1

THE TEACHING OF SEX EDUCATION AS ASTIPULATED IN RA

10345 AS PERCEIVED BY STUDENTS, TEACHERS AND PARENTS
OF BARANGAY ULING, CITY OF NAGA CEBU
A Research Proposal
Presented to the Faculty of the
Uling National High School

In Partial Fulfillment
of the Requirements for the Subject
by
Ubas, Fl!"##a $a"
ilbert P! Ramas
R"s"a!%& A'()s"!
"anuary #$%&
2
TABLE OF CONTENTS
CHAPTER I* THE PROBLE$ AND ITS SCOPE Pa+"
INTRODUCTION
Rationale of the Study '
(heoretical )ac*ground &
THE PROBLE$
Statement of the Problem %$
Statement of the Null Hypothesis %%
Significance of the Study %%
CHAPTER II , REVIE- OF RELATED LITERATURE AND STUDIES
Re+ie, of Related -iterature and Studies %&
CHAPTER III * RESEARCH $ETHODOLOGY
Research .esign #$
Research /n+ironment #$
Research Respondents #%
Research Instrument #%
Research Procedures
athering of .ata ##
(reatment of .ata #'
./FINI(I0N 0F (/R1S #&
BIBLIOGRAPHY #2
APPENDICES
Appendi3 A (ransmittal -etter to the Principal #4
Appendi3 ) (ransmittal -etter for the Respondents #5
Appendi3 6 Research (ool #7
Appendi3 . )udget Summary '%
Appendi3 / (imetable '#
CURRICULU$ VITAE ''
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CHAPTER I
THE PROBLE$ AND ITS SCOPE
INTRODUCTION
Ra#).al" / #&" S#0'1
As the increasing number of issues regarding an early pregnancy
that greatly affected our economy8 the go+ernment propose to ha+e a
program that ,ill surely be an eye opener! An eye opener that not just
open the eyes of the teenagers but also the teachers and parents!
(oday8 lot of teenagers are ha+ing their early se3ual intercourse but
not protected8 ,hich may lead to a serious problem and regret after
some time! (he go+ernment also belie+e that this ,ill help in
minimi9ing the population of our country ,here in there ,ill be enough
and proper distribution of their needs! (his matter stands also for
protection8 presentation e3tension8 impro+ement and de+elopment of
the family based on accepted ethical ideas!
In our barangay8 teenage pregnancy is one of the most face
problems! (hey reasoned out that they don:t *no, and uneducated
about their doings! Ho,e+er most of them reason out that they are
just curios and their hormones are the one to blame! (hat is ,hy
through the said program they ,ill gain *no,ledge and form attitudes
and beliefs about se38 se3ual identity8 relationships and intimacy! It is
4
said that ignorance can be harmful that is ,hy as early as no, children
should be educated so that they ,ill be a,are of things around them
and ,on:t be able to do the same mista*es that others ha+e done!
T&"!"#)%al Ba%2+!0.'
0ne of the frame,or*s of this research is grounded in the primary
sociali9ation theory ,hich according to ;0etting and .onnermeyer8
%775< loo*s at family8 peer groups and school as the primary sources
of se3ual education for youth! (he primary sociali9ation theory also
sees media as one of the primary sources of se3ual education for
youth in that it says that the primary sociali9ation agents that play a
significant role in consumer sociali9ation include parents8 peers8
schools and 1edia ;)ush8 Smith8 = 1artin8 %777< !(hese agents
influence the psychological8 emotional8 and understandings of young
people as they become consumers in the mar*etplace ;1oore8
Raymond8 1ittelstaed = (anner8 #$$#<! (heir influence e3tends to
specific consumer s*ills such as product selection8 brand comparison8
price comparison8 attitudes to,ard products and brands ;"ohn8 %777>
1oore et al!8 #$$#<! Research suggests8 ho,e+er8 that the relati+e
influence of these sociali9ation agents ;parents8 peers8 schools8 and
mass media< can change8 particularly as the young person ages and
matures ;6lar*8 1artin8 = )ush8 #$$%<! It has been e+idenced by
5
;0etting = .onnermeyer8 ;%775< that ,hile any of these groups
;school8 family and peers< are capable of transmitting both pro social
and de+iant norms8 family and school are seen as being primarily pro
social and peer groups carrying the main ris* of transmitting de+iant
norms! Peer groups8 according to the abo+e authors8 form the last
primary sociali9ation group8 and ha+e the greatest impact on those
alienated from the first t,o groups ;ibid<! #7 Ho,e+er8 in the case of
se3ual education for youth in some societies8 parents8 school8 and
media ,ho ,ere e3pected to be the primary sources of se3ual
information of youth may be li*ely not to be so because of many
reasons! In fact8 this theory does not ta*e into account the differentials
in socioeconomic de+elopment of societies! It is commonly *no,n that
in some de+eloping countries8 the literacy le+el is still lo,8 and many
children do not attend school or drop it out early for different reasons!
