CHAPTER 2

THEORETICAL AND CONCEPTUAL FRAMEWORK

This chapter compromises a review of related literature, synthesis of the state of

the art, theoretical and conceptual framework with corresponding paradigm. Those that

were included in this chapter helps in familiarizing information that are similar and

relevant to the current study.

Review of Related Literature and Studies

This section is the presentation and discussion of the reference studies related t

o the present work. Some studies that have bearings on the present study were present

ed here together with the noted similarities and differences.

The following reviews of literature and studies are cited because of their relevan

ce to the study, which is about the Impact of Sexuality Education. It has also provided th

e researchers with the data and information that has given much aid in selecting variabl

es of the study and in giving support to some of the findings or disputes the results. Furt

hermore, it also contains the synthesis of the state-of-the-art and theoretical, as well as t

he conceptual framework, which assisted the researchers in the presentation of the data

that was gathered

Sex Education

Sex education, covers knowledge about all facets of sexuality, such as family pl

anning, fertility fertilization, and information on all aspects of one's sexuality, such as bo

dy image, sexual identity, sexual gratification, morals, decision-making, intimacy, and da

ting relationships. Sexuality transmitted infection (STI’s) and how to avoid them and birt

h control methods (World Health Organisation 2002)

According to the study of Ramiro, L. and Guarnez, P. (2011), entitled The effects

of sex education in promoting sexual and reproductive health in Portuguese university

students, the goal of their research was to analyze the significance of sex education in

schools and what are its effects in promoting healthy sexual behaviour among university

students. There were 3278 students in the study. Students who obtained sex education

in school indicated having participated in less sexual risk behaviors (less occasional

partners, less sex associated to alcohol and drugs, less STIs, less unwanted

pregnancies and abortions). The majority of young people have enough understanding,

supportive attitudes about abortion and sexually transmitted infections, and condom-use

skills. Their study demonstrates positive associations between receiving sex education

and protective sexual behaviors, knowledge, motivation and skills.

A study of Lynda Measor (2014) entitled Young People's Views of Sex

Education: Gender, Information and Knowledge , the aim of this study is to learn more

about teenagers' perspectives on sex education and teenage sexuality. The information

comes from three independent studies completed in 1984, 1998, and 2003. This paper

presents data on gender, sexuality-related facts, and awareness. It aims to show that

attitudes toward information and intelligence differ dramatically depending on gender.

The data suggest that many adolescents we studied were offered different access to

information about sex and sexuality in their families. The argument is that this has

impact on the sources of information that they rely upon and prefer. We investigate the

underlying issues about the ways, boys obtain not only information about sex, but also
their attitudes to sexual encounters. Sources of information and counselling about

sexuality varied with gender. Boys and girls were subjected to a variety of experiences,

each with its own set of sexuality-related details and messages about desire. In a way

that boys do not, many, if not all, girls value their home and intimacy with their parents,

especially mothers. This indicates a picture of boys learning about sex and sexuality in

ways that by and large do not include adults, or more especially trusted adults, and

where there appears to be some elements of exclusion from the family. This has

important implications for sex education programs and may offer us insights into why

the boys resist school sex education work.

The study of Jon Martin Sundet and Lara E. Gibson (2017) entitled The Effect of

Sex Education on Adolescents' Use of Condoms, states that A school-based sex

education program was developed to prevent sexually transmitted diseases and

unwanted pregnancies. A Solomon four-group design, with random assignment to the

different conditions, was used to evaluate an intervention based on cognitive social

learning theory and social influence theory. The main goal of the intervention was to

increase use of condoms. A stratified sample of 124 classes (2,411 students) was

drawn at random from all the upper secondary schools (high schools/colleges) in one

county in Norway. The results indicate a consistent interaction between pretest and

intervention, which seems to have effect on condom use. Pretest or intervention alone

did not contribute to this effect. The interaction effect appeared among the students with

few sexual partners. Several possible explanations to the observed interaction effect

and the implication for future interventions are discussed.

 According to a study conducted by Mark Liu (2013) entitled Effects of the

culturally‐sensitive comprehensive sex education program among secondary school

students, increasing number of adolescents have been engaging in premarital sex. No

theory‐based, abstinence‐oriented models of sex education have been evaluated in this

population.

