Demystifying Misconceptions: A Gender-Based Analysis of Senior High School Students’ Knowledge of Sex Education

Demystifying Misconceptions: A Gender-Based Analysis of Senior High School Students’ Knowledge of Sex Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Demystifying Misconceptions: A Gender-Based Analysis of Senior High School Students’ Knowledge of Sex Education Lester John Soria, Janelle Fabros, Angelica Cababat, Claudio III Garcia, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9091456/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Misconceptions about sex education continue to influence adolescents’ knowledge of reproductive health and relationships, even when formal instruction is provided. This study examined misconceptions and the level of knowledge of sex education among senior high school students in Pangasinan, Philippines, with emphasis on gender differences and predictive relationships. A quantitative descriptive-correlational design was employed with 110 respondents. Results showed a relatively balanced gender distribution, with 47.3% male and 52.7% female students. Findings revealed that students generally agreed with several misconception statements about sex education, indicating the persistence of inaccurate beliefs despite formal instruction. However, respondents demonstrated high to very high levels of understanding across four domains: human reproductive health, contraception and STI prevention, boundaries and healthy relationships, and gender roles and stereotypes. Correlation analysis indicated that gender had no significant relationship with either awareness of misconceptions or level of knowledge. Regression analysis further revealed that awareness of misconceptions significantly predicted students’ level of knowledge, whereas gender did not. These findings underscore that correcting misconceptions is not merely an instructional task but a critical step in empowering adolescents to make informed, responsible, and health-promoting decisions about their sexuality. Sex Education Misconceptions Reproductive Health Education Gender Differences 1 Introduction 1.1 Background of the Study Sex education has gained increasing global attention as educators and policymakers recognize its importance in promoting adolescent health, well-being, and responsible decision-making. Comprehensive Sexuality Education (CSE) has been widely acknowledged as an effective approach to improving adolescents’ knowledge, attitudes, and behaviors regarding sexual and reproductive health [1, 2]. Studies across different countries show that CSE helps reduce misconceptions about sexuality, foster gender sensitivity, and improve awareness of reproductive health issues [3, 4] However, international evidence also indicates that while CSE programs increase factual knowledge and awareness, misconceptions and uneven behavioral outcomes often persist, particularly when gender differences and socio-cultural contexts are not adequately addressed [1]. Research further demonstrates that adolescents’ understanding of sexuality education is shaped not only by formal instruction but also by social environments, peer influence, and media exposure. In many settings, young people rely on peers and online sources for sexual health information, which can contribute to the spread of misinformation about contraception, sexually transmitted infections, and gender roles [5]. Global reviews by international organizations emphasize that misconceptions remain prevalent when sexuality education programs lack trained teachers, gender-responsive pedagogy, and strategies that actively address myths and social stigma [6]. These findings highlight the need for context-sensitive and culturally responsive approaches in implementing sexuality education. In the Philippines, sexuality education is supported by policy through Republic Act 10354, which mandates the provision of age-appropriate reproductive health education in schools. Despite this legal framework, studies indicate that Filipino adolescents continue to hold misconceptions about contraception, reproductive health, and gender norms due to inconsistencies in educational delivery and cultural barriers to open discussion [8]. Cultural values such as hiya , paggalang , and pagkamahinhin often discourage open dialogue about sexuality, leading many students to seek information from peers or informal sources instead of formal instruction [9, 10]. Furthermore, limited teacher preparation and curriculum materials that focus primarily on biological aspects of reproduction rather than broader themes of consent, relationships, and gender equality further contribute to gaps in student understanding [11, 12]. Recent Philippine studies also reveal notable gender differences in students’ knowledge and perceptions of sexuality education. Male students are often more likely to rely on informal information sources and demonstrate lower comprehension of consent and gender-related topics, while female students tend to show higher awareness but may hesitate to participate actively due to cultural expectations of modesty [13]. These findings indicate the importance of examining misconceptions and gender differences within specific educational contexts, particularly among senior high school students who are at a critical stage of adolescent development. Despite increasing attention to sexuality education in the Philippines, empirical research focusing on misconceptions and gender differences in senior high school contexts remains limited. Addressing this gap, the present study examines students’ understanding of four key domains of Comprehensive Sexuality Education: human reproductive health, contraception and STI prevention, boundaries and healthy relationships, and gender roles and stereotypes. By exploring how misconceptions and gender differences shape students’ understanding of sexuality education, this research aims to contribute to the development of culturally responsive and gender-sensitive educational strategies that promote accurate knowledge and responsible decision-making among Filipino adolescents. 1.2 Statement of the Problem This study aims to investigate the knowledge and misconceptions about sex education and gender differences among senior high school students at Pangasinan, Philippines. Specifically, it seeks to answer the following questions: 1. What is the demographic profile of the senior high school students in terms of gender? 2. To what extent do senior high school students agree with common misconception statements about sex education? 3. What is the level of knowledge of senior high school students regarding sex education in terms of the following domains: 3.1. Human Reproductive Health 3.2. Contraception and STI Prevention 3.3. Boundaries and Healthy Relationships 3.4. Gender Roles and Stereotypes 4. Is there a significant relationship between students’ level of knowledge of sex education, their misconceptions, and gender? 5. To what extent do gender and students’ misconception predict level of knowledge about sex education? 6. What outcome-based program may be proposed based on the findings of the study? 1.3 Theoretical Framework This study is grounded in the Comprehensive Sexuality Education (CSE) framework and the Gender-Transformative Framework (GTF). The CSE framework emphasizes the delivery of scientifically accurate, age-appropriate, and culturally relevant information on sexuality, relationships, and reproductive health to promote informed decision-making among adolescents. It views sexuality as a multidimensional concept involving biological, emotional, cognitive, and social aspects. Complementing this perspective, the Gender-Transformative Framework focuses on challenging harmful gender norms and stereotypes that shape young people’s perceptions of sexuality and relationships. It promotes equality, respect, and critical reflection on traditional gender roles. Together, these frameworks provide both educational and sociocultural perspectives for examining students’ misconceptions and understanding of sex education. 1.4 Scope and Delimitations This study examines misconceptions and the level of knowledge of sex education among senior high school students at Pangasinan, Philippines during the Academic Year 2025–2026. Using a descriptive-correlational design, the research investigates the relationship between gender, misconceptions, and students’ knowledge of sex education through a researcher-made questionnaire. The study is limited to Grade 11 and Grade 12 students from this institution and focuses only on their perceptions and understanding of sex education. It does not include behavioral outcomes or other stakeholders such as teachers, parents, or administrators. 2 Methodology 2.1 Research Design This study utilized a quantitative correlational research design to examine the relationship between gender, misconceptions, and the level of knowledge of sex education among senior high school students. The approach allowed objective measurement of variables through structured surveys and statistical analysis to identify patterns and predictive relationships relevant to sexuality education. 