Gender Issues in the Implementation of Science Curriculum in Public Schools in Cavite Province S.Y. 2018-2019

Abstract

INTRODUCTIONGender is implicated in science and technology education in a number of issues. One issue relates to the relative participation rates of boys and girls in programs of science and technology. Second issue is science and technology curricula and the associated procedures for assessing students' progress and understanding. And the third is how teachers address gender sensitivity during the teaching-learning process. This study will focus on the extent of both gender-balanced and gender-biased curriculum implementation in public schools in Cavite Province.METHODSThe study utilized Survey Method and Purposive Sampling. The Survey-Questionnaire was composed of a validated 32-Item questions adapted from a previous research study entitled, Gender Implementation in the Social Studies Curriculum.RESULTSFour (4) science curriculum experts from each of the nineteen (19) municipalities in the Division of Cavite were the respondents of the study. The responses regarding the extent of gender-balanced science curriculum, revealed a verbal interpretation "VERY HIGHLY EVIDENT". On the extent of gender-biased science curriculum, respondents' average verbal interpretation was "EVIDENT". DISCUSSIONSFindings of this study proved that although the science curriculum was gender-balanced there were issues of gender-bias. Respondents agreed strongly that some features in Science Curriculum must be improved for gender equity. Future direction envisioned a proposed Division Education Development Plan for awareness on gender equity.