The Teaching of Sex Education as Astipulated in Ra 2

8/12/2019 The Teaching of Sex Education as Astipulated in Ra 2

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THE TEACHING OF SEX EDUCATION AS ASTIPULATED IN RA10345 AS PERCEIVED BY STUDENTS, TEACHERS AND PARENTS

OF BARANGAY ULING, CITY OF NAGA CEBU

A Research Proposal

Presented to the Faculty of the

Uling National High School

In Partial Fulfillment

of the Requirements for the Subject

by

Ubas, Fl!"##a $a"

ilbert P! Ramas

R"s"a!%& A'()s"!

"anuary #$%&


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TABLE OF CONTENTS

CHAPTER I* THE PROBLE$ AND ITS SCOPE Pa+"

INTRODUCTION

Rationale of the Study '(heoretical )ac*ground &

THE PROBLE$

Statement of the Problem %$

Statement of the Null Hypothesis %%Significance of the Study %%

CHAPTER II REVIE- OF RELATED LITERATURE AND STUDIES

Re+ie, of Related -iterature and Studies %&

CHAPTER III * RESEARCH $ETHODOLOGY

Research .esign #$Research /n+ironment #$

Research Respondents #% Research Instrument #%

Research Procedures

athering of .ata ##(reatment of .ata #'

./FINI(I0N 0F (/R1S #&

BIBLIOGRAPHY #2

APPENDICES

Appendi3 A (ransmittal -etter to the Principal #4

Appendi3 ) (ransmittal -etter for the Respondents #5Appendi3 6 Research (ool #7

Appendi3 . )udget Summary '%Appendi3 / (imetable '#

CURRICULU$ VITAE ''


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CHAPTER I

THE PROBLE$ AND ITS SCOPE

INTRODUCTION

Ra#).al" / #&" S#'

As the increasing number of issues regarding an early pregnancy

that greatly affected our economy8 the go+ernment propose to ha+e a

program that ,ill surely be an eye opener! An eye opener that not just

open the eyes of the teenagers but also the teachers and parents!

(oday8 lot of teenagers are ha+ing their early se3ual intercourse but

not protected8 ,hich may lead to a serious problem and regret after

some time! (he go+ernment also belie+e that this ,ill help in

minimi9ing the population of our country ,here in there ,ill be enough

and proper distribution of their needs! (his matter stands also for

protection8 presentation e3tension8 impro+ement and de+elopment of

the family based on accepted ethical ideas!

In our barangay8 teenage pregnancy is one of the most face

problems! (hey reasoned out that they don:t *no, and uneducated

about their doings! Ho,e+er most of them reason out that they are

just curios and their hormones are the one to blame! (hat is ,hy

through the said program they ,ill gain *no,ledge and form attitudes

and beliefs about se38 se3ual identity8 relationships and intimacy! It is


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said that ignorance can be harmful that is ,hy as early as no, children

should be educated so that they ,ill be a,are of things around them

and ,on:t be able to do the same mista*es that others ha+e done!

T&"!"#)%al Ba%2+!.'

0ne of the frame,or*s of this research is grounded in the primary

sociali9ation theory ,hich according to ;0etting and .onnermeyer8

%775< loo*s at family8 peer groups and school as the primary sources

of se3ual education for youth! (he primary sociali9ation theory also

sees media as one of the primary sources of se3ual education for

youth in that it says that the primary sociali9ation agents that play a

significant role in consumer sociali9ation include parents8 peers8

schools and 1edia ;)ush8 Smith8 = 1artin8 %777< !(hese agents

influence the psychological8 emotional8 and understandings of young

people as they become consumers in the mar*etplace ;1oore8

Raymond8 1ittelstaed = (anner8 #$$#

specific consumer s*ills such as product selection8 brand comparison8

price comparison8 attitudes to,ard products and brands ;"ohn8 %777>

1oore et al!8 #$$#

influence of these sociali9ation agents ;parents8 peers8 schools8 and

mass media< can change8 particularly as the young person ages and

matures ;6lar*8 1artin8 = )ush8 #$$%


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;0etting = .onnermeyer8 ;%775< that ,hile any of these groups

