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TABLE OF CONTENTS

ACKNOWLEGEDMENT …………………………………..…………………………...4

DEDICATION …………………………………………………..………………………..4

l. THE PROBLEM AND ITS BACKGROUND………………………..……..…….…5

Introduction………………………………………………………………………..…...…5

Background of the Study…………………………………………………………….….6

Statement of the Problem …………………………….………………………..….....10

Hypothesis………………………………………………………………………….…....11

Scope, Delimitation and Limitations of the Study …..……………………………...12

Significance of the Study …………………,,………………………………….….…..13

II. REVIEW OF RELATED AND STUDIES ….….……………………….………....15

Sensitivity …...…………………………………………………….………………….....16

Family Influences ……………....…………………………………………..……....….18

Religious Influences …….……………………………………………………...…..….20

Curiosity …..…………………………………………...……………..………………....21

Synthesis …...……………...……………………………………………….……....…..23

Theoretical Framework …………………………………………………………….…..27

Conceptual Framework ……...………………………………………….……………..29

Definition of Terms ……..……………….……………………………………….….….30

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III. RESEARCH METHODOLOGY………………………………………….……….33

Method of Research Used …………...………………………………………………33

Research Locale ……..…………………………………………………………..…...34

Respondents of the study/Population of the study ……...…………………..…….34

Research Instrument ……………….………………………………………………...35

Validation of Research Instrument ……….…………………………………………35

Data Gathering Procedure ……….……………………….………………………….36

Data Analysis ……………………………………………………………………….....37

Statistical Treatment…………….…………………………………………………….40

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF THE

DATA………………………………………………………………………………..….41

1.0 Demographic Profile of Respondents…………………………….…………….41

Table 1.1 ………………………………………………………………………………41

Table 1.2 ………………………………………………………………………………42

Table 1.3 ………………………………………………………………………………42

Table 1.4 ………………………………………………………………………………43

2.0 Respondents Assessment Regarding the

Components for Mental Readiness for Sex Education ………………….…….....43

Table 2.1 ……………………………………………………………………………....43

Table 2.2……………………………………………………………………………….45

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Table 2.3…………………………………………………………………………...…47

Table 2.4…………………………………………………………………………..….48

V. SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATION…………………………………………………………..…..50

Summary of Findings………………………………………….………...……….….50

2.1 Sensitivity………………………………………………………...............……...51

2.2 Family Influences……………………………………………………………......51

2.3 Religious Influence.……………………………………………………………..52

2.4 Curiosity……………………………………………………………………....…52

Conclusion……………………………………………………………………...….….53

Recommendation………………………………………………………………….….56

Bibliography……………………………………………………………………….…..57

Appendix…………………………………………………………………………….…61

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ACKNOWLEDGEMENT

Our Research Paper could never be complete without the guidance of the

following people:

Dra. Estarlita Dela Cruz, our Practical Research 2 professor who assisted us in

finishing our Research Papers, and Sir Al Faizal Amil Jumah, who generously help

us to finish this research and to all our classmates who contributed in our

Research, and to all our parents who supported us financially throughout this

subject.

DEDICATION

We dedicate this research to all HUMSS students who are struggling to

comprehend what sex education is and to help them in being psychologically

prepared for it.

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Awareness of 12 HUMSS Students at Eclaro Academy for Sex Education in

the Senior High School Curriculum

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction and background of the study, statement

of the problem, significance of the study, conceptual framework, scope and

delimitation of the study, significance of the study, hypothesis and definition of

terms.

Introduction

The Components for mental readiness of 12 HUMSS students in Eclaro

Academy for Sex Education in the Senior High School Curriculum are the subject

of the research. Sex education is really necessary for the students to learn today

and for the future as well. The purpose of this research study is to examine the

mental readiness of 12th-grade HUMSS students for sex education in the senior

high school curriculum. Specifically, the study aims to identify the components that

contribute to mental readiness for sex education among these students and to

understand how these components may vary by individual and demographic

factors.

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Background of the study

The Responsible Parenthood and Reproductive Health Act, Section 14

(2012) states that Sex Education shall be taught in an age and development

appropriate by trained teachers wherein subjects such as knowledge regarding

discrimination, sexual violence ,early pregnancy, STIs, Children’s and Women’s

rights, family planning ,relationships, and intimacy will be taught depending on the

grade level and age-appropriateness. Sex education being part in the curriculum

of primary and secondary education teaches and raises awareness to the

students about those issues, and having a life-skill decision making used in

preparation to their future. Philippines even though is a conservative country,

deals with an alarming number of youths engaging in pre-marital sex thus dealing

with early teenage pregnancy, abortion, and acquiring sexually transmitted

diseases. Bantula (2018) cites “School as institution of learning, carries the burden

on how to at least enlighten the mind of the youth with the pressing issues that the

society is facing. This institution is the right venue to educate the young minds

about sex education. ”In that case, school serves as a place for the youth to gain

knowledge of what’s happening in the society and to educate them how it affects

them as an individual instead of avoiding the issues and not being taught to the

youth. Senior High School students gaining pieces of information about sex

education would help them improve their sexual behaviors and in managing their

relationships with their

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partners making them contented in their sex drive (Wylie, 2010). Based on a

research, Adolescents who engage in premarital sex are arising despite the lack

of knowledge in sexual reproductive health. Sex education plays an important role

to an individual. It does not just inform and teach on how to prevent being

pregnant at an early age but also explains what’s happening inside the body and

holistically improve one ’self (Shabhaz, 2018). The article, The risks of teenage

pregnancy (2019) shows the Commission on Population (PopCom) cited

approximately 196,000 Filipinos ages between 15 and 19 gets pregnant annually

wherein 500 teenage girls gives birth daily as more adolescents engage in

premarital sex making Philippines rank 13th among countries who have biggest

population worldwide. Due to the lack of sexual and reproductive health education,

the sexual attitudes and behavior of the adolescents leads to sexual encounter at

an early age.

The importance of this study is to help young people expand their thinking when it

comes to sex education. We all know that when it comes to sex, especially in this

new generation, many young people are very active on this topic. Early

parenthood is challenging and can exacerbate poverty in our nation. However,

there are other factors that can impact academic performance in the absence of

sex education. Particularly when it comes to overpopulation, poverty and a lack of

understanding about reproductive health are intimately associated. Sexual activity

is really unhealthy for us, especially for young individuals. They develop numerous

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severe ailments as a result, including STDs and HIV/AIDS. Consequently,

everyone needs to be sexually educated. However, since society nowadays, and

students in particular, make extensive use of technology, sex scenes that are

prominently depicted in some films and TV series may have a negative impact on

child and their way of thinking. Teenagers' lives are also significantly impacted by

the Internet. Due to the ease of accessing the internet, when a user clicks on a

specific link to a website, advertisements with explicit sexual content and images

are displayed as regular sidebar content. Teenagers are therefore more likely to

accidentally stray onto such websites and learn inaccurate information about sex.

