AN ASSESSMENT IN LEVELS OF UNDERSTANDING OF GRADE – 10

STUDENTS ABOUT SEX EDUCATION IN SAN ANTONIO NATIONAL

HIGH SCHOOL

A Research Paper Submitted to

Shiela Lacuesta Ponce
College of Hildegarde Von Bingen

In Partial Fulfillment of the Requirement of the Subject Investigation,

Inquiry, Immersion – Academic Track – Science, Technology, Engineering and
Mathematics Strand Grade 12

By
Patrizia Eunice Marquito Lagramada

July 2019
 TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT……………………………………………….. i
DEDICATION…………………………………………………………… iii
LIST OF TABLES………………………………………………………. iv
LIST OF FIGURES…………………………………………………….... v

Chapter I THE PROBLEM AND ITS BACKGROUND

Introduction………………………………………………………. 1
Background of the Study…………………………………………. 3
Conceptual Framework…………………………………………... 5
Statement of the Problem………………………………………… 5
Scope and Delimitations of the Study……………………………. 7
Definition of Terms………………………………………………. 8

Chapter II REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature………………………………………………… 9
Local Literature…………………………………………………… 11

Chapter III METHODOLOGY

Research Design…………………………………………………. 13
 Research Locale………………………………………………… 13
The Respondents………………………………………………... 13
Data Gathering Procedure………………………………………. 14
The Research Instrument and Technique……………………….. 14
Data Analysis ………………………………………………….... 14

Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA………………………………………………… 15

Chapter V SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

Summary of Findings…………………………………….. 38
Conclusions………………………………………………. 42
Recommendations………………………………………... 43

BIBLIOGRAPHY……………………………………………………….. 44
APPENDICES………………………………………………………….... 47
CURRICULUM VITAE………………………………………………… 77
 ACKNOWLEDGEMENT

This research was developed by the of God who gave the researcher the
understanding and to accomplish and establish this research entitled “An
Assessment of Levels of Understanding of Grade – 10 Students about Sex
Education in San Antonio National High School”.
The researcher would like to offer her gratitude to the following people
who lend a hand in order to make this study possible.
To School President, Dr. Ceferino Yap Cariaso III, who allotted his time
with his knowledge and constructive criticism to the researcher in the preparation
of this research work.
To the Statistician, Ms. Mary Rose L. Albino, for always securing that all
the statistical formula, computations and tables were correct.
To the format and language editor and also the researcher adviser, Ms.
Sheila Lacuesta – Ponce, for being not just the editor and adviser but also a mother
and making sure that all the grammars and formats of this research were correct,
an overwhelming gratitude to her
To the proud parents, Mr. Fredderico C. Lagramada and Ma. Concepcion
M. Lagramada, for supporting the researcher in all aspects. For the financial
support, moral support, they provided which inspire the researcher to exert best
effort with the commitment to pursue her study.
To the researcher’s former SANHS Teacher, Mr. Samuel Zabala who is the
current Grade – 10 Coordinator which help the researcher conduct the study on the
said school.
To the cousin, Gabrielle “Gabby” Napoto, who helped the researcher with
the process of constructing the research paper.
 To all the best friends who thought the researcher virtues of honesty
sincerity, gratefulness, enjoyment, who cheered the researcher during dark days,
who extended their help not only in moral support but sometimes financial
support, a heartfelt gratitude and overflowing love to all of them.
Again, To God Be All the Glory.
P.E.M.L.
 DEDICATION

This research study is humbly dedicated to the following people who gave
the researcher the strength and courage to pursue her dreams and her to fight all
the battles that came her way.

To Almighty God.
To my mother, Ma. Concepcion M. Lagramada
To my father, Fredderico C. Lagramada
To my siblings, Tricia Marie M. Lagramada and
Margarett M. Lagamada

P.E.M.L.
 ACKNOWLEDGEMENT

This research was developed by the of God who gave the researcher the
understanding and to accomplish and establish this research entitled “An
Assessment of Levels of Understanding of Grade – 10 Students about Sex
Education in San Antonio National High School”.
The researcher would like to offer her gratitude to the following people
who lend a hand in order to make this study possible.
To School President, Dr. Ceferino Yap Cariaso III, who allotted his time
with his knowledge and constructive criticism to the researcher in the preparation
of this research work.
To the Statistician, Ms. Mary Rose L. Albino, for always securing that all
the statistical formula, computations and tables were correct.
To the format and language editor and also the researcher adviser, Ms.
Sheila Lacuesta – Ponce, for being not just the editor and adviser but also a mother
and making sure that all the grammars and formats of this research were correct,
an overwhelming gratitude to her
To the proud parents, Mr. Fredderico C. Lagramada and Ma. Concepcion
M. Lagramada, for supporting the researcher in all aspects. For the financial
support, moral support, they provided which inspire the researcher to exert best
effort with the commitment to pursue her study.
To the researcher’s former SANHS Teacher, Mr. Samuel Zabala who is the
current Grade – 10 Coordinator which help the researcher conduct the study on the
said school.
To the cousin, Gabrielle “Gabby” Napoto, who helped the researcher with
the process of constructing the research paper.
 To all the best friends who thought the researcher virtues of honesty
sincerity, gratefulness, enjoyment, who cheered the researcher during dark days,
who extended their help not only in moral support but sometimes financial
support, a heartfelt gratitude and overflowing love to all of them.
Again, To God Be All the Glory.
P.E.M.L.
 DEDICATION

This research study is humbly dedicated to the following people who gave
the researcher the strength and courage to pursue her dreams and her to fight all
the battles that came her way.

To Almighty God.
To my mother, Ma. Concepcion M. Lagramada
To my father, Fredderico C. Lagramada
To my siblings, Tricia Marie M. Lagramada and
Margarett M. Lagamada

P.E.M.L.
 LIST OF TABLES

Table Page

1. Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Section
2. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Age
3. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Gender
4. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Whether or not know Sex Education
5. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Where Prior Knowledge Comes From
6. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Subjects that Manifest Sex Education
7. Frequency and Percentage Distribution of Grade - 10 Students According
to Open Relationship about Sexuality to Parents
8. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge from Schoolmates
9. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge from Peers
10. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Rubrics Use in Assessing their Understanding about
Sex Education
11. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Pills
12. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Injectable
13. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Female and Male Condoms
14. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Emergency Pill
15. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Withdrawal
16. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Periodic Abstinence of Rhythm
17. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about STI and STD
18. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about AIDS
19. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Detection of STI and STD
20. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Examples of STD
21. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Changes during Puberty
22. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Menstrual Cycle
23. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Stages during Pregnancy
24. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Risks of Early Pregnancy
25. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Female Reproductive System
26. Frequency and Percentage Distribution of SANHS Grade - 10 Students
According to Knowledge about Male Reproductive System
 LIST OF FIGURES

Figure Page

1. Conceptual Framework of the Study

 Chapter I

The Problem and its Background

Introduction

Modern Education scheme has been associated with the comprehension of

Sexuality according in the age of student. The lessons are designed in
appropriation of grade level depending how young or old a student is.

The reshaping of the Education system is linked in the rising risks and
dilemma in the society. It is due to the lack of understanding of students in
Sexuality. Moreover, the former Education System focuses in the abstinence of
sexual activities.
1
Curbing the rising incidences of early pregnancy, sexual violence, and
human-immunodeficiency virus (HIV) among young Filipinos will be further
strengthened in the classroom as the Department of Education (DepEd) issued the
Policy Guidelines on the Implementation of the Comprehensive Sexuality
Education (CSE) otherwise known as DepEd Order No. 31, series 2018 (DO 31) .

In implementation of the DepEd memorandum, schools instruct the

students not only the basic things a student must know about sexuality but also the
understanding of more broad issues such as sexually transmitted diseases which
affect the whole society. However, understanding could differ from one person to
another. There are instances that a student has no knowledge in Sexuality. They
are considered naive in topics they must know and understand like the use of
contraceptives and how do people acquire Human Immunodeficiency Virus or
HIV.

