1.

INTRODUCTION
Sex education covers a wide range of topics related to sex and sexuality. It gives people the
information and abilities they need to take care of their sexual health, keep up good
relationships with others, and discover their values and beliefs in these areas. An essential
component of health education curricula is sex education. It offers real information to support
parents and teachers, kids, and teenagers to steer clear of issues relating to sex (Sule et al.,
2015). People may make better choices regarding their relationships and sex if they have the
knowledge and abilities that sex education provides. With outreach and education programs
reaching 1.2 million individuals annually, Planned Parenthood is surprisingly the largest
supplier of sex education in the country.

Seniors in high school must receive sex education. It gives pupils knowledge about sexuality,
supports the development of responsible attitudes, and gives them skills to prevent
promiscuity. The best way to ensure that such teaching is effective is to base it on the
opinions of young people themselves. Nevertheless, not much study has been done on how
young people experience sex education in schools (Fisher et al., 2019). School-based sex
education programs are thought to be an essential addition to family sex education, giving
adolescents developmentally adequate communication, decision-making, and conflict-
resolution skills. The ultimate aim was to support theological institutions in their efforts to
exchange, put into practice, or reorganize projects related to sexuality education and
formation within their professional education programs. Along with determining perceived
need, it also sought to gauge readiness and support (Conklin et al., 2015).

The Child Rights Act and laws against sex abuse must be put into effect and upheld, and our
school must provide instructors, parents, and students with enough counseling and
instructional opportunities about the dangers of sex abuse and misuse. Certain children
experience sexual problems, abused sex, high rates of adolescent pregnancies, and
insufficient knowledge about sex since certain schools do not provide sex education.
Reducing the rate of adolescent pregnancy is regarded as an important policy objective in
many countries, partly due to the high financial costs associated with early childbirth for
teenagers, their offspring, and society at large (Paton et al., 2020).

Lessons have been digitalized for online learning, and many speeches have been videotaped.
Although these tasks may appear straightforward at first, they are intricate and fraught with
difficulties, such as the need to repeatedly record lectures and transform them into digital data

1
with dynamic features or time, issues with an Internet connection, storage capacity, and other
considerations. Evaluating Long-Term Impact and Behavior Change To fully understand the
effectiveness of ICT-based sex education programs, there is a need for research that evaluates
their long-term impact on behavior change (Adebayo et al., 2020).

Evaluating the students' knowledge, awareness, and preparedness about sex education is the
aim of the study looking at the level of readiness among the Grade 11 students of Ipil
Shepherd Montessori Center. This study aims to identify any gaps in knowledge, provide
insight into the students' perspectives on sex education, and evaluate the efficacy of the
academy's current support and education initiatives. This study aims to provide some
suggestions for enhancing the content and format of sex education programs, with a particular
emphasis on equipping students with the information and abilities necessary to make an
informed decision regarding their sexual health.

2. REVIEW AND RELATED LITERATURE

Community readiness for Comprehensive Sex Education (CSE) is assessed based on

awareness, knowledge, and willingness to engage, influencing effective program design,
management, and sustainability (Nguyen et al., 2022). Readiness for Comprehensive Sex
Education (CSE) involves assessing a community's readiness to implement comprehensive
sexual education programs. Factors influencing readiness include awareness, existing
knowledge, and willingness to engage in discussions. Community readiness can change over
time, influenced by community efforts, external events, and leadership support.
Understanding readiness is crucial for designing, managing, and sustaining effective sex
education programs. UNESCO defines comprehensive sexuality education as a teaching-
learning process that covers social, psychological, physical, and cognitive aspects of sexuality
(Plaza-del-Pino et al., 2021).

Research primarily focuses on 20th-century school sex education, despite its importance, as
most individuals learn about sex from friends, family, and media. From the late 19th century,
sex education publications in England aimed to educate parents. Before WWII, little formal
school sex education occurred, with a focus on hygiene and self-reverence. Boys were given
talks on factory and workshop life, specifically sex. Sex education became more prevalent,
primarily focusing on the human reproductive system, often incorporating it into biology

2
lessons. We demonstrate that making informed judgments regarding the future of sex
education requires a thorough study of its past (Huber & Firmin, 2014).

