Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction
Women empowerment refers to empowering women so that they can make their
own decisions. Women have suffered greatly at the hands of men over the years. They
were considered almost non-existent in previous centuries. As if men had all the rights,
including the right to vote. Women became more aware of their power as time passed.
The revolution for women's empowerment began there.
Women empowerment all refer to the empowerment of women to take all
decisions from their choice. So that she can take all of the decisions for her social and
economic development. Empowerment of women will surely encourage all of the women
to stand for their education and the life of their own choice. The women empowerment
mission encourages women to be self-reliant. So that she can have positive self-esteem
and generate potential in herself to compete with the world and to make the position of
her choice. This is only possible if equal opportunities in society will also be available for
women. Empowering women would mean encouraging them for their socio-economic
development.
Thus, empowerment means a psychological sense of personal control or influence
and concern with actual social influence, political power and legal rights. It is a multi-
level construct referring to individuals, organizations and community. It is an
international, ongoing process centered in the local community, involving mutual respect,
critical reflection, caring and group participation, through which people lacking an equal
share of valued resources gain greater access to control over these resources.
Over the past decades, there has been a steady increase in women's empowerment.
Women must possess self-worth, confidence, and freedom to choose their needs and
requirements. Classifying the people based on gender is unreasonable and it is having no
worth. Still, women are paid less, expected to cook and restricted by their family
members. To overcome these situations and to have an independent role in society,
women's empowerment is needed. Empowering women is the fundamental right of
women. They can have equal rights to participate in education, society, economics and
politics. They are allowed to have higher education and treated in the way like men.
Women's empowerment begins with creating a school environment in which girls
can be themselves, fail, and learn from their mistakes. While academic achievement is
important, schools also play a role in developing students into well-rounded and
compassionate individuals.
Education is considered the most important tool for empowering women in
society. It is not only limited to developing the personality of an individual but also plays
an important role in economic, social and cultural development.  Women empowerment
is a pivotal part of any society, state or country. It is a woman who plays a dominant role
in the basic life of a child. Women are an important section of our society. Education as a
means of empowerment of women can bring about a positive attitudinal change. It is,
therefore, crucial for the socioeconomic and political progress of the country.
The problem observed in this study is that students in Froilan D. Lopez High
School are less knowledgeable of women empowerment. Despite gender parity is being
promoted in the school, some students tend to become apathetic of the issue of women
empowerment. Thus, the researchers observed that women empowerment is not highly
integrated in the school as there is no organization that is envisioned to this matter. Also,
women empowerment is not much appreciated by the students due to their lack of
knowledge and low level of involvement in programs and activities on women
empowerment in the school. This became the reason why this study is conducted.

Background of the Study

Women empowerment is part of the goals of education and is vital in the quality
and accessible education for all. Gender inequalities are still deep-rooted in every
society. Women suffer from lack of access to decent work and face occupational
segregation and gender wage gaps. In many situations, women are denied access to basic
education and health care and are victims of violence and discrimination. They are under-
represented in political and economic decision-making processes.
Today more girls than ever go to school. However, despite progress, women and
girls continue to face multiple barriers based on gender and its intersections with other
factors, such as age, ethnicity, poverty, and disability, in the equal enjoyment of the right
to quality education. This includes barriers, at all levels, to access quality education and
within education systems, institutions, and classrooms, such as harmful gender
stereotypes and wrongful gender stereotyping, child marriage and early and unintended
pregnancy, gender-based violence against women and girls, lack of inclusive and quality
learning environments and inadequate and unsafe education infrastructure, including
sanitation and poverty.
In Froilan D. Lopez High School, women empowerment is not clearly observed.
Although male and female students have equal access to education and have the ability to
fulfill their educational needs, women empowerment programs and activities still does
not suffice on the women. Much of the programs and activities are for all, not
specifically on the female students.

Statement of the Problem

This study will determine the influence of women empowerment to the women of
Froilan D. Lopez High School for the school year 2022-2023. Specifically, this sought
answers to the following:

1. What is the level of awareness of women in FDLHS in the women

empowerment?
2. How does the school’s programs and activities influence the women
empowerment?
3. What is the influence of women empowerment to the women of FDLHS in terms
of:
a. Attendance; and
b. Academic performance?

