Assessing Teachers Practices and Cultural Factors for Culturally Relevant Comprehensive Sexuality Education in Grade 10 Science

Abstract

This study examines the practices of Grade 10 science teachers in relation to integrating Comprehensive Sexuality Education (CSE) into the science curriculum and also highlights key cultural considerations for culturally responsive classroom-based lesson exemplars. The study was conducted in Esperanza, Philippines, where twenty-one science teachers, across ten secondary schools, were studied in relation to four aspects of teaching conceptual formation, scientific skill acquisition, scientific value, and classroom instruction. The study additionally examined some critical cultural aspects, such as beliefs and values, language and terminology, religious and ethical issues, and gender and sexual orientation. The findings indicate that teachers are mostly favorable towards CSE integration; however, due to cultural sensitivity, there are challenges related to resource inadequacies and a need for professional development. Teachers realize the importance of cultural respect, the use of inclusive language, and engaging classroom discussions on sexual health. The study therefore affirms that there is a need for culturally relevant instructional materials for the purpose of tackling these challenges with suggestions regarding improving teacher training and collaborative practices within the community. This research serves as a foundation for the development of culturally responsive and scientifically accurate CSE lesson exemplars, thereby guaranteeing inclusivity within Grade 10 science education.