projimo chap 4

1. This method is also used to assess the impact, effects, results or outcomes of the application of the stress management practices of the respondents. This study is designed to evaluate the stress management practices that have an effect on the respondents’ academic performance. (loose connection between two sentences)
2. respondents may vary from one degree program to the other since the programs don’t (spell out) have
3. The researcher devises a questionnaire that used the English language. (action happened already)
4. It draws out the experiences of stress and how they (wh0?) effectively
5. The respondents are able to answer freely and provide their own answers. There were (tense consistency)
6. The second part deals with the causes of stress and is like the first part the uses a close-ended question and a follow up ranking question. (check construction)
7. On questionnaire. Just describe each part and do not put anymore the close ended or open ended questions thing to avoid dullness and confusion.
8. The list of names was a need (was needed) to monitor
9. consistency of tense not applied. There is past, present and future.


Chapter Four
METHODOLOGY
Research Design
This study is a descriptive evaluation method of research. This method describes the status of events that the respondents experience and it also compares, contrasts, correlates, and studies the cause-effect relationship among the concerned variables. This method is also used to assess the impact, effects, results or outcomes of the application of the stress management practices of the respondents. This study is designed to evaluate the stress management practices that have an effect on the respondents’ academic performance.
The survey method is used in collecting data with sets of questionnaires serving as the main instrument and the results will be analyzed for further assessment of the stress management practices of the respondents. This is to determine the factors that affect the stress management practices of the students and their academic performance for the A.Y. 2010-2011. The questionnaire also measures the effectiveness of the applied stress management practices of the first year students taking up BS Biology and BS Mathematics in the University of the Philippines - Cebu College (UPCC).

Sampling Procedure
The researcher used the probability sampling in which every member of the population of interest has an equal chance of being included in the sample.


Respondents
The study focused among first year students who are taking up BS Biology and BS Mathematics for A.Y. 2010-2011. The number of respondents may vary from one degree program to the other since the programs don’t have the same number of students and also taking into consideration that they come from different universities.
The total number of respondents is 52. There are 35 students from the BS Biology course and 17 students from the BS Mathematics course.
The ages of the respondents range from 16-18 years old. All are asked to answer the questionnaires provided by the researcher.

Research Instrument
The researcher devises a questionnaire that used the English language. The questionnaire includes some background of the respondents like their name, age and gender. It draws out the experiences of stress and how they effectively managed to apply their stress management practices in favour of their academic performance.
The questionnaire composes mostly of close-ended questions and one open-ended question. There are also contingency questions.
Close-ended questions require the respondents to answer whether Yes or No and check given choices that were applicable to them. These would possibly measure whether the respondents agree or disagree with the given choices. An open-ended question is used to know how the stress management practices of the respondents aid or not aid them in their school performance. The respondents are able to answer freely and provide their own answers. There were also some contingency questions in which the respondents were asked to rate their previous answers in the previous item number.
There are eight questions or parts of the questionnaire. The first part deals with the awareness of the student’s stress experience. This part uses a close-ended question that provides choices of all possible experiences of stress by the respondent and a contingency question that ranks the top three experiences of stress. The second part deals with the causes of stress and is like the first part the uses a close-ended question and a follow up ranking question. The close-ended question asks the respondent to pick all applicable choices of the causes of stress. The contingency question asks the respondent to rank the top three causes of stress. The third part asks about how frequent the respondent experiences stress in academic matters. This part is a close-ended question that asks the respondent to rate the frequency of his academic stress experience. The fourth part focuses on the applied stress management practices of the respondent. This part uses a close-ended question and contingency question. The close-ended questions gives possible choices of ways in managing stress and the contingency questions asks the respondent to rank the top three applied ways in managing stress. The fifth part focuses on the effectiveness of the applied stress management practices and uses a close-ended question providing choices that rates how effective the stress management practices are. The sixth part deals with describing the academic performance of the respondent according to the five given factors to be considered. Each factor is rated by the respondent. The seventh part rates the satisfaction of the respondent’s class standing and is a close-ended question. Lastly, the eighth part focuses on how the stress management practices aided in the respondent’s school performance. This part uses a close-ended question composing of a Yes or No answer and an open-ended question asking how the stress management practices aid or did not aid the respondent. At the end of the questionnaire, the respondent is asked to rate from 1 as the lowest and 5 as the highest regarding the usefulness of the applied stress management practices in improving the resondent’s academic performance.
Face-to-Face Administration of the questionnaire was administered by the researcher and a friend of her. The researcher handed out the questionnaires personally to the respondents. A friend of the researcher helped in the handing out of the survey questionnaires.

Data Collection
The researcher only uses the survey method. Data is gathered through distributing the questionnaires to the respondents. The researcher collected the questionnaires after the respondents have answered the survey instrument.
The researcher requested an official copy of the names of the respondents from the NSMD office. The list of names was a need to monitor that all the first year students taking up BS Biology and BS Mathematics were able to answer the questionnaires.
The survey was conducted inside the University of the Philippines Cebu College campus. The data gathering was done for a week, and it was administered during the free time of the researcher and her friend.

Data Analysis
The researcher employs the qualitative approach of the study. The survey results are classified as qualitative data. The researcher is able to identify the factors that affect the students’ academic performance considering the application of their different stress management practices. Answers to the questions will be tallied and be tabulated for clarity and convenience of the readers. Importance and relevance of the theories involved provide valid explanation of the results in a descriptive form. These forms of data analysis aim to find a trend and correlations between the variables involved.

briones, fernandez

1. give a background about (on) network
2. It (what? Researchers?) also seeks..
3. “Today’s economy offers us many challenges especially if we’re looking for a new job, trying to sell a home or wanting to obtain fresh business”. (para or page?)
4. It is a novel way to make (check word)
5. It’s (spell out) a very relaxing..
6. There are two business models used in network marketing namely marketing; namely: )
7. Saying no to a family member is hard, so this leads one to join just to protect the relationship. (Manalel et al., 2007). (erase period after relationship)
8. “In Network Marketing everyone is the CEO of his or her own independent organization”. (page or para)
9. The networking business does not only offer people help financially (check wording,confusing)
10. It has been stated that (where? By what/who?)
11. According to Matt Brooks, “The most important value in business is the relationships that are built. Customers, clients, vendors, and colleagues all shape the relationships within a business” (2010). (year should follow the author.page after the quote)
12. ven if you have less experiences or with low grades, this business could help you through. However, you have to do best in your networking since you have to make a good impression to your connections. (point of view consistency)
13. Student jobs are popular nowadays because it helps (subject verb agreement)
14. student jobs do not just help pay for tuition fees but also gives (subject verb agreement)
15. It has been said that working gets in the way of the students performance, but studies show (what and whose studies?generalizing)
16. This implies that there is more to it than just having the brains and acing the exams, academic success (semi colon instead of comma since they are both independent clauses)
17. According to Joshi (2010), “The student experience brings newfound responsibilities like keeping good grades, living on your own and balancing a budget which can be very stressful”. (para or page)
18. Over 60 percent of college students report that their parents (in which place?)
19. When a student becomes concerned on (of)
20. he/she becomes more distracted compared to (than instead of compared to) ordinary students.
21. “The extent of student’s learning in academics may be determined by the grades a student earns for a period of learning has been done.” (page or para)
22. According to Felicidad Cesar Hiramis (2005) “in education, of one hundred school age children, only twelve graduate in tertiary education and only one is employed.” (which place, locale?)
23. Studying and working at the same time puts pressure on someone. (on working students)
24. Students who work more or less 15 to 20 hours a week can cause dropping out of students. (word student repeated )
25. skills that can help the student cope up with (omit up)
26. “While it is important that you enjoy your social life to the fullest and such possibilities won’t come again in the future, it is equally important that you devote your time for academic purposes.” (page or para)
Beginning college is an exciting step toward a brighter future. Most teenagers expect it to be an exciting and fun adventure in their life, but worry about how to keep up with all those homework assignments. There are simple ways to keep up with studying and homework, but it takes dedication. It’s not really hard to keep up your grades, but you have to dedicate yourself to school and worry less about working full-time and partying. (Para or page?)

27. Thus, to attain success, know what your goal is. (why are you instructing here?)
28. Thus, to attain success, know what your goal is. It is called goal setting (Latham & Locke, 2002). College is very different compared to high school. It is much more difficult to attain success in studies. (college is a different idea.why join it here?)
29. These are the most common poor college study habits. One is poor attendance, the poor note taking skills and another is no time management skill. Last minute work, procrastination, failure to read directions, over-reliance on other students, plagiarism, and failure to ask for help are other examples of poor study habits of college students (Gladen, 2008). “Studying is a skill” (Mayland Community College, 2002). It is a skill needed in order to be successful in college. This skill needs to be acquired, practice and improved before you become successful. The study habits of high school can no longer be used in college since college and high school are so much different. According to Mayland Community College, “Good study habits include many different skills: time management, self-discipline, concentration, memorization, organization, and effort. Desire to succeed is important, too” (2002). (these will become unnecessary in this chapter if you do not relate it to students having part-time jobs, that these are possible effects of having a job will studying)
30. Procrastination is setting aside the things you should do. It is a very common bad habit of most students (Schraw, Wadkins, & Olfason, 2007). This can be a hindrance to your success and could cause harm to your studies. The most common reasons why you procrastinate are looking for the right mood and looking for the right time (Burka, 2008). This suggests that people tend to do tasks based on a mood and what usually comes first is the task that gives out maximum happiness. Studying, for most people, takes effort and is taxing which is why for some students, it is at the bottom of the list (Bryner, 2007). In a study conducted by Moheed Akinsola, Adedeji Tella, and Adeyinka Tella (2007), there is a negative correlation between academic performance and the level of academic procrastination. This reveals that procrastinating can have an impact one’s studies. (delete.not relevant anymore)
31. Being a working student and as well as joining is one of the hardest part in a life of a college student. Why? Because aside from studying your lessons, making your homework and assignment, listening to your instructors and professors and making your project, you have another assignment which other normal student’s don’t. The reason why there are a lot of students who would want to apply as a working student is that the school answers the tuition fee of the working student. That is why I also entered into this kind of job. (para or page?)
32. In fact, studies show that “grades tend to improve the more hours a student works during a week, but the improvement levels off if one works more than 20 hours per week” (2008). (whose studies? Where is this situated?)
33. Greg Shuey (2008) adds (tense consistency)
34. No synthesis of the review and no establishment of the connection between the reviewed studies/sources and your own study

Chapter II
Review of Related Literature

Students often feel the need to earn money in order to pay for school fees, support his/her family or meet one’s needs. This pushes the students to look for jobs that would allow them to work while they study. This chapter expounds on the studies related to this research about the effects of networking business on the studies of college students in Metro Cebu. In order to give the readers an idea why network marketing is very popular to college working students, the researchers give a background about network marketing and its advantages and disadvantages. It also seeks to explain the different variables that affect one’s studies such as time management, study habits, grades, completion of school requirements and attendance.

