EMD CARMELITE SCHOOL FOUNDATION INC.

Buaya, Lapu Lapu City

Perception on The Implementation of Sex Education as a Curriculum Subject for

Senior High School Students of EMD Carmelite School Foundation Inc.

Research Paper presented to the

Faculty of Grade 10

EMDCSFI East Campus

Buaya, LapuLapu City

In Partial Fulfillment of the Requirements in

English Research Study

By:

Claire Ann W. Augusto

Kim Alexis C. Cabrera

Greg Vincent R. Fariola

Micaela Jane P. Guevarra

John Nathaniel D. Paquibot

Mc Daryll C. Pastorite

Stacy Marie E. Ruedas

May 2023
 APPROVAL SHEET

This Research entitled, “Perception on The Implementation of Sex Education as a

Curriculum Subject for Senior High School Students of EMD Carmelite School

Foundation Inc.” prepared and submitted by St. Andrew Group 4 researchers in partial

fulfillment of the requirements for the subject English and Research Project has been examined

and is recommended for acceptance and approval an oral defense.

PANEL OF EXAMINERS

Approved by the Committee on Oral Examiners with the of .

 ACKNOWLEDGEMENT

We would like to take a moment to express our deepest sincerity and gratitude to

the people who helped and support this research study. This research study will not be

successful without them.

To GOD ALMIGHTY, for lending us your guidance and love to us researchers. And

giving us hope to finish this research study.

To OUR PARENTS, we would like to express our heartfelt thanks for their continuous

support throughout the completion of this research.

To OUR TEACHERS, who play a crucial role in this research as they enlighten our

minds by providing insight, ideas, and support during hardships.

To OUR SCHOOLMATES, who have supported us and fully cooperated in achieving

the objectives of this study.

To the SCHOOL ADMINISTRATION, we would like to express our sincere appreciation

for permitting us to carry out our research which proved to be instrumental in our study.

To our RESEARCH MEMBERS, for the full cooperation of our elaborate research and

their well-behaved behavior when taking part in our research.

 CHAPTER 1

Rationale of the Study

The Filipino norms surrounding sex are one of the major issues in the

Philippines, especially among teenagers. Due to how controversial the topic is, youth

doesn’t have the opportunity or confidence to ask about it without getting embarrassed,

judged, and disgusted, which leads them to carry responsibilities that young ones

shouldn’t be supposed to have. Sex education is about having bodily knowledge about

our sex, sexuality, and relationships, as well as skill development to assist young people

to exchange sex information and make informed decisions about their reproductive

health. It helps people, especially teenagers, gain the information and skills they need to

make the best decision regarding reproductive health, sex, and relationships. When sex

education is being tackled, they seem to be very ignorant and close-minded. The lack of

knowledge on sex education is the reason why some are not fully aware of the

consequences they might encounter. That is why we the researchers conduct this kind

of study, to broaden students' understanding of the necessity of sex education.

Sex education can include teaching students about family planning, sexual

intercourse, reproductive health, etc. It is a crucial feature to learn as a human being,

especially for adolescents as they approach puberty and attempt to comprehend their

own sexual identities. The school is an important location for the dissemination of

important sexual health information and teachers have an essential role to play in sex

education (SIECUS, 2006). Expanding knowledge about sex education to EMD

Carmelite School Foundation Inc. senior high school students promotes their access to

appropriate information about sexuality and sexual health, and it also reinforces their

intent to protect themselves from sexual risk. Sex education is utilized as an alternative

to reduce the high rates of sexual activity among adolescents (Maumunah, 2019). This

study is significant since it provides them with the knowledge they must have. It informs
young people about their bodies as well as the effects of sex on their health and well-

being.