A small percentage of respondents believe sex education can stimulate sex, primarily due to
conservative views expressed by religious individuals who have not received such education.
Books and seminars can help provide knowledge. Sexuality education is not the same as
geography or history education. We can feel the need to stimulate ourselves after knowing
more, and we have sexual organs (Vanwesenbeeck et al., 2015). Furthermore, several
participants believed that providing people with a foundational understanding of sexuality
would encourage them to go deeper into the topic.

Parents and teachers were the main sources of knowledge for the 362 junior high school
students who participated in the study (Corona et al., 2014) there were no notable disparities
in the kids' levels of sexual education. Students showed superior knowledge in theory and
practical aspects. In an assessment of their sexual education, interests, involvement in school,
teacher quality, and disparities in attitudes and knowledge based on grade and sex, 362 junior
high school students were surveyed. As expected, there were differences in the grades based
on age, but not on gender. Fifty percent of highly educated parents participated in
extracurricular school-related activities aimed at educating their kids about sexual health.

Two significant themes in their views on sex education were found in the study (Plaza-del-
Pino et al., 2021). Which involved 43.4-year-olds with 17.8 years of teaching experience. The
study presented the results using a structured structure, with each subtheme explained and a
representative quote (Plaza-del-Pino et al., 2021).

Adolescents often prioritize rewards over health, perpetuating gender norms in sexual
decision-making (Templeton et al., 2017). Early adolescence is crucial for understanding
gender equality and sexual rights, requiring further research. Adolescents often focus on
rewards over health concerns, reproducing dominant gender norms in sexual decision-
making. Age plays a significant role, and early adolescence is crucial for understanding
gender equality and sexual rights. Further research is needed to include adolescent voices in
sexual health promotion strategies.

An Indian survey found that while 81% of unmarried women between the ages of 15 and 24
believe family planning is important, just 49% use it. According to Tripathi et al. (2015),
mature urban women also have a higher regard for and awareness of reproductive health
issues. Family planning is vital, according to 81% of Indian unmarried women aged 15 to 24;

3
however, only 49% of them fully understand it; older, more urban women had stronger
opinions. Reproductive health issues and methods of contraception were better known to
women who received FLE; 98% of them were aware of modern methods, compared to 27%
of traditional methods.

Enrolling in eighth-grade sexual education programs decreases the ideology of hegemonic

masculinity, promotes progressive views toward girls and women, and enhances
understanding about sexual health, thereby addressing social factors affecting sexual health
outcomes (Grose et al., 2014). Although the study revealed that students' sexual knowledge
and attitudes are tolerant, it is unknown how these findings would impact students' behavior
due to the paucity of data on sex education. This research aims to stop the rise in adolescent
pregnancies. A study on sex education before the age of 18 about birth control methods and
"how to say no" (Najmabadi & Sharifi, 2018) on students aged 15 to 24 suggests that a
complete education program is necessary to counterbalance the ineffectiveness of
contraceptives.

The major objectives of this study are to educate the Ipil Shepherd Montessori Center grade
11 students on what sex is, how to prevent teenage pregnancy, and HIV/AIDS. The researcher
also wants to raise awareness of the potential consequences of sex. Since it appears to be
highly beneficial for the ISMC grade 11 students, as researchers, shall carry out this study.

RESEARCH QUESTIONS

The research questions introduced in the study aim to examine the level of readiness towards
sex education among grade 11 students of ISMC. With a particular objective of addressing
the following questions to improve one's current understanding:

1. What is the level of readiness toward sex education among grade 11 students?
2. Is there a significant difference between the level of readiness toward sex education in
females and males?

3. METHODOLOGY

3.1 Research Design

The researchers utilized a descriptive research design in this quantitative research. A

descriptive study design aimed to precisely and methodically characterize a population or

4
circumstance to examine the level of readiness towards sex education among grade 11
students of ISMC. Descriptive research examines a population's features; and determines the
issues that exist within a group, or an institution (Grove et al., 2015). A questionnaire was
distributed to the chosen grade 11 pupils at Ipil Shepherd Montessori Academy in order to
gather answers to the research questions. The study aimed to identify students' knowledge,
attitudes, and preparedness for sex education, using random sampling from diverse
backgrounds.

