DEDICATION

We dedicate this study to our God Almighty the creator, the strong pillar,

the source of inspiration, wisdom, knowledge and understanding. He has been

the source of our strength throughout this journey. We also dedicate this work to

our parents who has encouraged us all the way and never hesitate to support us

morally and spiritually.

ACKNOWLEDGEMENT

The researchers of this study gratefully acknowledge the assistance of the

number of individuals who provided information and contributed their time and
support to make the content of this research study a reality. First and foremost,
praises and thanks to the GOD, the Almighty, for His showers of blessings
throughout our research work to complete the research successfully.

We would like to express our deepest and sincere gratitude to our

research adviser, Ms. Janella Bonifacio our practical research instructor, for her
guidance, encouragement, patience and gracious support throughout our
research journey. She thought us everything we didn’t know on making a thesis
that made us to be more inspired to finish this research paper.

We also like to thank the Grade 11 senior high school student of Christian
Polytechnic Institute of Catanduanes Inc., Francia, Virac Catanduanes for their
kindness and willingness to cooperate in our study.

Lastly, we are extremely grateful to our loving parents for their everlasting
love, prayers, caring, support, understanding and sacrifices throughout our
research journey. They supported us financially and morally.
 TABLE OF CONTENTS

Page

DEDICATION ………………………………………………………………………….

ABSTRACT ……………………………………………………………………………

ACKNOWLEDGEMENT ………………………………………………………………

TABLE OF CONTENTS ……………………………………………………………...

LIST OF TABLES ……………………………………………………………………..

LIST OF FIGURES ……………………………………………………………………

CHAPTER

I. INTRODUCTION

Background of the Study ……………………………………...

Statement of the Problem …………………………………….

Scope and Delimitation ……………………………………….

Significance of the Study ……………………………………

Definition of Terms ……………………………………………

II. REVIEW OF RELATED LITERATURE AND STUDIES

Local Literature ………………………………………………..

Foreign Literature ……………………………………………...

Local Studies ……………………………………………………

Foreign Studies …………………………………………………

 Synthesis of Related Literature and Studies…………………

Gaps Bridged by the Present Study…………………………

Conceptual Framework of the Study…………………………

III. RESEARCH DESIGN AND METHODOLOGY

Research Design ………………………………………………

Sources of Data ……………………………………………….

Instrumentation and Validation ………………………………

Data Gathering Procedure …………………………………..

Statistical Treatment of Data ……………………………….

REFERENCES ………………………………………………………………………….

APPENDIX ………………………………………………………………………….

CURRICULUM VITAE ………………………………………………………………..

LIST OF TABLES

Table
Page

Table.1 Primary Sources of Data …………………………………………………….

Table.2 Perceived Outcome of Sex Education …………………………………….

Table.3 Positive Effect of Sex Education in Class Discussion …………………..

Table.4 Negative Effect of Sex Education in Class Discussion …………………

 LIST OF FIGURES

Figures Page

Figure.1 Conceptual Framework of the Study …………………………………

Graph.1 Distribution of Respondent by Age …………………………………….

Graph.2 Distribution of Respondent by Gender …………………………………

Graph.3 Distribution of Respondent by Strand ………………………………………

Graph.4 Number of Students Receiving Sex Education ……………………………

Graph.5 Perception in Sex Education in Terms of

Family Orientation ………………………………………………………………..

Graph.6 Perception in Sex Education in Terms of Religion ……………………

Graph.7 Perception in Sex Education in Terms of

Peer Interaction ……………………………………………………………………

 Chapter I

THE PROBLEM AND ITS SETTING

This chapter presents the background of the study, objective of the study,

scope and delimitation, significance of the study and the definition of terms.

Background of the Study

"The need to promptly arrest the surge in the cases is increasingly becoming

urgent; the young generation is really at risk, that's why it is imperative to enable

them to develop into a responsible adolescents capable of making rational

decisions based on adequate information and better understanding of

reproductive health", Education secretary Leonor Briones said.

The increasing cases of teenage pregnancy was observed. As an

adolescent themselves, they have witnessed cases of teenage engaging in

intimate relationship and faces problems especially like teenage pregnancy. The

researchers were also aware of the issue of distribution of protection specifically

the condoms, because for the past years HIV/AIDS cases in young generation is

rapidly increasing.
 According to World Health Organization (WHO), it is estimated that 34% of

the HIV infected person are in the age of 12 to 19. From 1989 to January 2014,

36 people below 15 years old were infected with HIV. For the same period, 429

people aged 15 to 19 acquire virus

This implies that youth are now engaged in the indulging of unsafe sexual

act. According to a 2013 study of the University of the Philippines Population

Institute (UPPI), premarital sex among youth rose to 32 percent from 18 percent

in 1994. The study showed that in 2013, 6.2 million Filipino youth had premarital

sex, and more than half of this number, 4.8 million young people - indulge

unprotected sex. That is why the case of HIV in youth is rapidly increasing in our

country.

