Level of Awareness of Learners On Gender Issues (Chap 1-3)

QUEZON DISTRICT
QUEZON NATIONAL HIGH SCHOOL

Alunan, Quezon, Isabela
“LEVEL OF AWARENESS OF LEARNERS ON GENDER ISSUES IN QUEZON NATIONAL

HIGH SCHOOL: A BASIS OF INTERVENTION PLAN
A Research
Presented to the Teachers of

Quezon National High School
Senior High School Department
_______________
In Partial Fulfilment
Of the Subject Requirement for

Investigation, Inquiries, and Immersion
Rheyma G. An-anaway
Ronalyn A. Cumascas
Alexa Mae G. De Guzman
El Manuel B. Liwanag
Angel M. Maguinsay
Sthan Jej F. Marcos
Cynthia Vie P. Paragas
Kyrie G. Ramos
Jonathan A. Roque
Eden Rose L. Savellano
April 2023
Chapter I
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The Problem and Its Background
Introduction
The term "gender" is typically used to describe how society assigns different duties to
males and girls. According to Kauffman, 1997 the behaviors that have come to be identified
as masculine and feminine as well as how people perceive their roles as male or female are
all aspects of gender. Hence, gender influences how people view themselves in such a way
that most members of the same sex associate themselves with particular characteristics. These
characteristics have an impact on how children develop. There is no doubt that a child's
surroundings have a significant impact on the child.
Stereotyping is the perception, clarification, and appraisal of social objects (events) on
the basis of specific idea (Ramalingam, 2006). A stereotype is a strict, oversimplified picture
of a certain group of people that, in some way or another, can have an impact on people by
limiting their ability to succeed in school (Kauchak & Eggen, 2011)
Stereotypic beliefs may represent cognitive developmental changes, have an impact
on how children perceive the meaning of categories, traits, and changes in role-taking
abilities, according to Aboud (1988) and Durkin (1995). As a result, stereotypes reflect
people's orientation and prior experiences, which may show up positively or poorly in how
they interact with people both inside and outside of their immediate area.
Stereotypical viewpoints are thought to have an impact on people's self-cognitive
growth as well as their emotions, behavior, and attitudes. Allen (2000) claims that stereotypes
are linked to the formation of perceptions about the characteristics that a society's members
are thought to hold in the majority. The idea that a group's members have distinctive
characteristics is overstated. This means that the impact of stereotype tends to modify the
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individual's sense of reality over a period of time. Stereotypes are widely held notions about
the personality and conduct of every individual in a group.
DEPED Order No. 32, s. 2017 titled Gender Responsive Basic Education Policy
“seeks to enable the DepEd to undertake gender-mainstreaming in education to address both
enduring and emerging gender and sexuality-related issues in basic education, to promote the
protection of children from all forms of gender-related violence, abuse, exploitation,
discrimination, and bullying and to promote gender equality and non-discrimination in the
work place and within the DepEd”. As Quezon National High School moves to adhere and
support the implementation of the policy, the researchers intend to explore on the level of
awareness of learners on gender issues in Quezon National High School: A basis of
intervention plan.
II. Conceptual Framework
Research Paradigm
INPUT PROCESS OUTPUT
Administration of Gender
Awareness of learners survey questionnaire Sensitivity
on Gender Issues in on the Level of Intervention Plan
Quezon National High Awareness of learners
School on Gender Issues in
QNHS.
Figure 1. A paradigm showing the input, process and output of the study. To know the level
of awareness of learners on gender issues among learners in Quezon National High School,
a researcher – made survey questionnaire will be conducted. Data gathered from the
respondents will be analyzed and results will serve as a basis in the proposal of A Gender
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Sensitivity Intervention Plan.
III. Statement of the Problem
This study aims to explore the level of awareness of on gender issues in Quezon National
High School.
Specially, it aims to answer the following:
1. What is the profile of respondents in terms of:
a. Sex
b. Grade Level
2. What is the level of awareness of the respondents on gender issue?
3. Is there a significant difference between the levels of awareness of learners on gender
issues when they are grouped according to profile variables?
4. What intervention plan can be proposed based on the results of the study?
IV. Scope and Limitation of the Study
The study will focus on the level of awareness of learners on gender issues in Quezon
National High School.
The study will be conducted among the Junior and Senior High School learners of
Quezon National High School. The study used qualitative research method to 1,885 junior
and senior high school of Quezon National High School learners.
V. Significance of the Study
The following are deemed benefited in the research study;
Quezon National High School Faculty and Staff
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Faculty and staff can benefit from the study by serving as facilitator for gender
sensitivity measures. They can use the result of the study as a way to promote sensitivity
through their daily lessons and homeroom time with learners. Also, they may be able to
address areas where they may lack awareness or understanding of gender issues, and receive
training and support to improve their practice. They can learn about best practices for
creating an inclusive and supportive learning environment for all students.
Parents
The study can help parents understand the complexities of dealing with their children
especially in terms of gender preferences and gender roles. This will enable them to be more
understanding and supportive on the importance of promoting gender sensitivity at home and
how they can support their children in challenging gender stereotypes and promoting respect
for diversity.
Quezon National High School Learners
Awareness on the different gender issues may pave a way to a more inclusive and
unbiased learning environment. Learners can learn about different identities, expressions, and
experiences, and develop empathy and respect for diverse perspectives.
Researchers
The conduct of the study will be beneficial to the researchers in providing and
contributing to the body of knowledge on gender issues in school. They can identify gaps in
current research, and design interventions to promote gender equity in education.
Future Researchers
The study will inspire the future researchers to explore the complexities of gender
issues in school and contribute to the development of more effective interventions and
policies. Future researchers can build upon the findings of the study and extend the scope of
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research to address new questions or challenges related to gender issues.
VI. Definition of Terms
The following terms are operationally defined;
Gender equality- the state of equal rights, and treatment for people of all genders, without
discrimination based on gender identity.
Gender inequality- discrimination on the basis of sex or gender causing one sex or gender to
be routinely privileged or prioritized over another
Gender- socially constructed roles, behaviors, expressions and identities of girls, boys and
gender diverse people.
Stereotype- a fixed, over-generalized belief about a particular group of people.
Awareness- ability to recognize and identify specific behaviors, attitudes or beliefs.
Gender Sensitivity- ability of people to acknowledges and highlight existing gender
differences.
Inclusivity- Policy of not excluding individuals on the grounds of gender, sexuality, race and
so on.
Non-binary- Individuals who do not exclusively identify as male or female.
Gender Bias- When individuals favor one gender over another.
Exploitation- Selfishly taking advantage of someone or a group of people in order to benefit
from them.
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Chapter II
Related Literature
Girls and boys are treated differently at birth, according to Berk (2010). Pink is the
color of choice for girls' clothing, and parents usually treat their daughters gently. In contrast,
guys wear blue clothing and their parents are stricter with them. Girls are given more sex-
stereotyped toys as a result of the way in which children are treated differently, and these kids
undoubtedly develop differently in terms of appearance and behavior. This is consistent with
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Kauchak and Eggen (2011), who claimed that parents treat their sons rougher and provide
them more physical stimulation than they do their female counterparts. They also claimed
that male children are considered as tougher and more difficult.
The transitional phases of children’s gender equality, awareness, self-esteem, and
subjective well-being are said to start at school age, according to various researchers ( Zhang,
2004; Trautner et al, 2005; Casas and Gonzalez-Carrasco, 2019). The promotion of children’s
gender equality, awareness, self-esteem, and subjective well-being has also been found to be
better supported by schools and teachers than by families and other social groups (Chu et al.,
2010; Weber et al.,2010; Chen, 2016). Hence, in addition to encouraging children’s academic
growth, a delighted learning environment can also successfully support children’s physical
and mental health (Atkins et al., 2017). As a result, during primary education, schools and
teachers should assist students in developing gender equality awareness, self-esteem,
subjective well-being, and other positive psychological states through education and
interventions, as these qualities will be crucial for their future physical and mental health.
Literature has long been studied in many nations at the secondary or tertiary level.
Nonetheless, despite its potential to help pupils, it has not attracted much attention. For
instance, gender equality and gender sensitivity are two urgent issues we are currently facing,
and supporting relevant literature will help us better comprehend these issues. Many other
awareness-raising efforts, workshops, programs, etc. can allegedly be used to achieve this
goal. Being gender sensitive is the capacity to understand how sex works in the society to
which one belongs. Gender sensitivity, according to Ozumba (2005), is the degree of
understanding and assessment of the need to preserve a significant gender difference between
men and women.
Gender equality does mean that men and women should become the same but that a
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person's rights, responsibilities and opportunities should not depend on wether they are born
female or male (UN, Women 2020). It is important to understand the concept of gender
mainstreaming when discussing balance in social system. Gender mainstreaming is the
process of assessing implications for women and men of any planned action.
According to Lauer and Yodanis (2009), gender inequality remains a pervasive
problem in schools, despite efforts to address it in recent decades. Many educators are
unaware of how gender bias affects students’ outcomes and perpetuates societal inequalities.
This lack of awareness often manifests itself in subtle ways, such as teachers’ expectations of
student performance based on gender, or differential treatment of male and female students in
the classroom.
Gender Inequalities are important in various dimensions, these include, education,
health employment on pay (Klasen , 4 Camanna , 2008). During the past several decades,
there have been progressions made in the achievement of universal enrolment of students in
schools. Furthermore, there have been enactment of policies and procedures to address
gender inequality in education. However in the present existence too, there have been
education gaps the major factors, that contribute to education gaps are socio-economic
factors, accessibility to learning materials and resources, time devoted towards formal
learning activities and the cultural viewpoints and perspectives among individuals and
communities regarding the education of girls (White, Ruther , + Kahn , 2016).
As the secondary or tertiary level, has long been studied in many countries. Despite
this, it has not garnered much attention despite its potential to benefit students. For instance,
on of the pressing challenges that we have now is gender equality and gender sensitivity and
this understanding can be better achieved via the support of relevant literature. According to
popular belief, it can be accomplished through a variety of sensitivation campaigns, training
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workshops, programs etc. Gender sensitivity is the ability of a person to comprehend how sex
functions in the society to which they belong Ozomba (2005) asserts gender sensitivity refers
to the degree of awareness and evolution of there necessity of maintaining a fair amount of
gender difference between men and women.
Interms of social skills and classroom behaviour, girls also have an advantage. Boys
exhibit higher developmental problems, more disruptive, behaviour in class, and a less
positive orientation to learning activities as early as kindergarten, according to comments
from parents and teachers, girls can more likely to show persistence in finishing chores and
an eagerness to learn than males do when it comes to paying attention in kindergarten. Early
elementary school years see an increase in these female advantages in orientation to learning
and other social skills, which could possibly explain some of the faster reading progress that
girls expenenced at this time. ( T . A . Oiprete + J. Booher - Jennings, unpunished
observations).
The gender equality goal aims to provide equal access to social and professional
systems within the society such as polities, decent work, health care and education. It also
endorses policies and regulations that are necessary to promote gender equality,
empowerment opportunities among women and end to discriminatory practices against
women ( Nikkhoo, + Jon'son , 2017).
Related Study
Numerous research has discovered that there are notable variations between the
genders in terms of mental health and knowledge of gender equality. (Tennant et al., 2007;
Tang et al., 2011). Men typically are less aware of gender equality than women are, and
women typically have better mental health (Tang et al., 2011). (Tennant et al., 2007).
According to studies, having a strong feeling of gender equality can improve men's and
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women's physical, mental, and sexual health (Bates et al., 2009; Syed, 2017); the longer a
person lives, the better their national gender equality index and level of mental health. (Kolip
and Lange, 2018; Zaninotto and Steptoe, 2019; Gadoth and Heymann, 2020).
Higher self-esteem and subjective well-being are associated with an egalitarian view
of gender awareness in both men and women. (Schmitt et al., 2017). In general, males are
happier and more confident than women, especially in places where there is a high level of
gender equality. (Derdikman-Eiron et al., 2011; Schmitt et al., 2017).
Most psychological issues and gender awareness in adults first appear in childhood,
particularly when children are in school. (Rutter et al., 2006; Solbes-Canales et al., 2020).
School age is the developmental stage from elementary school through adolescence, which is
typically between the ages of 6 and 12. (Cui, 2013). Children are currently going through a
crucial era of development for their awareness of gender equality, self-esteem, and subjective
well-being. Gender stereotypes were discovered by Solbes-Canales et al. (2020) in kids
between the ages of 4 and 9 as well as significant gender-related differences.Individual
gender stereotypes started to emerge at the age of five, peaked in rigidity around the age of
seven or eight, and then gradually become more flexible as children's gender cognition and
knowledge grew. This was discovered by Trautner et al. (2005). According to Zhang's (2004)
study on kids aged 3 to 9 years old, the development of a child's self-esteem is most likely to
occur between the ages of 4-5 and 7-8. In most nations, the transitional age for children's
subjective well-being was around the age of 10, according to Casas and González-Carrasco's
(2019) examination of children aged 7 to 14 in 15 countries. Additionally, significant
variations in subjective wellbeing and self-esteem have been discovered among school-age
children of various genders. (Zhang, 2004, 2012; Savoye et al., 2015). Studies show that
greater gender equality, self-esteem, and subjective well-being can enhance school-age
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children's mental health and life satisfaction. (Zhang, 2012; Looze et al., 2018). Overall, the
school years are a crucial time for children's development of gender equality consciousness,
self-esteem, and subjective well-being. School-age children can benefit from having positive
gender equality consciousness, self-esteem, and subjective well-being. There are notable
disparities in gender equality awareness, self-esteem, and subjective well-being among
children of various genders.
Due to two factors, gender equality must be carefully considered. The first is the
obvious one: There is no assurance that the trends we are seeing now will last. The majority
of the indicators we look at here focus on achieving membership in the "club"—entering
school, becoming a member of the economically active population, or becoming a member of
the national legislature. Second, gender equality can be seen as a two-step process that can be
summarized colloquially as "first get in the club, then attain equality within the club." Gender
parity on these metrics only tells half of the story because, for instance, men and women are
increasingly entering very sexist labor markets, at least in developed nations. (Charles and
Grusky, 2004). As of 2022, the predominantly Catholic country hasn’t enacted into law the
SOGIE Equality Bill, which seeks to prevent discrimination on the basis of sexual
orientation, gender identity, or expression. The earliest version of the bill was filed in 2000 as
the Employment Non-Discrimination Bill.
Synthesis
Gender equality has become an important issue in education worldwide. Gender-
responsive education aims to address the differences between boys and girls in education,
such as unequal access to education and learning outcomes. The importance of gender
equality in education has been highlighted in numerous research studies.
According to a report by UNESCO (2013), gender-responsive education is essential
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for achieving equality between men and women. The report emphasizes that gender
inequality in education is a major obstacle that prevents women from fully participating in
society. Thus, it is essential to introduce gender-responsive education policies to promote
gender equality in education and eliminate gender-based discrimination in educational
systems.
Furthermore, a research synthesis by the world bank (2013) indicates the importance
of gender equality in education for economic development. The report highlight’s that gender
disparities in education have negative impacts on economic growth and development;
however, gender-responsive policies can lead to positive outcomes such as increased gender
equity and higher levels of educational achievement.
In addition, the importance of gender equality in education has also been highlighted
by studies that examine the impact of single-sex education. For instance, a study by the
American Psychological Association (2013) found that single-sex education can promote
gender stereotypes, while co-education can help reduce gender-based prejudice and promote
gender equality.
In conclusion, gender equality in education is a crucial issue that needs to be
addressed. Gender-responsive education can help promote gender equity and eliminate
gender-based discrimination in educational systems. This can have positive impacts not only
on educational outcomes but also on economic growth and development. Therefore, it is
necessary to introduce policies and practices that promote gender equity in education to
achieve a more equitable and just society.
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Chapter III
RESEARCH METHODOLOGY
The chapter will present the methodology that will be utilize in the conduct of the study.
It includes the research design, sampling procedure, locale of the study, research instruments,
data gathering procedure and tools for data analysis.
Research Design
To achieve the purpose of the study, the researchers use the Descriptive Research
Design through survey method. This is to have an overview on the Level of Awareness of
learners on Gender Issues in Quezon National High School; A basis of intervention plan
Sampling Procedure
The respondents of the study are the QNHS learners; junior high school and senior
high school. Using the Slovin's formula, the total respondents of the study will be 330.
Stratified random sampling technique will be used wherein the researchers' evaluated data
from different subgroups or strata.
Locale of the Study
The study will be conducted at Quezon National High School at Brgy. Alunan,
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Quezon, Isabela during the 3rd grading period of the school year 2022-2023. Quezon
National High School is one of the big schools in the Division of Isabela.
Data Gathering Instrument
A researcher - made a survey questionnaire will be constructed to gather data
pertinent to the study. The questionnaire includes student profile as well as a rating scale
checklist to meet substantial formatted viewpoints pertinent to the analysis. The 34-item
survey contains statements about the gender issues namely; A) Gender Bias (5 items), B)
Inclusivity (5 items), C) Gender Stereotypes (8 items), D) Inequality (5 items), E) Sexual
Harassment (6) F) Exploitation (5 items). The researchers used Likert Scale for the survey,
wherein the respondents asked to ascertain how extremely aware or slightly aware to a
particular statement.
Data Gathering Procedure
A researcher - made questionnaire will be constructed by the researchers. The class
adviser or the research teacher checked the questionnaire before the administration of the
questionnaire to the respondents. Before conducting the study, the researchers seek the
approval of the school head through an approval letter. The survey questionnaire will be
contributed by the researchers to the 330 both junior high school and senior high school
respondents that were randomly selected from different sections. The respondents answered
the questionnaire during their vacant or break time to avoid disruption of their class schedule.
Data Analysis
The data collected will be analyzed using z-test and analysis and variance to
determine the Level of Awareness of learners on Gender Issues in Quezon National High
School. The level of awareness will be measured using a 4-point Likert Scale as:
Numerical Value Scale Range Description Equivalent
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4 3.25-4.00 Extremely aAware