3.2 Respondents

A sample of 100 respondents from grade 11 students in Ipil Shepherd Montessori Center was
chosen at random through the use of stratified random sampling methods to guarantee
diversity from various classes. The students were randomly selected in Grade 11 Onyx,
Sapphire, and Jade with a total of one hundred (100) respondents. The majority of the
respondents were female, accounting for 71 students (71%), while the males made up 29
students (29%). The ages of the respondents ranged from 15 to 19, and the mean age was
16.01 (SD = .541).

3.3 Research Instruments

The instrument used was a survey questionnaire. The 29-item survey questionnaire was
designed to gauge instructors' preparedness to instruct sexual education in grade 11 students.
The survey questionnaire's scales employed a five-point Likert scale: (1= Strongly Disagree),
(2= Disagree), (3= Neutral), (4= Agree), and (5= Strongly Agree).

These studies emphasized the importance of reliable and valid instruments in assessing
students' understanding of sexual health topics (Nhung et al., 2022). By incorporating
elements from these studies, researchers could design instruments tailored to Grade 11
students at ISMC, ensuring the tools were psychometrically sound and effectively captured
students' readiness towards sex education.

3.4 Reliability of the Scales

The survey consists of 29 questions that gathered responses from participants. It includes
Likert-type questions to gauge grade 11 ISMC students' preparedness for sex education from
different perspectives. The survey questionnaire was pilot-tested involving 100 respondents,
achieving Cronbach's alpha coefficient score of (.94). This score signifies that the evaluated

5
survey questionnaire demonstrates a high level of reliability, as it exceeds the threshold of
0.75.

3.5 Ethical Considerations

The researchers would guarantee the confidentiality of all personal information gathered for
the study. The grade 11 students of ISMC, who were the participants in the study, had the
right to be informed about the use of their information and to withdraw at any time. Ethical
aspects were addressed, participant confidentiality was upheld, and informed consent was
obtained. Statistical methods were employed to measure readiness levels, while thematic
analysis revealed underlying factors. The findings would provide insights for enhancing sex
education programs and effectively supporting students.

4. RESULT AND DISCUSSION

4.1 Learners’ Level of Readiness Towards Sex Education

In order to determine the respondents' degree of readiness for sex education, the data set was
statistically quantified using descriptive statistics, namely mean and standard deviation. SPSS
was used to import and export the replies. The table below displays the results of the analysis:

Table 1.0 Respondents’ Sex Education Level of Readiness

N Mean SD Verbal Interpretation
OVERALL 100 3.17 0.52 High
Legend: 4.21-5.0 (Very High); 3.41- 4.2 (High); 2.61- 3.4 (Average); 1.81- 2.6 (Low); 1.0- 1.8 (Very Low)

According to the above table, respondents have a "high" level of readiness for sex education
and are intellectually motivated (M = 3.17, SD = 0.52). This review offers compelling
evidence that sexuality education is most effective when initiated early, before sexual
behavior (Goldfarb et al., 2021). According to Barr et al. (2014) research, the majority of
parents were in favor of the following sexual education subjects being taught in primary
schools. According to Barr et al. (2014), complete sexuality education was endorsed by the
majority of parents (40.4%), followed by abstinence plus (36.4%) and abstinence only
(23.2%). The reason for this discrepancy is that the current study had a sample size of 100
pupils, while Goldfarb's study sample only had 46.

6
4.2 Learners’ Level of Readiness Towards Sex Education Items

To evaluate the data in the above table, descriptive statistics were used. Each topic's results,
frequencies, associated percentages, mean (M), standard deviation (SD), and an interpretation
to assess pupils' readiness for sex education are all included in the presentation.

