CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL

SENIOR HIGH SCHOOL

Calinog, Iloilo

Approval Sheet

This research paper entitled “GENDER AND DEVELOPMENT AWARENESS

OF SHS LEARNERS” submitted by John Joel Carpiso, Beverlyn Castor, Ryza

Jamella Chiva, Charles Alexie Gabor, Gayle Lovino & John Aeron Mosquera,

Senior High School Students of Calinog National Comprehensive High

School for the school year 2023-2024 have been examined and approved during

the Final Oral Defense with rating of passed.

Panel Members

CHERRY BELL C. GELBALIGA ANALIZA S. BILLENA

Teacher II Teacher II

JERLYN A. PENIERO
Teacher II

Accepted and approved in partial fulfilment of the requirements in Practical

Research II on the ___th of January 2024.

ETHYL L. FUSIN Ph.D.

Practical Research II Facilitator
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Acknowledgement

The researchers would like to express their deepest gratitude to the following

persons who gave them strength, courage, hope, and guidance and shared their

moral and financial support in the preparation and completion of this study.

First and foremost, the Almighty God, the source of all, the great teacher who

gave them strength, heavenly wisdom, good health, courage, guidance, and

unconditional and undying love to pursue the endeavor despite the consequences

and hindrances, for enlightening and giving the researchers hope, hardships, and

problems they encountered during the duration of this research were accomplished.

Dr. Anelyn P. Montes, Officer in Charge of Calinog National Comprehensive

High School, for giving them permission to conduct the study.

Dr. Ethyl L. Fusin, statistician and subject facilitator, for her acceptance as a

statistician, her patience, and giving us insights in tabulating and analysing data

from research work, and for her time and effort in giving them the opportunity to do

their best. Without her, the researchers would not have been able to finish the

research paper.

To the respondents for spending their valuable time, effort, and cooperation

in answering the research instrument.

Their friends, especially Ms. Kashi Hannah S. Daraug, classmates, and loved

ones who gave inspiration and encouragement, which helped lessen the burden of

facing the challenges, and also for understanding their hectic schedules.
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

The researchers would also like to extend their deepest gratitude to their

beloved parents, who gave them moral, spiritual, and financial support for their

unending love, which gave them strength and made them strive harder;

Their beloved parents, Mrs. Elsa Gutay, Mr. and Mrs. Rene C. Castor and

Lolita D. Castor, Mr. and Mrs. Rayan C. Chiva and Gina S. Chiva, Mrs. Rosa Lilo, Mr.

and Mrs. Jonathan Lovino and Ma. Famela L. Lovino, and Mr. and Mrs. Neri Mosquera

and Jeneth Mosquera

Those who were not mentioned, but in one way or another, have inspired,

encouraged, and extended help to the researchers.

John Joel G. Carpiso

Beverlyn D. Castor

Ryza Jamella S. Chiva

Charles Alexie L. Gabor

Gayle L. Lovino

John aeron Mosquera

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Carpiso, John Joel G.,Beverlyn D. Castor,Ryza Jamella S. Chiva,Charles Alexie L.

Gabor,Gayle L. Lovino and John Aeron C. Mosqera. Gender and Development
Awareness of SHS Learners. A Research Paper. Calinog National
Comprehensive High School, Calinog, Iloilo. January 2024.

Abstract

This descriptive research study aimed to determine the level of awareness of SHS

learners on gender and development on the school year 2023-2024. The

independent variables are sex and grade level and the dependent variable is the

level of awareness on gender and development. The research instrument was an

adaptive survey questionnaire that compost of thirteen concepts of gender and

development. There are eighty-five randomly picked senior high school students of

Calinog National Comprehensive High School. The descriptive statistical tools were

the mean, standard deviation and the t-test. Significance level for all inferential

tests was set at 0.05 alpha. The following are the important findings of the

investigation: The level of awareness of respondents on gender and development

when taken as whole and when classified as to sex and grade level is statistically

‘aware’. Therefore, there was no significant difference in level of awareness of both

male and female when it is grouped as to sex and grade level. The researchers

recommends that, club officers of gender and development should have more

programs, and activities promoting about gender and development and should

encourage students to join so that students will be able to develop more their social

view regarding on gender and development.

Keywords: Gender, Development, Awareness, Learners,

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Table of Contents

Contents Page

Title Page i

Approval Sheet
ii
Acceptance Sheet
iii
Acknowledgement
iv
Abstract
vi
Table of Contents

List of Tables ix

List of Figures xii

List of Appendices xiii

Chapter

1 Introduction to the Study

Background, and Conceptual Framework of the Study

Background 1

Conceptual Framework 4

Statement of the Problem 5

Definition of Terms 6

Significance of the Study 7

2 Review of Related Literature

Defining Gender and Development

8
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Social Cognitive Theory of Gender and Development and

Differentiation 9

Gender Awareness 10

Gender Stereotypes

11

Gender Discrimination

12

Gender Equality 13

Development Institutions and Gender Mainstreaming

14

Related Studies 16

3 Research Design and Methodology

Purpose of the Study and Research Design

19

Method

The Respondents of the Study 20

The Data Gathering Procedure 21

The Data Gathering Method

22

The Data Gathering Instrument 23

The Statistical Data Analysis

23

4 Results

Descriptive Data Analysis 26

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Inferential Data Analysis 27

5 Summary, Conclusion, and Recommendation

Summary 30

Conclusions 31

Recommendations 31

References 33

Appendices 40

The Researcher’s Biographical Data

42

List of Tables

1. Respondents Profile 21

2. Level of Awareness of Respondents Based on Sex and Grade Level

27

3. T-test Result for Significant Differences when Grouped as to Sex.

28

4. T-test Result for Significant Differences when Grouped as to Grade Level.

29
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

List of Figures

1. The Research Paradigm 5

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

List of Appendices

A. Letter to the Officer In-Charge 40

B. The Research Instrument 41

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Chapter 1

Introduction of the Study

Chapter One, consists of five parts: (1) Background of the Study and

Conceptual Framework, (2) Statement of the Problem, (3) Definition of Terms, and

(4) Significance of the Study

Part One, Background of the Study, presents the circumstances and

situations leading to the choice of the problem and Conceptual Framework that

consists of a paradigm showing the presumed relationship among the variables of

the study.

Part Two, Statement of the Problem, presents the general and specific

problems to which the investigator sought to answers.

Part Three, Definition of Terms, gives the conceptual and operational

definitions of the important terms used in the study.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Part Four, Significance of the Study, cites the benefits that may be derived

from the results of the study.

