ASSESSMENT ON THE EFFECTS OF GENDER PERSPECTIVE IN EVALUATION

OF TEACHING EFFECTIVENESS IN DR. CECILIO PUTONG NATIONAL HIGH

SCHOOL TEACHERS

A Research Paper for Advanced Methods of Research

Group Members:
Marie Engrid B. Caga
Maria Antonette O. Cagampang
Maya Arcelle R. Gabaisen
Ma. Mialuna Genosas
Mitzi Riva M. Isulat

Submitted to:
Buenaventura D. Libot, Ph.D
Dean, Graduate School

Leah Wilfreda E. Pilongo, Ph.D

Dean, Research

October, 2019
 TABLE OF CONTENTS
Title Page …………………………………………………………………………
Table of Contents ………………………………………………………………..
List of Tables …………………………………………………………………….
List of Figures ……………………………………………………………………

CHAPTER I
THE PROBLEM AND ITS SCOPE …………………………………….
Introduction ……………………………………………………………….
Theoretical Background …………………………………………………
Legal Bases ………………………………………………………………
Related Literature ……………………………………………………….
Related Study ……………………………………………………………
The Problem ……………………………………………………………...
Statement of the Problem ……………………………………………….
Null Hypothesis …………………………………………………………..
Significance of the Study ……………………………………………….
Research Methodology …………………………………………………
Design ……………………………………………………………
Environment ……………………………………………………..
Respondents …………………………………………………….
Instrument ………………………………………………………..
Data Gathering …………………………………………………
Ethical Consideration ………………………………………….
Statistical Treatment …………………………………………
Definition of Terms ……………………………………………..
CHAPTER II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

CHAPTER III
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATION
Summary …………………………………………………………
Findings ……………………………………………………….....
Conclusion ……………………………………………………….
Recommendations ……………………………………………..
References ………………………………………………………
Appendices ………………………………………………………
Transmittal Letters ………………………………………………
Assent Form ……………………………………………………..
Informed Consent Form ………………………………………..
Tool ……………………………………………………………….
Curriculum Vitae …………………………………………………
 LIST OF TABLES
Table
LIST OF FIGURES
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION
Rationale

Evaluating teaching effectiveness is important in nearly every educational

institution. Assessing the effectiveness of a teacher provides feedback which influences

a teacher’s personal and professional satisfaction for making a valuable contribution

towards the common goal in education. One way to assess teachers’ effectiveness is

through student evaluations of teaching which uses many factors to consider in assessing

teaching effectiveness like interpersonal characteristics, pedagogical characteristics, and

course content characteristics that is based also on student gender, instructor gender,

and student level. And it is concluded that gender bias plays a role in students’ views of

effective teaching in terms of how students evaluate pedagogical and content

characteristics and that this bias generalizes across student levels (Young, et.al 2009).

Gender bias exists if women and men receive different evaluations that cannot be

explained by objective differences in teaching quality. The gender bias against women

is not only present in evaluation questions relating to the individual instructor, but also

when students are asked to evaluate learning materials, such as text books, research

articles, and the online learning platform (Mengel, et.al 2018).

Furthermore, looking at the reality, assessing teaching effectiveness through

student evaluation is already widespread among many institutions around the world. It is
used for tenure, compensation and other employment purposes. Thus, student evaluation

have a strong impact on career progression in each of the teacher in different learning

institutions.

In the Philippines, student ratings of instruction are widely employed in colleges

and universities across the nation. It is one way of knowing more the teacher’s strengths

to produce more globally competitive individuals in our country. Aside from that, student

evaluation enable the teacher and the administrators to assess and address teacher’s

weaknesses in each of their field of endeavor. Thus, student ratings of teaching

effectiveness have been shown to be valid measures of effective teaching.

Theoretical Background

Male and female teachers are often presumed to differ in teaching styles,

capacities and effects on both teaching profession and the learners. Learners also differ

in assessing their teachers’ effectiveness in teaching. The following theories explains the

said phenomenon:

According to Critical Educational Theory, one of the major impact of feminism on

education has been the development of women’s studies courses and curricula for both

colleges and high schools by women teachers influenced by feminist ideas and attitudes.

Women teachers have created courses addressing women and history, psychology,

literature and other disciplines; they have sought less authoritarian relationships in the

classroom and are still in process of developing a feminist pedagogy. (Weiler K., 1988).
It is said that women teachers have less authority in the classroom that leads to the

development on education regarding courses and curricula.

Moreover, Social-Role Theory suggests that men may be more effective than

women in leadership roles, any differences should be small in view of female leaders’

demonstrated tendency to adopt leadership styles that are likely to minimize role conflict

(Eagly and Johnson, 1990). This implies that in classroom setting male teachers are more

capable in dealing with the students since they are more effective in leadership roles

compared to women.

On the other hand, early second-waved feminist analyses sought to discreet the

sexist view that because girls tended to perform poorly in “masculine” subjects such as

math and science, they were incapable of meeting high intellectual standards. As long as

teacher and parents did not treat girls unfairly or missocialize them into thinking they could

not do well in difficult subjects, socialization theorist argued, girls could meet the same

academic standards as boys. By providing all children with gender-neutral education and

eliminating other obstacles to female success, schools would not only ensure fairness but

would increase the pool of skilled workers, thereby benefiting society as a

whole.(Thompson, A. 2003) In relation to the said theory, educational institution should

guarantee not just a fair learning environment but also hiring a more skilled workers in

order to get rid of gender bias in the school.

Legal Bases

Memorandum Circular No. 48, s. 2013, this includes directing all concerned

government agencies to adopt the gender equality guidelines in the development of their

respective media policies and implementing programs in order to promote gender

mainstreaming. This recognizes the role of every individual to ensure the fundamental

equality before the law of women and men. For this purpose, teachers can manifest their

skills and capabilities to their students without any feeling of gender discrimination and so

with the students can learn on how to judge things that is right or wrong regardless of

whatever gender it may be.

DepEd Order No. 32, s. 2017 (Gender-Responsive Basic Education Policy), the

Department of Education commits to integrate the principles of gender equality, gender

equity, gender sensitivity, non-discrimination and human rights, in the provision and

governance of basic education. Thus, this is mandated to ensure access to quality basic

education for all.

