BIBLIOGRAPHY SANDOVAL, CHRISTIAN ROBERT...
BIBLIOGRAPHY
SANDOVAL, CHRISTIAN ROBERT MIOTEN.APRIL 2012. Acceptance of and
Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic
and Public High Schools in Baguio City. Benguet State University, La Trinidad, Benguet.
Adviser: Filmore Y. Awas, MDC
ABSTRACT
The study was generally conducted to determine the acceptance of and diversity in the
communication strategies in teaching sex education of both teachers and students in selected
public and Catholic high schools in Baguio City. Specifically, it aimed to identify the subjects
where sex education is being integrated in the curriculum of both schools; determine the
differences of communication strategies used in both schools regarding sex education; determine
the preferred communication strategies of students in both schools regarding sex education;
determine the perceptions of teachers and students in both schools regarding sex education;
determine the students’ level of acceptance of sex education in both schools; determine the
relationship of studentssex and Christian denomination and their level of acceptance of sex
education; and determine the challenges faced by both schools in teaching sex education.
The researcher conducted the study from December 2011 to February 2012.
Data were gathered through key informant interviews using guide questions with the
teacher-respondents. Survey questionnaireswere also conducted using interview
schedulewith the one-hundred student-respondents. Frequency counts, percentages,weighted
means, Kruskal-Wallis Rank Test, Chi-square computed, and Pearson Product-Moment
Correlation Test were used to interpret the data.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among
selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
The study found out that sex education is being integrated in the curriculum of both
schools in the same way. Most of the student-respondents perceived sex education in a positive
way, as well as the teacher-respondents.
Findings also revealed that though there is a significant diversity in the preference of
communication strategies of student-respondents from both schools regarding sex education, the
use of different communication strategies in teaching sex education in both schools did not
significantly affect the student-respondents’ perceptions.
The analysis also showed that the sex and Christian denomination of the student-
respondents from both schools did not greatly influence their level of acceptance of sex
education.
The results revealed that the teacher-respondents from both schools faced the following
challenges that deterred the teaching of sex education: differences in the students’ background,
time constraint, and the lack of and not being regularly updated on their information sources and
curriculum show
Researcher recommends that further studies should be conducted to determine the
effectiveness of communication strategies regarding the teaching of and students’ perceptions
towards sex education.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among
selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
TABLE OF CONTENTS
Page
Bibliography..……………………………………………………………………… i
Abstract ……………………………………………………………………………... i
Table of Contents …………………………………………………………………... iii
INTRODUCTION …………………………………………………………………... 1
Rationale …………………………………………………………………….. 1
Statement of the Problem …………………………………………………… 3
Objectives of the Study……………………………………………………… 3
Importance of the Study …………………………………………………….. 4
Scope and Limitations of the Study ………………………………………… 5
REVIEW OF LITERATURE ……………………………………………………….. 6
Sex Education ……………………………………………………………….. 6
Sex Education in the Philippines …………………………………………… 9
Communication Strategies ………………………………………………….. 10
Perceptions ………………………………………………………………….. 11
Challenges in Sex Education ………………………………………………... 13
Definition of Terms ………………………………………………………… 16
METHODOLOGY ………………………………………………………………….. 17
Locale and Time of the Study ………………………………………………. 17
Respondents of the Study …………………………………………………… 17
Data Collection ……………………………………………………………… 22
Data Gathered ………………………………………………………………. 22
Data Analysis ………………………………………………………………... 23
RESULTS AND DISCUSSION …………………………………………………….. 24
Subjects where sex education is being
integrated in the curriculum of
both schools…………………………………………………………………. 24
Differences of communication strategies
used in both schools regarding
sex education ……………………………………………………………….. 28
Preferred communication strategies
of students in both schools
regarding sex education ……..…...………………………………………… . 36
Perceptions of teachers and students
in both schools regarding sex education ……………………………………. 41
Students’ level of acceptance
of sex education in both schools in terms
of sex and Christian denomination …...……………………………………… 48
Relationship of students’ sex
andChristian denominationand their level
of acceptance of sex education ……………………………………………… 52
Challenges faced by both schools
in teaching sex education …...……………………………………….............. 56
SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS ……………………………………………………... 61
Summary ……………………………………………………………………. 61
Conclusions …………………………………………………………………. 63
Recommendations …………………………………………………………... 64
LITERATURE CITED ……………………………………………………………… 65
APPENDIX
A. Guide Questions ...……………………………………………………….. 68
B. Interview Schedule ...…………………………………………………….. 70
INTRODUCTION
Rationale
Sex education in the Philippines is still seen as a sensitive and ultimately
controversial issue. However, the government, in particular the Department of Education
(DepEd), has stepped up its efforts to revitalize sex education in schools around the
country.
Sex education refers to human sexuality and sensuality as perceived, expressed,
experienced, and valued by the Filipino people. This is also related to courtship as
practiced in the Philippines, which involves strategies in finding or attracting partners for
physical and emotional intimacy, sexual contact, sexual reproduction, building a family,
and other forms of individual interactions or interpersonal relationships, as set and
dictated by their culture and tradition, religion, beliefs, values and moral convictions,
psychology, foreign influences, and other related factors.
Filipino sexuality is affected by education received by Filipinos from schools, the
media, the rise of the internet, religious teachings from their churches or other similar
spiritual institutions, legal policies and laws, and the influence of urbanization or
urbanized regions in the Philippines (Jose, 2006).
Children and teenagers need guidance. DepEd (2011) stated that education is not
designed to teach them sex per se, or even the various forms of artificial contraception.
Rather, what are being imparted are life skills that kids need to make sound decisions
based on facts.
According to the United Nations Population Fund (2005), in order to respond to
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
such a situation, one looks for a suitable sex education from every source. But if the
conviction of its necessity is fairly widely held in theory, in practice there remain
uncertainties and significant differences, either with regard to the persons and institutions
who must assume the educational responsibility, or in connection with , the contents and
methodologies.
Vatican Council II in the "Declaration on Christian Education" (2010) presents
the perspective in which sex education must be set affirming the right of young people to
receive an education adequate to their personal requirements. A clear vision of the
situation is required because the method adopted not only gradually conditions the
success of sex education, but also conditions cooperation between the various people in
responsibility. In reality, the criticisms normally raised refer more to the methods used by
some teachers than to the enterprise itself. These methods must have definite qualities,
both in the same teachers and in the end to which such education is proposed.
Many people today favor sex education in school because some parents have not
done a good job in teaching sex education to their children. Sex education in the school
provides opportunities for young people to clarify their values about sex; thus, enabling
them to make responsible decisions. Various teaching methods and strategies help the
teacher achieve the goals of sex education (Fontanilla, 2003).
In a classroom setting, where gender and sex matters will be discussed by a
trained teacher in a clinical manner, DepEd (2011) states that young people would be
more likely to learn more and freely participate in the discourse and exchange of
information. Ideally, from a communication viewpoint, this awareness and knowledge
should translate into a change in attitude and practice.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
This study supports the studies of Baraoidan (2003), De Lumban (2003), and
Azaña (2006) that started to document the communication strategies used in sex
education in selected public high schools and state-run educational institutions in the
Philippines. In this study, Catholic schools will be considered.
Statement of the Problem
The study aimed to examine the diversity in the communication strategies and
acceptance of public and Catholic schools in Baguio City regarding sex education.
Specifically, it sought to answer the following questions:
1. In what subjects is sex education being integrated in the curriculum of Catholic
and public high schools?
2. How different are the communication strategies used in both schools regarding
sex education?
3. What are the preferred communication strategies of student-respondents in both
schools regarding sex education?
4. How is sex education perceived by teacher-respondents and student-
respondents in bothschools?
5. Does the sex and Christian denomination of the student-respondents affect their
level of acceptance towards sex education?
6. What are the challenges faced by both schools in teaching sex education?
Objectives of the Study
This study aimed to determine the diversity in the communication strategies and
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
acceptance of both teachers and students in selected public and Catholic high schools in
Baguio City regarding sex education.
The specific objectives were:
1. To specify the subjects where sex education is being integrated in the
curriculum of bothschools.
2. To determine the differences of communication strategies used in both schools
regarding sex education.
3. To determine the preferred communication strategies of student-respondents in
both schools regarding sex education.
4. To determine the perceptions of teacher-respondents and student-respondents in
both schools regarding sex education.
5. To determine the student-respondents’ level of acceptance of sex education in
both schools.
6. To determine the relationship of the student-respondents’sex and Christian
denominationandtheir level of acceptance of sex education.
7. To determine the challenges faced by both schools in teaching sex education.
Importance of the Study
The result of this study may help especially the concerned schools and institutions
improve their methods used to make sex education more effective. The practical insights
of the respondents that will be gathered from the study may also help teachers and policy
makers to picture the real scenario in the schools when it comes to sex education. The
result may also be used as a guide in improving the methods that will be used to convey
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
messages effectively; and for students of communication as a reference in the conduct of
other studies of the same nature.
Scope and Limitations of the Study
This study documented the communication strategies used in teaching sex
education in selected public and catholic schools in Baguio City; and included the
perceptions of teacher-respondents and student-respondents alike on sex education.
Moreover, it looked into the integration of sex education in curriculum of both schools.
The relationship of the student-respondents’ sex and Christian denomination and their
level of acceptance of sex education were also explored; as well as the challenges in the
teaching of sex education in both schools.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
REVIEW OF LITERATURE
Sex Education
Sex is a basic drive upon which both race preservation and personal happiness
depend. If sexuality does not evolve properly, the whole process of growth and
development is affected negatively. Excessive sex repression tends to impair freedom and
the functioning of an individual, to the extent that mating and sexual satisfaction are not
attained. On the other hand, too much sexual freedom can interfere with normal
demonstrations of love and mating functions, to the degree that sexuality remains on an
infantile level. Disturbances in sexual development can lead to personal and social
maladjustments (UNESCO, 1991).
Sex is a subject of great importance to the individual. Man’s sexuality is an
integral part of his nature. Though man realizes its importance, a great number of people
are considerably ignorant of the various aspects of sex. This is partly due to the
conservative outlook and superstitious beliefs that have clouded this subject and was
handed on for centuries (UNESCO-ITGSE, 2006).
Sex education, as defined by the United Nations Education and Scientific
Organization is an age-appropriate, culturally relevant approach to teaching about sex and
relationships by providing scientifically accurate, realistic, non-judgmental information.
It also provides opportunities to explore one’s values and attitudes and to build decision-
making, communication, and risk reduction skills about many aspects of sexuality.
According to Slyer (2000), formal sex education occurs when schools or health
care providers offer sex education. It teaches the young person what he or she should
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
know for his or her personal conduct and relationship with others.
In a lighter sense, sex education programs offer an opportunity to address issues
that pertain to the lives of adolescents at a time when they are extremely susceptible to
peer pressure.Cross-country evidence from the United Nations Population Fund
(UNFPA), however, show that sex educationamong the youth lead to responsible
behavior, higher levels of abstinence,later initiation of sexuality, higher use of
contraception and fewer sexualpartners.
In a context where ignorance and misinformation can be life-threatening, sex
education is part of the responsibility of education and health authorities and institutions.
In its simplest interpretation, teachers in the classroom have a responsibility to act in
partnership with parents and communities to ensure the protection and well-being of
children and young people (UNESCO, 2005).
Promoting young people’s sexual and reproductive health, including the provision
of sexuality education in schools, is thus a key strategy towards achieving the Millennium
Development Goals (MDGs), especially MDG 3 (achieving gender equality and
empowerment of women), MDG 5 (reducing maternal mortality and achieving universal
access to reproductive health) and MDG 6 (combating HIV/AIDS) (UN, 2009). In the
concept of Development Communication, the need to have a wide understanding of the
issue is of importance as it contributes to the larger unfolding of human potential.
The formal movement for sex education commenced in the early twentieth
century, mostly in the United States and parts of Europe.Sexeducators in the early
twentieth century sometimes experimented with working through parents, churches, and
public lectures, but they quickly turned to the public schools. In the same period, public
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
school attendance was exploding as compulsory education laws and the changing
structure of the economy pressured more students into the classroom and kept them there
longer (Moran, 2000).
Reflecting their own uneasiness with sexuality, the early sex educators
constructed a program whose central mission was to quash curiosity about sex. Initially,
the sex education program consisted of an outside physician delivering a short series of
lectures outlining the fundamentals of the reproductive system, the destructive power of
syphilis and gonorrhea, and the moral and medical dangers caused by sex before or
outside of marriage.
In the 1920s, sex education made progress into the curriculum both in the United
States and in France. Sex education typically took place in high school biology classes,
but leaders in the movement also faced for the first time a clear divergence between adult
sexual ideals and society's expectations for youth. Up to the early twentieth century,
when sexual fulfillment was not considered a public or respectable ideal even for married
adults, it was easy for educators to condemn sex in their lessons (Irvine, 2002).Greatly
concerned over the sexual freedom of the "new youth" in the 1920s and 1930s, sex
educators appealed to psychology and sociology for evidence that sexual experimentation
before marriage endangered a youth's chances for a fulfilling wedded life.
After the discovery of penicillin's uses in World War II lessened the danger of
syphilis, sex education focused more directly on the social aspects of sexuality and
married life. Known by a variety of names, the new "family life education" represented
an expansion of the educators' mission. Instead of teaching mostly about sexual
prohibitions, family life educators attempted to instruct students in the positive
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
satisfactions to be gained from a properly ordered family life. Lessons on child rearing,
money management, wedding planning, dating, and a wide variety of other daily tasks
were intended to bring a new generation of youth into conformity with middle-class
norms.
In response particularly to the "sexual revolution" of the 1960s and 1970s, in
which rates of premarital sexual activity, pregnancy, and sexually transmitted diseases
climbed steeply, sex educators developed what they called "sexuality education," to
distinguish their approach from the overt moralizing and narrow heterosexual focus of its
predecessors. The leaders in sexuality education believed that teaching about sexuality in
a value-neutral manner would allow students to reach their own conclusions about sexual
behavior and sexual morality. Sexuality education was intended to include information on
birth control methods, teenage pregnancy, masturbation, gender relations, and,
eventually, homosexuality. Although value-neutral sexuality education generally avoided
the overt moralizing of its predecessors, it nevertheless stacked the deck in favor of
traditional morality–abstinence until heterosexual marriage.
Sex education in the Philippines
Prior to 1969, sex education in the Philippines was non-existent. Instructions were
limited only to discussions on pregnancy and childcare within the confines of the family
unit, specifically between female members of the home. Outside the family or the home
setting, available informal information – in the form of television and radio programs,
illegal adult or sex publications, and the like – was imprecise, flawed, or deficient
(Florante, 2006).
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
In June 2010, DepEd started pilot-testing its Adolescent Reproductive Health
program, in 80 elementary schools and 79 high schools across the country as supported
by the United Nations Population Fund. The scheme will later be expanded nationwide,
in what the government said could hopefully reduce the country's high population growth
rate, limit unwanted teenage pregnancies and prevent the spread of HIV and AIDS.
However, debates in the country continueon the need for a national legislation
which will provide universalaccess to RH and family planning services.
In light of the increasingly risky sexual behavior among a significant number of
youth and adolescents, the Reproductive Health (RH) bill proposes mandatory sex
education and RH for students in the 5th grade to high school.The Reproductive Health
and Population Development bill (House BillNo. 5043/ Senate Bill No. 3122) popularly
known as the RH bill,stemmed from the legislature’s attempt to come up with a
definednational population policy framework. However, as in the pastCongresses, the RH
bill is facing stiff opposition from the CatholicChurch.
However perceived to be a good move, the six-year mandatory sexuality and RH
education is being questioned byconservative groups, pointing out that allowing young
people access to RHinformation and services will encourage promiscuity and that the
State shouldnot take over the role of parents in educating their children on sexuality.
Communication Strategies
Communication Strategy takes the audience from where they are now, to where
they want to be. It is important to define how the implementers are trying to communicate
with the beneficiaries and to provide hard evidence of what they think (IDEA, 2007).
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
When developing communication strategies, thinking about the goals that needs
to be achieved are important. In addition to any specific objectives related to a certain
project, important communication goals include announcing, motivating, educating,
informing, and supporting decision-making.
Perceptions of the Respondents
Perception is our sensory experience of the world around us and involves both the
recognition of environmental stimuli and actions in response to these stimuli. Through
the perceptual process, we gain information about properties and elements of the
environment that are critical to our survival. Perception not only creates our experience of
the world around us, it allows us to act within our environment (Wagner, 2008).
According to Myer (2005), perception involves all the ways of becoming aware of
things, people, happenings, or ideas. Judgements involve all the ways of coming to
conclusions about what has been perceived. If people differ systemically in what they
perceived and in how they reach conclusions then it reasonable for them to differ
correspondingly in their interests, reactions, values, motivations, and skills.
Perceptions on Sex Education
Beginning in 1968, conservative groupswere offended not only by sexuality
education's greater explicitness, but by its refusal to drill students in "proper" sexual
morality (Moran, 2000).
However, efforts to curtail sex education enjoyed only limited success. Sex
education programs in public schools proliferated in large part due to newly emerging
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
evidence that such programs did not promote sex but in fact helped delay sexual activity
and reduce teen pregnancy rates.
By 1983, sexuality education was being taught within the context of more
comprehensive family life education programs or human growth and development
courses. Such an approach emphasized not only reproduction, but also the importance of
self-esteem, responsibility, and decision making. The new courses covered not only
contraception, but also topics such as family finances and parenting skills (Pardini, 2011).
In the 1980s, as the magnitude and deadliness of sexually transmitted diseases
(STDs), such as the pandemic of the Human Immunodeficiency Virus/Acquired
Immunodeficiency Syndrome (HIV/AIDS), became known, sex educators found their
position bolstered. By the mid-1990s, almost every western European nation sponsored
fairly explicit educational programs in "safe sex" (Moran, 2000).
AIDS provided crucial justification for the more liberal sexuality educators'
inclusion of information on contraception, homosexuality, and premarital sex. At
universities and many high schools, students also started "peereducation" groups to offer
students a sex education message that was even less hierarchical and judgmental (and
sometimes much more explicit). Despite a renewed conservative attack on these
programs, sexuality education's place seemed to have become secure (Moran, 2000).
As conservative opponents in the United States came to recognize that some form
of sex education was going to be almost inevitable, they launched their own movement to
replace sexuality education with "abstinence education"—which was directly moralistic
and explicitly supported traditional gender and sexual relations.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Outside of Western Europe and the United States, sex education remained largely
informal until concerns over a population explosion and the AIDS crisis prompted
international organizations such as the United Nations to become involved in educating
residents especially in developing countries.
A study by Diokno (1971), as cited by Baraoidan (2003), concluded the roles of
mass media and interpersonal communication in bringing about knowledge, approval,
and adoption of family planning methods. It cited that the mass media makes
information dissemination faster; therefore, constant exposure to the mass media may
affect one’s knowledge, attitude, and practice towards family planning methods. The
study showed that among their respondents who disapproved family planning methods,
less than half were Catholics.
Many people today favor sex education in school because some parents have not
done a good job in teaching sex education to their children. Thus, children receive false
information about sex from their friends or peers, magazines, motion pictures, and
television, and a result, many fail to receive enough knowledge about sex. Thus, the
school is the best place to receive correct and complete information about sex. Sex
education in the school provides opportunities for young people to clarify their values
about sex; thus, enabling them to make responsible decisions. Various teaching methods
and strategies help the teacher achieve the goals of sex education (Fontanilla, 2003).
Challenges in Teaching Sex Education
In the ‘70’s, Philippine high schools and colleges began to include teachings
related to public health, sexually transmitted diseases, and limited information on human
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
reproduction and human sexuality in the curriculum for science courses, such as biology.
The limitation was truncated by the Filipino tradition of not explicitly mentioning or
showing images of the male and female sex organs even for educational purposes. In
1972, the government of Ferdinand Marcos formally offered sexual education programs
at all levels of education, wherein human development and population were topics in
science and biology subjects in elementary schools, while high school students received
elementary and basic-level of biological information and family planning, with emphasis
that separation and divorce are illegal in the Philippines, although legal separation or de
facto separation were taught in Philippine public schools due to its high incidence of
occurrence in lower class families (SEPO, 2009).
A 2002 study from the University of the Philippines Population Institute (UPPI)
showed that 23 percent of adolescents aged 15 to 24 years old were reported to have
experienced pre-marital sex. Of the young people aged 15 to 24 years old who have
engaged in pre-marital sex, the Young Adult Fertility Survey of UPPI showed that 20
percent of them experienced this during high school, 13 percent of them after high school
or during college, and 3.5 percent during elementary level (Sun Star Manila, 2006).
In 2006, an impact study by UNESCO on 87 sexuality education programs
worldwide concluded that sex education do not result in increased promiscuity or
sexuality laxity; but rather that not only the initiation of sex was delayed but the
frequency of sex and the number of sexual partners of those who participated in the
program also decreased.
A study conducted by Raymundo in 2007 regarding the occurrences of premarital
sex among Filipino highschool adolescents found out that there was a rising number of
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Filipino youth engaging in sexual intercourse before marriage. Twenty percent of this
number involves students at the secondary school level. And that these sexual activities
are usually unplanned, unwanted and unsafe. Raymundo also discovered that a
considerable number of Filipino youth encountered reproductive health problems and had
been infected by sexually transmitted diseases. She also mentioned that some Filipino
teenagers either believe that they cannot acquire AIDS or that this illness is curable. She
recommended governmental provision and promotion of free yet better pro-life services
related to reproductive health, maternal care, and education concerning fertility and
contraception.
In June 2006, the Department of Education (DepEd) pulled out a controversial sex
education module from public schools after the Catholic Bishops Conference of the
Philippines objected to its content (www.inquirer.net, 2006). But four years later, DepEd
announced Memorandum No. 26, allowing the use of teaching modules on sex education.
In June the same year, DepEd started pilot-testing its Adolescent Reproductive Health
program, supported by the United Nations Population Fund, in 80 elementary schools and
79 high schools in the poorest municipalities across the country (BBCnews, 2010).
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Definition of Terms
Communication strategies. Means by which sex education is being learned or
taught in the schools. These include the methods and materials used to communicate the
subject matter.
Diversity.Differences, unlikeness in character or qualities, especially regarding
the communication strategies and acceptance of students and teachers in public and
Catholic high schools regarding sex education.
Sex education is a broad term used to describe (formal) education about human
sexuality (including anatomy, reproduction, reproductive health, reproductive rights and
responsibilities, and morality) and other aspects of human sexual behavior.
Perception.The point of view of the respondents regarding sex education.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
METHODOLOGY
Locale and Time of the Study
The research was conducted in four high schools in Baguio City (Figure 1).
Dubbed “the educational center of the North”, the chartered city is located 250 km north
of Manila and is situated in the heart of the Province of Benguet.