3 2.50-3.24 Moderately aAware
2 1.75-2.49 Somewhat Not aAware
1 1.00-1.74 ExtremelySlightly Not
aAware
April 26, 2023
JOEL R. ANTIPOLO
Principal IV
Quezon District
Quezon, Isabela
Sir:
Greetings in the name of our Lord!
The undersigned is currently conducting research titled: “LEVEL OF AWARENESS OF

LEARNERS ON GENDER ISSUES IN QUEZON NATIONAL HIGH SCHOOL; A BASIS OF
INTERVENTION PLAN” as a partial requirement for our Investigation, Inquiries, and
Immersion here at Quezon National High School.
The researcher would like to explore the level of awareness of learners on gender issues in
QNHS. With that, may you allow us to gather the needed data from Grade 7-12 students by
answering the survey questionnaires.
Hoping for a favorable response and immediate action to this matter.

Thank you and Godbless!
Prepared by:
CYNTHIA VIE P. PARAGAS
Research leader
Noted by:
MA. KATLEEN MAYE A. HABAN
Research Teacher
Approved by:
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JOEL R. ANTIPOLO
Principal IV
Dear Respondents
Good day!
The undersigned researcher is currently conducting a research study entitled, “LEVEL OF

AWARENESS OF LEARNERS ON GENDER ISSUES IN QUEZON NATIONAL HIGH
SCHOOL; A BASIS OF INTERVENTION PLAN” as our partial fulfillment of the
requirement for our Investigation, Inquiries, and Immersion.
The proponents are in the midst of collecting the needed data pertinent to come up with valid
and reliable findings for the study. With that, may you spare your precious time in filling in
the needed information on the attached survey questionnaire.
Rest assured; the proponents will adhere to research ethics by keeping your data with utmost
confidentiality. We are looking forward to your imminent approval of this request.
May the force be with you and Godbless!
Prepared by:
CYNTHIA VIE P. PARAGAS
Research leader
Noted by:
MA. KATLEEN MAYE A. HABAN
Research Teacher
Approved by:
JOEL R. ANTIPOLO
Principal IV
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Dear fellow learners, kindly answer the following statements truthfully based on your opinion and experiences.
Your responses will be appreciated and will be used in our study with the title “LEVEL OF AWARENESS OF
LEARNERS ON GENDER ISSUES IN QUEZON NATIONAL HIGH SCHOOL: A BASIS OF INTERVENTION
PLAN”
Name: Sex: Male Female
Grade level: Age: 12-14 18-20
15-17 21 and above
GENDER ISSUES
GENDER BIAS 4 3 2 1
Extremely Moderatel NotSomewhat Extremely
Aware y Aware Aware Not
Slightly
Aware
1.Girls are given easier tasks than boys like watering plants and cleaning the room. (Ang
mga babae ay binibigyan ng mas madaling gawain kaysa sa mga lalaki tulad ng
pagdidilig ng halaman at paglilinis ng silid.)
2. Boys are given harder tasks like carrying of chairs. ( Ang mga lalaki ay mas
binibigyan ng mas mahirap na gawain tulad ng pagbubuhat ng mga upuan)
3.The teacher calls on girls most of the time. (Mas madalas na tinatawag ng guro ang
mga babae)
4.Boys are more preferred to do the waste segregation than girls. ( Mas pinipili ang mga
lalaki na gawin ang paghihiwa-hiwalay ng basura kaysa sa mga babae)
5.The teacher calls on boys most of the time. ( Mas madalas na tinatawag ng guro ang
mga lalaki)
INCLUSIVITY 4 3 2 1
Extremely Moderatel Not Extremely
Aware y Aware Somewhat NotSlightly
Aware Aware
1. Students of all genders are encouraged to participate in all classroom activities and
discussions. (Ang mga mag-aaral ng lahat ng kasarian ay hinihikayat na lumahok sa
lahat ng mga aktibidad at talakayan sa silid-aralan)
2. School events and activities are planned to be inclusive of students of all genders, and
no gender-specific dress codes are enforced. ( Ang mga kaganapan at aktibidad sa
paaralan ay binalak na maging kasama ng mga mag-aaral ng lahat ng kasarian , at
walang particular na kasuotan sa kasarian ang ipinatupad)
3.All forms and documents include options for students to identify their gender as male,
female, or non-binary. (Lahat ng mga form at dokumento ay may kasamang mga opsyon
para sa mga mag-aaral na tukuyin ang kanilang kasarian bilang lalaki, babae o hindi
binary.)
4. Teachers treat all students equally regardless of their gender, providing the same
amount of attention and guidance. (Pantay na trinatrato ng mga guro ang lahat ng
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mag-aaral anuman ang kanilang kasarian na nagbibigay ng parehong atensyon at