Significance of the Study

This study would be beneficial to the following:
Students. This study will help them become motivated in school and perform
well academically. Having the knowledge in women empowerment will help them
determine their rights and responsibilities as students. Thus, the findings of this study
will equip them with the skills and knowledge they need to support the programs and
activities of the school with relevance to women empowerment.
Teachers. The findings of this study can be used as source of information to
integrate in their teaching strategies and approaches. They will be able to provide
meaningful lessons, activities and tasks that will enable the student’s capability to
promote gender equality and empower the women of the school.
School Administration. The findings of this study can be used as source of
information to make programs and activities on the needs of the teachers and students.
Thus, this will help them to address the needs of the school, students, teachers and
stakeholders with respect to women empowerment.
Future Researchers. The findings of this study can be used as source of
information for further studies.

Scope and Delimitation

This study will primarily determine the influence of women empowerment to the
women of Froilan D. Lopez High School in the school year 2022-2023. This study will
also identify the schools’ programs and activities that influence the women
empowerment. Thus, this will also assess the influence of women empowerment to the
women of FDLHS in terms of attendance and academic performance.
This study will be conducted in Froilan D. Lopez High School in Barangay Man-
Ogob, San Vicente, Camarines Norte. This study will be conducted this school year
2022-2023 from January to April. The respondents of this study are the female students
of the said school including the grades 11 and 12.

Definition of Terms
The following terms are defined conceptually and operationally for better
comprehension of this study:
Women Empowerment. This refers to a concept and the meaning is imprecise
which makes it difficult to translate it into certain aspects based on any situation. Because
it covers a large range of ideas, so implying it into the specific situation is quite tough. So
far, the general concept of empowerment has contained the sense of control over one’s
life, the ability to make choices and live upon those choices. Also, it’s initiated a degree
of individuality or autonomy. Thus, it refers to increasing the spiritual, political, social or
economic strength of individual’s personality and communities. Sometimes it involves
the empowered developing confidence in their own capacities.
Influence. This refers to the power to change or affect someone or something—
especially the power to cause changes without directly forcing those changes to happen.
Influence can also refer to a person or thing that affects someone or something in an
important way.
Gender. Socially-constructed roles and responsibilities that societies consider
appropriate for men and women.
Gender-based violence. Violence against women based on their perceived
subordinate status (e.g., physical abuse, sexual assault, psychological abuse, trafficking).
Gender equality. Equal power and opportunities for men and women.
Gender gap. Discrepancy between men and women in the areas of health,
education, political empowerment, and economic empowerment.
Gender parity. Relative access to resources for men and women, often used for
education.
 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature
Women empowerment is a concept and the meaning is imprecise which makes it
difficult to translate it into certain aspects based on any situation. Because it covers a
large range of ideas, so implying it into the specific situation is quite tough. So far, based
on all theories, the general concept of empowerment has contained the sense of control
over one’s life, the ability to make choices and live upon those choices. Also, it’s initiated
a degree of individuality or autonomy (Pavanello, Pozarny, Paula De La, & Campos,
2015).
According to Douglas and Zimmerman (2015), women empowerment refers to
increasing the spiritual, political, social or economic strength of individual’s personality
and communities. Sometimes it involves the empowered developing confidence in their
own capacities (Douglas & Zimmerman, 2015). They indicated that there are certain
attributes such as having economic security and attaining a higher level of education
associated with an empowered person which may be different from a person who is not
empowered.
Moreover, Douglas et al. (2019) mentioned that empowerment can also be a
function of an environment. An empowering environment is one that compliment and
enhances those actions and attributes that reflect individual empowerment. For example,
a woman can wish to work outside the home because this environment encourages and
strengths her to move forward and achieves, she wants to.
This environment can be a supported family, a community that sees that believes in
educating a woman and encouraging them to attain that point of self-actualization.
Furthermore, it could also be a workplace that encourages and facilitates women
working. The reverse effect that an empowered individual may be able to make an
environment empowering should also be true. Studies have shown that the empowering
environment encourages a woman to involve in the work outside the home or being self-
dependent about her (Mahtab, 2017). In short, it can be concluded that women
empowerment could be broadly influenced by the environment as well as the family and
the surrounding.
According to Zimmerman (2015), the manner in which such autonomy might find
expression can and does vary tremendously across different cultural contexts so that it is
difficult to have a cultural context-free definition harmonized for all groups and
countries. Without trying to attempt a comprehensive definition it is in this sense of
exercising control over one’s life choices (Douglas & Zimmerman, 2015).
Especially for most of the developing countries, empowerment of women is not a
new concept which was originated mostly from the studies of the third world countries
(Tapash, 2020). This is because, in most of the developing countries, poverty, lack of
education and training, lack of health, violence, conflict negatively affected the women
population, lack of women power and involvement in decision making and human rights
abuse considered as the indicators of lack of empowerment. (Douglas & Zimmerman,
2015).
However, recently, as the realization of the socio-economic backwardness of
women, recently, more emphasis has been given to women empowerment, it has been
getting women into a higher position that oversees decision-making affecting society and
polity. In other words, empowerment makes a woman free from religious orthodoxy,
polygamy, rape, child, marriage, unequal marriage and forced pregnancy (Tapash, 2020).
Therefore, women should be given freedom of choice for self-fulfillment and self-
development as well equal access to domestic and community resources, opportunities,
and power with women empowerment.
Despite a lot of improvement for women’s status in society, the norms and values
of society and families still create a barrier for them to go forward for higher studies.
According to various studies, there are three groups of interrelated and interacting factors
that obstruct Women’s equal participation in education. These are Gender discriminatory
and patriarchal attitudes influence on Socio-Cultural restrictions; Poverty; Systematic
inadequacy. All these factors coupled with the very low female literacy rate, make the
role of education very important and challenging (Flood & Pease, 2019).
In addition, highly educated women making higher income get more preference in
her family (“Women in Higher Education,” 2018). As women with a higher degree and
higher income position can have a strong position on their family decision making, the
opinions of the female higher educated women get preference (Bhat, 2015). Also, more
years of schooling provide a woman higher exposure to the world and the society which
increases their awareness level, decision making power, negotiating capability, choice of
freedom and economic security (Tapash, 2020). As a result, women can get success in
their future career if they have adequate access and sustainable support towards higher
education. (Jahan, 2016) argued that increasing education of women and girls contribute
to their greater empowerment by increasing income, promotes health and increases
productivity. That is, women education can bring an educated nation, so improving girls’
educational level has been established to have clear impacts on the health and economic
future of young women which in return improves the scenario of their entire community
(Kabir & Haider, 2019).
Marry Wollstonecraft even stated in her book A Vindication of Rights of
Women that women should get the opportunity to participate not only in formal
education, also in rational education to improve personally. In addition, it was proved that
if a women get family support to get a higher education, they can exceed further
development in their abilities and power (“Women in Higher Education,” 2018).
According to the report from World Bank (2021), cultural norms are the one of
important aspect behind the negative efficacy from Female education (World Bank,
2021). In other words, one of the main reasons women facing indirect and direct barriers
from households and families was that cultural norms, suggesting that female education
raises some facts which go against cultural norms practiced and rooted in people’s mind
(Jayachandran, 2015).

