Sex Education
PERCEPTION OF STUDENTS BELONGING TO VARIOUS RELIGIOUS SECT,
COLLEGE OF EDUCATION, UNIVERSITY OF BATANGAS (2010-2011)
ON THE INCLUTION OF SEX EDUCATION
TO THE CURRICULUM
In partial fulfillment of the
Requirements in
PEAHM 122
Submitted to:
Dr. Primitiva Cometa
Researchers:
Guerra, Christine A.
Magbuhat, Rissa B.
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present in meeting the needs of the society. Education serves as focus on emphases of the leadership at certain periods in Filipinos’ national struggle as a race.
As the educational system firms up and stabilizes, the generation keeps on changing. Many young men and women today have serious problem that relate directly to a lack of good, valid sex information. Some girls concerned with the thought that they might be pregnant experience the fear of not having anyone to turn to. Many of them totally reject their parents, the very people who should be able to help them the most, because of feelings of guilt and fear. Some girls have even carried babies to term and then abandon them in trash cans or public places, all because of unnecessary fears and attitudes perpetrated by misinformation and negative attitudes on the part of parents and other segments of society (Randy Engel, 2000).
Formal sex education occurs when schools or health care providers offer sex education. Sometimes formal sex education is taught as a full course as part of the curriculum in junior high school or high school. Other times it is only one unit within a more broad biology class, health class, home economics class, or physical education class. Some schools offer no sex education, since it remains a controversial issue in several countries, particularly in our country (especially with regard to the age at which children should start receiving such education, the amount of detail that is revealed, and topics dealing with human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics) (Wikipedia.com, 2009). As the inclusion of Sex education in the curriculum becomes a hot topic these days between and among religious sectors and health practitioners, the researchers decided to conduct a study regarding this matter.
Just as the initial impetus for sex education in schools came from health advocates, the historical drive for abstinence education has come from evangelical or born-again Christians. Abstinence education is an approach in sex education which teaches that sex should be delayed until marriage, ignore the needs of teens that are already sexually active and need to be educated on birth control and sexually transmitted diseases. In general, evangelical or born-again Christians have very different views from other Filipinos about sex and sexuality. Most of these evangelical or born-again Christians believe it is morally wrong for unmarried adults to engage in sexual intercourse, compared with others. Likewise, they believe that sexual activity outside of marriage is likely to have harmful psychological and physical effects. Moreover, such Christians are much more likely to believe that school-age children should abstain from almost any kind of arousal. Passionate kissing is one of the activities they should abstain from (socialissues.com, 2010) The act presented as House Bill No. 16 introduced by the Honorable Edcel C. Lagman, House Representative of the Thirteenth Congress, tackles about the goals of sex education. Comprehensive reproductive health and sexuality education programs have four main goals: 1) to provide complete, accurate and relevant information on the reproductive system and Its functions and processes and human sexuality; 2) to provide an opportunity for young people to develop and understand their values, attitudes, and beliefs about sexuality; 3)to help young people develop relationships and interpersonal skills; and 4) to help young people exercise responsibility regarding sexual relationships, including addressing abstinence, pressures to engage prematurely involved in sexual Intercourse, and the use of contraception and other sexual health measures.
Specifically, the bill of this act, Section 11 contains the scope of sex education to be implemented to the curriculum:
SEC. 11. Mandatory Reproductive Health and Sexuality Education. - Reproductive Health and Sexuality Education in an age-appropriate manner shall be taught by adequately trained teachers starting from Grade 5 up to Fourth Year High School. Reproductive Health and Sexuality Education shall commence at the start of the school year immediately following one year effectivity of this Act. The Council shall formulate the Sexuality Education curriculum, which shall be common to both public and private schools, based on the following subjects and standards: a) Reproductive Health, b) Reproductive health care and services c) Attitudes, beliefs and values on sexual development, sexual behavior and sexual health, d) Proscription and hazards of abortion, e)Family planning and the number and spacing of children, f) Natural/traditional methods to prevent unwanted, unplanned and mistimed pregnancy g)Use of modern contraceptive devices, h) Abstinence before marriage, i) Prevention and treatment of HIV/AIDS and other STIs/STDs and j)Safe sex .
Sex education may also be described as "sexuality education", which means that it encompasses education about all aspects of sexuality, including information about family planning, reproduction (fertilization, conception and development of the embryo and fetus, through to childbirth), plus information about all aspects of one 's sexuality including: body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods (Wikipedia, 2009).
According to Article XIV, Sec. 2, paragraph one, under subtitle Education of the 1987 Philippine Constitution: the state (Philippines) shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of people and society. In consonance with this article, Batas Pambansa Blg. 232, Sec. 21 contains the objectives of elementary education. Paragraph one, as written: To provide the knowledge and skills, attitudes, and values essential to personal development and necessary for living in and in contributing to a developing social milieu.
The above mentioned laws noted about giving adequate education and system of education necessary in living in a fast-paced society. And all may agree how varied and different the generation of today is. One begins to see the necessity and obvious advantages of institutionalizing sex education into the school curriculum.
Historically, the drive for sex education in schools is teaching children about avoiding pregnancy and keeping them safe from sexually transmitted diseases. Many parents say they are more worried about the effects of sexual activity on their child’s psyche. They are concerned about their children when it comes to ever having sexual intercourse. They are afraid that their children might have sexual intercourse before they are psychologically and emotionally ready. Many religions teach that sexual behavior outside of marriage is immoral, so their adherents feel that this morality should be taught as part of sex education. Other religious conservatives believe that sexual knowledge is unavoidable, hence their preference for curricula based on abstinence (socialissues.com, 2010).
The researchers felt the need to conduct this study because of its timeliness due to the controversies surrounding sex education. Since the researchers are future educators, the perceptions of students as well as the decision towards the inclusion of sex education to the curriculum are very crucial to know because they are the ones to teach this subject matter.
Statement of the Problem
This study aims to determine the perceptions of students belonging to various religious sects towards the inclusion of sex education to the curriculum (University of Batangas, College of Education, 2010-2011).
Specifically, this seeks answer to the following questions:
1. What is the profile of the respondents in terms of: 2.1 Age, 2.2 Gender, 2.3 Religion, 2.4 Religious affiliation/s 2.5 Year level? 2. What topics on sex education should be or should not be included in the curriculum? 3. What are the perceptions of the respondents belonging to various religious sects toward its inclusion to the curriculum? 4. What is the implication of this study to the present issue on sex education?
Significance of the Study
This study which aims to identify the different perceptions of the college students belonging to various religious sects towards the inclusion of sex education in the curriculum is deemed beneficial to the following:
To the teachers of college students having different religious sects, this will provide them additional information and knowledge that can be applied to their teaching strategies on teaching sex education without any discrimination about the point of views of various religious beliefs.
To the parents of the students, having different religious affiliations, to become aware of their attitudes, views and perceptions regarding sex education because family size matters.
To the students, for them to be aware and understand their responsibilities as a Filipino youth with their point of views regarding whatever religious sect they belong. This will be an eye opener for them, since they will build their own families in the near future.
To the Department of Education, for them to use the results of this study as one of the future bases of the inclusion of sex education in the curriculum.
To the researchers, for them to determine the perceptions of selected college students belonging to various religious sects towards the inclusion of sex education in the curriculum.
To future researchers, this study can serve as a basis for the study they will conduct. This will help them for easier understanding and can add or include another source of information for their future studies related to this subject matter.
Scope and Limitations of the Study
This study focuses on the perceptions of college students belonging to various religious sectors toward the inclusion of sex education to the curriculum. These perceptions are only in terms of what religious sectors they belonged to or believe of, and personal preference of the subject matter. The researches present two approaches or programs of sex education in order to determine their opinion about having sex education in the curriculum. The programs to be presented are the Abstinence-Until-Marriage approach and the Comprehensive Sexuality Education.
This study is conducted in the academic year 2010-2011 only. This study is limited only to the College of Education students as participants. Bachelor of Elementary and Secondary Education will be the population of this study wherein 20% of each year level will be the chosen respondents.
Definition of Terms
Abstinence education. This refers to the form of sex education that emphasizes abstinence from sex, and often excludes many types of sexual and reproductive health and education, particularly regarding birth control and safe sex. This term is used in this study as an approach to teaching sex education in which controversial issues regarding sex is not discussed nor included in the syllabus.
Adolescence. This term refers to the age when the individual becomes integrated into the society of adults, the age when the child no longer feels that he is below the level of his elders but equal, at least in rights (Piaget, 1999). In this study, the term refers to the stage of growth and development when an individual enters the age of what is called teenage years.