patnubay.)
5.Teachers and staff members receive training on how to support students of all genders
and ensure inclusivity in the classroom. (Ang mga guro at staff member ay tumatanggap
ng pagsasanay kung paano suportahan ang mga mag-aaral ng lahat ng kasarian at
pagiging kasama sa silid-aralan.)
GENDER STEREOTYPE 4 3 2 1
Extremely Moderately NotSomewhat Extremely
Aware Aware Aware Not
Slightly
Aware
1.Boys are expected to be more interested in sports and physical activity than girls. (Ang
mga lalaki ay inaasahang mas intersado sa isports at pisikal na aktibidad kaysa sa mga
babae)
2.Girls are expected to be more interested in art and literature than boys. ( Ang mga
babae ay inaasahang mas interesado sa sining at panitikan kaysa sa mga lalaki. )
3.Girls are often assumed to be better at language and communication than boys. ( Ang
mga babae ay madalas na ipinapalagay na mas mahusay sa wika at komunikasyon
kaysa sa mga lalaki)
4.Boys are often assumed to be better at math than girls. ( Ang mga lalaki ay madalas na
ipinapalagay na mas mahusay sa matematika kaysa sa mga babae)
5.Boys are often to be more aggressive and competitive than girls, while girls are
assumed to be more nurturing and passive. ( Ang mga lalaki ay kadalasang mas agresibo
at mapagkumpetensiya kaysa sa mga babae, habang ang mga babae ay ipinapalagay na
mas mapag-aruga at pasibo)
6.Boys are more encouraged to take a male dominated courses like Criminology, Marine
transportation and engineering. ( Mas hinihikayat ang mga lalaki na kumuha ng mga
kursong pinangungunahan ng mga lalaki tulad ng kriminolohiya, transportasyon
pandagatt at enhenyero)
7.Girls are expected to be more domesticated like cooking and washing. ( Ang mga
babae ay inaasahang mas maging domesticated tulad ng pagluluto at paglalaba)
8. Girls are more expected to take courses in education, nursing and caregiving. ( Ang
mga babae ay mas inaasahang kumuha ng mga kurso sa edukasyon, nursing at
caregiving)
INEQUALITY 4 3 2 1
Extremely Moderately Not Extremely
aware Aware Somewhat Not
Aware Slightly
Aware
1.Male students are more likely to be chosen for leadership roles in student organizations.
(Ang mga lalaki estudyante ay mas lamang na mapili para sa mga organisasyon ng mag-
aaral).
2. Female students are more likely to be chosen for leadership roles in student organizations.
(Ang mga babaeng estudyante ay mas lamang na mapili para sa mga tungkulin ng
pamumuno sa mga organisasyon ng mag-aaral).
3.Boys are more likely to receive disciplinary action.(Ang mga lalaki ay mas malamang na
makatanggap ng aksyong pandisiplina).
4.Transgender and non-binary face discrimination from peers and classmates.(Ang

transgender at hindi binary ay nahahaap sa diskriminasyon mula sa mga kapantay at
kaklase).
5.The school provides equal resources and facilities for girls and boys, such as sports
equipment and computer labs.(Ang paaralan ay nagbibigay ng pantay sa mga babae at
lalaki,tulad ng mga kagamitan sa palakasan at mga computer labs).
SEXUAL HARASSMENT 4 3 2 1
Extremely Not Extremely
aware Moderately Somewhat NotSlightl
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Aware Aware y Aware

1.Women often become victims of sexual harassment. ( Madalas na nagiging biktima ng
seksuwal na panliligalig ang mga babae.)
2. Men are also victims of sexual harassment. (Ang mga lalaki ay nagiging biktima rin ng
seksuwal na panliligalig)
3.Sexual harassment can happen anywhere or even in public places. (Ang seksuwal na
panliligalig ay maaaring mangyari kahit saan. o kahit sa mga pampublikong lugar)
4.I know where to report sexual harassment. (Alam ko kung saan magrereport ng seksuwal
na panliligalig.)
5.I witnessed sexual harassment. ( Ako ay may nasaksihang seksuwal na panliligalig.)
6.Sexual harassment is a violation of human rights. ( Ang seksuwal na panliligalig ay isang

paglabag sa karapatang pantao.)
EXPLOITATION 4 3 2 1
Extremely Not Extremely
aware Moderately Somewhat Not
Aware Aware Slightly
Aware
1.Women married off early. (Ipinapakasal ng maaga ang mga babae.)
2. Exploitation can occur in personal relationships, where one partner may use emotional
manipulation. (Ang pagsasamantala ay maaaring mangyari sa personal na relasyon kung
saan ang isang kapareha ay maaaring gumamit ng emosyonal na pagmamanipula.)
3.Exploitation can occur in all communities and amongst all social groups and can affect girls
and boys. (Ang pagsasamantala ay maaring mangyari sa lahat ng mga komunidad at sa
lahat ng mga pangkat sa lipunan at maaaring makaapekto sa mga babae at lalaki.)
4.Sexual Exploitation does not always involve physical contact; it can also occur through the
use of technology. ( Ang seksuwal na pagsamantala ay hindi palaging may kinalaman sa
pisikal na pakikipag-ugnayan maari rin itong mangyari sa pamamagitan ng paggamit ng
teknolohiya.)
5.All children and young people under the age of 18 have a right to be safe and should be
protected from harm. ( Lahat ng bata at kabataang wala pang 18 taong gulang ay may
karapatang maging ligtas at dapat protektahan mula sa kapahamakan.)
YOUR RESPONSES ON THIS ASSESSMENT ARE STRICTLY CONFIDENTIAL

THANK YOU AND GOD BLESS!
078-258-6133
QUEZON DISTRICT
Chapter IV
Presentation, Interpretation and Analysis of Data
1. What is the demographic profile of the respondents in terms of:
a) Sex
[b)]
b) Grade lLevel
Table 1.1 : Frequency Distribution of the Respondents Aaccording to Sex and Grade Level.
Gender Frequency Percentage

Male 180 54.55%
Female 150 45.45%
Total 330 100%
[c)] Grade level
Table 1.2: Frequency Distribution of the Respondents according to Grade Level.
Grade Level Male FemaleFrequency TotalPercentage

7 30 255 55
8 30 255 55
9 30 255 55
10 30 255 55
11 30 255 55
12 30 255 55
Total 180 150 330
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QUEZON DISTRICT
The table shows the Frequency Distribution of the Respondents According to Sex and Grade
Level. Based on the table, there were 30 Male respondents from each Grade level (Grade 7 to
Grade 12) with a total of 180. On the other hand, there were 25 female respondents each
Grade Level (Grade 7 to Garde 12) with a total of 150. In the summary, there were 330
respondents in the study.
2.
[3.] What is the respondent’s level of Awareness on Gender Issues in of QNHS?
Table 2.1 The Frequency and Weighted Mean of Responses of Gradeof Grade 7 Students
on Gender Bias.
MALE FEMALE
GENDER 4 3 2 1 Weighted 4 3 2 1 Weighted

BIAS (Extremely Aware Not Extremely Mean / (Extremely Aware Not Extremel Mean /
Aware) Aware Not Descriptive Aware) Aware y Not Descriptive
Aware Interpretation Aware Interpretation
1.Girls are given

easier tasks than 2.76
boys like 2.53
13 2 9 7 3 6 Extremel
watering plants 6 Aware 9
and cleaning the y Aware
room.
2.Boys are given
harder tasks like 2.67 2.96
10 6 6 11 6 1
carrying of Aware Aware
chairs. 8 7
3.The teacher 2.77
calls on girls 2.72
11 8 4 7 Extremely 7 8 8 4
most of the Aware
time. Aware
4. Boys are 12 13 4 1 3.20 5 10 5 5 2.60
more preferred Aware Aware
078-258-6133
QUEZON DISTRICT
to do the waste
segregation than
girls.
5. The teacher 2.48
calls on boys 2.43
13 8 6 6 7 6 Not
most of the Aware
time. 3 6 Aware
Total Weighted Mean 2.82 Total Weighted Mean 2.88
The table shows the level of awareness of of Grade 7 students7 students on Gender Bias in
Quezon National High School. Based on the results, the male respondents with a weighted
mean of 2.77 said that they are extremely aware that teachers call on girls most of the time.
Likewise, the female respondents said that Girls are given easier tasks than boys like
watering plants and cleaning the room with a weighted mean 2.76.
In summary, the level of awareness of the grade 7 respondents in terms of gender bias is
within the extreme awareness range. this implies that the grade 7 respondents knows when
individuals favor one gender over another.
Table 2.32 The Frequency and Weighted Mean of Responses of of Grade 7 Male Students
on Inclusivity.
MALE
INCLUSIVITY 4 3 2 1 Weighted Description

(Extremely Aware) (Aware) (Not (Extremely Mean
Aware) Not Aware) Equivalent
1. . Students of all genders are encouraged to Extremely
participate in all classroom activities and
11 4 4 2.97 aware,
discussions. 11
Aware
2. . School events and activities are planned to Extremely
be inclusive of students of all genders, and no 7 5 5 2.73
gender-specific dress codes are enforced. 13 Aware
3. All forms and documents include options for 8 10 8 4 2.80 Aware
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QUEZON DISTRICT
students to identify their gender as male,

female, or non-binary
4. Teachers treat all students equally regardless
of their gender, providing the same amount of 8 12 6 4 2.93 Aware
attention and guidance.
5 Teachers and staff members receive training Extremely
on how to support students of all genders and 11 4 4 2.97 Aware,
ensure inclusivity in the classroom. 11 Aware
Total weighted Mean 2.82 Aware
The table shows the level of awareness of Grade 7 Male students on Inclusivity in Quezon
National High School. Based on the results, with the weighted mean 2.97 Grade 7 male
student is extremely aware that Students of all genders are encouraged to participate in all
classroom activities and discussions. Male students are extremely aware that in. School events
and activities are planned to be inclusive of students of all genders, and no gender-specific
dress codes are enforced.They are also extreemely aware that Teachers and staff members
receive training on how to support students of all genders and ensure inclusivity in the
classroom with the weighted mean 2.97. In summary with the total weighted mean 2.82
Grade 7 male students is aware on the Inclusivity in Quezon National Highschool.
Table 2.4 The Frequency and Weighted Mean of Responses of Grade 7 Female Students on
Inclusivity.
FEMALE
INCLUSIVITY 4 3 2 1 Weighted Mean Description

(Extremely (Aware) (Not Aware) (Extremely
1. . Students of all genders are encouraged to
participate in all classroom activities and 5 0 1 3.68 Extremely Aware
discussions. 19
2. . School events and activities are planned to be
inclusive of students of all genders, and no gender- 1 1 6 3.08 Extremely Aware
specific dress codes are enforced. 17
3. All forms and documents include options for
students to identify their gender as male, female, or 12 5 6 2 2.80 Extremely Aware
non-binary
4. Teachers treat all students equally regardless of
their gender, providing the same amount of 19 6 3 6 3.16 Extremely Aware
attention and guidance.
078-258-6133
QUEZON DISTRICT
5 Teachers and staff members receive training on

how to support students of all genders and ensure 8 2 2 3.28 Extremely Aware
inclusivity in the classroom 13
Total Weighted Mean 2.88 Extremely Aware
The table shows the level of awareness of Grade 7 Female students on Inclusivity in Quezon
National High School. Based on the results, Grade 7 female students are extremely aware on
Inclusivity with the total weighted mean 2.88.
FEMALE
4 3 2 1
19 5 0 1
17 1 1 6
12 5 6 2
10 6 3 6
17 1 1 6
13 8 2 2
The table shows the level of awareness of Grade 7 students on Inclusivity in Quezon National
High School. Based on the results,
Table 2.53 The Frequency and Weighted Mean of Responses of Grade 7 Male Students on
Gender Stereotype.
MALE
GENDER STEREOTYPE 4 3 2 1 Weighted Mean Description