On the contrary, students that have a prior knowledge in Sexuality

Education acquire their knowledge in various people such as parents which teach
them the general knowledge about their genitalia. Prior knowledge may also be
acquired by students through their peers or classmates. 2 Despite the sensitivity of

1
Janvic Mateo ( The Philippine Star): DepEd: Comprehensive sex education to develop responsible youth
(August 2018)

2
Gloria Luz M. Nelson, Maria Midea M. Kabamalan, and Christian Joy P. Cruz: Correlates of Sources of
Information on Sex and Reproduction and Discussion of Sex at Home and in School of the Youth in
CALABARZON (June 2016)
sex as a topic, there is increasing agreement and acknowledgment that the youth in
the context of a free world have a wide range of sources to choose from. The
sources of information available to the youth can be persons (family, friends, and
school personnel) and materials provided by the media in the form of print or via
information technology such as video, Internet, movies, and television.

In identifying how levels of awareness vary from one student to

another, learning topics about sexuality are obtained. 3The core topics will be
integrated in learning areas such as Music, Arts, Physical Education and Health;
Araling Panlipunan; Edukasyon sa Pagpapakatao; Science; and Personal
Development. After the discussions on subjects that manifest Sexuality education,
teachers or instructors determine whether the students had already understand their
lessons through a homework, a quiz, or a post examination. The objective of doing
this assessment is to whether a Teacher retackles the previous lesson or should
move forward to the next topic to be discussed.

Ranges of awareness among student are classified accordingly to unaware,

slightly aware, aware, moderately aware and most aware. These five
classifications categorized students according to what they know about sexuality
education. They could be group to unaware where there is no understanding or
knowledge at all or most aware if they can define, understand and could teach
other what they have learned.

However, it is alarming that students do not take the learning of Sex

Education seriously, most specially under the Adolescence stage. Schools from
different corners of the country create strategies how they could introduce the
Comprehensive Sexuality Education. On the contrary, though tactics were made,
population of students also affects their learning. For example, in the public
schools, because of a huge number, not anyone could understand what their
teachers are tackling.

San Antonio National High School is a great example of huge population of

students that allows them to learn Sex Education. It is disturbing that students do
not know what is being teach under Sex Education and how would it help their
lives in the future. Commonly, cases of early pregnancy are rated under 15 – 18
years old and is a Grade 10 students.

3
Janvic Mateo (The Philippine Star): DepEd: Comprehensive sex education to develop responsible youth
(August 2018)
 With the contents of the related explanations, this study explores how levels
of understanding about Sex Education of Grade – 10 Students in San Antonio
National High School differ from one to the other.

Background of the Study

Present day Education has been related with the cognizance of Sexuality
agreeing in the age of students. The lessons are structured in apportionment of
evaluation level depending how youthful or old an understudy is.

The reformation of the Education System is connected in the rising dangers

and predicament in the general public. It is because of the absence of
comprehension of students in Sexuality. Moreover, the previous Education System
only just concentrates in the forbearance of sexual activities.

4
Sex education is high quality teaching and learning about a broad variety
of topics related to sex and sexuality, exploring values and beliefs about those
topics and gaining the skills that are needed to navigate relationships and manage
one’s own sexual health. Sex education may take place in schools, in community
settings, or online.

The various topics being taught in the subject supplements facts a student
should know and should be aware of to avoid dilemmas that might rise in the
future. Students that are unequipped with knowledge and skills later on acquire
sexually transmitted diseases. To cease the problem, the Department of Education
takes actions and creates a memorandum.

5
Sex education is a very important pillar in a child’s development. What a
child learns during these times, paves the road for their future sexual behavior.

4
Planned Parenthood: https://www.plannedparenthood.org/learn/for-educators/what-sex-education
5
Natalie McConkey: Sex Education Background of Students at MSU, Mankato Prior to Enrollment at the
University (December 2013)
With the high rates of teen pregnancy and sexually transmitted diseases, it is
obvious that something isn’t working. There needs to be a universal evaluation
conducted on the current curricula implemented in schools today. From there we
can determine what is working and what is not (Monahan, 2001).
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.
According to the 6‘The 2013 Young Adult Fertility & Sexuality (YAFS4)
Study’, since 1994, there has been a rise in the proportion of 18-24 old youth
having sex before the age of 18. For males, socio-economic status and educational
levels are positively correlated with early sexual initiation while the reverse is true
for females. Urbanization appears to be positively correlated with early sexual
initiation with NCR respondents having the highest figure at 30.6% while ARMM
had 15.6%. Data on premarital sex show that males edge females by around 7%
(35.5% vs. 28.7%). More than half of older cohort (54.3%) engaged in premarital
sex. From 1994 to 2013, there has been an upward shift in the prevalence of
premarital sex from 17.9% to 32.2%. For males, NCR, Central Luzon and Central
Visayas top the list at 48.6%, 43.2%, and 40.3% respectively. For females, Davao,
CAR, and Central Luzon lead at 37.7%, 37.1%, and 35.7% respectively. The
ARMM stands out for both males and females with low scores at 6.2% and 7.1%,
respectively. The next lowest regional values for males are in the upper 20% range
and lower 20% range for females.
The engagement of a student particularly ages from 15 to 19 to sexual risks
depends on what they know about Sex Education. The lower the awareness they
have, the higher risks they could get. It is an inversely proportional scenario.
Assessing the knowledge of the youth towards Sex Education will create an
overview of how effective the materials are use and the strategies being utilize.
It is disturbing that the awareness of student merely influences their future
actions and decisions in life and is later on will contribute to the never ending
problem about sexual issues here in the country.

6
Nimfa B. Ogena, Ph. D.: The 2013 Young Adult Fertility & Sexuality (2013)
Conceptual Framework

The diagram below shows how the study will be conducted. It will
determine the range of awareness of Grade – 10 students about Sex Education.
The Identification of Student’s Levels of Understanding will function as the
process to come up with an output of enhanced student’s critical thinking towards
the Sex Education.

INPUT PROCESS OUTPUT

Determining the
The identification
Levels of Improved and
of students' Levels
Understanding of enhanced Critical
of Understanding
Grade - 10 thinking of
is outdone through
Students towards student towards
the usage of
Sex Education Sex Education
questionnaire
Curriculum

Statement of the Problem

This study focuses on identifying the levels of awareness of Grade – 10

Students in San Antonio National High School considering that the present
Education System includes the integration of Sex Education in the Curriculum.

Likewise, this paper is being formulated aiming to provide to provide

answers to the following questions:

1. What is the personal information of the respondents?

 1.1 Age
1.2 Gender
1.3 Grade level

2. Do the respondents have prior knowledge in Sex Education?

3. Where did the student acquire their prior knowledge in Sex Education?

3.1 Schoolmate or Classmate

3.2 Subject Teacher
3.3 Parents

4. What subjects manifest Learning Competencies about Sex Education?

4.1 Social Study

4.2 Science
4.3 Values Education
4.4 M.A.P.E.H.

5. What bases of evaluation are effective in assessing the learning of students

about Sex Education?

5.1 Homework
5.2 Quizzes
5.3 Post Examinations

6. What are the rubrics in assessing the levels of awareness of students about
Sex Education?

6.1 Most Aware – Understand clearly, with high mastery of topics,

can share to others what have learned, define using new and own
words

6.2 Aware – Know the concepts, with mastery of the topics, can
define in own words

6.3 Moderately Aware – Know most concepts and define clearly

6.4 Slightly Aware – Know some concepts but can’t clearly define
6.5 Unaware – No understanding at all
Scope and Delimitation of the Study

The researcher is basically concern with the identification of the Levels of

Understanding of Students about Sex Education to the Grade – 10 Students of San
Antonio National High School and the elements influencing the phenomenon. The
study includes the student’s personal information such as age, gender, section and
grade level, and their awareness about Sex Education.

The study will be conducted to students of San Antonio National High

School which is covered the Grade – 10 Students that are enrolled in the Academic
Year 2017 to 2018, comprising of 50 students of San Antonio National High
School of 25 males and 25 females which will provide information through a
given questionnaire.

The paper is limited on the student’s awareness and factors with

regards to the levels of understanding about Sex Education in the students of San
Antonio National High School primarily the Grade – 10 Students, the questions
that might arise in relation to the study’s survey questionnaires that are beyond the
study’s objectives are not to be answered and elaborated in this study.

The research is to be conducted from November 2018 to June 2019.

