GENDER EQUALITY: INSIGHTS OF STUDENTS ABOUT THE

GENDER-RESPONSIVE BASIC EDUCATION POLICY

CORCUERA NATIONAL HIGH SCHOOL- SENIOR HIGH

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS STRAND

Corcuera, Romblon

A Qualitative Research

Submitted to the Faculty of Corcuera National High School -Senior High School

Department in Partial Fulfillment for the Science, Technology,

Engineering, and Mathematics Strand

FABELLA, LYNDELLE HEART M.

February 2023
 CHAPTER 1

The Problem and Its Background

This chapter presents the introduction, statement of the problem, conceptual

framework, scope and delimitations, significance of the study, and the definition of terms.

Introduction

School, as a public institution, does not assure students a gender-sensitive safe

environment. In 2017, the Department of Education (DepEd) issued the enclosed Gender-

Responsive Basic Education Policy in line with its Gender and Development (GAD)

mandate. After five years, June 23, 2022, the Department of Education starts the

reiteration of the strict implementation of the policy in consideration of the opening of

the in-person classes this school year 2022-2023. In connection to this, the office also

reminds the field to respect the gender expression of students. With this policy, the

school heads/school administrators are also advised to allow students to attend school-

initiated activities, such as the End-of-School-Year (EOSY) rites wearing clothes which

are aligned with their gender identity, without restricting students’ gender expression

provided that the same is approved by their parents/guardians. The Department of

Education issued the Gender-Responsive Basic Education Policy that will protect

students from stereotyping and discrimination. The Department of Education (DepEd) in

accordance with its Gender and Development (GAD), issued the Gender-Responsive

Basic Education Policy. This policy provides guidelines for Gender-Responsive Basic

Education that allows the department to integrate the principles of gender equality,

gender equity, gender sensitivity, non-discrimination, and human rights in the provision
and governance of basic education. In relation to gender equality, this policy will create

awareness to Filipino people about the right treatment to LGBTQ+.

According to Woodford, et al., (2018), in their study entitled “Depression and

Attempted Suicide among LGBTQ College Students: Fostering Resilience to the Effects

of Heterosexism and Cisgenderism on Campus”, citizen know little about the impacts of

covert and overt discrimination and the protective factors for depression and suicide

among LGBTQ students. In their research study, they used multivariable regression

analysis of a national sample of cisgender lesbian, gay, bisexual, and queer students.

Using multivariable regression analyses of a national sample to examine 776 students.

The researchers know the association between mental health and microaggressions,

victimization, psychological resilience, pride, and outness. Thereafter, it showed that

interpersonal microagressions was a risk factor for depression and attempted suicide

among cisgender LGBTQ students and was also a risk factor among trans students for

depression. The study also showed that being resilient is a protective factor for LGBTQ

students. It moderates the microagressions among cisgender LGBTQ students while pride

moderates the victimization or depression relationship among trans students.

Gender equality plays a big role in every part of the society. Gender-related issues

have different effects on different part of a community and mostly, they are harmful

especially to the victim’s lives. Students that are subject to discrimination and

stereotyping might be dealing with a long period of loneliness. Everyone is aware of it,

but there is always this “someone” who shows unfair treatment to the victims. Therefore,

living in a nonviolent community is soothing. Treating everyone fairly without

discrimination and stereotyping is a sword to gender-related issues. Every student must

be educated about gender equality because no human being is unsafe with a peaceful

environment.

Despite different laws and policies administered by the government,

discrimination against lesbians, gays, bisexuals, trans, and queer is still observable up

these days. People are now living in modern generation, but the way the majority treat the

different gender classifications, it is like no one is informed yet and aware of its effects

on the mental aspect of the victims. One example is how Melissa Zarda stated at TIME

magazine that his brother, Don Zarda, a skydiver, was fired from work after revealing

that he is a gay. Bullies and discriminators are everywhere. There must be an immediate

action for it.

The implementation of the Gender-Responsive Basic Education Policy motivated

the researcher to study the insights of students about the policy. Additionally, observing

the fact that face-to-face classes are back again, it is unavoidable to hear students

complaining about gender-related violence inside the classroom. Now that there is

already a policy that protects student from discrimination and stereotyping, what could be

students’ feedback about it?

The main purpose of this research study is to know the informants’ insights about

the Gender-Responsive Basic Education Policy, the informant’s feedbacks about this

policy together with how they feel towards the law. The researcher aims to know if

majority of the students is in favor of Gender-Responsive Basic Education Policy.