2.2 Data Source and Sampling The primary data were obtained from Grade 11 and Grade 12 students enrolled at Pangasinan, Philippines during the Academic Year 2025–2026. A total enumeration method was applied, involving all 110 senior high school students, consisting of 52 males and 58 females. Secondary data from scholarly literature and policy documents, including DepEd Order No. 31, 2018, were also reviewed to provide theoretical and contextual support. 2.3 Data Gathering Instrument Data were collected using a researcher-developed structured questionnaire consisting of four sections: demographic profile, awareness of misconceptions about sex education, level of knowledge across key sexuality education domains, and perceptions related to gender differences. Responses were measured using a four-point Likert scale ranging from strongly disagree to strongly agree. The instrument underwent expert validation and reliability testing to ensure high internal consistency. The analysis yielded a Cronbach’s Alpha coefficient of 0.82, indicating that the tool possesses high validity and reliability for measuring students' understanding and perceptions of sex education. 2.4 Data Gathering Procedure Prior to data collection, permission was secured from the university administration and the Senior High School Department. The questionnaire underwent expert validation to ensure clarity and relevance. After validation, printed questionnaires were distributed to respondents during class schedules. Participants were informed about the study’s purpose, assured of voluntary participation and confidentiality, and given sufficient time to complete the survey. Completed questionnaires were retrieved immediately and prepared for coding and analysis. 2. 5 Treatment of Data Collected data were tabulated and analyzed using statistical software such as SPSS and Microsoft Excel. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to summarize demographic information and assess levels of awareness and understanding across domains of sex education. Inferential statistics, including the independent samples t-test, Pearson product–moment correlation, and multiple regression analysis, were applied to examine gender differences and \(\) 2.6 Ethical Considerations The study adhered to ethical research standards to protect participants’ rights and privacy. Participation was voluntary, and informed consent was obtained from all respondents. Confidentiality and anonymity were maintained throughout the research process. Data was securely stored and accessed only by authorized researchers. All procedures complied with the Philippine Data Privacy Act of 2012 (Republic Act No. 10173), ensuring responsible data handling and protection of participants’ information. 3 Results and Discussion This chapter presents the empirical findings derived from the study of 110 senior high school students. The analysis is structured to first establish the demographic baseline, followed by a descriptive evaluation of misconceptions and understanding, and concluding with an inferential analysis of the predictors of student knowledge in sex education. 3.1. Demographic Profile of Respondents To ensure the validity of gender-based comparisons, the study first identified the sex of the participants. Table 1 summarizes the frequency and percentage distribution of the sample. Table 1 Frequencies of Sex Sex Frequency Percentage of Total Cumulative Percentage Male 52 47.3% 47.3% Female 58 52.7% 100.0% The sample exhibits a balanced distribution between male (47.3%) and female (52.7%) respondents. In the context of sexuality research, this parity is essential; it ensures that the findings are not skewed by gender-specific socialization patterns. This balance allows for a high degree of confidence when asserting that the misconceptions identified in this study are shared across the adolescent experience rather than being a byproduct of an imbalanced dataset. 3.2 Analysis of Common Misconceptions: The "Permissiveness" Myth The study evaluated the level of agreement with statements representing common myths about sex education. Table 2 details the weighted means for male and female respondents. Table 2 Comparison of Awareness of Common Misconceptions about Sex Education Gender Average Weighted Mean Descriptive Equivalence Male 3.07 Agree Female 3.00 Agree Table 2 presents the level of agreement with common misconception statements about sex education among male and female senior high school students. The results indicate that both male and female respondents demonstrated a high level of agreement with common misconceptions, with an average weighted mean of 3.07 (Agree) for males and 3.00 (Agree) for females. These findings suggest that misconceptions about sex education remain prevalent among students regardless of gender, although male respondents exhibited a slightly higher overall level of misconception. Among the misconception items, the statement “Learning about condoms and protection prepares students for future sexual experiences” obtained the highest mean scores for both male respondents (3.37) and female respondents (3.64), both interpreted as Strongly Agree. This finding indicates that students from both genders strongly associate discussions on contraception and protection with the encouragement of premature sexual activity. Such a belief reflects a dominant misconception regarding the purpose of comprehensive sexuality education, which is intended to promote informed decision-making and risk reduction rather than early sexual engagement. Similar misconceptions have been documented in previous studies, which report that adolescents often misinterpret sexuality education as permissive rather than preventive, particularly in culturally conservative contexts where discussions of sexuality are regarded as morally sensitive [ 1 , 6 ] In contrast, the lowest mean score among male respondents was recorded for the item “Sex education focuses too much on sexual risks and makes students think more about sexual behavior” with a mean of 2.81, while female respondents obtained the lowest mean score for the statement “Students can learn enough about sensitive topics on their own without needing sex education in school” with a mean of 2.55. Although these items registered the lowest levels of agreement, the descriptive interpretation of Agree indicates that these misconceptions persist to a certain extent. This suggests that while some students recognize the importance of formal sexuality education, partial doubts and misconceptions continue to influence their perceptions. When examined by gender, the results reveal that male respondents generally obtained slightly higher mean scores across most misconception items compared to female respondents. However, the overall pattern indicates that misconceptions about sex education are shared across both genders rather than being exclusive to one group. This finding supports existing research suggesting that misconceptions are often shaped by social influences such as peer interaction, media exposure, and cultural narratives rather than gender alone [ 4 , 5 ]. The persistence of these misconceptions aligns with literature emphasizing that adolescents may retain socially and culturally influenced beliefs about sex education despite exposure to factual information. UNESCO and the World Health Organization note that misconceptions tend to persist when sexuality education is framed as taboo or morally inappropriate, leading students to associate such instruction with curiosity or moral risk [ 6 ]. In the Philippine context, cultural conservatism, parental concerns, and limited open discussion within schools further contribute to the continued acceptance of myths surrounding sex education [ 9 , 11 ]. These findings underscore that misconceptions are not solely the result of insufficient knowledge but are deeply shaped by broader social and cultural contexts that influence how students interpret sexuality education. 