Similarly8 it is ob+ious that in those societies8 media such as
tele+ision8 radio8 ne,spapers8 film8 boo*s8 etc! are li*ely to be
ine3istente or insufficient because of rampant po+erty8 high rate of
illiteracy and lac* or shortage of rele+ant infrastructure! In such
societies8 school and media are therefore unli*ely to be the primary
sociali9ation agents! Additionally8 I argue that the primary sociali9ation
theory neglects some realities8 in ,ar?torn societies8 ,here many
children are either orphans or separated from their parents or other
6
adults8 and do not ha+e any person to play a parental role of
sociali9ation agents! 0b+iously8 in
such societies8 parents are unli*ely to be reported as a primary
sociali9ation agent! Similarly8 as far as se3ual education is concerned8
the literature ;see the literature section abo+e< suggests that in some
cultures8 parents are reluctant to discuss se3ual matters ,ith their
children8 because such topics are considered either taboo or shameful
;FHI@I1PA6(8 #$$$<!(herefore8 in such societies primary sociali9ation
theory cannot be practicable because parents8school8 and media are
unli*ely to be the primary se3ual sociali9ation agents! .espite these
criticisms made to,ards the primary sociali9ation theory8 the latter is
useful in this study because it emphasi9es the need to consider
parents8 school8 peers and media as one of the '$ sociali9ation agents
for youth and this is the central aim of the study! In fact8 e+en if in
Impala district some of these sources such as parents and media ha+e
not been cited neither by uneducated nor by educated youth as their
primary sources of se3ual information8 this theory helped me to
identify ,hat are the real sources of se3ual education for both
educated and uneducated youth in this area! In addition 8 I also
in+estigated ,hy these sources ; e3ampleA
parents < do not frequently operate in the program of se3 education in
the same area and I therefore formulated some recommendations on
7
,hat need to be done in order to strengthen all social agents for youth
information in Impala district! )ased on that8 I further argue ,ith
/delman ,ho suggests that Bit is the entire communityCs responsibility
for each and e+ery child to get education! (he responsibility for
teaching should be equally shouldered by parents8 as ,ell as teachers
and by the community that each family resides in!(he tas* of
transmitting *no,ledge to children incumbs to parents8 teachers8
religious leaders
and is under the community:s responsibility!D /delman cited by
Solomon ;#$$%A%2<! (herefore I suggest that in Impala district a
combined effort from the mass media8 schools8 religious bodies8
peers8 education program and so forth is useful and may be
emphasi9ed and strengthened in educating and counseling youth
about se3ual matters!
I./!3a#). %.s)s#".%1 a.' '"s)!"' a%#). 3'"l
(his model assumes that Bthose information systems ,hich ha+e a
high frequency of distribution and ,hich are consistent in meaning
stand a better chance of achie+ing the desired reaction ,ithin the
community than those ,ith lo, frequency and of distribution and
,hich are inconsistentE;)andura8 %754> 6hronin8 %77#> Piotro, et
al! %77F< cited by '% 1bananga ;#$$$A 2&<! According to 1bananga
;ibid!<8 consistency means both the frequency of the supply of
8
information ;the number of times people recei+e or access
information<> and the reliability of the content of that information> in
other ,ords8 ,hether or not it remains constant ,hen it is accessed! A
lac* of consistency may occur ,hen there is no coordination in the
construction of information and contradictory information or messages
are transmitted!