Also, the RH Act is aimed at assisting the public in making well-informed decisions

regarding their reproductive health. It makes certain that the administration

reiterates its dedication to defending women's reproductive rights, making family

planning information easily accessible, and employing qualified maternal health

specialists to work in both urban and rural parts of the Philippines. This will help us

to prevent young people from ruining their teenage lives and becoming early

parents, affecting their lives, and to spread awareness about sexually transmitted

diseases. Through this research, every teenager will have more knowledge about

safe sex in order to lower the number of young people who get pregnant early,

which causes poverty in our country.

This study needs to be adapted to us as teenagers, thus it is our obligation

as youth to concentrate on what our lives really mean and how we should make

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plans for the future. We should take the opportunity to discuss sex education with

teens in order to improve the right planning of advancing a family at younger ages

to maturity level. Teenagers are inspired to value self-confidence as a vital life skill.

They might develop coping mechanisms so they can avoid it and deal with it. The

first is to educate yourself on sexual assault prevention and management. This

might help them develop a healthy body. They'll learn to respect boundaries and

abstain from having sex with unwanted men. One of the main objectives of sexual

education is to teach young people the value of abstinence, both in terms of

physical and mental health, as well as the significance of good relationships.

Statement of the Problem

This study aims to determine the “Awareness of 12 HUMSS Students at

Eclaro Academy for Sex Education in the Senior High School Curriculum”.

This study is to be conducted during the first semester of the school year 2022-

2023.

Specifically, the study seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Religion

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1.4 Economic Status;

2. What are the Components for mental readiness of 12 HUMSS students in

Eclaro Academy for Sex Education in the Senior High School Curriculum

In terms of:

2.1 Sensitivity

2.2 Family Influences

2.3 Religious Influences

2.4 Curiosity;

3. Is there a significant relationship between the Demographic Profile of the

Respondents and the Components for Mental Readiness of HUMSS Students for

Sex Education;

4. Based on the findings of the study, what plan of action may be proposed.

Hypothesis

There is no significant relationship between the demographic profile and

the assessment respondents of the components for mental readiness of 12

HUMSS students for sex education as cited of sop 2.

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Scope, Delimitation, and Limitation of the Study

This research will focus on The Components for Mental Readiness of 12

HUMSS Students in Eclaro Academy for Sex Education in the Senior High School

Curriculum. The primary subjects of this research study will consist of HUMSS

students based on their mental readiness for sex education. The study is expected

to last from school year 2022 to school year 2023.

This study will identify the components that HUMSS students need to be mentally

prepared for sex education, as well as how they can overcome obstacles by

keeping an open mind and being knowledgeable about the significance of sex

education. Thus, sole HUMSS Students in Eclaro Academy are the prominent

subject of this research. Those students who are adopting modular learning and

another strand are forbidden from this study.

Studies at the end recognized and had knowledge of the components of the

students in HUMSS who were mentally prepared for sexual education. However,

our study still has limitations because we don't have enough data to fully illustrate

every sex education-related problem the respondents faced. Lastly, the students

possess self-consciousness which brought them to have difficulties answering

each question in the survey stopping the researchers from having adequate

information and analysis for the research.

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Significance of the study

Learners – This study will benefit students in becoming more open and informed

about sex-related issues. They will be more understanding and compassionate

towards matters regarding sexuality and they will be less ignorant about these

prevalent topics.

Teen Mothers and Fathers – This study will benefit teen parents by equipping

them with the right guidance in handling parenthood in their situation. This will

uplift them into becoming more knowledgeable individuals or couples by creating a

more accepting space for them.

Teachers - This research will help teachers understand the importance of sexual

education in our schools and will assist us in resolving this type of issue so that we

are mentally prepared for sex education.

Administrators - This study will assist administrators in assessing and observing

the components of HUMSS students' mental readiness for sex education.

Researchers - This study will benefit researchers from gaining significance for

this study. They will be able to improve their knowledge and research skills.

Future Researchers – It will be beneficial for future researchers because this will

serve as an informative and enlightening source of material when tackling issues

about sex education in the Philippines in the coming years.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Sex and sexual innuendos are already explored in various media types,

such as movies, television shows, songs, and visual arts. As members of society,

we have long consumed materials with explicit themes and subjects; we cannot

deny that it is ingrained in our culture through language and deeds. It is not new to

us–even if there is regulation and restriction in the media, we consume due to

different agencies such as the Movie and Television Review and Classification

Board, otherwise known as MTRCB. It comes in the form of “Rated SPG,” “R-18,”

and the letter “E” indicated in songs with explicit language.

However, there is a considerable difference in entertainment and media

consumption that is deemed less formal than an educational institution. Hence,

when we bring about these topics in a formal setting such as schools, they

become a more serious and substantial concern for the stakeholders. Some

countries already implement Sex Education in their curriculum, like New Zealand,

England, Indonesia, and more. Before incorporating it in the Senior High School

curriculum in the Philippines, there are various factors to consider in knowing the

culture and viewpoint of the majority of our country. Among the factors are

sensitivity, family influences, religious influences, and curiosity.

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Callanga (2021) pointed out that in research conducted by Woman Health

Philippines, cultural considerations such as the fear of being considered

promiscuous by our society prevent many Filipino women from accessing

reproductive health services. This perspective can be attributed to sensitivity.

Therefore, it is pivotal to discuss and explore the said factors in studying the

mental readiness of 12 HUMSS students in Eclaro Academy about Sex Education.

SENSITIVITY

One of the ever-present devices of our culture and language is euphemism.

Filipinos incorporate euphemisms on many occasions, such as funerals, where we

say “sumakabilang-buhay” instead of “namatay.” It is also employed in lewd topics

and objects; in place of saying “penis,” we use “hotdog” or “talong.” The same

applies to women’s reproductive system. Due to our sensitivity, we tone down

vulgar expressions, from the tiniest social interactions to the broader institutional

scale. Sex Education is an issue because, in the first place, sex, gender, and

sexuality are sensitive topics in the Philippines (NCCP, 2018).

Thus, it is expected that many Filipinos would raise their conflicting

concerns about implementing Sex Education in the curriculum. Thelwell (2020)

described Sex Education as “controversial” in her article “Sex Education in the

Philippines.”

