A CONTENT ANALYSIS OF GENDER-FAIR LANGUAGE IN THE ENGLISH

MODULES OF THE DEPARTMENT OF EDUCATION

An Undergraduate Thesis

Presented to the

Faculty of the College of Arts and Letters

University of Rizal System

Angono, Rizal

In Partial Fulfillment

of the Requirements of the Degree of

Bachelor of Arts in English Language Studies

Claudine P. Baluyot
Jean E. Bautista
Alexandra Fae R. Palada
Cherilyn C. Palaypayon
Melissa S. Santaolaya

December 2022
 iii

ACKNOWLEDGEMENT

The researchers would like to express their sincere gratitude to everyone

who helped make this study possible by inspiring and encouraging them. They

would like to thank the following in relation to this:

Dr. Glenn M. Ison, research adviser, who initially put forth the idea of

pursuing this study, for unending guidance, support and immeasurable patience

for the improvement of this research, his indispensable advice, recommendations

and suggestions while conducting the study;

Wahinee M. Cruzada Ma Ed, dean of the College of Arts and Letters, for

the constant encouragement to all the students undertaking researches of their

own;

Norberto M. Nataño, DCOmm and Eloisa M. Bayangos, MAT, panelists,

for their valuable comments and suggestions to improve the study;

English Teachers of Mahabang Parang National High School, Cardona

Senior High School, Angono National High School, Bernardo F. San Juan National

High School, and Don Jose M. Ynares, Sr. Memorial National High School.

Our Encouraging Friends, Close Friends and Classmates, for being

cordial, generous and someone who can count on, and most especially;

Almighty God, for the blessings, wisdom, unlimited grace and for

bestowing needed strength, faith, courage and love which has made this piece of

work possible.
 iv

DEDICATION

We commit this work for our Almighty Father who allowed us the blessings

we utilized in this study.

An uncommon sentiment of appreciation to our adoring guardians who have

bolstered us since the start of the examination procedure, whose uplifting

statements and push for determination ring in our ears.

We commit this work to our companions for being there for us all through the

whole procedure. We particularly devoted this work to all the people who bestowed

with us, their insight and information from the beginning of this research until its

completion.

Claudine P. Baluyot
Jean E. Bautista
Alexandra Fae R. Palada
Cherilyn C. Palaypayon
Melissa S. Santaolaya
 v

ABSTRACT

A quick-paced culture draws the best to offer learners an equal and high-

quality education. It highlights the value of both men and women in society, the

classroom, and even in educational materials. The purpose of this study was to

evaluate words in order to assess the use of gender fair language in the English

modules of the Department of Education. Gender analysis was employed through

content evaluation. The descriptive research approach was used in this study,

which made use of an adapted survey-questionnaire, and the results were

quantitatively interpreted. Thirty English teachers from various Rizal public schools

participated in the survey. Teachers were specifically picked to respond to a

questionnaire designed to assess whether the instructional materials used in

DepEd modules contain gender-fair language. As a result, researchers used

several methods to identify 442 textual presentations and evidence of sexism in

language out of 9,827 words, including reading texts and examples and images of

a woman and a man on tasks. Gender-fair concepts were integrated into

instructional materials used by JHS and SHS teachers, with the level of

applicability being "Always Applied". The following recommendations were offered

by the researchers for the students, to use a similar study to get data from different

schools and English teachers that teach the language; for the

coordinators/supervisors of the Learning Resource Management and

Development System (LRMDS), school administrators, to create normative

standards for creating gender-fair educational materials and modules.

 vi

TABLE OF CONTENTS

PAGE

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGEMENT iii

DEDICATION iv

ABSTRACT v

TABLE OF CONTENTS vi

LIST OF FIGURES viii

LIST OF TABLES ix

CHAPTER

1 THE PROBLEM AND ITS BACKGROUND 1

Background of the Study 1

Review of the Related Literature 5
Scope and Limitation 9
Statement of the Problem 9
Theoretical Framework 10
Conceptual Framework 11
Significance of the Study 13
Definition of Terms 14

2 RESEARCH METHODOLOGY 17

Research Design 17
Setting of the Study 17
Subject of the Study 18
Sources of Data 18
Procedure of the Study 19
Statistical Treatment 19
 vii

3 PRESENTATION, ANALYSIS, AND INTERPRETATION 21

OF DATA

Gender-fair Analysis of English Junior High School and 21

Senior High School Learning Material of Department of
Education

Overall Analysis of the Frequency of Violations in the 23

Modules of Department of Education

Overview of Violations Found in Selected Junior High and 28

Senior High School English Modules Quarter 1 Lessons

4 SUMMARY, CONCLUSION AND RECOMMENDATIONS 53

Summary 53
Conclusion 54
Recommendation 55

REFERRENCES 56

CURRICULUM VITAE 87
 viii

LIST OF FIGURES

FIGURE PAGE

1 Research Paradigm 12
 ix

LIST OF TABLES

TABLE PAGE

1 Analysis in the Number of Violations in the English 28

Module of Grade 7 of the Department of Education Under
the Category I

2 Analysis in the Number of Violations in the English 29

Module of Grade 7 of the Department of Education Under
the Category II

3 Analysis in the Number of Violations in the English 29

Module of Grade 7 of the Department of Education Under
the Category III

4 Analysis in the Number of Violations in the English 30

Module of Grade 7 of the Department of Education Under
the Category IV

5 Analysis in the Number of Violations in the English 30

Module of Grade 7 of the Department of Education Under
the Category V

6 Analysis in the Number of Violations in the English 31

Module of Grade 8 of the Department of Education Under
the Category I

7 Analysis in the Number of Violations in the English 32

Module of Grade 8 of the Department of Education Under
the Category II

8 Analysis in the Number of Violations in the English 32

Module of Grade 8 of the Department of Education Under
the Category III

9 Analysis in the Number of Violations in the English 33

Module of Grade 8 of the Department of Education Under
the Category IV

10 Analysis in the Number of Violations in the English 33

Module of Grade 8 of the Department of Education Under
the Category V
 x

11 Analysis in the Number of Violations in the English 34

Module of Grade 9 of the Department of Education Under
the Category I

12 Analysis in the Number of Violations in the English 35

Module of Grade 9 of the Department of Education Under
the Category II

13 Analysis in the Number of Violations in the English 35

Module of Grade 9 of the Department of Education Under
the Category III

14 Analysis in the Number of Violations in the English 36

Module of Grade 9 of the Department of Education Under
the Category IV

15 Analysis in the Number of Violations in the English 37

Module of Grade 9 of the Department of Education Under
the Category V

16 Analysis in the Number of Violations in the English 37

Module of Grade 10 of the Department of Education
Under the Category I

17 Analysis in the Number of Violations in the English 38

Module of Grade 10 of the Department of Education
Under the Category II

18 Analysis in the Number of Violations in the English 39

Module of Grade 10 of the Department of Education
Under the Category III

19 Analysis in the Number of Violations in the English 39

Module of Grade 10 of the Department of Education
Under the Category IV

20 Analysis in the Number of Violations in the English 40

Module of Grade 10 of the Department of Education
Under the Category V

21 Analysis in the Number of Violations in the English 41

Module of Grade 11 of the Department of Education
Under the Category I

22 Analysis in the Number of Violations in the English 42

Module of Grade 11 of the Department of Education
Under the Category II
 xi

23 Analysis in the Number of Violations in the English 42

Module of Grade 11 of the Department of Education
Under the Category III

24 Analysis in the Number of Violations in the English 43

Module of Grade 11 of the Department of Education
Under the Category IV

25 Analysis in the Number of Violations in the English 44

Module of Grade 11 of the Department of Education
Under the Category V

26 Analysis in the Number of Violations in the English 45

Module of Grade 12 of the Department of Education
Under the Category I

27 Analysis in the Number of Violations in the English 46

Module of Grade 12 of the Department of Education
Under the Category II

28 Analysis in the Number of Violations in the English 46

Module of Grade 12 of the Department of Education
Under the Category III

29 Analysis in the Number of Violations in the English 47

Module of Grade 12 of the Department of Education
Under the Category IV

30 Analysis in the Number of Violations in the English 47

Module of Grade 12 of the Department of Education
Under the Category V

31 Level of Applicability in the use of Gender-fair language 48

in the English modules of Junior High School and Senior
High School of DepEd

32 Level of Applicability in the use of Gender-fair language 73

in the English modules of Junior High School in
MAHABANG PARANG NATIONAL HIGH SCHOOL

33 Level of Applicability in the use of Gender-fair language 75

in the English modules of Junior High School in ANGONO
NATIONAL HIGH SCHOOL

34 Level of Applicability in the use of Gender-fair language 77

in the English modules of Junior High School in
BERNARDO F. SAN JUAN NATIONAL HIGH SCHOOL
 xii

35 Level of Applicability in the use of Gender-fair language 78

in the English modules of Senior High School in DON
JOSE M. YNARES, SR. MEMORIAL NATIONAL HIGH
SCHOOL

36 Level of Applicability in the use of Gender-fair language 80

in the English modules of Senior High School in
CARDONA SENIOR HIGH SCHOOL

37 Level of Applicability in the use of Gender-fair language 82

in the English modules of Junior High School and Senior
High School (Overall computation)
 xiii

LIST OF APPENDICES

PAGE
APPENDIX

A Gantt Chart of Activities 59

B Routing Form 60

C Letters 61

D Survey Questionnaires 70

E Sample Computations 72

F Data Gathering 85
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter explains about the background of the study, review of related

literature, scope and limitation, statement of the problem, assumption, theoretical

framework, conceptual framework, significance of the study, and definitions of

terms.

Background of the Study

One of the most prevalent ways that gender is built and reinforced is through

language, which is crucial to human cognition and behavior. Adopting gender-

fair language is a potent strategy for promoting gender equality and combating

gender bias because of its significant influence on cultural and societal attitudes.

Gender-fair language minimizes bias against a specific sex or gender and is

thus less likely to convey preconceptions. The use of generic masculine

terminology to refer to both sexes has long been a long-held convention and

practice, rendering women invisible and potentially leading to a lack of awareness

of their needs and concerns in all phases of the development planning cycle.

The K–12 curriculum had a tremendous impact on the nation's educational

system. There are several points of contention, ranging from the readiness of the

educational system to the sufficiency of the resources to be used. This goes hand

in hand with the modifications and upgrades that junior high and high school

students must apply to their learning resources.

 2

One of these concerns is gender sensitivity in instructional materials. Amerian

and Esmaili (2014) considered that a wide range of criteria, such as age, ethnicity,

class, gender, ability levels, or curricular objectives, need to be taken into account

while creating and developing textbooks. There is no question that reviewing any

textbook can disclose the pattern by which the content of the textbooks was

included or even deleted in relation to any certain element.

Following that, there is another matter that has given rise to equally critical

issues. The logical consequence of this controversy cleared the door for another

issue, the emergence of sexist language in educational materials.

Learning materials have much too frequently served as standard examples

of offensive language use and language role modeling, claims Bombani (2015). In

their study, Amerian and Esmaili (2014) highlighted that Gershuny (2012) asserted

that although textbooks are intended to teach specific disciplines, they really impart

secondary information, such as "gender roles and societal norms." As a result,

textbooks not only impart knowledge but also play a significant part in teaching

pupils about gender roles and social values.

This study emphasized the Department of Education's mission, which reads,

“... to promote... [a] complete basic education where: Students learn in a child-

friendly, gender sensitive, safe and motivating environment.”

