Gender and Development (GAD) Awareness and Perception among School of

Education, Arts and Sciences Students

Survey Questionnaire

_____________
Date
Dear Respondent,

In connection with the research Gender and Development in Education for

Cabagan Campus, may we request you to provide voluntary response for the data
called for and answer the questions truthfully.

Please return the accomplished survey form not later than _____________.

Thank you very much.

Very truly yours,

__________________

PART I. RESPONDENT’S PROFILE

Name: ________________________________________________________________

Sex: Program:
( ) Male ( ) AB
( ) Female ( ) BEED
( ) BSE
Age: ( ) TCP
( ) 15 – 17 years old
( ) 18 – 20 years old Year level:
( ) 21 – 23 years old ( ) First year
( ) 24 – Above ( ) Second year
( ) Third year
Ethnicity: ( ) Fourth year

( )
PART II: Level of Understanding and Awareness on Gender and Development
Concepts

What do the following concepts/words Please rank your level of knowledge of each
mean to you? Please choose the best gender concept on a ranking of 1 to 5 by
statement below that matches your checking the corresponding number you feel
understanding on each of the Gender matches your current understanding on
and Development concepts. Gender and Development (1=Lowest and
5= Highest).
Sex: 1 2 3 4 5
Can be classified as Male/Female
Can be classified as Masculinity/
Femininity
Can be socially constructed
Can be biologically structured

Gender:
Can be classified as Male/Female
Can be classified as Masculinity/
Femininity
Can be socially constructed
Can be biologically structured

Gender Roles:
Can be assigned specifically to Male/
Female
Can be classified as expressions of
Masculinity/ Femininity
Can be performed by either Male/
Female
Can be biologically structured

Gender Needs:
Can be classified as Male/Female
Can be classified as Masculinity/
Femininity
Can be socially constructed
Can be biologically structured

Gender Identity:
Can be classified as Male/Female
Can be classified as Masculinity/
Femininity
Can be socially constructed
Can be biologically structured
Gender Equity:

Gender Equality:
Equal opportunities are given both to
men and women.

Gender Integration:

Gender Analysis:

Gender Sensitive:

Gender Mainstreaming:

Practical Gender Needs:

Strategic Gender Needs:

 Women in Development:

Women and Development:

Gender and Development:

Part III: Perception about Gender and Development integration in Instruction

Please rate how strongly you agree or disagree with each of the following statements.

1=Strongl 2=Disagr 3=Neutr 4=Agr 5=Stron

y ee al ee gly
Disagree Agree
1. Gender and Development
Integration in Education is
relevant in UZ.
2. Gender and Development
Integration in Education is timely
3. Teachers integrate Gender
and Development in their
instruction.
4. I am integrating Gender and
Development in my instruction
5. I would like to know more
about Gender and Development
6. I would like to know more on
how to integrate GAD to my
instruction
7. It is possible to integrate GAD
 to my instruction
8. Every teacher should
integrate GAD in their instruction
9. There is always a way to
integrate GAD in the instruction
10. GAD in education should
only be a concern for female
teachers

Evaluation on gender sensitivity in teaching

Learning material
Spoken and written language uses
either gender-neutral or male and
female forms.
Male and female connoted
(sub-)domains appear equally often
and with same importance
Male and female persons appear in
the material (photos, examples,
pictures) to the same extent.
Male and female persons are
presented in the material (photos,
examples, pictures) at the same
hierarchical levels and in non-
stereotypic roles
Didactics
The teacher addresses male and
female students equally often and
with equally stimulating demands
The teacher equally takes on
contributions from male and female
students.
The teacher gives equally intensive
and constructive feedback to male and
female students.
In group tasks each student takes
various and non-stereotypic roles and
functions
The teacher reinforces non-stereotypic
behaviour of students and regulates
stereotypic behaviour of students.
The development of gender
competence is among the learning
objectives.
Critical thinking is among the learning
objectives and integrated in the
teaching activities in order to enable
detection and reflection of inequality.
Students reflect on their attitudes
regarding gender equality and
femininity/masculinity.
Gender equality is explicitly presented
as principle of the teaching.
Subject matter
The relation between teaching content
and the gender dimension (gender
theory, stereotypes, inequalities etc.)
is revealed.
Students reflect about gender-related
structural dependencies/ constraints
within their domain, work
environment, and job market.
Both male and female authors and
researchers are considered.
Learning evaluation
Male and female students perform
equally well in learning outcome
measures.
Objective criteria are used in the
evaluation of student performance.
Gender-neutral language and
representation is a criterion for
learning evaluation.
The learning evaluation also contains
assessment of gender competence.
Feedback and learning evaluation
methods are reflected to ensure that
prejudice and stereotypes are not
adopted.
Teaching evaluation
Female and male participants equally
bring in their opinion to the evaluation
of the teaching (questionnaire,
discussion etc.).
The analysis of teaching evaluation
data separates by student sex if the
number of students permits (minimum
20)
Students` satisfaction on all relevant
characteristics of the course (e.g.,
learning activities, teacher-student-
interaction, use of technology,
practical relevance of content,
perceived learning outcomes etc.) are
analysed separated by student sex (if
the number of students permits,
minimum 20) and used for further
development of the teaching.
Evaluation assessments of gender-
equality are applied during the course
and consequences are derived and
implemented.
The teacher self-evaluates gender
equality of his or her teaching
(teaching activities, interaction with
students, own stereotypes etc.).
Team Teaching
Male as well as female teachers/tutors
are involved.
Male and female teachers/tutors are
involved in equally important roles
and functions.