According to Matthew Keegan (2010), “Today’s economy offers us many challenges especially if we’re looking for a new job, trying to sell a home or wanting to obtain fresh business”. Being traditional in this modern world of business keeps you back and gives you little competitive advantage. Being innovative and more dynamic gives you an edge, which is probably why network marketing became popular.

Network Marketing, otherwise known as networking, is a method of marketing that utilizes independent representatives to reach potential customers that a company otherwise would not reach with traditional methods (Burks, 2010). It is a novel way to make business by selling products and recruiting other people. This creates a cycle of people selling and recruiting, thus helping each one earn a commission for each product one coworker sells. It’s a very relaxing way to make money because when one person gets tired of selling and recruiting, he/she would still earn because of his or her coworkers. In other words, one has no choice but to earn. This idea leads the business to flourish, inviting thousands of people in (Poe, 1994).

The business wherein people construct a “mutually beneficial relationship with other business people and potential clients and/or customers” (Ward, n.d.) is called Business Networking. It is not to be labeled as “meet-and-greet events” since it defeats the purpose of business opportunities. This business is an interaction amongst various types of people who are bound together in the same field having the same goal. Its objective is not only to earn money, but it also enhances the communication and entrepreneurship skills of the person. The most essential thing that is proven useful in business networking is listening. Hence, this skill is the key to a flourishing business.

The World Federation of Direct Selling Associations defined network marketing, also known as multilevel marketing, structure marketing or multilevel direct selling, as a kind of direct selling business which focuses greatly on the reward one gets from personal sales as well as their down lines (Manalel, Mathews, & Zacharias, 2007). This creates an environment of people working together in order to get what all of them want. Distributors can choose to sell products at a higher price in order to make more money. Every month, each one receives a commission for every product he or she sells as well as the people he or she recruits. “The multiplying effect on network marketing will expand when these distributors continue their recruiting or sponsoring efforts” (Manalel et al., 2007). There are two business models used in network marketing namely the sunflower and the pyramid. In the sunflower model, also known as the unilevel model, the person can develop as many nodes while in the pyramid level, otherwise known as the binary model, a person can only recruit two people, who would also do the same. There is exploitation of relationships in network marketing. People join because of the influence of their family and peers, and the pressure that they put on one’s shoulders. Saying no to a family member is hard, so this leads one to join just to protect the relationship. (Manalel et al., 2007).

For years now, direct marketing has been used by different businesses to target customers without hurting their bank accounts. Now, network marketers have taken this further not only doing direct selling but recruiting new people, a method made famous by the company, Amway, in the 1950s. Greg Stewart (2010) pointed out that “In Network Marketing everyone is the CEO of his or her own independent organization”. Probably the best thing about network marketing is being able to earn even without doing anything because of the commission paid not only for direct sales made by the salesperson but also from the sales made by those he recruited. This attracts a lot of people from different walks of life.

Unfortunately, some consumers have not been very happy about direct selling and network marketing organizations pointing out the aggressive selling techniques, exaggerations of facts in recruiting, pyramiding scams and unethical way of exploiting relationships as the reason for all the negative remarks (Manalel et al., 2007). Despite this, network marketing is still one of the most sought after jobs because networks are merely people sharing thoughts and information.


Back then, people did not know much about the networking business. Network Marketing used to be a business joined only by young adults, mostly men and a few women (Reid & Plank, 2004). Today, it has evolved into a moneymaking business joined by college students in order to earn extra money. Network Marketing is a very efficient way for a college student to earn because it involves time freedom, allowing one to set his or her own work hours. In the networking business, he or she can still make school works while earning money.

The networking business does not only offer people help financially but socially as well. It has been stated that there is indeed an exploitation of relationships, which sometimes destroys the bond but there are also cases wherein relationships are alright, sometimes even better. While one is in the networking business, he or she learns a lot of skills that one can use outside the business. Being able to manage one’s time, being patient, being respectful are only a few of the skills one can develop while doing network marketing (Dwyer & Tanner, 2006). Effective networking takes time. It is about constructing rapport with people who can help in your business. One has to gain their “trust, confidence and loyalty” (Misner, 2007).

According to Matt Brooks, “The most important value in business is the relationships that are built. Customers, clients, vendors, and colleagues all shape the relationships within a business” (2010). This implies that it is essential that you take care of the relationships you had established with other people. Having a good connection can lead to a successful business. Mike Bourne and Pippa Bourne (2009) said, “Networking is about establishing groups of contacts that will add value to your business and career. It is a two-way process in which you must give to receive” (p.58). This suggests that it is essential to create strong relationships since it will help you improve your business. Business networking is about building relationships with people who may or may not need what you have to sell (Helbig, 2010). It means that business networking is not just about selling products. It is mainly about establishing connections to people. The major reason of quitting in business is isolation and loneliness (Gerrish, 2005). Being isolated keeping yourself away from others will not help in this business.

People engage in business to obviously get a job and earn money. Networking is the way to get a desirable job. Even if you have less experiences or with low grades, this business could help you through. However, you have to do best in your networking since you have to make a good impression to your connections. Remember, this is a “two-way process” (Aquire, n.d.).

People go through years of education to get a decent career. According to the U.S. Department of Education, “half of all full time undergraduates and 81% of part time undergraduates are employed while enrolled in college” (Knudsvig, 2011). Student jobs have been in style for quite some time because more and more teenagers are choosing to work while studying. Bailey Shoemaker Richards (2010) refers to it as the 'Earn and Learn' policy. Student jobs are popular nowadays because it helps students pay for their school fees and other things they might want. Although the idea of simultaneously working and studying is quite demanding, there are a lot of options that students can choose from such as a campus job, putting up an online shop or network marketing. Reasons for opting to be a working student range from “creating a good bio data, developing a good reference list or learning better time management skills” (Tessin, 2008). Student jobs do not just help pay for tuition fees but also gives students a bigger chance of getting a good job after graduation. Nowadays, work is more of a necessity for students rather than a choice (Perna & Dubois, 2010).

It has been said that working gets in the way of the students performance, but studies show that working students achieve more in their respective classes compared to those who are not working. It might be because they are already used to the pressure that their bosses give them, so when it comes to school, they know how to handle difficult situations. There is also a possibility that working students possess one skill that every student is required to have, time management (Orszag, Orszag, & Whitmore, 2001). This implies that there is more to it than just having the brains and acing the exams, academic success is achieved by knowing how to manage one’s time. Acquiring this skill saves one from being on school arrest for failing to complete one’s schoolwork while his or her classmates are enjoying their free time.

The main essence of managing time is that one should sort out events ahead of time. The most appropriate time of planning a schedule is at the start of the day, when one is at a fresh state. The most important thing to do when planning is to set one’s priorities according to significance and urgency (Covey, 1990). This is very useful in both business and in school. There has been a misconception among students that time management is a compulsive way of planning every minute of the day leaving students no time to rest and have fun. In reality, time management involves being able to plan a day in an organized manner giving time for work as well as leisure. For working students, time management helps one deal with problems in school and work in an efficient way. “Developing time management skills does involve scheduling, but time management is more about individual responsibility” (Richards, 2010).

Students say that working a part time job affects their grades. The majority of post-secondary students in Canada (57 per cent) say they plan to work during the school year in order to help pay the bills. Three-quarters of students in Canada (77 per cent) believe working part-time during school will impact their grades, while six-in-10 expect to graduate with debt and 74 per cent don’t use a budget (Royal Bank of Canada, 2010). According to Joshi (2010), “The student experience brings newfound responsibilities like keeping good grades, living on your own and balancing a budget which can be very stressful”. She adds that if students would change their habits and save properly, they will have fewer working hours, therefore, having more time to study and have fun.

The financial conflicts due to the amount of money needed for a college education have affected many families. Nowadays, families are forced to find ways to support the education of their kids. Sources prove that due to the struggle of financing for one’s tuition, students are pushed to work while studying. Over 60 percent of college students report that their parents now expect them to work during the school year to help cover expenses (Orszag et al., 2001). When a student becomes concerned on how he/she is going to continue with his/her education, he/she becomes more distracted compared to ordinary students. Distraction can hamper one’s focus and it can affect a student’s capacity to learn. According to Bangongon and Edpalina (2009), “The extent of student’s learning in academics may be determined by the grades a student earns for a period of learning has been done.” Before, people thought that learning of the student is measured through her grades. If his/her grades are high, he/she has learned a lot. If he/she has low grades, then he/she did not learn much; however, there are still some factors that can affect the student’s study habits such as age, gender, environment and many more.

According to Felicidad Cesar Hiramis (2005) “in education, of one hundred school age children, only twelve graduate in tertiary education and only one is employed.” This can cause disappointment to most of the college graduates since they thought that their college diploma is the key to high paying jobs and a better life to the families. The Commission on Higher Education (CHED) states that only 50% of working students get to finish studying college (Sembrano, 2010). This is due to their lack of funds, health problems, and mostly because they cannot focus on their studies. Studying and working at the same time puts pressure on someone. It is important to learn to balance one’s time.


Students who work more or less 15 to 20 hours a week can cause dropping out of students. Working longer could decrease the student’s capacity from mingling with friends, building their interests and many more. Thus, it can lead to an unsuccessful student life (Orszag et al., 2001). Several college students find time-management very hard to do. Aside from the subjects, time management is one of the most difficult things to do. All a student needs are strong management skills that can help the student cope up with his/her assignments, projects, long exams and the like. College can be the best moment for most of people. It is the time when one gets to enjoy life. According to Jane Sheeba (n.d.), “While it is important that you enjoy your social life to the fullest and such possibilities won’t come again in the future, it is equally important that you devote your time for academic purposes.” This means that a student should not only focus on one side. He/she must know how to balance both academic and social aspects in order to enjoy college life. Engle (n.d.) explained:

Beginning college is an exciting step toward a brighter future. Most teenagers expect it to be an exciting and fun adventure in their life, but worry about how to keep up with all those homework assignments. There are simple ways to keep up with studying and homework, but it takes dedication. It’s not really hard to keep up your grades, but you have to dedicate yourself to school and worry less about working full-time and partying.

People who are flourishing think of the things they want and what they want to achieve. On the other hand, those unproductive people are those who only think of what they do not want to happen. Thus, to attain success, know what your goal is. It is called goal setting (Latham & Locke, 2002). College is very different compared to high school. It is much more difficult to attain success in studies. These are the most common poor college study habits. One is poor attendance, the poor note taking skills and another is no time management skill. Last minute work, procrastination, failure to read directions, over-reliance on other students, plagiarism, and failure to ask for help are other examples of poor study habits of college students (Gladen, 2008). “Studying is a skill” (Mayland Community College, 2002). It is a skill needed in order to be successful in college. This skill needs to be acquired, practice and improved before you become successful. The study habits of high school can no longer be used in college since college and high school are so much different. According to Mayland Community College, “Good study habits include many different skills: time management, self-discipline, concentration, memorization, organization, and effort. Desire to succeed is important, too” (2002).