In relation to this study, this Memorandum and DepEd Order shows that it wants

to promote or administer gender equality in every aspect in school. It also encourages

teachers to be motivated in their teaching and to be more effective.

Related Literature

As mentioned by A.H. (2000) that men married teachers and single women married

teachers were found to have inclination towards teaching satisfaction and aptitude but it

has known that the location of the school affect effectiveness of teachers. Those teachers

working in city schools were established as effective teachers than those who teach in
the province. On the other hand, it was found out that those women teachers were

average while men were more effective in teaching.

However the advancement and acknowledgement of women than men in

Cambodia, India and Malaysia remain fewest (Omar, 1993; Usui, Suzana & Kayegama,

2003). Very small indication of women extending upward when it comes to educational

management still subsist, But regardless of this, women representation in the highest

level when it comes to educational leadership is progressively greater. Men remain hold

success in the key educational committees. In the case of Philippines and Singapore

appreciate and typically approve capability of women take responsibility in the field of

higher education management (Tai, 2011; Gooch, 2012). Gender dissimilarities and

obstacles to women still exist. (UN Women, 2013).

In the new individualized information available teachers, there may be other

process or system through assessment could affect teacher effectiveness. The

mechanism of defining and communicating the assessing criteria to teachers may effect

in greater concentration on practices among teachers of school (Milanowski and

Heneman, 2001). Unusually teachers may enrich their work level during assessment as

an answer to traditional motivation exclusively to find that a higher level is a better long-

run balance. These mechanisms for existing advancement do not prevent teacher

reaction to imminent motivations of assessment. Furthermore, while assessor and

individual teachers get much new information in the assessment process, administrators

with the power to discipline or reward teachers based on the assessment results gain a

teacher’s overall final scores and these final scores have very small significant variation.
In the end, the results are more coherent with ability development and long-run change

and cannot rule out a proximate response.

Related Study

Young, Suzanne; Rush, Leslie; and Shaw, Dale, (2009). Research on effective

teaching suggests that student ratings are considered to be valid and reliable and are

commonly used in university setting. The study shows that student ratings differ according

to instructor characteristics, student characteristics, and course characteristics. This was

conducted to examine the gender bias in students’ ratings of effective teaching. The

students in five (5) colleges were asked to rate instructors on the three factors:

interpersonal characteristics, pedagogical characteristics, and course content

characteristics. They analyzed group differences based on student gender, instructor

gender, and student level. The result tells that ratings of pedagogical and course content

characteristics yielded significant interactions between student gender and instructor

gender, but no differences found among groups on interpersonal characteristics. this

concluded that gender bias plays a role in students’ view of effective teaching in terms of

how students evaluate pedagogical and content characteristics and that this bias

generalizes across students levels.

Mitchell, K.M., & Martin J. (2018). Many universities use student evaluations of

academics (SETs) as a part of thought for tenure, compensation, and alternative

employment selections. However, in doing thus, they will be participating in discriminatory

practices against feminine teachers. This study additional explores the connection
between gender and SETs delineated by MacNell, Driscoll, and Hunt (2015) by

victimization each content analysis in student-evaluation comments and measure of

students’ ordinal marking of their instructors. The authors show that the language student

use in evaluations concerning male professors is considerably completely different than

language employed in evaluating feminine professors. They conjointly show that a male

educator administering a homogenous online course as a feminine educator receives

higher ordinal scores in teaching evaluations, even once queries don’t seem to be

instructor-specific. Findings recommend that the connection between gender and

teaching evaluations might indicate that the utilization of evaluations in a job selection is

discriminatory against women.

Theories:
Legal Bases:
Critical Educational Theory
Memorandum Circular No. 48, s. 2013
Social-Role Theory
DepEd Order No. 32, s. 2017
Socialization Theory

Dr. Cecilio Putong National High School

INPUT Data on:

Profile of the Students
Gender Perspectives

 Descriptive Method with the aid of

questionnaire
 Collection of Data
 Statistical Treatment of Data
PROCESS  Tabulation
 Analysis
 Presentation
 Interpretation

OUTPUT Recommendation on the Findings of the

Study

Figure 1.
Research Flow Chart
Statement of the Problem

The main purpose of this study is to assess the implication of gender perspective

of the Grade 12-GAS Students in evaluating the effectiveness of teaching in Dr. Cecilio

Putong National High School – Tagbilaran City, Bohol SY: 2019-2020. The findings of

this study will serve as the basis of proposing recommendation.

1. What is the profile of the respondents in terms of:

1.1 Sex
1.2 Age
2. What is the level of competency to the following dimensions:
2.1 Interpersonal Characteristic;
2.2 Pedagogical Characteristic;
2.3 Course Content characteristic; and,
2.4 Overall Gender perspectives?
3. Is there a significant relationship between profile and the following:
3. 1 Interpersonal Characteristic;
3.2 Pedagogical Characteristic;
3.3 Course Content characteristic; and
3.4 Overall Gender perspectives?
4. Is there a significant relationship between gender perspectives and the following:
4.1 Interpersonal Characteristic;
4.2 Pedagogical Characteristic;
4.3 Course Content characteristic; and
4.4 Overall Gender perspectives?
5. Is there a significant degree of difference between the gender perspectives of both
sexes?
6. What are the recommendations based on the findings of the research?
NULL HYPOTHESIS:

Ho1. There is no significant degree of difference between the profile and the following:

1. Interpersonal Characteristic;
2. Pedagogical Characteristic; and
3. Course Content characteristic?
Ho2. There is no significant relationship between gender perspectives and the following:

1. Interpersonal Characteristic;
2. Pedagogical Characteristic; and
3. Course Content characteristic?
Ho3. There is no significant degree of difference between the gender perspectives of both

male and female.

Significance of the Study

This study is beneficial to the following:

Students. This study will help to find out the relevance and contributing factors of gender

bias in students rating of effective teaching. They can be aware on how to rate their

teachers.

Teachers. They will be aware and able to understand the students preferred teacher and

to make their teaching more effective. They can easily determine as to what characteristic

of a teacher, students are looking-up to.

Administrators. They would be guided on the gender and characteristics of a teacher

they are going to hire.