In a study conducted by Marsiglio Mott (2014) entitled, The impact of sex

education on sexual activity, contraceptive use and premarital pregnancy among

American teenagers, the findings describes that about sixty percent of women and 52

percent of men now in their 20s took a sex education course by age 19, according to

the 1984 National Longitudinal Survey of Work Experience of Youth. Whites are more

likely than either blacks or Hispanics to have had a course by that age--57 percent

compared with 53 percent and 48 percent, respectively. The survey also shows that

large proportions of teenagers initiate coitus before they have taken a sex education

course. Among young women who first have sex at age 15, for example, only 48

percent have already taken a course (i.e., have taken it at a younger age or at the same

age); and among young women who first have intercourse at age 18, the proportion is

61 percent. Young men are even less likely than young women to take a course before

they begin coitus--at age 15, the figure is 26 percent, and at age 18, 52 percent.

Adolescent women who have previously taken a sex education course are somewhat

more likely than those who have not to initiate sexual activity at ages 15 and 16 (though

they are no more likely to do so at ages 17 and 18). However, the effect of prior sex

education is small, and is weaker than that of virtually every other variable found to

have a significant relationship with first intercourse at ages 15-16. Among the strongest
determinants of first coitus at those ages are infrequent church attendance, parental

education of fewer than 12 years and black race. Older sexually active girls who have

previously had a course are significantly more likely to use an effective contraceptive

method (73 percent) than are those who have never taken a course (64 percent). This

relationship may offset any effect that a sex education course may have in raising the

likelihood of early first coitus, since no significant association can be found between

taking a sex education course and subsequently becoming premarital pregnant before

age 20.

A study conducted of Michelle Gallao entitled, Sex Education: Level of

Knowledge and Its Effects on the Sexual Behavior and Opinions Among the

Government Senior High School Students of Vigan City SY 2018-2019, The Philippines,

being a Christian country, finds Sex Education a sensitive topic to discuss with. But,

with the increasing cases of pregnancies, sexually-transmitted diseases and other forms

of sexually-related violence, the Philippine government raised their vote to integrate and

teach sex education in the curriculum. After recognizing the vital role of education on

the rising incidences of early pregnancy, sexual violence and human immunodeficiency

virus (HIV) infection among youth, a DepEd Order was passed to include sexuality

education in order to mandate the provision of an age appropriate reproductive health

education for adolescents. The main objective is to elicit the baseline information of

students on Sex Education and to give a background on their current sexual knowledge,

behaviors and opinions. This study used quantitative method specifically, non-

experimental descriptive-correlational research design. A questionnaire that underwent

validation and reliability testing was utilized as a form of instrumentation. Out of the 846
respondents, 19.15% already tried engaging in sexual intercourse, most of which having

1-2 sexual partners (10.99%), with the usual age of 16 years old (6.74%). Respondents

prefer masturbation over vaginal, oral or anal sex and those who had sexual experience

are embarrassed buying contraceptives. The extent of Cumulative Sexual Education

information gained by the students is generally “low” and their Sexual Knowledge and

Sexual Opinion are at “average” level. The extent of Sexual Behaviors of those who

don’t have sexual experience is “low” but “average” among those who already had

experience. However, gender orientation shows significant difference in their sexual

behavior.

In a study conducted by William Mauricio (2019) entitled The Impact of Sex

Education on Sexual Activity, Contraceptive Use and Premarital Pregnancy Among

Filipino Teenagers, the results are divided into four sections: characteristics of the studi

es reviewed, impact of programs on sexual risk behaviors and pregnancy and STI rates,

impact of programs on mediating factors for sexual risk behaviors, and characteristics of

the curricula-based programs that positively affected behaviors. More than 80 percent of

the evaluations identified one or more theories that formed the basis for the program an

d often specified particular psychosocial mediating factors to be changed. Social learnin

g theory and its sequel, social cognitive theory, formed the basis for more than half of th

e programs evaluated. About half of the studies employed an experimental design with r

andom assignment of individual youth, classrooms of youth, or entire schools or commu

nities, while the remaining half used a quasi-experimental design. Only 23 studies meas

ured impact on pregnancy or STI rates, and of these, only nine used laboratory tests to

measure these health outcomes. More than half (59 percent) of the studies measured i
mpact for a year or longer, while 22 percent measured impact for two years or longer. M

any of these studies or their published articles had significant limitations such as limited

explanations of the programs, problems with implementation, weak evaluation designs,

measurement issues, and statistical shortcomings.