Adventist. This term generally refers to a member of a Christian sect based on the belief that Christ’s second coming will soon occur (Webster, 2000). Adventist is used in this study as a religious sect with different religious belief compared to Catholics.
Baptist. According to Wikipedia (2002), this term describes individuals belonging to a Baptist church wherein the followers of Jesus Christ are commanded to be baptized. In this study, this refers to a religious sect with their own beliefs and principles.
Christianity. This term denotes to the religion based on the person and teachings of Christ, according to Oxford (2004). This term is used in this study as a religious sect just like as the Baptist.
Comprehensive Sexuality Education. This means abstinence as well as information on contraception method providing protection from unwanted pregnancy and sexually transmitted diseases (socialissues.com, 2010). Comprehensive Sexuality education is used in this study as a program or approach in teaching sexuality education.
Iglesia ni Cristo. This is the largest entirely indigenous Christian Religious Organization that originated from the Philippines and the largest independent church in Asia (Wikipedia, 2002). This term in the study refers to a religious sect that defies eating cooked blood of any animal.
Jehova’s Witnesses. This refers to a proselytizing Christian sect founded by Charles T. Russell (Webster, 2000). This is used in the study as a religious sect with different religious beliefs compared to other religious groups.
Out of Wedlock Pregnancy. This is a crisis for the unwed parents and for their families and friends (www.proventliving-org, 2002). This term as used in the study refers to pregnancies that occur beyond the bounds of marriage.
Religious Sects. This term pertains to the sacred engagement with that which is believed to be a spiritual reality (Microsoft Encarta, 2007). In this study, the definition applies to the subdivision of a major religion having similar or contrasting beliefs.
Reproductive Health. This term refers to the state of physical, mental and social well-being and not merely the abstinence of disease or infirmity in all matters relating to the reproductive system and to its functions and processes (Wikipedia, 2002). This is used in the study as a subject area included in Sex education.
Sex. This is a process of combining and missing genetic traits often resulting in the specialization of organism into a male and female variety (Wikipedia, 2000). In this study, the term refers to the gender as well as sexual intercourse.
Sex Education . This term usually refers to classroom lessons about sex taught in primary and secondary schools, any instruction in the process and consequences of sexual activity (Wikipedia, 2000). In this study, sex education encompasses education about all aspects of sexuality, including information about family planning, reproduction and about all aspects of one 's sexuality including.
Sexuality. This usually refers to those psychological, physiological, behavioral and spiritual dimensions of a male or female human being which may or may not be given expression in sexual feelings and activity (socialissues.com). In this study, sexuality refers to the over-all aspects that sex education will tackle.
Sexual Transmitted Disease - This is an illness that has significant probability of transmission between and by means of human sexual behavior (Wikipedia.com). This term is used in this study as an effect of early sexual activity among teenagers.
Conceptual Framework
The question of why does sex education is needed to be included to the school curriculums has always been a controversial topic especially in debates of the health advocates and religious sectors.
Today, there are two different types of sex education classes. Depending on what state or local school district mandates, teens will either be learning the Comprehensive Sexuality Education or the Abstinence-Only-Until-Marriage Program. These programs represent two completely different schools of thought, but either way, it is imperative to know which is best suited for the curriculum.
Since teaching creationism directly is difficult, many conservative evangelicals have adopted a different tactic: Teach the Controversy. According to this principle, students in public schools should not be taught evolution as ‘dogma’ and should instead learn all of the scientific controversies and problems surrounding evolutionary theory.
Abstinence Education
Federally funded abstinence programs require schools to follow a very rigid curriculum which has as its exclusive purpose, teaching the social, psychological, and health gains to be realized by abstaining from sexual activity; teaches abstinence from sexual activity outside marriage as the expected standard for all school-age children and teaches that abstinence from sexual activity is the only certain way to avoid out-of-wedlock pregnancy, sexually transmitted diseases and other associated health problems.
Comprehensive Sexuality Education
Comprehensive Sexuality Education is a program that starts in kindergarten and continues through high school. It brings up age appropriate sexuality topics and covers the broad spectrum of sex education, including safe sex, STDs, contraceptives, masturbation, body image, and more. Comprehensive sex education addresses both abstinence and age-appropriate, medically accurate information about contraception. Comprehensive sex education is also developmentally appropriate, introducing information on relationships, decision-making, assertiveness, and skill building to resist social/peer pressure, depending on grade-level (Wikipedia.com, 2009).
A viewpoint in sex education inspired by sexologists like Wilhelm Reich and psychologists like Sigmund Freud and James W. Prescott, holds that what is at stake in sex education is control over the body and liberation from social control. Proponents of this view tend to see the political question as whether society or the individual should teach sexual mores. Sexual education may thus be seen as providing individuals with the knowledge necessary to liberate themselves from socially organized sexual oppression and to make up their own minds. In addition, sexual oppression may be viewed as socially harmful.
` Section 11 of the House Bill No. 16 introduced by Lagman, House Representative of the Thirteenth Congress, contains the scope of sex education to be implemented to the curriculum: “SEC. 11. Mandatory Reproductive Health and Sexuality Education. - Reproductive Health and Sexuality Education in an age-appropriate manner shall be taught by adequately trained teachers starting from Grade 5 up to Fourth Year High School. Reproductive Health and Sexuality Education shall commence at the start of the school year immediately following one year effectivity of this Act. The Council shall formulate the Sexuality Education curriculum, which shall be common to both public and private schools, based on the following subjects and standards: a) Reproductive Health, b) Reproductive health care and services c) Attitudes, beliefs and values on sexual development, sexual behavior and sexual health, d) Proscription and hazards of abortion, e) Family planning and the number and spacing of children, f) Natural/traditional methods to prevent unwanted, unplanned and mistimed pregnancy g)Use of modern contraceptive devices, h) Abstinence before marriage, i) Prevention and treatment of HIV/AIDS and other STIs/STDs and j)Safe sex .
Figure 1
Paradigm for Perceptions of Students Belonging to Various Religious Sects
Toward the Inclusion of Sex Education to the Curriculum Context Input Process Output
Proposed approach of teaching Sex Education
Research processes
Questionnaire
Documentary analysis
Approaches in sex education * Abstinence-Until-Marriage * Comprehensive Sexuality Education
Different religions/ beliefs
Scope of Sex Education * Content * Issues
Profile of respondents in terms of: * Age * Gender * Religion * Religious affiliation/s * Year level Perception of students from various religious sects toward the inclusion of sex education to the curriculum
Hypothesis There is no significant relationship between the students’ perceptions toward the inclusion of sex education to the curriculum, and the various religious sectors they belong to.
Scope and Limitations of the Study
This study focuses on the perceptions of students belonging to various religious sects, toward the inclusion of sex education to the curriculum. These perceptions are only in terms of what religious sector they belonged to or believed. The researchers present two approaches of Sex education in order to determine their opinion about having Sex education in the curriculum. These are the Abstinence-Until-Marriage approach and the Comprehensive Sexuality Education. This study is conducted in the academic year 2010-2011 only and this study is limited only to College of Education students as the participants.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature According to Wikipedia (2009), when sex education is contentiously debated, the chief controversial points are whether covering child sexuality is valuable or detrimental; the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy.
There are two primary schools of thought regarding sex education. One favors a balanced approach, with information about both abstinence and contraception. The other favors abstinence-only information, encouraging students to wait before becoming sexually active. Critics of such programs argue that they have not succeeded in persuading teenagers to delay sex. Abstinence curricula, which teach that sex should be delayed until marriage, ignore the needs of teens that are already sexually active and need to be educated on birth control and sexually transmitted diseases. The Comprehensive curriculum which acknowledges that many teens will become sexually active teaches about contraception as well as sexually transmitted diseases, including HIV and AIDS (Philippine News Agency, 2010).
Dr. Aguirre (2006) wrote about the program of sex education that it claims to foster values, restraints and responsibility yet implies that sexual activity out of marriage maybe acceptable for as long as it does not result to unwanted pregnancy and sexually transmitted diseases by unprotected sex. Dr. Aguirre wants sex education to be done not by school but by parents. The Catholic Church encourages parental involvement in teaching children about sexuality, leaving when and how up to the direction of individual parents.
