THE PERCEPTION OF GRADE 12 SHS STUDENTS OF FEU-DILIMAN ABOUT THE IMPLEMENTATION OF A COMPREHENSIVE SEX EDUCATION TO THE K-12 CURRICULUM PDF

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FEU Diliman Basic Education Department THE PERCEPTION OF GRADE 12 SHS STUDENTS OF FEU-DILIMAN ABOUT THE IMPLEMENTATION OF A COMPREHENSIVE SEX EDUCATION TO THE K-12 CURRICULUM Research Paper Submitted to the Faculty of Senior High School, Basic Education Department, Far Eastern University-Diliman In ...

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THE PERCEPTION OF GRADE 12 SHS STUDENTS OF FEU-DILIMAN ABOUT THE IMPLEMENTATION OF A COMPREHENSIVE SEX EDUCATION... Bjørn Henrik Panis

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FEU Diliman Basic Education Department

THE PERCEPTION OF GRADE 12 SHS STUDENTS OF FEU-DILIMAN ABOUT THE IMPLEMENTATION OF A COMPREHENSIVE SEX EDUCATION TO THE K-12 CURRICULUM

Research Paper Submitted to the Faculty of Senior High School, Basic Education Department, Far Eastern University-Diliman

In Partial Fulfillment of the Requirements for the Subject Research Project

By: Dorango, Julia Marie Garcia, Arielle Chelsea Lastimosa, Freda May Jeresano, Alliana Jean Palapal, Franz Louis Panis, Bjorn Henrik Suarez, Samantha Shane

Erwin Forte Technical Adviser

April 2020

FEU Diliman Basic Education Department

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

1

Introduction

1

Statement of the Problem

3

Scope and Delimitation

4

Objective of the Study

5

Significance of the Study

6

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES LITERATURE

8 8

Local

8

Foreign

10

STUDIES

12

Local

12

Foreign

14

Theoretical Framework

18

Social Learning Theory

18

Relevance of the Related Literature and Studies to the Present Study

20

Definition of Terms

21

REFERENCES

23

APPENDICES

I

APPENDIX I: LETTER TO PARTICIPANTS

I

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FEU Diliman Basic Education Department

APPENDIX II: LETTER TO DIRECTRESS

III

APPENDIX III: LETTER TO THE EDUCATORS APPENDIX IV: RESEARCH QUESTIONS

V VII

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FEU Diliman Basic Education Department

CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction

As time progresses, the youth today are becoming much more aware with their sexuality and their bodies. With an open environment such as social media, the current generation are letting their curious minds to discover their individuality thus shaping their well-being further. To further understand this new stage of self-discovery, some schools are offering the sex education curriculum to facilitate the students, stretching their ideas to social aspects of their sexuality and to equip them with knowledge, skills and values that can help them realize their health, dignity and to ensure their rights of choice.

Sexual Education is the learning of information regarding one’s sex and sexuality. Two kinds of sex education: Comprehensive, and Abstinence-Only programs have been created as an adaptation in terms of encouraging adolescents to be sexually healthy adults. It is an instructional guide which serves people the knowledge with broad variety of topics such as the human sexuality, body anatomy, sexual activities, reproductive health, and sexual reproduction. Family planning and birth control are also present in the subject of comprehensive sex education. Thus, with the continuous complexity of the modern times, with sexual innuendoes present in today’s pop culture, the importance of creating a healthy method of conversations such as these arises.

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FEU Diliman Basic Education Department

However, when it comes to the topic of sex education, many people turn a blind eye towards it. In an article written by Jonathan Simrin (2015), European countries such as Italy, Germany and Switzerland have a generally cumulative approach to sexual education. Countries such as Sweden, France, the Netherlands, Denmark, and Belgium all adapted an optimistic approach and the teachers in these countries are inclined to minimize accentuating the dangers of sex. Instead, they lighten up the conception of sex and proposed it as a normal, healthy, and a positive act. However, in Asian countries, topics relating to sex education are considered as taboo topics, often seen as vulgarity.

Countries like the Philippines are one of those that has yet to implement Sex Education in the country. In a country of which most are vastly conservative Catholics, sex education is found to be irreligious as it is believed that sex education promotes premarital sex. In the overall argument of implementing the subject to the educational curriculum in the Philippines, sex education is believed to contradict the moral and religious values of a vast majority of Filipinos. Despite being part of the curriculum at many schools, sex education still remains a controversial issue in several countries, especially which considering the age at which children should start receiving such said education. As such, the amount of detail that should be morally revealed, and topics dealing with human sexuality and behaviour (ScienceDaily, N.D.).

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FEU Diliman Basic Education Department

With this information, the researchers aim to discover the importance of sex education to senior high students in the Philippines, and insights of the students themselves about the debated implementation of sex education in the country.