Definition of Terms

 Sex Education – is one of the subject that deals with the

comprehension of Sexuality given to students
 Sexuality – is the preference, orientation and feelings of a person
towards other and it is just part of who the person is, whether he or
she be physically, emotionally & sexually attracted to males,
females, or even both. 
 Levels of Awareness – are the set of rubrics to identify the ranges of
knowledge about a given topic.
 Classifications – are the categories of organized chronologically
according to the highest to the lowest.
 Curriculum – are the set of lessons given to a specific course aiming
to teach students knowledge they must learn.
 Competencies – are the combination of assessable and observable
knowledge, skills, abilities, and personal attributes to attain a success
in doing a course
 Sexuality Education – is the instruction of issues relating to human
sexuality, including emotional relations and responsibilities, human
sexual anatomy, sexual activity, sexual reproduction, age of consent,
reproductive health, reproductive rights, safe sex, birth control and
sexual abstinence
 Awareness – is the consciousness of someone towards a specific
topic with the ability to express its explanation.
 Integration – is the combination or mixing of techniques, skills, and

abilities to become more effective and successful in teaching

 Basis of evaluation – are sets of process or actions that is meant to

assess or determine the knowledge accordingly

 Most Aware – Understand clearly, with high mastery of topics, can

share to others what have learned, define using new and own words
 Aware – Know the concepts, with mastery of the topics, can define
in own words
 Moderately Aware – Know most concepts and define clearly
 Slightly Aware – Know some concepts but can’t clearly define
 Unaware – No understanding at all
 Chapter II

Review of Related Literature and Studies

This chapter aims to acknowledge literature and studies, both foreign and
local, which have the valuable information needed with regards to the problems
and objectives of the study.

Foreign Literature
7
Several decades of research have identified the contributions of
psychosocial influences on adolescent and young adult sexual behavior; however,
few studies have examined parental and peer influence and sexual values during
the transition from high school to college. The current study tested the influence of
sexual values and perceived awareness and caring (PAC), or beliefs about how
much parents and peers know and care about students’ behavior, on sexual
behavior during this transitional period.

According to the authors, parents and peers are great contributors to the
youth’s perception towards Sex education. It is more influential which information
comes from the people a youth trusted. This becomes a foundation to what they
are going to learn in a formal classroom setup. Also, what they parents or peers tell
them will also reflect to their behavior and understanding. It is a great deal to the
society what a youth know and what they must learn along the process.

8
In Turkey, it is assumed that primary and early sources of sexual
information are mainly peers and media. Families and schools are not main
suppliers of subsequent sex education. The influence of media and peer are
predominantly involved in wrong information and negative consequences (Genc &
Ogretir, 2001). Knowledge of sex issues such as unprotected sex, early sexual
initiation, and premarital sex are especially low among female adolescents. As a
result, detrimental consequences of negative sexugal behavior such as induced
abortion and unplanned pregnancies have been increasing among adolescents in
Turkey (Aras, Orçin, Ozan, & Semin, 2007). In short, the major factors
influencing Turkish adolescent sexual behavior are culture, religion, poverty, and
7
Reagan R. Wetherill, Dan J. Neal, Kim Fromme: Parents, Peers, and Sexual Values Influence
Sexual Behavior During the Transition to College (January 2018)
8
Ogretir-Ozcelik, Ayse Dilek, Ersoy, Ozlem: Sexual knowledge levels among university
students in Turkey: A survey research (January 2017)
the absence of sex education both in schools and at home. It is a contentious issue
to approach sexuality and sex education in many Muslim countries including
Turkey (Ozan, Aras, Semin, & Orcin, 2005).

According to the study of Ogretir and AyseDilek, the prior knowledge

about Sex Education do not primarily comes from Parents and relatives but
instead, from peers and media. It is said that information from the sources often
have negative consequence and do not supply the appropriate knowledge they
must know. Knowledge that peers and media provide always isn’t enough and
inaccurate. There are instances that information which are not enough drives the
youth to engagement of premarital sex, sexual initiation and more.
9
Sexual drive is a part of natural development initiating with sexual
curiosity in childhood followed by a sudden interest in exploring his/her sexual
organs and peers’ bodies in adolescence as well. During this period, there may be
societal and parental concerns in which lack of sufficient education about
adolescents’ sexual issues may be mentioned. In religious communities like Iran,
there are specific sexual norms and morality. Therefore, it seems that Muslim
parents or individuals and the media, which communicate with teenagers, cannot
pose sexual issues among them conveniently or they may feel uncomfortable to
give sexual training to their children and teenagers. Transcultural studies show that
human sexual behavior, in addition to biological factors, is strongly affected by
culture.

According to the study, during adolescence, there are issues that are linked
in lack of enough education about sexual issues from the society and parents.
There are restrictions and inhibitions when it comes to sexual education because of
society’s norms and beliefs.
10
The traditional teaching approach widely used in secondary school
education was used in this study. The Form I teacher followed the school schedule
for sexual education instruction and conducted traditional sexual health education
in the classroom according to the school curricula. Several activities took place
during classroom teaching, such as class discussions, group buzzing, and group
work, in addition to individual assignments. Sexual health education teaching
9
Ayyoub Malek, Ali Reza Shafiee-Kandjani, et.al: Sexual Knowledge among High School
Students in Northwestern Iran (June 2012)
10
Hussein Haruna, Xiao Hu, Samuel Kai Wah Chu, Robin R. Mellecker, Goodluck Gabriel, and
Patrick Siril Ndekao: Improving Sexual Health Education Programs for Adolescent Students
through Game-Based Learning and Gamification (September 2018)
content was also made available to the students in study areas. The teacher
assessed students’ activities through discussions and marked their individual
assignments.

According to the authors, the traditional method includes the assessment of

a teacher on student through assignments or homework. Teachers also use quizzes
and post examination to determine how far they have learned all throughout the
course. Teachers use the traditional method long time ago.

Local Literature
11
The teaching program should follow a thematic development that starts in
Grade 5 (age 10 or the usual onset puberty) with the self and sexuality, and
culminates in Grade 12 (age 18 or the usual onset of pre-adulthood) with the more
complex issues related to human sexuality and population. To reiterate, the
difference between this subject and others in the curriculum is the former’s deeply
delicate content and its profoundly personal impact on the student, hence the
significance of age appropriateness in curricular planning.

According to the authors, teaching Sex Education should be age

appropriate. And start at early age. There are topics that should be taught during
elementary days in accordance to introduction of Sex Education to students. As
years go by, the topics become more complex and also focus on the issues linking
to society with human sexuality.
12
The core topics will be integrated in learning areas such as Music, Arts,
Physical Education and Health; Araling Panlipunan; Edukasyon sa Pagpapakatao;
Science; and Personal Development.

According to The Philippine Star, Sex Education are in the subject area of
M.A.P.E.H., Social Study, ESP, Science and Personal Development. These
subjects have various topics that are appropriate to student and have a high
complexity that should be thoroughly taught.

11
Antonio N. Torralba, Chelina de Trinos-Gutierrez, Lora Tan-Garcia: Sexuality Education 101
(Education in Love, Sex and Life) (2014)
12
Janvic Mateo (The Philippine Star): DepEd: Comprehensive sex education to develop
responsible youth (August 2018)
 13
Several studies show that the sources of information available to teens as
regards sexuality are incomplete and inappropriate. A study in Costa Rica
concludes that a more complete biological information is received compared to
affective information. Furthermore, the same study reports that educational
institutions are the most frequently used source, while the family stands in second
place. A Spanish research calls attention to the fact that almost half of the youth
between ages 18 and 29 describe communication with their parents on sexual
matters as inexistent (25.9%) and unsatisfactory (20.6%). While parents are the
youth's favorite source of information, the youth in actuality turn to friends or
partners for information

According to the journal, in different perspectives, sources of information

come from peers, partners and parents. They imply knowledge which may
understand in the other way around. Mostly, youths’ communication on sexual
matters with their parents is described as vague. It is because of personal issues
such as rebellion and inhibitions of what may the parents think and the
misconception towards Sexuality.
14
HUMAN SEXUALITY TEACHER. This does not mean, however, that
there are no teachers particularly of sexuality education. There are: those teaching
specific lesson on self, on home and family life, on friendship and social life… in
a specific grade level, in a specific classroom, within a specific class period, with
specific class duration and frequency, and using specific and appropriate
methodology. But maybe, it can be said correctly that these teaching-learning
experiences are the most compelling to teacher and to the student, because the
subject matter pertains to the most intimate recesses of one’s person, where the
pupil or student finds his or her greatest joys, greatest travails, greatest sorrows,
greatest challenges.

