The Investigations of Learning Sex Education and Its Effects on the Attitude of Grade 11

Students at Cabangan National High School

INTRODUCTION:

The background of the study

This study revolves around investigating the learning process of sex education and its
effect on the attitudes of senior high school students. Sex education plays a crucial role in
providing young individuals with the necessary knowledge, skills, and attitudes to make
informed decisions about their sexual health and well-being. It aims to educate students about
various aspects of human sexuality, including relationships, anatomy, contraception, sexually
transmitted infections, and consent. The study focuses on senior high school students at
Cabangan National High School, who are in a critical phase of their development and are likely
to be exploring their sexuality and forming relationships. This period provides an opportunity to
equip them with accurate and comprehensive information, promoting healthy attitudes and
behaviors related to sex.

The aim of the study is to examine the impact of sex education on the attitudes of senior
high school students. It aims to determine whether a well-designed and implemented sex
education curriculum can positively influence students' attitudes towards sex, relationships,
consent, and overall sexual health. This investigation will involve assessing students' opinions,
knowledge levels, and attitudes before and after receiving sex education to evaluate any changes
and improvements.

Schools can provide a platform for health promotion because they can reach most young
people through contributing to the improvement of aspects of health and well-being (Suhrcke &
de Paz Nieves, 2011) [4]. School-based sex education interventions are implemented as a part of
the formal curriculum and are becoming increasingly popular because they have the potential to
educate young people to make healthy decisions about their sexual lives (Kirby & Laris, 2009)
[4]. sexual health knowledge, including reproductive health, contraception, condom use, and
HIV/AIDS and (b) positive attitudes toward sexual minorities, although these changes may
require further reinforcement.[2] Teenage pregnancy Prevention program(TPP) and Personal
Responsibility Education Program(PREP) funded programs for middle- and high school-aged
students but allowed programming to be delivered in a variety of settings, including schools,
community centers, and medical clinics.[3] The University of Washington study does not speak
to how comprehensive sex education should be implemented. Clearly this is a question to be
handled carefully by both parents and administrators alike, as we continue to improve and
expand the reach of comprehensive sex education programs.[1]. Sex education does influence
contraceptive knowledge and behavior, however. Sexually active teenagers who have had formal
instruction report knowing how to use more methods than do adolescents who have had no
instruction. The former group is also significantly more likely to have practiced contraception at
some time.[6]. A common risk behavior in adolescence is the early initiation of unprotected sex
that exposes adolescents to an unplanned pregnancy or sexually transmitted infections. Schools
are an ideal place to strengthen adolescents’ sexual knowledge and modify their behavior,
guiding them to exercise responsible sexuality.[5]

METHODOLOGY

Research Design:

- Define the research problem: Investigate the Learning Sex Education and Its Effects on the
Attitude of Grade 11 Students at Cabangan National High School

- Select a correlational research design to examine the relationship between variables without
manipulating them.

Sampling:

- Identify the target population: Grade 11 students at CNHS.

- Use stratified random sampling to ensure representation across different academic levels.

Data Collection:
 - Develop a questionnaire assessing Learning of Sex Education and Effects on the Attitudes
(frequency, duration, content consumption).

- Administer the survey to selected participants anonymously.

Variables:

- Independent Variable: Learning Sex Education.

- Dependent Variable: Effects on the Attitude.

Data Analysis:

- Utilize correlational statistical methods (e.g., Pearson correlation) to analyze the relationship
Learning Sex Education and Effects on the Attitude.

Validity and Reliability:

- Ensure the questionnaire's validity by consulting experts and conducting a pilot test.

Ethical Considerations:

- Obtain informed consent from participants and parental/guardian consent for minors.

- Guarantee confidentiality and assure participants that their academic standing won't be
affected by participation.

Results Presentation:

- Present findings through statistical summaries, graphs, and tables.

 - Discuss implications of the correlation, emphasizing the limitations and potential directions
for future research.

