Addressing Issues and Concerns of Divers Learners Through Gender-

Based Engagement
Republic of the Philippines

Department of Education

Aleosan National Highschool

Aleosan, Cotabato

ABSTRACT INTRODUCTION Result and Findings SUMMARY

 
Gender-based collaborative
engagement is an activity that teaches the
opposite gender about themselves. The
purpose of this study is to explore the
participants' current situation and the
issues they face, as well as the major
impact of gender-based collaborative
participation. In this study we concluded
that most of the participants are lacking in
their social interaction skills
understanding of the gender norms. In our
activity participants exchange, analyse,
remember, and evaluate curricular content
while also exercising and developing
cooperation skills through group debates
and discussions.
 
Students have always had individual
differences in learning preferences and
strategies, influenced by sociocultural
factors such as ethnicity, culture,
educational background, gender, and
personal experiences. Students with a
diverse cultural background may feel that
they stand out alone in the group, they
may feel underrepresented in discussion.
Racial, cultural, and gender differences are
important factors in person's identity, and
it's extremely valuable for us to help each
other understand differences better.
The activity is composed of us making
our assigned area beautiful. Through
and working together with past and new
classmates we must develop how to
overcome the gender inequality in our
work. Working with complete strangers
will help us understand the importance of
socializing and collaborative engagement.
  Methodology
Gender based collaborative
engagement is a challenging activity for
us especially when we are total strangers
to one another. On the first day of the
gender based collaborative engagement we
encountered several problems that hinder
in doing said activity, such as the lack of
communication between the participants
and the occupation segregation between
different genders. As days goes by we as
participants confronted each other by
expressing our own opinions toward the
attitude of the other participants.
Interviewing the participants led us to
identify the current problems that we
face. To fix the lack of communication
between the participants we held an
informal focus group discussion on
introducing ourselves to each other and
express the different problems on the
participants. After we confronted each
other we can slowly see the improvement
on the attitude of each participant. We
tried mixing the participants of different
gender to eliminate the barrier that stops
us to collaborate with the opposite
gender. We told the boys to help with
sweeping that normally all the girls do, for
the girls we task them to help the boys
move heavy things like wood and scrap
metals from the roof and told them to
help in fetching water which only the boys
normally do.
We found out that before the activity most the
participants are lacking in social interaction
because of their quarantine life. "Negative social
interactions led by circumstantial restrictions such
as failing to provide emotional or instrumental
help, invading another’s privacy, or depriving of
confidence or hope have been largely ignored in
major social support and health research" (Lincoln,
2000). By that statement we conclude that the
reason the participants are socially awkward to
others is because of there long time that they didn't
have the chance to meet and socialize with there
peers. The biggest challenge the participants
encountered is the gender norms that hinder them
on performing their best.
The powerful tool that we used to eliminate the
gender norms is group discussion this process
through which students share insights, remember,
evaluate and process knowledge during
collaborative learning. Through group debates and
discussions, students share, analyze, remember and
evaluate curricular knowledge while at the same
time they exercise and develop their teamwork
skills.
The gender base collaborative engagement
is a way for us to improve our social skills as
well as to inform us about the norms in gender-
based engagement. Improving social skills is
important to prepare for our future. We
encountered a lot of challenges on the gender
based collaborative engagement. The gender
norms that we encountered are based on the
occupation segregation of the different genders.
Some examples are boys only doing the boys
work and girls only doing girls work. To be
specific a boys work includes heavy labor like
lifting things and a girls work is more of a light
work like sweeping.
We also had a problem in communicating
with participants who use different languages.
We solved this by trying our best to understand
how they talk and what they mean. We held a
lot of informal focus group discussions to
interview other participants in what they think
and what they want to improve in our gender
based collaborative activity.
CONCLUSIONS
The gender based collaborative engagement
helped us in many ways. It helped us in improving
our social and collaborative skills. It is also a way of
meeting and engaging with new people. As
participants we really think the gender based
collaborative engagement helped us became better
people and also learn how to do some of the work we
haven't done in our life. It is important to understand
difference between each and every participant. We
learned all about diversity and it's affects in
collaborating. Different participants have different
beliefs and different understanding on how gender
works.
REFERENCES
Aleksandra Thomson, Rachel Palmén, Sybille Reidl, Sarah Barnard, Sarah Beranek,
Andrew R. J Dainty & Tarek M. Hassan (2022) Fostering collaborative
approaches to gender equality interventions in higher education and research: the
case of transnational and multi-institutional communities of practice, Journal of
Gender Studies, 31:1.
Cole JR and Zuckerman H (1984). The productivity puzzle: persistence and change
in patterns of publication of men and women scientists. In: P Maehr and MW
Steinkamp. Advances in motivation and achievement 2. Greenwich, JAI Press.
217-258.
Curşeu, P.L., Chappin, M.M.H. & Jansen, R.J.G. Gender diversity and motivation in
collaborative learning groups: the mediating role of group discussion quality. Soc
Psychol Educ 21, 289–302 (2018).
Jadidi et al., 2018 M. Jadidi, F. Karimi, H. Lietz, C. Wagner Gender disparities in
science? Dropout, productivity, collaborations, and success of male and female
computer scientists Adv. Complex Syst., 21 (3–4) (2018), Article 1750011
Penas CS, Willett P. Gender differences in publication and citation counts in
librarianship and information science research. Journal of Information Science.
2006;32(5):480–485. Powell A, Hassan TM, Dainty ARJ, Carter C. Exploring
gender differences in construction research: A European perspective.
Construction Management and Economics. 2009;27(9):803–807.
Wuchty et al., 2007 S. Wuchty, B.F. Jones, B. Uzzi The increasing dominance of
teams in production of knowledge Science, 316 (5827) (2007), pp. 1036-1039