According to Stein et al. (2001), improving the design of instructional

materials benefits underperforming students. When taking into account the design

principles being applied, the quality of instructional designs may be greatly

 3

enhanced. The careful creation of instructional methods and materials is, thus,

arguably one of the most crucial teaching phases.

Therefore, Kintanar (2014) proposed well-known examples of sexism in the

English language. Language and these were found in the use of pronouns,

particularly the pronoun he and the generic masculine man to denote human

beings of both sexes; the use of suffixes such as -ess (e.g. authoress, poetess)

which has the effect of diminution and, as a result, trivialization; and the use of

names and titles for women that define them in relation to men.

In educational institutions, most instructional materials, such as textbooks,

are not gender sensitive. In Turkey, for example, inefficient elements have been

discovered in teaching materials. The language of the instructional material,

according to Bakaç and Keserciolu (2000), is not clear and understandable, and

resources do not incorporate current technologies and advancements.

Furthermore, the materials lack visual elements such as graphics, pictures, and

figures.

The Department of Scientific and Technology-Science Education Institute

recently launched a gender sensitive secondary scientific pedagogy. It is an

initiative that trains teachers to be gender aware and to utilize gender responsive

pedagogy.

Concern about using sexist language is part of the increased awareness that

some words' perceived meaning has changed in response to the changing roles

of men and women in society.

 4

Perhaps gender sensitivity pedagogy should be used not only in science, but

also in English and other subjects. Teachers must identify, assess, and determine

whether the instructional materials they use are gender sensitive and sensitive to

sexist language in order to be conscious of gender equality. In line with this, the

researcher would like to analyze gender and sexist language responsiveness in

English Junior High and Senior High School content.

The contributions in Hellinger and Bubmann (2001, 2002, 2003), which study

30 languages including Arabic, Chinese, English, Finnish, Hindi, Turkish, Swahili

from distinct language families, show that linguistic gender asymmetries are

widespread.

The use of masculine generics is an almost universal and fundamental

imbalance. Thus, masculine forms can refer to both males and mixed-gender

groupings or referents whose gender is uncertain or unexplained (Stahlberg et al.,

2007). Female forms, on the other hand, do not have a generic purpose and only

pertain to women (Hellinger and Bubmann, 2001).

Opportunity addresses gender-based barriers and the junction of many forms

of discrimination, takes affirmative actions to remove gender gaps and inequities

in the management of the learning process, and creates a learner-friendly

atmosphere for all learners that satisfies their various learning requirements and

leads to progress toward gender equality in educational achievements (DepEd

Order No. 32, s. 2017).

 5

To accomplish these goals for equal representation, responsiveness, and

sensitivity, the Department of Education issued Order No. 32, s. 2017 pledges to

incorporate gender equality, equity, sensitivity, non-discrimination, and human

rights principles into the provision and control of basic education.

This is in line with the Department of Education's objective of ensuring

universal access to high-quality basic education. It also strives to promote inclusive

education, which assures equal access to learning opportunities for girls and boys,

women and men, and fair treatment in the learning process, equitable outcomes,

and access to opportunities in all areas of life (DepEd Order No. 32, s. 2017).

Distance education is essential to any lifelong learning strategy. Learning

materials must be selected or developed to match the curriculum objectives, and

a suitable system of delivery and support must be devised.

According to Hernandez and Cudiamat (2017), gender-responsive education

should be introduced into the classroom to promote gender equality and increase

students' academic performance. Aikman et al. (2005) emphasized that unless a

focus is placed on the educational system itself, not only the number of girls in

school compared to the number of boys in school, but also what is taught and how

it is taught to the two groups in terms of gender equity in instructional supervision,

gender equity in instructional supervision will be lost.

Future directions in the field of gender development should emphasize areas

where the gender and development program could play a role in fostering more

variety in lesson material delivery, pedagogical methodologies, and age-

 6

appropriate gender and development advocacy awareness-raising initiatives

(Zosuls, 2011).

Developmental variables may limit the extent to which biological

predispositions can be exhibited, alter learners' ability to think about gender

cognitively, and expose them to harmful influences on a variety of social pressures

(Martin and Ruble, 2010). Individual differences in gender typing could be caused

by a variety of biological, cognitive, and sociocultural factors (Martin and Ruble,

2010).

In developing a policy for gender-fair education, consistency in assessing the

needs of students should be emphasized. Gender discrimination and inequality

could be fully addressed by tracking profiles of learners, monitoring, and evaluating

gender and development in classroom programs. It requires a consistent and

systematic response to the diversity of learners in order to address stereotyping.

Studies of gender stereotypes show that they attribute greater power to males

and helplessness to females, when they become aware of the status difference

applied to males and masculine activities relative to females and feminine activities

in most cultures (Martin and Ruble, 2010). A gender stereotype is a form of pre-

judgment, bias or limitation given to the roles and expectations of males and

females (USAID, 2015).

Since women are the target population in gender development, they have to

be fully involved the process by being trained to leadership positions in order to be

part of the decision-making process and be able to design policies that bring
 7

change for a consistent reduction of gender gap and disparities towards women

(Fernandes et al., 2015). Enduring gender issues has changed because of giving

equal opportunity to all learners that are embedded in the curriculum, instructional

materials, and strategies. It drives from nurturing the environment that is gender-

fair in addressing gender-based barriers such as discrimination and bullying.

Mainstreaming gender in education promotes stimulating classroom structuring

that is more sensitive to gender.

Several countries have pledged to treat women and men equally (for

example, the European Union member states and associated states in the Treaty

of Lisbon- European Commission, 2007), therefore GFL is widely recommended

(Schweizerische Bundeskanzlei, 1996, revised in 2009; UNESCO, 1999; National

Council of Teachers of English, 2002; European Commission, 2008; American

Psychological Association, 2009). However, GFL deployment is at various stages

in various nations and speech communities.

GFL guidelines were introduced in specific professional sectors across

national and linguistic boundaries in the 1970s. Authors of (psychological) articles,

books, instructional materials, and fiction must treat women and men equally, even

in the terminology they employ (Sadker et al., 1991). This type of publication

guideline has shown to be beneficial because authors must follow the rules in order

for their papers to be published. Masculine generic pronouns were uncommon in

writings authored by Australian academics (Pauwels, 2003). Similarly, an

examination of American
 8

Psychological Association journal publications from 1965 to 2004 indicated

the full removal of generic he from 1985 onwards, despite the presence of other,

more subtle gender biases such as androcentric reporting in tables and graphs

(Hegarty, 2006).

The relevance of school and education in the implementation of GFL cannot

be overstated. In most countries, there are few official GFL rules for educational

material authors (Eurydice, 2009), and only a few nations have schoolbook

regulations (e.g., Germany, Ireland, or Iceland). Similarly, just a few countries

require official evaluation or approval of schoolbooks.

In the United Kingdom, for example, educational authorities do not oversee

instructional materials, and schools make their own decisions. In today's German

schoolbooks, gender-neutral forms predominate, followed by masculine generics

and feminine-masculine word pairings (Moser and Hannover, 2014).

In the schoolbook sample studied, the two gender-neutral alternatives (word

pairs and neutralizing) dominated the masculine. This conclusion shows an

increase in GFL in schoolbooks, as previous studies on German school books

(e.g., Lindner and Lukesch, 1994; Preinsberger and Weisskircher, 1997) found a

prevalence of male generics. Feminine-masculine word pairings were combined

with masculine generics in several of the texts (Markom and Weinhäupl, 2007).

This discrepancy is troublesome since masculine forms may be interpreted

as referring only to men in the presence of word pairs (e.g., Gabriel et al., 2008)
 9

Scope and Limitations of the Study

This study was conducted to explore the use of gender fair language in the

English modules of the Department of Education in Mahabang Parang National

High School, Cardona Senior High School, Angono National High School,

Bernardo F. San Juan National High School, and Don Jose M. Ynares, Sr.

Memorial National High School. The study is limited to the experiences of 30

English high school teachers (18 JHS and 12 SHS teachers).

The imperatives of study are focused on the use and sensitivity of the themes

and descriptions of the phenomenon in the context of gender fair language. The

gender equity for equal opportunity framework was limited based on the

experiences of the participants as a primary source of data.

Statement of the Problem

The researchers intended to identify the gender representation present in the

following JHS and SHS learner’s materials.

It specifically aims to provide answers to the following questions:

1. What is the frequency of the correct usage and misused of gender-

fair language in the English modules of the Department of

Education? and;
 10

2. What is the perception of the teacher-respondents on the gender-

sensitivity of instructional materials in English used in the

Department of Education.

Theoretical Framework

This theoretical background provides a picture of how teachers are using

gender fair language in the learner’s English materials. A study by Jenkins (2005),

entitled ‘’Producing Gender sensitive learning material’’. Learning materials have

often been typical examples of the insensitive use of language and role modeling.

Men are shown as scientists (or mathematicians, or the like), whereas women have

traditionally been portrayed as mothers and wives and, if they attend school at all,

as students of "suitable" professions like teaching or nursing. The traditional roles

that have been imposed onto both male and female students for a long time are

maintained by these stereotypes.

The development of a person's mind is significantly influenced by their

education. One tool that can assist young adults in learning about social

interactions, norms, and values is the learner’s materials. The educational

challenge is making students more compassionate and capable of better human

behavior. Promoting gender equity in modules is critical for a variety of reasons,

including how it affects families, communities, and nations as well as individuals.

 11

The existing material can be altered at the classroom level to make it gender-

responsive when creating such instructional materials. According to Bala & Bakshi

(2017), more students have a negative opinion regarding gender sensitivity.

Therefore, there is a need to raise awareness about learning materials that are

gender responsive. School staff members may take action to lessen or abolish

gender bias in the module, resulting in more gender-inclusive learning materials

for all students.

Conceptual Framework

Instructional materials are ways and means to hand out instruction among

the learners and it also serves to view the equality of both genders. Hence,

Yulaelawa (2016) agreed that the learner’s materials will be used to help

comprehend gender fair instances. Instructional materials that are gender sensitive

can be a help in developing gender sensitivity, grasp social reality from a gender

perspective, address the issue of gender bias in the real world, shape mental

attitudes and behavior, and foster a culture that is gender inclusive.

Thus, describing the gender-sensitive instructional materials from the English

modules of the Department of Education and determining the level of applicability

on the use of teachers’ gender-sensitive instructional materials from Tariman

(2020) are the bases of concept of this study.

 12

The researchers considered it significant to conduct a research study on the

said area to cater a better understanding to the awareness of equality of gender

that the instructional material is offering and modify the gender fair language

embedded in texts, pictures and tasks.

Figure 1

Figure 1 depicts the conceptual framework, which illustrates the gender fair

analysis of the English learning material. As was previously mentioned, a thorough

reading of gender-related studies and literature was done to strengthen the input

of the study.

For the process, gender analysis was completed by evaluating instructional

material content, scrutinizing texts and pictorial presentations. Analysis of the parts

which are gender-fair language through describing the gender-sensitive

 13

instructional materials from the English modules of the Department of Education

was applied to equality portrayal of both sexes. For data collection, a constructed

and validated questionnaire that includes the degree of applicability on the use of

teachers' gender-sensitive instructional materials to target users was used.

Thus, conceptual evaluated English JHS and SHS modules was the output

of the study.