Background of the Study

“Like walking through a hailstorm”, this is how Josh Greer, a student who has

been the target of bullying and discrimination in school described the experience of

knowing real gender identity. Although children face a variety of issues at school, LGBT

students may find it particularly challenging since they frequently struggle with

understanding their identities, lack support from family and friends, and receive

discriminatory messaging at school and in their community. In several cases, educators

themselves made fun of LGBT students or took part in the harassment. This is the main

problem that the word is facing until now.

According to Atty. Jacqueline Ann de Guia, Commission on Human Rights

Executive Director, the goal of the Gender-Responsive Basic Education Policy is to

enable the DepEd to undertake gender-mainstreaming in education to address both

enduring and emerging gender and sexuality-related issues in basic education, to promote

the protection of children from all forms of gender-related violence, abuse, exploitation,

and bullying, and to promote gender equality and non-discrimination in the workplace

and within the DepEd.

Having every information from above being merged, the researcher came up with

a decision to conduct an investigation about a topic that would benefit students coming

from LGBTQ+ community. The researcher investigated secondary students to gather

experiences that are significant to the topic. The researcher analyzed the informant’s

feedback that came up with a reliable result that processed how Gender-Responsive Basic

Education Policy affected students.

 Previous studies that are related to this study showed different results of how the

policy changed the way students and teachers treat each other inside the school campus.

Recent studies resulted to an expected outcome while a few resulted to an unexpected

result. This study will help the policy strengthen its effect on students. This will help fill

the gaps that previous studies did not include in their respective influence.

Statement of the Problem

This research study aims to identify and determine the opinions of students about

the Gender-Responsive Basic Education Policy. The following are the specific questions

that the researcher sought to have answers:

1. What are the insights of students about the reiteration of the Gender-Responsive Basic

Education Policy by the Department of Education?

2. Does the students recognize and support the Gender-Responsive Basic Education

Policy?

3. How does the policy benefit the students who belong to LGBTQ+ community?
Conceptual Framework

Input Process Output

I. Profile of the  Identified Insights of students

Informants the about the Gender-
informants Responsive Basic
 Name
 Formulated Education Policy
 Age
interview
 School
questions
 Grade Level
 Interview
 Sex
proper
 Gender
 Gathered
Preferences
the answers
 Gender-
 Interpreted
Responsive
and analyze
Basic
the answers
Education
 Presented
Policy
the result

Figure 1

Figure 1 shows the illustration and relation of the factors that are involved in this

study. The input shows the profile of the informants. It includes the name, age, school,

grade level, sex, and gender. The process that the researcher conducted started in

identifying the informants, next is formulating interview questions, proceeded to the

interview proper, then after the informants have already answered the questions, the

researcher gathered the answers and interpreted and analyzed the answers. Lastly,
presented the results. The output shows the result, which is the insight of the informants

about the implementation of the Gender-Responsive Basic Education Policy.

Scope, Delimitations and Limitations of the Study

In general, this research study focused on the insights of students who belong to

the LGBTQ+ community. This study sought answers to the questions that arise when

discussing about the Gender-Responsive Basic Education Policy.

This study was conducted at Corcuera National High School and Mabini National

High School in Corcuera, Romblon from September 2022 to February 2023. To complete

the study, the researcher investigated and communicated with different students that

differ in gender because each student has different opinions and perspectives about this

topic.

The researcher was not able to have a big sample size because there are only few

high school students that belong to the LGBTQ+ community. Nevertheless, the

researcher interviewed different students with differentiating gender preferences as to

know what perspectives run in their minds when they hear “gender equality” and how it

relates to the Gender-Responsive Basic Education Policy.

In this study, the researcher does not include the students that are known for

being naughty and playful to avoid obstructions. The researcher does not also include

those students who refuse to accept the request of the researcher. The does not also

include elementary students for it will just focus on secondary high school students.
Significance of the Study

Being aware to this problem of the country, this study will be significant to the

following:

Department of Education. This study will inform the Department of Education how

Gender-Responsive Basic Education Policy affected the viewpoint of students about

gender equality inside their school campus. This study will also help this department to

implement more laws and policies that protect students from discrimination and violence

inside the school campus.

LGBTQ. This topic will benefit LGBTQ community the most. With the help of the

implementation of the Gender-Responsive Basic Education Policy to this study, people

will already observe the right treatment that must be given to every gender and empower

LGBTQ members.

School. The school itself will benefit from this study because it will be able to know what

type of school rules and regulations must be legislated to avoid discriminations and

stereotypes.