;school8 family and peers< are capable of transmitting both pro social

and de+iant norms8 family and school are seen as being primarily pro

social and peer groups carrying the main ris* of transmitting de+iant

norms! Peer groups8 according to the abo+e authors8 form the last

primary sociali9ation group8 and ha+e the greatest impact on those

alienated from the first t,o groups ;ibid

se3ual education for youth in some societies8 parents8 school8 and

media ,ho ,ere e3pected to be the primary sources of se3ual

information of youth may be li*ely not to be so because of many

reasons! In fact8 this theory does not ta*e into account the differentials

in socioeconomic de+elopment of societies! It is commonly *no,n that

in some de+eloping countries8 the literacy le+el is still lo,8 and many

children do not attend school or drop it out early for different reasons!

Similarly8 it is ob+ious that in those societies8 media such as

tele+ision8 radio8 ne,spapers8 film8 boo*s8 etc! are li*ely to be

ine3istente or insufficient because of rampant po+erty8 high rate of

illiteracy and lac* or shortage of rele+ant infrastructure! In such

societies8 school and media are therefore unli*ely to be the primary

sociali9ation agents! Additionally8 I argue that the primary sociali9ation

theory neglects some realities8 in ,ar?torn societies8 ,here many

children are either orphans or separated from their parents or other


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adults8 and do not ha+e any person to play a parental role of

sociali9ation agents! 0b+iously8 in

such societies8 parents are unli*ely to be reported as a primary

sociali9ation agent! Similarly8 as far as se3ual education is concerned8

the literature ;see the literature section abo+e< suggests that in some

cultures8 parents are reluctant to discuss se3ual matters ,ith their

children8 because such topics are considered either taboo or shameful

;FHI@I1PA6(8 #$$$

theory cannot be practicable because parents8school8 and media are

unli*ely to be the primary se3ual sociali9ation agents! .espite these

criticisms made to,ards the primary sociali9ation theory8 the latter is

useful in this study because it emphasi9es the need to consider

parents8 school8 peers and media as one of the '$ sociali9ation agents

for youth and this is the central aim of the study! In fact8 e+en if in

Impala district some of these sources such as parents and media ha+e

not been cited neither by uneducated nor by educated youth as their

primary sources of se3ual information8 this theory helped me to

identify ,hat are the real sources of se3ual education for both

educated and uneducated youth in this area! In addition 8 I also

in+estigated ,hy these sources ; e3ample

parents < do not frequently operate in the program of se3 education in

the same area and I therefore formulated some recommendations on


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,hat need to be done in order to strengthen all social agents for youth

information in Impala district! )ased on that8 I further argue ,ith

/delman ,ho suggests that Bit is the entire communityCs responsibility

for each and e+ery child to get education! (he responsibility for

teaching should be equally shouldered by parents8 as ,ell as teachers

and by the community that each family resides in!(he tas* of

transmitting *no,ledge to children incumbs to parents8 teachers8

religious leaders

and is under the community:s responsibility!D /delman cited by

Solomon ;#$$%%2

combined effort from the mass media8 schools8 religious bodies8

peers8 education program and so forth is useful and may be

emphasi9ed and strengthened in educating and counseling youth

about se3ual matters!

I./!a#). %.s)s#".% a.' '"s)!"' a%#). '"l

(his model assumes that Bthose information systems ,hich ha+e a

high frequency of distribution and ,hich are consistent in meaning

stand a better chance of achie+ing the desired reaction ,ithin the

community than those ,ith lo, frequency and of distribution and

,hich are inconsistentE;)andura8 %754> 6hronin8 %77#> Piotro, et

al! %77< cited by '% 1bananga ;#$$$ 2&

;ibid!


