Catain, Richard T.  4  0   <br/><br/>
Level of awareness in varied perspectives on sex education towards a holistic instructional module /        6 
       6     
Richard T. Catain. 
 -   
 -     
 - xvi, 133 pages :  illustration   26 cm.     
 -   
 -   
 - 
 - 
 -         .
 -     .
 -          0   .
 -         .
 -  0       .
<br/><br/>   Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2012.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education, in partial fulfillment of the requirements for the degree Master of Arts in Education major in  Educational Administration.;Includes bibliographical references. 
<br/><br/>
<br/><br/>      
<br/><br/>   5 
<br/><br/>      
<br/><br/> This study focused on the school's stakeholder's awareness on sex education. It aimed to propose and improved instructional design for sex education. It measures the level of awareness of the schools stakeholders on varied perspectives on sex education in the areas of cultural perspective, social perspective and educational perspective. Under cultural perspective, there are three aspects being measured and these are spiritual, health and media. Meanwhile, under social perspective is education. Under this perspective, the following aspects were included: instruction, strategies and assessment.  	This descriptive study has a total of 182 parent-student respondents who are sophomores from Dr. Josefa Jara Martinez High School. Results indicated a no significant differences in their awareness of sex education on cultural perspective, social perspective and education perspective.  	The following recommendations were offered based on the results of the study:  1. Since no significant difference was revealed in school's internal and external stakeholders level of awareness on sex education on cultural perspective, intensive training for sex education teachers must be done. The delivery of instruction must be done. The delivery of instruction must be carefully planned to simplify and unify the learning instruction.  2. It is suggested that both government and non-government agencies should share effort in promoting responsible parenthood. A holistic instructional module in this study is being offered to proper authorities for consideration.  3. No significant difference was the result yielded in the area of educational perspective, it is therefore suggested that a careful assessment planning on sex education program must be laid down in order to monitor or update its development. Parents are encouraged to provide carefully knowledge on sex education to their children.  4. Gender and maternal care should be enhanced, likewise health care programs of the government be reviewed.  5. The aspect of health revealed the most crucial aspect in sex education. It is recommended that a more focused health instruction capitalizing on health must be carried out.  6. Immediate formulation and creation of sex education curriculum should be reconsidered by the state. In doing so, state should create a study committee to further refine the need of the program. Furthermore, in creating such committee, the following agencies are highly recommended to comprise the group: DOH, DSWD, DepEd and other church-based organization.   7. For further researches, modification of the instrument is recommended. Other internal and external stakeholders may also be used such school administrators, faculty and staff and members of the community.       
<br/><br/>      
<br/><br/><br/> <br/> <br/> <br/> <br/> <br/> <br/> 
<br/><br/><br/>5     
<br/><br/><br/> <br/>   
<br/><br/><label>ISBN: </label>  
<br/><br/><label>ISSN: </label>2 
 =   
 =   
<br/><br/><label>Standard No.: </label>        
<br/><br/><label>Publisher. No.: </label>  
<br/><br/><label>Source: </label>        
<br/><br/><label>LCCN: </label>
<br/><br/><label>Nat. Bib. No.: </label> 2 
<br/><br/><label>Nat. Bib. Agency Control No.: </label>    
<br/><br/><label>Subjects--Personal Names: </label><br/>     2     --0------
<br/><br/><label>Subjects--Corporate Names: </label><br/>     6 --0-- 2 --------
<br/><br/><label>Subjects--Meeting Names: </label><br/><br/> 0    2 --
<br/><br/><label>Subjects--Uniform Titles: </label><br/>  --20------
<br/><br/><label>Subjects--Chronological Terms: </label><br/> 
<br/><br/><label>Subjects--Topical Terms: </label><br/>    --------20--
<br/><br/><label>Subjects--Geographic Terms: </label><br/>--------20--
<br/><br/><label>Index Terms--Genre/Form: </label><br/>----2
<br/><br/><label>LC Class. No.: </label> / 2 
<br/><br/><label>Dewey Class. No.: </label> / 2 
<br/><br/><label>National Agricultural Library Call No.: </label> /  
<br/><br/><label>National Library of Medicine Call No.: </label> /  
<br/><br/><label>Gov. Doc. Class. No.: </label>