RESEARCH PROPOSAL

A. Basic Information

I. Title

Impact of Gender Differences on BSED Students’ Academic Performance in MinSCAT Calapan

City Campus

II. Proponent
Ms. Emelinda E. Rivera
Assistant Professor IV
Bernadeth P. de Guzman
Assistant Professor I

III. Budget Allocation

Php 25, 000.00

IV. Duration
August 2020 – December 2020

B. Technical Information

I. Introduction

School is one of the main places where gender issues normally happens. Sex differences
in education is a type of sex discrimination in the education system affecting both men and women
during and after their educational experiences. Gender is a relevant consideration in every
student’s development. It is a way at how social norms and standards impact on the lives and
opportunities available for men and women. Some studies show that women are less likely than
men to get basic education and to be appointed to a political position either national or
international. While some research says that men performed poorly at school rather than women.

  The Philippines has one of the smallest rates of gender disparity in the world. In the
Global Gender Gap Index 2017, the Philippines ranked 10th out of 145 countries for gender
equality. Despite the great progress and achievements for gender equality in the Philippines has
garnered so far, the country is still in need of further development. There exists a discrepancy
between men and women who have politically, academically and financially excelled.

  Meanwhile, CNN Philippines has announced that while the Philippines boasts of being
one of the most gender-equal countries in the world for the past years, the most recent Global
Gender Gap Index of the World Economic Forum shows the Philippines slipping three spots from
7th place. The country still remains in the top 10, but the worsening performance has been due to
the wage inequality for similar work carried out.

  Many studies have shown different matters of gender issues, both for boys and girls, and
a lot of adjustment is still needed to have equal opportunities inside the school premises. It is quite
difficult for teachers to cater the different needs of the students. And sometimes teachers forget to
give importance to the gender of his/her students.

  According to Gumba (2013), in almost every aspect of the Philippine educational system,
women and girls outnumber men and boys (United Nations, 2011). The 2008 Functional Literacy,
Education and Mass Media Survey (National Statistical Coordination Board, 2010) showed that the
basic literacy rate among females is 96.1% while 95.1% among males. Functional literacy among
females in the same period was also higher at 88.7% as against 84.2% among males. At public
 elementary level during the school year 2010-2011, female Net Enrollment Ratio (NER) was
computed at 91.07% while male NER was lower at 88.78%.

Gender differences also occur in the realm of classroom behavior. Teachers tend to
praise girls for “good” behavior, regardless of its relevance to content or to the lesson at hand, and
tend to criticize boys for “bad” or inappropriate behavior (Golombok & Fivush, 1994).

In spite of most teachers’ desire to be fair to all students, it turns out that they sometimes
distribute praise and criticism differently to boys and girls. The differences are summarized in Table
1. The tendency is to praise boys more than girls for displaying knowledge correctly, but to criticize
girls more than boys for displaying knowledge incorrectly (Golombok & Fivush, 1994; Delamont,
1996). 

  Global leaders like the United Nations, the World Bank, Asia Development banks, and
international NGOs pushed gender equality as one of their priorities. They believe that gender gaps
are largely due to discrimination against women and must, therefore, be a focus of worldwide
attention.

  Academic performance means the knowledge and skills that students have mastered a
subject or a course. It’s basically a measure of how well students have performed in the various
assessment items set for them based on some educational criteria determined by professional
educators.

There are several factors that affects the academic performance of students, it could be
their homes, teachers, and peers. Some of the factors are related to their home from family size,
duty at home, financial burden, to parental attitude towards education. Parents play a crucial role in
the process. When it comes to school, the relationship between the students and the teachers as
well as the distance of the school from home affects. Nonetheless, the student himself contributes
to the case especially the influence of their peer groups. Peers influence the students' priorities and
what they value in life. Like for instance, the choice to focus on their studies. Likewise, the teacher
performance and qualities also affect the performance of the students in their studies.

Technically, there are many factors which account for the good or poor academic
performance in a university like; the methods used in teaching, the quality of students admitted, the
nature of administration, the type of scholastic materials available and the teachers involvement in
the academic matters. However, it looks like the most significant aspect that affects the academic
performance of the students is the impact of sex differences on students' academic matters.