In case that there is inconsistency in the information supplied8the
utili9ation of that information by the recei+er becomes more difficult
and affect the decision?ma*ing accordingly! Further8 ,ith regard to the
frequency of distribution of information8 it is argued that ,hen
information reaches the target groups frequently and consistently8 it
may influence decision ma*ing and beha+iour change more positi+ely
that ,hen it is not ;)andura8 %754> 6hronin8 %77#> Piotro, et al!
%77F< cited by 1bananga ;#$$$A 2&?22<! Ho,e+er8 other researchers
argued that the information frequency and consistency do not
automatically affect a positi+e decision?ma*ing and beha+iour change
;French8 %77$> Ahmed et al!8 #$$$<! (hey claim that other factors
such as literacy le+els8 and technological8 social8 cultural and economic
de+elopment8 etc! also influence both the information transmission and
the utili9ation of that information and the decision?ma*ing!
(he information consistency and desired action model constitutes a
rele+ant frame,or* to analy9e not only the consistency of the content
9
of information supplied by different sources of se3ual information8 but
also the frequency of the information supply! It is in this conte3t that
the abo+e theory is used in the current study! I argue that by
understanding such ;in< consistency helped to assert ,hether or not
the youths recei+e contradictory messages from '# different
sociali9ation agents and ho, this affects the ,ay the latter youth
interpret the message
in question!
I.')()'0al ')//"!".%" #&"!1
(he indi+idual difference theory has been used mainly in social
communication to highlight the influential role of indi+idual:s
characteristics and qualities ;also referred to as indi+idual conte3t< on
perception of information or any other stimulus and on the beha+iour
of indi+iduals ;Redmond8 #$$$> .e Fleur8 %7F$<! (he psychological
conte3t represents the sum of one:s e3periences? one:s upbringing8
education8 pre+ious interactions! It is the product of one:s collecti+e
encounters ,ith the ,orld ;Redmond8 #$$$<! It includes psychological
qualities ;indi+idual needs8 +alues8 beliefs8 attitudes8 and personality<8
and personal characteristics ;age8 se38 race8 ethnic bac*ground and
culture<! Human beings +ary greatly in their personal psychological
organi9ation!
10
(hese +ariations in part begin ,ith differential biological endo,ment8
but are due in greater measure to differential learning! From different
learning en+ironments8 people acquire a set of attitudes8 +alues and
beliefs that constitute their personal psychological ma*e?up and set
each
some,hat a part from his@her fello,s ;.e Fleur8 %7F$A%#%<! Redmond8
;#$$$A#5< his e3perimental study of human perception highlighted
that Bthe indi+idual:s +alues8 needs8 beliefs and attitudes played an
influential role in determining ho, he selected stimuli from the
en+ironment and the ,ay he attributed meaning to those stimuli ,ithin
his acquired frames of reference once they came to his attentionE!
Ghat constitutes
one:s personal psychological conte3t is anything that Byou bring to a
communication situation that affects the ,ay you interpret8 analy9e8
encode8 or decode a message! '' Ho,e+er8 the indi+idual difference
theory focuses more on the psychological patterns and seems
therefore to not gi+e much credit to the sociological and cultural
patterns! In fact8
research has re+ealed that8 beyond the psychological conte3t8 people
,ith some common social8 economic8 demographic and cultural
characteristics are li*ely to percei+e and respond to a stimulus in a
more or less equal ,ay ;.e Fleur8 %7F$<! (his is further highlighted in
11
the
social categories theory belo,! (he indi+idual difference theory is
therefore rele+ant in this study in that it highlights ho, indi+idual
difference influences the ,ay in ,hich people percei+e8 interpret and
utili9e the message they recei+e from different sources of information!
(he interpretation and the utili9ation of the message differ from an
indi+idual to another depending on his@her psychological qualities and
personal characteristics! I used this theory to test ,hether young
people in Impala district are influenced by their personal psychological
conte3t or other factors ,hile interpreting the information recei+ed
from different sources operating in the program of se3ual education in
Impala district! (he latter ;factors< ha+e been ta*en into account!