A study conducted by Patricia Reyes and Wilmor Catuingco (2017) entitled The i

mpact of schools and school programs upon adolescent sexual behaviour, first, involve

ment in and attachment to school and plans to attend higher education are all related to

less sexual risk‐taking and lower pregnancy rates. Second, students in schools with ma

nifestations of poverty and disorganization are more likely to become pregnant. Third, s

ome school programs specifically designed to increase attachment to school or reduce

school dropout effectively delayed sex or reduced pregnancy rate, even when they may

not address sexuality. Fourth, sex and HIV education programs do not increase sexual

behavior, and some programs decrease sexual activity and increase condom or contrac

eptive use. Fifth, school‐based clinics and school condom‐availability programs do not i

ncrease sexual activity, and either may or may not increase condom or contraceptive us

e. Other studies reveal that there is very broad support for comprehensive sex‐and HIV‐

education programs, and accordingly, most youth receive some amount of sex or HIV e

ducation. However, important topics are not covered in many schools.

Another study conducted by Anthony de Villa and Johnny Laurel in 2019

entitled, The Impact of Sex Education on Teenage Pregnancy in Basic Schools of Baao.

Municipality, the incidence of teenage pregnancy has been on the rise in Baao. Adults

rarely discussed sexual matters with the youth. Thus, the youth have little or no

information about the biological changes that take place in their bodies during the
transitional period from youth to adulthood. This has resulted in unplanned pregnancies

for the vast majority of teenagers, which have serious developmental and

socioeconomic implications. The study was to explore how sex education could mitigate

teenage pregnancy in the Baao Municipality. A total sample size of one hundred and

twenty-five (125) respondents was used for the study. Questionnaires, in-depth

interviews, focus group discussions and observation were used to collect data for the

study. The study revealed that poor parenting, poverty and peer influence were the

major causes of teenage pregnancy in the study area. In addition, concealing sex

education and sex-knowledge from the youth made them more curious and vulnerable.

There is the need for parents and schools to empower the youth through sex education

to equip them with knowledge in order to overcome the potentially corrupt information

through the social media and friends. The study will be useful to students, parents,

teachers and vulnerable group (girl-child) advocates in communities.

Another study conducted by Ignacio, L and Santara, J. (2016) entitled Impact of a

sex education program in terms of knowledge, attitudes and sexual behaviour among

adolescents, states that sex education in schools is an adolescents’ right, and can have

health benefits, such as improved knowledge or increased condom use. This study exa

mined whether this programme (a) improved adolescents’ sexuality knowledge, attitude

s and skills, and (b) increased condoms use. There was a greater increase of knowledg

e in the intervention arm in both post-tests, and an increase in skills in the first post-test.

Girls in the intervention arm reported less practices with penetration and greater condo

m use the first time, this also among boys. However, the impact was limited in time. Inte
rventions that aim to increase sex education in curricula with quality and fidelity are a pri

ority to guarantee children’s rights and their health.

According to a research published by the Journal of Adolescent Health (2015)

comprehensive sexuality education is one of the most important tools for ensuring that

young people have the support they need to make positive and informed choices. There

are 2 aims in this article, first provide a general overview of sexuality education in

Europe, including curriculum material, didactic approaches, and organizations involved,

government funding, coverage and adequacy of provision, and obstacles to successful

sexuality education. Second, the current state of sexuality education in most European

Union member states and Norway is defined, allowing for a cross-national comparison

of country experiences. This reveals a wide range of didactic approaches and strategies

that have influenced sexuality education access, as well as the simplicity and difficulty

with which the subject can be applied, as well as the age and manner in which it is

accessible.

In addition, an article from Avocates for Youth Organization (2019), provides that

sex education is most effective in promoting sexual health and why it should be framed

in terms of health, values, development and rights. The two major obstacles for rights-

based, inclusive sexuality education are a lack of acceptance of young people as sexual

beings and the return of abstinence-only sexuality education. To address these

challenges, stronger international responses are needed to make sexuality education a

comprehensive initiative supported by all, both in the community and at the international

level. In order to move the agenda forward for better sexuality education, a positive
approach that accepts sexual desire and pleasure as essential components of young

people's sexuality should be the next step.

In the same humor, American Academy of Pediatrics; Sex Education for Children

and Adolescents (2015), provides that the objective of this article is to determine

whether Sex Education Intervention Program would reduce at-risk sexual behaviors of

school-going adolescents. According to the study adolescents exhibit sexual habits and

developmental patterns that placed them at risk for Sexually Transmitted Diseases

(STDs) because of young people experiment sexually and because of the

consequences of indiscriminate sexual activities on the youth, there is the need to

mount sex education program that are geared towards enlightenment and appropriate

education about sex and sexuality.