This methodology provides a structured approach to explore the correlation between

Learning Sex Education and Its Effects on the Attitude of Grade 11 Students at Cabangan
National High School.

STATEMENT OF THE PROBLEM

This study aims to investigate the Learning of Sex Education and Its Effects on the
Attitude of Senior High School Students at Cabangan National High School.

1. what is the profile of the respondents in terms of:

1.1 age

1.2 sex

1.3 strand

1.4 academic level

2. what are the effects of learning sex education to the senior high school students in terms of:

2.1 previous understanding of sexual relationships

2.2 low rate of teenage pregnancy

2.3 positive impacts on the attitude in terms of learning sex.

2.4 improve students` academic performances

2.5 increase of curiosity to engage sexual activity

3. How do senior high school students at cabangan national high school learn about sex
education?

4.What types of attitudes does senior high school students at cabangan national high school
about learning sex education?

5.Is there a significant relationship between learning sex education and its effect on the attitudes
of senior high school students of cabangan national high school?

Research Questions:

QUESTIONS YES NO

1. Do you have an idea about sex education?

2. Do you think learning sex education can provide you a positive
mindset about sexual health?
3. Are you willing to learn sex education?
4. Do you think your attitudes might change if you learn sex
education?
5. Do you think sex education provided accurate information that
helped you make informed decisions about your sexual health?
6. Did sex education help you develop a positive mindset regarding
consent and respecting boundaries in intimate relationships?
7. Did sex education provide you with the necessary skills and
knowledge to navigate safe and healthy relationships?
8. Did sex education address the importance of sexual health,
including contraception, STI prevention, and regular check-ups?
9. Did sex education provide a platform for open and honest
discussions about sexual orientation, gender identity, and diverse
ways of expressing sexuality?

10. Do you think sex education can help to prevent teenage pregnancy
that happened in our school?
CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Demographic Profile of the Quantitative research The Investigations of Learning
respondents Survery questionaire Sex Education and Its Effects on
AGE the Attitude of Senior High
Grade level School Students at Cabangan
Section/Strand National High School in relation
to:
1. The Investigations of Learning
Sex Education.
2. Effects on the Attitude of
Grade 11 Students

SIGNIFICANCE OF THE STUDY

The significance of studying the effects of learning sex education on the attitudes of
senior high school students is multi-faceted and has several important implications.

Sex education plays a crucial role in promoting sexual health and well-being among
students of cabangan national high school. By providing accurate and comprehensive
information about topics such as reproductive health, contraception, sexually transmitted
infections, consent, and healthy relationships, sex education equips students with the knowledge
and skills necessary to make informed decisions about their sexual health. Understanding how
learning sex education influences the attitudes of senior high school students of cabangan
national high school can help educators and policymakers assess the effectiveness of current sex
education programs and identify areas for improvement.

Secondly, studying how sex education affects attitudes can provide insight into how
education affects risky behavior reduction and the promotion of safer practices. Studies have
shown that comprehensive sex education programs that cover both abstinence and contraception
can encourage more responsible sexual behaviors in adolescents, such as postponing sexual
initiation, using condoms more frequently, and having fewer unintended pregnancies and STDs
(Sexually Transmitted Diseases). We can learn more about the potential advantages and
effectiveness of these programs by examining the attitudes of senior high school students after
they participated in sex education.

Lastly, this study can contribute to the ongoing dialogue around the importance of
comprehensive and inclusive sex education in cabangan national high school. By providing
evidence of the positive effects of sex education on attitudes, policymakers and educators can
make a stronger case for implementing and expanding comprehensive sex education programs,
ensuring that students receive the necessary information for healthy decision-making and
navigating their own sexual lives.

In conclusion, investigating the effects of learning sex education on the attitudes of senior
high school students of cabangan national high school is significant as it helps evaluate the
effectiveness of current programs, promotes responsible sexual behaviors, addresses
misconceptions and barriers, and contributes to the broader discussion on the importance of
comprehensive and inclusive sex education.