Members of Catholic Educational Association of the Philippines (CEAP) said they are open to hold a dialogue with the Department of Education (DepEd) on an age ‘appropriate’ and value based sex education. CEAP president Msgr. Gerardo Santos said that sex education is creative human relations, different from genital relationships. He also said that the CEAP member schools are finalizing enrichment modules on sex education that will be ready for second semester of AY 2010-2011. CEAP members include 1,252 catholic schools, colleges and universities. Of these, 700 are considered mission schools. They also voiced out their opposition in the DepEd plan to integrate sex education in various subjects in the basic education curriculum which will be implemented in 80 elementary and 79 secondary schools this school year. But DepEd has insisted it will pursue the integration of sex education this year. DepEd said the program would help avoid teenage pregnancies and the rise of sexually transmitted diseases. (Philippines News Agency, 2010)
Sex education, that is the teaching of explicit sexual matters as a formal separate curriculum or as an integrated part of legitimate courses of study at the elementary or secondary grade level, has a long history deeply rooted in the Malthuasian, and Eugenics and Social Libertarian Movements of the last half of the 19th century. Philosophically constructed on the denial of the existence of moral absolutes and the natural law, Sex Education is by nature and by design intrinsically evil. As a child of Modernism, Sex Education seeks to undermine the teaching authority of the church by attacking catholic doctrine on matters of sexual morality, and by replacing sound doctrinal catechesis with a new sexual catechesis directed at the destruction of the latency period and the deforming of the young and impressionable conscience. Only those who are totally ignorant of the nature and objectives of Sex Education on those who have simply lost the faith can fail to appreciate the moral gravity of Sex Education scandal and its implications for the future of the church. (Randy Engel, 2000)
LifeSizeNews.Com (2006) cited that Catholic Bishops Conference of the Philippines (CBCP) news service reported an integrated sex-education program for high school students is set to go ahead in the Philippines, despite strong opposition from the church. The program will integrate teaching on sexual matters into six different subject areas.
In the foreword to the sex-education manual, the Department of Education Secretary Fe Hidalgo (2006), wrote that information and services should be available to adolescents to help them understand their sexuality and protect them from unwanted pregnancies, sexually transmitted infections and subsequent risk of infertility. She also wrote that reproductive health needs of this group should be based on information that helps them attain a level of maturity required to make responsible decisions.
Ongtionco said the diocese and local profile advocates will elevate a case to Supreme Court to for a temporary restraining order against the implementation of the inclusion of Sex education in the curriculum of Quezon City Public high schools. The ordinance paves way for reproductive health lessons- including the use of contraceptives to be taught to public high school students. (GMANews.Tv, 2006)
Raymundo et al (2000) wrote that stated religious affiliation or membership reflects a complex confluence of historical allegiance and personal belief, but it is also a much simpler matter of social composition. They also wrote that although the Philippines is predominantly a Roman Catholic society, there are some important nuances to religious affiliation and observance as well as some recent signs of change-not wholesale change, but important shifts among the population and especially among youth that are worth nothing and monitoring closely. The most elementary questions have to do with the level of Roman Catholic versus other affiliations among the young, and the links between these affiliations and actual behavior in various areas of life. Other religious affiliations have a much less numerous but still important place in the Filipino religious landscape. They also mention that the native Christian religion have a special history which is reflected in the national profile of the 1990’s, and there is a growing interest in evangelical or “born again” Christian faiths. This summary provides some indications of the rise of these “charismatic” faiths and of the distribution of “born again” adherents among the youth of population. There is also evidence of shifts between religious among the youth.
In this declaration on Christian education, the Second Vatican Council stated that young people should receive a positive and prudent sexual education, although this was not the first and certainly not the last official endorsement by the church is capable of giving the idea and practice of education in human sexuality which respects Christian moral values. (Randy Engel, 2000)
According to the Harpers (2000), so long as discussions on the goal of sex education move at a high level of abstraction, peace reigns among parents, educators, and other concerned citizens. All will agree, they continue that a goal of sex education in the instilling of wholesome attitudes toward sex and that child should be lead to understand the spiritual as well as the gross biological function of sex. But problems arise, the author suggest, when one gets down to-the-nitty-gritty of what is meant by “wholesome” in sex attitude and “spirituality” in sex functioning.
People are afraid to adopt new rational and realistic goals sex education, the Harpers state, because they are resistant to the change of customs, especially those that are morally and religiously sanctified. Once this hurdle is overcome, parents and adults armed with data from psychological, psychiatric, biological, and ethnological studies will be eager to guide their children toward full appreciation of sex and the use of it in and of marriage. This turn will lead to a greater sexual freedom and appreciation for young people and adult and in turn will release warmth and affection in other types of interpersonal relation they state.
Related Studies
A congressionally authorized evaluation of four abstinence-education programs, released in April 2007, found that they made no difference in the sexual abstinence of participants. But the firm that conducted the study, Mathematica Policy Research Inc., also found that youth in these programs were no more likely to have unprotected sex, a concern that has been raised by some critics of these programs. The researchers found the above study similar to the present study in terms of the subject matter which is sex education and into implementation in the curriculum. However, the present study focuses on student perceptions while the related study focuses on a particular approach in Sex Education.
According to SIECUS, the Sexuality Information and Education Council of the United States, 93% of adults they surveyed support sexuality education in high school and 84% support it in junior high school. In fact, 88% of parents of junior high school students and 80% of parents of high school students believe that sex education in school makes it easier for them to talk to their adolescents about sex. Also, 92% of adolescents report that they want both to talk to their parents about sex and to have comprehensive in-school sex education. Furthermore, a study, conducted by Mathematica Policy Research Inc. on behalf of the U.S. Department of Health and Human Services, found that abstinence-only-until-marriage programs are ineffective.
The study conducted by SIECUS and the present study both tackle the perception of students regarding the inclusion of sex education to the curriculum. On the contrary, the former focuses on students as well as the student perception while the latter focuses on students’ perceptions only.
A 2003 survey by the National Campaign to Prevent Teen Pregnancy found that 94 percent of adults and 92% of teens believe it is important that society give teens a strong message not to have sex until they are at least out of high school. Six in 10 teens and three-quarters of adults wish teens were getting more information about abstinence and contraception rather than just one or the other. And 34% of teens say their own morals, values, religious beliefs and concerns about their future influence their decisions about sex more than concerns about pregnancy or sexually transmitted diseases.
The present study is related to the study mentioned above since the latter also focuses on issues about sexuality. This issues fall under sex education which the present study resolves. On the other hand, the present study seeks to find perception of students towards the inclusion of Sex Education to the curriculum while the related study limits its focus on sexuality issues of the youth.
The study made by the Social and Rural Research Institute (2000) on the unset needs for daily family planning in two districts Uttar Pradesh revealed that women have very little knowledge about marriage, sex and other reproductive health issues and thus very little grounds in which to make choices about their reproductive lives. They also have very limited or no decision making role with regard to choice of husband when to marry, use of contraceptives etc. people in general have fear and apprehension and family planning methods and a high rate of sexual violence was observed. The study mentioned above focuses on issues of family planning and use of contraceptives. The researchers found this study related to the present study because family planning and use of contraceptives falls under sex education. Whereas the related study’s population involves young people and married couples, the present study limits its population to college students only.
According to Grace and Davidson (2006) the attitude of selected high school students, their parents and teachers towards teaching sex education in secondary level has implication to reproductive health programs, parents, students and teachers believed that sex education should be taught in secondary level in order for them to gain knowledge regarding sexual matters which can help them develop positive perceptions, value and attitudes about sex. The findings of this study showed that three agreed to give students the best approach to promote possible sexuality and parenthood.
The present study is related to the study made by Grace and Davidson since both tackled about the implication of sex education. Also, this study seeks after personal information from students which the latter also sought. However, the present study focuses on the implementation of sex education of the curriculum and limits the respondents to students only.
Alcayde et al (2008) argued that sex education, awareness about sexually transmitted disease was some activities or programs that could aid healthier attitude toward sex. They recommended to the school to include sex education in their curriculum.
This study is similar to the above study since the latter focused on sexual health, risk behaviors which is urder sex education. The latter only focused on a part of sex education while the former focuses on the implementation of sex education to the curriculum.
The Young Adult Fertility and Sexuality study II (YAFS II) a project by UNFPA and conducted in 1999 provides information on dating, marriage, and the onset of sexual activity among all young men and women aged 15-24 years in the Philippines. A total of 10,879 young people were interviewed with separate questionnaires for men and for married and unmarried respondents. The information emerges in marriage and sexual activities were considered as important in planning reproductive health and family programs.
The survey reports that most sexual activity takes place within the context of a committed rather than a casual relationship. Premarital sex among the young men and women surveyed was found to be higher than it was found to the leading to formal marriage.