Responses’ Legend: 1= Strongly Disagree, 2= Disagree, 3=Neutral, 4= Agree, 5= Strongly Agree

Table 1.1 Respondents Distribution of Responses across Level of Readiness Towards SexEdu
Responses
No. Statements 1 2 3 4 5 M SD Interp.
N % N % N % N % N %
“Comfortable 8 8.0 5 5.0 38 38.0 4 41.0 8 8 .0 3.36 0.99 High
talking about 1
1. sexual health
and education
topics”
“I think it's 8 8.0 11 11.0 30 30.0 3 34.0 17 17. 3.41 1.14 High
important for 4 0
2. students to get
thorough sex
education”
“I'm open to 2 2.0 5 5.0 31 31.0 4 3.0 19 19. 3.72 0.90 High
learning about 3 0
3. different
aspects of
sexual health”
“I'm confident 7 7.0 13 13. 42 42.0 2 27.0 11 11.0 3.22 1.04 High
I can ask 0 7
questions and
4. get
clarification
during sex ed
classes”

7
 “I am aware of 4 4.0 4 4.0 22 22.0 4 48.0 22 22. 3.80 0.96 High
how consent is 8 0
5. important in all
forms of
relationships”
“In my own 3 3.0 6 6.0 33 33.0 4 45.0 13 13. 3.59 0.90 High
view, it would 5 0
be possible to
make informed
6. choices by
having
accurate
information
about sexual
health”
“I feel ready 5 5.0 13 13. 39 39.0 2 29.0 14 14. 3.34 1.04 High
for talks on 0 9 0
7. puberty and
physical
transitions”
“I willingly 4 4.0 8 8.0 28 28.0 3 39.0 41 41. 3.65 1.03 High
accept to learn 9 0
more about
8. safe sex
techniques as
well as birth
control
methods”
“I know where 1 1.0 9 9.0 40 40.0 3 34.0 16 16. 3.55 0.90 High
to find 4 0
9. reputable
sources of
information
regarding
8
 sexual health
and
relationships”
“I believe 4 4.0 6 6.0 33 33.0 4 42.0 16 16. 3.58 0.96 High
discussing 2 0
sexual
10. orientation and
gender identity
is crucial in
sexual
education”
“I feel 3 3.0 5 5.0 15 15.0 3 38.0 39 39. 4.05 1.01 Very
comfortable 8 0 High
talking about
11. boundaries and
respecting
others'
boundaries in
relationships”
“I understand 2 2.0 8 8.0 27 27.0 3 39.0 24 24. 3.75 0.98 High
the risks and 9 0
12. consequences
of engaging in
sexual
activities”
“I think open 1 1.0 4 4.0 20 20.0 4 44.0 31 31. 4.00 0.88 High
and honest 4 0
13. communication
with partners is
essential in
relationships”
“I'm aware of 2 2.0 5 5.0 21 21.0 4 47.0 25 25. 3.88 0.91 High
14. the importance 7 0
of consent and

9
 communication
in intimate
relationships”
“I feel ready to 4 4.0 5 5.0 22 22.0 5 52.0 17 17. 3.73 0.94 High
learn about 2 0
sexually
15. transmitted
diseases and
how to prevent
them”
“I understand 3 3.0 4 4.0 29 29.0 4 49.0 15 15. 3.69 0.88 High
the role 9 0
16. emotions and
feelings play in
relationships
and intimacy”
“I'm open to 5 5.0 3 3.0 38 38.0 4 42.0 12 12. 3.53 0.93 High
discussing 2 0
societal norms
17. and stereotypes
related to
gender and
sexuality”
“I know how 4 4.0 8 8.0 34 34.0 3 38.0 16 16. 3.54 0.99 High
to seek help 8 0
and support if I
18. encounter a
situation
involving
sexual health
or harassment”
“I value 1 1.0 4 4.0 15 15.0 4 43.0 37 37. 4.11 0.88 Very
respecting each 3 0 High
person's

10
 choices and
19. differences in
their
relationships”
“I feel 5 5.0 12 12. 22 22.0 4 43.0 18 18. 3.57 1.08 High
confident 0 3 0
making
20. informed
decisions about
my sexual
health and
well-being”
“I understand 1 1.0 7 7.0 22 22.0 4 49.0 21 21. 3.82 0.88 High
the legal rights 9 0
and
21. responsibilities
regarding
sexual health
and
relationships”
“I'm at ease 2 2.0 10 10. 32 32.0 4 42.0 14 14. 3.56 0.93 High
talking about 0 2 0
22. body positivity
and self-
image”
“I strongly 3 3.0 8 8.0 20 20.0 4 41.0 28 28. 3.83 1.03 High
believe that 1 0
23. education
about sexual
health should
be inclusive
and supportive
of everyone”