Baguio City has an area of 49 square kilometers enclosed in a perimeter of 30.6
kilometers. On its north is La Trinidad, on its south-east is Itogon, and on its south-west
is Tuba.
The public schools were represented by Baguio City National High School
(BCNHS)-Main, and Pines City National High School (PCNHS)-Main; while the
Catholic schools were represented by St. Louis School Center (SLSC), and St. Louis
School of Pacdal (SLSP).
BCNHS-Main is located at Governor Pack Road, Baguio City. PCNHS-Main is
located at Palma Street, Legarda Road, Baguio City. Meanwhile, SLSC, is a Church-run
school located at Campo Filipino, Baguio City. SLSP is a Church-run school located at
Pacdal, Baguio City.
The study was conducted from December 2011 to February 2012.
Respondents of the Study
The respondents of this study were teachers teaching sex education—and their
respective students—in selectedpublic and Catholic schools in Baguio City. Four
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Figure 1. Map of Baguio City showing the locale of the study
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
teachers teaching sex education, who were recommended by the school principals of the
high schools involved in this study, served as the key informants.
Enriqueta S. Rabanalla, married, is 56 years of age and has been a teacher in
PCNHS since 1982. But five years before coming in at the public high school in Baguio
City, she taught English, Physical Education, and Health subjects in a public high school
in Cervantes, Ilocus Sur. With a BS in Education, Major in Physical Education,
Rabanalla is currently teaching Music, Arts, Physical Education, and Health (MAPEH)
subjects in PCNHS. She also teaches the subjects AralingPanlipunan, Science, and
Technology and Livelihood Education (T.L.E). She is a Born-Again Christian.
Delfin G. Lasdacan, single, is a 34-year old teacher in BCNHS, who started his
teaching career in 2000. When he entered BCNHS in 2004, he started teaching MAPEH
subjects in five sections. He also teaches the subjects AralingPanlipunan, and T.L.E. He
finished BS in Education, major in P.E. and subsequently BSE, major in Social Sciences.
This Pentecostal Christian is presently taking up his MS in Education, major in Special
Education at Saint Louis University.
Twenty-nine year old teacher James Cong-o, single, Catholic, is presently
teaching MAPEH subjects in different year levels in SLSC. In 2004, after taking up BS
in Education, major in Physical Education and Health, he started teaching P.E. to college
students in Saint Louis University, Baguio City. However, after one year, he left the
University for the high school Department until present.
Marissa Mang-osan, 25, single, has been a teacher in SLP only two years ago, in
2009. She finished B.S. in Environmental Science, major in Biology, and got teaching
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
units. At present, she teaches Biology and Health in the different year levels in SLP.
Mang-osan is a Catholic.
For the student-respondents, the researcher randomly selected half or 50 percentof
an entire 4th year class per school to answer survey questionnaires.
There were a total of 99 student-respondents, all in their 4th year in high school;
and the distribution is as follows: 21 from PCNHS, 28 from BCNHS, 25 from SLSC, and
25 from SLP.
Table 1 shows the student-respondents’ socio-demographic profile in terms of
school, sex, and Christian denomination. Forty-nine (49.5%) of the student-respondents
came from the public high schools while 50 (50.5%) came from the Catholic high
schools. There were more female student-respondents (64 or 64.6%) than males (35.4%)
from both public and Catholic high schools. Majority of the student-respondents from
both schools were Roman Catholics (80 or 80.8%) while the rest belonged to different
Christian denominations.
There were nine boys and twelve girls in PCNHS from the Science section having
their Health IV subject and have tackled sex education lessons during their previous
years. On theaverage, the respondents were aged between 15 and 16. Fourteen
wereRoman Catholics, four were Protestants, two Born-Again Christians, and one
Apostolic Christian.
The student-respondents from BCNHS were from one of the four regular sections
in the year level having their Health subject and have taken up sex education classes
during their previous years. Of the 28 student-respondents, 21 were female and seven
were male. Thirteen were16 yrs. old, eight were 15 yrs. old, four were 18 yrs. old, and
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 1. Socio-demographic profile of students in public and Catholic high schools
PROFILE FREQUENCY
PERCENTAGE
School
Public 49
49.5
Catholic
50
50.5
Total 99 100
Gender
Male
35
35.4
Female
64
64.6
Total 99 100
Christian denomination
Roman Catholic
80
80.8
Protestant
5
5.1
Born-Again
5
5.1
Baptist
1
1.0
Pentecostal
1
1.0
Anglican
1
1.0
Methodist
1
1.0
Iglesia-Ni-Cristo 3 3.0
Jehovah’s Witnesses
1
1.0
Apostolic
1
1.0
Total 99 100
three were 17 yrs. old. A few of them belonged to Christian denominations, as follows:
three were Iglesia-Ni-Cristo, two were Born-Again Christians, one was Baptist, and one
was Jehovah’s Witnesses; while the rest of the student respondents were Roman
Catholics.
The student-respondents from SLSC were from one of the two sections in the year
level having their Health subject and had taken sex education lessons during their
previous years. There were 10 males and 15 females with an average age of 15 to 16
years old. One respondent was a Protestant, one was a Methodist Christian, one was
Anglican; while most of them were Roman Catholics.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
In SLP, student-respondents were from the teacher’s senior Health class and took
sex education lessons from their first year through fourth year level. Composed of 11
males and 14 females, the median age was 15 to 16 years old. One respondent was a
Born-Again Christian; one was Pentecostal, while the rest were Roman Catholics.
Data Collection
The researcher conducted classroomobservation on the selected high schools to
note some of the communication strategies they are using in sex education.
Data were gathered through key informant interviews using guide questions. A
sample survey was also conducted using interview schedule.
The researcher pre-tested the questionnaires outside the specified selected high
schools.Resultsof the pre-testing were carried over to the final draft of the questionnaires.
After the necessary revisions were made, and with the permission of the teacher-
respondents, the questionnaire for the student-respondents were distributed.
The survey questionnaires were designed to obtain data regarding the student-
respondents’ profile in terms of the student-related variables. Responses of the
respondents in this questionnaire were used for determining the relationship between the
selected variables and their perception towards sex education.
Data Gathered
This study looked into the integration of sex education in the curriculum of both
schools. This study included gathering the perceptions of the respondents regarding sex
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
education; and the differences of communication strategies used in both schools
regarding sex education.
This study also determined the level of acceptance of the student-respondents
regarding sex education in terms of sex and Christian denomination and determined the
relationship of the latter and the former.
This study, likewise, took into account the challenges both schools faced in
teaching sex education.
Data Analysis
The collected data were consolidated and were analyzed descriptively and
statistically according to the objectives of the study. Also, frequency counts, percentages,
weighted meanswere used to interpret the data. On the differences of communication
strategies used in both schools regarding sex education, the Kruskal-Wallis Rank Test
and Chi-square computed were used. The Pearson Product-Moment Correlation Test was
used to determine the relationship of the student-respondents’ sex and Christian
denomination and their level of acceptance of sex education. All the responses from the
teacher respondents were recorded and transcribed.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
RESULTS AND DISCUSSION
Subjects where Sex Education
is being Integrated in the Curriculum
of Public and Catholic schools
Integration of sex education in the subjects in the public high school
curriculum.Table 2 shows the subjects in the public high schools where sex education is
being integrated. The Department of Education (DepEd)-2002 Secondary Education
Curriculum (SEC) provides the learning areas that public schools follow. The teacher-
respondents have said that they complied with the curriculum by making use of the
textbooks that DepEd had given them. These textbooks are more or less based on the
SEC.
Results show that among the nine subjects taught in the public high schools, only
Music, Arts, Physical Education, and Health (MAPEH), EdukasyongPangkatawan (EP),
Values Education, Mathematics, and Science are being integrated with discussions on sex
education.
Sex education was integrated in two component subjects in Makabayan: MAPEH
and AralingPanlipunan (AP).
In MAPEH, sex education topics were being included specifically in the sub-
component subject Health. First year high school students talked about the sex education
topics Human Reproductive System and Sexually Transmitted Diseases (STDs). While
those in the second year included Morality of Birth Control, STDs, and Morality of Sex
in their lessons. Human Reproductive System, STDs, Sexual Relationships, and Family
Planning are being tackled in the 3rd year. In the 4thyear level, they cover the sex
education topics Sexual Relationships, Morality of Sex, Morality of Birth Control, Dating
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 2.Subjects in the public high school curriculum where sex education is being
integrated
SUBJECT
FIRST
SECOND
THIRD
FOURTH
YEAR
YEAR
YEAR
YEAR
Filipino
X
X
X
X
English
X
X
X
X
Mathematics
X
X
Science
X
X X
Makabayan
Araling
X
X
X
Panlipunan
TLE
X
X
X
X
MAPEH
EP
Values
Education
Legend: X-not integrated
-integrated
and Intimacy, and Family Planning.
In AP, specifically under the Economics taught at the 4th year level, the sex
education topic Family Planning was being integrated. It was related to how population
impacts the standard of life of families across the country.
EP, according to the DepEd 2002 SEC, addresses the goal of the adolescent
period and seeks to guide the youth in developing their values, increase their capacity for
reflection and critical analysis and achieve integration of personhood. The subject, which
was taught in all levels in the public high schools, tackled sex education topics Morality
of Sex, Morality of Birth Control, and Sexual Relationships.
Sex education was also related in the subject Values Education, mostly touching
on the moral aspect of the topic. It was designed to assess the strengths and weaknesses
of adolescents, psychological development of the youth, as well as psychosocial well-
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
being and sexual responsibility (DepEd 2002 SEC).Morality of Sex and Morality of Birth
Control is being dealt with on the values-oriented subject. It was included in the
curriculum from the 1st to the 4th year level.
For their Mathematics subject, first year high school students took Elementary
Algebra, which dealt with life situations and problems involving measurement, real
number systems, and others. Sex education was being integrated in the number-oriented
subject by way of including lessons in demography, population, and profile of Filipino
adolescents (DepEd 2002 SEC). Same as true in Intermediate Algebra, which was taken
by the second year high school students. More or less, integration of sex education was
traced to sex education topic Family Planning.
In the Science subject, sex education was particularly included in the lessons in
Biology, which was taken on the 2nd year level. Here, the Human Reproductive System
was being discussed, along with how different viruses or the STDs affect the said system.
The teachers from the public high schools conceded that they have difficulties
keeping the lessons in synch with the length of time allotted for such discussions on the
different topics. With the limitations in time, the teacher-respondents feel that it is not
enough to really discuss all things and aspects regarding the topic. And so, they are left
with no choice but to fast-track the discussions and hopefully in the process students can
appreciate and imbibe the lessons still.
Lasdacan said that he sometimes fits topics together in one class meeting just so
they can get the most out of the limited time for learning. Meanwhile, Rabanalla
encouraged her students to continue reading on whatever topic they have not finished
talking about because of lack of time.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Integration of sex education in the subjects in the Catholic high school
curriculum.Table 3 shows the subjects in the Catholic high school curriculum where sex
education is being integrated. Same as in the public high schools’, the Catholic high
school curriculum was patterned on the DepEd 2002 SEC. As such, among the ten
subjects taught in the Church-run schools, sex education is being integrated in the same
way as it is in the state-run schools: particularly in the subjects MAPEH, EP, Christian
Living Education (Values Education for public schools), Mathematics, and Science.
However, teachers from the Catholic schools have stated that compared to the
public schools, discussions are relatively lighter on the topics under sex education. Their
being in a Catholic institution compels them to put more value on the moral aspects of the
topics rather than putting on an aggressive approach towards these. Nevertheless, they
Table 3. Subjects in the Catholic high school curriculum where sex education is being
integrated
SUBJECT
FIRST
SECOND
THIRD
FOURTH
YEAR
YEAR
YEAR
YEAR
Filipino
X
X
X
X
English
X
X
X
X
Mathematics
X
X
Science
X
X
X
Makabayan
Araling
X
X
X
Panlipunan
TLE
X
X
X
X
MAPEH
X
X
X
X
EP
Christian Living
Education
Transformative
Education
X
X
X
X
Legend: X-not integrated
-integrated
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
argued that they cannot help run into these topics as it is already part of the curriculum
and that it is important for the students to know these things in the classroom rather than
learn them from someplace else.
More than the sensitive nature of the matter, the Catholic high school teachers
regarded that time constraints was a formidable factor that put them off in totally
pursuing the topics under sex education.
Mang-osan said that as much as she likes to have thorough deliberations on each
time she meets with the class, the time allotted per subject proves to be inadequate. So
she resorted to giving her students reading assignments and research tasks, so they can
quickly move on to other topics.
Differences of Communication Strategies
used in both Schools Regarding Sex Education
Teacher-respondents in the public high schools. As seen in Table 4, the teacher-
respondents from public schools used different communication strategies in teaching sex
education. Results show that they mostly used formal lecture/discussion to teach the
lessons to their students. Both teacher-respondents used books as the primary basis of
their lessons mainly because of its availability, accessibility, and being a given material
in public schools—following a curriculum required by the government. These were
either health books provided by the government or other books related to sex education,
which
they
personally
provided.
The teacher- respondents also frequently used the Internet as their secondary
source of information for their lessons. With its convenience and accessibility, they
conceded that they sometimes got short films, clips, and other related video materials
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 4. Differences of communication strategies used by teacher-respondents in teaching sex education in both schools
TOPICS
COMMUNICATION STRATEGIES
HOW IT IS USED
REASONS FOR USING
PUBLIC
CATHOLIC
PUBLIC
CATHOLIC PUBLIC
CATHOLIC
Human
Lecture, Group
Lecture, Group
Teachers made
Pictures are used
Use of pictures,
Pictures and films
Reproductive
Dynamics, Film
Dynamics, Film
Powerpoint
during the lecture then
short clips, and
further elaborate
System
Viewing and
Viewing and
presentations,
a film related to the
films complement
points in the
Use of Audio-
Use of Audio-
containing pictures and
topic is shown. Group
lessons discussed.
lecture. Groupings
Visual materials
Visual materials
videos, for the
reporting is donefor
Group activities
make class
discussions. Sub-topics
additional discussions
allow students to
interactive
are distributed to the
share insights and
students for group
ideas
reporting
Sexually
Lecture, Use of
Lecture and Use
Topic is discussed with
Different sub-topics
Students have
Images and
Transmitted
Audio-Visual
of Audio-Visual
the help of pictures and
are talked about as
better grasp on
movies add to the
Diseases
materials, Group
materials
video materials and
pictures and other
lessons if there are
content of the
Dynamics, and
knowledge from
related materials are
visual aids. Expert
lecture done
Use of Resource
experienced people
shown
opinion can
beforehand
Speaker
enlighten on
certain topics
Dating and
Teachers discussed
Discussion is guided
Pictures, videos
Use of pictures
Intimacy
Lecture
Lecture
topics and asked
by the textbook that
and other aids are
and videos for the
questions from the class
they have in class
not necessarily
topic is not very
afterwards
employed for an
applicable; lecture
abstract topic as
is appropriate
such
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 4. Continued…
Sexual
Lecture and
Lecture
Teachers relate topic to
Teachers talk about
It is not enough
Plain discussion
Relationships
Group Dynamics
real-life happenings and the details of the topic
plainly taking
on the topic can
lets the students share
then solicits queries
about the topic.
do to keep the
insights on the matter
after
There is need to let students interested
the students take
part.
Morality
Lecture
Lecture
Teachers have simple
A sort of counseling
Words are
Lecture can
of sex
talks on the basic points
session is done to
powerful enough to
suffice since it is
and principles relating
thoroughly brief
remind students
more concerned
to the topic
students about the
their
on thoughts,
moral impositions of
responsibilities in
ideas, and values.
sex
having sex
Morality of
Lecture and
Lecture
Teachers gave brief and
Discussions pointed
Student
Pictures and other
Birth Control
Group Dynamics
simple background to
out moral aspect
participation in the
related materials
the moral implications
readily
discussions ensures
are deemed
on the use of the birth
a clearer
irrelevant since it
controls. Then, students
perspective on the
can rather be
conduct group reports
matter
shown at other
topics
Lecture, Use of
The initial lecture (with
The discussion of the
Pictures and videos
Family
Audio-Visual
Lecture and Use
pictures and other aids)
topic is done with
provided additional
Images helped
Planning
materials, Group
of Audio-Visual
by the teacher
presenting
information on the
students visualize
Dynamics and
materials
supported the
corresponding pictures topic. Group works
objects under the
Film-viewing
subsequent
or other related
incite the students’
topic
deliberations in the
materials
interest and
students’ group
involvement
reporting and activities
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
from the online resource.
For both teacher-respondents in the state-run high school, nothing beats bringing
along the real materials in the lessons to keep the class very interested. They can freely
exhibit samples, like for the topic on contraceptives, to class so students would outright
know what it looks in real-life. Though the devices were personally provided by the
teachers as the public schools rarely have these resources at hand; nevertheless it was
generally permissible for teachers in the public schools to tag these along in class for
strictly educational purposes.
Lasdacan, for example, gave not much compunction in bringing along birth
control devices to the class in demonstrating how to use them. He even lets students have
a first-hand encounter with the various contraptions to familiarize them and make them
feel less awkward and less ignorant with these.
He also used audio-visual materials to provide additional information to their
students. To complement lecture/discussions, the teacher-respondent used LCD projector
for powerpoint presentation and also for internet-sourced video clips and films related to
certain topics. For instance, he made the class watch a video documentary title “In the
Womb” to complement their topic on the Human Reproductive System and the
conception process. He got the video-doc from a local video renting store.
In addition, Lasdacan sometimes conducted class forums and debates on sensitive
issues such as the RH Bill, abortion, and use of contraceptives and family planning
methods. He also divided the class into groups for group dynamics activities like skits,
role-plays, demonstration, and dramatization of certain concepts, for example, the
symptoms and effects of STDs. Sometimes, he also invites Resource Speakers to render
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
expert opinions, insights, and information on certain topics. He once invited a health
personnel to his class to talk about STDs, family planning, the reproductive system, and
contraceptives. The class was more attracted to the lessons as they saw some materials in
real-time and not just in flat pictures. Plus, they gained more insights from the
experienced speaker.
From time to time, Lasdacan said, he made use of these teaching methods in
combinations. That, at the end of the day, it all relied on the teacher’s resourcefulness in
communicating the message to the class.
Meanwhile, in PCNHS, aside from plain lecture/discussion Rabanalla also used
audio-visual materials to supplement her lessons. The teacher-respondent sometimes used
the LCD projector to present powerpoint presentations and video clips related to certain
topics that she got from the internet.
Rabanalla also regularly divided the class for a more interactive learning by way
ofgroup dynamics activities like reporting, drama presentations, and demonstrations.
She added that she brought the actual or real-life materials or devices to class in
order for the class to better “grasp” (figuratively and literally, she quipped) the lessons.
For instance, once she brought to class some samples of contraceptives, which made the
participation among the class particularly active and interesting.
In all, she said, it was left to the teacher themselves to figure out what was best
for the students and what was the best way students could learn. As she conceded that
teachers were pretty much on their own when it comes to finding for sources, it was up to
the teacher to explore the avenues
for
learning.
Asked if they used symbolisms in discussing sensitive topics to their class, both
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
the teacher-respondents said they preferred not to use symbolisms since it normally
generated malicious remarks from the students, which in turn disrupted the whole
discussion. To prevent this, Lasdacanand Rabanalla altogether advised their class at the
start of a discussion that the topics to be presented were sensitive and therefore, an open
mind was required for them to participate.
Teacher-respondents in the Catholic high schools. In the Catholic high schools, as
shown in Table 4, the teacher-respondents also used different communication strategies
in teaching sex education. Results show that formal lecture/discussion was the staple
strategy in communicating the topic to the students.
By the way, the Catholic high schools were not necessarily guided by a
curriculum like that of the public schools’. Yet they conform to their respective school’s
own teaching syllabus, which is actually based on the DepEd’s 2002 SEC. Though they
have similar curriculum with the state-run schools, teacher-respondents in Catholic
schools said they can adjust with the topics to be taught and materials to use—
notwithstanding the stand and standard the school has on teaching sex education.
Books were also of prime consideration in their basis of their lessons—likewise
owing to its availability and accessibility. Both teacher-respondents acknowledged that
they, more often than not, personally provided these materials.
But what particularly set them apart from their public high school counterparts
was that they cannot bring along real-life specimens or materials to class for fear of
breach of the standard of decency in the Church-run schools. They resorted to using
pictures and in reference in books instead.
Also, the Internet served as a reliable and frequent source of information for both
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
of them, generally because of its timeliness, wider scope and comprehensiveness.
Although Cong-o remarked that he did not use textbooks provided them very
often because he thought that the information it provided may be limited, inaccurate, and
biased. He said that the teachers in their school, SLSC, got to choose the books and other
learning materials they ought to use for their lessons.
Cong-o also used audio-visual materials to add “excitement” to the lesson—so it
would not be just a plain, boring old lecture-type class. He also brought in films and
video materials to class to likewise deviate from the typical chalk-and-board approach.
He said he sometimes got them from the school’s stash of educational audio-visual
materials; and other times, downloaded from the internet.
Letting the students share their insights and stories about
a
topic
in
a
lecture/discussion sometimes gave Cong-o the great opportunity to elicit active
participation in the class. But the next best thing to this, he said, was when they, from
time to time, have small group discussions among themselves, where they get to relate to
each other’s thoughts and feelings on a matter. These group dynamics, he said, made
lessons more interactive and fun.
But Cong-o conceded he seldom brought in a Resource Speaker before the class
because it needed a request and recommendation from the school administration.
The teacher-respondent said that the teaching methods he use really depended on
the topic or lesson to be taken upon in a class and it was up to a teacher to choose the
appropriate strategy for more effective learning of the students.
In SLP, the teacher-respondent used formal lecture as a mode of instruction. She
used books provided by the school and by herself as her primary source of information.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Though she cross-checked her materials in the internet and sources some from it also.
Mang-osan’s teaching method was not entirely recommended by the school.
According to related studies, the Catholic Church condemned the use of birth control
devices. But the teacher-respondent explained that the students have to be aware of such
issues and things. She emphasized that her teaching about birth control and family
planning did not necessarily present a bias. She merely discussed questions about the
morality of such methods and gave the students a choice whether to accept it or not.
She said she sometimes used audio-visual materials to make the lessons more
interesting. Likewise, the use of films and other video materials, which either came from
the internetor from the school’s library and office, made it easier for students to visualize
the lessons they are taking. Mang-osan once showed the class a video documentary about
human conception entitled “First 22 Minutes of Life”. She noted how doubly receptive
students became once they get to have a real picture of the processes involved rather than
through the abstract discussions of things.
Moreover, Mang-osan conducted a forum-like interactive activity, the “Socratic
method”, by which the class is involved in Question-and-Answer rounds regarding sex
education. In this, she said the students can voice out their thoughts openly and exchange
insights with each other.