More thoroughly, the influence of technology also contribute to the rising

health issue of youth in terms of sexual aspect. Based on UPPI Dean Joy

Natividad statement “There is a heightened, bolder and wider range of sexual

behaviors including those that use the new high speed technology”. She also

pointed out that there are many people including youth which are fond of social

media found sex partners from texting and the Internet found ways of interaction

that can lead to risky behavior among the youth, such as casual, regular, non-

romantic, same-gender and extramarital sexual experience.

 These issue made introduced the DepEd memo 261 or the teaching of sex

education but has received complaints. According to petitioners this

memorandum violates the primary right of parents to the development of moral

character of their children and the right of families or family association to

participate on planning and implementation of policies affecting term. This is

according to Catholic Bishops Conference of the Philippines legal division chief

lawyer Jo Aurea Imbong. But after almost 8 years, DepEd issued the

Comprehensive Sexuality Education (CSE) on the DepEd order No.31, series of

2018 (DO31), which help develop responsible youth against the rising risk. The

policy aims to enhance the " Holistic wellness of the Filipino adolescents and

effectively address their needs for help and protection ", and ensure a clear

implementation of CSE protocols in all public and private elementary, junior, and

senior high schools, learning centers Special Education (SPED) and Alternative

Learning System (ALS) and laboratory schools of state and local universities and

colleges (SUCs/ LUCs)./cbb/class suit filed vs. DepEd over sex education in

public schools.

The researchers choose this topic to enlighten the Senior High School

students in CPIC specifically the Grade 11 students. The researchers aim to get

the opinion and perception of the students toward the sex education and its

benefits to them as one of the individual who was taught of sex education.
Objectives of the Study

This study aim to determine the perception of Grade 11 Senior High

School toward the teaching of sex education in CPIC at Francia, Virac,

Catanduanes.

More specifically the researcher’s aim is to answer the following:

1. What is the profile of the students under the teaching of sex education with

respect to the following?

a) Age

b) Gender

c) Strand

2. Does the students received sex education?

3. What are the perceived outcomes of students into teaching of sex education?

4. What is the perception of the students to the teaching of sex education in

terms of the following?

a) Family orientation

b) Religion

c) Peer interaction
5. What are the positive and negative effect of sex education in the level of

participation of students in the class discussion?

Scope and Delimitation

The study "The perception of Grade 11 Students towards teaching Sex

Education in Christian Polytechnic Institute of Catanduanes Inc. for the school

year 2018-2019" focuses only to the Grade 11 Senior High School Students of

CPIC. They are the intended respondent which the researcher will gather

necessary of accurate data. STEM, HUMSS, ABM, CSS, EPAS and HE are the

included strands to gather data. The grade 12 students in CPIC and other grade

11 in other schools were not included in this study for it is only within the CPIC

grade 11 students.

Significance of the Study

This study will give benefits to the following individual or groups:

Students.They will be educated about the importance of sex education as well

as how to properly react on things being taught about sex.

 Parents.They will be having a mature teenager sons and daughters and they

will have the assurance that their children knows how to properly react and

knows about the consequences because they already have knowledge.

Teachers.This study will give knowledge to the teachers on what is the

perception know and will be prepared on how to cope up to different reactions by

the given students.

Future Researchers.It is beneficial to the next researcher because they can use

it for their related literature if they also have the same topic.

School.It will give clarification and ideas about sex education to be teach in

senior high school students.

Definition of Terms

For clarification and understanding the following terms are defined

conceptually.

AIDS.Acquired Immune Deficiency Syndrome

Casual sex.A sexual activity between people who are not established sexual

partners or do not know each other too well.

Extramarital sex.Being sexual intercourse between a married person and

someone other than his or her spouse.

HIV.Human Immunodeficiency Virus

Premarital sex.A sexual activity practiced by persons who are unmarried

Sex.Physical activity that is related to and often includes sexual intercourse

Sex education.Primarily taught to prevent students from future encounters with

sexually transmitted infections (STIs) and unwanted pregnancies, something that

many high school students and even higher education students can face in their

school years, making it an important part of a student’s education.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of related literature and studies, synthesis of

related literature and studies, gaps bridged by the present study and conceptual

framework.

Local Literature

The planned integration of an age-appropriate and culture-sensitive sex

education in the basic elementary and high school curriculum will develop

responsible Filipino youth who are aware of risks and issues involving

reproductive health, according to the Department of Education (DepEd).

Young adults and teens aged 15 to 24 require greater access to sex

education and services to lower the alarming increase in HIV infections among

this age group as it remains the most vulnerable, the Department of Health

(DOH) said in a briefing.