Background of the Study

Gender is examined as a social identity feature influenced by social and

cultural ties in this study, which looks at students' understanding of gender and

growth in the classroom. Sex refers to biological distinctions, whereas gender

indicates conventions, culture, and unique conceptions. The social structure is

shaped by social norms, attitudes, and other elements. Gender-based norms and

behaviors differ between men and women (GENIA, 2019). According to UNICEF

(2017), draws attention to the gender gap in society and the state's prevailing more

masculine views (Francis, 2006). This inequality is apparent in basic facets of social

life, including employment opportunities, educational opportunities, political

representation, and the distribution of financial resources. Education aims to

broaden students' comprehension of ideas and problems that affect their time in

school in addition to imparting academic knowledge.

Recognizing the variety of various groups, gender equality takes into account

needs, interests, and goals of both genders. Improving development and lowering

poverty require the empowerment of women. In recent years, there has been a

notable advancement in the Philippines towards achieving gender equality and

women's empowerment. After pressure from legislators, people's organizations, civil

society organizations, and academics, the government and its partners developed
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

laws, policies, and initiatives that are gender responsive. Sustainably people-

centered development is said to need this advancement.

Gender awareness plays an important role in informing women and men

about gender equality, the benefits of a more gender-equal society and the

consequences of gender inequality. Gender awareness raising aims to promote and

encourage a general understanding of gender-related challenges, for instance,

violence against women and the gender pay gap. It also aims to show how values

and norms influence our reality, reinforce stereotypes and support the structures

that produce inequalities (Gender Awareness Raising, 2019).

Awareness that development has a gender dimension began emerging in the

international community in the late 1970s following International Women`s Year

(1975).

This is also why the GAD approach was institutionalized, and is being practiced and

implemented in government (NCRFW, 2006).

According to UNESCO (2000), Gender and Development (GAD) refers to

gender awareness and capacity, recognizing that development activities may affect

women and men differently (due to gender differences and historical

circumstances). It is an approach aimed at integrating into the mainstream of

development thus highlighting the need for appropriate gender planning to ensure

that the resulting conditions and outcomes are equal for women and men. GAD

plans must be integrated into the agency's regular activities, accounting for at least

5% of the budget. By institutions associated with GAD or institutions aimed at

poverty alleviation, in particular the economic empowerment of marginalized

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

women, the protection, promotion and realization of women's human rights and the

practice of gender-responsive governance. The activities currently being carried out

are considered to contribute.

Fully comply with the stated requirements.

The Philippines has achieved major inroads in gender equality and women

empowerment due to the advocacy of government and its partners. The country

has consistently made the top 10 global ranking in the Global Gender Gap Index

since 2006. The country has an extensive institutional framework to promote

gender equality and the highest law of the land protects women. The 1987

Constitution states two prominent provisions relative to the protection of women.

The first in the Declaration of Principles, Article II Section 14, asserts that "The State

recognizes the role of women in nation-building and shall ensure the fundamental

equality before the law of women and men." Additionally, Article XIII, Section 14

provides that "The state shall protect working women by providing safe and

healthful working conditions taking into account their maternal functions, and such

facilities and opportunities that will enhance their welfare and enable them to

realize their full potential in the service of the nation”.

Gender development is fundamental because it affects some of the most

important aspects of people's lives, including the talents they develop, the ideas

they have about themselves and others, the structural opportunities and constraints

they encounter, and their social lives. The career paths and goals they pursue are

determined primarily by social gender classification. This is the main basis for

differentiating people and has a great impact on daily life. Many of the attributes

and roles that are selectively promoted in men and women tend to be valued
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

differently, with attributes and roles ascribed to men generally being seen as more

desirable, effective, and of higher status; Gender discrimination becomes even

more important (Berscheid, 1993).

The outcome of this study will ultimately measure the level of awareness of

SHS learners on gender and development. This study aims to seek the gender and

development awareness of SHS learners in the year 2023-2024.

Conceptual Framework

This study will evaluate the relationship of sex and grade level on the level of

awareness on Gender and Development.

The independent variables are sex and grade level.

The dependent variable is the level of awareness on gender and

development.

The paradigm shows the relationship of the independent variables and

dependent variable.

Independent Dependent Variable

Variable Level of Awareness on
Sex

Gender and Development

Grade Level

Figure 1.The Research Paradigm

Statement of the Problem

The researchers seek to determine the level of awareness of SHS learners on

Gender and Development on the school year 2023-2024.

Specifically, this study seeks to answer to the following questions:

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

1. What is the level of awareness of respondents on GAD when taken as

whole and when classified as to sex and grade level?

2. Is there a significant difference in the awareness of respondents in

Gender and Development when classified as to sex and grade level?

Hypothesis

1. There is no significant difference in the level of awareness of respondents in

Gender and Development when classified as to sex and grade level.

Definition of Terms

For better understanding of this study, the following terms were defined

conceptually and operationally:

Gender and Development (GAD). It is the development perspective and

process that is participatory and empowering, equitable, sustainable, free from

violence, respectful of human rights, supportive of self-determination and

actualization of human potentials (Philippine Commission for Women, 2023).

In this study, “Gender and Development” refers to the notion we are trying to

measure base on the level of awareness of the senior high school learners.

Awareness. The quality or state of being aware: knowledge and

understanding that something is happening or exists (Merriam-Webster’s

Dictionary, 2023).

In this study, “awareness” refers to the level of awareness of SHS learners

regarding Gender and Development.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Senior High School (SHS). Refers to Grades 11 and 12, the last two years of

the K to 12 Basic Education Program (DEpEd, 2016).

In this study “Senior High School (SHS)” refers to the grade level of learners

who participate in the study.

Learners. Are individuals who are willing to learn and understand new things

(Merriam-Webster’s Dictionary, 2023).

In this study “learners” refers to the respondents of this study.

Significance of the Study

This study on the Gender and Development Awareness of SHS Learners may

benefit the following:

Gender and Development (GAD) Officers. This study may help GAD officers to

learn about the effectiveness of gender and development education programs in

school. They will be able to identify area for improvement and develop strategies to

enhance the impact these programs. Lastly, they will help to promote gender

equality and sustainable development initiatives.

Students. This study may help students to gain deeper understanding of

gender and development issues and their impact on society. Students will become

more empathetic and open-minded towards gender and development concerns.

Teachers. This study may enhance teacher’s understanding regarding on

gender and development issues and its impact on students. They also acquire new

teaching methods and resources to effectively address these issues in school and

they will develop skills in facilitating discussions and promoting critical thinking on

sensitive topic.
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Government. Through this study, the government may gain insights into the

perceptions and attitudes of young people regarding gender and development

issues. They will use the findings to inform policies and programs that promote

gender equality and sustainable development. Lastly, they will collaborate with

educators and community leaders to create programs that address these issues.

Future Researchers. This study may help future researchers gain deeper

understanding of the impact of gender and development issues on schools and the

role of education in addressing these issues. This research study will may be their

reference on future studies.