S%)al %a#"+!)"s #&"!1
-i*e the indi+idual difference theory8 the social categories theory
has been largely applied in social communication to in+estigate
people:s preferences of media content8 and perceptions and beha+iour
to,ards a gi+en information or stimulus! (he basic assumption of the
social categories theory is a sociological one and claims that Bin spite
of the heterogeneity of modern society8 people ,ho ha+e a number of
similar characteristics ,ill ha+e similar fol*,aysE8 and '& also suggests
that Bthere are broad collecti+ities8 aggregates8 or social categories in
urban industrial societies ,hose beha+iour in the face of a gi+en set of
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stimuli is more or less uniformE ;.e Fleur8 %7F$A%##?%#'<! As
e3amples of such characteristics8 the same author gi+es se38 age8
income le+el8 educational attainment8 rural?urban residence8 and
religious affiliation!
In a social communication perspecti+e8 the social categories theory
highlights the fact that people ,ith similar characteristics ;age8 se38
education le+el8 income8 religiosity8 etc!< tend to consume similar
media content8 and are li*ely to ha+e more or less same
perceptions and beha+iour to,ards the information recei+ed ;.e Fleur8
%7F$<! 0b+iously8 the indi+idual difference theory and the social
categories theory ha+e an important common feature! In fact8 I argue
that a number of psychological qualities ;needs8 +alues8 beliefs8
attitudes< are gradually acquired during the sociali9ation@learning
process8 and people ,ith one cultural bac*ground ;religion8 education8
gender roles8H< are li*ely to ha+e such psychological qualities in
common! Similarly8 I argue that due to other common personal
characteristics such as age and se38 people are li*ely to ha+e some
similar needs! For e3ample8 in mass communication8 fashion
maga9ines are not often bought by males> and fishing maga9ines are
seldom read by females ;.e Fleur8 %7F$<! (he same author highlights
therefore that B*no,ledge of se+eral +ery simple +ariables I age8 se38
and educational attainment? pro+ides a reasonably accurate guide to
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the type of communication content a gi+en indi+idual ,ill or ,ill not
select 8 from a+ailable mediaE ;idem> %#'<! (he social categories
theory is rele+ant to the current study in that it is centered on the ,ay
members of different social categories select percei+e and utili9e the
media content depending on ,hether or not they ;members< ha+e
common characteristics! In this study8 this '2 theory is used to
understand ho, members of different social categories of the youth
in+ol+ed in the study interpret the message con+eyed to them by
different sources of se3ual information! )y doing so8 it has been
possible to understand youth:s attitudes ;depending on each social
category< to,ard the message they recei+e on se3ual topics discussed!
(o conclude this section I highlight that all of those theories are
complementary in that the first tal*s about the sources of se3ual
education for young people> the second tal*s about the content ,hile
the third and the forth tal* about the interpretation! I therefore
highlight that enumerating the sources of se3ual information for young
people is rele+ant but it is also important to *no, ,hat they pro+ide
as information and ho, consumers react or interpret the information
they recei+e from each of those sources! (his is the main reason that
moti+ated me to use those theories in this study of sources of se3ual
information a+ailable to the youth in Impala district and I further
claim that the latter helped me to co+er e+en not e3hausti+ely but
14
sufficiently the information from my research questions!

THE PROBLE$

S#a#"3".# / #&" P!bl"3
(his study ,ill determine the benefits of the teaching of se3
education as stipulated in RA %$'&2 percei+ed by students8 teachers
and parents of )arangay Uling8 6ity of Naga8 6ebu!
Specifically ans,ers to the follo,ing queries ,ill be soughtA
%! Ghat is the profile of the students in the aspect of>
A! Age
)! ender
6! School membership ;parents8 students8 teachers<
.! 6urriculum ;Science 6lass or Regular<
#! Ghat is the academic performance of )SP students in all
subjectsJ
'! Is there a significant relationship bet,een the acti+e
in+ol+ement and academic performance of )SP studentsJ
&! Is there a significant relationship bet,een age8 year le+el8
curriculum to acti+e )SP in+ol+ement of 6amp -apu?lapu
National High School students!
S)+.)/)%a.%" / #&" S#0'1
For the past years the increasing number of population became a
+ery serious issue! Reasons for this are teenagers ,ho are getting
15
pregnant at an early age and a family ,ho don:t ha+e a family
planning!