According to the book, a teacher is an important foundation of a student in

learning Sex Education. There is no specific sexuality education teacher rather, a
teacher that could teach different aspect in self, home, family life and more. It is
much of reality than what is taught through books. A teacher that teach with
experience serve as lesson plan.

13
Jokin de Irala, Alfonso Osorio, Cristina López del Burgo, Vina A Belen, Filipinas O de
Guzman, María del Carmen Calatrava1 and Antonio N Torralba: Relationships, love and
sexuality: what the Filipino teens think and feel (August 2009)
14
Antonio N. Torralba, Chelina de Trinos-Gutierrez, Lora Tan-Garcia: Sexuality Education 101
(Education in Love, Sex and Life) (2014)
 METHODOLOGY

The method used by the researcher in accumulating and examining the data
was identified. The strategy conducted by the researcher was also further
elaborated in this section.

Research Design

This study is a quantitative research that made used of the Descriptive

Research Design. Under the Descriptive Evaluative Studies, the type of design in
the data gathered through survey questionnaires were administered to the
respondents to identify the levels of understanding of Grade – 10 students about
Sex Education. According on the opinions of the respondent’s criterion measures
were needed for this study.

Research Locale

The quantitative research was conducted at San Antonio National High

School located at Barangay San Gregorio, San Antonio, Zambales, Philippines

The Respondents

The respondents’ total number of respondents were 30 Grade – 10 Students

of different sections. These includes 2 from Newton, 25 from Pascal, 1 from Dyne,
and 2 from Joule with a total of 14 girls and 16 boys with an age ranging from
14 to 18.
Data Gathering Procedures

This study is quantitative study in a form of questionnaires. The data

gathered were analyzed and tabulated to attain the information needed for the
study.

The Researcher distributed questionnaires to Grade – 10 students of San

Antonio National High School.

The Research Instrument and Technique

The instrument used in this study were survey questionnaires aided in

determining the ranges of understanding among Grade – 10 students about Sex
Education in San Antonio National High School.

In connection, the data gathering strategy, each of the respondents were

given a survey questionnaire in order to determine their perception about topics
that are under the subject of Sex Education

The survey questionnaire comprises of two parts. The first part is an eight item
multiple choice questions. The second part, on the other hand was composed of
sixteen categories that needed to be rated from highest to lowest (1 for the highest
and 3 for the lowest) These questions are categories with relation to that studies
’objective.

Data Analysis

Summary of the survey results is presented in tabular forms. To answer the

specific problem started earlier, the results will be treated by statistical measures.
The distribution of frequency and percentage or proportion will be used as
statistical treatment on the data gathered and interpreted results will be the basis of
drawing conclusions.
The formula for determining the percentage or proportion is

x
p= n

Where:

p = percentage/proportion

x = number of sample elements

n = sample size
 Chapter IV

Presentation, Analysis, Interpretation of Data

This chapter presents the data gathered in the study. It contains treated
calculations of the frequency and percentage distribution obtained together with
the corresponding interpretation of the results. It enables the researcher to assess
the perception of Grade – 10 Students about Sex Education in San Antonio
National High School.

Table 1 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Section
Section Frequency Percentage (%)
Newton 2 6.67%
Pascal 25 83.33%
Dyne 1 3.33%
Joule 2 6.67%
TOTAL 30 100%

Table 1 shows the frequency and percentage distribution of the SANHS

Grade – 10 Students according to section on which Newton has a frequency of 2
out of 30 respondents with a percentage of 6.67%. Pascal has a frequency of 25
out of 30 respondents with a percentage of 83.33%. Dyne has a frequency of 1 out
of 30 respondents with a percentage of 3.33% and Joule has a frequency of 2 out
of 30 respondents with a percentage of 6.67%.

Table 2 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Age
Age Frequency Percentage
 14 2 6.67%
15 14 46.67%
16 8 26.67%
17 5 16.67%
18 1 3.33%
TOTAL 30 100%

Table 2 shows the frequency and percentage distribution of SANHS Grade

– 10 Students according to age on which 14 has a frequency of 2 out of 30
respondents with a percentage of 6.67%.15 has a frequency of 14 out of 30
respondents with a percentage of 46.67%. 16 has a frequency of 8 out of 30
respondents with a percentage of 26.67%.17 has a frequency of 5 out of 30
respondents with a percentage of 16.67% and 18 has a frequency of 1 out of 30
respondents with a percentage of 3.33%.

Table 3 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Gender
Gender Frequency Percentage
Male 16 53.33%
Female 14 46.67%
TOTAL 30 100%

Table 3 shows the frequency and percentage distribution of SANHS Grade

– 10 Students according to gender on which male has a frequency of 16 out of 30
respondents with a percentage of 53.33% and female has a frequency of 14 out of
30 respondents with a percentage of 47.57%.
 Table 4 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Whether or not know Sex Education
Particulars Frequency Percentage
Yes 22 73.33%
No 8 26.67%
TOTAL: 30 100%

Table 4 shows the frequency and percentage distribution of SANHS Grade

– 10 Students according to whether or not know Sex Education on which those
who answered YES has a frequency of 22 out of 30 respondents with a percentage
of 73.33% and those who answered NO has a frequency of 8 out of 30 respondents
with a percentage of 26.67%.

Table 5 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Where Prior Knowledge Comes From
Particulars Frequency Percentage
Schoolmate 6 20%
Subject Teacher 17 56.67%
Parents 1 3.33%
Classmate 3 10%
Peers 3 10%
TOTAL: 30 100%
Table 5 shows the frequency and percentage distribution of SANHS Grade
– 10 Students according to where prior knowledge comes from on which
Schoolmate has a frequency of 6 out of 30 respondents with a percentage of 20%.
Subject Teacher has a frequency of 17 out of 30 respondents with a percentage of
56.67%. Parents have a frequency of 1 out of 30 respondents with a percentage of
3.33%. Classmate has a frequency has a frequency of 3 out of 30 respondents with
a percentage of 10% and peers has a frequency of 3 out of 30 respondents with a
percentage of 10%.
 Table 6 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Subjects that Manifest Sex Education
Particulars Frequency Percentage
Social Study 2 6.67%
Values Education 3 10%
Science 16 53.33%
M.A.P.E.H. 9 30%
TOTAL: 30 100%

Table 6 shows the frequency and percentage distribution of SANHS Grade

– 10 Students According to Subjects that Manifest Sex Education on which Social
Study has a frequency of 2 out of 30 respondents with a percentage of 6.67%.
Values Education has a frequency of 3 out of 30 respondents with a percentage of
10%. Science has a frequency of 16 out of 30 respondents with a percentage of
53.33% and M.A.P.E.H. has a frequency of 9 out of 30 respondents with a
percentage of 30%.

Table 7 Frequency and Percentage Distribution of Grade - 10 Students

According to Open Relationship about Sexuality to Parents
Particulars Frequency Percentage
Yes 7 23.33%
No 23 76.67%
TOTAL: 30 100%

Table 7 shows the frequency and percentage distribution of Grade – 10

Students according to open relationship about sexuality to parents on which those
who answered YES has the frequency of 7 out of 30 respondents with a percentage
of 23.33% and those who answered NO has a frequency of 23 out of 30
respondents with a 76.67%.
 Table 8 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge from Schoolmates
Particulars Frequency Percentage
Yes 9 30%
No 21 70%
TOTAL: 30 100%

Table 8 shows the frequency and percentage distribution of Grade – 10

Students according to knowledge from schoolmates on which those who answered
YES has the frequency of 9 out of 30 respondents with a percentage of 30% and
those who answered NO has a frequency of 21 out of 30 respondents with a 70%.

Table 9 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Knowledge from Peers
Particulars Frequency Percentage
Yes 8 26.67%
No 22 73.33%
TOTAL: 30 100%

Table 9 shows the frequency and percentage distribution of Grade – 10

Students according to knowledge from peers on which those who answered YES
has the frequency of 8 out of 30 respondents with a percentage of 26.67%% and
those who answered NO has a frequency of 22 out of 30 respondents with a
73.33%.
 Table 10 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Rubrics Use in Assessing their Understanding about
Sex Education
Particulars Frequency Percentage
Quiz 14 46.67%
Post Examination 14 46.67%
Homework 2 6.67%
TOTAL: 30 100%

Table 10 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to rubrics use in assessing their understanding about Sex
Education on which Quiz has a frequency of 14 out of 30 respondents with a
percentage of 46.67%. Post Examination has a frequency of 14 out of 30
respondents with a percentage of 46.67% and Homework has a frequency of 2 out
of 30 respondents with a percentage of 6.67%.

