Itlugan Integrated National High School

Reproductive Health Awareness: Strengthening the Utilization of Sex

Education Learning Material for Grade 12 Students of Itlugan Integrated
National High School

A Research Presented to the Faculty

Of Itlugan National High School
Rosario,Batangas

In fulfillment
To the requirements for the Practical Research II
Of Humanities and Social Sciences

Researchers
Macaraig, Francis Symone A.
Barbosa, Ronnel P.
Colambo, Alvin D.
De Mesa, Michelle L.

May 2024

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
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APPROVAL SHEET

This study entitled " Reproductive Health Awareness:

Strengthening the Utilization of Sex Education Learning Material for

Grade 12 Students of Itlugan Integrated National High School” prepared

and submitted by Francis Symone A. Macaraig, Michelle L. De Mesa, Alvin D.

Colambo, and Ronnel P. Barbosa in partial fulfillment of the requirements for

the Practical Research II of Humanities and Social Sciences strand, has been

evaluated,examined and approved with a grade of oral examination.

Date: _______________, 2024.

MRS. AILA D. LONTOC

RESEARCH ADVISER

PANEL OF EXAMINERS

Panelist Panelist

Panelist

I
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ACKNOWLEDGEMENT

The researchers acknowledge and extend their gratitude and deep

appreciation to all those who in one way or another had contributed

assistance to the fulfillment to their dream, to complete this research paper,

the wish to thank the following:

To Mrs. Mariel G. Hungoy, Principal of Itlugan National High School

for his full support for this research paper.

We would like to thank Mrs. Aila D. Lontoc for all of her support,

encouragement, and ongoing help. She also assisted us with our research

and made an effort to ensure that our report was written correctly.

To the researcher's friends, thank you for your encouragement and

support.

To their devoted parents for their support, guidance, understanding,

financial and moral assistance, counsel, and love.

The greatest thanks go to Almighty God, the greatest teacher, for his

mercy, grace, and strength of mind as well as for the unceasing flow of

blessings he has bestowed upon them.

II
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DEDICATION

This humble piece of work is wholeheartedly dedicated to all who contributed

in fufilling our dreams and aspirations....

To our ALMIGHTY GOD,

For the strength, wisdom and blessings he showed to us…

To our PARENTS,

For the endless moral, love, care and financial support…

To our ADVISER,

For reminding us to be inspired, motivated, and endless support or whatever

might happens…

To our FRIENDS,

For their help and prayers to make this piece of work possible…

We dedicate this work with all our effort and sincerity.

III
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TABLE OF CONTENTS

PAGE

TITLE PAGE

APPROVAL SHEET I

ACKNOWLEDGEMENT II

DEDICATION III

TABLE OF CONTENTS IV

ABSTRACT VII

CHAPTERS

[Link] PROBLEM

Introduction 1

Statement of the Problem 7

Scope and Limitation 8

Significant of the Study 9

[Link] OF LITERATURE

Related Literature 10

Conceptual Literature 14

Definition of Terms 16

IV
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[Link] METHODOLOGY

Research Design 19

Subject of the Study 20

Data Gathering Instrument 21

Data Analysis 24

IV. RESULTS AND DISCUSSION

Results and Discussions 26

[Link],CONCLUSIONS AND RECOMMENDATIONS

Summary 50

Findings 52

Conclusion 56

Recommendation 57

BIBLIOGRAPHY

CURRICULUM VITAE

APPENDICES

Questionnaires

Letters

Project/Implementation

Photo Documentation

V
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List of tables

Part 1.

Part 2.

Part 3.

ABSTRACT

VI
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Title Reproductive Health Awareness: Strengthening

the Utilization of Sex Education Learning

Material for Grade 12 Students of Itlugan

Integrated National High School

Researchers Macaraig, Francis Symone A.

Barbosa, Ronnel P.

Colambo, Alvin D.

De Mesa, Michelle L.

No. of pages 56

Strand Humanities and Social Sciences

Track Academic Track

Institution Itlugan Integrated National High School

Address Itlugan, Rosario, Batangas

Adviser Mrs. Aila D. Lontoc

Summary

This study aims to give awareness to the student’s reproductive health

and strengthening of the utilization of sex education learning materials.

Strengthening the utilization of sex education learning material that can help

students to have awareness about their reproductive health and have the

open-mindedness about this topic which is sex education.

This study covered SHS students in Itlugan Integrated National High

School particularly 30 Grade 12 students. The 30 students consisted of 6

people/individuals in each section of Grade 12. This study focused on giving

awareness on reproductive health and to strengthen the utilization of Sex

VII
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Education Learning Material of Grade 12 students. Thus, the result of this

study will be evaluated by the researchers to come up with.

Through this, the researchers come up with a Sex Education Learning

Material (Booklet) and symposium to make the Grade 12 students be more

aware of their reproductive health and teach them about sex education. In

addition to this, a sex education infomercial video for ages 13 and above.

VIII
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CHAPTER I

THE PROBLEM

INTRODUCTION

Sex education is the provision of information about bodily

development, sex, sexuality, and relationships, along with skills-building to

help young people communicate about and make informed decisions

regarding sex and their sexual health. Sex education should occur throughout

a student’s grade levels, with information appropriate to students’

development and cultural background. It should include information about

puberty and reproduction, abstinence, contraception and condoms,

relationships, sexual violence prevention, body image, gender identity and

sexual orientation. It should be taught by trained teachers. Sex education

should be informed by evidence of what works best to prevent unintended

pregnancy and sexually transmitted infections, but it should also respect

young people’s right to complete and honest information. Sex education

should treat sexual development as a normal, natural part of human

development (Advocates for Youth, 2014).

Sex Education is a must to every youth because it provides a high

quality learning and awareness that explores the values, beliefs and prevents

reproductive health risk. The Comprehensive Sex Education has remained

controversial up until now in the Philippines because Filipinos are very

conservative when it comes to this topic. However, according to the article of

Grunebaum 2023, advocates for comprehensive sex education say the lack of

lessons for many youths is one of the reasons one out of 10 births in the

Philippines is by a mother younger than 19. Government data reports

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thenumber of females ages 15 to 19 who became pregnant during the

previous five years fell from 8.6% in 2017 to 5.4% in 2022. Health advocates,

however, say they are very concerned that about 2,300 girls ages 10 to 14

gave birth in 2021. Children who receive sex education can better defend

themselves against sexual abuse. For instance, primary school students can

be taught to discriminate between bad touch and good touch. A child's

understanding of the emotional, physical, and psychological changes that

come with growing up can be improved with the aid of sex education.

It clearly shows that Sex Education is lacking in many ways and needs

to be properly executed in Schools Institutions as it shows the high

percentage of the teenage pregnancy last year. The Department of Education

(DepEd) has rolled out a Comprehensive Sexuality Education (CSE) K to 12

Curriculum Guide starting with regions 1, 7, and 11 — regions with the

supposed highest rate of teen pregnancy. Accompanying the curriculum are

DepEd teacher trainings on CSE according to the article written by Joven,

2021.

According to DepEd Order No. 31, series 2018 (DO 31), it aims to

enhance the holistic wellness of the Filipino adolescents and effectively

address their needs for health and protection through education by ensuring

that they are equipped with comprehensive information and appropriate life

skills that can advance gender equality and empowerment, clarify their values

and attitude, and reduce risks related to poor health outcomes – thereby

enabling them to achieve their full potential.

2
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In the rationale of the DepEd Order No. 31, series 2018 (DO 31) that

the 2013 Young Adult Fertility and Sexuality Study (YAFSS) conducted by the

Demographic Research and Development Foundation, Inc. (DRDF) and

University of the Philippines Population Institute (UPPI) revealed that the

proportion of youth aged 15 to 24 who had early sexual encounters, increased

from 23 percent in 2002 to 32 percent in 2013. The 2017 National

Demographic Health Survey (NDHS) of the Philippine Statistics Authority

(PSA) also reported that the proportion of adolescent girls who had begun

childbearing rises rapidly with age, from 1 percent at age 15 to 22 percent at

age 19. The 2013 Functional Literacy, Education and Mass Media Survey

(FLEMMS) Reportof the PSA has identified marriage as one of the top

reasons for not attending school at12.9 percent in a survey done amongst

young people 6-24 years old. This is particularly highest in the Cordillera

Administrative Region (CAR), Davao Region (Region XI) and Soccsksargen

(Region XII). In addition, from January 1984 to February 2018, 28 percent of

the reported cases of human immunodeficiency virus (HIV) were 15-24 years

old according to the Department of Health (DOH). In 2016, the Department of

Social Welfare and Development (DSWD) reported that these alarming

incidents of risky sexual and social behaviors are further exacerbated by the

prevalence of sexual violence among 17 percent of adolescents from 13 to 17

years old.

The Department of Education, in partnership with various government

agencies, launched their “Oplan Kalusugan sa DepED” (OK sa DepED)

campaign and “Healthy Learning Institutions” (HLI) initiative, on Tuesday, Oct.

3
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11, in hopes of ensuring the well-being and health of students for the school

year 2022-2023.

Officially launched in 2018, OK sa DepED covers six of the

department’s flagship programs namely School-based Feeding Program

(SBFP); Medical, Dental, and Nursing Services, including the School Dental

Health Care Program (SDHCP); Water, Sanitation, and Hygiene (WASH) in

Schools (WinS) Program; Adolescent Reproductive Health; National Drug

Education Program; and the School Mental Health Program.