1. Boys are expected to be more interested in sports

and physical activity than girls.
10 11 6 3 2.93 Aware
2. Girls are expected to be more interested in art
and literature than boys 5 11 13 1 2.67 Not Aware
3. Girls are often assumed to be better at language
and communication than boys
8 8 11 3 2.70 Not Aware
4.. Boys are often assumed to be better at math than
girls.
11 6 7 6 2.73 Extremely Aware
5 Boys are often to be more aggressive and 7 12 7 4 2.73 Aware
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QUEZON DISTRICT
competitive than girls, while girls are assumed to be

more nurturing and passive
6. Boys are more encouraged to take a male
dominated courses like Criminology, Marine 10 8 9 3 2.83 Aware
transportation and engineering
7. Girls are expected to be more domesticated like
cooking and washing
13 12 3 2 3.20 Aware
8. . Girls are more expected to take courses in
education, nursing and caregiving.
16 11 2 1 3.40 Aware
Total Weighted Mean 2.82 Aware
The table shows the level of awareness of Grade 7 Male students on Gender Stereotype in
Quezon National High School. Based on the results, with the weighted mean 2.73 Grade 7
male student is extremely aware that Boys are often assumed to be better at math than girls . In
summary with the total weighted mean 2.82 Grade 7 Male students is aware on the Gender
Stereotype in Quezon National Highschool.
Gender Stereotype.
The table shows the level of awareness of Grade 7 students on Gender Stereotype in Quezon
National High School. Based on the results,
FEMALE


5 9 7 4 2.60 Not Aware
2. Girls are expected to be more interested in art ‍
and literature than boys 6 11 7 1 2.88 Aware
and communication than boys 6 9 6 4 2.68 Aware
4 Boys are often assumed to be better at math than
girls.
5 Boys are often to be more aggressive and 5 9 5 6 2.52 Aware
competitive than girls, while girls are assumed to be
078-258-6133
QUEZON DISTRICT
more nurturing and passive

6 . Boys are more encouraged to take a male
dominated courses like Criminology, Marine 12 6 4 3 3.08 Extremely Aware
7. .Girls are expected to be more domesticated like
cooking and washing.
8 Girls are more expected to take courses in
Total weighted Mean 2.88 Extremely Aware
The table shows the level of awareness of Grade 7 Female students on Gender Stereotype in
Quezon National High School. Based on the results, with the weighted mean 2.60 the grade
7 female students are not aware on Boys are expected to be more interested in sports and
physical activity than girls. In summary, Female students are extremely aware on gender
stereotype.
Inequality.
MALE
INEQUALITY 4 3 2 1 Weighted Mean Description

(Extremely (Aware) (Not (Extremely
Aware) Aware) Not Aware) Equivalent
1. .. Male students are more likely to be chosen
for leadership roles in student organizations 2.77
7 14 4 5 Aware
‍
2. . Female students are more likely to be chosen
for leadership roles in student organizations 8 13 7 2 2.90 Aware
3. Boys are more likely to receive disciplinary
action 5 12 11 2 2.67 Aware
4. Transgender and non-binary face
discrimination from peers and classmates.
8 9 9 4 2.70 Aware, Not Aware
5 .The school provides equal resources and
facilities for girls and boys, such as sports 9 5 6 2.77 Extremely Aware
equipment and computer labs 10
The table shows the level of awareness of Grade 7 Male students on Inequality in Quezon
National High School. Based on the results, the grade 7 male students are extremely aware
that the school provides equal resources and facilities for girls and boys, such as sports
078-258-6133
QUEZON DISTRICT
equipment and computer labs with the weighted mean 2.77. In summary, Grade 7 male
students are aware in Inequality with the total weighted mean 2.82.
Inequality.
Table 2.4 The Frequency and Weighted Mean of Responses of Grade 7 Students on
Inequality.
The table shows the level of awareness of Grade 7 students on Inequality in Quezon National
High School. Based on the results,
FEMALE

1. .. Male students are more likely to be chosen for
leadership roles in student organizations 2.56
5 6 12 2 Not Aware
‍
action 6 8 8 3 2.68 Aware, Not Aware
4. Transgender and non-binary face discrimination
from peers and classmates.
7 10 6 2 2.88 Aware
facilities for girls and boys, such as sports 14 5 5 1 3.28 Extremely Aware
equipment and computer labs
078-258-6133
QUEZON DISTRICT
Total weighted Mean 2.88 Aware
The table shows the level of awareness of Grade 7 Female students on Inequality in Quezon
National High School. Based on the results, with the total weighted mean 3.28 female
students are extremely aware that The school provides equal resources and facilities for girls
and boys, such as sports equipment and computer labs. In summary, grade 7 female students
are Aware on Inequality.
Sexual Harassment.
MALE
SEXUAL HARASSMENT 4 3 2 1 Weighted Mean Description

1. Women often become victims of sexual
harassment. 3.27
15 11 1 3 Extremely Aware
‍
2. Men are also victims of sexual harassment. 3 10 16 1 2.50 Aware
3. Sexual harassment can happen anywhere or even
in public places. 16 4 3 7 2.97 Extremely Aware
4. I know where to report sexual harassment. 8 6 14 2 2.67 Not Aware

5 . I witnessed sexual harassment. 11 8 6 5 2.83 Extremely Aware
6. . Sexual harassment is a violation of human
rights.
078-258-6133
QUEZON DISTRICT
The table shows the level of awareness of Grade 7 Male students on Sexual Harassment in
Quezon National High School. Based on the results, Male students are not aware where to
report sexual harassment with the weighted mean 2.67. Male students are aware that Men are
also victims of sexual harassment with the weighted mean 2.50. In summary, Grade 7 male
students are extremely aware in Sexual harassment.
Sexual Harassment.
FEMALE

harassment. 2.72
7 9 4 5 Aware
‍
2. Men are also victims of sexual harassment. 9 7 7 2 2.92 Extremely Aware
in public places. 7 7 9 2 2.76 Not Aware
Extremely Aware,
4. I know where to report sexual harassment. 10 10 4 1 3.16
Aware
Extremely Not
5 . I witnessed sexual harassment. 6 4 6 9 2.28
Aware
rights.
The table shows the level of awareness of Grade 7 Female students on Sexual harassment in
Quezon National High School. Based on the results, grade 7 female students are extremely
not aware that students witnessed sexual harassment with the weighted mean 2.28. In
summary, female students are Extremely Aware in Sexual harassment.
078-258-6133
QUEZON DISTRICT
Table 2.116 The Frequency and Weighted Mean of Responses of Grade 7 Male Students
on Exploitation.
MALE
EXPLOITATION 4 3 2 1 Weighted Mean Description

1. Women married off early
‍
2.53
2. Exploitation can occur in personal
relationships, where one partner may use 6 13 4 7 2.60 Aware
emotional manipulation.
3. . Exploitation can occur in all communities and
amongst all social groups and can affect girls and 10 10 9 1 2.97 Aware
boys.
4. Sexual Exploitation does not always involve Extremely Aware,
physical contact; it can also occur through the use 7 10 10 3 2.70
of technology. Aware
5 . All children and young people under the age
of 18 have a right to be safe and should be 3 10 4 3 3.10 Aware
protected from harm.
The table shows the level of awareness of Grade 7 Male students on Exploitation in Quezon
National High School. Based on the results, Male students are extremely aware that Women
married off early with the weighted mean 2.53. In summary, Grade 7 male students are aware
in Exploitation.
Exploitation.
FEMALE
EXPLOITATION
078-258-6133
QUEZON DISTRICT
4 3 2 1 Weighted Mean Description

‍
6 7 5 8 Aware
2.36
relationships, where one partner may use 10 9 5 1 3.12 Extremely Aware
boys.
4. Sexual Exploitation does not always involve
physical contact; it can also occur through the use 5 14 3 3 2.84 Aware
of technology.
Total Weighted mean 2.88 Aware
The table shows the level of awareness of Grade 7 Female students on Exploitation in
Quezon National High School. Based on the results, Female students are extremely aware
that Exploitation can occur in personal relationships, where one partner may use emotional
manipulation with a weighted mean 3.12. In summary, female students are aware in
exploitation.
Gender Bias
MALE
GENDER BIAS 4 3 2 1 Weighted Description

(Extremely (Aware) (Not Aware) (Extremely Mean
1.Girls are given easier tasks than boys like watering 10
plants and cleaning the room. 11 7 2 2.96 Aware
Extremely Aware,
2.Boys are given harder tasks like carrying of chairs. 8 11 0 3
11 Not Aware
3.The teacher calls on girls most of the time. 4 13 8 5 2.53 Aware
4. Boys are more preferred to do the waste segregation
than girls.
13 8 5 4 3 Extremely Aware
078-258-6133
QUEZON DISTRICT
5. The teacher calls on boys most of the time. 9 7 8 6 2.63 Not Aware
The table shows the level of awareness of Grade 8 Male students on Gender Bias in Quezon
Gender Bias
FEMALE

1.Girls are given easier tasks than boys like watering
7
2.Boys are given harder tasks like carrying of chairs.
5 10 7 3 2.68 Aware
3.The teacher calls on girls most of the time. 2 8 9 6 2.24 Not Aware
than girls.
9 8 7 1 3 Extremely Aware
5. The teacher calls on boys most of the time. 1 8 10 6 2.16 Not Aware
The table shows the level of awareness of Grade 8 Female students on Gender Bias in
Quezon National High School. Based on the results,
Inclusivity.
MALE

(Extremely ( Aware) (Not Aware) (Extremely Mean
participate in all classroom activities and discussions. 10 6 3 3 3.3 Extremely Aware
2. . School events and activities are planned to be Extremely Aware,
inclusive of students of all genders, and no gender- 6 10 4 2.73
specific dress codes are enforced. 10 Not Aware
students to identify their gender as male, female, or 13 5 5 7 2.8 Extremely Aware
non-binary
their gender, providing the same amount of attention 17 7 2 4 3.23 Extremely Aware
and guidance.
5 Teachers and staff members receive training on 10 13 4 3 3 Aware
how to support students of all genders and ensure
078-258-6133
QUEZON DISTRICT
inclusivity in the classroom
Inclusivity.
FEMALE

participate in all classroom activities and discussions. 5 0 0 3.8 Extremely Aware
20
inclusive of students of all genders, and no gender- 10 4 2 3.04 Aware
students to identify their gender as male, female, or 11 7 6 1 3.12 Aware
non-binary
their gender, providing the same amount of attention 10 9 5 1 3.12 Extremely Aware
and guidance.
how to support students of all genders and ensure 11 3 2 3.08 Aware
Gender Stereotype.
MALE


078-258-6133
QUEZON DISTRICT
2. Girls are expected to be more interested in art Extremely Aware,

9 8 4 2.76
and literature than boys 9 Aware
7 10 11 2 2.73 Not Aware
girls
7 7 8 8 2.43 Not Aware
5 Boys are often to be more aggressive and
competitive than girls, while girls are assumed to be 8 8 3 2.9 Extremely Aware
more nurturing and passive 11
cooking and washing
Gender Stereotype.
FEMALE


2 16 5 2 2.72 Aware
and literature than boys 3 9 10 3 2.48 Not Aware
3 7 11 4 2.36 Not Aware
4.. Boys are often assumed to be better at math than Extremely Not
3 5 6 11 2
girls Aware
competitive than girls, while girls are assumed to be 11 8 3 2.56 Aware
cooking and washing
7 9 8 1 2.88 Aware
7 10 6 2 2.883 Aware
078-258-6133
QUEZON DISTRICT
Inequality.
MALE

leadership roles in student organizations 2.06 Extremely Not
3 8 7 12
Aware
‍
9 5 13 3 2.96 Not Aware
facilities for girls and boys, such as sports 10 13 3 4 2.96 Aware
Inequality.
FEMALE

3 6 10 6 Not aware
‍
078-258-6133
QUEZON DISTRICT

5 9 6 5 2.56 Aware
Sexual Harassment.
MALE

harassment. 3.13
‍
in public places. 12 7 10 1 3 Extremely Aware
4. I know where to report sexual harassment. 9 4 13 4 2.6 Not aware

