It is essential to communicate with the children regarding sex.

Sex is necessary, dangerous, satisfying,

unsafe and most importantly private. Parents tend to find the topic uncomfortable to discuss with their
children, while children are embarrassed to have their discussion with their parents. Regardless of the
emotions surrounding the topic , the facts about sex should be discussed with children as early as
middle shoot. During this stage of a child’s life, if not earlier, boys are intrigued by the differences that
they see in girls and vice versa.

Adolescence is a highly dynamic period characterized by rapid growth and development. Adolescents
have limited knowledge the neutral processes of puberty, sexual health, pregnancy, or reproduction. Sex
education should be an integral part of the learning process beginning in childhood and continuing into
adult life, because it is lifelong process.

Statement:

Because of the issues about sex education in the community nowadays, it is important to identify if the
respondents of Gubat NHS understand or accept the inclusion of sex education subject: edukasyon sa
pagpapakatao.

Hence the research problem will be:

1. What is the demographic profile of the respondents along:

1.1 Students
1.1.1 Age
1.1.2 Sex
1.1.3 Grade and Section
1.1.4
1.1.5

1.2 Teachers
1.2.1 Age
1.2.2 Sex
1.2.3 Years in teaching Edukasyon sa Pagpapakatao
1.2.4
1.2.5

2. What are the perception of respondents on inclusion of sex education in Grade 10: Subject
Edukasyon sa Pagpapakatao?
3. Is there a significant relationships between the demographic profile and perception on inclusion
of sex education?
4. Is the a significant difference between the perception of the students and teachers on inclusion
of sex education?
5. What might be the suggestions to respondents towards the inclusion of sex education?
6. What comprehensive seminar – training program could be proposed?
Objectives:

 To know if the students are in favor of the inclusion of sex education

 To study the attitude of students towards sex education
 To have knowledge regarding sex education

Preliminary literature review:

In recent years one of the major challenges facing educators has been providing education programs to
assist young people to gain the knowledge, skills and understanding they need to optimized their sexual
health. For many years “sex education” focused on the human reproductive system and urged sexual
abstinence on young people. In recent years the concept of sexual health and sexual health and sexual
health promotion has started to replace this kind of program and in Australia and many western
countries, schools have become the primary site for programs to promote sexual health for young
people.

Sexual health is defined by the World Health Organization as: “ the integration of the physical, emotion,
intellectual and social aspects of sexual beings , in ways that are positively enriching and that enhance
personality, communication and love… every person has a right to consider accepting sexual
relationships for pleasure as well as for precreation” (World Health Organization 1975).

The Olin health Centre at the University of Michigan take this definition further and suggest that:

“ The development of sexual health is a lifelong process of acquiring information and farming values,
beliefs, and attitudes about identity, relationships and intimacy. It encompasses sexual development,
reproductive health, interpersonal relationships, affection, intimacy, body image, and gender roles.
Sexual health encompasses the biological, social cultural, psychological and spiritual dimensions of
sexuality form the cognitive domain, the effective domain and the behavioral domain, including the
skills to communicate effectively and make responsible decisions” (Olin Health Centre 2001)

While the content of school based – based sexual health education is vitally important, the context in
which such education is delivered is equally important. Sexual health curriculum content is vastly
different from other school subjects and both the environment and approach of those teaching sexual
health programs need special preparation and attention. Buston, Wight et al. (2002) suggest that
teachers need to be approachable, that students should be able to ask explicit questions, including
those about the physical aspects of sex. Furthermore, students should be able to make comments that
are not dismissed by the teacher. Wight (1993 ) identified four interrelated process that work to reduce
student’s discomfort in the classroom setting. These include the teacher as protector and friend, that
should be a climate of trust fostered between students and that the program should be seen as fun.

Variables:

 There is no relationship between students and teachers on inclusion of sex education in Grade
10 subject: Edukasyon sa Pagpapakatao
Research design:

This present study is aim to unleash the current perception from the sample group. The study used a
nonprobability sampling because the researchers needed to gather data from the close – ended
questions. Researchers will approach the students and teachers who are willingly and potentially have
information that they could share . Researchers will be using close – ended questions because they are
easier to analyze. They are more efficient in the sense that a respondent will ne able to complete more
close – ended items than open – ended items in a given period of time.

References :