My initial consultations with barangay leaders and SK officials in Barangay Laram, San Pedro, Laguna was productive (see eJournal: Week 2), it confirmed the pressing community concern: an increasing number of teenage pregnancies among adolescents. The SK officials shared that sexual and SRH seminars had been previously conducted, mostly through online platforms such as Zoom. Despite these efforts, the seminars have not significantly reduced sexual behaviors among youth. This ineffectiveness is evident from the confirmed cases of teenage pregnancies that remain high within the barangay.

The needs analysis further revealed important gaps in the current approach to SRH education. A major issue is the absence of a structured and standardized instructional plan that the barangay could consistently follow and adapt for their seminar activities. Without a replicable and systematic design, seminars vary in quality, youth engagement remains inconsistent, and overall program effectiveness suffers. This design would enable the barangay to organize, implement, and evaluate seminars more effectively. This approach promotes greater community ownership and meaningful impact on adolescent sexual health outcomes.

Out of this needs analysis, a main objective emerged: To design and develop a replicable instructional plan for conducting educational discussions, with SRH as the pilot focus.

Based on the study of Habito et al. (2021), ages 12 to 17 years old are the most vulnerable age group to teenage pregnancies. Multiple factors were noted, such as underlying poverty, lack of essential sex education, and power imbalance between men and women. Hence, I have considered this as the basis of who will be the target participants for this project. This developmental stage is critical for receiving sexual and reproductive health education to support informed decision-making and reduce teenage pregnancy rates. 

In total, there are 20 youth who participated in the seminar. Aside from varying age, the gender and socio-economic status are also diverse. The barangay captain, Mr. Palomar, also encourages those who are teenage mothers to attend the seminar. From the initial survey that I have conducted, it indicated that learners have limited knowledge of sex education. Some also have misconceptions about key SRH topics, particularly pregnancy prevention and reproductive rights. This knowledge gap underscores the need for clear, accurate, and youth-friendly educational content.

Learners’ economic conditions affect their readiness and mode of learning (Habito et al., 2021). Many face challenges such as insufficient access to electronic gadgets, unstable or nonexistent internet service, and varying home environments conducive to study. These constraints influence the choice of instructional strategies, favoring accessible, multimodal delivery methods that combine printed materials and interactive in-person activities alongside digital tools wherever feasible. Moreover, youth preferred engaging, interactive learning formats, including videos, role-playing, and peer-led group discussions. Understanding these learner characteristics and preferences has been vital in designing a program that maximizes engagement and practical learning outcomes for adolescents in Barangay Laram.

Barangay Laram is an urban resettlement community within San Pedro City that faces several socio-economic challenges typical of such areas, including limited access to healthcare, informal employment, and modest living conditions. I can say that the community is socially vibrant, the people are approachable and easy to get along with, and their youth are very active in participating in youth development projects facilitated through organizations like the SK.

Access to technology within the community, however, is uneven. Many households experience limited availability of digital devices and unreliable internet connections. This variation significantly impacts the reach and effectiveness of educational interventions, especially those relying on online formats like Zoom seminars. Indeed, the previous reliance on virtual seminars did not fully accommodate these contextual realities. The Multi-Purpose Building at the Barangay Hall provides a flexible and accessible venue for face-to-face community engagements and seminars. Furthermore, local cultural attitudes and possible sensitivities around discussing sexual and reproductive health necessitate careful, culturally appropriate approaches that encourage open participation and reduce stigma. All these factors underscore the importance of designing educational programs that are responsive to the barangay’s unique social, economic, technological, and cultural context to maximize participation and impact.

Previous attempts at SRH education in Barangay Laram have primarily involved online seminars organized by the SK officials and other stakeholders. While well-intentioned, these programs have faced challenges, including limited youth engagement and inconsistent quality. From the assessment that we make, there isn't much of an assessment tool SK is using; they mainly base the effectiveness of the seminars on the number of cases of teenage pregnancy that roll out every year. Hence, the SK officials were lost in determining the success of the programs. The lack of a clearly defined, standardized instructional plan contributes significantly to these issues, resulting in programs that are inconsistent or not sustainable. 

To address these gaps, this project proposes a barangay-led SRH seminar that is interactive, participatory, and anchored on evidence-based frameworks. The design incorporates the ADDIE model for systematic instructional planning and participatory action research for contextual responsiveness. For the actual action plan, I have incorporated Gagne's nine events of instruction, ensuring that the design and the step-by-step process are guided by theories. In addition, Universal Design for Learning to ensure accessibility for diverse learners. The lesson plan includes cognitive, affective, and psychomotor learning objectives, ensuring holistic development of knowledge, values, and skills. The full structure, objectives, learning activities, and assessment tools for this seminar are presented in Appendix B: Lesson Plan—Sexual and Reproductive Health Seminar for Adolescents. This annex details the 150-minute session’s sequence, resource requirements, and evaluation methods, ensuring alignment with the barangay’s youth engagement priorities and the identified needs of learners.