SCOPE AND DELIMITATIONS

The research will focus on learning sex education and its effect on the attitudes of senior
high school students at Cabangan National High School. The study is limited to the academic
year 2023-2024 and cannot be generalized to other academic years or time periods. The research
will only analyze the learning of sex education and its effect on the attitudes of senior high
students and will not include any personal issues of the students.

The study will particularly focus on academic tracts such as STEM, HUMSS, ABM, and
TVL to determine the effect on the attitudes and learning of sex education to the students of
Cabangan National High School. The study will focus to the effects on the attitudes of the
students when it comes learning of sex education. The research will not involve the opinions or
perspectives of teachers or parents and will only utilize data from students who have agreed to
participate in the study.
 Furthermore, studying the attitudes of senior high school students towards sex education
at Cabangan National High School can help identify any misconceptions or barriers that may
exist, allowing educators to tailor their programs to address specific concerns. By understanding
students' attitudes towards topics such as gender, consent, LGBTQ+ inclusiveness, and
reproductive health, educators can create a safe and supportive learning environment that fosters
open and informed discussions.

RESULTS AND DISCUSSION

This chapter provides the results and interpretation of the findings based on collected data,
related literature and studies, and the researcher’s observation and experience.

1. Profile of the Student-Respondents

The student respondents profile comprises age and strand, as shown in Table

2.

Table 2

Frequency and Percentage distribution of the Student-Respondents’ Profile

Age Frequency Percent

16years old 65 43.046%

17 years old 72 47.682%

18 years old 10 6.623%

19 years old 2 1.325%

20 years old 2 1.325%

 Total 151 100.0%

Strand Frequency Percent

Science, Technology, Engineering, and 31 20.530%

Mathematics (STEM)

Humanities, and Social Sciences (HUMSS)- 17 11.258%

PAVLOV

Humanities, and Social Sciences (HUMSS)- 17 11.258%

PIAGET

Accountancy and Business Management 12 7.947%

(ABM)

Caregiving NC II 17 11.258%

Carpentry NC II 6 3.974%

Electrical, Installation & Maintenance (EIM) 17 11.258%

Food & Beverage Services NC II (FBS) 17 11.258%

Animal Production NC II 17 11.258%

Total 151 100.00%

Age. The bulk of participants—43.046% of the sample—are 16 years old. This is followed by
17-year-olds (47.682%) with 72 participants. It is noteworthy that participation rates decrease
with age, with ten (10) 18-year-olds with participating at 6.623%, two (2) 19-year-olds
participating at 1.325%, and two (2) 20-year-olds participating at 1.325%. The curriculum and
areas of study covered by senior high school strands differ. Students typically have diverse
preferences when it comes to selecting a strand. Some students would rather have a strand that is
scholarly in character. For instance, English, math, and science. On the other hand, some
students might choose a strand that concentrates on skills. Some general themes in the responses
given by students were: More material should be covered regarding sexuality education to
adequately answer questions all students might have; sexuality education should be required for
all students; and students are more prepared to learn information about sexuality than schools are
prepared to teach it. Students also identified several topics that they felt should be covered in an
ideal sexuality education course. Participants indicated that information about preventing
unwanted pregnancy and STDs was something they wanted covered in-depth in sexuality
education. While they recognized abstinence as one option, all students expressed a need for
more information on contraception. Students also wanted information about issues of sexual
violence included, such as incest, rape, and sexual harassment.(
https://www2.uwstout.edu/content/lib/thesis/2002/2002hartmannc.pdf)

Strand. In regard to the student strand, the Technical Vocational and Livelihood Track had the
biggest number of participants (74, or 49.006%), followed by the Science Techonoloy
Engineering and Mathematics (STEM) strand, which had the second-highest number of
participants (31, or 20.530%). The Humanities and Social Science (HUMSS PAVLOV) strand
had 17 participants, or (11.258%), or 11:26 percent and Humanities and Social Science (HUMSS
PIAGET) strand had 17 participants, or (11.258%), or 11:26 percent. The Accounting and
Business Management (ABM) attained 12 students as a participants (or 7.947%),