This study is related to the present study since it clearly indicated the need for policy shift towards providing reproductive health information and services for unmarried youth. The present study also focuses on reproductive health information which falls under sexuality education. On the other hand, the former has a more scope of population than the latter which has only students of College of Education, University of Batangas.
Similarly, another study on AIDS awareness among college students conducted by Population Education Resource Center (2000) in Madras indicated a higher level of awareness of HIV/AIDS which revealed that they could as well be utilized by as catalyst for extension activities. These researchers suggest that special counseling services coupled with education should be made available to all adolescents. And action researchers and need assessments are required to be made in the area of adolescent sexuality, health, etc. so that the education system at different levels and mass media undertake adolescent education on programs including population education covering themes relevant to adolescents. Particularly reaching boys at young age through school and college based instructions supported by well design mass-media based programs can be effective in shaping their attitudes and practice in later life.
The above study is related to the present one since it tackled about AIDS which is under Sex Education. However, study seeks after student perceptions regarding the implementation of sex education to the curriculum.
Almaro et al (2009) revealed that schools rank third factors that influenced psychosexual behavior of fourth year high school students in selected secondary schools in Batangas. The present study is related to the mentioned study because psychosexual behavior is tackled under sex education. Having the result of schools rank third in the factors that influenced the said behavior, this gives relation to the present study which seeks after personal information about sex education’s inclusion to the schools’ curriculum.
Dr. Rajami Shirar (1991) commented that there have been a number of demographic and health surveys conducted in India and in other developing countries which are primarily concerned with fertility, mentability, and migration rates. In addition, a number of students have recorded the pregnancy and contraception use of status of women of child bearing age. However, it appears that research studies on adolescent groups particularly with regard to their sexuality and reproductive activities are scarce or absent.
Dr. Shirar’s study is related to the present study since both tackled issues under sexuality. Both of the studies populations fells under or are adolescent groups. On the contrary, the present study’s population is more specific than the related studies.
According to Raymundo et al (1999), there are some important differences in the frequency of attendance at religious services. Generally, the Christian Group have somewhat higher percentage attending services and doing so often (once per week or once per month) and smaller percentages attending less often that once per month. It is somewhat, new common among Roman Catholic to attend services less often than once.
The researchers found the mention study similar to the present study in terms of the scope of the letter. The present study stresses the belongingness of students to various religious sectors. However, the related study doesn’t include sex education on its subject matter and scope.
Fianza (2000) recommended the teaching of religion to gear to a practical application in daily life situations. This means that religion must be relevant to the students life in a position concrete manner and in touch with the things and environment with which the adolescent comes in contact. She claimed that effectiveness in the teaching of religion and manner in which religion is lived depends on the relevancy of the content of what is taught and the adaptability of the methods use in communicating the message of Christ to the students.
Fianza’s study and the present study are related to each other since both studies has religion on its scope. However, Fianza’s study is limited only in religion while the present study includes sex education.
CHAPTER III
METHODOLOGY
This chapter focuses on the research method used, the research design, subject of the study, the procedures, the instruments used in gathering of needed data and the statistical tool applied in the treatment of such data.
Research Design
The main purpose of this study is to determine the perceptions of students from various religious sects toward the inclusion of sex education to the curriculum. The descriptive method of research design is used in this study. To characterize it briefly, it may be said that descriptive research is a fact-finding method with adequate interpretations. The true meaning of the data collected is reported from the point of view of the objectives and the basic assumptions of the project underway.
Subjects of the Study
The subjects of the study from whom the researcher obtained data needed are selected students from the College of Education.
Table 1
Number of Respondents
Major | First year | Second year | Third year | Fourth year | TOTAL | BEED20% | 3611 | 237 | 237 | 5115 | 40 | BSED20% | 3912 | 309 | 216 | 319 | 25 | total | | | | | 65 |
The researcher considered 30% of every year levels in BSED and BEED. There are 11 first year, 7 second year, 7 third year and 15 fourth year BEED students. From BSED there are 12 first year, 9 second year, 6 third year and 9 fourth year students. There are 65 total numbers of participants to provide sufficient and necessary information for the study. Moreover, the respondents are chosen based on their year level and through quota sampling.
Data Gathering Instruments
The researchers made use of the self-made questionnaire to attain the necessary data in the analysis of the profile and respondents’ perception toward sex education inclusion to the curriculum. The questionnaire is formulated as supported by careful and intense review of conceptual literature and related studies. Furthermore, the contents are divided into two sections. The first section includes the profile of the participants according to age, gender, and religion. The second part comprises of questions designed to determine the perception of the respondents about the inclusion of sex education to the curriculum.
The researchers obtained the data and information needed with the use of questionnaire in the selected students of College of Education. These were answered by the respondents by putting a check mark on the space provided by which correspondents to their answers using the following scales. The researchers ask the students to answer the given questionnaires the researchers instructed the students that their answer will be kept confidential.
The researchers prepared a simple draft of constructed questionnaires, which was submitted the adviser for further reviews checking, recommendations and modifications of condensed and direction. After the final approval and evaluation the questionnaires were reproduced. The researchers conducted a pilot study to test the validity of the questionnaires.
The researchers prepared several copies of the questionnaire and presented these two some College of Education faculty members for further comments and revisions. Upon the revisions and approval by the thesis adviser that followed after, the researchers went through the distributions of the questionnaire. There were 10 first year, 8 second year, 8 third year and 15 fourth year BEED students who were given the sets of questionnaires. From BSED there were 14 first year, 8 second year, 6 third year and 9 fourth year BSED students who were given the sets of questionnaires.
Upon the retrieval of the questionnaires, the researchers submitted the tally to their statistician for statistical treatment. When the statistical data was given to the researchers, they interpreted it.
Statistical Treatment of Data
The researchers employed the following descriptive statistical tool for analyzing the data gathered:
Percentage will be computed in determined the proposition of a part to a whole. Such as given number of respondents to the entire population.
FORMULA: P= F * 100 N
Where:
P = percentage F = frequency N = total number of respondents
Ranking is used to determined the order of decreasing or increasing magnitude of variable where the largest frequency will be ranked as 1, the second as 2, and so on to the last rank.
Weighted mean ( WM) refers to the overall average of responses of the study responses.
FORMULA:
WM = efn N
Where:
E = summarize sign Fw = frequency of responses percent N = total number of respondents
The One Way Analyze of Variance or ANOVA was used to test the mean differences between the profile of the respondents attitudes towards induced abortion when grouped according to the students.
FORMULA:
Fisher’s Ratio = MSB MSW
Where:
MSB = mean sum of squares between groups MSW = mean sum of squares within the groups
Bibliography
A. Books
Lita Domingo, Peter Kenos, and Corazon A. Raymundo, Adolescent Sexuality in the Philippines WP office of the Vice Chancellor for Research Development copyright 2000, Quezon City
Robert A. Harper, Ph. D. and Frances R. Harper, Ed. D., Education in Sex, Hawthorn Books Inc. New York, 2000
Jeorge Henry, Sex Education: The Final Plague, reprinted in the Philippines under special permission of Human Life International 7845-E Airport Road, Gaithesburg, Maryland; Kalayaan Press Marketing Entertainment Incorporation, Kalayaan St., Diliman, Quezon City 2000
Dr. (Mrs.) Rajani Shirur, Reproductive and Sexual Education for Adolescence (Needs Assessment), Discovery Publishing House, 4831/24, Ansari Road, Prahlad Street, Daryaganj New Delhi, 2000 B. Unpublished Theses
Bibliography: A. Books Lita Domingo, Peter Kenos, and Corazon A. Raymundo, Adolescent Sexuality in the Philippines WP office of the Vice Chancellor for Research Development copyright 2000, Quezon City Robert A. Harper, Ph. D. and Frances R. Harper, Ed. D., Education in Sex, Hawthorn Books Inc. New York, 2000 Jeorge Henry, Sex Education: The Final Plague, reprinted in the Philippines under special permission of Human Life International 7845-E Airport Road, Gaithesburg, Maryland; Kalayaan Press Marketing Entertainment Incorporation, Kalayaan St., Diliman, Quezon City 2000 Dr. (Mrs.) Rajani Shirur, Reproductive and Sexual Education for Adolescence (Needs Assessment), Discovery Publishing House, 4831/24, Ansari Road, Prahlad Street, Daryaganj New Delhi, 2000 B. Unpublished Theses
COLLEGE OF EDUCATION, UNIVERSITY OF BATANGAS (2010-2011)
ON THE INCLUTION OF SEX EDUCATION
TO THE CURRICULUM
In partial fulfillment of the
Requirements in
PEAHM 122
Submitted to:
Dr. Primitiva Cometa
Researchers:
Guerra, Christine A.