As part of the One Health Week celebration, the Department of

Education (DepEd), Department of Health (DOH), and Commission on

Population and Development (POPCOM) on September 09 launched the

Comprehensive Sexuality Education and Adolescent Reproductive Health

(CSE-ARH) Convergence. This is part of the whole-of-government response

to the ongoing challenges of high levels of adolescent pregnancies, human

immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS)

infection, and other reproductive health issues among young people (DepEd,

2021).

The CSE focuses on the integration of scientific, age- and

developmentally appropriate, and culturally and gender-responsive

information on the cognitive, emotional, physical, and social aspects of

sexuality in the K-12 Curriculum. The ARH Program, on the other hand,

focuses on the establishment of facilities of information for responsible

parenthood and reproductive health concerns, including capacity building and

health promotion activities for learners and DepEd personnel, and on ensuring

4
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the provision of counseling and proper referral for learners’ reproductive

health concerns (DepEd, 2021).

Comprehensive sexuality education (CSE) is a curriculum-based

process of teaching and learning about the cognitive, emotional, physical, and

social aspects of sexuality. It aims to equip children and young people with

knowledge, skills, attitudes, and values that will empower them to: realize their

health, well-being, and dignity; develop respectful social and sexual

relationships; consider how their choices affect their own well-being and that

of others; and understand and ensure the protection of their rights throughout

their lives (UNESCO, 2017).

Researchers conducted a pre-survey in Itlugan Integrated National

High School about the awareness of the students in their reproductive health

also the knowledge and usage of Sex Education Learning Material. After this,

the researchers found out that some of the students wasn’t that aware about

their reproductive health and majority of the students didn’t use any Sex

Education Learning Material. The researchers also ask the students if they

think that the Sex Education Learning Material was needed to be

implemented in Grade 12 students. The 26 out of 30 students said yes and

thinks that we need to implement and strengthen the Sex Education Learning

Material for the students to make them aware more in their reproductive

health and also in utilizing of sex education learning materials.

This research study aims to strengthen of the utilization of Sex

Education Learning Materials and give them more awareness of their

reproductive health in Grade 12 students. Having awareness of the sex

5
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education can give them open mindedness in the line of sex education and

give them awareness about reproductive health also learning about what’s

true and not about their belief and perspective towards sex education.

Through this, the researchers come up with a Sex Education Learning

Material (Booklet) and symposium to make the Grade 12 students be more

aware of their reproductive health and teach them about sex education. In

addition to this, a sex education infomercial video for ages 13 and above.

6
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STATEMENT OF THE PROBLEM

1. What is the demographic profile of the respondents;

1.1 Age;

1.2 Sex;

1.3 Sexually Active; and,

1.4 Existing learning materials?

2. To what extent does the respondents gain awareness

2.1 Family;

2.2 School;

2.3 Community; and,

2.4 Peer?

3. What is the level of awareness to sex education in terms of;

3.1 Knowledge;

3.2 Practices; and,

3.3 Attitude?

4. What is the level of participation of learners to Reproductive Health

Awareness?

5. What are the factors that hinder reproductive health awareness among

students at Itlugan Integrated national High School?

6. Based on the results and findings in this study, what possible outputs

may be proposed to enhance the reproductive health awareness and

strengthen the utilization of sex education learning materials of Grade

12 students at Itlugan Integrated National High School?

7
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SCOPE AND LIMITATIONS

This study covered SHS students in Itlugan Integrated National

High School particularly 30 Grade 12 students. The 30 students consisted of 6

people/individuals in each section of Grade 12. This study focused on giving

awareness on reproductive health and to strengthen the utilization of Sex

Education Learning Material of Grade 12 students. Thus, the result of this

study will be evaluated by the researchers to come up with.

This is limited to the selected Grade 12 students of Itlugan Integrated

National High School because it is where all the respondents are studying.

This was also limited to the awareness of the students in reproductive health

and strengthening of utilization of sex education learning materials.

8
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SIGNIFICANCE OF THE STUDY

The study deemed significant because it is concerned in promoting good

dietary practices on learners in Itlugan Integrated National High School,

Hence the study will be benificial to the following:

To Itlugan Integrated National High School. This study will stand as

their reference about the impact of food preference in the dietary practices of

the learners and for them to identify the problems that should be resolved

immediately.

To the teachers. This study is important for them to know about good

dietary practices, this can help them to improve their health because as a

teacher it is important to eat foods that can give them nutrients which can be

maintain by having healthy eating habits.

To students. This study will promote good dietary practices. Everyone

knows that the food we eat is important in our body to have a well balance

diet. So everyone need to be concerned about their food preferences.

To the future researchers. this study will serve as a guide or basis for

future researchers about the impact of food preferences on dietary practices.

9
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CHAPTER II

REVIEW OF RELATED LITERATURE

RELATED LITERATURE

Reproductive Health Awareness: Strengthening the utilization of

Sex Education Learning Material for Grade 12 students of IINHS must be

discussed and given in consideration. Thus, other studies that had been

conducted and relate to this study will be great help in the analysis of the

result.

The study entitled “The Current Situation and Issues of Sexual Health

Education by School Nurses in Muntinlupa City, Philippines” (Tanaka et al.

2020) in their study revealed that cases of sexually transmitted infections

(STIs) and teenage pregnancy have been increasing among adolescents in

the Philippines. School nurses (SNs) are expected to deliver quality

healthcare services and provide relevant sexual health education for students.

This study explores the current situation of providing sexual health education

by SNs in Muntinlupa City toward health promotion and gains understanding

of school health issues in the Philippines. The results showed that in

conclusion, SNs lack knowledge about sex education (early pregnancy and

STIs) and mental health. Therefore, seminars should be provided for all SNs

to gain adequate knowledge and skills to teach students of all types of school.

It is in line with the present study because it shows the lack of sex

education in their school, not only to the students but as well as their school

nurses and teachers. They come up with a resolution of providing seminars to

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gain enough and proper knowledge about Reproductive Health and

Sex Education. Their study show that it is very important to address the issue

related to Reproductive Health or Sex Education to prevent sexually

transmitted infections and high rate teenage pregnancy.

The study entitled “Queering Sexual Education in the Philippines:

Policy and Program Implications for Filipino LGBTQ+ Youth” (Abesamis et al.

2021) in their study revealed that sexual health education in the Philippines

excludes topics, perspectives, and health problems relevant to Filipino

LGBTQ+ youth. This is because comprehensive sexual education (CSE) in

the Philippines follows a hetero-normative framing focused on family

formation and procreation, is largely influenced by Catholic doctrines, and

deploys an individualistic discourse on several sexual and reproductive health

(SRH) that falls under the same pedagogy that excludes the LGBTQ+

community. Because of the vulnerability of Filipino youth to several sexual

and reproductive health (SRH) problems, the comprehensive sexual

education (CSE), as stipulated in the Responsible Parenthood and

Reproductive Health Act of 2012, provides Filipino students with opportunities

to be informed and empowered to make proactive decisions about their

sexuality (Nyika et al., 2016). Policy and program recommendations are made

in evaluating the design and implementation of Comprehensive Sexual

Education in the Philippines.

It is in line with the present study because it shows that the sexual and

reproductive health (SRH) is one of the vulnerability of youth nowadays no

matter what gender it is. Their study show that sex education is very broad

11
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that it should not be limited by family formation, procreation or religion. It is

related to the present study because it shows the importance of having

programs and policy recommendations to promote Comprehensive Sex

Education.

The study entitled “Implementation of Comprehensive Sexuality

Education Policy in Public Elementary Schools in One District Camarines

Norte, Philippines” (Jorvina et al. 2023) in their study revealed the level of

implementation of the policy aims of Comprehensive Sex Education in Labo

West District and the level of knowledge of teachers on the said policy. The

researchers designed questionnaire to collect these data. The study further

discusses the mechanism of the district to instill awareness on sexuality

education among learners to decrease health risk behaviors among young

children. Based from the result, the policy aims of CSE were much

implemented in the district and the teachers are much knowledgeable in the

policy. In addition, a positive correlation between the two variables were

established. This study stated that the need for more reliable resource

materials, printed or online, is requested by most of the schools and teachers

so that the implementation will be more effective.

It is in line with the present study because it shows the level of

implementation and knowledge of the teachers in implementing the said

policy. Their study show that sex education will be more likely to be

implemented to the district and the teacher’s that much knowledgeable about

the curriculum-based program. It is related to the present study because it

12
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shows that there’s a lot of reliable learning materials that can utilize and

maximize to properly educated young children or youth.

13
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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

The Demographic
Profile of Senior
High School
Learners

Extent why the

Respondents gain
Awareness Survey/Questionnaire Symposium/
Seminar
Data Analysis
Level of Awareness
to Sex Education Sex Education
Learning Material
(Booklet)
Level of
Participation of
Learners to
Reproductive Health Sex Education
Awareness Infomercial Video

Factors that Hinder

Reproductive Health
Awareness Among
Students

The researchers used input-process-output model to show the

paradigm of the study. The first box on the left side concerns with 4 things.

First, the Demographic Profile of the Students which pertains to their age, sex,

existing materials they know and if they are sexually active or not. The second

is the Extent why the Respondents gain Awareness and it includes family,

school, community, and peer. The third concern was the Level of Awareness

to Sex Education it includes knowledge, practices, and attitude. Finally, is the

Level of Participation of Learners to Reproductive Health Awareness.