3.3 Level of Knowledge Across Domains The level of knowledge was measured across four essential domains, revealing a high degree of conceptual mastery among respondents. Table 3 Mean scores of understanding by domain and gender Domain Gender Mean Interpretation Human Reproductive Health Male 3.35 High Female 3.41 High Contraception and STI Prevention Male 3.27 High Female 3.19 High Boundaries and Healthy Relationships Male 3.46 Very High Female 3.39 High Gender Roles and Stereotypes Male 3.46 Very High Female 3.49 High Table 3 shows the level of knowledge of senior high school students regarding sex education across four domains: Human Reproductive Health, Contraception and STI Prevention, Boundaries and Healthy Relationships, and Gender Roles and Stereotypes. Overall, students demonstrated a high to very high level of knowledge, suggesting generally adequate comprehension of both biological and socio-emotional aspects of comprehensive sexuality education. In Human Reproductive Health, males and females scored 3.35 and 3.41, respectively (High), reflecting solid knowledge of puberty, reproductive functions, and personal health practices, consistent with the structured inclusion of these topics in the K–12 curriculum [ 14 ]. In Contraception and STI Prevention, males scored 3.27 and females 3.19 (High), the lowest among the domains, indicating partial gaps in technical knowledge. Cultural sensitivity, limited instructional time, and classroom discomfort may constrain understanding in this area [ 11 , 16 ] For Boundaries and Healthy Relationships, males scored 3.46 (Very High) and females 3.39 (High), demonstrating strong understanding of consent, mutual respect, and interpersonal boundaries, supported by socio-emotional learning and values formation in sexuality education programs [ 4 ] In Gender Roles and Stereotypes, both genders obtained Very High scores (males 3.46, females 3.49), reflecting awareness of gender equality principles and the ability to recognize traditional norms, in line with gender-transformative educational frameworks [ 17 , 18 ] Collectively, these results indicate that students excel in socio-emotional and values-oriented domains, while technical domains such as contraception and STI prevention require further instructional reinforcement. This aligns with research suggesting that comprehensive sexuality education effectively fosters awareness and attitudes but may leave gaps in specialized health knowledge, highlighting the need for culturally sensitive and gender-responsive teaching strategies [ 6 , 11 ] Table 4 Relationship Between Gender and Students’ Awareness and Knowledge of Sex Education Variables Pearson r p value Interpretation Gender and Awareness of Misconceptions -0.063 0.511 Not Significant Gender and Human Reproductive Health 0.070 0.466 Not Significant Gender and Contraception and STI Prevention -0.086 0.371 Not Significant Gender and Boundaries and Healthy Relationships -0.086 0.373 Not Significant Gender and Gender Roles and Stereotypes 0.038 0.690 Not Significant Table 4 presents the correlation between gender and students’ awareness of misconceptions as well as their level of knowledge across four domains of sex education. The results show no significant relationship between gender and awareness of misconceptions (r = − 0.063, p = 0.511), indicating that both male and female students hold similar misconceptions. Likewise, no significant relationships were found between gender and knowledge in Human Reproductive Health (r = 0.070, p = 0.466), Contraception and STI Prevention (r = − 0.086, p = 0.371), Boundaries and Healthy Relationships (r = − 0.086, p = 0.373), or Gender Roles and Stereotypes (r = 0.038, p = 0.690). These findings suggest that gender does not influence either misconceptions or comprehension levels; instead, students’ awareness and knowledge appear to be shaped by shared sociocultural, educational, and institutional factors [ 6 , 9 , 14 ] This underscores the importance of inclusive and comprehensive sexuality education programs that address all students equally, rather than targeting interventions based on gender alone [ 17 , 18 , 4 ] Table 5 Regression Summary Predicting Students’ Level of Knowledge of Sex Education Predictor B (Unstandardized) SE β (Standardized) t p Interpretation Intercept 3.498 0.188 – 18.575 < .001 Constant level of knowledge Awareness of Misconceptions (MEAN1) 0.219 0.052 0.375 4.172 < .001 Significant positive predictor of knowledge Gender –0.012 0.056 –0.019 –0.208 0.836 Not a significant predictor The regression analysis examined whether gender and students’ awareness of misconceptions predict their level of knowledge of sex education. The overall model was statistically significant, F(2,107) = 8.83, p < .001, with an R of 0.376 and an R² of 0.142. This indicates that the combined predictors explain approximately 14.2% of the variance in students’ understanding, suggesting a moderate relationship between the independent variables and the dependent variable. Although significant, the relatively modest explained variance implies that other factors, such as instructional quality, cultural influences, or prior knowledge, may also contribute to students’ comprehension [ 6 ]. Analysis of individual predictors revealed that awareness of misconceptions significantly predicts students’ level of knowledge, with an unstandardized coefficient of 0.219 (t = 4.172, p < .001) and a standardized β of 0.375. This finding indicates that for every one-unit increase in misconception awareness, students’ understanding increases by approximately 0.22 units, holding gender constant. The 95% confidence interval (0.197 to 0.553) further confirms the reliability of this predictor. These results highlight that addressing misconceptions is crucial for enhancing comprehension in sexuality education, supporting previous research emphasizing that students’ beliefs and misunderstandings directly affect their learning outcomes [ 1 ] In contrast, gender was not a significant predictor of understanding (B = − 0.012, t = − 0.208, p = 0.836, 95% CI = − 0.197 to 0.159), indicating that differences in comprehension are not determined by whether students are male or female. This aligns with prior studies showing that gender alone does not significantly influence adolescents’ knowledge in sexuality education; instead, shared sociocultural, educational, and institutional factors shape knowledge and understanding across both sexes [ 4 , 17 , 18 ] Overall, the findings suggest that students’ awareness of misconceptions plays a meaningful role in predicting their level of knowledge, while gender does not have a significant independent effect. This underscores the importance of designing inclusive, misconception-focused interventions within comprehensive sexuality education programs to enhance learning outcomes for all students, regardless of gender [ 6 ] 4 Conclusion and Recommendation 4.1 Conclusion The findings of this study indicate that senior high school students hold significant misconceptions about sex education while demonstrating generally high levels of knowledge across biological, technical, and socio-emotional domains. Both male and female students shared similar misconceptions, with the strongest belief being that learning about condoms and protection encourages premature sexual activity. Although males exhibited slightly higher overall agreement with misconceptions, the differences by gender were minimal, highlighting the shared influence of sociocultural and educational factors on students’ perceptions [4, 6, 9] Students demonstrated high to very high knowledge in Human Reproductive Health, Boundaries and Healthy Relationships, and Gender Roles and Stereotypes, while comprehension of Contraception and STI Prevention was comparatively lower, suggesting the need for reinforcement in technically complex or culturally sensitive areas [1, 11, 14]. Correlation analyses confirmed that gender does not significantly influence misconceptions or level of knowledge, underscoring the importance of inclusive, non-gendered approaches in sexuality education [17, 18] Regression results further revealed that awareness of misconceptions is a significant positive predictor of students’ knowledge, explaining approximately 14% of the variance, while gender remains non-significant. This highlights that addressing misconceptions is critical for improving learning outcomes in comprehensive sexuality education programs. Overall, the study emphasizes the need for culturally sensitive, misconception-focused, and inclusive educational strategies to ensure balanced knowledge for all students, regardless of gender [6, 11] 4.2 Recommendations for Action Based on the study findings, several actions are proposed to enhance the effectiveness of sex education programs and address persistent misconceptions among senior high school students. 4.2.1. Directly Address Misconceptions. Incorporate structured activities such as guided discussions, clarification sessions, and reflective exercises to challenge commonly held myths and provide accurate information. 4.2.2. Strengthen Knowledge in Technical Domains. Enhance instructional materials and focus on areas with lower comprehension, particularly contraception and STI prevention, to improve students’ risk-reduction knowledge. 4.2.3. Adopt Interactive Teaching Approaches. Use learner-centered strategies that promote open dialogue, critical thinking, and respectful discussion, enabling students to engage confidently with sensitive topics. 4.2.4. Implement Continuous Assessment. Integrate regular evaluation mechanisms to monitor knowledge, identify persistent misconceptions, and guide responsive instructional interventions. 