Significance of the Study

The researchers hope this research can give a powerful way to promote gender

equality and fight gender bias in language that gives contribution to some parties,

as follow:

For the Students. The results of this study will have a significant impact on

the students to be encouraged, through appropriate gender-fair learning materials,

to reflect on themselves as males and females with diverse but equal roles in

society. They may not only study the knowledge, abilities, and attitudes required

for English Junior High School and Senior High School, but they may also learn

about the dynamics of their gender.

For the Teachers. The result of this research can help the teachers to know

how to avoid bias towards a particular gender and less likely to convey stereotypes.

They may pay attention to gender sensitivity in the language's use and have the
 14

tools necessary to interact with students of any gender in a way that considers their

gender.

Administrators. It is believed that the current study would provide fresh

perspectives on gender-fair education, particularly when it comes to the creation

of instructional materials. Administrators may recommend use or alteration of the

learning materials considering the study's findings in order to minimize

stereotyping and better cater to gender sensitivity.

For the Learning Materials Developers. The findings of this study may

create an impact to the developers of learning material for they may be wary of the

use of language which is gender sensitive.

Future Researchers. Other researchers could use this study using different

methods. The parameters improve the study even further. The findings of this study

could be used as a foundation for future, parallel, or follow-up studies.

Definition of Terms

To facilitate the understanding of this study, different terms are defined herein.

Acceptability is defined conceptually as the process of determining the value

of updated Junior High School and Senior High School learning material in terms

of substance, relevance, authenticity, and appeal to target users (Bombani, 2015).

 15

Agender. Relating to a person who does not identify with any gender, or who

identifies as neutral or genderless.

Applicability. A determination if a statute, rule, or order should be applied,

and if so, how the law stated should be applied to the facts.

Cisgender. Referring to someone whose gender identity matches the sex

they were given at birth.

Discrimination. The unjust or prejudicial treatment of different categories of

people or things, especially on the grounds of race, age, or sex.

Gender Identity. A person's perception of and understanding of gender in

relation to their sense of identity.

Gender Expression. The external expression of one's gender identity,

frequently expressed through behavior, attire, hairstyle, or voice, which may or

may not conform to socially prescribed behaviors and traits typically associated

with being either masculine or feminine.

Gender Sensitivity. Relates to being “free from the gender stereotypes,

gender bias, and discrimination” (Jenkins, 2005).

Gender-fair Language. It is a language that avoids bias toward a particular

sex or gender and therefore is less likely to convey stereotypes. It is a powerful

way to promote gender equality and fight gender bias.

 16

Gender Relation Language. It refers to the relationship between the

language of male and females. Gender difference is not only a reflection of the

speeches between male and female, but also a reflection of their different living

styles and attitudes.

Nonbinary. A person who does not identify, or identify solely, as either a

woman or a man. More specific nonbinary identifiers include but are not limited to

terms such as agender and gender fluid.

Sexist language is a language that expresses bias in favor of one sex and

thus treats the other sex in a discriminatory manner (Lei, 2006)

Texts. The reading selections in the material being evaluated to see if it is

gender responsive.
 Chapter 2

RESEARCH METHODOLOGY

This chapter introduces the research design, setting of the study, subject of

the study, sources of data, and procedure of the study.

Research Design

The study employed both a qualitative and quantitative technique. The former

was used to assess whether the content of English JHS and SHS material depicts

equality in the roles of men and women. Meanwhile, the latter was used to

determine the level of applicability in the use of Gender-fair language in the English

JHS and SHS learning modules of the Department of Education. Data was

collected using validated questionnaires, and the results were quantitatively

interpreted.

Setting of the Study

The study was conducted in Mahabang Parang National High School,

Cardona Senior High School, Angono National High School, Bernardo F. San Juan

National High School, and Don Jose M. Ynares, Sr. Memorial National High

School. It is an immediate environment of the researchers where access to data is

greatly possible.
 18

Subject of the Study

The study's participants were 30 English teachers from the aforementioned

schools. They were specifically chosen because the study's primary focus was on

the use of gender fair language analysis of English JHS and SHS modules and its

sensitivity to sexist language. This is due to the fact that they were the ones who

could gain access to data.

Sources of Data

Interview guidelines were used to assess the Junior High School and Senior

High School instructors' available instructional materials.

The gender-fair language of instructional materials used by JHS and SHS

instructors was determined using a survey-questionnaire. Other sources of

information included teacher-created educational materials, which allowed the

researchers to determine if teachers were using non-stereotype or gender

stereotype instructional materials.

An instrument by Bantoc (2014) was adopted for the applicability of the

English JHS and SHS learning material. It was rated within the scale of Always

Applied (AA), Frequently Applied (FA), Rarely Applied (RA) and Not Applied (NA).
 19

Procedure of the Study

The thesis adviser approved this study entitled „‟A Content Analysis of

Gender-Fair Language in the English Module of the Department of Education‟.

Upon his approval, the researchers made a letter to make the study possible for

the validity and reliability of this instrumentation and pre-tested to the English

Teachers of Mahabang Parang National High School, Cardona Senior High

School, Angono National High School, Bernardo F. San Juan National High

School, and Don Jose M. Ynares, Sr. Memorial National High School.

After the questionnaire has been validated and found reliable, the

researchers wrote a letter addressed to the principals of the aforementioned

schools for permission to conduct the study.

The researchers employed the English JHS and SHS modules as the

material for the gender fair language content analysis. The texts were thoroughly

examined and read to see whether the tasks provided are sufficiently gender

responsive.

The researchers were then guided by the gender-fair in language criteria,

which included a guidebook, a Gender-fair language primer, and the evaluation of

teaching material from a gender sensitivity seminar. As evidence, the collected

data, images, and texts were digitized. Finally, 30 DepEd Rizal English language

teachers evaluated the content.

 20

Statistical Treatment

To reveal the level of applicability of the English JHS and SHS material,

weighted mean was used. The formula is:

WM = 4f + 3f + 2f + f

Where:

WM = Weighted mean value

f = frequency of responses

N = total number of cases

The scale for applicability rating which was used to interpret data is as follows:

Point Score Point Interval Descriptive Rating

4 3.26 - 4.00 Always Applied (AA)

3 2.51 - 3.25 Frequently Applied (FA)

2 1.76 - 2.50 Rarely Applied (RA)

1 1.00 - 1.75 Not Applied (NA)

 Chapter 3

RESULTS AND DISCUSSION

This chapter presents the gender-fair language analysis of the English JHS and

SHS learning module and interpretation of the computed data for the applicability

of the English JHS and SHS Modules.

Gender-fair Analysis of English Junior High School and Senior High School
Learning Material of Department of Education
The following investigated tasks fall under the categories of gender fair in

language. The analysis of the module was based on the guide in Gender-fair

Primer which was published in University of the Philippines and evaluation of

instructional materials from the seminar of gender sensitivity.

I. Use of plural pronouns and/or articles instead of he, his, or him unless the

antecedent is obviously male:

a. Use plural antecedent (their, themselves)

b. Use the relative pronoun who instead of he

c. Use One, we or you

d. Substitute articles (a, an, the) instead of his

e. Delete he, his, and him altogether. The sentence may be recast in

the form of an impersonal or passive construction.

II. Use of specific noun, verbs and other words instead of the generic use of

man:

a. Replace man with specific nouns or verbs

 22

b. Use nouns that encompass both man and woman

c. Add women in making general statements

III. Eliminate sexism in the symbolic representations of gender in words,

sentences and text:

a. Take the context of the word, analyze its meaning, and eliminate

sexism in the concept

b. Find precise words to delineate the thing itself from supposedly sex-

linked characteristics.

IV. Use of inclusive/jobs titles and/or specific nouns when addressing persons

formally:

a. Use of Ms. instead of Mrs.

b. Use a married woman’s first name instead of her husband

c. Use the corresponding titles for female

V. Eliminate sexual stereotyping of roles:

a. Use the same term for both genders when it comes to profession or

employment.

b. Use in gender fair terms in lexical terms

c. Treat men and women in a parallel manner

d. Avoid language that reinforces stereotyping images

e. Avoid language that catches attention to the sex role of men and

women

f. Avoid unnecessary gender-linked prefixes and suffixes

 23

OVERALL ANALYSIS OF THE FREQUENCY OF VIOLATIONS IN THE USE

OF GENDER-FAIR LANGUAGE IN THE MODULES OF DEPARTMENT OF
EDUCATION

I. Use of plural pronouns and/or articles instead of he, his, or him unless
the antecedent is obviously male:

Total Frequency
Percentage
Words Violations

a. Use plural pronouns and

9,827 69 0.70%
antecedent

b. Use of the relative pronoun who

9,827 45 0.46%
instead of he

c. Use one, we or you 9,827 61 0.62%

d. Substitute articles (a, an, the) 9,827 53 0.54%

e. Deleting of he, his, and him

altogether. The sentence may not
9,827 41 0.42%
be recast in the form of an
impersonal or passive construction

TOTAL 273 2.79%

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, JHS and SHS modules show 2.79%

words violation of the Gender-fair language.

The dominating number of violations in the use of plural pronouns and

antecedent was identified to be used in the sentences. According to a gender-fair

language primer, the pronouns he and his are employed to replace generic man

and pose the same issues because it was observed choosing between the two

genders. Similarly, if these are utilized excessively, it can cause ambiguity among

students.
 24

To avoid discrimination and gender inequality, it is still advisable to use these

pronouns, but you should be careful to change their order. However, modifying it

with the general perspective, such as third-person pronouns, is the safest course

of action.

II. Use of specific noun, verbs and other words instead of the generic use
of man:

Total Frequency
Percentage
Words Violations

a. Replace man with a specific 9,827 24 0.24%

noun or verb.

b. Use nouns that encompass

both man and woman 9,827 11 0.11%

c. Add women in making general

9,827 12 0.12%
statements

TOTAL 47 0.50%

In terms of the use of specific nouns, verbs and other words instead of the

generic use of man, JHS and SHS modules show 0.50% words violation of the

Gender-fair language.

The table indicates that replacing man with a specific word or verb results in

a significant incidence of violation. Words in which the generic 'man' was used as

the subject of a sentence. In this scenario, women are not included in the

punishment, which is unfair to them. To make it more equal, it should be modified

to utilize third person pronouns.

 25

III. Eliminate sexism in the symbolic representations of gender in words,

sentences and text

Total Frequency
Percentage
Words Violations

a. Take the context of the word,

analyze its meaning, and eliminate 9,827 5 0.05%
sexism in the concept

b. Find precise words to delineate the

thing itself from supposedly sex- 9,827 3 0.03%
linked characteristics.

TOTAL 8 0.08%

In terms of eliminating sexism in the symbolic representations of gender in

words, sentences and text, JHS and SHS modules show 0.08% words violation of

the Gender-fair language.

In a gender-fair language primer, the alternatives to commonly used bias in gender

were proposed; one of these was to use parents instead of merely mother to avoid

the unfair role of the father.

IV. Use of inclusive/jobs titles and/or specific nouns when addressing

persons formally:

Total Frequency
Percentage
Words Violations

a. Use of Ms. instead of Mrs. 9,827 6 0.06%

b. Use a married woman’s first

9,827 6 0.06%
name instead of her husband’s

c. Use the corresponding titles for

9,827 6 0.06%
female

TOTAL 18 0.18%
 26

In terms of use of inclusive/jobs titles and/or specific nouns when addressing

persons formally, JHS and SHS modules show 0.18% words violation of the

Gender-fair language.