Parents. This study will help parents understand, accept, and learn the condition and

situation of their children about their sexual orientation.

Teachers. Teachers are students’ second parents. Therefore, with this study, teachers will

be able to identify the students who need attention and care inside their classroom

premises.
Students. Students will learn from this study especially the informants. Not just that

students will be aware and informed about the policy, but will also be encouraged to

show who they truly are without any hesitations.

Future researchers. This research study will serve as an example to the future

researchers that a researcher can also study this kind of topics. The recommendations that

will be discussed at the end of the study can help them have a better research plan

regarding this kind of studies.

Definition of Terms

The following terms are defined operationally and conceptually to provide a

common understanding to the readers:

Gender. The behavioral, cultural, or psychological traits typically associated with one sex.

(Merriam-Webster Dictionary)

Gender equality. Equal enjoyment by women and men of socially-valued goods,

opportunities, resources and rewards. (https://www.unfpa.org)

Insights. The act or result of apprehending the inner nature of things or of seeing

intuitively. (Merriam-Webster Dictionary)

LGBTQ. An abbreviation for lesbian, gay, bisexual, transgender, queer or questioning,

intersex, asexual, and more. These terms are used to describe a person’s sexual

orientation or gender identity. (https://gaycenter.org)

Policy. A definite course or method of action selected from among alternatives and in

light of given conditions to guide and determine present and future decisions.
 CHAPTER 2

Review of Related Literature and Studies

This chapter presents the relevant literature and studies that the researcher

considered in strengthening the claim and importance of the present study.

A. Related Literature

Foreign

According to Inter-Agency Network for Education in Emergencies (2010), in

times of crisis, the right to gender-sensitive education is vital and should be realized

without any kind of prejudice. It is the obligation of national authorities, communities,

and humanitarian organizations to guarantee that all people have access to educational

activities. This entails analyzing and addressing the needs and priorities of excluded

groups as well as individuals with varying learning requirements in the given situation.

Barriers to education for girls and boys, young women and men in crisis situations

can be significant and complicated. Needs assessments and gender analyses should seek

to identify these barriers and give data to assist potential response plans. Identifying

demands and barriers may be a tough endeavor in and of itself. Providing children and
young people with supporting educational activities as soon as feasible following an

emergency gives them a predictable, stable, and protected environment. Learners can

benefit from education in terms of physical, cognitive, and psychological safety.

Learners’ protection requirements vary, and should be carefully considered in light of the

various hazards experienced by women, girls, boys, and men.

The regularity offered by daily learning activities is a stabilizing and critical

aspect in the development of both girls and boys. Those in education are more likely to

postpone the age of first sex and are less likely to join the military or armed organizations

voluntarily, especially if they are supported in school and gain skills for making informed

decisions. Our educational programs must be gender sensitive in order for all women,

girls, boys, and men to feel secure and appreciated.

Although education may and should give safety, it is equally crucial to recognize

that education is not necessarily protective. Gender-based violence, particularly sexual

assault and exploitation inside educational systems, disproportionately affects girls and

women. A hostile atmosphere, fear, or coercion can all impair focus and learning,

resulting to dropout or low attendance. Work must be done to guarantee that educational

activities do not pose security hazards to male and female students and teachers. In order

to provide a safe and enabling environment for all young women, girls, boys, and men to

access and continue their education, preventative and protection initiatives must be

strengthened.

This was supported by the data from United Nations Girls’ Education Initiative

(UNGEI) and the Global Partnership for Education (GPE) (n.d.) where it was identified

that gender equality is an important component of the larger picture of equity and
inclusion in education and society at large, and it will be most effectively achieved when

combined into a comprehensive and unified commitment to leave no one behind. The

benefits of successfully providing quality education to previously excluded girls and boys

are substantial. Gender equality and girls’ education, according to research, have a

dramatic and positive impact not only on the girls themselves, but also on their families,

communities, and society as a whole. Achieving the global commitment to “ensure

inclusive and equitable quality education and promote lifelong learning opportunities for

all” will require an understanding of and attention to gender issues in all facets of

education, from the standard of learning experiences to achievement and future

aspirations.