4.2.5. Conduct Further Research. Explore additional factors influencing students’ knowledge, including social, cultural, and educational influences, to support more comprehensive and effective sex education programs. Declarations Author Contribution Author Contributions StatementLester John Soria conceptualized and designed the study, supervised the research process, performed data analysis, and led the writing and revision of the manuscript.Janelle M. Fabros contributed to data collection, literature review, and preparation of the initial draft of the manuscript.Angelica O. Cababat assisted in data gathering, data organization, and contributed to the writing of the methodology and results sections.Claudio T. Garcia III participated in data collection, validation of research instruments, and contributed to the interpretation of findings.Rochelle Ramos supported the literature review, assisted in data collection, and contributed to editing and formatting the manuscript.Maedelyn D. 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HIV & AIDS surveillance of the Philippines . https://pia.gov.ph/wp-content/uploads/2025/03/HASP-Q4-2024.pdf Mary Angeline Villareal Pugal1, Mark Anthony Reyes Aguion2* (2025). Perceptions of Senior High School Students on Comprehensive Sexuality Education. ISRG Journal of Arts Humanities & Social Sciences (ISRGJAHSS), III(II), 107–114. https://doi.org/10.5281/zenodo.15034603 Jewkes, R., Flood, M., & Lang, J. (2015). From work with men and boys to changes of social norms and reduction of inequities in gender relations: A conceptual shift in prevention of violence against women and girls. The Lancet , 385 (9977), 1580–1589. https://doi.org/10.1016/S0140-6736(14)61683-4 Kågesten, A., & Chandra-Mouli, V. (2020). Gender-transformative programmes: implications for research and action. Lancet Glob Health. ;8(2):e159-e160. doi: 10.1016/S2214-109X(19)30528-5. Epub 2019 Dec 23. PMID: 31879213. Additional Declarations No competing interests reported. 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Comprehensive Sexuality Education (CSE) has been widely acknowledged as an effective approach to improving adolescents’ knowledge, attitudes, and behaviors regarding sexual and reproductive health [1, 2]. Studies across different countries show that CSE helps reduce misconceptions about sexuality, foster gender sensitivity, and improve awareness of reproductive health issues [3, 4] However, international evidence also indicates that while CSE programs increase factual knowledge and awareness, misconceptions and uneven behavioral outcomes often persist, particularly when gender differences and socio-cultural contexts are not adequately addressed [1].\u003c/p\u003e\n\u003cp\u003eResearch further demonstrates that adolescents’ understanding of sexuality education is shaped not only by formal instruction but also by social environments, peer influence, and media exposure. In many settings, young people rely on peers and online sources for sexual health information, which can contribute to the spread of misinformation about contraception, sexually transmitted infections, and gender roles [5]. Global reviews by international organizations emphasize that misconceptions remain prevalent when sexuality education programs lack trained teachers, gender-responsive pedagogy, and strategies that actively address myths and social stigma [6]. These findings highlight the need for context-sensitive and culturally responsive approaches in implementing sexuality education.\u003c/p\u003e\n\u003cp\u003eIn the Philippines, sexuality education is supported by policy through Republic Act 10354, which mandates the provision of age-appropriate reproductive health education in schools. Despite this legal framework, studies indicate that Filipino adolescents continue to hold misconceptions about contraception, reproductive health, and gender norms due to inconsistencies in educational delivery and cultural barriers to open discussion [8]. Cultural values such as\u003cem\u003e\u0026nbsp;hiya\u003c/em\u003e, \u003cem\u003epaggalang\u003c/em\u003e, and \u003cem\u003epagkamahinhin\u003c/em\u003e often discourage open dialogue about sexuality, leading many students to seek information from peers or informal sources instead of formal instruction [9, 10]. Furthermore, limited teacher preparation and curriculum materials that focus primarily on biological aspects of reproduction rather than broader themes of consent, relationships, and gender equality further contribute to gaps in student understanding [11, 12].\u003c/p\u003e\n\u003cp\u003eRecent Philippine studies also reveal notable gender differences in students’ knowledge and perceptions of sexuality education. Male students are often more likely to rely on informal information sources and demonstrate lower comprehension of consent and gender-related topics, while female students tend to show higher awareness but may hesitate to participate actively due to cultural expectations of modesty [13]. These findings indicate the importance of examining misconceptions and gender differences within specific educational contexts, particularly among senior high school students who are at a critical stage of adolescent development.\u003c/p\u003e\n\u003cp\u003eDespite increasing attention to sexuality education in the Philippines, empirical research focusing on misconceptions and gender differences in senior high school contexts remains limited. Addressing this gap, the present study examines students’ understanding of four key domains of Comprehensive Sexuality Education: human reproductive health, contraception and STI prevention, boundaries and healthy relationships, and gender roles and stereotypes. By exploring how misconceptions and gender differences shape students’ understanding of sexuality education, this research aims to contribute to the development of culturally responsive and gender-sensitive educational strategies that promote accurate knowledge and responsible decision-making among Filipino adolescents.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2 Statement of the Problem\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study aims to investigate the knowledge and misconceptions about sex education and gender differences among senior high school students at Pangasinan, Philippines. Specifically, it seeks to answer the following questions:\u003c/p\u003e\n\u003cp\u003e1. What is the demographic profile of the senior high school students in terms of gender?\u003c/p\u003e\n\u003cp\u003e2. To what extent do senior high school students agree with common misconception statements about sex education?\u003c/p\u003e\n\u003cp\u003e3. What is the level of\u0026nbsp;knowledge\u0026nbsp;of senior high school students regarding sex education in terms of the following domains:\u003c/p\u003e\n\u003cp\u003e3.1. Human Reproductive Health\u003c/p\u003e\n\u003cp\u003e3.2. Contraception and STI Prevention\u003c/p\u003e\n\u003cp\u003e3.3. Boundaries and Healthy Relationships\u003c/p\u003e\n\u003cp\u003e3.4. Gender Roles and Stereotypes\u003c/p\u003e\n\u003cp\u003e4. \u0026nbsp; \u0026nbsp;Is there a significant relationship between students’ level of knowledge of sex education, their misconceptions, and gender?\u003c/p\u003e\n\u003cp\u003e5. \u0026nbsp; \u0026nbsp;To what extent do gender and students’ misconception predict level of knowledge about sex education?\u003c/p\u003e\n\u003cp\u003e6. \u0026nbsp; \u0026nbsp;What outcome-based program may be proposed based on the findings of the study?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.3 Theoretical Framework\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study is grounded in the Comprehensive Sexuality Education (CSE) framework and the Gender-Transformative Framework (GTF). The CSE framework emphasizes the delivery of scientifically accurate, age-appropriate, and culturally relevant information on sexuality, relationships, and reproductive health to promote informed decision-making among adolescents. It views sexuality as a multidimensional concept involving biological, emotional, cognitive, and social aspects.\u003c/p\u003e\n\u003cp\u003eComplementing this perspective, the Gender-Transformative Framework focuses on challenging harmful gender norms and stereotypes that shape young people’s perceptions of sexuality and relationships. It promotes equality, respect, and critical reflection on traditional gender roles. Together, these frameworks provide both educational and sociocultural perspectives for examining students’ misconceptions and understanding of sex education.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.4 Scope and Delimitations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study examines misconceptions and the level of knowledge of sex education among senior high school students at Pangasinan, Philippines during the Academic Year 2025–2026. Using a descriptive-correlational design, the research investigates the relationship between gender, misconceptions, and students’ knowledge of sex education through a researcher-made questionnaire.\u003c/p\u003e\n\u003cp\u003eThe study is limited to Grade 11 and Grade 12 students from this institution and focuses only on their perceptions and understanding of sex education. It does not include behavioral outcomes or other stakeholders such as teachers, parents, or administrators.