3. Values in Learning Sex education

Epistemological value

ted Table 3

TABLE 3.1 YES CATEGORY

QUESTIONS FREQUENCY PERCENTAGE RANK

Did sex education provide you with 135 89.404% 1
the necessary skills and knowledge to
navigate safe and healthy
relationships?
Did sex education address the 133 88.079% 2
importance of sexual health, including
contraception, STI prevention, and
regular check-ups?
TABLE 3.2 NO CATEGORY

QUESTIONS FREQUENCY PERCENTAGE RANK

Did sex education provide you with 135 89.404% 1
the necessary skills and knowledge to
navigate safe and healthy
relationships?
Did sex education address the 133 88.079% 2
importance of sexual health, including
contraception, STI prevention, and
regular check-ups?

PERSONAL VALUES

TABLE 4

TABLE 4.1 YES CATEGORY

QUESTIONS FREQUENCY PERCENTAGE RANK

Do you have an idea about sex 128 84.768% 3
education?
Do you think learning sex education 129 85.430% 2
can provide you a positive mindset
about sexual health?
Are you willing to learn sex 125 82.781% 4
education?
Do you think your attitudes might 91 60.265% 1
change if you learn sex education?

TABLE 4.2 NO CATEGORY

 QUESTIONS FREQUENCY PERCENTAGE RANK
Do you have an idea about sex 128 84.768% 3
education?
Do you think learning sex education 129 85.430% 2
can provide you a positive mindset
about sexual health?
Are you willing to learn sex 125 82.781% 4
education?
Do you think your attitudes might 91 60.265% 1
change if you learn sex education?

SOCIAL VALUES

TABLE 5

TABLE 5.1 YES CATEGORY

QUESTIONS FREQUENCY PERCENTAGE RANK

Do you think sex education provided 135 89.404% 2
accurate information that helped you
make informed decisions about your
sexual health?
Did sex education help you develop a 137 90.728% 1
positive mindset regarding consent
and respecting boundaries in intimate
relationships?
Did sex education provide a platform 135 89.404% 2
for open and honest discussions about
sexual orientation, gender identity,
and diverse ways of expressing
sexuality?
Do you think sex education can help 137 90.728% 1
 to prevent teenage pregnancy that
happened in our school?

TABLE 5.1 NO CATEGORY

QUESTIONS FREQUENCY PERCENTAGE RANK

Do you think sex education provided 135 89.404 2
accurate information that helped you
make informed decisions about your
sexual health?
Did sex education help you develop a 137 90.728 1
positive mindset regarding consent
and respecting boundaries in intimate
relationships?
Did sex education provide a platform 135 89.404 2
for open and honest discussions about
sexual orientation, gender identity,
and diverse ways of expressing
sexuality?
Do you think sex education can help 137 90.728 1
to prevent teenage pregnancy that
happened in our school?

SUMMARY OF FINDINGS,CONCLUSIONS AND RECOMMENDATIONS

School-based sexuality education continues to be a controversial topic. Many individuals

involved in the debate fall within one of two categories, favoring either abstinence-only or

abstinence-plus curriculum. Kirby (2000) identified several characteristics of effective sexuality

education programs and concluded that abstinence-plus curriculums were the most effective.
The feelings and opinions of parents and teachers are also important to the discussion of school-
based sexuality education, as they are also an important source of information about sexuality for
their child(ren) or students, and research articles related to this topic were reviewed. Ultimately,
one of the most important aspects of sexuality education is how students feel about it, as they are
the ones who will have to make the choice whether or not to engage in sexual activity.