Magbuhat, Rissa B.
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present in meeting the needs of the society. Education serves as focus on emphases of the leadership at certain periods in Filipinos’ national struggle as a race.
As the educational system firms up and stabilizes, the generation keeps on changing. Many young men and women today have serious problem that relate directly to a lack of good, valid sex information. Some girls concerned with the thought that they might be pregnant experience the fear of not having anyone to turn to. Many of them totally reject their parents, the very people who should be able to help them the most, because of feelings of guilt and fear. Some girls have even carried babies to term and then abandon them in trash cans or public places, all because of unnecessary fears and attitudes perpetrated by misinformation and negative attitudes on the part of parents and other segments of society (Randy Engel, 2000).
Formal sex education occurs when schools or health care providers offer sex education. Sometimes formal sex education is taught as a full course as part of the curriculum in junior high school or high school. Other times it is only one unit within a more broad biology class, health class, home economics class, or physical education class. Some schools offer no sex education, since it remains a controversial issue in several countries, particularly in our country (especially with regard to the age at which children should start receiving such education, the amount of detail that is revealed, and topics dealing with human sexual behavior, e.g. safe sex practices, masturbation, premarital sex, and sexual ethics) (Wikipedia.com, 2009). As the inclusion of Sex education in the curriculum becomes a hot topic these days between and among religious sectors and health practitioners, the researchers decided to conduct a study regarding this matter.
Just as the initial impetus for sex education in schools came from health advocates, the historical drive for abstinence education has come from evangelical or born-again Christians. Abstinence education is an approach in sex education which teaches that sex should be delayed until marriage, ignore the needs of teens that are already sexually active and need to be educated on birth control and sexually transmitted diseases. In general, evangelical or born-again Christians have very different views from other Filipinos about sex and sexuality. Most of these evangelical or born-again Christians believe it is morally wrong for unmarried adults to engage in sexual intercourse, compared with others. Likewise, they believe that sexual activity outside of marriage is likely to have harmful psychological and physical effects. Moreover, such Christians are much more likely to believe that school-age children should abstain from almost any kind of arousal. Passionate kissing is one of the activities they should abstain from (socialissues.com, 2010) The act presented as House Bill No. 16 introduced by the Honorable Edcel C. Lagman, House Representative of the Thirteenth Congress, tackles about the goals of sex education. Comprehensive reproductive health and sexuality education programs have four main goals: 1) to provide complete, accurate and relevant information on the reproductive system and Its functions and processes and human sexuality; 2) to provide an opportunity for young people to develop and understand their values, attitudes, and beliefs about sexuality; 3)to help young people develop relationships and interpersonal skills; and 4) to help young people exercise responsibility regarding sexual relationships, including addressing abstinence, pressures to engage prematurely involved in sexual Intercourse, and the use of contraception and other sexual health measures.
Specifically, the bill of this act, Section 11 contains the scope of sex education to be implemented to the curriculum:
SEC. 11. Mandatory Reproductive Health and Sexuality Education. - Reproductive Health and Sexuality Education in an age-appropriate manner shall be taught by adequately trained teachers starting from Grade 5 up to Fourth Year High School. Reproductive Health and Sexuality Education shall commence at the start of the school year immediately following one year effectivity of this Act. The Council shall formulate the Sexuality Education curriculum, which shall be common to both public and private schools, based on the following subjects and standards: a) Reproductive Health, b) Reproductive health care and services c) Attitudes, beliefs and values on sexual development, sexual behavior and sexual health, d) Proscription and hazards of abortion, e)Family planning and the number and spacing of children, f) Natural/traditional methods to prevent unwanted, unplanned and mistimed pregnancy g)Use of modern contraceptive devices, h) Abstinence before marriage, i) Prevention and treatment of HIV/AIDS and other STIs/STDs and j)Safe sex .
Sex education may also be described as "sexuality education", which means that it encompasses education about all aspects of sexuality, including information about family planning, reproduction (fertilization, conception and development of the embryo and fetus, through to childbirth), plus information about all aspects of one 's sexuality including: body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods (Wikipedia, 2009).
According to Article XIV, Sec. 2, paragraph one, under subtitle Education of the 1987 Philippine Constitution: the state (Philippines) shall establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of people and society. In consonance with this article, Batas Pambansa Blg. 232, Sec. 21 contains the objectives of elementary education. Paragraph one, as written: To provide the knowledge and skills, attitudes, and values essential to personal development and necessary for living in and in contributing to a developing social milieu.
The above mentioned laws noted about giving adequate education and system of education necessary in living in a fast-paced society. And all may agree how varied and different the generation of today is. One begins to see the necessity and obvious advantages of institutionalizing sex education into the school curriculum.
Historically, the drive for sex education in schools is teaching children about avoiding pregnancy and keeping them safe from sexually transmitted diseases. Many parents say they are more worried about the effects of sexual activity on their child’s psyche. They are concerned about their children when it comes to ever having sexual intercourse. They are afraid that their children might have sexual intercourse before they are psychologically and emotionally ready. Many religions teach that sexual behavior outside of marriage is immoral, so their adherents feel that this morality should be taught as part of sex education. Other religious conservatives believe that sexual knowledge is unavoidable, hence their preference for curricula based on abstinence (socialissues.com, 2010).
The researchers felt the need to conduct this study because of its timeliness due to the controversies surrounding sex education. Since the researchers are future educators, the perceptions of students as well as the decision towards the inclusion of sex education to the curriculum are very crucial to know because they are the ones to teach this subject matter.
Statement of the Problem
This study aims to determine the perceptions of students belonging to various religious sects towards the inclusion of sex education to the curriculum (University of Batangas, College of Education, 2010-2011).
Specifically, this seeks answer to the following questions:
1. What is the profile of the respondents in terms of: 2.1 Age, 2.2 Gender, 2.3 Religion, 2.4 Religious affiliation/s 2.5 Year level? 2. What topics on sex education should be or should not be included in the curriculum? 3. What are the perceptions of the respondents belonging to various religious sects toward its inclusion to the curriculum? 4. What is the implication of this study to the present issue on sex education?
Significance of the Study
This study which aims to identify the different perceptions of the college students belonging to various religious sects towards the inclusion of sex education in the curriculum is deemed beneficial to the following:
To the teachers of college students having different religious sects, this will provide them additional information and knowledge that can be applied to their teaching strategies on teaching sex education without any discrimination about the point of views of various religious beliefs.
To the parents of the students, having different religious affiliations, to become aware of their attitudes, views and perceptions regarding sex education because family size matters.
To the students, for them to be aware and understand their responsibilities as a Filipino youth with their point of views regarding whatever religious sect they belong. This will be an eye opener for them, since they will build their own families in the near future.
To the Department of Education, for them to use the results of this study as one of the future bases of the inclusion of sex education in the curriculum.
To the researchers, for them to determine the perceptions of selected college students belonging to various religious sects towards the inclusion of sex education in the curriculum.
To future researchers, this study can serve as a basis for the study they will conduct. This will help them for easier understanding and can add or include another source of information for their future studies related to this subject matter.
Scope and Limitations of the Study
This study focuses on the perceptions of college students belonging to various religious sectors toward the inclusion of sex education to the curriculum. These perceptions are only in terms of what religious sectors they belonged to or believe of, and personal preference of the subject matter. The researches present two approaches or programs of sex education in order to determine their opinion about having sex education in the curriculum. The programs to be presented are the Abstinence-Until-Marriage approach and the Comprehensive Sexuality Education.
This study is conducted in the academic year 2010-2011 only. This study is limited only to the College of Education students as participants. Bachelor of Elementary and Secondary Education will be the population of this study wherein 20% of each year level will be the chosen respondents.
Definition of Terms
Abstinence education. This refers to the form of sex education that emphasizes abstinence from sex, and often excludes many types of sexual and reproductive health and education, particularly regarding birth control and safe sex. This term is used in this study as an approach to teaching sex education in which controversial issues regarding sex is not discussed nor included in the syllabus.
Adolescence. This term refers to the age when the individual becomes integrated into the society of adults, the age when the child no longer feels that he is below the level of his elders but equal, at least in rights (Piaget, 1999). In this study, the term refers to the stage of growth and development when an individual enters the age of what is called teenage years.
Adventist. This term generally refers to a member of a Christian sect based on the belief that Christ’s second coming will soon occur (Webster, 2000). Adventist is used in this study as a religious sect with different religious belief compared to Catholics.