14
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After conceptually analyzing the situation and the details needed for

the research, the thorough gathering of the data would be done through

survey and data analysis to the respondents of the research which is Grade

12 SHS students.

And for the output, a proposed symposium and sex education learning

material (Booklet) that can make them aware about their reproductive health

and strengthen the utilization of the sex education learning material in Grade

12 students of Itlugan integrated National High School. Also, sex education

infomercial video for ages 13 and above that will teach them about sex

education.

15
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DEFINITION OF TERMS

Senior High School - is the second part of secondary education under K-12

program, wherein the students would take up the subjects under their career

pathway specialization (Martin J. S 2016)

Reproductive Health - Good sexual and reproductive health is a state of

complete physical, mental and social well-being in all matters relating to the

reproductive system. It implies that people are able to have a satisfying and

safe sex life, the capability to reproduce and the freedom to decide if, when,

and how often to do so. To maintain one’s sexual and reproductive health,

people need access to accurate information and the safe, effective, affordable

and acceptable contraception method of their choice. (United Nations

Population Fund, 2022)

Utilization - the act of using something, especially for a practical purpose

(Oxford Learner’s Dictionaries, 2024)

Learning Material - In the field of education, TLM is a commonly used

acronym that stands for "teaching/learning materials." Broadly, the term refers

to a spectrum of educational materials that teachers use in the classroom to

support specific learning objectives, as set out in lesson plans. These can be

games, videos, flashcards, project supplies, and more. (ThoughtCo, 2019)

Strengthening - to make something stronger or more effective, or to become

stronger or more effective. (Cambridge Dictionary, 2023)

Sex Education - Sex education is the provision of information about bodily

development, sex, sexuality, and relationships, along with skills-building to

16
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help young people communicate about and make informed decisions

regarding sex and their sexual health. Sex education should occur throughout

a student’s grade levels, with information appropriate to students’

development and cultural background. (Advocate for Youths, 2014)

Open-mindedness – is a characteristic of a mature and curious person who

tries to understand things beyond his belief systems. It is the exact opposite of

someone who does not entertain any idea than his own.

([Link], 2023)

Hygiene – is defined as a set of practices that are necessary to prevent the

spread of disease and preserve health. People typically achieve this by

maintaining the cleanliness of their body and the environment they live in.

Hygiene is essential for staying healthy, as it reduces the chances of getting

sick. ([Link], 2023)

Teenage pregnancy – is when a woman under 20 gets pregnant. It usually

refers to teens between the ages of 15-19. But it can include girls as young as

10. It’s also called teen pregnancy or adolescent pregnancy. In the U.S., teen

birth rates and number of births to teen mothers have dropped steadily since

1990. (WebMD, 2022)

Questionnaire - A questionnaire is a research tool featuring a series of

questions used to collect useful information from respondents. These

instruments include either written or oral questions and comprise an interview-

style format. Questionnaires may be qualitative or quantitative and can be

conducted online, by phone, on paper or face-to-face, and questions don’t

necessarily have to be administered with a researcher present. (Cint, 2022)

17
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Symposium – In the academic conference sphere, and for the time being, we

will disregard a symposium as being interchangeable with a conference (we

will cover that later); a symposium could be loosely explained as a mini-

conference within a conference. (Oxford Abstracts, 2022)

18
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CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

Research Design

This study aims to give awareness to the student’s reproductive health

and strengthening of the utilization of sex education learning materials.

Strengthening the utilization of sex education learning material that can help

students to have awareness about their reproductive health and have the

open-mindedness about this topic which is sex education.

Descriptive research describes the characteristics of the problem,

phenomenon, situation, or group under study. The goal of all descriptive

studies is to explore the background, details, and existing patterns in the

problem to fully understand it. However, descriptive research can be both

preliminary and conclusive. You can use the data from a descriptive study to

make reports and get insights for further planning (P. Vijayamohan, 2022).

As studied by (S. McCombes, 2022) A descriptive research design can

use a wide variety of research methods to investigate one or more variables.

It is an appropriate choice when the research aim is to identify characteristics,

frequencies, trends, and categories and it is useful when not much is known

yet about the topic or problem. Before you can research why something

happens, you need to understand how, when and where it happens.

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Subject of the Study

For the researchers to effectively achieve its purpose, the study

includes 30 respondents with 6 students from each section of Grade 12 in

Itlugan Integrated National High School as the subject of the study. The

selected respondents were utilized by a survey questionnaire to gather

necessary data needed in this study.

This sampling is the most effective because it helps to determine the

answer of the respondents through researchers given questionnaire. A simple

random sample Is a randomly selected subset of a population. In this

sampling method, each member of the population has an exactly equal

chance of being selected (Lauren Thomas, 2020).

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Data Gathering Instruments

The survey questionnaire is the main instrument used in gathering data

in this study. The researchers produce one questionnaire each for the

selected Grade-11 SHS students in Itlugan Integrated National High School.

After several readings and researches on the different references and

sources, the researchers put together the variables to be included in the

study. This survey will identify memorization practices of the Grade 11 SHS

students. In survey method, respondents answer through a survey or

questionnaire. It is a popular market research tool to collect feedback

respondents. In order for survey to gather good quality data, it should have a

good survey question which should be a balanced mix of open-ended

questions and close ended-questions. The survey method can be conducted

in online, or offline basis which makes it the go to option for descriptive

research where the sample size is very large. (Bhat, 2016)

Construction of Questionnaire

The researches constructed a survey questionnaire based from their

statement of the problem through the guidance of their Subject Teachers. The

Questionnaires were constructed well after a rough revision of it.

Validation of the Questionnaire

After a rough time in constructing the questionnaire, it undergone some

revisions and validation through the help of teacher and Research teacher for

them to administer their questionnaire.

21
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Administration of Questionnaires

After the validation of Questionnaires, the researchers administered their

survey questionnaire to their selected respondents. The researchers gave

them an ample time to answer the survey questionnaire for them to gather

necessary data needed.

Scoring

The results were tallied and tabulated according to the frequency of

item check by the respondents. Thereafter, data the tabulated results were

interpreted using various statistical tools.

Score Range Verbal interpretation

1 3.50-4.00 Strongly Disagree

2 2.50-3.49 Disagree

3. 1.50-2.49. Agree

4. 1.00-1.49. Strongly Agree

22
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Data Gathering Procedure

In order to have a vivid understanding of the study and the topic, the

researchers observed and conducted surveys to gather necessary facts

needed in their study.

In gathering the data, the researchers constructed a survey questionnaire

and were utilized to the selected respondents of the study to gather the

necessary data needed which they were analyzed, tabulated and interpreted

according to the specific problem.

23
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Data Analysis Plan

The data collected were tabulated, analyzed and interpreted through

statistical treatment in order to gather necessary data and findings of the

study.

The following statistical tools were used in thus study.

Frequency- this was used to interpret the actual distribution of responses of

the respondents toward a particular question and the actual distribution of

profile of the respondents.

Percentage- this was used to get the profile variable of the respondents in

terms of the demographic profile of the respondents.

To find out the distribution of the respondents according to the given criteria in

the statement of the problem the percentage formula that the researchers

use. The formula is as follows:

P= f/n × 100.

Where:

P-Percentage

f-frequency of Respondents

n-Total number of the Respondents

24
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Weighted mean - this was used to measure the awareness of the students in

their reproductive health to get the profile and their significant. The formula

below will be use:

Wm = Σfx/N

Where:

Wm-Weighted mean

f-frequency of Respondents

N- Total number of Respondents.

25
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CHAPTER IV

RESULT AND DISCUSSIONS

This chapter contain the presentation of data gathered as well as the

analysis of result and distributions.

Part 1: Demographic Profile

Distribution of Respondents Profile Variables in terms of Age, Sex,

Sexually Active, and Existing Learning Materials

1.1 Age

Table 1

Distribution of Respondents in terms of Age

ITEM FREQUENCY PERCENTAGE

14-16 years old 0 0

16-19 years old 30 100

19 years old and 0 0

above
TOTAL 30 100

The table shows the distribution of respondents' ages when grouped

according to the profile variable,100 percent were from the age bracket of 16–

19 years old, 0 percent of the respondents were from the age bracket of 14–

16 years old and 0 percent were from the age bracket of 19 years old and

above, for a total of 100 percent.

26
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According to Taylor (2022), teenage pregnancy is when a woman

under 20 gets pregnant. It usually refers to teens between the ages of 15-19.

But it can include girls as young as 10. It’s also called teen pregnancy or

adolescent pregnancy. In the U.S., teen birth rates and number of births to

teen mothers have dropped steadily since 1990. In 2020, just over 158,000

infants were born to teens 15 to 19 years old, down 75 percent from 1991.

That trend is driven both by the fact that fewer teenagers are having sex and

that more of them use birth control when they do.

It is line with the study because it’s clearly shows that teenagers aging

from 15-19 are prone to have an early pregnancy cause by a insufficient

knowledge regarding reproductive healthcare and comprehensive sex

education.

27
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1.2 Sex

Table 2

Distribution of the Respondents in terms of Sex

ITEM FREQUENCY PERCENTAGE

Male 8 26.67
Female 22 73.33

TOTAL 30 100

The table shows the distribution of respondents' sex when grouped

according to the profile variable, 26.67 percent of the respondents were male

and 73.33 percent were female, for a total of 100 percent.