Table 11 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Knowledge about Pills
Particulars Frequency Percentage
Unaware 13 43.33%
Slightly Aware 10 33.33%
Moderately Aware 5 16.67%
Aware 2 6.67%
Most Aware 0 0%
TOTAL: 30 100%

Table 11 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Pills on which Unaware has a
frequency of 13 out of 30 respondents with a percentage of 43.33%. Slightly
Aware has a frequency of 10 out of 30 respondents with a percentage of 33.33%.
Moderately Aware has a frequency of 5 out of 30 respondents with a percentage of
16.67%. Aware has a frequency of 2 out of 30 respondents with a percentage of
6.67% and Most Aware has a frequency of 0 out of 30 respondents with a
percentage of 0%.
 Table 22 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Injectable
Particulars Frequency Percentage
Unaware 16 53.33%
Slightly Aware 9 30%
Moderately Aware 5 16.67%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%

Table 12 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Injectable on which Unaware has a
frequency of 16 out of 30 respondents with a percentage of 53.33%. Slightly
Aware has a frequency of 9 out of 30 respondents with a percentage of 30%.
Moderately Aware has a frequency of 5 out of 30 respondents with a percentage of
16.67%. Aware has a frequency of 0 out of 30 respondents with a percentage of
0% and Most Aware has a frequency of 0 out of 30 respondents with a percentage
of 0%.
 Table 33 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Female and Male Condoms
Particulars Frequency Percentage
Unaware 6 20%
Slightly Aware 13 43.33%
Moderately Aware 5 16.67%
Aware 6 20%
Most Aware 0 0%
TOTAL: 30 100%

Table 13 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Female and Male Condoms on which
Unaware has a frequency of 6 out of 30 respondents with a percentage of 20%.
Slightly Aware has a frequency of 13 out of 30 respondents with a percentage of
43.33%. Moderately Aware has a frequency of 5 out of 30 respondents with a
percentage of 16.67%. Aware has a frequency of 0 out of 30 respondents with a
percentage of 0% and Most Aware has a frequency of 0 out of 30 respondents with
a percentage of 0%.
 Table 44 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Emergency Pills
Particulars Frequency Percentage
Unaware 18 60%
Slightly Aware 10 33.33%
Moderately Aware 0 0%
Aware 2 6.67%
Most Aware 0 0%
TOTAL: 30 100%

Table 14 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Emergency Pills on which Unaware
has a frequency of 18 out of 30 respondents with a percentage of 60%. Slightly
Aware has a frequency of 10 out of 30 respondents with a percentage of 33.33%.
Moderately Aware has a frequency of 0 out of 30 respondents with a percentage of
0%. Aware has a frequency of 2 out of 30 respondents with a percentage of 6.67%
and Most Aware has a frequency of 0 out of 30 respondents with a percentage of
0%.
 Table 55 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Withdrawal
Particulars Frequency Percentage
Unaware 20 66.67%
Slightly Aware 5 16.67%
Moderately Aware 4 13.33%
Aware 1 3.33%
Most Aware 0 0%
TOTAL: 30 100%

Table 15 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Withdrawal on which Unaware has a
frequency of 20 out of 30 respondents with a percentage of 66.67%. Slightly
Aware has a frequency of 5 out of 30 respondents with a percentage of 16.67%.
Moderately Aware has a frequency of 4 out of 30 respondents with a percentage of
13.33%. Aware has a frequency of 1 out of 30 respondents with a percentage of
3.33% and Most Aware has a frequency of 0 out of 30 respondents with a
percentage of 0%.
 Table 66 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Periodic Abstinence of Rhythm
Particulars Frequency Percentage
Unaware 22 73.33%
Slightly Aware 6 20%
Moderately Aware 2 6.67%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%

Table 16 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Periodic Abstinence of Rhythm on
which Unaware has a frequency of 22 out of 30 respondents with a percentage of
73.33%. Slightly Aware has a frequency of 6 out of 30 respondents with a
percentage of 20%. Moderately Aware has a frequency of 2 out of 30 respondents
with a percentage of 6.67%. Aware has a frequency of 0 out of 30 respondents
with a percentage of 0% and Most Aware has a frequency of 0 out of 30
respondents with a percentage of 0%.
 Table 77 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about STI and STD
Particulars Frequency Percentage
Unaware 18 60%
Slightly Aware 7 23.33%
Moderately Aware 5 16.67%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%

Table 17 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about STI and STD on which Unaware has
a frequency of 18 out of 30 respondents with a percentage of 60%. Slightly Aware
has a frequency of 7 out of 30 respondents with a percentage of 23.33%.
Moderately Aware has a frequency of 5 out of 30 respondents with a percentage of
16.67%. Aware has a frequency of 0 out of 30 respondents with a percentage of
0% and Most Aware has a frequency of 0 out of 30 respondents with a percentage
of 0%.
 Table 88 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about AIDS
Particulars Frequency Percentage
Unaware 11 36.67%
Slightly Aware 10 33.33%
Moderately Aware 3 10%
Aware 6 20%
Most Aware 0 0%
TOTAL: 30 100%

Table 18 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about AIDS on which Unaware has a
frequency of 11 out of 30 respondents with a percentage of 36.67%. Slightly
Aware has a frequency of 10 out of 30 respondents with a percentage of 33.33%.
Moderately Aware has a frequency of 3 out of 30 respondents with a percentage of
10%. Aware has a frequency of 6 out of 30 respondents with a percentage of 20%
and Most Aware has a frequency of 0 out of 30 respondents with a percentage of
0%.
 Table 99 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Detection of STI and STD
Particulars Frequency Percentage
Unaware 20 66.67%
Slightly Aware 9 30%
Moderately Aware 1 3.33%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%

Table 19 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Detection of STI and STD on which
Unaware has a frequency of 20 out of 30 respondents with a percentage of
66.67%. Slightly Aware has a frequency of 9 out of 30 respondents with a
percentage of 30%. Moderately Aware has a frequency of 1 out of 30 respondents
with a percentage of 3.33%. Aware has a frequency of 0 out of 30 respondents
with a percentage of 0% and Most Aware has a frequency of 0 out of 30
respondents with a percentage of 0%.

Table 20 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Knowledge about Examples of STD
Particulars Frequency Percentage
 Unaware 20 66.67%
Slightly Aware 6 20%
Moderately Aware 4 13.33%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%

Table 20 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Examples of STD on which Unaware
has a frequency of 20 out of 30 respondents with a percentage of 66.67%. Slightly
Aware has a frequency of 6 out of 30 respondents with a percentage of 20%.
Moderately Aware has a frequency of 4 out of 30 respondents with a percentage of
13.33%. Aware has a frequency of 0 out of 30 respondents with a percentage of
0% and Most Aware has a frequency of 0 out of 30 respondents with a percentage
of 0%.
 Table 21 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Changes during Puberty
Particulars Frequency Percentage
Unaware 6 20%
Slightly Aware 10 33.33%
Moderately Aware 5 16.67%
Aware 5 16.67%
Most Aware 4 13.33%
TOTAL: 30 100%

Table 21 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Changes during Puberty on which
Unaware has a frequency of 6 out of 30 respondents with a percentage of 20%.
Slightly Aware has a frequency of 10 out of 30 respondents with a percentage of
33.33%. Moderately Aware has a frequency of 5 out of 30 respondents with a
percentage of 16.67%. Aware has a frequency of 5 out of 30 respondents with a
percentage of 16.67% and Most Aware has a frequency of 4 out of 30 respondents
with a percentage of 13.33%.
 Table 22 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Menstrual Cycle
Particulars Frequency Percentage
Unaware 10 33.33%
Slightly Aware 8 26.67%
Moderately Aware 5 16.67%
Aware 5 16.67%
Most Aware 2 6.66%
TOTAL: 30 100%

Table 22 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Menstrual Cycle on which Unaware
has a frequency of 10 out of 30 respondents with a percentage of 33.33%. Slightly
Aware has a frequency of 8 out of 30 respondents with a percentage of 26.67%.
Moderately Aware has a frequency of 5 out of 30 respondents with a percentage of
16.67%. Aware has a frequency of 5 out of 30 respondents with a percentage of
16.67% and Most Aware has a frequency of 2 out of 30 respondents with a
percentage of 6.67%.
 Table 23 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Stages during Pregnancy
Particulars Frequency Percentage
Unaware 10 33.33%
Slightly Aware 14 46.67%
Moderately Aware 5 16.67%
Aware 1 3.33%
Most Aware 0 0%
TOTAL: 30 100%