There should be, according to the standards for evaluating instructional

materials, every presentation should have a gender balance. As an outcome,

pronouns should be altered to third person pronouns to avoid an imbalanced

portrayal of both genders.

V. Eliminate sexual stereotyping of roles:

Total Frequency
Percentage
Words Violations

a. Use the same term for both

genders when it comes to 9,827 17 0.17%
profession or employment.

b. Use gender fair in terms in lexical

9,827 16 0.16%
terms.

c. Treat men and women in a

9,827 7 0.07%
parallel manner.

d. Avoid language that reinforces

9,827 21 0.21%
stereotyping images.

e. Avoid language that catches

attention to the sex role of men 9,827 17 0.17%
and women.

f. Avoid unnecessary gender-linked

9,827 17 0.17%
prefixes and suffixes.

TOTAL 95 0.97%

In terms of eliminating sexual stereotyping of roles, JHS and SHS modules

show 0.97% words violation of the Gender-fair language.

 27

Some of the text and graphical depictions were add-ons to separate male

and female characters. Males are portrayed as wise, investigators, and claimants

who are engaged in hard labor and valued for their achievements. On the other

side, women are viewed as writers, playwrights, and thought organizers.

The different types of employment that men and women engage in should

also be considered. Therefore, more words and images that referred to positive

characters and the appearance of both genders in the tasks should be added to

the tasks that only focused on male or female, as well as the roles they played.

In general, the researchers discovered 442 textual presentations and

evidence of sexism in language, including instances from texts, poems, reading

selections, movie reviews, and titles of women in relation to males.

The representation of these words of gender biases exhibits unequal

portrayal of image, since only men and only women in different tasks were

employed. As a result, the researchers identified the material by using different

options such as reading writings and examples, as well as photographs of a

woman and a man working together on chores.

The analysis in the module was driven by criteria or a primer regarding

sexism in language, with the goal of eliminating the use of sexist language so that

the module would be responsive to gender equality.

 28

OVERVIEW OF VIOLATIONS FOUND IN SELECTED JUNIOR HIGH AND

SENIOR HIGH SCHOOL ENGLISH MODULES QUARTER 1 LESSONS

English Grade 7
Alternative Delivery Mode
Quarter 1 - Module 1-10
First Edition, 2020

Table 1. Analysis in the Number of Violations in the English Module of

Grade 7 of the Department of Education Under the Category I
VIOLATION in Gender Fair Language Use Word Total no. of
according to Gender-fair Primer Count Violations

I. Use of plural pronouns and/or articles

instead of he, his, or him unless the
antecedent is obviously male:

68
1,828
A B C D E

16 10 27 10 5

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, English Grade 7 Alternative Delivery

Mode Quarter 1 reveals 68 words out of 1,828 that violates the Gender-fair

language with 16 of those words in column (A) Use plural pronouns and

antecedent, 10 in (B) Use of the relative pronoun who instead of he, 27 in (C) Use

one, we or you, 10 in (D) Substitute articles (a, an, the) and 5 in (E) Deleting of he,

his, and him altogether. The sentence may not be recast in the form of an

impersonal or passive construction.

 29

Table 2. Analysis in the Number of Violations in the English Module of

Grade 7 of the Department of Education Under the Category II

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

II. Use of specific noun, verbs and other

words instead of the generic use of man:
1,828 19
A B C

15 2 2

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 7 Alternative Delivery Mode Quarter 1 reveals

19 words out of 1,828 that violates the Gender-fair language with 15 of those words

in column (A) Replace man with a specific noun or verb, 2 in (B) use nouns that

encompass both man and woman, and 2 in (C) add women in making general

statements.

Table 3. Analysis in the Number of Violations in the English Module of

Grade 7 of the Department of Education Under the Category III

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

III. Eliminate sexism in the symbolic

representations of gender in words, sentences and
text:
1,828 0
A B

0 0

In terms of the elimination of sexism in the symbolic representations of

gender in words, sentences and text, English Grade 7 Alternative Delivery Mode

Quarter 1 reveals no violation of the Gender-fair language out of 1,828 both in

column (A) Take the context of the word, analyze its meaning, and eliminate sexism
 30

in the concept, and in (B) Find precise words to delineate the thing itself from

supposedly sex-linked characteristics.

Table 4. Analysis in the Number of Violations in the English Module of

Grade 7 of the Department of Education Under the Category IV

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:
1,828 0
A B C

0 0 0

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 7 Alternative Delivery Mode Quarter 1 reveals

no word out of 1,828 that violates the Gender-fair language in column (A) Use of

Ms. instead of Mrs, (B) Use a married woman’s first name instead of her husband’s,

and (C) Use the corresponding titles for female.

Table 5. Analysis in the Number of Violations in the English Module of

Grade 7 of the Department of Education Under the Category V

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

V. Eliminate sexual stereotyping of roles:

A B C D E F
1,828 5
1 0 0 1 2 1

In terms of the elimination of sexual stereotyping of roles, English Grade 7

Alternative Delivery Mode Quarter 1 reveals 5 words out of 1,828 that violates the

Gender-fair language with 1 of those words in column (A) Use the same term for
 31

both genders when it comes to profession or employment, 0 in (B) Use gender fair

in terms in lexical terms, 0 in (C) Treat men and women in a parallel manner, 1 in

(D) Avoid language that reinforces stereotyping images, 2 in (E) Avoid language

that catches attention to the sex role of men and women and 1 in (F) Avoid

unnecessary gender-linked prefixes and suffixes.

English Grade 8
Alternative Delivery Mode
Quarter 1 - Module 1-10
First Edition, 2020

Table 6. Analysis in the Number of Violations in the English Module of

Grade 8 of the Department of Education Under the Category I

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

I. Use of plural pronouns and/or articles instead of

he, his, or him unless the antecedent is
obviously male:
1,687 26
A B C D E

3 6 4 8 5

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, English Grade 8 Alternative Delivery

Mode Quarter 1 reveals 26 words out of 1,687 that violates the Gender-fair

language with 3 of those words in column (A) Use plural pronouns and antecedent,

6 in (B) Use of the relative pronoun who instead of he, 4 in (C) Use one, we or

you, 8 in (D) Substitute articles (a, an, the) and 5 in (E) Deleting of he, his, and him

altogether. The sentence may not be recast in the form of an impersonal or passive

construction.
 32

Table 7. Analysis in the Number of Violations in the English Module of

Grade 8 of the Department of Education Under the Category II

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

II. Use of specific noun, verbs and other words

instead of the generic use of man:

A B C 1,687 6

1 2 3

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 8 Alternative Delivery Mode Quarter 1 reveals

6 words out of 1,687 that violates the Gender-fair language with 1 of those words

in column (A) Replace man with a specific noun or verb, 2 in (B) use nouns that

encompass both man and woman, and 3 in (C) add women in making general

statements.

Table 8. Analysis in the Number of Violations in the English Module of

Grade 8 of the Department of Education Under the Category III

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

III. Eliminate sexism in the symbolic

representations of gender in words,
sentences and text:
1,687 1
A B

0 1

In terms of the elimination of sexism in the symbolic representations of

gender in words, sentences and text, English Grade 8 Alternative Delivery Mode

Quarter 1 reveals only 1 word that violates the Gender-fair language out of 1,687
 33

with no violation in column (A) Take the context of the word, analyze its meaning,

and eliminate sexism in the concept, and 1 in (B) Find precise words to delineate

the thing itself from supposedly sex-linked characteristics.

Table 9. Analysis in the Number of Violations in the English Module of

Grade 8 of the Department of Education Under the Category IV

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:

A B C 1,687 3

2 1 0

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 8 Alternative Delivery Mode Quarter 1 reveals

3 words out of 1,687 that violates the Gender-fair language with 2 of those words

in column (A) Use of Ms. instead of Mrs, 1 in (B) Use a married woman’s first name

instead of her husband’s, and 0 in (C) Use the corresponding titles for female.

Table 10. Analysis in the Number of Violations in the English Module

of Grade 8 of the Department of Education Under the Category V

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

V. Eliminate sexual stereotyping of roles:

A B C D E F
1,687 24
0 4 2 10 1 7
 34

In terms of the elimination of sexual stereotyping of roles, English Grade 8

Alternative Delivery Mode Quarter 1 reveals 24 words out of 1,687 that violates the

Gender-fair language with no violation of those words in column (A) Use the same

term for both genders when it comes to profession or employment, 4 in (B) Use

gender fair in terms in lexical terms, 2 in (C) Treat men and women in a parallel

manner, 10 in (D) Avoid language that reinforces stereotyping images, 1 in (E)

Avoid language that catches attention to the sex role of men and women and 7 in

(F) Avoid unnecessary gender-linked prefixes and suffixes.

English Grade 9
Alternative Delivery Mode
Quarter 1 - Module 1-10
First Edition, 2020

Table 11. Analysis in the Number of Violations in the English Module

of Grade 9 of the Department of Education Under the Category I

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

I. Use of plural pronouns and/or articles instead of

he, his, or him unless the antecedent is obviously
male:

A B C D E 1,705 23

5 3 6 6 3

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, English Grade 9 Alternative Delivery

Mode Quarter 1 reveals 23 words out of 1,705 that violates the Gender-fair

language with 5 of those words in column (A) Use plural pronouns and antecedent,
 35

3 in (B) Use of the relative pronoun who instead of he, 6 in (C) Use one, we or

you, 6 in (D) Substitute articles (a, an, the) and 3 in (E) Deleting of he, his, and him

altogether. The sentence may not be recast in the form of an impersonal or passive

construction.

Table 12. Analysis in the Number of Violations in the English Module

of Grade 9 of the Department of Education Under the Category II

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

II. Use of specific noun, verbs and other words

instead of the generic use of man:
1,705 8
A B C

3 4 1

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 9 Alternative Delivery Mode Quarter 1 reveals

8 words out of 1,705 that violates the Gender-fair language with 3 of those words

in column (A) Replace man with a specific noun or verb, 4 in (B) use nouns that

encompass both man and woman, and 1 in (C) add women in making general

statements.

Table 13. Analysis in the Number of Violations in the English Module

of Grade 9 of the Department of Education Under the Category III

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

III. Eliminate sexism in the symbolic

representations of gender in words, sentences and
text:
 36

A B 1,705 7

5 2

In terms of the elimination of sexism in the symbolic representations of

gender in words, sentences and text, English Grade 9 Alternative Delivery Mode

Quarter 1 reveals 7 word that violates the Gender-fair language out of 1,705 with

5 of those words in column (A) Take the context of the word, analyze its meaning,

and eliminate sexism in the concept, and 2 in (B) Find precise words to delineate

the thing itself from supposedly sex-linked characteristics.

Table 14. Analysis in the Number of Violations in the English Module

of Grade 9 of the Department of Education Under the Category IV

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:
1,705 12
A B C

3 3 6

In terms of the use of specific noun, verbs and other words instead of the

generic use of man, English Grade 9 Alternative Delivery Mode Quarter 1 reveals

12 words out of 1,705 that violates the Gender-fair language with 3 of those words

in column (A) Use of Ms. instead of Mrs, 3 in (B) Use a married woman’s first name

instead of her husband’s, and 6 in (C) Use the corresponding titles for female.
 37

Table 15. Analysis in the Number of Violations in the English Module

of Grade 9 of the Department of Education Under the Category V

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

V. Eliminate sexual stereotyping of roles:

1,705 29
A B C D E F

11 3 4 5 2 4

In terms of the elimination of sexual stereotyping of roles, English Grade 9

Alternative Delivery Mode Quarter 1 reveals 29 words out of 1,705 that violates the

Gender-fair language with 11 of those words in column (A) Use the same term for

both genders when it comes to profession or employment, 3 in (B) Use gender fair

in terms in lexical terms, 4 in (C) Treat men and women in a parallel manner, 5 in

(D) Avoid language that reinforces stereotyping images, 2 in (E) Avoid language

that catches attention to the sex role of men and women and 4 in (F) Avoid

unnecessary gender-linked prefixes and suffixes.