Researchers. This research would be beneficial to the future researcher because they

can get some information that might a big help in their research towards gender bias of

students and teachers.

RESEARCH METHODOLOGY

Design

This study will use a descriptive –correlational method. The researcher will collect

data through survey questionnaire which will be given to the Grade 12-GAS students’ in

which the students will rate their teachers in both sexes to determine gender bias in

teaching effectiveness. The correlation method will be used in finding the relationship

between the two variables.

Environment

The study will be conducted at Dr. Cecilio Putong National High School, originally

the Bohol National High School or BNHS; also Bohol High, is a public, secondary

educational institution at Tagbilaran City, Bohol. It is located along CPG North Avenue.

Figure 2

Map of Dr. Cecilio Putong National High School

Respondents

The respondents of the study will be the Grade 12-GAS Senior High students of

Dr. Cecilio Putong National High School A.Y 2019-2020.

Table 1. Distribution of Respondents

General Academic Strand Student Respondents

Male Female Total

40 40 80

OVERALL TOTAL 80

There were eighty (80) respondents composing of forty (40) male students and

forty (40) female students. The researchers make use of complete enumeration as the

number is manageable to conduct given the time frame of the research.

Instrument

In this study, the researcher will provide a standardized survey questionnaire that

contains 25 questions that the respondents have to answer with a 4-point Likert scale.

This instrument consists of the 3 domains which are the Interpersonal Characteristics,

Pedagogical Characteristics, and Course Content Characteristics. The respondents will

evaluate and rate the teacher according to these measures: 4-Strongly Agree (indicates

to which you feel the item best describe your teacher), 3-Agree (indicates to which you

feel the item describe your teacher), 2-Disagree (indicates to which you feel the item does

not describe your teacher), 1-Strongly Disagree (indicates to which you feel the item does

not really describe your teacher at all).

 The survey questionnaire is based on the research study “Evaluating Gender Bias

in Ratings of University Instructors’ Teaching Effectiveness” of Young, Rush and Shaw,

(2009).

Data Gathering Procedure

The study will undergo the following phases:

Phase 1. Request for Permission.

The researchers made a letter to the Dean of the Graduate School of University of

Bohol asking permission to conduct the said study. Next, the researcher asked

permission for the conduct of the study from the office of the district supervisor. Another

letter to the principal asking permission to conduct the study.

The researchers made a letter to the students to participate in the said study and

so with the parents were asked to allow their children to participate in the study.

Phase 2. Conduct of the Questionnaire.

Upon the approval, the researchers will personally administer the questionnaires

to the respondents with full explanations on the purpose and the importance of the study.

To ensure that the students really understand each item, the researchers will explain each

questions.

Phase 3. Treatment of Data. The researchers will tabulate the data, analyze, and

interpret the result of the study.

Ethical Considerations of Research

Aside from the explanations as to the purpose and benefits that can be derived

from this study, the researchers will undergo ethics review by the UB Research Ethics
Committee. The researchers made an assent form for the students and consent form for

the parents asking permission to allow his/her child to participate in the study after

explaining the purpose of this study which is to determine the gender perspective in

student ratings of teaching effectiveness of Grade 12- GAS students in Dr. Cecilio Putong

National High School. The researchers assured that all information gathered will be kept

confidential and do no harm in conducting the study.

Statistical Treatment

Operational Definition

The following terms are provided by the researchers for further clarification and

understanding to the said terms.

Gender Bias

Refers to the interaction of the gender of the students with the gender of their

teacher in assessing teaching effectiveness.

Teaching Effectiveness

Refers to the knowledge of the teachers of what is being taught, enthusiasm for

teaching, rapport between teacher and student and organization of the learning situation.

Student Ratings

Pertains to the assessment or evaluation of the students of their teachers’ teaching

effectiveness.
 CHAPTER II
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter contains the presentation, analysis, and interpretation of data

gathered from the respondents.

The researcher tallied and tabulated the data gathered from the questionnaires,

after which they applied statistical analysis into the tabulated data which enabled the

researcher to interpret and provide answers to the questions specified to the problem.

Profile of the Respondents

Table 2, presented the data on the distribution of age and sex of the Grade 12-

GAS students in Dr. Cecilio Putong National High School.

Table 2

Profile of the Grade 12-GAS students in Dr. Cecilio Putong National High School

N = 162

Age
frequency percentage rank
(years)
16 112 69% 1
17 48 30% 2
18 2 1% 3
mean:
162 100%
16.32
Sex frequency percentage rank
Male 44 27% 2
Female 118 73% 1
162 100%
Age. In terms of age, it shows that the majority of the respondents are 16 years old which

consist of 112 or 69% of the population. Followed by respondents who are 17 years old

which consist of 48 or 30% of the population. The least number of respondents are the

ones who age 18 years old which consist of 2 or 1% of the population. Majority of the

respondents ages between 16 and 17 since it is corresponding grade levels on that age

and majority of the people can enrol as early as 5 years old.

Sex. In terms of sex, it shows that the majority of the respondents are females which

consist of 118 or 73% of the population. Followed by respondents are males which consist

of 44 or 27% of the population. Most of the respondents are females as they have less

likely to dropout and continue to pursue higher studies. And many of the male students

like to pursue vocational strand like engineering and sports.

Level of Competency on the Teaching Effectiveness In Dr. Cecilio Putong National

High School Teachers

Table 3 shows the results on the level of competency on the teaching effectiveness

in Dr. Cecilio Putong National High School teachers.