Chapter 2

Review of Related Literature

Literature review defined as a systematic, explicit and reproducible method

for identifying, evaluating and interpreting the existing body of recorded work

produced by the researchers, scholars and practitioners (Ranjit, 2005). This chapter
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

is inclusive of existing literature concerning the effects of different fertilizers on the

growth of ginger.

Related Literature

Defining gender and development

The literature on gender and development originated in opposition to views

common in the 1970s and 1980s that women were excluded from the development

process and needed to be incorporated into mainstream policies, institutions, and

programs. Early gender and development theorists critiqued the prevailing

development paradigm that promoted market-led development and structural

adjustment and stabilization packages as a response to debt and balance-of-

payments problems, as well as the view that women should be integrated into a

process that benefits a few and impoverishes many (Benería and Sen 1982). In

contrast to the earlier “women in development” literature, gender and development

theorists had an explicit objective of social transformation, both of the ultimate aims

and practices of development and of the relations between men and women

(Jackson and Pearson 1998).

The feminist academics and activists who chose the language of gender used

it in a particular way. Gender is a social construct that refers to the relations

between women and men and reflects hierarchies among them, based not only on

their biology, but also on their age, lifecycle position, ethnicity, race, income and

wealth, and other features (Barker 1999). Gender relations change over time and

vary across societies, but in all societies, they structure the division of labor and
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

distribution of work, income, wealth, education, productive inputs, publicly provided

goods, and the like.

Kate Young (1997) outlines six issues that characterize approaches used by

gender and development scholars. (1) The focus is not on women per se but on

gender relations, that is, relations between women and men in a variety of settings

interlocked with other social relationships such as income, race, caste, and

ethnicity. (2) Women are viewed as active agents, although they may not have

perfect knowledge or understanding of the roots of discrimination and

subordination. (3) The perspective is holistic, and focuses on the reproductive

aspects of social and economic life (caring for dependents), as well as the gendered

social relations of production and distribution of goods and services. (4)

Development is viewed as a set of complex processes involving economic, political,

and cultural transformation over time and space that should aim to produce

improvements in capabilities, freedoms, and living standards for individuals and

societies. (5) Achieving gender equality and women’s empowerment requires

multiple approaches and strategies that will necessarily differ by circumstances. (6)

The role of organization and collective action by women is central to the

achievement of gender equality and women’s empowerment.

Social cognitive theory of gender development and differentiation

The main basis for this distinction is the social-cognitive theory of gender

development by Albert Bandura and Kay Bussey (1999). Human sex differences are

a fundamental phenomenon that influences nearly every element of human daily

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

activities (Bandura & Bussey, 1999). Integrating social cognitive theory into gender

role establishment and functioning brings together social structural and

psychological factor into a single conceptual framework (Bandura, 1986; 1997).

Gender stereotypes and role behaviors are the result of a wide range of influential

social networks that operate in both everyday families and social systems.

According to Bandura and Bussey (1999), social cognitive theory primarily supports

a social transmission model that is more complex than a family transmission model.

For the majority of young people, the physical and social environment is

highly gendered (Halpern & Perry-Jenkins, 2016). They have internalized traditional

gender roles learned at an early age (Solbes-Canales et al., 2020). Gender

discrimination works in the sense that the same behavior is evaluated differently.

Girls have the advantage of being less likely to be reprimanded and less likely to

receive corporal punishment, but they are also at risk because they are invisible

and receive little support for learning (Younger & Cobbett, 2014). Clearly,

understanding who and what one is is based on sources of knowledge and

socialization. Along with family and religion, education is a highly influential

socialization process and education should be a means of promoting social justice

(de Guzman, 2008). Social justice in education can increase gender awareness

among students in the classroom.

Gender Awareness

Gender awareness is the understanding that there are socially determined

differences between boys and girls, men and women, based on learned behaviors

and affecting their ability to control resources (World Health Organization, 1998).
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Gender awareness in the classroom is important to eliminate gender disparities and

achieve gender equality in education. For example, the curriculum is considered the

"central information tool of the school," but the curriculum materials must be

managed by real people whose backgrounds have already formed a more or less

developed consciousness about gender relations (Abrahams and Sommerkorn,

2016). The focus must be on raising people's awareness of gender issues in the

education system. We must also focus on the fact that it is a long and often painful

process that requires not only learning new perspectives, but also forgetting old

ones (Abrahams & Sommerkorn, 2016). Students believe that men have a slightly

better position than women in Estonian society (Mägia, 2016). This study reveals

possible reasons why students perceive the status of men and women to be

unequal (Vainu et al., 2010). What is interesting is that Estonians do not consider

gender inequality to be a big problem. However, Estonian students believed that

awareness of gender issues was more necessary for their profession and that these

topics should be incorporated in course assignments and bachelor's or master's

theses (Fine- Davis & Fass, 2014).

Gender Stereotypes

In most cases, schools reinforce existing gender ideologies, stereotypes,

norms, and expectations. For example, language subjects are perceived as ‘female-

dominated’ while mathematics is ‘male-dominated’ not only by students but also by

teachers (Hadjar & Aeschlimann, 2014). This stereotype not only affects students'

evaluation of their own abilities (Igbo et al. 2015), but also the learning that

teachers expect from their students. In fact, students' participation in classroom

activities and school organizations generally follows gender tracking. (That is,
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

women are assigned typical roles on campus such as secretaries and vice

presidents). Such practices do not encourage women to reach their full potential

and eliminate gender inequality. Therefore, while it is not uncommon for women to

be elected to positions such as secretary or at most vice president in coeducational

school organizations, it is more common for men to be elected as leaders of campus

associations (Sobrichea, 2004). Additionally, boys rate themselves as more

successful in pursuing careers in science, technology, computer systems, and

physical activity (Bandura & Bussey, 1999).

When it comes to classroom behavior, boys are often more disruptive than

girls, or at least perceived as such (Campbell, 2004). Little research has been done

on how gender stereotypes affect boys and lead to the wrong upbringing (Frawley,

2005). The myth that "boys should be boys" fulfills the stereotype of "dominant,

macho" men and inhibits many of their natural behaviors (Pollock, 2002). For this

reason, boys who do not fit the pattern of being outspoken, competitive, and

independent often endure ridicule and the resulting feelings of failure and shame.

Therefore, to maximize student achievement and growth, teachers create a learning

environment free of gender stereotypes, gender discrimination, and other gender-

related concerns in classroom organization, interactions, materials, and activities

(McCormick, 1995).

