NASAAN NA TAYO SA PAGSULONG?: IMPLEMENTATION PRACTICES OF LUZONG NATIONAL HIGH SCHOOL ON THE GENDER-RESPONSIVE BASIC EDUCATION POLICY IN RELATION TO LEARNERS’ DEVELOPMENT
Document Types
Paper Presentation
School Name
LUZONG NATIONAL HIGH SCHOOL
Track or Strand
Humanities and Social Science (HUMSS)
Research Advisor (Last Name, First Name, Middle Initial)
ABAD, HAZEL, P.; SUNIGA, SHERALYN, R.
Start Date
25-6-2025 10:30 AM
End Date
25-6-2025 12:00 PM
Zoom Link/ Room Assignment
https://zoom.us/j/91208349700?pwd=JhQ0rZs2W818dhB0KzB4iz3GFM82yf.1 / Passcode: GHI25
Abstract/Executive Summary
Gender-responsive education ensures that learners, regardless of gender, have equal opportunities and promotes gender equality in educational outcomes. The implementation of the Gender-Responsive Basic Education (GRBE) Policy at Luzong National High School was assessed to evaluate its influence on learners' knowledge, attitudes, and social skills. It aimed to assess how GRBE practices in curriculum standards, learning delivery, learning environment, and learning resources promote inclusivity and development. A descriptive-correlational design was used, gathering data from 255 learners, 12 teaching personnel, and three non-teaching personnel through a validated 5-point likert scale questionnaire. The study found that the GRBE practices were consistently implemented across all domains, with respondents rating the policy as "Practiced" in every area. Positive correlations were identified between the policy’s implementation and improvements in learner outcomes, particularly in the areas of critical thinking, equity awareness, and enhanced social interactions. Curriculum standards and learning delivery had the strongest influence on learners' knowledge and attitudes, while a gender-responsive learning environment significantly improved their social skills. The study concluded that the effective application of the GRBE policies at Luzong National High School serves as a model for advancing gender-responsive education. However, challenges such as limited resources and inadequate policy implementation were noted, emphasizing the need for targeted capacity-building initiatives and continuous monitoring to further strengthen DepEd Order No. 32, s. 2017. The study highlights the importance of refining GRBE strategies to sustain progress toward gender equality in education and suggests areas for future research to address remaining gaps.
Keywords
gender-responsive education, Gender-Responsive Basic Education policy, gender equality, learner outcomes, inclusive learning environment
Research Theme (for Paper Presentation and Poster Presentation submissions only)
Gender, Human Development, and the Individual (GHI)
Initial Consent for Publication
yes
Statement of Originality
yes
NASAAN NA TAYO SA PAGSULONG?: IMPLEMENTATION PRACTICES OF LUZONG NATIONAL HIGH SCHOOL ON THE GENDER-RESPONSIVE BASIC EDUCATION POLICY IN RELATION TO LEARNERS’ DEVELOPMENT
Gender-responsive education ensures that learners, regardless of gender, have equal opportunities and promotes gender equality in educational outcomes. The implementation of the Gender-Responsive Basic Education (GRBE) Policy at Luzong National High School was assessed to evaluate its influence on learners' knowledge, attitudes, and social skills. It aimed to assess how GRBE practices in curriculum standards, learning delivery, learning environment, and learning resources promote inclusivity and development. A descriptive-correlational design was used, gathering data from 255 learners, 12 teaching personnel, and three non-teaching personnel through a validated 5-point likert scale questionnaire. The study found that the GRBE practices were consistently implemented across all domains, with respondents rating the policy as "Practiced" in every area. Positive correlations were identified between the policy’s implementation and improvements in learner outcomes, particularly in the areas of critical thinking, equity awareness, and enhanced social interactions. Curriculum standards and learning delivery had the strongest influence on learners' knowledge and attitudes, while a gender-responsive learning environment significantly improved their social skills. The study concluded that the effective application of the GRBE policies at Luzong National High School serves as a model for advancing gender-responsive education. However, challenges such as limited resources and inadequate policy implementation were noted, emphasizing the need for targeted capacity-building initiatives and continuous monitoring to further strengthen DepEd Order No. 32, s. 2017. The study highlights the importance of refining GRBE strategies to sustain progress toward gender equality in education and suggests areas for future research to address remaining gaps.
https://animorepository.dlsu.edu.ph/conf_shsrescon/2025/paper_ghi/14