Procrastination is setting aside the things you should do. It is a very common bad habit of most students (Schraw, Wadkins, & Olfason, 2007). This can be a hindrance to your success and could cause harm to your studies. The most common reasons why you procrastinate are looking for the right mood and looking for the right time (Burka, 2008). This suggests that people tend to do tasks based on a mood and what usually comes first is the task that gives out maximum happiness. Studying, for most people, takes effort and is taxing which is why for some students, it is at the bottom of the list (Bryner, 2007). In a study conducted by Moheed Akinsola, Adedeji Tella, and Adeyinka Tella (2007), there is a negative correlation between academic performance and the level of academic procrastination. This reveals that procrastinating can have an impact one’s studies.

There have been many implications on what can affect a student’s academic performance and these go back to the idea of being a working student. According to Clawid (2008),


Being a working student and as well as joining is one of the hardest part in a life of a college student. Why? Because aside from studying your lessons, making your homework and assignment, listening to your instructors and professors and making your project, you have another assignment which other normal student’s don’t. The reason why there are a lot of students who would want to apply as a working student is that the school answers the tuition fee of the working student. That is why I also entered into this kind of job.

Usually, people have this impression that “more hours jobs take out of the students weekly schedules, the worse students will do in their classes.” (Shuey, 2008) However, this is a fallacy. In fact, studies show that “grades tend to improve the more hours a student works during a week, but the improvement levels off if one works more than 20 hours per week” (2008). Not only are working students likely to gain better grades but they also acquire better jobs. It also comes handy after graduation when fresh graduates flock to high-paying companies. Greg Shuey (2008) adds that “when an employment position comes down to several candidates with the same educational qualifications, employers are more inclined to hire the graduate who has work place experience”. Having a taste of the real life while attending school gives a positive impression to the employer that you are trustworthy and eligible for the position.

It has been stated that students can work as employees or they can engage in business. Network marketing is the fad today for most students because it allows them to be in control and be their own boss. Their time as businessmen is flexible thus giving adequate time for their academic life. To be an effective and efficient working student one has to have time management skills and have the ability to balance both sides. Yes, working as a student can be very beneficial but the question still remains whether being a working student can affect the integral part of that identity---being a student.

bual watin chapt 2

Chapter 2

1. (“Surviving adolescence – a tool kit for parents”, 2004). (why title? No author or name of org?)
2. Adolescence is perhaps the most critical of all life stages. It starts during the twelfth or thirteenth year of the person to the nineteenth or the twentieth. Despite this grouping, there are still no definite chronological age boundaries separating adolescence from childhood and adulthood. A huge amount of changes occur in an adolescent’s body physically, emotionally, and psychologically. Physical changes include growth in height, hormones, and reproductive organs. Emotional changes, usually resulting from psychological changes, include heightened awareness and participation in love, friendship, an even depression. (recognition of sources?)
3. There are 4 types (express number in words if less than 10)
4. the world and it’s constituents (check)
5. In line with the University of the Philippines (what?; expression in possessive form) as the premier national university of the country
6. “Choosing a Major”, , n.d.) NO author, name of org? no year, otherwise cannot be considered credible)
7. Freedom to express one’s self is already taught widespread in schools in the Philippines. Liberalism and freedom of expression has become a common trend, a common goal for most schools with students vying for increased “freedom” and independence. (recognition of source)
8. The presence of stress in the body can promote either positive or negative effects; however, it is a matter of quantity separating the two. Moderate amount of stress can be positive for the body, since it activates certain organs and hormones that may have been quite dormant when stress was absent in the body. (citation)
9. (“Dealing with stress during college”, 2007). (author? Name of org?)



CHAPTER II

REVIEW OF RELATED LITERATURE

The study weighs the pressures brought by GE and major subjects to second year UP students. This chapter explains the basic concepts and the major topics of the study: the definition and scope of adolescence, the process of learning, the teaching process, and the nature of the student. The literature about the integration of these concepts into the Philippine setting: the Filipino adolescent and the Filipino college and student are discussed. In relation to the main study, the definition, effects, implications, and sources of stress are also discussed. The review is important since it explains the concepts used in the study and their incorporation into the study’s main problem. The chapter ends with a summary of the literature review.

THE STAGE OF ADOLESCENCE

Considering that our study targets are college students, and these students are mostly, if not all, adolescents, it is therefore a necessity that we tackle adolescence for a good background of the nature of our subjects, especially in the cognitive and biological aspects.

Adolescence is perhaps the most critical of all life stages. It starts during the twelfth or thirteenth year of the person to the nineteenth or the twentieth. Despite this grouping, there are still no definite chronological age boundaries separating adolescence from childhood and adulthood. A huge amount of changes occur in an adolescent’s body physically, emotionally, and psychologically. Physical changes include growth in height, hormones, and reproductive organs. Emotional changes, usually resulting from psychological changes, include heightened awareness and participation in love, friendship, an even depression. Psychological changes refer to the developing semi-mature mindset of the adolescents like the formation of more relationships outside the family, improved decision-making strategies, improved preferences, and a more developed learning capacity (“Surviving adolescence – a tool kit for parents”, 2004).

Situated between immaturity and maturity, the stage permits naïve and mature thinking alternating on indefinite intervals during the person’s development. According to Kelly (1965), the events that happen during this stage help to form the basic qualities and characteristics of these young people. New thoughts and experiences pave the way for the individual’s social, sex, and self-awareness. New-found vigor, enthusiasm and energy become bases for the adolescent’s innate daredevil and nature of devotion towards anything of interest.

There is a measure of complexity found in adolescents. They carry their way through their developing years in constant struggle as they try to find meaning and purpose for their lives. Considered to be a person’s adjustment stage, adolescence solidifies the concepts of strenuous effort and decision-making problems that would eventually help in the adolescents’ development. As the adolescents go through this critical stage, they undergo the arduous course of higher education and learning.

THE PROCESS OF LEARNING

There is perhaps no single definition for the process of learning. The acquisition of knowledge varies from person to person and culture to culture. The amount of knowledge gained and the process by which people gain the knowledge differ across nations and between individual personalities. According to Kelly (1965), the process of learning is an important practice that would eventually lead people to great development as they go through life.

There are 4 types of learning indicated by Kelly: (a) rational, when learning is intellectual in nature and involves judgment and reasoning, (b) motor, when the skills are being learned, (c) associative, when it involves memory and association processes, and (d) appreciative, when it deals with emotions, behavior/attitudes and ideals. Optimal learning is achieved when all four types of learning are present and there is development shown by the student.

People should, however, also learn to measure their capacity for learning and their knowledge. The learning process should meet a condition to which it is to take place successfully. The learning process is being conditioned by intelligence that there is a big possibility that a person will learn more if he/she has a high intelligence rate (Isidro, 1952).

In line with Kelly’s idea that “learning involves mental activity by means of which knowledge and skills are acquired, retained, and utilized” (p. 188), every grain of information gained by people adds to the countless numbers of facts, details, and experiences they store in their heads.

This, in effect, greatly affects two important parts of higher education: the teacher and the student. The process’ objectives heavily influence the school situation. The attainment of certain knowledge, the development of abilities, the acquisition of patterns of behavior, and the capability to function logically and independently heavily rely on the individual’s learning process and personality.

THE TEACHING PROCESS AND THE NATURE OF THE STUDENT

According to Battle and Shannon (1968), teaching is a process of arranging circumstances in which the student changes his ways deliberately in the direction of his goals. The teachers’ part in the process is a great one since they become the primary givers and sharers of knowledge in the school setting, which will shape the learner and make him/her consciously apply his knowledge to his goals. With this in mind, the teachers must be effective in communicating to their students what they wish to teach. Battle and Shannon (1968) said that there are two characteristics of a good teacher: he/she should be, first and foremost, an interesting person, and he/she must be well-educated especially in his field of expertise.

To be able to reach a point of interaction with their students, teachers must develop their curriculum. At this point in time, there is no proper definition of the curriculum, since different sources usually contradict. Aquino (1986) mentioned that the word curriculum, through the years, has achieved various definitions and contexts. Some of these are curricula explained as: subjects taught in school, the subject matter itself, the course and/or program of study, learning outcomes to be attained both by teacher and student, teaching strategies applied by teachers, learners’ engagements, planned experiences in and out of school, the total environment of the learner, and all of the learning experiences of the child.

Dennise and Kauffman (1966), however, pointed out that a curriculum is only appropriate when intellectual progress is experienced wholly by the students. Therefore, in order to be successful, the teachers must be able to efficiently use their curriculum to further the students’ best interests and to properly share what they themselves were taught.

The teaching process coexists with the learning process, for without the former, the latter would simply be nonexistent. The students would be nonexistent if there would be no teachers, and, similarly, the lessons would be useless if there were no people being taught.

Consistent with the ideas presented above, the students, on the other hand, must be able to associate the teachings of one teacher with another. They must be able to integrate their knowledge properly into their projects, assignments, and perhaps their lives, to prove that they have indeed learnt something from the subject and that the teachers were successful in their efforts to impart knowledge to them. This idea identifies with the learning process.

According to Isidro (1952), “education depends upon emotion for the motivation of learning and for personality adjustment” (p. 10). In school work, it is said that praising a student after the things he/she did is approved for the betterment of the student. In addition to this, Dewey (1968) said that the problem of students is found in the subject matter itself. The teacher’s problem should be what the students think of the subject matter.

In line with this, aside from the students’ responsibilities in the learning process, the teachers must also consider the mental capacity and interest of their students as well as their own academic proficiency. There is a positive relationship between the two explaining that, most of the time, the students’ academic achievement reflects the teachers’ proficiency in his lessons (Goldhaber, 2003). Too much in too little time may overwork the brain and too little in too much time may hinder quantitative learning. The students must know their own capabilities in order for smooth communication to ensue between them and their teachers. A give-and-take relationship must happen between the teacher and student.

HIGHER EDUCATION IN THE PHILIPPINES

According to Battle and Shannon (1968), the main purpose of a certain university is that it should prepare the students for their personal success. The college curricula in the Philippines, just like in any other countries, seek to promote the best possible learning experience to the students in order for the students to indeed be successful.

The presence of the General Education (GE) program in colleges across the country proved to be a valuable source of general knowledge. Cohen, 1988 stated in his article that:

General education is the process of developing a framework on which to place knowledge stemming from various sources. Its goals are to help students think critically, develop values, understand traditions, respect diverse cultures and opinions, and most important, put that knowledge to use. It is holistic, not specialized; integrative, not fractioned; suitable less for abstract contemplation than for application. (par. 2)

Therefore, as a basic principle, students are made to use their minds to understand and appreciate the world and it’s constituents, and not just the intricacies of their major.