A lot of teenagers are getting pregnant at an early age because of
being not educated of the effect that they might face that also goes to
a family ,ho don:t plan the si9e of family that they ,ant! )ut ,ith the
teaching of se3 education they might sol+e this problems!
(his is a strong reason ,hy the researcher ,ill try to in+estigate
more to ,hether there is a change if se3 education ,ill be pursue and
,hat the students8 parents and teachers perspecti+e!
(his study shall be beneficial to the follo,ingA
H)+& S%&l S#0'".#s that through the findings they ,ill
benefit from the positi+e influence of the teaching of se3 education to
the students8 parents and teachers!
S%&l A'3).)s#!a#!s 4 Fa%0l#1 (his study ,ill help them in
guiding the students for a more brighter and regret free future!
Pa!".#s (he results of the study ,ill heighten their *no,ledge
on the se3 education that ,ill help them to approach their child!
T&" F0#0!" R"s"a!%&"!s (his study ,ill prompt them to
conduct further researches that ,ould further establish the teaching of
se3 education!
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C&a5#"! II
REVIE- OF RELATED LITERATURE
Se3 education;Kse3 ed:< ,hich is sometimes called se3uality
education or se3 and relationships education8 is the process of
acquiring information and forming attitudes and beliefs about se38
se3ual identity8 relationships and intimacy! It is also about de+eloping
young people:s s*ills so that they ma*e informed choices about their
beha+iour8 and feel confident and competent about acting on these
choices! It is ,idely accepted that young people ha+e a right to se3
education! (his is because it is a means by ,hich they are helped to
protect themsel+es against abuse8 e3ploitation8 unintended
17
pregnancies8 s"60all1 #!a.s3)##"' ')s"as"s and HIV and AIDS! It
is also argued that pro+iding se3 education helps to meet young
people:s rights to information about matters that affect them8 their
right to ha+e their needs met and to help them enjoy their se3uality
and the relationships that they form!
(his aims to reduce the ris*s of potentially negati+e outcomes from
se3ual beha+iour8 such as un,anted or unplanned pregnancies and
infection ,ith se3ually transmitted diseases including HIL! It also aims
to contribute to young people:s positi+e e3perience of their se3uality
by enhancing the quality of their relationships and their ability to ma*e
informed decisions o+er their lifetime! Se3 education that ,or*s8 by
,hich ,e mean that it is effecti+e8 is se3 education that contributes to
both these aims thus helping young people to be safe and enjoy their
se3uality.
/ffecti+e se3 education de+elops young peopleCs s*ills in
negotiation8 decision?ma*ing8 assertion and listening! 0ther important
s*ills include being able to recognise pressures from other people and
to resist them8 dealing ,ith and challenging prejudice and being able
to see* help from adults ? including parents8 carers and professionals ?
through the family8 community and health and ,elfare ser+ices!Se3
education that ,or*s also helps equip young people ,ith the s*ills to
18
be able to differentiate bet,een accurate and inaccurate information8
and to discuss a range of moral and social issues and perspecti+es on
se3 and se3uality8 including different cultural attitudes and sensiti+e
issues li*e se3uality8 abortion and contraception! Pro+iding information
through se3 education is therefore about finding out ,hat young
people already *no, and adding to their e3isting *no,ledge and
correcting any misinformation they may ha+e!
Information is also important as the basis on ,hich young people
can de+eloped ,ell?informed attitudes and +ie,s about se3 and
se3uality! Moung people need to ha+e information on all the follo,ing
topicsA
Se3ual de+elopment = reproduction ? the physical and emotional
changes associated ,ith puberty and se3ual reproduction8
including fertilisation and conception8 as ,ell as se3ually
transmitted diseases and HIL!
6ontraception = birth control ? ,hat contracepti+es there are8
ho, they ,or*8 ho, people use them8 ho, they decide ,hat to
use or not8 and ho, they can be obtained!
Relationships ? ,hat *inds of relationships there are8 lo+e and
commitment8 marriage and partnership and the la, relating to
se3ual beha+iour and relationships as ,ell as the range of
19
religious and cultural +ie,s on se3 and se3uality and se3ual
di+ersity!