The Philippines is slowly embracing sex education in schools. This norm

learned from our parents, teachers, and the society is what makes the country prevent

from adopting sex education as quickly as possible. The Philippines is dominated by

Roman Catholics. Therefore, the Catholic Church opposes the implementation of sex

education in schools but prefers to let the parents educate their kids about the impacts

of pre-marital sex. However, most of them will not discuss the subject directly with their

children. Sex education can be effective for young people so that they can be protected

from its negative consequences. A mindset with a healthy sex education is useful for the

youth for them to realize that sex is nothing to be ashamed of, but it increases their

respect for others as well as develops their self-esteem. Implementing sex education

can prevent teenage pregnancy, lower the risk of having unsafe sex, and gain

knowledge of family planning. Moreover, youth can apply this information to be

responsible individuals as they grew older.

In the Philippines, sex education will continue to be a controversial issue.

Implementing sex education can help lessen our fear of being shamed when we talked

about sex. Sex is an acceptable matter to discuss. Many people already engage with

sex at an inappropriate age. Youth without sex education may not know that having sex

is like giving up all of your dreams for a few minutes of pleasure. Unprotected sex may

have serious implications, especially for young people, yet understanding our sex and

sexuality enables us to be sexually responsible individuals. The Researchers conduct

this study to raise awareness among senior-high students in EMDCSFI.

 Conceptual Framework

Implementation of Sex
Education as a Curriculum
Subject

Social Cognitive Theory of Planned

Theory Reasoned Action Behavior Theory

Theoretical Background
 This study basically determined the perception of senior high school students

about sex education that generally informed them on topics associated with sexuality

and bodily development. The theories which support the analysis of sex education that

incorporate all the necessary knowledge components are namely: Social Cognitive

Theory, the Theory of Planned Behavior, and the Theory of Reasoned Actions.

Most sex education curricula address cognitive learning; however, knowledge

alone is not sufficient to change behavior. The Social Cognitive Theory by Albert

Bandura assumes that behavior is determined by the continual interaction between

personal knowledge, skills, interpersonal relationships, and environmental influences. In

contrast to the traditional psychological theories that emphasized learning through direct

experience, Bandura posited that virtually all learning phenomena can occur by

observing other people’s behavior and consequence of it (Bandura, 1986). These

learned behaviors can be central to one’s personality.

Social Cognitive Theory suggests a triadic relationship between the individual,

the individual’s personal behaviors, and external factors, and it is used to understand

sexual behaviors among people. Established during the 1980s, social cognitive theory

advocates that people’s behaviors are guided by purposes and goals that are motivated

via their personal beliefs of self-efficacy and by goal expectations from their behaviors

within a particular social environment. Employing a three-directional model called the

triadic reciprocal causation model, the social cognitive theory describes individuals

through the interconnections of three components (the individual, the individual’s

behavior, and the environment) that influence one other. 

This study also anchors in Planned Behavior Theory, which assumes that

individuals act rationally, according to their attitudes, subjective norms, and perceived

behavioral control. According to Icek Ajzen, this theory states that intentions toward a

behavior are influenced by three proximal constructs: attitudes toward the behavior
(positive or negative outcomes of the behavior), subjective norms (perceived social

pressure to engage or disengage in the behavior), and perceived behavioral control

(perceived ability to perform the behavior).

The Theory of Planned behavior also suggests that the three proximal constructs

influence underlying salient beliefs. The antecedent to attitudes which are called

behavioral beliefs links the behavior to a certain outcome that is likely either positive or

negative. Underlying subjective norm beliefs, called normative beliefs, encompass the

likelihood that important social referents will approve or disapprove of a given behavior.

Normative beliefs also consist of a person's motivation or desire to comply with these

social referents’ expectations. Control beliefs (the antecedent to perceived behavioral

control) are influenced by factors that increase or decrease the perceived difficulty of

the behavior and the perceived power that these factors have to inhibit or facilitate the

behavior. High positive expectations, supportive normative beliefs, and strong control

beliefs influence a person's intentions toward engaging in the behavior.