Related Studies
Vighnarajah (2022) determined the influence of the English language in shaping
the concept of women’s empowerment amongst undergraduate students in a private
university in Malaysia. The objectives of this study are to identify male and female
undergraduate’ perception towards women’s empowerment and to investigate the
correlation between the role of the English language and the undergraduate’ perceptions
towards women’s empowerment. This study is based on a correlational research design
that includes 570 undergraduates from 6 distinct faculties. T-test and regression analysis
were done to test the correlation between the variables and their significance. The
findings of this study established that there is a significant difference between male and
female students’ perceptions that indicates that female and male participants have varying
perceptions towards women’s empowerment. With the English language playing a
significant role in shaping the perception of women’s empowerment, the female
participants were self-aware of how engagement in the English language can enhance the
extent of their empowerment.
Dutta (2019) undertaken to find out the secondary level urban and rural
adolescent girls awareness level on women empowerment. The sample of the study
consists of 195 respondents of both urban and rural area higher secondary (10+2) level
adolescent girl students of Kamrup District of Assam. The main objective of the study is
to compare the awareness level of the urban and rural located adolescent girl students.
The findings of the study revealed that rural adolescent girls are less empowered than
urban adolescent girls and there is a significant difference between rural and urban
adolescent girls’ awareness level.
Further, Mandal (2018) study dealt with women empowerment in 21st century.
The aims of this study were to find out women education in pre-colonial, colonial and
modern India, the forms of empowerment of women, the violence against women,
women rights, legal protection of women in Indian constitution, the role of NGOs in
women empowerment, the Government schemes and programs for women
empowerment, how education has helped woman empowerment and how Indian society
is changing by women empowerment in the21st century. As a result, it was observed that
the historical background of women education in Indian society in Vedic era women
education was good. This study also showed that women empowerment refers to
increasing and improving the social, economic, political and legal strength of the women,
to ensure equal-right to women and to make them confident enough to claim their rights.
Jannah (2020) analyzed the role of education in empowerment of women in
Bangladesh. Study 1 of this research uses secondary data to examine the role of education
in FLF participation. This study applied binary logistic regression, and findings showed a
significant relationship between education (having no education, primary education,
secondary, higher secondary, and tertiary) and FLF participation. Study 1 also found a
significant correlation between women's ownership of land and FLF participation, and
between total wage and FLF participation of women. Study 2 used primary data, and the
data was collected using an online survey platform. This study also conducted logistic
regression and analyze the relationship between six dimensions of women and the
employment of women. The findings of study 2 showed a significant relationship
between economic empowerment and the employment of women. However, this study
did not find any significant correlation between the rest of the five dimensions of women
empowerment and employment of women.