Gender Discrimination

Gender discrimination is expressed in various insidious and subtle ways

through differential treatment. To this day, women are still perceived as weak and

emotional, which leads to sexism (World Education Forum, 2000).Gender

discrimination is one of her main barriers to education. Despite girls' and women's
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

education having a strong intergenerational impact and being an important factor in

women's social development and empowerment, gender discrimination remains one

of the most persistent obstacles to realizing the right to education (World Education

Forum, 2000). According to Education Forum (2000), indeed girls are systematically

excluded from research that is essential to their future employability and economic

well-being (Hill et al., 2010).The fact that girls are lagging behind in schooling

compared to girls is also reflected in the fact that girls' self-esteem declines are

relatively greater than boys' from elementary school to high school.Boys in

elementary and middle school are eight times more likely to respond than girls

(Sadker, Zittleman, & Kochet, 2022). When a male student calls, the teacher listens,

but when a female student calls, the teacher is told to “raise your hand if you want

to talk” (Sadker, Zittleman, & Kochet, 2022). Regarding disciplinary methods,

teachers use different methods and intensity for boys and girls on similar topics in

the same class (Jung & Chung, 2005). In practice, teachers need to respond in a

variety of ways, based on the belief that students' attitudes and reactions to

discipline require a gendered approach.

Gender Equality

Gender equality is considered a human rights issue because the rights,

responsibilities, and opportunities of women and men do not depend on whether

they are born male or female (Gumba, 2013). Gender equality means taking into

account the interests, needs and priorities of women and men and recognizing the

diversity of different groups of women and men (United Nations Population Fund,

2013). Women's empowerment is also an essential tool for promoting development

and reducing poverty (United Nations Population Fund, 2013). In recent years,
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

researchers in Western countries have been mainly concerned with the issue of

gender equality. Research shows that there is a close relationship between gender

equality and development (A Primer on Gender Mainstreaming and

Institutionalization in Budgeting Processes, 2002). The World Bank report (2012)

reiterates the positive relationship between gender equality and economic

prosperity.

Gender equality is, first and foremost, a human right. It means giving women

and men, girls and boys, the same opportunities to participate fully in the

development of their societies and achieve self-fulfillment (National Commission on

the Role of Women,

2001). It is an essential component of human rights and a key to development

which requires partnerships between women and men, girls and boys – one that is

based on mutual respect, dialogue, and the sharing of public and private

responsibilities. Gender equality does not mean that men and women become the

same but that their opportunities and life chances are equal (National Commission

on the Role of Women, 2001).

Studies on the differential treatment of girls and boys in the classroom have

shown the following results: 4,444 male students occupied the acoustic space in the

classroom 1.6 times more often than female students, spoke without raising their

hands during class, interrupted, and had longer conversations. Women's language

is hesitant and apologetic, whereas women's language is assertive (Lee & McCabe,

2021). The sad thing about these problems is that when students graduate, they

take with them distorted ideas about men and women, and people not only in the

workplace, but also in their families and other social settings (Cerrato & Cifre,
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

2018). In the Philippines, there was moderate agreement among students in higher

education institutions that women are not equal to 4,444 men. This can be

attributed to the age, experience, and immaturity of students (Palangdao et al.,

2009). Therefore, further activities need to be initiated to improve students'

awareness of gender equality (Palangdao et al., 2009).

Development Institutions and Gender Mainstreaming

Gender and development goals, namely gender equality and women's

empowerment, are now institutionalized as political and organizational imperatives.

At the Fourth World Conference on Women in 1995, the international community

endorsed gender mainstreaming as a key institutional response to promote gender

equality and empower women. In 1997, the United Nations Economic and Social

Council defined gender mainstreaming as: The process of assessing the impact on

women and men of all planned actions, including laws, policies, and programs, in all

areas and at all levels. This means incorporating the concerns and experiences of

women and men as an integral part of the design, implementation, monitoring and

evaluation of policies and programs in all areas of politics, economics and society,

so that women and men benefit equally. It is a strategy that allows people to enjoy

inequality doesn’t last. The ultimate goal is to achieve gender equality (UN ECOSOC

1997).

This definition makes clear that gender mainstreaming is a means toward the

achievement of gender equality and women’s empowerment. It is both a technical

and political process requiring shifts in organizational culture and ways of thinking

and in the structures and resource allocations of organizations (Oxaal and Baden
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

1997). As currently understood, gender mainstreaming encompasses all aspects of

planning, implementing, and monitoring any social, political, or economic action.

Feminist scholars have highlighted a number of issues regarding the

implementation of gender mainstreaming in development agencies. Some have

argued that ``doing gender'' has reduced a fundamentally political process aimed

at social change to a technical process dependent on tools, checklists, and training

(Mukhopadhyay 2004). Other criticisms focus on the gap between government

policy commitments and actual implementation (Verloo 2001). Within multilateral

and bilateral development organizations, processes of gender mainstreaming must

be implemented before they are implemented in the very aspects that can influence

development on the ground and show results in terms of development effectiveness

(Hannan 2004; Moser and Moser 2005).

Others point out that gender mainstreaming has not been pursued fully or

systematically enough to support definitive conclusions about its success or failure

(Woodford-Berger 2004). In most cases, the process is incomplete or not properly

implemented. Since it is likely that mainstreaming will continue to be the dominant

strategy for incorporating gender equality issues in development policy institutions,

more work will be necessary to understand the conditions under which it can

successfully achieve its objectives.

Related Studies

According on the study Sumadsad & Tuazon (2016), entitled Gender and

Development (GAD) Awareness in a Higher Education Institution, despite

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

the Philippines' excellent standing among nations with strong records of promoting

gender equality, such campaigning still needs to reach as many people as possible.

In order to provide a foundation for the complete distribution of Gender and

Development (GAD), the study set out to ascertain the level of awareness among

the school community in a higher education institution. A questionnaire designed by

the researcher was used to extract respondents' impressions and perceptions of

GAD. The Likert scale was used with the mean and ranking system. Academic

personnel, employees, and learners of Polytechnic University of the Philippines –

Sto. All members of the Tomas Branch are shown to be aware of GAD. They are

aware of gender roles, national mandates, and other relevant regulations, even

though their knowledge of gender issues and government agencies incorporating

the GAD plan into programs, projects, and activities is limited. Members of the

school community are also aware of important elements influencing GAD

awareness. In this regard, sustainability of the GAD program should be ensured

through wider information dissemination using print and non-print forms;

establishment of network and linkages among constituents working on gender

concerns to share information and strategies; and creation of opportunities for

collaboration through peer-peer exchanges and exposure visits. The authorities

should give full support to GAD-initiated activities and should create a monitoring

body to ensure compliance of government agencies with GAD provisions and to

assist in promoting knowledge and appreciation of the GAD programs and activities.