Liberal education and general education in the Philippine context is the basic, holistic appreciation of life and humans. It makes the people realize that humans themselves are a part of the country, a member of a democratic community. It teaches the people how to think, reason, judge, and question things. It doesn’t just teach and help in intellectual growth, but it also helps in molding the moral values of the country (Magno, 2010). In line with the University of the Philippines as the premier national university of the country, the school’s GE courses aim to develop the students in almost all aspects of their lives. This is called “common minimum general education” (Doronila, 1993).

The latest revitalization of the GE Program of the University of the Philippines allows the students to choose their own GE courses, based on their specific fields of interest. The idea is to make the students learn, on their part, since they “perform better in courses which they choose rather than in courses that they have no interest in but are required to take” (“The Revitalized GE Program”, 2009).

Major subjects, on the other hand, are present in the system because, primarily, without having subjects for your major degree, the college/university will not give you a degree at all (“Choosing a Major”, n.d.).

A major subject is defined, simply, as one of the subjects/classes you take under your baccalaureate degree, which you choose to concentrate on and explore thoroughly (“Choosing a Major”, n.d.). Major subjects mostly vary, especially in different degrees taken.

In the Philippines, a good percentage of major subjects vary from school to school and degree to degree, depending also on the schools’ fields of concentration. As opposed to GE courses, major subjects are not chosen, for they are strictly required by the school for completion of the degree (“Choosing a Major”, n.d.). If one major class was not taken, the student usually stays longer in the university to compensate for the missed class and continue the course. If one failed a major subject, the student usually retakes the class and becomes an irregular student in the next semester if the subject failed was a prerequisite.

THE PHILIPPINE STUDENT

According to Mangubat (1970), the Philippines has given equal opportunities for the rich and poor to be educated and take courses that they like, of their own choosing. This system, however, did not succeed because of early elimination and dropping out of students. Poverty remains a huge factor in Philippine education simply because most families cannot afford to send their children to school, especially to college. The Filipino mindset remains: most poor families would think that they would rather have their children work immediately to alleviate their poverty, rather than go through at least four years of college, which they look at as more additional pay to the many expenses they already have.

To add to the aforementioned dilemma of the Filipino people, education is partially a process of social conditioning. According to Isidro (1952): a Filipino student is living in an environment not suitable for learning since there are contradictions between the culture and science. A child may be hindered from going to school, even if he wishes to, because of the contradiction between the two.

The education as of today, Mangubat (1970) wrote, is slowly becoming more democratic and liberal. Freedom to express one’s self is already taught widespread in schools in the Philippines. Liberalism and freedom of expression has become a common trend, a common goal for most schools with students vying for increased “freedom” and independence.

STRESS

Rice (1999) stated that there are three formal definitions of stress according to contemporary scientific writings: (a) it is a stimulus causing tension and arousal, (b) a subjective response to tension and arousal, and (c) the body’s reactions to certain demands.

According to Starke (1990), stress involves a set of challenges gained from the environment: physical challenges such as hunger, thirst, and health issues, and psychological challenges like deprivation, loss, and adaptation. Stress occurs especially during times when an immediate or a delayed solution is needed upon facing a problem.

The presence of stress in the body can promote either positive or negative effects; however, it is a matter of quantity separating the two. Moderate amount of stress can be positive for the body, since it activates certain organs and hormones that may have been quite dormant when stress was absent in the body. Too much stress can indeed be negative for the body since the body may not be able to cope with the pressures the individual is experiencing (“Dealing with stress during college”, 2007). Certain organs may refrain from functioning due to overworking, and the body may lose the energy it desperately needs in order to function well.

Alix, et al. (1992) stated that important coping predictors are: (1) the person, and (2) the environment and variables that are situational. By coping, students will be able to deal with their stressors and will be able to properly manage their time.

Using the Student Stress Survey and according to the table given by Ross, Niebling, and Heckert (1999) in their thesis, there are five top stressors common in students: “change in sleeping habits (89%), vacation or break (82%), change in eating habits (74%), new responsibilities (73%), and increased workload (73%)” (par. 10). The said data was taken during springtime, when students were busy planning their breaks from school. This means that, time is also a major factor affecting the students’ responses to certain stress tests. The duration of a given situation and the set dates for certain occasions may and will affect the stress levels of students. Apart from inflicting pressure on the student, time may set the boundaries for stress and stress management.

Aside from the stressors mentioned above, perhaps the greatest stressor of all students is getting grades that are lower than what they expected received (Greenwald and Gillmore, 1997). Students have grade aspirations, which are their expectations for appropriate grades—and these have two effects: (a) work regulation—adjustment of student’s work level to achieve the grade, and (b) grade satisfaction—satisfaction in the course reflects in the grade. Undue stress may result from not studying and/or too much studying.

Freshmen and Sophomores have higher levels of stress, because they don’t yet have the “strong support network” that Juniors and Seniors have developed. They have not yet developed their “coping mechanisms” that would help them in dealing with and avoiding stress. Freshmen have a hard time getting into new practices in school and dealing with the new culture and environment (Misra, et al., 2000). Although, with the use of assimilation and accommodation, the Freshmen, in time, will be able to properly adapt to the new environment an culture (Piaget, 1952). Sophomores experience stress due to more academic pressures. Both year levels are emotionally, physically, and intellectually unstable, unlike the Juniors and Seniors who are more well-developed (Misra, et al., 2000).

Among the many stresses in college, diffusion—trying to do things that are beyond the individual’s capabilities—is, by far, one of the most common. Rice (1999) said that mental diffusion causes dysfunctional problems, less concentration and less motivation in doing tasks. Keeping up with such activities produces a “toll” on one’s body through physical fatigue and a “battered mind syndrome”. Diffusion does not make people realize their own limitations and does not keep them from saying no to anyone who asks for help. This will result in mental and physical overload if it does not stop.


SUMMARY

The interrelations between the college adolescent, learning, and stress is evident in this review. The physical, emotional, and psychological characteristics of adolescence all play important roles in the formation of the cognitive capacities of a person (“Surviving adolescence – a tool kit for parents”, 2004). This cognitive capacity is responsible for the process of learning inherent in each and every person. As a result, the mental capacity of a person depends greatly on his inherent process of learning, giving the idea that even though people may go through similar experiences, they may have differing views and interpretations of the experiences (Kelly, 1965). This correlation also relates to the two parts of the learning process: the teacher and the student (Battle and Shannon, 1968). The teachers should seek to understand the capacities and capabilities of their students in order to formulate an effective curriculum (Battle and Shannon, 1968). Success in this area depends on the academic proficiency of the teacher as well as the availability of learning materials and the attention and aptitude of the student (Dennise and Kauffman, 1996).

With this in mind, the Philippine colleges may be studied and understood. By knowing the Philippines’ stand on education and the current educational status of Filipinos, it is therefore apparent that tertiary education is a rarity for the poor. Certain features available for the private, richer schools may not be available for public schools.

Liberalism and freedom of expression has become evident in today’s schools (Doronila, 1993). More and more universities are adhering to the policies of democratic education given by the school councils, and this has become a major influence to the kind of education given in varying schools.

The Formation of the General Education (GE) Program, however, is open for all kinds of tertiary schools. It is already a requirement for all the colleges to have their own GE curriculum, for the more holistic approach to tertiary education. The Revitalized GE Program of the University of the Philippines helps in maintaining a successful and effective GE program for its students (“The Revitalized GE Program”, 2009). As these factors continue to make better the education of the country, the unavoidable stress level of the students increase indefinitely.

Stress is the major contributing factor for both positive development and negative deterioration of students. The only important factor is that they are measured quantitatively and may give different results to the student (Rice, 1999).

The usual stress sources in college students come from changes in the environment and their own habits (Starke, 1990). Freshmen and Sophomores gain more stress in college since they are yet to adapt fully to the environment, and the pressures they receive have not yet been fully dealt with by their bodies (Misra, et al., 2000). Diffusion (Rice, 1999) also becomes a huge factor in this area.

The characteristics of adolescents greatly affect their learning process, which in turn is affected by the teaching process of their professors, as well as their own student nature. Assessing the status of colleges in the Philippines, it is found out that liberalism is a common goal for most schools and this, in turn, poses significant changes to the nature of the Filipino student. Stress is evident and unavoidable in these circumstances.

estrecho fernandez chap 2

1. “Sex is everywhere”, (place comma inside quotation)
2. from “the Starr Report, watched thong-clad teens gyrate on Spring Break cable specials, or read the cover of nearly any women’s magazine in the grocery check-out line”. (refer to comment no. 1)
3. Freeman and Gardner were only a very small proportion of the many other studies (they are people not studies) and articles made regarding the topic teenagers and sex.
4. “less of a man”, Stamouli added. (refer to comment no.1)
5. Friends being the number one ranking cause for gaining such information resulted to (in) a
6. an article by Irish health online (year)
7. stated that it’s (spell out)
8. both parties don’t (spell out) show much
9. going through, that’s why (rephrase)
10. Fogart and Wyatt (year, since this is in another para) also
11. Our goal is to see whether gender, sources of information and purpose of learning really does (subject verb agreement)

Chapter II

Review of Related Literature

The focus of our study, our main problem is to determine if gender plays a role in how much this generation’s teenagers know about sex. Contributing to gender are other external factors, our sub problems, which we think, might have a huge effect on the teen’s degree of knowledge on the topic such as purpose for gaining such information and their source of facts and data on the said topic. For our Review of Related Literature, we tried to find articles, books and research papers, which might be able to connect to our main problem and our sub problems. We first tried to prove through our sources that sex has become a common topic among young adults. Following this, we cited different articles, books and research papers indicating the differences genders have when it comes to their attitude and thinking towards sex. After this, we tried to see where teenagers usually get their information about sex and how this can possibly affect the accuracy of the youth’s knowledge about the topic.

“Sex is everywhere”, Maslan (n.d) stated in his online article. According to him, teenagers at present talk about it all the time. Maslan explained how American teenagers of this generation are very much exposed to so much sexual content that “sexual imagery” has become something common to their eyes. These American adolescents have seen images from “the Starr Report, watched thong-clad teens gyrate on Spring Break cable specials, or read the cover of nearly any women’s magazine in the grocery check-out line”. Sex has become a familiar topic to most American teenagers. It has become so common that it can be seen in everyday encounters of teens such as television programs and flyers.

Gardner (2010) quoted Strasburger saying, "The media represents arguably the leading sex educator in America today." Gardner explained in his article that the teens of the U.S.A. are very much exposed to media at present. They spend an average of seven hours a day listening to music, watching movies and television. Unfortunately, almost seventy percent of what is presented in teen shows has sexual content. Researchers then jumped to a conclusion that teens of this generation, due to their wide exposure to media, are very much exposed to sex as well.