According to health secretary Rosell-Ubial (2017), stigma plays a role in

the low acceptance to testing and getting treated. Because there is still a lot of

fear and also denial among certain population groups that they will not be

infected. If parents are not comfortable with talking to their teenage children, then
we ask them to also come to the health facility and the DOH will help them

counsel their children, and also is being taught in the school.

In accordance to Reproductive Health and Population Development Act of

2008, reproductive health education shall be taught by adequately trained

teachers in aged appropriate manner. The bill tasks the DepEd to craft the

curriculum for this, it specifically requires the teaching of population and

development concept plus the following; “Reproductive health and sexual rights;

reproductive healthcare and services; attitudes, beliefs and values on sexual

development, sexual behavior, and sexual health; proscriptions and hazards of

abortion and management of post-abortion complications; responsible

parenthood; use and application of natural and modern family planning methods

to promote reproductive health and achieve desired family size and prevent

unwanted, unplanned and mistimed pregnancies; abstinence before marriage;

prevention and treatment of HIV / AIDS and others, responsible sexuality; and

maternal, pre-natal, and post-natal education, care and services.”

Dean Tony La Vina of Ateneo School of Government has this to say about

the reproductive health law: “Among others, it is clear that abortion methods are

prohibited, freedom of conscience is respected, and there is neither a mandate to

reduce our population nor a preference for smaller families”.

Foreign Literature

According to Grunseit and Kippax (1994), the provision of sex education to

children and young adults remains highly controversial in some countries. When

public opinion in the US is generally in favor of such education, vocal and radical

opponents have managed to severally limit the scope and implementation of sex

education programs for children and youths. The authors reviewed approximately

1050 database and journal articles on sex education dating back to the mid-

1070. The articles reported findings for controlled intervention studies, quasi-

experimental designs, and reviews, but research dealing solely with knowledge

and attitudes about sex has been excluded. Moreover, only the behavioral

outcomes of the other studies reported. The overwhelming majority of articles

reviewed, despite the variety of methodologies, countries under investigation,

and year of publication, find no support for the claim that sex education

encourages sexual experimentation or increased activity. Instead, and almost

without exception, data indicate that sex education targeted to children and

young adults helps postpone the initiation of sexual intercourse and/or fosters the

effective use of contraceptives. The best outcomes are obtained when education

is given prior to the onset of sexual activity. Since some young people may be

sexually active at age 12, instruction on sexuality and sex should therefore be

initiated well before that age. It should be clear that children in virtually at cultural

settings, like adults, are barraged with sexual messages in the media. They will
be taught about sex in some manner by adult role models, television,

advertisements and parents which may or not be accurate and appropriate. In

this context, sex education should be provided to the children and young adults

in the interest of ensuring that all people receive the accurate and complete

information on sex which they need and deserve.

As Leger (1999) stated, sexually active teenagers are a matter of serious

concern. In the past decades many school-based programs have been designed

for the sole purpose of delaying the initiation of sexual activity. There seems to

be a growing consensus that schools can play an important role in providing

youth with a knowledge base which may allow them to make informed decisions

and help them shape a healthy lifestyle. (St. Leger, 1999)

Based on Zabin and Hirsch, (1988), the school is the only institution in

regular contact with a sizable proportion of the teenage population, with virtually

all youth are attending sexual education before they initiate sexual risk- taking

behavior.

It is said in Washington Independent, 2011, n.p. “New Mexico students are

also behind their national peers in sexual education, 77 percent of high school

youth were taught about HIV/AIDS in school, compared to the US median of

nearly 86 percent. Comprehensive sexual education is one of the strategies that

work to reduce teen pregnancies and STIs. Other goals of it are supporting

abstinence.

According to Forest (2009), sex education has two goals: to reduce the

risks of potentially negative outcomes from sexual behavior (unwanted or

unplanned pregnancies or sexually transmitted disease) and to enhance the

quality of relationships. Also, it is important for sexual education to help develop

young people’s decision making abilities throughout their lifetime.

Local Studies

The research “Incorporating Sexuality Education in the Public School

System: Perception from the Philippines 2013” by Victoria La Bella found out that

student believed that the rate of unintended teen pregnancies would drastically

decline. Many girls admitted that even with a sexuality education curriculum at

school, they still did not feel the need to experiment with boys and test their

bodies out. They felt that this is a subject that is highly important to be

knowledgeable about, but many did not feel it would cause an increase in

promiscuity, which is one of the main concerns of the Catholic Church.

According to the data collected by the Philippine Statistics Authority (PSA)

in 2016, among 10 Filipinas aged between 15 and 19 years old, one has gotten

pregnant; 8% have become mothers and 25 are pregnant with their first child.
 Based on the study “Opposition to Sex Education Unfounded” of

Philippine Institute for Development Studies (PIDS), 2017, Filipinos especially

Teenagers and young adults are not well-informed about sex-related issues that

could intimately and personally affect them addressing this information deficiency

with appropriately designed sex education can be beneficial.