According to Tobia (2019), where a narration of the author’s journey was detailed,

young guys who want to wear pink shouldn’t have to stifle their desires in my opinion. A

child’s love of unicorns shouldn’t have to be sacrificed in order for him to gain adult

acceptance and friendship, in my opinion. The trans movement’s failure to recognize

gender-based trauma as a phenomenon unique to trans people may be its biggest flaw to

date. As a result, millions of cisgender, heterosexual individuals, particularly men, have

never learned to cope with the trauma they have endured and oftentimes do not even

recognize their experiences as trauma. They have been told they are not man enough if

they act in that way for a significant portion of their lives, and none of these demands are

even acknowledged as gender policing. So many men continue to be victimized in a cycle

of abuse that dictates they must embrace violent cultures and refrain from crying or

acknowledging their pain. Many people consider taking part in this cycle to be an honor.

According on Atthill and Jha (2009), gender is a problem that affects all people.
Masculinity and femininity are not mutually exclusive concepts. The other’s construction

and power are dependent upon the first’s construction and power. Gender relationships

are not “natural” or predetermined. They are designed to make unfair relationships appear

“normal”. Both boys and girls are under excessive pressure to uphold the predetermined

standards of masculinity and femininity. The existence of other types of inequality in

different communities and institutions means that gender disparity cannot be understood

in isolation. For instance, disparities of caste, class, ethnicity, religion, or locality are

frequently interwoven in it. For populations who furthermore experience various forms of

marginalization and vulnerability, the effects of gender-differentiated norms and

behaviors are frequently more pronounced and intricate. Understanding and

acknowledging this phenomenon is crucial, as is appreciating the connections and

ramifications in the context of education.

On the other hand, the authors, Barker and Scheele (2016) mentioned that the

homophile movement in the US got its start in the 1950s and 1960s. This had the goals of

decriminalizing homosexuality, educating the public, and reducing homophobia. It

typically employed assimilationist tactics, arguing that homosexuals and heterosexuals

were equivalent in all material respects and advocating for equal rights on this basis. The

homophile movement created the possibility of LGBT rights, and it may have advocated

for these rights in a way that was the least dangerous to mainstream society, allowing

these arguments to be taken seriously.

However, there are numerous issues with the assimilationist tactics it used.

Instead of criticizing the problems with how traditional society views sexuality, gender,

etc., they maintain the status quo. They continue to promote the essentialist view that
sexuality is a fixed component of identity. The “it’s not our fault” viewpoint can easily be

used to denigrate homosexuality. They frequently continue to oppress those who do not

fit that acceptable profile by concentrating on the gay and lesbian community as

represented by white, middle-class, educated individuals (the queerer umbrella).

In the foreword of President Biden (2018), he mentioned that everyone must keep

working to guarantee that everyone can live the American Dream. LGBTQ neighbors

include military personnel, factory workers, educators, and medical professionals. For

many of the most vulnerable citizens of our country, whose lives, dignity, and security

are on the line, equality is a matter of human rights as well as economic need.

B. Related Studies

Foreign

It was mentioned in a prior study of Kahamba, Massawe, and Kira (2018) that

Tanzania is one of the nations in Sub-Saharan Africa where teachers are influenced by

principles that are largely held by men in their societies. This is among the contributing

elements maintaining gender inequality at different educational levels with the

knowledge that gender sensitive instruction attempts to enhance both male and female

students' learning. This difference among female students necessitates the development

and acceptance of gender adaptability of teaching methods in institutions of higher

learning (HLIs) to rectify sexism in the educational process. The climate in institutions of

higher education is not only gender-biased. It’s unknown if teachers are aware of gender-

sensitive instruction, strategies, and how widely gender-sensitive teaching methods are

used in their routine instruction.

 A random sample of 83 academic staff members completed a questionnaire as part

of the study’s cross-section survey research design, which was used to collect the data. In

order to analyze the data gathered for the study, descriptive analysis was used with SPSS

software. The results suggest that most academic staff members are not gender sensitive,

which may have an impact on students’ earning outcomes. This demands for the

university administration to keep up its awareness campaign on mainstreaming gender on

curriculum, and particularly on the teaching component, through gender policy

implementation committees.

Local

A recent study of Monis, Baciles, and Pilloses (2018) illuminated the Philippine

government’s current position with regard to Representative Geraldine B. Roman’s

House Bill No. 4982, also known as the Sexual Orientation and Gender Identity and

Expression (SOGIE) bill. It was noted that obstacles to the LGBT movement include the

lack of an umbrella organization, a lack of knowledge of SOGIE concepts within the

LGBT community, and a lack of cohesion because of racial and socioeconomic divides.

This is in light of the ongoing social and political struggles the LGBT community faces

as well as the paucity of studies on LGBT rights in the Philippines. Ten LGBT students

from Emilio C. Bernabe Senior High School who self-identified as such made up the

study's participants. Additionally, the researcher masked the participant's identity out of

ethical considerations. There were two lesbians, six homosexual men, and two bisexual

men among the participants.