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Meanwhile, Callanga (2021) stated that sexual topics are regarded as

“taboo” in many cultures and countries around the globe; the Philippines is one of

them. A large portion of the country’s population would disagree, and their

disagreement is based on the unacceptable profanity and dirtiness just from the

word sex.

Due to this, most students and teenagers have no idea how to navigate sex

and sex-related issues as they have not learned through proper sex education

(Nepomuceno, 2019). To its core, this sensitivity and traditional viewpoint hinder

the promotion and thorough implementation of Sex Education.

Unprotected sex, a growing number of sexually transmitted diseases

(STDs), and a steep increase in unwanted and teenage pregnancies are the

possible consequences of little to no Sex Education in the Philippines

(Corner4men, 2021). In light, the absence of Sex Education results in us facing

more complicated and worse socio-economic and socio-cultural problems than

having an open mind and encouraging the learning of sex and its aspects.

FAMILY INFLUENCES

As the smallest and most significant unit in society, family influence is a

major component of one’s beliefs and outlooks. In the Philippines, we are always

taught to obey our parents. It reflects our mindset as we follow what our families

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share and teach us. However, sex education is not something that most Filipino

families deliberately discuss and explain to their children due to their conservative

and traditional values and the lack of knowledge in sex education. In an interview

with Save the Children Philippines, Delizo (2019) stated the organization’s belief

that most parents lack the appropriate information and communication skills to

explain and enlighten their children about sex and its other areas. In light of this,

parents cannot teach their children properly because they are not equipped with

sex education knowledge.

Berger et al. (2019) described the sex conversation between parents and

children as “confusing,” “poignant,” and “humbling.” Despite that, this is one of the

most crucial conversations between a parent and a child, as having knowledge

and preliminary insights about exploring sex, sexuality, and other aspects can help

prevent unplanned pregnancy, sexual abuse, and transmission of STDs.

In fact, Andari et al. (2019) explained that the parents’ knowledge, attitude,

and behavior impact the prevention of child sexual abuse cases.

There is yet proper implementation of Sex Education from the Department

of Education and the Department of Health. Rita (2019) wrote in an article the

statement of Executive Director Rom Dongeto of the Philippine Legislators’

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Committee on Population and Development that called out DepEd and

DOH for not implementing it because of certain biases that hindered the progress

of Sex Education in the country and urged them to pay attention to evidence.

Widening and strictly implementing Comprehensive Sexuality Education

(CSE) can be questionable to many families, especially parents. There are

grounds for disagreement due to the differences in beliefs and perspectives on

navigating sex and the issues surrounding it. In the end, listening to experts

regarding various problems caused by the lack of awareness is crucial.

Montemayor (2019) stated the answer of Deputy Director Lolito Tacardon of the

Commission on Population in an interview that the lack of proper knowledge about

family planning contributes to the growing incidences of teenage pregnancy and

the population as a whole.

RELIGIOUS INFLUENCES

Having a hierarchy of values and priorities proves our humanity. Many

Filipinos put their faith, spiritual belief, or religion at the highest level among our

other values. The Philippines is recognized as a religious country composed

mainly of Christians. Arriola et al. (2019) discussed in their study that teachers

have difficulty teaching Sex Education because most Filipinos are religious and

sex is considered taboo. Aside from that, our religious influences are manifested

in all societal institutions–from the government, where they consider the Filipinos’

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beliefs in passing a bill for Catholic-based schools. It dictates many facets of our

life.

The Council of Europe (2020) tackled various cases of resistance to Sex

Education due to religious beliefs in their article “Comprehensive sexuality

education protects children and helps build a safer, inclusive society,” which

includes going against the human rights of marginalized sectors such as women,

LGBTQIA+ persons, and children. Comprehensive sexuality education faces

backlash since it includes various topics that religious people consider immoral or

a sin, such as teaching LGBTQIA+ issues and reproductive health, including sex

and sexual diseases protection and prevention.

Thus, regardless of the modernity of our times, if the influences and

mindset are backward and traditional, pushing forward progressive and research-

based changes are still challenging. Indeed, others still oppose the teaching of

Sex Education in the curriculum (Daily Guardian, 2020).

Additionally, most religions’ way of Sex Education preaches about

abstinence. Just do not have sex and reserve one’s virginity for marriage. Osorio

(2020) clarifies that due to religious reasons, sex becomes an issue of morality

instead of a biological process. It is one of the substantial grounds for preventing

the full realization of a Comprehensive Sexuality Education because instead of a

scientific, evidence-based approach to the matter, it becomes faith and

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moral-related that is merely subjective to one’s experience and belief that is

unlikely relevant to research data that provides the need for a CSE. Kempner

(2018) called abstinence-only programs to be “ineffective” and “potentially

dangerous” because only teaching students to abstain from sex leads to a lack of

protection, such as condom use, according to research from the Journal of

Adolescence.

CURIOSITY

There are many misconceptions about Sex Education like it makes the

students more curious about having sex. However, as Reyes (2018) remarked,

from ages ten to 19, they tend to be curious about most things and how they work.

Puberty emits sex hormones, turning a “sexually immature child” into a

“sexually mature adult” (Evans & Bennett, 2020). It is only normal for teenagers

undergoing puberty to be curious about how sex functions, among other things,

because of the development of their bodily hormones, affecting their physical

appearance and mental, emotional, and psychological attitude.

One of the many concerns about Sex Education is that exposure to the

subject would motivate students more to engage in sexual intercourse. Gallao et

al. (2020) mentioned the Catholic Bishops Conference of the Philippines’

disagreement with Sex Education upon the belief that it teaches a “culture of

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contraception” and will make the students “more promiscuous in handling

relationships.” The components of Comprehensive Sexuality Education entail not

only the use of contraception but also the provision of knowledge and teaching

teenagers to be wiser in their sexual decisions. Because, even if the religious

institutions admit it or not, adolescents engage in premarital sex.

Marcelo (2019) explained that more teenagers have sex out of marriage, as

500 Filipinos give birth daily, one of the highest worldwide, according to PopCom.

Our teenage pregnancy rates show that despite not having exposure to Sex

Education, they still engage in sexual activities leading to unplanned pregnancies.

The statistics tell us that if the youth’s curiosity is not appropriately sated with

accurate and correct information and knowledge, it causes more harmful sexual

practices and leads to worse consequences.

Hensley (2019) discussed that Sex Education has a positive impact while

children missing out on Sex Education can lead to a higher risk of sexually

transmitted infections and unplanned pregnancies, according to different studies.

Thus, the lack of knowledge from proper channels only teaches students to be

more sneaky and secretive in practicing their sexual urges and knowledge.

Curiosity will not kill them if they learn the right way.