An article from VeryWell Health Organization (2019), unveiled that the role that

sex education plays in the initiation of sexual activity and risk of teen pregnancy and

sexually transmitted disease (STD) is controversial in the United States. Despite several

systematic reviews, few epidemiologic evaluations of the effectiveness of these

programs on a population level have been conducted. Teaching about contraception

was not associated with increased risk of adolescent sexual activity or STD.

Adolescents who received comprehensive sex education had a lower risk of pregnancy

than adolescents who received abstinence-only or no sex education.

An article from the Philippine Journal of Sexual Health among teenagers (2017)

provide reports that presents national estimates of sexual activity and contraceptive use

among males and females aged 15-19 in the United States in 2011-2015, based on

data from the National Survey of Family Growth (NSFG). For selected indicators, data
are also presented from the 1988, 1995, 2002, and 2006-2010 NSFGs, and from the

1988 and 1995 National Survey of Adolescent Males, which was conducted by the

Urban Institute. Methods-NSFG data were collected through in-person interviews with

nationally representative samples of men and women aged 15-44 in the household

population of the Philippines. NSFG 2011-2015 interviews were conducted between

September 2011 and September 2015 with 20,621 men and women, including 4,134

teenagers (2,047 females and 2,087 males). The response rate was 72.5% for male

teenagers and 73.0% for female teenagers. Results-In 2011-2015, 42.4% of never-

married female teenagers (4.0 million) and 44.2% of never-married male teenagers (4.4

million) had had sexual intercourse at least once by the time of the interview (were

sexually experienced). These levels of sexual experience among teenagers are similar

those seen in 2002 and 2006-2010 data. Longer-term trends, from 1988 to 2011-2015,

show declines in the percentage of teenagers who were sexually experienced. Female

teenagers' use of a method of contraception at first sex increased from 74.5% in 2002 to

81.0% in 2011-2015. Male teenagers' use of a condom at first sex increased from

70.9% in 2002 to 79.6% in 2006-2010 and remained stable at 76.8% in 2011-2015.

Overall, in 2011-2015, 5.8% of female teenagers had used a long-acting reversible

method (intrauterine device or implant).

In the same manner, [Link] (2017), Sex education is high quality

teaching and learning about a broad variety of topics related to sex and sexuality,

exploring values and beliefs about those topics and gaining the skills that are needed to

navigate relationships and manage one’s own sexual health. Sex education may take
place in schools, in community settings, or online. Planned Parenthood believes that

parents play a critical and central role in providing sex education.

In addition, Philippine Star (2014) attempts to provide that the article raises the is

sue of the urgent need to articulate a relevant policy framework in order to begin approa

ching the issue of establishing Sex Education policy in the Philippines. It highlights som

e important changes within the last decade, among others, emerging articulation of sexu

al and reproductive rights frameworks in the context of human rights discourse. Given th

is context the paper also reviews past and present Philippine initiatives and programs re

lated to Sex Education, particularly under the Population Education program and makes

some key recommendations for future policy directions. Keywords: International Confer

ence on Population and Development sex education, population education, reproductive

rights.

An article from k12 Academics (2017) states that there's nothing simple about tea

ching kids about sex. In these times of precocious pre-teens, pregnancy among teenag

ers, and sexually transmitted diseases (STDs), children and adolescents need much mo

re than a one-time chat about the birds and the bees. Pregnancy prevention and safe se

x really should be ongoing, age-appropriate topics. Ideally, children will get all of the info

rmation they need at home from their parents, but school should also be an important s

ource of information. Research has shown time and time again that abstinence-only edu

cation doesn't work

Synthesis of the State of the Art

 The researchers presented various related studies. To have a clearer

understanding of these related studies, the researchers made a synthesis in the

succeeding discussion. The related studies provided needed information to conduct this

study, The Impact of Sex Education in La Purisima High School. The Impact of Sex

Education must be studied to give knowledge to understand their own self, reduce

teenage pregnancy and sexually transmitted diseases. The similarities and differences

of the past and current study are herewith presented:

It has proved some similarities and differences with the present study. The revie

w of related studies that was gathered had given the researchers a deep understanding

about the impact of sex education on students. The information that was gathered from t

he different reading materials, dissertations and thesis were used as the basis of identif

ying the differences and similarities to the present study.