Extremely not
aware
rights.
17 8 3 2 3.33 Extremely aware
Sexual Harassment.
SEXUAL HARASSMENT FEMALE
078-258-6133
QUEZON DISTRICT

(Extremely ( Aware) (Not Aware) (Extremely
harassment. 2.76
7 8 7 3 Aware
‍
2. Men are also victims of sexual harassment. 4 9 10 2 2.6 Not aware
in public places. 9 11 3 2 3.08 Aware
4. I know where to report sexual harassment. 6 11 4 4 2.76 Aware

5 . I witnessed sexual harassment. 3 5 10 7 2.76 Not aware
rights.
8 9 6 2 2.92 Aware
The table shows the level of awareness of Grade 8 Female students on Sexual Harassment in
Exploitation.
MALE

2.66
8 10 6 6 Aware
‍
amongst all social groups and can affect girls and 11 10 8 1 3.03 Extremely aware
boys.
physical contact; it can also occur through the use 14 8 5 3 3.1 Extremely aware
of technology.
of 18 have a right to be safe and should be 15 5 3 7 2.93 Extremely aware
078-258-6133
QUEZON DISTRICT
Exploitation.
FEMALE

Not aware,
2.12
2 7 8 8 Extremely not
‍ aware
boys.
of technology.
Gender Bias.
MALE

plants and cleaning the room. 10 2 1 3.43 Extremely aware
17
10 13 6 1 3.06 Aware
078-258-6133
QUEZON DISTRICT

than girls.
9 13 5 3 3.93 Aware
5. The teacher calls on boys most of the time. 7 3 14 6 2.36 Not aware
Gender Bias.
FEMALE

8
9 13 1 2 3.16 Aware
than girls.
6 6 6 7 2.44 Extremely not aware
5. The teacher calls on boys most of the time. 3 5 8 9 2.08 Extremely not aware
Inclusivity.
MALE

078-258-6133
QUEZON DISTRICT
1. . Students of all genders are encouraged to 22

participate in all classroom activities and discussions. 6 1 1 3.63 Extremely aware
inclusive of students of all genders, and no gender- 11 3 0 3.43 Extremely aware
non-binary
their gender, providing the same amount of attention 14 6 8 2 3.03 Extremely aware
and guidance.
5 Teachers and staff members receive training on Extremely aware,
how to support students of all genders and ensure 12 6 0 3.2
inclusivity in the classroom 12 Aware
Inclusivity.
FEMALE

participate in all classroom activities and discussions. 2 0 0 3.92 Extremely Aware
23
inclusive of students of all genders, and no gender- 6 1 0 3.68 Extremely Aware
non-binary
and guidance.
how to support students of all genders and ensure 6 4 0 3.44 Extremely Aware
Gender Stereotype.
078-258-6133
QUEZON DISTRICT
MALE


2. Girls are expected to be more interested in art and
literature than boys 3 12 9 6 2.4 Aware
7 12 6 5 2.7 Aware
girls
2 10 12 6 2.26 Not Aware
cooking and washing
9 12 5 4 2.86 Aware
11 14 4 1 3.16 Aware
Gender Stereotype.
FEMALE


6 9 8 2 2.76 Aware
5 7 10 3 2.56 Not Aware
girls
0 6 11 8 1.92 Not Aware
competitive than girls, while girls are assumed to be 4 16 1 2.44 Not Aware
6. Boys are more encouraged to take a male 9 11 4 1 3..12 Aware
078-258-6133
QUEZON DISTRICT
dominated courses like Criminology, Marine

cooking and washing
6 13 4 2 2.93 Aware
10 11 3 1 3.2 Aware
Inequality.
MALE

3 11 10 6 Aware
‍
3. Boys are more likely to receive disciplinary Extremely Aware,
10 10 7 3 2.9
action Aware
facilities for girls and boys, such as sports 15 11 2 2 3.3 Extremely aware
Inequality.
FEMALE

078-258-6133
QUEZON DISTRICT

1 5 11 8 Not aware
‍
for leadership roles in student organizations 10 8 3 4 2.96 Extremely aware
Sexual Harassment.
MALE

harassment. 2.73
8 10 8 4 Aware
‍
2. Men are also victims of sexual harassment. 5 6 10 9 2.23 Not aware
in public places. 16 9 1 4 3.23 Extremely aware
4. I know where to report sexual harassment. 17 7 6 3 3.03 Extremely aware

Extremely not
aware
6. . Sexual harassment is a violation of human Extremely aware,
22 22 3 2 3.5
rights. Aware
078-258-6133
QUEZON DISTRICT
Sexual Harassment.
FEMALE

harassment. 3.44
14 8 3 0 Extremely aware
‍
Extremely aware,
2. Men are also victims of sexual harassment. 8 8 6 3 2.84
Aware

Extremely not
aware
rights.
15 4 4 2 3.28 Etremely aware
Exploitation.
MALE

2.13
5 3 13 9 Not aware
‍
078-258-6133
QUEZON DISTRICT

boys.
of technology.
Exploitation.
FEMALE

2.16
2 6 11 6 Not aware
‍
2. Exploitation can occur in personal Extremely aware,
relationships, where one partner may use 9 9 5 1 3.08
emotional manipulation. Aware
boys.
of technology.
Gender Bias.
078-258-6133
QUEZON DISTRICT
MALE FEMALE

BIAS
(Extremely ( Aware) (Not (Extremely Mean (Extremely ( Aware) (Not (Extremely Mean
Aware) Aware) Not Aware) Aware) Not
Aware) Aware)
1.Girls are
given easier
tasks than 3.03
boys like 12 Extremel 7 3.64
12 1 5 13 4 1
watering y Aware, Aware
plants and
cleaning the
Aware
room.
2.Boys are
given harder 3.13
2.76
tasks like 12 2 3 Extremel 11 7 2
carrying of Aware
y Aware
chairs. 13 5
3.The teacher 6.68
calls on girls 2.56
2 15 11 2 5 9 9 2 Aware, Not
most of the Aware
time. Aware
4. Boys are
more
preferred to 2.66 2.68
4 10 6 6 5 12 3 5
do the waste Aware Aware
segregation
than girls.
5. The 3.16
teacher calls 2.48
10 12 7 Not 9 10 3
on boys most Not Aware
of the time. 2 Aware 3
3.02
Total Weighted Mean 2.92 Total Weighted Mean
MALE

1.Girls are given easier tasks than boys like watering 12 Extremely aware,
plants and cleaning the room. 12 1 5 3.03
Aware
4. Boys are more preferred to do the waste
segregation than girls.
4 10 6 6 2.66 Aware
5. The teacher calls on boys most of the time. 2 10 12 7 3.16 Not aware
078-258-6133
QUEZON DISTRICT
Table 2.34 The Frequency and Weighted Mean of Responses of Grade 10 Female Students
on Gender Bias.
The table shows the level of awareness of Grade 10 students on Gender Bias in Quezon
National High School. Based on the results, the male respondents with a weighted mean of
2.92 is extremely aware that girls are given easier tasks than boys like watering plants and
cleaning the room and Boys are given harder tasks like carrying of chairs. In contrary, the
female respondents said that the teacher calls on boys most of the time with a weighted mean
3.02.
within the awareness range. this implies that the grade 10 respondents knows when
Inclusivity.
MALE FEMALE
INCLUSIVITY
4 3 2 1 Weighted 4 3 2 1 Weighted
Aware) Aware) Not Aware) Aware) Aware) Not Aware)
1. . Students
of all genders
are 3.6
3.3
encouraged to 16 Extremely
9 6 6 Extremel 8 1 0
participate in 15 Aware
all classroom y Aware
activities and
discussions.
2. . School 11 10 6 3 2.96 12 11 2 0 3.4
078-258-6133
QUEZON DISTRICT
events and
activities are
planned to be
inclusive of Extremely
students of all Aware
genders, and
Aware
no gender-
specific dress
codes are
enforced.
3. All forms
and
documents
include 2.76 3.12
options for
students to 8 11 7 4 Aware 9 11 4 1 Aware
identify their
gender as
male, female,
or non-binary
4. Teachers
treat all
students
2.76
equally 3.2
regardless of Extremely
15 8 4 3 9 13 2 1 Aware
their gender, Aware
providing the
same amount
of attention
and guidance.
5 Teachers
and staff
members
receive
training on
3.16 3.08
how to Extremely Extremely
8 4 3 8 6 1
support Aware Aware
students of all
genders and
ensure
inclusivity in
the classroom 15 10
3.02
MALE

15
inclusive of students of all genders, and no gender- 10 6 3 2.96 Extremely aware
078-258-6133
QUEZON DISTRICT
students to identify their gender as male, female, or

non-binary
and guidance.
how to support students of all genders and ensure 8 4 3 3.16 Extremely aware
The table shows the level of awareness of Grade 10 students on Inclusivity in Quezon
2.92 said that they are aware that all forms and documents include options for students to
identify their gender as male, female, or non-binary. Likewise, the female respondents said
that students of all genders are encouraged to participate in all classroom activities and
discussion with a weighted mean of 3.10
In summary, the level of awareness of the grade 10 respondents in terms of inclusivity is
within the extreme awareness range. this implies that the grade 10 respondents knows the
policy of not excluding individuals on the grounds of gender, sexuality, race and so on.
on Inclusivity.
FEMALE

students to identify their gender as male, female, or
078-258-6133
QUEZON DISTRICT
non-binary
their gender, providing the same amount of attention 9 13 2 1 3.2 Aware
and guidance.
how to support students of all genders and ensure 8 6 1 3.08 Extremely aware
Gender Stereotype.
MALE FEMALE
GENDER
STEREOTYPE 4 3 2 1 Weighted 4 3 2 1 Weighted
1. Boys are
expected to be
more
interested in 33.13 3.12
11 12 7 0 8 14 1 2
sports and Aware Aware
physical
activity than
girls.
2. Girls are
expected to be
more 2.9 3
interested in 19 4 2 15 5 0
art and Aware Aware
literature than
boys 5 5
3. Girls are
2.5
often assumed 3.08
to be better at Aware,
4 11 11 4 10 9 4 2 Extremely
language and Not
communicatio Aware
Aware
n than boys
4.. Boys are
often assumed 2.4
2.56
to be better at 6 8 9 7 Not 2 12 9 2
math than Aware
Aware
girls
5 Boys are 9 12 5 4 2.8 6 12 4 3 2.84
often to be Aware Aware
more
aggressive
and
competitive
than girls,
while girls are
assumed to be
078-258-6133
QUEZON DISTRICT
more
nurturing and
passive
6. Boys are
more
encouraged to
take a male
dominated 3.1 3.32
courses like 13 9 6 2 Extremely 13 8 3 1 Extremely
Criminology, Aware Aware
Marine
transportation
and
engineering
7. Girls are
expected to be 2.4
more 3.36
10 9 9 2 Extremely 10 14 1 0
domesticated Aware
like cooking Aware
and washing
8. . Girls are
more expected
to take 3.5
2.28
courses in 21 5 3 1 Extremely 9 14 2 0
education, Aware
Aware
nursing and
caregiving.
3.02
The table shows the level of awareness of Grade 10 students on gender stereotype in Quezon
2.92 is not aware that boys are often assumed to be better at math than girls. In contrary, the
female respondents said that boys are more encouraged to take a male dominated courses like
Criminology, Marine transportation and engineering with a weighted mean of 3.02
fixed, over-generalized belief about a particular group of people.
GENDER STEREOTYPE MALE
078-258-6133
QUEZON DISTRICT
(Extremely (Aware) (Not Aware) (Extremely Equivalent

Aware) Not Aware)