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information ;the number of times people recei+e or access

information and the reliability of the content of that information> in

other ,ords8 ,hether or not it remains constant ,hen it is accessed! A

lac* of consistency may occur ,hen there is no coordination in the

construction of information and contradictory information or messages

are transmitted!

In case that there is inconsistency in the information supplied8the

utili9ation of that information by the recei+er becomes more difficult

and affect the decision?ma*ing accordingly! Further8 ,ith regard to the

frequency of distribution of information8 it is argued that ,hen

information reaches the target groups frequently and consistently8 it

may influence decision ma*ing and beha+iour change more positi+ely

that ,hen it is not ;)andura8 %754> 6hronin8 %77#> Piotro, et al!

%77< cited by 1bananga ;#$$$ 2&?22

argued that the information frequency and consistency do not

automatically affect a positi+e decision?ma*ing and beha+iour change

;French8 %77$> Ahmed et al!8 #$$$

such as literacy le+els8 and technological8 social8 cultural and economic

de+elopment8 etc! also influence both the information transmission and

the utili9ation of that information and the decision?ma*ing!

(he information consistency and desired action model constitutes a

rele+ant frame,or* to analy9e not only the consistency of the content


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of information supplied by different sources of se3ual information8 but

also the frequency of the information supply! It is in this conte3t that

the abo+e theory is used in the current study! I argue that by

understanding such ;in< consistency helped to assert ,hether or not

the youths recei+e contradictory messages from '# different

sociali9ation agents and ho, this affects the ,ay the latter youth

interpret the message

in question!

I.')()'al ')//"!".%" #&"!

(he indi+idual difference theory has been used mainly in social

communication to highlight the influential role of indi+idual:s

characteristics and qualities ;also referred to as indi+idual conte3t< on

perception of information or any other stimulus and on the beha+iour

of indi+iduals ;Redmond8 #$$$> .e Fleur8 %7$

conte3t represents the sum of one:s e3periences? one:s upbringing8

education8 pre+ious interactions! It is the product of one:s collecti+e

encounters ,ith the ,orld ;Redmond8 #$$$

qualities ;indi+idual needs8 +alues8 beliefs8 attitudes8 and personalityorgani9ation!


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(hese +ariations in part begin ,ith differential biological endo,ment8

but are due in greater measure to differential learning! From different

learning en+ironments8 people acquire a set of attitudes8 +alues and

beliefs that constitute their personal psychological ma*e?up and set

each

some,hat a part from his@her fello,s ;.e Fleur8 %7$%#%

;#$$$#5< his e3perimental study of human perception highlighted

that Bthe indi+idual:s +alues8 needs8 beliefs and attitudes played an

influential role in determining ho, he selected stimuli from the

en+ironment and the ,ay he attributed meaning to those stimuli ,ithin

his acquired frames of reference once they came to his attentionE!

Ghat constitutes

one:s personal psychological conte3t is anything that Byou bring to a

communication situation that affects the ,ay you interpret8 analy9e8

encode8 or decode a message! '' Ho,e+er8 the indi+idual difference

theory focuses more on the psychological patterns and seems

therefore to not gi+e much credit to the sociological and cultural

patterns! In fact8

research has re+ealed that8 beyond the psychological conte3t8 people

,ith some common social8 economic8 demographic and cultural

characteristics are li*ely to percei+e and respond to a stimulus in a

more or less equal ,ay ;.e Fleur8 %7$


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the

social categories theory belo,! (he indi+idual difference theory is

therefore rele+ant in this study in that it highlights ho, indi+idual

difference influences the ,ay in ,hich people percei+e8 interpret and

utili9e the message they recei+e from different sources of information!