Even on the internet, teens have been repeatedly exposed to sexual images. With just a few clicks, teens can get access to the most pleasurable vice on the internet – pornography. Pornography started about 2,000 years ago. However, unlike before, its sources have become more and more accessible at present. Freeman (2009) stated that during her days, “porn magazines were kept on top shelves” and boys would secretly sneak a peek at them. At present, a teenager can easily get a magazine from most stores. Freeman also found out that young adults access porn on the internet for an average of 87 hours a year. He said in his research that the more a person is exposed to something, the more he or she finds it normal. Pornography has become like this, now normal to this generation’s teenager’s life.

With these evidences, researchers have concluded that most American adolescents these days are completely different from teenagers ages ago. Researchers implied that a majority of teenagers today are now more open to sex, which, according to them, has become such a great issue to many people.

Freeman and Gardner were only a very small proportion of the many other studies and articles made regarding the topic teenagers and sex. Researches aimed to see how different factors could affect a teenager’s view on sex. A possible example would be Ibaya (1994), who sought to know “the respondents’ level of exposure to film, their attitude towards casual sex, their religion and their economic status” (pp 28- 29). Surveys were handed out to 210 third year students from the Marine Transportation Department of University of Cebu. The survey had three parts: the first part asked the students’ religion and economic status, the second part determined the students’ exposure to film and the last part focused on the view of the students on casual sex. The study’s findings revealed that the students’ exposure to film, religion, and economic status had no influence over their attitude towards casual sex.

When it comes to the talking about sex, most of us believe that boys are the masters of this topic. We wanted to discover whether the principle that guys do know more than girls (when it comes to sex) is true or false. Coleman (1961) agreed with this theory by stating that boys are more open to sexual exploits than girls, because for men, it’s a “conquest and thus actions that gain him status rather than lose it” and the “boys’ sexual behavior is not threatening to culture” (p 22).

In the meantime, the United Nations Population Fund Association and the Remedios AIDS Foundation, Inc. (2005) conducted a study about “Cebu City out of school youth residents” and their awareness about sex and its risks. The study’s findings indicated that females think more of the negative effects of sex than the satisfaction from the experience, compared to the guys who think more of the enjoyment. Does this imply that females know more?

Urquiaga (1997) answers yes by stating that girls store more information about sex between the two genders. He discovered in his study that girls are actually more exposed to sex; they are the ones who read more fashion magazines. These magazines have a lot of sexual content, thus the conclusion that girls know more about sex than guys. However, Urquiaga’s study was quite erroneous in one aspect. He might have concluded that girls know more due to the fact that he had a larger number of girls answering the surveys. Nevertheless, his conclusion of saying that girls store more information about sex can still be possibly correct.

Can we conclude then that because girls know more about sex, they now have more sexual encounters compared to guys? Sreeraman (2010) and Women’s Healthcare online say yes. Both sources explained that in modern times, the frequency of girls having sex is greater compared to that of the guys. While Sreeraman focused on the safety of having sex, Women’s Healthcare was all about proving the all time saying that guys are more active when it comes to sex compared to girls. This article insisted that girls are slowly becoming the “aggressors” of this generation. Females are slowly showing that they too can do whatever guys can do- including having sex with a lot of guys.

Proving both sides wrong and remaining undecided, Stamoulis (2010) made some few possible answers to our questions. After conducting a sex-education workshop on a freshman class, Stamoulis discovered that men don’t really ask questions about sex unlike the girls. One boy actually said that he didn’t really need to ask questions about sex because he believed that he knew everything about it. Stamouli stated that guys actually lack information about sex, but they tend to act like they know everything about the topic. They’re embarrassed to ask questions regarding sex because they think it would make them “less of a man”, Stamouli added.

Even in their thinking towards sex, young males and females vary. Armstrong and Sarafino (1986) stated that adolescents believe that sex is a personal matter and they’ll only have sex with the person they like. Many American girls believe that in sexual relations, there has to be love. American boys are more “permissive” towards sexuality than girls. Armstrong and Sarafino also said that 85% of males and 60% of females do masturbate. Fifty six percent of teenagers who are still virgin are females and 44% are males. The book showed the top reactions of female and male teenagers when they had their first sexual intercourse. The top five reactions of females were “afraid, guilty, worried, embarrassed and curious”. As for the case of males, their reactions were “excited, thrilled, satisfied, happy and joyful”. This leaves us to another question: Is it possible that the way teens react to sex affects how much they know about it?

We encountered a book entitled “Youth, the years from ten to sixteen” where Ames, Ilg and Gesell (1956) stated that at the age of 10, boys start to question a little about sex. Most guys have already heard about sex by this age. By the age of 11, boys learn more about sex through friends. By the age 14, most of them have already tried masturbating, and they are more interested in girls. Their masturbation increases, and they prefer to be alone in their homes come the age of 15. Finally, petting and kissing are common among boys at the age of 16. They also have a hard time controlling sexual impulses thus resulting in more masturbation. For females, they become more knowledgeable on sex only at the older years. Their main concerns at the start are things like menstruation and contraceptives. Girls are more concerned about the moral side of sex and when relationship comes, they can be very selective.

Lahey (2007), in his book Psychology: An Introduction, enumerated a few differences between mature males and females when it comes to having sex. He said that men, in general, compared to women, want more sex than females do. He also found differences in the preferences of males and females in finding their mating partners. With this knowledge, Lahey declares that males and females view sex in very different perspectives.

Can these evident differences between boys and girls be a possible contributor to a teen’s amount of knowledge about sex? With this research, we hope to find out if there really is a relationship between the two.

Aside from gender, we also want to see if a teenager’s source of knowledge has an effect towards the amount of information they have about sex. The sources we found sent us a message that teenagers have a wide variation of “teachers” when it comes to sex.

Bell (1938) stated that the youth obtain their information on sex from different sources. Friends being the number one ranking cause for gaining such information resulted to a probability of weak knowledge on the topic. Bell further stated that “the amount and accuracy of information were influenced by the relative immaturity of the youth’s friend” (p 40). As for learning about sex in a home, only three out of ten youths admitted that their parents were their source of information on the topic. The book showed a lot of surveys made between “white people” and “negroes”. It was revealed that the number of youth who achieve their knowledge on sex at home is twice as large among “white youth” than that of the “negroe youth”. Bringing religion to the study, the kind of religion practiced by a family also influenced the number of youth who considered their homes as their source: 32% youth from protestant home, 29% from Catholic homes and 17% from Jewish homes. School was also considered a source, but only 8% of young people got the knowledge from it. Only 4% obtained their knowledge from books and a small amount of less than 1% got it from movies and their churches. The book concluded by saying “the great variety of sources varies in degrees of accuracy and completeness of information” (pp. 40- 42).

Because of the wide selection for sources, it is inevitable that teenagers encounter a lot of erroneous information along the way. An example would be an article by Irish health online. It stated that teenagers have very poor accurate knowledge on sex, contraception and conception. Based on a survey the authors have found, doctors discovered that a majority of British teenagers obtain a lot of false theories and myths about sex. Some of these were: not conceiving unless one has sex every night, drinks such as “rum and coke” being contraceptives, and the “use of crisp bags as condoms”. It is, indeed, evident that most teenagers in Britain have false knowledge on sex and can be misled due to this incorrect information.

Capuno (2008) revealed in his online article that Teenagers really have weak and incorrect information when it comes to sex. Ninety four percent of the students who were asked to answer questionnaires in this particular study revealed that they “didn’t have a previous sexual education”. These students would choose to discuss sex with their friends, and the internet ranked number one as their foundation for such knowledge. We can thus conclude that the source affects the accuracy of a teenager’s awareness on sex.

June Reinisan, as quoted by Santrock (1996), agreed with Capuno when he reported that US citizens are not that knowledgeable on their sexual functions unlike that on their knowledge on automobiles function. Santrock confirmed that a lot of people have the wrong information about sex. A lot of teens say that they find it hard to communicate to their parents about sex. Most of them get their information from friends. Fisher, as cited by Santrock stated that it’s important for parents to talk to their children about sex for it lessens the chances of their kids to be sexually active or it helps avoid unwanted pregnancies through contraceptives. However, as stated, teenagers are not fed by their parents with information on sex, which would most likely end up to them learning false knowledge.

Studies have shown that a lot of teenagers find it hard to go near their parents whenever they are in need of valuable facts about sex, as proven by Del Rosario and Mahinay (2010). In a study they conducted to see if parents’ way of disciplining their teenagers can affect the frequency of pregnant young adults in Cebu City, Del Rosario and Mahinay tried to find out if “open- communication” between parents and their children about sex affects the teenager’s outlook on the said topic. After a survey was conducted among teenagers of age 15- 18 years old, Del Rosario and Mahinay concluded that most parents and their children talk about many topics freely, but with the topic sex, both parties don’t show much confidence towards discussing about it. The teenagers expressed how most of their parents hardly give information to them about sex. It was also stated that most teenagers are hesitant when it comes to talking about sex.

Fogart and Wyatt (2011) stated possible reasons why teens don’t talk to their parents about sex. A whopping number of 50-60% teenagers find it hard to talk to their parents about sex. A possible cause for this is embarrassment. Parents also have the misconception that their children know more about sex than they do, which is wrong. When tested, most teenagers have a low knowledge on the topic. Teenagers also want to be treated as grown-ups. When they talk to their parents about sex, they “feel talked down”. Teens view their parents as “close-minded and uncompassionate”. Teenagers believe that parents have no idea about what their children are going through, that’s why they avoid talking to their parents about sex. Teens tend to stop listening to their parents when they start feeling “overpowered” which can cause lack of information on “critical sexual health issues”. Fogart and Wyatt cited ways on how to improve sexual conversations between parents and teens. Some were “having two-way conversation”, “using open-ended questions”, understanding each other to avoid judgments and many more.

Fogart and Wyatt also mentioned that only a few number of 13-18 year olds talk about sex with their parents. Only 50% of American teens openly communicate to their parents on topics such as “contraception, sexual behaviour, sexually transmitted infections and sexually transmitted disease”. The authors noted that some parents lived during the “sexual revolution” which occurred around 1960’s through 1970’s. This was a time when teens were more open to the thought of sexual intercourse. These parents usually are ones who have teens who converse with their children about sex. Parents believe that they should teach their children about sex.

On the other side of the story, a study conducted by Billings, Hartie, Jenkins and Macvarish (2007) shared some interesting facts contradicting other studies which concluded than teenagers don’t go near their parents when they want to know about sex. Their survey, having a big number of 4053 respondents from Canterbury in Kent, considered the teens’ age (ranging from 15 to 16 years old) and ethnic group (White, Black, Asian). The study revealed that teens considered school as one of the major contributors to their knowledge about sex. Like most studies, the survey proved that teens really do get their information from friends, but, unlike the other studies, most teens stated that they considered their mothers as a major contributor as well. Media played a huge role on educating teens with sexual content. The study showed some distinctions between the two genders. It stated that teenage girls get their information from their “mothers, sisters, friends, magazines, books, pamphlets, and family planning/ young person’s clinics”. Guys, in the meantime, obtain their information only from their fathers, friends, and of course, websites. A conclusion was made that females have more sources when it comes to their learning about sex.