Both the teacher-respondents did not use symbolisms in cases where the topic was
sensitive but rather, they generally described it to the students in a scientific way,
explaining what physical and emotional stimulus does to the body. Using symbolisms
only generatedmalicious remarks from some students, which in turn distracted the class
discussion. In most of these cases, sensitive topics would mean the sexual act itself,
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
which was not entirely and openly encouraged by the school.
Preferred Communication Strategies of
Student-respondents in both Schools
Regarding Sex Education
In the public high schools.Results show that Film-Viewing was the most preferred
among the other communication strategies used in teaching sex education in the public
high schools, as seen in Table 5. This was based on the sum of responses and of ranking
of the students from the public high schools.
However, the teacher-respondents from the public high schools used Film
Viewing only in some topics under sex education (i.e. Human Reproductive System and
Family Planning). Yet the communication strategy was what most of the student-
respondents said they favoured when it comes to learning about sex education. They said
that Film Viewing made the lessons more interesting and exciting and easier to learn.
Even so, the teacher-respondents, said that they more or less knew of the students’
tendency to be more excited in learning from Film Viewing. They argued that they can
only screen movies and other related video materials once in a while, because it is time-
consuming and that they need not include Film Viewing in all topics.
Results also show that the student-respondents ranked the use of audio-visual
materials second. Their responses echoed that these aids in the otherwise boring and
monotonous lectures and resource speakers, making lessons more enjoyable and
effective.
They chiefly believed that the group dynamics, which was ranked third most
Table 5. Preference of communication strategies of student-respondents inboth schools
regarding sex education
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
CHARACTER
PUBLIC SCHOOLS
CATHOLIC SCHOOLS
SUM OF RANKS RANK SUM OF RANKS RANK
Communication
Strategies
Lecture
148 4 171 1
Audio-visual
156 2 165 2
Film
Viewing
167 1 152 3
Group
Dynamics
149 3 144 4
Resource
Speaker
115 5 115 5
preferred communication strategy, made discussions more interactive and fun. Plus, they
are able to share ideas with each other. The teacher-respondents, on their part, recognized
the inclination of students towards group activities and had made it a point to consider
using the communication strategy in most of the topics in sex education. Rabanalla said
that by this, they are sure not only of the students’ participation but more importantly of
the opportunity for students to explore certain concepts and things about the different
topics by their own capacities and styles of learning.
However, while teacher-respondents from the public high schools said that they
used lecture most of the time in their classes, results show that lecture was one of the
bottom-ranked communication strategies by the student-respondents. The teachers
nevertheless acknowledged that students may find plain lectures boring. Because of this,
they conceded that they end up experimenting on what methods worked best for the
students. Lecture is being used by the teacher-respondents in the teaching of all the topics
under sex education.
Some student-respondents commented that due to the fact that they have already
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
gotten used to lecture and from time to time find it boring, it is not that effective at times;
hence, being next to Resource Speaker, in being the least preferred communication
strategies.
The use of Resource Speaker was unpopular to the student-respondents for being
deemed mainly as, if not, moreboring as the plain discussions. Only a few student-
respondents gave praise to the use of resource speaker, noting that these experts in the
fields have great knowledge on the subject matters. The main problem asserted by most
of the student-respondents is that most of these practised people tend to be too technical
and overwhelming in their presentations. Thus, causing their general disinterest.
In the Catholic high schools. Results shown in Table 5 indicate that lecture was
the most preferred communication strategy by the student-respondents in the Catholic
high schools. However, the result showing that teacher-respondents from the Catholic
high schools mostly used lecture to teach sex education should not necessarily translate
or beassumed as the cause of the turnout on the student-respondents’ high preference on
lecture.
Most of the student-respondents said that although lecture is very usually used as
a communication strategy in their classes, they find it as a more suitable way to discuss
sex education. In other words, they deem lecture enough to make them understand the
different
lessons.
Meanwhile, the use of audio-visuals was ranked second by the student
respondents. Most of the student-respondents claimed that it was especially helpful in
catching the attention of the students and in visualizing the lessons. The ranking in
second of the use of audio-visuals in the Church-run schools coincides with that of the
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
ranking in the public high schools.
The student-respondents ranked Film-viewing third, which the student-
respondents said was an effective and comprehensive medium in teaching sex education.
They also noted that they also enjoyed viewing films and other related video materials. In
the meantime, the teacher-respondents said that they only get few chances in viewing
films and other related video materials because of time constraints and not all topics
under sex education require Film Viewing.
Though the teacher-respondents from the Catholic high schools conducted group
works and activities for their students in discussing most of the topics in sex education,
results show that Group Dynamics was one of the least preferred by the student-
respondents. However, while some students took into account how the communication
strategy allowed them to have a mutual sharing of thoughts and ideas among themselves;
it was turned down by others as being too time-consuming and can only cause conflicts
and confusion among the class (i.e. in the case of debates and the like, where students
have clashing interests and ideas, thus causing some rift among them).
Same as the fate it faced in the public schools, the use of resource speaker was
least preferred by the students from the Catholic high schools. Still, the communication
strategy, even if ranked as least preferred by students from both public schools, was
generally noted for being informative and influential to the students. But it fell short in
stirring the senses of students and making sex education more interesting and exciting.
Significance of the use of different communication strategies in both schools
regarding sex education.Table 6 shows the significance of the use of different
communication strategies used in both schools regarding sex education as ranked by the
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
student-respondents using mean of the ranks and assessing the probability through the
Chi-square computed. There was no significant difference between the communication
strategies used in public and Catholic high schools since the associated probabilities of
the Chi-square computed were higher than the 0.05 level of significance. This meant that
no matter what communication strategy was used, the student-respondents were not
significantly affected.
Results in the table were derived using the Kruskal-Wallis Rank Test, which
evaluates whether the population medians on a dependent variable arethe same across all
levels of a factor (Green, 2008). The said test was used since the data gathered were
ordinal or ranked.
Most of the students-respondents from both schools said that it was sometimes
difficultfor them to redirect their attention to the topic when someone from the class starts
to give malicious comments. This decreased the comprehensibility of the lessons as well
as the students’ interest. This was also where the way of teaching comes in. The
Table 6. Significance of the use of different communication strategies to student-
respondents in both schools
COMMUNICATION
PUBLIC
CATHOLIC
CHI-
STRATEGIES
SCHOOL
SCHOOL
SQUARE
PROBABILITY
MEAN
MEAN
COMPUTED
RANK
RANK
(χC2)
Lecture
46.37
53.56
1.705ns
0.192
Audio-visual
48.91
51.07
0.148 ns 0.701
Film Viewing
53.67
46.40
1.658 ns 0.198
Group
Dynamics
51.39
48.64
0.238 ns
0.626
Resource
Speaker
49.95
50.05
0.000 ns
0.986
ns- not significant
prob. > 0.05
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
communication strategy teachers’ use can catch the attention and possibly hold it,
depending on how effective the strategy was used for the students.
All the student-respondents in both public and Catholic high schools said that the
way their teacher discussed the lesson made them aware of the issues. This was supported
by their respective teacher’s use of different communication strategies like lectures,
audio-visuals, film-viewing, group dynamics, and help from resource speakers.
Perceptions of Teacher-respondents
and Student-respondents in both Schools
Regarding Sex Education
Teacher-respondents’ perception.On the significance of teaching sex education to
the students, the teacher-respondents generally regarded sex education in a positive light.
They said that sex education should be taught focusing on the positive aspect, like how it
could help the students in making informed decisions in the future. The teacher-
respondents all agreed that teaching sex education was not all about sex (contrary to some
public perception that it is) and having it in school was significant (or “healthy”, as a
teacher-respondent put it) because the topic was rarely, if ever, brought up to the students
at home.
Mang-osan said that sex education was timely and that it aimed to help the
students understand the beauty of their bodies, of being human, and why they need to be
comfortable with these facts of life as they grow.
According to Cong-o, because teenagers nowadays more or less engage in
sexualactivities, sex education helps them touch base with what are the right things to do.
Lasdacan believed that teaching sex education is significant as students get to be
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
more aware of themselves and that they, in time, enjoy talking about it. He said that the
students’ getting really interested about the topics is a sign that sex education has an
impact to them. So, teaching sex education is very helpful in their growth and
understanding, he added.
While the teacher-respondents were unanimous in saying that they teach sex
education because it was required and was integrated in thepresent high school
curriculum,they acknowledged that was really up to the teacher on how he/she would
teach it to the class. In general, they regarded themselves as catalysts for students to be
able to better understand sex education.
Rabanalla pointed out that though it was part of the government’s (Department of
Education’s) program, it was in the teacher’s job to ensure the students would not miss
out on anything important and learn well for their future. According to her, a teacher
must be the first to be open with and understand sex education before he/she will be
teaching it to the students.
Lasdacan said that teachers “should go for ‘educational growth’”, for instance,
attending seminars, conferences, in-depth research and analysis, and gaining helpful
advice and insights from “experts” in different fields so they can better present to their
students. He added that teachers teaching sex education should not be limited and
instead get out of their way to find new and fresh ways to keep the students interested in
learning about the topics in sex education.
Teaching of sex education generally fell to the Health subjects of the different
schools. However, the teacher-respondents altogether stated that sex education is also
being integrated in various subjects across the high school curriculum and somewhat on
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
the teacher’s discretion on when to bring the topic up and relate it to his/her discussions.
Student-respondents’ perceptions.Table 7 shows the perceptions of student-
respondents in Catholic and public high schools regarding sex education.
The weighted means per perception were taken and revealed some discrepancies
between the answers of student-respondents in both schools.
Most student-respondents from both schools agreed with how sex education
contributedto their awareness, open-mindedness and maturity of the topic. However,
while student-respondents from the public high schools largely agreed that sex education
helped them understand things about their sexuality and prepare for their future, student-
respondents from the Catholic high schools mainly disagreed.
Asked on how they felt about being taught sex education in school, most students
from both schools responded that sex education was not embarrassing to talk about and
that the topic became less awkward to discuss. Whereas, many student-respondents from
the public high schools stated that they did not feel comfortable and open to involve
themselves in the discussions, a large number of student-respondents from the Catholic
high schools were uncertain on how to feel about it. While most of the student-
respondents from the public high schools felt sex education was liberating and satisfied
their curiosity well, most of the students from the Catholic high schools saw it negatively.
Both public and Catholic high school student-respondents collectively concurred
on the impact of sex education on them. Yet, as student-respondents from the public high
schools mostly agreed to becoming more mature in terms of dealing with sexuality and
knowing more of their selves and understand better the opposite sex because of sex
Table 7. Perceptions of student-respondents in both schools regarding sex education
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PERCEPTION
PUBLIC SCHOOLS
CATHOLIC SCHOOLS
DESCRIPTIVE
DESCRIPTIVE
MEAN EQUIVALENT MEAN EQUIVALENT
1. General contributions of sex
education on well-being
It helps me get more aware of
Agree 3.62
Agree
the topic
4.00
It helps me understand things
better about my sexuality
3.80
Agree
3.48
Disagree
It helps me prepare for my
Agree 3.28 Disagree
future
3.82
It helps me get more open-
minded regarding the topic
3.46
Agree
3.66
Agree
It facilitates my maturity toward
this kind of sensitive topic
3.76
Agree
3.64
Agree
Total
3.87 Agree 3.54 Agree
2. Feelings about sex education
It is embarrassing to be talking
about it in school.
2.88
Disagree
2.64
Disagree
The topic becomes less awkward
to discuss
3.31
Disagree
2.72
Disagree
I feel comfortable and open to
involve myself in the discussion
3.22
Disagree
2.26
Not Sure
It is liberating and satisfies my
curiosity well.
3.51
Agree
2.92
Disagree
Total
3.23 Disagree 2.64 Disagree
3. Impacts of sex education
It helps me understand the
consequences of my actions.
3.84
Agree
3.90
Agree
It empowers me to make
informed choices about my life.
3.63
Agree
3.60
Agree
I become more mature in terms
of dealing with my and, for that
3.78
Agree
3.48
Disagree
matter, other’s sexuality.
It makes me know more of my
own self and understand better
3.67
Agree
3.42
Disagree
the opposite sex.
Total
3.73 Agree 3.60 Agree
Statistical Limit:
Descriptive Analysis
1.0-1.49
No Comment (NC)
1.50-2.49
Not Sure (NS)
2.50-3.49
Disagree (D)
3.50-4.00
Agree (A)
education, the Catholic high school student-respondents answered both in the negative.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
The preceding perceptions showed that students from the Catholic schools were
more conservative in their responses than their counterparts in the public schools. As the
teacher-respondents from the Catholic schools have pointed out, their respective
schoolsfocus more on the moral aspect and less on other things (e.g. contraceptives) in
teaching sex education. Hence, owing to how their advances in the topics are comparably
lighter than that in public schools, the Catholic schools would largely tend to have a less
thorough understanding and appreciation of the various topics in sex education.
On the other hand, the public schools practiced a generally more liberal approach
towards teaching sex education in their classes. Though the DepEd 2002 SEC ultimately
guided them in their lessons and topics, the teacher-respondents attested that teaching the
class in more open ways is more effective. Furthermore, they tackled the different topics
comprehensively for the students to be able to grasp them easily and learn more things.
Table 8 shows the perception on the right age to be taught sex education. Most of
the student-respondents from both public and Catholic high schools agreed that they were
at the right age to be taught sex education, based on the tallied responses.
The age range of the student-respondents is within the recommendations of
theWorld Health Organization (WHO), which considers 15–24 year-olds “youth.” It is
widelyassumed that within the Philippine context, individuals younger than 15 are not at
risk for sexual andreproductive problems. There is a clamor to adopt the WHO definition
of an adolescent and focus attention on them (POLICY, 2003).
Results show that in the public high schools, 44 (or 89.8%) of the students agreed
to being at the right age to be taught sex education, as compared to only 5 (or 10.2%)
Table 8. Perceptions of student-respondents from both schools on the right age to be
taught sex education
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PERCEPTION PUBLIC
SCHOOLS
CATHOLIC SCHOOLS
SUMPERCENTAGE
SUMPERCENTAGE
Right age to be taught
sex education
Yes 44
89.8
48
96
No 5
10.2
2
4
Total 49
100
50
100
who thought otherwise. Meanwhile, 48 (or 96%) of the students from the Catholic high
schools said Yes; and only 2 (or 4%) said No.
Most of the 92 student-respondents who concurred that they are at the right age to
be taught sex education remarked that they are old or matured enoughtounderstand things
about the different topics under sex education. The following were other reasons on
affirming sex education in relation to their age: helped them open their minds, made them
aware of issues, satisfied their curiosity early on in this stage,and helped
themtoprepareand make informed choices for their future.
Meanwhile, the seven student-respondents who were uneasy with sex education
being taught at their age, commented that the subject should be taught later in college
because they deem they are still too young to be taught such things. One student-
respondent from BCNHS wrote that it would be better if their parents did the teaching,
because it felt awkward discussing sex inside the classroom.
On the general topics on sex education, the sums of ranks were taken to show the
differences in how the student-respondents from both schools preferred the topics to be
discussed in class, as shown in Table 9.
Table 9. Topics in sex education that student-respondents from both schools preferred
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PUBLIC
SCHOOLS
CATHOLIC SCHOOLS
SUM OF
SUM OF
RANKSRANK
RANKSRANK
General topics in sex
education
Human Reproductive
159 5 194
4
system
Sexually Transmitted
194 4 228
2
Diseases
Dating and Intimacy
129
7
182
5
Sexual relationships
141
6
210
3
Morality of sex
229
2
181
6
Morality of birth control
216
3
174
7
Family planning
311
1
234
1
All students from both schools ranked Family Planning as the most preferred,
because the students basicallybelieved that the topic is most important for them to know
about, especially when they will be having families of their own in the future and at the
same time to know how to manage it.
In the public high schools, the Morality of Sex ranked 2nd, Morality of Birth
Control 3rd, Sexually Transmitted Diseases (STDs) 4th, Human Reproductive System 5th,
Sexual Relationships 6th, and Dating and Intimacy 7th. Results showed that the student-
respondents from the public high schoolsmostlypreferredthosetopicswhichwerenot
exactly being taught in their respective schoolsand want to know more about them.
Take for instance, the 2ndand 3rd in rank, Morality of Sex and Birth Control, which
the student-respondents altogether remarked were not taught that much to them in class
even when they apparently are in favour of them. For the least ranked topics, the majority
of the student-respondents commented that they were already familiar with these and the
subject matters in these were common and relatable to them as teenagers.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
On the other hand, in the Catholic high schools, STDs were ranked 2nd, Sexual
Relationships 3rd, Human Reproductive System 4th, Dating and Intimacy 5th, Morality of
Sex 6th, and Morality of Birth Control 7th.Results show that the student-respondents from
the Catholic high schools least preferred those topics that are constantly brought upon
them in class (like Morality of Sex and Birth Control). Furthermore, most of the student-
respondents said that they are more interested on the higher-ranked topics.
In the fourth year level for both schools, sex education topics such as Sexual
Relationships, Morality of Sex, Morality of Birth Control, Dating and Intimacy, and
Family Planning are being integrated in the subject MAPEH; Family Planning in the
subject Economics; Morality of Sex, Morality of Birth Control, and Sexual Relationships
in the subject EP; and Morality of Sex and Morality of Birth Control in subject Values
Education.
Student-respondents’ Level of Acceptance
of Sex Education in both Schools in terms
of Sex and Christian Denomination
Sex.Table 10 shows the student-respondents’ level of acceptance of sex education
in terms of sex. The researcher took the mean of the ranks of the data gathered to derive
the results.
In general, male and female student-respondents from both schools agreed that
sex education contributed to their well-being. But, in how they felt about sex education
being taught in school, most of the male and female student-respondents from both
schools answered negatively. Nevertheless, only the males in the public high schools
mostly felt positive about sex education being taught in school. Results also show that
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 10.Student-respondents’ level of acceptance of sex education in terms of sex
SEX A B C
PUBLIC CATHOLIC PUBLIC CATHOLIC PUBLIC CATHOLIC
SCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLS
MEAN DE MEAN DEMEAN DE MEAN DE MEAN DE MEAN DE
Male 3.91 Agree 3.25 Agree 3.39 Agree 2.72 Disagree 3.83 Agree 3.77 Disagree
Female 3.84 Agree 3.55 Agree 3.15 Disagree 2.58 Disagree 3.68 Agree 3.74 Agree
Total 3.88 Agree 3.54 Agree 3.27 Disagree 2.65 Disagree 3.76 Agree 3.56 Agree
Statistical Limit:
Descriptive Equivalent
1.0-1.49
No Comment (NC)
1.50-2.49
Not Sure (NS)
2.50-3.49
Disagree (D)
3.50-4.00
Agree (A)
Legend:
A- General contributions of sex education on well-being
B- Feelings about sex education
C- Impacts of sex education
DE- Descriptive Equivalent
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
both sexes from both schools agreed that sex education has had an impact on them. Males
from the Catholic high schools, however, did not find the impact of sex education
favourable.
Teachers from both schools conceded that sometimes the discussion went out of
hand because of sly remarks from the students, especially the males. They also noted that
males were comparably active in the discussions than the females. Although females
became participative in class once they are induced to join in on the discussions, but not
as initially upbeat as the males about the different topics.
Christian denomination. As indicated in Table 11, the student-respondents’ level
of acceptance of sex education in both schools varied with each other in terms of
Christian denomination. Results in the table were derived using the mean of ranks.
Results show that all student-respondents from the public high schools belonging
to different Christian denominations (Roman Catholic, Protestant, Born-Again, Baptist,
Iglesia-Ni-Cristo, Jehovah’s Witnesses, and Apostolic) generally had positive level of
acceptance of sex education. They all agreed on all counts that sex education contributes
to their well-being, impacted their lives and that they have positive feelings about the
subject matter being taught in school.
However, results also show that one Baptist deviated from the rest of the student-
respondents from the public high schools with his answers denying sex education
contributed to his well-being and impacted him. Moreover, four Protestants and one
Apostolic Christian from the public high schools felt differently from the rest of the
student-respondents about sex education being taught in school: that it was embarrassing
and awkward for them to be talking about it.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 11.Student-respondents’ level of acceptance of sex education in terms of Christian denomination
A B C
CHRISTIAN PUBLIC CATHOLIC PUBLIC CATHOLIC PUBLIC CATHOLIC
DENOMINATIONSCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLS
MEAN DE MEAN DE MEAN DE MEAN DE MEAN DE MEAN DE
Roman Catholic
3.89
Agree
3.55
Agree
3.21
Disagree
2.67
Disagree
3.73
Agree
3.61
Agree
Protestant
4.00
Agree
3.60
Agree
3.75
Agree
2.75
Disagree
4.0
Agree
3.50
Agree
Born-Again
3.90
Agree
2.60
Disagree
2.88
Disagree
2.25
Disagree
3.63
Agree
4.00
Agree
Baptist
3.0
Disagree
--
--
3.25
Disagree
--
--
2.50
Disagree
--
--
Pentecostal
--
--
4.0
Agree
--
--
1.75
Not Sure
--
--
3.25
Disagree
Anglican
--
--
3.20
Disagree
--
--
2.75
Disagree
--
--
4.0
Agree
Methodist
--
--
3.60
Agree
--
--
2.25
Not Sure
--
--
3.0
Disagree
Iglesia-Ni-Cristo
3.73
Agree
--
--
3.25
Disagree
--
--
3.75
Agree
--
--
-- --
Jehovah’s
4.00
Agree
--
--
2.75
Disagree
4.0
Agree
--
--
Witnesses
Apostolic
3.60
Agree
--
--
3.75
Agree
--
--
4.0
Agree
--
--
Total
3.73
Agree
3.43
Disagree
3.26
Disagree
2.40
Not Sure
4.0
Agree
--
--
Statistical Limit: Descriptive Equivalent
Legend:
1.0-1.49
No Comment (NC)
A- General contributions of sex education on well-being
1.50-2.49
Not Sure (NS)
B- Feelings about sex education
2.50-3.49
Disagree (D)
C- Impacts of sex education
3.50-4.00 Agree (A)
DE- Descriptive Equivalent
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Meanwhile, in the Catholic high schools, the student-respondents of different
Christian denominations (Roman Catholic, Protestant, Born-Again, Pentecostal,
Anglican, and Methodist) generally disagreed upon the contributions of sex education on
their well-being. However, most of them were not sure on how to feel about sex
education being taught in school. Nonetheless, they saw sex education as having an
impact on their lives.
Results also indicate that one Born-Again Christian and one Anglican student-
respondent from the Catholic high schools did not appreciate sex education in terms of its
general contributions to their well-being.