In addition8 young people should be pro+ided ,ith information about
abortion8 se3uality8 and confidentiality8 as ,ell as about the range of
sources of ad+ice and support that is a+ailable in the community and
nationally!
Some people are concerned that pro+iding information about se3
and se3uality arouses curiosity and can lead to se3ual
e3perimentation! Ho,e+er8 in a re+ie, of &5 studies of comprehensi+e
se3 and S(.@HIL education programs in US schools8 there ,as found
to be strong e+idence that such programs did not increase se3ual
acti+ity! Some of them reduced se3ual acti+ity8 or increased rates of
condom use or other contracepti+es8 or both!#' It is important to
remember that young people can store up information pro+ided at any
time8 for a time ,hen they need it later on!
20
C&a5#"! III
RESEARCH $ETHODOLOGY
(his chapter describes the methods and procedures employed in
the study of the teaching of se3 education as stipulated in RA %$'&2
percei+ed by students8 teachers and parents of )arangay Uling8 6ity of
Naga8 6ebu!
(he flo, of the research process is summari9ed in the schematic
diagram belo,A
Pa!".#s, s#0'".#s a.' #"a%&"!s / B!+7 U).+
21
(o further understand the research process8 the details of the
methodology are e3plained thoroughly under the general headings of
;%< research design8 ;#< research en+ironment ;'< research
respondents8 ;'< research instrument8 ;&< research procedure I ;a<
gathering of data8 and ;b< statistical treatment of data!
R"s"a!%& D"s)+.
(he descripti+e correlational method ,ill be employed to describe
the relationship bet,een ha+ing a se3 education and not ha+ing it!
(he relationship ,ill be described through a researcher made tool in
the hope of identifying ,hich perspecti+e ,ill be helpful in the
population gro,th!
R"s"a!%& E.()!.3".#
-i*ert Scale
Nuestionnaire
80a.#)#a#)(" a.' 90al)#a#)(" %35a!)s., ).#"!5!"#a#). a.'
a.al1s)s / #&" a'(a.#a+"s a.' ')sa'(a.#a+"s / s"6 "'0%a#).7
22
(his study ,ill be conducted in )arangay Uling8 6ity of Naga8 6ebu
specifically in Uling National High School! (he said school is located in
the )arangay Uling8 6ity of Naga8 6ebu! It has a population of almost
three fi+e hundred students and se+enteen teachers! (his institution is
*no,n for its curriculum being offered! It aims for optimum
de+elopment among its students physically8 mentally8 morally and
spiritually! It is being adopted by the Nuarry Lentures!
R"s"a!%& R"s5.'".#s
(he respondents came from fifty students8 fifty teachers8 and
fifty parents! It is determined through complete enumeration or census
,herein all respondents are included in the study! (he selected
students ,ill be composed of students that are studying in Uling
National High School!
R"s"a!%& I.s#!03".#
A -i*ert I scale researcher made instrument ,ill be utili9ed in this
study to describe the )SP students: perception on the teaching of se3
education! (he said tool is quantified into a & point scale ans,erable
byA ;SA: Strongly Agree8 ;A: Agree8 ;.< .isagree and ;SD: Strongly
.isagree! (able % reflects the hypothetical mean rangeA

23
R"s"a!%& P!%"'0!"
Da#a Ga#&"!).+
.ata ,ill be gathered by the researchers through the follo,ing
stepsA
%! A letter of intent ,ill be sent to the principal of the target school8
Uling National High School8 to as* permission for the conduct of
the study! Another letter of intent ,ill be also sent to the
)arangay 6aptain of the said barangay Uling8 6ity of Naga8 6ebu!
#! A careful planning on the specifics> time and date of school +isit8
preparation of questionnaires and other needed materials8 ,ill be
done after recei+ing appro+al from the school principal!
'! At the planned dates and time of school +isit8 the researchers
shall gather the respondents and the questionnaires shall be
handed out!
&! (he filled?out questionnaires shall then be collected and the
results of ,hich ,ill be subjected to intensi+e and further
analysis to deri+e a logical and reasonable conclusion!
24