Statement of the Problem

This research entitled A Qualitative Research Regarding the Perception of Grade 12 Senior High School Students of Far Eastern University-Diliman about the Implementation of a Comprehensive Sex Education to the K-12 Curriculum aims to resolve the following questions:

In the span of 7 years, through years 2011-2018, around more than a thousand cases of HPV- infected people have been reported in a single clinic alone (Yang, 2019). Most of the people infected with HPV, or the Sexually Transmitted Disease, Human Papiloma Virus, are within the age ranges of 15-50 years old. With that said, rate of contracting sexually transmitted diseases in the Philippines alone has been increasing (Department of Health, 2018). A sum of 912 individuals have been recently diagnosed with HIV within the country, 283 of which are those within the ages of 15-24 years old. With the rampant growth of STD cases, and unwanted pregnancies in teens, the Reproductive Health Law has initiated an addition of sexual education within the K to 12 Curriculum. This, however, is yet to be p within the curriculum.

Far Eastern University-Diliman has yet to implement the subject within its curriculum. As such, the students are at-risk in increasing the probabilities of negative outcomes.

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FEU Diliman Basic Education Department

As such, the general problem addressed in this current study is the lack of sexual education in senior high school. Students are exposed to topics such as sex without the right outlet for the information that they need to learn about it. This research entitled The Perception of Grade 12 SHS Students of Far Eastern University-Diliman about the Implementation of a Comprehensive Sex Education to the K-12 Curriculum aims to resolve three main questions. The researchers aim to know more about the perceptions of Grade 12 students about sex education. Additionally, the researchers intend to determine what can be obtained from the opinions of the students. Lastly, after answering the questions, this research shall determine the possible implications of the opinions acquired from the students.

Scope and Delimitation

The study will focus on the perceptions of students regarding the implementation of Sex Education in the Philippines. Sixty students from the Grade 12 Senior High School Department of Far Eastern University-Diliman will be asked to participate in the study.

The study will focus on the comparison of the perceptions of the participants, in order to see the implementation of sex education will be effective or not. The researchers, however, will be unable to provide a demonstration sample of proper implementation of sex education due to the limited time frame given to this research. The Personal Information of the participants, such as the name, age, grade and section, and the like, will be kept highly confidential between the researchers and participants only.

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FEU Diliman Basic Education Department

The primary method of data gathering will be through the use of a focus group discussion and answering of surveys, wherein the participants will be attending an arranged meeting with the researchers, discussing their insights and opinions regarding the implementation of sex

education in the Philippines through answering a series of questions after answering a set of written questions.

Objective of the Study

The researchers aim to focus on conducting a qualitative study regarding the implementation of an inclusive and comprehensive Sex Education to the selected Grade 12 students in FEU Diliman

The objectives of the study are as follows:

1.

To determine the perception of the students about comprehensive sex education in the Philippines.

2.

To discover the factors that affect the perception of the students regarding comprehensive sex education.

3.

To determine the possible effects of the opinions given by the students in the future of comprehensive sex education in the Philippines.

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FEU Diliman Basic Education Department

Significance of the Study

This research aims to tackle the implementation of an inclusive and comprehensive sex education to Grade 12 Senior High School students in FEU Diliman. The study will also provide results that can be used to improve certain elements in the Philippines, like the taboo system of the country regarding sex education and can benefit the country because of learning proper sex education. The results of this research may benefit the students, the Department of Education, the parents, Sex Education teachers, and the future researchers.

The Students. This research may help the students about the definition of comprehensive sex education provided by the Department of Education as it is to be implemented in the Philippines. The study may also provide details on the opinions of students regarding the topic that is yet to be implements and the factors that affects their opinions.

The Department of Education. This research may also help the Department of Education formulate activities which include Sex Education and provide proper knowledge that can be taught to people, and especially teenagers. With the information provided in the research, the Department of Education may be able to use these for their studies with regard to implementing the subject to the educational curriculum in the Philippines.

The Parents. This study may also help the parents to learn about sex education, and what would be an effective way to also teach their children either Comprehensive or Abstinence-Only Sex Education within their households. This study may also provide help on broadening the

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FEU Diliman Basic Education Department

perspective of the parents in the topic, thus, creating a safe space for their children to communicate with them using such curiosities about themselves.

The Sex Education teachers. This study may also help the sexual education teachers to formulate activities which integrates proper sex education to their students. They can also help their students be prepared in handling real-life situations that may require proper knowledge about sex.

To the Future Researchers. The data in this research may be used as basis or as reference in future studies.

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FEU Diliman Basic Education Department

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies, local and foreign, related to the implementation of an inclusive and comprehensive sex education to the K-12 Curriculum.

LITERATURE These reviewed articles were derived from various websites, articles, memos, books, journals and magazines. The information gathered have helped the researchers in conducting their studies. Below are related local and foreign literatures that the researchers have used as bases of the study.