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SYNTHESIS

There is limited literature regarding the mental readiness of senior high

school students studying Sex Education. Previous studies and surveys found a

significant gap between the adolescents who acknowledged the importance of

Sex Education versus those who received it; those who studied Sex Education

have substantial awareness related to sex and sexual health issues compared to

their peers (Tripathi & Sekher, 2013). Experts indicated several consequences

due to the lack and poor sex education, including seeking out porn as a

replacement for Sex Education (Regan, 2023), high risk of sexually transmitted

diseases and unwanted pregnancies (Hensley, 2019), unprotected sex

(corner4men, 2021), and perpetuation of sexual abuse (Rakhmawati et al., 2021).

Because of the lack of knowledge and proper dissemination of information

regarding sex, it is theorized that teenagers result in learning and explore sex on

their own. Without proper guidance, they are vulnerable to harmful references of

learning and can develop a mistaken and dangerous perception about sex,

sexuality, and reproductive health-related concerns. Then, mistaken and

dangerous beliefs can lead to unsafe sexual practices with severe and life-long

consequences.

Several studies and articles explain the reasons behind the lack and poor

implementation of Sex Education and, similarly, the factors to consider to realize

comprehensive sexuality education in schools successfully. Researchers

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mentioned that it becomes controversial through the lenses of family and church

(Reyes, 2018). The Catholic Church, the predominant religion and religious

institution in the Philippines, adamantly disapprove of Sex Education for fear that it

will motivate adolescents to engage in sexual activities outside of marriage and

result in the wide use of contraceptives (Nichols, 2020; Gallao et al., 2020).

Meanwhile, parents request their children to opt out of Sex Education classes,

which affects its implementation and causes the varying degrees of knowledge

students have about sex and sex-related issues (Council of Europe, 2020).

Society deemed discussions about sex to be taboo or too sensitive (Callanga,

2021; Arriola et al., 2019; Kocsis, 2019; Oktavianingsih & Ayriza, 2018; Pohlman,

2017). It is theorized that these factors are driven by what is recognized as

“normal” by our society due to its conservative and traditional thinking, especially

in the Philippines. Sex Education is perceived to disrupt the usual way of waiting

for marriage and sex as making love and a spiritual matter, although these are not

practiced in modern times. Societal institutions affect the incomplete and

substandard quality of Sex Education globally.

On the other hand, the full implementation of quality Comprehensive

Sexuality Education (CSE) entails various sex-related topics. It proves to positively

impact students and society in the grander scheme of things. Under the

responsible Parenthood and Reproductive Health Act of 2012, human body and

human development, personhood, healthy relationships, sexuality, and sexual

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behaviors, sexual and reproductive health, personal safety and gender, culture,

and human rights are the topics included in CSE (Dorango et al., 2020). The CSE

aims to discuss the age of consent, safe sex, and contraceptives within the

mentioned topics (Callanga, 2021). The CSE is also governed by the DepEd

Order #31, series of 2018, entitled the Policy Guidelines on the Implementation of

Comprehensive Sexuality Education (Mwaikambo, n.d.). Through this issue, the

topics of CSE are proposed to be integrated into subjects like Araling Panlipunan,

Physical Education and Health, Science, and Personal Development (Montemayor,

2019). Through these policies, we can understand that receiving a quality Sex

Education with all the necessary and informative components is a right of every

Filipino student. CSE requires essential topics and proper execution and teaching

to guarantee its success. Research and studies prove that CSE has multiple

benefits, including delayed sexual initiation (Callanga, 2021; Council of Europe,

2020), reduced risky sexual behaviors (Council of Europe, 2020; Mwaikambo,

n.d.), increased use of contraception (Council of Europe, 2020), and improved

attitudes related to sexual and reproductive health (Callanga, 2021; Council of

Europe, 2020; Mwaikambo, n.d.). Professionals also agree that Sex Education

can positively affect students’ sexual behavior and practices (Callanga, 2021;

Hensley, 2019). CSE can also lead to a decrease in violence through the

promotion of bodily integrity, self-confidence, negotiation skills, and gender-

equitable norms (Mwaikambo, n.d.). Through the pieces of evidence, quality Sex

Education is proven to have a positive impact. It is an advantage to students and

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society because it provides accurate and helpful information and knowledge to

students instead of them looking for it in all the wrong places. Proper awareness

about sexual and reproductive-related concerns can lead to healthy and safe

sexual behaviors and practices.

THEORETICAL FRAMEWORK

Attitude Towards Sex

Education (Sensitivity,

Behavioral Behavior
Subjective Norms (Family Intention (Perception and
and Religious Influences) (Mental behavior change
Readiness for
Perceived Behavioral
Control (Self, Parents,

Figure 1. Theory of Planned Behavior

There are limited theories that can be applied to Sex Education, one of

which is the Theory of Planned Action. The Theory of Planned Behavior by Icek

Ajzen is an extension of the initial Theory of Reasoned Action by Ajzen and

Fishbein that considers the person’s attitude and social norms, and perceived

behavioral control as predictors of one’s behavioral intentions. Ajzen posits that

factors affect one’s behavioral intention and perception of a subject. By studying

the attitude toward the behavior, subjective norms, and perceived behavioral

control, one can determine and affect the highly likely motivation to influence a

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specific behavior.

1. Attitudes refer to the advantages and disadvantages of assessing the

behavior and considering the outcomes of performing it.

2. Subjective Norms entail whether an individual agrees or disagrees with the

behavior, related to interpersonal influences such as family and religion that

they value in deciding to engage in a behavior.

3. Perceived Behavioral Control refers to the level of difficulty when

executing a behavior, affected by one’s perceived power that may facilitate

or impede the performance of a behavior.

4. Behavioral Intention includes the motivational factors affecting behavior.

The theory is an accurate and helpful framework for the researchers’ study

as it involves the components of mental readiness for Sex Education, and theory

will guide in studying the attitudes, norms, and perceived control to understand

and evaluate mental preparedness and conclude the factors to consider about

implementing Sex Education. The Theory of Planned Behavior serves as a

suitable model for elaborating the beliefs, then the intention that ultimately affects

the behavior.

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CONCEPTUAL FRAMEWORK

Input Process Output

● Grade 12 HUMSS ●Survey ● Employing the

students of Eclaro Questionnaire survey’s findings to

Academy ● Data gathering provide new

● Assessing the ●Statistical insights about the

components of the Procedures mental

mental readiness preparedness of

of students for Sex students to Sex

Education Education

Figure 2. IPO Conceptual Framework

The table shows the systematic processes the researchers will execute to

arrive at an accurate analysis and conclusion. The input includes the students,

who will be the respondents of this study, to obtain the needed data. Also, rapport

questions will be utilized to examine its effects and effectiveness. Survey

questionnaires will be used to develop the data gathering and statistical

procedures. Lastly, this research aims to successfully bring forth a beneficial

output for implementing Comprehensive Sexuality Education.