The same goes for this study done by the Australian Institute of Health and Welfare (2003) which was conducted to understand the well-being of the youth of Australia. It tackled a lot of chapters, one of which included Australian teenagers’ sexual knowledge. Chapter 9 of the study stated that the youth should be fed with correct information on sex and sexuality so that they can handle sexual relationships in a safe and responsible manner. The study stated that the teenagers obtain most of their information either from “school programs” or their “discussion with mothers”. The young teens were also aware of Sexually Transmitted Diseases.

Silverberg (2006) proved that teenagers in Canada think their parents are great sources for knowledge about sex. Canadian Parents think that their young adults don’t consider them a source of information when it comes to sex, Silverberg stated. What these parents don’t know is that they’re mistaken. After conducting a national survey, the Canadian Association for Adolescent Health found out that teenagers actually trust their parents when it comes to sexual knowledge. These Canadian teens are actually willing to ask their parents about sex. Silverberg believed that if only parents knew about this, open discussion among families about sex can be a more comfortable thing to do.

We can say that parents are a reliable source when it comes to teenagers’ knowledge on sex. Most researchers have concluded that sex should be taught at home, for it is where all basic information is discussed and explained. The more teenagers don’t get information from their parents, the more they are likely to end up knowing the wrong ideas about sex.

Based on the findings we have studied, the effects of the different sources on the teenagers’ knowledge on sex vary. Some studies were contradicting, while some were agreeing with each other. The sources we found related to gender differences also showed that these dissimilar characteristics between young males and females could also affect how much they know about sex. For our study, we hope to see whether these sources we have gathered are true or not.

The researches we have found were not based in the Philippines. In our study, we may be able to see whether our fellow Filipino teenagers have the same attitude and views towards sex as those stated in the researches done in other countries. Our goal is to see whether gender, sources of information and purpose of learning really does affect the degree of knowledge the adolescents have about sex. We aim to conduct the research with no biases, making sure that there would be equality in terms of the gender.

argallon milan chap 2

1. ‘unprotected sex’.” (par. 3, p. 2). (delete period after sex)
2. Countries such as the India, China, Thailand, and of course, the Philippines are the top countries where BPO companies establish their businesses. BPO consists of four main categories: 1.) supply chain management; 2.) operations; 3.) business administration; and 4.) sales, marketing, and customer care. (source?)
3. People who work in BPO’s are termed as “call center agents”. A call center agent’s job is to answer telephone calls from other countries where their company is really based. Some of these countries belong to the Western part of the world such as the United States of America and Canada. The calls which call center agents receive ranges from people asking questions about their computers and how to fix their Internet connection, people having problems with their credit or debit cards, people inquiring or even paying their telephone bills, and even booking their flights. (source for this? Citation is only valid for one sentence only )
4. Call centers have different dynamics compared with other service-oriented industries. Call centers operate 24 hours a day, 7 days a week, catering to client companies by dealing with customer inquiries and complaints and they also follow the time zone of the country from where they receive the calls which makes the call center agent’s biological clock a little opposite to the normal body clock of non-call center agents (source?)
5. As for the Philippines being the world’s third largest English speaking country, many college students and some even high school graduates become attracted to work in BPO’s where salaries and other benefits are high. Filipinos have a higher advantage in terms of language skill compared to other countries in Asia. American English or simply English is slowly becoming a dominant lingua franca in sales and other transactions made in the country. (source?)
6. According to the result of the “health and wellness” study to (confusing preposition ‘to’) BPO workers

7. Most call center agents have unhealthy eating habits and get insufficient time of sleep; heavy drinkers and are current smokers. (source)

8. Michael Asterholm, (as cited in Ellis, 1989) Minneapolis State’s Epidemiologist and one of the Chief designers of the state’s AIDS program highlights the importance of education in reducing the risks of acquiring HIV/AIDS. He found out that it does not greatly produce a change on the high risk sexual behaviors. He cited (tense consistency)

9. This result shows that some of the participants or the respondents included in the study only showed interest during the beginning but in the end, the respondents didn’t put their learning into practice. (confusing, double verb)

10. After an education campaign organized by gay activists, gays increased their use of condoms, cut down pick-ups, and practiced less physically damaging sex (Ellis, 1989, p. 9). (where is the locale? Place?)

11. There have been studies conducted that aims (subject verb agreement)

12. no synthesis of the review where you should relate your study problem with those reviewed)

argallon milan chap 4

1. and the specific degree of the current situation (what do you mean? Clarify)
2. The first type of non-probability sampling is convenience sampling. (so how did you apply the convenience sampling in selecting respondents?
3. The Purposive non-probability type of sampling is also used in this research because in this type of sampling, the respondents are chosen equally in order to meet the purpose of the said research. (so how did you use this sampling in choosing your respondents?)
4. The respondents are chosen based on their accessibility to the researcher (past tense. Accessibility how?)
5. These twenty respondents shall be chosen from different call center industries in Cebu. (mention call centers. Past tense)
6. After the preparation of the survey questionnaire, the researchers will go on the field or to the area where they will conduct the survey which will be in Metro Cebu, (tense)
7. his type of test is used in determining whether there is significance between the expected frequencies in or more categories or factors (check sentence)

argallon milan chapter III

Chapter III

1. The Interaction model of personality theory developed by Walter Mischel (year)
2. is a distinctive pattern of behavior that determines each individual’s adaptation of (to) his or her life.
3. the person variable/s are (awkward, rephrase)
4. Personality, as referred in this theory, is a distinctive pattern of behavior that determines each individual’s adaptation of his or her life. In this definition alone, the person variable/s are those past experiences recorded in the nervous system of the person and even conceptualized cognitive structures that help the individual adapt behavior to the demands of the current situations. This basically means that our past experiences and even memories help us in adapting to the present happenings in our life. Situational variables are the environmental conditions and the eliciting stimuli that confront the individual and affects him or her in some way. These situational variables are those societal and environmental elements, possibly including cultural factors that affect the person’s outlook and perspectives in life and how he/she does things. (citation of source?)
5. The psychoanalytic theory is developed by Sigmund Freud, a psychologist. (primary source of this? Freud himself? Then state the year)
6. This theory, the Body’s Stress Reaction theory, is developed by Hans Selye (year?)
7. Refer now the Figure 1 on the next page. (Are you instructing the reader? Change)
8. The diagram shows that the environmental conditions surrounding the call center agent somehow affects the way he/she does a thing and do something about it. In effect, it also affects the personality of the call center agent towards the things he/she does including his/her concern for his/her health condition causing easy acquisition of diseases due to weak immune system and lack of health concern. (not theoretical.why include call center agent when the theory did not specifically refer to him/her?. Mention only the specific names written in your theoretical diagram)
9. As you can see in the diagram (point of view consistency. Change you)
10. conceptual diagram not shown
11. or application of the theories and even (add “of”) the concepts presented to (omit presented to)
11. For them, these kinds of activities are considered to be it as “stress relievers.” (check construction)
12. And this would even result to (replace “to” with ‘in’) acquisition of human immunodeficiency virus (HIV) or worst, acquired immunodeficiency syndrome (AIDS).

estrecho fernandez chap 3

1. There’s the Oral stage, the anal stage, the phallic stage, the latency stage and the genital stage. The oral, the phallic and the anal stage take place during childhood while the genital stage takes place after puberty. Latency stage is what teenagers experience. (state the source from which you got this idea. Honor Freud by mentioning his name)
2. Armstrong and Sarafino's theory (year of publication?)
3. Vygostky and Bronfenbrenner’s (year of book publication? If you don’t have their original book, cite your primary source as cited in….) theories both talk about how humans,
4. The theory simply states that a child needs people around him or her to develop his or her skills. The things that surround him or her greatly influence the person that he or she will soon be in the future. Few examples of social interaction include bonding with friends, conversations with parents, discussions of the teachers, exposure to media and contact with other people. (cite source where the idea was accessed)
5. resulting to (in) more learnings in life.
6. sulting to them asking about these (check)
7. These differences, where do teenagers get them? (faulty)
8. Now the reason why the teen wants to know about sex is another case. (check)
9. No direction or explanation of flow in operational
10. Operational looks like conceptual. Transfer. Operational should discuss only variables written in the operational diagram. Direct and clear.

estrecho fernandez chap 4

Chapter IV
1. The study that we conducted used the Qualitative Descriptive Method (define what the method is)
2. It’s a (spell out)
3. As soon as the scores were calculates, (check)
4. was the chi square test because our sampling procedure is non-probability and it didn’t represent a population. (lame reason, should have been the establishing of the relationship of two variables)
5. No subheading on Research Instrument

sample discussion of answers from interview/fgd by Yap and Adorio

Role of division office towards SPED-inclusive education

School-based management brought with it structural and role changes in the way
schools are managed. In answer to the question on how the SPED-IE programs are supported by the division office and how their roles and support changed due to SBM, all respondents acknowledged the contribution of the TEEP-IE project. SBM funds allowed the divisions to support training of school heads and teachers in IE. Yet, there were divisions where no training on IE was conducted.

Only two of the divisions in the study had consistently conducted training in IE for
principals and teachers. One division sent at least 20 teachers every school year since 2004 for training in SPED. One division supervisor on the other hand, developed a monitoring and
evaluation instrument to guide SPED programs in her area.

Stakeholder evaluation of their SPED-IE Program

The study also determined how stakeholders (school principals, teachers, and parents) evaluated their programs to include students with special needs and what quality indicators the schools used.

Individualized education plan (IEP). The IEP is the hallmark of special education. It contains the current skills of the student, goals for the year and specific instructional objectives for the year. The IEP is ideally prepared with input from a multidisciplinary team composed of the SPED teacher, the guidance counselor, the regular teacher, the parents, the student (for older children) and other specialists providing services for the child. However, in
the research locale, this team had hardly been formed. Therefore, the task of preparing IEPs for each SPED student was done by the SPED teachers. Sixty percent of school heads considered the attainment of the IEP goals and objectives an appropriate gauge of the success of their SPED program. Thus special education is considered effective when a student attained the goals and objectives as specified in the IEP. Conceptually, the IEP as the measure of effectiveness of special education is considered sound. “Effective special education would be
what produces results for the student, as measured by whether or not the student has achieved or made progress toward his or her own individualized goals and objectives as well as broader
system goals or outcomes” (McLaughlin,1993).