Table 3
 Level of Competency on the Teaching Effectiveness In Dr. Cecilio Putong

National High School Teachers

N = 162

Average Description Rank Overall

Rank
A. INTERPERSONAL
CHARACTERISTICS
The instructor was enthusiastic 3.037037037 Highly 11 25
about online teaching. Competent
The instructor created a 3.518518519 Attained Mastery 5.5 12.5
comfortable learning atmosphere.
The instructor adapted to student 3.265432099 Attained Mastery 10 24
needs.
The instructor was tolerant of 3.413580247 Attained Mastery 8 19.5
others’ ideas and views.
The instructor was genuinely 3.567901235 Attained Mastery 4 9
respectful of students.
The instructor was warm and 3.62345679 Attained Mastery 1 3
friendly.
The instructor had a good sense 3.518518519 Attained Mastery 5.5 12.5
of humor.
The instructor motivated students 3.586419753 Attained Mastery 2 5.5
to their best.
The instructor genuinely enjoyed 3.580246914 Attained Mastery 3 7
teaching.
The instructor was concerned 3.469135802 Attained Mastery 7 17
about student learning.
The instructor was accessible 3.37037037 Attained Mastery 9 21
outside of class.
Total 3.450056117 Attained Mastery

B. PEDAGOGICAL
CHARACTERISTICS
The instructor was knowledgeable 3.62962963 Attained Mastery 2 2
about subject matter.
The instructor communicated 3.543209877 Attained Mastery 7 11
effectively.
The instructor was well prepared 3.561728395 Attained Mastery 6 10
for each class.
The instructor was self-confident. 3.666666667 Attained Mastery 1 1

The instructor was able to explain 3.49382716 Attained Mastery 8 14

material clearly.
The instructor identify important 3.586419753 Attained Mastery 4 5.5
ideas.
The instructor use good examples 3.598765432 Attained Mastery 3 4
to explain concepts.
The course was well organized. 3.574074074 Attained Mastery 5 8

Total 3.581790123 Attained Mastery

C. COURSE CONTENT
CHARACTERISTICS
The assignment were appropriate 3.320987654 Attained Mastery 6 23
in amount and level.
Evaluation methods were 3.413580247 Attained Mastery 4 19.5
appropriate.
The course increase by interest in 3.425925926 Attained Mastery 3 18
the subject matter.
The course material (text, 3.351851852 Attained Mastery 5 22
readings, etc.) were worthwhile.
The course improved my 3.487654321 Attained Mastery 1.5 15.5
understanding of concepts in the
field.
The course was valuable to me. 3.487654321 Attained Mastery 1.5 15.5

Total 3.414609053 Attained Mastery

Overall 3.483703704 Attained Mastery

Interpersonal Characteristic. The interpersonal characteristic is label as “Attained

Mastery” with the mean rating of 3.45. The statement “The instructor was warm and

friendly.” has a weighted mean of 3.62 with a description of “Attained Mastery”, is ranked

as 1st, as perceived by the students. Followed by the statement “The instructor motivated

students to their best.” has a weighted mean of 3.59 with a description of “Attained

Mastery” ranked as 2nd, as perceived by the students. but the statement “The instructor

was enthusiastic about online teaching.” has a weighted mean of 3.04 with a description

of “Highly Competent”, is ranked as 11th, as perceived by the students. This shows that

the teachers were competent enough to be approachable and get respect by his/her
students. They like the conducive atmosphere the teacher has made that the student

doesn’t feel threaten nor disadvantage in his/her class. The teacher need to enhance

his/her familiarity and skills in new technology so that he can jive and aware of the things

on trend with the younger generations.

Pedagogical Characteristic. The pedagogical characteristic is label as “Attained

Mastery” with the mean rating of 3.58. The statement “The instructor was self-confident..”

has a weighted mean of 3.67 with a description of “Attained Mastery”, is ranked as 1st, as

perceived by the students. Followed by the statement “The instructor was knowledgeable

about subject matter.” has a weighted mean of 3.63 with a description of “Attained

Mastery” ranked as 2nd , as perceived by the students. but the statement “The instructor

was able to explain material clearly.” has a weighted mean of 3.49 with a description of

“Attained Mastery”, is ranked as 8th, as perceived by the students. The teachers are

considered as trustworthy by their students since they perceive that teacher knows and

shows mastery of the subject. The teacher needs to reevaluate his/her ways of teaching

and identify the difficulties and hindrance to enhance their academic performance

Course Content characteristic. The course content characteristic is label as “Attained

Mastery” with the mean rating of 3.41. Both the statement “The course improved my

understanding of concepts in the field.” and “The course was valuable to me.” have

weighted mean of 3.49 with a description of “Attained Mastery”, is ranked as 1.5th, as

perceived by the students. But the statement “The assignment were appropriate in

amount and level.” has a weighted mean of 3.32 with a description of “Attained Mastery”,

is ranked as 6th, as perceived by the students. This shows that the teachers were

competent enough in fully utilize the learning materials that they greatly benefit from them.
These will greatly improve the learning capacity and increased self esteem of the

students. The teachers should assess if the assignment they give is appropriate or not or

it is helpful for the students. The teachers maybe have a difficulty in choosing the right

assignment.

Overall Characteristic. It is label as “Attained Mastery” with the mean rating of 3.48. The

statement “The instructor was self-confident..” has a weighted mean of 3.67 with a

description of “Attained Mastery”, is ranked as 1st, as perceived by the students. Followed

by the statement “The instructor was knowledgeable about subject matter.” has a

weighted mean of 3.63 with a description of “Attained Mastery” ranked as 2nd , as

perceived by the students. but the statement “The instructor was enthusiastic about online

teaching.” has a weighted mean of 3.04 with a description of “Highly Competent”, is

ranked as 25th, as perceived by the students. This shows that the teachers were

competent more on pedagogical characteristics as it illustrates the mastery and

confidence of the teacher. On the other hand, the teachers should improve on choosing

the appropriate learning materials for after-school activities.

Relationship between Profile of the Respondents and Level of Competency

The following tables show the relationship between the profile of the respondents and

level of competency of the Grade 12-GAS students’ in Dr. Cecilio Putong National High

School Teachers.

Table 4
 Relationship between Age and Interpersonal Characteristic

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
86.49383 19.53086 6.975309
16 90 16 7 113
0.142129 0.638323 0.000087
37.50617 8.469136 3.024691
17 and
34 12 3 49
18
0.327766 1.472051 0.000201562
Total 124 28 10 162
X2= 2.58055793909261
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Accept the Null Hypothesis

Table 4 shows that the chi-square test χ2= 2.5806 between age and interpersonal

characteristic is less than the critical value 5.9915 at degree of freedom 2 and level of

significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no relationship

between age and interpersonal characteristic of the respondents. This means that the

teacher will get the same scores regardless on how young or old the students who assess

him/her in terms of interpersonal characteristics.