Synthesis
The studies cited gave profound findings on the awareness of students in the
women empowerment. The studies cited were about role of education in empowerment
of women, women empowerment in 21st century, awareness level on women
empowerment, and influence of the English language in shaping the concept of women’s
empowerment. These studies are relevant in the present study because it determined the
level of awareness of respondents about women empowerment. The studies cited were
not similar in the current study with respect to participants, locale of study and methods
used in the study.
Further, the objectives of this study are not met and answered despite of the
presented findings from the studies cited. With this concern, this study will employ
qualitative research design to determine the level of awareness of the women in women
empowerment in Froilan D. Lopez High School.

Theoretical Framework
In this study, Empowerment and Feminist theory are the basis on this study.
EMPOWERMENT THEORY. Empowerment theory is based on contexts of life
conception, including the processes of empowerment and selection of alternative ideas,
such as self-esteem, self-efficacy or the administration of energy. Theoretically, the
concept links to the psychological state which actually struggles to form a responsive
community. Thus, “empowerment-oriented interventions enhance wellbeing whereas
they also improve issues, give opportunities for participants to develop information and
skills, and engaging professionals as a collaboration rather than authoritative specialists.”
This statement is correlative with the institution analyzing it from its teaching strategies
and social activities and outcome. Theories of empowerment embody each process and
outcomes, suggesting that actions, activities, or structures are also empowering and that
the result of such method leads to a level of being empowered.
Empowerment is intentional, in progress method focused within the local people,
involving mutual respect, important reflection, caring, and involvement, through which
individuals lacking an equal share of valued resources gain bigger access and group over
those resources. Empowerment could also be seen as a process where individuals learn to
visualize a more in-depth correspondence between their goals and a sense of the way to
accomplish them, and a relationship between their efforts and life outcomes.
Empowerment suggests that participation with others to attain goals to realize access to
resources, and a few important understandings of the sociopolitical atmosphere are basic
elements of the construct. Applying this general framework to a structure method and
structures that enhance member participation and improve a goal action for the
organization.
Conceptualizing empowerment as a process many theorists have originated out
the stages or subprocess of empowerment is. According to them, empowerment consists
at least four subprocesses: Increasing self-efficacy, developing a critical consciousness,
developing skills of reflection and action, and becoming involved with similar others.
According to Carr, “Integrating current feminist conceptualization of
consciousness, identity, and agency, it is possible to visualize a distinct model of
empowerment”. Which means based on the current feminist concept of consciousness,
identity and agency, a model of empowerment can be pictured. Carr stated, “In this
model, the status of empowerment is considered not as linear but as reciprocally
reinforcing and interconnecting subprocess” (Carr, 2013). Therefore, empowerment is not
a linear process but it a continual reinforcing and interconnecting subprocess. According
to Carr, “Freire’s and feminist’s ideas on praxis have clearly influenced some
contemporary theorists of empowerment, who have relied on the notion of praxis to
describe how stages of empowerment are circular and mutually reinforcing.” Referring
back to this work, the next chapter the man of the empowerment process and its various
constituent elements will be described.
FEMINIST PERSPECTIVE AND EMPOWERMENT. Carr (2013) has
indicated the development of the feminist perspective among the women in the several
decades. He discussed several types of feminist perspective including the radical,
modern, and post-modern regarding women. This book includes the comparison of
feminist politics and women-centered politics.
Turner said, “Empowerment has become an essential part of feminism and seeks
to increase the personal, interpersonal, and political power of oppressed and marginalized
populations for individual and collective transformation”. Empowerment and Feminism
are interrelating because empowerment is a process which tries to give power to the
powerlessness and feminism address the issues of oppressed and marginalized people.
The concept of social individuality makes the feminist struggles clear.
Carr said, “The woman is an individual within the social reality in which she
grows up and develops with the contradictions between her and society (Carr, 2013)”
Society’s production and maintenance are done by subordinates whose work are most of
the time invisible. And the reason behind it is our social dominant ideology. Society
expects women to be responsible for the domestic domain and also motherboard which
has no economic value. As a result, the woman is oppressed and marginalized and needed
to get empowered to organize social change. “The powerlessness of one woman, which
changes by means of her activism in collaboration with others in her situation is a process
that empowers the entire community of women”. Feminist theory addresses those who
are not considered as individuals and without complaint, they accept people
interpretations of their own actions and failure (Carr, 2013). Feminist theory is to
question the categorization created by the discipline which is basically created by man.
Thus, the aim of empowerment is to generate alternative concepts to create an equal
environment for individual and deprived subordinate subjects.
These two theories are related with empowerment education for women because
women are considered to be oppressed and marginalized subject and based on these two
theories, we can scrutinize how women can be empowered through education and power
themselves as individuals and also improve the others in sharing similar deprivation.
 Notes