\u003c/p\u003e"},{"header":"2 Methodology","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.1 Research Design\u003c/h2\u003e \u003cp\u003eThis study utilized a quantitative correlational research design to examine the relationship between gender, misconceptions, and the level of knowledge of sex education among senior high school students. The approach allowed objective measurement of variables through structured surveys and statistical analysis to identify patterns and predictive relationships relevant to sexuality education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Data Source and Sampling\u003c/h2\u003e \u003cp\u003eThe primary data were obtained from Grade 11 and Grade 12 students enrolled at Pangasinan, Philippines during the Academic Year 2025\u0026ndash;2026. A total enumeration method was applied, involving all 110 senior high school students, consisting of 52 males and 58 females. Secondary data from scholarly literature and policy documents, including DepEd Order No. 31, 2018, were also reviewed to provide theoretical and contextual support.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Data Gathering Instrument\u003c/h2\u003e \u003cp\u003eData were collected using a researcher-developed structured questionnaire consisting of four sections: demographic profile, awareness of misconceptions about sex education, level of knowledge across key sexuality education domains, and perceptions related to gender differences. Responses were measured using a four-point Likert scale ranging from strongly disagree to strongly agree.\u003c/p\u003e \u003cp\u003eThe instrument underwent expert validation and reliability testing to ensure high internal consistency. The analysis yielded a Cronbach\u0026rsquo;s Alpha coefficient of 0.82, indicating that the tool possesses high validity and reliability for measuring students' understanding and perceptions of sex education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Data Gathering Procedure\u003c/h2\u003e \u003cp\u003ePrior to data collection, permission was secured from the university administration and the Senior High School Department. The questionnaire underwent expert validation to ensure clarity and relevance. After validation, printed questionnaires were distributed to respondents during class schedules. Participants were informed about the study\u0026rsquo;s purpose, assured of voluntary participation and confidentiality, and given sufficient time to complete the survey. Completed questionnaires were retrieved immediately and prepared for coding and analysis.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003e2. 5 Treatment of Data\u003c/h3\u003e\n\u003cp\u003eCollected data were tabulated and analyzed using statistical software such as SPSS and Microsoft Excel. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to summarize demographic information and assess levels of awareness and understanding across domains of sex education. Inferential statistics, including the independent samples t-test, Pearson product\u0026ndash;moment correlation, and multiple regression analysis, were applied to examine gender differences and\u003cspan class=\"InlineEquation\"\u003e\u003cspan class=\"mathinline\"\u003e\\(\\)\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e2.6 Ethical Considerations\u003c/h2\u003e \u003cp\u003eThe study adhered to ethical research standards to protect participants\u0026rsquo; rights and privacy. Participation was voluntary, and informed consent was obtained from all respondents. Confidentiality and anonymity were maintained throughout the research process. Data was securely stored and accessed only by authorized researchers. All procedures complied with the Philippine Data Privacy Act of 2012 (Republic Act No. 10173), ensuring responsible data handling and protection of participants\u0026rsquo; information.\u003c/p\u003e \u003c/div\u003e"},{"header":"3 Results and Discussion","content":"\u003cp\u003eThis chapter presents the empirical findings derived from the study of 110 senior high school students. The analysis is structured to first establish the demographic baseline, followed by a descriptive evaluation of misconceptions and understanding, and concluding with an inferential analysis of the predictors of student knowledge in sex education.\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Demographic Profile of Respondents\u003c/h2\u003e \u003cp\u003eTo ensure the validity of gender-based comparisons, the study first identified the sex of the participants. Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e summarizes the frequency and percentage distribution of the sample.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFrequencies of Sex\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSex\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePercentage of Total\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCumulative Percentage\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.3%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e47.3%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e58\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e52.7%\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e100.0%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe sample exhibits a balanced distribution between male (47.3%) and female (52.7%) respondents. In the context of sexuality research, this parity is essential; it ensures that the findings are not skewed by gender-specific socialization patterns. This balance allows for a high degree of confidence when asserting that the misconceptions identified in this study are shared across the adolescent experience rather than being a byproduct of an imbalanced dataset.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Analysis of Common Misconceptions: The \"Permissiveness\" Myth\u003c/h2\u003e \u003cp\u003eThe study evaluated the level of agreement with statements representing common myths about sex education. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e details the weighted means for male and female respondents.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eComparison of Awareness of Common Misconceptions about Sex Education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAverage Weighted Mean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDescriptive Equivalence\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.07\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the level of agreement with common misconception statements about sex education among male and female senior high school students. The results indicate that both male and female respondents demonstrated a high level of agreement with common misconceptions, with an average weighted mean of 3.07 (Agree) for males and 3.00 (Agree) for females. These findings suggest that misconceptions about sex education remain prevalent among students regardless of gender, although male respondents exhibited a slightly higher overall level of misconception.\u003c/p\u003e \u003cp\u003eAmong the misconception items, the statement \u003cem\u003e\u0026ldquo;Learning about condoms and protection prepares students for future sexual experiences\u0026rdquo;\u003c/em\u003e obtained the highest mean scores for both male respondents (3.37) and female respondents (3.64), both interpreted as Strongly Agree. This finding indicates that students from both genders strongly associate discussions on contraception and protection with the encouragement of premature sexual activity. Such a belief reflects a dominant misconception regarding the purpose of comprehensive sexuality education, which is intended to promote informed decision-making and risk reduction rather than early sexual engagement. Similar misconceptions have been documented in previous studies, which report that adolescents often misinterpret sexuality education as permissive rather than preventive, particularly in culturally conservative contexts where discussions of sexuality are regarded as morally sensitive [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eIn contrast, the lowest mean score among male respondents was recorded for the item \u003cem\u003e\u0026ldquo;Sex education focuses too much on sexual risks and makes students think more about sexual behavior\u0026rdquo;\u003c/em\u003e with a mean of 2.81, while female respondents obtained the lowest mean score for the statement \u003cem\u003e\u0026ldquo;Students can learn enough about sensitive topics on their own without needing sex education in school\u0026rdquo;\u003c/em\u003e with a mean of 2.55. Although these items registered the lowest levels of agreement, the descriptive interpretation of Agree indicates that these misconceptions persist to a certain extent. This suggests that while some students recognize the importance of formal sexuality education, partial doubts and misconceptions continue to influence their perceptions.