Table 22 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Stages during Pregnancy on which
Unaware has a frequency of 10 out of 30 respondents with a percentage of
33.33%. Slightly Aware has a frequency of 14 out of 30 respondents with a
percentage of 46.67%. Moderately Aware has a frequency of 5 out of 30
respondents with a percentage of 16.67%. Aware has a frequency of 1 out of 30
respondents with a percentage of 3.33% and Most Aware has a frequency of 0 out
of 30 respondents with a percentage of 0%.
 Table 24 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Risks of Early Pregnancy
Particulars Frequency Percentage
Unaware 7 23.33%
Slightly Aware 12 40%
Moderately Aware 5 16.67%
Aware 3 10%
Most Aware 3 10%
TOTAL: 30 100%

Table 24 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Risks of Early Pregnancy on which
Unaware has a frequency of 7 out of 30 respondents with a percentage of 23.33%.
Slightly Aware has a frequency of 12 out of 30 respondents with a percentage of
40%. Moderately Aware has a frequency of 5 out of 30 respondents with a
percentage of 16.67%. Aware has a frequency of 3 out of 30 respondents with a
percentage of 10% and Most Aware has a frequency of 3 out of 30 respondents
with a percentage of 10%.
 Table 25 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Female Reproductive System
Particulars Frequency Percentage
Unaware 9 30%
Slightly Aware 10 33.33%
Moderately Aware 8 27.67%
Aware 3 10%
Most Aware 0 0%
TOTAL: 30 100%

Table 25 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Menstrual Cycle on which Unaware
has a frequency of 9 out of 30 respondents with a percentage of 30%. Slightly
Aware has a frequency of 10 out of 30 respondents with a percentage of 33.33%.
Moderately Aware has a frequency of 8 out of 30 respondents with a percentage of
27.67%. Aware has a frequency of 3 out of 30 respondents with a percentage of
10% and Most Aware has a frequency of 0 out of 30 respondents with a
percentage of 0%.
 . Table 26 Frequency and Percentage Distribution of SANHS Grade - 10
Students According to Knowledge about Male Reproductive System
Particulars Frequency Percentage
Unaware 6 20%
Slightly Aware 11 36.67%
Moderately Aware 7 23.33%
Aware 6 20%
Most Aware 0 0%
TOTAL: 30 100%

Table 22 shows the frequency and percentage distribution of SANHS Grade

- 10 Students according to knowledge about Male Reproductive System on which
Unaware has a frequency of 6 out of 30 respondents with a percentage of 20%.
Slightly Aware has a frequency of 11 out of 30 respondents with a percentage of
36.67%. Moderately Aware has a frequency of 7 out of 30 respondents with a
percentage of 23.33%. Aware has a frequency of 6 out of 30 respondents with a
percentage of 20% and Most Aware has a frequency of 0 out of 30 respondents
with a percentage of 0%.
 CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter includes summarized findings and its analogy and

interpretation. This also includes the conclusion of the research and the
recommendations according to the findings.

Specifically, this chapter attempts to answer the statement of the problem:

1. What is the personal information of the respondents?

1.4 Age
1.5 Gender
1.6 Grade level

2. Do the respondents have prior knowledge in Sex Education?

3. Where did the student acquire their prior knowledge in Sex Education?

3.1 Schoolmate or Classmate

3.2 Subject Teacher
3.3 Parents

4. What subjects manifest Learning Competencies about Sex Education?

4.1 Social Study

4.2 Science
4.3 Values Education
4.4 M.A.P.E.H.

5. What bases of evaluation are effective in assessing the learning of students

about Sex Education?

5.1 Homework
5.2 Quizzes
5.3 Post Examinations
 6. What are the rubrics in assessing the levels of awareness of students about
Sex Education?

6.1 Most Aware – Understand clearly, with high mastery of topics,

can share to others what have learned, define using new and own
words

6.2 Aware – Know the concepts, with mastery of the topics, can
define in own words

6.3 Moderately Aware – Know most concepts and define clearly

6.4 Slightly Aware – Know some concepts but can’t clearly define

6.5 Unaware – No understanding at all

Summary of Findings

The Age of Grade – 10 respondents was in the age of 14 having a frequency

of 2 out of 30 with a percentage 6.67%, 15 having a frequency of 14 out of 30
respondents with a percentage of 46.67%, 16 having a frequency of 8 out of 30
respondents with a percentage of 26.67%, 17 having a frequency of 5 out of 30
respondents with a percentage of 16.67% and 18 having a frequency of 1 out of 30
respondents with a percentage of 3.33%.

The Gender population of the Grade – 10 students of San Antonio National

High School wherein 46.67% female with the total number of 14 and 53.33% male
with the total number of 16 which dominated the entire population of the
respondents with the total number of 30.

Majority of the respondents is in the section of Pascal having a frequency of

25 out of 30 respondents with a percentage of 83.33%, Newton and Joule has the
same frequency of 2 out of 30 respondents with a percentage of 6.67% and Dyne
has a frequency of 1 out of 30 respondents with a percentage of 3.33%.
 Majority of the respondents answered that they know what Sex Education is
with a percentage of 73.33%.

Majority of the respondents’ prior knowledge comes from their subject

teacher with a percentage of 56.67%. The remaining percentage comes from
schoolmate with a percentage of 20%, classmate and peers with the same
percentage of 10% and parents with the lowest percentage of 3.33%.

Majority of the respondents believed that Sex Education is encounter in

Science with the percentage of 53.33%. Second is M.A.P.E.H. with 30%, Values
Education with 10% and Social Study with 6.67% of the total.

Majority of the respondents answered that they are not comfortable talking
about their Sexuality with their parents with a percentage of 76.67%.

Majority of the respondents answered that their classmates do not impart

them with knowledge of usage of condom, sex or even contraception with a
percentage of 73.33%.

Majority of the respondents answered that their schoolmates do not impart

them with knowledge on issues linking to sexual intercourse such as STI and STD
or even about Sex with a percentage of 70%.

Majority of the respondents answered that their peers do not impart them
with knowledge on sex, changes in the body during puberty, STI, STD or even
emotional relationships with a percentage of 63.33% and the rest answers have a
percentage of 36.67%.

The respondents believed that both quiz and post examination is used to
evaluate their knowledge about Sex Education with a percentage of 46.67% and
the remaining 6.67% answered that homework is also used for evaluation.
 Majority of the respondents are unaware of contraception called Pill with a
percentage of 43.33% and slightly aware with 33.33%. The remaining percentage
falls out to moderately aware with 16.67%, and aware with 6.67%. Most aware
has a 0% of the total.

Only 3 categories are used by the respondents to classify themselves about

knowledge on injectable, unaware with 53.33% of the total, slightly aware with
30% and moderately aware with 16.67% of the total. The two remaining category
has a 0%.

Majority of the respondents answered that they are slightly aware of the
usage of male and female condoms with a percentage of 43.33%, unaware and
aware has the same percentage of 20% and moderately aware has the least
percentage of 16.67%. Most aware has 0%.

Only 3 categories are used by the respondents to classify themselves about

knowledge on emergency pills, unaware has the most percentage of 60%, slightly
aware is second with 33.33% and aware with a percentage of 6.67%. Moderately
aware and Most aware has a 0%.

Majority of the respondents believed that they are unaware of withdrawal

with a percentage of 66.67%. The remaining percentage is divided into three
wherein slightly aware has 16.67%, moderately aware has 13.33% and aware has
3.33%. Most aware has a percentage of 0%.

Only 3 categories are used by the respondents to classify themselves about

knowledge on periodic abstinence or rhythm, unaware has the most percentage of
73.33%, slightly aware has 20% and moderately aware has 6.67%. Both aware and
most aware has 0%.
 Only 3 categories are used by the respondents to classify themselves about
knowledge on concept of STI and STD, unaware has the most percentage of 60%,
slightly aware has 23.33% and moderately aware has 16.67%. Both aware and
most aware has 0%.