According to the study entitled “Female reproductive health in cystic fibrosis”

(Kara S. Hughan, et al. 2019), women with cystic fibrosis (CF) are living

longer and healthier lives, and opportunities for childbearing are increasingly

promising. However, this population can also face sexual and reproductive

health concerns, including menstrual irregularities, unplanned pregnancies,

infertility and pregnancy complications. Additionally, more women are entering

menopause and are at risk for the consequences of estrogen deficiency. The

exact mechanisms involved in female reproductive health conditions in CF are

not clearly understood, but are thought to include cystic fibrosis

transmembrane regulator (CFTR)-mediated abnormalities, changes in female

sex hormones, and other CF health-related factors. In the era of CFTR

modulator therapy, new data are necessary to understand the impact of CFTR

modulation on contraceptive effectiveness, fertility, and pregnancy outcomes

to help guide future clinical care.

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1.3 Sexually Active

Table 3

Distribution of the Respondents in terms of Sexually Active

ITEM FREQUENCY PERCENTAGE

Yes 3 10

No 27 90

TOTAL 30 100

The table shows the distribution of respondents' sexual engagement

when grouped according to the profile variable, 10 percent of the respondents

have experienced sexual engagement, and 90 percent haven't, for a total of

100 percent.

According to studies “Unlike a virgin: a meta-analytical review of female

mating status in studies of female mate choice” (Jon Richardson, Marlene

Zuk, 2023) Studies of female mate choice commonly use virgin females as

test subjects, either to control for the effects of mating or because virgin

females are presumed to be more responsive to mating cues. Theory predicts

that virgin females will be less choosy because they risk dying without mating.

Moreover, in many species, females spend more of their lives mated than as

virgins. Thus, the exclusive use of virgin females in studies of female mate

choice may underestimate the strength or direction of female choice and fail

to reflect natural mating decisions.

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1.4 Existing Learning Materials

Table 4

Distribution of the Respondents in terms of Existing Learning Materials

ITEM FREQUENCY PERCENTAGE

Yes 2 6.67
No 28 93.33

TOTAL 30 100

The table shows the distribution of respondents' use of sex education

learning materials when grouped according to the profile variable, 6.67

percent of the respondents use sex education learning materials, and 93.33

percent didn’t use sex education learning materials, for a total of 100 percent.

According to the article “DepEd backs making sex education

compulsory, standardized” (Gregorio, 2023) The Department of Education

expressed Tuesday its support for proposals in the Senate to make

comprehensive sexuality education (CSE) compulsory in all levels of basic

education and standardized in a bid to curb teenage [Link] passed into

law, the DepEd will develop standardized CSE modules which will include age

and development appropriate topics such as human sexuality, consent,

adolescent reproductive health, effective contraceptive use, disease

prevention, HIV/AIDS and other sexually-transmitted infections, digital

citizenship and issues like pornography.

It is related to the study because it shows that the DepEd can see the

importance of Comprehensive Sex Education and Reproductive Health of the

students by providing CSE modules if passed into law.

30
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Part 2: Awareness of the Respondents on their Reproductive Health in

terms of Family, School, Community, and Peers

2.1 Family

Table 5

Awareness of the Respondents on their Reproductive Health in terms of

Family

ITEM Weighted Verbal

Mean Interpretation
1. My parents introduced us to read 1.80 Disagree
learning materials about sex
education to be aware and careful
about it.
2. One of my family's jobs is medical- 1.93 Disagree
related, and they teach me about
reproductive health.
3. My family is open when it comes to 2.10 Disagree
the topic of sex education, and they
provide learning and advice about it.
4. My family is attending seminars about 1.53 Disagree
sex education, and they let me join
them.
5. My family is having a regular checkup 1.87 Disagree
on their reproductive health, and they
always include me.
6. My parents always talk to us about 2.17 Disagree
the effects of sex in one life.
7. My parents let us watch educational 1.93 Disagree
videos about reproductive health for
us to be aware and careful with our
actions.
8. My parents always gave me advice 3.93 Strongly Agree
about sex education when they
learned that a teenager got pregnant.
9. My family knows unsafe sex and its 2.60 Agree
bad effects, so they warn me about
the illnesses or diseases that I can get
from it.
10. My family is always educated and 1.97 Disagree
encourages me to use protection such
as condoms, pills, etc. to practice safe
sex.
Composite Mean 2.18 Disagree

31
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In table 5, most of the respondents strongly agreed that their parents

always gave them advice about sex education when they learned that a

teenager got pregnant. It obtained the highest mean of 3.93. On the other

hand, most of the respondents disagree that their family is attending seminars

about sex education, and they let them join them. It obtained the lowest mean

of 1.53. It has a total composite mean of 2.18 with the verbal interpretation of

disagree.

According to the study entitled “Understanding parental views of

adolescent sexuality and sex education in Ecuador: a qualitative study”

(Jerves E. et al., 2014) that Parents’ contribution to sex education is

increasingly receiving research attention. This growing interest stems from

recognition of the influence that parental attitudes may have both on young

people’s sexual attitudes and behavior, and on school-based sex education.

Studies regarding parental attitudes towards sexuality are, however, still rare.

The two main objectives of this study were to explore parental views about

sexuality and to understand parental attitudes towards sex education. Four

focus group discussions were conducted with parents from high schools in

Cuenca, Ecuador. Data were analyzed using thematic analysis. The study

revealed that parents held a restricted view about sex education, grounded in

traditional religious ideas about sexuality, which led parents to understand it

as a morally and physically dangerous activity. Although parents expressed a

willingness to make good quality sex education available to their children, they

reported having insufficient personal resources to fulfil that objective. The

32
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results of this study provide important information about the need to develop

and adapt sex education to each specific cultural context, thereby confirming

the importance of knowing about the cultural traditions and religious beliefs

that may form obstacles to effective sex education for young people in

Ecuador.

It is related to the study because attending a program or activity about

sex education or taking care of reproductive health is significant especially on

the students because of their young minds that was curious and have the

urge to know different things. Having the knowledge or learnings in this

program, we can make a community that has people who will think before

they act.

33
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2.2 School

Table 6

Awareness of the Respondents on their Reproductive Health in terms of

School

ITEM Weighted Verbal

Mean Interpretation
1. I feel adequately informed about
the basic reproductive health topics
2.80 Agree
taught in school (e.g., puberty,
menstruation, contraception).
2. The current school curriculum
provides enough comprehensive
2.47 Disagree
information about sexual health
and its importance.
3. I believe open discussions about
reproductive health in school would
3.0 Agree
help reduce misinformation and
myths among students.
4. I am comfortable discussing
reproductive health topics with
2.63 Agree
teachers or school counselors if I
have questions or concerns.
5. I think that additional resources like
workshops or guest speakers could
enhance our understanding of 2.97 Agree
reproductive health beyond
classroom teachings.
6. I learned that reproductive health
would be beneficial in our school 2.86 Agree
community.
7. I feel confident in my ability to
make informed decisions about my
2.80 Agree
reproductive health based on the
information provided in school.
8. I believe that education plays a
vital role in information
2.70 Agree
dissemination about Reproductive
health.
9. Our school have different materials
or equipment that can be used in
1.70 Disagree
sex education or in gaining
awareness in reproductive health.

34
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10. I believe that there should be more
confidential and nonjudgmental
2.97 Agree
reproductive health support
services available in school.
Composite Mean 2.70 Agree
In table 6, most of the respondents agreed that they believe open

discussions about reproductive health in school would help reduce

misinformation and myths among students. It obtained the highest mean of

3.00. On the other hand, most of the respondents disagreed that our school

has different materials or equipment that can be used in sex education or in

gaining awareness of reproductive health. It obtained the lowest mean of 1.7

It has a total composite mean of 2.70 with the verbal interpretation of agree.

According to the study entitled “Community myths and misconceptions

about sexual health in Tanzania: Stakeholders’ views from a qualitative study

in Dar es Salaam Tanzania” (Gift G. et al., 2023) that myths and

misconceptions surrounding sexual health can prevent communities from

adequately addressing sexual health concerns, and make it more difficult for

healthcare providers to comfortably provide sexual health care to patients and

communities. Stakeholders affirmed a need to develop a sexual health

curriculum for medical, nursing and midwifery students because of the lack of

education in this area. Such a curriculum needs to address nine common

myths which were identified through the interviews.

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2.3 Community

Table 7

Awareness of the Respondents on their Reproductive Health in terms of

Community

ITEM Weighted Verbal

Mean Interpretation
1. I am aware of the various 2.13 Disagree
reproductive health services
available within our community.
2. I am aware that my community 2.23 Disagree
gives seminars to the youths to
educate them with their
reproductive health.
3. I think our community adequately 2.30 Disagree
addresses the importance of
reproductive health education in
schools and other institutions.
4. I am aware on Barangay projects 2.33 Disagree
that aims to educate the youth on
how to take care of their
reproductive health.
5. I am aware of the free circumcision 2.17 Disagree
and consultation in our
reproductive health from our
Barangay Health Center.
6. I do not think that my community 2.23 Disagree
has enough programs or projects
advocating reproductive health.
7. I have participated in one of the 1.93 Disagree
community’s project/programs
about reproductive health.
8. I was influenced by the people 2.63 Agree
around me to give importance to
my own reproductive health.
9. I was influenced by my neighbors 1.97 Disagree
in my beliefs about maintaining
reproductive health
10. In our barangay there are 2.13 Disagree
volunteers to teach us to be aware
in our reproductive health.
Composite Mean 2.21 Disagree

36
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In Table 7, most of the respondents agreed that they were influenced

by the people around them to give importance to their own reproductive

health. It obtained the highest mean of 2.63. On the other hand, most of the

respondents disagreed that they had participated in one of the community’s

projects or programs about reproductive health. It obtained the lowest mean

of 1.93. It has a total composite mean of 2.21 with the verbal interpretation of

disagree.