Results of “Filipino Adolescents’ Sexual Attitudes and Behaviors: Results

from a University Cohort, 2013” published by Elmer De Jose of UP indicated an

increase in adolescents who engaged in pre-marital sex (PMS) over time,

although generally low (27.7%) compared to the findings of other studies. Of

those who have engaged in PMS, 80% did not use condom, which puts the

adolescents into risks of unplanned pregnancy and exposure to STIs or HIV. The

study also examined the correlates and predictors of sexual behaviors of a cohort

of students.

Young Adult Fertility Survey (YAFS) 2013, broadened its scope and now

covers sexuality and fertility, and risk behavior and their determinants, and

concludes that “while there I improvement is non-sexual risk behaviors, sexual-

risk behaviors show a worsening trend. Most especially with the new

technologies have given rise to new sexual activities and new ways to meet

sexual partners. This increases the risk of adverse consequences, bearing in

mind the low level of contraceptive use and protection

Foreign Studies

According to research by World Health Organization (cited in Baldo,

Aggleton & Slutkin, 1993), a review of 35 programs from around the world found

that programs teaching only abstinence were less effective than those promoting

the delay of sexual intercourse while teaching practices of safe sex, such as

contraception and condom use, in delaying sexual intercourse among youth

having not experienced sex and improving the use of contraception among

sexually active teens.

Based on the study of Mabray and Labuave (2002), they stated that in

1998, 173,252 females aged 15-17 gave birth in the USA and in 1997, 78.2% of

the teenage births were out of wedlock (Mabray & Labauve, 2002). Before the

age of 20, four in 10 girls become pregnant (National Campaign to Prevent Teen

Pregnancy, 1998). Researchers also took a look at teenagers having sexual

intercourse across the world. Teens in USA begin having sex at an average age

of 16.3 whereas teens in France begin at 16.6, Germany 17.4, and the

Netherlands teenagers wait until 17.7 years of age.

Based on Yu research entitled “Sex Education at School” year 2010, sex

education needs to engage more with young people with respect to their needs

and consideration of the potential influences on their values and behavior.

Family, friends, religious teaching and media can complement sex education
provided at school. Cooperation between these is crucial to enhance the

effectiveness of sex education and promote positive sexual health.

Manhart and Lafferty (2008), examinations of its impact on behavior

revealed different results. Using data from a US national survey, compared the

sexual health risk of 1719 respondents who received abstinence-only or

comprehensive sex education to those who received no formal sex education.

Neither type of intervention significantly reduces the incidence of STIs.

Compared with no sex education at all, comprehensive sex education

significantly correlated with fewer pregnancies and was marginally associated

with a lower likelihood of having had sex; however abstinence-only education

was associated with neither outcome.

The study “Effectiveness of Sex Education Programs in Virginia Schools:

(2005), Teenage Pregnancy and Sexually Transmitted Disease Rates: A

comparison of countries,” hypothesized that countries implementing

comprehensive sex education programs in schools will typically have lower

pregnancy and sexually transmitted disease rates among minors than counties

implementing abstinence-only education programs, this study confirmed that

comprehensive program counties showed greater declines in pregnancy rates

among females aged 15-17 than abstinence-only program counties.

Synthesis of Related Literature and Studies

After gathering related studies and literatures for this study the

researchers then synthesized or make a combined summary of the data

gathered in order to come up in a conclusion that will support the hypothesis and

combined together for a better understanding of the readers of the study.

The Philippine government has rationalized RH law which promotes sex

education. It is supported with different organization especially DepEd and DOH.

DepEd wants to spread awareness to Filipino youth about risk involving

reproductive health risk thus, DOH wanted to lower the alarming increase of HIV

among young adults. This is supported by health secretary Dr. Rosell-Ubial who

believes that stigma can be stopped or minimized by the program by sex

education which teaches population development and reproduction concept.

Foreign literatures identify sex education as a helpful weapon in terms of

postponing and safe sexual intercourse. They classify school as an important

institution which provides youth with knowledge and help develop young people’s

decision making abilities.

The collected related studies shows that young adults are so much

engaged in pre-marital sex rating 27% but of those engaged in PMS 80% did not

know how to use contraceptives. Filipino youth are not well informed about sex

related issues but the risk of it is arising because of new technologies which can
make sex education beneficial. A study also found that sex education not as a

threat for innocence of youth but an important aspect to be knowledgeable about.

Thus, foreign literature supports comprehensive sex education because

engagement of youth in pre-marital sex is curable but if students are taught about

risk and protection, teenage pregnancy and STIs will be prevented. In

conclusion, foreign countries implemented sex to control pregnancy and

population.

Gaps Bridged by the Present Study

The Researchers review of related literature and studies has been made.