According to the participants’ comments, it was found that bullying,

discrimination, a lack of awareness about LGBT issues, and occasionally physical or

sexual assault frequently had a negative impact on pupils who identify as LGBT. It is

critical that the study convey accurate knowledge and a comprehensive grasp of the

experiences of the kids who are LGBT community members. highlighting the

implementation of the DepEd

Order 40, Series of 2012 (also known as the DepEd Child Protection Policy), DepEd
Order

32, Series of 2017 (also known as the Gender-Responsive Basic Education Policy),
DepEd

Order 55, Series of 2013 (also known as the Implementing Rules and Regulations (IRR)

of Republic Act No. 10627 (also known as the Anti-Bullying Act of 2013), and the

House Bill No. 4982 (also (SOGIE).

The study of Masangkay (2019) revealed that the selected schools in Calatagan,

Batangas were aware of the value of gender-responsive curricula, GRBE benefits, and

gender-responsive facilities and structures in promoting GRBE to students. The study

focused on GRBE practices and sought to determine how responsive schools in the

Calatagan District were in terms of school facilities and structures, policy and plan

formulation, the advantages of GRBE, and gender-responsive curriculum. The researcher

employed a qualitative research methodology to evaluate the degree of responsiveness of

various schools to GRBE procedures.

The study’s respondents consisted of 149 instructors from eight (8) randomly

chosen primary schools in the district. To find the noteworthy differences in the behaviors

of the schools, the data collected through questionnaires was statistically analyzed using

the one-way analysis of variance (ANOVA) and Paleontological Statistics software

package for Education and Data analysis (PAST version 3.16). According to the study’s

findings, schools were aware of the value of gender-responsive curricula, GRBE benefits,

and gender-responsive facilities and structures in promoting GRBE to students. In order

to continuously improve GRBE practices among schools and persistently encourage

gender sensitivity among stakeholders in basic education, a gender and development

model was developed. The GAD Model identified four areas that could help with the

comprehensive implementation of gender-responsive basic education in Calatagan

District's primary schools. These procedures offer a comprehensive application of the

Department of Education’s GRBE policy in the Calatagan district. By using this

methodology, schools could evaluate their current curricula in light of GRBE indicators

and create a variety of gender-related activities that are appropriate for all students.

The findings show that the developed GAD model must be used to ensure

conformity to the GRBE policy. This will aid in directing schools to continually improve

GAD programs in order to create a learner that is well-rounded. Despite the fact that

overall gender-basic education practices in the District of Calatagan are practiced to a

high extent, there is still a need for schools to develop and improve various gender-

related programs.

Similarly, the study of Fernandez (2021) showed that the level of gender sensitive

instruction in South District, Digos City Division, Philippines is high in terms of didactics,

learning materials, and learning evaluation. The amount of teaching that is sensitive to

gender is high overall. The goal of the study was to assess the extent to which teachers

used gender-sensitive pedagogy and what it meant for creating a welcoming and secure

learning environment. The study involved teachers in South District, Digos City Division,
Philippines, and used a non-experimental quantitative research design with a descriptive

technique. The second semester of the 2019–2020 academic year was used for the

investigation. Data were gathered using research tools on gender-sensitive pedagogy

among teachers.

The study revealed the following findings when using mean as a statistical tool to

handle the data: teacher gender sensitive pedagogical practice is high in terms of learning

materials; level of teacher gender sensitive pedagogical practice in terms of didactics;

level of teacher gender sensitive pedagogical practice in terms of learning evaluation; and

level of teacher gender sensitive pedagogical practice in terms of overall practice.

On the contrary, the study of Galamgam, Bautista, Eblacas, et al., (2021) found

that even some educators did not observe the eradication of gender. The outcome of the

study demonstrates that the established policy was not completely observing the intended

results. The study that was conducted to depict how secondary education instructors are

perceived in general status of the Gender Responsive Basic Education (GRBE) Policy’s

implementation. The survey received responses from 77 people. The GRBE Policy’s

objectives are to address barriers based on gender and the various forms of discrimination

that come from being made aware of the gender disparity experienced by weak and

marginalized groups. However, following the administration of the policy survey, it was

evident that some educators did not observe the eradication of gender.