Another way schools measured SPED program effectiveness was parent satisfaction of
the progress of their child. A mother of 12 year old twins with disability expressed her satisfaction with the SPED program in her school with these words:

…as they grow up and go to school, I feel proud of them because even if they
are like that, they can do many things and that’s because they are attending
this school. Sometimes, they can do more than what my normal children can.

A very satisfied mother whose son started in a special class and was fully
mainstreamed in a secondary school wrote:

I am very lucky that BSC has a special education center to cater to the needs
of my child. Before he had tantrums… now he socializes with people. Before
he doesn’t like to be in a crowd. In the six years of stay at BSC he has
improved in his academics as well as in his behavior. He was mainstreamed to
a regular school after six years. During his first year, he was partially
mainstreamed at BES. On the 2nd year, he was fully mainstreamed. He
graduated at BES and now he is a second year high school student in a private
school.

The DepEd objective of increasing enrollment of SPED students in the TEEP schools
has generally been realized. The teachers reported 453 students identified with learning disability, mental retardation, and developmental delay from 2003 to 2007 among students enrolled in their respective schools. Another 115 new students with special needs were recruited and enrolled in their SPED programs. These students were then provided with IEPs.
Educational services depended on what the school could provide, i.e. pull out system, special class, or after school remediation.

In answer to the question on how the school heads envision inclusive education in their schools 60% of the principals expressed positive attitude toward the incorporation of SPED-IE in their schools. One principal who had just organized SPED-IE in her school said:

SY 2006-2007 was the first year of SPED ‘pull out system’. Some parents
don’t like to hear that their son/daughter was SPED recipient, however, this
year 2007-2008, some parents even recommend their child for the SPED class.
Since this has just started, LGU and DepEd officials should help in the
financial aspect of this program since it is a great help to our pupils who really
need our attention. (Principal A)

We envision that these children in our care will be given the best possible basic
education because we know some of them are very difficult to teach. Serving
these children takes a lot of patience and including them in school is our
concern and risk. We do believe that we can improve their lifestyle, and also
other children will learn to show concern and understand their differences.
Through this program we will be able to accept our role as teachers that the less
privileged should also be given equal attention (Principal H).

Another principal believes that SPED-IE is improving the performance of special
students in her school.

Although being new to this program, I have noticed that its implementation to
the Central School made a great impact on the improvement of academic
standing and reading abilities of students/pupils with special needs. In our
school, we identified these pupils with Mild Mental Retardation (MMR) found
in the classroom and we use the pull out system in mentoring them (Principal
I). There is still much to do in maintaining and sustaining SPED-IE in public elementary schools. Principal B wrote a very insightful comment on the implementation of SPED-IE:

The success of the implementation of SPED-IE in regular schools depends on
the attitudes of the regular teacher in accepting the special child. If the regular
teachers who are willing to be part of the SPED-IE program would have proper
training, I’m sure that the improvement of the learning outcomes of a school
would be successful. Not all regular teachers are oriented or trained about the
SPED-IE program, thus they have negative attitude in having a special learner
in their classroom (Principal B).

padata, sangutan

1. discussion on Junquera in connection with other topics or issues (such as prostitution and business…. Remove which will be until namely) which will be tackled in the study, namely, prostitution and business activities that are taking place in the said area.
2. At the last part of this review, (In the last part…)
3. Mojares (1997) notes that “Teatro Junquera” was named after Gen. Inoncencio Junquera and was finished on 1895. On Dec. 16, 1896, the Cebuanos initiated Spanish play in honor of the abovementioned general before he left. It was on April 19, 1896 that the theater was formally inaugurated (wikipedia.org). (you did not put 1997 in Mojares entry in biblio; you did not have wikipedia entry in biblio and year)
4. At present, Junquera passes through the modern streets branching the main Colon Street: Sanciangko, P. del Rosario, R.R. Landon, and F. Ramos. (p. 9) (author? Year? Period should be after the parenthesis)
5. Unfortunately, not all of these changes yield positive impact to (on) the
6. However, other writers would also note that some (of) these
7. As explained on (in) the previous paragraph…
8. many of these “changes to the social structure and culture of Cebuanos” destroys (subject verb agreement) the
9. he three authors mentioned above came (tense consistency)
10. Cebu and the rest of the Philippine archipelago are not exempted of (from) this matter (change matter with an appropriate word)
11. Meanwhile, certain factors both environmental and social influence the existence and growth of this kind of enterprise. (comma before environmenta and after social)
12. Jeffreys (2009) notes that Clark Air Force Base paved (the) way
13. When the Americans left, "there was a hiatus in the sex industry in the city" but Australian entrepreneurs and sex tourists revived it later. A considerable number of nightclubs and entertainment spots for prostitution were owned and managed by Australians (p. 132). (where is the ending quotation?)
14. xplain that “Colon Street, being the oldest street in the country named after Cristobal Colon, is just among the major thoroughfares where standing women during nighttime could be found (p. 2). (refer to correction no. 13)
15. Since Colon Street, where Junquera Street stemmed, (from)
16. Although the writer did not overgeneralize the residents of Junquera, he made it clear that (tense consistency)
17. Additionally, Seares (2010) adds that “Residents have long ceased being insulted by the "product branding," accepting public censure and non-love. For many years now, Junquera hasn’t been known for anything else.” (page? Or para?)
18. He highlighted the facts (tense consistency)
19. Additionally, the “association has stuck” when some sitios in Junquera were named Bulsita and Alcohol. (Cebu Sunstar online, 2010)( period should be palced only after the parenthesis)
20. However, Sansait (as cited in Leyson, Maghirang and Pareja, 2004) reveal that it (remove however)
21. Sanchez (2000) wrote that in the task of bringing to light women's story, (tense consistency)
22. Hite (1976) made it clear that the person (tense consistency)
23. Hite (1976) also reported that as long as women are afraid (tense consistency)
24. the girls all had to involve (check)
25. which later drove them into the streets, and finally to “diskarte.” (p. 78) (period?)
26. Furthermore, they give partial information on prostitution which can be applied in Junquera.(thought confusion)
27. ucidly define the term prostitution as in relation to (check;rephrase) prostitution in Junquera.
28. researchers quoted works from writers on women like Sanchez (2000), Hite (1976) and Sansait (2003) to showcase the writer’s view and studies on women as women were (present condition)
29. discuss the effects of prostitution to (on women) the women


Chapter II
REVIEW of RELATED LITERATURE
This chapter contains different studies and relevant information from sources that are useful in the conduct of this research. The sources are arranged in a thematic order beginning with a short introduction. The chapter is further subdivided into interrelated subtopics creating one vivid discussion on Junquera in connection with other topics or issues which will be tackled in the study, namely, prostitution and business activities that are taking place in the said area.
Following the short introduction is a discussion about the history of Junquera, the place of study, as it relates to the history of its neighbouring places in Cebu City. Then, studies on the economic boom in Cebu City alongside the emergence of various effects on Cebuano women and children including prostitution are treated in detail. At the last part of this review, the researchers present sources discussing the various effects of prostitution to the women involved and to the society as a whole.
I) Introduction
It is surprising to note that amidst rapid economic growth happening in Cebu City, one of its business zones became a thoroughfare of illicit sex trade. A place which was once known to be the focal point of entertainment is now a sex tourism spot. Junquera, the location of major Cebuano theatres in the early days, is at present both a business spot and a prostitution hub. At daytime, many entrepreneurs roam around the streets doing their various businesses (e.g., shoe repair, buying and selling, etc.) with various costumers. However, as night approaches and daylight recedes, cottage industries and bawdy houses in Junquera become a major attraction where prostitutes wait or look for costumers. The researchers would then look at the daytime and night-time activities that are happening in this significant street.
II) History of Junquera
An anonymous author who wrote an article entitled “Junquera” (clipping from Streets of Cebu, Cebu City Public Library) records that Junquera was the site where the former “Teatro Junquera,” the first theatre in Cebu, stood. After the said playhouse was purchased by Don Jose Avila, it was renamed into Oriente Theatre which was destroyed during the Pacific War. Currently, the place where “Teatro Junquera” once stood is now the location of the modern Majestic Theatre (p. 9).
Mojares (1997) notes that “Teatro Junquera” was named after Gen. Inoncencio Junquera and was finished on 1895. On Dec. 16, 1896, the Cebuanos initiated Spanish play in honor of the abovementioned general before he left. It was on April 19, 1896 that the theater was formally inaugurated (wikipedia.org).
Moreover, the anonymous author who contributed in the work Streets of Cebu explains that nothing more was known about Governor General Junquera aside from the information that “he built the first house of entertainment in Cebu.” The general was also the one who initiated the construction of the street leading to his erected theatre. He was “good and kind to the natives” because he protected them from land-grabbing friars. The natives were grateful to this “fun-loving Spanish Governor” that they “named the street a few meters from Teatro Junquera General Junquera Street.” This street came from the famous Colon Street. At present, Junquera passes through the modern streets branching the main Colon Street: Sanciangko, P. del Rosario, R.R. Landon, and F. Ramos. (p. 9) This clarifies that Junquera Street is part of Colon Street which is the oldest street in the country and a major business zone since the past up to the present.
Sy (1996) further confirms that before the arrival of the Spanish colonizers, Cebu was an active zone for trade and commerce because foreign merchants already utilized the Cebu port, a narrow strait between Cebu and Mactan Island, for shipment and trading purposes. The area was an ideal harbor for business interaction because the geographical location provides protection of ships from strong waves and winds (Sy, p. 29). This fact makes us think that the whole Cebu City, including the Colon Street and the branching streets like Junquera has been a business spot since the Pre-Spanish era and even until now.
Metropolitan areas such as Colon Street and Junquera Street contribute to the advancements of trade and industry in Cebu. Modernization, globalization and foreign tourism also contribute to the advancement of the city’s progress as the city’s business zones become sites of high degree entrepreneurial and social interactions. These brought changes not only to the physical set-up of the area but also to the occupants dwelling in these business zones, manifesting their effects in the lifestyle and morality of the people. Unfortunately, not all of these changes yield positive impact to the people and the society. In other words, some of these changes negatively influence the social fiber of the people whereas other influences distort the predisposed morality, values and right living of the inhabitants. As a result, noticeable differences from past to present can be revealed as the researchers would conduct a study on these dissimilarities.
III) Adverse Effects of Modernization in Junquera and Cebu City
In addition, Ermac (2009) explains that the economic progress of Cebu had not only provided job opportunities for Cebuano professionals but had also “brought changes in its social structure and culture. The flow of investments greatly affects the women and children of Cebu” (p. 6). However, other writers would also note that some these “changes in the social structure and culture of Cebuanos” are harmful to the city-dwellers in the context of societal moral fiber. As explained on the previous paragraph, many of these “changes to the social structure and culture of Cebuanos” destroys the predisposed morality and culture of the people.
Furthermore, Leyson, Maghirang and Pareja (2004) note that alongside the socio-economic and political progress of Cebu City is the existence of various forms of prostitution. These forms of prostitution embrace the “international understanding of the global sex trade” while traditional forms of prostitution still exist in four-wall rooms of brothels, motels, etc. However, “non-conservative forms,” termed as “street prostitution” also exist (p. 2). The three authors mentioned above came to a point of revealing that the existence of these various forms of prostitution embodies the sex trade happening in Cebu City and in the whole world.
The two studies mentioned above explain that alongside the advancement of trade and industry in Cebu is the emergence of various forms of prostitution. But the term “prostitution” is often misinterpreted by many people resulting in differences of understanding of what prostitution really means. The following scholars view prostitution in the larger context based on how Cebuanos define it and based on how people across the globe should see it.
IV) Prostitution Defined
Bruess and Greenberg (1981) say that “Prostitution is a much studied, but not greatly understood, sexual variation. In a general sense, the term refers to any situation in which one person pays another for sexual gratification” (p. 177). The researchers explain that what distinguishes prostitution from other sexual activity is the fact that it involves payment of one person to the prostituted individual. Hence, prostitution had been equated to sex trade.
V) Prostitution in the Philippines
Furthermore, Leyson, et. al. (2004) asserts above that sex trade is global and that there is an “international understanding” of sex trade. Moreover, Cebu and the rest of the Philippine archipelago are not exempted of this matter concerning sex trade and prostitution. In the next paragraph, one scholar records that prostitution manifests itself in many forms and in different places inside the Philippine boundary. Meanwhile, certain factors both environmental and social influence the existence and growth of this kind of enterprise.
In the Philippine context particularly in areas of high concentration of prostituted women like Pampanga, Jeffreys (2009) notes that Clark Air Force Base paved way for the existence of prostitution in Angeles City. When the Americans left, "there was a hiatus in the sex industry in the city" but Australian entrepreneurs and sex tourists revived it later. A considerable number of nightclubs and entertainment spots for prostitution were owned and managed by Australians (p. 132). Moreover, prostitution across the country is not only concentrated in these military bases. There are other places in which a considerable degree of prostitution had been recorded. Nonetheless, the writer emphasizes the relationship of economic conditions to the increase of prostitution cases as these military bases were also prominent business zones. The researchers will now delve into Junquera and the prostitution happening therein.
VI) Prostitution in Cebu
In Cebu, Leyson, et. al. (2004) explain that “Colon Street, being the oldest street in the country named after Cristobal Colon, is just among the major thoroughfares where standing women during nighttime could be found (p. 2). The findings which the scholars gathered support the claim that there is an obvious relationship between prostitution and economic development. Since Colon Street, where Junquera Street stemmed, has been a business zone from the past until now; it has become a site where prostituted women would trade in their flesh.
Nevertheless, the following studies would reveal that in all of Colon Street, including all its branching streets, Junquera is the locale where the highest concentration of these prostituted women could be found. These studies would also reveal that Junquera is always remembered as a significant site of prostitution. This made the researchers curious about why Seares (2010) called Junquera a “whore district in Cebu City.”