The study ofGenerale & Cubing (2023) entitledGender Awareness:

Classroom Experiences of Senior High School Students says that, the goal of

education is not just the facilitation of academic knowledge but also the expansion
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

of understanding of concepts and issues which impact classroom experiences. This

study looked into students’ level of awareness of gender laws, their perceptions of

gender stereotypes, gender discrimination, and gender equality, and their views on

gender issues as experienced in the classroom. The Results show that there is

moderate awareness of gender laws and mandates, disagreed on the presence of

gender discrimination inside the classroom, and a neutral attitude towards gender

tasks and perceived gender equality in the classroom. Thematic analysis revealed

five themes: (1) perceived differences in behaviors between girls and boys inside

the classroom; (2) perceived favorable attention given by teachers to boys than

girls; (3) Science/ academic subjects go beyond gender; (4) equal right to learn

regardless of gender; and (5) experiences on gender discrimination in the

classroom.

The study entitled Gender Equality Awareness among Middle School

Students by Yesil, A., & Balci Karaboga, F. A. (2021), says that this research was

conducted to create an egalitarian change in middle school student’s perspectives

on gender roles. According to the findings, it was observed that under the current

circumstances, middle school students adopted traditional gender roles. After

implementing the action plan, it was determined that the participant’s perspectives

on gender roles changed in favour of gender equality. As a result of the study, it is

suggested that the awareness of gender equality, which is the basis of the socio-

economic development of the countries, should be brought to the individuals

through schools, and educational environments should be arranged following this

acquisition.
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Chapter 3

Research Design and Methodology

Chapter Three contains four parts: 1) Purpose of the Study and Research

Design; 2) Method; 3) Statistical Data Analysis Procedure.

Part One, Purpose of the Study and Research Design, restates the objectives

of the investigation and describes the research design used.

Part Two, Method, identifies the respondents, describes research instrument,

and explains the data gathering procedures employed in the investigation.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Part Three Statistical Data Analysis Procedure, enumerates the statistical

tools to be used in analyzing and interpreting the data.

Part 4, Ethical Consideration, sets of principles that guides research designs

and practices.

Purpose of the Study and Research Design

This study aims to determine the Gender and Development awareness of SHS

Learners in the year 2023-2024.

Descriptive Research Design is a powerful tool used by scientists and

researchers to gather information about a particular group or phenomenon. This

kind of study offers a thorough and precise image of the traits and actions of a

specific group or subject. Descriptive research yields important insights that can

guide future investigations and helps researchers better grasp a particular problem

by means of observation and data collection on a certain topic.

Creswell (1994), defines quantitative research as a type of research that is

explaining phenomena by collecting numerical data that are analyzed using

mathematically based methods (in particular statistics).

The descriptive method of research was considered by the researchers as the

most appropriate method for this study. According to Adanza, Bermundo and

Rasonabe (2009), it is designed to gather information about the present conditions,

status or trend, and dealing with what are prevailing. The main objective is to

describe the nature of a situation as it exists at the time of the study, and to explore

the causes of a particular phenomenon. The descriptive research design fits well
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

into this study because it intends to determine the Gender and Development (GAD)

awareness of SHS learners.

Informants/Respondents

The informants of the study will be grade 11 and 12 senior high school

students at Calinog National Comprehensive High School in Brgy. Simsiman,

Calinog, province of Iloilo, in the year 2023. At least 85 randomly picked

respondents has chosen by the proponents. That in the perspective of the

researchers, are best help to answer their prepared survey-questionnaires.

Table I. Respondents Profile

N Percentage (%)

Entire Group 85 100.00

Sex

Male 24 28.34

Female 61 71.76

Grade Level

Grade 11 47 55.29

Grade 12 38 44.71

Data Gathering Procedure

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

The researchers will use survey questionnaires in order to collect rich

information about Gender and Development awareness of SHS learners.

The following procedures will show how the researchers conduct their study:

Step 1: Get the Consent of the Principal/OIC

The researchers will send a letter of consent to the principal or officer-

in-charge of the school to get her approval regarding on conducting a research

study in school.

Step 2: Prepare a Survey Questionnaire

If the principal or officer-in-charge will approve the request, the

researchers will

going to prepare a survey questionnaires.

Step 3: Conduct the Study

If the survey questions are already done, the researchers will start to

conduct their studies on their chosen group of participants.

Step 4: Examine the Result

After conducting, the researchers will examine the results of the

investigation.

Data Gathering Method

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Gathering data about gender and development awareness of senior high

school (SHS) learners through a quantitative research approach involves systematic

methods to collect, analyze, and interpret numerical data. This type of research

aims to provide statistical insights into the level of awareness and understanding of

gender and development issues among SHS learners.

The research data collection is through surveys-questionnaires. This can be

administered online or on paper and can cover a wide range of topics related to

gender and development awareness. The survey asks questions about the learners’

awareness of gender and development issues and their perceptions.

A random sampling method can be employed to ensure that every SHS

learner has an equal chance of being selected for the study. Alternatively, stratified

sampling also used to ensure representation from different grade levels and sex

within the SHS population. To ensure the accuracy and reliability of the data

collected, the researchers used a combination of these methods and to triangulate

the data to validate findings. Additionally, it is important to ensure that the data

collection methods are ethical and do not harm the learners or violate their privacy.

Instrument Use

Adaptive Survey Questionnaires used by the researchers as the main data-

gathering instrument. The validated survey questionnaire was authored by Lia

Concepcion B. Villanueva a faculty member of Isabela State University; it is consist

of thirteen (13) concepts about Gender and Development. The data-gathering

instrument was structured as a scale ranging from 1-5 where in (1) is Very Not
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Aware, (2) is Not Aware, (3) is Moderately Aware, (4) is Aware, and (5) is Very

Aware. This instrument focused on answering the statement of the problem. There

are randomly picked eighty-five SHS learners who participated in the study.

Through this, the researchers will be able to determine the level of awareness of

SHS learners regarding on gender and development.

Statistical Data Analysis

The statistical data for analyzing gender and development awareness among

SHS learners is collected through survey-questionnaires. This method is used to

gather information on students’ understanding and awareness of gender-related

concepts, their perceptions of gender roles, and their involvement in development-

related activities.

Once the data is collected, statistical analysis techniques can be applied to

derive meaningful insights. Descriptive statistics is used to summarize the learners’

awareness levels, attitudes, and perceptions on gender and development.

Inferential statistics such as t-test is used to determine if there is a statistically

significant difference between the means of two variables which is the sex and

grade level.

Ethical Consideration

Gender and development awareness is an important aspect of education,

especially in secondary high schools (SHS) where learners are at a crucial stage of

their personal and social development. As such, it is essential to address gender

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

issues in a way that is sensitive to the needs and experiences of all learners. Here

are some ethical considerations for gender and development awareness of SHS

learners:

Respect for Privacy and Confidentiality:

A. Respect learners’ privacy and confidentiality when discussing sensitive topics

related to gender and sexuality.

B. Ensure that all information collected about learners is kept secure and

confidential, and that it is only used for the purpose for which it was collected.