Preconceptions and their inclusion in educational programs like learning resources

and instructional techniques due to a lack of support, supervision, providing services from

the organizations to teachers, particularly in the Education Department. Lack of school

health programs, projects, and services for youth lack of cooperation, lack of
development and GRBE-aligned sports development and collaboration with individuals,

groups, and organizations for specific goals absence of monitoring and other GAD

support services, a lack of knowledge, evaluation and analysis to help the creation of

learner support policies and service provision, a lack of career counseling and guidance

services, and activities that provide students with professional possibilities and choices

that are in line with GRBE were considered to be highly serious by the majority of the

responders. The recognized to support the challenges and concerns, they must be fully

implemented to provide support to the efforts made by the Department of Education to

advance and achieve basic education that is gender-responsive.

In line with the study of Galamgam, Bautista, Eblacas, et al., the study of

Dimaandal (2019) demonstrated that the policies have not been fully implemented in Taal

Senior High School. The study aimed to ascertain the extent of the implementation of

Gender Responsive Basic Education Policy (GRBP) in the workplace at Taal Senior High

School. Descriptive research was used to gather facts related to the implementation of

Gender Responsive Basic Education Policy in the workplace. Thirty-three (33) faculty

members and three (3) non-teaching staff participated in the study. A researcher-made

questionnaire was crafted to get respondents’ perceptions and impressions. Frequency

with mean and ranking scheme was used to analyze the data. The first objective of the

study was to determine what are the Gender Responsive Basic Education Policies being

implemented by school with regards to gender equality in the workplace. Full

implementation of the policies is not achieved as shown in the result of the responses.

Another concern of the study was to determine the extent of implementation of Gender

Responsive Basic Education Policy in the workplace.

 The findings revealed its implementation is moderately extent and generally

suggests that the respondents have the impression that the programs and benefits intended

for its employees’ welfare must be provided and sustained. The mechanisms that have

been in place may not have been widely disseminated to the school community, thus

contributing to the low-level extent of its implementation. The data were analyzed using a

ranking scheme and frequency with mean. The study’s primary goal was to identify the

gender-responsive basic education policies that schools are implementing with reference

to workplace gender equality. The results showed that its implementation is only

relatively extensive, which typically indicates that respondents believe that the programs

and perks intended to promote the wellbeing of their employees must be offered and

maintained. The adoption of the existing methods may have been limited since they were

not broadly communicated to the school community.

C. Relationship of the Previous Studies to the Present Study

The previous foreign and local studies that are related to the recent study tells that

violence inside the school campus happen anywhere. Discrimination happens on different

part of the Philippines and even on foreign countries. It is indeed observable that many

are still homophobic despite being aware of the wrongdoings. The local studies

mentioned above are evidences that even if a policy was already implemented to resolve

cases regarding gender issues, the people that have the authority to declare that policy to

the community will still take a long time to communicate the coverage of the policy to

everyone.

As a conclusion, according to the findings of Kahamba, Massawe, and Kira, the

majority of academic staff, do not exhibit gender sensitivity, which may have an effect on
student’s financial achievements. Based on the result of Monis, Baciles, and Pilloses,

bullying, discrimination, lack of awareness about LGBT issues, and sometimes physical

or sexual assault often negatively impact students who identify as LGBT. Meanwhile, the

study of Masangkay showed that the chosen schools in Calatagan, Batangas, understood

the importance of gender-responsive curriculum, the advantages of GRBE, and

genderresponsive facilities and structures in promoting GRBE to students. According to

Fernandez’s study, gender sensitive education is provided at a high level in South District,

Digos City Division, Philippines in terms of didactics, learning resources, and learning

assessment. However, even some educators did not witness the eradication of gender in

line to the policy, according to the study by Galamgam, Bautista, Eblacas, et al. Lastly,

the study of Dimaandal found that the policies had not been effectively applied in Taal

Senior High School.

The above collection of both local and foreign studies provides information to the

proponents that their proposed study has similarities with the present study. This study

focused on the implementation of the Gender-Responsive Basic Education Policy. As

stated in the studies above, this research study also determined the effect of Gender-

Responsive Basic Education Policy to the students and how it changed the way they think

about gender equality at school. Similar to the study of Monis, Baciles, and Pilloses, this

study aims to know the violence that students face inside the school campus that involves

their gender identity and classification. Analyzing the objectives and purpose of the

studies above, it can be concluded that this study has a congruent goal to achieve; it is to

determine the students who are facing gender violence and seeks to find answer and

solution to it.
 However, one question that needs to be asked is “What are the effects of Gender-

Responsive Basic Education Policy to students?”. The previous researches does not take

into account the point of view of the students and their feedback and insights about the

implemented policy. The previous studies have only focused on the instructors and

teachers but not on the students especially those who belong to LGBTQ+ community, a

thing that the researcher of this recent study has focused to study. The present study,

however, differed on the previous studies in terms of the informants and the population

because considering the population of secondary high schools in Corcuera, the researcher

limited this study to specific informants only.