According to the study entitled “Our girls need to see a path to the

future” –perspectives on sexual and reproductive health information among

adolescent girls, guardians, and initiation counselors in Mulanje district,

Malawi (Kristin Nash, Gabrielle O’Malley, Elizabeth Geoffroy Ellen Schell,

Alice Bvumbwe & Donna M. Denno, 2019), to improve SRH outcomes for

adolescent girls, it is critical to engage key stakeholders and create an

enabling environment so that girls can effectively act on the IEC they receive.

Initiation counselors remain entrenched information sources; efforts to provide

them with training on accurate SRH messaging could leverage an existing

channel. Engaging parents, especially mothers, is crucial to encourage earlier

SRH education and to gain their acceptance of adolescent access to SRH

services. Also important is mobilizing the broader community of influencers in

support of girls’ SRH and vision for a healthier future. Sensitization messages

focusing on the health, educational and economic benefits of preventing early

pregnancy may overcome misconceptions about and barriers to contraceptive

use. Finally, fostering girls’ aspirations for school completion and jobs and

other income generating opportunities via role models can encourage an

alternative to adolescent motherhood. Ultimately, poverty and gender inequity

reduction is critical for long-lasting impact on the SRH of adolescent girls in

the region.

37
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2.4 Peers

Table 8

Awareness of the Respondents on their Reproductive Health in terms of

Peers

ITEM Weighted Verbal

Mean Interpretation
1. My peers are using sex 1.63 Disagree
education learning materials
such as books, electronic books,
and educational videos, and they
have shared these with me.
2. My peers and I share personal 2.13 Disagree
experiences about the do’s and
don’ts about reproductive health.
3. My peers are open to the topic of 2.50 Disagree
sex education and share learning
insights about it.
4. My peers are attending sex 1.33 Disagree
education seminars, and they
have invited me to join them.
5. My friends share personal 2.60 Agree
experiences about reproductive
health like periods,
contraception, and other
preventive measures.
6. My friends and I talked about the 2.43 Disagree
impact of sexual activity if we
engage in this easily.
7. My friends allowed me to watch 1.83 Disagree
various types of educational
videos about reproductive health
that they had learned from.
8. My friends always educated and 1.90 Disagree
encouraged me to practice safe
sex by using protection such as
condoms and pills.
9. My friends taught me about 2.40 Disagree
different disease that can be
acquired from unsafe sex.
10. I am triggered by my friends to 1.80 Disagree
watch videos related to sex that
awaken the mind to be cautious
about it.
Composite Mean 2.05 Disagree

38
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In table 8, most of the respondents agreed that their friends share

personal experiences about reproductive health, like periods, contraception,

and other preventive measures. It obtained the highest mean of 2.60. On the

other hand, most of the respondents disagreed that their peers are attending

sex education seminars, and they have invited them to join them. It obtained

the lowest mean of 1.33. It has a total composite of 2.05 with the verbal

interpretation of disagree.

According to the study “Providing support to friends experiencing a

sexual health uncertainty” by Tara G. McManus(2020), a survey of 424

emerging adults indicated that, at least from the support provider’s

perspective, expected outcomes, efficacy assessments, and sexual health

expertise shape the support they provide friends, supporting the theory of

motivated information management’s propositions. However, expertise

moderated the effects of coping and target efficacy in unexpected ways,

suggesting a conditional process when providing blame, fault, and distraction

support. Results, as a whole, support yet complicate the theory of motivated

information management’s explanation for the support or information provider

due to expertise and emphasize the need for complete sexual health

education for young people.

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Part 3: Level of awareness on sex education in terms of Knowledge,

Practices and Attitude
3.1 Knowledge
Table 9
Level of awareness on sex education in terms of Knowledge
ITEM Weighted Verbal
Mean Interpretation
1. I am aware that sex education exists 2.20 Disagree
and is implemented in schools based
on DepEd Order No. 31 Series of
2018.
2. The school implements 2.10 Disagree
comprehensive sexuality education
(CSE) at our senior high school.
3. I know that vices can affect my 2.33 Disagree
reproductive health.
4. I know different learning materials for 1.93 Disagree
sex education.
5. I know about various sexually 2.77 Agree
transmitted diseases that can be
acquired if not cautious in terms of
sex.
6. I know what is contraceptive and when 2.57 Agree
to use it.
7. I understand how sexually transmitted 2.63 Agree
diseases (STD) transmits to another
person.
8. I am aware that sex education teaches 3.00 Agree
broad topics like gender identity, birth
control, relationships, abstinence, etc.
9. I am aware that sex education aims to 2.73 Agree
enhance student’s decision-making in
terms of their relationship, sexuality,
and sexual behavior.
10. I am aware that sex education may 2.93 Agree
include explicit terms and concepts to
open student’s minds.
Composite Mean 2.52 Agree

In table 9, most of the students agreed that they were aware that sex

education teaches broad topics like gender identity, birth control,

relationships, abstinence, etc. It obtained the highest mean of 3.00. On the

40
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other hand, most of the students disagreed that they know different learning

materials for sex education. It obtained the lowest mean of 1.93. It has a total

composite of 2.52 with the verbal interpretation of agree.

According to the study entitled “2023 Sex Ed for All Talking Points by

Gina Desiderio” Sex education gives young people age-appropriate, medically

accurate information and answers to their questions about sex and

relationships, without being shamed or judged. It has been proven to

positively impact young people’s lives. Students and most parents requested

a more comprehensive curriculum that covers all methods of contraception

and/or birth control and includes discussion about a variety of sexual identities

and types of relationships. These results complement other studies reporting

parental support of a wide range of topics being addressed in sex education

(Kantor & Levitz, 2017; Planned Parenthood, 2018).

41
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3.2 Practices
Table 10
Level of awareness on sex education in terms of Practices
ITEM Weighted Verbal
Mean Interpretation
1. I participate in community activities 1.93 Disagree
to learn more about sex education.
2. I refused to engage in sexual activity 2.67 Agree
because it could lead to pregnancy
or sexually transmitted diseases.
3. If I learn something new about sex 1.97 Disagree
education, I ask my friends or
parents for clarification.
4. I go with a group of friends to avoid 2.40 Agree
the temptation of engaging in sexual
activities.
5. I don't drink alcohol because it has a 2.83 Agree
negative impact on my reproductive
health.
6. I learn how to use condoms to 2.23 Disagree
practice safe sex in sex education.
7. I listen to the lectures of others 1.00 Strongly
about sex education. Disagree
8. I take part in activities that 2.00 Disagree
implement or educate about sex
education into others.
9. I have watched the movie entitled 1.87 Disagree
“Sex Education” where I learn
different things about sex education.
10. I have books that I read to learn 1.87 Disagree
about sex education.
Composite Mean 2.08 Disagree

In table 10, most of the students agreed that they don't drink alcohol

because it has a negative impact on their reproductive health. It obtained the

highest mean of 2.83. On the other hand, most of the students disagreed that

they listen to the lectures of others about sex education. It obtained the lowest

mean of 1. It has a total composite of 2.08 with the verbal interpretation of

disagree.

42
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According to the study entitled “Does alcohol have any effect on male

reproductive function? A review of literature” (Sandro La Vignera et al. Asian J

Androl. 2013) says that in a historical study performed on 685 men who drank

alcohol (beer and wine) systematically in a 30- to 60-min period,16 a delayed

seminal fluid liquefaction was found associated with low sperm motility. The

authors speculated that the asthenozoospermia of these patients was

secondary to inflammatory or irritative prostatitis due to the excessive alcohol

intake. In a study conducted on 3000 men, the proportion of cases with a

positive history for urethritis was found to be very higher among those men

whose daily alcohol consumption was equivalent to more than a liter of

wine.17 Similarly, a pro-inflammatory state was reported by Close and

colleagues18 in heavy alcohol users who had significantly higher leukocyte

concentrations in the seminal fluid compared with non-users. However, after

controlling for past sexually transmitted diseases and multiple substance

exposures in a multivariate model, alcohol users had only a trend toward

increased leukocyte concentrations in the seminal fluid.

This is in line with the study because this proves that drinking alcohol

can affect your reproductive health especially male because this can delay

their seminal fluid liquefaction was found associated with low sperm motility.

Alcohol can slow down the production of hormones and can reduce the ability

of a sperm to goes on to the egg.

43
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3.3 Attitude

Table 11

Level of awareness on sex education in terms of Practices

ITEM Weighted Verbal
Mean Interpretation
1. I am open-minded when 3.00 Agree
someone or something teaches
about sex education.
2. I am shy if my friends or family 1.90 Disagree
talks about sex.
3. I have a malicious side if I hear 1.83 Disagree
something from others about
having sex.
4. I am cautious about what I will 2.70 Agree
say to others about my
knowledge or knowledge about
sex or sex education to avoid
giving the wrong information.
5. I was green minded if I heard 2.03 Disagree
something malicious, especially
about sex.
6. I feel shy when I see movies that 2.70 Agree
have romantic parts.
7. I didn't have the urge to try what 2.50 Disagree
I learned from sex education.
8. I feel embarrassed when 2.23 Disagree
someone asks me about my
sexual experiences.
9. I feel uncomfortable if the 2.30 Disagree
opposite sex is teaching me
about sex education.
10. I am honest with others if they 2.57 Agree
ask for something that I know
about sex or sex education.
Composite Mean 2.38 Disagree

In table 11, most of the students agreed that they were open-minded

when someone or something taught about sex education. It obtained the

highest mean of 3.00. On the other hand, most of the respondents disagreed

that they have a malicious side if they hear something from others about

44
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having sex. It obtained the lowest mean of 1.83. It has a total composite of

2.38 with the verbal interpretation of disagree.