(he interpretation and the utili9ation of the message differ from an

indi+idual to another depending on his@her psychological qualities and

personal characteristics! I used this theory to test ,hether young

people in Impala district are influenced by their personal psychological

conte3t or other factors ,hile interpreting the information recei+ed

from different sources operating in the program of se3ual education in

Impala district! (he latter ;factors< ha+e been ta*en into account!

S%)al %a#"+!)"s #&"!

-i*e the indi+idual difference theory8 the social categories theory

has been largely applied in social communication to in+estigate

people:s preferences of media content8 and perceptions and beha+iour

to,ards a gi+en information or stimulus! (he basic assumption of the

social categories theory is a sociological one and claims that Bin spite

of the heterogeneity of modern society8 people ,ho ha+e a number of

similar characteristics ,ill ha+e similar fol*,aysE8 and '& also suggests

that Bthere are broad collecti+ities8 aggregates8 or social categories in

urban industrial societies ,hose beha+iour in the face of a gi+en set of


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stimuli is more or less uniformE ;.e Fleur8 %7$%##?%#'

e3amples of such characteristics8 the same author gi+es se38 age8

income le+el8 educational attainment8 rural?urban residence8 and

religious affiliation!

In a social communication perspecti+e8 the social categories theory

highlights the fact that people ,ith similar characteristics ;age8 se38

education le+el8 income8 religiosity8 etc!< tend to consume similar

media content8 and are li*ely to ha+e more or less same

perceptions and beha+iour to,ards the information recei+ed ;.e Fleur8

%7$

categories theory ha+e an important common feature! In fact8 I argue

that a number of psychological qualities ;needs8 +alues8 beliefs8

attitudes< are gradually acquired during the sociali9ation@learning

process8 and people ,ith one cultural bac*ground ;religion8 education8

gender roles8< are li*ely to ha+e such psychological qualities in

common! Similarly8 I argue that due to other common personal

characteristics such as age and se38 people are li*ely to ha+e some

similar needs! For e3ample8 in mass communication8 fashion

maga9ines are not often bought by males> and fishing maga9ines are

seldom read by females ;.e Fleur8 %7$

therefore that B*no,ledge of se+eral +ery simple +ariables age8 se38

and educational attainment? pro+ides a reasonably accurate guide to


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the type of communication content a gi+en indi+idual ,ill or ,ill not

select 8 from a+ailable mediaE ;idem> %#'

theory is rele+ant to the current study in that it is centered on the ,ay

members of different social categories select percei+e and utili9e the

media content depending on ,hether or not they ;members< ha+e

common characteristics! In this study8 this '2 theory is used to

understand ho, members of different social categories of the youth

in+ol+ed in the study interpret the message con+eyed to them by

different sources of se3ual information! )y doing so8 it has been

possible to understand youth:s attitudes ;depending on each social

category< to,ard the message they recei+e on se3ual topics discussed!

(o conclude this section I highlight that all of those theories are

complementary in that the first tal*s about the sources of se3ual

education for young people> the second tal*s about the content ,hile

the third and the forth tal* about the interpretation! I therefore

highlight that enumerating the sources of se3ual information for young

people is rele+ant but it is also important to *no, ,hat they pro+ide

as information and ho, consumers react or interpret the information

they recei+e from each of those sources! (his is the main reason that

moti+ated me to use those theories in this study of sources of se3ual

information a+ailable to the youth in Impala district and I further

claim that the latter helped me to co+er e+en not e3hausti+ely but


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sufficiently the information from my research questions!

THE PROBLE$

S#a#"".# / #&" P!bl"

(his study ,ill determine the benefits of the teaching of se3

education as stipulated in RA %$'&2 percei+ed by students8 teachers

and parents of )arangay Uling8 6ity of Naga8 6ebu!

Specifically ans,ers to the follo,ing queries ,ill be sought

%! Ghat is the profile of the students in the aspect of>

A! Age)! ender

6! School membership ;parents8 students8 teachers

Documents

The Teaching of Sex Education as Astipulated in Ra 2