Table 5
 Relationship between Age of the Respondents and Pedagogical Characteristic

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
90.67901 15.34568 6.975309
16 97 9 7 113
0.440619 2.624038 0.000087
39.32099 6.654321 3.024691
17 and
33 13 3 49
18
1.016121 6.051353 0.000202
Total 130 22 10 162
X2= 10.132419287413
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Reject the Null Hypothesis

Table 5 shows that the chi-square test χ2= 10.1324 between age and pedagogical

characteristic is greater than the critical value 5.991465 at degree of freedom 2 and level

of significance 0.05. Thus, Rejecting the null hypothesis. Therefore, there is relationship

between age and pedagogical characteristic. This means that older the student are, more

it gives better assessment on the teacher.

Table 6
 Relationship between Age and Course Content characteristic

N=162

Attained Mastery Highly Competent Fairly competent and Need Improvement Total
80.21605 23.71605 9.067901
16 88 15 10 113
0.755334 3.203296 0.095811378
34.78395 10.28395 3.932099
17 and
27 19 3 49
18
1.741892 7.387192 0.220952769
Total 115 34 13 162
X2= 13.4044774461121
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Reject the Null Hypothesis

Table 6 shows that the chi-square test χ2= 13.4045 between age and course content

characteristic is greater than the critical value 5.9915 at degree of freedom 2 and level of

significance 0.05. Thus, Rejecting the null hypothesis. Therefore, there is a relationship

between age and course content characteristic of the respondents. This means that older

the respondent is, the more likely the student feels difficult, especially on homework. The

teacher should look for appropriate learning materials design for older ones.

Table 7
 Relationship between Age and Overall Competency

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
88.58642 18.1358 6.277778
16 95 11 7 113
0.464338 2.807688 0.083087512
38.41358 7.864198 2.722222
17 and
32 15 2 49
18
1.07082 6.474873 0.191609977
Total 127 26 9 162
X2= 11.0924153541393
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Reject the Null Hypothesis

Table 7 shows that the chi-square test χ2= 11.0924 between age and overall

characteristics is greater than the critical value 5.991465 at degree of freedom 2 and level

of significance 0.05. Thus, Rejecting the null hypothesis. Therefore, there is relationship

between age and overall characteristics of the respondents. It shows that the older the

student, the more difficulty the student face. The teacher should assess the learning

materials as activities, not only for 16 yrs old but older.

Table 8
 Relationship between Sex and Interpersonal Characteristic

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
33.67901 7.604938 2.716049
Male 31 10 3 44
0.213103 0.754289 0.029685746
90.32099 20.39506 7.283951
Female 93 18 7 118
0.079462 0.28126 0.011069261
Total 124 28 10 162
X2= 1.3688696896324
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Accept the Null Hypothesis

Table 8 shows that the chi-square test χ2= 1.3689 between sex and interpersonal

characteristic is less than the critical value 5.9915 at degree of freedom 2 and level of

significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no relationship

between sex and interpersonal characteristic of the respondents. This means that both

sex assess the teacher equally in terms of interpersonal characteristics.

Table 9
 Relationship between Sex and Pedagogical Characteristic

of Grade 4 students

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
35.03704 6.246914 2.716049
Male 32 9 3 44
0.263253 1.213317 0.029686
93.96296 16.75309 7.283951
Female 97 14 7 118
0.098162 0.452423 0.011069
Total 129 23 10 162
2
X = 2.0679096408724
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Accept the Null Hypothesis

Table 9 shows that the chi-square test χ2= 2.06791 between sex and pedagogical

characteristic is less than the critical value 5.991465 at degree of freedom 2 and level of

significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no relationship

between sex and pedagogical characteristic of the respondents. This means that the

students, both male and female, have same assessment in terms of pedagogical

characteristics.

Table 10
 Relationship between Sex and Course Content characteristic

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
31.23457 9.234568 3.530864
Male 28 14 2 44
0.334963 2.459167 0.66373133
83.76543 24.76543 9.469136
Female 87 20 11 118
0.124902 0.916977 0.247493038
Total 115 34 13 162
2
X = 4.7472333379915
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Accept the Null Hypothesis

Table 10 shows that the chi-square test χ2= 4.7472 between sex and course content

characteristic is less than the critical value 5.9915 at degree of freedom 2 and level of

significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no relationship

between sex and course content characteristic of the respondents. This means that both

sex assess the teacher equally in terms of course content characteristics.

Table 11
 Relationship between Sex and Overall Competency

N=162

Attained Mastery Highly competent Fairly competent and Need Improvement Total
34.49383 7.061728 2.444444
Male 32 9 3 44
0.180298 0.532008 0.126262626
92.50617 18.93827 6.555556
Female 95 17 6 118
0.06723 0.198376 0.047080979
Total 127 26 9 162
X2= 1.15125562413031
Critical Value at df= 2 and 0.05 level of significance: 5.99146454710798
Decision: Accept the Null Hypothesis

Table 11 shows that the chi-square test χ2= 1.1513 between sex and overall

characteristics is less than the critical value 5.991465 at degree of freedom 2 and level of

significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no relationship

between sex and overall characteristics of the respondents. This means that the both sex

have same assess to the teachers in terms of overall competency.

Relationship between Gender Perspectives and Level of Competency

The following tables show the relationship between gender perspectives and level of

competency among the teachers from Dr. Cecilio Putong National High School.

Table 12
 Relationship between Gender Perspectives and Interpersonal Characteristic

N=162

Attained Mastery Highly competent, Fairly competent and Need Improvement Total
47.45679 14.54320988
Female-
51 11 62
Female`
0.264542 0.863243832
42.8642 13.13580247
Female- Male 42 14 56
0.017423 0.056855101
16.83951 5.160493827
Male-Female 17 5 22
0.00153 0.004991435
16.83951 5.160493827
Male-Male 14 8 22
0.478802 1.562407703
Total 124 38 162
X2=3.24979586654651
Critical Value at df= 3 and 0.05 level of significance: 7.81472790325118
Decision: Accept the Null Hypothesis

Table 12 shows that the chi-square test χ2= 3.2498 between gender perspective and

interpersonal characteristic is less than the critical value 7.8147 at degree of freedom 3

and level of significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no

relationship between gender perspective and interpersonal characteristic This shows that

all gender perspective have same assessment on the teacher in terms interpersonal

characteristics. This means that the student will assess the teacher in interpersonal

dimension, regardless of his/her sex.