The study of Ramiro, L. and Guarnez, P. (2011), entitled The effects of sex educ

ation in promoting sexual and reproductive health in Portuguese university students, wa

s to analyze the significance of sex education in schools and what are its effects in prom

oting healthy sexual behaviour among university students and the goal of this research

is to identify the underlying factors and impacts that affects the students in their

knowledge and behavior towards sex education. The goals of the studies were to

analyze sex education among students and promote healthy sexual behavior and

knowledge among these students.

A study of Lynda Measor (2014) entitled Young People's Views of Sex

Education: Gender, Information and Knowledge aims to learn more about teenagers'

perspectives on sex education and teenage sexuality and this research is conducted to
identify and assess the knowledge and practices of the high school students with

regards to sex education. Both studies aim to analyze the knowledge of students and

their perspectives about sex education.

The study of Jon Martin Sundet and Lara E. Gibson (2017) entitled The Effect of

Sex Education on Adolescents' Use of Condoms, states that A school-based sex

education program was developed to prevent sexually transmitted diseases and

unwanted pregnancies and this research aims to identify the knowledge and skills

practices of the students regarding different birth control methods to prevent unwanted

pregnancies. Both studies aim to identify methods for students to prevent sexually-

transmitted diseases and unwanted pregnancies.

A study conducted by Mark Liu (2013) entitled Effects of the culturally‐sensitive

comprehensive sex education program among secondary school students, that there is

increasing number of adolescents have been engaging in premarital sex and the goal of

this study is to identify the underlying factors and practices of the students that affect

their sexual health life. Both of these studies shows that adolescents mainly engage in

sex and that there are factors that has an impact to them and affect behavior.

The study conducted by Marsiglio Mott (2014) entitled, The impact of sex

education on sexual activity, contraceptive use and premarital pregnancy among

American teenagers, shows that adolescent women who have previously taken a sex

education course are somewhat more likely than those who have not to initiate sexual

activity at ages 15 and 16 (though they are no more likely to do so at ages 17 and 18),

while this study is focused on the impact of sex education to the students. Both studies
aim to identify the number of adolescents who engage in contraceptive use and its

effects to sexual activity.

A study conducted of Michelle Gallao entitled, Sex Education: Level of

Knowledge and Its Effects on the Sexual Behavior and Opinions Among the

Government Senior High School Students of Vigan City SY 2018-2019 has an objective

to elicit the baseline information of students on Sex Education and to give a background

on their current sexual knowledge, behaviors and opinions. While this study is

conducted to identify the impacts that affects student’s knowledge and behavior towards

sexual health. Both these studies has a main objective of identifying the student’s

background on their current sexual knowledge, behaviors and opinions.

A study conducted by Patricia Reyes and Wilmor Catuingco (2017) entitled The

impact of schools and school programs upon adolescent sexual behaviour, first,

involvement in and attachment to school and plans to attend higher education are all

related to less sexual risk‐taking and lower pregnancy rates. This study is conducted to

identify the factors that affects the student’s behavior when it comes to sexual health.

Both studies aim to identify mainly the impacts of school and its education to student’s

sexual health behavior.

In a study conducted by William Mauricio (2019) entitled The Impact of Sex

Education on Sexual Activity, Contraceptive Use and Premarital Pregnancy Among

Filipino Teenagers has an objective of identifying and analyzing the contraceptive use

and premarital pregnancy impacts to Filipino teenagers. While this study aims to identify

the factors behind every student’s sexual behaviors and practices. Both studies had an

objective of identifying wide range of factors that affect student’s sex practices.
 Another study conducted by Anthony de Villa and Johnny Laurel in 2019 entitled,

The Impact of Sex Education on Teenage Pregnancy in Basic Schools of Baao.

Municipality, the incidence of teenage pregnancy has been on the rise in Baao aim to

identify the factors and the impact of sex education on teenage pregnancy, while this

study also aims to identify the impact of sex education but not just on teenage

pregnancy but also on different topics of sex education that may affect student’s sexual

behaviors.

Another study conducted by Ignacio L and Santara J. (2016) entitled Impact of a

sex education program in terms of knowledge, attitudes and sexual behaviour among

adolescents, states that sex education in schools is an adolescents’ right, and can have

health benefits, such as improved knowledge or increased condom use. While this

study is also similar to the mentioned study because of its similarity in the objectives

that is to have improved knowledge or increased condom use to promote safe sex and

prevent certain kinds of diseases. The only difference of both studies is that this study

aims to identify the impacts of sex education to sexual behaviors of the students.

