Analyzing the Level of Gender-Responsiveness of the Teaching-Learning Materials Used in Mathematics from Grades 1to 6in the Division of Cavite

Abstract

INTRODUCTION

In this study, an attempt was made to analyze the level of gender-responsiveness of the teaching-learning materials used in Mathematics from grades 1 to 6 in the Division of Cavite during SY 2017-2018. This is a survey-based result. In this study, the researchers worked together for making the questionnaires/tools appropriate for the study. The selected Key Teachers in Mathematics from Grades 1 to 6 from 19 municipalities in Division of Cavite were the Key Informants. There were a total of 114 Key Informants whose names were given by their Key Administrator in Mathematics.

METHODS

The study made use of descriptive method research design. The instruments used in gathering data and answering the questions in this study were the Adapted Gender in Education Network in Asia-Pacific (GENIA) Tool 13 questionnaire, informal interview, observation, and documentary analysis. Observation and interview were also used to verify the accuracy of the data. The data gathered from the respondents were treated statistically using the weighted average.

RESULTS

The researchers believed that the result of this study will be of great use in assessing the gender responsiveness of the teaching/ learning materials use in Mathematics. The level of gender responsiveness was analyzed and found out as evidently moderate, as far as gender equality is concerned, in the teaching and learning materials used in classroom mathematics in Grades 1 to 6. The proposed intervention/action plan in gender-responsiveness teaching-learning materials consists of varied activities/strategies/programs which focus on the gender-responsiveness of the teaching-learning materials use in Mathematics

DISCUSSIONS

The teachers should use materials that have equal treatments for women/girls and men/boys. The school should conduct seminar-training on gender-responsiveness for the teachers. Moreover, the teachers should continue attending seminar-training and workshop on gender responsiveness. The proposed intervention/action plan in gender-responsiveness teaching-learning materials can be adopted as a guide for the improvement of the teachers.