Relationship of Student-respondents’
Sex and Christian Denomination and their
Level of Acceptance of Sex Education
Sex. Table 12 shows the relationship of the student-respondents’ sex and their
level of acceptance of sex education. Results were derived using the PearsonProduct-
Moment Correlation, which was used to assess whether there is a relationship between
two or more variables and to quantify the strength as well as direction of such
relationship (Choudhury, 2009)
Results indicate that the relationship between the sex and level of acceptance of
the student-respondents towards sex education was “almost negligible”, and that there
was
only
a
“slight
correlation.
Results also show that there was no significance in the relationship of the student-
respondents’ sex and their level of acceptance, since almost all of the associated
probabilities of the computed correlation efficients (r) were higher than the 0.05 level of
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 12. Relationship of student-respondents’ sex and Christian denominationand their level of acceptance of sex education
LEVEL OF ACCEPTANCE
SEX
CHRISTIAN DENOMINATION
CATHOLIC SCHOOLS PUBLIC SCHOOLS
CATHOLIC SCHOOLS
PUBLIC SCHOOLS
r
sig
r
sig
r
sig
r
sig
1. General contributions of sex
education on well-being
It helps me get more aware of the
topic
0.139
0.334
--
--
0.017
0.909
--
--
It helps me understand things
-0.241 0.092 0.118 0.418 -0.108 0.457 -0.044
0.765
better about my sexuality
It helps me prepare for my future
0.047
0.744
-0.204
0.161
0.042
0.773
-0.172
0.238
It helps me get more open-
minded regarding the topic
0.080
0.579
-0.101
0.492
0.044
0.763
-0.119
0.414
It facilitates my maturity toward
this kind of sensitive topic
0.106
0.465
-0.122
0.405
-0.107
0.461
-0.129
0.379
2. Feelings about sex
education
It is embarrassing to be talking
about it in school
-0.040
0.783
0.003
0.785
0.141
0.330
0.175
0.228
The topic becomes less awkward
to discuss
-0.012
0.932
-0.005
0.474
-0.107
0.460
-0.005
0.236
I feel comfortable and open to
involve myself in the discussion
-0.205
0.153
-0.170
0.243
-0.251
0.079
-0.170
0.427
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 12. Continued…
It is liberating and satisfies my
curiosity well
-0.017
0.907
-0.261
0.070
-0.110
0.446
-0.261
0.152
3. Impacts of sex education
It helps me understand the
0.091 0.531 -0.049
0.740
-0.332* 0.019 0.043
0.771
consequences of my actions
It empowers me to make
informed choices about my life
0.157
0.277
-0.106
0.471
-0.124
0.392
0.118
0.462
I become more mature in terms
of dealing with my and, for that
0.292*
0.040
-0.038
0.796
-0.043
0.768
-0.118
0.419
matter, other’s sexuality
It makes me know more of my
own self and understand better
0.288
0.111
-0.172
0.238
0.158
0.275
0.036
0.808
the opposite sex
Legend:
*= significant (sig < 0.05)
no asterisk= not significant (sig > 0.05)
r= correlation coefficient
r:
Interpretation:
0.00 to ± 0.20
Slight correlation; almost negligible relationship
±0.21 to ±0.40
Low correlation; small relationship
±0.41 to ±0.60 Moderate correlation; substantial relationship
±0.71 to ± 0.80
High correlation; marked relationship
±0.91 to ±1.00 Very high correlation; very dependable relationship
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
significance. This meant that whether one student-respondent was male or female, it was
irrelevant in significantly affecting their level of acceptance of sex education.
However, results show that there was significance in the relationship of sex and
level of acceptance of sex education in the perception that the student-respondents from
the Catholic high schools became more mature in terms of dealing with one’s own or
another’s sexuality because of sex education. There was a small degree of relationship
and their correlation was low. This implied that both sexes from the Catholic high
schools related maturity in being taughtsex education in school.
Christian denomination. Results show that the student-respondents’ Christian
denomination did not exert a profound influence on their level of acceptance of sex
education. As reflected in Table 12, results indicate that the significance of relationship
of the two variables was “almost negligible” and their correlation was “low”, since
almost all of the associated probabilities of the computed correlation coefficients (r) were
higher than the 0.05 level of significance.
The results implied that no matter what Christian denomination one student-
respondent belonged to, their level of acceptance were not influence and remained more
or less the same.
However, results also show that there was significance in the relationship of the
Catholic high school student-respondents’ Christian denomination and level of
acceptance of sex education in the perception that sex education helped them understand
the consequences of their actions. Though the relationship was “almost negligible” and
only “slight” in correlation, this still implied that Catholic high school student-
respondents belonging to different Christian denominations related the significance of sex
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
education to their futures.
Teachers from the public schools have stated that they have not encountered
concerns from their students in terms of their Christian denomination. Likewise, in the
Catholic high schools, they found no problem teaching sex education to the students as
far as their Christian denomination is concerned. Though, they sounded in unison that
lessons should always adhere to a values-oriented approach so as not to cause
misperceptions among them.
Challenges Faced by Both Schools
Regarding the Teaching of Sex Education
Public schools.In both PCNHS and BCNHS, the teacher-respondents said they
commonly experienced difficulty communicating certain topics under sex education due
to the different backgrounds or upbringing of their students. That while others may be
open and comfortable to a topic, say, birth control methods and details on intimate
relationships; some may otherwise be ill-at-ease at the mention of the sensitive topics.
They also said that the students are able to learn about sex education depending on their
openness.
The public high schools have available materials they used to effectively teach
sex education to the students. Their adequate resources enabled them to find creative
ways to get the somewhat complicated topics come to terms with the students in a
simpler, easier, and more relatable manner. However, they lamented the fact that there
were not enough books and related materials regarding sex education made available to
them. Consequently, the teacher-respondents said that they maximize these scarce
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
resources and look for more sources to amplify their lessons and discussions.
Another common predicament the teacher-respondents said they faced is the lack
of time in teaching all the topics under sex education. They said that they saw to it that
they use appropriate communication strategies to make time management more efficient.
Lectures, more often than not, are used by the teacher-respondents to fast-track
discussion, especially when they realized they need some catching up to do with their
lessons. More time-consuming communication strategies like Group Dynamics and Film-
Viewing were used sparingly.
The public high schools observed that students generally have open minds and
positive reactions. Though 1st year students were considerably more reserved and
reluctant when it comes to talking about sex education in the classroom than those who
are at the higher levels. These rather incremental increase in the students’ positive
behaviour and corresponding decrease in uneasiness (or their “growing out of their
shells”, as Lasdacan puts it) as they advance through high school, factor in on how they
teach the 4th year students more straightforwardly and intently towards a greater
comprehension of the whole picture of the significance of sex education as they grow in
life.
Rabanalla admitted that teachers have a hard time managing the attitudes of
students towards the topic. She said teachers can only do so much for their students,
however, when it comes right down to it, the decision to take in the lessons or not is
really up to the students. Rabanalla also noted how she has had to cope with her students
regarding some confusion students from time to time encounter in their lessons in sex
education. She relegates to using Filipino or the vernacular language just so students
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
would come to a better understanding.
Lasdacan, meanwhile, said he faced a limiting factorin the teaching methods and
materials he used in his class. Even though teaching materials were available in their
school for the teachers to use, he conceded these were not enough to get the message
effectively across to the students. He said that even without much of these contemporary
technologies (i.e. LCD projectors, powerpoint presentations, videos) that aids in the
teaching, the students’ diverse backgrounds remain to be a very crucial matter to
consider.
Lasdacan also was challenged by the show of ineptness or disinterest in the part of
the students when it comes to talking about sex education. But he said he was able to
overcome this problem by encouraging his studentsthroughconstantly eliciting their
insights and experiences on a particular topic and making them participate more in the
discussionsevery time he conducts a class activity for them. And by thoroughly
explaining the topics by a combination of teaching methods, he somehow was able to
turn the students’ indifference to the topic to that of involvement and even concern.
Catholic schools. In both SLSC and SLP, the teaching of sex education met
challenges in the form of a compromise in what and how the lessons are taught to the
students. This problem, owing to the diversified sensibilities of the students, is
nonetheless resolved by the teachers’ discretion and their sensitivities to the students’
needs and limitations. Like in the public high schools, there was the students’ incremental
pre-condition towards such sensitive topics under sex education as they advance from 1st
year through 4th year level.They went through these setbacksby going easy on their
students then assessing to come up with a best approach. Ultimately, it was the teachers
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
who adjust to their students and not the other way around.
According to both teacher-respondents, the students’ attitude towards sex
education in the two Church-run schools is generally positive. However, sometimes, the
students are passive in certain occasions, especially the girls who are outdone by the
boys.
Mang-osan conceded that teachers generally know what the appropriate approach
was for the students. She related how before going on to discuss a new topic, she would
thoroughly briefthe class first so that the students would not be taken by surprise and can
slowly, but surely, take in the lessons.
According to Cong-o, if he had it his way, he would be more open to teaching sex
education to the students. But since they are strictly following a curriculum and in a
Catholic educational institution, he maximized the ways and resources by which he could
use so students can learn more. He said that teachers should know how to “process” the
situation of the students, and teach students creatively and effectively while following the
curriculum in order for students to benefit more and be guided better.
Mang-osan said that being in a Church-run school does not really hinder teachers
from teaching sex education, but that there are certain reservations they face and they do
not go full-on in certain topics, like those deemed too explicit in content and nature. She
said she goes about these challenges by trying to make it as comfortable as possible to
students in their class.
The teacher-responded said that even though it was considered improper in their
respective schools to bring along materials, like samples of contraceptive devices, to class
they do not run out of ideas in how to deal with this default compromise. Cong-o said he
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
does his best describing the absent materials and shows pictures through a Powerpoint
presentation so the students would not have a hard time trying to imagine them. He added
that the students not knowing what these items actually looked like might even make
them anxious and cause them to go beyond their curiosities. So, it is better that they know
now in school than in any other place or time, he added.
Both Catholic high school teacher-respondents conceded that time constrains
commonly upset their classes in sex education. Mang-osan said that she used
communication strategies appropriately to maximize the time. She said that lecture
notably saves more time compared to the use of Group Dynamics and viewing films.
Butthere are always ways to overcome these challenges, she added.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Summary
This study was conducted to determine the communication strategies and
acceptance of teachers and students in selected public and Catholic schools high in
Baguio City regarding sex education.
The researcher conducted interviews with the teachers, who were recommended
by the school principals of the high schools involved in this study, as the key informants.
Data were gathered using guide questions. All the responses from the teacher respondents
were recorded and transcribed.
The researcher pre-tested the questionnaires outside the selected high schools.
Results of the pre-testing were carried over to the final draft of the questionnaires and
then distributed to the student-respondents.
Frequency distributions, percentages, and weighted means were used in analyzing
the data. The Kruskal-Wallis Rank Test and Chi-square computed were used in
determining the differences of communication strategies used in both schools regarding
sex education. And the Pearson Product-Moment Correlation was used in determining the
relationship of the student-respondents’ sex and Christian denomination and their level of
acceptance of sex education.
In summary, the findings of the study are as follows:
1. Among the subjects in the curriculum in both schools, sex education is being
integrated in the following: Music, Arts, Physical Education, and Health (MAPEH),
EdukasyongPangkatawan (EP), Values Education (Christian Living Education for the
Catholic Schools), Mathematics, and Science.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
2. There is no significant difference in the communication strategies used between
both schools.
3. Teacher-respondents mostly used formal lecture in their lessons and used books
as their primary source of information as they were generally guided by respective
curriculum.
4. The preference in communication strategies of student-respondents in the
public high schools differed from those of students in the Catholic high schools. Student-
respondents from the public schools mostly preferred film-viewing than any other
communication strategies regarding sex education;while most of the student-respondents
from the Catholic schools chose lecture over the others.
5. The teacher-respondents and student-respondents in both schools generally
viewed sex education in a positive way. The teacher-respondents are altogether
convinced that teaching sex education is significant and helpful for the students and the
students’ future. The student-respondents, on their part, are, in general, comfortable and
agreeable to be taught sex education.
6. The student-respondents from both schools have similar positive perceptions
about sex education; but those from the Catholic schools vary in the particular topics they
prefer to be taught.
7. There was no significance in the relationship of the student-respondents’ sex
and Christian denomination and level of acceptanceof sex education.
8. Teacher-respondents from both schools considered the background of their
students in teaching sex education to minimize conflicts and confusion among them along
the way. Furthermore, time constraints were setbacks; together with information sources
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
not only regarding topics in sex education but the whole curriculum, as they were not
always available and updated regularly to them.
Conclusions
Based on the results of the descriptive and statistical analysis to determine the
communication strategies and acceptance of teachers and students in selected public and
Catholic schools in Baguio City regarding sex education, the following conclusions were
drawn:
1. Sex education is being integrated in the curriculum of both schools in the same
way.
2. There is no significant difference in the perception of teacher-respondents and
student-respondents fromboth schools regarding sex education.
3. There is significant difference in the preference of communication strategies of
student-respondents from both schools regarding sex education.
4. The use of different communication strategies in teaching sex education in both
schools did not significantly affect the student-respondents’ perceptions.
5. The sex and Christian denomination of the student-respondentsfrom both
schools did not greatly influence their level of acceptance of sex education.
6. Both schools faced similar challenges that deterred the teaching of sex
education.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Recommendations
Based on the findings and conclusions, the following are recommended:
1. Similar studies on other public and Catholic high schools in other areas should
also be conducted.
2. Further studies could be conducted to determine the effectiveness of
communication strategies regarding the teaching of and student’s perception towards sex
education.
3. The use of larger sample sizes in determining the students’ understanding of
sex education is also recommended for related studies.
4. Teachers should be given more references for the subject of sex education.
Also, additional teaching materials should be provided and existing references should
also be updated regularly.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
LITERATURE CITED
ABS-CBNnews.com. June 18, 2010. UN backs Philippines amid row with church on sex
education. Retrieved June 19, 2010 from http://abs-cbnnews.com.
AZAÑA, A. C. 2006. Communication strategies used by teachers and High School
students’ knowledge and attitude towards sex. BS Thesis. College of
Development Communication, University of the Philippines Los Baños. Pp. 1-8,
13, and 37-39.
BARAOIDAN, F. K. R. 2003. Communication, religious and attitudinal factors in the
practice of family planning methods among married catholic couples in Los
Baños. BS Thesis. College of Development Communication, University of the
Philippines Los Baños. Pp. 1-6, and 34-38.
BBC NEWS. 2010. Church vs. state in Philippine sex education row. Retrieved August
12, 2010 from BBC News Asia-Pacific Web site:
http://www.bbc.co.uk/news/world-asia-pacific-10552591.
CHOUDHURY, A. 2009.Pearson Product-Moment Correlation. Retrieved March 6, 2012
from Experiment Resources: http://www.experiment-resources.com/pearson-
product-moment-correlation.html
DALANGIN-FERNANDEZ, L.Solon to Luistro: View sex education with an open mind.
Retrieved June 25, 2010 from http://www.inquirer.net.
DEPARTMENT OF EDUCATION. 2002. DepEd Order No. 43, s. 2002: Secondary
Education Curriculum. Retrieved March 4, 2012 from http://deped.gov.ph.
DEPED. 2011. Press Release: Sex education is not about sex. Retrieved February 29,
2012 from http://deped.gov.ph.
DE LUMBAN, K. J. O. 2003. Communication strategies used in municipal health centers
in Laguna. BS Thesis. College of Development Communication, University of the
Philippines Los Baños. Pp. 1-6, 10, 13-14, and 38-40.
FLORANTE, J. J. 2009. Demographics and a historical perspective, the
Philippines.Retrieved April 9, 2009 fromwww.2hu-berlin.de.
FONTANILLA, M.A. 2003. Instructional modules on sex education for College
students.Sampaloc, Manila. Rex Bookstore. Pp. 10-11, 74, 269, and 278.
GREEN, S. B., &Salkind, N. J. 2008. Using SPSS for Window and Macintosh:Analyzing
and understanding data (5th ed.). Upper Saddle, NJ: Pearson Hall.
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Sandoval, Christian Robert Mioten. April 2012
IMPROVEMENT AND DEVELOPMENT AGENCY FOR LOCAL GOVERNMENT.
2007. Untitled. Retrieved August 20, 2007 from http://www.idea.gov.uk.
IRVINE, J. 2002. Talk about sex: the battles over sex education in the United States.
Berkeley: University of California Press.
MANZANO, L.T. 2008. Evaluation of communication materials on family planning used
in Tadian, Mt. Province. BS Thesis. College of Agriculture, BSU. La Trinidad,
Benguet.Pp. 7-9, and 13.
MORAN, J.P. 2000. Teaching sex: the shaping of adolescence in the twentieth century.
Cambridge, MA: Harvard University Press.
MYER, I. 2005. Jung's theory of Psychological Types and MBTI Instrument.Retrieved
November 10, 2008 from http://www.org.theMBTI.overview.cfm.
PARDINI, PRISCILLA. 2011. Teachers on Sex Education. Retrieved June 30, 2011 from
RethinkingSchools.org.
POLICY, 2003.Adolescent Reproductive Health in the Philippines Status, Policies,
Programs, and Issues. U.S.Agency forInternational Development. Pp. 8, 11-12,
14.
SENATE ECONOMIC PLANNING OFFICE. 2009. Policy Brief on Promoting
Reproductive Health: A Unified Strategy to Achieve the MGDs. Retrieved July 7,
2009 from http://www.senate.gov.ph.
SLYER, G. n.d.Overview of Sex Education.Retrieved June 2006 from
www.wikipedia.com/Sex_education.htm#cite_ref-4.
SUN STAR MANILA. 2006. Education defends proposal to include sex education in
school curriculum. Retrieved October 19, 2006 from
http://www.sunstar.com.ph/static/man/2006/06/30/news/education.defends.propos
al.to.include.sex.subject.in.school.curriculum.html.
UNESCO.1991. Adolescence Education Module One. Pp. 41, 277.
UNESCO. 2005. Adolescence Education: Newsletter for policy makers, programme
managers and practitioners.Vol. 8, No. 1.
UNESCO-ITGSE. 2006. An evidence-informed approach for schools, teachers, and
health educators. Volume 1: The rationale for sexuality education and Volume 2:
Topics and learning objectives.Pp 8,9, 13, and 57.
UNITED NATIONS. 2009. Global Health Campaigns for the Health Millennium
Development Goals for 2009. NewYork.UN.
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among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
UNITED NATIONS POPULATION FUND. 2005. Culture Matters: Legacy of Engaging
Faith Based Organization.New York.UNFPA.
VATICAN COUNCIL II SACRED CONGREGATION FOR CATHOLIC
EDUCATION.Educational guidance in human love.Outlines for sex education
.Retrieved November 1 2010 from
htpp:\\\\www.catholiceducation.com\\references/related%20new/human%20love%2
0guidance.htm.
WAGNER, K. 2008. Definition of perception.Retrieved October 20, 2009 from
http://About.com/od/sensation and perceptions/ss/htm.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
APPENDICES
APPENDIX A
Guide Questions
INTERVIEWEE’S PROFILE
Name:
Sex:_____ M ______F Age: _______
Civil Status:
School:
_________________________________________
___ Public
___ Private (Catholic)
Religious
affiliation:
_____ Christian _____ Islam ____ others (pls. specify) ___________________
__Roman
Catholic
__
Protestant
__
Orthodox
__ others (pls. specify) ________________________
Highest Educational Attainment:
Years of teaching:
BS ______ MS ______ Ph.D _______
________________________
Subject(s)
taught:
PERCEPTIONS ON SEX EDUCATION
1. What do you think is the significance of teaching sex education to the students?
2. Why do you teach sex education to your students?
COMMUNICATION STRATEGIES
1. What are the different teaching methods you use in teaching sex education in the
school? Please enumerate them.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
2. How do you make use of these methods? What materials are used in these
methods?
3. Which of these methods do you usually use? Why?
4. What are your bases in performing these methods?
5. In what subjects do you integrate sex education?
6. What are the different topics that you include in the discussion of sex
education?
CHALLENGES IN TEACHING SEX EDUCATION.
7. How do your students react to each method?
8. What are the challenges or problems you face when teaching sex education?
How do you cope with these challenges?
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
APPENDIX B
Interview Schedule
I. SOCIO-DEMOGRAPHIC PROFILE
Name:
Sex: __M ___F Age: _____
School: ________________________________
___ Public
___ Private (Catholic)
Religious
affiliation:
_____ Christian _____ Islam ____ others (pls. specify) ___________________
__Roman
Catholic
__
Protestant
__
Orthodox
__ others (pls. specify) ________________________
II. QUESTIONS
COMMUNICATION STRATEGIES
1. What is your most preferred method of learning when it comes to sex
education? Please rank them accordingly. (5 as the highest and 1 as the lowest)
____ Lecture/Discussions
____ Use of audio-visual materials (i.e. power point presentations, video
presentations, and the like.)
____ Film-viewing
____ Group dynamics (Group work)
____ Use of Resource speakers
Pls. state your reason(s) why you have ranked them as such:
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PERCEPTIONS ON SEX EDUCATION
Instructions: Kindly put a check mark on your level of acceptance of the different ways
Level
of
acceptance
Agree Disagree Slightly
No
Agree comment
It helps me get more aware of the topic.
It helps me understand things better
about my sexuality.
It helps me prepare for my future.
It helps me get more open-minded
regarding the topic.
It facilitates my maturity toward this
kind of sensitive topic.
by which sex education may help you in your life.
1.
In what ways does sex education help you in your young life?
2.
How do you feel about you being taught sex education in school?
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Level
of
acceptance
Agree Disagree
Not
No
sure
comment
It helps me understand the consequences
of my actions.
It empowers me to make informed
choices about my life.
I become more mature in terms of
dealing with my and, for that matter,
other’s sexuality.
It makes me know more of my own self
and understand better the opposite sex.
3.
What do you think are the impacts that sex education has on you?
4.
Do you think you are at the right age to be taught sex education?
____
Yes
____
No
Level
of
acceptance
Agree Disagree
Not
No
sure
comment
It is embarrassing to be talking about it
in school.
The topic becomes less awkward to
discuss.
I feel comfortable and open to involve
myself in the discussion.
It is liberating and satisfies my curiosity
well.
Why?
Why
not?
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
___________________________
__________________________
___________________________
__________________________
___________________________
__________________________
5. What are the general topics you prefer in the teaching of sex education? Please
rank them; 7 as the highest and 1 as the lowest.
____ Human Reproductive system
____ Morality of sex
____ Sexually Transmitted diseases
____ Morality of birth control
____ Dating and Intimacy
____ Family planning (including
____ Sexual relationships
birth control)
Pls. state your reason(s) why you have ranked them as such (you may answer at
the back).
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
SANDOVAL, CHRISTIAN ROBERT MIOTEN.APRIL 2012. Acceptance of and
Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic
and Public High Schools in Baguio City. Benguet State University, La Trinidad, Benguet.