CHAPTER 3

Research Methodology

This chapter presents the research method, research design, informants of the

study, sampling procedure, research instrument, data gathering procedure, and the

treatment of data.

Research Method

This study was presented through qualitative method. Instead of gathering

numerical data points or intervening or introducing treatments, as in quantitative research,

qualitative research explores and offers deeper insights into real-world problems.

Qualitative research also helps further investigate and understand quantitative data. In

qualitative research, participants’ experiences, viewpoints, and actions are gathered.

Instead of addressing how many or how much, it addresses how’s and why’s. It might be
set up as an independent study that just uses qualitative data, or it might be a component

of mixed-methods research that uses both qualitative and quantitative data (Tenny, J.

Brannan, & G. Brannan, 2022).

The researcher chose to use this type of method because it is more related to the

topic that is being studied. Using this method, the researcher was able to include and act

wide range of investigation regarding gender equality. This method also assists a

researcher to have a better outcome of the research paper that will bring knowledge to

everyone about the personal beliefs, perspectives, and insights of the respondents

regarding a certain area.

Research Design

In this study, the researcher used phenomenology to explore and discover the

participants’ reality through learning their ideas, opinions, and insights. A philosophy of

experience is called phenomenology. The goal of this method is to study the organization

of diverse sorts of experience, ranging from perception, thinking, memory, imagination,

emotion, desire, and volition to physical awareness, embodied action, and social

interaction, including language activity (Smith, 2016). According to the Stanford

Encyclopedia of Philosophy, phenomenology basically investigates the organization of

many sorts of experience, including perception, thinking, memory, imagination, emotion,

desire, and volition, as well as physical awareness, embodied action, and social

engagement, including language activity. What Husserl termed “intentionality”, or the

directedness of experience toward objects in the world, or the attribute of consciousness

that it is an awareness of or about something, is often a component of the structure of

various types of experiences. According to traditional Husserlian phenomenology, only

certain concepts, thoughts, ideas, pictures, etc. may be used to represent or “intend”

certain objects in our experience. They separate the items they display or mean from the

meaning or content of the encounter.

The researcher used phenomenology as the research design because

phenomenology aids in the comprehension of the significance of people’s actual

experiences. In a phenomenological investigation, the focus is on how people saw a

phenomenon and what they actually went through. A researcher’s study can get to the

core of what it was really like by explaining the experiences of individuals who really

went through it and their perspectives on them. This gives the opportunity to the

researcher to gain a greater understanding of the subject at hand and lets the informants

disclose the insights about the Gender-Responsive Basic Education Policy. Although

there are some challenges in delivering phenomenology, these can be overcome with

forethought, background research, and careful participant selection.

Informants of the Study

The informants of the study are composed of students from Corcuera National High

School and Mabini National High School. The researcher asked for the informants’

availability that resulted to the date to be carried out smoothly. The informants were

chosen based on their gender preference. The researcher studied and communicated with

students who belong to the LGBTQ+ community.

Informants Profile
 Age School Grade Sex Gender

Level Preference

Mabini

Mr. Joash Clint 18 National High 12 Male LGBT

Fajilagmago School

Mabini

Mr. Tirs Fronda 16 National High 11 Male ---

School

Mabini

Informant No. 3 18 National High 12 Male Transwoman

School

Corcuera

Informant No. 4 17 National High 12 Male Bisexual

School

Sampling Procedure

The researcher identified the informants of the study by using convenience

sampling method. According to Nikolopoulou (2022), convenience sampling is a

nonprobability sampling technique where units are chosen for the sample based on their

accessibility to the researcher. This may be as a result of close proximity geographically,

availability at a specific moment, or desire to take part in the study. Convenience

sampling, sometimes known as inadvertent sampling, is a non-probability sampling

technique. Understanding the coverage of the topic, before doing the procedures of the

investigation, it is important to include how the informants feel about the study.

The researcher chose this type of non-probability sampling because it is simple,

quick technique of gathering data. When there is a time crunch, convenience sampling is

advantageous since it is a quick and easy procedure. Since there is no need for travel or

substantial planning, convenience sampling is very inexpensive. Given that it needs little

investment and prior knowledge; this approach is especially beneficial for students on a

tight budget. Populations that are simple to reach tend to be used for convenience

sampling. In addition, researchers may easily establish more samples if later on more

people are required.