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DEFINITION OF TERMS

This section contains keywords of the study and words that are either unfamiliar or

hard to understand.

Abstinence - The act of not having sex and refraining from sexual intercourse,

according to the American Pregnancy Association (2022).

Adolescent - Someone from age 10 to 19. Someone who undergoes the

transitional phase of growth and development between childhood and adulthood

(Csikszentmihalyi, 2022).

Biological process - A process occurring in living organisms, according to the

Free Dictionary. A natural occurrence in living organisms like human beings.

Consent - A voluntary agreement, without coercion, between people with

decision-making capacity, knowledge, understanding, and autonomy, according to

The Consent Academy.

Comprehensive Sexuality Education - The quality manifestation and

implementation of Sex Education that teaches various relevant topics about sex,

sexuality, and reproduction. The name of Sex Education in the Philippines

according to the Republic Act 10354, The RP-RH Act of 2012, and Deped Order

#31, series of 2018.

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Contraception - It allows people to prevent pregnancy and plan for the period of

pregnancy, and some as protection against sexual infections (Shriver, 2017).

Gender - A person’s identity and personal sense of who they are (Abrams &

Ferguson, 2022).

Gender-equitable - The fairness and justice for all genders, including rights and

duties, according to the European Institute for Gender Equality.

Reproductive Health - According to the World Health Organization, a state of

complete physical, mental, and social well-being and not merely the absence of

disease or infirmity in all matters relating to the reproductive system and its

functions and processes.

Sex Education - Education regarding human sexual anatomy, sexual

reproduction and intercourse, and other relevant subjects about sex and sexuality,

according to Science Daily.

Sexual innuendo - Any word or phrase with a double meaning hinting about sex,

according to The Word Counter.

Sexuality - The ability to experience or express sexual feelings, according to

Cambridge Dictionary.

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Sexually Transmitted Diseases (STDs) - Also known as sexually transmitted

infections (STIs). Bacteria, viruses, or parasites are passed through sexual

contact, according to Mayo Clinic.

Taboo - A topic or subject that society proscribes as improper or unacceptable,

according to the Collins English Dictionary.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter includes design of the research to be used in this study, defines

the subject of the study, the respondents, the data gathering procedure,

instruments to be used and the statistical tools to be used in analyzing data.

Method of Research Used

The method to be used in this study is quantitative research which means we

will focus on quantifying the gathering and examination of data. This research

method collects data through measurements and the analysis of numerical

comparisons and theorizing through statistical efforts. The researchers wanted to

determine the importance of having a proper sex education for senior high school

students by extracting the data using the quantitative method for the research.

The experimental type is used as the research design by the researchers as its

objective is to attain data by using variables that would conclude to relevant

information. The experimental research design aims to dissect a study by

approaching it with independent and dependent variables in order to examine their

effect on the latter. This method has 3 prominent types of design; Pre-

experimental, Quasi-experimental and True experimental research design that are

decided by the manner of how- the researchers assign topics to various situations.

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Research Locale

The study was conducted at Eclaro Academy. The school is located at

Commonwelth Avenue. Batasan Hills, 1119 Quezon City Metro Manila. Eclaro

Academy is known as non-traditional, technology-focused educational institution

that uses a student-centered pedagogical approach.

This school follows the progressive learning philosophy, which promotes

exploration, creativity, knowledge construction, and genuine concern for the

student's experience, allowing every Eclaro student to become a well-rounded

personality

Respondents of the Study/ Population of the Study

The population of the study were grade 12 SHS students, from any Academic

Strand who are studying at Eclaro Academy in the school year 2022-2023.

Respondents of the study were between 16-25 years old only, from the population

of the students who were interviewed and selected by the research owner itself.

The sample technique that was used in the study was Purposive Sampling. In

selecting respondents, the researchers relied from their own judgement upon

choosing the members who were interviewed from the school population.

Research Instrument

In this study, the following instruments were utilized by the researcher to

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gather all the data needed by conducting a survey. This instrument will help the

researchers in determining the importance of proper sex education among Eclaro

Academy senior high school students in grade 12.

A 20-item research-made test was constructed by the researcher based on

researchers' readings, previous studies, and professional literature. The

questionnaire is composed of two parts: 1. the profile of the respondents, which

includes their section, sex, and age; and 2. the second part is composed of survey

questions, with a total of 20 items.

Validation of Research Instruments

As a process, validation involves collecting and analyzing data to assess the

accuracy of an instrument. There are numerous statistical tests and measures to

assess the validity of quantitative instruments, which generally involves pilot

testing.

How do you validate a research instrument? Validity is often defined as the extent

to which an instrument measures what it asserts to measure [Blumberg et al.,

2005]. Validity of a research instrument assesses the extent to which the

instrument measures what it is designed to measure (Robson, 2011). It is the

degree to which the results are truthful.

To determine if an appropriate instrument is available, a researcher can search

literature and commercially available databases to find something suitable to the

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study. If it is determined that there are no instruments available that measure the

variables in a study, there are four rigorous phases for developing an instrument

that accurately measures the variables of interest (Creswell, 2005). Those four

phases are: planning, construction, quantitative evaluation, and validation. Each

phase consists of several steps that must be taken to fully satisfy the requirements

for fulfilling a phase

Data Gathering Procedure

The researchers gathered the information by following a step by step

procedure, first one is creating a researched test that consists of 20 items about

the said topic. The second step is for the researchers to validate the questions in

order to continue the progress of the study. The following step is reaching out to

our moderators to ask the permit to recruit participants to contribute to the study

and approving the researched questionnaire. After attaining the approvals, the

researchers then proceed to begin gathering data from selected students.

The researchers will distribute the survey by using google forms because of

its conventionality and proficiency in conducting quizzes and questionnaires. As

we gradually collect the data after they submitted their results, the researchers

then examine the information in a quantitative approach. According to

Libguides.uta.edu (2022), The purpose of quantitative research is to generate

knowledge and create understanding about the social world.

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The researchers used the quantitative method in gathering data. According to

Ukri.org (2022) The strength of quantitative methods is that they can provide vital

information about a society or community, through surveys, examinations, records

or censuses, that no individual could obtain by observation. The survey was

written using the English language.

Data Analysis

To understand the data effectively, the researchers used the following

statistical treatment.