Consent and Autonomy:

A. Obtain informed consent from learners before collecting or sharing any

information related to their gender identity, sexual orientation, or other personal

information.

B. Respect learners’ autonomy by allowing them to make their own decisions about

their education, including their choice of subjects and extracurricular activities.

Accountability and Transparency:

A. Hold educators and administrators accountable for promoting gender and

development awareness in the classroom and school community.

B. Ensure that all policies and practices related to gender and development

awareness are transparent and accessible to all stakeholders.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Professional Development for Educators:

A. Provide ongoing professional development opportunities for educators to

increase their knowledge and skills related to gender and development awareness.

B. Encourage educators to reflect on their own biases and assumptions, and to use

this reflection to improve their teaching practices.

In conclusion, promoting gender and development awareness in SHS learners

requires careful consideration of ethical principles and values. By following these

ethical considerations, educators can create a safe and inclusive learning

environment that supports the well-being and success of all learners.

Chapter 4

Results and Discussion

This chapter is divided into two parts: 1) Descriptive Data Analysis and 2)

Inferential Data Analysis.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Part One, Descriptive Data Analysis, discusses the Descriptive data and their

respective analyses and interpretations.

Part Two, Inferential Data Analysis, presents the inferential data and their

respective analyses and interpretations.

Descriptive Data Analysis

Level of Awareness of Respondents Based on Sex and Grade Level

Table 2 shows that the level of awareness of SHS learners according to sex.

Results revealed that as an entire group (M=3.9, SD=0.75), they were ‘aware’. Male

(M=3.60, SD=0.77) and female (M=4.03, SD=0.71) are both ‘aware’.

Likewise, the awareness of SHS learners based on grade level, whereas grade

11 (M=4.03) and grade 12 (M=3.76) are both ‘aware’.

This result implies that the level of awareness of SHS learners according to sex

and grade level are still the same.

Table 2.

Level of Awareness of Respondents Based on Sex and Grade Level

M SD Description

Entire Group 3.91 0.75 Aware

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Sex

Male 3.60 0.77 Aware

Female 4.03 0.71 Aware

Grade Level

Grade 11 4.03 0.81 Aware

Grade 12 3.76 0.66 Aware

Note: 1.0-1.80 Very Not Aware, 1.81-2.60 Not Aware, 2.61-3.40 Moderately Aware

3.41- 4.20 Aware, 4.21-5.00 Very Aware

Inferential Data Analysis

T-test Result for Significant Differences in the Level of Awareness when

Respondents are Grouped as to Sex.

The t-test result in Table 3 revealsa non-significant difference (t=-2.470;

p=0.218). The p-value is greater than 0.05 and the null hypothesis stating a non-

significant difference in sex whereas between male and female is accepted.

This means that, the groups of male and female have the same level of

awareness on gender and development.

Table 3.

T-test Result for Significant Differences in the Level of Awareness when

Respondents are Grouped as to Sex.

Awareness T df p-value Decision

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Equal Variances Assumed -2.470 83 0.218 Accept Ho

Equal Variances Not Assumed -2.388 39.419

p>0.05, not significant at 0.05 alpha

T-test Result for Significant Differences in the Level of Awareness when

Respondents are Grouped as to Grade Level

The t-test in table 4 reveals a non-significant difference (t=1.698; p=0.248). The

p-value is greater than 0.05 and the null hypothesis stating a non-significant

difference in grade level between grade 11 and grade 12 is accepted.

This means that they still have the same level of awareness on gender and

development when they are grouped as to grade level.

Table 4.

T-test Result for Significant Differences in the Level of Awareness when

Respondents are Grouped as to Grade Level

Awareness T df p-value Decision

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Equal Variances Assumed 1.698 83 0.248 Accept Ho

Equal Variances Not 1.736 82.996

Assumed

p>0.05, not significant at 0.05 alpha

Chapter 5

Summary, Conclusion, and Recommendations

This chapter is divided into three parts: 1) Summary, 2) Conclusion, and 3)

Recommendations.
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Part One, Summary of the Problems, Methods, and Findings, outlines the

vital points of the study and its findings.

Part Two, Conclusion, reports decisions drawn from the result of the

investigation.

Part Three, Recommendations, offers suggestions in relation to the findings

and conclusion advanced in the study.

Summary

This descriptive research was conducted to determine the level of awareness

of SHS learners on Gender and Development for the school year 2023-2024. The

eighty-five (85) respondents was a grade 11 and grade 12 senior high school

students of Calinog National Comprehensive High School were randomly picked by

the researchers.

The data gathering instrument was an adaptive research survey

questionnaire that used to determine the level of awareness of SHS learners on

gender and development. The statistical tools used in the study were the mean,

standard deviation, and the t-Test.

Significance level for all inferential tests was set at.05 alpha.

Summary of the Findings

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

1. The study revealed that the level of awareness of SHS learners according to sex

and grade level are both ‘aware’

2. There was no significant difference in level of awareness of both male and female

when it is grouped as to sex and grade level.

Conclusions

1. The senior high school grade 11 and grade 12, both males and females of Calinog

National Comprehensive High School, have the same level of awareness in gender

and development. The SHS learners were fully aware on gender and development.

2. There is was no significance differences in the awareness of respondents in

Gender and Development when classified as to sex and grade level.

Recommendations

1. Create a safe and inclusive environment for students to openly discuss gender

and development.

2. Teachers should include gender and development topics in the curriculum. This

will allow students to learn about the importance of GAD and understand the

different issues related to it.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

3. School should incorporate multimedia resources such as videos, and articles that

can make more learning about gender and development more engaging and

relatable for students.

4. Club officers of gender and development should have more programs, and

activities promoting about gender and development and should encourage students

to join to develop their social view regarding on gender and development.

5. Future research along this line of study should be conducted using different sets

of respondents and variables as a predictors through the researcher would very

much recommend the areas of the “how” and “when” the awareness of learners on

gender and development should be developed.

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

References

Abraham and Sommerkorn (2016).Classroom Experiences of Senior High School

Students.https://al-kindipublisher.com/index.php/jgcs/article/download/

5714/4824

Adanza, Bermundo, P. J., & M. Resonabe (2009).Methods of

Research.https://cfmslibrary.librarika.com/search/detail/947629

Bandura, A., & Bussey, K. (1999). Social cognitive theory of gender development

and differentiation.

https://al-kindipublisher.com/index.php/jgcs/article/download/5714/4824.

Psychological Review, 106 (4), 676-713.