\u003c/p\u003e \u003cp\u003eWhen examined by gender, the results reveal that male respondents generally obtained slightly higher mean scores across most misconception items compared to female respondents. However, the overall pattern indicates that misconceptions about sex education are shared across both genders rather than being exclusive to one group. This finding supports existing research suggesting that misconceptions are often shaped by social influences such as peer interaction, media exposure, and cultural narratives rather than gender alone [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eThe persistence of these misconceptions aligns with literature emphasizing that adolescents may retain socially and culturally influenced beliefs about sex education despite exposure to factual information. UNESCO and the World Health Organization note that misconceptions tend to persist when sexuality education is framed as taboo or morally inappropriate, leading students to associate such instruction with curiosity or moral risk [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. In the Philippine context, cultural conservatism, parental concerns, and limited open discussion within schools further contribute to the continued acceptance of myths surrounding sex education [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]. These findings underscore that misconceptions are not solely the result of insufficient knowledge but are deeply shaped by broader social and cultural contexts that influence how students interpret sexuality education.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Level of Knowledge Across Domains\u003c/h2\u003e \u003cp\u003eThe level of knowledge was measured across four essential domains, revealing a high degree of conceptual mastery among respondents.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eMean scores of understanding by domain and gender\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDomain\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInterpretation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHuman Reproductive Health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eContraception and STI Prevention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eBoundaries and Healthy Relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVery High\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.39\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eGender Roles and Stereotypes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.46\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eVery High\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e3.49\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eHigh\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows the level of knowledge of senior high school students regarding sex education across four domains: Human Reproductive Health, Contraception and STI Prevention, Boundaries and Healthy Relationships, and Gender Roles and Stereotypes. Overall, students demonstrated a high to very high level of knowledge, suggesting generally adequate comprehension of both biological and socio-emotional aspects of comprehensive sexuality education.\u003c/p\u003e \u003cp\u003eIn Human Reproductive Health, males and females scored 3.35 and 3.41, respectively (High), reflecting solid knowledge of puberty, reproductive functions, and personal health practices, consistent with the structured inclusion of these topics in the K\u0026ndash;12 curriculum [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIn Contraception and STI Prevention, males scored 3.27 and females 3.19 (High), the lowest among the domains, indicating partial gaps in technical knowledge. Cultural sensitivity, limited instructional time, and classroom discomfort may constrain understanding in this area [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eFor Boundaries and Healthy Relationships, males scored 3.46 (Very High) and females 3.39 (High), demonstrating strong understanding of consent, mutual respect, and interpersonal boundaries, supported by socio-emotional learning and values formation in sexuality education programs [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eIn Gender Roles and Stereotypes, both genders obtained Very High scores (males 3.46, females 3.49), reflecting awareness of gender equality principles and the ability to recognize traditional norms, in line with gender-transformative educational frameworks [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eCollectively, these results indicate that students excel in socio-emotional and values-oriented domains, while technical domains such as contraception and STI prevention require further instructional reinforcement. This aligns with research suggesting that comprehensive sexuality education effectively fosters awareness and attitudes but may leave gaps in specialized health knowledge, highlighting the need for culturally sensitive and gender-responsive teaching strategies [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e]\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRelationship Between Gender and Students\u0026rsquo; Awareness and Knowledge of Sex Education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVariables\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePearson r\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ep value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eInterpretation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender and Awareness of Misconceptions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.063\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.511\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender and Human Reproductive Health\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.070\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.466\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender and Contraception and STI Prevention\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.086\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.371\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender and Boundaries and Healthy Relationships\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e-0.086\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.373\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender and Gender Roles and Stereotypes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.038\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.690\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNot Significant\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e presents the correlation between gender and students\u0026rsquo; awareness of misconceptions as well as their level of knowledge across four domains of sex education. The results show no significant relationship between gender and awareness of misconceptions (r = \u0026minus;\u0026thinsp;0.063, p\u0026thinsp;=\u0026thinsp;0.511), indicating that both male and female students hold similar misconceptions. Likewise, no significant relationships were found between gender and knowledge in Human Reproductive Health (r\u0026thinsp;=\u0026thinsp;0.070, p\u0026thinsp;=\u0026thinsp;0.466), Contraception and STI Prevention (r = \u0026minus;\u0026thinsp;0.086, p\u0026thinsp;=\u0026thinsp;0.371), Boundaries and Healthy Relationships (r = \u0026minus;\u0026thinsp;0.086, p\u0026thinsp;=\u0026thinsp;0.373), or Gender Roles and Stereotypes (r\u0026thinsp;=\u0026thinsp;0.038, p\u0026thinsp;=\u0026thinsp;0.690).\u003c/p\u003e \u003cp\u003eThese findings suggest that gender does not influence either misconceptions or comprehension levels; instead, students\u0026rsquo; awareness and knowledge appear to be shaped by shared sociocultural, educational, and institutional factors [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e] This underscores the importance of inclusive and comprehensive sexuality education programs that address all students equally, rather than targeting interventions based on gender alone [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e]\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRegression Summary Predicting Students\u0026rsquo; Level of Knowledge of Sex Education\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePredictor\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eB\u003c/p\u003e \u003cp\u003e(Unstandardized)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSE\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eβ (Standardized)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003et\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eInterpretation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntercept\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.498\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.188\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026ndash;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18.575\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eConstant level of knowledge\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAwareness of Misconceptions (MEAN1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.219\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.052\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.375\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e4.172\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u0026lt;\u0026thinsp;.