English Grade 10
Alternative Delivery Mode
Quarter 1 - Module 1-10
First Edition, 2020

Table 16. Analysis in the Number of Violations in the English Module

of Grade 10 of the Department of Education Under the Category I

Word Total no. of

VIOLATION in Gender Fair Language Use Count Violations
according to Gender-fair Primer

I. Use of plural pronouns and/or articles instead of

he, his, or him unless the antecedent is obviously
male:
 38

A B C D E 2,328 57

9 13 8 15 12

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, English Grade 10 Alternative Delivery

Mode Quarter 1 reveals 57 words out of 2,328 that violates the Gender-fair

language with 9 of those words in column (A) Use plural pronouns and antecedent,

13 in (B) Use of the relative pronoun who instead of he, 8 in (C) Use one, we or

you, 15 in (D) Substitute articles (a, an, the) and 12 in (E) Deleting of he, his, and

him altogether. The sentence may not be recast in the form of an impersonal or

passive construction.

Table 17. Analysis in the Number of Violations in the English Module

of Grade 10 of the Department of Education Under the Category II

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

II. Use of specific noun, verbs and other words

instead of the generic use of man:

2,328 3
A B C

1 1 1

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 10 Alternative Mode Quarter 1 reveals 3 words

out of 2,328 that violates the Gender-fair language with 1 of those words in column

(A) Replace man with a specific noun or verb, 1 in (B) use nouns that encompass

both man and woman, and 1 in (C) add women in making general statements.
 39

Table 18. Analysis in the Number of Violations in the English Module

of Grade 10 of the Department of Education Under the Category III

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

III. Eliminate sexism in the symbolic

representations of gender in words, sentences and
text:

2,328 0
A B

0 0

In terms of the elimination of sexism in the symbolic representations of

gender in words, sentences and text, English Grade 10 Alternative Delivery Mode

Quarter 1 reveals no violation of the Gender-fair language out of 2,328 both in

column (A) Take the context of the word, analyze its meaning, and eliminate

sexism in the concept, and in (B) Find precise words to delineate the thing itself

from supposedly sex-linked characteristics.

Table 19. Analysis in the Number of Violations in the English Module

of Grade 10 of the Department of Education Under the Category IV

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:

A B C 2,328 0

0 0 0

In terms of the use of specific noun, verbs and other words instead of the

generic use of man:, English Grade 10 Alternative Delivery Mode Quarter 1 reveals

no word out of 2,328 that violates the Gender-fair language in column (A) Use of
 40

Ms. instead of Mrs, 3 in (B) Use a married woman’s first name instead of her

husband’s, and 6 in (C) Use the corresponding titles for female.

Table 20. Analysis in the Number of Violations in the English Module

of Grade 10 of the Department of Education Under the Category V

Word Total no. of

VIOLATION in Gender Fair Language Use
Count Violations
according to Gender-fair Primer

V. Eliminate sexual stereotyping of roles:

A B C D E F
2,328 29

3 9 1 4 7 5

In terms of the elimination of sexual stereotyping of roles, English Grade 10

Alternative Delivery Mode Quarter 1 reveals 29 words out of 2,328 that violates the

Gender-fair language with 3 of those words in column (A) Use the same term for

both genders when it comes to profession or employment, 9 in (B) Use gender fair

in terms in lexical terms, 1 in (C) Treat men and women in a parallel manner, 4 in

(D) Avoid language that reinforces stereotyping images, 7 in (E) Avoid language

that catches attention to the sex role of men and women and 5 in (F) Avoid

unnecessary gender-linked prefixes and suffixes.

 41

21st Century Literature from the Philippines and the World – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 1-10
First Edition, 2021

Table 21. Analysis in the Number of Violations in the English Module

of Grade 11 of the Department of Education Under the Category I

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

I. Use of plural pronouns and/or articles instead of

he, his, or him unless the antecedent is obviously
male:

A B C D E 2,279 53

18 9 5 13 8

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, 21st Century Literature from the

Philippines and the World Alternative Delivery Mode Quarter 1 reveals 53 words

out of 2,279 that violates the Gender-fair language with 18 of those words in

column (A) Use plural pronouns and antecedent, 9 in (B) Use of the relative

pronoun who instead of he, 5 in (C) Use one, we or you, 13 in (D) Substitute

articles (a, an, the) and 8 in (E) Deleting of he, his, and him altogether. The

sentence may not be recast in the form of an impersonal or passive construction.

 42

Table 22. Analysis in the Number of Violations in the English Module

of Grade 11 of the Department of Education Under the Category II

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

II. Use of specific noun, verbs and other words

instead of the generic use of man:

A B C 2,279 10

3 2 5

In terms of the use of specific noun, verbs and other words instead of the

generic use of man, 21st Century Literature from the Philippines and the World

Alternative Delivery Mode Quarter 1 reveals 10 words out of 2,279 that violates the

Gender-fair language with 3 of those words in column (A) Replace man with a

specific noun or verb, 2 in (B) use nouns that encompass both man and woman,

and 5 in (C) add women in making general statements.

Table 23. Analysis in the Number of Violations in the English Module of

Grade 11 of the Department of Education Under the Category III\

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

III. Eliminate sexism in the symbolic

representations of gender in words, sentences and
text:

A B 2,279 0

0 0
 43

In terms of the elimination of sexism in the symbolic representations of

gender in words, sentences and text, 21st Century Literature from the Philippines

and the World Alternative Delivery Mode Quarter 1 reveals no violation of the

Gender-fair language out of 2,279 both in column (A) Take the context of the word,

analyze its meaning, and eliminate sexism in the concept, and in (B) Find precise

words to delineate the thing itself from supposedly sex-linked characteristics.

Table 24. Analysis in the Number of Violations in the English Module

of Grade 11 of the Department of Education Under the Category IV

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:

2,279 0
A B C

0 0 0

In terms of the use of specific noun, verbs and other words instead of the

generic use of man, 21st Century Literature from the Philippines and the World

Alternative Delivery Mode Quarter 1 reveals no word out of 2,279 that violates the

Gender-fair language in column (A) Use of Ms. instead of Mrs, (B) Use a married

woman’s first name instead of her husband’s, and (C) Use the corresponding titles

for female.
 44

Table 25. Analysis in the Number of Violations in the English Module

of Grade 11 of the Department of Education Under the Category V

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

V. Eliminate sexual stereotyping of roles:

2,279 5
A B C D E F

0 0 0 1 4 0

In terms of the elimination of sexual stereotyping of roles, 21st Century

Literature from the Philippines and the World Alternative Delivery Mode Quarter 1

reveals 5 words out of 2,279 that violates the Gender-fair language with none of

those words in column (A) Use the same term for both genders when it comes to

profession or employment, (B) Use gender fair in terms in lexical terms, (C) Treat

men and women in a parallel manner, 1 in (D) Avoid language that reinforces

stereotyping images, 4 in (E) Avoid language that catches attention to the sex role

of men and women and 0 in (F) Avoid unnecessary gender-linked prefixes and

suffixes.
 45

Media and Information Literacy– Grade 12

Alternative Delivery Mode
Quarter 1 – Module 1-10
First Edition, 2019

Table 26. Analysis in the Number of Violations in the English Module

of Grade 12 of the Department of Education Under the Category I

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

I. Use of plural pronouns and/or articles instead of

he, his, or him unless the antecedent is obviously
male:

A B C D E 1,914 42

18 4 11 1 8

In terms of the use of plural pronouns and/or articles instead of he, his, or him

unless the antecedent is obviously male, Media and Information Literacy– Grade

12 Alternative Delivery Mode Quarter 1 reveals 42 words out of 1,914 that violates

the Gender-fair language with 18 of those words in column (A) Use plural pronouns

and antecedent, 4 in (B) Use of the relative pronoun who instead of he, 11 in (C)

Use one, we or you, 1 in (D) Substitute articles (a, an, the) and 8 in (E) Deleting of

he, his, and him altogether. The sentence may not be recast in the form of an

impersonal or passive construction.

 46

Table 27. Analysis in the Number of Violations in the English Module

of Grade 12 of the Department of Education Under the Category II

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

II. Use of specific noun, verbs and other words

instead of the generic use of man:

1,914 1
A B C

1 0 0

In terms of the use of specific noun, verbs and other words instead of the

generic use of man, Media and Information Literacy– Grade 12 Alternative Delivery

Mode Quarter 1 reveals only 1 word out of 1,914 that violates the Gender-fair

language with that word in column (A) Replace man with a specific noun or verb,

no violation in (B) use nouns that encompass both man and woman, and still no

violation in (C) add women in making general statements.

Table 28. Analysis in the Number of Violations in the English Module

of Grade 12 of the Department of Education Under the Category III

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

III. Eliminate sexism in the symbolic

representations of gender in words, sentences
and text:
1,914 0
A B

0 0

In terms of the elimination of sexism in the symbolic representations of

gender in words, sentences and text, Media and Information Literacy – Grade 12

Alternative Delivery Mode Quarter 1 reveals no violation of the Gender-fair

 47

language out of 1,914 both in column (A) Take the context of the word, analyze its

meaning, and eliminate sexism in the concept, and in (B) Find precise words to

delineate the thing itself from supposedly sex-linked characteristics.

Table 29. Analysis in the Number of Violations in the English Module

of Grade 12 of the Department of Education Under the Category IV

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

IV. Use of inclusive/jobs titles and/or specific

nouns when addressing persons formally:

A B C 1,914 3

1 2 0

In terms of the use of specific noun, verbs and other words instead of the

generic use of man, Media and Information Literacy – Grade 12 Alternative

Delivery Mode Quarter 1 reveals 3 word out of 1,914 that violates the Gender-fair

language in 1 in column (A) Use of Ms. instead of Mrs, 2 in (B) Use a married

woman’s first name instead of her husband’s, and 0 (C) Use the corresponding

titles for female.

Table 30. Analysis in the Number of Violations in the English Module

of Grade 12 of the Department of Education Under the Category V

VIOLATION in Gender Fair Language Use Word Total no. of

according to Gender-fair Primer Count Violations

V. Eliminate sexual stereotyping of roles:

A B C D E F
1,914 3
2 0 0 0 1 0
 48

In terms of the elimination of sexual stereotyping of roles, Media and

Information Literacy – Grade 12 Alternative Delivery Mode Quarter 1 reveals 3

words out of 1,914 that violates the Gender-fair language with 2 of those words in

column (A) Use the same term for both genders when it comes to profession or

employment, none in (B) Use gender fair in terms in lexical terms, (C) Treat men

and women in a parallel manner, (D) Avoid language that reinforces stereotyping

images, 1 in (E) Avoid language that catches attention to the sex role of men and

women and also 0 in (F) Avoid unnecessary gender-linked prefixes and suffixes.