Pavanello, W., Pozarny, S., Paula De La, G., & Campos, T., (2015). The Meanings of
Women’s Empowerment: New Concepts for Action. In G. Sen et al. (eds)
Population Policies Reconsidered: Health Empowerment and Rights
(Cambridge, UK: Harvard University Press), pp. 130-131.

Douglas. U. and Zimmerman, V., (2015). Division of Labor and Women’s Work in a
Mountain Society Hunza Valley in Pakistan” in S. Raju and D. Begchi (eds.)
Women and Work in South Asia: Regional Patterns and Perspectives (London,
UK: Routledge) pp. 196-210.

Douglas et al. (2019). From a Seed to a Tree: Building Community Organization in

India’s Cities”, in Walters S. and Manicom L. (eds.) Gender in Popular
Education (London: Zed Books Ltd.)

Mahtab, E., (2017). The Meanings of Women’s Empowerment: New Concepts for
Action. In G. Sen et al. (eds) Population Policies Reconsidered: Health
Empowerment and Rights (Cambridge, UK: Harvard University Press), pp. 130-
131.

Tapash, R., (2020). “The Illiterate Woman: Changing Approaches to Researching

Women’s Literacy”, in A. Robinson-Pant (ed.), Women, Literacy and
Development (London: Routledge), pp.15- 34.

Flood, L. & Pease, A., (2019). Women Teachers and Professional Development: A Route
to Empowerment? A Case Study of the Programs of the Aga Khan Education
Service, Northern Areas, Pakistan”, an unpublished Master’s thesis, Institute of
Education, University of London.

Women in Higher Education, (2018). Women Teachers and Professional Development:

Gender Issues in the Training Programs of the Aga Khan Education Service,
Northern Areas, Pakistan”, International Journal of Educational Development, 6
(19), pp. 409-422.

Bhat, R. (2015). Role of education in the empowerment of women in India. Retrieved

from https://files.eric.ed.gov/fulltext/EJ1081705.pdf
Jahan, D., (2016). “Return to Women’s Education”, in E. M. King and M. A. Hill (eds.)
Women’s Education in Developing Countries (Baltimore and London: The
Johns Hopkins University Press).

Kabir, S. & Haider, A., (2019). “Resources, Agency, Achievements: Reflections on the
Measurement of Women’s Empowerment”, Development and Change, vol. 30,
Institute of Social Studies, Oxford, UK.

World Bank (2021). Women in Pakistan, Country briefing paper, Program Department
(West) and Office of Environment and Social Development of Asian
Development Bank.

Jayachandran, S.O. (2015). “Money Can’t Buy Me Love”? Re-evaluating Gender, Credit
and Empowerment in Rural Bangladesh, IDS Discussion Paper no. 363, Institute
of Development Studies, University of Sussex.

