Strengthening Gender in the Classroom Using Gender-based Differentiated Instruction

Abstract

INTRODUCTION

The integration of gender-sensitive teaching strategy remains to be a challenge among educators. This social issue requires more in-depth exploration especially in the classroom to promote its significance and determine its applicability and effectiveness. This study aimed to apply the Gender and Development (GAD) approach in teaching Filipino Literature among Grade 8 learners. It specifically employed gender-based differentiated instruction (GBDI). GBDI pertains to a teaching approach where the teacher assigns a group to students based on their gender, multiple intelligences and learning style.

METHODS

The quasi-experimental research design was used to assess the academic performanceof the Grade 8 students while correlated t-test for the comparison of the pre-test and post-test results of the students. The researchers constructed two sets of the questionnaire. The first set of questionnaires represents the pre-test and post-test to determine the academic performance of the Grade 8 learners. The pre-test and post-test include localization and contextualization of gender-sensitive situations in Filipino society and culture.

RESULTS

This study revealed that students' perception of the effectiveness of Gender-based Differentiated Instruction was interpreted as Strongly Agree. There is a significant difference in the result of pre-test and post-test in Filipino after using GBDI and there is no significant relationship on the profile variables of the respondents and their academic performance. There is also an increase in the pre-test scores when the students were exposed to the gender-sensitive teaching approach. The learners are also encouraged based on the interviews and observation conducted.

DISCUSSIONS

The study will give awareness on gender-responsive teaching approach to be integrated into the classroom to promote gender equality and contribute to the improvement of the learner's academic performance. The study suggests the gender-responsive teaching approach be integrated with the classroom to promote gender equality and contribute to the improvement of learner's academic performance.