Baptist. According to Wikipedia (2002), this term describes individuals belonging to a Baptist church wherein the followers of Jesus Christ are commanded to be baptized. In this study, this refers to a religious sect with their own beliefs and principles.
Christianity. This term denotes to the religion based on the person and teachings of Christ, according to Oxford (2004). This term is used in this study as a religious sect just like as the Baptist.
Comprehensive Sexuality Education. This means abstinence as well as information on contraception method providing protection from unwanted pregnancy and sexually transmitted diseases (socialissues.com, 2010). Comprehensive Sexuality education is used in this study as a program or approach in teaching sexuality education.
Iglesia ni Cristo. This is the largest entirely indigenous Christian Religious Organization that originated from the Philippines and the largest independent church in Asia (Wikipedia, 2002). This term in the study refers to a religious sect that defies eating cooked blood of any animal.
Jehova’s Witnesses. This refers to a proselytizing Christian sect founded by Charles T. Russell (Webster, 2000). This is used in the study as a religious sect with different religious beliefs compared to other religious groups.
Out of Wedlock Pregnancy. This is a crisis for the unwed parents and for their families and friends (www.proventliving-org, 2002). This term as used in the study refers to pregnancies that occur beyond the bounds of marriage.
Religious Sects. This term pertains to the sacred engagement with that which is believed to be a spiritual reality (Microsoft Encarta, 2007). In this study, the definition applies to the subdivision of a major religion having similar or contrasting beliefs.
Reproductive Health. This term refers to the state of physical, mental and social well-being and not merely the abstinence of disease or infirmity in all matters relating to the reproductive system and to its functions and processes (Wikipedia, 2002). This is used in the study as a subject area included in Sex education.
Sex. This is a process of combining and missing genetic traits often resulting in the specialization of organism into a male and female variety (Wikipedia, 2000). In this study, the term refers to the gender as well as sexual intercourse.
Sex Education . This term usually refers to classroom lessons about sex taught in primary and secondary schools, any instruction in the process and consequences of sexual activity (Wikipedia, 2000). In this study, sex education encompasses education about all aspects of sexuality, including information about family planning, reproduction and about all aspects of one 's sexuality including.
Sexuality. This usually refers to those psychological, physiological, behavioral and spiritual dimensions of a male or female human being which may or may not be given expression in sexual feelings and activity (socialissues.com). In this study, sexuality refers to the over-all aspects that sex education will tackle.
Sexual Transmitted Disease - This is an illness that has significant probability of transmission between and by means of human sexual behavior (Wikipedia.com). This term is used in this study as an effect of early sexual activity among teenagers.
Conceptual Framework
The question of why does sex education is needed to be included to the school curriculums has always been a controversial topic especially in debates of the health advocates and religious sectors.
Today, there are two different types of sex education classes. Depending on what state or local school district mandates, teens will either be learning the Comprehensive Sexuality Education or the Abstinence-Only-Until-Marriage Program. These programs represent two completely different schools of thought, but either way, it is imperative to know which is best suited for the curriculum.
Since teaching creationism directly is difficult, many conservative evangelicals have adopted a different tactic: Teach the Controversy. According to this principle, students in public schools should not be taught evolution as ‘dogma’ and should instead learn all of the scientific controversies and problems surrounding evolutionary theory.
Abstinence Education
Federally funded abstinence programs require schools to follow a very rigid curriculum which has as its exclusive purpose, teaching the social, psychological, and health gains to be realized by abstaining from sexual activity; teaches abstinence from sexual activity outside marriage as the expected standard for all school-age children and teaches that abstinence from sexual activity is the only certain way to avoid out-of-wedlock pregnancy, sexually transmitted diseases and other associated health problems.
Comprehensive Sexuality Education
Comprehensive Sexuality Education is a program that starts in kindergarten and continues through high school. It brings up age appropriate sexuality topics and covers the broad spectrum of sex education, including safe sex, STDs, contraceptives, masturbation, body image, and more. Comprehensive sex education addresses both abstinence and age-appropriate, medically accurate information about contraception. Comprehensive sex education is also developmentally appropriate, introducing information on relationships, decision-making, assertiveness, and skill building to resist social/peer pressure, depending on grade-level (Wikipedia.com, 2009).
A viewpoint in sex education inspired by sexologists like Wilhelm Reich and psychologists like Sigmund Freud and James W. Prescott, holds that what is at stake in sex education is control over the body and liberation from social control. Proponents of this view tend to see the political question as whether society or the individual should teach sexual mores. Sexual education may thus be seen as providing individuals with the knowledge necessary to liberate themselves from socially organized sexual oppression and to make up their own minds. In addition, sexual oppression may be viewed as socially harmful.
` Section 11 of the House Bill No. 16 introduced by Lagman, House Representative of the Thirteenth Congress, contains the scope of sex education to be implemented to the curriculum: “SEC. 11. Mandatory Reproductive Health and Sexuality Education. - Reproductive Health and Sexuality Education in an age-appropriate manner shall be taught by adequately trained teachers starting from Grade 5 up to Fourth Year High School. Reproductive Health and Sexuality Education shall commence at the start of the school year immediately following one year effectivity of this Act. The Council shall formulate the Sexuality Education curriculum, which shall be common to both public and private schools, based on the following subjects and standards: a) Reproductive Health, b) Reproductive health care and services c) Attitudes, beliefs and values on sexual development, sexual behavior and sexual health, d) Proscription and hazards of abortion, e) Family planning and the number and spacing of children, f) Natural/traditional methods to prevent unwanted, unplanned and mistimed pregnancy g)Use of modern contraceptive devices, h) Abstinence before marriage, i) Prevention and treatment of HIV/AIDS and other STIs/STDs and j)Safe sex .
Figure 1
Paradigm for Perceptions of Students Belonging to Various Religious Sects
Toward the Inclusion of Sex Education to the Curriculum Context Input Process Output
Proposed approach of teaching Sex Education
Research processes
Questionnaire
Documentary analysis
Approaches in sex education * Abstinence-Until-Marriage * Comprehensive Sexuality Education
Different religions/ beliefs
Scope of Sex Education * Content * Issues
Profile of respondents in terms of: * Age * Gender * Religion * Religious affiliation/s * Year level Perception of students from various religious sects toward the inclusion of sex education to the curriculum
Hypothesis There is no significant relationship between the students’ perceptions toward the inclusion of sex education to the curriculum, and the various religious sectors they belong to.
Scope and Limitations of the Study
This study focuses on the perceptions of students belonging to various religious sects, toward the inclusion of sex education to the curriculum. These perceptions are only in terms of what religious sector they belonged to or believed. The researchers present two approaches of Sex education in order to determine their opinion about having Sex education in the curriculum. These are the Abstinence-Until-Marriage approach and the Comprehensive Sexuality Education. This study is conducted in the academic year 2010-2011 only and this study is limited only to College of Education students as the participants.
CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature According to Wikipedia (2009), when sex education is contentiously debated, the chief controversial points are whether covering child sexuality is valuable or detrimental; the use of birth control such as condoms and hormonal contraception; and the impact of such use on pregnancy outside marriage, teenage pregnancy, and the transmission of STIs. Increasing support for abstinence-only sex education by conservative groups has been one of the primary causes of this controversy. Countries with conservative attitudes towards sex education (including the UK and the U.S.) have a higher incidence of STIs and teenage pregnancy.
There are two primary schools of thought regarding sex education. One favors a balanced approach, with information about both abstinence and contraception. The other favors abstinence-only information, encouraging students to wait before becoming sexually active. Critics of such programs argue that they have not succeeded in persuading teenagers to delay sex. Abstinence curricula, which teach that sex should be delayed until marriage, ignore the needs of teens that are already sexually active and need to be educated on birth control and sexually transmitted diseases. The Comprehensive curriculum which acknowledges that many teens will become sexually active teaches about contraception as well as sexually transmitted diseases, including HIV and AIDS (Philippine News Agency, 2010).
Dr. Aguirre (2006) wrote about the program of sex education that it claims to foster values, restraints and responsibility yet implies that sexual activity out of marriage maybe acceptable for as long as it does not result to unwanted pregnancy and sexually transmitted diseases by unprotected sex. Dr. Aguirre wants sex education to be done not by school but by parents. The Catholic Church encourages parental involvement in teaching children about sexuality, leaving when and how up to the direction of individual parents.
