 1975, Ajzen &

Fishbein 1980). Both models are based on the premise that individuals make logical,

reasoned decisions to engage in specific behaviours by evaluating the information

available to them. The performance of a behaviour is determined by the individual’s

intention to engage in it (influenced by the value the individual places on the

behaviour, the ease with which it can be performed and the views of significant others)

and the perception that the behaviour is within his/her control.

With the information presented above, it shows that the adolescent’s knowledge,

attitude, and perception on sex and sexuality are dependent on different factors which

include their parents, religion, social media and/or social pressure. The environment

and the people they are surrounded by greatly affect their reactions, perceptions and

knowledge on the topic which in turn affects their behavior and the decisions they

make.
 Schematic Diagram

Independent Variables Dependent Variables

1. Profile Respondent

1.1 Age 1. Knowledge, Attitude and

Perception on Sex Education
1.2 Gender
1.1 Student’s attitude and
1.3 Religion
perception towards sex
1.4 Family Status education
1.5 Internet Access 1.2 Student’s knowledge
1.6 Source of information on about sex and sexuality
Sex Education

Figure I. The Schematic Diagram shows the interplay between the independent and

dependent variables of the study.

Statement of the Problem

The purpose of this study is to determine the knowledge, attitudes and

perceptions of the Grade 10 students on Sex Education as well as to identify the

knowledge and attitude of imparting Sex Education to the Grade 10 students. The

following statement is sought to answer the following questions;

1. What is the profile of respondents in terms of;

1.1 Age

1.2 Gender

1.3 Religion

1.4 Family Status; and

1.5 Internet Access

2. Is there a significant effect between gender, religion, family status differences as

well as the accessibility to the internet in the knowledge, attitude and perception on

sex education of the Grade 10 students of Saint Michael College of Caraga?

3. Do the grade 10 students of Saint Michael College of Caraga know about Sex

Education?

4. Are the students knowledgeable enough on their sex and sexuality?

5. What are their perceptions and attitudes on sex and sexuality?

H.01: There will be a significant effect between gender, religion, accessibility to the

internet and the family status in the knowledge, attitude and perception on sex

education of the grade 10 students of Saint Michael College of Caraga.

H.03: Majority of the grade 10 students of Saint Michael College of Caraga lack the

basic knowledge on sex education which in turn affects the way they perceive

information and their behavior.

Scope and Limitations

The research will be focused on the Grade 10 students of Saint Michael College

of Caraga at Brgy. 4 Atupan St., Nasipit Agusan Del Norte. The respondents will be

all the students in Grade 10 of Saint Michael College of Caraga from different

sections, namely; St. Paul, St. Luke, St. Mark, St. John and St. Matthew. It aims to

identify the knowledge and attitudes on introducing Sex Education to the students and

to identify the perceptions and attitudes towards the topic and how it influenced them.

The study will also focus on determining how knowledgeable they are on sex and

sexuality.

We chose the Grade 10 students for this study since they are in the period of

adolescence. They are starting to mature, to be curious on a lot of things and are

starting to explore. It is already appropriate for their age range to be introduced to sex

education.

Definition of Terms

The following terms were defined operationally for a clearer and better understanding

of this study.

Sex Education - refers to the teaching about human sexuality, including intimate

relationships, human sexual anatomy, sexual reproduction, sexually transmitted

infections, sexual activity, sexual orientation, gender identity, abstinence,

contraception, and reproductive rights and responsibilities to the grade 10 students.

Adolescents - refers to the grade 10 students of Saint Michael College of Caraga.

Age - refers to the total years of existence of the grade 10 students.

Gender - refers to the grade 10 students being male or female.

Religion - refers to the grade 10 students’ organized system of beliefs, ceremonies,

and rules used to worship a god or a group of gods.

Family Status - refers to the grade 10 students’ state of their family whether it is a

broken or a complete family.

Internet Access - refers to whether the grade 10 students can use the internet or not.

Sex and Sexuality - refers to the topics under sex education.

Attitudes - refers to the grade 10 students’ settled way of feeling or thinking towards

sex education.

Perception - refers to the grade 10 students’ way of regarding, understanding or

interpreting sex education.

Knowledge - refers to the awareness or familiarity gained by experience of a fact or

situation of the grade students on sex education.

CHAPTER II
 REVIEW OF RELATED LITERATURE

According to the study of Herman (2013), it was revealed that adolescents were

not adequately informed about family planning, reproductive and sexual health as

well as services available for young people. They lacked negotiation skills for safe sex,

had low motivation for preventing teenage pregnancies through contraceptive

methods and sexuality education was going at a slow pace.

Age

The risks of sexual behavior during adolescence of the Grade 10 students of Saint

Michael College of Caraga can be understood in the context of the developmental

characteristics of this age group. Despite feeling free and independent, teenagers have

a naïveté working against them regarding their bodies and health. Young adolescents

are cognitively unable to correlate current behaviors to future outcomes (Hornberger,

2006). This can provide them with a sense of immunity from repercussions of their

actions, which can lead them to make poor choices that they will regret later.

Gender

Being in the Philippines where patriarchy is evident, women are more prone to

discrimination. Not only is it in our country, but it happens worldwide. Our beliefs

have affected the way we see and treat women.

According to the study of de Irala et al. (2009), it shows several dangers in the

generalization of sexism. The American Psychological Association points out several

problems associated to the sexualization of girls. These include cognitive difficulties,

mental health problems and risk behaviors. On the other hand, boys' exposure to
pornography increases the risk of aggressiveness, rape myths and gender stereotypes,

all of which may be indirectly harmful for women and equality between males and

females.

Anindita & Sabharwal (2010),it was found that positive connection was found

between the attitudes and the level of sex awareness in their study on Attitude towards

sex education amongst adolescents in Delhi. Also, partial mediation effect of the

attitude towards sex education was determined. Another important finding was that

the beta coefficient of attitude towards sex and sex awareness was negative in case of

males but positive in case of females, showing the effect of gender as a moderator.

Perception