Mindoro State College of Agriculture and Technology- Calapan City Campus is one of the
state universities that caters the Gender and Development program for the students. Gender and
Development (GAD) refers to the development perspective and process that is participatory and
empowering, equitable, sustainable, free from violence, respectful of human rights, supportive of
self-determination and actualization of human potentials. It seeks to achieve gender equality as a
fundamental value that should be reflected in development choices and contends that women are
active agents of development, not just passive recipients of development. The organization hopes
to ensure equity and fairness so that men and women can participate on an equal basis in
decision-making and in developing a better society and school environment.

Academic performance in Mindoro State College of Agriculture and Technology- Calapan

City Campus is one of the main concerns of all students, parents, teachers and administrators who
have invested interest in the school. Regarding performance differences between boys and girls,
Megary (1984) concluded that once out of the primary school environment, females under achieve
in a variety of subjects. The reason why this transpires has to be answered. This is in order to get a
clear picture of the situation from the MinSCATean perspective; research on this topic is of vital
significance. Attempts will be made to identify the aspects presumed to be responsible for the
differential performance of men and women as claimed by the teachers and some researchers.

II. Expected Output

The result of this study could explain the impact of gender differences among BSED students’ academic
performances in MinSCAT Calapan City Campus. Thus, it will help the administration heads, staffs, and
professors to re-construct and improve educational strategies for the students of MinSCAT Calapan City
 Campus that will diminish gender inequality and so every students will have equal opportunities to excel in
instructional activities.

III. Methodology

This is a survey research since it focus on collecting opinions of the respondents. A cross section design will
be used as information will be accumulated from different groups of people.

The population of this study will comprise selected BSED students in Mindoro State College of Agriculture
and Technology- Calapan City Campus through stratified random sampling. The stratification will be based on
gender. This is to ensure that both male and female students will be adequately represented in the study.
Potential participants will be given an information sheet/invitation to participate and explained the purpose of the
study. Those who agreed to participate will be taken into a quiet private area for interviews. The study covers
academic year 2019-2020.

Interview guide as a tool of data collection will be used to collect information from the administrators,
classroom teachers and students. This interview guide will focus on eliciting students' opinion about the impact
of gender differences in their academic performance. Interviews will last between 15 and 25 minutes and will be
audiotaped. Audiotapes will be subsequently transcribed verbatim with consent and in a qualitative thematic
content analysis.

A transcript review will be performed for the selected BSED students’ of academic year 2019-2020 in
Mindoro State College of Agriculture and Technology- Calapan City Campus. Comparisons of females and
males enrolled in English, Math, and Science will be analyzed. All the data will be collected and then
summarized into tables following the objectives. Data from each of the instruments used will be summarized
separately. The interview data will be analyzed independently.

IV. Budgetary Requirements

Particulars Estimated Amount (Php)

Office Supplies 5, 000. 00
Data Gathering Expenses (transportation, meals, and 20, 0000.00
representation allowances)
Total 25, 000.00

V. Calendar of activities

Activity Period/ Month (2020 - 2021)

August Sept Oct. Nov. Dec. Jan.

Preparation of the Research Proposal

Review of the Research Proposal

Preparation of all the needed communications and
Gathering of data

Coordination with the participants involve

Interpretation / Analysis of the data

Finalization of the whole proposal

References:

http://www.ifpri.org/blog/philippines-school-program-shows-diverging-results-male-and-female-students

https://gsdrc.org/topic-guides/gender/understanding-gender/

https://knepublishing.com/index.php/Kne-Social/article/view/2430/5338

https://en.m.wikipedia.org/wiki/Women%27s_rights_in_the_Philippines

https://www.pcw.gov.ph/law/pcw-memorandum-circular-no-2011-01

Delamont, S. (1996). Women’s place in education. Brookfield, MA: Avebury Publishers.

Golombok, S. & Fivush, R. (1994). Gender development. New York: Cambridge University Press.