1. Frequency and Percentage. The percentage will be able to determine the

frequency counts and percentage distribution of personal related variables of the

respondents;

Thus: P = 100

Where: P = percentage

f = frequency

N = total number of respondents

100 = constant value

2. Weighted mean. It will be used in order to translate a total number of

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respondents to every question. The general formula for weighted mean:

WM =

Where: WM = weighted mean of sample

f = frequency count

N = total number of the respondents

= sum of all frequency count

The weighted mean will be calculated to determine the (dependent

variable) of the respondents.

In interpreting the weighted mean (dependent variable), Likert scale will

be used.

3. Likert Scale. To be used in the study’s questionnaire. A method of ascribing

quantitative value to qualitative data, to make it amenable to statistical analysis. A

numerical value is assigned to each potential choice and a mean figure for all the

responses is computed at the end of the evaluation or survey.

In this study, four levels of agreement were employed: example “Strongly

Agree”, “Agree”, “Disagree” and “Strongly Disagree”. This is to force the

respondent not to choose a middle point in answering the questionnaire.

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The simple frequency distribution table was used to tally then tabulate

the frequency of response for each level of agreement and classify the weighted

mean as follows:

Scale Range Verbal Description

4 3.25 - 4.00 Strongly Agree

3 3.24 - 2.50 Agree

2 2.49 - 1.75 Disagree

1 1.74 - 1.00 Strongly Disagree

Statistical Treatment of Data

The components of mental readiness of 12 HUMSS students, we studied

about SOP for the research we are working on. SOP’s we were able to gather in

Microsoft word to thoroughly systematize the structure. After setting up and

completing the questioners, researchers used a Google Form as a guide and way

to answer questions for the participants. Researchers find some participants who

relates at their topic. Through the advance technology, the form will automatically

record the result of the survey that was distributed through applications such as

Facebook/Messenger etc.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF THE DATA

This chapter presents the data, its interpretation, and analysis gathered from the

questionnaire distributed to the study’s respondents. This aimed to determine the

importance of mental readiness for sex education among the selected grade 12

HUMSS students. These data were statistically processed, displayed on a table,

evaluated, and interpreted based on the logically organized topics.

1.0 Demographic Profile of the Respondents

Table 1.1

Age of Respondents

Age Frequency Percentage

12-15 1 2.9%

16-18 28 82.4%

19-21 5 14.7%

Total 34 100%

Table 1.1 shows the Age of the Respondents. Based on the table most of the

Respondents are 16-18 (82.4%), while 19-21 out of (14.7%), And 12 -15 1 out of

(2.9%).

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This table implies that majority of the respondents are in ages 16-18.

Table 1.2

Sex of the Respondents

Female 23 67.6%

Male 11 32.4%

Total 34 100%

Table 1.2 shows Sex of the respondents. Based on the table, most of the

respondents are Female (67.6%) while the male has only 11 out of (32.4%) .

This table implies that majority of the respondents are female.

Table 1.3

Religion of the Respondents

Roman Catholic 19 57.6%

Christian 10 27.7%

Iglesia Ni Cristo 5 14.7%

Others 0 0

Total 34 100%

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Table 1.3 shows the Religion of the respondents. Based on the table most of the

respondents are Catholic with (57.6%), followed by Christian with (27.7%) and

Iglesia Ni Cristo with a (14.7%).

This table implies that majority of the respondents are Roman Catholic.

Table 1.4

Economic Status

Lower Income 5000 below 10 27.7 %

Middle Income 10,000 - 20, 000 19 57.6 %

Upper Income 30,000 and 5 14.7 %

above

Total 34 100 %

Table 1.4 shows the Economic Status of the respondents. Based on the table

most of the respondents have 10,000 - 20 000 (57.6%) income, Followed by 5000

(27.7%) and 30,000 (14.7%).

This table implies that the majority of the respondents have middle-class incomes.

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Table 2.1

Assessment of the Respondents in terms of Sensitivity

Sensitivity Weighted Interpretation Rank

mean

Are you open-minded 3.26 Strongly 2

in talking about sex?
Agree

Are you uncomfortable 2.91 Agree 3

talking about sex?

Do you feel nauseated 2.20 Disagree 4

when talking about
sex?

Do you feel scared 2.11 Disagree 5

when you hear about
sex?

Do you compare dirty 3.52 Strongly 1

talk with formal
discussions about Agree
sex?

Over all Weighted 2.8 Agree

mean

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Table 2.1 shows the assessments of the respondents in terms of Sensitivity, one

of the components for Mental Readiness for Sex education. Table shows the

question “ Are you open-minded in talking about sex?” had a weighted mean of

3.26 and interpreted as Strongly Agree by the respondents. This was followed by

the “Are you uncomfortable talking about sex?” with a weighted mean of 2.91 and

interpreted as Agree by the respondents, followed by the “Do you feel nauseated

when talking about sex?” with a weighted mean of 2.20, followed by the “Do you

feel scared when you hear about sex?” with a weighted mean of 2.11,this two

statement were interpreted as Disagree. Followed by the last statement which

is “Do you compare dirty talk with formal discussions about sex?” with a weighted

mean of 3.52 and interpreted as Strongly Agree.

Table 2.2

Assessment of the Respondents in terms of Family Influence

Familial Influence Weighted mean Interpretation Rank

Do your parents 2.32 Disagree 3

scold you when
you asked about
sex?

Are you afraid of 3.20 Agree 1

talking about sex
when you are
around your
parents?

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Do you think your 2.58 Agree 2

parents wants you
to gain more
knowledge about
sex?

Do your parents 2.02 Disagree 4

openly talk about
sexual activities?

Can you openly 1.94 Disagree 5

talk about sex
with your
parents?

Over all Weighted 2.41 Disagree

mean

Table 2.2 shows the assessment of the respondents in terms of Family influence,

one of the components for Mental Readiness for Sex education. Table shows the

question “Do your parents scold you when you ask about sex?” Had a weighted

mean 2.32 and interpreted as Disagree by the Respondents. This was followed by

“Are you afraid of talking about sex when you are around your parents?” with a

weighted mean of 3.20, followed by the “Do you think your parents want you to

gain more knowledge about sex?” with a weighted mean of 2.58, these two

statements were interpreted as Agree by the respondents. Followed by the “Do

your parents openly talk about sexual activities?” with weighted mean of 2.02,

followed by “Can you openly talk about sex with your parents?” with weighted

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mean of 1.94, these two statement were interpreted as Disagree by the

Respondents.

Table 2.3

Assessment of the Respondents in terms of Religious Influences

Religious Influences Weighted Interpretation Rank

mean

Is your religion strict when it comes to 2.73 Agree 1

talking about matters of sex?