Dr. Amy Schalet, author of “Beyond Abstinence and Risk: A New

Paradigm for Adolescent Sexual Health (2015)” shows that children in the

Netherlands often have fun and enjoyable first sexual experiences, while 66%

of sexually active American teens wish they had waited longer. She suggests

that standardized education on self-dignity and healthy relationships is crucial

for children’s understanding and navigating their sexual health. This education

should cover topics like pregnancy, contraceptives, and STDs, giving children

the authority to make their own sexual choices and leading to a self-sufficient

life. It should also cover positive aspects like consent and respect for partners.

Standardized sexual education can supplement what parents may provide at

home.

45
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Part 4: Level of Participation of Learners in Reproductive Health

Awareness

Table 12

ITEM Weighted Verbal

Mean Interpretation
1. I participate in meetings about 2.06 Disagree
reproductive health awareness.
2. I ignore programs for reproductive 2 Disagree
health awareness.
3. I join voluntary programs to spread 2.06 Disagree
reproductive health awareness.
4. I take part in groups that teach 1.93 Disagree
reproductive health awareness
5. I led a group of people who were 1.93 Disagree
aware of their reproductive health.
6. I play a big role in school to discuss 1.77 Disagree
reproductive health awareness.
7. I share with others my knowledge 2.23 Disagree
about reproductive health
awareness.
8. I teach others how to take care of 1.9 Disagree
their reproductive health.
9. I give awareness about their 2.2 Disagree
reproductive health to my fellow
students when I am with them.
10. I demonstrate or teach others how to 1.63 Disagree
use sex educational learning
materials.
Composite Mean 1.97 Disagree

46
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In table 12, most of the respondents disagreed that they share with

others their knowledge about reproductive health awareness. It obtained the

highest mean of 2.23. On the other hand, most of the respondents disagreed

that they demonstrate or teach others how to use sex educational learning

materials. It obtained the lowest mean of 1.63. It has a total composite of 1.97

with the verbal interpretation of disagree.

According to the study entitled "They Didn't Talk about Stuff Like That":

Sexual Health Education Experiences of a Native American Tribe in the Gulf

Coast” (Jessica L. Liddell and Juliet Herzberg, 2022) revealed that Native

American groups in the United States experience extensive sexual and

reproductive health disparities. However, the sexual health education and

communication experiences of Native American groups are understudied.

Thirty-one interviews were conducted with Native American women in the

United States' Gulf Coast about their sexual and reproductive health

experiences. Women reported the following themes: (1) Lack of Formal Sex

Education; (2) Young Pregnancy; (3) Lack of Knowledge about HIV/STDs; (4)

Lack of Communication about Menstruation; (5) Communication Experiences

about Sexual and Reproductive Health; and (6) Stigma Around Discussing

Sexual and Reproductive Topics. The findings of this research indicate that

there are gaps in sexual health education and highlight the ways female tribal

members act as health leaders in their communities.

It is in line with the study because in just sharing your knowledge to the

people around you can help prevent many worldwide problems like young

pregnancy, sexually transmitted diseases, and etc. that happened into the

Native American groups in the United States. Sharing your knowledge also

47
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help to fulfill the gap in sexual health education to help or teach others about

the things they don’t know or familiar about.

48
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CHAPTER V

FINDINGS, CONCLUSION, RECOMMENDATION

This chapter presents the findings, conclusions and recommendations.

SUMMARY

This study aimed to teach Reproductive Health Awareness and

Strengthen the Utilization of Sex Education Learning Material for Grade 12

Students of Itlugan Integrated National High School. The study included 30

selected respondents.

Specifically, it gives answer, to the following:

1. What is the demographic profile of the respondents;

1.1 Age;

1.2 Sex;

1.3 Sexually Active; and,

1.4 Existing learning materials?

2. To what extent does the respondents gain awareness

2.1 Family;

2.2 School;

2.3 Community; and,

2.4 Peer?

3. What is the level of awareness to sex education in terms of;

3.1 Knowledge;

3.2 Practices; and,

3.3 Attitude?

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4. What is the level of participation of learners to Reproductive Health

Awareness?

5. What are the factors that hinder reproductive health awareness among

students at Itlugan Integrated national High School?

7. Based on the results and findings in this study, what possible outputs

may be proposed to enhance the reproductive health awareness and

strengthen the utilization of sex education learning materials of Grade

12 students at Itlugan Integrated National High School?

50
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I. FINDINGS

1. Profile of the Respondents

1.1 Age. Out of 30 respondents, 0 percent of the respondents were

from the age bracket of 14–16 years old, 100 percent were from the

age bracket of 16–19 years old with a total of 100 percent.

1.2 Sex. Out of 30 respondents, 26.67 percent of the respondents were

male and 73.33 percent were female, with a total of 100 percent.

1.3 Sexual Engagement. Out of 30 respondents, 10 percent of the

respondents have experienced sexual engagement, and 90 percent

haven't, with a total of 100 percent.

1.4 Existing Learning Materials. Out of 30 respondents, 6.67 percent

of the respondents use sex education learning materials, and 93.33

percent didn’t use sex education learning materials, with a total of

100 percent.

2. Awareness of the Respondents on their Reproductive Health in

terms of:

2.1 Family. Most of the respondents strongly agreed that their parents

always gave them advice about sex education when they learned

that a teenager got pregnant. It obtained the highest mean of 3.93.

On the other hand, most of the respondents disagree that their

family is attending seminars about sex education, and they let them

join them. It obtained the lowest mean of 1.53. It has a total

composite mean of 2.18 with the verbal interpretation of disagree.

51
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2.2 School. Most of the respondents agreed that they believe open

discussions about reproductive health in school would help reduce

misinformation and myths among students. It obtained the highest

mean of 3.00. On the other hand, most of the respondents

disagreed that our school has different materials or equipment that

can be used in sex education or in gaining awareness of

reproductive health. It obtained the lowest mean of 1.7 It has a total

composite mean of 2.7 with the verbal interpretation of agree.

2.3 Community. Most of the respondents agreed that they were

influenced by the people around them to give importance to their

own reproductive health. It obtained the highest mean of 2.63. On

the other hand, most of the respondents disagreed that they had

participated in one of the community’s projects or programs about

reproductive health. It obtained the lowest mean of 1.93. It has a

total composite mean of 2.21 with the verbal interpretation of

disagree.

2.4 Peers. Most of the respondents agreed that their friends share

personal experiences about reproductive health, like periods,

contraception, and other preventive measures. It obtained the

highest mean of 2.43. On the other hand, most of the respondents

disagreed that their peers are attending sex education seminars,

and they have invited them to join them. It obtained the lowest

mean of 1.33. It has a total composite of 2.05 with the verbal

interpretation of disagree.

52
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3. Level of Awareness on Sex Education in terms of:

3.1 Knowledge. Most of the students agreed that they are aware that

sex education teaches broad topics like gender identity, birth

control, relationships, abstinence, etc. It obtained the highest mean

of 3. On the other hand, most of the students disagreed that they

know different learning materials for sex education. It obtained the

lowest mean of 1.93. It has a total composite of 2.52 with the verbal

interpretation of agree

3.2 Practices. Most of the students agreed that they don't drink alcohol

because it has a negative impact on their reproductive health. It

obtained the highest mean of 2.83. On the other hand, most of the

students disagreed that they listen to the lectures of others about

sex education. It obtained the lowest mean of 1. It has a total

composite of 2.08 with the verbal interpretation of disagree.

3.3 Attitude. Most of the students agreed that they were open-minded

when someone or something taught about sex education. It

obtained the highest mean of 3. On the other hand, most of the

respondents disagreed that they have a malicious side if they hear

something from others about having sex. It obtained the lowest

mean of 1.83. It has a total composite of 2.38 with the verbal

interpretation of disagree.

53
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4. Level of Participation of Learners in Reproductive Health

Awareness

Most of the respondents disagreed that they share with others

their knowledge about reproductive health awareness. It obtained the

highest mean of 2.23. On the other hand, most of the respondents

disagreed that they demonstrate or teach others how to use sex

educational learning materials. It obtained the lowest mean of 1.63. It

has a total composite of 1.97 with the verbal interpretation of disagree.

5. Factors that Hinder Reproductive Health Awareness Among

Students

6. Based from the findings of the study, the researchers utilize of a

symposium and a sex education learning material (Booklet) for the

Grade 12 students of Itlugan Integrated National High School. In view

of the mentioned findings, the researchers focus on the result and

propose an output, which is a symposium about sex education that will

explain or make the students learn more about taking care of their

reproductive health and learn more from sex education. The

researchers will also strengthen the utilization of sex education learning

materials (Booklet) to teach the students the importance of

understanding sex education. In addition to this, the researchers will

also make a sex education infomercial video for ages 13 and above to

teach them about sex education.

54
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Ii. CONCLUSION
Based on the findings these following conclusions were drawn:

1. Most of the respondents were centered to 16-19 years old, female,

no sexual engagement, and wasn’t using sex education learning

materials.