11 12 7 0 33.13 Aware
4 11 11 4 2.5 Aware, Not aware
girls
6 8 9 7 2.4 Not aware
dominated courses like Criminology, Marine 13 9 6 2 3.1 Extremely aware
cooking and washing
The table shows the level of awareness of Grade 10 Male students on Gender Stereeotype in
on Gender Stereotype.
FEMALE


8 14 1 2 3.12 Aware
and literature than boys 5 15 5 0 3 Aware
girls
2 12 9 2 2.56 Aware
dominated courses like Criminology, Marine 13 8 3 1 3.32 Extremely aware
cooking and washing
10 14 1 0 3.36 Aware
078-258-6133
QUEZON DISTRICT

9 14 2 0 2.28 Aware
The table shows the level of awareness of Grade 10 Female students on Gender Stereeotype
in Quezon National High School. Based on the results,
Table 2.39The Frequency and Weighted Mean of Responses of Grade 10 Male Students on
Inequality.
MALE FEMALE
INEQUALITY
1. .. Male
students are
more likely to
be chosen for 2.8 2.8
leadership 6 14 8 2 3 14 8 0
roles in Aware Aware
student
organizations
2. . Female
students are
more likely to
be chosen for 2.13 3.08
6 14 6 4 7 13 5 0
leadership Aware Aware
roles in
student
organizations
3. Boys are 2.7
more likely to Aware, 2.72
receive 7 10 10 3 6 9 7 3
disciplinary Not Aware
action Aware
4.
Transgender
and non-
binary face 2.93 3.04
5 19 5 1 8 10 7 0
discrimination Aware Aware
from peers
and
classmates.
5 .The school
provides equal
resources and
facilities for 2.93 3.08
girls and boys, 9 12 7 2 7 13 5 0
such as sports Aware Aware
equipment
and computer
labs
Total Weighted Mean 2.92 Total Weighted Mean 3.02
078-258-6133
QUEZON DISTRICT
2.92 is not aware and aware that boys are more likely to receive disciplinary action. In
contrary, the female respondents said that they are all aware on gender stereotype with a
weighted mean of 3.02
within the awareness range. this implies that the grade 10 respondents knows the
discrimination on the basis of sex or gender causing one sex or gender to be routinely
privileged or prioritized over another.
on Inequality.
Sexual Harassment
078-258-6133
QUEZON DISTRICT
MALE FEMALE
SEXUAL
HARASSMEN
T 4 3 2 1 Weighted 4 3 2 1 Weighted
1. Women
often become 3.06 3.68
victims of 14 7 6 3 Extremely 18 6 1 6 Extremely
sexual Aware Aware
harassment.
2. Men are 3.23
also victims 2.76
16 7 5 2 Extremely 7 10 3 5
of sexual Aware
harassment. Aware
3. Sexual
harassment 3.2 3.28
can happen
anywhere or 13 10 7 0 Extremely 13 7 4 1 Extremely
even in public Aware Aware
places.
4. I know 2.88 2.88
where to
report sexual
12 10 8 0 Extremely 10 5 7 3 Extremely
harassment. Aware Aware
5.I 2.16
witnessed Aware, 2.16
6 9 9 6 1 9 8 7
sexual Not Aware
harassment. Aware
6. . Sexual 3.08 3.08
harassment is
a violation of
15 8 4 3 Extremely 13 4 5 3 Extremely
human rights. Aware Aware
3.02
FEMALE

harassment. 3.06
‍
2. Men are also victims of sexual harassment. 16 7 5 2 3.23 Extremely aware
3. Sexual harassment can happen anywhere or
even in public places. 13 10 7 0 3.2 Extremely aware

5 . I witnessed sexual harassment. 6 9 9 6 2.16 Aware, Not aware
rights.
078-258-6133
QUEZON DISTRICT
The table shows the level of awareness of Grade 10 students on sexual harassment in Quezon
2.92 is not aware and aware that they witnessed a sexual harassment. In contrary, the female
respondents said that they are extremely aware on sexual harassment with a weighted mean
of 3.02.
within the awareness range. this implies that the grade 10 respondents knows that any form
of unwanted verbal, non-verbal, or physical conduct of sexual nature occurs, with the purpose
or effect of violating the dignity of a person.Table 2.42 The Frequency and Weighted Mean
of Responses of Grade 10 Female Students on Sexual Harassment
FEMALE

harassment. 3.68
‍

5 . I witnessed sexual harassment. 1 9 8 7 2.16 Aware
rights.
078-258-6133
QUEZON DISTRICT
Exploitation.
MALE FEMALE
EXPLOITATIO
N 4 3 2 1 Weighted 4 3 2 1 Weighted
1. Women 2.36
married off 2.08
early
Not
6 7 9 8 Aware 2 7 7 9 Aware, Not
Aware
‍
2.
Exploitation
can occur in 3.2
personal 3.1 Extremely
relationships, 9 17 2 2 `10 10 5 0
where one Aware Aware,
partner may Aware
use emotional
manipulation.
3. .
Exploitation 3
can occur in
all Extremely
3.4
communities Aware,
10 10 10 0 12 11 2 0 Extremely
and amongst Aware,
all social Aware
groups and
Not
can affect Aware
girls and boys.
4. Sexual
Exploitation
does not
always 2.73
involve Not 3.12
physical 8 8 12 2 9 11 4 1
contact; it can Aware Aware
also occur
through the
use of
technology.
5 . All 18 18 4 3 3.26 19 5 0 1 33.68
children and Extremely Extremely
young people
under the age Aware, Aware
of 18 have a Aware,
right to be
safe and
should be
protected
078-258-6133
QUEZON DISTRICT
from harm.
3.02
The table shows the level of awareness of Grade 10 students on exploitation in Quezon
2.92 said that they are not aware that women married off early and sexual exploitation does
not always involve physical contact; it can also occur through the use of technology .
Likewise, the female respondents said that they are not also aware that women married off
early with a weighted mean 3.02
selfishly taking advantage of someone or a group of people in order to benefit from them.
on Exploitation.
FEMALE

‍
2 7 7 9 Aware, Not aware
‍
2.08
2. Exploitation can occur in personal Extremely aware,
relationships, where one partner may use `10 10 5 0 3.2
emotional manipulation. Aware
boys.
physical contact; it can also occur through the use
9 11 4 1 3.12 Aware
078-258-6133
QUEZON DISTRICT
of technology.
Gender Bias.
MALE FEMALE
GENDER (Extremely (Aware) (Not (Extremel Mean (Extremely (Aware) (Not (Extremely
Mean
BIAS Aware) Aware) y Not Aware)3 2 Aware)1 Not
Aware) (Aware) (Not (Extrem Aware)Weight
Aware) ely Not ed Mean
Aware)
1.Girls are given 3.33

easier tasks than
Extrem 5 2.72
boys like watering 10 2 2 122 42 43.33
plants and cleaning 16 ely 12 Aware
the room. Aware
3.17
2.Boys are given 3.08
Extremely
harder tasks like 11 7 0 57 60 23.17 Extremely
carrying of chairs. Aware
Aware
12 1211
2.8
3.The teacher calls Not 2.68
on girls most of the 9 7 13 1 37 1313 71 22.8
time. Aware Aware
4. Boys are more 2.73

preferred to do the 2.4
8 9 10 3 Not 59 710 63 72.73
waste segregation Aware
than girls. Aware
5. The teacher calls 2.87 2.64
on boys most of the 14 7 2 87 72 4287
time. 7 Aware 614 Aware
3.10
078-258-6133
QUEZON DISTRICT
The table shows the level of awareness of Grade 11 students on Gender Bias in Quezon
3.01 said that they are not aware that teachers call on girls most of the time and boys are more
preferred to do the waste segregation than girls. In contrary, the female respondents said that
boys are given harder tasks like carrying of chairs with a weighted mean 3.10.
within the awareness range. this implies that the grade 11 respondents knows when
on Gender Bias.
Table 2.487 The Frequency and Weighted Mean of Responses of Grade11 11 Male Students
on Inclusivity.
INCLUSIVITY MALE FEMALE
Aware) Aware) Not Aware) Aware) Not
078-258-6133
QUEZON DISTRICT
Aware)3 2 1 Aware)Wei
( Aware) (Not (Extre ghted Mean
Aware) mely
Not
Aware)
1. . Students
of all genders
are 3.4 3.8
encouraged to 21 03.4
9 3 1 Extremel 33 11 Extremely
participate in 177 10 0
all classroom yAware Aware
activities and
discussions.
2. . School
events and
activities are
planned to be
inclusive of 3.17
students of all 9 8 0 Extremely 78 40 03.17
genders, and Aware
no gender- 3.4
specific dress
codes are Extremely
enforced. 1313 1411 Aware
3. All forms
and
documents
include 3.3
options for 3.16
15 10 4 1 Extremely 97 124 31 13.3
students to Aware
identify their Aware
gender as
male, female,
or non-binary
4. Teachers
treat all
students
equally 3.33 3.28
regardless of
16 9 4 1 Extremely 149 64 31 23.33 Extremely
their gender,
providing the Aware Aware
same amount
of attention
and guidance.
5 Teachers
and staff
members
receive
training on 2.93
how to
support
10 5 4 Extremely 145 24 32.93
students of all Aware
genders and
ensure
inclusivity in 2.92
the classroom 11 614 Aware
3.10
078-258-6133
QUEZON DISTRICT
The table shows the level of awareness of Grade 11 students on Inclusivity in Quezon
3.01 said that they are extremely aware on inclusivity in school. Likewise, the female
respondents with a weighted mean of 3.10 said that they are extremely aware or aware on
inclusivity in school.
policy of not excluding individuals on the grounds of gender, sexuality, race and so on.
Table 2.48 The Frequency and Weighted Mean of Responses of Grade 11 Femalle Students
on Inclusivity.
T1he table shows the level of awareness of Grade 11 Female students on Inclusivity in
Gender Stereotype.
MALE FEMALE
GENDER
STEREOT 4 3 2 1 Weighted 4 3 2 1 Weighted
YPE (Extremel ( Awar (Not (Extremel Mean (Extremel ( Awar (Not (Extremel Mean
y Aware) e) Aware y Not y Aware) e) Awar y Not
) Aware) e) Aware)
1. Boys 14 8 6 2 3.13 8 10 5 2 2.96

are Extrem Aware
expected
078-258-6133
QUEZON DISTRICT
to be
more
interested
in sports ely
and Aware
physical
activity
than girls.
2. Girls
are
expected
to be 2.83 2.88
more 15 7 2 13 3 3
interested Aware Aware
in art and
literature
than boys 6 6
3. Girls
are often
assumed
to be
better at 2.9 2.96
8 12 9 1 6 13 5 1
language Aware Aware
and
communi
cation
than boys
2.93
4.. Boys Extreme
are often
assumed ly
2.36
to be 10 9 10 1 Aware, 3 10 5 7
better at Aware
Not
math than
girls Aware
5 Boys
are often
to be
more
aggressiv
e and
competiti
ve than 2.83
2.76
girls, 9 10 2 Not 8 7 3
while Aware
Aware
girls are
assumed
to be
more
nurturing
and
passive 9 7
6. Boys 11 13 5 1 3.13 10 11 4 0 3.24
are more Aware Aware
encourag
ed to take
a male
dominate
d courses
like
Criminol
ogy,
078-258-6133
QUEZON DISTRICT
Marine
transporta
tion and
engineeri
ng
7. Girls
are
expected
to be 3.44
more 2.93
10 12 4 4 14 9 1 1 Extremel
domestic Aware
ated like yAware
cooking
and
washing
8. . Girls
are more
expected
3.4
to take 3.48
courses in Extreme
15 12 3 0 14 9 2 0 Extremel
education ly
, nursing yAware
Aware
and
caregivin
g.
3.10
1. Boys are
expected to be
more interested
in sports and 14 8 6 2 3.13 Extremely aware
physical
activity than
girls.
2. Girls are
expected to be
more interested
in art and 15 7 2 2.83 Aware
literature than
boys 6
3. Girls are
often assumed
to be better at
language and
8 12 9 1 2.9 Aware
communication
than boys
4.. Boys are
often assumed
to be better at
10 9 10 1 2.93 Extremely aware, Not aware
math than girls
5 Boys are
often to be
more
aggressive and
competitive
than girls,
9 10 2 2.83 Not aware
while girls are
assumed to be
more nurturing
and passive 9
6. Boys are 11 13 5 1 3.13 Aware
more
078-258-6133
QUEZON DISTRICT
encouraged to
take a male
dominated
courses like
Criminology,
Marine
transportation
and
engineering
7. Girls are
expected to be
more
domesticated
10 12 4 4 2.93 Aware
like cooking
and washing
8. . Girls are
more expected
to take courses
in education,
nursing and
caregiving.
1
3.01 said that they are not aware that boys are often assumed to be better at math than girls
and boys are often to be more aggressive and competitive than girls, while girls are assumed
to be more nurturing and passive. In contrary, the female respondents said that they are
extremely aware that girls are expected to be more domesticated like cooking and washing
and girls are more expected to take courses in education, nursing and caregiving . with a
weighted mean 3.10.
In summary, the level of awareness of the grade 11 respondents in terms of gender stereotype
is within the awareness range. This implies that the grade 11 respondents knows a fixed,
over-generalized belief about a particular group of people.
078-258-6133
QUEZON DISTRICT
FEMALE