CONCLUSIONS AND RECOMMENDATIONS

One of the primary implications that can be made from the analysis of pertinent literature is that
schools who want to offer successful, empirically supported school-based sexuality education
should choose to use abstinence-plus curricula. This strategy is hampered by a number of factors,
such as the financial rewards for organizations that promote abstinence alone and the demand
from community members and parents to offer abstinence-only instruction. Additionally,
students choose unconventional teaching methods, which many professors may find difficult to
implement or uncomfortable.

The following suggestions are for both additional research and schools looking to offer high-
quality sexuality education:

1. It is advised that schools implement abstinence-plus programs until a more powerful body of
research supporting abstinence-only programs can be produced. Studies have repeatedly
demonstrated that these programs are more successful and offer more knowledge than students
indicate they require.

2. It is advised that schools offer training to educators who will be teaching sexuality education
so they can handle their own feelings of shame and have sufficient knowledge to draw from
without overly depending on course materials. Students stated in the data examined for this study
that they preferred instructors who could respond to their inquiries and had subject-matter
expertise. Students' feelings in the classroom are significantly impacted by teachers' humiliation
as well. If students sense that their teacher feels uneasy, they may also feel that way, which could
create a hostile, closed-off environment in the classroom rather than one that encourages debate
and inquiries.

3. It is advised that schools assess their sexuality education curriculum in some way. There is no
need for a formal investigation for this. Pupils might be questioned about their experiences with
the instruction they have received informally via class surveys or through other channels. This
would enable educational institutions to modify their curricula in order to better meet the
demands of their pupils.

4. It is advised that educational institutions devise strategies for involving parents and potentially
the community in the sexuality education of their pupils. Although it's crucial for parents and
kids to communicate with each other about sexuality, the subject is frequently difficult for both
parties. Information about how to talk about sexuality with parents and students can be very
helpful to both groups. By inviting guest speakers and informing students about nearby
resources, the community may participate in the sexuality education process.

5. It is recommended that further evaluations be done on abstinence-only sexuality education

programs. More funding is available for these programs, yet there has been limited research and
research that has been done has concluded that these programs are ineffective. A larger base of
research might either continue to find these programs ineffective, or may begin to find positive
results.

REFERENCES:

[1] Bright, M. (2023, February 27). Study Finds that Comprehensive Sex Education Reduces
Teen Pregnancy | ACLU. American Civil Liberties Union.
https://www.aclu.org/news/reproductive-freedom/study-finds-comprehensive-sex-
education-reduces-teen-pregnancy
[2] Chi, X., Hawk, S. T., Winter, S., & Meeus, W. (2013). The effect of Comprehensive Sexual
Education Program on sexual health knowledge and sexual attitude among college
students in Southwest China. Asia-Pacific Journal of Public Health, 27(2), NP2049–
NP2066. https://doi.org/10.1177/1010539513475655
[3] Mark, N. D. E., & Wu, L. (2022). More comprehensive sex education reduced teen births:
Quasi-experimental evidence. Proceedings of the National Academy of Sciences of the
United States of America, 119(8). https://doi.org/10.1073/pnas.2113144119
[4] Niland, R., & Nearchou, F. (2023). Assessing the effectiveness of school-based sex education
in sexual health behaviours: A systematic review. Review.
https://doi.org/10.31234/osf.io/g7r8a
[5] Ramírez-Villalobos, D., Monterubio-Flores, E. A., González-Vázquez, T., Molina-
Rodríguez, J. F., Ruelas-González, M. G., & Alcalde‐Rabanal, J. E. (2021). Delaying
sexual onset: outcome of a comprehensive sexuality education initiative for adolescents
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[6] The effects of sex education on adolescent behavior. (1986, August 1). PubMed.
https://pubmed.ncbi.nlm.nih.gov/3792529/
Hartmann, C. M. (2002). School-based sexuality education: a review and critical analysis of relevant
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Kirby, D. (2000). What Does the Research Say about Sexuality Education?. Educational
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