Curricula using the Theory of Planned Behavior recognize that attitudes are

affected by an individual’s beliefs concerning the possible consequences of an action or

behavior while also considering the importance of the eventual outcome and addressing

the development of these attitudes and beliefs. In addition, these curricula include

strategies that encourage adolescents to analyze beliefs about what people they

consider important in their lives, think they should do (subjective norms) and their

motivation to comply with these expectations. The presence of or lack of certain factors

informs an individual’s decisions about perceived personal control, thus making it easier

or harder to perform the behavior. An example of a sexuality education activity based on

the Theory of Planned Behavior is to have students brainstorm factors that might

negatively impact an adolescent’s decision not to get tested for STDs.

 Lastly, according to the Theory of Reasoned Action, a decision to engage in a

behavior (e.g., to have sex) is directly predicted by an individual's intention to perform

the behavior. This theory is applicable to explain how sexual communication occurs

between parents and children. The Theory of Reasoned Action (Fishbein and Ajzen),

states that behaviors are under the control of the individual because humans are

rational beings that process information, using it in a structured manner to evaluate and

make decisions. In other words, behavior is determined by a process of logical thought

known as intention. Likewise, the individual’s intention to perform a specific behavior is

achieved as a result of the interaction between behavioral and normative beliefs.

Therefore, a brief description of how beliefs are formed is presented.

Statement of the Problem

This aims to know the perception of senior high school students of the

implementation of sex education as a curriculum subject in EMDCSFI. The issue is that

sex education is being discussed, but only as an integrated topic in selected areas.

Students are more likely to forget about it easily because this matter only falls as an

extra topic to some subjects.

This study aims to answer the following question:

1. What is the profile of the students?

1.1 Age

1.2 Gender

1.3 Grade Level

1.4 Strand

2. What are the perception of students on the implementation of sex education as a

curriculum subject?

2.1 Physical Health

2.2 Mental Health

2.3 Social Environment

3. Is there a significant difference in the perception of the students on the

implementation of sex education as a curriculum subject?

4. What can be formulated by the findings?

Significance Of the Study

 We the researchers conducted this research because this study aims to help

students to make informed decisions regarding sex and sexual health, to the school and

to the randomly selected students for senior high- school students in EMD Carmelite

School Foundation Inc.

The subject is highly controversial, which is why we decided to do this research

because we want to open this problem to everyone, even if some argue that sex matter

is not that alarming in this institution, nevertheless, it is much more favorable not to wait

for the issue to gets out of hand before taking an action to raise awareness to the

students.

By means of this, we hope that the finding of our study would carry a lot of information

and give attributes of the following:

STUDENTS:

The students will be sexually educated to prevent health risks associated with sexuality

and also prevent the spread of STDs such as AIDS and HIV.

PARENTS:

The parents will be able to guide their children to prevent participating in sexual

activities, sexual abuse against children, sexual violence, and sexual exploitation.

SCHOOL:

The school will be able to provide awareness of the importance of sex education to

discipline students and secure their safety.

FUTURE RESEARCHERS:

The study will be able to help future researchers to gain more knowledge regarding the

perception of the implementation of sex education as a curriculum subject in EMDCSFI.

Aside from that, the study will help future researchers to have a view on this topic

through our research study.

Scope and Delimitation

 This study will focus on the mental health, physical health, and social

environment of senior high school students in connection to sex education. Sex

education will address topics such as reproductive health, promoting self-reflection

among teenagers, and developing social skills to have safe sex and avoid unwanted

pregnancies. The study will be carried out on EMDCSFI senior high school students.

The study's goal will be to determine the impact of sex education as a curricular subject.

This study's subject matter is restricted to EMDCSFI senior high school pupils.