Table 13
 Relationship between Gender Perspectives and Pedagogical Characteristic

N=162

Attained Mastery Highly competent, Fairly competent and Need Improvement Total
49.37037 12.62962963
Female-
55 7 62
Female`
0.641938 2.509395026
44.59259 11.40740741
Female- Male 42 14 56
0.150732 0.589225589
17.51852 4.481481481
Male-Female 16 6 22
0.131626 0.514539333
17.51852 4.481481481
Male-Male 16 6 22
0.131626 0.514539333
Total 129 33 162
X2=5.18362235186896
Critical Value at df= 3 and 0.05 level of significance: 7.81472790325118
Decision: Accept the Null Hypothesis

Table 13 shows that the chi-square test χ2= 5.1836 between gender perspective and

pedagogical characteristic is less than the critical value 7.81473 at degree of freedom 3

and level of significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no

relationship between gender perspective and pedagogical characteristic. This means that

the student assess the teacher, regardless of his/her sex in terms of pedagogical

characteristics.

Table 14
 Relationship between Gender Perspectives and Course Content characteristic

N=162

Attained Mastery Highly competent, Fairly competent and Need Improvement Total
44.01235 17.98765432
Female-
49 13 62
Female`
0.565221 1.382987197
39.75309 16.24691358
Female- Male 38 18 56
0.07731 0.18916282
15.61728 6.382716049
Male-Female 15 7 22
0.024399 0.059698641
15.61728 6.382716049
Male-Male 13 9 22
0.438628 1.073238293
Total 115 47 162
X2=3.81064422730741
Critical Value at df= 3 and 0.05 level of significance: 7.81472790325118
Decision: Accept the Null Hypothesis

Table 14 shows that the chi-square test χ2= 3.8106 between gender perspective and

course content characteristic is greater than the critical value 7.81473 at degree of

freedom 3 and level of significance 0.05. Thus, Accepting the null hypothesis. Therefore,

there is no relationship between gender perspective and course content characteristic.

This shows that the students have same assessment regardless of the sex of the teacher

in terms of course content characteristics.

Table 15
 Relationship between Gender Perspectives and Overall Competency

N=162

Attained Mastery Highly competent, Fairly competent and Need Improvement Total
48.60494 13.39506173
Female-
54 8 62
Female`
0.598842 2.172941913
43.90123 12.09876543
Female- Male 41 15 56
0.19173 0.695704208
17.24691 4.75308642
Male-Female 17 5 22
0.003535 0.012826679
17.24691 4.75308642
Male-Male 15 7 22
0.292726 1.062177329
Total 127 35 162
X2=5.03048284129963
Critical Value at df= 3 and 0.05 level of significance: 7.81472790325118
Decision: Accept the Null Hypothesis

Table 15 shows that the chi-square test χ2= 5.0305 between gender perspective and

overall characteristic is less than the critical value 7.8147 at degree of freedom 3 and

level of significance 0.05. Thus, Accepting the null hypothesis. Therefore, there is no

relationship between gender perspective and overall characteristic. This means that in

overall competency, the student assess the teacher fairly, regardless of his/her sex. This

implies that there is no gender bias involved in evaluating the teachers.

Significant Degree of Difference Between the Gender Perspectives of Both Sexes

Table 16 and 17 shows the difference between the gender perspectives of both sexes

of the Grade 12-GAS students to the teachers in Dr. Cecilio Putong National High

School.

Table 16

Difference between the Gender Perspectives from Female Respondents

N = 118

Female Male
N 62 56
df 61 55
mean 3.57 3.46
SS 24.1 17.38
s 2 0.4 0.32
s2p: 0.36
2
s M1: 0.01
2
s M2: 0.01
t-test: 1.00129

critical value at df: 116 and

0.05 level of significance:
1.9806

Decision: Accept the Null

Hypothesis

Table 16 shows the difference between the gender perspectives from female

respondents. The computed t= 1.00129 was lesser than its critical value of 1.9806

interpreted as insignificant. Therefore the null hypothesis was accepted. This implies that

there is no significant difference between the gender perspectives from female

respondents. This implies that the female respondents assess the teachers equally in

terms of sex.

Table 17

Difference between the Gender Perspectives from Male Respondents

N = 44

Male Female
N 22 22
df 21 21
mean 3.45 3.34
SS 3.21 9.45
s 2 0.15 0.45
s2p: 0.3
2
s M1: 0.01
s2M2: 0.01
t-test: 0.67013

critical value at df: 42 and

0.05 level of significance:
2.0181

Decision: Accept the Null

Hypothesis

Table 17 shows the difference between the gender perspectives from male respondents. The

computed t= 0.67013 was lesser than its critical value of 2.0181 interpreted as insignificant.

Therefore the null hypothesis was accepted. This implies that there is no significant difference

between the gender perspectives from male respondents. This implies that the male

respondents assess equally, no matter the sex of the teachers is.

REFERENCES CITED

Weiler, K. (1988). Women teaching for change: Gender, class & power. Greenwood

Publishing Group, 1988.

Risberg,G., Johansson, E.E., & Hamberg, K. (2009). A theoretical model for analyzing

gender bias in medicine. International journal for equity in health, 8(1), 28.
 APPENDICES

UNIVERSITY OF BOHOL
Graduate School and Professional Studies
City of Tagbilaran

September 21, 2019

DR. LUMIN T. PAMARAN
Vice President for Academic Affairs
University of Bohol

Dear Dr. Pamaran:

We, the Advance Methods of Research students of the Graduate School and
Professional Studies, University of Bohol, currently doing our thesis entitled: “Gender Bias
of Grade 12-GAS Senior High Students and Teachers in Dr. Cecilio Putong National High
School in Relation to Teaching Effectiveness”.

In connection with this, we would like to ask your permission to gather data from
our respondents who are Grade 12 senior high students from Dr. Cecilio Putong National
High School. If ever granted, we will conduct the data gathering on the preferred time
schedule.

Your whole hearted support and understanding on this request is greatly

appreciated.

Thank you. God Bless!