VII) Prostitution in Junquera
Seares (2010) reveals the reality of prostitution saying that Junquera is not the only place in Cebu where there is a considerable number of prostituted women but it has also the “biggest concentration of whores” that are mostly comprised of those who “hang out” at street corners or in “casas.” In spite of this, not all of those who reside in Junquera and the rest of Kamagayan are prostituted women. In fact, there are professionals, students, or sales girls aside from the prostituted women (Seares, 2010). Although the writer did not overgeneralize the residents of Junquera, he made it clear that it was only in the level of concentration of prostituted women which made Junquera a famous “whore district in Cebu City.”
Additionally, Seares (2010) adds that “Residents have long ceased being insulted by the "product branding," accepting public censure and non-love. For many years now, Junquera hasn’t been known for anything else.” The writer explains what Junquera is famous for until now. He highlighted the facts that even the naming of different places in Junquera was associated to the vices rampant in this street. Additionally, the “association has stuck” when some sitios in Junquera were named Bulsita and Alcohol. (Cebu Sunstar online, 2010)
Prostitution had been so intense in Junquera street that Seares (2010) notes that the name “Junquera” “perversely applies to the barangay’s (Kamagayan’s) area of prostitution described alongside the cottage industry, drug and alcohol abuse, and petty crimes (Seares, 2010). This implies the fact that there are also adverse effects of prostitution to the society socially and economically like the growth of crime and abuses of alcohol and drugs.
VIII) Prostitution in the Global Perspective
The economic implications of prostitution to the society are also emphasized in the study of Sheey (1973) noting that in America alone, the income produced by prostitution is "ten times the entire annual budget of the U.S. Department of Justice." This connotes that Americans, especially those who are paying taxes must give special attention to prostitution (p. 12). The report of Sheey (1973) is applicable not only to the Americans but also to the whole world in general and to the Filipinos in particular. She stresses, as evident in her findings, the fact that prostitution is an income generating activity which must alarm the government and the people.
With the report of Sheey (1973), the researchers are brought into considering the economic status of the prostituted women. This economic consideration on the side of the prostituted women would further aid the researchers in understanding the relationship of economic condition to the growth of prostitution in Junquera.
IX) Economic Status of Prostitutes
However, Sansait (as cited in Leyson, Maghirang and Pareja, 2004) reveal that it was difficult to categorize the prostitutes economically because not all of them were from financially hard-up families. In spite of this, economically despondent ones fall in the majority while many of these prostituted women were from broken families. In other words, we cannot be sure that all these prostituted women involved themselves into prostitution because of financial reasons, as revealed by Sansait (2003).
X) Women and Prostitution
Sanchez (2000) wrote that in the task of bringing to light women's story, their reproductive roles are the much repeated themes in the discourses of women as evident in the data of her study. The reproductive tasks of women with the end of performing the enormous work of shaping generations of human society are quite evident in history. But more in-depth studies on women as the "anima of social reproduction" reveal that women’s role has minimal impact to their status in society (p. 2). These findings on women make us realize that women including those in Junquera are common victims of prostitution. Despite the fact that prostitution involves payment to the prostituted individual for sexual gratification, Hite (1976) made it clear that the person, that is, the one who pays for sexual satisfaction, has advantage over the prostituted woman. Because of this, prostitution could be a form of exploitation toward women especially when there are other parties involved (e.g., bar managers, traffickers, pimp).
In addition, Jeffreys (2009) explains that “despite the attempt of the street club entrepreneurs to promote themselves and their venues as respectable, trafficking in women by organized crime groups has become a common form of supply of dancers” (p. 93). Jeffreys’ report is related to this study particularly in considering those workers in bars and other entertainment houses who can be victims of prostitution in Junquera. Respecting the fact that these houses become major attractions during night-time in Junquera, these “casas” provides avenues for the increase in prostitution.
Hite (1976) also reported that as long as women are afraid to “come out with their own sexuality” while coerced in satisfying the sexual needs of others and forgetting their own, they are sexual slaves. A woman honestly demonstrates this fact by associating sex with politics in which the man is always in the advantage over the woman who is "gratefully supplying pleasure". Women were pushed in society toward viewing their sexuality only as sexual intercourse with men and not viewing themselves as full persons. Hite (1976) further adds that lack of pleasure during intercourse is also a sign of the oppression against them (p. 281).
XI) Psychology of Prostituted Women
However, there are consequences for women involved in prostitution Rosen (1946) stresses that the heftiest payment for the prostitute might be emotional. A prostituted woman may find it difficult to withdraw herself from prostitution whenever she has “learned to view prostitution as a commercial transaction.” Accounts by prostituted women reveal that some of them develop empathy and dislike into their customers in order to protect themselves (p. 441).
In addition to the emotional consequences of prostitution, trauma could severely affect a prostitute especially if she had already been into prostitution since childhood. This effect was tackled by Russel (cited by Fernando, 2000) who reveals that those women who had been experiencing sexual pleasure during their childhood abuse felt more traumatized after recalling it (p. 68).


Conclusion
In connection to the findings of Russel, Fernando (2000) notes that “Social Workers from the Department of Social Welfare and Development (DSWD) say that children in prostitution, perhaps because of their “substantial income” (as compared to other streetchildren) are the most difficult to pull away from the streets. (p. 67)
Moreover, Fernando (2000) explains that because of the lack of a mother’s love, these girls were left “unprotected, vulnerable, and emotionally orphaned, without a real home or real caring from anyone.” Many of these girls passed from families to families and eventually to the streets while some of them were neglected by parents, step-parents, relatives or strangers who physically or sexually abused them at home. Fernando (2010) further adds that because of these factors, the girls all had to involve in “secondary family arrangements,” which later drove them into the streets, and finally to “diskarte.” (p. 78)
In conclusion, the study is all about the place known as Junquera Street together with the economic activities and the sex trade in the area. Speaking of sex trade, otherwise known as prostitution, the researchers focus on female prostitution. Why female? The researchers choose female prostitutes to be the primary subject because they were known to be vulnerable to abuse and oppression. Besides, female is the dominant gender of prostitutes in Junquera.
The sources presented above help the researchers clarify the topics that are connected to the main subject, Junquera. Prolific writers like Mojares (1997) who talks about Teatro Junquera and other facts related to Junquera, Sy (1996) who discusses the history of Business Interactions and the etymology of Colon Street and its former part Junquera Street, and the work entitled Streets of Cebu give additional information about Junquera which will be used in the conduct of this research. They will serve as guides for the researchers in the aspect of relating Junquera’s past to its present. In other words, the researchers will use these sources in knowing the influences of Junquera’s past to its present; how its history relates its present; and in knowing the impacts of Junquera’s past in the context of the sex trade that is happening in the place. On the other hand, writers like Ermac (2009), Leyson (2004) and Seares (2010) study prostitution that is rampant in Colon Street and in Junquera Street. These scholars give a clearer look on the concept of prostitution in the Philippines. Furthermore, they give partial information on prostitution which can be applied in Junquera. Foreign writers Jeffreys (2009) and Sheehy (1973) discuss prostitution in the global perspective. Their studies are important in viewing sex trade in a greater scope. Thus, their studies can be used in linking prostitution in Junquera with prostitution in the other parts of the world. Bruess and Greenberg (1981) lucidly define the term prostitution as in relation to prostitution in Junquera. Their definition of “prostitution” gives the researchers hints in defining prostitution in Junquera. Moreover, the researchers quoted works from writers on women like Sanchez (2000), Hite (1976) and Sansait (2003) to showcase the writer’s view and studies on women as women were vulnerable to the “trading of the flesh.” They guide the researchers in choosing which gender to be considered in the course of study. Finally, writers like Rosen (1946), Fernando (2000), and Russel (cited by Fernando, 2000) discuss the effects of prostitution to the women involved from psychological perspective. They consider the effects of prostitution to the women involved, in particular, and to the society, in general.