Talking about sex education may be considered inappropriate in our community,

restricting what may be spoken. The study simply emphasizes the significance of sex

education in risk prevention, supporting healthy decision-making and safe sex, and

boosting student knowledge. Its major purpose is to learn about different viewpoints on

including sex education as a curricular subject, common problems faced, and viable

answers to these concerns. The study focuses on current senior high school students at

EMDCSFI for the current academic year, 2022-2033, and each respondent is given an

identical questionnaire to complete.

Definition of Terms
Sex – sexual activity, including specifically sexual intercourse.

Comprehensive- complete; including all or nearly all elements or aspects of something.

Perception- a tool for organizations to find out what their target audience thinks about

the topic.

Reproductive health- a field of research, healthcare, and social activism that explores

the health of an individual's reproductive system and sexual well-being during all stages

of their life.

Sexual intercourse- a sexual activity typically involving the insertion and thrusting of

the penis into the vagina for sexual pleasure or reproduction.

Norm- something that is usual, typical, or standard.

Awareness- knowledge or perception of a situation or fact.

Mindset- a set of beliefs that shape how you make sense of the world and yourself.

Close-minded- having or showing rigid opinions or a narrow outlook.

Ignorant- lacking knowledge or awareness in general; uneducated or unsophisticated.

Puberty- the time in life when a boy or girl becomes sexually mature.

Sexual- relating to the sexes or gender.

Comprehend- include, comprise, or encompass.

CHAPTER 2

Review Of Related Literature of the Study

 This chapter focuses on various relevant literature that shows the result of other

related researchers to which the present study is related or has some bearing or

similarity. This gave the researchers enough background in understanding the study.

This literature indicates the two variables in this study which are: the perception

of the students, and the implementation of sex education with their corresponding

sources. Those mentioned in this chapter aid in familiarizing readers with knowledge

pertinent to and related to current research.

Perception of Sex Education as a Curriculum Subject

Having sex education compulsory will undoubtedly contribute to removing the societal

stigma associated with adolescent sexuality and reproductive health discussion's

continued taboo (DepEd, 2023). It also backed safeguards against non-compliance,

which the bills wish to impose by making the provision and delivery of comprehensive

sex education a criterion for the accreditation of schools. “The purpose of which is to

equip them with the knowledge, skills, and values to make informed and responsible

choices about their sexual and social relationships,” read Senate Bills No. 372, 651, and

1209.

(DepEd, 2018) issued an order on the inclusion of comprehensive sex education

in the Music, Arts, PE, Health, Araling Panlipunan, Edukasyon sa Pagpapakatao,

Science, and Personal Development subjects. DepEd director Nenneth Esplana-Alama

told the Senate panel that “almost all the schools in the country” are implementing

comprehensive sex education, but they are unsure how exactly it is being taught. Since

comprehensive sex education is included in other subjects, it is often up to the

discretion of teachers in private schools whether they will fully integrate it into classes. A

2018 study by the Center for Health Solutions and Innovation Philippines Inc., which
held training sessions for teachers on comprehensive sex education that same year,

found that only 15% of teachers said they have implemented or are currently

implementing comprehensive sex education integration.

According to the Philippine Statistics Authority, live births among those aged 10

to 14 between 2016 and 2021 increased by 11%. There were 2,299 births from the age

group in 2021, higher than 2,113 in the previous year. Teenage pregnancies fell to 5.4%

in 2022 from 8.6% in 2017, according to a 2022 survey by the local statistics agency.

Among teens aged 15 to 19 years who have been pregnant as of 2022, the highest

percentage was recorded among those aged 19 years at 13.3%, it said. “This was

followed by women aged 18 years at 5.9% and women aged 17 years at 5.6%.”

(National Demographic and Health Survey, 2022) released a statistic that they were 5.4

percent or 5,531 of women 15 to 19 years of age who have ever been pregnant in the

country in 2022.