They observed that the studies and literatures are similar in terms of some of the

purpose of our study, goals of foreign studies is to manage increasing number of

pregnancy and population of country. Local studies explore sex education to

know if students tend to experiment or engage in sex or if sex education helps

them avoid it. This differ the recent study from the present study, it focuses on

the effect of sex education in the level of participation of students and their

perception in terms of family orientation and peer interaction. Similarly the

present and recent study targets the perceived outcome of the incorporation of

sex education.
Conceptual Framework of the Study

The conceptual framework which guided the research study is shown in

figure 1.

Input

Perception of Grade 11 Students towards

the Teaching of Sex Education in CPIC
School Year 2018-2019

Process

a. Development of research parts.

b. Making, distribution, and retrieval of survey
questionnaire.
c. Analysis, interpretation, and evaluation of gathered
data.
d. Research defense preparation and presentation.

Output

Output

Research Manuscript

Figure 1. Conceptual Framework of the Study

 Chapter 3

RESEARCH DESIGN AND METHODOLOGY

This chapter present the research design, source of data, instrumentation

and validation, data gathering procedure, and statistical treatment of data.

Research Design

Descriptive type of survey method was utilized in this study. According to

Trochim (2006), survey research encompasses any measurement procedure that

involves asking question of respondents. A survey can be anything from a short

paper-and-pencil feedback form to an intensive one-on-one in-depth interview. A

descriptive study can provide information about the naturally occurring health

status, behavior, attitudes or other characteristics of a particular group.

Descriptive method is the appropriate type of survey for this study. The

questionnaire was the main tool in gathering data. The processes that were

undertaken in this study were supported by basic information coming from the

grade 11 senior high school student without giving any bias when it comes to

respondent selection.
Sources of Data

The primary source of data for this study are the grade 11 senior high

school students of Christian Polytechnic Institute of Catanduanes Inc., S.Y. 2018-

2019 which are the respondent of the study.

The secondary sources of information came from books including

encyclopedia and dictionaries. Others are from articles that are published in

professional journals and newspaper. These also includes published and

unpublished thesis and dissertations and internet sites.

Table.1

Primary Source of Data

Population of grade Sample size

Grade 11 senior high school at CPIC 11 senior high school (20%)

students
Academic Tracks

Science, Technology, Engineering and

Mathematics (STEM)
26 5

Accountancy and Business

26 5
 Management (AB)
Humanities and Social Science

(HUMSS) A
21 5
Humanities and Social Science

(HUMSS) B
27 6
Technical Vocational (TVL)
Home Economics (HE) 39 7
Computer System Servicing (CSS) 6

28
Electronic Products Assembly and 10 2
Servicing (EPAS)
Total 36

Instrumentation and Validation

In order for this study to be fulfilled, the researchers will use a survey

questionnaire which contain questions regarding the perception of grade 11

senior high school students of Christian Polytechnic Institute of Catanduanes Inc.

school year 2018-2019 towards the teaching of sex education.

The survey questionnaire was the main tool in gathering data. The

processes that were undertaken in this study were supported by basic

information from Grade 11 senior high school without giving any bias when it

comes to selection of respondents.

 With the help of the adviser in research, help from knowledgeable persons

respondents and critiquing of the questionnaire were formulated and undergone

pretesting before it will distributed to the designated respondents.

Data Gathering Procedure

In able for this study to accomplished about the Perception of Grade 11

Senior High School Students at CPIC towards the Teaching of Sex Education

S.Y. 2018 -2019, the researchers make use of the main instrument which is the

survey questionnaire. After the questionnaire is evaluated and undergone pilot

testing and it is immediately reproduce for the distribution to the respondents.

Permission to administer the survey questionnaire was granted by the school

head and make some arrangements to the respondents. Administration and

distribution of the questionnaire, recording of data gathered, transcribing of the

recorded data gathered, evaluation of data gathered, and making a conclusion

based on the information gathered by the researchers for the response in the

process in making the study clear and organized it are the procedure in gathering

data.

Statistical Treatment of Data

 After having retrieved the accomplished questionnaire-checklist and

students profile the researcher complied, tabulated and tallied the data. The raw

data were tabulated by the frequency count and percentage computation.

The researcher used a frequency count and percentage computation in

order to ensure the proportion or quantity of the respondents that respond in

every question in the questionnaire. The formula used for getting the percentage

of Grade 11 Senior High School students that respond in every questions

indicated in the questionnaire is P=X/N (100) where P is the percentage of the

respondents’ respond in every question, X is the quantity of Grade 11 Senior

High School students that respond in every questions in the questionnaire, N the

total number of respondents used in the research study and lastly 100 which is

constant in order to get the percentage of the responds of the respondents in

every questions indicated in the questionnaire.