Majority of the respondents believed that they are unaware of the treatment
or cure of AIDS with a percentage of 36.67%. Slightly aware has a percentage of
33.33%, moderately aware has 10% and aware has 20%. Most aware has 0% of
the total percentage.

Only 3 categories are used by the respondents to classify themselves about

knowledge on examples of STD, unaware has the most percentage of 66.67%,
slightly aware has 20% and moderately aware has 13.33%. Both aware and most
aware has 0%.

Majority of the respondents believed that they are slightly aware of the
stages during puberty with 33.33%. Unaware has 20% of the total while both
moderately aware and aware has 16.67% of the total percentage. Most aware has
13.33% of the percentage.

Majority of the respondents believed that they are unaware of the female’s
menstrual cycle with 33.33%. Unaware has 26.67% of the total while both
moderately aware and aware has 16.67% of the total percentage. Most aware has
6.67% of the percentage.

Majority of the respondents believed that they are slightly aware of the
stages during pregnancy with a percentage of 46.67%. Unaware has a percentage
of 33.33%, moderately aware has 16.67% and aware has 3.33%. Most aware has
0% of the total percentage.
 Majority of the respondents believed that they are slightly aware of the
risks during early pregnancy with a percentage of 40%. Unaware has a percentage
of 23.33%, moderately aware has 16.67%. Both aware and most aware has a
percentage of 10%.

Majority of the respondents believed that they are slightly aware of the
female reproductive system with a percentage of 33.33%. Unaware has a
percentage of 30%, moderately aware has 26.67% and aware has 10%. Most aware
has 0% of the total percentage.

Majority of the respondents believed that they are slightly aware of the
female reproductive system with a percentage of 36.67%. Moderately aware has a
percentage of 23.33%. Both unaware and aware has a percentage of 20%. Most
aware has 0% of the total percentage.

Conclusions

Based on the findings of the study, the researcher has attained the following
conclusions and generalizations.

1. Age of Grade – 10 students mostly are 15 – 16 years old.

2. Most of the students know what Sex education is.
3. Most students’ prior knowledge about Sex Education generally comes from
their Subject teacher.
4. Majority of the students encounter Sex Education on the subject Science.
5. Generally, most students on Grade 10 are not comfortable talking their
Sexuality with their parents has no open relationship with them.
6. Majority of the students are not educated by their classmates in terms of
condoms, sex or other related topics to Sex Education.
 7. Majority of the students do not seek information or attain knowledge about
issues linking to sexual intercourse such as STI and STD or even about Sex
from their schoolmate
8. Majority of the students do not rely nor talk Sex, changes in the body
during puberty, STI, STD or even emotional relationships with their peers.
9. Subject teachers usually use Quizzes and Post Examinations as basis of
evaluation to students for Sex Education.
10. Grade – 10 students has the lowest understanding about Sex Education.
Generally, students are unaware of the topics being discuss under the
subject such as STI, STD, risks of early pregnancy, reproductive system of
male and female, Contraception, and many more. There are few who are
fully aware yet not enough.

Recommendations

Based on the findings and conclusions presented, the researcher has arrived
at the following recommendations:

1. A seminar that involves teachers and parents on how should a student

educate with Sex Education.
2. Encourage the Department of Education to further create and strengthen
policies and programs that will promote Sex Education to every school or
even homes in the country.
3. Creating new techniques and ways to educate student that would fit with
their needs and satisfaction.
4. A regular symposium to students of every school that educates them about
sexual issues in the society.
 Bibliography

Books

Torralba A. N. ET. Al, (2014) Sexuality Education 101 (Education in Love, Sex
and Life), Global Creative Publishing House Corporation

Thomas S. Y. ET. AL, (2004) A Descriptive Study of the Effect of Sex Education
on the Attitudes of Young People as it Relates to Teenage Pregnancy

Jokin de Irala, Alfonso Osorio, Cristina López del Burgo, Vina A Belen, Filipinas
O de Guzman, María del Carmen Calatrava1 and Antonio N Torralba (August
2009): Relationships, love and sexuality: what the Filipino teens think and feel

Websites

https://www.pids.gov.ph/press-releases/299

https://www.academia.edu/30182206/Sexuality_Education_i-
n_Grade_School_Are_Parents_Receptive_and_Are_Teachers_Ready
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2907520/
https://psa.gov.ph/sites/default/files/attachments/BS1%20-%203%20-%20Ms.-
%20Nimfa%20B.%20Ogena.pdf
https://pidswebs.pids.gov.ph/websitecms/CDN/PUBLICATIONS/pidsdps1653.pdf
https://www.newtimes.co.rw/lifestyle/what-age-should-sex-education-begin
https://www.edutopia.org/blog/levels-of-understanding-learning-fits-all-charity-
stephens
https://danthurmon.com/five-levels-of-learning/
https://www.victoria.ac.nz/education/pdf/baxter-dudley.pdf
https://www.mbtitoday.org/the-5-levels-of-understanding
https://www.slideshare.net/sreekanthyagnamurthy/levels-of-knowledge-1\
https://academic.oup.com/her/article/17/3/327/658579
https://pdfs.semanticscholar.org/a955/115877c530b4ddd147ad3-
97cf00701065d5e.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5789459/pdf/nihms934778.pdf
https://link.springer.com/article/10.1007/s11199-005-1294-4
https://www.researchgate.net/publication/266463677_Expansion_o-
f_Fairtrade_Products_in_Chinese_Market
https://www.philstar.com/other-sections/education-and-home/-
2018/08/09/1840820/deped-comprehensive-sex-education-develop-responsible-
youth
https://www.pressreader.com/
https://pediatrics.aappublications.org/content/pediatrics/138/2/e20161348.full.pdf
https://portal.ct.gov/SDE/Publications/Sexual-Health-Education-Component-of-
Comprehensive-Health-Education/Components-of-Sexual-Health-Education
https://www.medicalnewstoday.com/articles/232363.php
https://newsinfo.inquirer.net/1017831/news-deped-leonor-briones-sex-education-
hiv-aids-youth-public-schools?utm_expid=.XqNwTug2W6nwDVUSgFJXed.1
https://newsinfo.inquirer.net/809926/sex-education-not-about-sex-deped?
utm_expid=.XqNwTug2W6nwDVUSgFJXed.1
https://www.researchgate.net/publication/51251490_Knowledge_of-
_sexual_and_reproductive_health_among_adolescents_attending_-
school_in_Kelantan_Malaysia
https://www.academia.edu/10007726/Men_Who_Have_Sex_With-
_Men_MSM_in_Iloilo_City_Philippines_Profile_Sexual_History_L-
evel_of_Knowledge_About_HIV_AIDS_and_Sexual_Risk-Taking_Behaviors?
auto=download
https://www.drdf.org.ph/sites/default/files/YAFS4%20Key%20Findings/-
YAFS4%20Key%20Findings.pdf
https://nccphilippines.org/2018/08/20/sexuality-is-taboo-in-the-philippines-heres-
how-the-church-is-breaking-that/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3434401/pdf/-
ISRN.PEDIATRICS2012-645103.pdf
http://consortiacademia.org/wp-content/uploads/IJRSP/IJRSP_v6i1/1739_final.pdf
https://www.philstar.com/other-sections/education-and-home/-
2018/08/09/1840820/deped-comprehensive-sex-education-develop-responsible-
youth
https://www.k12academics.com/sex-education/sex-education-united-states
https://www.k12academics.com/sex-education/morality
https://www.k12academics.com/sex-education
http://www.k12.wa.us/HIVSexualhealth/pubdocs/2011SHECurriculumReview.pdf
https://www.legco.gov.hk/research-publications/english/1718in03-sexuality-ed-
ucation-20180109-e.pdf
http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=2830&context=diss-
ertations
http://www.napavalley.edu/people/mtapiarene/Documents/English120/-
researchroughdraftsample.pdf
http://www2.uwstout.edu/content/lib/thesis/2012/2012daschelr.pdf
http://www.bestessayhelp.net/sex-education-research-paper-what-to-include-in-
your-paper.aspx
 Appendix A

The Letter of Request to Conduct the Study

May 15, 2019

______________________
______________________
______________________

Greetings of peace! The researcher is now a graduating student of College of

Hildegarde Von Bingen of San Antonio, Zambales. She is now working on her
study entitled “Levels of Understanding of Grade – 10 Students about Sex
Education in San Antonio National High School”. In this case, the respondents for
this study are the Grade – 10 Students of San Antonio National High School.