Does your religion thinks that sex is not a 2.47 Disagree 2

good thing to learn?

Is your religion view sex as a sin? 2.35 Disagree 3

Does your religion bother you when you talk 2.02 Disagree 4
about sex?

Over all Weighted mean 2.39 Disagree

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Table 2.3 shows the assessment of the respondents in terms of Religious

Influence, one of the components for Mental Readiness for Sex education. Table

shows the question “Is your religion strict when it comes to talking about matters

of sex?” Had a weighted mean of 2.73 and interpreted as Agree by the

respondents. Followed by “Does your religion thinks that sex is not a good thing to

learn?” with weighted mean of 2.47, followed by “Is your religion view sex as a

sin?” with weighted mean of 2.35, followed by “Does your religion bother you

when you talk about sex?” with weighted mean of 2.02, these three statement

were interpreted as Disagree by the students.

Table 2.4

Curiosity Weighte Interpretation Rank

d mean

Do you get excited to learn new things about 3.11 Agree 1

sex education?

Do you feel like you lack of knowledge about 2.91 Agree 3

sex education?

Are you curios about how reproductive system 2.97 Agree 2

works?

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Have you ever felt curious regarding when your 1.82 Disagree 5
peers were previously watching porn and they
were criticized for doing so and you were invited
to join them? Have you ever felt curious about
joining?

Have you ever been curious about safe sex? 2.32 Disagree 4

Over all Weighted mean 2.62 Agree

Assessment of the Respondents in terms of Curiosity

Table 2.4 shows the assessment of the respondents in terms of Curiosity, one of

the components for Mental Readiness for Sex education. Table shows the

question “Do you get excited to learn new things about sex education?” had a

weighted mean of 3.11, followed by “Do you feel like you lack knowledge about

Sex Education?” with a weighted mean on 2.91, followed by “Are you curious

about how the reproductive system works?” with a weighted mean of 2.97 these

three statement were interpreted as Agree by the students. Followed by “Have

you ever felt curious regarding when your peers were previously watching porn

and they were criticized for doing so and you were invited to join them? Have you

ever felt curious about joining?” with a weighted mean of 1.82, followed by “Have

you ever been curious about safe sex?” with a weighted mean of 2.34 these two

statements were interpreted as Disagree by the students.

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter represents the summary of the study, findings, the

conclusion, and recommendations that derived in the conduct of the study which is

the Awareness of 12 HUMSS Students at Eclaro Academy for Sex Education in

the Senior High School Curriculum.

SUMMARY OF FINDINGS

Teenagers are one of the most vulnerable groups when it comes to sex since, as

we all know, it is the place where they first began to explore with this kind of

behavior. Lack of sex education is one of the reasons why young people today

start having children. According to the Philippine Statistics Authority, nine percent

of women between the ages of 15 and 19 have begun having children (PSA). Lack

of understanding of sexual education can also contribute to population growth and

sexually transmitted illnesses.

What are the Components for mental readiness of 12 HUMSS students in

Eclaro Academy for Sex Education in the Senior High School Curriculum?

2.1 Sensitivity

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The assessment of the respondents on "Are you open-minded in talking about

sex?" has a weighted mean of 3.26; "Are you uncomfortable talking about sex?"

has a weighted mean of 2.91; and "Do you feel nauseated when talking about

sex?" has a weighted mean of 2.20, with which they all disagree. "Do you feel

scared when you hear about sex?" has a weighted mean of 2.11, meaning they all

disagree, and the other one, "Do you compare dirty talk with formal discussions

about sex?" has a weighted mean of 3.52, meaning they strongly agree.

2.2 Family Influences

The assessment of the respondents in terms of family influences as the smallest

and most significant unit in society indicates that family influence is a major

component of one’s beliefs and outlooks. "Do your parents scold you when you

ask about sex?" has a weighted mean of 2.32. This was followed by the question,

"Are you afraid of talking about sex when you are around your parents?" with a

weighted mean of 3.20. Followed by "Do you think your parents wants you to gain

more knowledge about sex?" with a weighted mean of 2.58, this question was

interpreted as agree by the respondents. Following that, "Do your parents openly

discuss sexual activities?" has a weighted mean of 2.02, and "Can you openly

discuss sex with your parents?" has a weighted mean of 1.94, indicating that they

disagree.

2.3 Religious Influences

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 ECLARO ACADEMY
Assessment of the respondents to "Is your religion strict when it comes to talking

about matters of sex?" has a weighted mean of 2.73, "Does your religion think that

sex is not a good thing to learn?" has a weighted mean of 2.47, followed by "Does

your religion view sex as a sin?" with a weighted mean of 2.35, this question was

interpreted as disagreeable by the respondents. Followed by "Does your religion

bother you when you talk about sex?" has a weighted mean of 2.02, indicating

that they disagree.

2.4 Curiosity

One of the numerous issues with sex education is that it might encourage

students to participate in more sexual activity. "Do you get excited to learn new

things about sex education?" has a weighted mean of 3.11, "Do you feel like you

lack knowledge about sex education?" has a weighted mean of 2.91, followed by

"Are you curious about how the reproductive system works?" has a weighted

mean of 2.97. This question was interpreted as "agree" by the respondents.

Followed by, "Have you ever felt curious regarding when your peers were

previously watching porn and they were criticized for doing so and you were

invited to join them?" "Have you ever felt curious about joining?" has a weighted

mean of 1.82, followed by, "Have you ever been curious about safe sex?" has a

weighted mean of 2.32, indicating that they disagree.

CONCLUSIONS

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 ECLARO ACADEMY
We carried out this study in order to deepen our understanding of sex, to be more

forthcoming about it, to let other students know that we inform them, to steer clear

of it, and to be more circumspect while discussing sex education. This test is

specifically for HUMSS students because they are teenagers who enjoy exploring

topics like sex. The students at Eclaro Academy require the proper assistance

from their teachers to increase their thinking about sex education. As a result of

the numerous temptations that may face them and result in a lifetime of struggle, it

is crucial to study it as soon as possible in school so that their understanding of it

can deepen. HUMSS students will benefit from studying this because it is a crucial

topic for today's youth.

By identifying the factors that prevent our learners from understanding sex

education, it will be feasible to assist them in being psychologically prepared for it.

Nowadays, most individuals, especially members of Gen. Z, are easily offended

by some topics, therefore it's important to find out if a person is open-minded

before bringing up such a subject so they won't be perplexed, act strangely, or

have negative opinions of you. The majority of them are sensitive when it comes

to the subject of sex since they are not open-minded about it, and it is also

perplexing because they refuse to talk about it because they believe that it is an

improper subject to be discussed. In terms of sensitivity, good information about

sex is crucial, as is talking about it. Attending seminars on the topic can assist

students in learning more about sex and help them develop their sensitivity.