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eSignificant positive predictor of knowledge\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u0026ndash;0.012\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.056\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u0026ndash;0.019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e\u0026ndash;0.208\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.836\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003eNot a significant predictor\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe regression analysis examined whether gender and students\u0026rsquo; awareness of misconceptions predict their level of knowledge of sex education. The overall model was statistically significant, F(2,107)\u0026thinsp;=\u0026thinsp;8.83, p \u0026lt; .001, with an R of 0.376 and an R\u0026sup2; of 0.142. This indicates that the combined predictors explain approximately 14.2% of the variance in students\u0026rsquo; understanding, suggesting a moderate relationship between the independent variables and the dependent variable. Although significant, the relatively modest explained variance implies that other factors, such as instructional quality, cultural influences, or prior knowledge, may also contribute to students\u0026rsquo; comprehension [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eAnalysis of individual predictors revealed that awareness of misconceptions significantly predicts students\u0026rsquo; level of knowledge, with an unstandardized coefficient of 0.219 (t\u0026thinsp;=\u0026thinsp;4.172, p \u0026lt; .001) and a standardized β of 0.375. This finding indicates that for every one-unit increase in misconception awareness, students\u0026rsquo; understanding increases by approximately 0.22 units, holding gender constant. The 95% confidence interval (0.197 to 0.553) further confirms the reliability of this predictor. These results highlight that addressing misconceptions is crucial for enhancing comprehension in sexuality education, supporting previous research emphasizing that students\u0026rsquo; beliefs and misunderstandings directly affect their learning outcomes [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eIn contrast, gender was not a significant predictor of understanding (B = \u0026minus;\u0026thinsp;0.012, t = \u0026minus;\u0026thinsp;0.208, p\u0026thinsp;=\u0026thinsp;0.836, 95% CI = \u0026minus;\u0026thinsp;0.197 to 0.159), indicating that differences in comprehension are not determined by whether students are male or female. This aligns with prior studies showing that gender alone does not significantly influence adolescents\u0026rsquo; knowledge in sexuality education; instead, shared sociocultural, educational, and institutional factors shape knowledge and understanding across both sexes [\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]\u003c/p\u003e \u003cp\u003eOverall, the findings suggest that students\u0026rsquo; awareness of misconceptions plays a meaningful role in predicting their level of knowledge, while gender does not have a significant independent effect. This underscores the importance of designing inclusive, misconception-focused interventions within comprehensive sexuality education programs to enhance learning outcomes for all students, regardless of gender [\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]\u003c/p\u003e \u003c/div\u003e"},{"header":"4 Conclusion and Recommendation","content":"\u003cp\u003e\u003cstrong\u003e4.1 \u0026nbsp; Conclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe findings of this study indicate that senior high school students hold significant misconceptions about sex education while demonstrating generally high levels of knowledge across biological, technical, and socio-emotional domains. Both male and female students shared similar misconceptions, with the strongest belief being that learning about condoms and protection encourages premature sexual activity. Although males exhibited slightly higher overall agreement with misconceptions, the differences by gender were minimal, highlighting the shared influence of sociocultural and educational factors on students’ perceptions [4, 6, 9]\u003c/p\u003e\n\u003cp\u003eStudents demonstrated high to very high knowledge in Human Reproductive Health, Boundaries and Healthy Relationships, and Gender Roles and Stereotypes, while comprehension of Contraception and STI Prevention was comparatively lower, suggesting the need for reinforcement in technically complex or culturally sensitive areas [1, 11, 14]. Correlation analyses confirmed that gender does not significantly influence misconceptions or level of knowledge, underscoring the importance of inclusive, non-gendered approaches in sexuality education [17, 18]\u003c/p\u003e\n\u003cp\u003eRegression results further revealed that awareness of misconceptions is a significant positive predictor of students’ knowledge, explaining approximately 14% of the variance, while gender remains non-significant. This highlights that addressing misconceptions is critical for improving learning outcomes in comprehensive sexuality education programs. Overall, the study emphasizes the need for culturally sensitive, misconception-focused, and inclusive educational strategies to ensure balanced knowledge for all students, regardless of gender [6, 11]\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2 Recommendations for Action\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on the study findings, several actions are proposed to enhance the effectiveness of sex education programs and address persistent misconceptions among senior high school students.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2.1. Directly Address Misconceptions.\u0026nbsp;\u003c/strong\u003eIncorporate structured activities such as guided discussions, clarification sessions, and reflective exercises to challenge commonly held myths and provide accurate information.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2.2. Strengthen Knowledge in Technical Domains.\u003c/strong\u003e Enhance instructional materials and focus on areas with lower comprehension, particularly contraception and STI prevention, to improve students’ risk-reduction knowledge.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2.3. Adopt Interactive Teaching Approaches.\u003c/strong\u003e Use learner-centered strategies that promote open dialogue, critical thinking, and respectful discussion, enabling students to engage confidently with sensitive topics.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2.4. Implement Continuous Assessment.\u0026nbsp;\u003c/strong\u003eIntegrate regular evaluation mechanisms to monitor knowledge, identify persistent misconceptions, and guide responsive instructional interventions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.2.5. Conduct Further Research.\u003c/strong\u003e Explore additional factors influencing students’ knowledge, including social, cultural, and educational influences, to support more comprehensive and effective sex education programs.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAuthor Contributions StatementLester John Soria conceptualized and designed the study, supervised the research process, performed data analysis, and led the writing and revision of the manuscript.Janelle M. Fabros contributed to data collection, literature review, and preparation of the initial draft of the manuscript.Angelica O. Cababat assisted in data gathering, data organization, and contributed to the writing of the methodology and results sections.Claudio T. Garcia III participated in data collection, validation of research instruments, and contributed to the interpretation of findings.Rochelle Ramos supported the literature review, assisted in data collection, and contributed to editing and formatting the manuscript.Maedelyn D. Basto assisted in data gathering, documentation of results, and contributed to proofreading and final manuscript preparation.All authors read and approved the final manuscript and agreed to be accountable for all aspects of the work.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eKim, E. J., Park, B., Kim, S. K., Park, M. J., Lee, J. Y., Jo, A. R., \u0026amp; Shin, H. N. (2023, September). A meta-analysis of the effects of comprehensive sexuality education programs on children and adolescents. In \u003cem\u003eHealthcare\u003c/em\u003e (Vol. 11, No. 18, p. 2511). MDPI.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMoreira, M. T., Rocha, E., Lima, A., Pereira, L., Rodrigues, S., \u0026amp; Fernandes, C. S. (2023). Knowledge about sex education in adolescence: A cross-sectional study. \u003cem\u003eAdolescents\u003c/em\u003e, \u003cem\u003e3\u003c/em\u003e(3), 431\u0026ndash;445.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePinandari, A. W., K\u0026aring;gesten, A. E., Li, M., Moreau, C., van Reeuwijk, M., \u0026amp; Wilopo, S. A. (2023). Short-term effects of a school-based comprehensive sexuality education intervention among very young adolescents in three urban Indonesian settings: A quasi-experimental study. \u003cem\u003eJournal of Adolescent Health\u003c/em\u003e, \u003cem\u003e73\u003c/em\u003e(1), S21\u0026ndash;S32.