Respectfully yours,

MITZI RIVA M. ISULAT

Thesis Leader

Recommending Approval:

DR. LEAH WILFREDA RE. PILONGO

Research Adviser

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School
Approved by:

DR. LUMIN T. PAMARAN

Vice President for Academic Affairs

UNIVERSITY OF BOHOL
Graduate School and Professional Studies
City of Tagbilaran

September 21, 2019

Dr. Buenaventurada D. Libot

Graduate School and Professional Studies
University of Bohol

Madam:

We, the Advance Methods of Research students of the Graduate School and
Professional Studies, University of Bohol, are conducting a research study entitled
“Gender Bias of Grade 12-GAS Senior High Students and Teachers in Dr. Cecilio Putong
National High School in Relation to Teaching Effectiveness”.

As part of the completion of the subject Advance Methods of Research, we ask

your permission to allow us to conduct a survey using researcher-made test in the said
school. It will be a great help in the fulfillment of our study.

Your granting of the above-mentioned request will be highly appreciated as it will

greatly assist us in our data gathering.

Respectfully yours,

MITZI RIVA M. ISULAT

Thesis Leader

Recommending Approval:

DR. LEAH WILFREDA RE. PILONGO

Research Adviser

Approve by:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School
 UNIVERSITY OF BOHOL
Graduate School and Professional Studies
City of Tagbilaran

September 21, 2019

MR, JUSTINO CANDA

Principal, Dr. Cecilio Putong National High School
Tagbilaran City, Bohol

Madam:

We, the Advance Methods of Research students of the Graduate School and
Professional Studies, University of Bohol, are conducting a research study entitled
“Gender Bias of Grade 12-GAS Senior High Students and Teachers in Dr. Cecilio Putong
National High School in Relation to Teaching Effectiveness”.

With the aim in view of obtaining reliable data, the undersigned respectfully request
permission to distribute a questionnaire to the whole Grade 12-GAS Senior High Students
and Teachers in Dr. Cecilio Putong National High School as our respondents.

The researcher promised to respect the ethics in research conducting the data
gathering, treatment of the data and its finding, particularly in the confidentiality of the
respondents’ identity.

We are anticipating for your favorable action.

Very respectfully yours,

MITZI RIVA M. ISULAT

Thesis Leader

Recommending Approval:

DR. BUENAVENTURADA D. LIBOT

Dean, Graduate School

Approved by:
MR, JUSTINO CANDA
Principal, Dr. Cecilio Putong National High School

UNIVERSITY OF BOHOL
Graduate School and Professional Studies
City of Tagbilaran

Dear Parents/Guardians:

Good day!

We, the Advance Methods of Research students of the Graduate School and
Professional Studies, University of Bohol, are conducting a research study entitled
“Gender Bias of Grade 12-GAS Senior High Students and Teachers in Dr. Cecilio Putong
National High School in Relation to Teaching Effectiveness”.

As part of the completion of the subject Advance Methods of Research, we humbly

ask your permission for your child to participate in our research study. The purpose of this
study is to assess the Gender Bias of Grade 12-GAS students in relation to teaching
effectiveness. The survey would take place at the classroom during normal class hours
and will take 5 minutes of your child to answer. The researchers will go to the classroom
and meet the students. In this time, we will give survey questionnaire. After giving it, we
will read the instructions to the students so that they will understand the task given to
them. If ever there are inconvenient questions that your child may encounter, we are very
much willing to help them. The result will provide your child a total awareness of how they
can evaluate the teaching effectiveness based on their gender perspectives.

Your child’s participation in this research will be treated confidentially and all
information will be kept anonymously. Your child’s performance result will be not shared
with school staff. However, information based on the results of the participants will be
provided. Only students in Grade 12-GAS who have parental permission, and who
themselves agree to participate, will be involved in the study. Also, students or parents
may withdraw their permission at any time during the study without penalty by indicating
this decision to the researcher. There are no known anticipated risks to participation in
this study.

We would like to assure you that this study has been reviewed and approved by
the Research Ethics Committee of the University of Bohol. In addition, it has the support
of the Dean of our University as well as the principal at your student’s school. However,
the final decision about the participation is yours. If you have any concerns or comments
regarding from your child’s participation in this study, please call or text this no.
09480925462 or email us at mr22isulat@gmail.com .
 We really appreciate it if you would allow your child to participate in this study, as
we believe it will contribute more knowledge to your child about how their habit of watching
television programs can affect their academic performance. Please complete the attached
permission form, either you give permission or not for your child to participate.

If you have any question about the study, or if you would like to have additional
information to assist you in reaching a decision, please feel free to contact at
mr22isulat@gmail.com.Thank you in advance for your interest and support in this study

Respectfully yours,

MITZI RIVA M. ISULAT

Thesis Leader

Contact Number: 09480925462

 Assent Form
Name of Principal Investigator: _________________________________
Name of Organization: _____________________________________
Title of Research: ___________________________________________

Dear Respondents/Participants:

Good day!

We, the Advance Methods of Research students of the Graduate School and
Professional Studies, University of Bohol, are conducting a research study entitled
“Gender Bias of Grade 12 Senior High Students and Teachers in Dr. Cecilio Putong
National High School in Relation to Teaching Effectiveness”.

As part of the completion of the subject Advance Methods of Research, we humbly

ask your permission for you to participate in our research study. The purpose of this study
is to assess the Gender Bias of Grade 12-GAS students in relation to teaching
effectiveness. The survey would take place at the classroom during normal class hours
and will take 5 minutes to answer. The researchers will go to the classroom and meet
you. In this time, we will give survey questionnaire. After giving it, we will read the
instructions to you so that you will understand the task given. If ever there are
inconvenient questions that you may encounter, we are very much willing to help. The
result will provide you a total awareness of how you can evaluate the teachers teaching
effectiveness based on your gender perspectives.

Your child’s participation in this research will be treated confidentially and all
information will be kept anonymously. Your performance result will not be shared with
school staff. However, information based on your results will be provided. Only you
student in Grade 12-GAS who have parental permission, and who agree to participate,
will be involved in the study. Also, students or parents may withdraw their permission at
any time during the study without penalty by indicating this decision to the researcher.
There are no known anticipated risks to participation in this study.