Barker (1999).Gender and Development.https://www.encyclopedia.com/social-

sciences/applied-and-social-sciences-magazines/gender-and-development

Beneria, N. & Sen, G. (1982).World Survey on the Role of Women in

Development.https://www.ucl.ac.uk/dpu-projects/drivers_urb_change/

urb_society/pdf_gender/UN_1999_World_Survey_Women_in_Development.pdf

Berscheid, E. (1993).Social Cognitive Theory of Gender and Development and

Differentiation.https://psycnet.apa.org/record/2004-16374-005

Campbell, A. (2004). Gender differences in adolescents with disruptive behavior

disorders: A look at self-report, projective, and treatment outcome measures. "

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

PhD dissertation. University of Tennessee.

https://trace.tennessee.edu/utk_graddiss/4522

Cerrato, J. & Cifre, E. (2018). Work family conflict. Frontiers in Psychology. 9.

https://doi.org/10.3389/fpsyg.2018.01330

Creswell (1994).Research Design: Quantitative & Qualitative Approach.

https://psycnet.apa.org/record/1996-97121-000

DepEd (2016).Commencement of Senior High School.

https://www.deped.gov.ph/2016/04/29/do-25-s-2016-commencement-of-senior-

high-school-enrolment-for-school-year-2016-2017/

De Guzman, O. (2008). Guidelines for integrating CEDAW in academic programs. In

O. de Guzman (Ed). Teaching CEDAW: a compendium of teacher’s guidelines on

integrating a human rights framework in the college curriculum and sample

course syllabi with CEDAW application. UP Center for Women’s Studies.

https://www.worldcat.org/title/teaching-cedaw-a-compendium-of-teachers-

guidelines-on-integrating-a-human-rights-framework-in-the-college-curriculum-

and-sample-course-syllabi-with-cedaw-application/oclc/317384065

Fine-Davis, M. & Faas, D. (2014). Equality and diversity in the classroom: A

comparison of students’ and teachers’ attitudes in six European countries.

Social Indicators Research. 119 (3), 1319–1334

http://hdl.handle.net/2262/75808
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Francis, B. (2006).Gender and the Curriculum.

https://pure.qub.ac.uk/files/15927441/18_Gender_and_the_Curriculum_Final_Sag

e_Handbook_of_Curriculum_Pedagogy_and_Assessment.pdf

Frawley, T. (2005).Gender Bias in the Classroom: Current Controversies.

https://www.tandfonline.com/doi/abs/10.1080/00094056.2005.10522277

Gumba, B. (2013). Gender equality in a higher educational institution: A case in the

Philippines. Journal of Education, Arts and Humanities, 1 (3), 27-32.

https://www.semanticscholar.org/paper/Gender-Equality-in-a-Higher-

Educational-A-Case-in-Gavino-Gumba/

cdbec1356aa54b1dea372436e1ca7d0a81db312d

Gender Awareness Raising (2019).

Generale and Kubing (2003).Gender Awareness: Classroom Experiences of Senior

High School Students.https://scholar.google.com.ph/scholar?

q=Gender+Awareness:

+Classroom+Experiences+of+Senior+High+School+Students&hl=en&as_sdt=

0&as_vis=1&oi=scholart

Genia(2019). Gender Awareness: Classroom Experiences of Senior High School

Students.https://scholar.google.com.ph/scholar?q=Gender+Awareness:

+Classroom+Experiences+of+Senior+High+School+Students&hl=en&as_sdt=

0&as_vis=1&oi=scholart
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Hadjar, A. & Aeschlimann, B. (2014). Gender stereotypes and gendered vocational

aspirations among Swiss secondary school. Educational Research,57, (1), 22-42.

https://doi.org/10.1080/00131881.2014.983719

Halpern, H., & Perry-Jenkins, M. (2016). Parents' Gender Ideology and Gendered

Behavior as Predictors of Children's Gender-Role Attitudes: A Longitudinal

Exploration. Sex roles, 74(11), 527–542. https://doi.org/10.1007/s11199-015-

0539-0

Hannan, Mosser and Mosser (2005). Gender Awareness: Classroom Experiences of

Senior High School Students.https://scholar.google.com.ph/scholar?

q=Gender+Awareness:

+Classroom+Experiences+of+Senior+High+School+Students&hl=en&as_sdt=

0&as_vis=1&oi=scholart

Hill, C., Corbett, C. & St. Rose, A. (2010). Why so few? Women in science,

technology, engineering, and mathematics. AAUW.

https://www.researchgate.net/publication/234647120_Why_So_Few_Women_in_

Science_Technology_Engineering_and_Mathematics

Igbo, J. N., Onu, V. C., & Obiyo, N. O. (2015). Impact of gender stereotype on

secondary school students’ self-concept and academic achievement. SAGE

Open, 5(1). https://doi.org/10.1177/2158244015573934

Jackson, C. & Pearson, R. (1998).Feminist Vision of Development: Gender Analysis

and Policy.
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

https://www.taylorfrancis.com/books/edit/10.4324/9780203980460/feminist-

visions-development-cecile-jackson-ruth-pearson

Jung, K., (2005).Gender Legacies.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4219252/

Lee, J. J. & Mccabe, J. M. (2021). Who speaks and who listens: Revisiting the chilly

climate in college classrooms. Gender & Society, 35(1), 32–60.

https://doi.org/10.1177/0891243220977141

Mägia, E., Biinab, H. Trasbergc, K. & Kruus, K. (2016). Gender awareness and

attitudes toward gender equality among students participating in teacher.

Praxis Centre for Policy Studies., 191-196.

Merriam Webster’s Dictionary (2023).Word Definition. https://www.merriam-

webster.com/

Mukhopadhyay, C., Blumenfield, T., Harper, S. & Gondek, A. (2004). Gender and

Sexuality. In Brown, de Gonzales & Mcllwraith (Eds). Perspectives: An open

invitation to Cultural Anthropology. American Anthropological

Association.http://perspectives.americananthro.org/.

National Commission on the Role of Women, 2001. http://pcw.gov.ph/pcw

NCMRWF (2006). http://sa.indiaenvironmentportal.org.in/files/NCMRWF_REPORT.pdf

Oxaal, Z. and Baden, S. (1997). Gender and Development Definitions, Approaches

and Implications for Policy. BRIDGE (Development-Gender) Brigton, Institute of

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Development Studies, Report No-40,

1-32.https://www.scirp.org/reference/referencespapers?referenceid=1567711

Palangdao et. Al (2209).Classroom Experiences of Senior High Students. Research

Article. https://al-kindipublisher.com/index.php/jgcs/article/download/5714/4824

Pollock, J. (2002). Women, prison, & crime. Wadsworth.

https://www.ojp.gov/ncjrs/virtual-library/abstracts/women-prison-and-crime

Ranjit, K. (2005).Research Methodology.

https://rauterberg.employee.id.tue.nl/lecturenotes/DBB150/references/Kumar-

2011%20Research%20Methodology-ed3.pdf

Sadker, D., Zittleman, K., & Kochet, M. (2022). Teachers, Schools, and Society.