Local

In a conservative country, such as the Philippines, issues about one’s bodies are often left unsaid, or worse, avoided. Thus, the unawareness and ill-education of Filipinos are present with topics circulating about proper sex, reproduction, and even some topics about adolescence. According to an independent children’s organization, Save the Children Philippines (2019), they believe that most parents are not equipped with the appropriate information and communication skills in order to educate their children in terms of sex education. A technical advisor on Adolescent Sexuality and Reproductive Health of Save the Children Philippines, Dr. Miel Nora (2019), agreed that parents may know some useful information about sex, reproductive health, puberty, and romantic relationships because of previous personal experiences (Nora, 2019).

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FEU Diliman Basic Education Department

However, the parents may lack the proper way of introducing the mature topics to the youth, considering the conservative nature and traditions of the country.

On a study conducted by Dr. Miel Nora, 85% of the parents know the information regarding sex education. However, when confronted and asked for a discussion with their children, parents are reluctant and unsure on the information that they are providing. This kind of statistic perfectly encapsulates the lack of proper sexual education in the Philippines as being one of the main reasons why the country has a rising number of STD cases, and highest teenage pregnancy rates in Asia. With the rising rates of human sexual viruses in the Philippines, the Department of Health decided to convince the Department of Education in elementary schools to implement a mandatory sex education in accordance to the Reproductive Health Law. As told by the Head of Health Director of Knowledge Management and Information Technology Service, the DOH has been hedging the DepEd to introduce sex education as early as soon as the appropriate age come. Thus, the Reproductive Health Bill was finally signed as law in 2012, by then-President Benigno Aquino III. Upon the passing of the bill, it was said that the comprehensive sexuality education will have seven core topics, mainly: human body and human development, personhood, healthy relationships, sexuality and sexual behaviors, sexual and reproductive health, personal safety and gender, culture, and human rights, in the hopes of providing proper knowledge about the sexual education to the children and adolescents. In addition to that, the education secretary encourages the teachers to exert effort and instill to the

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FEU Diliman Basic Education Department

learners the importance of every topic as well as suggesting that the need to implement the policy is urgent and is in favor of introducing sex education to students as young as in 4th or 5th grade.

Foreign

An article entitled Sexuality Education in Europe: an Overview of Current Policies by Parker, Wellings, and Lazarus (2018) stated that comprehensive sexuality education is one of the most important tools to ensure that young people have the information they need to make healthy and informed choices. This emphasizes the importance of comprehensive sex education for the good of young adults. Sex education, although often set aside from in being included in the curriculum, enables young adults to make better decisions for themselves. Adolescence is presented as the main stage of development and sexuality is one of the topics that concerns teenagers nowadays (Lesko, 2001).

Nevertheless, adolescence is the phase when healthy habits are formed naturally making it the most suitable time for sexual health interventions. Teaching social skills relevant to sexual behavior in classroom settings requires specialist expertise both in program design and in delivery by teachers or facilitators. Theory and evidence-based programs designed to promote such skills and modified on the basis of effectiveness evaluations are most likely to have an impact on the rate of pregnancies and sexually transmitted infections among young people. The right execution of teaching sex education at school can greatly contribute to the knowledge, decision-making, and health of young adults (Schaalma, Abraham, Gilmore, and Kok, 2004).

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FEU Diliman Basic Education Department

The idea of creating a subject that teaches sexuality began in 1918 in the United States through the Chamberlain-Kahn Act (Venzon, 2013). The act was to prevent the rising cases of sexually transmitted diseases (STIs) amongst people. Eventually, in 1981, the act Adolescent Family Life Act was passed, creating an abstinence-only system of sex education. With the constant debate of the appropriation of teaching sexuality education to young adolescents, and its infectivity, the first comprehensive sex education was funded in 2009 by then-president Barack Obama.

In comparison to the initial definition of abstinence-only, Comprehensive sexuality education, according to the Guidelines for Comprehensive Sexuality Education from the Sexuality Information and Education Council of the United States (SIECUS) “should be appropriate to the age, developmental level, and cultural background of students and respect the diversity of values and beliefs represented in the community. Comprehensive sex complements and arguments the sexual education children received from their families, religious, and community groups, and healthcare professionals. While abstinence sex, is a form of sex education that teaches not having sex outside of marriage. It often excludes other types of sexual and reproductive health education, such as birth control and safe sex. The topic of abstinenceonly education is controversial in the United States, with proponents claiming that comprehensive sex education encourages premarital sexual activity, and critics arguing that abstinence-only education is religiously motivated and that the approach has been proven ineffective and even detrimental to its own aims. People, especially adolescents need to know

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FEU Diliman Basic Education Department

how to protect themselves from HIV/STDs and early or unplanned pregnancies, for this, sex education is the best solution and prevention, although it should be a lifelong learning process depending on the knowledge and skills and positive attitude. It helps not only the young, but everyone to enjoy sexual intercourse and relationships that are based on good qualities such as positive knowledge, mutual respect, trust, negotiation and enjoyment.

Nevertheless, knowledge that is age-appropriate, among youth and adolescents about the process during puberty, sexuality, modes of transmission and prevention of sexually transmitted diseases, and the attainment of maintaining a healthy and safe sexual life is important for the health and welfare of th...