Members of Catholic Educational Association of the Philippines (CEAP) said they are open to hold a dialogue with the Department of Education (DepEd) on an age ‘appropriate’ and value based sex education. CEAP president Msgr. Gerardo Santos said that sex education is creative human relations, different from genital relationships. He also said that the CEAP member schools are finalizing enrichment modules on sex education that will be ready for second semester of AY 2010-2011. CEAP members include 1,252 catholic schools, colleges and universities. Of these, 700 are considered mission schools. They also voiced out their opposition in the DepEd plan to integrate sex education in various subjects in the basic education curriculum which will be implemented in 80 elementary and 79 secondary schools this school year. But DepEd has insisted it will pursue the integration of sex education this year. DepEd said the program would help avoid teenage pregnancies and the rise of sexually transmitted diseases. (Philippines News Agency, 2010)
Sex education, that is the teaching of explicit sexual matters as a formal separate curriculum or as an integrated part of legitimate courses of study at the elementary or secondary grade level, has a long history deeply rooted in the Malthuasian, and Eugenics and Social Libertarian Movements of the last half of the 19th century. Philosophically constructed on the denial of the existence of moral absolutes and the natural law, Sex Education is by nature and by design intrinsically evil. As a child of Modernism, Sex Education seeks to undermine the teaching authority of the church by attacking catholic doctrine on matters of sexual morality, and by replacing sound doctrinal catechesis with a new sexual catechesis directed at the destruction of the latency period and the deforming of the young and impressionable conscience. Only those who are totally ignorant of the nature and objectives of Sex Education on those who have simply lost the faith can fail to appreciate the moral gravity of Sex Education scandal and its implications for the future of the church. (Randy Engel, 2000)
LifeSizeNews.Com (2006) cited that Catholic Bishops Conference of the Philippines (CBCP) news service reported an integrated sex-education program for high school students is set to go ahead in the Philippines, despite strong opposition from the church. The program will integrate teaching on sexual matters into six different subject areas.
In the foreword to the sex-education manual, the Department of Education Secretary Fe Hidalgo (2006), wrote that information and services should be available to adolescents to help them understand their sexuality and protect them from unwanted pregnancies, sexually transmitted infections and subsequent risk of infertility. She also wrote that reproductive health needs of this group should be based on information that helps them attain a level of maturity required to make responsible decisions.
Ongtionco said the diocese and local profile advocates will elevate a case to Supreme Court to for a temporary restraining order against the implementation of the inclusion of Sex education in the curriculum of Quezon City Public high schools. The ordinance paves way for reproductive health lessons- including the use of contraceptives to be taught to public high school students. (GMANews.Tv, 2006)
Raymundo et al (2000) wrote that stated religious affiliation or membership reflects a complex confluence of historical allegiance and personal belief, but it is also a much simpler matter of social composition. They also wrote that although the Philippines is predominantly a Roman Catholic society, there are some important nuances to religious affiliation and observance as well as some recent signs of change-not wholesale change, but important shifts among the population and especially among youth that are worth nothing and monitoring closely. The most elementary questions have to do with the level of Roman Catholic versus other affiliations among the young, and the links between these affiliations and actual behavior in various areas of life. Other religious affiliations have a much less numerous but still important place in the Filipino religious landscape. They also mention that the native Christian religion have a special history which is reflected in the national profile of the 1990’s, and there is a growing interest in evangelical or “born again” Christian faiths. This summary provides some indications of the rise of these “charismatic” faiths and of the distribution of “born again” adherents among the youth of population. There is also evidence of shifts between religious among the youth.
In this declaration on Christian education, the Second Vatican Council stated that young people should receive a positive and prudent sexual education, although this was not the first and certainly not the last official endorsement by the church is capable of giving the idea and practice of education in human sexuality which respects Christian moral values. (Randy Engel, 2000)
According to the Harpers (2000), so long as discussions on the goal of sex education move at a high level of abstraction, peace reigns among parents, educators, and other concerned citizens. All will agree, they continue that a goal of sex education in the instilling of wholesome attitudes toward sex and that child should be lead to understand the spiritual as well as the gross biological function of sex. But problems arise, the author suggest, when one gets down to-the-nitty-gritty of what is meant by “wholesome” in sex attitude and “spirituality” in sex functioning.
People are afraid to adopt new rational and realistic goals sex education, the Harpers state, because they are resistant to the change of customs, especially those that are morally and religiously sanctified. Once this hurdle is overcome, parents and adults armed with data from psychological, psychiatric, biological, and ethnological studies will be eager to guide their children toward full appreciation of sex and the use of it in and of marriage. This turn will lead to a greater sexual freedom and appreciation for young people and adult and in turn will release warmth and affection in other types of interpersonal relation they state.
Related Studies
A congressionally authorized evaluation of four abstinence-education programs, released in April 2007, found that they made no difference in the sexual abstinence of participants. But the firm that conducted the study, Mathematica Policy Research Inc., also found that youth in these programs were no more likely to have unprotected sex, a concern that has been raised by some critics of these programs. The researchers found the above study similar to the present study in terms of the subject matter which is sex education and into implementation in the curriculum. However, the present study focuses on student perceptions while the related study focuses on a particular approach in Sex Education.
According to SIECUS, the Sexuality Information and Education Council of the United States, 93% of adults they surveyed support sexuality education in high school and 84% support it in junior high school. In fact, 88% of parents of junior high school students and 80% of parents of high school students believe that sex education in school makes it easier for them to talk to their adolescents about sex. Also, 92% of adolescents report that they want both to talk to their parents about sex and to have comprehensive in-school sex education. Furthermore, a study, conducted by Mathematica Policy Research Inc. on behalf of the U.S. Department of Health and Human Services, found that abstinence-only-until-marriage programs are ineffective.
The study conducted by SIECUS and the present study both tackle the perception of students regarding the inclusion of sex education to the curriculum. On the contrary, the former focuses on students as well as the student perception while the latter focuses on students’ perceptions only.
A 2003 survey by the National Campaign to Prevent Teen Pregnancy found that 94 percent of adults and 92% of teens believe it is important that society give teens a strong message not to have sex until they are at least out of high school. Six in 10 teens and three-quarters of adults wish teens were getting more information about abstinence and contraception rather than just one or the other. And 34% of teens say their own morals, values, religious beliefs and concerns about their future influence their decisions about sex more than concerns about pregnancy or sexually transmitted diseases.
The present study is related to the study mentioned above since the latter also focuses on issues about sexuality. This issues fall under sex education which the present study resolves. On the other hand, the present study seeks to find perception of students towards the inclusion of Sex Education to the curriculum while the related study limits its focus on sexuality issues of the youth.
The study made by the Social and Rural Research Institute (2000) on the unset needs for daily family planning in two districts Uttar Pradesh revealed that women have very little knowledge about marriage, sex and other reproductive health issues and thus very little grounds in which to make choices about their reproductive lives. They also have very limited or no decision making role with regard to choice of husband when to marry, use of contraceptives etc. people in general have fear and apprehension and family planning methods and a high rate of sexual violence was observed. The study mentioned above focuses on issues of family planning and use of contraceptives. The researchers found this study related to the present study because family planning and use of contraceptives falls under sex education. Whereas the related study’s population involves young people and married couples, the present study limits its population to college students only.
According to Grace and Davidson (2006) the attitude of selected high school students, their parents and teachers towards teaching sex education in secondary level has implication to reproductive health programs, parents, students and teachers believed that sex education should be taught in secondary level in order for them to gain knowledge regarding sexual matters which can help them develop positive perceptions, value and attitudes about sex. The findings of this study showed that three agreed to give students the best approach to promote possible sexuality and parenthood.
The present study is related to the study made by Grace and Davidson since both tackled about the implication of sex education. Also, this study seeks after personal information from students which the latter also sought. However, the present study focuses on the implementation of sex education of the curriculum and limits the respondents to students only.
Alcayde et al (2008) argued that sex education, awareness about sexually transmitted disease was some activities or programs that could aid healthier attitude toward sex. They recommended to the school to include sex education in their curriculum.
This study is similar to the above study since the latter focused on sexual health, risk behaviors which is urder sex education. The latter only focused on a part of sex education while the former focuses on the implementation of sex education to the curriculum.
The Young Adult Fertility and Sexuality study II (YAFS II) a project by UNFPA and conducted in 1999 provides information on dating, marriage, and the onset of sexual activity among all young men and women aged 15-24 years in the Philippines. A total of 10,879 young people were interviewed with separate questionnaires for men and for married and unmarried respondents. The information emerges in marriage and sexual activities were considered as important in planning reproductive health and family programs.