McGraw-Hill. https://www.mheducation.com/highered/product/teachers-schools-

society-brief-introduction-education-sadker-koch/M9781260804287.html

Sobritchea, C. (2004). Gender, culture & society: Selected readings in Women’s

studies in the Philippines. Asian Center for Women’s Studies.

https://books.google.com/books/about/Gender_Culture_Society.html?

id=fHyUDi82ltAC

Solbes-Canales, Valverde-Montesino, & Herranz-Hernández (2020). Socialization of

gender stereotypes related to attributes and professions among young Spanish

school-aged children. Frontiers in. Psychology. 11

https://doi.org/10.3389/fpsyg.2020.00609
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Sumadsad and Tuazon (2016).Gender and Development (GAD) Awareness in a

Higher Education Institution. https://papers.ssrn.com/sol3/papers.cfm?

abstract_id=2838156

UNESCO (2000).The Gender Dimension.

https://biennale.adeanet.org/2003/papers/3A_FAWE_eng_final.pdf

UNICEF (2017). Gender Socialization during Adolescence in Low- and Middle-Income

Countries : Conceptualization, influences and outcomes

UN ECOSOC (1997).Gender equality and equity: a summary review of UNESCO's

accomplishments since the Fourth World Conference on

Women.https://unesdoc.unesco.org/ark:/48223/pf0000121145

United Nations Population Fund. (2013). http://www.unfpa.org/gender-based-

violence

Verloo, M. (2001).Gender Mainstreaming.

https://www.researchgate.net/publication/242539328_Another_Velvet_Revolutio

n_Gender_Mainstreaming_and_the_Politics_of_Implementation

World Education Forum (2000).

https://unesdoc.unesco.org/ark:/48223/pf0000121117

World Health Organization (1998).Gender and Health. https://www.who.int/health-

topics/gender
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Yesil A., & Balci Karboga, F. A. (2021). Gender Equality awareness among Middle

School Students. https://enadonline.com/index.php/enad/article/view/959

Young, K. (1997).Gender and Development. https://www.encyclopedia.com/social-

sciences/applied-and-social-sciences-magazines/gender-and-development

Younger, M. & Cobbett, M. (2014).Gender Perception on Schooling.

https://doi.org/10.1177/0891243220977

Appendix A
CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

LETTER TO THE SCHOOL PRINCIPAL

Appendix B

RESEARCH INSTRUMENT
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Gender and Development Awareness of SHS Learners

Survey Questionnaire

Part I. Personal Data

1. Name (Optional):_________________________________________

2. Sex: Male Female

3. Grade Level:_______

Part II. Questionnaire on Understanding and Awareness on Gender and

Development Concepts

Direction: The following are concepts about Gender and Development. Please check
the box corresponding to your current understanding and awareness on a ranking of
1-5.
Legend:
1- Very Not Aware
2- Not Aware
3- Moderately Aware
4- Aware
5- Very Aware

Gender and Development Concepts 1 2 3 4 5

1. Gender
Can be classified as Masculinity/Feminity
2. Gender Roles
3. Gender Needs
4. Gender Identity
5. Gender Equity
6. Gender Equality
7. Gender Integration
8. Gender Analysis
9. Gender Sensitive
10. Gender Mainstreaming
11. Practical Gender Needs
12. Strategic gender Needs
13. Gender and Development

Researcher’s Biographical Data

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

PERSONAL DATA

Name: John Joel G. Carpsio

Age: 17

Address: Brgy. Rizal Ilawud Calinog, Iloilo

Birthdate: June 22, 2006

Birthplace: Dr. Ricardo S. Provido Sr. Memorial

Hospital

Civil Status: Single

Religion: Roman Catholic

Father:

Mother: Elsa Gutay

Educational Background

Elementary: Calinog Elementary School

Secondary: Calinog National Comprehensive High School

Strand: Humanities and Social Sciences

Motto in life

“Learn how to restraint sometimes”

Researcher’s Biographical Data

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

PERSONAL DATA

Name: Beverlyn D. Castor

Age: 17

Address: Brgy. Agcalaga Calinog, Iloilo

Birthdate: February 20, 2006

Birthplace: Lambunao Hospital

Civil Status: Single

Religion: Baptist

Father: Rene C. Castor

Mother: Lolita D. Castor

Educational Background

Elementary: Agcalaga Elementary School

Secondary: Calinog National Comprehensive High School

Strand: Humanities and Social Sciences

Motto in Life

“Faith it ‘til you make it”

Researcher’s Biographical Data

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

PERSONAL DATA

Name: Ryza Jamella S. Chiva

Age: 17

Address: Brgy. Badlan Pequeño Calinog, Iloilo

Birthdate: May 2, 2006

Birthplace: Dr. Ricardo S. Provido Sr. Memorial

Hospital

Civil Status: Single

Religion: Roman Catholic

Father: Rayan C. Chiva

Mother: Gina S. Chiva

Educational Background

Elementary: Badlan Central School

Secondary: Calinog National Comprehensive High School

Strand: Humanities and Social Sciences

Motto in Life

“Taking risk is better than regrets”

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Researcher’s Biographical Data

PERSONAL DATA

Name: Chales Alexie L. Gabor

Age:17

Address:Brgy. Bo. Calinog, Iloilo

Birthdate: June 27, 2006

Birthplace:Calinog Hospital

Civil Status: Single

Religion: Roman Catholic

Father: Alex Gabor

Mother:Mrs. Rosa Lilo

Educational Background

Elementary:Calinog Elementary School

Secondary: Calinog National Comprehensive High School

Strand: Humanities and Social Sciences

Motto in Life:

“Trying is the first step toward failure, doing is the first step towards success”
 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Researcher’s Biographical Data

PERSONAL DATA

Name: Gayle L. Lovino

Age: 17

Address: Brgy. Owak Calinog, Iloilo

Birthdate: Januray 28, 2006

Birthplace: Calinog Hospital

Civil Status: Single

Religion: Roman Catholic

Father: Jonathan A. Lovino

Mother: Ma. Famela L. Lovino

Educational Background

Elementary: Baje San Julian Elementary School

Secondary: Calinog National Comprehensive High School

Strand: Humanities and Social Sciences

Motto in Life

“Live each day as if it were your last”

 CALINOG NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Calinog, Iloilo

Researcher’s Biographical Data

PERSONAL DATA

Name: John Aeron C. Mosquera

Age: 18

Address: Brgy. Baje San Julian Calinog, Iloilo

Birthdate: October 30, 2005

Birthplace: Calinog

Civil Status: Single

Religion: Roman Catholic

Father: Neri Mosquera

Mother: Jeneth Mosquera

Educational Background

Elementary: Baje San Julian Elementary School

Secondary: Calinog National Comprehensive High School

Strand: Humanities and Social Sciences

Motto in Life