In conducting the convenience sampling method, the researcher first contacted and

approached individuals that are known to be part of LGBTQ+ community by sending

consent letter. This was done by actively choosing individuals that met the criteria. When

the chosen informants agreed to be part of the study, the sample was continued by

communicating, asking questions, or by interview. In choosing informants, two declined

the consent letter, so the researcher accepted the declination. This is convenience

sampling method.

Research Instrument

The instrument that was used in gathering data is interview. The best qualitative

research uses interviews. They aid in the explanation, improvement of understanding, and

exploration of the beliefs, actions, experiences, phenomena, etc. of study participants.

There are several types of interview such as face-to-face, phone, and online interview.

According to Easwaramoorthy and Zarinpoush (2006), a conversational interview is one

that is conducted to obtain data. An interviewer participates in a research study and

organizes a conversation’s flow, questions being raised, and an responds to such inquiries,

the interviewee. Interviews might take place over the phone or in person.

Interviews are easy to do that’s why the researcher used this instrument of

collecting data. Interviews are a great approach to learn about the relevance and meaning

of people’s participation in different communities. Interviews are face-to-face encounters

that a researcher can set up with respondents of the particular topic a researcher is

researching. Interview can also provide researchers with a glimpse into their practices.

Interviews are opportunities to learn something, not to instruct or express opinions to

others. Compared to another data collecting technique, interviews are easier to manage

and administer. Interview can also be conducted through online, whether it is via social

media or face-to-face. Using this type of instrument will let the researcher conduct data

collection widely. The researcher can also expand the questions asked using this type of

instrument.

To utilize this type of instrument, the researcher used free-answer interview

questions which allowed informants to answer in their own words. Before giving the

questions to the informants, the researcher produced questions first that is directly related

to the topic. After that, the formulated questions were passed to the research teacher for

approval and confirmation. Afterward, the researcher then approached the chosen

informants and conducted the interview.

Data Gathering Procedure

The researcher of this study started gathering data after a successful proposal

defense. The researcher first formulated questions which are directly related to the study.

After that, the researcher created a criterion to meet in choosing the informants. The

researcher asked some classroom presidents if they know someone in their class who

belong to the LGBTQ+ community. Two classroom presidents told the researcher that

they knew someone. Unfortunately, the student which one of the classroom presidents

has recommended declined the consent. Nevertheless, the researcher has already one

informant. Right after that the researcher’s consent letter was granted, the researcher

conducted a face-to-face interview with the informant under a big tree. The first interview

was successful. To have more informants, the researcher asked a teacher from other

school if there is a student in their class who belongs to the LGBTQ+ community. The

teacher gave a list of names, there are five students listed but only one replied to the

request of the researcher. The researcher has already listed four informants. The

researcher communicated to three more students but two out of three did not reply, while

one student said that he’s also busy with their research so he cannot grant the researcher

an interview. After couple of days, the researcher decided to only have four informants

since they are the available students who belong to the LGBTQ+ students that the

researcher found. The researcher sent the consent letters to the four informants. After few

days, the researcher did not expect that the two informants wrote their answers on the

paper, while the other one chatted the answer through Messenger. The researcher asked

the research adviser if it is okay to have the informants’ answers written on the paper or

in Messenger. Fortunately, the research adviser said that it’s okay. After that all the
answers are collected, the researcher extended gratefulness for the four informants. The

researcher then proceeded to the analysis and interpretation of data.

Treatment of Data

To verify the data collected, the researcher utilized the Triangulation Approach.

Triangulation is the process of using several techniques or data sources in qualitative

research to create a thorough knowledge of a phenomenon (Patton, 1999).

The researcher used this method because reducing study bias caused by the use of

a single technique, hypothesis, or investigator can be achieved with the use of

triangulation. Applying several methods to the same subject will increase validity. This

method gave a researcher clear understanding of the research problem to establish

credibility.

Triangulation, which has its roots in navigational and surveying settings, brings

diverse viewpoints into alignment and facilitates a deeper comprehension of the

phenomena of interest. The importance given to triangulation’s goals varies among

researchers; some see it as essential to creating corroborating evidence, while others

concentrate on its capacity to offer many points of view and multiple contexts to deepen

knowledge of a study subject. Triangulation, which is particularly related to qualitative

research methodologies, often entails looking at information from written archives, focus

groups, interviews, and other sources (Hastings, n.d.).