Table 31. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School and Senior High School of DepEd

Gender-fair Instructional
Material
Gender-fair Criteria
Weighte
Interpretation Rank
d Mean

1. Spoken and written language uses

3.70 Always Applied 5
gender-neutral forms.

2. Male and female appear equally often

3.80 Always Applied 3
and with the same importance.

3. Male and female appear to the same

3.80 Always Applied 3
extent.
 49

4. The presentation of male and female in

the materials is at the same hierarchical

3.63 Always Applied 7
levels.

5. Strong role models with whom women

3.57 Always Applied 9.5
can identify positively.

6. Women make decisions on issues that

3.77 Always Applied 4
affect their lives.

7. The language usage is not demeaning

3.67 Always Applied 6.5
to women.

8. The material enhances the self-image

9.5
3.57 Always Applied
of women.

9. The materials should not perpetuate

sexist myths which have been developed

3.43 Always Applied 11
about women.

10. Women’s most crucial characteristics

3.57 Always Applied 9.5
should not be their looks.

11. The themes, subjects, and pictures

used in instructional materials connect to

the life experiences of both male and 3.60 Always Applied 8

female pupils.
 50

12. The materials should be presented as

to eliminate damaging feelings of

superiority based on patriarchy in the 3.50 Always Applied 10.5

male person.

13. The illustrations used should provide

non-stereotypes of women in active,

3.40 Always Applied 12
dominant roles.

14. The roles of women should be

adequately represented and from a

3.50 Always Applied 10.5
women's perspective.

15. The content is free of terms deemed

insulting and degrading by women

3.67 Always Applied 6.5
themselves.

16. The authors/editors have developed

an understanding and sensitivity to

3.57 Always Applied 9.5
gender.

Average Weighted Mean 3.61 Always Applied

Gender-fair concepts were considered or integrated into the instructional

materials used by JHS and SHS teachers. The level of applicability on the use of

IMs in the classroom has (16) sixteen criteria that show how they can be non-
 51

stereotype or non-bias in terms of gender, as shown in Table 1. Based on the

appraisal of the respondents, the level of applicability on the use of teachers’

gender-fair instructional materials was interpreted as “Always Applied”.

In terms of how male and female are depicted in the modules of Junior High

School and Senior High School of Department of Education from a gender

perspective, it was generally interpreted from the responses that the ways that

male and female are depicted in the learning or instructional materials appeared

“Always Applied” and were given the same importance as they develop their own

IMs. It also demonstrates that while they construct teacher-made instructional

materials, portions of their IMs such as photos, texts, figures, contents, and details

appeared to promote gender equality, gender-responsive awareness, and a

gender-fair learning environment. Furthermore, the graphics utilized in their IMs

depict non-stereotypes and active women.

The ranking could imply that JHS and SHS teachers in DepEd Rizal have

consistently utilized information on how to construct gender-fair instructional

materials for Junior High School and Senior High School. Furthermore, they are

already familiar with the majority of the criteria that define how IMs or modules

might become gender neutral.

They are also aware that using gender-fair modules in the teaching and

learning process will result in the best learning possible because it will help

students become more self-conscious and feel more gender equal.

 52

This result supports the hypothesis that by creating such instructional tools,

the existing text can be modified at the classroom level to make it gender

responsive. It is consistent with Bala & Bakshi's (2017) findings. Furthermore, the

teacher can add interpretations and examples to capture gender responsiveness

wherever gender-biased representations, examples, or assertions arise in the

educational materials. Additionally, teachers can create their own gender-

responsive teaching and learning resources.

Additionally, modules are teaching and learning tools that teachers employ

to support students in achieving their targeted learning objectives, goals, and

outcomes. Teaching and learning are meaningfully made through visual and aural

means. These tools target the user's sensory organs, grab pupils' attention, cater

to their unique demands, make learning permanent, speed up recall, and save time

(Elaldi, 2018).

Therefore, Owens (2016) argued that in order to fully utilize the promise of

early intervention to close a widening gender gap in lifetime educational success,

educators and policymakers must have a better understanding of gender

differences.
 Chapter 4

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study conducted. This also presents the

findings derived from analysis and interpretation of the results. Moreover, this

imparts the conclusions framed and the recommendations thereafter.

Summary of the Findings

A fast-paced society attracts the best to provide quality and equal

education to students. It emphasizes the importance of men and women in society,

the classroom, and even teaching materials. As a result, this study supplements

the long-standing problem of gender equality by investigating newly-distributed

and published instructional material and modules used in the K–12 curriculum; it

was considered using gender fair but still some words are recognized to be

violating gender fair language. Finally, the DepEd module can be utilized.

According to 30 language teachers who evaluated the analyzed activities in the

classroom.

In terms of the images, texts, figures, contents, and specifics

discovered in their IMs, the majority of the modules for JHS and SHS looked to

support gender equality, gender-responsive awareness, and a gender-fair learning

environment. Additionally, it was found that their IMs and modules specifically

portray active women and avoid stereotyping.

 54

According to JHS and SHS teachers in Rizal, the level of applicability

for the use of gender-fair instructional materials/modules was interpreted as

"Always Applied." These were evaluated by the language teachers of the different

schools namely; Mahabang Parang National High School, Cardona Senior High

School, Angono National High School, Bernardo F. San Juan National High

School, and Don Jose M. Ynares, Sr. Memorial National High School.

Both qualitative and quantitative methodologies were used in the

investigation. The former was used to analyze and pinpoint the sentences and

images from the English JHS and SHS that were gender-neutral. The latter,

however, was used to determine whether or not the altered texts and images

examined in the textbook could be considered gender-equal.

Conclusions

Based on the summary of findings, the following are concluded:

1. In terms of photos, texts, figures, contents, and information contained in

their modules, the majority of the accessible instructional materials for JHS

and SHS appeared to support gender equality, gender-responsive

awareness, and gender-fair learning environment. It was also established

that their modules and IM's provide non-stereotypes and, in particular,

active women's representation.

 55

2. As rated by JHS and SHS teachers in DepEd Rizal, the level of application

of teachers' gender-fair modules in the classroom was interpreted as

"Always Applied."

3. Developmental intervention in the form of instructional material designs was

created to sustain the development of gender-fair modules for JHS and SHS

in order to increase JHS and SHS students' gender-responsive awareness.

Recommendations

From the conclusions drawn, the following recommendations were suggested:

1. A similar study might be undertaken in various locations and with different

respondents to get data from different schools and English teachers that

teach the language.

2. Coordinators/supervisors of the Learning Resource Management and

Development System (LRMDS), school administrators, and teacher trainers

may create normative standards for creating gender-fair educational

materials and modules that JHS and SHS teachers and other concerned

instructors can follow.

3. Gender fair language analysis may also focus on how the module's activities

are administered in class.

 56

REFERRENCES

Abapo, P. N., & Arquillas , J. A. (2022, May 12). Grade 9 English Module.
DepEd Tambayan. Retrieved May 2023, from
https://depedtambayan.net/grade-9-english-module-modals-and-uses-of-
words-to-express-evaluation/
Buco, M. A. C., & Grace. (2022, March 9). English 8 Quarter 1: Modules 1-
10. DepEd Tambayan. Retrieved May 2023, from
https://depedtambayan.net/english-8-quarter-1-module-1-determining-
meaning-of-words-and-expressions/
Eugenio, M. C., & Arevalo, A. E. (2021, July). 21st century literature from the
Philippines and the world – Grade 12. Retrieved May 2023, from
https://depedtambayan.net/wp-content/uploads/2021/10/21st-Century-Lit-
SHS_Q1_Mod1_Introduction-to-Philippine-Literature_VerFinal_Aug-
2021.pdf

Hernandez, T. A., & Cudiamat, M. A. (2018). Integrating gender and development

(GAD) in the classroom: The case of Lucsuhin National High School,
Department of Education-philippines. KnE Social Sciences, June 2018

https://doi.org/10.18502/kss.v3i6.2430

Javier, R. (2016) Gender-Based Analysis of English Grade 9 Instructional Material

and its Sensitivity to Sexist Language. Southern Luzon State University
Kintanar, T. (1998). Gender Fair Language, A Primer. University Center
for Women’s Studies, University of the Philippines
Manalo, A. (2016). Gender Representation and Stereotypes in the K-12 English
Learner's Materials. Division of the City of San Fernando. Retrieved 5 Dec
2022
https://www.ijsrm.in/index.php/ijsrm/article/view/1586
Ministry of Education and Culture. Republic of Indonesia ‘’Gender Responsive
Teaching materials’’. Published April 2016 from
https://paudpedia.kemdikbud.go.id/uploads/anggun/images/rupa_rupa/Gen
der_Responsive_Teaching__Materials-sip.pdf
Molitas, E. L. (2022, March 9). English 10 Quarter 1 – Module 1 - 10. DepEd
Tambayan. Retrieved May 2023, from
https://depedtambayan.net/english-10-quarter-1-module-1-information-
gathering-for-through-listening-for-everyday-life-usage/
National Council of Teachers of English. “Guidelines for Nonsexist Use of
Language in NCTE Publications”. Revised October 2018 from
https://ncte.org/statement/genderfairuseoflang/
 57

Philippine Deposit Insurance Corporation. Guidelines on the use of Gender Fair

language, Promoting Gender Equality Through the use of
language. Retrieved 28 Nov 2022 from
https://www.pdic.gov.ph/files/gad/GuidelinesandToolkits/GuidelinesofUseof
GenderFairLanguage.pdf
Sentinta, A. J. B., & vonne, K. (2022, March 9). English 7 Quarter 1: Modules
1-10 . DepEd Tambayan. Retrieved May 2023, from
https://depedtambayan.net/english-7-quarter-1-module-1-analogy/National
Council of Teachers of English. “Guidelines for Nonsexist Use of Language
in NCTE Publications”. Revised October 2018 from
https://ncte.org/statement/genderfairuseoflang/
Tariman, J. (2020). Gender-Sensitive Instructional Material Designs for
Kindergarten. Julian B. Meliton Elementary School-Division of Naga City.
Retrieved 28 Nov 2022
https://www.researchgate.net/publication/349194677_Gender-
Sensitive_Instructional_Material_Designs_for_Kindergarten
Ybanes, A. R. M. L., Actub, M.-an C., & Mccarry, M. C. (2022, March 9).
English for Academic and Professional Purposes. DepEd Tambayan.
Retrieved May 2023, from https://depedtambayan.net/english-for-academic-
and-professional-purposes-quarter-1-module-3-approaches-in-literary-
criticism/
APPENDICES
 59

APPENDIX A

THE USE OF GENDER FAIR LANGUAGE IN THE ENGLISH MODULES OF

THE DEPARTMENT OF EDUCATION

FEBRUARY MARCH SEPTEMBER - OCTOBER - NOVEMBER -

2021 - MAY OCTOBER NOVEMBER DECEMBER
2021 2022 2022 2022

Preparation
of thesis
proposal

Presentation
of thesis
proposal

Data
collection

Formulation
of survey
checklist

Distribution
of survey
checklist
(Data
Gathering)

Interpretatio
n of data
(Data
Analysis)

Oral final
defense

Gantt Chart of Activities

 61

APPENDIX C

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MR. JONATHAN P. ESQUIERDO

Principal IV,
Brgy. San Carlos, Binangonan, Rizal

Dear Sir:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good office as we conduct the study in Don Jose M. Ynares Sr. Memorial National
High School, with the English teachers as respondents.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Approved by:

MR. JONATHAN P. ESQUIERDO

MR. GLENN M. ISON Principal IV,
Research Adviser Brgy. San Carlos, Binangonan, Rizal
 62

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MS. MA. ALEXIS ANNE A. NING

English Department Head (JHS)
Brgy. San Carlos, Binangonan, Rizal

Dear Madam:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good faculty as they will conduct the study in your respected school with the
English teachers as respondents. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Signed by:

MS. MA. ALEXIS ANNE A. NING

MR. GLENN M. ISON English Department Head (JHS)
Research Adviser Brgy. San Carlos, Binangonan, Rizal
 63

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MS. ANGELA AGAS

English Department Head (SHS)
Brgy. San Carlos, Binangonan, Rizal

Dear Madam:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good faculty as they will conduct the study in your respected school with the
English teachers as respondents. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Signed by:

MS. ANGELA AGAS

MR. GLENN M. ISON English Department Head (SHS)
Research Adviser Brgy. San Carlos, Binangonan, Rizal
 64

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MS. JUDITH F. EULLARAN

Principal II
Mahabang Parang, Binangonan, Rizal

Dear Madam:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good office as we conduct the study in Mahabang Parang National High School,
with the English teachers as respondents.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Approved by:

MR. GLENN M. ISON MS. JUDITH F. EULLARAN

Research Adviser Principal II
Mahabang Parang, Binangonan, Rizal
 65

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MS. ARLENE F. CHIMLANGCO

English Department Head (JHS)
Mahabang Parang, Binangonan, Rizal

Dear Madam:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good faculty as they will conduct the study in your respected school with the
English teachers as respondents. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Signed by:

MS. ARLENE F. CHIMLANGCO

MR. GLENN M. ISON English Department Head (JHS)
Research Adviser Mahabang Parang, Binangonan, Rizal
 66

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MR. DANIEL JOSHUA VICTORINO

English Department Head (JHS)
Macamot, Binangonan, Rizal

Dear Sir:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good faculty as they will conduct the study in your respected school with the
English teachers as respondents. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Signed by:

MR. GLENN M. ISON MR. DANIEL JOSHUA VICTORINO

Research Adviser English Department Head (JHS)
Macamot, Binangonan, Rizal
 67

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MS. JESSA TANALAS

English Department Head (SHS)
Macamot, Binangonan, Rizal

Dear Madam:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good faculty as they will conduct the study in your respected school with the
English teachers as respondents. Rest assured that your responses will be kept in
confidentiality and will only serve for educational purposes.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Signed by:

MS. JESSA TANALAS

MR. GLENN M. ISON English Department Head (SHS)
Research Adviser Macamot, Binangonan, Rizal
 68

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MR. MARCO L. LIANZA

School Head
Estacio Blvd. Dalig Cardona, Rizal

Dear Sir:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good office as we conduct the study in Cardona Senior High School, with the
English teachers as respondents.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Approved by:

MR. GLENN M. ISON MR. MARCO L. LIANZA

Research Adviser School Head
Estacio Blvd. Dalig Cardona, Rizal
 69

Republic of the Philippines

University of Rizal System, Angono Campus
College of Arts and Letters
Angono, Rizal

MR. CELESTINO A. SANTIAGO

Principal III,
Brgy. San Roque, Cardona, Rizal

Dear Sir:

The listed names below are fourth-year students taking up Bachelor of Arts Major
in English Language Studies and presently working on their study entitled “The
Use of Gender Fair Language in the English Modules of The Department of
Education”.

In connection with this, the researchers would like to ask permission from your
good office as we conduct the study in Bernardo F. San Juan National High School,
with the English teachers as respondents.

They hope for your kind consideration and favorable response. May the Lord God
bless you always.

Sincerely yours,

BALUYOT, CLAUDINE P. PALADA, ALEXANDRA FAE R.

BAUTISTA, JEAN E. PALAYPAYON, CHERILYN C.

SANTAOLAYA, MELISSA S.
Student-Researchers

Noted by: Approved by:

MR. CELESTINO A. SANTIAGO

MR. GLENN M. ISON Principal III,
Research Adviser Brgy. San Roque, Cardona, Rizal
 70

APPENDIX D

Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School and Senior High School

Name (Optional): _______________________ Date: ___________________

Instructions: The following statements determine the level of acceptability of

modified tasks.
Read the statements carefully and indicate your agreement by checking
the column corresponding to the scale below:
Scale:
(4) – Always Applied (3) – Frequently Applied (2) – Rarely Applied (1) – Not
Applied
Gender-Sensitive Instructional Materials
4 3 2 1

1. Spoken and written language uses gender-neutral forms.

2. Male and female appear equally often and with the same
importance

3. Male and female appear to the same extent.

4. The presentation of male and female in the materials is at

the same hierarchical levels.

5. Strong role models with whom women can identify positively.

6. Women make decisions on issues that affect their lives.

7. The language usage is not demeaning to women.

8. The material enhances the self-image of women.

9. The materials should not perpetuate sexist myths which

have been developed about women.
 71

10. Women’s most crucial characteristics should not be their

looks.

11. The themes, subjects, and pictures used in instructional

materials connect to the life experiences of both male and
female pupils.

12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy in the
male person.

13. The illustrations used should provide non-stereotypes of

women in active, dominant roles.

14. The roles of women should be adequately represented and

from a women's perspective.

15. The content is free of terms deemed insulting and

degrading by women themselves.

16. The authors/editors have developed an understanding and

sensitivity to gender.
 72

APPENDIX E

Table 31. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School and Senior High School of DepEd

Gender-fair Instructional Material

Gender-fair Criteria Weighted Interpretation Rank

Mean

1. Spoken and written language uses gender-

3.70 Always Applied 5
neutral forms.

2. Male and female appear equally often and

3.80 Always Applied 3
with the same importance.

3. Male and female appear to the same extent.

3.80 Always Applied 3

4. The presentation of male and female in the

materials is at the same hierarchical levels. 3.63 Always Applied 7

5. Strong role models with whom women can

3.57 Always Applied 9.5
identify positively.

6. Women make decisions on issues that

3.77 Always Applied 4
affect their lives.

7. The language usage is not demeaning to

3.67 Always Applied 6.5
women.
 73

8. The material enhances the self-image of 9.5

3.57 Always Applied
women.

9. The materials should not perpetuate sexist

3.43 Always Applied 11
myths which have been developed about

women.

10. Women’s most crucial characteristics

3.57 Always Applied 9.5
should not be their looks.

11. The themes, subjects, and pictures used in

instructional materials connect to the life

3.60 Always Applied 8
experiences of both male and female pupils.

12. The materials should be presented as to

eliminate damaging feelings of superiority 3.50 Always Applied 10.5

based on patriarchy in the male person.

13. The illustrations used should provide non-

stereotypes of women in active, dominant 3.40 Always Applied 12

roles.

14. The roles of women should be adequately

represented and from a women's perspective. 3.50 Always Applied 10.5

 74

15. The content is free of terms deemed

3.67 Always Applied 6.5
insulting and degrading by women

themselves.

16. The authors/editors have developed an

3.57 Always Applied 9.5
understanding and sensitivity to gender.

Average Weighted Mean 3.61 Always Applied

Table 32. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School in MAHABANG PARANG
NATIONAL HIGH SCHOOL

4 3 2 1 WM DR
Gender-Sensitive Instructional Materials

1. Spoken and written language uses gender-neutral

4 2 0 0 3.67 AA
forms.

2. Male and female appear equally often and with the

4 2 0 0 3.67 AA
same importance

3. Male and female appear to the same extent. 5 1 0 0 3.83 AA

4. The presentation of male and female in the

4 2 0 0 3.67 AA
materials is at the same hierarchical levels.

5. Strong role models with whom women can identify

4 2 1 0 3.67 AA
positively.
 75

6. Women make decisions on issues that affect their

5 1 0 0 3.83 AA
lives.

7. The language usage is not demeaning to women. 5 1 0 0 3.83 AA

8. The material enhances the self-image of women. 4 2 0 0 3.67 AA

9. The materials should not perpetuate sexist myths

4 2 0 0 3.67 AA
which have been developed about women.

10. Women’s most crucial characteristics should not

5 1 0 0 3.83 AA
be their looks.

11. The themes, subjects, and pictures used in

instructional materials connect to the life experiences 4 2 0 0 3.67 AA

of both male and female pupils.

12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy 4 2 0 0 3.67 AA

in the male person.

13. The illustrations used should provide non-

4 2 0 0 3.67 AA
stereotypes of women in active, dominant roles.

14. The roles of women should be adequately

5 1 0 0 3.83 AA
represented and from a women's perspective.

15. The content is free of terms deemed insulting and

5 1 0 0 3.83 AA
degrading by women themselves.

16. The authors/editors have developed an

3 3 0 0 3.5 AA
understanding and sensitivity to gender.

Average Weighted Mean 3.72 AA

 76

Table 33. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School in ANGONO NATIONAL HIGH
SCHOOL

4 3 2 1 WM DR
Gender-Sensitive Instructional Materials

1. Spoken and written language uses gender-neutral

2 4 0 0 3.33 AA
forms.

2. Male and female appear equally often and with the

3 3 0 0 3.5 AA
same importance

3. Male and female appear to the same extent. 5 1 0 0 3.83 AA

4. The presentation of male and female in the

3 2 1 0 3.33 AA
materials is at the same hierarchical levels.

5. Strong role models with whom women can identify

2 3 1 0 3.17 FA
positively.

6. Women make decisions on issues that affect their

2 4 0 0 3.33 AA
lives.

7. The language usage is not demeaning to women. 1 5 0 0 3.17 FA

8. The material enhances the self-image of women. 1 4 1 0 3 FA

9. The materials should not perpetuate sexist myths

2 4 0 0 3.33 FA
which have been developed about women.

10. Women’s most crucial characteristics should not

4 2 0 0 3.67 AA
be their looks.
 77

11. The themes, subjects, and pictures used in

instructional materials connect to the life experiences 3 2 1 0 3.33 AA

of both male and female pupils.

12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy 4 1 1 0 3.5 AA

in the male person.

13. The illustrations used should provide non-

3 2 1 0 3.33 AA
stereotypes of women in active, dominant roles.

14. The roles of women should be adequately

5 1 0 0 3.83 AA
represented and from a women's perspective.

15. The content is free of terms deemed insulting and

4 1 1 0 3.5 AA
degrading by women themselves.

16. The authors/editors have developed an

2 4 0 0 3.33 AA
understanding and sensitivity to gender.

Average Weighted Mean 3.41 AA

 78

Table 34. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School in BERNARDO F. SAN JUAN
NATIONAL HIGH SCHOOL

Gender-Sensitive Instructional Materials 4 3 2 1 WM DR

1. Spoken and written language uses gender-neutral

6 0 0 0 4 AA
forms.

2. Male and female appear equally often and with the

6 0 0 0 4 AA
same importance

3. Male and female appear to the same extent. 6 0 0 0 4 AA

4. The presentation of male and female in the

6 0 0 0 4 AA
materials is at the same hierarchical levels.

5. Strong role models with whom women can identify

6 0 0 0 4 AA
positively.

6. Women make decisions on issues that affect their

6 0 0 0 4 AA
lives.

7. The language usage is not demeaning to women. 6 0 0 0 4 AA

8. The material enhances the self-image of women. 6 0 0 0 4 AA

9. The materials should not perpetuate sexist myths

4 1 1 0 3.5 AA
which have been developed about women.