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 ECLARO ACADEMY
Another factor contributing to young people's lack of sexual knowledge is their

parents. They ought to be the ones to discuss it and explain it to their kids, but it

turns out that most of them are reluctant to do so for a variety of reasons, which

prevents their kids from discussing it openly. Because they fear reprimand from

their parents if they discuss sex, which is wrong, most young people are bashful.

In terms of family influences, we will encourage young people to open up to their

parents first if they want to talk about it because family should be the first to talk to

children about sex. Family planning is one of the finest ways to discuss it with their

parents. Don't be afraid to talk to your parents about it because it will affect all of

us in the future.

One factor that prevents us from being open about sex is religion, since some of

them oppose including sex education in the curriculum because they think it will

encourage children to engage in inappropriate behavior. They also think that

discussing it, especially in schools, is wrong and sinful. Regarding religious

influences, the goal of sex education is to lead healthy sexual lives and prevent

the spread of infectious illnesses. We should be more open-minded when

discussing sex education in religion since it is significant. Many religions

accurately teach it because sex is one of the beliefs of those who listen to it in

order to help those who listen in expanding their thoughts. This helps others who

hear them in understanding what should be done and what shouldn't. Because it

was created by humans, many religions do not object when discussing it, but they

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 ECLARO ACADEMY
do judge it properly to avoid human error.

When it comes to sexual knowledge, curiosity is also a factor because, as we are

all aware, it is simple for young people to explore it because we live in a digital

society where we have easy access to information on it. As an illustration,

pornography is one of the problems that young people frequently encounter when

they get interested in sex. Because of the temptation and the fact that they want to

try it, it is wrong to do that kind of activity. Because they are still young, many

students are interested in the topic of sex and many of them want to know why it is

preferable to teach it in the school to broaden the students' perspectives so that

their choice won't be incorrect if they do. They mature at this point because other

young people are fascinated about sex and attempt it; consequently, a lot of

young individuals become pregnant at an early age. Since this is one of the

hardest decisions they will ever have to make, it is crucial that they study it so that

they do not get lost. Therefore, it would be preferable if sex education were added

to our curriculum because it is a crucial subject that we must understand in order

to avoid social problems and health-related problems.

RECOMMENDATIONS

The researchers offer the following advice to HUMSS students that will be affected

by this research.

1. Must attend seminars that tackles the Importance of Sex Education.

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 ECLARO ACADEMY
2. Go to your local government that offers help to educate the youth.

3. Ready your mental capability to learn about Sex Education.

4. Be sympathetic to views regarding Sex Education.

5. Do not confuse the teachings of Sex Education with vulgar words.

6. Avoid making light of Sex Education when it is being taught.

7. Inadequate knowledge of sex-related family planning.

8. When addressing sexual education in religion, don't be exclusive.

9. Be knowledgeable about condoms and birth control.

10. Never be afraid to inquire about sex education because it is crucial for

teenagers.

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https://www.gmanetwork.com/news/topstories/nation/712757/deped-doh-urged-to-

roll-out-sex-ed-reproduction-health-info-drive-as-teen-pregnancies-rise/story/

Thelwell, K. (2020, December 10). Sex Education in the Philippines. The Borgen

Project.

APPENDIX

A. TRANSCRIPT OF QUESTIONNAIRE

Link of survey:

The components for mental readiness of 12 HUMSS students in Eclaro Academy

for Sex Education in the Senior Highschool Curriculumn //SURVEY - Google

Forms

Dear Respondents,

This is a research instrument for thesis entitled “THE COMPONENTS FOR

MENTAL READINESS OF 12 HUMSS STUDENTS IN ECLARO ACADEMY FOR

SEX EDUCATION IN THE SENIOR HIGHSCHOOL CURRICULUM”

You are earnestly requested to answer all questions as clearly and as truthful

as possible. Please do not leave any blank space. Mark appropriate items with a

(✔) check. Rest assured that all your answers will be treated with utmost

confidentiality.

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Part 1. The Components for Mental Readiness of 12 HUMSS students in

Eclaro Academy For Sex Education in the Senior High School Curriculum.

Directions: Kindly check (/) the level of assessment if you have encountered the

following common factors that affect your knowledge about sex:

SCALE Verbal Interpretation Legend

4 Strongly Agree SA

3 Agree A

2 Disagree D

1 Strongly Disagree SD

1. Sensitivity SD D A SA

(1) (2) (3) (4)

Are you open-minded in talking about sex?

Are you uncomfortable talking about sex?

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Do you feel nauseated when talking about sex?

Do you feel scared when you hear about sex?

Do you compare dirty talk with formal discussions about sex?

2. Family Influences SD D A SA

(1) (2) (3) (4)

Do your parents scold you when you ask about sex?

Are you afraid of talking about sex when you are

around your parents?

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Do you think your parents want you to gain more

knowledge about sex?

Do your parents openly talk about sexual activities?

Can you openly talk about sex with your parents?

3. Religious Influences SD D A SA

(1) (2) (3) (4)

Is your religion strict when it comes to talking about

matters of sex?

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Does your religion think that sex is not a good thing to

learn?

Is your religion view sex as a sin?

Does your religion bother you when you talk about sex?

4. Curiosity SD D A SA

(1) (2) (3) (4)

Do you get excited to learn new things about sex

education?

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Do you feel like you lack of knowledge about sex

education?

Are you curious about how reproductive system

works?

Have you ever felt curious regarding when your

peers were previously watching porn and they

were criticized for doing so and you were invited

to join them? Have you ever felt curious about

joining?

Have you ever been curious about safe sex?

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APPROVAL SHEET

In partial fulfillment of requirements for the Senior High School, this

Research proposal entitled “Awareness of 12 HUMSS Students at Eclaro
Academy for Sex Education in the Senior High School Curriculum” has been
prepared and submitted by Aehr, Barabona, Bautista, Benigno, Jeslaga,
Magdayao, Miranda, Tresreyes, Rosario, and Zipagan who are hereby
recommended for the oral examination.

Approved in partial fulfillment of the requirements for Senior High School by

the Panel of Oral Examination Committee.

Dr. Starlita Dela Cruz

Thesis Adviser

Mr. Mark Joey Munoz Ms. Jasmine Perez

Member, Oral Defense Panel Member, Oral Defense Panel

Dr. Erlinda G. Dejame

Member, Oral Defense Panel

Accepted in partial fulfillment of the requirements for the Senior High School.

February 20, 2023 Dr. Erlinda G. Dejame

Date College Dean

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