2. Most of the respondents agreed that they gain awareness in their

reproductive health in terms of school while most of the respondents

disagreed that they gain awareness in their reproductive health in

terms of family, community, and peers.

3. Most of the respondents agreed on their level of awareness in terms

of knowledge while most of the respondents disagreed on their level

of awareness in terms of practices and attitude.

4. Most of the respondents disagreed on their level of participation in

reproductive health awareness.

5. Factors that Hinder Reproductive Health Awareness Among Students

6. The researchers proposed outputs are symposium and utilization of

sex education learning material that will help the students become

more aware of their reproductive health and identify what's real and

not in their beliefs. Also, a sex education infomercial video for ages

13 and above to give the young one’s idea about this topic while they

were in the adolescent stage. This proposed output will benefit the

young ones and can make them more open-minded about this kind of

topic.

55
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III. RECOMMENDATIONS

Based on the significance of the study the following recommendations were

offer:

1. This study will help the Itlugan Integrated National High School in

utilizing sex education learning material in their school that will make

its students learn more about sex education.

2. This study will make the students more aware on their reproductive

health and help them to be more open-minded about this.

3. This can help the students to distinguished what’s right and what’s

wrong in their beliefs and perspectives toward this topic.

4. This study will help the teachers to have more understanding of the

importance of having sex education in school.

5. The teachers can have better understanding of the challenges of the

students in reproductive health.

6. The future researchers may use this as a guide for further research

about reproductive health awareness.

56
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REFERENCES

Bibliography

A. ELECTRONIC REFERENCES

Sorace, D. (2014, April 8). Sex Education . Advocates for Youth.

[Link]

2/.

Grunebaum, D. (2023, July 17). Comprehensive Sex Education Remains

Controversial in the Philippines. Voice of America.

[Link]

controversial-in-the-philippines-/[Link]

DO 31, s. 2018 – PolicyGuideline on the Implementation of the

Comprehensive Sexuality Education (CSE)

[Link]

[Link]

Spindola, T., Araújo, A., Brochado, E., Marinho, D., Martins, E., & Pereira, T.

(2020, April 30). Sexual practices and attitudes of university students towards

prevention of sexually transmitted infections. Enfermería Global.

[Link]

Schalet AT. Beyond abstinence and risk: a new paradigm for adolescent

sexual health. Womens Health Issues. 2015 May-Jun

[Link]

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Email Address: 301105@[Link] / itlugan_nhs@[Link]
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 Itlugan Integrated National High School
Jennifer Manlove, Heather Fish & Kristin Anderson Moore (2015) Programs to

improve adolescent sexual and reproductive health in the US: a review of the

evidence, Adolescent Health, Medicine and Therapeutics, 6:, 47-79

[Link]

Tanaka, Yuko & Araullo, Geraldine & Tuliao, Maria & Yamashita, Tadashi &

Okuda, Kikuko & Baua, Maria Elizabeth & Matsuo, Hiroya. (2020). The

Current Situation and Issues of Sexual Health Education by School Nurses in

Muntinlupa City, Philippines. Universal Journal of Public Health. Retrieved

from:

[Link]

and_Issues_of_Sexual_Health_Education_by_School_Nurses_in_Muntinlupa

_City_Philippines

Abesamis, Luis Emmanuel & Siddayao, Klarizze. (2021). Queering Sexual

Education in the Philippines: Policy and Program Implications for Filipino

LGBTQ+ Youth. 2020.

[Link]

360484231_Queering_Sexual_Education_in_the_Philippines_Policy_and_Pro

gram_Implications_for_Filipino_LGBTQ_Youth

Jorvina, S., Cabate, D., & Delgaco, W. (2023, July 3). Implementation of

Comprehensive Sexuality Education Policy in Public Elementary Schools in

One District Camarines Norte, Philippines. International Education Trend

Issue.

[Link]

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APPENDICES

Dear Respondents,

Good Day!

We, Humanities and Social Sciences students of Itlugan Integrated

National High School, are currently conducting a study entitled

Reproductive Health Awareness: Strengthening the Utilization of Sex

Education Learning Materials for Grade-12 students of Itlugan

Integrated National High School.

In order to complete our study, we need your help in answering the

questions below.

Rest assured that your answers will be used for this study only and

the information you may provide will be treated with confidentiality.

QUESTIONNAIRE
1. What is the demographic profile of the respondents?
1.1 Age
 14-16 years old

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 16-19 years old
 19 years old and above

1.2 Sex
 Male
 Female

1.3 Sexual Engagement

 Yes
 No

1.4 Existing Learning Materials

 Yes
 No

Legends:
4 – Strongly Agree 2- Disagree
3- Agree 1- Strongly Disagree

2. To what extent do the respondents gain awareness 4 3 2 1

of their reproductive health in terms of:
2.1 Family
1. My parents introduced us to read learning
materials about sex education to be aware and
careful about it.
2. One of my family's jobs is medical-related, and they
teach me about reproductive health.
3. My family is open when it comes to the topic of sex
education, and they provide learning and advice
about it.
4. My family is attending seminars about sex
education, and they let me join them.
5. My family is having a regular checkup on their
reproductive health, and they always include me.
6. My parents always talk to us about the effects of
sex in one life.
7. My parents let us watch educational videos about
reproductive health for us to be aware and careful
with our actions.
8. My parents always gave me advice about sex
education when they learned that a teenager got
pregnant.
9. My family knows unsafe sex and its bad effects, so
they warn me about the illnesses or diseases that I

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can get from it.
10. My family is always educated and encourages me
to use protection such as condoms, pills, etc. to
practice safe sex.
2.2 School
1. I feel adequately informed about the basic
reproductive health topics taught in school (e.g.,
puberty, menstruation, contraception).
2. The current school curriculum provides enough
comprehensive information about sexual health
and its importance.
3. I believe open discussions about reproductive
health in school would help reduce misinformation
and myths among students.
4. I am comfortable discussing reproductive health
topics with teachers or school counselors if I have
questions or concerns.
5. I think that additional resources like workshops or
guest speakers could enhance our understanding
of reproductive health beyond classroom
teachings.
6. I learned that reproductive health would be
beneficial in our school community.
7. I feel confident in my ability to make informed
decisions about my reproductive health based on
the information provided in school.
8. I believe that education plays a vital role in
information dissemination about Reproductive
health.
9. Our school have different materials or equipment
that can be used in sex education or in gaining
awareness in reproductive health.
10. I believe that there should be more confidential
and nonjudgmental reproductive health support
services available in school.
2.3 Community
1. I am aware of the various reproductive health
services available within our community.
2. I am aware that my community gives seminars to
the youths to educate them with their reproductive
health.
3. I think our community adequately addresses the
importance of reproductive health education in
schools and other institutions.
4. I am aware on Barangay projects that aims to
educate the youth on how to take care of their
reproductive health.
5. I am aware of the free circumcision and
consultation in our reproductive health from our

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Barangay Health Center.
6. I do not think that my community has enough
programs or projects advocating reproductive
health.
7. I have participated in one of the community’s
project/program about reproductive health.
8. I was influenced by the people around me give
importance to my own reproductive health.
9. I was influenced by my neighbors in my beliefs
about maintaining reproductive health
10. In our barangay there are volunteers to teach us to
be aware in our reproductive health.
2.4 Peers
1. My peers are using sex education learning
materials such as books, electronic books, and
educational videos, and they have shared these
with me.
2. My peers and I shares personal experiences about
the do’s and don’ts about reproductive health.
3. My peers are open to the topic of sex education
and share learning insights about it.
4. My peers are attending sex education seminars,
and they have invited me to join them.
5. My friends share personal experiences about
reproductive health like periods, contraception, and
other preventive measures.
6. My friends and I talked about the impact of sexual
activity if we engage in this easily.
7. My friends allowed me to watch various types of
educational videos about reproductive health that
they had learned from.
8. My friends always educated and encouraged me to
practice safe sex by using protection such as
condoms and pills.
9. My friends taught me about different disease that
can be acquired from unsafe sex.
10. I am triggered by my friends to watch videos
related to sex that awaken the mind to be cautious
about it.

3. What is the level of awareness of sex education in 4 3 2 1

terms of
3.1 Knowledge
1. I am aware that sex education exists and is
implemented in schools based on Deped Order No.
31 Series of 2018.
2. The school implements comprehensive sexuality
education (CSE) at our senior high school.

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3. I know that vices can affect my reproductive health.
4. I know different learning materials for sex
education.
5. I know about various sexually transmitted diseases
that can be acquired if not cautious in terms of sex.
6. I know what is contraceptive and when to use it.
7. I understand how sexually transmitted diseases
(STD) transmits to another person.
8. I am aware that sex education teaches broad
topics like gender identity, birth control,
relationships, abstinence, etc.
9. I am aware that sex education aim to enhance
student’s decision-making in terms of their
relationship, sexuality, and sexual behavior.
10. I am aware that sex education may include explicit
terms and concepts to open student’s minds.
3.2 Practices
1. I participate in community activities to learn more
about sex education.
2. I refused to engage in sexual activity because it
could lead to pregnancy or sexually transmitted
diseases.
3. If I learn something new about sex education, I ask
my friends or parents for clarification.
4. I go with a group of friends to avoid the temptation
of engaging in sexual activities.
5. I don't drink alcohol because it has a negative
impact on my reproductive health.
6. I learn how to use condoms to practice safe sex in
sex education.
7. I listen to the lectures of others about sex
education.
8. I take part in activities that implement or educate
about sex education into others.
9. I have watched the movie entitled “Sex Education”
where I learn different things about sex education.
10. I have books that I read to learn about sex
education.
3.3 Attitude
1. I am open-minded when someone or something
teaches about sex education.
2. I am shy if my friends or family talks about sex.
3. I have a malicious side if I hear something from
others about having sex.
4. I am cautious about what I will say to others about
my knowledge or knowledge about sex or sex
education to avoid giving the wrong information.
5. I was green-minded if I heard something malicious,
especially about sex.