11
 “I am open to 2 2.0 6 6.0 15 15.0 4 41.0 36 36. 4.03 0.97 Very
learning about 1 0 High
healthy
24. relationships
and how to
communicate
better”
“I understand 1 1.0 5 5.0 15 15.0 3 38.0 41 41. 4.13 0.92 Very
that setting 8 0 High
25. personal
boundaries in
relationships is
important”
“I feel 3 3.0 4 4.0 41 41.0 4 42.0 10 10. 3.52 0.85 High
prepared to 2 0
discuss myths
26. and
misconceptions
related to
sexual health”
“Knowledge 1 1.0 4 4.0 32 32.0 3 34.09 29 29. 3.86 0.92 High
about sexual 9 4 0
health can
27. empower
people to make
wise
decisions”
“I understand 2 2.0 7 7.9 32 32.0 4 40.0 19 19. 3.67 0.93 High
how peer 0 0 0
28. pressure can
influence
relationship
choices”

12
 “I'm really 5 5.0 4 4.0 40 40.0 3 36.0 15 15. 3.52 0.97 High
excited about 6 0
29. learning more
in my sexual
education
classes”
Responses’ Legend: 1= Strongly Disagree, 2= Disagree, 3=Neutral, 4= Agree, 5= Strongly Agree

The Level of Readiness Towards Sex Education item's mean score is 4.13 in item number 25
which state “I understand that setting personal boundaries in relationships is important”,
which signifies "very high". This study shows that secondary students are receptive to new
ideas and prepared to learn sex education to avoid the negative effects of sex. The standard
deviation in this item is 0.917, which indicates that the learners are ready to take sex
education. Item four, on the other hand, shows that few of the students are not very confident
in taking sex education classes.

4.3 Learners’ Level of Readiness Towards Sex Education across Gender

To assess if respondents' readiness for Sex Education differed based on their gender, we
utilized deductive and parametric statistical methods, specifically, the dataset will be
processed using the t-test for an independent sample. Table 2.0 presents the findings.

Table 2.0 Independent Samples T-test for Gender Differences in Level of Readiness
Towards Sex Education
Dependent Independen N M SD Sig. (2-tailed)
Variable t
Variable
Female 71 3.23 0.48
Overall 0.135
Male 29 3.04 0.59

The respondents' degree of preparation for sex education did not differ significantly when
gender-specific data were pooled (p-value (2-tailed) = 0.135> 0.05). For sex education, the
above result shows a high level of readiness, with the males mean score 3.04 (SD=0.59) and
females mean score 3.23 (SD=0.48). It should be mentioned that the results show that their
gender has no bearing on secondary sex education. This results contradicts the study of

13
Lopez and Heikkinen's (2015) findings, which show that female students are more
comfortable attending sex education sessions than male students.

5. SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary of Findings

Sex education involves teaching individuals about human sexuality, sexual health, and
interpersonal relationships. Assessing the preparedness for sex education among grade 11
students at ISMC indicates that a majority of the students are prepared to participate in sex
education. Students in ISMC are eager to understand and prepared to learn the significance of
sex education. Sex education provides them with increased knowledge and skills for
managing their sexual health effectively. The research indicated that senior high school pupils
at Ipil Shepherd Montessori Center are open to fresh concepts and ready to acquire sex
education to educate them the adverse effects of sexual activity. Therefore, when gender-
specific data were merged, no significant difference was found in the respondents'
preparedness for sex education. The level of preparedness for sex education is considerable in
both males (M = 3.04, SD = 0.59) and females (M = 3.23, SD = 0.48). The research collected
from the survey shows a (M = 3.17, SD = 0.52) indicating a strong intellectual readiness for
sex education classes, which denotes "high." This research highlights the importance of
fostering positive attitudes toward socially acceptable conduct, particularly among high
school students. We can enable the next generation to make informed choices, foster healthy
connections, and contribute to a more sustainable society by promoting comprehensive sex
education and environmental consciousness. The information we collected from the survey is
4.13, indicating that the majority of students are prepared to participate in sex education.