Adviser: Filmore Y. Awas, MDC
ABSTRACT
The study was generally conducted to determine the acceptance of and diversity in the
communication strategies in teaching sex education of both teachers and students in selected
public and Catholic high schools in Baguio City. Specifically, it aimed to identify the subjects
where sex education is being integrated in the curriculum of both schools; determine the
differences of communication strategies used in both schools regarding sex education; determine
the preferred communication strategies of students in both schools regarding sex education;
determine the perceptions of teachers and students in both schools regarding sex education;
determine the students’ level of acceptance of sex education in both schools; determine the
relationship of studentssex and Christian denomination and their level of acceptance of sex
education; and determine the challenges faced by both schools in teaching sex education.
The researcher conducted the study from December 2011 to February 2012.
Data were gathered through key informant interviews using guide questions with the
teacher-respondents. Survey questionnaireswere also conducted using interview
schedulewith the one-hundred student-respondents. Frequency counts, percentages,weighted
means, Kruskal-Wallis Rank Test, Chi-square computed, and Pearson Product-Moment
Correlation Test were used to interpret the data.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among
selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
The study found out that sex education is being integrated in the curriculum of both
schools in the same way. Most of the student-respondents perceived sex education in a positive
way, as well as the teacher-respondents.
Findings also revealed that though there is a significant diversity in the preference of
communication strategies of student-respondents from both schools regarding sex education, the
use of different communication strategies in teaching sex education in both schools did not
significantly affect the student-respondents’ perceptions.
The analysis also showed that the sex and Christian denomination of the student-
respondents from both schools did not greatly influence their level of acceptance of sex
education.
The results revealed that the teacher-respondents from both schools faced the following
challenges that deterred the teaching of sex education: differences in the students’ background,
time constraint, and the lack of and not being regularly updated on their information sources and
curriculum show
Researcher recommends that further studies should be conducted to determine the
effectiveness of communication strategies regarding the teaching of and students’ perceptions
towards sex education.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among
selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
TABLE OF CONTENTS
Page
Bibliography..……………………………………………………………………… i
Abstract ……………………………………………………………………………... i
Table of Contents …………………………………………………………………... iii
INTRODUCTION …………………………………………………………………... 1
Rationale …………………………………………………………………….. 1
Statement of the Problem …………………………………………………… 3
Objectives of the Study……………………………………………………… 3
Importance of the Study …………………………………………………….. 4
Scope and Limitations of the Study ………………………………………… 5
REVIEW OF LITERATURE ……………………………………………………….. 6
Sex Education ……………………………………………………………….. 6
Sex Education in the Philippines …………………………………………… 9
Communication Strategies ………………………………………………….. 10
Perceptions ………………………………………………………………….. 11
Challenges in Sex Education ………………………………………………... 13
Definition of Terms ………………………………………………………… 16
METHODOLOGY ………………………………………………………………….. 17
Locale and Time of the Study ………………………………………………. 17
Respondents of the Study …………………………………………………… 17
Data Collection ……………………………………………………………… 22
Data Gathered ………………………………………………………………. 22
Data Analysis ………………………………………………………………... 23
RESULTS AND DISCUSSION …………………………………………………….. 24
Subjects where sex education is being
integrated in the curriculum of
both schools…………………………………………………………………. 24
Differences of communication strategies
used in both schools regarding
sex education ……………………………………………………………….. 28
Preferred communication strategies
of students in both schools
regarding sex education ……..…...………………………………………… . 36
Perceptions of teachers and students
in both schools regarding sex education ……………………………………. 41
Students’ level of acceptance
of sex education in both schools in terms
of sex and Christian denomination …...……………………………………… 48
Relationship of students’ sex
andChristian denominationand their level
of acceptance of sex education ……………………………………………… 52
Challenges faced by both schools
in teaching sex education …...……………………………………….............. 56
SUMMARY, CONCLUSIONS,
AND RECOMMENDATIONS ……………………………………………………... 61
Summary ……………………………………………………………………. 61
Conclusions …………………………………………………………………. 63
Recommendations …………………………………………………………... 64
LITERATURE CITED ……………………………………………………………… 65
APPENDIX
A. Guide Questions ...……………………………………………………….. 68
B. Interview Schedule ...…………………………………………………….. 70
INTRODUCTION
Rationale
Sex education in the Philippines is still seen as a sensitive and ultimately
controversial issue. However, the government, in particular the Department of Education
(DepEd), has stepped up its efforts to revitalize sex education in schools around the
country.
Sex education refers to human sexuality and sensuality as perceived, expressed,
experienced, and valued by the Filipino people. This is also related to courtship as
practiced in the Philippines, which involves strategies in finding or attracting partners for
physical and emotional intimacy, sexual contact, sexual reproduction, building a family,
and other forms of individual interactions or interpersonal relationships, as set and
dictated by their culture and tradition, religion, beliefs, values and moral convictions,
psychology, foreign influences, and other related factors.
Filipino sexuality is affected by education received by Filipinos from schools, the
media, the rise of the internet, religious teachings from their churches or other similar
spiritual institutions, legal policies and laws, and the influence of urbanization or
urbanized regions in the Philippines (Jose, 2006).
Children and teenagers need guidance. DepEd (2011) stated that education is not
designed to teach them sex per se, or even the various forms of artificial contraception.
Rather, what are being imparted are life skills that kids need to make sound decisions
based on facts.
According to the United Nations Population Fund (2005), in order to respond to
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such a situation, one looks for a suitable sex education from every source. But if the
conviction of its necessity is fairly widely held in theory, in practice there remain
uncertainties and significant differences, either with regard to the persons and institutions
who must assume the educational responsibility, or in connection with , the contents and
methodologies.
Vatican Council II in the "Declaration on Christian Education" (2010) presents
the perspective in which sex education must be set affirming the right of young people to
receive an education adequate to their personal requirements. A clear vision of the
situation is required because the method adopted not only gradually conditions the
success of sex education, but also conditions cooperation between the various people in
responsibility. In reality, the criticisms normally raised refer more to the methods used by
some teachers than to the enterprise itself. These methods must have definite qualities,
both in the same teachers and in the end to which such education is proposed.
Many people today favor sex education in school because some parents have not
done a good job in teaching sex education to their children. Sex education in the school
provides opportunities for young people to clarify their values about sex; thus, enabling
them to make responsible decisions. Various teaching methods and strategies help the
teacher achieve the goals of sex education (Fontanilla, 2003).
In a classroom setting, where gender and sex matters will be discussed by a
trained teacher in a clinical manner, DepEd (2011) states that young people would be
more likely to learn more and freely participate in the discourse and exchange of
information. Ideally, from a communication viewpoint, this awareness and knowledge
should translate into a change in attitude and practice.
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This study supports the studies of Baraoidan (2003), De Lumban (2003), and
Azaña (2006) that started to document the communication strategies used in sex
education in selected public high schools and state-run educational institutions in the
Philippines. In this study, Catholic schools will be considered.
Statement of the Problem
The study aimed to examine the diversity in the communication strategies and
acceptance of public and Catholic schools in Baguio City regarding sex education.
Specifically, it sought to answer the following questions:
1. In what subjects is sex education being integrated in the curriculum of Catholic
and public high schools?
2. How different are the communication strategies used in both schools regarding
sex education?
3. What are the preferred communication strategies of student-respondents in both
schools regarding sex education?
4. How is sex education perceived by teacher-respondents and student-
respondents in bothschools?
5. Does the sex and Christian denomination of the student-respondents affect their
level of acceptance towards sex education?
6. What are the challenges faced by both schools in teaching sex education?
Objectives of the Study
This study aimed to determine the diversity in the communication strategies and
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acceptance of both teachers and students in selected public and Catholic high schools in
Baguio City regarding sex education.
The specific objectives were:
1. To specify the subjects where sex education is being integrated in the
curriculum of bothschools.
2. To determine the differences of communication strategies used in both schools
regarding sex education.
3. To determine the preferred communication strategies of student-respondents in
both schools regarding sex education.
4. To determine the perceptions of teacher-respondents and student-respondents in
both schools regarding sex education.
5. To determine the student-respondents’ level of acceptance of sex education in
both schools.
6. To determine the relationship of the student-respondents’sex and Christian
denominationandtheir level of acceptance of sex education.
7. To determine the challenges faced by both schools in teaching sex education.
Importance of the Study
The result of this study may help especially the concerned schools and institutions
improve their methods used to make sex education more effective. The practical insights
of the respondents that will be gathered from the study may also help teachers and policy
makers to picture the real scenario in the schools when it comes to sex education. The
result may also be used as a guide in improving the methods that will be used to convey
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messages effectively; and for students of communication as a reference in the conduct of
other studies of the same nature.
Scope and Limitations of the Study
This study documented the communication strategies used in teaching sex
education in selected public and catholic schools in Baguio City; and included the
perceptions of teacher-respondents and student-respondents alike on sex education.
Moreover, it looked into the integration of sex education in curriculum of both schools.
The relationship of the student-respondents’ sex and Christian denomination and their
level of acceptance of sex education were also explored; as well as the challenges in the
teaching of sex education in both schools.
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REVIEW OF LITERATURE
Sex Education
Sex is a basic drive upon which both race preservation and personal happiness
depend. If sexuality does not evolve properly, the whole process of growth and
development is affected negatively. Excessive sex repression tends to impair freedom and
the functioning of an individual, to the extent that mating and sexual satisfaction are not
attained. On the other hand, too much sexual freedom can interfere with normal
demonstrations of love and mating functions, to the degree that sexuality remains on an
infantile level. Disturbances in sexual development can lead to personal and social
maladjustments (UNESCO, 1991).
Sex is a subject of great importance to the individual. Man’s sexuality is an
integral part of his nature. Though man realizes its importance, a great number of people
are considerably ignorant of the various aspects of sex. This is partly due to the
conservative outlook and superstitious beliefs that have clouded this subject and was
handed on for centuries (UNESCO-ITGSE, 2006).
Sex education, as defined by the United Nations Education and Scientific
Organization is an age-appropriate, culturally relevant approach to teaching about sex and
relationships by providing scientifically accurate, realistic, non-judgmental information.
It also provides opportunities to explore one’s values and attitudes and to build decision-
making, communication, and risk reduction skills about many aspects of sexuality.
According to Slyer (2000), formal sex education occurs when schools or health
care providers offer sex education. It teaches the young person what he or she should
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know for his or her personal conduct and relationship with others.
In a lighter sense, sex education programs offer an opportunity to address issues
that pertain to the lives of adolescents at a time when they are extremely susceptible to
peer pressure.Cross-country evidence from the United Nations Population Fund
(UNFPA), however, show that sex educationamong the youth lead to responsible
behavior, higher levels of abstinence,later initiation of sexuality, higher use of
contraception and fewer sexualpartners.
In a context where ignorance and misinformation can be life-threatening, sex
education is part of the responsibility of education and health authorities and institutions.
In its simplest interpretation, teachers in the classroom have a responsibility to act in
partnership with parents and communities to ensure the protection and well-being of
children and young people (UNESCO, 2005).
Promoting young people’s sexual and reproductive health, including the provision
of sexuality education in schools, is thus a key strategy towards achieving the Millennium
Development Goals (MDGs), especially MDG 3 (achieving gender equality and
empowerment of women), MDG 5 (reducing maternal mortality and achieving universal
access to reproductive health) and MDG 6 (combating HIV/AIDS) (UN, 2009). In the
concept of Development Communication, the need to have a wide understanding of the
issue is of importance as it contributes to the larger unfolding of human potential.
The formal movement for sex education commenced in the early twentieth
century, mostly in the United States and parts of Europe.Sexeducators in the early
twentieth century sometimes experimented with working through parents, churches, and
public lectures, but they quickly turned to the public schools. In the same period, public
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school attendance was exploding as compulsory education laws and the changing
structure of the economy pressured more students into the classroom and kept them there
longer (Moran, 2000).
Reflecting their own uneasiness with sexuality, the early sex educators
constructed a program whose central mission was to quash curiosity about sex. Initially,
the sex education program consisted of an outside physician delivering a short series of
lectures outlining the fundamentals of the reproductive system, the destructive power of
syphilis and gonorrhea, and the moral and medical dangers caused by sex before or
outside of marriage.
In the 1920s, sex education made progress into the curriculum both in the United
States and in France. Sex education typically took place in high school biology classes,
but leaders in the movement also faced for the first time a clear divergence between adult
sexual ideals and society's expectations for youth. Up to the early twentieth century,
when sexual fulfillment was not considered a public or respectable ideal even for married
adults, it was easy for educators to condemn sex in their lessons (Irvine, 2002).Greatly
concerned over the sexual freedom of the "new youth" in the 1920s and 1930s, sex
educators appealed to psychology and sociology for evidence that sexual experimentation
before marriage endangered a youth's chances for a fulfilling wedded life.
After the discovery of penicillin's uses in World War II lessened the danger of
syphilis, sex education focused more directly on the social aspects of sexuality and
married life. Known by a variety of names, the new "family life education" represented
an expansion of the educators' mission. Instead of teaching mostly about sexual
prohibitions, family life educators attempted to instruct students in the positive
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satisfactions to be gained from a properly ordered family life. Lessons on child rearing,
money management, wedding planning, dating, and a wide variety of other daily tasks
were intended to bring a new generation of youth into conformity with middle-class
norms.
In response particularly to the "sexual revolution" of the 1960s and 1970s, in
which rates of premarital sexual activity, pregnancy, and sexually transmitted diseases
climbed steeply, sex educators developed what they called "sexuality education," to
distinguish their approach from the overt moralizing and narrow heterosexual focus of its
predecessors. The leaders in sexuality education believed that teaching about sexuality in
a value-neutral manner would allow students to reach their own conclusions about sexual
behavior and sexual morality. Sexuality education was intended to include information on
birth control methods, teenage pregnancy, masturbation, gender relations, and,
eventually, homosexuality. Although value-neutral sexuality education generally avoided
the overt moralizing of its predecessors, it nevertheless stacked the deck in favor of
traditional morality–abstinence until heterosexual marriage.
Sex education in the Philippines
Prior to 1969, sex education in the Philippines was non-existent. Instructions were
limited only to discussions on pregnancy and childcare within the confines of the family
unit, specifically between female members of the home. Outside the family or the home
setting, available informal information – in the form of television and radio programs,
illegal adult or sex publications, and the like – was imprecise, flawed, or deficient
(Florante, 2006).
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In June 2010, DepEd started pilot-testing its Adolescent Reproductive Health
program, in 80 elementary schools and 79 high schools across the country as supported
by the United Nations Population Fund. The scheme will later be expanded nationwide,
in what the government said could hopefully reduce the country's high population growth
rate, limit unwanted teenage pregnancies and prevent the spread of HIV and AIDS.
However, debates in the country continueon the need for a national legislation
which will provide universalaccess to RH and family planning services.
In light of the increasingly risky sexual behavior among a significant number of
youth and adolescents, the Reproductive Health (RH) bill proposes mandatory sex
education and RH for students in the 5th grade to high school.The Reproductive Health
and Population Development bill (House BillNo. 5043/ Senate Bill No. 3122) popularly
known as the RH bill,stemmed from the legislature’s attempt to come up with a
definednational population policy framework. However, as in the pastCongresses, the RH
bill is facing stiff opposition from the CatholicChurch.
However perceived to be a good move, the six-year mandatory sexuality and RH
education is being questioned byconservative groups, pointing out that allowing young
people access to RHinformation and services will encourage promiscuity and that the
State shouldnot take over the role of parents in educating their children on sexuality.
Communication Strategies
Communication Strategy takes the audience from where they are now, to where
they want to be. It is important to define how the implementers are trying to communicate
with the beneficiaries and to provide hard evidence of what they think (IDEA, 2007).
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When developing communication strategies, thinking about the goals that needs
to be achieved are important. In addition to any specific objectives related to a certain
project, important communication goals include announcing, motivating, educating,
informing, and supporting decision-making.
Perceptions of the Respondents
Perception is our sensory experience of the world around us and involves both the
recognition of environmental stimuli and actions in response to these stimuli. Through
the perceptual process, we gain information about properties and elements of the
environment that are critical to our survival. Perception not only creates our experience of
the world around us, it allows us to act within our environment (Wagner, 2008).
According to Myer (2005), perception involves all the ways of becoming aware of
things, people, happenings, or ideas. Judgements involve all the ways of coming to
conclusions about what has been perceived. If people differ systemically in what they
perceived and in how they reach conclusions then it reasonable for them to differ
correspondingly in their interests, reactions, values, motivations, and skills.
Perceptions on Sex Education
Beginning in 1968, conservative groupswere offended not only by sexuality
education's greater explicitness, but by its refusal to drill students in "proper" sexual
morality (Moran, 2000).
However, efforts to curtail sex education enjoyed only limited success. Sex
education programs in public schools proliferated in large part due to newly emerging
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evidence that such programs did not promote sex but in fact helped delay sexual activity
and reduce teen pregnancy rates.
By 1983, sexuality education was being taught within the context of more
comprehensive family life education programs or human growth and development
courses. Such an approach emphasized not only reproduction, but also the importance of
self-esteem, responsibility, and decision making. The new courses covered not only
contraception, but also topics such as family finances and parenting skills (Pardini, 2011).
In the 1980s, as the magnitude and deadliness of sexually transmitted diseases
(STDs), such as the pandemic of the Human Immunodeficiency Virus/Acquired
Immunodeficiency Syndrome (HIV/AIDS), became known, sex educators found their
position bolstered. By the mid-1990s, almost every western European nation sponsored
fairly explicit educational programs in "safe sex" (Moran, 2000).
AIDS provided crucial justification for the more liberal sexuality educators'
inclusion of information on contraception, homosexuality, and premarital sex. At
universities and many high schools, students also started "peereducation" groups to offer
students a sex education message that was even less hierarchical and judgmental (and
sometimes much more explicit). Despite a renewed conservative attack on these
programs, sexuality education's place seemed to have become secure (Moran, 2000).
As conservative opponents in the United States came to recognize that some form
of sex education was going to be almost inevitable, they launched their own movement to
replace sexuality education with "abstinence education"—which was directly moralistic
and explicitly supported traditional gender and sexual relations.
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Outside of Western Europe and the United States, sex education remained largely
informal until concerns over a population explosion and the AIDS crisis prompted
international organizations such as the United Nations to become involved in educating
residents especially in developing countries.
A study by Diokno (1971), as cited by Baraoidan (2003), concluded the roles of
mass media and interpersonal communication in bringing about knowledge, approval,
and adoption of family planning methods. It cited that the mass media makes
information dissemination faster; therefore, constant exposure to the mass media may
affect one’s knowledge, attitude, and practice towards family planning methods. The
study showed that among their respondents who disapproved family planning methods,
less than half were Catholics.
Many people today favor sex education in school because some parents have not
done a good job in teaching sex education to their children. Thus, children receive false
information about sex from their friends or peers, magazines, motion pictures, and
television, and a result, many fail to receive enough knowledge about sex. Thus, the
school is the best place to receive correct and complete information about sex. Sex
education in the school provides opportunities for young people to clarify their values
about sex; thus, enabling them to make responsible decisions. Various teaching methods
and strategies help the teacher achieve the goals of sex education (Fontanilla, 2003).
Challenges in Teaching Sex Education
In the ‘70’s, Philippine high schools and colleges began to include teachings
related to public health, sexually transmitted diseases, and limited information on human
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reproduction and human sexuality in the curriculum for science courses, such as biology.
The limitation was truncated by the Filipino tradition of not explicitly mentioning or
showing images of the male and female sex organs even for educational purposes. In
1972, the government of Ferdinand Marcos formally offered sexual education programs
at all levels of education, wherein human development and population were topics in
science and biology subjects in elementary schools, while high school students received
elementary and basic-level of biological information and family planning, with emphasis
that separation and divorce are illegal in the Philippines, although legal separation or de
facto separation were taught in Philippine public schools due to its high incidence of
occurrence in lower class families (SEPO, 2009).
A 2002 study from the University of the Philippines Population Institute (UPPI)
showed that 23 percent of adolescents aged 15 to 24 years old were reported to have
experienced pre-marital sex. Of the young people aged 15 to 24 years old who have
engaged in pre-marital sex, the Young Adult Fertility Survey of UPPI showed that 20
percent of them experienced this during high school, 13 percent of them after high school
or during college, and 3.5 percent during elementary level (Sun Star Manila, 2006).
In 2006, an impact study by UNESCO on 87 sexuality education programs
worldwide concluded that sex education do not result in increased promiscuity or
sexuality laxity; but rather that not only the initiation of sex was delayed but the
frequency of sex and the number of sexual partners of those who participated in the
program also decreased.
A study conducted by Raymundo in 2007 regarding the occurrences of premarital
sex among Filipino highschool adolescents found out that there was a rising number of
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Filipino youth engaging in sexual intercourse before marriage. Twenty percent of this
number involves students at the secondary school level. And that these sexual activities
are usually unplanned, unwanted and unsafe. Raymundo also discovered that a
considerable number of Filipino youth encountered reproductive health problems and had
been infected by sexually transmitted diseases. She also mentioned that some Filipino
teenagers either believe that they cannot acquire AIDS or that this illness is curable. She
recommended governmental provision and promotion of free yet better pro-life services
related to reproductive health, maternal care, and education concerning fertility and
contraception.
In June 2006, the Department of Education (DepEd) pulled out a controversial sex
education module from public schools after the Catholic Bishops Conference of the
Philippines objected to its content (www.inquirer.net, 2006). But four years later, DepEd
announced Memorandum No. 26, allowing the use of teaching modules on sex education.
In June the same year, DepEd started pilot-testing its Adolescent Reproductive Health
program, supported by the United Nations Population Fund, in 80 elementary schools and
79 high schools in the poorest municipalities across the country (BBCnews, 2010).
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Definition of Terms
Communication strategies. Means by which sex education is being learned or
taught in the schools. These include the methods and materials used to communicate the
subject matter.
Diversity.Differences, unlikeness in character or qualities, especially regarding
the communication strategies and acceptance of students and teachers in public and
Catholic high schools regarding sex education.
Sex education is a broad term used to describe (formal) education about human
sexuality (including anatomy, reproduction, reproductive health, reproductive rights and
responsibilities, and morality) and other aspects of human sexual behavior.
Perception.The point of view of the respondents regarding sex education.
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METHODOLOGY
Locale and Time of the Study
The research was conducted in four high schools in Baguio City (Figure 1).
Dubbed “the educational center of the North”, the chartered city is located 250 km north
of Manila and is situated in the heart of the Province of Benguet.
Baguio City has an area of 49 square kilometers enclosed in a perimeter of 30.6
kilometers. On its north is La Trinidad, on its south-east is Itogon, and on its south-west
is Tuba.
The public schools were represented by Baguio City National High School
(BCNHS)-Main, and Pines City National High School (PCNHS)-Main; while the
Catholic schools were represented by St. Louis School Center (SLSC), and St. Louis
School of Pacdal (SLSP).