Vighnarajah, L., (2022). Role of English Language as a Literacy Tool in Shaping the
Perception of Women’s Empowerment. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1319601.pdf

Dutta, S., (2019). A Comparative Study of women empowerment awareness level of

Adolescent Girls in rural and urban H.S. Schools of Assam. Retrieved from
https://www.researchgate.net/publication/333812843_A_Comparative_Study_of
_women_empowerment_awareness_level_of_Adolescent_Girls_in_rural_and_u
rban_HS_Schools_of_Assam

Mandal, B., (2018). A study on women empowerment in 21 st century. Retrieved from

http://ijrar.com/upload_issue/ijrar_issue_1190.pdf

Jannah, N., (2020). Analyzing the Role of Education in Women Empowerment in

Bangladesh. Retrieved from
https://archives.kdischool.ac.kr/bitstream/11125/41422/1/Analyzing%20the
%20role%20of%20education%20in%20women%20empowerment%20in
%20Bangladesh.pdf

Carr, J.J. (2013). Empowerment and Feminist Theory. Retrieved from

http://www.googlescholar.com/
 Chapter 3
RESEARCH METHODOLOGY

Research Design
This study will employ descriptive qualitative research design. This is the suited
design to determine the level of awareness of students on women empowerment. This
design will give documentation on the perception of the respondents. Thus, qualitative
research design is a narration of the existing phenomena.

Sampling Technique
This study will use convenience sampling technique. The study will use fifty (50)
participants in this study. Convenience sampling involves using respondents who are
“convenient” to the researcher. There is no pattern whatsoever in acquiring these
respondents, they may be recruited merely asking people who are present in the school.

Respondents of the Study

The respondents of this study are the Senior High School female students in Froilan
D. Lopez High School. Fifty (50) female respondents will be chosen to participate in this
study whom are enrolled this school year 2022-2023.

Research Instrument
This study will use a self-administered survey questionnaire which are aligned in the
objectives of this study. Part 1 is the level of awareness of women in FDLHS in the
women empowerment. Part 2 are the school’s programs and activities that influence the
women empowerment. Part 3 will be the influence of women empowerment to the
women of FDLHS in terms of attendance and academic performance. Open-ended
questions will be the type of survey questionnaire that will be formulated.

Data Gathering
The survey questionnaire and permit letter to conduct the study will be formulated.
Once the permit and questionnaire are approved by the panel of research, the researchers
will give the permit letter to the advisers of Senior High School. Then, the researchers
will start to gather data by interviewing the target respondents whom are the Grade 11
and Grade 12 female students. The participants will be guided by the researchers by
asking them about their answers or perception on the questions. They will be given
enough time to completely answer the survey questionnaire.
After that, researchers will retrieve the survey questionnaire. The answers will be
tabulated, tallied and treated with statistical tools utilized by this study.

Statistical Tools and Data Analysis

The following are statistical tools that will be used in this study:
Frequency. This will be used to count the number of responses on the questions
provided.
Percentage. This will be used to determine the percentage distribution on the
answers provided by the respondents.
Rank. This will be used to compare the data and a given place relative to other data
in the study.
Mean. This will be used to determine the average of the responses among the
participants in the given questions by the study.
 SURVEY QUESTIONNAIRE

What is the level of awareness of women in FDLHS in the women empowerment?

Indicator Yes No
I know the laws and advocacies on women empowerment inside the
campus
I am aware of the school programs and activities on women
empowerment
I participate on community activities and programs relative to women
empowerment
I am aware of the benefits and responsibilities and privileges as a
woman
I am given the opportunity to achieve growth and development

How does the school’s programs and activities influence the women empowerment?

Indicator Yes No
It helps boost my self-esteem
It helps me to become competent and collaborative
It enhances my cognitive and affective learning
It enhances my skills and capabilities as a woman
It helps me motivate to become a responsible Filipino citizen
What is the influence of women empowerment to the women of FDLHS in terms of:
Attendance

Indicator Yes No
It lessens my tardiness and absenteeism
It helps enhance my classroom participation
It boosts my study habits

Academic performance

Indicator Yes No
It helps enhance my knowledge and learning experience
It develops my integrity and morality
It enhances my school engagement and academic performance

Thank You!