5.2 Conclusion

The goal of this research is to develop positive attitudes towards sexuality education. The
findings show that secondary school students are willing to engage with new ideas and accept
learning sex education to avoid the consequences of sex. Respondent preparedness for sex
education does not significantly differ when gender-specific information is combined. The
critical role of positive attitudes towards socially acceptable conduct, particularly in
secondary school students, is highlighted. The development of comprehensive sexuality
education and environmental awareness is seen as essential in assisting the youth to make

14
informed choices, establish better relationships, and contribute to a sustainable community.
The data shows that Grade 11 students of ISMC have a basic grasp of human anatomy,
puberty, and reproductive health and express their readiness to be taught the subject, showing
their willingness to participate in it. Students' discomfort in discussing sexual health has
decreased, which means the environment has become more open and inclusive. They disagree
on what safe sex is, as well as on the various forms of contraception and sexually transmitted
diseases. The boys have a more positive attitude towards sex education, with a higher level of
interest compared to girls. Students may experience discomfort discussing sexual health
because of their families' values, cultural backgrounds, and socioeconomic conditions. Make
sexuality education a natural, physical, and cultural part of the curriculum. Also, teachers
have to be oriented toward sexual health education Estimate, Read, Respond, and Question
(ERRQ) covers students' questions and concerns. Study how sex education readiness interacts
with variables such as socioeconomic status, ethnicity, and ability. Examine and evaluate the
program's success over time. Effective practice and the importance of comprehensive sex
education, gaps in knowledge, and emotional readiness in Grade 11 students of ISMC are
areas for further assessment.

5.3 Recommendation

The study found that the ISMC grade 11 students' knowledge and attitudes toward sex
education will give full insight to the educators on how to implement an effective, age-
appropriate, and responsive sex education program for the students. These will ensure that
students are provided with accurate and age-appropriate information about sexuality,
relationships, and reproductive health, which will help students make informed decisions
about their lives. This will contribute to programs providing practical and effective sex
education and will develop them in a manner in which they will best serve their subjects by
satisfying their needs and propelling their overall well-being.

 Accepting sex education can help every students learn more specific details when
engaging with the premarital sex. Sex education ensure the awareness and
advancement of each of the students in the future. Taking sex education can educate
every students on how to be careful when entering in the word of sexual activity.
 In order for effective sex education to be taught in schools, all teachers,
administrators, parents and a member from the community health must work together.
If the appropriate tools that schools need are well integrated into the curriculum in a

15
 factually correct, broad and comprehensive way, then the students will have the tools
they need for understanding their own sexuality and their well-being. It must also be
noted that sex education is not limited to the biological aspect only, it also relates to
people, their beliefs and respect towards one another.
 Parents should initiate open, honest discussions about sex education, tailored to their
child's age and maturity. For younger children (6–10), focus on basic anatomy,
puberty, and healthy relationships. Preteens (11–13) should learn about reproductive
basics, consent, and emotional intimacy. Teenagers (14+) require detailed information
on sex and contraception. Use clear language, active listening, and non-judgmental
attitudes. Leverage everyday opportunities, validate emotions, and show empathy.
Utilize resources, Planned Parenthood, and the Sex Education Forum. By providing
comprehensive sex education, parents foster trust, promote healthy attitudes and
informed decision-making, and reduce risks associated with sexual activity.
 Age-appropriate, comprehensive sex education should be included which includes but
is not limited to issues on consent, sexuality, healthy relationships, STIs, and
reproductive health. Everyone’s sex and gender identities and sexual orientation is
legitimate and must be valid for the purposes of this program. There are orientations
and teachers and the orientations should be trained on how to teach the content.
However, for the sake of respecting parental rights and ensuring that all children
receive adequate education and information, and for addressing any concerns or
questions, parents and educators need to have open channels of communication. This
curriculum focuses on making healthy decisions while also creating healthy
relationships by providing students with the knowledge and skills to prevent
unwanted risks to their sexual health and well-being.
 The future of sex education largely depends on upcoming researchers. Researchers
may help develop health-promoting sex education programs for adolescents by
addressing the diverse aspects of sexuality, assessing interventions, investigating the
contribution of school nurses, integrating SEL, and encouraging parental engagement.

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