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eD\u0026iacute;az-Rodr\u0026iacute;guez, M. V., Perell\u0026oacute;, V. B. I., Granero-Molina, J., Fern\u0026aacute;ndez-Medina, I. M., Ventura-Miranda, M. I., \u0026amp; Jim\u0026eacute;nez-Lasserrotte, M. D. M. (2024). Insights from a Qualitative Exploration of Adolescents' Opinions on Sex Education. \u003cem\u003eChildren (Basel)\u003c/em\u003e, \u003cem\u003e11\u003c/em\u003e(1), 110. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3390/children11010110\u003c/span\u003e\u003cspan address=\"10.3390/children11010110\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003ePMID: 38255423; PMCID: PMC10814457.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDebella, A., Tamire, A., Bogale, K., Berhanu, B., Mohammed, H., Deressa, A., Gamachu, M., Lami, M., Abdisa, L., Getachew, T., Hailu, S., Eyeberu, A., Heluf, H., Legesse, H., Mehadi, A., Husen Dilbo, J., Angassa Wkuma, L., \u0026amp; Birhanu, A. (2024). 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Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.unesco.org/en/health-education/cse\u003c/span\u003e\u003cspan address=\"https://www.unesco.org/en/health-education/cse\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKabamalan, M. M., \u0026amp; Afable, C. (2022). Disparities in Adolescent Sexual and Reproductive Health in the Philippines: Towards Realizing the Demographic Dividend. iPC. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://ipc2025.popconf.org/abstracts/251790\u003c/span\u003e\u003cspan address=\"https://ipc2025.popconf.org/abstracts/251790\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eLaguna, E., Kabamalan, M. M., \u0026amp; Afable, S. B. (n.d.). \u003cem\u003eDisparities in adolescent sexual and reproductive health in the Philippines: Towards realizing the demographic dividend.\u003c/em\u003e Paper presented in Session 136: Adolescent Sexual and Reproductive Health in Sub-Saharan Africa and Asia.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbrigo, M. R. M. (2023). HIV/AIDS knowledge and sexual behaviors of female young adults in the Philippines. \u003cem\u003ePhilippine Journal of Development\u003c/em\u003e, \u003cem\u003e47\u003c/em\u003e(2a). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.62986/pjd2023.47.2a\u003c/span\u003e\u003cspan address=\"10.62986/pjd2023.47.2a\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eManuguid, E. H., Mangansakan, M. S. J., Ordo\u0026ntilde;o, T. K. S., \u0026amp; Albon, P. J. D. (n.d.). \u003cem\u003eParental communication patterns in sex discussions as predictor of sexual self-efficacy of Filipino teenagers.\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5281/zenodo.10999865\u003c/span\u003e\u003cspan address=\"10.5281/zenodo.10999865\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eManito, A. J. C. (2024). Extent and challenges of implementing comprehensive sexuality education in selected school districts of Leyte. \u003cem\u003eInternational Journal of Advanced Multidisciplinary Studies (IJAMS)\u003c/em\u003e, \u003cem\u003e4\u003c/em\u003e(12), 131.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eFeliza, M. (2025). A content analysis of comprehensive sex education guidelines in the Philippine DepEd K to 12 curriculum. \u003cem\u003eInternational Journal of Educational Contemporary Exploration, 2\u003c/em\u003e(2).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMarcelo, M. A. A., \u0026amp; Rabago, J. K. M. (2025). The Pros and Cons of Offering Sex Education in the Philippine Basic Education Curricula. \u003cem\u003eAsian Journal of Education and Social Studies\u003c/em\u003e, \u003cem\u003e51\u003c/em\u003e(7), 1168\u0026ndash;1177. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.9734/ajess/2025/v51i72201\u003c/span\u003e\u003cspan address=\"10.9734/ajess/2025/v51i72201\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDepartment of Education (DepEd) (2018). \u003cem\u003ePolicy guidelines on the implementation of comprehensive sexuality education\u003c/em\u003e (DepEd Order No. 31, s. 2018). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.deped.gov.ph/2018/07/13/do-31-s-2018-policy-guidelines-on-the-implementation-of-the-comprehensive-sexuality-education/\u003c/span\u003e\u003cspan address=\"https://www.deped.gov.ph/2018/07/13/do-31-s-2018-policy-guidelines-on-the-implementation-of-the-comprehensive-sexuality-education/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDepartment of Health (DOH) Philippines. (2024). \u003cem\u003eHIV \u0026amp; AIDS surveillance of the Philippines\u003c/em\u003e. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://pia.gov.ph/wp-content/uploads/2025/03/HASP-Q4-2024.pdf\u003c/span\u003e\u003cspan address=\"https://pia.gov.ph/wp-content/uploads/2025/03/HASP-Q4-2024.pdf\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMary Angeline Villareal Pugal1, Mark Anthony Reyes Aguion2* (2025). Perceptions of Senior High School Students on Comprehensive Sexuality Education. ISRG Journal of Arts Humanities \u0026amp; Social Sciences (ISRGJAHSS), III(II), 107\u0026ndash;114. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5281/zenodo.15034603\u003c/span\u003e\u003cspan address=\"10.5281/zenodo.15034603\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJewkes, R., Flood, M., \u0026amp; Lang, J. (2015). From work with men and boys to changes of social norms and reduction of inequities in gender relations: A conceptual shift in prevention of violence against women and girls. \u003cem\u003eThe Lancet\u003c/em\u003e, \u003cem\u003e385\u003c/em\u003e(9977), 1580\u0026ndash;1589. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/S0140-6736(14)61683-4\u003c/span\u003e\u003cspan address=\"10.1016/S0140-6736(14)61683-4\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eK\u0026aring;gesten, A., \u0026amp; Chandra-Mouli, V. (2020). Gender-transformative programmes: implications for research and action. Lancet Glob Health. ;8(2):e159-e160. doi: 10.1016/S2214-109X(19)30528-5. Epub 2019 Dec 23. PMID: 31879213.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Sex Education, Misconceptions, Reproductive Health Education, Gender Differences","lastPublishedDoi":"10.21203/rs.3.rs-9091456/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9091456/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e \u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eMisconceptions about sex education continue to influence adolescents\u0026rsquo;\u003c/span\u003e knowledge \u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eof reproductive health and relationships, even when formal instruction is provided. This study examined misconceptions and the level of\u003c/span\u003e knowledge \u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eof sex education among senior high school students\u003c/span\u003e in Pangasinan, Philippines, \u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003ewith emphasis on gender differences and predictive relationships. A quantitative descriptive-correlational design was employed with 110 respondents. Results showed a relatively balanced gender distribution, with 47.3% male and 52.7% female students. Findings revealed that students generally agreed with several misconception statements about sex education, indicating the persistence of inaccurate beliefs despite formal instruction. However, respondents demonstrated high to very high levels of understanding across four domains: human reproductive health, contraception and STI prevention, boundaries and healthy relationships, and gender roles and stereotypes. Correlation analysis indicated that gender had no significant relationship with either awareness of misconceptions or level of\u003c/span\u003e knowledge. \u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003eRegression analysis further revealed that awareness of misconceptions significantly predicted students\u0026rsquo; level of\u003c/span\u003e knowledge, \u003cspan type=\"SmallCaps\" class=\"SmallCaps\" name=\"Emphasis\"\u003ewhereas gender did not.\u003c/span\u003e These findings underscore that correcting misconceptions is not merely an instructional task but a critical step in empowering adolescents to make informed, responsible, and health-promoting decisions about their sexuality.\u003c/p\u003e","manuscriptTitle":"Demystifying Misconceptions: A Gender-Based Analysis of Senior High School Students’ Knowledge of Sex Education","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-03-13 15:42:58","doi":"10.21203/rs.3.rs-9091456/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"265bb909-0369-43db-b1a7-d540c39e1e88","owner":[],"postedDate":"March 13th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-03-13T15:42:58+00:00","versionOfRecord":[],"versionCreatedAt":"2026-03-13 15:42:58","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9091456","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9091456","identity":"rs-9091456","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}