10. Women’s most crucial characteristics should not

3 2 1 0 3.33 AA
be their looks.
 79

11. The themes, subjects, and pictures used in

instructional materials connect to the life experiences 6 0 0 0 4 AA

of both male and female pupils.

12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy 2 4 0 0 3.33 AA

in the male person.

13. The illustrations used should provide non-

3 2 1 0 3.33 AA
stereotypes of women in active, dominant roles.

14. The roles of women should be adequately

3 2 1 0 3.33 AA
represented and from a women's perspective.

15. The content is free of terms deemed insulting and

6 0 0 0 4 AA
degrading by women themselves.

16. The authors/editors have developed an

6 0 0 0 4 AA
understanding and sensitivity to gender.

Average Weighted Mean 3.80 AA

Table 35. Level of Applicability in the use of Gender-fair language in the

English modules of Senior High School in DON JOSE M. YNARES, SR.
MEMORIAL NATIONAL HIGH SCHOOL

Gender-Sensitive Instructional Materials 4 3 2 1 WM DR

1. Spoken and written language uses gender-neutral

4 1 1 0 3.5 AA
forms.

2. Male and female appear equally often and with the

4 2 0 0 3.67 AA
same importance
 80

3. Male and female appear to the same extent. 4 1 1 0 3.5 AA

4. The presentation of male and female in the

3 3 0 0 3.5 AA
materials is at the same hierarchical levels.

5. Strong role models with whom women can identify

3 2 1 0 3.33 AA
positively.

6. Women make decisions on issues that affect their

4 2 0 0 3.67 AA
lives.

7. The language usage is not demeaning to women. 3 3 0 0 3.5 AA

8. The material enhances the self-image of women. 4 2 0 0 3.67 AA

9. The materials should not perpetuate sexist myths

3 3 0 0 3.5 AA
which have been developed about women.

10. Women’s most crucial characteristics should not

4 2 0 0 3.67 AA
be their looks.

11. The themes, subjects, and pictures used in

instructional materials connect to the life experiences 4 2 0 0 3.67 AA

of both male and female pupils.

12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy 4 2 0 0 3.67 AA

in the male person.

13. The illustrations used should provide non-

3 2 1 0 3.33 AA
stereotypes of women in active, dominant roles.

14. The roles of women should be adequately

3 2 1 0 3.33 AA
represented and from a women's perspective.
 81

15. The content is free of terms deemed insulting and

4 1 1 0 3.5 AA
degrading by women themselves.

16. The authors/editors have developed an

4 2 0 0 3.67 AA
understanding and sensitivity to gender.

Average Weighted Mean 3.78 AA

Table 36. Level of Applicability in the use of Gender-fair language in the

English modules of Senior High School in CARDONA SENIOR HIGH
SCHOOL

Gender-Sensitive Instructional Materials 4 3 2 1 WM DR

1. Spoken and written language uses gender-neutral

2 4 0 0 3.33 AA
forms.

2. Male and female appear equally often and with the

4 2 0 0 3.67 AA
same importance

3. Male and female appear to the same extent. 5 1 0 0 3.83 AA

4. The presentation of male and female in the

2 4 0 0 3.33 AA
materials is at the same hierarchical levels.

5. Strong role models with whom women can identify

2 4 0 0 3.33 AA
positively.

6. Women make decisions on issues that affect their

2 4 0 0 3.33 AA
lives.

7. The language usage is not demeaning to women. 5 1 0 0 3.83 AA

8. The material enhances the self-image of women. 4 1 1 0 3.5 AA

 82

9. The materials should not perpetuate sexist myths

1 5 0 0 3.17 FA
which have been developed about women.

10. Women’s most crucial characteristics should not

3 2 1 0 3.33 AA
be their looks.

11. The themes, subjects, and pictures used in

instructional materials connect to the life experiences 3 2 1 0 3.33 AA

of both male and female pupils.

12. The materials should be presented as to eliminate

damaging feelings of superiority based on patriarchy 2 4 0 0 3.33 AA

in the male person.

13. The illustrations used should provide non-

2 3 1 0 3.17 FA
stereotypes of women in active, dominant roles.

14. The roles of women should be adequately

1 5 0 0 3.17 FA
represented and from a women's perspective.

15. The content is free of terms deemed insulting and

3 3 0 0 3.5 AA
degrading by women themselves.

16. The authors/editors have developed an

3 2 1 0 3.33 AA
understanding and sensitivity to gender.

Average Weighted Mean 3.64 AA

 83

Table 37. Level of Applicability in the use of Gender-fair language in the

English modules of Junior High School and Senior High School
(Overall computation)

Gender-Sensitive Instructional Materials 4 3 2 1 WM DR

1. Spoken and written language uses gender-

22 7 1 0 3.70 AA
neutral forms.

2. Male and female appear equally often and with

24 6 0 0 3.80 AA
the same importance

3. Male and female appear to the same extent. 25 4 1 0 3.80 AA

4. The presentation of male and female in the

20 9 1 0 3.63 AA
materials is at the same hierarchical levels.

5. Strong role models with whom women can

18 11 1 0 3.57 AA
identify positively.

6. Women make decisions on issues that affect

23 7 0 0 3.77 AA
their lives.

7. The language usage is not demeaning to

20 10 0 0 3.67 AA
women.

8. The material enhances the self-image of women. 19 9 2 0 3.57 AA

9. The materials should not perpetuate sexist myths

14 15 1 0 3.43 AA
which have been developed about women.

10. Women’s most crucial characteristics should

19 9 2 0 3.57 AA
not be their looks.
 84

11. The themes, subjects, and pictures used in

instructional materials connect to the life 20 8 2 0 3.60 AA

experiences of both male and female pupils.

12. The materials should be presented as to

eliminate damaging feelings of superiority based on 16 13 1 0 3.50 AA

patriarchy in the male person.

13. The illustrations used should provide non-

15 12 3 0 3.40 AA
stereotypes of women in active, dominant roles.

14. The roles of women should be adequately

17 11 2 0 3.50 AA
represented and from a women's perspective.

15. The content is free of terms deemed insulting

22 6 2 0 3.67 AA
and degrading by women themselves.

16. The authors/editors have developed an

18 11 1 0 3.57 AA
understanding and sensitivity to gender.

Average Weighted Mean 3.61 AA

 85

APPENDIX F

Data Gathering

Don Jose Ynares Sr. Memorial National High School

Angono National High School

 86

Mahabang Parang National High School

Cardona Senior High School

 87

Curriculum Vitae

BALUYOT CLAUDINE
PARANE
1866 Pasay St. (PRIP)
Brgy. Del Remedio Cardona, Rizal
claudinebaluyot196725@gmail.com
09101980929

OBJECTIVES:
To seek opportunities that will allow me to advance professionally while efficiently
leveraging my adaptability. To develop my passions and skills, as well as to explore
and gain experience that will allow me to better understand myself.

SKILLS:
· Good Communication Skills
· Computer literate
· Time Management
· Ability to Work under Pressure

PERSONAL INFORMATION:
Height: 5’0
Address: 1866 Pasay Del Remedio Cardona, Rizal
Sex: Female
Birthday: October 06, 1993
Age: 29 yrs old

Work Experience: 1 year Student Assistant in URS Angono Campus

EDUCATIONAL ATTAINMENT:
College University of Rizal System
Angono, Rizal
Bachelor of Arts in English Language Studies
2019 - present

Senior High school Cardona Senior High School

Cardona, Rizal
Humanities and Social Sciences
2018

Junior High school Bernardo F. San Juan National High School

Cardona, Rizal
2016
 88

BAUTISTA JEAN E.
jeanelladobautista@gmail.com
09101305042
Novaliches Quezon City

OBJECTIVE

To enhance my professional skills, capabilities and knowledge in an organization

which recognizes the value of hard work and trusts me with responsibilities and
challenges.

EXPERIENCE

Sale Associate Promosphere Inc

August - September 2019
Brand Ambassador Promerch Unlimited Inc.
October 2019 - January 2020
Cashier Super Shopping Market Inc.
August 2021- January 2022

EDUCATIONAL ATTAINMENT:
High School Colegio De San Juan Samar
2013-2017

Senior High School Don Jose Ynares Sr.

Memorial National High School
2017-2019

College University of Rizal System

2019-2022
SKILLS

· Computer proficiency
· Problem solving abilities
· Self-management
· Willingness to learn
 89

PALAYPAYON CHERILYN CRUZDELA

55 Villaluz St.
Brgy. Kalayaan Angono, Rizal
chepalaypayon3@gmail.com
09561395128

OBJECTIVES:
I am seeking a competitive and challenging environment where I can serve your
organization and establish an enjoyable career for myself.

SKILLS:
Good Communication Skills
Computer literate
Time Management
Ability to Work under Pressure

PERSONAL INFORMATION:
Height: 5’6
Address: 55 Villaluz Kalayaan Angono, Rizal
Sex: Female
Birthday: March 03, 2000
Age: 22 yrs old

Work Experience: 1 year crew member in Mcdonald's

EDUCATIONAL ATTAINMENT:

College University of Rizal System

Angono, Rizal
Bachelor of Arts in English Language Studies
4th yr college undergraduate

Senior High school Angono National High School

Angono, Rizal
Humanities and Social Science
2016-2018

Junior High school Angono National High School

Angono, Rizal
2012-2016
 90

PALADA, ALEXANDRA FAE R.

#29 Sampaguita St.
Brgy San Carlos, Bin., Rizal
aexispld@gmail.com
(+63)927 557 6962

OBJECTIVES:
Seeking and ready to apply my abilities in an organization which recognizes the
value of hard work and trusts me with responsibilities and challenges.

SKILLS
Teamwork and collaboration.
Oral and written communications skills
Computer literate
Advertising and Marketing skills
Ability to Work under Pressure

PERSONAL INFORMATION:
Status: Single
Date of Birth: January 2, 2001
Nationality: Filipino
Languages: Filipino, English

EXPERIENCE: Business Manager, Faevoritos, Binangonan, Rizal (2017 -

Present)
EDUCATIONAL BACKGROUND
College University of Rizal System Angono Campus (2019 -2023)
Bachelor of Arts Major in English Language Studies
Angono, Rizal.

Senior High school Siena College of Taytay (2017 -2019)

Accountancy, Business and Management
Taytay, Rizal.

Junior High School Don Jose M. Ynares Sr. Memorial National High School
(2015-2017) (3rd and 4th year)
Binangonan, Rizal.

Junior High School Tres Ninos School, Inc. (2013-2015)

(1st and 2nd year)
Binangonan, Rizal.
 91

SANTAOLAYA, MELISSA S.
B14 L4 Joshua St.
San Vicente, Angono Rizal
santaolayamelissa75@gmail.com
09203669718

OBJECTIVE:
To secure a responsible career opportunity to fully utilize my training and skills,
while making a significant contribution to the success of the company.

SKILLS:
Adaptability
Interpersonal skill
Time Management
Ability to work under pressure
Good in Communication Skills

Work Experience: Customer Service, ResultsCX

Pasig City October – November 2022

EDUCATIONAL ATTAINMENT:

College University of Rizal System

Angono, Rizal
Bachelor of Arts in English Language Studies
4th yr college undergraduate

Senior High school Polangui General Comprehensive High School

Polangui, Albay
2017-2019

Junior High school Polangui General Comprehensive High School

Polangui, Albay
2013-2017