8 10 5 2 2.96 Aware
6 13 5 1 2.96 Aware
girls
3 10 5 7 2.36 Aware
cooking and washing
Inequality.
MALE FEMALE
INEQUA 4 3 2 1 Weighted 4 3 2 1 Weighted

LITY
(Extremel ( Aware (Not (Extremel Mean (Extremel ( Aware (Not (Extremel Mean
y Aware) ) Aware y Not y Aware) ) Aware y Not
) Aware) ) Aware)
1. .. Male 10 6 10 4 2.73 7 12 2 4 2.88

students
are more
Extremel Aware
likely to y Aware,
be chosen Not
for
078-258-6133
QUEZON DISTRICT
leadership
roles in Aware
student
organizati
ons
2. .
Female
students
are more
likely to 2.93 2.84
be chosen Aware Aware
for 5 18 7 0 6 11 6 2
leadership
roles in
student
organizati
ons
3. Boys 3
are more 2.83
Extremely
likely to Aware
receive 8 12 7 3 9 8 7 1 Aware
disciplinar
y action
4.
Transgend
er and
non- 2.7 2.92
binary Aware Extremely
face 7 11 8 4 9 7 7 2
discrimina Aware
tion from
peers and
classmate
s.
5 .The
school
provides
equal
resources
and 3.03 3.4813
facilities Aware Extremely
for girls 10 12 7 1 17 4 3 1
and boys, Aware
such as
sports
equipment
and
computer
labs
3.10
The table shows the level of awareness of Grade 11 students on inequality in Quezon
3.01 said that they are extremely aware that male students are more likely to be chosen for
078-258-6133
QUEZON DISTRICT
leadership roles in student organizations. Likewise, the female respondents said that boys are
more likely to receive disciplinary action, transgender and non-binary face discrimination
from peers and classmates and the school provides equal resources and facilities for girls and
boys, such as sports equipment and computer labs with a weighted mean 3.10.
is within the awareness range. This implies that the grade 11 respondents knows the
Table 2.51The Frequency and Weighted Mean of Responses of Grade 11 Femalle Students
on Inequality.
Sexual Harassment.
SEXUAL MALE FEMALE

HARASS
MENT
078-258-6133
QUEZON DISTRICT
) Aware) ) Aware)
1. Women
often
become 3.16 3.64
victims of 13 10 6 1 Extremel 17 7 1 0 Extremely
sexual y Aware Aware
harassmen
t.
2. Men
are also 2.93
3.12
victims of Extremel
10 10 8 2 12 6 5 2 Extremely
sexual y Aware
harassmen Aware
t.
3. Sexual
harassmen
t can 3.27
3.6
happen Extremel
17 8 1 4 18 4 3 0 Extremely
anywhere y Aware,
or even in Aware
public
Aware
places.
4. I know
where to 3.03 3.28
report
sexual
12 8 9 1 Extremel 13 7 4 1 Extremely
harassmen y Aware Aware
t.
5.I 2.13
witnessed 2.72
Extremel
sexual 4 8 6 12 10 5 3 7 Extremely
harassmen y Not
Aware
t. Aware
6. .
Sexual
harassmen 3.27 3.76
t is a 19 3 5 3 Extremel 20 4 1 0 Extremely
violation y Aware Aware
of human
rights.
3.10
MALE

harassment. 3.16
‍
Extremely aware,
2. Men are also victims of sexual harassment. 10 10 8 2 2.93
Aware
3. Sexual harassment can happen anywhere or even 17 8 1 4 3.27 Extremely aware
078-258-6133
QUEZON DISTRICT
in public places.
Extremely not
aware
rights.
3.01 said that they are not extremely aware that they witnessed sexual harassment. In
contrary, the female respondents said that they are extremely aware on sexual harassment
with a weighted mean 3.10.
is within the extreme awareness range. This implies that the grade 11 respondents knows that
any form of unwanted verbal, non-verbal, or physical conduct of as sexual nature occurs,
with the purpose or effect of violating the dignity of a person.
on Sexual Harassment.
Exploitation.
078-258-6133
QUEZON DISTRICT
MALE FEMALE
EXPLOIT 4 3 2 1 Weighted 4 3 2 1 Weighted

ATION
) Aware) ) Aware)
1. Women 2.33
married
off early
Not
Aware, 2.4
7 5 9 9 3 10 6 6
Extremel
y not Aware
Aware
2.
Exploitati
on can
occur in
personal
relationshi 3.4
3.06
ps, where 9 14 7 0 12 11 2 0 Extremely
one Aware
Aware
partner
may use
emotional
manipulat
ion.
3. .
Exploitati
on can
occur in
all
communit 3.2
ies and 3.24
14 9 6 1 Extremel 10 11 4 0
amongst Aware
all social y Aware
groups
and can
affect
girls and
boys.
4. Sexual
Exploitati
on does
not
always
involve 3.2
physical 3.28
14 10 4 2 Extremel 11 12 0 2
contact; it Aware
can also y Aware
occur
through
the use of
technolog
y.
5 . All 20 7 2 1 3.53 9 5 1 0 3.72
children Extremel Aware
and young
people y Aware
under the
078-258-6133
QUEZON DISTRICT
age of 18
have a
right to be
safe and
should be
protected
from
harm.
3.10
3.01 said that they are not extremely aware that women are married off early. In contrary, the
female respondents said that they are extremely aware that exploitation can occur in personal
relationships, where one partner may use emotional manipulation with a weighted mean 3.10.
is within the extreme awareness range. This implies that the grade 11 respondents knows that
there is selfishly taking advantage of someone or a group of people in order to benefit from
them.
on Exploitation.
FEMALE

078-258-6133
QUEZON DISTRICT

2.4
3 10 6 6 Aware
‍
relationships, where one partner may use 12 11 2 0 3.4 Extremely aware
boys.
of technology.
Gender Bias.
MALE FEMALE

BIAS
) Aware) ) Aware)
1.Girls are
given
easier
tasks than
2.66 3.12
boys like 17 7 3 11 4 1
watering 3 Aware 9 Aware
plants and
cleaning
the room.
2.Boys
are given 3.44
harder 3.03 Extremely
tasks like 14 6 1 9 5 1
Aware Aware,
carrying
9 9 Aware
of chairs.
3.The
teacher 2.6
calls on Aware, 2.72
girls most 5 11 11 3 5 9 10 1
Not Not Aware
of the
Aware
time.
4. Boys 9 9 9 5 2.73 4 13 8 0 22.84
078-258-6133
QUEZON DISTRICT
are more Extreme

preferred ly
to do the
Aware,
waste Aware
segregatio Aware,
n than Not
girls. Aware
5. The
teacher 2.76
calls on Aware, 2.68
15 15 4 14 8 1
boys most Not Aware
of the Aware
time. 3 2
3.09
on Gender Bias.
FEMALE

9
Extremely aware,
2.Boys are given harder tasks like carrying of chairs. 9 5 1 3.44
9 aware
3.The teacher calls on girls most of the time. 5 9 10 1 2.72 Not aware
than girls.
4 13 8 0 22.84 Aware
5. The teacher calls on boys most of the time. 2 14 8 1 2.68 Aware
The table shows the level of awareness of Grade 12 students on gender bias in Quezon
2.80 extremely aware that boys are more preferred to do the waste segregation than girls.
Likewise, the female respondents said that boys are given harder tasks like carrying of chairs
078-258-6133
QUEZON DISTRICT
is within the extreme awareness range. This implies that the grade 11 respondents knows
when individuals favor one gender over another.
Inclusivity.
MALE FEMALE
INCLUSIVIT
Y 4 3 2 1 Weighted 4 3 2 1 Weighted
(Extremely ( Aware) (Not (Extremely Mean (Extremel ( Awa (Not (Extremely Mean
Aware) Aware) Not Aware) y Aware) re) Aware) Not Aware)
1. . Students of
3.16
all genders are
encouraged to Extrem 2.9
7
participate in 12 5 1 ely 10 7 1 Aware
all classroom 12
Aware,
activities and
discussions. Aware
2. . School
events and
activities are
planned to be
inclusive of 3.16 2.92
students of all 15 5 0 10 7 1
genders, and Aware Aware
no gender-
specific dress
codes are
enforced. 10 7
3. All forms
and documents
include options
for students to 3 3.08
7 17 5 1 8 11 6 0
identify their Aware Aware
gender as male,
female, or non-
binary
4. Teachers 14 10 5 1 3.23 11 10 3 1 3.24
treat all Extremel Extremel
students
equally y Aware y Aware
regardless of
their gender,
providing the
same amount
of attention and
078-258-6133
QUEZON DISTRICT
guidance.
5 Teachers and
staff members
receive training
on how to
support 2.96 3.08
16 3 3 13 5 0
students of all Aware Aware
genders and
ensure
inclusivity in
the classroom 8 7
3.09
The table shows the level of awareness of Grade 12 students on inclusivity in Quezon
2.80 they are extremely aware that students of all genders are encouraged to participate in all
classroom and teachers treat all students equally regardless of their gender, providing the
same amount of attention and guidance. Likewise, the female respondents said that teachers
treat all students equally regardless of their gender, providing the same amount of attention
and guidance with a weighted mean 3.09.
is within the extreme awareness range. This implies that the grade 11 respondents knows the
policy of not excluding individuals on the grounds of gender, sexuality, race, and so on.
MALE