BCNHS-Main is located at Governor Pack Road, Baguio City. PCNHS-Main is
located at Palma Street, Legarda Road, Baguio City. Meanwhile, SLSC, is a Church-run
school located at Campo Filipino, Baguio City. SLSP is a Church-run school located at
Pacdal, Baguio City.
The study was conducted from December 2011 to February 2012.
Respondents of the Study
The respondents of this study were teachers teaching sex education—and their
respective students—in selectedpublic and Catholic schools in Baguio City. Four
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Figure 1. Map of Baguio City showing the locale of the study
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
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teachers teaching sex education, who were recommended by the school principals of the
high schools involved in this study, served as the key informants.
Enriqueta S. Rabanalla, married, is 56 years of age and has been a teacher in
PCNHS since 1982. But five years before coming in at the public high school in Baguio
City, she taught English, Physical Education, and Health subjects in a public high school
in Cervantes, Ilocus Sur. With a BS in Education, Major in Physical Education,
Rabanalla is currently teaching Music, Arts, Physical Education, and Health (MAPEH)
subjects in PCNHS. She also teaches the subjects AralingPanlipunan, Science, and
Technology and Livelihood Education (T.L.E). She is a Born-Again Christian.
Delfin G. Lasdacan, single, is a 34-year old teacher in BCNHS, who started his
teaching career in 2000. When he entered BCNHS in 2004, he started teaching MAPEH
subjects in five sections. He also teaches the subjects AralingPanlipunan, and T.L.E. He
finished BS in Education, major in P.E. and subsequently BSE, major in Social Sciences.
This Pentecostal Christian is presently taking up his MS in Education, major in Special
Education at Saint Louis University.
Twenty-nine year old teacher James Cong-o, single, Catholic, is presently
teaching MAPEH subjects in different year levels in SLSC. In 2004, after taking up BS
in Education, major in Physical Education and Health, he started teaching P.E. to college
students in Saint Louis University, Baguio City. However, after one year, he left the
University for the high school Department until present.
Marissa Mang-osan, 25, single, has been a teacher in SLP only two years ago, in
2009. She finished B.S. in Environmental Science, major in Biology, and got teaching
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units. At present, she teaches Biology and Health in the different year levels in SLP.
Mang-osan is a Catholic.
For the student-respondents, the researcher randomly selected half or 50 percentof
an entire 4th year class per school to answer survey questionnaires.
There were a total of 99 student-respondents, all in their 4th year in high school;
and the distribution is as follows: 21 from PCNHS, 28 from BCNHS, 25 from SLSC, and
25 from SLP.
Table 1 shows the student-respondents’ socio-demographic profile in terms of
school, sex, and Christian denomination. Forty-nine (49.5%) of the student-respondents
came from the public high schools while 50 (50.5%) came from the Catholic high
schools. There were more female student-respondents (64 or 64.6%) than males (35.4%)
from both public and Catholic high schools. Majority of the student-respondents from
both schools were Roman Catholics (80 or 80.8%) while the rest belonged to different
Christian denominations.
There were nine boys and twelve girls in PCNHS from the Science section having
their Health IV subject and have tackled sex education lessons during their previous
years. On theaverage, the respondents were aged between 15 and 16. Fourteen
wereRoman Catholics, four were Protestants, two Born-Again Christians, and one
Apostolic Christian.
The student-respondents from BCNHS were from one of the four regular sections
in the year level having their Health subject and have taken up sex education classes
during their previous years. Of the 28 student-respondents, 21 were female and seven
were male. Thirteen were16 yrs. old, eight were 15 yrs. old, four were 18 yrs. old, and
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Table 1. Socio-demographic profile of students in public and Catholic high schools
PROFILE FREQUENCY
PERCENTAGE
School
Public 49
49.5
Catholic
50
50.5
Total 99 100
Gender
Male
35
35.4
Female
64
64.6
Total 99 100
Christian denomination
Roman Catholic
80
80.8
Protestant
5
5.1
Born-Again
5
5.1
Baptist
1
1.0
Pentecostal
1
1.0
Anglican
1
1.0
Methodist
1
1.0
Iglesia-Ni-Cristo 3 3.0
Jehovah’s Witnesses
1
1.0
Apostolic
1
1.0
Total 99 100
three were 17 yrs. old. A few of them belonged to Christian denominations, as follows:
three were Iglesia-Ni-Cristo, two were Born-Again Christians, one was Baptist, and one
was Jehovah’s Witnesses; while the rest of the student respondents were Roman
Catholics.
The student-respondents from SLSC were from one of the two sections in the year
level having their Health subject and had taken sex education lessons during their
previous years. There were 10 males and 15 females with an average age of 15 to 16
years old. One respondent was a Protestant, one was a Methodist Christian, one was
Anglican; while most of them were Roman Catholics.
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In SLP, student-respondents were from the teacher’s senior Health class and took
sex education lessons from their first year through fourth year level. Composed of 11
males and 14 females, the median age was 15 to 16 years old. One respondent was a
Born-Again Christian; one was Pentecostal, while the rest were Roman Catholics.
Data Collection
The researcher conducted classroomobservation on the selected high schools to
note some of the communication strategies they are using in sex education.
Data were gathered through key informant interviews using guide questions. A
sample survey was also conducted using interview schedule.
The researcher pre-tested the questionnaires outside the specified selected high
schools.Resultsof the pre-testing were carried over to the final draft of the questionnaires.
After the necessary revisions were made, and with the permission of the teacher-
respondents, the questionnaire for the student-respondents were distributed.
The survey questionnaires were designed to obtain data regarding the student-
respondents’ profile in terms of the student-related variables. Responses of the
respondents in this questionnaire were used for determining the relationship between the
selected variables and their perception towards sex education.
Data Gathered
This study looked into the integration of sex education in the curriculum of both
schools. This study included gathering the perceptions of the respondents regarding sex
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
education; and the differences of communication strategies used in both schools
regarding sex education.
This study also determined the level of acceptance of the student-respondents
regarding sex education in terms of sex and Christian denomination and determined the
relationship of the latter and the former.
This study, likewise, took into account the challenges both schools faced in
teaching sex education.
Data Analysis
The collected data were consolidated and were analyzed descriptively and
statistically according to the objectives of the study. Also, frequency counts, percentages,
weighted meanswere used to interpret the data. On the differences of communication
strategies used in both schools regarding sex education, the Kruskal-Wallis Rank Test
and Chi-square computed were used. The Pearson Product-Moment Correlation Test was
used to determine the relationship of the student-respondents’ sex and Christian
denomination and their level of acceptance of sex education. All the responses from the
teacher respondents were recorded and transcribed.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
RESULTS AND DISCUSSION
Subjects where Sex Education
is being Integrated in the Curriculum
of Public and Catholic schools
Integration of sex education in the subjects in the public high school
curriculum.Table 2 shows the subjects in the public high schools where sex education is
being integrated. The Department of Education (DepEd)-2002 Secondary Education
Curriculum (SEC) provides the learning areas that public schools follow. The teacher-
respondents have said that they complied with the curriculum by making use of the
textbooks that DepEd had given them. These textbooks are more or less based on the
SEC.
Results show that among the nine subjects taught in the public high schools, only
Music, Arts, Physical Education, and Health (MAPEH), EdukasyongPangkatawan (EP),
Values Education, Mathematics, and Science are being integrated with discussions on sex
education.
Sex education was integrated in two component subjects in Makabayan: MAPEH
and AralingPanlipunan (AP).
In MAPEH, sex education topics were being included specifically in the sub-
component subject Health. First year high school students talked about the sex education
topics Human Reproductive System and Sexually Transmitted Diseases (STDs). While
those in the second year included Morality of Birth Control, STDs, and Morality of Sex
in their lessons. Human Reproductive System, STDs, Sexual Relationships, and Family
Planning are being tackled in the 3rd year. In the 4thyear level, they cover the sex
education topics Sexual Relationships, Morality of Sex, Morality of Birth Control, Dating
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 2.Subjects in the public high school curriculum where sex education is being
integrated
SUBJECT
FIRST
SECOND
THIRD
FOURTH
YEAR
YEAR
YEAR
YEAR
Filipino
X
X
X
X
English
X
X
X
X
Mathematics
X
X
Science
X
X X
Makabayan
Araling
X
X
X
Panlipunan
TLE
X
X
X
X
MAPEH
EP
Values
Education
Legend: X-not integrated
-integrated
and Intimacy, and Family Planning.
In AP, specifically under the Economics taught at the 4th year level, the sex
education topic Family Planning was being integrated. It was related to how population
impacts the standard of life of families across the country.
EP, according to the DepEd 2002 SEC, addresses the goal of the adolescent
period and seeks to guide the youth in developing their values, increase their capacity for
reflection and critical analysis and achieve integration of personhood. The subject, which
was taught in all levels in the public high schools, tackled sex education topics Morality
of Sex, Morality of Birth Control, and Sexual Relationships.
Sex education was also related in the subject Values Education, mostly touching
on the moral aspect of the topic. It was designed to assess the strengths and weaknesses
of adolescents, psychological development of the youth, as well as psychosocial well-
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
being and sexual responsibility (DepEd 2002 SEC).Morality of Sex and Morality of Birth
Control is being dealt with on the values-oriented subject. It was included in the
curriculum from the 1st to the 4th year level.
For their Mathematics subject, first year high school students took Elementary
Algebra, which dealt with life situations and problems involving measurement, real
number systems, and others. Sex education was being integrated in the number-oriented
subject by way of including lessons in demography, population, and profile of Filipino
adolescents (DepEd 2002 SEC). Same as true in Intermediate Algebra, which was taken
by the second year high school students. More or less, integration of sex education was
traced to sex education topic Family Planning.
In the Science subject, sex education was particularly included in the lessons in
Biology, which was taken on the 2nd year level. Here, the Human Reproductive System
was being discussed, along with how different viruses or the STDs affect the said system.
The teachers from the public high schools conceded that they have difficulties
keeping the lessons in synch with the length of time allotted for such discussions on the
different topics. With the limitations in time, the teacher-respondents feel that it is not
enough to really discuss all things and aspects regarding the topic. And so, they are left
with no choice but to fast-track the discussions and hopefully in the process students can
appreciate and imbibe the lessons still.
Lasdacan said that he sometimes fits topics together in one class meeting just so
they can get the most out of the limited time for learning. Meanwhile, Rabanalla
encouraged her students to continue reading on whatever topic they have not finished
talking about because of lack of time.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Integration of sex education in the subjects in the Catholic high school
curriculum.Table 3 shows the subjects in the Catholic high school curriculum where sex
education is being integrated. Same as in the public high schools’, the Catholic high
school curriculum was patterned on the DepEd 2002 SEC. As such, among the ten
subjects taught in the Church-run schools, sex education is being integrated in the same
way as it is in the state-run schools: particularly in the subjects MAPEH, EP, Christian
Living Education (Values Education for public schools), Mathematics, and Science.
However, teachers from the Catholic schools have stated that compared to the
public schools, discussions are relatively lighter on the topics under sex education. Their
being in a Catholic institution compels them to put more value on the moral aspects of the
topics rather than putting on an aggressive approach towards these. Nevertheless, they
Table 3. Subjects in the Catholic high school curriculum where sex education is being
integrated
SUBJECT
FIRST
SECOND
THIRD
FOURTH
YEAR
YEAR
YEAR
YEAR
Filipino
X
X
X
X
English
X
X
X
X
Mathematics
X
X
Science
X
X
X
Makabayan
Araling
X
X
X
Panlipunan
TLE
X
X
X
X
MAPEH
X
X
X
X
EP
Christian Living
Education
Transformative
Education
X
X
X
X
Legend: X-not integrated
-integrated
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
argued that they cannot help run into these topics as it is already part of the curriculum
and that it is important for the students to know these things in the classroom rather than
learn them from someplace else.
More than the sensitive nature of the matter, the Catholic high school teachers
regarded that time constraints was a formidable factor that put them off in totally
pursuing the topics under sex education.
Mang-osan said that as much as she likes to have thorough deliberations on each
time she meets with the class, the time allotted per subject proves to be inadequate. So
she resorted to giving her students reading assignments and research tasks, so they can
quickly move on to other topics.
Differences of Communication Strategies
used in both Schools Regarding Sex Education
Teacher-respondents in the public high schools. As seen in Table 4, the teacher-
respondents from public schools used different communication strategies in teaching sex
education. Results show that they mostly used formal lecture/discussion to teach the
lessons to their students. Both teacher-respondents used books as the primary basis of
their lessons mainly because of its availability, accessibility, and being a given material
in public schools—following a curriculum required by the government. These were
either health books provided by the government or other books related to sex education,
which
they
personally
provided.
The teacher- respondents also frequently used the Internet as their secondary
source of information for their lessons. With its convenience and accessibility, they
conceded that they sometimes got short films, clips, and other related video materials
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 4. Differences of communication strategies used by teacher-respondents in teaching sex education in both schools
TOPICS
COMMUNICATION STRATEGIES
HOW IT IS USED
REASONS FOR USING
PUBLIC
CATHOLIC
PUBLIC
CATHOLIC PUBLIC
CATHOLIC
Human
Lecture, Group
Lecture, Group
Teachers made
Pictures are used
Use of pictures,
Pictures and films
Reproductive
Dynamics, Film
Dynamics, Film
Powerpoint
during the lecture then
short clips, and
further elaborate
System
Viewing and
Viewing and
presentations,
a film related to the
films complement
points in the
Use of Audio-
Use of Audio-
containing pictures and
topic is shown. Group
lessons discussed.
lecture. Groupings
Visual materials
Visual materials
videos, for the
reporting is donefor
Group activities
make class
discussions. Sub-topics
additional discussions
allow students to
interactive
are distributed to the
share insights and
students for group
ideas
reporting
Sexually
Lecture, Use of
Lecture and Use
Topic is discussed with
Different sub-topics
Students have
Images and
Transmitted
Audio-Visual
of Audio-Visual
the help of pictures and
are talked about as
better grasp on
movies add to the
Diseases
materials, Group
materials
video materials and
pictures and other
lessons if there are
content of the
Dynamics, and
knowledge from
related materials are
visual aids. Expert
lecture done
Use of Resource
experienced people
shown
opinion can
beforehand
Speaker
enlighten on
certain topics
Dating and
Teachers discussed
Discussion is guided
Pictures, videos
Use of pictures
Intimacy
Lecture
Lecture
topics and asked
by the textbook that
and other aids are
and videos for the
questions from the class
they have in class
not necessarily
topic is not very
afterwards
employed for an
applicable; lecture
abstract topic as
is appropriate
such
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 4. Continued…
Sexual
Lecture and
Lecture
Teachers relate topic to
Teachers talk about
It is not enough
Plain discussion
Relationships
Group Dynamics
real-life happenings and the details of the topic
plainly taking
on the topic can
lets the students share
then solicits queries
about the topic.
do to keep the
insights on the matter
after
There is need to let students interested
the students take
part.
Morality
Lecture
Lecture
Teachers have simple
A sort of counseling
Words are
Lecture can
of sex
talks on the basic points
session is done to
powerful enough to
suffice since it is
and principles relating
thoroughly brief
remind students
more concerned
to the topic
students about the
their
on thoughts,
moral impositions of
responsibilities in
ideas, and values.
sex
having sex
Morality of
Lecture and
Lecture
Teachers gave brief and
Discussions pointed
Student
Pictures and other
Birth Control
Group Dynamics
simple background to
out moral aspect
participation in the
related materials
the moral implications
readily
discussions ensures
are deemed
on the use of the birth
a clearer
irrelevant since it
controls. Then, students
perspective on the
can rather be
conduct group reports
matter
shown at other
topics
Lecture, Use of
The initial lecture (with
The discussion of the
Pictures and videos
Family
Audio-Visual
Lecture and Use
pictures and other aids)
topic is done with
provided additional
Images helped
Planning
materials, Group
of Audio-Visual
by the teacher
presenting
information on the
students visualize
Dynamics and
materials
supported the
corresponding pictures topic. Group works
objects under the
Film-viewing
subsequent
or other related
incite the students’
topic
deliberations in the
materials
interest and
students’ group
involvement
reporting and activities
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
from the online resource.
For both teacher-respondents in the state-run high school, nothing beats bringing
along the real materials in the lessons to keep the class very interested. They can freely
exhibit samples, like for the topic on contraceptives, to class so students would outright
know what it looks in real-life. Though the devices were personally provided by the
teachers as the public schools rarely have these resources at hand; nevertheless it was
generally permissible for teachers in the public schools to tag these along in class for
strictly educational purposes.
Lasdacan, for example, gave not much compunction in bringing along birth
control devices to the class in demonstrating how to use them. He even lets students have
a first-hand encounter with the various contraptions to familiarize them and make them
feel less awkward and less ignorant with these.
He also used audio-visual materials to provide additional information to their
students. To complement lecture/discussions, the teacher-respondent used LCD projector
for powerpoint presentation and also for internet-sourced video clips and films related to
certain topics. For instance, he made the class watch a video documentary title “In the
Womb” to complement their topic on the Human Reproductive System and the
conception process. He got the video-doc from a local video renting store.
In addition, Lasdacan sometimes conducted class forums and debates on sensitive
issues such as the RH Bill, abortion, and use of contraceptives and family planning
methods. He also divided the class into groups for group dynamics activities like skits,
role-plays, demonstration, and dramatization of certain concepts, for example, the
symptoms and effects of STDs. Sometimes, he also invites Resource Speakers to render
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
expert opinions, insights, and information on certain topics. He once invited a health
personnel to his class to talk about STDs, family planning, the reproductive system, and
contraceptives. The class was more attracted to the lessons as they saw some materials in
real-time and not just in flat pictures. Plus, they gained more insights from the
experienced speaker.
From time to time, Lasdacan said, he made use of these teaching methods in
combinations. That, at the end of the day, it all relied on the teacher’s resourcefulness in
communicating the message to the class.
Meanwhile, in PCNHS, aside from plain lecture/discussion Rabanalla also used
audio-visual materials to supplement her lessons. The teacher-respondent sometimes used
the LCD projector to present powerpoint presentations and video clips related to certain
topics that she got from the internet.
Rabanalla also regularly divided the class for a more interactive learning by way
ofgroup dynamics activities like reporting, drama presentations, and demonstrations.
She added that she brought the actual or real-life materials or devices to class in
order for the class to better “grasp” (figuratively and literally, she quipped) the lessons.
For instance, once she brought to class some samples of contraceptives, which made the
participation among the class particularly active and interesting.
In all, she said, it was left to the teacher themselves to figure out what was best
for the students and what was the best way students could learn. As she conceded that
teachers were pretty much on their own when it comes to finding for sources, it was up to
the teacher to explore the avenues
for
learning.
Asked if they used symbolisms in discussing sensitive topics to their class, both
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
the teacher-respondents said they preferred not to use symbolisms since it normally
generated malicious remarks from the students, which in turn disrupted the whole
discussion. To prevent this, Lasdacanand Rabanalla altogether advised their class at the
start of a discussion that the topics to be presented were sensitive and therefore, an open
mind was required for them to participate.
Teacher-respondents in the Catholic high schools. In the Catholic high schools, as
shown in Table 4, the teacher-respondents also used different communication strategies
in teaching sex education. Results show that formal lecture/discussion was the staple
strategy in communicating the topic to the students.
By the way, the Catholic high schools were not necessarily guided by a
curriculum like that of the public schools’. Yet they conform to their respective school’s
own teaching syllabus, which is actually based on the DepEd’s 2002 SEC. Though they
have similar curriculum with the state-run schools, teacher-respondents in Catholic
schools said they can adjust with the topics to be taught and materials to use—
notwithstanding the stand and standard the school has on teaching sex education.
Books were also of prime consideration in their basis of their lessons—likewise
owing to its availability and accessibility. Both teacher-respondents acknowledged that
they, more often than not, personally provided these materials.
But what particularly set them apart from their public high school counterparts
was that they cannot bring along real-life specimens or materials to class for fear of
breach of the standard of decency in the Church-run schools. They resorted to using
pictures and in reference in books instead.
Also, the Internet served as a reliable and frequent source of information for both
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
of them, generally because of its timeliness, wider scope and comprehensiveness.
Although Cong-o remarked that he did not use textbooks provided them very
often because he thought that the information it provided may be limited, inaccurate, and
biased. He said that the teachers in their school, SLSC, got to choose the books and other
learning materials they ought to use for their lessons.
Cong-o also used audio-visual materials to add “excitement” to the lesson—so it
would not be just a plain, boring old lecture-type class. He also brought in films and
video materials to class to likewise deviate from the typical chalk-and-board approach.
He said he sometimes got them from the school’s stash of educational audio-visual
materials; and other times, downloaded from the internet.
Letting the students share their insights and stories about
a
topic
in
a
lecture/discussion sometimes gave Cong-o the great opportunity to elicit active
participation in the class. But the next best thing to this, he said, was when they, from
time to time, have small group discussions among themselves, where they get to relate to
each other’s thoughts and feelings on a matter. These group dynamics, he said, made
lessons more interactive and fun.
But Cong-o conceded he seldom brought in a Resource Speaker before the class
because it needed a request and recommendation from the school administration.
The teacher-respondent said that the teaching methods he use really depended on
the topic or lesson to be taken upon in a class and it was up to a teacher to choose the
appropriate strategy for more effective learning of the students.
In SLP, the teacher-respondent used formal lecture as a mode of instruction. She
used books provided by the school and by herself as her primary source of information.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Though she cross-checked her materials in the internet and sources some from it also.
Mang-osan’s teaching method was not entirely recommended by the school.
According to related studies, the Catholic Church condemned the use of birth control
devices. But the teacher-respondent explained that the students have to be aware of such
issues and things. She emphasized that her teaching about birth control and family
planning did not necessarily present a bias. She merely discussed questions about the
morality of such methods and gave the students a choice whether to accept it or not.
She said she sometimes used audio-visual materials to make the lessons more
interesting. Likewise, the use of films and other video materials, which either came from
the internetor from the school’s library and office, made it easier for students to visualize
the lessons they are taking. Mang-osan once showed the class a video documentary about
human conception entitled “First 22 Minutes of Life”. She noted how doubly receptive
students became once they get to have a real picture of the processes involved rather than
through the abstract discussions of things.
Moreover, Mang-osan conducted a forum-like interactive activity, the “Socratic
method”, by which the class is involved in Question-and-Answer rounds regarding sex
education. In this, she said the students can voice out their thoughts openly and exchange
insights with each other.
Both the teacher-respondents did not use symbolisms in cases where the topic was
sensitive but rather, they generally described it to the students in a scientific way,
explaining what physical and emotional stimulus does to the body. Using symbolisms
only generatedmalicious remarks from some students, which in turn distracted the class
discussion. In most of these cases, sensitive topics would mean the sexual act itself,
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
which was not entirely and openly encouraged by the school.