 Chapter 4

PRESENTATION ANALYSIS AND INTERPRETATION OF DATA

PERCEPTION OF GRADE 11 SENIOR HIGHSCHOOL STUDENTS TOWARDS

THE TEACHING OF SEX EDUCATION AT CHRISTIAN POLYTECHNIC
INSTITUTE OF CATANDUANES INC., SCHOOL YEAR 2018-2019

This chapter presents the presentation of data, analysis and interpretation

of the gathered data in the study. Discussion of the gathered data are in order of
the research questions posed in this research are as follows:

1. Profile of the students with respect to age, gender and strand.

2. Students receiving comprehensive sex education.
3. Perceived outcomes of sex education.
4. Perception of students to teaching of sex education in terms of
family orientation, religion, and peer interaction.
5. Positive and negative effects of sex education in the level of
participation of students during class discussion.
I. Profile of Respondents

Graph. 1

Distribution of Respondents by Age

19%
16 years old
44% 17 years old
18 years old

36%
 Graph.1 shows the distribution of respondent by age, 16 out of 36
students were 16 years old with the percentage of 45%. 13 out of 36 students
were 17 years old with the percentage of 36% and 7 out of 36 students were 18
years old with the percentage of 19%.

Graph.2

Distribution of Respondents by Gender

female
44% male
56%

Graph.3 shows the distribution of respondent by gender, 20 out of 36

students were female with the percentage of 56% and 16 out of 36 students are
male with the percentage of 44%.
 Graph.3

Distribution of Respondents by Strand

6% 14%
STEM
HE 17%
HUMSS
ABM 19%
CSS
14%
EPAS

31%

Graph.3 shows the distribution of respondent by age 11 out of 36 students

are from Humanities and Social Science (HUMSS) with the percentage of 31%. 7
out of 36 students are from Home Economics (HE) with the percentage of 19%. 6
out of 36 students are from Computer System Servicing (CSS) with the
percentage of 17%. 5 out of 36 students are both from Science, Technology,
Engineering and Mathematics (STEM) and Accountancy and Business
Management (ABM) with the percentage of 14%, and 2 out of 36 students are
from Electronic Products Assembly and Servicing (EPAS) with the percentage of
5%.
II. Students Receiving Comprehensive Sex Education

Graph.4

Number of Students Receiving Sex

Education

Yes
42% No
58%

Graph.4 shows the number of students receiving comprehensive sex

education at school, 21 out of 36 students says that they received sex education
at school with the percentage of 58%. 15 out of 36 students says that they did
not received sex education with the percentage of 42%.

III. Perceived Outcome of Sex Education

Table.2

Perceived Outcome of Students in Sex Education

Perceived outcome Frequency Percentage (%)

 Sex education destroys innocence 13 15%
of youth
 Sex education helps minimize 30 35%
cases of teenage pregnancy
 Sex education reduce risk of 24 28%
HIV/AIDS in youth
 Sex education helps postpone 9 10%
initiation of sexual intercourse.
  Sex education helps practice 6 7%
abstinence before marriage
 Sex education encouraged sexual 4 5%
experimentation
Total responds 86 100%

Graph.5 shows the perceived outcomes of sex education, out of 86 responds

made by the 36 students. 30 out of 36 respondents says that sex education helps
minimize cases of teenage pregnancy with the percentage of 35%. 28% or 24 out
of 36 students says that sex education reduce risk of HIV/AIDS in youth, 15% or
13 out 36 students says that it destroys innocence of youth. 10% or 9 out of 36
students says that sex education helps postpone initiation of sexual intercourse,
7% or 6 out of 36 students says that it helps practice abstinence before marriage,
and 5% or 4 out of 36 students says that sex education encouraged sexual
experimentation.

IV. Perception of students to teaching of sex education in terms of family

orientation, religion, and peer interaction.
 Perception in sex education in terms of family
orientation

11% 6% agree
14% strongly agree
undecided
disagree
strongly disagree
39%
31%

Graph.5

Graph.5 shows the perception of students in sex education in terms of

family orientation, 39% or 14 out of 36 students disagree that sex education
violates the primary rights of families to the development of moral character of
their children, 31% or 11 out of 36 students are undecided if it sex education
violates it or not. 14% or 5 out of 36 students agreed that sex education violates
the right of families in developing moral character of children, 11% or 4 out of 36
students strongly disagree, and 5% or 2 out of 36 students strongly agree.

Graph.6
Perception in Sex Education in terms of Religion

8% 6%
Strongly Agree
25% Agree
Undecided
33% Disagree
Strongly Disagree

28%
 Graph.6 shows the perception of students in sex education in terms of
religion, 33% or 12 out of 36 students disagree that sex education opposes their
religious beliefs and practices, 28% or 10 out of 36 students are undecided, 25%
or 9 out of 36 students agree that sex education opposes their religion. 8% or 3
out of 36 students strongly disagree and 6% or 2 out of 36 students strongly
agree.