Theoretical Framework

The Behavioral System model by Dorothy E. Johnson and Health Promotion

Model of Nola J. Pender guided the researchers in the formulation of theoretical

framework of the study. The model was a conceptual model that viewed a person as

behavioral system. The behavioral system is made up of all patterned, repetitive and

purposeful ways of behaviour that characterize each person’s life. Dorothy’s nursing
model states that “each individual has patterned, purposeful, repetitive ways of acting

that comprises a behavioral system specific to that individual.” Each subsystem also

has 3 functional requirements which include (1) protection from noxious influences, (2)

provision for nurturing environment, (3) stimulation for growth. An imbalance in each

system results in disequilibrium. The nurse’s role is to help the patient maintain his or

her equilibrium. Behavioral theory seeks to explain human behaviour by analyzing the

antecedents and consequences present in the individual's environment and the learned

associations he or she has acquired through previous experience. It advocates the

fostering of efficient and effective behavioral functioning in the patient to prevent illness.

The patient is defined as a behavioral system composed of seven behavioral

subsystems: affiliative, dependency, ingestive, eliminative, sexual, aggressive, and

achievement. The concept of human being was defined as a behavioral system that

strives to make continual adjustments to achieve, maintain, or regain balance to the

steady-state that is adaptation. The Health Promotion Model was designed by Nola J.

Pender to be a “complementary counterpart to models of health protection.” It defines

health as a positive dynamic state rather than simply the absence of disease. Health

promotion is directed at increasing a patient’s level of well-being. The health promotion

model describes the multidimensional nature of persons as they interact within their

environment to pursue health. Pender’s model focuses on three areas: individual

characteristics and experiences, behavior-specific cognitions and affect, and behavioral

outcomes. The theory notes that each person has unique personal characteristics and

experiences that affect subsequent actions. The set of variables for behavior specific

knowledge and affect have important motivational significance. The variables can be
modified through nursing actions. Health promoting behavior is the desired behavioral

outcome, which makes it the end point in the Health Promotion Model. These behaviors

should result in improved health, enhanced functional ability and better quality of life at

all stages of development. The final behavioral demand is also influenced by the

immediate competing demand and preferences, which can derail intended actions for

promoting health.
 Figure 1. Theoretical Paradigm
Modified from Behavioral and Adaptation Model
 Conceptual Framework

On the basis of the foregoing theories and having picked out their angles a

nd points most appropriate to the study, the researchers conceptualized the study to pro

ceed using the traditional input–process–output format as shown in figure 2.

The Input consists of the profile of the respondents in terms of age, sex, a

nd types of family structure of the students, the level of knowledge concerning Sex educ

ation in terms of puberty and reproduction, contraception, sexual violence prevention, b

ody image, sexually transmitted diseases and the subjects that teaches sexuality educa

tion in grade 10.

The Process identifies the steps undertaken by the researchers which include th

e formulation and administration of the questionnaire, the analysis and interpretation of

data gathered, test for significant relationship and formulation of plan to further improve

the knowledge of Grade 10 students about sexuality education.

The Output of this study consists of the proposed policy recommendations to furt

her improve the knowledge of the grade 10 students in sexuality education, to understa

nd the behavior of grade 10 school students with regards to their knowledge in sexuality

education and the conclusion for the subject matter of this study know how it affects sex

uality education and improve the knowledge of the Grade 10 students. A feedback mec

hanism was adopted to evaluate the implementation of the proposed measures. Lastly, t

he success of the study was not apparent without the feedback loop as it pertained to t

he relationship of the three processes.

 INPUT PROCESS OUTPUT

Profile of the respondent

s in terms of:
-Age
-Sex To understand the
-Type of Family Structur behavior of grade 10
Collection of data school students with
e
Questionnaire regards to their
Checklist knowledge in
Level of knowledge conc
Interview sexuality education
erning Sex education in
terms of:
Proposed plan to
- Puberty and reproducti Analysis and improve the
on interpretation of data knowledge of the
grade 10 students in
-Contraception
Testing the sexuality education
-Sexual violence prevent
ion significant
relationship Conclusion for the
-Body image
subject matter of this
-Sexually transmitted dis
eases study

What are the subjects

being taught in sex educ
ation?

FEEDBACK

F igur

e 2. Co nce

ptual P ara

digm
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