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
6. I feel shy when I see movies that have romantic
parts.
7. I didn't have the urge to try what I learned from sex
education.
8. I feel embarrassed when someone asks me about
my sexual experiences.
9. I feel uncomfortable if the opposite sex is teaching
me about sex education.
10. I am honest with others if they ask for something
that I know about sex or sex education.

4. What is the level of participation of learners in 4 3 2 1

reproductive health awareness?
1. I participate in meetings about reproductive health
awareness.
2. I ignore programs for reproductive health
awareness.
3. I join voluntary programs to spread reproductive
health awareness.
4. I take part in groups that teach reproductive health
awareness
5. I led a group of people who were aware of their
reproductive health.
6. I play a big role in school to discuss reproductive
health awareness.
7. I share with others my knowledge about
reproductive health awareness.
8. I teach others how to take care of their reproductive
health.
9. I give awareness about their reproductive health to
my fellow students when I am with them.
10. I demonstrate or teach others how to use sex
educational learning materials.

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School

Narrative Report

“Infomercial and Talk for the Senior High School of Itlugan Integrated

National High School”

The researchers started by gathering information relevant to their

topic that they could include in the infomercial video to be shown to

students at Itlugan INHS to enhance their knowledge about this topic.

After gathering their respective information, they compiled it for the

video. They asked for help from Ms. Maissy Hernandez, one of their

classmates, to portray a girl experiencing her first menstruation. After

that scenario, they added their gathered information to share with

everyone in the video. Next, Alvin Colambo and Ronnel Barbosa, two

of the researchers, presented a scenario, which was then explained by

Francis Symone, as seen in the video. At the end of the video, the

researcher’s speaker, Mrs. Clavill Castillo, a barangay health worker

from Mabayabas, Taysan, Batangas, who kindly granted the

researcher’s request online regarding this topic, appeared. Ms. Castillo

provided extensive information about reproductive health and

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
comprehensive sexuality education that would truly broaden the minds

of the students who watched it. She shared a lot of information and

new knowledge with the youth. After editing and finalizing the video the

researchers made, they had it checked by their adviser, and it was

approved.

The researchers started Implementing their infomercial on May 9,

2024, in the HUMSS Rizal, ABM Lopez, and STEM Flores sections.

They explained to each section the importance of watching their

infomercial video. On May 10, 2024, they showed their infomercial

video to the TVL Peninsula and HUMSS Bonifacio sections. Just like

with the earlier viewers, the researchers explained the importance of

understanding the content of our infomercial video. They were unable

to show it to the Grade 11 students on that day because they had no

classes, so on May 13, 2024,

the Grade 11 HUMSS Agoncillo, ABM Ayala, STEM Alcaraz, and TVL Solaire

sections successfully watched our infomercial video, which will really help

them become more aware of reproductive health.

In conclusion, the researcher’s group successfully conveyed to

every student the importance of their reproductive health, especially for

women. They also observed the interest and eagerness of each

student who watched the infomercial to gain new knowledge about this

topic. It’s evident that they acquired a lot of information, and each piece

of information presented in the video left a lasting impression on their

minds.

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School

Photo Documentation

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School

Narrative Report

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
“Booklet for Every Physical Education Teachers and Junior High School

Students”

The researchers started gathering information that could be

included in the booklet they will give to junior high school students, so

they can have something to read and learn about the topic of

reproductive health. After gathering various information, the

researchers immediately edited it with appropriate background on the

topic. They also included at the end of the booklet the references from

which the various information contained herein was sourced.

On May 14, 2024, at 8:00 a.m., the researchers started

distributing booklets to three excellent MAPEH teachers at IINHS:

Ma’am Hazelle Barbosa, Ma’am Krystal Dawn Rodriguez, and Sir

Dexter Ema, for them to use as resources in teaching junior high and

senior high school students during health subject hours. Next, they

gave a copy to Ma’am Marian Perez, the guidance head of the school.

Afterwards, they distributed booklets to each grade level of the junior

high school to provide them with an idea about their reproductive

health. The purpose of this booklet is to provide knowledge and raise

awareness among young readers about their reproductive health.

In conclusion, the researchers were able to provide a booklet

about reproductive health to each individual, which will help them

become more aware and take better care of their bodies. They

successfully provided them with the appropriate output to enhance their

knowledge about this topic.

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
Photo Documentation

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School

Curriculum Vitae

FRANCIS SYMONE A. MACARAIG

ITLUGAN, ROSARIO, BATANGAS
CONTACT #: 09309368408
macaraigfrancissymone@[Link]

Job Objectives

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
To give my all skills and knowledge in order to help your Institution and also to
develop my skills and have experience.
Personal Information
Date of Birth : September 27, 2004
Place of Birth : Itlugan, Rosario, Batangas
Civil Status : Single
Sex : Male
Citizenship : Filipino
Age : 19
Height : 172 cm
Weight : 50 kg
Dialect : English/Tagalog
Educational Background
Secondary: Itlugan Integrated National High School
Itlugan, Rosario, Batangas
(2017 up to present)
Primary: Maalas-as Elementary School
Maalas-as, Rosario, Batangas
(2011 – 2017)

Achievement
Honor
Maalas-as Elementary School
Grade 3 (2013 – 2014)
Grade 4 (2014 – 2015)
Grade 5 (2015 – 2016)
Grade 6 (2017 – 2018)
Character References
Aila D. Lontoc Teacher
Itlugan Integrated National
High School
Rosario Batangas
I hereby certify that the above information is true and correct on the
best of my knowledge and belief

Francis Symone A. Macaraig

Applicant’s Signature

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School

RONNEL P. BARBOSA
ITLUGAN, ROSARIO, BATANGAS
CONTACT #: 09071985224
barbosaronnel01@[Link]

Job Objectives
To give my all skills and knowledge in order to help your Institution and also to
have experience on this job by means of work immersion.
Personal Information
Date of Birth : July 02, 2006
Place of Birth : Itlugan, Rosario, Batangas
Civil Status : Single
Sex : Male
Citizenship : Filipino
Age : 17
Height : 160 cm

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
Weight : 48 kg
Dialect : English/Tagalog
Educational Background
Secondary: Itlugan Integrated National High School
Itlugan, Rosario, Batangas
(2018 up to present)
Primary: Namunga Rosario West Central School
Namunga, Rosario, Batangas
(2012 – 2018)

Character References
Aila D. Lontoc Teacher
Itlugan Integrated National
High School
Rosario Batangas

I hereby certify that the above information is true and correct on the
best of my knowledge and belief

Ronnel P. Barbosa
Applicant’s Signature

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School

ALVIN D. COLAMBO
ITLUGAN, ROSARIO, BATANGAS
CONTACT #: 09602112731
alvincolambo@[Link]

Job Objectives
To look for a position in your company that will allow me to use my
training and experience.
Personal Information
Date of Birth : February 26, 2004
Place of Birth : Itlugan, Rosario, Batangas
Civil Status : Single
Sex : Male
Citizenship : Filipino
Age : 20
Height : 180 cm
Weight : 61 kg
Dialect : English/Tagalog
Educational Background
Secondary: Itlugan Integrated National High School
Itlugan, Rosario, Batangas
(2016 up to present)
Primary: Itlugan Elementary School
Itlugan Rosario Batangas
(2010 – 2016)

Character References
Aila D. Lontoc Teacher
Itlugan Integrated National
High School

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
Rosario Batangas

I hereby certify that the above information is true and correct on the
best of my knowledge and belief

Alvin D. Colambo
Applicant’s Signature

MICHELLE L. DE MESA
ITLUGAN, ROSARIO, BATANGAS
CONTACT #: 09706579304
michelledemesa77 @[Link]

Job Objectives

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
 Itlugan Integrated National High School
To give my all skills and knowledge in order to help your Institution and also to
develop my skills and have experience.
Personal Information
Date of Birth : April 07,2006
Place of Birth : Itlugan, Rosario, Batangas
Civil Status : Single
Sex : Female
Citizenship : Filipino
Age : 18
Height : 162 cm
Weight : 63 kg
Dialect : English/Tagalog
Educational Background
Secondary: Itlugan Integrated National High School
Itlugan, Rosario, Batangas
(2018 up to present)
Primary: Itlugan Elementary school
Itlugan, Rosario Batangas
(2012 – 2018)

Achievement
With Honor
Itlugan Integrated National High School
Grade 11 (2022-2023)

Character References
Aila D. Lontoc Teacher
Itlugan Integrated National
High School
Rosario Batangas
I hereby certify that the above information is true and correct on the
best of my knowledge and belief

Michelle L. De Mesa
Applicant’s Signature

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas
Itlugan Integrated National High School

Address: Itlugan, Rosario, Batangas

Email Address: 301105@[Link] / itlugan_nhs@[Link]
FB Page: DepEd Tayo Itlugan Integrated NHS- Batangas