We would like to assure you that this study has been reviewed and approved by
the Research Ethics Committee of the University of Bohol. In addition, it has the support
of the Dean of our University as well as the principal at your student’s school. However,
the final decision about the participation is yours. If you have any concerns or comments
regarding from your participation in this study, please call or text this no. 09480925462 or
email us at mr22isulat@gmail.com.
 We really appreciate it if you would allow to participate in this study, as we believe
it will contribute more knowledge to you about how you can evaluate effectiveness of your
teachers based on your gender perspectives. Please complete the attached permission
form, either you give permission or not to participate.
If you have any question about the study, or if you would like to have additional
information to assist you in reaching a decision, please feel free to contact at
mr22isulat@gmail.com.Thank you in advance for your interest and support in this study.

THE RESEARCHERS

______________________________________________________________________

I have read this information (or had the information read to me). I have had my questions
answered and know that I can ask questions later if I have them. I agree to take part in
the research.

Signature of the Student _______________________

Date ___________________________

STATEMENT BY THE RESEARCHERS

We confirm that the students was given an opportunity to ask questions about the study,
and all the questions asked by him/her have been answered correctly to the best of our
ability. We confirm that the individual has not been coerced into given consent and the
consent has been given freely and voluntarily.

Name of the Researchers: CAGA, MARIE ENGRID

CAGAMPANG, MARIA ANTONETTE
GABAISEN, MAYA ARCELLE
GENOSAS, MA. MIALUNA
ISULAT, MITZI RIVA M.

Signature of the Researchers: __________________________

__________________________
__________________________
__________________________
__________________________

Date: ___________________________
Informed Consent Form

UNIVERSITY OF BOHOL

GRADUATE SCHOOL AND PROFESSIONAL STUDIES

Tagbilaran City, Bohol

Oct 14, 2019

Maayong adlaw!

Kami ang mga estudyante sa Graduate School sa University of Bohol, nanghangyo sa

pagtugot kaninyo nga muhimo kami og pagtu-on kabahin sa gender bias kalabot sa
pagkaepektibo sa pagtudlo.

Tumong niining pagtu-on, ang pagpangalap ug datos kon impormasyon aron mapalambo
ug matabangan kamo labi na sa pag-analisar sa gender bias kalabot sa pagkaepektibo
sa pagtudlo.

Kami nagasaad nga:

-nga ang tanang impormasyon nga makuha niini mahimong pribado lamang ug dili
isapubliko.

-nga makadawat ka og kasayuran mahitungod sa mga resulta human nga makuha ang
gikinahanglang impormasyon bahin niini nga research.

Manghinaot kami sa inyong positibong pagsanong niining among gihimo nga gimbuhaton.

Daghang salamat.

MITZI RIVA ISULAT

Research Leader

Ako si ___________________________, usa sa mga gipahibalo sa inyong sa inyong

pagtuon

Ako isip respondent, magahatag sa saktong pagtubag ani nga pagtu-on.

Respondent’s

Signature: ______________________________ Petsa: _______________

 UNIVERSITY OF BOHOL

GRADUATE SCHOOL AND PROFESSIONAL STUDIES

Tagbilaran City, Bohol

October 14, 2019

Tinahod kong Ginikanan/Guardian,

Maayong adlaw!

Kami ang mga estudyante sa Graduate School sa University of Bohol, naghangyo sa

pagtugot alang sa inyong anak nga mohimo kami ug pagtu-on kabahin sa gender bias
kalabot sa pagkaepektibo sa pagtudlo.

Tumong niining pagtu-on, ang pagpangalap ug datos kon impormasyon aron mapalambo
ug matabangan kamo labi na sa pag-analisar sa gender bias kalabot sa pagkaepektibo
sa pagtudlo.

Kami nagasaad nga:

-nga ang tanang impormasyon nga makuha niini mahimong pribado lamang ug dili
isapubliko.

-nga makadawat ka og kasayuran mahitungod sa mga resulta human nga makuha ang
gikinahanglang impormasyon bahin niini nga research.

Manghinaot kami sa inyong positibong pagsanong niining among gihimo nga gimbuhaton.

Daghang salamat.

MITZI RIVA ISULAT

Thesis Leader
Ako si ___________________________, usa sa mga gipahibalo sa inyong sa inyong
pagtuon

Ako isip respondent, magahatag sa saktong pagtubag ani nga pagtu-on.

Respondent’s

Signature: ______________________________ Petsa: _______________

 QUESTIONNAIRE
QN: _____________

I. Direction: Evaluate and rate the teacher according to this measures. Kindly put a check
mark in the blank that corresponds to your level of satisfaction. Use the following scales
to guide you:
4 Strongly Agree (indicates to which you feel the item best
describe your teacher)
3 Agree (indicates to which you feel the item describe your
teacher)
2 Disagree (indicates to which you feel the item does not
describe your teacher)
1 Strongly Disagree (indicates to which you feel the item does
not really describe your teacher at all)

1 2 3 4
A. INTERPERSONAL
CHARACTERISTICS
The instructor was enthusiastic
about online teaching.
The instructor created a
comfortable learning atmosphere.
The instructor adapted to student
needs.
The instructor was tolerant of
others’ ideas and views.
The instructor was genuinely
respectful of students.
The instructor was warm and
friendly.
The instructor had a good sense of
humor.
The instructor motivated students to
their best.
The instructor genuinely enjoyed
teaching.
 The instructor was concerned about
student learning.
The instructor was accessible
outside of class.
B. PEDAGOGICAL
CHARACTERISTICS
The instructor was knowledgeable
about subject matter.
The instructor communicated
effectively.
The instructor was well prepared for
each class.
The instructor was self-confident.
The instructor was able to explain
material clearly.
The instructor identify important
ideas.
The instructor use good examples
to explain concepts.
The course was well organized.
C. COURSE CONTENT
CHARACTERISTICS
The assignment were appropriate in
amount and level.
Evaluation methods were
appropriate.
The course increase by interest in
the subject matter.
The course material (text, readings,
etc.) were worthwhile.
The course improved my
understanding of concepts in the
field.
The course was valuable to me.

Please tell us a little about yourself.

You are: _____ Male _____ Female

Your age: ______
Your instructor was: _____ Male _____ Female
Curriculum Vitae