Graph.7

Perception in Sex Education in terms of Peer

Interaction
Strongly agree
3%6% agree
undecided
36% disagree
44% strongly disagree

11%

Graph.7 shows the perception of students in sex education in terms of

peer interaction, 44% or 16 out of 36 students agree that sex education affects
the interaction of students to their opposite sex. 36% or 13 out of 36 students
disagree, 11% or 4 out of 36 students are undecided, 6% or 2 out of 36 students
strongly agree and 3% or 1 out of 36 students strongly disagree.

V. Positive and negative effects of sex education in the level of

participation of students during class discussion
 Table.3

Positive Effect of Sex Education in Class Discussion

Positive Effect Frequency Percentage

(%)
 Sex education allow students to express their 23 38.3%
opinion about sex,
 Enables students to actively participate during 8 13.3%
class discussion.
 sex education develops exchanging of ideas 29 48.3%
and information in class
Total responds 60 99.9%
Table.3 shows the positive effects of sex education in class discussion, out
of the 60 responds made by the 36 students. 48.3% or 29 out of 36 students
says that sex education develops exchanging of ideas and information in class,
38.3% or 23 out of 36 students say that sex education allow students to express
their opinion about sex, 13.3% or 8 out of 36 students say that it enables
students to actively participate during class discussion.

Table.4

Negative Effect of Sex Education in Class Discussion

Negative Effect Frequency Percentage

(%)
 Disable students active participation in class 11 20%
 Make students uncomfortable during 14 26%
discussion
 Make students speak unnecessary words 29 54%
Total Responds 54 100%
Table.4 shows the negative effects of sex education in class discussion,
out of the 54 responds made by the 36 students. 54% or 29 out 36 respondents
says that teaching of sex education make students speak unnecessary thoughts
and ideas. 26% or 14 out of 36 students says that it makes students
uncomfortable during discussion. 20% or 11 out of 36 students says that it
disable students active participation in class.
 Chapter 5

SUMMARY CONCLUSION AND RECCOMENDATION

This chapter presents and contains the summary of the study, the finding
presented in outline form, the conclusion based from the findings and the
recommendation as of shoot of the study

Findings of the study

The findings of the study are stated as follows:

1. The distribution of respondent by age was 16 out of 36 students were 16

years old with the percentage of 45%, 13 out of 36 students were 17 years
old with the percentage of 36% and 7 out of 36 students were 18 years old
with the percentage of 19%.
2. The distribution of respondent by gender was 20 out of 36 students were
female with the percentage of 56% and 16 out of 36 students are male
with the percentage of 44%.
3. The distribution of respondent by age 11 out of 36 students are from
Humanities and Social Science (HUMSS) with the percentage of 31%. 7
out of 36 students are from Home Economics (HE) with the percentage of
19%. 6 out of 36 students are from Computer System Servicing (CSS)
with the percentage of 17%. 5 out of 36 students are both from Science,
Technology, Engineering and Mathematics (STEM) and Accountancy and
Business Management (ABM) with the percentage of 14%, and 2 out of 36
students are from Electronic Products Assembly and Servicing (EPAS)
with the percentage of 5%.
4. The number of students receiving comprehensive sex education at school
was 21 out of 36 students says that they received sex education at school
with the percentage of 58%. 15 out of 36 students says that they did not
received sex education with the percentage of 42%.
5. The perceived outcomes of sex education was out of 86 responds made
by the 36 students. 30 out of 36 respondents says that sex education
helps minimize cases of teenage pregnancy with the percentage of 35%.
28% or 24 out of 36 students says that sex education reduce risk of
HIV/AIDS in youth, 15% or 13 out 36 students says that it destroys
innocence of youth. 10% or 9 out of 36 students says that sex education
 helps postpone initiation of sexual intercourse, 7% or 6 out of 36 students
says that it helps practice abstinence before marriage, and 5% or 4 out of
36 students says that sex education encouraged sexual experimentation.
6. The perception of students in sex education in terms of family orientation
was 39% or 14 out of 36 students disagree that sex education violates the
primary rights of families to the development of moral character of their
children, 31% or 11 out of 36 students are undecided if it sex education
violates it or not. 14% or 5 out of 36 students agreed that sex education
violates the right of families in developing moral character of children, 11%
or 4 out of 36 students strongly disagree, and 5% or 2 out of 36 students
strongly agree.
7. The perception of students in sex education in terms of religion, 33% or 12
out of 36 students disagree that sex education opposes their religious
beliefs and practices, 28% or 10 out of 36 students are undecided, 25% or
9 out of 36 students agree that sex education opposes their religion. 8% or
3 out of 36 students strongly disagree and 6% or 2 out of 36 students
strongly agree.
8. The perception of students in sex education in terms of peer interaction
was 44% or 16 out of 36 students agree that sex education affects the
interaction of students to their opposite sex. 36% or 13 out of 36 students
disagree, 11% or 4 out of 36 students are undecided, 6% or 2 out of 36
students strongly agree and 3% or 1 out of 36 students strongly disagree.
9. The positive effects of sex education in class discussion, out of the 60
responds made by the 36 students. 48.3% or 29 out of 36 students says
that sex education develops exchanging of ideas and information in class,
38.3% or 23 out of 36 students say that sex education allow students to
express their opinion about sex, 13.3% or 8 out of 36 students say that it
enables students to actively participate during class discussion.
10. The negative effects of sex education in class discussion, out of the 54
responds made by the 36 students. 54% or 29 out 36 respondents says
that teaching of sex education make students speak unnecessary
thoughts and ideas. 26% or 14 out of 36 students says that it makes
students uncomfortable during discussion. 20% or 11 out of 36 students
says that it disable students active participation in class.
Conclusion