1. . Students of all genders are encouraged to Extremely aware,
participate in all classroom activities and discussions. 12 5 1 3.16
12 aware
students to identify their gender as male, female, or 7 17 5 1 3 Aware
non-binary
4. Teachers treat all students equally regardless of 14 10 5 1 3.23 Extremely aware
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QUEZON DISTRICT
their gender, providing the same amount of attention

and guidance.
on Inclusivity.
FEMALE

participate in all classroom activities and discussions. 10 7 1 2.92 Aware
non-binary
and guidance.
Gender Stereotype.
MALE FEMALE
GENDER
STEREOTYPE 4 3 2 1 Weighted 4 3 2 1 Weighted
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QUEZON DISTRICT
1. . Students of
all genders are
encouraged to
participate in 5 19 6 0 2.96 6 16 2 1 3.08
all classroom Aware Aware
activities and
discussions.
2. . School
events and
activities are
planned to be
inclusive of 2.66 3.16
students of all 15 11 1 13 4 0
genders, and Aware Aware
no gender-
specific dress
codes are
enforced. 3 8
3. All forms
and documents
include options
for students to 2.75 2.84
4 16 7 2 3 15 7 0
identify their Aware Aware
gender as male,
female, or non-
binary
4. Teachers
treat all
students
equally 2.63
regardless of 2.8
6 10 11 3 Not 1 18 6 0
their gender, Aware
providing the Aware
same amount
of attention and
guidance.
5 Teachers and
staff members
receive training
on how to
support 2.66 2.76
13 9 3 17 7 0
students of all Aware Aware
genders and
ensure
inclusivity in
the classroom 5 1
6. Boys are
more
encouraged to
take a male 3.2
dominated 2.83 Extremel
courses like 5 16 8 1 10 10 5 0
Criminology, Aware y Aware,
Marine Aware
transportation
and
engineering
7. Girls are
expected to be
more 2.8 3.12
7 12 9 2 9 11 4 1
domesticated Aware Aware
like cooking
and washing
078-258-6133
QUEZON DISTRICT
8. . Girls are
more expected
to take courses 2.86 3.32
5 17 7 1 9 15 1 0
in education, Aware Aware
nursing and
caregiving.
3.09
2.80 they are not aware that teachers treat all students equally regardless of their gender,
providing the same amount of attention and guidance. In contrary, the female respondents
said that boys are more encouraged to take a male dominated courses like Criminology,
Marine transportation and engineering with a weighted mean 3.09.
is within the awareness range. This implies that the grade 11 respondents knows the fixed,
over-generalized belief about a particular group of people.
FEMALE


6 16 2 1 3.08 Aware
3. Girls are often assumed to be better at language 3 15 7 0 2.84 Aware
078-258-6133
QUEZON DISTRICT

girls
1 18 6 0 2.8 Aware
6. Boys are more encouraged to take a male Extremely Aware,
dominated courses like Criminology, Marine 10 10 5 0 3.2
transportation and engineering Aware
cooking and washing
9 11 4 1 3.12 Aware
9 15 1 0 3.32 Aware
Inequality.
MALE FEMALE
INEQUALITY
1. .. Male
students are 3.04
more likely to 2.76
be chosen for 6 13 9 2 5 16 4 0 Aware
leadership Aware
roles in student ‍
organizations
2. . Female
students are
more likely to 2.73 3.08
be chosen for 3 17 9 1 6 15 4 0
leadership Aware Aware
roles in student
organizations
3. Boys are
more likely to 2.75 3.08
receive 6 12 9 2 7 13 5 0
disciplinary Aware Aware
action
4. Transgender
and non-binary
face 2.73 2.88
4 17 6 3 6 11 7 1
discrimination Aware Aware
from peers and
classmates.
5 .The school 4 18 5 3 2.76 11 11 2 1 3.28
provides equal Aware Extremel
resources and
078-258-6133
QUEZON DISTRICT
facilities for
girls and boys, y Aware,
such as sports
equipment and Aware
computer labs
3.09
The table shows the level of awareness of Grade 12 students on inequality in Quezon
2.80 said that they are aware on inequality. In contrary, the female respondents said that boys
are more encouraged to take a male dominated courses like Criminology, Marine
transportation and engineering with a weighted mean 3.09.
is within the awareness range. This implies that the grade 11 respondents knows that
MALE

leadership roles in student organizations ‍
6 13 9 2 Aware
‍
2.76
4 17 6 3 2.73 Aware
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QUEZON DISTRICT
on Inequality.
MALE

5 16 4 0 Aware
‍
6 11 7 1 2.88 Aware
5 .The school provides equal resources and Extremely Aware,
facilities for girls and boys, such as sports 11 11 2 1 3.28
equipment and computer labs Aware
Sexual Harassment.
MALE FEMALE
SEXUAL
HARASSMENT 4 3 2 1 Weighted 4 3 2 1 Weighted
1. Women often 2.86 2.84

become victims
of sexual 6 14 10 0 Aware 5 14 3 3 Aware
harassment.
‍ ‍
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QUEZON DISTRICT
2. Men are also 2.46

victims of 2.56
4 10 12 4 Not 2 13 7 3
sexual Aware
harassment. Aware
3. Sexual 3
harassment can Extremel
happen 2.73
6 12 10 2 10 5 10 0 y Aware,
anywhere or Aware
even in public Not
places. Aware
4. I know where 3.13 2.96
to report sexual 10 15 4 1 7 10 8 0
harassment. Aware Aware
5 . I witnessed 2.56
2.48
sexual 6 9 11 4 Not 4 9 7 5
harassment. Aware
Aware
6. . Sexual 3.28
harassment is a 2.86 Extremel
8 12 8 2 12 8 5 0
violation of Aware y Aware
human rights.
3.09
2.80 is not aware that men are also victims of sexual harassment . In contrary, the female
respondents said that sexual harassment is a violation of human rights with a weighted mean
3.09.
is within the awareness range. This implies that the grade 11 respondents knows that any
form of unwanted verbal, non-verbal, or physical conduct of a sexual nature occurs, with the
purpose or effect of violating the dignity of a person.
078-258-6133
QUEZON DISTRICT
on Sexual Harassment.
FEMALE

harassment. 2.84
5 14 3 3 Aware
‍
3. Sexual harassment can happen anywhere or even Extremely Aware,
10 5 10 0 3
in public places. Not Aware
4. I know where to report sexual harassment. 7 10 8 0 2.96 Aware
5 . I witnessed sexual harassment. 4 9 7 5 2.48 Aware
rights.
28
Exploitation.
MALE FEMALE
EXPLOITATIO
N
(Extremel ( Aware) (Not (Extremely Mean (Extremel ( Awa (Not (Extremely Mean
y Aware) Aware) Not y Aware) re) Aware) Not
Aware) Aware)
1. Women 2.52
married off early 2.56
3 14 10 3 4 7 12 2 Not
Aware
Aware
2. Exploitation 5 13 10 2 2.7 6 10 9 0 2.88
can occur in
personal
Aware Aware
relationships,
where one
partner may use
078-258-6133
QUEZON DISTRICT
emotional
manipulation.
3. . Exploitation
can occur in all
communities and 2.84
2.73
amongst all 5 13 11 1 6 9 10 0 Not
social groups Aware
Aware
and can affect
girls and boys.
4. Sexual
Exploitation
does not always 2.96
involve physical 2.66
2 17 10 1 9 6 10 0 Not
contact; it can Aware
also occur Aware
through the use
of technology.
5 . All children
and young
people under the
3.28
age of 18 have a 2.86 Extreme
8 11 10 1 13 7 4 1
right to be safe Aware ly Aware
and should be
protected from
harm.
3.09
MALE
EXPLOITATION
2.56
3 14 10 3 Aware
‍
3. . Exploitation can occur in all communities
and amongst all social groups and can affect 5 13 11 1 2.73 Aware
girls and boys.
physical contact; it can also occur through the 2 17 10 1 2.66 Aware
use of technology.
078-258-6133
QUEZON DISTRICT
on Exploitation.
2.80 are all aware on exploitation . Likewise, the female respondents said that all children and
young people under the age of 18 have a right to be safe and should be protected from harm
is within the awareness range. This implies that the grade 11 respondents knows the selfishly
taking advantage of someone or a group of people in order to benefit from them.
References:
Kauffman M. M. D. (ed) (1997). Mothering teens: Understanding the adolescent’s years.
Charlotte town, Canada: Gynergy Books.
Berk L. (2010). Development through the life span (5th ed.). Boston, MA: Allyn & Bacon.
Kauchak D., Eggen P. (2011). Introduction to teaching: Becoming a professional (4th ed.).
Boston, MA: Allyn & Bacon.
Aboud F. E. (1988). Children and prejudice. Oxford, UK. Blackwell.
078-258-6133
QUEZON DISTRICT
Allen B. P. (2000). Personality theories: Development, growth and diversity (3rd ed.) Boston.
Allyn & Bacon.
Ramalingam P. (2006). Academic’s dictionary of psychology (1st ed.). New Delhi: Academic
(India) Publishers.
Kauchak D., Eggen P. (2011). Introduction to teaching: Becoming a professional (4th ed.).
Boston, MA: Allyn & Bacon.
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Level of Awareness of Learners On Gender Issues (Chap 1-3)

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Level of Awareness of Learners On Gender Issues (Chap 1-3)

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QUEZON DISTRICT

QUEZON NATIONAL HIGH SCHOOL

“LEVEL OF AWARENESS OF LEARNERS ON GENDER ISSUES IN QUEZON NATIONAL

Presented to the Teachers of

Of the Subject Requirement for

The Problem and Its Background

surroundings have a significant impact on the child.

Stereotyping is the perception, clarification, and appraisal of social objects (events) on

limiting their ability to succeed in school (Kauchak & Eggen, 2011)

Stereotypic beliefs may represent cognitive developmental changes, have an impact

Stereotypical viewpoints are thought to have an impact on people's self-cognitive

the personality and conduct of every individual in a group.

“seeks to enable the DepEd to undertake gender-mainstreaming in education to address both

protection of children from all forms of gender-related violence, abuse, exploitation,

awareness of learners on gender issues in Quezon National High School: A basis of

II. Conceptual Framework

INPUT PROCESS OUTPUT

Sensitivity Intervention Plan.

III. Statement of the Problem

Specially, it aims to answer the following:

1. What is the profile of respondents in terms of:

2. What is the level of awareness of the respondents on gender issue?

3. Is there a significant difference between the levels of awareness of learners on gender

issues when they are grouped according to profile variables?

IV. Scope and Limitation of the Study

National High School.

and senior high school of Quezon National High School learners.

V. Significance of the Study

The following are deemed benefited in the research study;

Quezon National High School Faculty and Staff

creating an inclusive and supportive learning environment for all students.

Quezon National High School Learners

experiences, and develop empathy and respect for diverse perspectives.

current research, and design interventions to promote gender equity in education.

research to address new questions or challenges related to gender issues.

VI. Definition of Terms

The following terms are operationally defined;

discrimination based on gender identity.

be routinely privileged or prioritized over another

gender diverse people.

Stereotype- a fixed, over-generalized belief about a particular group of people.

Awareness- ability to recognize and identify specific behaviors, attitudes or beliefs.

Gender Sensitivity- ability of people to acknowledges and highlight existing gender

Non-binary- Individuals who do not exclusively identify as male or female.

Gender Bias- When individuals favor one gender over another.

Exploitation- Selfishly taking advantage of someone or a group of people in order to benefit

that male children are considered as tougher and more difficult.

The transitional phases of children’s gender equality, awareness, self-esteem, and

teachers should assist students in developing gender equality awareness, self-esteem,

men and women.

mainstreaming when discussing balance in social system. Gender mainstreaming is the

According to Lauer and Yodanis (2009), gender inequality remains a pervasive

Gender Inequalities are important in various dimensions, these include, education,

communities regarding the education of girls (White, Ruther , + Kahn , 2016).

popular belief, it can be accomplished through a variety of sensitivation campaigns, training

gender difference between men and women.

positive orientation to learning activities as early as kindergarten, according to comments

girls expenenced at this time. ( T . A . Oiprete + J. Booher - Jennings, unpunished

empowerment opportunities among women and end to discriminatory practices against

women ( Nikkhoo, + Jon'son , 2017).

gender equality. (Derdikman-Eiron et al., 2011; Schmitt et al., 2017).

well-being. Gender stereotypes were discovered by Solbes-Canales et al. (2020) in kids