If students will be given sufficient and correct information about sex,

relationships, and the consequences of safe and unsafe sex, how they could avoid

diseases, they would be able to decide correctly and responsibly (Camella Bondoc,

2023) this statement is said by the response of a student in sex education as an

integrated subject in their school. It is important to get enough information about

sexuality so young people like her to properly decide for themselves.

https://www.philstar.com/headlines/2023/02/07/2243236/deped-backs-making-sex-
education-compulsory-standardized

Although many schools offer sex education programs, the time that youth are

exposed to the curriculum is limited. “Youth in JHS receive an average of six and a half

hours of sex education a year, and less than 10 % of all youth receive a comprehensive

sex education” (Campos, 2002, p. 21). Schools fail to expose youth to sexual education

for a longer time due to several reasons. First, there is an assumption that exposing
youth to the curriculum may increase their sexual activity. Second, there is a strong

need and support to teach primary academics first and foremost, rather than spending a

great deal of time on health. Third, teachers have a low comfort level teaching the

curriculum; this can be due to a variety of reasons. Even though youth spend minimal

time in the classroom learning about sexual education, they are still learning and

exposed to it from parents, peers, media, and personal experiences. David Campos, the

author of Sex, Youth, and Sex Education (2002), stated that supporters like McIlhaney,

believe that abstinence-only sex education programs are accomplishing very little to

decrease the number of youths who have to contend with an unplanned pregnancy.

Implementation of Sex Education as a Curriculum Subject

(Eva S. Goldfarb, Ph.D. & Lisa D. Lieberman, Ph.D., 2020) examined studies

from over three decades of research on sex education and found “evidence for the

effectiveness of approaches that address a broad definition of sexual health and take

positive, affirming, inclusive approaches to human sexuality.” These authors undertook

this research because of the glaring lack of work that examines the impact of sex

education on all aspects of sexual health, rather than limiting the scope to pregnancy

and STI prevention. Their research found that sex education has the potential to do so

much more. The impact of quality sex education that addresses a broad range of sexual

health topics extends beyond pregnancy and STIs and can improve school success,

mental health, and safety. As with all other areas of the curriculum, building an early

foundation and scaffolding learning with developmentally appropriate content and

teaching are key to the long-term development of knowledge, attitudes, and skills that

support healthy sexuality. The study discovered that sex education initiatives can be

successful in settings where the health education curriculum is not present. A

coordinated and deliberate effort to teach and reinforce crucial sexual health ideas

throughout other sections of the curriculum is a viable technique given that most

schools have limited time devoted to health or sex education.

 What educators and young people see every day in classrooms and school

communities: sex education helps young people have healthier, safer lives and more

affirming environments. We owe it to every young person to make sure they not only

have the information and skills they need to protect their health but that they are safe in

their schools and their homes. (Debra Hauser, President, Advocates for Youth, 2020)

(Chris Harley, President & CEO, SIECUS, 2020) Sex Education for Social

Change has been asserting that individual and social benefits of sex education extend

far beyond simply decreasing rates of unintended pregnancies and sexually transmitted

infections among young people. This new wealth of research is just the start of

illuminating the power and importance of comprehensive, inclusive sex education in its

ability to do so much more. The findings are clear: sex education helps all of our young

people lead happier, healthier, safer lives—no matter who they are or how they identify.

https://www.advocatesforyouth.org/press-releases/new-research-quality-sex-education-
has-broad-long-term-benefits-for-young-peoples-physical-and-mental-health/

Sex education is a fundamental aspect of human development, providing

individuals with the knowledge, skills, and attitudes necessary to make informed

decisions about their sexual health and well-being. According to the World Health

Organization (WHO), sex education should start early in life and be comprehensive,

evidence-based, and delivered in an age-appropriate manner (WHO, 2021).

Several studies have highlighted the positive impact of sex education on

reducing risky sexual behavior and improving sexual health outcomes. A systematic

review conducted by Kirby et al. (2007) found that sex education programs can lead to a

delay in sexual initiation, an increase in contraceptive use, and a reduction in the

incidence of sexually transmitted infections (STIs) and unintended pregnancies. Another

study by Blake et al. (2014) demonstrated that comprehensive sex education programs

can improve sexual health knowledge and attitudes among adolescents, leading to

better decision-making and reduced risky sexual behavior.