Based on the findings of the study the following conclusions were made:

1. The mean age of the respondent was 16, the model gender of the
respondents was female, and HUMMS students were the mean strand
among the others with 31%.
2. Only 58% of grade 11 students receives sex education at school and the
remaining 42% did not received sex education.
3. Grade 11 senior high school students conclude that the mot possible
outcome of sex education is minimizing cases of teenage pregnancy.
4. In terms of family orientation, grade 11 senior highs school students
disagree that sex education violates the primary rights of families to the
development of moral character of their children.
5. In terms of religion, grade 11 senior high school students disagree that
sex education opposes their religious beliefs and practices
6. In terms of religion, grade 11 senior high school students agree that sex
education affects the interaction of students to their opposite sex.
7. Grade 11 senior high school students identify developing exchanging of
ideas and information in class as the positive effect of sex education in
class discussion.
8. Grade 11 senior high school students refer making students speak
unnecessary thoughts and ideas in class as the negative effect of sex
education in class discussion.

Recommendation

Based from the findings, and conclusion of the study the researchers
forwards the following recommendations:

1. Since the portion of students receiving and not receiving sex education is
near, the researcher recommends to empower the teaching of sex
education at school.
2. It is recommended to make the students involve in discussion comfortable
with their opposite sex by properly explaining the discourse of sex
education.
3. The researchers recommend students to control or prevent words,
thoughts and ideas which are not appropriate in class discussion.
REFERENCES
 APPENDIX

Perception of Grade 11 Senior High School Students towards Teaching of

Sex Education at Christian Polytechnic Institute of Catanduanes Inc.,
School Year 2018-2019

Name (optional): _______________________________

Age: _______ Gender: ___________

Strand: ___________________________

Direction: please answer the following questions honestly. You can have more
than one (1) choice. Put a check (/) in the blank before your answer.

1. Did/ Do you received “Comprehensive Sex Education” at school?

_____Yes _____No
2. What do you think is/are the outcome(s) of teaching sex education at
school?
_____Destroys innocence of youth
_____Helps minimize cases of teenage pregnancy
_____Reduce risk of HIV/AIDS in youth
_____Helps postpone initiation of sexual intercourse
_____Helps practice abstinence before marriage
_____Encourage sexual experimentation
______________________________________Others (please specify)
3. What are the positive effects of sex education in the level of participation
of students in class discussion?
_____Allow students to express their opinion about sex
_____Enable students to actively participate during discussion
_____Develops exchanging of ideas and information in class
__________________________________________Others (please
specify)
4. What are the negative effects of sex education in the level of participation
of students in class discussion?
_____Disable student’s active participation during discussion
_____Make students uncomfortable during discussion
_____Make students speak unnecessary thoughts and opinions
_____________________________________________Others (please
specify)
5. Put a check (/) if you strongly agree, agree, disagree, strongly disagree or
undecided to the following:

Strongl Agre Disagre Strongly Undecide

y e e Disagre d
Agree e
a. The
implementation
of sex education
violates the
primary right of
family to the
development of
moral character
of children.
b. Sex education
opposes the
beliefs and
practices of your
religion.
c. Implementation
of sex education
affects the
interaction of
students to their
opposite sex.
 Curriculum Vitae

MARY GRACE T. RODRIGUEZ

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Cabugao, Bato, Catanduanes

JOANNA RICA T. PEREYRA

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Binanuahan, Bato, Catanduanes

LAARNI C. TOMES

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: San Jose (Oco), Viga

JESSA MAE TALAN

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Pajo, Baguio

JERRY PANGILINAN

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Hawan Grande, Palta Big, Catanduanes

GESHA O. BERNAL

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: San Miguel, Catanduanes

CAMILLE DOCTOLERO

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Baras, Catanduanes

JOHN MARK WALLACE GULLE

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Baras, Catanduanes

MARYIEL MAGTAGNOB

Humanities and Social Sciences

Christian Polytechnic Institute of Catanduanes Inc. (CPIC),

Francia, Virac, Catanduanes S.Y. 2018-2019

Address: Sta. Elena, Virac, Catanduanes