The researcher would like to ask for your participation for answering the following
questions regarding the research topic. Rest assured that all the information
gathered will be treated with outmost confidentiality.

Your answers will be a great help in the success of this study. Thank you so much.

Respectfully yours, Noted by:

Patrizia Eunice M. Lagramada Ms. Sheila Lacuesta – Ponce

STEM Student, CHVB Research Adviser
Researcher
 Appendix B

Name: ___________________________________ Age: _____

Grade and Section: _________________________ Gender: ____

I. Kindly answer the following questions honestly. Check the boxes for
your answer.

1. Do you know what Sex Education is?

YES NO

2. Where did you learn some facts about Sex Education? (Choose many if
desire)

Schoolmate Classmate

Subject Teacher Peers

Parents

3. What subjects you usually encounter lessons about Sex Education?

Social Study Science

Values Education M.A.P.E.H

4. Are you comfortable talking your Sexuality with your parents?

YES NO

5. Do your classmates ever teach you about usage of condom, sex or even
contraception?

YES NO
 6. Is one of your schoolmate talk to you about issues linking to sexual
intercourse such as STI and STD or even about Sex? (Schoolmate could
be older or younger than you)

YES NO

7. Do you often talk Sex, changes in the body during puberty, STI, STD or
even emotional relationships with you peers?

YES NO

8. How do your teacher assess your learning in your subject with Sex
Education?

Quiz

Post Examination

Homework

II. Rate the accompanying explanation dependent on how well you know
it. Choose from 1 if not aware up to 5 if fully aware. Put a check on the
number chosen.

Statements 1 2 3 4 5
Unawar Slightly Moderately Aware Most
e Aware Aware Aware

The usage of Pills

Type of
Contraception
called Injectable
Condoms for men
and women
When to use
Emergency Pills
Conception of
Withdrawal
Periodic
Abstinence or
Rhythm
The concept of STI
and STD

AIDS can be
cured?
Detection of STI
and STD
Examples of STD

Changes during
puberty
Female’s
Menstrual cycle
Stages during
Pregnancy
Risks during Early
Pregnancy
Female
Reproductive
System and its
function
Male Reproductive
System and its
function
 Appendix C

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Section
Section Frequency Percentage (%)
Newton 2 6.67%
Pascal 25 83.33%
Dyne 1 3.33%
Joule 2 6.67%
TOTAL 30 100%
 Appendix D

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Age
Age Frequency Percentage
14 2 6.67%
15 14 46.67%
16 8 26.67%
17 5 16.67%
18 1 3.33%
TOTAL 30 100%
 Appendix E

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Gender
Gender Frequency Percentage
Male 16 53.33%
Female 14 46.67%
TOTAL 30 100%
 Appendix F

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Whether or not know Sex Education
Particulars Frequency Percentage
Yes 22 73.33%
No 8 26.67%
TOTAL: 30 100%
 Appendix G

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Where Prior Knowledge Comes From
Particulars Frequency Percentage
Schoolmate 6 20%
Subject Teacher 17 56.67%
Parents 1 3.33%
Classmate 3 10%
Peers 3 10%
TOTAL: 30 100%
 Appendix H

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Subjects that Manifest Sex Education
Particulars Frequency Percentage
Social Study 2 6.67%
Values Education 3 10%
Science 16 53.33%
M.A.P.E.H. 9 30%
TOTAL: 30 100%
 Appendix I

Frequency and Percentage Distribution of Grade - 10 Students According to

Open Relationship about Sexuality to Parents
Particulars Frequency Percentage
Yes 7 23.33%
No 23 76.67%
TOTAL: 30 100%
 Appendix J

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge from Schoolmates
Particulars Frequency Percentage
Yes 9 30%
No 21 70%
TOTAL: 30 100%
 Appendix K

Table 9 Frequency and Percentage Distribution of SANHS Grade - 10

Students According to Knowledge from Peers
Particulars Frequency Percentage
Yes 8 26.67%
No 22 73.33%
TOTAL: 30 100%
 Appendix L

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Rubrics Use in Assessing their Understanding about Sex
Education
Particulars Frequency Percentage
Quiz 14 46.67%
Post Examination 14 46.67%
Homework 2 6.67%
TOTAL: 30 100%
 Appendix M

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Pills
Particulars Frequency Percentage
Unaware 13 43.33%
Slightly Aware 10 33.33%
Moderately Aware 5 16.67%
Aware 2 6.67%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix N

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Injectable
Particulars Frequency Percentage
Unaware 16 53.33%
Slightly Aware 9 30%
Moderately Aware 5 16.67%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix O

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Female and Male Condoms
Particulars Frequency Percentage
Unaware 6 20%
Slightly Aware 13 43.33%
Moderately Aware 5 16.67%
Aware 6 20%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix P

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Emergency Pills
Particulars Frequency Percentage
Unaware 18 60%
Slightly Aware 10 33.33%
Moderately Aware 0 0%
Aware 2 6.67%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix Q

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Withdrawal
Particulars Frequency Percentage
Unaware 20 66.67%
Slightly Aware 5 16.67%
Moderately Aware 4 13.33%
Aware 1 3.33%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix R

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Periodic Abstinence of Rhythm
Particulars Frequency Percentage
Unaware 22 73.33%
Slightly Aware 6 20%
Moderately Aware 2 6.67%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix S

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about STI and STD
Particulars Frequency Percentage
Unaware 18 60%
Slightly Aware 7 23.33%
Moderately Aware 5 16.67%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix T

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about AIDS
Particulars Frequency Percentage
Unaware 11 36.67%
Slightly Aware 10 33.33%
Moderately Aware 3 10%
Aware 6 20%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix U

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Detection of STI and STD
Particulars Frequency Percentage
Unaware 20 66.67%
Slightly Aware 9 30%
Moderately Aware 1 3.33%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix V

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Examples of STD
Particulars Frequency Percentage
Unaware 20 66.67%
Slightly Aware 6 20%
Moderately Aware 4 13.33%
Aware 0 0%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix W

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Changes during Puberty
Particulars Frequency Percentage
Unaware 6 20%
Slightly Aware 10 33.33%
Moderately Aware 5 16.67%
Aware 5 16.67%
Most Aware 4 13.33%
TOTAL: 30 100%
 Appendix X

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Menstrual Cycle
Particulars Frequency Percentage
Unaware 10 33.33%
Slightly Aware 8 26.67%
Moderately Aware 5 16.67%
Aware 5 16.67%
Most Aware 2 6.66%
TOTAL: 30 100%
 Appendix Z

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Stages during Pregnancy
Particulars Frequency Percentage
Unaware 10 33.33%
Slightly Aware 14 46.67%
Moderately Aware 5 16.67%
Aware 1 3.33%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Risks of Early Pregnancy
Particulars Frequency Percentage
Unaware 7 23.33%
Slightly Aware 12 40%
Moderately Aware 5 16.67%
Aware 3 10%
Most Aware 3 10%
TOTAL: 30 100%
 Appendix

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Female Reproductive System
Particulars Frequency Percentage
Unaware 9 30%
Slightly Aware 10 33.33%
Moderately Aware 8 27.67%
Aware 3 10%
Most Aware 0 0%
TOTAL: 30 100%
 Appendix

Frequency and Percentage Distribution of SANHS Grade - 10 Students

According to Knowledge about Male Reproductive System
Particulars Frequency Percentage
Unaware 6 20%
Slightly Aware 11 36.67%
Moderately Aware 7 23.33%
Aware 6 20%
Most Aware 0 0%
TOTAL: 30 100%
 Curriculum Vitae

PERSONAL INFORMATION

Name : Patrizia Eunice Marquito Lagramada

Address : P-1 Brgy. West Dirita San Antonio,

Zambales

Cellphone No : 09054011264

Date of Birth : January 03, 2001

Parent’s Name : Mrs. Ma. Concepcion M. Lagramada

Mr. Frederico C. Lagramada

EDUCATIONAL BACKGROUND

Primary : West Dirita Elementary School

Junior High School : San Antonio National High School

Senior High School : College of Hildegarde Von Bingen Inc.

SHS Academic Track – STEM Strand

Honors and Awards:

Grade 7

 With Honors
Grade 8

 With Honors

Grade 9

 With Honors

Grade 10

 With Honors

Grade 11

 With Honors

Grade 12

 With Honors