Preferred Communication Strategies of
Student-respondents in both Schools
Regarding Sex Education
In the public high schools.Results show that Film-Viewing was the most preferred
among the other communication strategies used in teaching sex education in the public
high schools, as seen in Table 5. This was based on the sum of responses and of ranking
of the students from the public high schools.
However, the teacher-respondents from the public high schools used Film
Viewing only in some topics under sex education (i.e. Human Reproductive System and
Family Planning). Yet the communication strategy was what most of the student-
respondents said they favoured when it comes to learning about sex education. They said
that Film Viewing made the lessons more interesting and exciting and easier to learn.
Even so, the teacher-respondents, said that they more or less knew of the students’
tendency to be more excited in learning from Film Viewing. They argued that they can
only screen movies and other related video materials once in a while, because it is time-
consuming and that they need not include Film Viewing in all topics.
Results also show that the student-respondents ranked the use of audio-visual
materials second. Their responses echoed that these aids in the otherwise boring and
monotonous lectures and resource speakers, making lessons more enjoyable and
effective.
They chiefly believed that the group dynamics, which was ranked third most
Table 5. Preference of communication strategies of student-respondents inboth schools
regarding sex education
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
CHARACTER
PUBLIC SCHOOLS
CATHOLIC SCHOOLS
SUM OF RANKS RANK SUM OF RANKS RANK
Communication
Strategies
Lecture
148 4 171 1
Audio-visual
156 2 165 2
Film
Viewing
167 1 152 3
Group
Dynamics
149 3 144 4
Resource
Speaker
115 5 115 5
preferred communication strategy, made discussions more interactive and fun. Plus, they
are able to share ideas with each other. The teacher-respondents, on their part, recognized
the inclination of students towards group activities and had made it a point to consider
using the communication strategy in most of the topics in sex education. Rabanalla said
that by this, they are sure not only of the students’ participation but more importantly of
the opportunity for students to explore certain concepts and things about the different
topics by their own capacities and styles of learning.
However, while teacher-respondents from the public high schools said that they
used lecture most of the time in their classes, results show that lecture was one of the
bottom-ranked communication strategies by the student-respondents. The teachers
nevertheless acknowledged that students may find plain lectures boring. Because of this,
they conceded that they end up experimenting on what methods worked best for the
students. Lecture is being used by the teacher-respondents in the teaching of all the topics
under sex education.
Some student-respondents commented that due to the fact that they have already
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
gotten used to lecture and from time to time find it boring, it is not that effective at times;
hence, being next to Resource Speaker, in being the least preferred communication
strategies.
The use of Resource Speaker was unpopular to the student-respondents for being
deemed mainly as, if not, moreboring as the plain discussions. Only a few student-
respondents gave praise to the use of resource speaker, noting that these experts in the
fields have great knowledge on the subject matters. The main problem asserted by most
of the student-respondents is that most of these practised people tend to be too technical
and overwhelming in their presentations. Thus, causing their general disinterest.
In the Catholic high schools. Results shown in Table 5 indicate that lecture was
the most preferred communication strategy by the student-respondents in the Catholic
high schools. However, the result showing that teacher-respondents from the Catholic
high schools mostly used lecture to teach sex education should not necessarily translate
or beassumed as the cause of the turnout on the student-respondents’ high preference on
lecture.
Most of the student-respondents said that although lecture is very usually used as
a communication strategy in their classes, they find it as a more suitable way to discuss
sex education. In other words, they deem lecture enough to make them understand the
different
lessons.
Meanwhile, the use of audio-visuals was ranked second by the student
respondents. Most of the student-respondents claimed that it was especially helpful in
catching the attention of the students and in visualizing the lessons. The ranking in
second of the use of audio-visuals in the Church-run schools coincides with that of the
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
ranking in the public high schools.
The student-respondents ranked Film-viewing third, which the student-
respondents said was an effective and comprehensive medium in teaching sex education.
They also noted that they also enjoyed viewing films and other related video materials. In
the meantime, the teacher-respondents said that they only get few chances in viewing
films and other related video materials because of time constraints and not all topics
under sex education require Film Viewing.
Though the teacher-respondents from the Catholic high schools conducted group
works and activities for their students in discussing most of the topics in sex education,
results show that Group Dynamics was one of the least preferred by the student-
respondents. However, while some students took into account how the communication
strategy allowed them to have a mutual sharing of thoughts and ideas among themselves;
it was turned down by others as being too time-consuming and can only cause conflicts
and confusion among the class (i.e. in the case of debates and the like, where students
have clashing interests and ideas, thus causing some rift among them).
Same as the fate it faced in the public schools, the use of resource speaker was
least preferred by the students from the Catholic high schools. Still, the communication
strategy, even if ranked as least preferred by students from both public schools, was
generally noted for being informative and influential to the students. But it fell short in
stirring the senses of students and making sex education more interesting and exciting.
Significance of the use of different communication strategies in both schools
regarding sex education.Table 6 shows the significance of the use of different
communication strategies used in both schools regarding sex education as ranked by the
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
student-respondents using mean of the ranks and assessing the probability through the
Chi-square computed. There was no significant difference between the communication
strategies used in public and Catholic high schools since the associated probabilities of
the Chi-square computed were higher than the 0.05 level of significance. This meant that
no matter what communication strategy was used, the student-respondents were not
significantly affected.
Results in the table were derived using the Kruskal-Wallis Rank Test, which
evaluates whether the population medians on a dependent variable arethe same across all
levels of a factor (Green, 2008). The said test was used since the data gathered were
ordinal or ranked.
Most of the students-respondents from both schools said that it was sometimes
difficultfor them to redirect their attention to the topic when someone from the class starts
to give malicious comments. This decreased the comprehensibility of the lessons as well
as the students’ interest. This was also where the way of teaching comes in. The
Table 6. Significance of the use of different communication strategies to student-
respondents in both schools
COMMUNICATION
PUBLIC
CATHOLIC
CHI-
STRATEGIES
SCHOOL
SCHOOL
SQUARE
PROBABILITY
MEAN
MEAN
COMPUTED
RANK
RANK
(χC2)
Lecture
46.37
53.56
1.705ns
0.192
Audio-visual
48.91
51.07
0.148 ns 0.701
Film Viewing
53.67
46.40
1.658 ns 0.198
Group
Dynamics
51.39
48.64
0.238 ns
0.626
Resource
Speaker
49.95
50.05
0.000 ns
0.986
ns- not significant
prob. > 0.05
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
communication strategy teachers’ use can catch the attention and possibly hold it,
depending on how effective the strategy was used for the students.
All the student-respondents in both public and Catholic high schools said that the
way their teacher discussed the lesson made them aware of the issues. This was supported
by their respective teacher’s use of different communication strategies like lectures,
audio-visuals, film-viewing, group dynamics, and help from resource speakers.
Perceptions of Teacher-respondents
and Student-respondents in both Schools
Regarding Sex Education
Teacher-respondents’ perception.On the significance of teaching sex education to
the students, the teacher-respondents generally regarded sex education in a positive light.
They said that sex education should be taught focusing on the positive aspect, like how it
could help the students in making informed decisions in the future. The teacher-
respondents all agreed that teaching sex education was not all about sex (contrary to some
public perception that it is) and having it in school was significant (or “healthy”, as a
teacher-respondent put it) because the topic was rarely, if ever, brought up to the students
at home.
Mang-osan said that sex education was timely and that it aimed to help the
students understand the beauty of their bodies, of being human, and why they need to be
comfortable with these facts of life as they grow.
According to Cong-o, because teenagers nowadays more or less engage in
sexualactivities, sex education helps them touch base with what are the right things to do.
Lasdacan believed that teaching sex education is significant as students get to be
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
more aware of themselves and that they, in time, enjoy talking about it. He said that the
students’ getting really interested about the topics is a sign that sex education has an
impact to them. So, teaching sex education is very helpful in their growth and
understanding, he added.
While the teacher-respondents were unanimous in saying that they teach sex
education because it was required and was integrated in thepresent high school
curriculum,they acknowledged that was really up to the teacher on how he/she would
teach it to the class. In general, they regarded themselves as catalysts for students to be
able to better understand sex education.
Rabanalla pointed out that though it was part of the government’s (Department of
Education’s) program, it was in the teacher’s job to ensure the students would not miss
out on anything important and learn well for their future. According to her, a teacher
must be the first to be open with and understand sex education before he/she will be
teaching it to the students.
Lasdacan said that teachers “should go for ‘educational growth’”, for instance,
attending seminars, conferences, in-depth research and analysis, and gaining helpful
advice and insights from “experts” in different fields so they can better present to their
students. He added that teachers teaching sex education should not be limited and
instead get out of their way to find new and fresh ways to keep the students interested in
learning about the topics in sex education.
Teaching of sex education generally fell to the Health subjects of the different
schools. However, the teacher-respondents altogether stated that sex education is also
being integrated in various subjects across the high school curriculum and somewhat on
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
the teacher’s discretion on when to bring the topic up and relate it to his/her discussions.
Student-respondents’ perceptions.Table 7 shows the perceptions of student-
respondents in Catholic and public high schools regarding sex education.
The weighted means per perception were taken and revealed some discrepancies
between the answers of student-respondents in both schools.
Most student-respondents from both schools agreed with how sex education
contributedto their awareness, open-mindedness and maturity of the topic. However,
while student-respondents from the public high schools largely agreed that sex education
helped them understand things about their sexuality and prepare for their future, student-
respondents from the Catholic high schools mainly disagreed.
Asked on how they felt about being taught sex education in school, most students
from both schools responded that sex education was not embarrassing to talk about and
that the topic became less awkward to discuss. Whereas, many student-respondents from
the public high schools stated that they did not feel comfortable and open to involve
themselves in the discussions, a large number of student-respondents from the Catholic
high schools were uncertain on how to feel about it. While most of the student-
respondents from the public high schools felt sex education was liberating and satisfied
their curiosity well, most of the students from the Catholic high schools saw it negatively.
Both public and Catholic high school student-respondents collectively concurred
on the impact of sex education on them. Yet, as student-respondents from the public high
schools mostly agreed to becoming more mature in terms of dealing with sexuality and
knowing more of their selves and understand better the opposite sex because of sex
Table 7. Perceptions of student-respondents in both schools regarding sex education
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PERCEPTION
PUBLIC SCHOOLS
CATHOLIC SCHOOLS
DESCRIPTIVE
DESCRIPTIVE
MEAN EQUIVALENT MEAN EQUIVALENT
1. General contributions of sex
education on well-being
It helps me get more aware of
Agree 3.62
Agree
the topic
4.00
It helps me understand things
better about my sexuality
3.80
Agree
3.48
Disagree
It helps me prepare for my
Agree 3.28 Disagree
future
3.82
It helps me get more open-
minded regarding the topic
3.46
Agree
3.66
Agree
It facilitates my maturity toward
this kind of sensitive topic
3.76
Agree
3.64
Agree
Total
3.87 Agree 3.54 Agree
2. Feelings about sex education
It is embarrassing to be talking
about it in school.
2.88
Disagree
2.64
Disagree
The topic becomes less awkward
to discuss
3.31
Disagree
2.72
Disagree
I feel comfortable and open to
involve myself in the discussion
3.22
Disagree
2.26
Not Sure
It is liberating and satisfies my
curiosity well.
3.51
Agree
2.92
Disagree
Total
3.23 Disagree 2.64 Disagree
3. Impacts of sex education
It helps me understand the
consequences of my actions.
3.84
Agree
3.90
Agree
It empowers me to make
informed choices about my life.
3.63
Agree
3.60
Agree
I become more mature in terms
of dealing with my and, for that
3.78
Agree
3.48
Disagree
matter, other’s sexuality.
It makes me know more of my
own self and understand better
3.67
Agree
3.42
Disagree
the opposite sex.
Total
3.73 Agree 3.60 Agree
Statistical Limit:
Descriptive Analysis
1.0-1.49
No Comment (NC)
1.50-2.49
Not Sure (NS)
2.50-3.49
Disagree (D)
3.50-4.00
Agree (A)
education, the Catholic high school student-respondents answered both in the negative.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
The preceding perceptions showed that students from the Catholic schools were
more conservative in their responses than their counterparts in the public schools. As the
teacher-respondents from the Catholic schools have pointed out, their respective
schoolsfocus more on the moral aspect and less on other things (e.g. contraceptives) in
teaching sex education. Hence, owing to how their advances in the topics are comparably
lighter than that in public schools, the Catholic schools would largely tend to have a less
thorough understanding and appreciation of the various topics in sex education.
On the other hand, the public schools practiced a generally more liberal approach
towards teaching sex education in their classes. Though the DepEd 2002 SEC ultimately
guided them in their lessons and topics, the teacher-respondents attested that teaching the
class in more open ways is more effective. Furthermore, they tackled the different topics
comprehensively for the students to be able to grasp them easily and learn more things.
Table 8 shows the perception on the right age to be taught sex education. Most of
the student-respondents from both public and Catholic high schools agreed that they were
at the right age to be taught sex education, based on the tallied responses.
The age range of the student-respondents is within the recommendations of
theWorld Health Organization (WHO), which considers 15–24 year-olds “youth.” It is
widelyassumed that within the Philippine context, individuals younger than 15 are not at
risk for sexual andreproductive problems. There is a clamor to adopt the WHO definition
of an adolescent and focus attention on them (POLICY, 2003).
Results show that in the public high schools, 44 (or 89.8%) of the students agreed
to being at the right age to be taught sex education, as compared to only 5 (or 10.2%)
Table 8. Perceptions of student-respondents from both schools on the right age to be
taught sex education
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PERCEPTION PUBLIC
SCHOOLS
CATHOLIC SCHOOLS
SUMPERCENTAGE
SUMPERCENTAGE
Right age to be taught
sex education
Yes 44
89.8
48
96
No 5
10.2
2
4
Total 49
100
50
100
who thought otherwise. Meanwhile, 48 (or 96%) of the students from the Catholic high
schools said Yes; and only 2 (or 4%) said No.
Most of the 92 student-respondents who concurred that they are at the right age to
be taught sex education remarked that they are old or matured enoughtounderstand things
about the different topics under sex education. The following were other reasons on
affirming sex education in relation to their age: helped them open their minds, made them
aware of issues, satisfied their curiosity early on in this stage,and helped
themtoprepareand make informed choices for their future.
Meanwhile, the seven student-respondents who were uneasy with sex education
being taught at their age, commented that the subject should be taught later in college
because they deem they are still too young to be taught such things. One student-
respondent from BCNHS wrote that it would be better if their parents did the teaching,
because it felt awkward discussing sex inside the classroom.
On the general topics on sex education, the sums of ranks were taken to show the
differences in how the student-respondents from both schools preferred the topics to be
discussed in class, as shown in Table 9.
Table 9. Topics in sex education that student-respondents from both schools preferred
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PUBLIC
SCHOOLS
CATHOLIC SCHOOLS
SUM OF
SUM OF
RANKSRANK
RANKSRANK
General topics in sex
education
Human Reproductive
159 5 194
4
system
Sexually Transmitted
194 4 228
2
Diseases
Dating and Intimacy
129
7
182
5
Sexual relationships
141
6
210
3
Morality of sex
229
2
181
6
Morality of birth control
216
3
174
7
Family planning
311
1
234
1
All students from both schools ranked Family Planning as the most preferred,
because the students basicallybelieved that the topic is most important for them to know
about, especially when they will be having families of their own in the future and at the
same time to know how to manage it.
In the public high schools, the Morality of Sex ranked 2nd, Morality of Birth
Control 3rd, Sexually Transmitted Diseases (STDs) 4th, Human Reproductive System 5th,
Sexual Relationships 6th, and Dating and Intimacy 7th. Results showed that the student-
respondents from the public high schoolsmostlypreferredthosetopicswhichwerenot
exactly being taught in their respective schoolsand want to know more about them.
Take for instance, the 2ndand 3rd in rank, Morality of Sex and Birth Control, which
the student-respondents altogether remarked were not taught that much to them in class
even when they apparently are in favour of them. For the least ranked topics, the majority
of the student-respondents commented that they were already familiar with these and the
subject matters in these were common and relatable to them as teenagers.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
On the other hand, in the Catholic high schools, STDs were ranked 2nd, Sexual
Relationships 3rd, Human Reproductive System 4th, Dating and Intimacy 5th, Morality of
Sex 6th, and Morality of Birth Control 7th.Results show that the student-respondents from
the Catholic high schools least preferred those topics that are constantly brought upon
them in class (like Morality of Sex and Birth Control). Furthermore, most of the student-
respondents said that they are more interested on the higher-ranked topics.
In the fourth year level for both schools, sex education topics such as Sexual
Relationships, Morality of Sex, Morality of Birth Control, Dating and Intimacy, and
Family Planning are being integrated in the subject MAPEH; Family Planning in the
subject Economics; Morality of Sex, Morality of Birth Control, and Sexual Relationships
in the subject EP; and Morality of Sex and Morality of Birth Control in subject Values
Education.
Student-respondents’ Level of Acceptance
of Sex Education in both Schools in terms
of Sex and Christian Denomination
Sex.Table 10 shows the student-respondents’ level of acceptance of sex education
in terms of sex. The researcher took the mean of the ranks of the data gathered to derive
the results.
In general, male and female student-respondents from both schools agreed that
sex education contributed to their well-being. But, in how they felt about sex education
being taught in school, most of the male and female student-respondents from both
schools answered negatively. Nevertheless, only the males in the public high schools
mostly felt positive about sex education being taught in school. Results also show that
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 10.Student-respondents’ level of acceptance of sex education in terms of sex
SEX A B C
PUBLIC CATHOLIC PUBLIC CATHOLIC PUBLIC CATHOLIC
SCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLS
MEAN DE MEAN DEMEAN DE MEAN DE MEAN DE MEAN DE
Male 3.91 Agree 3.25 Agree 3.39 Agree 2.72 Disagree 3.83 Agree 3.77 Disagree
Female 3.84 Agree 3.55 Agree 3.15 Disagree 2.58 Disagree 3.68 Agree 3.74 Agree
Total 3.88 Agree 3.54 Agree 3.27 Disagree 2.65 Disagree 3.76 Agree 3.56 Agree
Statistical Limit:
Descriptive Equivalent
1.0-1.49
No Comment (NC)
1.50-2.49
Not Sure (NS)
2.50-3.49
Disagree (D)
3.50-4.00
Agree (A)
Legend:
A- General contributions of sex education on well-being
B- Feelings about sex education
C- Impacts of sex education
DE- Descriptive Equivalent
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
both sexes from both schools agreed that sex education has had an impact on them. Males
from the Catholic high schools, however, did not find the impact of sex education
favourable.
Teachers from both schools conceded that sometimes the discussion went out of
hand because of sly remarks from the students, especially the males. They also noted that
males were comparably active in the discussions than the females. Although females
became participative in class once they are induced to join in on the discussions, but not
as initially upbeat as the males about the different topics.
Christian denomination. As indicated in Table 11, the student-respondents’ level
of acceptance of sex education in both schools varied with each other in terms of
Christian denomination. Results in the table were derived using the mean of ranks.
Results show that all student-respondents from the public high schools belonging
to different Christian denominations (Roman Catholic, Protestant, Born-Again, Baptist,
Iglesia-Ni-Cristo, Jehovah’s Witnesses, and Apostolic) generally had positive level of
acceptance of sex education. They all agreed on all counts that sex education contributes
to their well-being, impacted their lives and that they have positive feelings about the
subject matter being taught in school.
However, results also show that one Baptist deviated from the rest of the student-
respondents from the public high schools with his answers denying sex education
contributed to his well-being and impacted him. Moreover, four Protestants and one
Apostolic Christian from the public high schools felt differently from the rest of the
student-respondents about sex education being taught in school: that it was embarrassing
and awkward for them to be talking about it.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 11.Student-respondents’ level of acceptance of sex education in terms of Christian denomination
A B C
CHRISTIAN PUBLIC CATHOLIC PUBLIC CATHOLIC PUBLIC CATHOLIC
DENOMINATIONSCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLSSCHOOLS
MEAN DE MEAN DE MEAN DE MEAN DE MEAN DE MEAN DE
Roman Catholic
3.89
Agree
3.55
Agree
3.21
Disagree
2.67
Disagree
3.73
Agree
3.61
Agree
Protestant
4.00
Agree
3.60
Agree
3.75
Agree
2.75
Disagree
4.0
Agree
3.50
Agree
Born-Again
3.90
Agree
2.60
Disagree
2.88
Disagree
2.25
Disagree
3.63
Agree
4.00
Agree
Baptist
3.0
Disagree
--
--
3.25
Disagree
--
--
2.50
Disagree
--
--
Pentecostal
--
--
4.0
Agree
--
--
1.75
Not Sure
--
--
3.25
Disagree
Anglican
--
--
3.20
Disagree
--
--
2.75
Disagree
--
--
4.0
Agree
Methodist
--
--
3.60
Agree
--
--
2.25
Not Sure
--
--
3.0
Disagree
Iglesia-Ni-Cristo
3.73
Agree
--
--
3.25
Disagree
--
--
3.75
Agree
--
--
-- --
Jehovah’s
4.00
Agree
--
--
2.75
Disagree
4.0
Agree
--
--
Witnesses
Apostolic
3.60
Agree
--
--
3.75
Agree
--
--
4.0
Agree
--
--
Total
3.73
Agree
3.43
Disagree
3.26
Disagree
2.40
Not Sure
4.0
Agree
--
--
Statistical Limit: Descriptive Equivalent
Legend:
1.0-1.49
No Comment (NC)
A- General contributions of sex education on well-being
1.50-2.49
Not Sure (NS)
B- Feelings about sex education
2.50-3.49
Disagree (D)
C- Impacts of sex education
3.50-4.00 Agree (A)
DE- Descriptive Equivalent
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Meanwhile, in the Catholic high schools, the student-respondents of different
Christian denominations (Roman Catholic, Protestant, Born-Again, Pentecostal,
Anglican, and Methodist) generally disagreed upon the contributions of sex education on
their well-being. However, most of them were not sure on how to feel about sex
education being taught in school. Nonetheless, they saw sex education as having an
impact on their lives.
Results also indicate that one Born-Again Christian and one Anglican student-
respondent from the Catholic high schools did not appreciate sex education in terms of its
general contributions to their well-being.
Relationship of Student-respondents’
Sex and Christian Denomination and their
Level of Acceptance of Sex Education
Sex. Table 12 shows the relationship of the student-respondents’ sex and their
level of acceptance of sex education. Results were derived using the PearsonProduct-
Moment Correlation, which was used to assess whether there is a relationship between
two or more variables and to quantify the strength as well as direction of such
relationship (Choudhury, 2009)
Results indicate that the relationship between the sex and level of acceptance of
the student-respondents towards sex education was “almost negligible”, and that there
was
only
a
“slight
correlation.