 However, the implementation of sex education programs in schools has also

been subject to controversy and challenges. Some individuals and groups have raised

concerns about the appropriateness of discussing sexual topics in a school setting,

while others have criticized certain curricula for being biased or promoting specific

values or beliefs (Planned Parenthood Federation of America, 2019). As such, it is

important to ensure that sex education is delivered in a sensitive and culturally

appropriate manner, with the involvement of parents, educators, and community

members.

Wight and Fullerton (2013) reviewed 44 programs involving parents to evaluate if

these types of interventions effectively improved teenagers' sexual health. It was

concluded that parent-child interaction and teenagers' sexual health knowledge and

attitudes did improve, but sexual behavior outcomes only improved in half the studies.

However, Wight and Fullerton (2013) noted that the review was limited by a lack of

rigorous evaluations, therefore, while parental communication is important for shaping

teenagers' sexual health knowledge and attitudes, further research needs to establish

when and how parents should discuss sexual health with their children. A further review

of parent-based sexual health education programs found that parental involvement did

increase parent-teenager communication about sexual health (Santa, Markham &

Mullen, 2015). However, the researchers highlighted that there are clear gaps in the

range of programs published, often missing out on sexual minority youths,

grandparents, and faith-based services, and further research is needed before any firm

conclusions are made. Due to its strong relationship to social and parental perceptions

of good and wrong, as well as people's attitudes toward religion and personal freedom,

sex education in schools is a contentious topic. To prevent STIs, HIV/AIDS, and

unwanted pregnancies among the nation's youth, sex education is also meant to have a

very practical public health function.

In 2012, the Future of Sex Education, a partnership among three leading national

sex education organizations, Advocates for Youth that their goal is to provide school
districts with “clear, consistent, and straightforward guidance on the essential, minimum,

core content, and skills needed for sex education that is age-appropriate for students in

Grades K-12 to be effective. The research team added terms they deemed important

based on their expertise in the field of sex education, and then the entire list was

reviewed independently by an outside group of sex education experts for accuracy and

thoroughness.

CHAPTER 3

Research Methodology
 In this chapter, the researchers will describe the research methodology that

was used in gathering data and analysis which apply to the research. The methodology

consists of methods that include the following: Research Design, Research

Respondents, Research Environment, Research Instrument, Data Gathering,

Administrators, Data Gathering Procedures, and Statistical Treatment.

Research Design

The researchers used the descriptive-comparative method to get quantitative

information on the perception of the implementation of sex education as a curriculum

subject for senior high school students of EMDCSFI. It is employed as a descriptive

comparative since it determined the relationship between two variables, which are:

Perception of the students in sex education and the Implementation of sex education.

Research Respondents

The total respondents of the study are 54 students from senior high school of

EMD Carmelite School Foundation Inc. With 24 respondents from the grade 11 students

and thirty respondents from the grade 12 students. The 54 respondents are given 1

copy of an identical questionnaire to complete which is in the form of a Likert scale. The

study focuses on current senior high school students of EMDCSFI S.Y. 2022-2023. We

chose Senior High-School Students as our respondents because they are in ages

between 16-20, which is the perfect age to be a respondent in this confidential matter.

Research Environment

This study is conducted at the East Campus of EMD Carmelite School

Foundation Inc., located at Buaya, Lapu-Lapu City, Cebu. It is a two-story building with

a rooftop which is located near General Aviation Rd, Brgy. Buaya, Cebu, Lapu-lapu City,

in front of LKB Gas Station. In 1996, the late Mr. Nestor P. Delvo and Elena Malazarte

Delvo, together with the teachers and the MBEAB authorities, established the EMD

Carmelite School Foundation INC. The school is divided into three campuses: the Main

Campus in Lower Matumbo, Lapu-Lapu City; the East Campus in Buaya, Lapu-Lapu
City; and the South Campus on Maribago, Lapu-Lapu City. This study is conducted only

in East Campus as it has Senior High-School Students.

