Gender sensitive pedagogical practices of faculty members in the University of Eastern Philippines
List of Authors
  • Blenah O. Perez , Ronato S. Ballado

Keyword
  • gender sensitivity, pedagogical practices, faculty members, higher education, gender sensitive pedagogy

Abstract
  • Gender sensitivity and literacy are by-words in today’s society. The classroom as a miniature society is a very apt place where gender sensitivity must flourish. The study found out the level of knowledge on gender concepts, found out the level of their gender sensitivity, determine their gender sensitive pedagogical practices in terms of delivery of the subject matter, organization of the learning experience, design of didactic strategies, and selection of the learning evaluation. The study also found out the significant relationship between the variables. Utilizing the descriptive correlational research design, the study administered a four-part survey questionnaire which asked for the profile of the respondents, along with items which looked into the knowledge of gender concepts, the level of gender sensitivity, and the extent of pedagogical practices. The study covered 82 faculty members of the University of Eastern Philippines system. Data were analysed using frequency counts, percentages, means, and multiple regression analysis. The study found out that majority of the faculty members of the University of Eastern Philippines system have average level of knowledge of gender concepts. Only few respondents got correct on concepts of transsexual, gender, gender blind, empowerment, and gender equity. Majority of the respondents had very high gender sensitivity. The faculty members manifested that the pedagogical practices in terms of delivery of subject matter, design of didactic strategies, and selection of learning evaluation were very much practiced while practices along organization of the learning experience was much practiced. Among the profile variables, age was significantly related with knowledge of gender concepts while sex was significantly related with level of gender sensitivity. There is no significant relationship between profile and extent of pedagogical practices. No significant relationship was found between the extent of pedagogical practices and level of knowledge of gender concepts and level of gender sensitivity.

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