Results also show that there was no significance in the relationship of the student-
respondents’ sex and their level of acceptance, since almost all of the associated
probabilities of the computed correlation efficients (r) were higher than the 0.05 level of
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 12. Relationship of student-respondents’ sex and Christian denominationand their level of acceptance of sex education
LEVEL OF ACCEPTANCE
SEX
CHRISTIAN DENOMINATION
CATHOLIC SCHOOLS PUBLIC SCHOOLS
CATHOLIC SCHOOLS
PUBLIC SCHOOLS
r
sig
r
sig
r
sig
r
sig
1. General contributions of sex
education on well-being
It helps me get more aware of the
topic
0.139
0.334
--
--
0.017
0.909
--
--
It helps me understand things
-0.241 0.092 0.118 0.418 -0.108 0.457 -0.044
0.765
better about my sexuality
It helps me prepare for my future
0.047
0.744
-0.204
0.161
0.042
0.773
-0.172
0.238
It helps me get more open-
minded regarding the topic
0.080
0.579
-0.101
0.492
0.044
0.763
-0.119
0.414
It facilitates my maturity toward
this kind of sensitive topic
0.106
0.465
-0.122
0.405
-0.107
0.461
-0.129
0.379
2. Feelings about sex
education
It is embarrassing to be talking
about it in school
-0.040
0.783
0.003
0.785
0.141
0.330
0.175
0.228
The topic becomes less awkward
to discuss
-0.012
0.932
-0.005
0.474
-0.107
0.460
-0.005
0.236
I feel comfortable and open to
involve myself in the discussion
-0.205
0.153
-0.170
0.243
-0.251
0.079
-0.170
0.427
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Table 12. Continued…
It is liberating and satisfies my
curiosity well
-0.017
0.907
-0.261
0.070
-0.110
0.446
-0.261
0.152
3. Impacts of sex education
It helps me understand the
0.091 0.531 -0.049
0.740
-0.332* 0.019 0.043
0.771
consequences of my actions
It empowers me to make
informed choices about my life
0.157
0.277
-0.106
0.471
-0.124
0.392
0.118
0.462
I become more mature in terms
of dealing with my and, for that
0.292*
0.040
-0.038
0.796
-0.043
0.768
-0.118
0.419
matter, other’s sexuality
It makes me know more of my
own self and understand better
0.288
0.111
-0.172
0.238
0.158
0.275
0.036
0.808
the opposite sex
Legend:
*= significant (sig < 0.05)
no asterisk= not significant (sig > 0.05)
r= correlation coefficient
r:
Interpretation:
0.00 to ± 0.20
Slight correlation; almost negligible relationship
±0.21 to ±0.40
Low correlation; small relationship
±0.41 to ±0.60 Moderate correlation; substantial relationship
±0.71 to ± 0.80
High correlation; marked relationship
±0.91 to ±1.00 Very high correlation; very dependable relationship
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education among selected Catholic and Public High Schools in
Baguio City /
Sandoval, Christian Robert Mioten. April 2012
significance. This meant that whether one student-respondent was male or female, it was
irrelevant in significantly affecting their level of acceptance of sex education.
However, results show that there was significance in the relationship of sex and
level of acceptance of sex education in the perception that the student-respondents from
the Catholic high schools became more mature in terms of dealing with one’s own or
another’s sexuality because of sex education. There was a small degree of relationship
and their correlation was low. This implied that both sexes from the Catholic high
schools related maturity in being taughtsex education in school.
Christian denomination. Results show that the student-respondents’ Christian
denomination did not exert a profound influence on their level of acceptance of sex
education. As reflected in Table 12, results indicate that the significance of relationship
of the two variables was “almost negligible” and their correlation was “low”, since
almost all of the associated probabilities of the computed correlation coefficients (r) were
higher than the 0.05 level of significance.
The results implied that no matter what Christian denomination one student-
respondent belonged to, their level of acceptance were not influence and remained more
or less the same.
However, results also show that there was significance in the relationship of the
Catholic high school student-respondents’ Christian denomination and level of
acceptance of sex education in the perception that sex education helped them understand
the consequences of their actions. Though the relationship was “almost negligible” and
only “slight” in correlation, this still implied that Catholic high school student-
respondents belonging to different Christian denominations related the significance of sex
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
education to their futures.
Teachers from the public schools have stated that they have not encountered
concerns from their students in terms of their Christian denomination. Likewise, in the
Catholic high schools, they found no problem teaching sex education to the students as
far as their Christian denomination is concerned. Though, they sounded in unison that
lessons should always adhere to a values-oriented approach so as not to cause
misperceptions among them.
Challenges Faced by Both Schools
Regarding the Teaching of Sex Education
Public schools.In both PCNHS and BCNHS, the teacher-respondents said they
commonly experienced difficulty communicating certain topics under sex education due
to the different backgrounds or upbringing of their students. That while others may be
open and comfortable to a topic, say, birth control methods and details on intimate
relationships; some may otherwise be ill-at-ease at the mention of the sensitive topics.
They also said that the students are able to learn about sex education depending on their
openness.
The public high schools have available materials they used to effectively teach
sex education to the students. Their adequate resources enabled them to find creative
ways to get the somewhat complicated topics come to terms with the students in a
simpler, easier, and more relatable manner. However, they lamented the fact that there
were not enough books and related materials regarding sex education made available to
them. Consequently, the teacher-respondents said that they maximize these scarce
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
resources and look for more sources to amplify their lessons and discussions.
Another common predicament the teacher-respondents said they faced is the lack
of time in teaching all the topics under sex education. They said that they saw to it that
they use appropriate communication strategies to make time management more efficient.
Lectures, more often than not, are used by the teacher-respondents to fast-track
discussion, especially when they realized they need some catching up to do with their
lessons. More time-consuming communication strategies like Group Dynamics and Film-
Viewing were used sparingly.
The public high schools observed that students generally have open minds and
positive reactions. Though 1st year students were considerably more reserved and
reluctant when it comes to talking about sex education in the classroom than those who
are at the higher levels. These rather incremental increase in the students’ positive
behaviour and corresponding decrease in uneasiness (or their “growing out of their
shells”, as Lasdacan puts it) as they advance through high school, factor in on how they
teach the 4th year students more straightforwardly and intently towards a greater
comprehension of the whole picture of the significance of sex education as they grow in
life.
Rabanalla admitted that teachers have a hard time managing the attitudes of
students towards the topic. She said teachers can only do so much for their students,
however, when it comes right down to it, the decision to take in the lessons or not is
really up to the students. Rabanalla also noted how she has had to cope with her students
regarding some confusion students from time to time encounter in their lessons in sex
education. She relegates to using Filipino or the vernacular language just so students
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
would come to a better understanding.
Lasdacan, meanwhile, said he faced a limiting factorin the teaching methods and
materials he used in his class. Even though teaching materials were available in their
school for the teachers to use, he conceded these were not enough to get the message
effectively across to the students. He said that even without much of these contemporary
technologies (i.e. LCD projectors, powerpoint presentations, videos) that aids in the
teaching, the students’ diverse backgrounds remain to be a very crucial matter to
consider.
Lasdacan also was challenged by the show of ineptness or disinterest in the part of
the students when it comes to talking about sex education. But he said he was able to
overcome this problem by encouraging his studentsthroughconstantly eliciting their
insights and experiences on a particular topic and making them participate more in the
discussionsevery time he conducts a class activity for them. And by thoroughly
explaining the topics by a combination of teaching methods, he somehow was able to
turn the students’ indifference to the topic to that of involvement and even concern.
Catholic schools. In both SLSC and SLP, the teaching of sex education met
challenges in the form of a compromise in what and how the lessons are taught to the
students. This problem, owing to the diversified sensibilities of the students, is
nonetheless resolved by the teachers’ discretion and their sensitivities to the students’
needs and limitations. Like in the public high schools, there was the students’ incremental
pre-condition towards such sensitive topics under sex education as they advance from 1st
year through 4th year level.They went through these setbacksby going easy on their
students then assessing to come up with a best approach. Ultimately, it was the teachers
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
who adjust to their students and not the other way around.
According to both teacher-respondents, the students’ attitude towards sex
education in the two Church-run schools is generally positive. However, sometimes, the
students are passive in certain occasions, especially the girls who are outdone by the
boys.
Mang-osan conceded that teachers generally know what the appropriate approach
was for the students. She related how before going on to discuss a new topic, she would
thoroughly briefthe class first so that the students would not be taken by surprise and can
slowly, but surely, take in the lessons.
According to Cong-o, if he had it his way, he would be more open to teaching sex
education to the students. But since they are strictly following a curriculum and in a
Catholic educational institution, he maximized the ways and resources by which he could
use so students can learn more. He said that teachers should know how to “process” the
situation of the students, and teach students creatively and effectively while following the
curriculum in order for students to benefit more and be guided better.
Mang-osan said that being in a Church-run school does not really hinder teachers
from teaching sex education, but that there are certain reservations they face and they do
not go full-on in certain topics, like those deemed too explicit in content and nature. She
said she goes about these challenges by trying to make it as comfortable as possible to
students in their class.
The teacher-responded said that even though it was considered improper in their
respective schools to bring along materials, like samples of contraceptive devices, to class
they do not run out of ideas in how to deal with this default compromise. Cong-o said he
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
does his best describing the absent materials and shows pictures through a Powerpoint
presentation so the students would not have a hard time trying to imagine them. He added
that the students not knowing what these items actually looked like might even make
them anxious and cause them to go beyond their curiosities. So, it is better that they know
now in school than in any other place or time, he added.
Both Catholic high school teacher-respondents conceded that time constrains
commonly upset their classes in sex education. Mang-osan said that she used
communication strategies appropriately to maximize the time. She said that lecture
notably saves more time compared to the use of Group Dynamics and viewing films.
Butthere are always ways to overcome these challenges, she added.
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Summary
This study was conducted to determine the communication strategies and
acceptance of teachers and students in selected public and Catholic schools high in
Baguio City regarding sex education.
The researcher conducted interviews with the teachers, who were recommended
by the school principals of the high schools involved in this study, as the key informants.
Data were gathered using guide questions. All the responses from the teacher respondents
were recorded and transcribed.
The researcher pre-tested the questionnaires outside the selected high schools.
Results of the pre-testing were carried over to the final draft of the questionnaires and
then distributed to the student-respondents.
Frequency distributions, percentages, and weighted means were used in analyzing
the data. The Kruskal-Wallis Rank Test and Chi-square computed were used in
determining the differences of communication strategies used in both schools regarding
sex education. And the Pearson Product-Moment Correlation was used in determining the
relationship of the student-respondents’ sex and Christian denomination and their level of
acceptance of sex education.
In summary, the findings of the study are as follows:
1. Among the subjects in the curriculum in both schools, sex education is being
integrated in the following: Music, Arts, Physical Education, and Health (MAPEH),
EdukasyongPangkatawan (EP), Values Education (Christian Living Education for the
Catholic Schools), Mathematics, and Science.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
2. There is no significant difference in the communication strategies used between
both schools.
3. Teacher-respondents mostly used formal lecture in their lessons and used books
as their primary source of information as they were generally guided by respective
curriculum.
4. The preference in communication strategies of student-respondents in the
public high schools differed from those of students in the Catholic high schools. Student-
respondents from the public schools mostly preferred film-viewing than any other
communication strategies regarding sex education;while most of the student-respondents
from the Catholic schools chose lecture over the others.
5. The teacher-respondents and student-respondents in both schools generally
viewed sex education in a positive way. The teacher-respondents are altogether
convinced that teaching sex education is significant and helpful for the students and the
students’ future. The student-respondents, on their part, are, in general, comfortable and
agreeable to be taught sex education.
6. The student-respondents from both schools have similar positive perceptions
about sex education; but those from the Catholic schools vary in the particular topics they
prefer to be taught.
7. There was no significance in the relationship of the student-respondents’ sex
and Christian denomination and level of acceptanceof sex education.
8. Teacher-respondents from both schools considered the background of their
students in teaching sex education to minimize conflicts and confusion among them along
the way. Furthermore, time constraints were setbacks; together with information sources
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
not only regarding topics in sex education but the whole curriculum, as they were not
always available and updated regularly to them.
Conclusions
Based on the results of the descriptive and statistical analysis to determine the
communication strategies and acceptance of teachers and students in selected public and
Catholic schools in Baguio City regarding sex education, the following conclusions were
drawn:
1. Sex education is being integrated in the curriculum of both schools in the same
way.
2. There is no significant difference in the perception of teacher-respondents and
student-respondents fromboth schools regarding sex education.
3. There is significant difference in the preference of communication strategies of
student-respondents from both schools regarding sex education.
4. The use of different communication strategies in teaching sex education in both
schools did not significantly affect the student-respondents’ perceptions.
5. The sex and Christian denomination of the student-respondentsfrom both
schools did not greatly influence their level of acceptance of sex education.
6. Both schools faced similar challenges that deterred the teaching of sex
education.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Recommendations
Based on the findings and conclusions, the following are recommended:
1. Similar studies on other public and Catholic high schools in other areas should
also be conducted.
2. Further studies could be conducted to determine the effectiveness of
communication strategies regarding the teaching of and student’s perception towards sex
education.
3. The use of larger sample sizes in determining the students’ understanding of
sex education is also recommended for related studies.
4. Teachers should be given more references for the subject of sex education.
Also, additional teaching materials should be provided and existing references should
also be updated regularly.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
LITERATURE CITED
ABS-CBNnews.com. June 18, 2010. UN backs Philippines amid row with church on sex
education. Retrieved June 19, 2010 from http://abs-cbnnews.com.
AZAÑA, A. C. 2006. Communication strategies used by teachers and High School
students’ knowledge and attitude towards sex. BS Thesis. College of
Development Communication, University of the Philippines Los Baños. Pp. 1-8,
13, and 37-39.
BARAOIDAN, F. K. R. 2003. Communication, religious and attitudinal factors in the
practice of family planning methods among married catholic couples in Los
Baños. BS Thesis. College of Development Communication, University of the
Philippines Los Baños. Pp. 1-6, and 34-38.
BBC NEWS. 2010. Church vs. state in Philippine sex education row. Retrieved August
12, 2010 from BBC News Asia-Pacific Web site:
http://www.bbc.co.uk/news/world-asia-pacific-10552591.
CHOUDHURY, A. 2009.Pearson Product-Moment Correlation. Retrieved March 6, 2012
from Experiment Resources: http://www.experiment-resources.com/pearson-
product-moment-correlation.html
DALANGIN-FERNANDEZ, L.Solon to Luistro: View sex education with an open mind.
Retrieved June 25, 2010 from http://www.inquirer.net.
DEPARTMENT OF EDUCATION. 2002. DepEd Order No. 43, s. 2002: Secondary
Education Curriculum. Retrieved March 4, 2012 from http://deped.gov.ph.
DEPED. 2011. Press Release: Sex education is not about sex. Retrieved February 29,
2012 from http://deped.gov.ph.
DE LUMBAN, K. J. O. 2003. Communication strategies used in municipal health centers
in Laguna. BS Thesis. College of Development Communication, University of the
Philippines Los Baños. Pp. 1-6, 10, 13-14, and 38-40.
FLORANTE, J. J. 2009. Demographics and a historical perspective, the
Philippines.Retrieved April 9, 2009 fromwww.2hu-berlin.de.
FONTANILLA, M.A. 2003. Instructional modules on sex education for College
students.Sampaloc, Manila. Rex Bookstore. Pp. 10-11, 74, 269, and 278.
GREEN, S. B., &Salkind, N. J. 2008. Using SPSS for Window and Macintosh:Analyzing
and understanding data (5th ed.). Upper Saddle, NJ: Pearson Hall.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
IMPROVEMENT AND DEVELOPMENT AGENCY FOR LOCAL GOVERNMENT.
2007. Untitled. Retrieved August 20, 2007 from http://www.idea.gov.uk.
IRVINE, J. 2002. Talk about sex: the battles over sex education in the United States.
Berkeley: University of California Press.
MANZANO, L.T. 2008. Evaluation of communication materials on family planning used
in Tadian, Mt. Province. BS Thesis. College of Agriculture, BSU. La Trinidad,
Benguet.Pp. 7-9, and 13.
MORAN, J.P. 2000. Teaching sex: the shaping of adolescence in the twentieth century.
Cambridge, MA: Harvard University Press.
MYER, I. 2005. Jung's theory of Psychological Types and MBTI Instrument.Retrieved
November 10, 2008 from http://www.org.theMBTI.overview.cfm.
PARDINI, PRISCILLA. 2011. Teachers on Sex Education. Retrieved June 30, 2011 from
RethinkingSchools.org.
POLICY, 2003.Adolescent Reproductive Health in the Philippines Status, Policies,
Programs, and Issues. U.S.Agency forInternational Development. Pp. 8, 11-12,
14.
SENATE ECONOMIC PLANNING OFFICE. 2009. Policy Brief on Promoting
Reproductive Health: A Unified Strategy to Achieve the MGDs. Retrieved July 7,
2009 from http://www.senate.gov.ph.
SLYER, G. n.d.Overview of Sex Education.Retrieved June 2006 from
www.wikipedia.com/Sex_education.htm#cite_ref-4.
SUN STAR MANILA. 2006. Education defends proposal to include sex education in
school curriculum. Retrieved October 19, 2006 from
http://www.sunstar.com.ph/static/man/2006/06/30/news/education.defends.propos
al.to.include.sex.subject.in.school.curriculum.html.
UNESCO.1991. Adolescence Education Module One. Pp. 41, 277.
UNESCO. 2005. Adolescence Education: Newsletter for policy makers, programme
managers and practitioners.Vol. 8, No. 1.
UNESCO-ITGSE. 2006. An evidence-informed approach for schools, teachers, and
health educators. Volume 1: The rationale for sexuality education and Volume 2:
Topics and learning objectives.Pp 8,9, 13, and 57.
UNITED NATIONS. 2009. Global Health Campaigns for the Health Millennium
Development Goals for 2009. NewYork.UN.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
UNITED NATIONS POPULATION FUND. 2005. Culture Matters: Legacy of Engaging
Faith Based Organization.New York.UNFPA.
VATICAN COUNCIL II SACRED CONGREGATION FOR CATHOLIC
EDUCATION.Educational guidance in human love.Outlines for sex education
.Retrieved November 1 2010 from
htpp:\\\\www.catholiceducation.com\\references/related%20new/human%20love%2
0guidance.htm.
WAGNER, K. 2008. Definition of perception.Retrieved October 20, 2009 from
http://About.com/od/sensation and perceptions/ss/htm.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
APPENDICES
APPENDIX A
Guide Questions
INTERVIEWEE’S PROFILE
Name:
Sex:_____ M ______F Age: _______
Civil Status:
School:
_________________________________________
___ Public
___ Private (Catholic)
Religious
affiliation:
_____ Christian _____ Islam ____ others (pls. specify) ___________________
__Roman
Catholic
__
Protestant
__
Orthodox
__ others (pls. specify) ________________________
Highest Educational Attainment:
Years of teaching:
BS ______ MS ______ Ph.D _______
________________________
Subject(s)
taught:
PERCEPTIONS ON SEX EDUCATION
1. What do you think is the significance of teaching sex education to the students?
2. Why do you teach sex education to your students?
COMMUNICATION STRATEGIES
1. What are the different teaching methods you use in teaching sex education in the
school? Please enumerate them.
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
2. How do you make use of these methods? What materials are used in these
methods?
3. Which of these methods do you usually use? Why?
4. What are your bases in performing these methods?
5. In what subjects do you integrate sex education?
6. What are the different topics that you include in the discussion of sex
education?
CHALLENGES IN TEACHING SEX EDUCATION.
7. How do your students react to each method?
8. What are the challenges or problems you face when teaching sex education?
How do you cope with these challenges?
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
APPENDIX B
Interview Schedule
I. SOCIO-DEMOGRAPHIC PROFILE
Name:
Sex: __M ___F Age: _____
School: ________________________________
___ Public
___ Private (Catholic)
Religious
affiliation:
_____ Christian _____ Islam ____ others (pls. specify) ___________________
__Roman
Catholic
__
Protestant
__
Orthodox
__ others (pls. specify) ________________________
II. QUESTIONS
COMMUNICATION STRATEGIES
1. What is your most preferred method of learning when it comes to sex
education? Please rank them accordingly. (5 as the highest and 1 as the lowest)
____ Lecture/Discussions
____ Use of audio-visual materials (i.e. power point presentations, video
presentations, and the like.)
____ Film-viewing
____ Group dynamics (Group work)
____ Use of Resource speakers
Pls. state your reason(s) why you have ranked them as such:
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
PERCEPTIONS ON SEX EDUCATION
Instructions: Kindly put a check mark on your level of acceptance of the different ways
Level
of
acceptance
Agree Disagree Slightly
No
Agree comment
It helps me get more aware of the topic.
It helps me understand things better
about my sexuality.
It helps me prepare for my future.
It helps me get more open-minded
regarding the topic.
It facilitates my maturity toward this
kind of sensitive topic.
by which sex education may help you in your life.
1.
In what ways does sex education help you in your young life?
2.
How do you feel about you being taught sex education in school?
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Level
of
acceptance
Agree Disagree
Not
No
sure
comment
It helps me understand the consequences
of my actions.
It empowers me to make informed
choices about my life.
I become more mature in terms of
dealing with my and, for that matter,
other’s sexuality.
It makes me know more of my own self
and understand better the opposite sex.
3.
What do you think are the impacts that sex education has on you?
4.
Do you think you are at the right age to be taught sex education?
____
Yes
____
No
Level
of
acceptance
Agree Disagree
Not
No
sure
comment
It is embarrassing to be talking about it
in school.
The topic becomes less awkward to
discuss.
I feel comfortable and open to involve
myself in the discussion.
It is liberating and satisfies my curiosity
well.
Why?
Why
not?
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
___________________________
__________________________
___________________________
__________________________
___________________________
__________________________
5. What are the general topics you prefer in the teaching of sex education? Please
rank them; 7 as the highest and 1 as the lowest.
____ Human Reproductive system
____ Morality of sex
____ Sexually Transmitted diseases
____ Morality of birth control
____ Dating and Intimacy
____ Family planning (including
____ Sexual relationships
birth control)
Pls. state your reason(s) why you have ranked them as such (you may answer at
the back).
Acceptance of and Diversity in the Communication Strategies in Teaching Sex Education
among selected Catholic and Public High Schools in Baguio City /
Sandoval, Christian Robert Mioten. April 2012
Document Outline
- Acceptance of andDiversity in the Communication Strategies in Teaching Sex Education among selected Catholicand Public High Schools in Baguio City
- BIBLIOGRAPHY
- TABLE OF CONTENTS
- INTRODUCTION
- REVIEW OF LITERATURE
- METHODOLOGY
- RESULTS AND DISCUSSION
- SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
- LITERATURE CITED
- APPENDICES