Figure 3.1 Locale of the Study (East Campus)

Research Instrument

The researchers collect data by giving a test questionnaire using a Likert scale.

The questionnaire was created to collect information on senior high school students’

knowledge, attitude, and beliefs regarding their perception on the implementation of sex

education as a curricular subject. This will include a collection of surveys from which the

researchers may gain some suggestions for expressing information regarding the

implementation of sex education. There are 15 questions on the questionnaire, and

participants can choose whether they strongly agree, agree, neither, disagree, or

strongly disagree with the researchers' choices.

Construction

Validation

The researcher asked for the help and assistance of their adviser to check the

appropriateness and coherence of the test questionnaires.

Administration

The research survey questionnaires are to assess students’

awareness/perceptions on sex education. The data to be collected will be computed as

the basis for analysis and interpretation. The questionnaires focus on physical health,

mental health, and social environment.

Data Gathering Procedure

This study was conducted during the school year 2022-2023 at EMD Carmelite

School Foundation Incorporated. The researchers had spent so much time and effort to

accomplish their questionnaire so as to serve its intended respondent. The data has

been gathered accordingly by the researcher through conducting a survey questionnaire

regarding to Perception on the Implementation of Sex Education as a Curriculum

Subject for Senior High School Students of EMD Carmelite School Foundation Inc. The

study had three phases: Pre-Experimental Phase, Experimental Phase, and Post-

Experimental Phase.

PHASE 1: Pre- Experimental Phase

Before the distribution of the survey questionnaires the researchers sent a

request letter for approval to conduct a survey questionnaire to the Senior High School

in grade 11 and grade 12 students. The letter was sent to the guidance counselor’s

office asking permission to do a survey on our research topic entitled, Perception on

The Implementation of Sex Education as a Curriculum Subject for Senior High School

Students of EMD Carmelite School Foundation Inc. On the day before the survey, the

researchers decided to inform the Senior High School Students to be in their

classrooms on (________) and prepare for the upcoming survey.

PHASE 2: Experimental Phase

After the approval of the permission by the advisory committee, the

researchers distributed the survey questionnaires to the corresponding Senior High

School Students. The Likert scale questionnaire was used to collect the measurement

of awareness of the respondents by putting a check if they would Strongly Agree, Agree,

Neither, Disagree, or Strongly Disagree. There should be one seat apart between each

student and using gadgets is prohibited. Students are only given 15-20 minutes to

answer the survey questionnaire. They are highly encouraged to answer the survey

questionnaires honestly.
PHASE 3: Post- Experimental Phase

After the students responds to the survey questionnaires, the researchers were

assigned to collect the questionnaires. The survey was implemented to assess the

Perception of Sex Education of Senior High School Students of EMD Carmelite School

Foundation Incorporated. The result was analyzed and examined to estimate the

perspective of Senior High School Students on Sex Education.

Statistical Treatment

To analyze the result gathered in the study, the following statistical tools were

used.

Simple percentage

This tool was used to determine the percentage of the relative profile of the

respondents. This statistical tool showed the parts as related to a whole. It also showed

the relative partition of a variable as related to the whole.

Weighted mean

This tool was used to determine the level of perception of senior high school

students of EMDCSFI responding to the implementation of sex education as a

curriculum subject.

Analysis of Variance (ANOVA)

This tool was used to measure the significant difference between the level of

perception of senior high school students and their profiles.

Coefficient of contingency

This tool was used to measure the degree of the relationship between linearly

related variables. This was used to determine the correlation between the profile of

senior high school students of EMDCSFI responding to the implementation of sex

education as a curriculum subject.