ABSTRACT
This study reports on the evaluation of gender-sensitive instructional materials for kindergarten and the development of instructional material designs that will enhance gender-sensitivity awareness of the kindergarten pupils. Descriptive and development methods of research were employed. The respondents were kindergarten teachers of Naga City District VI. Data were analyzed using descriptive statistics such as weighted mean and ranking. Available instructional materials from kindergarten teachers were used to collect other sources of data and information.
Findings revealed that instructional materials for kindergarten seemed to promote gender equality, gender-responsive awareness, and gender-fair learning environment in terms of pictures, texts, figures, contents, and details of their instructional materials. Teacher-respondents have always applied using the level of applicability on the use of gender-sensitive instructional materials in the classroom. Developmental intervention in the form of instructional material designs were crafted to sustain the development of gender-sensitive instructional materials for kindergarten in order to enhance gender-responsive awareness of the kindergarten pupils.
Keywords – gender-responsiveness, teacher-made instructional materials, gender equality, non-stereotype
INTRODUCTION
Gender-sensitive instructional materials can be an essential learning resources specifically by kindergarten teachers to address gender issues and stereotyping on the use of instructional materials in the teaching and learning process. When kindergarten teachers can effectively and efficiently use these materials, a transformed and gender-fair environment for every kindergarten classroom will be achieved. Moreover, this will be the first step to awaken the minds of the teachers about gender-sensitive instructional materials and eventually use them as a platform for a continuous instructional materials development designed for kindergarten. This study then aimed to describe the gender-sensitive instructional materials used by kindergarten teachers and determine the level of applicability on the use of teachers’ gender-sensitive instructional materials in the classroom. The outcome of this study would be beneficial to the program’s stakeholders particularly the teachers and the young learners as it would give feedback on instructional materials innovation and pedagogy that which makes positive learning outcomes possible.
Teachers need to avoid using text and visual representations in the learning materials that reinforce gender-biased roles. They need to be aware that in presenting any learning materials, both genders should be given equal emphasis to avoid stereotyping. As a result, using gender-sensitive learning materials will lead to a good rapport between the teacher and the learners. On the other hand, many cases of our learning resources particularly the instructional materials do not equally consider as to what roles of both genders must be relegated [1].
Teachers in kindergarten use reading materials, which represent much of the illustrations as an essential means of teaching around (75) seventy-five percent of their classroom routine. Gender-sensitive learning materials can highly encourage learners to discuss gender stereotypes and help promote a gender-fair learning environment. In contrast, gender norms and practices that are discriminatory embedded in the learning materials can negatively affect students’ participation and potential to succeeding school performance [2].
Gender-responsive curricula that promote gender equality and awareness where teachers utilize gender-sensitive instructional materials that aid the curriculum, combined with attention to authentic assessments in the classroom, will fully support teachers in improving equitable learning outcomes for all the learners [3].
As explicitly mentioned, quality learning depends on instructional materials. This factor should not only complement the teacher and the program, but it should also be gender-sensitive. Gender-sensitive instructional materials should address gender issues and differences and be able to incorporate them into actions [4].
One of the enduring gender issues in Philippine education is gender biases. In all forms of teaching and learning, stereotypes remain and are still embedded. In this issue, the Department of Education initiated Gender and Development (GAD) programs that help encourage the entire system to promote gender equality and awareness through eliminating gender stereotypes and transforming gender relations toward empowerment and social change [5].
This action research is designed to evaluate gender-sensitive instructional materials for kindergarten in Naga City District VI. Specifically, it is meant to help the kindergarten teachers develop and make instructional materials that are gender-sensitive to address issues and promote gender awareness in the teaching and learning processes in achieving a transformed and gender-fair environment in Naga City District VI.
The data will be utilized to develop instructional materials for kindergarten throughout teaching and learning. It will also help develop and improve instructional material designs to be utilized to come up with gender-sensitive instructional materials for kindergarten.
OBJECTIVES OF THE STUDY
The study is generally aimed to evaluate gender-sensitive instructional materials for kindergarten. Specifically, it attempts to shed light on the following questions:
1. Describe the gender-sensitive instructional materials used by kindergarten teachers in Naga City District Vl;
2. Determine the level of applicability on the use of teachers’ gender-sensitive instructional materials in the classroom; and
3. Propose developmental intervention to sustain the development of gender-sensitive instructional materials for kindergarten.
MATERIALS AND METHODS
The main participants were kindergarten teachers of Naga City District VI. There were approximately (10) ten kindergarten teachers who served as teacher-respondents. The study employed the descriptive and development research designs. The descriptive method was used in describing the gender-sensitive instructional materials of kindergarten teachers, and in determining the level of applicability on the use of teachers’ gender-sensitive instructional materials in the classroom. The development method was employed in crafting an intervention to sustain the development of gender-sensitive instructional materials for kindergarten in order to enhance gender-responsive awareness of the kindergarten pupils.
Research Instrument
Interview guides were employed to evaluate the available instructional materials of the kindergarten teachers. Survey-questionnaire was used to determine the level of gender-sensitivity of instructional materials being used by kindergarten teachers. Teacher-made instructional materials served as other sources of information where the researcher can see whether the teachers are using non-stereotype or gender stereotype instructional materials.
Data Analysis
The data gathered have been analyzed to come up with gender-sensitive instructional material designs. These designs were utilized to develop and produce gender-sensitive instructional materials that can be used in the teaching-learning process to achieve a gender-fair environment and promote gender-responsive awareness among the pupils. This will be an avenue for the teachers to reflect on the development of their instructional materials towards gender-sensitive ones.
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