The survey reports that most sexual activity takes place within the context of a committed rather than a casual relationship. Premarital sex among the young men and women surveyed was found to be higher than it was found to the leading to formal marriage.
This study is related to the present study since it clearly indicated the need for policy shift towards providing reproductive health information and services for unmarried youth. The present study also focuses on reproductive health information which falls under sexuality education. On the other hand, the former has a more scope of population than the latter which has only students of College of Education, University of Batangas.
Similarly, another study on AIDS awareness among college students conducted by Population Education Resource Center (2000) in Madras indicated a higher level of awareness of HIV/AIDS which revealed that they could as well be utilized by as catalyst for extension activities. These researchers suggest that special counseling services coupled with education should be made available to all adolescents. And action researchers and need assessments are required to be made in the area of adolescent sexuality, health, etc. so that the education system at different levels and mass media undertake adolescent education on programs including population education covering themes relevant to adolescents. Particularly reaching boys at young age through school and college based instructions supported by well design mass-media based programs can be effective in shaping their attitudes and practice in later life.
The above study is related to the present one since it tackled about AIDS which is under Sex Education. However, study seeks after student perceptions regarding the implementation of sex education to the curriculum.
Almaro et al (2009) revealed that schools rank third factors that influenced psychosexual behavior of fourth year high school students in selected secondary schools in Batangas. The present study is related to the mentioned study because psychosexual behavior is tackled under sex education. Having the result of schools rank third in the factors that influenced the said behavior, this gives relation to the present study which seeks after personal information about sex education’s inclusion to the schools’ curriculum.
Dr. Rajami Shirar (1991) commented that there have been a number of demographic and health surveys conducted in India and in other developing countries which are primarily concerned with fertility, mentability, and migration rates. In addition, a number of students have recorded the pregnancy and contraception use of status of women of child bearing age. However, it appears that research studies on adolescent groups particularly with regard to their sexuality and reproductive activities are scarce or absent.
Dr. Shirar’s study is related to the present study since both tackled issues under sexuality. Both of the studies populations fells under or are adolescent groups. On the contrary, the present study’s population is more specific than the related studies.
According to Raymundo et al (1999), there are some important differences in the frequency of attendance at religious services. Generally, the Christian Group have somewhat higher percentage attending services and doing so often (once per week or once per month) and smaller percentages attending less often that once per month. It is somewhat, new common among Roman Catholic to attend services less often than once.
The researchers found the mention study similar to the present study in terms of the scope of the letter. The present study stresses the belongingness of students to various religious sectors. However, the related study doesn’t include sex education on its subject matter and scope.
Fianza (2000) recommended the teaching of religion to gear to a practical application in daily life situations. This means that religion must be relevant to the students life in a position concrete manner and in touch with the things and environment with which the adolescent comes in contact. She claimed that effectiveness in the teaching of religion and manner in which religion is lived depends on the relevancy of the content of what is taught and the adaptability of the methods use in communicating the message of Christ to the students.
Fianza’s study and the present study are related to each other since both studies has religion on its scope. However, Fianza’s study is limited only in religion while the present study includes sex education.
CHAPTER III
METHODOLOGY
This chapter focuses on the research method used, the research design, subject of the study, the procedures, the instruments used in gathering of needed data and the statistical tool applied in the treatment of such data.
Research Design
The main purpose of this study is to determine the perceptions of students from various religious sects toward the inclusion of sex education to the curriculum. The descriptive method of research design is used in this study. To characterize it briefly, it may be said that descriptive research is a fact-finding method with adequate interpretations. The true meaning of the data collected is reported from the point of view of the objectives and the basic assumptions of the project underway.
Subjects of the Study
The subjects of the study from whom the researcher obtained data needed are selected students from the College of Education.
Table 1
Number of Respondents
Major | First year | Second year | Third year | Fourth year | TOTAL | BEED20% | 3611 | 237 | 237 | 5115 | 40 | BSED20% | 3912 | 309 | 216 | 319 | 25 | total | | | | | 65 |
The researcher considered 30% of every year levels in BSED and BEED. There are 11 first year, 7 second year, 7 third year and 15 fourth year BEED students. From BSED there are 12 first year, 9 second year, 6 third year and 9 fourth year students. There are 65 total numbers of participants to provide sufficient and necessary information for the study. Moreover, the respondents are chosen based on their year level and through quota sampling.
Data Gathering Instruments
The researchers made use of the self-made questionnaire to attain the necessary data in the analysis of the profile and respondents’ perception toward sex education inclusion to the curriculum. The questionnaire is formulated as supported by careful and intense review of conceptual literature and related studies. Furthermore, the contents are divided into two sections. The first section includes the profile of the participants according to age, gender, and religion. The second part comprises of questions designed to determine the perception of the respondents about the inclusion of sex education to the curriculum.
The researchers obtained the data and information needed with the use of questionnaire in the selected students of College of Education. These were answered by the respondents by putting a check mark on the space provided by which correspondents to their answers using the following scales. The researchers ask the students to answer the given questionnaires the researchers instructed the students that their answer will be kept confidential.
The researchers prepared a simple draft of constructed questionnaires, which was submitted the adviser for further reviews checking, recommendations and modifications of condensed and direction. After the final approval and evaluation the questionnaires were reproduced. The researchers conducted a pilot study to test the validity of the questionnaires.
The researchers prepared several copies of the questionnaire and presented these two some College of Education faculty members for further comments and revisions. Upon the revisions and approval by the thesis adviser that followed after, the researchers went through the distributions of the questionnaire. There were 10 first year, 8 second year, 8 third year and 15 fourth year BEED students who were given the sets of questionnaires. From BSED there were 14 first year, 8 second year, 6 third year and 9 fourth year BSED students who were given the sets of questionnaires.
Upon the retrieval of the questionnaires, the researchers submitted the tally to their statistician for statistical treatment. When the statistical data was given to the researchers, they interpreted it.
Statistical Treatment of Data
The researchers employed the following descriptive statistical tool for analyzing the data gathered:
Percentage will be computed in determined the proposition of a part to a whole. Such as given number of respondents to the entire population.
FORMULA: P= F * 100 N
Where:
P = percentage F = frequency N = total number of respondents
Ranking is used to determined the order of decreasing or increasing magnitude of variable where the largest frequency will be ranked as 1, the second as 2, and so on to the last rank.
Weighted mean ( WM) refers to the overall average of responses of the study responses.
FORMULA:
WM = efn N
Where:
E = summarize sign Fw = frequency of responses percent N = total number of respondents
The One Way Analyze of Variance or ANOVA was used to test the mean differences between the profile of the respondents attitudes towards induced abortion when grouped according to the students.
FORMULA:
Fisher’s Ratio = MSB MSW
Where:
MSB = mean sum of squares between groups MSW = mean sum of squares within the groups
Bibliography
A. Books
Lita Domingo, Peter Kenos, and Corazon A. Raymundo, Adolescent Sexuality in the Philippines WP office of the Vice Chancellor for Research Development copyright 2000, Quezon City
Robert A. Harper, Ph. D. and Frances R. Harper, Ed. D., Education in Sex, Hawthorn Books Inc. New York, 2000
Jeorge Henry, Sex Education: The Final Plague, reprinted in the Philippines under special permission of Human Life International 7845-E Airport Road, Gaithesburg, Maryland; Kalayaan Press Marketing Entertainment Incorporation, Kalayaan St., Diliman, Quezon City 2000
Dr. (Mrs.) Rajani Shirur, Reproductive and Sexual Education for Adolescence (Needs Assessment), Discovery Publishing House, 4831/24, Ansari Road, Prahlad Street, Daryaganj New Delhi, 2000 B. Unpublished Theses
Bibliography: A. Books Lita Domingo, Peter Kenos, and Corazon A. Raymundo, Adolescent Sexuality in the Philippines WP office of the Vice Chancellor for Research Development copyright 2000, Quezon City Robert A. Harper, Ph. D. and Frances R. Harper, Ed. D., Education in Sex, Hawthorn Books Inc. New York, 2000 Jeorge Henry, Sex Education: The Final Plague, reprinted in the Philippines under special permission of Human Life International 7845-E Airport Road, Gaithesburg, Maryland; Kalayaan Press Marketing Entertainment Incorporation, Kalayaan St., Diliman, Quezon City 2000 Dr. (Mrs.) Rajani Shirur, Reproductive and Sexual Education for Adolescence (Needs Assessment), Discovery Publishing House, 4831/24, Ansari Road, Prahlad Street, Daryaganj New Delhi, 2000 B. Unpublished Theses
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